Research Articles Base: Primary School

Sample Essay The Primary Financial Objective of corporate finance is usually taken to be the maximization of shareholder wealth

(i)                  Select a UK plc and calculate the weighted average cost of capital, explaining any assumptions that you have made. Show all your calculations. (30%)   (ii)                The primary financial objective of corporate finance is usually taken to be the maximization of shareholder wealth. Discuss what other objectives may be important to a public limited company and whether such objectives are consistent with the primary objective of shareholder wealth maximisation (30%)     (iii)               Critically discuss whether you consider that companies, by integrating a sensible level of gearing into their capital structure, can minimise their weighted average cost of capital. (40%)   Word limit: 2,250 words   This my assignment first part I have done I am sending that to you too.. The company I have selected BLACK LEISURE AS MY COMPANY IN UK PLEASE SEE TOWARD THAT AND MAKE SURE YOU GIVE WRITE ANSWERS OF LAST TWO PARTS   <ul style="margin-top: 0in; margin-bottom: 0in" type="disc"> <li class="MsoNormal"> IN THIRD PART I NEED THREE THEORIES THAT ARE <li class="MsoNormal"> TRADITIONAL VIEW </li> <li class="MsoNormal"> MODIGLIANI & MILLER (NO TAX) </li> <li class="MsoNormal"> MODIGLIANI & MILLER (WITHOUT TAX) </li> </li> </ul>     EXPLAIN MODES OF FINANCE AND GIVE ONE BEST WAY TO MINIMIZE WEIGHTED AVERAGE COST OF CAPITAL…  WRITE REFERENCES TOO   THE CALCULATIONS OF BLACK LEISURE ARE   ORDINARY SHARES DIVIDEND PER SHARE = 11.3P EQUITY PER SHARE = 34.57P GROWTH = 13%   MARKET VALUE OF THE SHARE = 556P NUMBER OF SHARES =42468522 SHARES Key = 11.3(1+0.13)             ¾¾¾¾¾+ 0.13              556   = 12.769 ¾¾¾+0.13           = 15.30% 556     PREFERENCE SHARE S   TOTAL DIVIDEND = 89000 TOTAL PREFERENCE =891429   ASSUMPTIONS: CONSIDER THAT MARKET VALUE OF PREFERENCE SHARE IS £1   DIVIDEND 89000/891429 = 10 P   THEREFORE WACKY = Key * EQUITY/ EQUITY + DEBT +Kips * DEBT /EQUITY + DEBT   = 0.153 * 109580/109580+891 + 0.10* 891/109580+891 = 15%   ANOTHER WAY OF CALCULATE WACKY P.S RATIO = 556/34.57 = 16.08         WEIGHT TO NEAREST £000 1. EQUITY SHARE = 16.08*3457*42468                                       = 236073   2. PREFERENCE SHARES = £1.00*891=      236073                  99.7%    891                         0.3% TOTAL                   100%   THEREFORE MULTIPLYING HOLDING INTO Key* Kips Key = 0.153*99.7% = 0.152 Kips = 0.10*0.3%  = 0.0003 Total                     = 0.1523 So WACKY EQUAL TO 15%       SO THAT THE CALCULATIONS … IF U HAVE ANY SORT OF PROBLEM DO EMAIL ME emleen14@yahoo.com.au Credit:ivythesis.typepad.com

Sample Essay The Primary Financial Objective of corporate finance is usually taken to be the maximization of shareholder wealth

(i) Select a UK plc and calculate the weighted average cost of capital, explaining any assumptions that you have made. ...

