Friday, June 18, 2021

STD-1 to 10 bridge course/Gyansetu karykram video useful for all

 STD-1 to 10 bridge course/Gyansetu karykram video useful for all

Lowered expense leads to better performance. Advocates argue that passive funds have been successful in outperforming most actively managed mutual funds. It is true that a majority of mutual funds fail to beat broad indexes. For example, during the five years ending December 2019, 80% of large-cap funds generated a return less than the S&P 500, according to SPIVA Scorecard data from S&P Dow Jones Indices.1

On the other hand, passively managed funds do not attempt to beat the market. Their strategy instead seeks to match the overall risk and return of the market—on the theory that the market always wins.

Passive management leading to positive performance tends to be true over the long term. With shorter timespans, active mutual funds do better. The SPIVA Scorecard indicates that in a span of one year, only 70% of large-cap mutual funds underperformed the S&P 500. In other words, over one-third of them beat it in the short term. Also, in other categories, actively managed money rules. As an example, nearly 70% of mid-cap mutual funds beat their S&P MidCap 400 Growth Index benchmark, in the course of a year.2

Even over the long term, when an actively managed fund is good, it is very, very good. Investor's Business Daily's "Best Mutual Funds 2019" report lists dozens of funds that have racked up a 10-year average total return of 15% to 19%, compared to the S&P 500's 13.12%. They've significantly outperformed the market in one-, three-, and five-year periods, too. Admittedly, this a feat that only 13% of the 8,000 mutual funds out there can claim, as detailed in the report.

Real World Example of Index Funds

Index funds have been around since the 1970s. The popularity of passive investing, the appeal of low fees, and a long-running bull market have combined to send them soaring in the 2010s. For 2018, according to Morningstar Research, investors poured more than US$458 billion into index funds across all asset classes. For the same period, actively managed funds experienced $301 billion in outflows.3

The one fund that started it all, founded by Vanguard chair John Bogle in 1976, remains one of the best for its overall long-term performance and low cost. The Vanguard 500 Index Fund has tracked the S&P 500 faithfully, in composition and performance. It posts a one-year return of 7.37%, vs. the index's 7.51%, as of July 2020, for example. For its Admiral Shares, the expense ratio is 0.04%, and its minimum investment is $3,000.4

Frequently Asked Questions

What is an index fund?

An index fund is an investment product that aims to match, rather than exceed, the performance of an underlying index. Examples of the kinds of indexes tracked by index funds include the Standard & Poor’s 500 Index, better known as the S&P 500; or the Dow Jones Industrial Average (DJIA). Index funds have grown in popularity in recent years, as a growing number of investors have adopted passive investing strategies. One of their main strengths is the low fees that they charge relative to active investment funds.

How do index funds work?

Index funds are often structured as exchange-traded funds (ETFs). These products are essentially portfolios of stocks that are managed by a professional financial firm, in which each share represents a small ownership stake in the entire portfolio. For index funds, the goal of the financial firm is not to outperform the underlying index but simply to match its performance. If, for example, a particular stock makes up 1% of the index, then the firm managing the index fund will seek to mimic that same composition by making 1% of its portfolio consist of that stock.

Do index funds have fees?

Yes, index funds have fees, but they are generally much lower than competing products. Many index funds offer fees of less than 0.20%, whereas active funds often charge fees of over 1.00%. This difference in fees can have a large effect on investors’ returns when compounded over long timeframes. This is one of the main reasons why index funds have become such a popular investment option in recent years.

