The Scandal Of Black Sox Scandal - 1820 Words

Title: The Scandal that involves Black Sox Topic: The Black Sox Scandal General Purpose: To inform about the audience about the historical event known as the Black Sox scandal. Specific Purpose: To explain the owner mistreatment of the players, the details of the scandal, trail that followed, and the effects of the scandal had. Introduction Attention Material: In 1919, the Chicago White Sox, a major league baseball team located in Chicago, Illinois, was one of the best teams in baseball. They had the best record, were filled with talented players, and were in the World Series, which is a series of games that determines who the best team in baseball is. They faced the Cincinnati Reds, a major league baseball team located in Cincinnati, Ohio. They were heavily favored to win, but that did not end up happening. The Reds ended up winning the whole World Series and suspension began to arose about the Chicago White Sox. This lead to the discovery of the Black Sox Scandal, in which players of the Chicago White Sox purposely lost the World Series in exchange for money from gamblers. The players plans were simple lose the series and get the money. However, they got discovered and this lead them to court and a ban from the game that they loved playing. Credibility Statement: I am a baseball fan and I have done a lot of research to build up my knowledge about this event. Thesis Statement: The Black Sox scandal left has been embedded in history for the idea that was presented and theShow MoreRelatedEssay on The 1919 Black Sox Scandal740 Words   |  3 PagesThe 1919 Black Sox Scandal The 1919 World Series resulted in the most famous scandal in baseball history. Eight players from the Chicago White Sox (later nicknamed the Black Sox) were accused of throwing the series against the Cincinnati Reds. Details of the scandal and the extent to which each man was involved have always been unclear. It was, however, front-page news across the country and, despite being acquitted of criminal charges, the players were banned from professional baseballRead MoreEssay on 1919 Black Sox Scandal1235 Words   |  5 PagesThe 1919 Black Sox Scandal In 1919, eight of the Chicago White Sox allegedly threw the World Series. Charles Comiskey was the ruthless owner of the White Sox and was the main motive of the sox to throw the series. Chick Gandil was the first player to get involved and then he spread it to the other players on the team. The act by these players would be called the Black Sox Scandal. The Scandal nearly ruined Americas pastime. The baseball commissioner, Judge Landis, banned all eight of the playersRead MoreBlack Sox Scandal and Its Effect on America2032 Words   |  9 PagesScandals in Baseball and Its Effect on America Baseball has always been considered as American as apple pie. If that is true than cheating should be just as American. Ever since the creation of America’s favorite pastime, baseball, cheating has been a major part of the game. Each era of baseball has showed more complex ways of cheating the game. Although, cheating in baseball has been around since the introduction of the game, only few scandals have really made history. Some of the most famousRead More 1919 Black Sox Scandal Essay1213 Words   |  5 Pages The 1919 Black Sox Scandal In 1919, eight of the Chicago White Sox allegedly threw the World Series. Charles Comiskey was the ruthless owner of the White Sox and was the main motive of the sox to throw the series. Chick Gandil was the first player to get involved and then he spread it to the other players on the team. The act by these players would be called the Black Sox Scandal. The Scandal nearly ruined America’s pastime. The baseball commissioner, Judge Landis, banned all eight of the playersRead MoreBlack Sox Scandal : A Lasting Impact On Its Culture1187 Words   |  5 PagesBlack Sox Scandal No sports scandal has similarly shocked America or had such a lasting impact on its culture. The Black Sox players were suspected of throwing the World Series, and underwent trails. On August 2, 1921, the Black Sox were found guilty on all accounts. The final verdict was that all eight players to be permanently banned from organized baseball. The Black Sox players should not be banned from baseball for life. Although the players threw the World Series and had a huge negative impactRead More Joe Jackson and the Black Sox Scandal Essay1427 Words   |  6 PagesJoe Jackson and the Black Sox Scandal For anyone who knows anything about baseball, the 1919 World Series brings to mind many things. quot;The Black Sox Scandal of 1919 started out as a few gamblers trying to get rich, and turned into one of the biggest, and easily the darkest, event in baseball historyquot; (Everstine 4). This great sports scandal involved many, but the most memorable and most known for it was Joe Jackson. The aftermath of the great World Series Scandal left many people questioningRead MoreThe Black Sox Scandal in the 1919 World Series 649 Words   |  3 PagesThe Black Sox Scandal in the 1919 World Series was the Chicago White Sox losing to the