Sample Essay A Describe the Primary Characteristics of Culture

1. A. Describe the primary characteristics of culture. Give Examples. (10 marks)               In order to assess and learn the primary characteristics of culture, we must first know and understand the meaning of culture. So what is culture? Culture, according to the scholar and anthropologist of the 18th century, , “culture is that complex whole that includes knowledge, belief art, law, morals, customs, and other capabilities and habits acquired by man as a member of society. “So, based on this definition, we could say that culture depends heavily on society. It is, in a way, a collection of ways and course of doing things, which is an end result of human interaction with one another. It is, as you could say, a polished product of human experience. As time moves on, culture changes and grows more complex than it was before. If we would be lucky enough to be alive when the year 2050, we would be stunned to by the definite change of culture by then. Another important aspect of culture is the use of material objects; this is more commonly referred to as material culture. Evolution of some of these objects also makes the evolution of culture much more possible. For example, the computer was unheard of in the time of Newton, but through human experience, skills and needs, it is very much a common place object today and plays a very vital part of the existence of our society and culture. Though the evolution of the material culture is relatively important, much more important aspects are the skills and knowledge we acquire through the usage and application of these objects in our daily lives. All the skills we acquire, all the knowledge we gain, and all the purposes of these thing are more commonly referred to as the non-material objects of culture.             And now that we know the essentials of culture, we can now further understand the growth and development of culture through its primary characteristics.             Culture is learned. Man is not born with culture, but with the ability to learn, acquire, and develop culture through experience. For example, a child is born not knowing what culture is or how things are done in the eyes of society. But he learns through imitating, how thing are properly done. He then develops the necessary tools to go about his daily activities. Also, through the help of language, this is the primary tool for communication; the elder generation can pass to the younger generation the knowledge and skills they had acquired through experience. Therefore, because of these things, you could say that culture is learned.             All people have varied culture. There are differently groups of people around the world, and we call these groups different societies. A society may be a group of people banding together and living in a stable union, and pooling together their efforts to attain a common objective by collective action. Knowing this, people should not judge a custom of one society using his own since they both have different societies and culture. For example, in the Americas, there are many societies in the continent of the Americas; they have developed different cultures and norms from each society. The differences between societies lie in the rapidity and complexity of changes occurring within the society. No matter how much the complexity or the advancement of the said society has gained, it still has a culture unique to itself. Therefore, no culture is far more advanced or civilized than the other.             Culture is a group product. Culture was not designed by man to become what it has become. It is simply the accumulation of certain practices acquired by man through his interaction with other people. For example, you and your group may start out on a research. You may find a good method in doing this research with the help of another group mate. Other members may find a better way of improving the method you used in doing the research. And in due time, other groups may seem interested in your way of doing your research and may try to imitate it. Just one person in the group may not be a Man just adapted whatever practice was most useful to him at the time and then went on to keep that practice as time went further on. Therefore, culture is not only learned but is also transmitted through human interaction and experience. A generation may put an imprint upon the one before it, thus, making an accumulation and selective result of group life.             Culture is transmitted from generation to generation. This may happen through oral traditions or in writing. It may be transmitted through everyday conversation, through interaction between the older and the younger, and even through reward and punishment. Culture is accumulated and whatever the past has learned, the present and future generation may build on it to produce something better which may aid them more as they go along the roads of everyday life. For example, when people in the early days wanted to preserve food to keep them from rotting, they put them in barrels filled with salt or put in seasoning or exposed them under the sun to dry. By doing that, they are still ensured of having meat which wasn’t rotten but lost the flavor of fresh meat. So, the future generation invented a better way of preserving the meat and its flavor, by freezing it, and they accomplished that with the aid of the refrigerator.             Another means of transporting knowledge from generation to generation is through books and spoken language. The accumulated knowledge and learning of the bygone scholars and great thinkers of the past are imparted to us through the books and other written materials in which they have so tediously spent their lives writing. And also, through the spoken medium; oral traditions may not have been successfully passed to the younger generations if not through the use of songs, tales, stories, and other such things. That is why communication arts is a very important part of the school curriculum.             Culture is adaptive. Culture continually renews itself. It is even said that nothing is much more predictable than death, change, and culture change. Humans have a way of inventing things when he is in very much need of it. If he finds that the method he uses is no longer obtaining his desired results, he then turns to a new strategy which may give to him the results he so desires. For example, a teacher may find her class very rowdy, noisy and out of control. So she tries to shout on the top of her voice just to get the class’s attention. But It would only cause more of the riot, so, she tries another method. She keeps quiet and waits for the class to settle down. And settle they did. You see, this discovery of hers may result in a new behavior pattern which satisfies the characteristic mentioned above.   Credit:ivythesis.typepad.com

Sample Essay A Describe the Primary Characteristics of Culture

1. A. Describe the primary characteristics of culture. Give Examples. (10 marks) In order to assess and learn the primary...

