Search results

This study evaluates the success of the monthly withdrawal of funds from hypothetical retirement portfolios for the period January 1930 to December 2001. The objective of this research is to provide an empirical examination of the historical effect of global diversification on the withdrawal of funds from a retirement portfolio. We compare portfolios consisting of U.S. stocks and U.S. corporate bonds, and portfolios consisting of global stocks and U.S. corporate bonds. We examine both portfolio compositions using a variety of portfolio weights, fund withdrawal rates, and fund withdrawal periods. The results of the study indicate that, in general, portfolios with a higher equity portion had a greater likelihood of sustaining a given number of withdrawals over this time. Additionally, for much of the 1930 to 2001 period, including international stocks in a withdrawal portfolio decreased the likelihood the withdrawals lasted for a given period. However, the inclusion of international stocks does increase the terminal value of retirement portfolios after withdrawals during the latter part of the period under study. The results of this study can be used for retirement planning since it provides a historical perspective on the success of various withdrawal rates. The results can also be used to determine the value of the portfolio an individual needs at retirement to fund a given level of withdrawals. This can assist in the retirement timing decision.

While protests are important for communal and “in the moment” communication, we rely on writing when we want to think more deeply and express concerns and issues in our lives and the lives of others. Writing teachers have a duty to instill in students the impact writing can have on influencing society and its issues. In this chapter, the authors argue for and demonstrate how active citizenship can be encouraged and taught through writing. Inspired by one of the author’s negative police interactions, the authors were compelled to push beyond the protest and begin instructing students in active citizenship through the rhetorical practice of writing. Authors were curious to know how a unit on advocacy writing would influence students’ understandings of using writing to solve social problems. This led to the research question examining how viable an advocacy unit for a first-year writing class is with influencing students’ perceptions of using their voices to advocate for self and for others. To study this question the authors conducted a qualitative classroom inquiry experiment where they collected a variety of data. They examined pre- and post-reflections on advocacy/active citizenship, self-advocacy writing samples, and community advocacy writing samples. Through analysis of these artifacts, this chapter describes how the sequence of writing assignments affected students’ perceptions of themselves as active citizens and the power they have to advocate for change through writing.

“The issue we confront today is not primarily one concerning a special day for an individual. The issue is in reality whether our nation can summon the will and vision to recognize a great and historic period in its history by designating the birthdate of one who made major contributions to the period a national public holiday.”