Cincinnati Reds intentionally in exchange for money from gamblers. Eight White Sox players were accused of this fixing in the 1920’s which includes what is was, who was involved, and the outcome. Baseball became a famous game in the late 1800’s, and continued to grow. The first World Series was played in 1903, and the annual contest between the two top teams quickly became one of the most anticipated events inRead MoreThe Black Sox Scandal : A Fix Game Against The Chicago White Sox1227 Words   |  5 PagesThe Black Sox Scandal is a fix game against the Chicago White Sox and the Cincinnati Reds. This game was fixed by eight players from the Chicago White Sox. Players felt like they were not getting paid enough and their coach was treating them badly. The 1919 World Series was a game that changed baseball forever. There became a point where the line between ball players and gamblers were blurred. In 1919, the Chicago white coach Charles Comiskey was the main cause of The Black Sox Scandal. If coachRead MoreThe Black Sox Scandal : A Fix Game Against The Chicago White Sox1227 Words   |  5 PagesThe Black Sox Scandal is a fix game against the Chicago White Sox and the Cincinnati Reds. This game was fixed by eight players from the Chicago White Sox. Players felt like they were not getting paid enough and their coach was treating them badly. The 1919 World Series was a game that changed baseball forever. There became a point where the line between ball players and gamblers were blurred. In 1919, the Chicago white coach Charles Comiskey was the main cause of The Black Sox Scandal. If coachRead MoreSports Stars: 1919 Black Sox Scandal Essay759 Words   |  4 Pagesplayed on the computer, baseball’s tradition is directly related to America’s history. The Black Sox Scandal was probably the most famous scandal in the history of baseball. Although betting on baseball and having â€Å"fixed† games in the regular season was â€Å"normal† in the early 20th century this was something no one had ever seen. The Scandal occurred in 1919 when 8 of the players from the Chicago White Sox had lost the World Series to Cincinnati Reds. â€Å"Shoeless† Joe Jackson, Eddie Cicotte, Claude

M1 Discuss the Nature Nurture Debate in Relation to the...

M1 - Discuss the nature-nurture debate in relation to the development of an individual The historical debate regarding nature and nurture has been going on for years and is still unresolved. Many theorists believe what we have inherited and our genes, makes us the way we are and how we develop. Other theorists believe it is the way we are brought up and our experiences, that make us the way we are and how we develop. Physical The way we look can be argued to be mainly due to nature. The genes we inherit from our parents make the basis of we look. For example, people often say ‘Don’t you look like your father/mother!’ Genetic inheritance can determine our eye colour, whether we have straight or curly hair or how tall we will be. We†¦show more content†¦Theorists argue over which plays more of an influence on our cognitive ability. Nativists believe our intelligence is pre-determined at birth from our genetic inheritance although it cannot be seen until the child becomes older, as babies are cognitively immature. This is maturation. Environmentalists do not believe this. They believe childrens intelligence is a result of what they have learned, from their interaction with the environment and at birth the human mind is a ‘blank state’ that experiences slowly fill. Environmentalists also believe that differences in are due to social class. Children in lower social classes are deprived of opportunities available to children in higher classes. â€Å"Several recent US studies have demonstrated improvements in childrens IQs by improving the lives of infants in disadvantaged circumstances.† www.wilderdom.com ‘The US military tested recruits to assign rank and found that black applicants scored lower than whites. However, analysis of the recruits were found to be due to educational differences; black recruits scored very low until the 1950s, when an increase in score corresponded to improved educational standards for all.’Show MoreRelatedDiscuss the Nature-Nurture Debate in Relation to Individual Development (M1)2187 Words   |  9 PagesDiscuss the nature-nurture debate in relation to individual development (M1) Evaluate the nature-nurture debate in relation to development of the individual (D1) Over the course of the last century one of the greatest debates in psychology concerns, the basis of behaviour, specifically whether behaviour is innate i.e. genetically controlled, or whether it is learnt through the socio-cultural environment. This is often referred to as the Nature vs. Nurture debate. There are two main arguments onRead MoreM1 AND D1 Development through life stages3017 Words   |  13 Pagesï » ¿Discuss the nature-nurture debate in relation to the development of the individual (M1) Evaluate how nature and nurture may affect the physical, intellectual, emotional and social development of two stages of the development of the individual (D1). Nature can be loosely defined as genetic inheritance or the genetic makeup (the information encoded in your genes) which a person inherits from both parents at the time of conception and carries throughout life. Several things in an individual genetically

