For portfolio(b), histograms of MSPM and ARL’s 5-day RstdDRR depict right-skewed distributions. Yazar: Zhenhan Huang (12107002)

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Comparison of back-testing performance of the baselines and MSPM. Yazar: Zhenhan Huang (12107002)

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Abstract of SAM’s architecture. Yazar: Zhenhan Huang (12107002)

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MSPM(b) outperforms all baselines on Portfolio(b) in terms of the accumulated portfolio value in back-testing. Yazar: Zhenhan Huang (12107002)

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Accumulated portfolio values of MSPMs, with and without EAMs, from back-testing for portfolio (a), (b), (c) and (d). Yazar: Zhenhan Huang (12107002)

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Signals and position-holding of NVDA’s EAM. Yazar: Zhenhan Huang (12107002)

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Underwater plot of ARL for Portfolio(b). Yazar: Zhenhan Huang (12107002)

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MSPM(a) outperforms all baselines on Portfolio(a) in terms of the accumulated portfolio value in back-testing. Yazar: Zhenhan Huang (12107002)

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Underwater plot of MSPM for Portfolio(a). Yazar: Zhenhan Huang (12107002)

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For portfolio(a), histograms of MSPM and ARL’s 5-day RstdDRR depict right-skewed distributions. Yazar: Zhenhan Huang (12107002)

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Abstract of EAM’s architecture. Yazar: Zhenhan Huang (12107002)

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Underwater plot of MSPM for Portfolio(b). Yazar: Zhenhan Huang (12107002)

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A more intuitive illustration of MSPM’s architecture. Yazar: Zhenhan Huang (12107002)

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Signals and position-holding of AMD’s EAM. Yazar: Zhenhan Huang (12107002)

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Date ranges of the data. Yazar: Zhenhan Huang (12107002)

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Underwater plot of ARL for Portfolio(a). Yazar: Zhenhan Huang (12107002)

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Signals and position-holding of GOOGL’s EAM. Yazar: Zhenhan Huang (12107002)

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Transformed allocation weights due to the fluctuation in assets’ prices. Yazar: Zhenhan Huang (12107002)

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Comparison of back-testing performance of EAM-enabled and EAM-disabled MSPMs. Yazar: Zhenhan Huang (12107002)

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Table_1_The Experiences of Homeless Youth When Using Strengths Profiling to Identify Their Character Strengths.DOCX Yazar: Sam J. Cooley (7421012)

“…<p>Individuals, particularly those considered “hard-to-reach,” often engage well with assessment tools that involve active dialogue and the co-construction of knowledge. …”