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Tuesday, October 20, 2020

Jio Planning To Sell 5G SmartPhones For Rs 2,500-3,000 a Prize : Company Official

Jio planning to sell 5G smartphones for Rs 2,500-3,000 a piece: Company official Also concerned with the eternally fascinating problem of how children acquire their first language, but otherwise very different from Kirby’s book, is Stephen Crain and Diane Lillo-Martin, An Introduction to Linguistic Theory and Language Acquisition. The volume is written within the framework of Chomsky’s version of Universal Grammar (UG) and is directed towards general introductory linguistics courses, as well as courses in language acquisition and the psychology of language. In the introductory part I the authors present several basic facts about language acquisition that serve as a database ‘to test the adequacy of alternative theories oflanguage and mind’ (p. viii); in practice, the one alternative theory examined is behaviorism, as espoused by the late American psychologist B.F. Skinner. After concluding that the behaviorist theory is too simple to account for the complexities of linguistic knowledge, they proceed to an examination of Chomsky’s theory of UG. 

     Parts II and III describe in some depth constituent structure and transformational syntax, the core components of UG, and apply them to the study of child language. As the data used in these two parts mainly come from English, part IV tries to circumvent the problem of focusing too narrowly on just one natural language by comparing the course of acquisition by children learning English with that taken by children learning languages quite unlike English.

      The language selected for illustration is the visual-gestural language used by deaf people in the United States, American Sign Language (ASL). This is argued to be a language with a different structure from English and, in some respects, ‘more like Chinese than like English’ (p. 276). Yet despite their profound differences, which include the ‘modality’ or channel used to convey each of these two languages (vocal-auditory in the case of English; manual-visual in the case of ASL), English and ASL are argued to share a common core of principles, which are acquired in much the same way and are thus likely candidates for linguistic universals. In passing, one may note that visual-gestural languages, including ASL, have recently received considerable attention from members of the cognitive linguistic community, who are aware of their importance for understanding the cognitive basis of grammatical structure. None of their contributions to this topic, however, are mentioned by Crain and Lillo- Martin. Finally, another claim they make is that children are biologically endowed with semantic knowledge, just as they are biologically endowed with syntactic knowledge. Hence the last and fifth part of the volume is devoted to semantics and the philosophy of language, including topics such as compositionality (how the meaning of a sentence or higher-level expression is formed from the meanings of its constituent parts) and intensional semantics.

          As in earlier chapters, the technical discussion of these issues is complemented by discussion of empirical investigations into how children acquire knowledge of the principles of the semantic component of UG. On the whole, this new title in the Blackwell Textbooks in Linguistics series serves the introductory purposes for which it was designed and will prove useful for students approaching the problem of language acquisition from an orthodox generative perspective. In this reviewer’s opinion, a shortcoming of this book is the simplistic outlook that pervades a number of its statements, such as this one on p. ix: ‘Prior to Chomsky, linguists concentrated much of their efforts on describing the easily observable properties of language: the sound system, the vocabulary, and how some words are derived from others. Linguists in this tradition rarely looked at patterns of sentence structure, which can be very abstract.’



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Monday, October 19, 2020

Home Learning date 19/10/2020 Study STD 3 to 8 materials video DD Girnar/Diksha portal video.

 Home Learning date 19/10/2020 Study STD 3 to 8 materials video DD Girnar/Diksha portal video.The number of publications in cognitive linguistics has reached the point that keeping up with them all is no longer a realistic objective. Ronald W. Langacker’s Grammar and Conceptualization is therefore a welcome addition to the existing bibliography, as it aims to provide an accessible collection of representative and significant writings showing the continued development of the theory and further illustrating its application to diverse problems. The volume brings together twelve articles (not all easily accessible) published by Langacker himself between 1992 and 1999. All have been adapted to make this a cohesive work, the revisions ranging from slight adjustments to almost complete rewriting. The result is a volume which is meant to be readable as an integral whole, though at the same time each individual chapter can be read and understood as a self-contained entity. The first three chapters are introductory, providing a basic description of the framework, discussion of its methodology, and illustrations of its application to somerepresentative descriptive problems, like the meaning and uses of the preposition of.

