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We empirically investigate the forecasting ability of USD-INR exchange rate volatility models by considering Google Trends data. Within a multiple regression framework, we…
We empirically investigate the forecasting ability of USD-INR exchange rate volatility models by considering Google Trends data. Within a multiple regression framework, we use historical volatility and liquidity measures to build our benchmark volatility model (Chandra & Thenmozhi, 2014). Moreover, we extend Bulut (2018) to incorporate indexes for 15 keywords (price-related, income-related, and liquidity-related) from Google Trends data into our benchmark volatility model to evaluate the forecasting ability of the models. Our results indicate that Google Trends data can improve volatility prediction and that among the groups of keywords that we consider, the price-related keywords have the best forecasting ability. Incorporating data on searches for “prices” into the model produces the highest reduction in the forecasting error: a 22.75% decrease compared to the level in the benchmark model. Hence, these empirical findings indicate that Google Trends data contain information that influences exchange rate movements.
The first problem is to assemble the works of Pucci; for there is no complete edition. His writings, some still unpublished, are scattered in a large number of manuscripts…
The first problem is to assemble the works of Pucci; for there is no complete edition. His writings, some still unpublished, are scattered in a large number of manuscripts and these contain many variants, resulting from the popular nature of his verse, for much of it was meant to be recited in the streets and squares of his native town and in the oral tradition it has been considerably changed and modified. The Pucci manuscripts, with the exception of four (one in the Bibliothèque Nationale and three in the Bodleian), are to be found in various libraries in Italy, and editors and compilers of anthologies have taken material from them—a bit here and a bit there—in a haphazard way, printing what suited their purpose and often consulting only one of many manuscripts. Consequently there are different versions of some poems and few are edited critically, though the publication last year of Professor Sapegno's anthology Poeti minori del trecento with its 117 pages devoted to Pucci has remedied this state of affairs for some of the most important. The only collection of Pucci's verse—if we discount a group of sonnets and a sonnet sequence, both published by A. D'Ancona—is that of F. Ferri in La poesia popolare in A. Pucci (1909), and this is a very incomplete and uncritical work; but as it includes many poems not found elsewhere, it is essential for reference. Pucci's work in print must therefore be sought in many places: in F. Ferri (op. cit.), in anthologies, in periodicals, in editions of single or of two or three poems, and in many rare publications—often per nozze and therefore particularly difficult to come by, because of the few copies printed.
Mobile devices, through their capacity to enable anytime-anywhere learning as well as capture, annotate and share multimedia, offer entirely new ways for students to learn. This chapter provides review of mobile learning with a particular focus on learning design. First various definitions and characteristics of mobile learning are examined in order to establish a common understanding of its boundaries and meaning. Example uses of mobile learning in schools and higher education are described as a way to provide a more concrete understanding of design possibilities. Benefits of mobile learning are unpacked, as distilled from the literature, including the ability to provide flexible, accessible, authentic, personalized, ubiquitous and seamless learning. Mobile learning issues are also examined, including technical problems, cognitive load issues, distraction, equity and safety. A primary school science and a university pre-service teacher education vignette are described so as to offer a more in-depth illustration of what mobile learning can look like and achieve in practice. Finally, mobile learning research findings and observations are synthesized into recommendations, to inform and guide evidence-based mobile learning design practices. Opportunities for future research and investigation are also discussed.
Purpose: This report analyzes relationships between chronic inflammation and quality of life (QoL). It assesses the potential role of intimate relationships in…
Purpose: This report analyzes relationships between chronic inflammation and quality of life (QoL). It assesses the potential role of intimate relationships in associations between inflammation, medical sequelae such as pain and disability, and QoL.
Design/Methodology/Approach: Limited longitudinal data from the National Social Life, Health, and Aging Project (NSHAP) were analyzed. Inflammation was assessed via the biomarker C-reactive protein (CRP). The authors examined pathwise associations between CRP levels and general happiness. The authors used ordinal logistic regression with companion OLS models, and conducted a variety of sensitivity analyses.
Findings: Intimate partnerships – especially marriage – appear to impact associations between inflammation and QoL. When QoL is measured using general happiness, intimate relationships appear to shape directional associations between inflammation and QoL along with medical consequences of inflammation.
Research Limitations/Implications: Inflammation and its clinical consequences may substantially alter intimate relationship involvement and quality that in turn impact QoL. These relationships should not be viewed as unilateral explanations of the tremendous variability observed in QoL among people with inflammatory conditions, but rather as possible elements of complex causal frameworks. Further investigation using advanced methods for longitudinal modeling from limited waves of data can help to shed additional light on the nuances of happiness and QoL among people living with chronic inflammation.
Originality/Value: This chapter provides an overview of possible causal relationships between chronic inflammation, associated clinical and social experiences, and QoL. Researchers interested in advanced causal modeling of relationships between chronic inflammation and QoL can build on this work using novel methods and data sources.
This chapter provides a review of existing research on learning gain and related topics in higher education. The methodology adopted is a form of systematic review. The…
This chapter provides a review of existing research on learning gain and related topics in higher education. The methodology adopted is a form of systematic review. The origins and meaning of learning gain, and its relation to similar terms, are discussed. The ways in which learning gain has been applied in practice and in research are considered. The issues raised by this practice and research are examined, and the various criticisms made are reviewed. Some conclusions are then drawn.
