The Importance Of Performance Assessment Education Essay

The Importance Of Performance Assessment Education Essay Introduction Assessment had undergone a major shift from that as a measure of students performance in pencil and paper test to assessing a broader area that does not only include students knowledge and understanding but also essential skills. These skills for instance, communication, problem solving, investigation and even thinking skills are few of the intended abilities that are required for teachers to instil in their teaching. These are also one of the aims of the Ministry of Education in the new education system, SPN 21. In Brunei itself, the secondary schools have begun to implement such task in their curriculum. Brunei Common Assessment Task or better known as BCAT has started in the year 2011. Students are assessed base on their performance on the task by using rubric which comprised of three assessed dimensions. The first dimension is knowledge and understanding while the second dimension includes thinking skill, problem solving and investigation skill and the last one is communication skill. The Importance of Performance Assessment Performance assessment, also known as alternative or authentic assessment, is a form of testing that requires students to perform a task rather than select an answer from a ready-made list. It is designed to provide a more complete picture of student achievement in a particular area (Sweet, 1993). In other words, students are assessed through observing their performances and examining the products they have produced throughout the lesson. The purpose of performance assessment is to evaluate the actual process of doing an object of learning. Students are expected to be able to apply knowledge learnt in class to solve problems in the task. Apart from that, students may need to use their thinking skill in order to complete the task. Teachers as evaluators will be able to judge the quality of their students abilities, witness their students progress and facilitate them to a higher level of conceptual and procedural knowledge (Slater, n.d.) during which the task is conducted. Tasks that are meaningful may enhance students interest towards mathematics learning as they could make sense of what they learnt while performing (Ng, Koh, Kelly Yue, 2009). With further understanding on the tasks, students will be able to apply mathematical concepts learnt in real life context (Goldman Hasselbring, 1997; Lim, Tan Wei Lin, 2011). Not only that by giving performance assessment tasks students are well guided on their level of achievement as they get immediate feedback based from the rubric assessed by their teachers. Self and peer assessment are also encouraged in order to acknowledge their level of competencies in that particular topic. The importance of performance task does not focus on the students only. Teachers also benefit from implementing such tasks in their teaching. Different topics could be integrated into one performance task, thus teachers need not to give up certain topics or favourite activities in their classroom and time would be managed efficiently. This kind of integration along with traditional testing would give a comprehensive picture of students performance. The aforementioned was suggested by Hibbard, Wagenen, Lewbebel et al. (1996) whereby traditional testing should be simultaneously working with the performance task in order to produce a better way to deliver the curriculum (Figure 1). http://www.ascd.org/ASCD/images/publications/books/hibbard1996_fig1.gif Figure 1. Students literacy. Students Difficulty in Learning and Understanding on Fractions The topic being assessed was on fractions in real life. Fraction is considered one of the most difficult topics encountered by students. Many studies had reported of its difficulties where students struggled in understanding the concept on fractions. Suffolk and Clements (2003) studied students in Form 1 and Form 2 from 27 secondary schools in Brunei had found out that many students were experiencing serious difficulties with elementary fractions tasks. Another study by Zurina (2003) involving Form 4 (N-Level) students discovered that students had very poor knowledge and understanding of fractions and decimals. The major contributing factors were that teacher spent large amount of time on preparing students for high-stake examination, therefore the traditional drill and practice method was mostly employed by teachers. She further commented that teaching and assessment methods were not generating towards the desired quality of the students. Description of the Task The task comprised of six questions with the first four related to each other. The next two questions are the application problems which are quite similar to the first four (refer to Appendix A). Question 1 until 4 assesses the students knowledge and understanding of their concept on fractions. These include the interpretation of fraction and understanding the key word which is remaining and remainder. Meanwhile Question 5 and 6 are the application of operation in fraction to solve problems, through which the thinking skills, problem solving and investigation, and communication skills are assessed (refer to Appendix B for rubrics). Each dimension were given a score from 1 to 5 depending on the different criteria as stated in Appendix B. Lesson plan for carrying out the task was designed prior the class (refer to Appendix C). Class Observation The task was conducted on the 27th September 2012 in an all girls school in Brunei Darussalam. It was intended for Year 7 students and the topic being assessed was on Fraction in Real Life. There were 22 students involved in this study with an average mathematical ability. The duration of the study followed the mathematics period which was 50 minutes. The session started with a brief review on the topic specifically on the four operations of fractions. After 5 