Vol 18, No 2

Table of Contents


An Empirical Examination of the Arbitrage Pricing Theory: Evidence from Jordan PDF
Mohammad K. Elshqirat
Investors in the stock market need a valid and accurate model to predict the expected rate of return on their portfolios which necessitate testing many pricing models and determining which model is the most accurate. The problem is that both single-factor and multi-factor capital asset pricing models (CAPM) are not valid for predicting the expected rate of return. The purpose of this quantitative study was to test the validity of the arbitrage pricing theory (APT) in the Jordanian stock market as an alternative to the CAPM. The study was theoretically based on the arbitrage pricing theory introduced by Stephen Ross. The main focus of the research questions was on examining the relationship between stocks' rate of return calculated using the price index of Amman stock exchange (ASE) and a set of macroeconomic variables. The website of ASE, central bank of Jordan, and department of statistics were used to collect data about ASE price index and the independent macroeconomic variables of unemployment rate, gross domestic product (GDP), industrial producers' price index (IPPI), and exports for the period from 2000 to 2016. Collected data were analyzed using multiple-linear regression. Due to the detected multicollinearity between GDP and exports, GDP was excluded from the proposed model. The results revealed that among three variables tested, only IPPI had a significant negative effect on the stocks' rate of return.

A Hermeneutic Phenomenological Inquiry: Probing Challenges and Prospects of Left-behind Children Education in the Northern Shaanxi Province, China PDF
Lin Ge, Douglas Durst
This research presents the lived experience of left-behind children living in the northern Shaanxi province, China. Herein hermeneutic phenomenological inquiry is employed to identify the main challenges faced by those left-behind children who are in the primary school stage and underlying causes. Unstructured observations in classroom and recess sessions are conducted. Ten left-behind children in the age range from 9-13 years, their guardians, and teachers in two towns are interviewed. The findings report the personal feelings and experiences of these children, including academic skills, socializing abilities, life, and psychological stress. Recommendations for policy and practice are offered. Arguably, the findings in the study might not only potentially serve as viable targets for universal preventive interventions and socially inclusive education of the group but also facilitate a more supportive and inclusive life and educational process for similarly marginalized groups outside China.

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