Ethics Paper5

Ethics Paper5 Ethics Paper5 Ethical values are essential to the progress of all individuals and of any nation. Ethical values are crucial to the functioning of all business in general and society as a whole. Business and society depend on individuals making personal ethical decisions that are fundamental to responsible business operations and to an orderly society. "The purpose of ethics in accounting and business is to direct business men and women to abide by a code of conduct that facilities public confidences in their product and services" (Dr. Smith, L Murphy). The accounting profession has a long history of contributions to the efficient functioning of business operations, the capital market system and the economy in general. In the wake of corporate scandals and a struggling world economy, we look back at the accounting scandal at Enron, from an ethical perspective, the company which the media portrayed was the last straw that broke the camel's back. Enron was a large energy, commodities and services c ompany, marketing electricity and natural gas, and providing financial and risk management services around the world (Cunningham, Lawrence 2002). Enron Corporation was created in 1985, shortly after the federal deregulation of natural gas in North America. Enron was formed by the merger of two natural-gas pipeline companies, Houston Natural Gas, one based in Houston, and the other in Nebraska, InterNorth (Dobson, John 2002). The merged company owned 37,000 miles of intra- and interstate pipelines for transporting natural gas between producers and utilities. The complex industrial structure of Enron was vast and only understood by a few people outside of Enron at the time of its filing for bankruptcy in December 2001. There was no clear picture or complete information as to the true levels of its assets, liabilities and offbalance-sheet positions (Cornford, Andrew, 2002). This was a far cry from the firm which, in the 1980s, specialized in the provision of natural gas pipelines and r elated services (Cornford, Andrew, 2002). From these humble origins, Enron expanded relentlessly into trading activities in more 1,800 products or contracts and thirteen currencies which included bandwidth, pulp and paper, and contracts such as weather and credit derivatives (Cornford, Andrew, 2002). It was in connection with expansion into trading that Enron engaged in increasingly aggressive and creative accounting (Cornford, Andrew, 2002). The core of the Enron debacle are said to be accounting chicanery related to off-balance sheet financing, related party transactions and colossal failures of board oversight (Cunningham, Lawrence 2002). These accounting, corporate and auditing issues included the use of complex but apparently compliant accounting rules to mask or defer recognition of liabilities and losses; the development and sale by investment banks of complex accounting-driven structures and products to assist corporations to hide losses and liabilities, and thereby improve their published financial condition and credit ratings; and the introduction of highly leveraged employee stock option plans (Travis, Anthony 2002). It became clear in the SEC investigation that Enron had failed during the preceding four years to make proper disclosure concerning various â€Å"related party transactions† and to properly account for â€Å"off-balance sheet† transactions (Cunningham, Lawrence 2002). This resulted with twenty percent of Enron’s shareholders’ equity wiped out–a total of $2.2 billion. Enron’s external auditor was Arthur Andersen, which also provided the firm with extensive internal auditing and consulting services. In light of Enron's bankruptcy filing and following SEC investigation, Arthur Andersen, auditor and provider of consultancy