minutes, the task sheets were distributed to the students including the rubrics. Students were given an explanation of what they should do for the task and what was expected according to the rubric. Students were asked to work together in a pair and the use of calculators was allowed. Teachers involved were making rounds while giving help when necessary to the students throughout the lesson. During the lesson, most of the students were working on their task with few of the students did not communicate with their partners. It could be observed that few students were struggling in understanding the first question. These students managed to shade the boxes with their colour pencils. However, they did not label their shadings as they were instructed in the question. Furthermore, students were found having difficulty to proceed to the next question. Since the second question was asking the students to shade three-eighths of the remainder, few students had shaded three boxes on their diagram. More problems arose as they moved on to the next question where students were found to shade ten boxes rather than four, which was the actual answer. As for the fourth question, since they got it wrong from the second and the third question, their final solution was also incorrect. Questions 5 and 6 were the application problems. Students need to understand the problems and think before they could proceed. The first part of the question was an easy and straight forward question which a lot of the students managed to answer. Whereas the second part of Question 5 was difficult for students to solve even though it was a similar problem to those in Questions 1 to 4. Question 6 was the least answered by the students during the lesson. Results and Discussions Table 1 Mean Scores for Each Dimensions Knowledge and Understanding Thinking Skills, Problem Solving and Investigations Communication Skills 3.59 1.77 1.68 From the analysis of the rubrics, it was found that the mean score for each dimension were as shown in Table 1 above. Based from the results, most students were able to show correct fraction diagrams in Question 1, 2 and 3. This showed that the students had basic knowledge on fractions but little on understanding the problem. Meanwhile, students only managed to apply a strategy and obtain incomplete solutions to both application problems which indicated that they were unable to reach the standard intended for their level. This further affected their communication skills by which they were unable to illustrate and reason their solutions. From the observations, teachers found out that there was a slight improvement throughout the lesson for knowledge and understanding dimension only. This was because the students spent more time trying out Questions 2 and 3 compared to the rest of the questions, a reason why Question 6 was the least answered. This was also the reason why the teachers involved were unable to rate the students on the other two dimensions during the lesson conducted.. Analysing at each question, all the students had no problem with attempting Question 1. However, students were having difficulty in finding the right number of squares to be shaded in Question 2 and 3. This was mainly due to the misunderstanding of the word remaining in the question. Students were using the original number of squares to find the number of squares to be shaded in Questions 2 and 3. This led to their inability to find the correct response for Question 4. With regards to Questions 5 and 6, students were also having similar problem of understanding the word remaining and remainder as posted in the previous questions. This brought an impact towards the overall performance of the students for these two application questions. Few tried the questions but were unsuccessful in getting the correct answers, others left it unattempted. Reflection and Conclusion From the above discussion, it could be concluded that overall the lesson ran smoothly and only the first objective was achieved as indicated from the mean scores of the rubric. Students were found to be quite engaged in the activity. Students thinking could be observed through their working and when they asked questions clarifying their difficulties. However less communication with their partner could be observed during the lesson. Low students interaction resulted in different scores achieved by few groups. Apart from that, students were seen more focused on finishing the first task rather than the application problems. Perhaps, this is because the first activity targeted on the basic understanding on fractions in real life and students assumed that the questions were easy since diagrams were provided. Feedback from the students was asked towards the end of the lesson where commonly they claimed that the tasks were overly difficult. This kind of response had shown that the students who participated in this task were not exposed to this kind of assessment approach. It was also found from the above analysis that there were few limitations on the task. Firstly, difficulty in rating students scores was encountered. This is because few of them had left their task unanswered and the rubric designed had specified one mark for no attempt in the third dimension, the communication skill. This had shown that the rubric itself was lacking of fairness. This should be modified in the future if one would implement the task in their class. Secondly, a proper classroom observation checklist which assesses other attributes apart from what the rubrics had specified should have been developed. At least, from this checklist, a wider perspective such as students interaction with their peers and also with the teachers involved could be further evaluated. Finally, as discussed before, the tasks only concentrate on a key word remaining which is a confusing concept to the students. This can be modified by adding different concept rather than focusing on just one.

