Exchange Transfer Funds- BRZU Research Paper Example | Topics and Well Written Essays - 750 words

Exchange Transfer Funds- BRZU - Research Paper Example There is no assurance that the resources will achieve their aim (Direxion, 2014). The fund, under usual situations, creates long trends or series by investing at least eighty percent of its possessions in the securities that include the index and/or economic instruments that give leveraged and unleveraged vulnerability to the index. Index is premeditated to determine the performance of the big and middle cap subdivisions of the Brazil equity market, considering an estimated 85% of the free float-amended marketplace capitalization in Brazil (Wagner, 2012). The fund is non-varied. The Fund requires daily leveraged venture results comparative to its index and is dissimilar and riskier than likewise benchmarked EFTs that does not apply leverage. Consequently, the Fund is not anticipated to be utilized by, and is not suitable for, business investors who do not propose to keenly monitor and control their portfolios (Frush, 2012). The search of day by day leveraged investment objectives means that the gain of the Fund for a phase longer than a complete trading day may allow no similarity to 300% of the benefit of its index for such bigger period since the cumulative return of the Fund is the creation of the sequences of daily leveraged outcomes for each business day (Direxion, 2014). The path of the standard during the extended period could be at least as significant to the Fund’s gain for the r extended period as the collective return of the standard for the pertinent longer period, particularly in periods of market instability. Further, the outcome for investors that venture in projects for periods less than a complete trading day or for a phase different than an exchange period day will not be the establishment of the result of the Fund’s settled objective and the function of the objective index for the full business day. From the fund analysis, it has become more and more evident over the

Porters 5 Forces Essay Example for Free

Porters 5 Forces Essay Competitive strategy is a field of great interest to managers and is mainly based on a thorough understanding of the industrial, trade and service, competitors and environment. However, until the 80s, has offered few comprehensive analytical methods to obtain it. The competitive analysis and formulate corporate strategy, planning also helps to finance, marketing, value analysis and many other aspects of daily life of a business. One interesting for corporate strategy planning approach has been proposed by Michael E. Porter who states that there are five forces that influence the long-term profitability of a market or some segment of it. Therefore, the corporation must assess their objectives and resources against these five forces driving industry competitions, which are described below: 1) Threat of entry of new competitors or the market segment is unattractive depending on whether entry barriers are easy or not to cross by new entrants that may come with new resources and capabilities to seize market share. 2) Rivalry among competitors: for a corporation will be more difficult to compete in a market or a particular segment where competitors are well positioned, are very numerous and fixed costs are high, it will be constantly faced price wars, aggressive advertising, promotions and new product entry. 3) Bargaining power of suppliers: a market or market segment will not be attractive when providers are very well organized or trade union have strong resources and to impose its conditions of price and size of the order (with the aggravating circumstance if inputs that provide or have no substitutes are scarce and expensive). Nor if the provider decides strategically integrated forward and, for example, takes the distribution channels or where a product is distributed. 4) Bargaining power of buyers: a market or segment will not be attractive when customers are very well organized, the product has many substitutes, and it is not very differentiated or low cost to the client, allowing you they can make substitutions equally or lower cost. The growing demands of large buyers are focused on reducing prices, higher quality and best service; therefore, a corporation will be affected profit margins. The situation would worsen if buyers decide to integrate backwards and, for example, acquire d its suppliers or produce their own inputs.

Animal Farm Diary Entries :: Animal Farm Essays

Animal Farm Diary Entries Old major I am getting closer and closer to death. These last few years of my life have been haunted by terrible thoughts of REVOLUTION!!!! I need to tell the other animals about these thoughts. I don’t know what they will think. They may object to them greatly or they may see it as a way to be set free, but other animals will have different opinions. The cat is a household pet his life is good. He never has to do any work. He will not be keen. However there are animals like pigs that live for one purpose, to be killed. They will be keen. I will confront the animals soon. Snowball Old major rounded all the animals in the barn today. What he said shocked us all. He obviously had been thinking about it for a long time. He told each what our fate was; usually it was to be slaughtered. Instantly most of the animals realised that they should provoke this revolution or be killed. I am happy to help because it is inevitable Mr. Jones’ cold hands will slaughter me if I don’t help. Its just my mind is flooded with thoughts of what could go wrong. How would we get food? How would we run the farm? Won’t other people just come to claim the farm? So many things could go wrong but if we succeeded it would have a huge effect on not just this farm but on surrounding farms too. We could provoke these farms to follow our example. Soon animals would be seen as equals next to men. There’s even a possibility that we could be seen as superior. I say the revolution should happen and it will happen. Revolution is coming to Manor farm! Napoleon Today something happened, it was inevitable, it had to happen sometime. I knew it. Old Major gathered all the animals in the barn. He began to lay the foundations for a revolution. I admire him very much to have the courage to oppose Mr. Jones. I now am sure Mr. Jones’ rule will be other within the year. The animals want a revolution and they will get one. Revolution, I see it as a time when one person loses something and another gains something. I wish to be the one to gain. I have always been the runt in the litter, now I will become superior to everyone else. I know I can. Mr. Jones will die and I will live and my life will be great. It’s all because of revolution. People will die and I will benefit.