Brief Summary of French History

Brief Summary of French History France is a country in Western Europe that is roughly hexagonal in shape. It has existed as a country for a little over a thousand years  and has managed to fill those with some of the most important events in European history. It is bordered by the English Channel to the north, Luxembourg and Belgium to the northeast, Germany and Switzerland to the east, Italy to the southeast, the Mediterranean to the south, southwest by Andorra and Spain and west by the Atlantic Ocean. It currently has a president at the top of government. Historical Summary of France The country of France emerged from the fragmentation of the larger Carolingian empire, when Hugh Capet became King of West Francia in 987. This kingdom consolidated power and expanded territorially, becoming known as â€Å"France†. Early wars were fought over land with English monarchs, including the Hundred Years War, then against the Habsburgs, especially after the latter inherited Spain and appeared to surround France. At one point France was closely associated with the Avignon Papacy, and experienced wars of religion after the Reformation between a twisting combination of Catholic and Protestant. French royal power reached its peak with the reign of Louis XIV (1642 – 1715), known as the Sun King, and French culture dominated Europe. Royal power collapsed fairly quickly after Louis XIV and within a century France experienced the French Revolution, which began in 1789, overthrew Louis XVI and established a republic. France now found itself fighting wars and exporting its world-changing events across Europe. The French Revolution was soon usurped by a general called Napoleon, and the ensuing Napoleonic Wars saw France first militarily dominate Europe, then be defeated. The monarchy was restored, but instability followed and a second republic, second empire and third republic followed in the nineteenth century. The early twentieth century was marked by two German invasions, in 1914 and 1940, and a return to a democratic republic after liberation. France is currently in its Fifth Republic, established in 1959 during upheavals in society.   Key People from the History of France King Louis XIV (1638 - 1715): Louis XIV succeeded to the French throne as a minor in 1642 and ruled until 1715; for many contemporaries, he was the only monarch they ever knew. Louis was the apogee of French absolutist rule and the pageantry and success of his reign earned him the epithet ‘The Sun King’. He has been criticised for letting other European nations grow in strength.Napoleon Bonaparte (1769 - 1821): A Corsican by birth, Napoleon trained in the French army and success gained him a reputation, enabling him to get close to the political leaders of late-revolutionary France. Such was Napoleon’s prestige that he was able to seize power and transform the country into an Empire with himself at its head. He was initially successful in European wars, but was beaten and twice forced into exile by a coalition of European nations.Charles de Gaulle (1890 - 1970): A military commander who argued for mobile warfare when France turned instead to the Maginot Line, de G aulle became the leader of the Free French forces during the Second World War and then Prime Minister of the liberated country. After retiring he came back to politics in the late 50s to found the French Fifth Republic and create its constitution, ruling until 1969

The Restructuring of Royal Dutch Shell Research Paper

The Restructuring of Royal Dutch Shell - Research Paper Example This paper seeks to discuss and analyze these developments, as well as an attempt to recommend further actions that Shell management could take. Royal Dutch Shell PLC is a multinational joint venture corporation comprising two founding companies, Royal Dutch Petroleum Co. of The Hague, Netherlands., and Shell Transport and Trading Co., PLC, of London. Although starting as rivals, the two companies merged in 1907 as Royal Dutch/Shell Group, which acquired producing concerns in the Middle East, the Americas, and Eastern Europe, including Romania and Russia. It is engaged mainly in oil and natural gas. At present its five business segments are as follows: 1) exploration and production (E&P), an upstream activity that explores, recovers, and produces oil and natural gas worldwide; 2) gas and power, where it liquefies and transports natural gas to customers, as well as turns natural gas into cleaner-burning synthetic fuels; 3) oil sands, where bitumen is extracted and converted into synthetic crude oils; 4) oil products where a range of petroleum-based products are sold for domestic, transportation and industrial use; and 5) chem icals, which produces petrochemicals for industrial use. (Company report). Renewables were recently added to its range of business activities. Complexity. The organizational structure of Royal Dutch Shell prior to 1995 was unique in its complexity: It was a joint venture that had been in existence for over a century, at the apex of which was a Committee of Managing Directors that provided a link between them. From the viewpoint of ownership and control, the CMD exercised what it referred to as governance responsibilities. The Group was managed on a day-to-day basis by officers who had been given executive responsibilities. Coordination and control were vested in the CMD, composed of 3 members from Royal Dutch Petroleum and 2 members from the  Shell Transport and Trading. The chairmanship was rotated between the two counterparts.

