...ESTIME Y COMPARE LOS RENDIMIENTOS Y LA VARIABILIDAD (V.G. LA DESVIACIÓN ESTÁNDAR ANUALIZADA DE LOS RENDIMIENTOS MENSUALES DE LOS ÚLTIMOS 5 AÑOS) DE REYNOLDS Y DE HASBRO CON LOS DEL ÍNDICE S&P 500. ¿CUÁL DE LAS ACCIONES PARECE SER MÁS RIESGOSA? ACTIVO O PORTAFOLIO | R | σ | S&P 500 | 0.57% | 3.57% | REYNOLDS | 1.87% | 9.29% | HASBRO | 1.18% | 8.05% | La acción más riesgosa según los cálculos realizados es la de Reynolds, ya que sigma es más alta para esta acción. SUPONGA QUE LA POSICIÓN DE SHARPE HA SIDO 99 POR CIENTO DE LOS FONDOS INVERTIDOS EN EL S&P 500 Y YA SEA UNO POR CIENTO INVERTIDO EN REYNOLDS O UNO POR CIENTO INVERTIDO EN HASBRO. DETERMINE LA POSICIÓN DE PORTAFOLIO RESULTANTE. ¿CÓMO AFECTA CADA ACCIÓN LA VARIABILIDAD DE LA INVERSIÓN? ¿CÓMO SE RELACIONA ESTE RESULTADO CON SU RESPUESTA A LA PREGUNTA 1? PORTAFOLIO S&P 500 / REYNOLDS | S&P 500 | 0.99 | Reynolds | 0.01 | | | Rendimiento esperado portafolio | 0.00587338 | Covarianza S&P 500, Reynolds | 0.00093855 | σ2 Portafolio | 0.00126967 | σ Portafolio | 0.03563249 | Coeficiente de Variación portafolio | 6.06677340 | PORTAFOLIO S&P 500 / HASBRO | S&P 500 | 0.99 | Reynolds | 0.01 | | | Rendimiento esperado portafolio | 0.00580428 | Covarianza S&P 500, Reynolds | 0.00181111 | σ2 Portafolio | 0.00128674 | σ Portafolio | 0.03587110 | Coeficiente de Variación portafolio | 6.18010845 | Haga una regresión de los rendimientos mensuales...
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...key words, listings, etc, as they are fresh in your mind. Otherwise these ideas may be blocked (or be unavailable) when the time comes to write the later questions. This will reduce "clutching" or panic (anxiety, actually fear which disrupts thoughts). Set up a time schedule to answer each question and to review/edit all questions ▪ If six questions are to be answered in sixty minutes, allow yourself only seven minutes for each ▪ If questions are "weighted", prioritize that into your time allocation for each question ▪ When the time is up for one question, stop writing, leave space, and begin the next question. The incomplete answers can be completed during the review time ▪ Six incomplete answers will usually receive more credit than three, complete ones Read through the questions once and note if you have any choice in answering questions ▪ Pay attention to how the question is phrased, or to the "directives", or words such as "compare", "contrast", "criticize", etc. See their definitions in "Essay terms" ▪ Answers will come to mind immediately for some questions Before attempting to answer a question, put it in your own words ▪ Now compare your version with the original. Do they mean the same thing? If they don't, you've misread the question. You'll be surprised how often they don't agree. Think before you write: Make a brief outline for each question Number the items in the order you will discuss them ▪ Get right...
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...origin, selection, statement, exploration, and refinement of the management question is the most critical part of the research process. One way this particular research can be done is by using the management-research question hierarchy. Cooper and Schindler (2014) state, “the process is designed to move the researcher through various levels of questions, each with a specific function within the overall business research process” (p.112). The steps of the management-research question hierarchy are as follows: management dilemma, management question, research questions, investigative questions, measurement questions and management decision. Build the management –research question hierarchy, through the investigative questions stage. Then compare your list with the measurement questions asked. The first step in the management research question hierarchy is management dilemma. During this step the researcher addresses the mangers concerns. Identifying management dilemma is frequently quite easy. “However, choosing one dilemma on which to focus may be difficult” (2014, p.77). The NCR Country Club should not have an issue choosing the management dilemma. The management dilemma NCR Country Club is faced with is new membership needs to be increased to support the renovated facility. After deciding the management dilemma, the NCR Country Club needs to move to the next step which is coming up with the management questions. According to Cooper and Schindler (2014), “management questions...