Impact On Teaching And Learning Practice Education Essay Free Essays

string(274) " it relevant to the reappraisal\? Restrictions – What limitations or lacks exist in the research\? Areas for future development – Does the research lead to farther countries that can or necessitate to be researched in future\? Adapted from Randolph \( 2009 \) \." This paper presents a reappraisal of the literature on schoolroom formative appraisal, or appraisal for larning. Several surveies have shown grounds that the frequent execution of formative appraisal schemes can give significant acquisition additions. Student perceptual experiences are considered along with an analysis of the formative schemes used by instructors in systemic attacks to learning. We will write a custom essay sample on Impact On Teaching And Learning Practice Education Essay or any similar topic only for you Order Now There besides follows a treatment on the nature of appraisal for acquisition and its deductions for the development of learning pattern. 2. Introduction Appraisal for acquisition is frequently referred to as formative appraisal, and can be defined in assorted ways. To help elucidation, the definition of formative appraisal used in this paper is meant to include: ‘all those activities undertaken by instructors – and by their pupils in measuring themselves – that provide information to be used as feedback to modify instruction and acquisition activities. Such assessment becomes formative appraisal when the grounds is really used to accommodate the instruction to run into pupil demands ‘ ( Black A ; Wiliam, 1998b: 140 ) From this definition formative appraisal can be conceptualized as consisting of five cardinal schemes: 1. Clarifying and sharing learning purposes and standards for success ; 2. Engineering effectual schoolroom treatments and other larning undertakings that elicit grounds of pupil apprehension ; 3. Supplying feedback that moves scholars frontward ; 4. Triping pupils as instructional resources for one another ; 5. Triping pupils as the proprietors of their ain acquisition. ( Black A ; Wiliam, 2009 ) The research into appraisal for acquisition has led to the development of a theory of formative appraisal which attempts to specify all formative interactions as those ‘in which an synergistic state of affairs influences knowledge ‘ ( Ibid: 11 ) . The get downing point of the work on formative appraisal that is described in this paper was the reappraisal by Black and Wiliam ( 1998a ) . This reappraisal covered a really broad scope of published research and provided grounds that formative appraisal raises criterions and that the assessment patterns of the period were weak. However, there seemed to be really few resources to assist instructors set the research findings into pattern. Partially in response to this perceived deficiency of aid, Black and Wiliam published the brochure Inside the Black Box ( 1998b ) , which served four chief purposes: aˆ? To give a brief reappraisal of the research grounds. aˆ? To do a instance for more attending to be paid to assisting pattern inside the schoolroom. aˆ? To pull out deductions for practical action. aˆ? To discourse policy and pattern ( Wiliam, 2011 ) . The reappraisal by Black and Wiliam ( 1998a ) involved analyzing reappraisals of research published up to 1988 and so look intoing through the issues of over 160 research diaries and books for the old ages 1988 to 1997 and their reappraisal drew on stuff from 250 beginnings. One of the precedences identified in measuring the research studies was to place and summarize surveies that produced quantitative grounds that inventions in formative appraisal can take to betterment in the acquisition of pupils. Since the publication of Black and Wiliam ‘s reappraisal at that place has been a greater focal point on issues environing appraisal for larning and their possible benefits to instructors and pupils in raising schoolroom attainment. In 2008 the DCSF published The Assessment for Learning Strategy which presented the characteristics and possible benefits of formative appraisal as shown in the image below ( DCSF, 2008:5 ) . It seems that there is now a consensus in many educational circles that assessment for acquisition is one of the most important, ways of raising attainment within schools. The purpose of this paper is to reexamine and critically analyze some of the most important grounds that has been gathered sing formative appraisal, and whether it warrants the focal point that is now being placed upon its usage by instructors and pupils in our schoolrooms today. 