Sample Essay The Role Of Primary Teachers in the Implemetation of School Curriculum in the Northern Territory of Australia

The Role of Primary Teachers in the Implementation of School Curriculum in the Northern Territory of Australia: A Case Study of Two Primary Schools in Darwin   Definition of Methods   Quantitative research finds direct link to deduction because it tests and develops hypotheses and theories. This research method leads to generalized results or deduction. Moreover, quantitative method also involves the treatment of quantifiable or measurable data. (1998; 2002) Qualitative research elicits detailed verbal or written accounts and descriptions of cases, characteristics and situations. This research method follows the inductive approach. ( 2003; 1999; 2006) Data Collected Data collected using the quantitative method comprises of numbers and statistical results such as totals, percentages, as well as mean, median and modal values representing frequencies and variances in the research. Data gathered through the qualitative data comes in the form of words, object and pictures that narrate or describe the object, subject or situation studied.   Means of Data Collection Under the quantitative method are four common ways of data collection, which are survey research, experimental research, content analysis and longitudinal research. With regard to the quantitative method, the following are common modes of data collection: focus groups, field observations, interviews, ethnography, case studies.   Control Control in studies refers to the degree of command that the researcher holds over the research subjects, variables and environment in the process of data collection. In terms of control, the quantitative method affords the researcher greater control compared to the qualitative method. Among the different modes of data collection under the qualitative method, the experimental study offers the highest degree of control because the researcher is able to structure the research environment, select the participants and determine the variables for study. The implication of this in data collection and analysis is that the researcher is able to test a hypothesis or theory by comparing the results of the study with theoretical constructs to derive conclusions. For the other modes of data collection, the researcher achieves control through the determination of common measures used in gathering data. In qualitative research, there is a lesser degree of control because the purpose of the research is to investigate phenomena as these occur in the natural environment. In relation to data analysis, the researcher is able to draw inferences from the data gathered to develop a deeper understanding of the phenomenon.    Cause and Effect Cause and effect in research involves the study of the relationship between different variables, with one or more variables constituting the cause of resulting variables. In quantitative research, particularly using the experimental method, the cause refers to the variable introduced to study its effects on other variables. In qualitative research, the cause is the factor recognized as the catalyst for the phenomenon. In the present study, the cause is the degree that primary teachers assume their role or responsibilities in school curriculum implementation while the result is the level of school curriculum implementation determined through the completion of courses and other results. In quantitative research, teachers in one school are complacent with their role compliance while teachers in the other school religiously comply with their role in curriculum implementation. The effect shows the difference in the number or percentage of courses completed in a given period. In qualitative research, the cause is the documented differences in the manner that the teachers in the two schools take-on their roles while the effect is the extent of course completion recorded. Validity and Reliability Issues             Validity refers to the extent that a given instrument measures the construct that it was intended to assess. In quantitative research, validity pertains to ‘construct validity’, where construct refers to the concepts, hypothesis or questions predetermined to direct the data to be collected and the mode of data collection.  (Winter, 2000) Since the researcher actively introduces a cause or affects the achievement of constructs through the introduction of variable measures, this degree of involvement decreases the level of validity in quantitative research. In qualitative research, validity pertains to the establishment of ‘trustworthiness’ or ‘confidence’ in the findings. Since the researcher studies a phenomenon as it occurs in the natural environment or a close as possible to the natural environment, there is a higher degree of trustworthiness in the results of qualitative research. (Maxwell, 1996)             Reliability pertains to accuracy or consistency of the data collection method to allow repeatability. Higher degrees of reliability occur when there is lesser bias from the researcher. In quantitative research, the instrument or measure is the primary means of data collection so that there is less researcher bias. In qualitative research, the researcher is the primary means of data collection and repository of the data collected so that there is a degree of bias intervening in the data gathering process. This means that the strength of the quantitative method is reliability while the strength of the qualitative method is validity. Since both validity and reliability are important factors in whatever kind of study, the researcher holds the responsibility to ensure that the strength of a particular method is enhanced and its weaknesses addressed. Research Questions             Utilizing the quantitative method involves the following research questions:   1) What is the role of primary teachers in implementing the school curriculum? 2) How important is the role of primary teachers in school curriculum implementation? 3) What is the rate of compliance of primary teachers with their role in implementing the school curriculum? 4) What is the rate of school curriculum implementation in two schools in Darwin?   In using the qualitative method, these questions may be addressed: 1) What is the role of primary teachers in implementing the school curriculum? 2) How important is the role of primary teachers in school curriculum implementation? 3) What are the differences and similarities in the role of primary teachers in school curriculum implementation in two schools in Darwin? 4) What issues or problems arise in the assumption of teachers of their role in school curriculum implementation? Credit:ivythesis.typepad.com