African Slavery

The following essay will describe the historical case study of African Slavery and also the basic human rights that were exploited from the African people between the 17th and 19th centuries. For five centuries Europeans went to Africa, took people by force then sold them to other European people in their countries. The Africans were captured in warfare or raids and loaded onto ships that traveled mostly over the Atlantic Ocean. They were forced to work as slaves to break the land and to labour on sugar, tobacco, coffee and cotton plantations. The slaves were kept chained together in the ship’s hold. They were put in very fine spaces and unable to move about. Disease was common aboard the ship in the unhealthy conditions where people were unable to go to the toilet. When slaves died they remained chained up until the crew took them away. Many Africans committed suicide instead of facing the brutal life as a slave. Most Africans captured this way were taken to the Americas. Africans that knew each other or spoke the same language were split up and all given European names. It was sheer luck whether the slave would be bought by a kind or a cruel master. They were either placed in the harsh work of a field slave or as a household slave doing the easier tasks. The younger the slave was the more money he or she would cost. They worked from dawn till dark and some would die from exhaustion. The women would sometimes have abortions or kill their babies to prevent their child from suffering the life of a slave. In the southern states, plantation owners explained to their slaves that they were free. Many chose to stay with their masters and work as paid labourers. Back then freedom did not mean equality or fair treatment so blacks kept fighting for human rights but struggled. Europeans quickly made laws that restricted and controlled the lives of black people and made necessary another century of struggle for civil rights. Slavery ended in 1838 by the British who had made it illegal. Human rights back then compared to nowadays is changed dramatically for the better and we need to appreciate that.

A Debate on Political Philosophy: Hamilton Versus Jefferson Essay

In the late 1700s to the early 1800s, the United States was in need of a political philosophy that interpreted the Constitution loosely, avoided possibly catastrophic wars, and built up the economy in the easiest and most efficient way possible, all which were found best in Alexander Hamilton. Hamilton believed that the time called for a loose interpretation, or construction, of the Constitution. He and his Federalist followers invoked the idea of â€Å"elastic clause†, a way in which the people could bend exactly what the Founding Fathers were saying to help make it apply to the problems of the time. See more: Foot Binding In China essay The nation and her Constitution were still young and growing, and the ability to form the government as the country progressed was essential to having any national growth at all. Jefferson, on the other hand, believed in a strict construction of the Constitution and the rights of individual states, not federal unity like Hamilton did. Unfortunately, it was clear to many that the rights of individual states, similar to the states’ rights that they had experienced under the Articles of Confederation, were not making the nation stronger, but instead getting each state into more trouble, politically and economically. Foreign affairs also impacted why Hamilton’s Federalist philosophy worked for the time. As the United States was just coming out of a war, we were weak: militarily, economically, and politically. The last thing that we needed was to enter into the French Revolutionary War that held enormous stakes. The Jeffersonians, however, favored honoring the 1778 French-American Alliance that we had made, in order to repay them for helping us win our freedom, even though the French had never officially called on America to honor the alliance. George Washington, sensing that war would be too much for such a fragile nation, issued the 1793 Neutrality Proclamation warning Americans not to be partial to either side, so America would be better protected. Hamilton’s economic policies and financial system was also the most effective way to build the new economy up. Hamilton’s policies were shaped to favor the wealthy, but in such a way that the wealthy would lend the government money and give it political support, which would then cause the federal regime to strive, higher classes to fatten and grow with new wealth, and prosperity to trickle to the masses. Hamilton believed in forming a national credit out of all the states debts, as well as creating a Bank of the United States to have the government support itself in stock. Jefferson believed, contrary to Hamilton’s more â€Å"urban† views of economic progress, that rural and private farming would be the fairest way to build up the economy – from the bottom classes up. However, this would have been a very time consuming process and was therefore not suited for the infant America, who needed to grow quickly to find its place in the rest of the world. Jefferson also thought a Bank of the United States was unconstitutional and forbidden by the Founding Fathers instructions in the Constitution. However, Hamilton proved that the Constitution permitted it by showing how the Constitution stipulates that Congress may pass any laws â€Å"necessary and proper† to carry out the powers vested in the various government agencies, including the powers to collect taxes and regulate trade, therefore making a communal bank for the nation ideal and very beneficial to building and supporting an economy. In today’s American, however, Jefferson’s philosophy would be much better suited. Today, it seems as though we have almost lost track of what the Founding Fathers wanted for this country, so going back to a stricter construction of the Constitution would stop many of the questionable laws passed thanks to an overly bendable elastic clause. Also, since the United States has been caught up in meddling in so many other nations’ political affairs as of late, we need to be reminded of honoring our alliances and keeping an open mind when dealing with other countries that are in a current struggle. Now that we are an experienced nation in how to achieve and maintain independence, we are strong enough to help other countries do the same, although we would not have been in 1789 for the French Revolution. Finally, today’s America has a very strong and stubborn upper class that, much of the time, promises to allow profit to trickle through to the extremely large middle class but does not follow through with those plans. Since it is too hard to work with the upper class to give prosperity to the lower classes, using Jefferson’s philosophy of building up from the bottom, though it make take a while, will eventually work and make the American more equal. Overall, Hamilton’s ideas of a more loose construction of the Constitution, caution when it came to foreign affairs, and working through the wealthy to give prosperity to all Americans were well suited to the late 1700s and early 1800s. However, now that times are different, Jefferson’s ideas are more applicable to our country’s needs of a more regulated government, more positive foreign affairs and well thought out foreign policies, and an equal economy that starts with helping the lower and middle classes to expand and grow in their own way.

