| 1. |
- Abrahamson, Martin, 1977-, et al.
(författare)
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Aktier, obligationer och derivat : En introduktion till ekonomisk teori och finansmarknaden
- 2023
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Aktier, obligationer och derivat är värdepapper som handlas på den finansiella marknaden. Syftet med boken är att på ett enkelt sätt förklara marknaden där aktier, obligationer och derivat handlas. Anslaget i boken är tänkt att förklara för läsaren på ett sätt som möjliggör självstudier i ämnet, där vi inte förutsatt djupa ekonomiska eller matematiska förkunskaper för att kunna tillgodogöra sig innehållet.Boken utgår från den svenska marknaden och grundläggande finansiell teori. Vi sätter värdepappren i sitt sammanhang och belyser hur investerare kan använda sig av olika värdepapper i sin investeringsstrategi. Investerarperspektivet dominerar i den här boken för att maximera nyttan för dig som student även i livet efter studierna, både privat och i ditt arbetsliv. För att ge en djupare och mer rättvisande bild av investeringar och den finansiella marknaden generellt så tar boken också upp individens begränsningar och marknadens tendens att då och då inte fungera som det är tänkt. Tanken är därmed att boken berör flera aspekter av den finansiella marknaden även om tyngdpunkten ligger på aktier, obligationer och derivat.
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| 2. |
- Abrahamson, Martin, et al.
(författare)
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Aktier, Obligationer och Derivat : En introduktion till ekonomisk teori och finansmarknaden
- 2023
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Aktier, obligationer och derivat är värdepapper som handlas på den finansiella marknaden. Syftet med boken är att på ett enkelt sätt förklara marknaden där aktier, obligationer och derivat handlas. Anslaget i boken är tänkt att förklara för läsaren på ett sätt som möjliggör självstudier i ämnet, där vi inte förutsatt djupa ekonomiska eller matematiska förkunskaper för att kunna tillgodogöra sig innehållet. Boken utgår från den svenska marknaden och grundläggande finansiell teori. Vi sätter värdepappren i sitt sammanhang och belyser hur investerare kan använda sig av olika värdepapper i sin investeringsstrategi. Investerarperspektivet dominerar i den här boken för att maximera nyttan för dig som student även i livet efter studierna, både privat och i ditt arbetsliv. För att ge en djupare och mer rättvisande bild av investeringar och den finansiella marknaden generellt så tar boken också upp individens begränsningar och marknadens tendens att då och då inte fungera som det är tänkt. Tanken är därmed att boken berör flera aspekter av den finansiella marknaden även om tyngdpunkten ligger på aktier, obligationer och derivat.
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| 3. |
- Abrahamson, Martin, 1977-
(författare)
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Offer Price and Post-IPO Ownership Structure
- 2024
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Ingår i: Journal of Risk and Financial Management. - : MDPI. - 1911-8066 .- 1911-8074. ; 17:2, s. 61-61
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Tidskriftsartikel (refereegranskat)abstract
- In an initial public offering (IPO) the firm can set the offer price of its shares, based on the valuation of the firm, by changing the number of shares. This study uses stock ownership records and hand-collected IPO data to analyze the offer prices, the underpricing of IPO shares (measured as the initial return, IR) and the relationship with the post-IPO ownership structure. Specifically, the paper focuses on individual IPO investors. The results show that for the lowest priced IPOs the IR is significantly higher priced IPOs. Furthermore, for the low-priced IPOs, there is a negative relationship between offer price and breadth of ownership. This implies that stocks with a low price can attract more investors than stocks with higher offer prices. However, for high-priced IPOs the relationship is positive, suggesting that also the IPOs with highest price attract more investors. Overall, this study shows that the offer price of an IPO firm may have a moderate effect on its post-IPO ownership structure.
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| 4. |
- Ahnfelt, Nils-Otto, et al.
(författare)
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Historical Continuity or Different Sensory Worlds? : What we Can Learn about the Sensory Characteristics of Early Modern Pharmaceuticals by Taking Them to a Trained Sensory Panel.
- 2020
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Ingår i: Berichte zur Wissenschaftsgeschichte. - : WILEY-V C H VERLAG GMBH. - 0170-6233 .- 1522-2365. ; 43:3, s. 412-429
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Tidskriftsartikel (refereegranskat)abstract
- Early modern medicine was much more dependent on the senses than its contemporary counterpart. Although a comprehensive medical theory existed that assigned great value to taste and odor of medicaments, historical descriptions of taste and odor appears imprecise and inconsistent to modern eyes. How did historical actors move from subjective experience of taste and odor to culturally stable agreements that facilitated communication about the sensory properties of medicaments? This paper addresses this question, not by investigating texts, but by going straight to the sensory impression, which certain substances convey. The aim is not to overwrite or rectify historical descriptions but to investigate whether modern methodologies for sensory assessment can be enlisted to understand the past. We draw on history of science for framing and research questions, pharmaceutical science for knowledge of pharmaceuticals and preparations, and food and meal science for assaying procedures and protocols. We show that sensory evaluation can yield precise descriptions that would not have been alien to early modern medicine makers. However, there are problems with translating descriptions of taste between different historical contexts. By comparing contemporary descriptions of sensations with eighteenth-century ones, the article discusses how sensory descriptions are highly dependent on context, and subject to historical change.