Sample Essay The Role Of Primary Teachers in the Implemetation of School Curriculum in the Northern Territory of Australia

The Role of Primary Teachers in the Implementation of School Curriculum in the Northern Territory of Australia: A Case Study of Two Prima...

Sample Education is Compulsory at an Age Designated by Legislation Essay

Write an essay that concisely indicates your current view of teaching and learning in science. This is primary school science). This view is to be informed by your critical reflections on reading of recent science education research literature. You will need to reference your essay accurately and illustrate you have engaged with a range of relevant sources. *Please note this is to do with primary school science thanks.               Education in Australia, regulated by the individual state governments, follows three-tier model as primary education (Primary Schools), Secondary education (secondary Schools/High Schools) and Tertiary education (Universities and TATE [Technical and Further Education] Colleges). Education is compulsory at an age designated by legislation. The academic year in Australia varies between states and institutions. Generally, it runs from late January until mid-December for primary and secondary schools and TATE colleges. For universities, it starts from late February until mid-November.             The major goals of primary education are achieving basic literacy and numeracy amongst all pupils. This level of education focuses on establishing foundations in science, geography, history and other social sciences. Typically, the pupils are placed in a class with one teacher who will be basically responsible for their education and welfare for a school year. Continuity with a single teacher and opportunity to build a close relationship are the most notable feature of the primary education system.             As of 2006, there is a total of 3.3 million (17% of total population) enrolled pupils in primary schools. The normal age of pupils enrolled is between ages 6-7 to 12-13 years. In between these school years, various areas and the methods used to teach them are relatively broad. Science, for example, is narrowed into two categories such as natural sciences and social sciences. Knowledge, application, researches, observations and so on encompasses the various areas of science. The teacher shall prepare for teaching methodologies and learning technologies and productivity tools in between.             To wit, the goal of science impacts on society and individuals. It is to produce useful models of reality. As a useful tool and a growing body of understanding, one can distinguish more effectively with surroundings to better adapt and evolve individual as a social whole as well as independently. Thus saying, through science we can now teach and learn science on a more adaptive, responsive and interactive ways. The teaching methodologies which are incorporated in class rooms are delivered by science developments such as on-line teachings and software-activated modules and lectures. Credit:ivythesis.typepad.com

Sample Education is Compulsory at an Age Designated by Legislation Essay

Write an essay that concisely indicates your current view of teaching and learning in science. This is primary school science). This view...