Free Essays on Miss Julie

Miss Julie In Miss Julie, by August Strindberg wrote about the naturalistic view of human behavior. He symbolizes the behavior through animal imagery. The animal image Strindberg uses helps him exemplify his naturalistic view. The first animal imagery Strindberg uses is the dog. Jean uses the dog imagery to describe to Kristen how Miss Julie made her ex-fiancà © act before the break-up. â€Å" Why, she was making him jump over her riding whip the way you teach a dog to jump.† A dog is mans best friend only because a dog is an extremely loyal animal. Having Jean compare what Miss Julies did to her ex-fiancà © with what some one would do to a dog shows Miss Julies drive to be the dominant one or the master. Strindberg again uses the imagery of a dog when he has Miss Julie say, â€Å"dog who wears my collar† to Jean. Miss Julie feels that her social status is so much superior to that of Jean that their relationship could be compared to that of a master and his dog. The dog imagery in the play is also used to demonstrate the difference in social classes. In the play Miss Julie’s dog, Diana, is impregnated by the lodge-keepers pug. Kristen demonstrates Miss Julie’s disgust when she says; â€Å"She almost had poor Diana shot for running after the lodge-keepers pug.† The sexual affair between the dogs also represents the sexual affair between Jean and Miss Julie and how the two of them look down on each other. Jean looks down on Miss Julie for being surprisingly easy to obtain. While Miss Julie looks down on Jean for being a servant of hers and of a lower social class. In the play Miss Julie says that she would have killed Jean like a wild beast and Jean goes on to compare it to the killing of a mad dog. Jean comparing himself to a mad dog also shows how Miss Julie feels that Jean is a sick animal and deserves to die. Like the imagery of the dog Strindberg uses the imagery of a horse. Jean says that, â€Å"A dog may lie on th e ... Free Essays on Miss Julie Free Essays on Miss Julie Miss Julie In Miss Julie, by August Strindberg wrote about the naturalistic view of human behavior. He symbolizes the behavior through animal imagery. The animal image Strindberg uses helps him exemplify his naturalistic view. The first animal imagery Strindberg uses is the dog. Jean uses the dog imagery to describe to Kristen how Miss Julie made her ex-fiancà © act before the break-up. â€Å" Why, she was making him jump over her riding whip the way you teach a dog to jump.† A dog is mans best friend only because a dog is an extremely loyal animal. Having Jean compare what Miss Julies did to her ex-fiancà © with what some one would do to a dog shows Miss Julies drive to be the dominant one or the master. Strindberg again uses the imagery of a dog when he has Miss Julie say, â€Å"dog who wears my collar† to Jean. Miss Julie feels that her social status is so much superior to that of Jean that their relationship could be compared to that of a master and his dog. The dog imagery in the play is also used to demonstrate the difference in social classes. In the play Miss Julie’s dog, Diana, is impregnated by the lodge-keepers pug. Kristen demonstrates Miss Julie’s disgust when she says; â€Å"She almost had poor Diana shot for running after the lodge-keepers pug.† The sexual affair between the dogs also represents the sexual affair between Jean and Miss Julie and how the two of them look down on each other. Jean looks down on Miss Julie for being surprisingly easy to obtain. While Miss Julie looks down on Jean for being a servant of hers and of a lower social class. In the play Miss Julie says that she would have killed Jean like a wild beast and Jean goes on to compare it to the killing of a mad dog. Jean comparing himself to a mad dog also shows how Miss Julie feels that Jean is a sick animal and deserves to die. Like the imagery of the dog Strindberg uses the imagery of a horse. Jean says that, â€Å"A dog may lie on th e ...