A new recently proposed mechanism of the lenticular grain face bubble migration which controls the bubble mobility and determines the drag force exerted on the grain…
A new recently proposed mechanism of the lenticular grain face bubble migration which controls the bubble mobility and determines the drag force exerted on the grain boundary, is further developed in application to the peripheral (edge and corner) intergranular bubbles. It is shown that contribution of the peripheral bubbles to the retarding effect can be significant, especially under irradiation conditions with high fission rates in UO2 fuel. In addition, simultaneous consideration of intergranular bubbles and pores evolution allows further improvement of the model predictions for grain growth under irradiation conditions. The improved model was implemented in the integral code MFPR, which is designed for modelling of fission product release from irradiated UO2 fuel, and validated against various tests under irradiation and annealing conditions with various types (dense and porous) fuel pellets.
This research aims to examine the extent to which eruptions and earthquakes are explained using religious terms of reference within Islamic countries, and those where…
This research aims to examine the extent to which eruptions and earthquakes are explained using religious terms of reference within Islamic countries, and those where Muslims constitute a significant minority. Is the notion that disasters represent divine punishment so pervasive that the only reaction for the devout believer is passive acceptance of suffering or, alternatively, is the innovation of policies of disaster reduction acceptable theologically?
Information is derived from: bibliographic sources; archives; questionnaires; and interviews.
There is a distinctive theological perception of natural disasters within Islamic thought. Although the inhabitants of Islamic countries may explain earthquake and eruption losses in religious terms, there is little evidence to suggest that this inhibits the introduction of programmes of planned loss reduction. Relief is a generally acceptable response for both aid donors and recipients.
The impact of volcanic eruptions and earthquakes is not as well researched as those occurring in countries with a Christian ethos. Generalizations have had to be made from a more limited set of examples. More detailed research is required both within the countries affected and in the languages used in hazard‐exposed Islamic states (e.g. Arabic, Urdu and Farsi).
Introduction of programmes of hazard reduction is generally possible in Islamic countries, but requires theological justification.
In comparison with the study of earthquake and eruption impacts in countries with a Christian ethos, little has been published on disasters and Islam.
Community informatics can be defined as a strategy or discipline that focuses on the use of information and communication technologies by territorial communities. This…
Community informatics can be defined as a strategy or discipline that focuses on the use of information and communication technologies by territorial communities. This paper analyzes the emerging community informatics evaluation literature to develop an understanding of the indicators used to gauge project impacts in community networks and community technology centers. This study finds that community networks and community technology center assessments fall into five key areas: strong democracy; social capital; individual empowerment; sense of community; and economic development opportunities. The paper concludes by making recommendations for future community informatics evaluations.
The purpose of this paper is to develop a blended mobile game-based learning service called CoboChild Mobile Exploration Service (hereinafter CoboChild) to support…
The purpose of this paper is to develop a blended mobile game-based learning service called CoboChild Mobile Exploration Service (hereinafter CoboChild) to support children’s learning in an environment blending virtual game worlds and a museum’s physical space. The contextual model of learning (CML) was applied to consider the related influential factors affecting museum learning and to promote children’s continuous learning and revisit motivations.
CoboChild provides a thematic game-based learning environment to facilitate children’s interactions with exhibits and other visitors. A practical system has been implemented in the National Museum of Natural Science (NMNS), Taiwan. A questionnaire was used to examine whether CoboChild can effectively fulfill the CML and to evaluate the impacts on museum learning.
CoboChild effectively fulfilled the CML to facilitate children’s interactive experiences and re-visit motivations in the blended mobile game-based learning environment. Most children described the system as providing fruitful playfulness while improving their interpretations of exhibitions and learning experiences.
CoboChild considers the related contextual influences on the effective support of children’s learning in a museum, and builds a child-centered museum learning environment with highly integrated blended learning resources for children. CoboChild has been successfully operating in the NMNS since 2011.
This study developed a blended mobile game-based learning service to effectively support children’s learning in museum contexts. The related issues are shown to improve the design of blended museum learning services. This innovative approach can be applied to the design of other child-centered services for engaging children’s interactive experiences in museums.
School transitions have long been associated with drops in academic motivation. Literature is reviewed on both the transition from elementary school to middle school and…
School transitions have long been associated with drops in academic motivation. Literature is reviewed on both the transition from elementary school to middle school and the transition from middle school to high school, showing how changes in school context, combined with developmental changes in the child, may lead to either positive or negative changes in academic motivation. We summarize literature on school transitions for American youth in general as well as the limited literature on these transitions and their motivational consequences among African American youth. Contextual changes that occur with school transitions (e.g., race composition of schools and classrooms) co-occur with youths’ growing awareness of race, influencing the identity development and academic motivation of African American youth through several mechanisms. Three such mechanisms are discussed in detail. Race and gender academic stereotypes have the potential to shape youths’ self-perceptions, values, and goals. Racial discrimination occurs both at an institutional level (e.g., differences in school quality that place African American youth at a disadvantage) and at a personal level (e.g., a teacher’s failure to recommend a high-achieving Black child for an honors class). Racial identity can serve both as a protective factor and as a risk factor. Suggestions for future research include a closer study of specific aspects of school contexts that shape motivation, the role of families, ways in which school policies and pedagogical practices affect transition experiences, and the examination of ways in which school transitions are opportunities for fresh starts and positive change in African American youth.