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9 Monitoring for optimal tax loss harvesting in taxable accounts should lead to the opposite login pattern from the ostrich effect. However, attention motivated by stock picking and stock specific attention grabbing should be absent in accounts invested in mutual funds rather than in individual stocks. Karlsson, Loewenstein, and Seppi 2009 find empirical support for the ostrich effect using weekly market index returns and aggregate data on daily total account logins at an American investment company Vanguard and from the Swedish Premium Pension Authority. Eil and Rao 2011 and Sharot et al. 2012 also find experimental and neuroscience support for the ostrich effect. However, Gherzi et al. 2014 find mixed results for a small sample of survey respondents. Our analysis extends the weekly return analysis in Karlsson, Loewenstein, and Seppi 2009 by including daily, weekly, and monthly returns and by allowing for nonlinearities, and our sample is much larger than in Gherzi et al. 2014. We generalize the ostrich effect to allow portfolio attention to depend on other market factors. Andries and Haddad 2014 predict that attention should decrease in volatility for loss averse investors.

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Each of these teaching environments sets a tone and an expectation. For example, when students work actively in groups, we ask them to use their "six inch" voices. When we ask them to attend to the teacher, we also request that they turn their "eyes front. " When they work individually at their desks, we ask them not to bother other learners. Teachers must signal a shift in tone when they ask students to reflect on their learning. Reflective teachers help students understand that the students will now look back rather than move forward. They will take a break from what they have been doing, step away from their work, and ask themselves, "What have I or we learned from doing this activity?" Some teachers use music to signal the change in thinking. Others ask for silent thinking before students write about a lesson, an assignment, or other classroom task. In the reflective classroom, teachers invite students to make meaning from their experiences overtly in written and oral form. They take the time to invite students to reflect on their learnings, to compare intended with actual outcomes, to evaluate their metacognitive strategies, to analyze and draw causal relationships, and to synthesize meanings and apply their learnings to new and novel situations. Students know they will not "fail" or make a "mistake," as those terms are generally defined.

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Hoxter 1989 The Sertoli cell plasma membrane and plasminogenindependent proteases in seminiferous epithelium remodeling, in Serono SymposiaReview, Supplement I, IV International Congress of Andrology, 21a4. S. W. Byers, Q. X. Sang, H. Li, X. Xu, Y. E. Shi, M. C.

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I was able to grow as a man, learn more about myself and the Lord, and really make my faith my own. Even though he never started a game at UCLA and dealt with many injuries as a Bruin, New England saw his potential and drafted him in 2008. For my family and me, being drafted was much like the miracle of Lazarus coming out of the tomb, he said. You just dont see kids who never started a game in college get drafted. Getting the call from the Patriots was a very emotional moment. It was hard evidence for us that God is real. He is alive and active and working. The eight years since then have been an unbelievable journey, no question. My faith has been very, very vital in me sticking around the NFL for this long, Slater continued. In this sport, theres so much uncertainty, so many unknowns. Through it all, Ive had to put my whole trust in the Lord and know that He is in control.