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...ASSESSMENT INFORMATION PACKAGE – EXAM 473 Copyright © 2010 U. S. Postal Service Contents • Preparing for the Examination • What to Expect in the Exam Room • Obligation to Provide Reasonable Accommodation for Qualified Applicants with a Disability • Frequently Asked Questions • Sample Test Questions Preparing for the Examination Read all the information in this package. Come to the test physically and mentally prepared. Get a good night’s sleep. On the day of the test, you will need to arrive at the testing center 15 minutes prior to the beginning of your appointment to allow time for the check-in process. Be sure to leave yourself enough time for traffic, finding the test center location, parking, and getting to the exam room. What to Expect in the Exam Room Upon arrival, you will be required to present one piece of state or U.S. Federal Government issued photo ID as specified in your appointment confirmation email. If you are a current USPS employee, you may bring your USPS ID badge. You will not be permitted to take the assessment if you do not present an ID meeting the stated requirements. Personal items are not allowed in the testing room. This includes all electronic devices such as cell phones, pagers, and PDAs. Please do not bring any unnecessary personal items to your assessment appointment as storage may not be available. We also ask that you not have anyone accompany you into the test center as there is not adequate space for visitors...
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...your essay, you can post it to the Forums as you did previously. If you post your essay, or any part of it, be sure you also comment on others’ essays. Remember to put [FINAL] in front of your essay title so others can find it easily. There are four steps: 1. Find two other essays (or more) posted in the Forums on a similar topic as yours, or that you find interesting in some way. You can do this by searching for [FINAL] in the Forum search box. Compare your essay to the others you find. Think about how yours is the same or different from the others as you answer the self-assessment questions. It might help to make some notes for yourself. 2. Type or copy your essay into the space below. If you type your essay directly in the box, click 'save' once in a while in order to be sure you don't lose your work. When you are confident that your essay is ready, click 'submit.' 3. After you click 'submit', a list of questions will appear regarding your essay. Read each question carefully. Also read each of the possible answers carefully. Review your writing and choose the option that best describes how you feel about your essay. 4. When you have answered all the questions, click 'submit assessment.' Do not leave any questions blank. After you submit your work, your score will be recorded for the week. Your final essay is worth 30% of your final grade, so work hard and good luck! SUBMIT YOUR FINAL ESSAY / SELF-ASSESSMENT Open Response Assessments: Self ...
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...exam: Write down their key words, listings, etc, as they are fresh in your mind. Otherwise these ideas may be blocked (or be unavailable) when the time comes to write the later questions. This will reduce "clutching" or panic (anxiety, actually fear which disrupts thoughts). Set up a time schedule to answer each question and to review/edit all questions If six questions are to be answered in sixty minutes, allow yourself only seven minutes for each If questions are "weighted", prioritize that into your time allocation for each question When the time is up for one question, stop writing, leave space, and begin the next question. The incomplete answers can be completed during the review time Six incomplete answers will usually receive more credit than three, complete ones Read through the questions once and note if you have any choice in answering questions Pay attention to how the question is phrased, or to the "directives", or words such as "compare", "contrast", "criticize", etc. See their definitions in "Essay terms" Answers will come to mind immediately for some questions Before attempting to answer a question, put it in your own words Now compare your version with the original. Do they mean the same thing? If they don't, you've misread the question. You'll be surprised how often they don't agree. Think before you write: Make a brief outline for each question Number the items in the order you will discuss them Get right to the point State your...
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...Examiners’ Report June 2013 GCE Geography 6GE03 01 Edexcel and BTEC Qualifications Edexcel and BTEC qualifications come from Pearson, the UK’s largest awarding body. We provide a wide range of qualifications including academic, vocational, occupational and specific programmes for employers. For further information visit our qualifications websites at www.edexcel.com or www.btec.co.uk. Alternatively, you can get in touch with us using the details on our contact us page at www.edexcel.com/contactus. Giving you insight to inform next steps ResultsPlus is Pearson’s free online service giving instant and detailed analysis of your students’ exam results. • See students’ scores for every exam question. • Understand how your students’ performance compares with class and national averages. • Identify potential topics, skills and types of question where students may need to develop their learning further. For more information on ResultsPlus, or to log in, visit www.edexcel.com/resultsplus. Your exams officer will be able to set up your ResultsPlus account in minutes via Edexcel Online. Pearson: helping people progress, everywhere Pearson aspires to be the world’s leading learning company. Our aim is to help everyone progress in their lives through education. We believe in every kind of learning, for all kinds of people, wherever they are in the world. We’ve been involved in education for over 150 years, and by working across 70 countries, in 100 languages, we have built an international...
