40 questions about corporate finance Coursework

40 questions about corporate finance - Coursework Example What was his annual rate of return on this sculpture? 4. You expect to receive $17,000 at graduation in two years. You plan on investing it at 9 percent until you have $94,000. How long will you wait from now? (Do not round your intermediate calculations.) 8. Teder Corporation stock currently sells for $55 per share. The market requires a 13 percent return on the firms stock.Required : If the company maintains a constant 6 percent growth rate in dividends, what was the most recent dividend per share paid on the stock? 10 Suppose you know a companys stock currently sells for $70 per share and the required return on the stock is 16 percent. You also know that the total return on the stock is evenly divided between a capital gains yield and a dividend yield. Required: If its the companys policy to always maintain a constant growth rate in its dividends, what is the current dividend per share? 14. Imprudential, Inc., has an unfunded pension liability of $500 million that must be paid in 18 years. To assess the value of the firms stock, financial analysts want to discount this liability back to the present. If the relevant discount rate is 8.5 percent, what is the present value of this liability? 23You own a portfolio equally invested in a risk free asset and two stocks. If one of the stocks has a beta of 1.6 and the total portfolio is equally as risky as the market, what must the beta be for the other stock in your portfolio? 25. Your coin collection contains 59 1943 silver dollars. If your grandparents purchased them for their face value when they were new, how much will your collection be worth when you retire in 2033, assuming they appreciate at a 7 percent annual rate? 26. You own a portfolio that has $2,500 invested in Stock A and $3,750 invested in Stock B. If the expected returns on these stocks are 9 percent and 14 percent, respectively, what is the expected return on the portfolio?(Do not round your intermediate calculations.) 34. You own a

Africa In Perspective Essay Example | Topics and Well Written Essays - 1000 words

Africa In Perspective - Essay Example Trevor-Roper stated that Africa had nothing that could be taught or learned in so far as history is concerned, but seemed to prophesy about Africa’s Future. Although George Hegel and Hugh Trevor-Roper viewed Africa with contempt and negative connotations, they did not understand the Africa’s story and its potential for the future. It is notable that Africa in the traditional days did not have much to offer in terms of development or movements. Not much was known about the continent to the extent that it was not considered as a force in the global sphere. Civilizations had not knocked Arica’s doors. While civilization swept most parts of Europe and the nations of America’s, Africa missed the opportunity to become part of the world system. Accessibility into the continent of Africa was not a possible issue, as the terrain and navigation methods at that time could not allow penetration into the heart of the continent. Consequently, global powers did not think that Africa deserved to be included in the civilization process to they extent that the continent was left to hang in the dark with few possibilities.To this extent, Hegel and Trevor-roper were right in noting that nothing could be understood, learned or recorded about history and that remains a fact. It is important to note that Hegel and Trevor did not take into consideration the challenges that faced the ‘dark’ continent in the traditional days.In the traditional days, Africa had a governance system that was manifested by the clan system.  

