Sentences with phrase «with individual equity»

Risks associated with individual equity factors are also borne by investments that tilt their holdings toward these factors.

Nevertheless, there are risks associated with individual equity factors that are also borne by investments that tilt their holdings toward these factors.

The price crash in theE - mini S&P market quickly spread to major U.S. equities indices which suffered precipitous declines in value of approximately 5 to 6 %, with some individual equities suffering much larger declines.

The price crash in the E-mini S&P market quickly spread to major U.S. equities indices which suffered precipitous declines in value of approximately 5 to 6 %, with some individual equities suffering much larger declines.

We run a separate dividend component of the portfolio with individual equities.

Not exact matches

That way if there are issues with a single individual, even at the top, you haven't lost all of your brand equity.

The report, which cites an unnamed source, said the private equity groups are interested in all of HPE, not just individual business units, like the IT services business group that was spun off and merged with Computer Sciences in May.

Be smart and choose an equity crowdfunding platform that makes a large group of investors appear as a single investor so you won't have to deal with the hassle of communicating with backers on an individual basis.

The alternative, which require determining an individual's net worth, would be a complex process that could potentially derail the immediacy of equity crowdfunding, says Marlett, who has been involved in rulemaking discussions with lawmakers, regulators and industry advocates.

The remarks frustrated a number of individuals currently working with the Securities and Exchange Commission to make equity crowdfunding a reality for regular investors.

(l) Except as otherwise set forth in Schedule 2.7 (l) of the Disclosure Schedule, (i) the Company is not and will not be obligated to pay separation, severance, termination or similar benefits as a result of any of the transactions contemplated by this Agreement, nor will any such transactions accelerate the time of payment or vesting, or increase the amount, of any benefit or other compensation due to any individual; and (ii) the transactions contemplated by this Agreement will not cause the Company to record additional compensation expense on its income statements with respect to any outstanding Stock Option or other equity - based award.

Previously, Fundrise was focused only on accredited investors with a variety of individual assets across the capital stack (senior debt, preferred equity, equity) to choose from.

In 1983 individuals with incomes over $ 250,000 owned 43 percent of all publicly traded equities.

Risk associated with equity investing include stock values which may fluctuate in response to the activities of individual companies and general market and economic conditions.

Since 2008, investing and making money online with binary options has become increasingly attractive to investors and individuals who invest in shares, equities, currencies, and commodities.

Appropriate for: Companies and individuals planning on multiple rounds of funding, companies who do not want to part with equity

With ETFs that track broad equity indexes trading more than most individual stocks, and investors pouring money into...

The equity ownership, economic interest and cross-directorships could create, or appear to create, conflicts of interest when these individuals are faced with decisions that may impact us differently than EHI.

«Given what looks to continue to be a low - interest - rate environment for some time in many countries, along with uncertainties about government safety nets, individuals may need to think more strategically about investing for retirement — and how to generate income after,» said Ed Perks, executive vice president, chief investment officer, Franklin Templeton Equity.

The New York based firm has so far successfully navigated through blue sky laws in three states, Washington, Virginia, and Maryland, to allow individual investors with as little as $ 100 to participate in equity real estate crowdfunded deals.

Just like an individual whose debt far outweighs his or her assets, a company with a high debt - to - equity ratio is in a precarious state.

When an individual without financial sophistication is faced with a choice between equity and fixed - income funds, international or domestic, large - cap or small - cap, high - yield or treasury bonds, they face choice - overload and the decision can be overwhelming.

Adroit Investment Management provides discretionary wealth management for individuals, corporations and institutions with core investments in Canadian equities, non-Canadian equities and fixed income products.

Such an individual could structure their taxable portfolio with a single LS60 instead of a separtate equity fund (s) and bond fund (s).

With simple, objective readings, investors can manage their equity exposure on the basis of both value and momentum according to their own individual risk profile.

The event will provide the opportunity to meet and network with 150 + senior - level executives from leading: real estate developers & owners, crowdfunding platforms, private equity firms, hedge funds, family offices, broker / dealers, RIAs, investment banks, institutional investors, asset managers, and high - net - worth individuals.

We replaced the balanced fund with individual asset class securities (index funds): a Canadian equity index fund, a U.S. equity index fund, an international equity index fund, a bond index fund, etc..

In contrast, the professional managers that operate downstream of individual investor flows, and that manage the various investment vehicles that provide those investors with equity exposure, probably exert less control over the market's absolute valuation.

At several points he touches upon the paradoxes of modern urbanism and the tragic ironies of our cultural attitude toward cities: although we now have more individual freedom, technical ability, and, arguably, social equity, we do not live in places as hospitable to human beings as were our cities of the past; we are pragmatists who build shoddily; our current obsession with historic preservation is the flip side of our utter lack of confidence in our ability to build well; while cultures with shared ascetic ideals and transcendent orientation built great cities and produced great landscapes, modern culture's expressive ideals, dogmatic public secularism, and privatized religiosity produce for us, even with our vast wealth, only private luxury, a spoiled countryside, and a public realm that is both venal and incoherent; above all, we simultaneously idolize nature and ruin it.

This last strategy can be particularly helpful where schools are committed to bridging the digital divide through equity schemes that provide learners with individual access.

White children are much more likely than otherwise similar racial and ethnic minority children to receive special education services in the U.S. Ensuring equity in the Individuals with Disabilities Education Act (IDEA) means making sure all children with disabilities are able to access the services to which they have a civil right.