     The next two chapters are extensive treatments of theoretical issues like the nature and implications of a usage-based approach, and the status and characterization of constituency. The six chapters that follow offer detailed descriptions of particular grammatical phenomena, among them the parallelism between perception and conception, generic and habitual expressions, pronominal anaphora, grammaticization and raising constructions. Chapter 10, on grammaticization, documents a common path of grammaticization involving subjectification and the attenuation of an agent’s control, as in constructions with be going to, have, English modals, get-passives and Spanish estar ‘be’. The chapter refines Langacker’s earlier characterizations of subjectification, as expounded, among other places, in his seminal article in Cognitive Linguistics 1 [1990]. With Akio Kamio and Ken-ichi Takami, eds., Function and Structure, we move from cognitive to functional linguistics. The volume is a collection of thirteen papers in honour of Susumu Kuno, the founder of a specific stream of functionalism ultimately inspired by Prague School linguists but linked, unlike some otherfunctional schools, with the American formalist approach of generative grammar. Seven of the contributions in this collection are on functional syntax and six on other topics, while the data discussed come from languages such as English, Italian, French, Russian, Korean and Japanese. The papers on English include ‘A Comparison of Postposed Subjects in English and Italian’ by Gregory Ward, who discusses the pragmatics of existential (there’s a problem) and presentational (there arrived a man) there-sentences and compares them with Italian sentences involving existential ci (c’è un segreto istruttorio ‘there’s a secret inquest’) and subject postposing (era salita tua sorella sull’autobus ‘your sister got on the bus’). English presentational there-sentences and the two Italian constructions are sensitive to the discourse status of the postposed constituent, which must be new information, whereas existential there-sentences are constrained to represent entities that are hearer-new, i.e. not already familiar to the hearer. In ‘A Functional Constraint on Extraposition from NP’, Ken-ichi Takami shows that the acceptability of a wide range of sentences involving extraposition from NP depends on the functional constraint known as the More/Less Important Information Condition: extraposition is only possible if it crosses elements conveying unimportant information, as in John drove a car in London with a sunroof, as opposed to the unacceptable *John drove a car carefully with a sunroof. Also concerned with English are ‘A Context-Based Account of English Passives with Indefinite Subjects’ by Aiko Utsugi; ‘Specific NP in Scope’, by Becky Kennedy, who examines sentences like Bill didn’t see a misprint, where the second NP may receive a specific interpretation (i.e. ‘there’s a misprint that Bill didn’t see’, versus the non-specific ‘Bill saw no misprints’); and ‘Some Referential Properties of it and that’ by Akio Kamio and Margaret Thomas,who account for some of the contrasts in use between it and that by arguing that itrefers broadly to information already known and already entered into the speaker’scentral store of knowledge, while that points narrowly to incoming information thatmay be either novel or familiar, and is in some sense more peripherally located in thespeaker’s knowledge.





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Saturday, October 17, 2020

Home Learning date 17/10/2020 Study STD 3 to 8 materials video DD Girnar/Diksha portal video.

 Home Learning date 17/10/2020 Study STD 3 to 8 materials video DD Girnar/Diksha portal video.With Akio Kamio and Ken-ichi Takami, eds., Function and Structure, we move from cognitive to functional linguistics. The volume is a collection of thirteen papers in honour of Susumu Kuno, the founder of a specific stream of functionalism ultimately inspired by Prague School linguists but linked, unlike some other functional schools, with the American formalist approach of generative grammar. Seven of the contributions in this collection are on functional syntax and six on other topics, while the data discussed come from languages such as English, Italian, French, Russian, Korean and Japanese. The papers on English include ‘A Comparison of Postposed Subjects in English and Italian’ by Gregory Ward, who discusses the pragmatics of existential (there’s a problem) and presentational (there arrived a man) there-sentences and compares them with Italian sentences involving existential ci (c’è un segreto istruttorio ‘there’s a secret inquest’) and subject postposing (era salita tua sorella sull’autobus ‘your sister got on the bus’). English presentational there-sentences and the two Italian constructions are sensitive to the discourse status of the postposed constituent, which must be new information, whereas existential there-sentences are constrained to represent entities that are hearer-new, i.e. not already familiar to the hearer. In ‘A Functional Constraint on Extraposition from NP’, Ken-ichi Takami shows that the acceptability of a wide range of sentences involving extraposition from NP depends on the functional constraint known as the More/Less Important Information Condition: extraposition is only possible if it crosses elements conveying unimportant information, as in John drove a car in London with a sunroof, as opposed to the unacceptable *John drove a car carefully with a sunroof. Also concerned with English are ‘A Context-Based Account of English Passives with Indefinite Subjects’ by Aiko Utsugi; ‘Specific NP in Scope’, by Becky Kennedy, who examines sentences like Bill didn’t see a misprint, where the second NP may receive a specific interpretation (i.e. ‘there’s a misprint that Bill didn’t see’, versus the non-specific ‘Bill saw no misprints’); and ‘Some Referential Properties of it and that’ by Akio Kamio and Margaret Thomas, who account for some of the contrasts in use between it and that by arguing that it refers broadly to information already known and already entered into the speaker’s central store of knowledge, while that points narrowly to incoming information that may be either novel or familiar, and is in some sense more peripherally located in the speaker’s knowledge. 

