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Unfortunately, the yields on government money market funds dropped to almost nothing when the Federal Reserve reduced its target rate to close to zero. For example, the average monthly return for Treasury money market funds was .013 percent at the end of 2008, as compared to over 2 percent in 2007.52 As Treasury bills matured after December 2008, their yields dropped further, and the total returns for government money market funds came close to zero; they did not drop below zero only because their managers absorbed most of their expenses. At the beginning of 2009, a number of well-known managers (e.g., Fidelity, Schwab, and Vanguard) stopped accepting new investors into their government money market funds.53 Let s consider the implications of a zero policy rate for a retail money market fund holding 30-day U.S. Treasury bills with a gross yield before expenses of 10 basis points (10/100 of 1 percent). The manager of a retail money market fund on average charges 35 basis points to manage the fund. In addition, the fund has other expenses custodial, audit, and registration fees, as well as check writing, reporting, and other service expenses that usually cost another 15 basis points. So the total expenses of a retail money market fund could easily be 50 basis points (35 for management and 15 for other expenses). Even if the manager waives its management fee, the fund will still have 15 basis points of expenses with only 10 basis points of gross yield. In other words, in order to attain a zero rate of return for the money market fund, the manager will not only have to waive its

(gdb) x/128x $sp 0xffbf1238: 0x00000000 0xffbf1248: 0x00000000 0xffbf1258: 0x00000000 0xffbf1268: 0x00000000 0x00000000 0x00000000 0x00000000 0x00000000 0x00000000 0x00000000 0x00000000 0x00000000 0x00000000 0x00000000 0x00000000 0x00000000

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Figure 3.27 Impact of phase noise on reciprocal mixing in 802.11a receiver. The in-band subcarriers from 300 kHz to 8 MHz are shown. Assumed CW interferers are also shown at various offset frequencies. The profile of an assumed phase noise is also shown. Such phase noise often has 30 dB/decade at small frequency offsets and 20 dB/decade further away.

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This kind of activity has been popular for many years now in TEFL. Communicative activities generally involve pairs of students sharing information with each other to complete a task. Communicative activities come in many different forms but usually involve a Partner A and a Partner B. Each partner needs to ask each other fact or opinion-based questions after receiving initial prompts from you. Sometimes you give them a worksheet which has gaps in it but the gaps are different for each partner. The pair must then hide their own sheet and come up with a question to ask their partner who, as a result, gives them information that they use to fill in a gap. On the other hand the activity may perhaps involve a list of topics or situations to ask a partner about so that the students talk about their own lives. Communicative activities are practical because they often don t require any imagination or opinions from the participants. They just provide a context for some solid practice of a particular grammatical structure or some new words. This type of exercise also accustoms students to working with each other and gets them moving about a bit. As in most cases the students aren t allowed to see each others information, you can get them to sit or stand back to back, for example. Table 13-1 is an example of a communicative activity designed to practise the phrase How much is/how much are the . . .

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Newcomb s speech anticipated some of the central questions of twentieth- and twenty-first-century theoretical physics. What physical meaning might science derive from the existence of higher dimensions in mathematics Assuming time is the fourth dimension, as Einstein and Minkowski would later show, might there be unseen spatial dimensions as well If so, what would be their physical consequences If there are no effects, then how might we explain their inability to be observed These questions have come to the forefront during the scientific search for a unified theory of all natural forces. The quest for a Theory of Everything, elegantly explaining all aspects of the diversity and unity of nature, has become one of the most compelling goals of science. Many physicists believe this can be achieved only through an understanding of higher dimensions beyond space and time.

Structuring with the use of rule:

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