But the speaker, Cynthia G. Brown, the director of the resource center on educational equity for the Council of Chief State School Officers, highlighted the division in the special - education community over how to amend the Individuals with Disabilities Education Act, the landmark 1975 federal law.

Much has changed since the fledgling Campaign for Fiscal Equity (CFE), 14 New York City community school boards, and 23 individual parents and their children lodged the initial complaint charging the State of New York with denying «thousands of public school students in the City of New York their constitutional rights to equal educational opportunities.»

The U.S. Department of Education proposes a new rule aimed at improving equity in the Individuals with Disabilities Education Act for students of color.

That equity principle underlying ESEA was reaffirmed in the 1970s with the passage of major legislation aiding disabled students, later named the Individuals with Disabilities Education Act (IDEA).

By identifying individuals who can amplify underrepresented voices, and providing them with high - level leadership development and networking opportunities, this fellowship encourages and supports those who will become senior leaders in the field and helps strengthen the educational equity and excellence movement by engaging more diverse perspectives.

Rather than using data to create a laundry list of «what's going wrong with our schools» or to assign blame to a group or individual, it is more effective to look at equity - related data with the goal of building capacity for improvement.

Sustained improvements usually began with an individual or a small group of leaders committed to equity and the goal of successfully teaching every student.

Combining these subgroups would fill these conversations about equity, student achievement, and improvement strategies with generalities, dismissing the unique strengths and opportunities for growth that these individual groups possess.

These commitments included being open - minded and practicing transparent communication, working as collaborative teams, focusing on equity for all students and their individual needs, asking thoughtful questions when clarification is needed, facilitating a student - centered environment and working respectfully with students, staff, families and visitors to the school.

WASHINGTON — Opposing any delay in the implementation of the Equity in the Individuals with Disabilities Education Act (IDEA) regulations, The Leadership Conference on Civil and Human Rights and 38 civil rights groups sent a joint letter to the Office of Special Education and Rehabilitation Services (OSERS) at the U.S. Department of Education.

Michelle Molitor is the founder and CEO of The Equity Lab, formerly Fellowship for Race & Equity in Education (FREE), an organization with the mission to support individuals and institutions as they take on our most intractable race, equity, diversity, and inclusion (REDI) problems, accelerating our transition toward a more liberatory, community - centered society that values the gifts and potential of all of its meEquity Lab, formerly Fellowship for Race & Equity in Education (FREE), an organization with the mission to support individuals and institutions as they take on our most intractable race, equity, diversity, and inclusion (REDI) problems, accelerating our transition toward a more liberatory, community - centered society that values the gifts and potential of all of its meEquity in Education (FREE), an organization with the mission to support individuals and institutions as they take on our most intractable race, equity, diversity, and inclusion (REDI) problems, accelerating our transition toward a more liberatory, community - centered society that values the gifts and potential of all of its meequity, diversity, and inclusion (REDI) problems, accelerating our transition toward a more liberatory, community - centered society that values the gifts and potential of all of its members.

In her role with DCPS, Katie designed and facilitated team sessions around race and equity in education, contributed to a variety of Critical Friends» Groups and workshops, and provided individual teacher support through the program's coaching initiatives.

The Equity Lab has partnered with and led work alongside several national, regional and local education agencies across the education ecosystem including the Department of Education, district offices, individual schools, philanthropic groups, and education facing entities.

with individuals and organizations who can help you with your diversity, equity and inclusion projects.

It is contingent on... seeing cultural differences as assets; creating caring learning communities where culturally different individuals and heritages are valued; using cultural knowledge of ethnically diverse cultures, families, and communities to guide curriculum development, classroom climates, instructional strategies, and relationships with students; challenging racial and cultural stereotypes, prejudices, racism, and other forms of intolerance, injustice, and oppression; being change agents for social justice and academic equity; mediating power imbalances in classrooms based on race, culture, ethnicity, and class; and accepting cultural responsiveness as endemic to educational effectiveness in all areas of learning for students from all ethnic groups.»

The Oakland - based work has formed a structure that comprises the core design of this prospectus: a fellowship of 28 teachers from 16 schools or organizations working together to build individual maker - centered learning practices and think through new ideas as a learning community; a leadership team made up of educators able to offer personalized professional development according to the needs of participants; a grants program designed to provide schools and organizations with the tools and materials needed to reach their goals; thoughtful partnerships with key organizations in the field; and a primary focus on equity in the work.

With a blend of humor, sensitivity, and professional insight, she uses her passion and first - hand experience to help individuals develop and use an equity lens for decision - making related to student achievement.

With a blend of humor, sensitivity, and professional insight, she has helped hundreds of individuals develop the dispositions necessary to use an equity lens for decision - making related to student achievement.

Functions The teacher leader: a) Facilitates the collection, analysis, and use of classroom - and school - based data to identify opportunities to improve curriculum, instruction, assessment, school organization, and school culture; b) Engages in reflective dialog with colleagues based on observation of instruction, student work, and assessment data and helps make connections to research - based effective practices; c) Supports colleagues» individual and collective reflection and professional growth by serving in roles such as mentor, coach, and content facilitator; d) Serves as a team leader to harness the skills, expertise, and knowledge of colleagues to address curricular expectations and student learning needs; e) Uses knowledge of existing and emerging technologies to guide colleagues in helping students skillfully and appropriately navigate the universe of knowledge available on the Internet, use social media to promote collaborative learning, and connect with people and resources around the globe; and f) Promotes instructional strategies that address issues of diversity and equity in the classroom and ensures that individual student learning needs remain the central focus of instruction.