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| 5. |
- Airey, John, 1963-, et al.
(författare)
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On the Disciplinary Affordances of Semiotic Resources
- 2014
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Ingår i: Book of Abstracts. ; , s. 54-55, s. 54-55
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Konferensbidrag (refereegranskat)abstract
- In the late 70’s Gibson (1979) introduced the concept of affordance. Initially framed around the needs of an organism in its environment, over the years the term has been appropriated and debated at length by a number of researchers in various fields. Most famous, perhaps is the disagreement between Gibson and Norman (1988) about whether affordances are inherent properties of objects or are only present when they are perceived by an organism. More recently, affordance has been drawn on in the educational arena, particularly with respect to multimodality (see Linder (2013) for a recent example). Here, Kress et al. (2001) have claimed that different modes have different specialized affordances. Then, building on this idea, Airey and Linder (2009) suggested that there is a critical constellation of modes that students need to achieve fluency in before they can experience a concept in an appropriate disciplinary manner. Later, Airey (2009) nuanced this claim, shifting the focus from the modes themselves to a critical constellation of semiotic resources, thus acknowledging that different semiotic resources within a mode often have different affordances (e.g. two or more diagrams may form the critical constellation).In this theoretical paper the concept of disciplinary affordance (Fredlund et al., 2012) is suggested as a useful analytical tool for use in education. The concept makes a radical break with the views of both Gibson and Norman in that rather than focusing on the discernment of one individual, it refers to the disciplinary community as a whole. Put simply, the disciplinary affordances of a given semiotic resource are determined by those functions that the resource is expected to fulfil by the disciplinary community. Disciplinary affordances have thus been negotiated and developed within the discipline over time. As such, the question of whether these affordances are inherent or discerned becomes moot. Rather, from an educational perspective the issue is whether the meaning that a semiotic resource affords to an individual matches the disciplinary affordance assigned by the community. The power of the term for educational work is that learning can now be framed as coming to discern the disciplinary affordances of semiotic resources.In this paper we will briefly discuss the history of the term affordance, define the term disciplinary affordance and illustrate its usefulness in a number of educational settings.
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| 6. |
- Airey, John, 1963-, et al.
(författare)
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Unpacking the Hertzsprung-Russell Diagram : A Social Semiotic Analysis of the Disciplinary and Pedagogical Affordances of a Central Resource in Astronomy
- 2019
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Ingår i: Designs for Learning. - Stockholm : Stockholm University Press. - 1654-7608 .- 2001-7480. ; 11:1, s. 99-107
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Tidskriftsartikel (refereegranskat)abstract
- In this paper we are interested in the relationship between disciplinary knowledge and its representation. We carry out a social semiotic analysis of a central tool used in astronomy—the Hertzsprung-Russell (H-R) diagram—in order to highlight its disciplinary and pedagogical affordances. The H-R diagram that we know today combines many layers of astronomical knowledge, whilst still retaining some rather quirky traces of its historical roots. Our analysis shows how these ‘layers of knowledge’ and ‘historical anomalies’ have resulted in a number of counterintuitive aspects within the diagram that have successively lowered its pedagogical affordance. We claim that these counterintuitive aspects give rise to potential barriers to student disciplinary learning. Using our analysis as a case study, we generalise our findings, suggesting four types of barrier to understanding that are potentially at work when students meet disciplinary-specific semiotic resources for the first time. We finish the paper by making some general suggestions about the wider use of our analysis method and ways of dealing with any barriers to learning identified. In the specific case of the H-R diagram, we suggest that lecturers should explicitly tease out its disciplinary affordances by the use of ‘unpacked’ resources that have a higher pedagogical affordance.
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| 7. |
- Airey, John, 1963-, et al.