My View on Primary School Science

Education in Australia, regulated by the individual state governments, follows three-tier model as Primary education (Primary Schools), Secondary education (Secondary Schools/High Schools) and Tertiary education (Universities and TAFE [Technical and Further Education] Colleges). Education is compulsory at an age designated by legislation. The academic year in Australia varies between states and institutions. Generally, it runs from late January until mid-December for primary and secondary schools and TAFE colleges. For universities, it starts from late February until mid-November (Education in Australia).             The major goals of primary education are achieving basic literacy and numeracy amongst all pupils. This level of education focuses on establishing foundations in science, geography, history and other social sciences. Typically, the pupils are placed in a class with one teacher who will be basically responsible for their education and welfare for a school year. Continuity with a single teacher and opportunity to build a close relationship are the most notable feature of the primary education system.             As of 2006, there is a total of 3.3 million (17% of total population) enrolled pupils in primary schools. The normal age of pupils enrolled is between ages 6-7 to 12-13 years. In between these school years, various areas and the methods used to teach them are relatively broad. Science, for example, is narrowed into two categories such as natural sciences and social sciences. Knowledge, application, researches, observations and so on encompasses these various areas of science. The teacher shall prepare for teaching methodologies and learning technologies and productivity tools in between (Education in Australia).             To wit, the goal of science impacts on society and individuals. It is to produce useful models of reality. As a useful tool and a growing body of understanding, one can distinguish more effectively with surroundings to better adapt and evolve individual as a social whole as well as independently. Thus saying, through science we can now teach and learn science on a more adaptive, responsive and interactive ways. The teaching methodologies which are incorporated in class rooms are delivered by science developments such as on-line teachings and software-activated modules and lectures.             We cannot question the usefulness of computers and perhaps, the Internet, in school works but many people, specifically parents, argued about the educational value of Internet. Indeed, e-porns, dangerous and aggressive racist messages, dishonest and immoral information, and harmful advertising are dominating the Internet society (2004). Still, students as well as parents believe that the Internet is the best learning tool ever introduced.             Due to technology upgrades, schools including primaries are prompt to go wireless. More schools are adopting one-to-one laptop computer choices (2006).  “Computer software is helping students to improve their reading kills and new video games are helping kids concentrate better (2006, 2007). Cyber swapping and electronic textbooks are also becoming more popular among teachers and students. As a cost-effective alternative, the access of data improves student achievement. Virginian teachers are learning how to get their students involve and excited about math and science by building robots and playing with high-tech toys (2007). Through podcasting, students are getting more engage in conversations about what they are learning in schools. Easy teaching cliparts and classroom management software are also available online for the teachers. In addition, a primary school science website is established in the United Kingdom. It serves as an on-line learning site in lesson plan- and worksheet-making.             These are the approaches in American and European primary schools. However, practitioners are concern about the science performance of Australian primary school students ( 2001). “Australian science mentors appear to be the key factor in enhancing science teaching and eventually implementing a science education reform”, said . The Australian science community is calling for a new approach.             Mentor’s practices are in need to be remodelled.  Understanding own practices (1990) and developing knowledge, skills and self-efficacy (1981) can enhanced teachers’ self-confidence. A developed self-confidence can deliver well-planned and modelled science lessons.             To enable the transfer of knowledge from teachers to learners, pedagogical knowledge is the key. It differs from one subject area to another (1998). Lack of this knowledge can create relationship problems between mentoring how to teach primary science and the mentor’s skills. Thus, modelling teaching practices allow a visual, more effective teaching.             Personal attributes, system requirements, pedagogical knowledge, modelling and feedback and practices are the five factors for mentoring. “Modelling” practices that are to be poured over to the mentees, which are the primary school science teachers, includes: ü  Enthusiasm when teaching science ü  Modelling effective science teaching practices ü  Demonstrate a rapport ü  Demonstrate well-designed science lessons ü  Demonstrate hands-on lessons ü  Effective classroom management demonstrations ü  Use science languages             Whether in Europe, America or Australia, teaching primary school science is tough and broad. The maximum utilization of various science materials and resources must be a priority. Internet provides a great tool and influence to teaching and learning not only in primary school but also in whole education system worldwide. Science, as broad as it can get, can be narrowed and be detailed to primary students thinking and adapting abilities. Its consistency with the current educational system is a requirement though. Personally, the role of Internet and primary school science will not hinder the capabilities of the educational officials and administrants. Perhaps, it can be a strength wherein they can design new approaches in teaching science to primary schools. Furthermore, tech-savvy students can engage to participate more and communicate their needs and concerns to the education officials.             