           Alan Davies, An Introduction to Applied Linguistics: From Practice to Theory is the foundation volume for the new Edinburgh Textbooks series in Applied Linguistics. Intended for first-time students of applied linguistics and for all those generally interested in the relationship between linguistics and applied linguistics, Davies strives to demonstrate that language teaching and learning are not, as is sometimes believed, the only proper concern of applied linguists. The volume is organized as a collection of case studies illustrating the variety of language problems which applied linguistics confronts. Among the aspects discussed are, apart from language learning and teaching, language-programme evaluation, literacy acquisition in the second language (L2), the writing of pedagogical grammars, language and gender, clinical linguistics, forensic linguistics, stylistics, lexicography and several others. Also included are a glossary and a useful exercise section.




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Home Learning date 16/10/2020 Study STD 3 to 8 materials video DD Girnar/Diksha portal video.

 Home Learning  date 16/10/2020 Study STD 3 to 8 materials video DD Girnar/Diksha portal video. The number of publications in cognitive linguistics has reached the point that keeping up with them all is no longer a realistic objective. Ronald W. Langacker’s Grammar and Conceptualization is therefore a welcome addition to the existing bibliography, as it aims to provide an accessible collection of representative and significant writings showing the continued development of the theory and further illustrating its application to diverse problems. The volume brings together twelve articles (not all easily accessible) published by Langacker himself between 1992 and 1999. All have been adapted to make this a cohesive work, the revisions ranging from slight adjustments to almost complete rewriting. The result is a volume which is meant to be readable as an integral whole, though at the same time each individual chapter can be read and understood as a self-contained entity. The first three chapters are introductory, providing a basic description of the framework, discussion of its methodology, and illustrations of its application to some

    The number of publications in cognitive linguistics has reached the point that keeping up with them all is no longer a realistic objective. Ronald W. Langacker’s Grammar and Conceptualization is therefore a welcome addition to the existing bibliography, as it aims to provide an accessible collection of representative and significant writings showing the continued development of the theory and further illustrating its application to diverse problems. The volume brings together twelve articles (not all easily accessible) published by Langacker himself between 1992 and 1999. All have been adapted to make this a cohesive work, the revisions ranging from slight adjustments to almost complete rewriting. The result is a volume which is meant to be readable as an integral whole, though at the same time each individual chapter can be read and understood as a self-contained entity. The first three chapters are introductory, providing a basic description of the framework, discussion of its methodology, and illustrations of its application to some.



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Thursday, October 15, 2020

Home Learning 15/10/2020 Study STD 3 to 8 materials video DD Girnar/Diksha portal video.

Home Learning 15/10/2020 Study STD 3 to 8 materials video DD Girnar/Diksha portal video. As Michael Harvey writes, paragraphs are “in essence—a form of punctuation, and like other forms of punctuation they are meant to make written material easy to read.” Effective paragraphs are the fundamental units of academic writing; consequently, the thoughtful, multifaceted arguments that your professors expect depend on them. Without good paragraphs, you simply cannot clearly convey sequential points and their relationships to one another. 