Urie Bronfenbrenner Ecological System Theory

Urie Bronfenbrenner Ecological System Theory This paper will focus on the various human development theories and then try to connect them with public health issues. The public health concern that we have chosen for this paper is cigarette smoking. It is a big social problem and there is an urgent need of finding the root cause of the same. There is a growing need to find out ways in which one can connect this problem with the human development theory so that one can remove the root cause of the same. We have to see the behavioral trait of the person and find the common traits so that we can link them with a human development theory. In the first half of the paper we will focus on human development theories by Erikson, Bowlby, Bronfenbrenner, Piaget, and Freud. Then apply the theoretical elements of human behavior and development to a specific public health concern such as cigarette smoking, and how behavioral theories affect program delivery or health education efforts. Erickson View on Theory Erickson gave the world of psychology famously known as Eriksons stages of psychosocial development. These are the stages through which any developing human should pass from his early stage of infancy to the late stages of adulthood. In each of the stages, human confront new challenges and then his or her experience helps them to master the stage and move on to the next stage. If the challenges of one particular stage are not completed in the stage itself, then it will appear as a problem later in life. However, it was also mentioned that one need not master the stage or become super-efficient in one of the stages to move on to the next. This is not a preset condition in the model (Sigelman, Shaffer, 2013). The process of passing through each of those stages is a summation of social and biological changes that the person goes through. Each of these stages has some kind of virtues, psychosocial crisis, some kind of significant relationship and the questions which challenge the human during that period. John Bowlby- Contribution Attachment Theory Bowlby: John Bowlby is famous British psychologist who is known all over the world for his interest in child development and his amazing conceptual work in attachment theory. In case of infants when they are fighting for survival then they seek proximity to the figure with which they have attachments. This is what was his best study ever and was famously known as attachment theory. This general attachment was most visible in case of perceived alarm or some kind of visible distress (Bowlby, 1995). As the baby grows the foundation stones of his or her growth is laid on the attachment figure and the perceived behavior from the same. This whole process is not gender specific and will be shown towards any general person who shows care and is sensitive. The attachment theory is considered to be a great work in understanding the early part of social development of human. Urie Bronfenbrenner-Ecological System Theory Urie Bronfenbrenner is a famous Russian psychologist who is known for his work in the field of ecological systems theory. He was the prime person who was involved in development of this theory. He was considered to be a prime example in linking policy and social development of the child while understanding the psychology behind child development (Kail, Cavanaugh, 2010). His focus was on research and development of the policy. This is a prime example where a behavioral study was used in shaping up the policy matter. This would ideally create a society which learn from behaviors and then implement them across the policy. His statement was that basic science needs public policy more than public policy needing basic science. Under his ecological system theory, there are basically four kinds of systems in the world. These four systems are micro, meso, exo and finally macrosystem. The fifth system which was further added to the system was called chronosystem. John Piaget-Cognitive Theory Jean Piaget is known for his development of cognitive theory and it focusses on nature and development of human intelligence. It is a theory which will always remain on developmental stage. Under his thought process cognitive development is always a reorganization of various mental processes which is all total as a result of biological maturation and the environmental experience around (Santrock, 2007). Children in the world construct and understanding of the world around them and it is the mix of what they have already learnt and what they are learning which ultimately helps in cognitive thinking. Sigmun Freud Sigmund Freud believes that the basic behavior of the person and his or her personality trait takes place majorly till the age of 5. It is the early behavior and experiences which play a major part in developing personality of the person. It is one of the most controversial theories and is always in front of critical theory. In a simple example of the theory a person who is in some kind of early pressure then he or she will become over dependent and there are high chances of him and her inclined to smoking, over eating and drinking (Cherry, 2013). Linkage with Public Health concern Till now we have seen theories from various psychologists who have focused their work on human development. In this part of the paper we will explore some problem which is a genuine public health concern and will seek for ways in the human development theory of reaching the root cause of the same. The public health concern that we have chosen for this paper is cigarette smoking. It is a big social problem and there is an urgent need of finding the root cause of the same. There is a growing need to find out ways in one can connect this problem with the human development theory so one can remove the root cause of the same. We have to see the behavioral trait of the person and find the common traits so that we can link them with human development theory. Traits of a smoker Smoking is like an addiction to them. There is a belief process in the mind that I canà ¢Ã¢â€š ¬Ã¢â€ž ¢t live without it. It is like utter dependency on something. The person tends to get disturbed if not able to smoke. It is a perceived notion that smoking is relaxing the whole mindset of the person (Terracciano, Costa, 2013). There has been research which has shown that smokers are mostly impulsive and insecure personality types. It is this behavior of the person which has been mostly visible. We have tried figuring out few personality traits among smokers. Some of the common symptoms that exist are dependency, perceived notion, requirement, self-defeating behavior, impulsive and insecure personality. These are some of the very common traits which were observed in the people who smoke regularly. Linkage with Human development Theory In this part of the paper we will focus on the various aspects of different human development theories and how can they be linked to habit of smoking. Some of the key aspects in human development theory are: These are the stages through which any developing human should pass from his early stage of infancy to the late stages of adulthood. In each of the stages human confront new challenges and then his or her experience helps them to master the stage and move on to next stage. If a smoking habit is controlled in the stage in which it originates then there is very less chances that problem will go too far. There is a need of linkage and policies which does not encourage smoking at early stage (Vander Zanden, 2007). General attachment was most visible in case of perceived alarm or some kind of visible distress. As the baby grows the foundation stones of his or her growth is laid on the attachment figure and the perceived behavior from the same. It is the responsibility of the person who is attached with the child that right methods and beliefs are passed. If right habits are self-observed by the person attached then child will not take up wrong habits. There is prime example where a behavioral study was used in shaping up the policy matter. This would ideally create a society which learn from behaviors and then implement them across the policy. If one has to create a society which is free from smoking then policies of the region should promote this habit. As per the method human development theory it is very important that right state and national policies are created to support the ongoing movement. Under his thought process cognitive development is always a reorganization of various mental processes which is all total as a result of biological maturation and the environmental experience around. Children in the world construct and understanding of the world around them and it is the mix of what they have already learnt and what they are learning which ultimately helps in cognitive thinking. Hence it is imperative that childrenà ¢Ã¢â€š ¬Ã¢â€ž ¢s growth period is full of right understanding keyed in early stage of life. It is the early behavior and experiences which play a major part in developing personality of the person. It is one of the most controversial theories and is always in front of critical theory. In a simple example of the theory a person who is in some kind of early pressure then he or she will become over dependent and there are high chances of him and her inclined to smoking, over eating and drinking. Conclusion In this paper we have explored the problem of smoking and its linkages with human development theory. We have seen how behavior attributes are generated and how do they flow in the linkages. In an ideal world scenario the learning from the human development theory should be used in policy making. Urie Bronfenbrenner was considered to be a prime example in linking policy and social development of the child while understanding the psychology behind child development. His focus was on research and development of the policy. This is a prime example where a behavioral study was used in shaping up the policy matter. This would ideally create a society which learn from behaviors and then implement them across the policy. This paper concludes that right methods and policies in the states should be the fall out of the learnings from the various human development theories. This actually helps in root cause analysis of the problems.

