...Portfolio Modeling and Evaluation: Beating the Market ABSTRACT During the period of 2005 to 2010, the market portfolio (P1) and one suggested portfolio (P3) post a positive absolute return of 0.80% and 0.82% respectively which underperformed the active fund portfolio (P2) 0.91%. This report follows various modeling methods in order to back test the performance of the active fund portfolio and compare its performance with that of two other portfolios. The findings indicate that, even though P2 achieves the highest return on the overall performance, the limitations such as the macro environment, the assumptions set, and the Shrinkage method used that accidentally downsizes some valuable stocks in out-‐samples as they are closely correlated are being ignored. By contrast, P3 will probably offer a “middle-‐choice” which will bring a promising and more stable return. 1 Portfolio...
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...Kochman’s and Badarinathi’s mathematical case for upside deviation deals with portfolio upside deviations being divided by a market’s upside deviations to so show the resulting ratio and how it facilitates other tests for positive or negative skewness. The article discusses how CAPM is inappropriate for the evaluation of portfolios given that is not only assumed that the returns on distributions are symmetrical, but that the beta (performance and return-to-risk ratios) underestimates the risk of larger numbers of mutual funds. Kochman and Badarinathi needed to answer two questions; can upside deviation be the means for portfolio evaluations and can this be done by taking the upside deviation of portfolios and divide those figure by the upside deviation of the market? Kochman and Badarinathi believe that to make a case for upside deviation as a means for portfolio evaluations is to take the upside deviation of the portfolio(s) and dividing it by the market(s) upside deviation. This would result with a ratio that facilitates another test of positive or negative skewness. To test whether the ratio of portfolio-to-market upside deviations as a success, a test on fund returns would need to be conducted to ensure a meaningful difference between upside deviations, portfolios, and markets. The overall findings showed that the relationships between low betas and low upside volatility appeared to be weaker than the relationships between high betas and high upside volatility. In addition...
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... In late 1998 Black & Decker management celebrated the completion of an almost decade-long effort to divest nonstrategic business gained through its 1989 acquisition of Emhart Corporation and expected the company to enter a long-awaited period of growth as its entire management refocused its attention on its core power tools, plumbing, and security hardware business. Archibald believed that "This portfolio restructuring will allow us to focus on core operations that can deliver dependable and superior operating and financial results." However the portfolio restructuring did little to improve the market performance of the company's securities. Yet Archibald and the management continued to express confidence that the company's streamline portfolio would allow Black & Decker to achieve revenue and earnings growth that the market would find impressive. So far the 1998 divestitures have not produced steady increases in the company's stock price, but look promising for the future due to the efforts to refocus efforts on the successful power tools line. Strategic planning team evaluation Over the years, Black & Decker has branched off into many different directions in order to gain as much market share as possible. The diversification program in the 1980s produced mixed results for shareholders, and later on proved to be something that wasn’t as successful in the long run. Many things can be learned from the experiences that...
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... Paper, Scissors, and Other Investment Techniques (UOP) FIS 240 Week 5 DQs (UOP) FIS 240 Week 6 CheckPoint: So Many Businesses, So Little Money PART 1 OF 2 (UOP) FIS 240 Week 6 CheckPoint: So Many Businesses, So Little Money PART 2 OF 2 (UOP) FIS 240 Week 6 Assignment: Analyze This (UOP) FIS 240 Week 7 DQs (UOP) FIS 240 Week 7 CheckPoint: Income that Sticks PART 1 OF 2 (UOP) FIS 240 Week 7 CheckPoint: Income that Sticks PART 2 OF 2 (UOP) FIS 240 Week 8 CheckPoint: Lifetime Investment Matrix PART 1 OF 2 (UOP) FIS 240 Week 8 CheckPoint: Lifetime Investment Matrix PART 2 OF 2 (UOP) FIS 240 Week 8 Assignment: Living the Easy Life (UOP) FIS 240 Capstone Discussion Question (UOP) FIS 240 Final Project: Investment Policy and Portfolio Evaluation (UOP) ____________________________________________________ FIS 240 Week 1 CheckPoint: Is Time on My Side (UOP) For more course tutorials visit www.tutorialrank.com Resources: Appendix D and the Time Value of Money multimedia (enter into the Axia College student webpage first then copy and paste the link into the open browser) TUhttps://ecampus.phoenix.edu/secure/aapd/UBAM/Libraries/Flash/TVM.swfUT. Due Date: Day 5 [post to the Individual forum] Complete your responses to this week’s CheckPoint in Appendix D. Post the completed...