3. Ethical motives The intent of this literature reappraisal is to analyze and measure the efficaciousness appraisal for larning schemes on bettering pupil attainment, and as such is designed to hold a positive impact on instruction and acquisition pattern, guaranting that learning and assessment clip is used every bit efficaciously as possible. As such, there are improbable to be any negative or harmful effects as a consequence of this paper. In its Ethical Guidelines for Educational Research BERA province that educational research aims to ‘extend cognition and apprehension in all countries of educational activity and from all positions ‘ ( 2011: 4 ) , and this paper will try to run into these high purposes. In conformity with the BERA guidelines attention will be taken, when reexamining surveies, to guarantee that the consequences are non used in any manner other than was intended by research workers, and that was made explicit to participants so as non to encroach upon the footings of voluntary informed consent, right to retreat and privateness afforded to them in the original surveies. The paper will see the context and methodological analysis of each research survey, and will merely include those which are deemed to run into the high ethical criterions laid out by BERA ( 2011 ) in their Ethical Guidelines for Educational Research. 4. Methodology Chiefly quantitative research was considered and collated, across a assortment of instruction platforms, and in a assortment of parts of the universe, and so the research has been analysed harmonizing to the undermentioned standards, in order to help choice and reading: Focus – What was the intended focal point of the research? Context and coverage – Where was the survey undertaken? At what degree of instruction? How large was the sample size? When was the research completed? Where was the research undertaken? Perspective – Is at that place impersonal representation of the information or is at that place any prejudice toward a specific result? Methodology – How was the research conducted? Audience – What was the intended audience of the research? Findingss – Are the findings important and can they robustly support the decisions drawn? Impact – What is the impact of the survey and is it relevant to the reappraisal? Restrictions – What limitations or lacks exist in the research? Areas for future development – Does the research lead to farther countries that can or necessitate to be researched in future? Adapted from Randolph ( 2009 ) . Due to the sheer figure of surveies into the effects of appraisal for larning The trouble in executing this reappraisal was in choosing the most appropriate plants and research surveies that have been conducted and written to this point, and besides in collating the findings suitably. Student patterned advance and attainment can besides be measured in assorted ways, but an effort at synthesis has been made in order to supply the reader with utile and robust informations to back up the decisions of the paper. The undermentioned subdivision reviews the literature that was selected utilizing the above methodological analysis. The surveies chosen were all based on quantitative comparings of larning additions, and for being strict in utilizing pre- and post- trials and comparing of experimental with control groups. It is non implied, nevertheless, that utile information and penetrations about the subject can non be obtained by work in other paradigms. 5. Literature Reappraisal In this subdivision summarised histories will be presented of research which was selected and reviewed harmonizing to the standards outlined in Sections 3 and 4, and which illustrate some of the chief countries and issues involved in research which aims to procure grounds about the effects of formative appraisal. The first undertaking considered was a undertaking in which 25 mathematics instructors from Portugal were given developing in assorted methods of self appraisal during a 20 hebdomad educational class, which they went on to implement into their instruction pattern with 354 pupils aged between 8 to 14 old ages old ( Fontana A ; Fernandes, 1994 ) . The students of an extra 20 instructors, who were taking a different class in instruction, acted as the control group. Both of the groups were given pre- and post- trials to find their degree of mathematics achievement, and both spent the same sum of clip in category on the survey of mathematics. Both groups showed important additions over the period, but the experimental group ‘s average addition was approximately twice that of the control group ‘s addition. The chief focal point of work was on regular self-assessment by the students, which involved learning them to develop a degree of apprehension of both the acquisition aims a nd the appraisal standards, giving them chance to take larning undertakings in which they had an involvement and utilizing undertakings which gave them the ability to measure their ain acquisition results. This research showed robust grounds of attainment additions when utilizing formative appraisal schemes. The writers of the survey reflected that extra work was required to look for long-run results and to research the comparative effectivity amongst the assorted techniques employed in together and in isolation of each other. In this survey the two outstanding elements found were the