1,198 research outputs found
Old Friends in a New Dress
No full textSee my copy of the 1826 third edition, which added Part II. (Perhaps the first edition was in 1807.) This fifth edition makes several important changes. First, it admits at last who the author is: R.S. Sharpe. Secondly, it cuts the title back by leaving out or Select Fables of Aesop in Verse. Thirdly, it adds a third section of fourteen more stories, Additional Fables, 1837. (It seems also to have dropped one from Part II and to have rearranged the order of fables in both the first and second parts.) Fourthly, it is the first edition of this book to add cuts, eighty-two of them spread over the three parts of the book. Fifthly, Chalmers and Collins in Glasgow have dropped out of the picture as publishers. Finally, the book has grown to 264 pages. See my comments there. I continue to enjoy the artistry of these fables. Perhaps I have been reading so many original fables lately that it is a special pleasure to come back to good traditional stories. I read the new fourteen fables. They are a mix of the well known and the less well known. Their main lesson is, as so often in nineteenth-century fable books, that children obey their parents. The new vignettes are good. Some good examples are Two Goats (112), TT (121), FG (180), and WSC (248). The moral to FG advises doubting the things we cannot gain and being happy without them (180). There is a T of C at the beginning, after the commendations of an earlier edition of the book. The binding has separated completely from the interior of the book. The cover features a gilt arrangement of fable animals around the title. Curiously, the price is stamped in gilt on both the cover and the spine.This is a hardbound book (hard cover)Fifth editionBy R.S. Sharpe
An Investigation into the effects of gratitude interventions for school-aged children
No full textThis paper examines the utility of using gratitude interventions with school-aged children. A systematic review of the existing literature revealed that there is currently insufficient evidence to advocate for universally using ‘light touch’ gratitude interventions with school-aged children; further research is needed to assess whether there are optimum conditions for delivering these interventions. Initial research examining an intervention designed to educate children about the social-cognitive appraisals involved when receiving benefits from other people has had more promising results. More research is required to assess whether interventions of this kind could be beneficial for diverse populations. The empirical study investigated using a gratitude diary intervention with a sample of pupils in years 5 and 6 (n = 154) from three UK primary schools. Overall, participants’ change in gratitude was not significant but a significant increase was experienced by a sub-sample of participants (n = 46) who had lower pre-intervention gratitude scores. Other results indicated that any change in gratitude was not related to children’s pre-existing enjoyment of writing, their enjoyment of keeping a gratitude diary, how hard they found it to think of things to write in their diary or the amount they wrote. Content analysis of a sample of diaries (n = 27) indicated that there were no significant differences in what children wrote about in their diary whether they experienced a change in gratitude or not. Participants’ feedback on the intervention offers valuable insights into how children experienced keeping a gratitude diary. In line with this feedback, future research could adopt a less-prescriptive and more flexible intervention
Bootstrap-based bias correction for the out-of-sample Sharpe ratio
No full textLooking for making an investment, one objective could be to find a portfolio where the Sharpe ratio for in the future, known as the out-of-sample Sharpe ratio, is maximized. Since future data is not avail-able, the Sharpe ratio needs to be predicted using historical data, the in-sample data. This is often done using the Sharpe Ratio Information Criterion, which determines the bias for the in-sample Sharpe ratio to es-timate the out-of-sample Sharpe ratio. However, this approach assumes that the covariance matrix is known. In portfolio management, the covariance matrix is typically unknown and can only be estimated. This project will use the bootstrap method to estimate the out-of-sample Sharpe ratio using the estimated co-variance matrix and analogous methods used for the Akaike Information Criterion. By eliminating the assumption of a known covariance matrix, this method becomes more applicable. Simulations will also be done with a known covariance matrix, demonstrating that the bootstrap method is an effective approach for estimating the out-of-sample Sharpe ratio. We then look at some extensions for the bootstrap method and finally we will apply the bootstrap method to stocks in the Dutch and American stock markets, showing that the in-sample Sharpe ratio is often overly optimistic compared to the out-of-sample Sharpe ratio. We reached our goal that we found an effective way to estimate the out-of-sample Sharpe ratio without the assumption that the covariance matrix is known, resulting this method becomes much more suitable for predicting the Sharpe ratio in the future.1Applied Mathematic
In Memory of Dr. Roger Sharpe
No full textIn Memory of Dr. Roger Sharpe
Nebraska Ornithologists\u27 Union member, author and educator Roger Sharpe passed away on June 27, 2003. He is survived by his wife Beverly, three daughters and one son.