Importance of Wait Time in Education

Importance of Wait Time in Education Wait time, in educational terms, is the time that a teacher  waits before calling on a student in class  or for an individual student to respond. For example,  teacher presenting a lesson on presidential terms of office, may ask the question, How many years can a president serve as president? The amount of time that a teacher gives students to think of the answer and raise their hands is called wait-time, and research published over forty years ago is still used to show that wait-time is a critical instructional tool. The term was first coined by Mary Budd Rowe in her research paper, Wait-time and Rewards as Instructional Variables, Their Influence in Language, Logic, and Fate Control (1972). She noted that on average, teachers paused only 1.5 seconds after asking a question; some wait only a tenth of a second. When that time was extended to three seconds, there were positive changes to students and teachers behaviors and attitudes. She explained that wait-time gave students a chance to take risks. Exploration and inquiry require students to put together ideas in new ways, to try out new thoughts, to take risks. For that they not only need time but they need a sense of being safe (4). Her report detailed several of the changes that came about when students were provided wait-time: The length and correctness of student responses increased.The number of no answers or I dont know responses by students decreased.The number  of students who volunteered answers increased greatly increased.Academic achievement test scores tended to increase. Wait Time is Think Time Rowes study had focused on elementary science teacher using data recorded over five years. She had noted a change in teacher characteristics, flexibility  in their own responses, when they purposefully allowed wait-time of three to five seconds, or even longer. In addition, the variety of questions asked in class became varied. Rowe concluded that wait-time influenced teacher expectations, and their rating of students they may have considered slow changed. She suggested that more work should be done concerning direct training of students to take time both to frame replies and to hear other students. In the 1990s, Robert Stahl from Arizona State University took up Rowes suggestion and followed up on her research. His study Using Think-time Behaviors to Promote Students Information Processing, Learning, and On-task Participation: An Instructional Model explained that wait-time was more than a simple pause in instruction. He determined that the three seconds of wait time of uninterrupted silence offered in questioning and answering was an opportunity for intellectual exercise. He found that during this uninterrupted silence, both the teacher and all students can both complete appropriate information processing tasks, feelings, oral responses, and actions. He explained that wait-time should be renamed as think-time because, Think-time names the primary academic purpose and activity of this period of silenceto allow students and the teacher to complete on-task thinking (8). Stahl also determined that there were eight categories of uninterrupted periods of silence that comprised wait-time. These categories described the wait-time immediately following a teachers question to a dramatic pause a teacher may use to emphasize an important idea or concept. Practicing Wait-time in the Classroom Despite the undisputed research, wait-time is a teaching tool that is often not practiced in the classroom. One reason may be that teachers are uncomfortable with silence after asking a question. This pause may not feel natural to wait to call on students. Taking three to five seconds, however, before calling on a student is not a lot of time. For teachers who may feel pressured to cover content or want to get through a unit, that uninterrupted silence can feel unnaturally long, especially if that pause is not a classroom norm. Another reason that teachers may feel uncomfortable with uninterrupted silence could be a lack of practice. More veteran teachers may already set their own pace for instruction which would need to be adjusted, while teachers entering the profession may not have had the opportunity to try wait-time in a classroom environment. Implementing an effective wait-time of three to five seconds is purposeful and takes practice. To better practice wait-time, some teachers implement a policy of only selecting students who raise a hand. This can be hard to enforce, especially if other teachers in the school are not requiring students to raise their hands. If a teacher is consistent and reinforces the importance of hand-raising in response to a question, students will eventually learn. Of course, teachers should realize that it is much harder to make students raise their hands if they have not required to do so from the first day of school. Other teachers may use a student lists or popsicle sticks or cards with student names to ensure that every student is called upon or that one student does not dominate the responses. Teachers also need to be aware of student expectations when implementing wait time. Students who are in competitive, upper-level courses and who may be used to quick-fire questions and answers might not initially find a benefit from wait time. In these cases, teachers would have to use their expertise and varying the amounts of time before calling on students to see if it does make a difference to either the number of students involved or the quality of the answers. Like any other instructional strategy, a teacher may need to play with wait-time to see what works best for students. While wait-time may be an uncomfortable strategy for teachers and students at first, it does get easier with practice. Teachers will notice a better quality and/or an increase in the length of responses as students to have the time to think of their answer before raising their hands. Finally, student-to-student interactions may increase as students become better able to formulate their answers. That pause of a few seconds called wait-time or think-time can make a dramatic improvement in learning.