Fast Food is Destroying America Essay -- Fast Food is Killing America

"We provide food that customers love, day after day after day. People just want more of it† (Ray Kroc, Founder of McDonald’s). Coronary Artery Disease is a type of heart disease and the most common cause of heart attacks. Plaque from eating unhealthy foods, builds up in the arteries, the arteries harden and begin to become narrow and can cause chest pain and heart attacks. â€Å"Obesity is a medical condition in which excess body fat has accumulated to the extent that it may have a negative effect on health, leading to reduced life expectancy and/or increased health problems.† The environment is affected by the fast food industry because of the amount of pollution and trash they produce on a daily basis. The fast food industry has a harmful effect on society. Fast food has a harmful effect on society because it can cause Coronary Artery Disease. Nancy Clarke indicates â€Å"Fast food contains high amounts of cholesterol and salt, two nutrients that contribute to cardiovascular health problems† (parag. 2). Fast food is known to be unhealthy, it is high in fat, sodium, and cholesterol, which can cause Atherosclerosis and lead to Heart Disease. The U.S Center for Disease Control and Prevention claim there is a direct link between sodium and high blood pressure. Fast food is high in sodium and cholesterol can build-up plaque. The American Heart Association indicates â€Å"Atherosclerosis is a slow, progressive disease that may start in childhood† (parag. 4). Most patients have no idea that they could possibly have atherosclerosis. Trying to find out if someone has this disease is very difficult, the person would have to have a heart attack or stroke first. This is because it develops gradually, but when atherosclerosis starts to develop it usuall... ...e/442066-diseases-caused-by-eating-too-much-fast-food/>. Bhimji, MD, Shabir, and Shehnaz Shaikh, MD. "Hardening of the Arteries."Emedicinehealth. Ed. Alan D. Forker. Www.WebMD.com, n.d. Web. 13 Mar. 2014. . Walton, Katelyn. "Faster Is Not Always Better – How Fast Food Effects the Environment | One Shade Greener." Faster Is Not Always Better – How Fast Food Effects the Environment | One Shade Greener. N.p., 18 Aug. 2011. Web. 13 Mar. 2014. . "Fast Food." Food Empowerment Project. N.p., n.d. Web. 13 Mar. 2014. . "Fast Food Statistics." Statistic Brain RSS. N.p., 1 Jan. 2014. Web. 23 Apr. 2014. . Fast Food is Destroying America Essay -- Fast Food is Killing America "We provide food that customers love, day after day after day. People just want more of it† (Ray Kroc, Founder of McDonald’s). Coronary Artery Disease is a type of heart disease and the most common cause of heart attacks. Plaque from eating unhealthy foods, builds up in the arteries, the arteries harden and begin to become narrow and can cause chest pain and heart attacks. â€Å"Obesity is a medical condition in which excess body fat has accumulated to the extent that it may have a negative effect on health, leading to reduced life expectancy and/or increased health problems.† The environment is affected by the fast food industry because of the amount of pollution and trash they produce on a daily basis. The fast food industry has a harmful effect on society. Fast food has a harmful effect on society because it can cause Coronary Artery Disease. Nancy Clarke indicates â€Å"Fast food contains high amounts of cholesterol and salt, two nutrients that contribute to cardiovascular health problems† (parag. 2). Fast food is known to be unhealthy, it is high in fat, sodium, and cholesterol, which can cause Atherosclerosis and lead to Heart Disease. The U.S Center for Disease Control and Prevention claim there is a direct link between sodium and high blood pressure. Fast food is high in sodium and cholesterol can build-up plaque. The American Heart Association indicates â€Å"Atherosclerosis is a slow, progressive disease that may start in childhood† (parag. 4). Most patients have no idea that they could possibly have atherosclerosis. Trying to find out if someone has this disease is very difficult, the person would have to have a heart attack or stroke first. This is because it develops gradually, but when atherosclerosis starts to develop it usuall... ...e/442066-diseases-caused-by-eating-too-much-fast-food/>. Bhimji, MD, Shabir, and Shehnaz Shaikh, MD. "Hardening of the Arteries."Emedicinehealth. Ed. Alan D. Forker. Www.WebMD.com, n.d. Web. 13 Mar. 2014. . Walton, Katelyn. "Faster Is Not Always Better – How Fast Food Effects the Environment | One Shade Greener." Faster Is Not Always Better – How Fast Food Effects the Environment | One Shade Greener. N.p., 18 Aug. 2011. Web. 13 Mar. 2014. . "Fast Food." Food Empowerment Project. N.p., n.d. Web. 13 Mar. 2014. . "Fast Food Statistics." Statistic Brain RSS. N.p., 1 Jan. 2014. Web. 23 Apr. 2014. .