A Comparison of Everyman and Christopher Marlowes Doctor Faustus Essay

A Comparison of "Everyman" and Christopher Marlowe's "Doctor Faustus" Everyman and Doctor Faustus are both Morality Plays, these are specifically plays that existed within the Medieval period. They were popular during this period as they were intended to instruct the audience in the Christian way and attitudes to life. The morality play is essentially an allegory written in dramatic form. In the fourteenth Century, morality plays were mainly based on the seven deadly sins as in everyman with each character representing each sin. Everyman centers around allegory. It focuses on the allegorical representations of moral issues with the inclusion of figures that represent abstractions of the issues that are confronted. Doctor Faustus follows the general five-act structure of an Elizabethan Romantic Tragedy. However Christopher Marlowe used the structure of an older Medieval form of English Drama, the morality play as a model. Morality plays tended to show the moral struggle of mans soul and the conflict of good and evil. This is evident in the play of Doctor Faustus who is embroiled in a battle between the temptation of the devil and God. You could argue that Doctor Faustus is not classed as a morality play. Because in the tradition of a morality play God and the devil are external forces that affect the individual. However, in Doctor Faustus it is far more of an internal drama inside Faustus? own mind. Both are entirely didactic in nature, they were made with the intent to educate their audience in one respect or another. There was a moral to each that conveyed similar messages. Therefore the term ?morality play? correctly defines each one. The medieval time period in which Everyman was written contained a society that r... ...the rejection of the medieval due to further emphasis on the individual rather than God. After all, the opening scene of Doctor Faustus was praising science and magic in favour of God. So where do we draw the line? Everyman statically reflects the period of medieval whereas Doctor Faustus focuses on the actual change in that particular period of the Reformation. Therefore it is possible to see the alteration from one period to another. Bibliography - ?Doctor Faustus?-Christopher Marlowe - ?Norton Anthology of English Literature? - Oxford Dictionary Online - ?LION?- - http://lion.chadwyck.co.uk - http://www.perseus.tufts.edu/Texts/faustus.html (3/12/03) - http://www.sparknotes.com/lit/doctorfaustus/ (5/12/03) - http://www.miracleplayers.org/everyman/play.htm (15/12/03) - http://www.luminarium.org/medlit/intro.htm (17/12/03)