focal point on self-assessment and the execution of this appraisal. It was non conclusive that one or other of these characteristics, or the combination of the two, was responsible for the additions that were found. The 2nd illustration had its beginning in the thought of command acquisition, but departed from the mainstream political orientation in that the writers of the survey began with a belief that it was the frequent testing that would be identified as the chief ground for the addition in the acquisition accomplishments reported for this attack. The undertaking was an experiment ( Martinez A ; Martinez, 1992 ) , in which 120 American college pupils in an introductory algebra class were placed in one of four groups, two experimental and two control groups. The experimental group were tested three times every bit frequently as the control group throughout the class and the consequences of a post-test showed a important public presentation addition for those tested more often over the less often tested control group. It could be questioned as to whether frequent proving truly constitutes formative appraisal and this inquiry would necessitate to measure the quality of the teacher-student interactions sing trial consequences and on whether trial consequences really could be considered as representing formative appraisal in the sense of it taking to step ining action taken to shut any spreads in public presentation ( Ramaprasad, 1983 ) . The 3rd survey reviewed here was involved formative appraisal schemes used in the instruction of kindergarten kids who were aged 5 ( Bergan et al. , 1991 ) . The writers of the survey held a thesis that focused attending to the early acquisition of basic accomplishments is indispensable for kids. The undertaking involved 838 kids drawn from largely disadvantaged place backgrounds in the USA. The instructors of the experimental group designed and carried out a measuring and planning system which required an initial appraisal input to be able to inform and act upon instruction pattern at the single degree, and further diagnostic appraisals to invariably supervise advancement and accommodate the instruction and larning throughout the 8 hebdomad period of its class. The instructors used chiefly the observations of accomplishments to measure advancement and attainment. At the decision of the survey, result trials were so compared with the initial appraisals of the same accomplishments. An alysis of the information showed that the experimental group achieved significantly. It is of import to observe, nevertheless, that of the control group, on mean 1 kid in 5 was referred as holding peculiar larning demands and the corresponding figures for the experimental group were 1 in 17 and so this may bespeak an country of failing in the reconciliation between control and experimental groups within this survey. Another illustration of research in this country involved work to develop an inquiry-based in-between school science-based course of study and was conducted by Frederiksen A ; White ( 1997 ) . The learning class focused chiefly on a practical enquiry based attack to larning within a designated country of scientific discipline, and the work included 12 categories of 30 pupils across two different schools. The categories were taught to a strictly constructed course of study program in which scientific issues were explored through practical experiments and computing machine simulation, utilizing an enquiry rhythm theoretical account that was made explicit to the pupils. The work was carried out in collaborative equal groups, with each category being split into two halves. Half of each category acted as a control group utilizing parts of the lessons for the general treatment of issues environing the subject, whilst the other half acted as the experimental group and spent the same clip o n structured collaborative treatment, designed to advance brooding appraisal, utilizing techniques such as self appraisal and peer appraisal of category presentations. All of the students involved in the survey were given the same basic accomplishments trial at the beginning and the same station trial to mensurate attainment and advancement. On the result tonss, the experimental group showed a important overall addition ; nevertheless, when the consequences were compared to the initial pre-tests it was found that pupils who ab initio scored lower, saw the biggest additions from the formative appraisal schemes implemented in the survey, with the highest ability pupils betterment was less pronounced. Amongst all the pupils in the experimental group, those who showed the best apprehension of and ability to implement the ego appraisal processes achieved the highest tonss. How to cite Impact On Teaching And Learning Practice Education Essay, Essay examples

Investment Analysis and Portfolio Management Growth Stocks