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...Bill Shackelford From: Zahir Cassam Date: February 3, 2014 ------------------------------------------------- Re: Proposing a Project Portfolio Evaluation and Selection Process Executive Summary Taking into account the poor performance of our current projects due to a weak portfolio management process in place, the Operations SBU has come to the determination that if we are to move forward in accommodating new projects along with our existing ones, the current system must be reviewed and redesigned for better decision-making. This proposal defines a framework for project portfolio evaluation and a project selection for adoption and it elaborates on the two phases that involve project screening, selection, prioritizing and balancing. More emphasis is given to the project selection criteria and score model as this is the main area where the gap of knowledge has been identified. Rationale Our recent organizational determination to sustain by controlling costs and expanding our frontiers shall require much effort from all our SBUs and most importantly, it is crucial that we are able to incubate a proper process that shall boost good decision-making and mitigate conflicts when we come to screening multimillion dollar projects and implementing them as part of our operations. The said process shall be about evaluating our project portfolio and devising a methodology of selecting specific projects with the highest probability of helping our company achieve its strategic goals...
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...work and needs to plan accordingly. One main question that is always a difficult one to answer is how long one needs to work before they can comfortably stop working and rely on their financial portfolio to take care of expenses after work. In order to analyze these questions, a deterministic model of an investment portfolio was created and stochastic modeling was used to determine the likelihood of being able to accumulate the necessary finances over the desired period of time. Quantitative Analysis: 1. Using the given deterministic model, the annual outflows were estimated from the retirement portfolio over the retirement years and the estimated return on the account was also calculated. It was determined that under these basic assumptions of salary and portfolio growth rate the portfolio could expect to grow to $452,900 within thirty years. However, this assumed a fixed salary growth rate of 5% as well as a 4% annual investment rate. Given the high rate of inflation and the projected expenses after retirement, it was calculated that if this money was to last for the retirement, then even pulling out $50,000 per year in expenses would cause the account to run out after just a few years. 2. Adjusting the annual rate to 8% from 4% had a major effect. Although the portfolio fell short of the one million dollar goal by only reaching $853,633, this was a major effect as it allows the individual the ability to pull $100,000 each year from this account and still sustain...
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...Assessment of Student learning 1 Submitted by: Joana Mae L. Gammad BSEd-Bio.Scie 3A Submitted to: Carmelito D. Pang, Ed.D. PROFESSOR VI 1. PERFORMANCE-BASED ASSESSMENT. In the act of learning, people obtain content knowledge, acquire skills, and develop work habits—and practice the application of all three to “real world” situations. Performance-based learning and assessment represent a set of strategies for the acquisition and application of knowledge, skills, and work habits through the performance of tasks that are meaningful and engaging to students. Performance assessment uses tasks that require students to demonstrate their knowledge, skills, and strategies by creating a response or a product (Rudner & Boston, 1994; Wiggins, 1989) Performance assessment taps into students’ higher-order thinking skills, such as evaluating the reliability of sources of information, synthesizing information to draw conclusions, or using deductive/inductive reasoning to solve a problem. Performance assessment typically is evaluated using rubrics. 2. ACHIEVABLE- If it is achievable, it can be done. When setting goals for yourself it is critical that you honestly assess whether or not they are achievable, otherwise you are doomed to failure. If you achieve something, it must have been achievable. Things that are considered achievements usually require some dedication, skill, perseverance or intelligence. Things that may or may not be achievable, or possible, include...
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...which is do the evaluation techniques, that are discovered or established in the past, still work in our current days? Do these techniques still work with the new issues in our educational system. It is obviously that the evaluation of teaching effectiveness in the past it is different from the current evaluation process because there are certain factors are important to be included in the evaluation of teaching effectiveness. These factors are as the criteria for the evaluating of educational effectiveness. Some of these factors still work as a criterion for the evaluation process. While, the other factors have to be excluded from the evaluation and not to be given as much weight. Therefore, the main goal of this study is to ask administrators about which items still valid until the now and have to be included in the evaluation process and which of these items are invalid to be an evaluation criterion. This article also offers the main sources of data for evaluation of faculty performance as one of the important components of evaluation of educational effectiveness. There sources are students’ evaluation tools, teaching portfolios, classroom visitation reports, and scholarship activities. These sources offer significant information about the faculty performance and consequently they will contribute significantly in assessing and evaluating the teaching effectiveness. There are some items of evaluation have to be included and be given more weight in any evaluation process of the...