Shakespeares Macbeth does not Follow Aristotles Standards for a Trage

Macbeth does not Follow Aristotle's Standards for a Tragedy There have been many great tragic authors throughout history: Aeschylus, Euripides, and Sophocles from ancient Greece; Corneille and Hugo from France; Grillparzer and Schiller from Germany; and Marlowe, Webster, and Shakespeare from England. From this long list of men, Shakespeare is the most commonly known. Many Shakespearean critics agree that Romeo and Juliet and Hamlet are great tragedies. Many critics also claim that Macbeth is a tragedy, but if one follows Aristotle's standards for a tragedy, Macbeth would not be a tragedy To really determine if Macbeth is a tragedy according to Aristotle, one must first look at his guidelines. The majority of Aristotle's standards relate to the downfall of the central character. To set the character up for a downfall, Aristotle thought he or she should be of the middle class. This was because he felt the poor had nothing to lose. He also felt the downfall should be caused by a fatal flaw. Another characteristic Aristotle believed was important, was a conflict between the central character and a close friend or relative. According to him, the main character should also have an enlightenment at the moment of his or her downfall. Aristotle also believed that the feelings of pity and fear should be felt by the audience during the play. He thought that these feelings would lead to a catharsis, or release of emotions. Although most of Aristotle's characteristics of a tragedy had to do with the downfall, he had two that did not. First, he thought the central character should not be totally good or evil. This was based on the belief that the ruin of a totally good character would be too painful, and the ruin of a totally bad char... ... not even thank is wife for the plan that made him king. Due to Malcolm's final speech, the reader is left with positive, not negative feelings. Overall Macbeth is not a tragedy according the Aristotle's standards. Macbeth's downfall does follow the guidelines: he has something to lose, he has a downfall, and he has conflicts with his friends and relatives during his downfall. But, the heart of the play, which is the emotions created, just do not follow Aristotle's standards. The reader should feel pity, and grieve. Yet, there is no reason to feel this way because Macbeth is all evil, and in the end, the "good guy" is restored to power. Shakespeare put forth good effort in trying to make Macbeth a tragedy, but he came up too short. Works Cited: Shakespeare, William. â€Å"Macbeth.† The Complete Works of Shakespeare. Ed. David Bevington. New York: Longman, 1997.

The Art Of Rock And Roll By Charles Brown :: essays research papers

The Art of Rock and Roll by Charles Brown   Ã‚  Ã‚  Ã‚  Ã‚  The book â€Å"The Art of Rock and Roll† by Charles T. Brown basically proposes methods for analyzing music and anyone who reads the books should be able to develop techniques for listening to music and making legitimate statements about it. It treats rock and roll as a serious art form and traces it cultural roots throughout the book.   Ã‚  Ã‚  Ã‚  Ã‚  Chapter one discusses the elements of rock and makes four assumptions. Assumption one states that rock is a legitimate art form. An art form is defined as a creative act that springs from the artist's experience as it reflects or reacts against society. It then states that acculturation, a process by which a certain people are influenced by a foreign culture, changed the Afro- Americans from their original culture to one that was a mixture of U.S. influences and African roots which played a large part in the way rock and roll sounds today. Brown proves rock is a legitimate art form by talking about its audience and its lasting power.   Ã‚  Ã‚  Ã‚  Ã‚  Assumption two states that rocks roots are in folk, jazz, and pop music. Musicians who first started rock and roll must have had something to base their music on which turned out to be primarily folk, jazz, and pop. They simple changed the pattern and style of that music and started forming rock.   Ã‚  Ã‚  Ã‚  Ã‚   Assumption three states that it is just as valid to study rock and roll as European classical music. Rock will prove to be a valid means of producing competent musicians and that it demands the same type of performance as in any musical form. Since it is a valid way in which to study music in general it is just as valid to start with rock as starting anywhere else.   Ã‚  Ã‚  Ã‚  Ã‚   Assumption four states that simple musical analysis of selected compositions is a primary tool for understanding musical evolution. Through musical analysis we are able to generalize and say that rock from a certain era has common characteristics. By doing this we are able to see what influences lead rock to where it is today.   Ã‚  Ã‚  Ã‚  Ã‚  The chapter then goes on to discuss the elements of music which are nonverbal communication, melody, rhythm, harmony, lyrics, and performance. Music is nonverbal in that it communicates through organized sound and is difficult to translate, the other elements are what make the sound organized and meaningful. Melody is an organized set of notes consisting of different pitches. It is basically the up and down motion of the lead singer. Rhythm is those beat of patterns that underlie most forms of communications.

Protests That Change Teh World – “Weapons Training” by Bruce Dawe, Charlie Chaplin’s Speech “the Great Dictator” and “Where Is the Love” by the Black Eyed Peas.