Questions: 1) How did the researchers in the article Rethinking Stock Returns define value versus growth stocks? What relevance did their findings have on investing? 2) What factors did Fama and French examine that may explain stock returns? 3) The CAPM is built on a single measure of risk that explains asset returns. What measures of risk did Fama and French conclude were necessary to explain stock returns? 4) Describe the CAPM model and the Fama and French model and the implications of these models for investors. 5) Finally download an academic paper of your choice from the last five years posted on the Financial Economics network of the SSRN website (https://www.ssrn.com/en/index.cfm/fen/). The academic paper must use the Fama-French model in its analysis. Provide a 1000 word summary of the objective of this academic paper of your choice and the reasons why the Fama-French model was used in the paper. Answers: 1. Fama and French provided an adequate model for analysis of returns considering multiple factors being used in the analysis of risk. According to the Fama French model, the value stocks are the high ratios of the book value in comparison to the market value whereas the growth stocks are the low ratios of the book value in comparison to the market value. The relevance that the Fama and French have given in their findings is their different viewpoint of the growth stocks. This implies that the dividend is not the only consideration which measures the returns to investors but they have also evolved that the growth returns also plays a significant role in the investment decisions of the investors (Chen, Novy-Marx Zhang, 2011). 2. The factors which are used by the Fama and French model for explaining the stock returns are beta, size and value. Beta is the factor which is used to measure the changes in stock in relation to the market. When one beta will change then the stock will also change. Further it is depicted that the when the beta of any stock is higher than the changes expected are also higher whereas when the beta of any stock is lower than the expected changes will also be lower. The second factor is the size of the company also matters here as when the small company stocks and large company stocks act indifferent to each other because of their capital. In the long-run the companies with small capital stocks will earn larger returns in comparison to the companies with the large capital stocks. The third factor is the value which relates to the growth in earnings and dividend (Forbes, 2013). 3.CAPM is the model which measures the risk based on the single factor i.e. beta. Beta represents the changes in the stocks returns due to changes in the overall market index (Levy, 2011). Therefore; the CAPM model measures the risk on the basis of only one factor which not appropriate to analyse the overall risk of the security. The factors which the Fama and French have explained that are necessary other than beta in analysing risk of stock returns. They included two more factors that are size and value which contributed to the implication of the risk analysis (Chen, 2016). 4. The Fama and French model have been evolved to overcome the limitations of the Capital Asset Pricing Model (CAPM). The CAPM discussed about only one risk factor i.e. beta whereas the Fama and French model used two more factors i.e. size and value other than beta (Meyers, 2010). The investors need to analyse the risk thoroughly before taking final decision to invest in a particular stock. In this regards, the CAPM model can be considered to be less effective as it takes into account only the systematic risk (beta). However, the investors need to analyse the unsystematic risk also to make the final choice. The analysis of unsystematic risk provides full coverage to the risk analysis of security (Ang, 2014). In this connection, Fama and French moved forward by including two more factors such as size and value in analysing the risk 5. The following answer will address the summary of the chosen article namely, The Fama French Model or The Capital Asset Pricing Model: International Evidence. Further the answer will also cover the reasons why the Fama and French model has been used in the chosen paper. The chosen article discusses the comparison between the Fama and French model and the Capital Asset Pricing Model (CAPM). The paper states the usage of the Fama and French model in place of the CAPM model for both the high and small book value to the market stocks of the firms. As the international factors increases the trustworthiness of the stock returns (Alves, 2013). The papers objective is to enlarge the base of the CAPM model by adding on the size and value factor which will analyse the market risk. As they found that relying upon only one factor i.e. beta will not rightly analyse the risk of the stocks. In addition to this, it is also dependent on some more factors to measure the changes occurring in the market related to the securities. This paper also expands the Fama and French model by taking into account the international and local factors. The central idea of the paper is to compare the CAPM and Fama and French (FFM) models (Alves, 2013). The size factor introduced by the FFM is related to the profitability. The small stocks results in less earnings as compared to the large stocks but in