The Design and Implementation of Virtual Classroom for Distance Essay

The Design and Implementation of Virtual Classroom for Distance Learning - Essay Example Based on the result of the survey questionnaires and personal interviews, the researcher will determine the best design of a virtual classroom for second language distance learning including a proposed implementation strategy. The use of the Internet and other related technologies has made a significant increase over the past ten years. (Lavooy and Palmer, 2003) In line with the progress in the development of Internet-based technology, changes in the educational approach has gone through a lot of major restructuring. Each year, a lot of colleges and universities have been investing a lot of money in developing reliable and real-time web-based classes (Ewing-Taylor, 1999) especially for the purpose of studying second language courses in distance learning. A virtual classroom is a computer based system used to deliver virtual teaching and learning. According to Karasavvidis et al. (2003), the learning and teaching behaviour of students and the teachers is an important factor that contributes to the success of using computer-based technology in education. For this reason, the design of a virtual classroom for distance learning has to be easily accessible, reliable, user-friendly, and interactive. The design of virtual classroom for distance learning should include online forums such as Blackboard Discussion Board, video conference, e-mails and chat rooms to allow the students and mentors to have an open communication link as it makes the course materials available to each learner 24/7. (Nian-Shing, Kinshuk, Yi-Hung, 2005) Ewing-Taylor and Overall (2003) emphasized the importance of constant interaction and collaboration between the teachers and the learners since it enables the students to learn more from its mentor. In relation to the point-of view of Ewing-Taylor and Overall (2003), the study of Kubala (1998) reveals that the use of an anonymous open communication through a

Descriptive Chocolate Essay Example for Free

Descriptive Chocolate Essay | 1 Â ½ cups crushed chocolate wafer cookies| | 1 tablespoon granulated sugar| | 1/3 cup unsalted butter, melted| | | | Filling| | 1 Â ¼ cups granulated sugar| | Â ½ cup unsweetened cocoa powder| | Â ¼ cup cornstarch| | 3 Â ½ cups half and half cream| | 4 large egg yolks| | 3 Â ½ ounces semi-sweet chocolate, chopped| | 3 ounces unsweetened chocolate, chopped| | 2 tablespoons unsalted butter| | 1 teaspoon coffee liqueur| | 1 teaspoon vanilla extract| | | | Topping| | 1 cup chilled heavy whipping cream| | 2 tablespoons granulated sugar| | 2 teaspoons instant coffee| | Â ½ vanilla bean| | | | To Serve: chocolate-covered espresso beans| directions:Crust: Preheat oven to 350 F. Add butter and sugar to cookie crumbs and blend. Firmly press mixture into 9-inch-diameter glass or ceramic pie dish. Bake until crust sets, about 8 minutes. Cool. Filling: 1. Whisk sugar, cocoa, and cornstarch in heavy medium saucepan. Gradually whisk in half and half and then the egg yolks. Continue to whisk over medium-high heat until mixture thickens and boils, about 12 15 minutes. 2. Remove from heat and add both chocolates and butter, whisking until melted and smooth. Mix in coffee liqueur and vanilla. Transfer filling to crust. Press plastic wrap directly onto surface of filling and chill until filling sets, at least 6 hours. (Can be made 2 days ahead. Keep chilled and covered.) Topping: 1. Beat all ingredients in large bowl until peaks form. (Can be made 1 day ahead. Cover and refrigerate. Rewhisk to thicken and smooth before serving, if necessary.) 2. Peel plastic off of pie. Cut pie into fairly small wedges (it is quite rich). Spoon a good-sized dollop of coffee whipped cream on top of each slice. Garnish with chocolate-covered espresso beans and serve.after-thoughts:This pie would also be delicious served with plain, sweetened whipped cream and fresh fruit (strawberries, raspberries, grilled bananas).|