Enthusiasm, effective science teaching practices, rapport, well-designed science lessons, hands-on lessons, classroom management and the use of science language while teaching contribute positively to learning processes of students specifically those in primary level whether it passes from the mentor to the mentees or the teachers to the learners. A well-established foundation for science and other subjects is achieved at the primary level of education and continuity must evolve between the pupils, teachers and technology.             The primary school science, as it enters the modern times, must keep pace with the ever-changing environment. Otherwise, obsolesce might enter the picture. We can take advantage of such developments as long as it meant to not sacrificing the goals of primary school science and goal of science in general which is basic literacy and application. Through technology, which is a product of science and technology, teaching and learning science in primary level proves to be very beneficial and providential for pupils, parents and teachers.             Teaching primary science must be child active and child focused. It should develop both the manipulative and mental activities of the pupils. In addition, the primary science must concentrate on an aspect child experiences into which the child can display an interest ( 2003). With this, all the necessary elements of classroom learning must be properly incorporated from teaching methods, attitudes of the teacher, assessment of science learnings and etc.             Towards science learning, constructivists approach is relatively being evident. Therefore, learning proves to be active rather than a passive process and it places the child at the center of the learning process. The children’s alternative frameworks and existing knowledge are identified by the teacher (2003). Quite simply, it is a teacher’s duty to specifically translate such knowledge to become more scientific taking in regards of the different frameworks or perceptions of each student.             Being scientific means exploring science issues that interests them or to apply science knowledge in designing things and/or finding ways to solve everyday life problems (2004).             More practically, primary science teaching coordinates the hands-on and minds-on approaches. The support on the pupils who spent little or no time planning and interpreting their findings must be required to make sense of a concept by relating it to their own experiences (2003). In connection, a variety of methods must be used since pupils demonstrate their abilities differently (2004). What is more important is their participation while inside the classroom.                 The role of the primary school teachers are haunted by different problems. These are insufficient scientific knowledge background and their lack of confidence in teaching science. The teaching process which involves scientific concepts (2004) purports through the teachers’ importance. Their knowledge and teaching skills must lead to the pupil’s broader understanding. Remodelling and retraining of the current primary teachers must be also a priority along with revisiting the teaching practices.             The teacher’s dialogue must be effective and must be carried-out collaboratively. The pupil’s activities such as inquiry, investigation and problem-solving bring about understanding of scientific concepts (2003). Thus, it must be delivered appropriate and constructively.                The children’s interest and attitude towards science is also crucial for effective learning. Particularly, confidence in dealing with curiosity and methodical inquiry must be develop. The enjoyment of science stemmed from the primary school (2003). However, as the child develops positive attitudes on other subjects, their interest in science diminishes.             There are so many reasons why a primary student loses interest in science. These may include the transition between primary and post-primary schooling ( 2003). In between these years, the authority must be carefully guarded and think of ways of the pupils can retain their interest for the subject. We can start by inflicting the importance of studying science and acknowledge the importance of the subject in everyday life.             Other reasons: the content-driven nature of the science curriculum, the perceived difficulty of school science and ineffective science teaching (2003). Among the three, the perception of the pupils regarding science can be altered at least through making them understand the value of learning science and its long-term effects.             Further, the ineffective science teaching is changeable. There are so many things to consider such as the availability of resources for demonstration and the pupils’ ‘how we see’ concept. The primary teachers are somewhat pressured meeting the literacy and numeracy benchmarks and preparing their students for the examinations.             Regarding the curriculum, educational authorities should capitalize on flexibility of the primary curriculum (2003). Primary science curriculum shall deal with longer-term experiments. Experiments are fun and it encourages the mind to think. With this, teachers can make science more enjoyable though self- discovery of the things around.             More practically, teaching and learning science teaches us to be more practical and experimental. More than just being a ‘body of knowledge’, the application and importance of science in our daily lives is incontestable. Whether to use different teaching methods in demonstration, using science language in teaching science, being enthusiastic while teaching, there are so many factors why science must be taught and learned.             As such, primary science teaching and learning deals with three actors: the teachers, the pupils and the educational system authority. The initiative must be played by the teachers in communicating their needs to the schools administrators. The results of collaboration between the two must be centered to the effective learning and broader understanding of the pupils.             In such a way that the conceptual development of the pupils will not be suffered, the elements of effective teaching and learning must work side-by-side to achieve the goals of primary science as: developing scientific process skills, fostering the acquisition of concepts and developing particular attitudes (2003).        Credit:ivythesis.typepad.com

My View on Primary School Science

Education in Australia, regulated by the individual state governments, follows three-tier model as Primary education (Primary...

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