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...Marketing Advertising and Sales [Edit categories] Marketing Advertising and Sales Questions Answers.com > Wiki Answers > Categories > Business & Finance > Business and Industry > Marketing Advertising and Sales > Does advertising make people buy things they don't need? Best Answer this depends on the individual personality, economic condition and the way a company advertises their product and the discount offers given to the product.. Few know thr limitations and act accordingly while there r few who though a product is necessary or not will buy it and the reason can be varied like show-off among their friends and relatives, too much of money and an intention of purchasing whatever they need. Thus advertising has an impact but surely it doesnt influence all equally in purchasing a commodity Related Answers: * Why people in the US buy things they don't need? because they like to show off with how much they own * Dont people answer questions on this thing? I don't think they do! I never get any answers! Although I dont know if I asked the questions Related Answers: * What color makes people buy things? Orange, that's why home depot is orange * What is the study of how a country makes and uses the things its people need? economics * Dont people answer questions on this thing? I don't think they do! I never get any answers! Although I dont know if I asked the questions * What makes people do dumb things? dumb thinking. Related...
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...Critical Thinking Assignment Instructions Overview: 1. Answer the following questions in 2 clearly separate parts I, II (500 words). 2. Be sure to answer every question. 3. Meeting the minimum word count as required for each part (I, II) is important. a. Do NOT include the question as part of your word count b. Direct quotations should be short and limited 4. Quotations and material used from other sources should be cited using current APA, MLA, or Turabian formatting (whichever corresponds to your degree program). 5. Check your work for spelling and grammatical errors. 6. Be sure to do your own work, do not plagiarize. I. Part One: (250 words) 1. Select ONE of the worldviews (Secular Humanism, Hinduism, Buddhism, Islam) that have been considered in the course content. 2. Using course content and/or sources outside of the course, complete the following- How would the worldview that you selected answer: i. The Question of Origin - ii. The Question of Identity - iii. The Question of Meaning/Purpose - iv. The Question of Morality - v. The Question of Destiny - * An overview of these questions can be found in chapter 4 of the Weider & Gutierrez text Consider. II. Part Two: (250 words) 3. Compare and contrast your selected worldview’s answers (as given in Part One) to a Biblical/Christian worldview. 4. Do not just copy and paste, but you...
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... Layrose * Senas, Rubi I. Evaluation for the topic a. Strength The topics were suitable for their age and level which makes it easier for them to understand and comprehend. You can see their interest and eagerness to learn and answer our questions and quizzes. b. Problems Encountered All I can see is when the students start comparing their answers while on activity, these cases are unavoidable but we find ways to stop them from doing that like asking them if they are sure on their answers. c. Recommendations Be strictly involved with the students especially while taking their activity because comparison can lead to copying the answer of each other. II. Evaluation for the LA Students a. Strength They prepared a topic that fits to their age and made very comprehendible visuals. They taught the students their topics with clarity and certainty. b. Problems Encountered The students comprehend well but due to doubt they always compare their answers with each other or ask us for it when they can do it on their own. They are afraid to make mistakes and have the lowest score. c. Recommendations They should still asses the students while taking up the quizzes to avoid them comparing their answers. They should make sure that they evaluate the results of the students. III. Evaluation for the School / Community a. Strength They have enough facilities like chairs to accommodate our large Lay Apostolate class together with the students...
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...with a young man named Stacey Williams. He had a nice handshake and looking at his physical appearance, I could tell he was an athlete. He was in fact a football player, and reviewing his resume, he is finishing his second to last semester at Webber International University. I asked Mr. Williams three questions, and he gave reasonable answers for each of them. The first question was which age group would he prefer to work with, and he said middle age children (12 years and up). My second question was how does he compare with the YMCA important values-respect, honesty, and responsibility and he said he does really well with them, especially from his experience as an athlete, which I like. My last question was about him fitting in and he sounded confident saying he would tell jokes and just be himself. Stacey seemed to know the duties and responsibilities of the YMCA and I think he would get along great with the children. During his interview he could have did better with his choice of words. However, he did fine. Interview-Katie Lindstorm My second interview was with Ms. Katie Lindstrom and I really enjoyed interviewing her. She gave great answers to my questions, and seemed enthused while answering them. She is the type of employee we need at the YMCA. Just from asking her three simple questions and reading her body language, I know she will relate well with the children. Her remarkable experience playing and coaching different sports gives her extra points in making my decision...