Hamlet: Shakespeare Tragic Hero :: Shakespeare Hamlet Essays

Hamlet: Shakespeare Tragic Hero   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In Shakespeare's play, Hamlet, the main character is a classic example of a Shakespearean tragic hero.   Hamlet is considered to be a tragic hero because he has a tragic flaw that in the end, is the cause of his downfall.   The play is an example of a Shakespearean tragic play because it has all of the characteristics of the tragic play.   As defined by Aristotle, a tragic play has a beginning, middle, and end; unity of time and place; a tragic hero; and the concept of catharsis.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   One of the main reasons this play is considered a tragic play is because the main character is a tragic hero.   Hamlet's tragic flaw is he spends too much time thinking and not enough time acting.   This is the opposite of Shakespeare's play, Macbeth, in which the tragic hero spends too much time acting, and not enough time thinking.   Hamlet dwells too much on whether or not to act on something, and by the time he decides to act, it is too late.   When Hamlet finally decides to kill Claudius, he sees him praying and decides to wait longer.   The next time he gets a chance to kill Claudius he takes it, but by then it was too late.   Hamlet was killed as well.   He could have prevented his downfall if it wasn't for his tragic flaw.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Another reason Hamlet is a classic example of Shakespearean tragedy is because it incorporates the idea of catharsis.   Aristotle defined catharsis as the purging of the emotions of fear and pity.   In the play, Claudius has the emotion of fear because he is afraid of Hamlet knowing that he killed his father.   Claudius knows that Hamlet is capable of killing him.   He knows that he cannot kill Hamlet to protect himself or to prevent the people from knowing who killed the king because the people love Hamlet too much.   Claudius feels pity after he sees the "Mouse Trap" because he realizes what he had done was wrong now that Hamlet knows the truth behind the matter.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Hamlet is a tragic play because it has a beginning, middle, and end, and takes place in a short period of time.   The play has a specific beginning, which consists of Hamlet seeing his father and considering what to do about it.   The middle is one of the actions that he took, the "Mouse Trap."   This set the course for the end, which was when the whole ending fencing scene takes place, when Hamlet and most of the other main Hamlet: Shakespeare Tragic Hero :: Shakespeare Hamlet Essays Hamlet: Shakespeare Tragic Hero   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In Shakespeare's play, Hamlet, the main character is a classic example of a Shakespearean tragic hero.   Hamlet is considered to be a tragic hero because he has a tragic flaw that in the end, is the cause of his downfall.   The play is an example of a Shakespearean tragic play because it has all of the characteristics of the tragic play.   As defined by Aristotle, a tragic play has a beginning, middle, and end; unity of time and place; a tragic hero; and the concept of catharsis.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   One of the main reasons this play is considered a tragic play is because the main character is a tragic hero.   Hamlet's tragic flaw is he spends too much time thinking and not enough time acting.   This is the opposite of Shakespeare's play, Macbeth, in which the tragic hero spends too much time acting, and not enough time thinking.   Hamlet dwells too much on whether or not to act on something, and by the time he decides to act, it is too late.   When Hamlet finally decides to kill Claudius, he sees him praying and decides to wait longer.   The next time he gets a chance to kill Claudius he takes it, but by then it was too late.   Hamlet was killed as well.   He could have prevented his downfall if it wasn't for his tragic flaw.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Another reason Hamlet is a classic example of Shakespearean tragedy is because it incorporates the idea of catharsis.   Aristotle defined catharsis as the purging of the emotions of fear and pity.   In the play, Claudius has the emotion of fear because he is afraid of Hamlet knowing that he killed his father.   Claudius knows that Hamlet is capable of killing him.   He knows that he cannot kill Hamlet to protect himself or to prevent the people from knowing who killed the king because the people love Hamlet too much.   Claudius feels pity after he sees the "Mouse Trap" because he realizes what he had done was wrong now that Hamlet knows the truth behind the matter.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Hamlet is a tragic play because it has a beginning, middle, and end, and takes place in a short period of time.   The play has a specific beginning, which consists of Hamlet seeing his father and considering what to do about it.   The middle is one of the actions that he took, the "Mouse Trap."   This set the course for the end, which was when the whole ending fencing scene takes place, when Hamlet and most of the other main