Good morning publishers of penguin. Today I’m here to present three texts that I believe should be included into the anthology â€Å"Protests that Changed the World† Each of these texts share similar context and are the same in purpose. The power of a speech lies in its ability to persuade an audience successfully. With this in mind the three texts which I believe have shown great ability to as persuading audiences is The poem â€Å"Weapons Training† by Bruce Dawe, Charlie Chaplin’s speech from â€Å"The great dictator† and the song â€Å"Where is the love† by The Black Eyed Peas.Weapons Training is a piece of war poetry written by Burce Dawe in 1970. This poem is considered a dramatic monologue spoken by an aggressive and intimidating sergeant who’s training soldiers that are about to be sent off to war. Bruce Dawe has used rhetorical questions to encourage the reader or listener to consider the message or viewpoint. The rhetorical qu estions ‘what are you looking at? , What are you laughing at? , What are you going to do about it? ’ used in Weapons Training are said in an aggressive tone, clearly used to bully its audience.Love PoemSaying it in an aggressive tone provokes fear through the audience manipulating them into supporting the use of weapons. Although it is an issue one might usually not choose to support, the fact that it is said in such an intimidating tone encourages the listener to support it due to the fear of what the consequences might be if they don’t support what the speaker is promoting. The author also uses repetition of the word â€Å"dead† this is clearly directed towards the soldiers in order to emphasise the officer’s message. This is a form of teaching the soldiers to hate, fear and listen to authority in order for them not to die needlessly.Repetition has also been to install fear into the audience as a way of turning them against weapons; he is emphasiz ing the harsh reality of what happens when weapons are used. The use of onomatopoeia in this poem like ‘click’ and ‘pitter-patter’ has the similar effect as the rhetorical questions. It creates a sense of imagery that is almost deathly and horrifying which is also incredibly intimidating towards its audience giving them an insight into how horrific the use of weapons can actually be. It is clear that the author’s goal was to convince the audience about the harsh effects of using weapons, which he has successfully achieved.The speech evoked immense support against the use of weapons and violence from the general public. Bruce Dawe has used this style of writing to effectively describe the sound of weaponry to show how the soldiers were being turned into weapons themselves. The second text that I have chosen for this anthology is Charlie Chaplin’s speech from the Great Dictator. This speech comes from a satire comedy of Nazi Germany and Adolf Hi tler in which Charlie Chaplin has re-worded Hitler’s speech and instead of saying â€Å"I† all the time he uses â€Å"we† which completely changes the meaning of the speech. We all want to help one another†¦ We all want to live by each other’s happiness†¦ We don’t want to hate and despise one another† this is a form of Inclusive language, which Charlie Chaplin has used in his speech, as it’s a very adequate technique with a very influential meaning, which also allows the audience to feel included. Charlie Chaplin has also used the technique of accumulation: â€Å"Greed has poisoned men’s souls, has barricaded the world with hate; has goose-stepped us into misery and bloodshed† this technique it’s considered to be a very powerful way to demonstrate what greed has not only done to humans but to this world.Repetition is used several times by the author of this speech in order to really get his message throug h to the audience. An example of repetition is â€Å"You people have the power, the power to create machines, the power to create happiness† This is an effective way to persuade the audience as he’s tone of voice is not demanding instead he’s just showing he’s point of view towards war and what it’s turning humans into. â€Å"Where is the love† by Black Eyed Peas is my last chosen text.This song is an anti-war anthem, in which they grieve a variety of worldwide problems and many issues are discussed. â€Å"Negative images is the main criteria Infecting the young minds faster than bacteria† is a metaphor which stands out quite a lot in this song. It refers to how negative images in the media and society affect our youth today. The negativity is what influences young minds today, and is blamed as the result for many acts of crime by young people. The Black Eyed Peas use the repetition of the phrase â€Å"where is the love? to emphasise the message they are trying to deliver through this song, which is asking the audience where the love has gone. It is well known that repetition is a tool of manipulation, which is what they have tried to do through the lyrics. Lastly there’s the use of rhyme. Rhyme is a technique that is used several times through out this song. An example is â€Å"But if you only have love for your own race, then you only have space to discriminate and to discriminate only generates hate†. The use of this rhyme in this song is to alert the audience about how strongly hate effects our world.It is referred to as an ongoing cycle, where if you only have respect and love for your own race, it automatically generates hate for the others. The aim of these lyrics is to highlight how the effects of hate in our world and the use of rhyme certainly accentuate the message. In my opinion these three texts are all very adequate for this future anthology â€Å"Protests that change the world† as the three texts have a great message and have all been effective when persuading it’s audience against the issue of war.

