Compare the advantages and disadvantages of using a Dutch Auction to a traditional underwriting method for an IPO.
Identify one real-life IPO that occurred in 2020. Try to select a company that a fellow student has not already selected.
For this one IPO, determine the following:
The initial price
The stock price at the end of the first day of trading
The stock price at the end of 10 days of trading
The stock price at the end of 30 days of trading
State the following in your post:
The total amount of the offering
The number of shares offered
The fees for the IPO
Evaluate the success of this IPO from the perspective of the issuer; the underwriter, and investors.
features to have. The previous points have been found in many studies making them highly reliable and more commonly known as a self-fulfilling prophecy. An example of the characteristics that East Asians form would be industriousness, docility, and an intense motivation to achieve academically, which Schneider and Lee (1990, p.360) argue are the major reasons for Asian academic success. For the white working-class, as their parents hold less value on education, they would feel less pressured to do well in school therefore causing them to be more relaxed and not gain similar characteristics to the East Asians. Teachers label them as louder, more disruptive students who are less inclined to learn and do well, making them less favoured. This contrasts the positive label that teachers give to East Asians, believing they will achieve. This process of teacher labelling shapes the teacher’s behaviour towards the student, which then begins to affect the student’s views and achievements. The white working-class pupil is mostly given negative feedback and attention from teachers, making them form a fatalistic view and feel as though they can’t succeed in higher education therefore there isn’t any point in considering it as an option. Meanwhile the East Asian students are continually pressured to do well and form a positive outlook and set of characteristics that will motivate them to attend higher education. The cultures contrasting attitudes towards learning difficulties (especially that of a parent) can affect access to higher education. As Nayoung Kim (2010) argued, the views of what is considered both normal and deviant are constructed by the surrounding society, meaning that different cultures have different definitions of disability. Due to this, the view of the parents doesn’t necessarily match with the professionals. This leads onto the point that “Asians are less likely (than Europeans) to believe that their child has a learning disability” (Nayoung Kim, 2010, p.1-5). This idea is supported by various studies that show Asians being more inclined to blame the child’s effort and other environmental factors for a child’s poor achievement (Stevenson and Stigler, 2006, p.8). It’s apparent that generally, East Asians have negative views towards disabilities and mental health issues. This is most likely because, as McCabe (2007) and Schwartz (1995, cited from Nayoung Kim 2010, p. 1-5) explained, Asian parents are judged by their children’s achievement and while their child’s success brings honour to the family, their failures bring shame. These points are largely contrasting to the white working-class, who were found to be more willing to blame student’s mistakes on “disabilities and innate abilities” (Stevenson and Stigler, 2006, p.8). This is mostly because learning disabilities are much more commonly diagnosed in the UK (especially among the working-class) and are more socially accepted. It’s interesting to note that these respective views may strongly link to their governments concept of disabilities and the support they give regarding them. In China for example, there are only three main types of disabilities recognised (visual impairment, hearing impairme>GET ANSWER