the long run the small stocks earns a higher return because the market undervalues these stocks in the initial phase of listing. The paper has carried out the research by taking a sample of different firms from ten countries in order to evaluate the two models (Alves, 2013). This article states that model provided by Fama and French is superior to the CAPM model because the CAPM model does not consider the premium for additional market risk. Avles criticised the use of CAPM model in analysing the risks of securities because assessment of risk based on only one factor is not considered appropriate. The author identified the Fama and the French model overcoming the limitation of CAPM model in realtion to the risk analysis. There was three factor model used by Fama and French which covered the risk analysis comprehensively. Three factors used in the Fama model were beta, size and value. In this model, beta covered the risk pertaining to market; size and value covered the risks specific to the company. Therefore; in this way the Fama and French model has expanded the scope of CAPM model (Alves, 2013). The empirical work carried out by the author in this article is based on the experimental data methodology (Alves, 2013). In order to carry out the experiment the author selected a number of firms from various countries. Further, the firms selected for analysis are different from each other based on their respective market capital. The sample selected for analysis comprised of firms from large to medium to small market capital. The methodology adopted by the author appears to be appropriate for the purpose. However; there are certain limitations of the research work carried out by the author. The author has not taken into account a common basis while choosing the sample of countries which may lead to inaccurate results of the analysis (Alves, 2013). The reasons why the Fama and French model has been used in this paper is as it covers the factors affecting the market risk of securities better than that of the CAPM model. The FFM model has taken into consideration more than one factor which the investors care about. The motive of the model is to explain the performance of the beta i.e. the market, size and value which. For the investors the performance of the security is judged by its price. The reason behind the usage of the FFM model is that the stocks which are from book to market value stocks are the most powerful ones that tells about whether the stock is high book to market or low book to market. The Fama and French give a reason to the investors to choose between the small stocks or the large stocks. They are able to reason because the FFM model defines the size premium (Alves, 2013). The FFM model takes into account the market premium i.e. beta, the size premium, the value premium, zero risk return, impact of the management i.e. considered alpha here and the random error as all these are taken into one picture before investing into any particular security. All the factors of the market are not in the favour of the investors all the time therefore; the model has provided that the consideration of the three factors is very important to draw the attention of the investor in order to get good returns from the stocks (Alves, 2013). The paper also mentions that the FFM model is preferred over the CAPM model because it is more reliable when it comes to the functional aspects are to be taken into account. The paper also includes the involvement of the international factors as the sample taken in the paper is from different countries. Therefore; the researcher knows that it is needed to include the international factors other than the three factors because they might also increase the dependability of the expected stock returns. Hence, it is found more advantageous to apply the Fama and French model to the researcher (Alves, 2013). The conclusion drawn from the whole paper is paper is that the main motive of the researcher is to throw some light on the functional aspects of the CAPM and FFM models as it will explain the global functional form and the reliability of the models. The sample of the big firms has led to the undertaking of the two models and the comparisons between them. References Alves, P, 2013, The Fama French Model Or The Capital Asset Pricing Model: International Evidence, The International Journal of Business and Finance Research, 7(2). Ang, A, 2014, Asset Management: A Systematic Approach to Factor Investing, Oxford University Press. Chen, L., Novy-Marx, R. and Zhang, L., 2011. An alternative three-factor model. Chen, M, J, 2016, Postmodern Portfolio Theory: Navigating Abnormal Markets and Investor Behaviour, Springer. Forbes, 2013, Fama-French Three Factor Model, viewed 25 February 2017 from https://www.forbes.com/sites/frankarmstrong/2013/05/23/fama-french-three-factor-model/#3fd25fd326b3. Levy, H, 2011, The Capital Asset Pricing Model in the 21st Century: Analytical, Empirical, and Behavioural Perspectives, Cambridge University Press. Meyers, R, A, 2010, Complex Systems in Finance and Econometrics, Springer Science Business Media.