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...Most of the time, poetry is written to tell a story and paint a picture for the readers. Often simile, metaphors, and illusions are used to make give readers a visual image to compare the author words too. Lord Byron’s poem, “She Walks in Beauty,” and William Shakespeare’s, “Sonnet 130,” do just that. Each possesses their similarities and differences to one another. In order to rightly compare and contrast these poems, it is essential to understand and see the story being illustrated for the readers. Fall 2013 Read your assigned question. Work independently and individually. Label each part of the question. Read the information below in the “Important Notes” section of what material has to be included in your answer. Email Dr. Giunta your 2-page answer summary (The page limit does not count the in-text citations and your Reference page.) no later than 6:00PM, October 31st. This summary includes answers to each part of your question (Answer and label each separate part of the question.), with correlations and research noted (and cited, APA style). This is graded. Don’t summarize the case study, per se. 3. If Week 3 is online, follow the timeline that will be posted, and submit a summary of your answer to the Forum, followed later in the week with a reply/reaction to one of the assigned class mates. Your assigned question to reply to will be posted within the Research (including Reeves materials) a company’s current HR policies and practices regarding social media, particularly...
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...Accounting Written response exam questions are designed to assess your knowledge and understanding of key concepts, and your ability to apply these concepts to a set of case facts and scenarios. Provided below are guidelines to assist you in answering written response exam questions. Allow sufficient time to answer the questions The exam outlines the suggested time allocation for the multiple-choice and written-response sections. Check your exam structure document for the marks allocated to each written response question. You can use this information to calculate how much time to spend on each question. For example, if a question is worth 10 marks out of 80, you would spend 1/8 of the three hours and 15 minutes on this question, or approximately 25 minutes. Once this time has elapsed, move on to the next question. Similarly for the multiple-choice questions, if you don’t know the answer, move on. If you have time left at the end of the exam, you can come back to finish any incomplete questions or select an answer for a multiple-choice question. Read the questions carefully to gain a clear understanding of what is expected in your answers You should ensure you answer the question that has been asked. If, for example, you are asked to explain two items but you explain more than two, only your first two items will be marked. The question will include an important instruction word which tells you what you have to do. The table on pages 2– 3...
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...Timed Test, Short Answer Test, Analysis Test, and Personal Essay Test. Each of them has different range of difficulty, based on how long the time needed to finish them. Let us take a look of these brief explanations about the four types of assessment, before we decide which one is the easiest to do. TIMED TEST Timed test is the type of assessment in which you will be given limited time to answer the questions. The test does not care how many questions you get wrong, but rather how many you get right. Many students don’t do well on timed tests because they get stuck on a question or spend too much time on each question, as they want to make sure it is correct, but they end up running out of time. Timed Test will actually help students to manage their time well. Let’s say, students are given 100 questions in 100 minutes. It means they have one minute at the most to answer each question. They have to make sure they don’t exceed one minute time otherwise they will get less time to finish the next questions. In this kind of test, students are expected to work fast, and not doing too much thinking on the same question. The goal is to finish the test no matter what. SHORT ANSWER TEST Short answer test are open-ended questions that require students to create an answer. They are commonly used in examinations to assess the basic knowledge and understanding (low cognitive levels) of a topic before more in-depth assessment questions are asked on the topic. Short answer tests do not have...
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...It ain’t what you do, it’s… In this article, David Harris looks at the importance of verbs, both in the syllabus and in exam questions, and discusses how students should approach exam questions in order to maximise their mark earning potential. Introduction If you look at the post-exam guides published after each exam sitting, there are a number of consistent themes that crop up in almost every one. The one single most common complaint from examiners is “students just don’t answer the question”, but there’s a whole range of different ways of not answering a question… Many students are determined to prove how much they’ve learned, regurgitating learned material, and ignoring the question. Others answer only part of the question, even though the examiner may have required several things to be done in order to get full marks. Some answer the question they hoped would be there, rather than the one that actually is. Whilst doing any of these will make it difficult to pass an exam, another very common reasons for getting poor marks within the exam lies in misinterpreting the verb. Firstly, let’s look at verbs in the syllabus… The syllabus Each syllabus section contains a series of learning outcomes. These are the things that you might be asked to do in the exam. If there isn’t a learning outcome, there can’t be a question in the exam. In addition, the learning outcomes set an upper limit in the skill level for that area of the syllabus. Let me explain… Every...
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