      Many novice writers tend to make a sharp distinction between content and style, thinking that a paper can be strong in one and weak in the other, but focusing on organization shows how content and style converge in deliberative academic writing. Your professors will view even the most elegant prose as rambling and tedious if there isn’t a careful, coherent argument to give the text meaning. Paragraphs are the “stuff ” of academic writing and, thus, worth our attention here.In academic writing, readers expect each paragraph to have a sentence or two that captures its main point. They’re often called “topic sentences,” though many writing instructors prefer to call them “key sentences.” There are at least two downsides of the phrase “topic sentence.” First, it makes it seem like the paramount job of that sentence is simply to announce the topic of the paragraph. Second, it makes it seem like the topic sentence must always be a single grammatical sentence. Calling it a “key sentence” reminds us that it expresses the central idea of the paragraph. And sometimes a question or a two-sentence construction functions as the key.

       Key sentences in academic writing do two things. First, they establish the main point that the rest of the paragraph supports. Second, they situate each paragraph within the sequence of the argument, a task that requires transitioning from the prior paragraph. Consider these two examples.


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Wednesday, October 14, 2020

Home Learning Study materials video Std-8 DD Girnar/Diksha portal video

    Home Learning Study materials video Std-8 DD Girnar/Diksha portal video As Michael Harvey writes, paragraphs are “in essence—a form of punctuation, and like other forms of punctuation they are meant to make written material easy to read.”[1] Effective paragraphs are the fundamental units of academic writing; consequently, the thoughtful, multifaceted arguments that your professors expect depend on them. Without good paragraphs, you simply cannot clearly convey sequential points and their relationships to one another. 

       Many novice writers tend to make a sharp distinction between content and style, thinking that a paper can be strong in one and weak in the other, but focusing on organization shows how content and style converge in deliberative academic writing. Your professors will view even the most elegant prose as rambling and tedious if there isn’t a careful, coherent argument to give the text meaning. Paragraphs are the “stuff ” of academic writing and, thus, worth our attention here.In academic writing, readers expect each paragraph to have a sentence or two that captures its main point. They’re often called “topic sentences,” though many writing instructors prefer to call them “key sentences.” There are at least two downsides of the phrase “topic sentence.” First, it makes it seem like the paramount job of that sentence is simply to announce the topic of the paragraph. Second, it makes it seem like the topic sentence must always be a single grammatical sentence. Calling it a “key sentence” reminds us that it expresses the central idea of the paragraph. And sometimes a question or a two-sentence construction functions as the key.Both versions convey a topic; it’s pretty easy to predict that the paragraph will be about epidemiological evidence, but only the second version establishes an argumentative point and puts it in context. The paragraph doesn’t just describe the epidemiological evidence; it shows how epidemiology is telling the same story as etiology. Similarly, while Version A doesn’t relate to anything in particular, Version B immediately suggests that the prior paragraph addresses the biological pathway (i.e. etiology) of a disease and that the new paragraph will bolster the emerging hypothesis with a different kind of evidence. As a reader, it’s easy to keep track of how the paragraph about cells and chemicals and such relates to the paragraph about populations in different places.

          A last thing to note about key sentences is that academic readers expect them to be at the beginning of the paragraph. (The first sentence this paragraph is a good example of this in action!) This placement helps readers comprehend your argument. To see how, try this: find an academic piece (such as a textbook or scholarly article) that strikes you as well written and go through part of it reading just the first sentence of each paragraph. You should be able to easily follow the sequence of logic. When you’re writing for professors, it is especially effective to put your key sentences first because they usually convey your own original thinking. It’s a very good sign when your paragraphs are typically composed of a telling key sentence followed by evidence and explanation.




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 Now, the Mahila Mangal Dal has assigned the duty oflooking after the forest to a group of village women. The responsibility is shared among...