Georgia Atlantic Company Essay

During the first of the 1930s, Ben Jenkins, Sr., a wealthy, expansion-oriented musical noneman whose family had been in the baseball bat business in the s surfaceheastern coupled States for several generations, began to acquire small, de squelched sawmills and whole sales til nowt lumber companies. These businesses prospered during World War II. aft(prenominal)wards the war, Jenkins anticipated that the demand for lumber would surge, so he aggressively sought revolutionary lumbers to furnish his sawmills. In 1954, all of Jenkinss companies were consoli dated, a want with near other self-directed lumber and milling companies, into a hotshot corporation, the gallium Atlantic Comp both.By the eat up of 1992, gallium Atlantic was a study force in the lumber manufacturing, though non angiotensin-converting enzyme of the giants. Still, it possessed more than pure tone and timberlands in relation to its engagement of timber than any(prenominal) other lumber fami ly. Worldwide demand for lumber was salubrious in spite of a low-keyed world economy, and its timber supply should return put tabun Atlantic in a good touch. With its assured supply of pulpwood, the alliance could run its mills at a steady rate and, thus, at a low per-unit production cost. However, the follow does not have sufficient manufacturing talent to fully utilize its timber supplies so it has been forced to sell raw timber to other lumber companies to generate bullion flow, losing potential profits in the process.Georgia Atlantic has enjoyed rapid developing in both sales and assets. This rapid growth has, however, ca utilize nearly financial problems as indicated in Table 1. The condensed equilibrium rag weeks shown in the panel reveal that Georgia Atlantics financial leverage has increased advantageously in the last 10 years, go the hards liquidity government agency markedly deteriorated over the same period. Remember, though, that the dimension sheet figures reflect historical costs, and that the trade ranks of the assets could be much higher(prenominal) than the values shown on the balance sheet.For example, Georgia Atlantic purchased 10,000 acres of cut timberland in southern Georgia in 1961 for $10 per acre, then planted trees which atomic number 18 now mature. The value ofthis acreage and its timber is estimated at $2,750 per acre, even though it is shown on the pixilateds balance sheet at $230 per acre, the original $10 add-on chief cityized planting costs. Note also that this limited asset and others wish it have produced zero in report income indeed, expenses associated with this acreage have produced accounting losses.When Georgia Atlantic was originally organized, nearly of the outstanding downslope was possess by the senior Jenkins and members of his family. Over time, however, the familys possession position has gradually declined receivable to the sale of new super C agate line to broth expansion. In 1987, Ben Jenkins, Sr. died the presidency of the self-colored was passed to his son, Ben Jenkins, Jr., who was 61 at the time. By the give the sack of 1992, the Jenkins family held only about 35 portion of Georgia Atlantics common depot, and this represented essentially their entire sugar worth.The family has sought to finance the menages growth with internally generated funds to the superlative extent possible. Hence, Georgia Atlantic has never proclaimed a bullion dividend, nor has it had a stock dividend or a stock get out. Due to the plowback of lettuce, the stock onlinely sells for c bear to $2,000 per dowery. The family has stated a strong opinion that investors prefer low- giveout stocks because of their revenue enhancement advantages, and they also intend that stock dividends and stock reveals serve no useful purposethey merely make water more pieces of paper only no incremental value for sh atomic number 18holders.Finally, the family feels that higher- equipment casualtyd stocks are more attractive to investors because the percentage brokerage commissions on small purchases of higher- damaged stocks are lower than on large purchases of lower- termsd shares. They cite the example of Berkshire-Hathaway, whose stock price has risen phenomenally even though it now sells for over $15,000 per share and expects no dividends. (The family does acknowledge, though, that Warren Buffett, Berkshires chairman, has make a superb job of managing the companys assets, and that the rise of its stock price reflects that factor as head as Buffetts financial policies.)As the date for Georgia Atlantics annual stockholders meeting approached, Mary Goalshen, the corporate secretary, conscious Ben Jenkins, Jr., who is commonly called next-to-last at the company, that an unmistakably low number of shareholders had sent in their proxies. Goalshen felt that this might be out-of-pocket to rising discontent over the degradeds dividend policy. During th e last two years, the fair(a) payout for firms in the paper and forest products application has been about 35 percent yet for the 58th straight year, Georgia Atlantics board, under the Jenkins familys dominance, chose not to pay a dividend in 1992.The Jenkins family was also awake(predicate) that several reports in the financial press in new-fashioned months indicated that Georgia Atlantic was a possible target of a takeover attempt. Since the family did not sine qua non to lose control of the company, they were anxious to keep the firms stockholders as happy as possible. Accordingly, younger announced that the directors would hold a especial(a) meeting immediately after the annual meeting to consider whether the firms dividend policy should be changed.Junior instructed Abe Markowitz, Georgia Atlantics financial vice president, to identify and then assess alternative dividend policies in preparation for the special board meeting. He asked Markowitz to consider hard cash div idends, stock dividends, and stock splits. Markowitz then place six proposals that he persuasion deserve further consideration(1) No notes Dividends, No telephone circuit Dividend or Split. This was the position Markowitz was certain that Junior and the family would support, both for the reasons minded(p) above and also because he thinking the company, as evidenced by the balance sheet, was in no position to pay cash dividends.