Judith- Compare and Contrast

Judith – Old English and Vulgate Versions Upon looking closely at the Old English and Vulgate versions of Judith, one can catch a glimpse of how culture was during the time they were written by comparing and contrasting the elements of the story that are presented and modified. The distinct differences that can be found between the Old English and the vulgate versions of Judith provide a clear view of what the Anglo-Saxons considered to be important, and what they felt required respect.When comparing and contrasting these two versions, one can utilize other Old English works such as Beowulf and The Wanderer to clearly spot the differences and similarities to receive some insight into the culture and feelings of the Anglo-Saxons. One of the similarities that is shared between both readings of Judith, Beowulf and the Wanderer is an inherent need to praise God and give Him the glory for all of their actions and accomplishments.Right from the start this idea is seen in the Old Eng lish version of Judith whenever it is said, â€Å"That God the Creator might free her from fear† thereby showing the instant need that the Anglo-Saxons felt for a God who would protect them and help them in their endeavors (Judith 4). Judith being freed from her fear is mirrored by Beowulf’s confidence in the Lord whenever he proclaims, â€Å"wise God, will allot glory, as seems fitting to Him† showing that he has complete trust in who God will choose to win in his gristly battle with the demon Grendel (Beowulf 686-687).The amount of faith that the Anglo-Saxons had in God was very great that he would protect them in battle and all of their endeavors. This sentiment is reflected in the apocryphal version of Judith with her being described as, â€Å"a holy woman, and one fearing of God† (Book of Judith 8:29). The respect and deference shown by Judith in both the apocryphal version of the story and the Old English version show a similar respect for God and a tendency to praise him.This tendency to praise and fear God is reminiscent of Beowulf whenever he allots his victory the gifts that God has given him being the only reason he was able to overcome the monstrous brood of Cain. All of these stories, whether it is the differing versions of the Book of Judith or the epic of Beowulf, seem to have a true desire to glorify God and to even thank him for every victory or effort that the main characters engage in. Contrasting with the previous idea presented is the thought that the Anglo-Saxons put too much emphasis upon their own abilities to fight and battle rather than glorifying and thanking God for their victories.This idea is first shown in the Anglo Saxon version Judith whenever she prays, â€Å"that I may o’erthrow, with this steel the destroyer; bestow on me weal† (Judith Ch. 10). A contrast with this is shown in the apocryphal Judith with the emphasis place on Judith’s designs succeeding and succeeding not for h er own benefit but for the glory of God (Book of Judith 8:31-33). Judith in the Anglo-Saxon version asks for the Lord to bestow upon her the power to smite her enemies with her sword rather than planning as the apocryphal Judith states.This reflects the Anglo-Saxon sentiment that problems had to be settled through fighting and the spilling of blood. Although the apocryphal Judith does have its fair share of blood and fighting, the emphasis on the story is placed on God’s power and not the violence that takes place. This point is further built upon with the idea that it seems that a lot of the time the emphasis in the relationship between the Anglo-Saxon heroes and heroines is placed on the human counterpart rather than focusing all the glory upon God.The fine line between glorifying one’s self and glorifying God is a fine line that the Old English Anglo-Saxons seem to walk and not always stay on. Further evidence of the Anglo-Saxon’s insistence upon their own gl ory is found between the contrasting pictures given to us by the different versions of Judith where in the Anglo Saxon version at the very end, â€Å"Judith