I'm still in the midst of hurriedly putting a paper together for the FMA deadline (Friday). So, it's pretty much been reading articles, writing, reading, writing, rewriting, rewriting, etc...
But during my breaks, I try to put a bit of time in on my next semester's classes. I'm teaching Investments again after a couple of years' break, so I'm redoing my syllabus (it['s a new edition of the text, too).
When this happens, my thoughts invariable turn to teaching (not just WHAT to teach, but HOW and WHY). Here's some good advice on the HOW: don't use Dilbert's approach to answering students' questions:
That is, unless you're tenured and don't care about evaluations. Of course, if you're tenured, you might often feel the need to use to respond to many of your colleagues. At least, that seems how it works in a few cases I've seen.
Ah well - I'm done with my workout and time to get to work (and it's not even 6:30 yet). Somehow, I've become a morning person over the last few months - The Unknown Wife works out at the Y from 6-7 with a friend (the friend has time constraints. So, if I'm going to get mine in , I have to be at the Y by 5 when it opens. This means getting up at 4:30 - I know at least one of my readers (Gerry) would approve.