(författare)
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What do you see here? : using an analysis of the Hertzsprung-Russell diagram in astronomy to create a survey of disciplinary discernment
- 2014
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Ingår i: Book of abstracts. ; , s. 52-53
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Konferensbidrag (refereegranskat)abstract
- Becoming part of a discipline involves learning to interpret and use a range of disciplinary-specific semiotic resources (Airey, 2009). These resources have been developed and assigned particular specialist meanings over time. Nowhere is this truer than in the sciences, where it is the norm that disciplinary-specific representations have been introduced and then refined by a number of different actors in order to reconcile them with subsequent empirical and theoretical advances. As a consequence, many of the semiotic resources used in the sciences today still retain some (potentially confusing) traces of their historical roots. However, it has been repeatedly shown that university lecturers underestimate the challenges such disciplinary specific semiotic resources may present to undergraduates (Northedge, 2002; Tobias, 1986).In this paper we analyse one such disciplinary-specific semiotic resource from the field of Astronomy—the Hertzsprung-Russell diagram. First, we audit the potential of this semiotic resource to provide access to disciplinary knowledge—what Fredlund et al (2012) have termed its disciplinary affordances. Our analysis includes consideration of the use of scales, labels, symbols, sizes and colour. We show how, for historical reasons, the use of these aspects in the resource may differ from what might be expected by a newcomer to the discipline. Using the results of our analysis we then created an online questionnaire to probe what is discerned (Eriksson, Linder, Airey, & Redfors, in press) with respect to each of these aspects by astronomers and physicists ranging from first year undergraduates to university professors.Our findings suggest that some of the issues we highlight in our analysis may, in fact, be contributors to the alternative conceptions of undergraduate students and we therefore propose that lecturers pay particular attention to the disambiguation of these features for their students.
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| 8. |
- Airey, John, 1963-, et al.
(författare)
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What do you see here? : Using an analysis of the Hertzsprung-Russell diagram in astronomy to create a survey of disciplinary discernment.
- 2014
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Ingår i: The first Conference of the International Association for Cognitive Semiotics, Lund, Sweden, 25-27 Sept 2014. ; , s. 52-53
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Konferensbidrag (refereegranskat)abstract
- Becoming part of a discipline involves learning to interpret and use a range of disciplinary-specific semiotic resources (Airey, 2009). These resources have been developed and assigned particular specialist meanings over time. Nowhere is this truer than in the sciences, where it is the norm that disciplinary-specific representations have been introduced and then refined by a number of different actors in order to reconcile them with subsequent empirical and theoretical advances. As a consequence, many of the semiotic resources used in the sciences today still retain some (potentially confusing) traces of their historical roots. However, it has been repeatedly shown that university lecturers underestimate the challenges such disciplinary specific semiotic resources may present to undergraduates (Northedge, 2002; Tobias, 1986).In this paper we analyse one such disciplinary-specific semiotic resource from the field of Astronomy—the Hertzsprung-Russell diagram. First, we audit the potential of this semiotic resource to provide access to disciplinary knowledge—what Fredlund et al (2012) have termed its disciplinary affordances. Our analysis includes consideration of the use of scales, labels, symbols, sizes and colour. We show how, for historical reasons, the use of these aspects in the resource may differ from what might be expected by a newcomer to the discipline. Using the results of our analysis we then created an online questionnaire to probe what is discerned (Eriksson, Linder, Airey, & Redfors, in press) with respect to each of these aspects by astronomers and physicists ranging from first year undergraduates to university professors.Our findings suggest that some of the issues we highlight in our analysis may, in fact, be contributors to the alternative conceptions of undergraduate students and we therefore propose that lecturers pay particular attention to the disambiguation of these features for their students.
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| 9. |
- Alho, Jussi S., et al.
(författare)
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Increasing melanism along a latitudinal gradient in a widespread amphibian : local adaptation, ontogenic or environmental plasticity?
- 2010
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Ingår i: BMC Evolutionary Biology. - : Springer Science and Business Media LLC. - 1471-2148. ; 10:1, s. 317-
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Tidskriftsartikel (refereegranskat)abstract
- Background: The thermal benefits of melanism in ectothermic animals are widely recognized, but relatively little is known about population differentiation in the degree of melanism along thermal gradients, and the relative contributions of genetic vs. environmental components into the level of melanism expressed. We investigated variation in the degree of melanism in the common frog (Rana temporaria; an active heliotherm thermoregulator) by comparing the degree of melanism (i) among twelve populations spanning over 1500 km long latitudinal gradient across the Scandinavian Peninsula and (ii) between two populations from latitudinal extremes subjected to larval temperature treatments in a common garden experiment. Results: We found that the degree of melanism increased steeply in the wild as a function of latitude. Comparison of the degree of population differentiation in melanism (P-ST) and neutral marker loci (F-ST) revealed that the P-ST >F-ST, indicating that the differences cannot be explained by random genetic drift alone. However, the latitudinal trend observed in the wild was not present in the common garden data, suggesting that the cline in nature is not attributable to direct genetic differences. Conclusions: As straightforward local adaptation can be ruled out, the observed trend is likely to result from environment-driven phenotypic plasticity or ontogenetic plasticity coupled with population differences in age structure. In general, our results provide an example how phenotypic plasticity or even plain ontogeny can drive latitudinal clines and result in patterns perfectly matching the genetic differences expected under adaptive hypotheses.
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| 10. |
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