Comparação Entre Os Modelos Residual Income Valuation (RIV), Abnormal Earnings Growth (AEG) e Fluxo de Caixa Livre (FCF): Um estudo empírico no mercado de capitais brasileiro

This study compares the explanatory power of the residual income valuation (RIV), abnormal earnings growth (AEG) and free cash flow (FCF) models in the Brazilian capital market, through an empirical test to compare the three models, using data on companies listed on the BOVESPA. Each model was analyzed annually over the period from 1995 to 2002 by multiple linear regression. The results show that from 1995 to 1999 the RIV model had better explanatory power than the other two models, and from 2000 to 2002 the AEG and RIV models were the same, an indicator of the Brazilian market’s development in the more recent years of the study period. The FCF model had the least explanatory power in all the years analyzed. The results were confirmed by panel data analysis.O objetivo deste estudo foi comparar os modelos Residual Income Valuation (RIV), Abnormal Earnings Growth (AEG) e Fluxo de Caixa Livre (FCF) no mercado brasileiro. Fez-se um teste empírico para comparar os três modelos, utilizando dados das empresas listadas na BOVESPA e testando a afirmação para o mercado de capitais brasileiro. Cada modelo foi analisado por meio da técnica estatística de regressão múltipla, anualmente, observando assim o comportamento dos modelos ao longo dos anos de 1995 a 2002. Ao serem realizados os testes, pode-se concluir que, de 1995 à 1999, o modelo RIV possuía poder explicativo superior aos outros dois modelos e a partir de 2000, os modelos AEG e RIV se equivalem, ilustrando o desenvolvimento do mercado brasileiro nos últimos anos. O modelo FCF apresentou o menor poder explicativo em todos os anos analisados. Os resultados encontrados se confirmaram por meio da análise de dados em painel

First semester experiences of using the flipped classroom model in a new pharmacy school

Introduction: Marshall University School of Pharmacy (MUSOP) in Huntington, WV has adopted the flipped classroom model. This commentary is written from the perspectives of new and experienced faculty about their first semester experiences in using the flipped classroom and aims to inform other faculty members who would like to use the flipped classroom model. Discription: The flipped classroom method, a type of active learning style, involves students “pre-loading” the material before class, resulting in class sessions designed to apply the material in a series of active learning exercises. Facultymembers were asked to describe at least one class session, explain their experiences, and provide recommendations for improvement. Evaluation: The instructor commentaries from three, first year courses at MUSOP provide first-hand insight on how the flipped classroom model can be utilised in a school of pharmacy. Future Plans: MUSOP will continue to use the flipped classroom model and plans to evaluate student-pharmacist perceptions of this innovative method