A carefully wrought portfolio of work will be the single most important
record and outcome of your architectural education. The major part of
your education is always going to be the design of buildings as
executed through drawings, models and other kinds of visual representation,
and your portfolio records the ideas, the processes and the
result of your work as a designer in the architecture studio as well as
in other visually oriented classes.
Technical analysis has been used by traders and analysts for centuries, but it has only recently achieved broad acceptance among regulators and the academic community. This chapter gives a brief overview of the field, compares technical analysis with other schools of analysis, and describes some of the main tools in technical analysis.
Academics and students are committed to making a significant contribution to international
knowledge and enhancing Dublin’s role as Ireland’s global gate-way.
Civic engagement and interaction with industry are emphasised both in the curriculum and in the
overall student experience. Collaboration with industry and professional bodies is embedded in
many DIT programmes and is integral to how DIT continues to adapt to the ever-quickening pace of
Hours are assigned to courses to reflect the value of resources used to provide the class,
such as rooms, instructors, equipment, etc. Equivalent hours are used in the registration
process but revert to zero when posted to the student’s academic history. Example: A
seminar with a visiting professor, over and above existing degree requirements. The
benefit obtained is primarily to account for the resources provided, to use in reporting to
governments, and in maintaining the students’ financial aid position....
In banking, especially in risk management, portfolio management, and structured ﬁnance, solid quantitative know-how becomes more and more important. We had a two-fold intention when writing this book: First, this book is designed to help mathematicians and physicists leaving the academic world and starting a profession as risk or portfolio managers to get quick access to the world of credit risk management. Second, our book is aimed at being helpful to risk managers looking for a more quantitative approach to credit risk. ...
In banking, especially in risk management, portfolio management, and
structured finance, solid quantitative know-how becomes more and
more important. We had a two-fold intention when writing this book:
First, this book is designed to help mathematicians and physicists
leaving the academic world and starting a profession as risk or portfolio
managers to get quick access to the world of credit risk management.
Second, our book is aimed at being helpful to risk managers looking
for a more quantitative approach to credit risk....
Chris Adcock is Professor of Financial Econometrics in the University of Sheffield. His
career includes several years working in quantitative investment management in the
City and, prior to that, a decade in management science consultancy. His research
interests are in the development of robust and non-standard methods for modelling
expected returns, portfolio selection methods and the properties of optimized portfolios.
He has acted as an advisor to a number of asset management firms. He is the
founding editor of the European Journal of Finance.
In banking, especially in risk management, portfolio management, and structured finance, solid quantitative know-how becomes more and more important. We had a two-fold intention when writing this book: First, this book is designed to help mathematicians and physicists leaving the academic world and starting a profession as risk or portfolio managers to get quick access to the world of credit risk management.
Evaluating mutual fund performance is a topic of long-standing interest in the academic
literature, but few if any studies have addressed the selection of an optimal portfolio of funds.
Instead of using the historical data to estimate performance measures or produce fund rank-
ings, this study uses the data to explore the mutual-fund investment decision.
The content of this book has become ever more relevant after the recent 2007–2009 and 2011 financial
crises, one consequence of which was greatly increased scepticism among investment professionals about
the received wisdom drawn from standard finance, modern portfolio theory and its later developments.
This is a good time for a review of the academic literature on evaluating
portfolio performance, concentrating on professionally managed invest-
ment portfolios. While the literature goes back to before the 1960s,
recent years have witnessed an explosion of new methods for perfor-
mance evaluation and new evidence on the subject. We think that
several forces have contributed to this renaissance. The demand for
research on managed portfolio performance increased as mutual funds
and related investment vehicles became more important to investors
in the 1980s and 1990s.
To the extent that earnings and book values are some of the factors used to weight
stocks in the portfolio, FI will systematically overweight “value” stocks and underweight
“growth” stocks. Moreover, to the extent that FI attempts to underweight stocks with
(temporarily) high market capitalizations, there will be a tendency for an FI portfolio to
contain smaller-capitalization stocks compared with a cap-weighted index. According to
Eugene Fama and Kenneth French (2007), RAFI is a “triumph of marketing, and not of
Coinciding with the option explosion, a large academic literature has emerged (See Murphy,
1999, for a summary) that examines the way in which executive compensation, and stock options
in particular, has affected the agency relationship. The evidence suggests that the low pay-to-
performance relationship estimated by Jensen and Murphy (1991) has been dramatically
strengthened by the stock option explosion since executives now generally have very large holdings
of company stock and stock options in their portfolios (Hall and Liebman, 1998).
There is growing recognition among academics and practitioners that the risk
and return characteristics of human capital—such as wage and salary profiles—
should be taken into account when building portfolios for individual investors.
Well-known financial scholars and commentators have pointed out the importance
of including the magnitude of human capital, its volatility, and its correlation with
other assets into a personal risk management perspective.2 Yet, Benartzi (2001)
showed that many investors invest heavily in the stock of the company they work
For portfolio managers the question if the rise in synchronization across national
equity markets is driven by fundamentals, and therefore likely to be permanent, or if it is
linked to the recent stock market bubble, and therefore temporary, is critical. This is because
portfolio managers have traditionally followed a top-down approach, first choosing countries
in which to invest and then selecting the best securities in each market.
CBE is an institutional process that moves education from focusing on what academics believe
graduates need to know (teacher-focused) to what students need to know and be able to do in
varying and complex situations (student and/or workplace focused).
CBE is focused on outcomes (competencies) that are linked to workforce needs, as defined by
employers and the profession. CBE’s outcomes are increasingly complex in nature, rather than
deriving from the addition of multiple low-level objectives.