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This paper reexamines the widely-held wisdom that the currency exposure of international investments should be entirely hedged. It finds that the previously documented ability of hedges to reduce portfolio return variance holds at short horizons, but not at long horizons. At horizons of several years, complete hedging not only does not lower return variance, it actually increases the return variance of many portfolios. Hedge ratios chosen to minimize long-run return variance are not only low, they also have no perceptible impact on return variance. The paper reports and explores these results, their apparent causes, and investigates their implications for hedging practice.

Foreign exchange --- Universities and colleges, Black. --- Hedging (Finance) --- Econometric models.

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This book examines colleges and universities across the diaspora with majority African, African-American, and other Black designated student enrollments. The nomenclature of this cohort connotes an assumption of racial exclusivity and homogenous monolithism. Research confirms that these campuses possess a flourishing landscape with racial, economic, and gender diversity while sharing a Black identity created through global racialization. Globally, Black colleges and universities create academic and social environments where different races, sexes, cultures, languages, nationalities, and citizenship status coexist, enabling academic achievement, civic engagement, and colonial resistance. This volume highlights racial hegemony in multi-national student experiences and achievement; examines the social and career implications of attendance on lifelong success; explores the impact of global Black marginalization and racist ideology on Black college communities; and explores the role gender plays in outcomes and attainment. This book engages the diversity of black colleges and universities and explains their critical role in promoting academic excellence in higher education.

College students, Black. --- Black college students --- Black university students --- Students, Black --- Universities and colleges, Black. --- Race relations --- Education, Higher --- Study and teaching (Higher) --- Social aspects. --- Black colleges --- Black universities and colleges --- Colleges, Black --- Negro universities and colleges --- Black people --- Universities and colleges --- Integration, Racial --- Race problems --- Race question --- Relations, Race --- Ethnology --- Social problems --- Sociology --- Ethnic relations --- Minorities --- Racism --- Education

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African American universities and colleges --- Education, Special Topics --- Education --- Social Sciences --- African American colleges --- Afro-American universities and colleges --- Colleges, African American --- HBCUs (Historically black colleges and universities) --- Historically black colleges and universities --- Negro universities and colleges --- Universities and colleges, African American --- Universities and colleges, Black --- Universities and colleges --- History. --- History --- PBIs (Predominantly Black institutions) --- Predominantly Black institutions

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To their disadvantage, few Americans--and few in higher education--know much about the successes of historically Black colleges and universities. How is it that historically Black colleges graduate so many low-income and academically poorly prepared students? How do they manage to do so well with students "as they are", even when adopting open admissions policies?In this volume, contributors from a wide spectrum of Black colleges offer insights and examples of the policies and practice--such as retention strategies, co-curricular activities and approaches to mentoring--which underpin their disproportionate success with populations that too often fail in other institutions.This book also challenges the myth that these colleges are segregated institutions and that teachers of color are essential to minority student success. HBCUs employ large numbers of non-Black faculty who demonstrate the ability to facilitate the success of African American students.This book offers valuable lessons for faculty, faculty developers, student affairs personnel and administrators in the wider higher education community-lessons that are all the more urgent as they face a growing racially diverse student population.While, for HBCUs themselves, this book reaffirms the importance of their mission today, it also raises issues they must address to maintain the edge they have achieved.Contributors: Pamela G. Arrington; Delbert Baker; Susan Baker; Stanley F. Battle; T. J. Bryan; Terrolyn P. Carter; Ronnie L. Collins; Samuel DuBois Cook; Elaine Johnson Copeland; Marcela A. Copes; Quiester Craig; Lawrence A. Davis, Jr.; Frances C. Gordon; Frank W. Hale, Jr.; B. Denise Hawkins; Karen A. Holbrook; James E. Hunter; Frank L. Matthews; Henry Ponder; Anne S. Pruitt-Logan; Talbert O. Shaw; Orlando L. Taylor ; W. Eric Thomas; M. Rick Turner; Mervyn A. Warren; Charles V. Willie; James G. Wingate.

African American universities and colleges. --- African Americans --- Education, Higher. --- College students --- Higher education --- Postsecondary education --- Universities and colleges --- African American colleges --- Afro-American universities and colleges --- Colleges, African American --- Negro universities and colleges --- PBIs (Predominantly Black institutions) --- Predominantly Black institutions --- Universities and colleges, African American --- Universities and colleges, Black --- Education (Higher) --- Education --- African American Universities And Colleges --- Social Science

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"The primary thrust of the proposed volume is to provide information for higher education minority serving institutions (MSIs) and other institutions and individuals interested in providing and/or improving mentoring programs and services to a variety of target groups. The editors are interested in how mentorship can produce beneficial outcomes for the mentor that may be similar to or different from outcomes in other educational contexts. Thus, the purpose of this volume is to showcase, through case studies and other forms of empirical research, how successful mentoring programs and relationships at MSIs have been designed and implemented. Additionally, we will examine the various definitions and slight variations of the meaning of the construct of mentoring within the MSI context. It is our intent to share aspects of mentoring programs and relationships as well as their outcomes that have heretofore been underrepresented and underreported in the research literature" --

Minority college students --- Mentoring in education --- African American universities and colleges. --- African American colleges --- Afro-American universities and colleges --- Colleges, African American --- HBCUs (Historically black colleges and universities) --- Historically black colleges and universities --- Negro universities and colleges --- Universities and colleges, African American --- Universities and colleges, Black --- Universities and colleges --- College students --- Minority students --- Services for --- PBIs (Predominantly Black institutions) --- Predominantly Black institutions