Tuesday, January 28, 2020

Time Management Essay Example for Free

Time Management Essay One of the most important aspects of completing an education course is the amount of time spent on your course study. The better you are at setting aside regular study time and keeping to a schedule, the more successful you’ll be in completing your course work with a satisfactory grade. Completion won’t happen if you are a procrastinator! So, take a few moments before starting your course to think about your schedule. Be realistic. If you find yourself falling behind, reevaluate your priorities and make adjustments where needed. Here are some additional things to think about: Set aside dedicated study time (maybe in 1/2 hour chunks) and let nothing interrupt this time. Break assignments into small tasks that can be accomplished in given time periods. Determine what time of day is your best. Tackle the more difficult tasks during this time of day to take advantage of your greatest concentration and attention level. Establish one or more quiet, comfortable study areas where you have easy access to all necessary materials. Make your selection based on acceptable noise levels, light level, study-conducive furniture (chair and/or desk or study table), and minimal distractions. Keep in mind the time it takes to travel between home, school, work, and your selected study spot. If your instructor has not provided course deadlines, set them yourself and stick with them. If you start falling behind, set aside more time to catch up. Don’t put off completing your coursework to the end of your enrollment period. Do not let a problem or lack of understanding hold you up – set it aside for a short time so you can come back to it with fresh eyes. If you still don’t get it – ask for help from your instructor or from other students in the class. If this is the first distance course you’ve taken, you may soon see how easy it is to fall behind your intended schedule. By setting mid-course targets that are realistic and obtainable, you can complete the course successfully and count distance learning as another accomplishment! The institution will maintain an academic environment in which freedom to teach, conduct research, learn and administer the university is protected. Students will benefit from this environment by accepting responsibility for their role in the academic community. The principles of the student code are designed to encourage communication, foster academic integrity and defend freedoms of inquiry, discussion and expression across the university community. Institution requires students to conduct themselves honestly and responsibly, and to respect the rights of others. Conduct that unreasonably interferes with the learning environment or violates the rights of others is prohibited. Students and student organizations are responsible for ensuring that they and their guests comply with the code while on property owned or controlled by the university or at activities authorized by the university. The university may initiate disciplinary action and impose disciplinary sanctions against any student or student organization found responsible for committing, attempting to commit or intentionally assisting in the commission of any of the following prohibited forms of conduct: * cheating, plagiarism or other forms of academic dishonesty * forgery, falsification, alteration or misuse of documents, funds or property * damage or destruction of property * theft of property or services * harassment * endangerment, assault or infliction of physical harm * disruptive or obstructive actions * misuse of firearms, explosives, weapons, dangerous devices or dangerous chemicals * failure to comply with university directives * misuse of alcohol or other intoxicants or drugs * violation of published university policies, regulations, rules or procedures * any other actions that result in unreasonable interference with the learning environment or the rights of others. This list is not intended to define prohibited conduct in exhaustive terms, but rather offers examples as guidelines for acceptable and unacceptable behavior. Honesty is a primary responsibility of you and every other UAF student. The following are common guidelines regarding academic integrity: 1. Students will not collaborate on any quizzes, in-class exams, or take-home exams that contribute to their grade in a course, unless the course instructor grants permission. Only those materials permitted by the instructor may be used to assist in quizzes and examinations. 2. Students will not represent the work of others as their own. A student will attribute the source of information not original with himself or herself (direct quotes or paraphrases) in compositions, theses, and other reports. No work submitted for one course may be submitted for credit in another course without the explicit approval of both instructors. Alleged violations of the Code of Conduct will be reviewed in accordance with procedures specified in regents’ policy, university regulations and UAF rules and procedures. For additional information and details about the Student Code of Conduct, contact the dean of student affairs, visit www. alaska. edu/bor/ or refer to the student handbook that is printed in the back of the class schedule for each semester. Students are encouraged to review the entire code.