was praised for all this Him, Sabaoth’s Lord, who bestowed on her honor, On earth highest worship† while in the Book of Judith the story ends with God being provided the everlasting glory in addition to Judith receiving some recognition (Judith Ch. 0, Book of Judith 16:23). The idea of Judith being a warrior for the rest of her life seeking glory and fighting in battle was most likely an idea that the Anglo-Saxons could not give up on and shows the need their culture had for heroes that garnered glory. A difference clearly illuminated by examining the two works is the role of women in Anglo-Saxon culture. The Anglo-Saxon version of Judith clearly illustrates the idea of a Valkyrie, a woman who is not afraid to battle, and revels in the thought of Judith being a strong captain or even warrior who leads her people to a bloody victory.This conception is evidenced by how Judith is characterized in the Anglo-Saxon version being portrayed as a valiant virgin with nerve and vigor (Judith Ch. 10). This stands in stark contrast to the book of Judith verses three through four where Judith is revealed to be a widow who has lived alone for three years and four months. It’s obvious by looking at these two different stories that one can tell what was important to the Anglo-Saxon people. A young woman strong and stable without a care in the world besides who she was fighting would appeal greatly to the warrior culture of the Anglo-Saxons.But the book of Judith reveals to us a woman in deep sadness who has fasted all the days of her widowhood and who has never picked up a weapon (Book of Judith 8:6). This belief of a warrior woman held by the Old English people is significant in that it reflects the strongly held beliefs of what a hero should be like to the Anglo Saxon people. There is a certain amoun t of significance in the detailed imagery that the Anglo-Saxons added to the story of Judith. One such example is the brutal murder of Holofernes that Judith commits.In verse 8 of the Book of Judith, Judith swings twice with the sword that she found above Holofernes bed and neatly severs the guy’s head off. It’s pretty interesting that this part of the story stays exactly the same in the Anglo-Saxon version except that in the Anglo-Saxon version we get some really graphic imagery of the act taking place. In the Anglo-Saxon story we get phrases like, â€Å"So that his head rolled†¦ the body so foul, lay lifeless behind† that really capture the gruesome nature of cutting someone’s head off (Judith Ch. 10).This type of graphic imagery is very reminiscent of some of the more brutal Beowulf scenes such as the scene where Grendel enters Heorot and begins to terrorize one poor, unlucky soul. Phrases such as, â€Å"bit into the bone-locks† and â€Å" drank blood from his veins† conjure up very graphic images that Anglo-Saxons would find pleasing and entertaining yet are not as valuable in a biblical context (Beowulf 742). This inclusion of graphic imagery in the Anglo-Saxon version of Judith shows an important cultural trait of the Anglo-Saxons in their depiction of bloody events.This violent nature contrasts with the original version of Judith which, although violent, is not graphically disturbing. These two different versions of Judith showcase the traits of the culture of the Anglo-Saxons and illustrate the things that they held to be important in stories. Comparing and contrasting the ways in which the Anglo-Saxons viewed glorifying God reveals a true effort on their part to see Him glorified, but also shows that they believed so much in the glorified warrior that many times this was difficult.Looking at the differences in the way in which the Anglo-Saxons viewed what a woman warrior could be revealed their belief in a daring heroine flying into the face of danger and coming out victorious. Focusing on the differences and similarities of the Anglo-Saxon Judith and the Apocryphal Judith through a lens of what one knows through stories such as Beowulf gives one an excellent view of the ideas and virtues that the Anglo-Saxon’s held dear.