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...PERFORMANCE MANAGEMENT SYSTEM Objective: To identify and measure performance variation across selected indicators, link performance with rewards to boost motivation and bring the key performance indicators under a continuous monitoring & control system for boosting organizational effectiveness in the key deliverables to its stakeholders. Structure of the PMS The PMS shall be introduced in two stages; In the introductory stage, only academic performance indicators shall be monitored; From the start of next year, a comprehensive system shall be introduced covering all key indicators for the deliverables. However should all agree, a comprehensive system can be introduced at the start of next semester. The PI’s identified are: a. Teaching: To carry a weightage of 30% and comprise of completion of syllabus, no of tests/assessments, remedial classes, students feedback and diversity in teaching pedagogy b. Results: To carry a weightage of 30% and measured through university results, average marks factored for subject difficulty index and correlation with university pattern and the performance of the branch as a whole. c. Activities related to student deliverables: Weightage20%: comprising of industry visits, industry projects, guest lectures, workshops, social projects, maintenance projects, research projects with students. d. Activities related to organization’s development: Weightage 10%; comprising of admission process, seminars, research grants, tsep...
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...performance analysis for microfinance programmes and institutions in order to evaluate actual or expected programmes. Performance evaluation approach should be considered from two distinct perspectives: 1) The first approach is related to the performance of a single project managed adopting a perspective like that of project financing, as could occur in the case of non-formal institutions, mainly an NGO 2) Other performance evaluation relates to an MFI that handles significant operative volumes, and reasons from the vantage point of a portfolio of projects 7.2 Performance Analysis 7.2.1 Performance Features Performance analysis is the process of evaluating the actual results produced by a project, or by an institution, in relation to the results that were expected. The foundation of performance evaluation is the availability of data relative to each area of management and to the individual operations of each area. The performance evaluation is a process based on complementary, yet diverse, information related to the operation of singular aspects of management. It permits us to satisfy three main objectives: • To formulate ex ante realistic expectations of the available resources • To monitor over time the management operational ability to achieve the objectives; • To evaluate ex post the results achieved An efficient system of evaluation must have the requisite characteristics for achieving the following objectives: • The comparability of performance in time • The...
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...UNIVERSITY S E N AT E C O M M I T T E E O N T E A C H I N G A N D L E A R N I N G ’ S G U I D E T O TEACHING ASSESSMENT & EVALUATION INTRODUCTION NEED FOR THE GUIDE The Teaching Assessment and Evaluation Guide provides instructors with starting-points for reflecting on their teaching, and with advice on how to gather feedback on their teaching practices and effectiveness as part of a systematic program of teaching development. As well, the Guide provides guidance on how teaching might be fairly and effectively evaluated, which characteristics of teaching might be considered, and which evaluation techniques are best suited for different purposes. The Teaching Assessment and Evaluation Guide is a companion to the Teaching Documentation Guide (1993), also prepared by the Senate Committee on Teaching and Learning (SCOTL). The Documentation Guide (available at the Centre for the Support of Teaching and on the SCOTL website) aims to provide instructors with advice and concrete suggestions on how to document the variety and complexity of their teaching contributions. Teaching is a complex and personal activity that is best assessed and evaluated using multiple techniques and broadly-based criteria. Assessment for formative purposes is designed to stimulate growth, change and improvement in teaching through reflective practice. Evaluation, in contrast, is used for summative purposes to give an overview of a particular instructor’s teaching in a particular...
