title: International comparison of returns from conventional, industrial and 52-week high momentum strategies

authors: Gupta, Kartick

subjects: international study

abstract: The performance of industrial and 52-week high momentum strategies is compared to the conventional strategy, using a large sample of stocks drawn from multiple countries covering a quarter of century to 2007. The sample of 51,879 stocks in 51 countries removes the potential for criticism, such as data mining, and provides more generalisable findings and knowledge concerning the robustness and usefulness of return from momentum strategies. Both the industry and 52-week high strategies generate positive returns but neither is greater than the conventional momentum strategy. A new 52-week high industry momentum strategy is examined and it achieves a similar result.

text: International comparison of returns from conventional, industrial and 52-week high momentum strategies The performance of industrial and 52-week high momentum strategies is compared to the conventional strategy, using a large sample of stocks drawn from multiple countries covering a quarter of century to 2007. The sample of 51,879 stocks in 51 countries removes the potential for criticism, such as data mining, and provides more generalisable findings and knowledge concerning the robustness and usefulness of return from momentum strategies. Both the industry and 52-week high strategies generate positive returns but neither is greater than the conventional momentum strategy. A new 52-week high industry momentum strategy is examined and it achieves a similar result.

year: 2010

title: Introducing WebQuests in mathematics: A study of Qatari students’ reactions and emotions

authors: Murphy, Carol

subjects: collaborative inquiry

abstract: There is a need to investigate didactic strategies that can enhance engagement in science and mathematics education. This paper reports on the introduction of WebQuests, as part of collaborative inquiry, to enhance students’ engagement in their mathematics lessons in Qatar. We present interview data gathered from eight student focus groups (grades 5 to 9) before and after the introduction of WebQuest lessons. Constant comparative analysis was used to examine students’ reactions to using WebQuests in developing student-directed learning and collaboration in relation to support for learning. The analysis identified prospective reactions that were often confirmed retrospectively following the WebQuest lessons. These reactions were further analysed as external expressions of affect encoded by trait-like emotions that were similar to Goldin et al.’s (2011) notion of engagement structures. We suggest that the confirmation of reactions and emotions was influenced by students’ levels of tolerance for ambiguity as a common element across engagement structures.

text: Introducing WebQuests in mathematics: A study of Qatari students’ reactions and emotions There is a need to investigate didactic strategies that can enhance engagement in science and mathematics education. This paper reports on the introduction of WebQuests, as part of collaborative inquiry, to enhance students’ engagement in their mathematics lessons in Qatar. We present interview data gathered from eight student focus groups (grades 5 to 9) before and after the introduction of WebQuest lessons. Constant comparative analysis was used to examine students’ reactions to using WebQuests in developing student-directed learning and collaboration in relation to support for learning. The analysis identified prospective reactions that were often confirmed retrospectively following the WebQuest lessons. These reactions were further analysed as external expressions of affect encoded by trait-like emotions that were similar to Goldin et al.’s (2011) notion of engagement structures. We suggest that the confirmation of reactions and emotions was influenced by students’ levels of tolerance for ambiguity as a common element across engagement structures.

year: 2020

title: Rolling Our Eyes Towards God: An Intervention Arising from Mormon Missionary YouTube Activity and The Cultural (Mis)Appropriation of Haka

authors: Simon, Hemopereki

abstract: This Kaupapa Māori Research writing inquiry explores the (mis)appropriation of haka and the social media video-sharing platform YouTube in that (mis)appropriation. The article examines the specific case of a group of Latter-day Saint missionaries in Wangarratta, Australia, who wrote and performed an English- language haka that the author finds violent and offensive. The article outlines Aileen Moreton-Robertson’s White Possessive doctrine in relation to the Church and white patriarchal salvation. Haka’s cultural background and appropriation are explained. Theoretical explanations of collective and cultural memory and YouTube as a social media platform and cultural archive follow. The author highlights YouTube grey literature sources on haka cultural (mis)appropriation. The 2006 case study “missionary haka” video is critiqued and analysed. Case study issues are discussed. The Church’s history of racial discrimination and violence and its religious aetiology of skin colour make this video ”misappropriated,” according to research. This performance uses haka to promote white and religious supremacy and the idea that you must be white and/or religious to be fully human. This message helps the LDS Church mission of possessing Indigenous souls and remaining the “true religion”.

text: Rolling Our Eyes Towards God: An Intervention Arising from Mormon Missionary YouTube Activity and The Cultural (Mis)Appropriation of Haka This Kaupapa Māori Research writing inquiry explores the (mis)appropriation of haka and the social media video-sharing platform YouTube in that (mis)appropriation. The article examines the specific case of a group of Latter-day Saint missionaries in Wangarratta, Australia, who wrote and performed an English- language haka that the author finds violent and offensive. The article outlines Aileen Moreton-Robertson’s White Possessive doctrine in relation to the Church and white patriarchal salvation. Haka’s cultural background and appropriation are explained. Theoretical explanations of collective and cultural memory and YouTube as a social media platform and cultural archive follow. The author highlights YouTube grey literature sources on haka cultural (mis)appropriation. The 2006 case study “missionary haka” video is critiqued and analysed. Case study issues are discussed. The Church’s history of racial discrimination and violence and its religious aetiology of skin colour make this video ”misappropriated,” according to research. This performance uses haka to promote white and religious supremacy and the idea that you must be white and/or religious to be fully human. This message helps the LDS Church mission of possessing Indigenous souls and remaining the “true religion”.

year: 2023-02-05