Credit scoring and incentives for loan officers in a principal agend model

We analyze incentives for loan officers in a model with hidden action, limited liability and truth-telling constraints under the assumption that the principal has private information from an automatic scoring system. First we show that the truth-telling problem reduces the bank’s expected profit whenever the loan officer cannot only conceal bad types, but can also falsely report bad types. Second, we investigate whether the bank should reveal her private information to the agent. We show that this depends on the percentage of good loans in the population and on the signal’s informativeness. Though we had to define different regions for different parameters, we concluded that it might often be favorable to not reveal the signal. This contradicts current practice

When should principals acquire verifiable information?

We analyze a principal-agent model in which a principal has two possibilities to improve his knowledge about the quality of an investment project. First, he has access to an informationtechnology that provides a \textit{verifiable}, unbiased signal. Second, he can hire an agent who detects bad projects with some probability depending on his unobservable effort, and who reports his findings opportunistically. We analyze whether the principal should check the signal before or after he offers a contract. The first policy has the advantage that the agent''s effort can be adjusted to the signal, whereas the second policy allows areduction in the agent''s rent. We show that checking the signal afterwards is always superior if the signal is sufficiently uninformative.microeconomics ;

The Not So Digital Divide: Bringing Pre-service English Teachers’ Media Literacies into Practice

In this article, the author demonstrates how pre-service English teachers applied their own out of school media literacy practices (e.g. participation in social network sites and practices associated with remix) to their developing teaching practices. This research is informed by a growing body of work in media literacy that theorizes the important connections between youths’ out of school media lives and their in school literacy learning. The author aims to address an area that may be further developed in this regard: how preservice teachers might connect their own out of school media literacies to their in school learning in teacher education. Such connections provide opportunities for pre-service teachers to experience and demonstrate the applicability of media literacy with the youth they intend to teach

Plan de Gergovia

Escala gráfica además en 'Kilométres' y 'Milles romains'Relieve por sombreado. Puntos acotado

Plan de L'Oppidum des Aduatuques

Escala gráfica además en 'Kilométres' y 'Milles romains'Relieve : líneas perpendiculares normales, puntos acotado

Dimensions of Young Adult Literature: Moving into “New Times”

This is the publisher's version, copyrighted by the National Council of Teachers of English.No abstract is available for this item

Italia. 1:2000000

Escala gráfica además en 'Kilométres' y 'Milles romains'. Coordenadas : E7 30'-E18 26'/N44 36'-N39 33'. Sin especificar meridianoRelieve : líneas perpendiculares normalesSeñalado en distintos colores los itinerario

Francia. Geografía histórica (499 a.C-476). 1:4200000

Escala gráfica además en 'Kilométres' y 'Milles romains'. Coordenadas : O7 30'-E15 30'/N51 35'-N41 50'. Meridiano de Parí

Dover. Mapas militares. 1887 (I siglo a. C). 1:20000

Escala gráfica además en 'Kilometres' y 'Milles romains'Relieve representado por normalesIndica las carreteras de algunas ciudadesSeñala algunos puerto

SAMBRE (Francia, Norte) (Región). 1:32000

Escala gráfica además en 'Kilométres' y 'Milles romains'Relieve : líneas perpendiculares normales, puntos acotado