Monday, January 20, 2020

Evolution of Individual Rights :: essays research papers

Evolution of Individual Rights Prior to the Constitutional Convention Religious freedom is one main reason for the founding of our country. The concept of ideological and religious freedom remains as strong today as it was at the time of the founding of the United States. The founding fathers left their homelands for a country, which promised freedoms well beyond those, available to the masses during the times of early U.S. immigration. Representatives at the Constitutional Convention in Philadelphia (1787) intentionally avoided making strong statements regarding religion due to a firm belief that religious provisions were unnecessary to preserve religious liberty. This omission was not taken lightly by six states, who went on to propose amendments guaranteeing religious freedom. In fact, two states refused to ratify the document until a Bill of Rights, including religious freedom, was adopted. In 1789, a compilation of modifications and amendments were assembled, which included the statements we collectively call the First Amendment to the United Stat es Constitution (Alexander and Alexander, 1998). The pertinent section of the First Amendment that refers to religion simply states: "Congress shall make no law respecting the establishment of religion, or prohibiting the free exercise thereof." The first part of the statement is commonly known as the "establishment" clause, while the second part is known as the "free exercise" clause. Though intended to be clear, concise and decisive in its presentation of the two clauses, the potential for individual interpretation based on individual biases and ephemeral passions continues to allow for impassioned argument to this day. It is the balancing of these two clauses that makes the analysis of religious freedom questions difficult for teachers, administrators and legal professionals.

Sunday, January 12, 2020

“Optimal Versus Naive Diversification: How Inefficient Is the 1/N Portfolio Strategy” †a Critique

â€Å"Optimal Versus Naive Diversification: How Inefficient Is The 1/N Portfolio Strategy† – A Critique Title: The title of the paper â€Å"Optimal Versus Naive Diversification: How Inefficient Is The 1/N Portfolio Strategy† has been reasonably well phrased.However, it can be argued that the title is a little misleading as the principal objective of the paper is to test how efficient different optimal diversification strategies are using the 1/N portfolio strategy as the benchmark and not to try and elucidate the merits of the 1/N strategy, which the authors are certainly neither advocating for practical purposes nor seemingly seeking to foster greater intellectual attention on the simplistic strategy. The title could have simply been â€Å"How Efficient Really Are Today’s ‘Optimal’ Diversification Strategies? But, care has to be taken before coming to the above conclusion that the authors might have appreciably so, intentionally used the tit le they have in order to attract further attention to their paper by stressing the obvious irony and possible iconoclasm in their conclusions. Abstract: The abstract has been very well written. It captures the essence of the study and conveys the crux of it lucidly to the reader. However, it would have augured better to start the abstract by stating the objective of the study in addition to it being mentioned in the text of the article just as the authors have.That way, the abstract would have had greater clarity. Motivation: The inherent motivation behind the study is laudable and the implied motivation derived from the conclusion is obvious. However, the motivation itself has unfortunately not been sufficiently expressed. Apart from a one-sentence objective, nothing else has been explicitly written about why the study was undertaken. There is one other sentence, which could be construed as the motivation. But, the authors themselves have not given the sentence the same attribute. The sentence itself is a reference to a revious study that found that many investors used the 1/N diversification strategy ignoring several other sophisticated theoretical models and is stated to only justify their usage of the 1/N diversification strategy as the benchmark. It could have been elaborated upon with additional related facts and further evidence supported by literature. Also, a separate paragraph with a heading called â€Å"Motivation† would be desirable to the readers. Introduction: The topic covered by the article has been adequately introduced. The brief description of the various asset allocation models and how they are related to each other is commendable.The introduction has also carefully introduced the methodology, the observations and the results and the conclusions in a logical and concise manner such that readers might understand the study by just reading this part. However, the literature on the Bayesian and non-Bayesian approaches has only been brief ly mentioned in one paragraph. Considering how significant the contribution of the stated articles to the current study might be, it would have only been fitting to include a section called ‘Literature Review’ elaborating on them substantially more than the authors have.That way, they could have been able to make a clearer connection on how the previous studies relate to the motivation and methodology of their study. However, it should be noted that word limits might have been a constraint. In addition, the introduction must be a definite section that is called ‘Introduction’. Methodology: The authors have adopted a robust methodology to evaluate the performance of the diversification strategies discussed. They have been explained in great detail with sufficient appendices in an easily understandable format.There is not much scope for improvement in the methodology and the authors must be greatly appreciated for it. Data: The data has been obtained from hig hly reliable sources, thereby implying that there is hardly any margin for error in the data. No bias or subjectivity is evident. The data has been properly classified and well presented. Results: With well-defined methodology and credible sources, the results of the study are factually accurate even though it can be argued that conclusions from the same are a function of their interpretation just as in every other study. However, there is a drawback concerning the same.The authors have only limited themselves to comparing the performance of models of optimal asset allocation that consider moments of asset returns and not other characteristics of the assets. The authors could have included a section within the discussion of their results in which they could have compared their results with that of other similar studies, even if they involved the analysis of fewer diversification strategies, and sought to establish a reasoning behind how the possible differences between the results o f the studies might be related to variations in their respective methodologies or data.They could have also sought to describe how their study and the underlying methodology have helped overcome previous voids in relevant literature. It might have even been advisable to express why their study is more accurate and hence superior to the others if they did think so. In case the study was known, to their knowledge to be unprecedented and unrelated to any comparative study of portfolio diversification strategies, it should have been explicitly stated as the reason why the above-said was not done.But, it has to be noted that the authors have indeed done the above-said, but only with respect to two of their important assumptions, i. e. , Brandt et al (2007)’s approach to constructing the optimal portfolio using cross-sectional characteristics of equity returns and the dynamic asset allocation models of Campbell and Viciera (1999; 2001) and Campbell et al (2003). Conclusions: The co nclusions of the study are definitely iconoclastic and have huge repercussions for the research community.It points out how inefficient the numerous theoretical models that have been developed on portfolio diversification are clearly indicates that an enormous amount of research has to be undertaken to address this serious shortcoming. The conclusions have been expressed concisely and the limitations of the study have been stated. Their recommendation on the direction for further research is well thought out and justified by their findings and is hence highly commendable.