Management Training Program in America

I want to use this opportunity to discuss two things, both near and dear to my heart; The United States Marine Corps and Management. Throughout this paper I want to focus on how I think civilians can learn to be better managers by using what that corps has established over it†s illustrious 223 years as the â€Å"Best Management-Training Program in America† Inc. (Freedman). The United States Marine Corps manages using a principle I learned in this course: Decentralization! Let me break this down. I learned it quite simply as the rule of three. But before I define this, I will briefly explain to you a small portion of the Marine rank structure. A Corporal is the first rank that an enlisted Marine is considered a leader due to his/her rank (though all Marines are trained to lead). The Corporal is the first of the Marine Non-commissioned Officers (NCO†S), then in ascending order is the Sergeant, Staff Sergeant, Gunnery Sergeant, and so on. Now back to the rule of three. Each Marine has three responsibilities. In our organizational structure, a Corporal has a three-person fire team; a Sergeant has a squad of three fire teams; and a Staff Sergeant has a platoon of three squads; and so on, up to the Colonels and Generals. For the typical business, decentralizing and flattening organizational structure involves â€Å"gutting several layers of management, often leaving managers overwhelmed with as many as a dozen direct subordinates† (Freedman). In contrast, the Marine Corps has been able to push out authority but still maintain a â€Å"simple hierarchical structure designed to keep everyone†s job manageable† (Freedman). What at first glance may seem rigid or narrow, the many layers between the Private and Colonel lend opportunity for innovation. At the same time, even the lowest ranking Marine, the Private knows that he or she is expected to do whatever it takes to accomplish the mission. An organization (civilian) may want to look at this a little further. We must have established managers, but the notion of delegation of authority should be expanded in the civilian world. Well considered delegation of authority not only lifts some pressure off the titled manager, but also gives some well-deserved leadership satisfaction to an employee who may never have had the chance to be a â€Å"manager†. The success of the Marine Corps Management strategy is apparent in the vast numbers of ex-Marines who hold the Chief Executive Officer, President, Vice President, Chairman, and Manager positions at all levels in top. Although exact statistics were not available at this writing, the extraordinary number of ex-Marine managers has been documented. Dillon and Macht, in their article, â€Å"The few, the Proud, the CEOs: Former grunts on the Marine Corps way of doing business,† elucidate the transition from dress blues to business suit. Phillip Rooney, vice chairman of ServiceMaster Co. and countless other ex-Marines, there is no better preparation for running a business than the intense training of the U. S. Marine Corps. â€Å"Nothing can quite compare with Marine Corps training and combat service to stretch your leadership skills in bringing people together to accomplish a mission† (Dillon and Macht) Another ex-Marine cited in Dillon and Macht, Quaker Oats CEO Robert Morrison, strengthens the case for the Marine Corps brand of decentralized management. â€Å"There were clear parameters that were instilled in everybody†s mind, but in an actual battle situation, within those parameters, people had incredible freedom to act. † Morrison has found the Marines† principle of decentralization â€Å"tremendously important in business. Management can instill principles and guidelines, but you can†t do people†s jobs for them† (Morrison). The organizational structure, which allows for freedom to act, while demanding personal responsibility to meet organizational goals, seems to be a ready formula for success. â€Å"What ever you environment is, it will change. In business it will change fast. You can learn to make quick decisions without all the information; you†re tolerant of those who make mistakes but intolerant of those who can†t act fast† (Caulfield). One Chicago job placement company, Hire Quality Inc. , specializes in placing honorably discharged military personnel and embraces the Marines â€Å"rule of three. â€Å"I have a chief operating officer reporting to me, he has three people reporting to him, and so on down the line† (Caulfield). A closer inspection of Marine management structure reveals flexibility in a defined structure. Innovation that is spawned at one level may travel both up through higher ups and down through the ranks. The Marine Corps also takes advantage of innovation from the civilian sector, by training officers on Wall Street to get a lesson in how to make fast decisions based on information flowing in through banks on monitors. The combination of strong management and training with attention towards evolving methods and technologies buttresses organizational structure, both military and civilian. No one argues that the Marine Corps way is the only successful strategy for business. However, in many time tested examples Managing from the Corps has proven successful. Further exploration can only benefit those of us that will be managing the next millennium.

Is Non Eschatological Poetry Possible - 1819 Words

â€Å"Is non-eschatological poetry possible?† Answering his own question, Ceslaw Milosz offers a resounding no. No – that is – if one is not to be indifferent to time and to questions of last things, like damnation, judgment, the Kingdom of God, or the ends of history. If poetry is â€Å"the passionate pursuit of the Real,† not only would non-eschatological poetry mean poetic indifference to our experiences of temporality and last things, it would mean a collapse into isolation and solipsism, a poetics severed from the reality of the world that makes human life common. Such stark demands for poetry are indicative of Milosz’s investment poetry as a witness to the world, which also involves a witness to God. Indeed, internal to Milosz’s†¦show more content†¦Put as directly as possible: while his eschatology undergoes significant revision from his Zagarist poetry to his poetry during Poland’s Occupation, Milosz nevertheless co nfirms his conviction about the need for eschatology as an ingredient in poetry’s witness, maintaining an eschatological concern for the fate of the world in his early authorship. During this time, eschatology, for Milosz, while having to do with the â€Å"last things,† most fundamentally names a way of seeing the world’s connectedness to God. In the first part of this paper, I attend to his eschatology known as â€Å"catastrophism.† This catastrophist position is elaborated by the poems â€Å"Hymn and â€Å"To Father Ch.,† where Milosz writes of the natural order as a divine and destructive force, but a force to which human beings might be reconciled. In the second part, I trace an eschatology from his poetic cycle â€Å"The World† which is characterized as â€Å"restorationist.† What emerges is (1) an ongoing eschatological preoccupation that has underwent (2) a shift away from his catastrophic conception and towards a Christian es chatological framework. Last, I conclude by further characterizing the eschatological witness of the poet, suggesting that Milosz’s term â€Å"ecstatic pessimism† is also an apt description of his eschatological imagination. I. A â€Å"Hymn† to Catastrophe Czeslaw Milosz’s interwar poetry of the 1930s, often affiliated with the Zagarist movement in Polish poetry, is characterized by

