Sustainable Development Goals and Investment Strategies: The Profitability of Using Five-Factor Fama-French Alphas

Tests Of The Fama And French Three Factor Model In Iran

the relationship between using language learning strategies, learners’ optimism, educational status, duration of learning and demotivation

with the growth of more humanistic approaches towards teaching foreign languages, more emphasis has been put on learners’ feelings, emotions and individual differences. one of the issues in teaching and learning english as a foreign language is demotivation. the purpose of this study was to investigate the relationship between the components of language learning strategies, optimism, duration o...

Drug development costs when financial risk is measured using the Fama-French three-factor model.

In a widely cited article, DiMasi, Hansen, and Grabowski (2003) estimate the average pre-tax cost of bringing a new molecular entity to market. Their base case estimate, excluding post-marketing studies, was $802 million (in $US 2000). Strikingly, almost half of this cost (or $399 million) is the cost of capital (COC) used to fund clinical development expenses to the point of FDA marketing appr...

Examination of the Predictive Power of Fama-French Five-Factor Model by the Inclusion of Skewness Coefficient: Evidence of Iranian Stock Market

Due to the complexity of financial markets and specialization of investment, the investors in financial markets need tools, methods and models by which they can choose the best investment and the most appropriate portfolios. Fama-French Five-Factor Model (FFFFM) is one of the newest methods among various methods for financial asset pricing and prediction of stock returns. The main aim of this r...

the survey of the virtual higher education in iran and the ways of its development and improvement

این پژوهش با هدف "بررسی وضعیت موجود آموزش عالی مجازی در ایران و راههای توسعه و ارتقای آن " و با روش توصیفی-تحلیلی و پیمایشی صورت پذیرفته است. بررسی اسنادو مدارک موجود در زمینه آموزش مجازی نشان داد تعداد دانشجویان و مقاطع تحصیلی و رشته محل های دوره های الکترونیکی چندان مطلوب نبوده و از نظر کیفی نیز وضعیت شاخص خدمات آموزشی اساتید و وضعیت شبکه اینترنت در محیط آموزش مجازی نامطلوب است.