Saturday, January 4, 2020

Mrs. Kendra Gallos . English 3 Honors. 5 April 2017....

Mrs. Kendra Gallos English 3 Honors 5 April 2017 Preventing Child Abuse Every day children around the world are being abused by their parents, trusted adult, caregiver and peers. Children are constantly suffering when there are things that everyone as a community can do help them. Psychologists, social workers and the victims to childhood abuse have studied and worked together to establish precautionary measures to execute child abuse all together. In two thousand and fourteen, about one thousand five hundred and eighty children died as a result of abuse and neglect, which is about four to five children a day. Studies have even showed that they may even be undercounting by fifty percent or more. On average, four to seven children die†¦show more content†¦Emotional abuse is one of the most harmful abuses for a child because it has the potential to impact their entire life in such a negative aspect. Emotional abuse is doing things to hurt the child emotionally or hurt their feelings and often making them feel unwanted and useless. A child is most often emotionally abused by a parent or trusted adult because the child is seeking approval from them and that causes them to be emotionally hurt a lot more when the adult says degrading or hurtful things. A child that has been emotionally abused may not care about things that are going on around him/her, might not react as a normal child would to pain, avoid a certain person or caregiver, act more fearful, angry and sad than normal, his/her grades in school may go down and they may even result to harming themselves. The abuser may have been cautious and a child may have several to no physical effects on their body. However other times, a child may have several signs and symptoms including bruises, welts or swelling. They may also have fractures or sprains, burns, lacerations, abrasions, difficulty walking or standing and torn, stained or bloody clothing. They may also have pain or itching in the genital area and bruises or bleeding in the external genital area. Children