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...Citibank : Performance Evaluation “Performance management is about creating relationships and ensuring i l i hi d i effective communication Its about focusing on what organisations, managers and team members need to dt b dt succeed” - Robert Bacal Performance Management Why do even best of great strategies fail? A study of 275 professional portfolio managers reported that the ability to execute strategy was more important than the quality of the strategy itself (“Measures That Matter,” Ernst & Young, Boston, 1998) (“M Th t M tt ” E t Y B t In the early 1980s, a survey of management consultants reported that less than 10 percent of effectively formulated strategies were implemented successfully (Walter Kiechel, “Corporate Strategists Under Fire,” Fortune, Dec. 27, 1982). A 1999 Fortune article, in a cover story of prominent CEO failures, concluded that the emphasis placed on strategy and vision created a mistaken belief that the right strategy was all that was needed to succeed The authors concluded that “…in succeed. in the majority of cases—we estimate 70 percent—the real problem isn’t [bad strategy]…it’s bad execution.” (R. Charan and G. Colvin, “Why CEOs Fail,” Fortune, June 21, 1999). , , ) Q 1 : Why has Citibank introduced a Performance Scorecard Components of a Scorecard Perspectives: six perspectives on enterprise performance (Financial, Strategy Implementation, Customer satisfaction, C t l , People and ti f ti Controls P l d Standards Standards) Involvement...
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...Assessment of Student learning 1 Submitted by: Joana Mae L. Gammad BSEd-Bio.Scie 3A Submitted to: Carmelito D. Pang, Ed.D. PROFESSOR VI 1. PERFORMANCE-BASED ASSESSMENT. In the act of learning, people obtain content knowledge, acquire skills, and develop work habits—and practice the application of all three to “real world” situations. Performance-based learning and assessment represent a set of strategies for the acquisition and application of knowledge, skills, and work habits through the performance of tasks that are meaningful and engaging to students. Performance assessment uses tasks that require students to demonstrate their knowledge, skills, and strategies by creating a response or a product (Rudner & Boston, 1994; Wiggins, 1989) Performance assessment taps into students’ higher-order thinking skills, such as evaluating the reliability of sources of information, synthesizing information to draw conclusions, or using deductive/inductive reasoning to solve a problem. Performance assessment typically is evaluated using rubrics. 2. ACHIEVABLE- If it is achievable, it can be done. When setting goals for yourself it is critical that you honestly assess whether or not they are achievable, otherwise you are doomed to failure. If you achieve something, it must have been achievable. Things that are considered achievements usually require some dedication, skill, perseverance or intelligence. Things that may or may not be achievable, or possible, include...
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...Methods for Documenting Student Progress Strategies for Assessing and Keeping Records in the Classroom Documenting and keeping records of student progress through the use of rubrics, anecdotal records, and portfolios ensures well rounded grading practices. There are many methods for documenting student progress. There isn’t a single way that can be used for all subjects. Each subject, each assignment warrants its own method of grading or documentation depending on what the grade level expectation consists of. Using traditional grading methods, rubrics, portfolios and anecdotal records make for a wellrounded assessment practice. Using these assessment practices in combination allows for a better look at a student’s progress with standards. You will no doubt use traditional multiple choice, fill in the blank, true or false type assessments but for those assessments that aren’t nearly as straightforward, other methods are necessary. Anecdotal Records Anecdotal records are a great way to document student behaviours and academic progress over time. They can be useful in diagnosing a student’s difficulty in a particular subject area or simply to show mastering of a standard. Traditionally the teacher will take brief notes on a student’s interactions within the classroom with subject matter and peers. By keeping such notes, the teacher has a point of reference for the planning of how instruction as well as an additional tool for communication to parents of their child's...
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...policies to ensure that policies are current and appropriate to the needs of the organization. B. Budgets and Portfolios • Provide accurate budget projections to management in order to establish an appropriate budget for the organization. • Frequently track budget expenditures for appropriateness and schedule. • Notify management in a timely fashion when the budget and/or expenditure timeline deviates by more than 7% from the plan. • Proactively monitor the ITS budget submissions and ensure data is entered into the portfolio management system in an accurate and timely manner. C. CPIC Management • Execute the IC’s CPIC policy within established standards and timeframes • Actively serve as the executive secretary to the IC’s CPIC Board. • Coordinates with others to ensure that the IT acquisitions are made in accordance with the IC’s CPIC policy. D. Contract Management • Coordinate with others to ensure that all contract SOWs accurately reflect the desired work and that the SOW contain all necessary details to not only enable a wide selection of bidders but ensure that any resulting contract/task order will meet the needs of the IC. • Track all ongoing contracts to ensure funds are expended in an appropriate fashion in accordance to the work being performed. • As per established due dates, perform Earned Value Management (EVM) contract evaluations where required and alert the project managers and management...
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