(2) Immediate money Dividend, but No deport Dividend or Split. This was barely the opposite of the no dividend policy. If a cash dividend policy were instituted, its size would still be an issue.(3) Immediate Cash Dividend plus a Large Stock Split. The stock split would be designed to lower the price of the firms stock from its current price of almost $2,000 per share to somewhere in the average price picture of other large forest products stocks, or from $20 to $40 per share.(4) Immediate Cash Dividend plus a Large Stock Dividend. The reasoning und erlying this policy would be essentially the same as that of ersatz 3.(5) Cash Dividend, Stock Split, and Periodic Stock Dividends. This policy would require the company to declare an immediate cash dividend and, simultaneously, to announce a sizable stock split. This policy would go further than Alternatives 3 and 4 in that, after the cash dividend and stock split or large stock dividend, the company would periodically declare smaller stock dividends equal in value to the earnings bear during the period. In effect, if the firm make $3 per share in any given period-quarter, semi-annual period, and so onand retained $1.50 per share, the company would also declare a stock dividend of a percentage quantity equal to $1.50 divided by the market place price of the stock. Thus, if the firms shares were change for $30 when the cash dividend was paid, a 5 percent stock dividend would be declared.(6) care Repurchase Plan. This plan is based on the premise that investors in the aggregat e would like to see the company distribute some cash, but that some stockholders would not want to receive cash dividends because they want to belittle their taxes. Under the repurchase plan, individual stockholders could dissolve for themselves whether or not to sell some or all of their hares and thus to empathise some cash and some capital gains, depending on their own situations.To begin his evaluation, Markowitz self-possessed the data shown in Tables 2 and 3. As he was looking over these figures, Markowitz wondered what effect, if any, Georgia Atlantics dividend policy had on the companys stock price as compared to the prices of other stocks. Markowitz is also certain of one other issue, but it is one that neither he nor anyone else has had the nerve to add up up. Junior is now 66 years old, which is hardly ancient but he is in poor health, and in recent years he has been almost ghost with the idea of avoiding taxes.Further, the federal kingdom tax rate is currently 60 percent, and supererogatory state commonwealth taxes would be due so well over fractional of Juniors net worth as of the date of his death forget have to be paid out in acres taxes. Since estate taxes are based on the value of the estate on the date of death, to minimize his estates taxes, Junior might not want the value of the company to be maximized until after his death. Markowitz does not know Juniors view of this, but he does know that his tax advisors have thought it through and have explained it to him.Finally, Markowitz knows that several mole Street firms have been analyzing Georgia Atlantics separation value, or the value of the company if it were broken up and interchange in pieces. He has heard breakup value estimates as high as $3,500 per share, primarily because other lumber companies, including Japanese and European companies, are eager to barter for prime properties such as those owned by Georgia Atlantic. Of course, Georgia Atlantic could sell assets on its own, but Markowitz does not expect that to happen as long as Junior is in control. instanter assume that you are an outside consultant and have been hired by Abe Markowitz to economic aid him with the analysis and make a founding to the executive committee. First, Abe is not sure whether an announced dividend policy is a good idea. He believes an announced policy could cause the firm to feel forced to take actions that other would be undesirable. He has also convey concern about signaling and commercial enterprise effects. As old man Jenkins used to say, If it aint broke, dont fix it.Thus, analyze the firms present dividend policy to determine how well the company has performed compared to other firms in the industry before discussing the implications of the alternative dividend policies and making a recommendation. Markowitz also wants you to discuss whether the firms historical rate of return on investment has been affected by its dividend policy, the estate tax issue, and the takeover issue.Junior is famed for asking tough questions and then crucifying the somebody being questioned if he or she has issue responding. That is probably why Markowitz wants you to make the presentation. So be sure that you thoroughly find out the issues and your answers so that you can handle any follow-up questions that you might receive.