Dr. Sharpe was born on March 31, 1941. His Ph.D. was in Vertebrate Zoology from the University of Nebraska at Lincoln. He was an instructor at the University of Nebraska at Omaha from 1968 until his retirement in 2000. He was a professor of ornithology, environmental biology and conservation biology, and he began and continued to coordinate the Environmental Studies Program there.
Dr. Sharpe also originated an exchange program with Charles University in Prague, Czechoslovakia, for both faculty and students. He was part of a team of scientists assembled to help combat pollution in Czechoslovakia
In Memory of Dr. Roger Sharpe
No full textIn Memory of Dr. Roger Sharpe
Nebraska Ornithologists\u27 Union member, author and educator Roger Sharpe passed away on June 27, 2003. He is survived by his wife Beverly, three daughters and one son.
Dr. Sharpe was born on March 31, 1941. His Ph.D. was in Vertebrate Zoology from the University of Nebraska at Lincoln. He was an instructor at the University of Nebraska at Omaha from 1968 until his retirement in 2000. He was a professor of ornithology, environmental biology and conservation biology, and he began and continued to coordinate the Environmental Studies Program there.
Dr. Sharpe also originated an exchange program with Charles University in Prague, Czechoslovakia, for both faculty and students. He was part of a team of scientists assembled to help combat pollution in Czechoslovakia
Corrigendum to “High-pressure adsorptive storage of hydrogen in MIL-101 (Cr) and AX-21 for mobile applications: Cryocharging and cryokinetics” [Mater & Des 89 (2016) 1086–1094]
No full textRefers To Nuno Bimbo, Wesley Xu, Jessica E. Sharpe, Valeska P. Ting, Timothy J. Mays High-pressure adsorptive storage of hydrogen in MIL-101 (Cr) and AX-21 for mobile applications: Cryocharging and cryokinetics Materials & Design, Volume 89, 5 January 2016, Pages 1086-1094 The authors regret to inform that….. The Supplementary Information should have been included in the original paper and is now provided with this corrigendum. All the data and figures, contained in the manuscript and supporting information, are available and can be accessed free of charge at http://dx.doi.org/10.15125/BATH-00099. Any questions related to the data should be addressed to the corresponding author. Authors would like to apologize for the inconvenience caused
How to compare market efficiency? The Sharpe ratio based on the ARMA-GARCH forecast
No full textThis paper derives a new method for comparing the weak-form efficiency of markets. The author derives the formula of the Sharpe ratio from the ARMA-GARCH model and finds that the Sharpe ratio just depends on the coefficients of the AR and MA terms and is not affected by the GARCH process. For empirical purposes, the Sharpe ratio can be formulated with a monotonic increasing function of R-squared if the sample size is large enough. One can utilize the Sharpe ratio to compare weak-form efficiency among different markets. The results of stochastic simulation demonstrate the validity of the proposed method. The author also constructs empirical AR-GARCH models and computes the Sharpe ratio for S&P 500 Index and the SSE Composite Index
Letting in the Trojan mouse: Using an eportfolio system to re-think pedagogy.
No full textCopyright statement: Copyright 2008 Julie Hughes. The author assigns to ascilite and educational non-profit institutions a non-exclusive licence to use this document for personal use and in courses of instruction provided that the article is used in full and this copyright statement is reproduced. The author also grants a non-exclusive licence to ascilite to publish this document on the ascilite web site and in other formats for Proceedings ascilite Melbourne 2008. Any other use is prohibited without the express permission of the author.E-learning research, as an emergent field in the UK, is highly political in nature (Conole & Oliver, 2007, p.6) occupying a complex landscape which houses policy-makers, researchers and practitioners. Increasingly and more interestingly, the landscape is being shaped by the narratives and experiences of the learners themselves (Creanor et al., 2006, Conole et al., 2006) and the use of Web 2.0 technologies. However, as Laurillard (2007, p.xv) reminds us we still, ‘tend to use technology to support traditional modes of teaching’ and ‘we scarcely have the infrastructure, the training, the habits or the access to the new technology, to be optimising its use just yet’ (p.48). Web 2.0 spaces, literacies and practices offer the possibility for new models of education (Mayes & de Freitas, 2007, p.13) which support iterative and integrative learning but as educators and higher educational establishments are we prepared and ready to re-think our pedagogies and re-do (Beetham & Sharpe 2007, p.3) our practices? This concise paper will reflect upon how the use of new learning landscapes such as eportfolios might offer us the opportunity to reflect upon the implications of letting in the e-learning eportfolio Trojan mouse (Sharpe & Oliver, 2007, p.49)
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