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Risk and reward of fractionally leveraged ETFs in a stock/bond portfolio
No full textThis article investigates using 1.25X leveraged stock and bond exchange-traded funds (ETFs) as an asset allocation strategy. Performance is analyzed by replicating funds from 1989 to 2017, including all relevant costs. Conditions for excess returns are derived analytically and confirmed empirically. Simulations are conducted to assess performance under a variety of market condi- tions, and demonstrate opportunities for excess returns over unlevered funds in a 60/40 stock/ bond allocation. These results are accomplished with a small reduction in the Sharpe ratio and no need to access margin. We conclude that this asset allocation strategy could be well suited for investors more interested in total returns during upward trending markets
Assessing the relative need and demand for financial education programs: A case study of graduate students
No full textWe measure the relative need and demand for financial education programs among graduate stu- dents at a large university system. We find that self-assessed and measured financial literacy is sig- nificantly related to interest and demand for financial education. Individuals who self-report a high level of financial literacy but have low measured financial literacy are significantly less likely to be interested in financial education, while the opposite is true for financially literate individuals self- reporting a low level of financial literacy. Our study adds to research showing the importance of both believed and actual financial literacy measures and has implications for financial education programs
“When I’m at School, I’m More Than Just a Student…the City Is My City”: Assessing College Student Outcomes in a Community Engagement Immersion Program
Get PDFCommunity-engaged learning opportunities are increasingly prevalent in higher education. In addition to positive personal growth and learning outcomes, these opportunities allow students to learn about the community surrounding their campus and formulate their own understandings of social responsibility and citizenship. These connections can be especially powerful for students at colleges and universities located in or near urban areas. This study assesses the impact of REAL Dayton, a community engagement immersion program at a midsized Catholic and Marianist university, on students’ attitudes toward and perceptions of their city through pre/post surveys and interviews. The program encourages students to build their knowledge of the city and create sustained relationships with the broader community. This research enhances understandings of the effects and outcomes of community engagement programs for students. Findings demonstrate the impact of community engagement on student knowledge about their city and student perceptions of their own roles as community members
University–Community Outreach as an Enabler for Integral Human Development During the COVID-19 Pandemic
No full textThis article examines how university–community outreach was an enabler for integral human development during the COVID-19 pandemic. Qualitative information about the University of Asia and the Pacific (UA&P) Community Outreach Program (COP) is described and analyzed. In particular, the Kabagis Aeta Projects succeeded in its initial implementation, moving from distribution of goods to capability building. It has improved family living conditions and instilled positive work values among the Aetas of Castillejos, Zambales, Philippines. The interventions served as enablers of integral human development in personal, economic, social, ecological, and spiritual life. Beyond physical, structural interventions and resources, values formation was integrated to achieve integral human development. Structures furnished through the COP—the study center, livelihood workshop, and training center—provide venues for trainings and continuous learning for the Aetas. Possible clients or markets can also be explored to absorb the products and outputs of their newly learned skills