The Jardine Matheson Group is a major conglomerate within the Asian region. Its business interests include large companies, which are market leaders in many fields, including engineering and construction, transport services, motor trading, property, retailing, and insurance broking. Jardine Matheson was incorporated in Bermuda; it has its primary share listing in London and secondary listings in Singapore and Bermuda; and it operates from Hong Kong and provides management services to other companies in the Group, which aims to produce sustained growth in shareholder value.1
Jardine Matheson uses IFRS in preparing its financial statements and has done so for a number of years.
Access Jardine Matheson’s most recent annual report on the company’s website (www.jardine-matheson.com). Review the company’s consolidated financial statements to evaluate whether the financial statements presented comply with the presentation requirements in IAS 1, Presentation of Financial Statements. Document your evaluation.
the middle of the book (next and then) and needed some prompting from the teacher. When asked to retell the events of a story, students were asked to relay key details such as who, what, when and where. Students were able to retell the story with most of the details required, but it seemed that many students struggled to relay “when” an event occurred. When asked to retell the story presented in the learning segment, students were required to use sequencing terms, vocabulary presented, and key details from the text. When students became stumped or needed help, they received one-on-one support from the teacher during small-group work. In this learning segment, please note that Focus Student 1 falls below expectation (student with a 504 Plan), Focus Student 2 meets expectation, and Focus Student 3 exceeded expectation. When asked to retell the events of the story from beginning to end (sequencing), the majority (89%) of students were able to do so without prompting from the teacher. There were the fewest number of struggling students in completing this aspect of the task; I believe this is due to the fact that we discussed the terms “first, next, then and last” in great detail before Lesson 2. Only two students were unable to sequence events using the terms first, next, then and last correctly. The largest number of students mastered this aspect of retelling a story, which can arguably be one of the most important factors of a retell. All 3 of my focus students were able to use correct sequencing terms when discussing the text. When asked to use vocabulary from the text, most (79%) students were able to do so. Students exhibited basic understanding of vocabulary terms but struggled to explain how to apply their knowledge of sequencing to a new text. Students were generally able to define and explain how we find “who, where, when, and what” from the book, but about 1/3 of the class struggled with how to determine “when” an event occurred, as mentioned previously. When students were asked “when” something occurred in the book, they often became confused. This was a common error that occurred during the students’ retells of the story. None of the 3 focus students chosen from this learning segment relayed “when” each event occurred during their retells of the story. Focus Student 1 did not meet expectations, as this student only relayed two details from the text: who and what. Focus Student 2 met expectations, as this student relayed 3 out of 4 details from the text: who, where, and what. Focus Student 3 exceeded expectations, as this student relayed 3 out of 4 details from the text with great transition words and more detail. I felt that this finding from the 3 focus students was reflective of whole class learning, so I will plan to reengage students in a task that focuses on how to decide when something happens>GET ANSWER