Big Data and the Stock Market: Distilling Data to Improve Stock Market Returns

In our modern competitive market, businesses are seeking efficient and innovative platforms to remain profitable and prepared, especially in the uncertain world of the financial stock market. One possible avenue for improving stock market returns that companies can turn to is harnessing a substantial volume of information, known as big data. However, because of the nature of big data, distilling and analyzing the vast amount of information can require complex analytical methods. Using a keyword selection process based on word frequency, we were able to filter out the data amongst the noise and derive a sector-specific keyword list. This list, used in combination with a previously created trading method along with the implementation of a thresholding technique, allowed us to develop a more specific trading strategy focused on different market sectors. Our results show that the use of thresholding techniques in addition to the Google Trends strategy may improve returns in the stock market

The Analysis is Simple: A Child\u27s Right to Counsel in Dependency and Neglect Proceedings Under the Montana Constitution

This comment argues that given Article II, Section 15’s text, intent, and development in the courts, children must be appointed attorneys in dependency proceedings. Part II briefly explains the process of dependency proceedings, and the federal and state statutory framework that guides them. Part III first explains the rights implicated in dependency proceedings, which have been complicated by the courts. It then explains the origins of procedural due process in the federal system. Lastly, it discusses Montana’s extension of procedural due process to parents in dependency proceedings, giving parents the right to counsel. Part IV discusses four Montana Supreme Court cases regarding a child’s right to counsel in dependency proceedings. Part V describes how Article II, Section 15 entitles children to appointed counsel in dependency proceedings, both in its plain text and the Montana Constitutional Framer’s intent. Part VI continues the analysis by examining the implications of declaring a child’s right to an attorney under Article II, Section 15, and Part VII concludes that the Court must find Montana’s current dependency statutory framework unconstitutional

\u3cem\u3eZirkelbach Construction, Inc. v. DOWL, LLC dba DOWL HKM\u3c/em\u3e: Do Parties Have the Freedom to Contractually Limit their Liability?

Appellant Zirkelbach paid over $1,000,000 to fix the mistakes of their subcontractor, Appellee DOWL. When Zirkelbach attempted to recover for DOWL’s negligence, the District Court held a clause in the parties’ contract limited DOWL’s liability to$50,000. On appeal, Zirkelbach argues that the limitation of damages constitutes an illegal exculpatory clause, which Montana’s courts have a long history of prohibiting. Zirkelbach contends that allowing DOWL to limit their liability would effectively permit DOWL to contract away repercussions for their negligence. Zirkelbach also maintains that the clause is ambiguous and therefore should be disregarded. DOWL argues on appeal that their clause simply limits a part of liability, and therefore is not exculpatory. DOWL contends that this kind of clause is not only enforceable, but common between two sophisticated entities––such as Zirkelbach and DOWL––who have the freedom to contract. Ultimately, the Court must decide on appeal whether the freedom to contract extends to a party’s ability to limit their own liability to a minimal amount of their foreseeable damages

Blended learning in context: an exploration of the effectuality of math blended learning programs on minority students\u27 standardized test scores

The purpose of this quantitative research study was to determine whether or not adopting a school-wide math blended learning (MBL) model led to significant differences in the Algebra I math standardized test scores on the California Standards Test (CST), between underrepresented minority students from Title I high schools in Los Angeles who had a school-wide MBL program during the 2011-2012 school year compared to underrepresented minority students from Title I high schools who did not have a school-wide MBL program. This study focused on the efficacy of the math intervention program, and was intended to further research in the area of blended learning. An one-way Analysis of Variance (ANOVA) data analysis technique was utilized and an alpha level of .05 was set as the criterion for the level of significance. Archived pre-existing standardized test data was collected from the 2011-2012 school year. The sample size consisted of the mean Algebra I CST test scores from African-American and Latino 9th grade students from 14 different Title I high schools in Los Angeles, CA. Select Title I high schools were matched to a comparison group of Title I high schools based on gender, ethnicity, and charter school designation. The results from hypotheses one, two, three, four, and five reflect that female and male African-American and Latino students who attended a Title I high school with a school-wide MBL program had a statistically significant difference in Algebra I scores compared to the students who did not. Hypothesis six indicated that there was not a statistically significant difference in Algebra I scores of students who attended Title I charter high schools compared to students who attended Title I non-charter high schools. For hypotheses one, two, three, four, and five the trend was in favor of the MBL programs. Overall, the statistical analysis indicated that there was strong evidence that MBL programs had a significant positive impact on the Algebra I test scores of all of the students who attended Title I high schools with a school-wide MBL program as compared to the students who attended a Title I high school without a school-wide MBL program

Beprexit to Nowhere: The Institutional Repository Platform Landscape from the Perspective of Small-to-Mid Sized Private Institutions

Is your institution planning or hoping to plan a beprexit? If so, you are not alone. Many colleges and universities are seeking alternatives to Digital Commons since the August 2017 acquisition of bepress by Elsevier. The Statewide California Electronic Library Consortium (SCELC) Institutional Repository (IR) Subcommittee formed in late 2017 to perform an environmental scan of current and emerging institutional repository platforms and the ways in which they meet the needs and match the values of SCELC member institutions, the majority of which are small to midsize private colleges and universities that do not have the staff or infrastructure to build or support a homegrown or Open Source IR. The SCELC IR Subcommittee members represent a range of institutions, some that have Digital Commons, some that have another IR platform, and some that don’t yet have, but want, an IR. Subcommittee members evaluated IR solutions from companies such as TIND and Ubquity Press and consortia such as LYRASIS. Because the turnkey IR platform solution space is still emerging, the SCELC IR Subcommittee also investigated current consortial projects. PALNI and PALCI, consortia similar to SCELC based in Indiana and Pennsylvania, are working with a developer to improve Hyku for the consortial IR environment. This session will educate attendees about for-profit, non-profit, and consortial options in today’s IR landscape, as well as provide information regarding the IR needs and preferences of SCELC member organizations

Shaping a future for Library & CME through partnerships

The purpose of this poster is to highlight the value of the partnership between library services and continuing medical education (CME) teams at Northeast Georgia Health System. Successful partnership examples include: 1) case conferences, such as Mortality & Morbidity (M&M) and tumor board, 2) library participation in the CME committee meetings, and 3) literature searches to support CME presentations. As a result, the partnership shows effectiveness by focusing on accountability and team work to accomplish educational goals and objectives set for the system