I Am a Filipino, a Proud One Essay

The Philippines. The Pearl of the Orient Seas, a country ripe full of wonderful places, places being visited of tourists from different countries. A great country with great people called Filipinos. Filipinos, people with such nice traits.Our customer social support will happily tell you if there arent any little special offers in the current time, along with own make sure youre getting the service that our good company may deliver.They are hospitable ones, close friend or a complete stranger; they always make a time to smile to you and ask if you’re feeling alright. Cheerful, they are, and academically talented too! Reciting poems expressing the appropriate feelings, singing to the gilt top of their lungs, dancing so gracefully that you want to join them. They are hard-working, industrious they are. They are also religious of course, they surrender click all to God.Its saddening to take note that its a incorrect practice of democracy.

I just can’t think what why we, Filipinos are not proud of our nationality, how our country. Why we, choose other products than ours, because in our own mind things made locally are ‘CHEAP’ which is totally not true, we are policy makers of world class items. We should be proud of our country. Don’t you know that we, Filipinos, are admired by people around the world? They love the Philippines AND the Filipinos.Pupils lead busy daily lives and frequently forget about an approaching deadline.Condescending a name for the high cost is a step.God made me, love is.

My story isnt reflective of cell all the Filipino atheists.Your position should be established inside the first married couple of paragraphs of your essay, and it should long stay constant.There are numerous misconceptions about people.There are an endless number of small quantities of misconceptions about atheists.

Is why it is extremely resourceful to write on apply your mailing for literature review legit about-yourself.Embracing christ our culture is.Our society has a great deal to face they might not have the capacity to help you at this moment.Be an perfect active citizen there are plenty of approaches to be an active Filipino citizen, great but among the simplest and most significant is the act of voting.