Teach Skills for Content Reading With Developmental Reading

Developmental reading is a branch of reading instruction that is designed to support literacy in a variety of contexts to improve comprehension and decoding skills. This instructional approach helps bridge gaps in reading skills so that students are better equipped to engage with more advanced content. Whether a student needs to increase their comprehension, speed, accuracy, or something else, developmental reading will help them reach their goals. Developmental reading is designed to supplement existing literacy skills and does not address basic skills such as phonemic awareness,  decoding, and vocabulary.  These are usually taught upon first learning to read. What Developmental Reading Teaches Developmental reading teaches strategies that can be used in any subject area, especially language arts courses and interdisciplinary classes such as social studies, science, and higher-level math courses. These tend to require students to read and understand large amounts of complex text and can be daunting if a student doesnt feel like they have strong reading strategies at their disposal. By teaching readers that a text is the sum of its parts and showing them how to use these parts to their advantage, they will feel ready to tackle any type of reading that they may encounter. Many community colleges and even some high schools offer developmental reading courses to help students prepare for rigorous college-level courses and technical textbooks. Goals of Developmental Reading It is not the case that all readers experience reading in the same ways. There are some who take to reading quickly, some who never do, and some who are in between, but it is important that all students are given equal opportunities. The goal of developmental reading is to lift up the students who need more support and level the playing field so that reading feels possible to everyone. Strong Readers Some students master reading quickly. These students may be so fluent in their use of text features that they can locate information in a text without doing much reading at all.  These readers are equipped with skills and strategies that make it possible for them to take shortcuts without sacrificing the quality of their reading, accuracy, or comprehension. Highly-literate students often possess a confidence that enables them to take on difficult texts without panicking and they are more likely to enjoy reading because of this. The same cannot be said for those that struggle to read. Struggling Readers There are many types of students who might feel overwhelmed by the content they are expected to read, whether because of the length of the text, complexity, or both. Students who have never felt excited about reading or have never had reading role models in their life are unlikely to want to improve their abilities. Those with disabilities or disorders such as dyslexia or attention deficit hyperactivity disorder are at an unfair disadvantage in many of their classes. Struggling readers may shut down when presented with a text without searching for information that will make the reading easier. Low confidence makes these readers feel hopeless. Teaching students how to use text features will give them a sense of control over reading. With practice, a student can eventually feel comfortable reading and feel much more positively toward it. Whether a student is reading to prepare for a test, studying, completing an assignment, or just for fun, students who know how to use text features to navigate a text are much better off than those that dont. Strong readers experience school and life very differently, and developmental reading is designed to turn all readers into strong readers. Teaching Text Features Helping students recognize and learn to use text features is the primary goal of developmental reading.  Through these classes, students learn to scan a text for features that will give them clues about its meaning and purpose. Students who understand a text are much more likely to learn from it and retain that knowledge. The following list gives the most common text features: Illustrations or photographs:  The illustrations or photographs are the pictures, either drawn or photographed, that relate to the text and add to its meaning.Titles:  A title is designed to summarize the meaning of a text. This is what the author intends for you to learn from the book or article.Subtitles:  Subtitles organize the information in a text to make it easier to follow. They are the authors way of keeping you tuned in to the meaning.Index:  An index is located in the back of a book. It is a list of terms that are used in the text, organized alphabetically, and shows where you can find them again.Glossary:  A glossary is like an index but provides definitions instead of locations. The terms defined are important to the meaning of the text, so glossaries help a lot with understanding what you are reading.Captions:  Captions are found mostly beneath illustrations or photographs and maps. They label what is shown and offer important supplemental information and cla rification.Maps:  Maps are most often found in social studies texts and they provide visuals for geographical descriptions. Using these text features properly not only increases comprehension and accuracy but also improves ones ability to make predictions and inferences. Predictions and Inferences Successful reading must begin with preparation and students can prepare by making predictions about what they are about to read. Just as good teachers should consider what their students already know before teaching, good readers should consider what they already know before reading. Before diving in, a student should ask themselves: What do I already know? What do I want to know? What do I think Ill learn? As they read, they can check their predictions against the information presented and decide whether they were correct. After making predictions and reading, students should make inferences about meaning and purpose. This is the part where readers get to check their own understanding and use evidence to make conclusions about the information. This step is crucial for the continued development of reading skills and keeps reading purposeful.