Ntu Career

Score: 120 out of 120 points (100%) 1. award: 10 out of 10 points Which of the following valuation measures is often used to compare firms which have no earnings? Price-to-book ratio P/E ratio Price-to-cash flow ratio Price-to-sales ratio 2. award: 10 out of 10 points When Google's share price reached $475 per share Google had a P/E ratio of about 68 and an estimated market capitalization rate of 11. 5%. Google pays no dividends. What percentage of Google's stock price was represented by PVGO? 92% 87% 77% 64% 3. award: 10 out of 10 points A firm is expected to produce earnings next year of $3. 00 per share.It plans to reinvest 25% of its earnings at 20%. If the cost of equity if 11%, what should be the value of the stock? $27. 27 $50. 00 $66. 67 $70. 00 g = . 25 x . 20 = . 05; P = 3. 0/(. 11 – . 05) = 50. 00 4. award: 10 out of 10 points The free cash flow to the firm is reported as $198 million. The interest expense to the firm is $15 million. If the tax rate is 35% and the n et debt of the firm increased by $20 million, what is the market value of the firm if the FCFE grows at 3% and the cost of equity is 14%? $1,893 billion $1,893 billion $2,497 billion $2,585 billion $3,098 billion FCFE = 198 – 15(1 – . 35) + 20 = 208. 5. Value = 208. 25/(. 14 – . 03) = 1893. 5. award: 10 out of 10 points If a firm has a free cash flow equal to $50 million and that cash flow is expected to grow at 3% forever, what is the total firm value given a WACC of 9. 5%? $679 million $715 million $769 million $803 million Total value = 50/(. 095 – . 03) = 769. 23 6. award: 10 out of 10 points A firm has a stock price of $54. 75 per share. The firm's earnings are $75 million and the firm has 20 million shares outstanding. The firm has an ROE of 15% and a plowback of 65%. What is the firm's PEG ratio? 1. 50 1. 25 1. 10 1. 00 7. award: 10 out of 10 pointsAce Frisbee Corporation produces a good that is very mature in their product life cycles. Ace Frisbee Corporation is expected to pay a dividend in year 1 of $3. 00, a dividend in year 2 of $2. 00, and a dividend in year 3 of $1. 00. After year 3, dividends are expected to decline at the rate of 2% per year. An appropriate required return for the stock is 8%. Using the multistage DDM, the stock should be worth __________ today. $13. 07 $13. 58 $18. 25 $18. 78 8. award: 10 out of 10 points Caribou Gold Mining Corporation is expected to pay a dividend of $4 in the upcoming year. Dividends are expected to decline at the rate of 3% per year.The risk-free rate of return is 5% and the expected return on the market portfolio is 13%. The stock of Caribou Gold Mining Corporation has a beta of -0. 50. Using the CAPM, the return you should require on the stock is _________. 2% 5% 8% 9% 9. award: 10 out of 10 points You are considering acquiring a common share of Sahali Shopping Center Corporation that you would like to hold for one year. You expect to receive both $1. 25 in dividends and $35 f rom the sale of the share at the end of the year. The maximum price you would pay for a share today is __________ if you wanted to earn a 12% return. 31. 25 $32. 37 $38. 47 $41. 32 10. award: 10 out of 10 points Each of two stocks, A and B, are expected to pay a dividend of $7 in the upcoming year. The expected growth rate of dividends is 6% for both stocks. You require a return of 10% on stock A and a return of 12% on stock B. Using the constant growth DDM, the intrinsic value of stock A _________. will be higher than the intrinsic value of stock B will be the same as the intrinsic value of stock B will be less than the intrinsic value of stock B more information is necessary to answer this question award: 11. ward: 10 out of 10 points If a firm increases its plowback ratio this will probably result in a(n) _______ P/E ratio. higher lower unchanged unable to determine 12. award: 10 out of 10 points If a stock is correctly priced then you know that ____________. the dividend payout ratio is optimal the stock's required return is equal to the growth rate in earnings and dividends the sum of the stock's expected capital gain and dividend yield is equal to the stock's required rate of return the present value of growth opportunities is equal to the value of assets in place

im not good at english Essays

im not good at english Essays im not good at english Essay im not good at english Essay Samuel Merrill Woodbridge (1819-1905) was an American clergyman, theologian, author, and college professor. A graduate of New York University and the New Brunswick Theological Seminary, Woodbridge served several congregations in New York and New Jersey for sixteen years as a minister in the Reformed Church in America. His was the eleventh generation in a large family of English and American clergymen dating back to the late fifteenth century. After accepting a pastoral call in New Brunswick, New Jersey, he was appointed professor of ecclesiastical history and church government at the New Brunswick Theological Seminary, where he taught for 4 years. He also taught for seven years as professor of metaphysics and philosophy of the human mind at Rutgers College (now Rutgers, The State University of New Jersey). Woodbridge later led the New Brunswick seminary as Dean and President of the Faculty from 1883 to 1901 †both positions were equivalent to a seminary president. He was the author of three books and several published sermons and addresses covering various aspects of Christian faith, theology, church history and gov Samuel Merrill Woodbridge was born 5 April 1819 in Greenfield, Massachusetts. He was the third of six children born to the Rev. Sylvester Woodbridge, D. D. (1790- 1863) and Elizabeth Gould (died in 1851). [1][2]:p. 140 According to a genealogical chart published in Munseys Magazine in 1907, Woodbridge was in the eleventh generation of a family of clergymen dating back to the late 1 5th century. 3][4] The earliest clergyman in this ancestral line, the Rev. John Woodbridge (born in 1493), was a follower of John Woodbridge attended New York University, receiving a Bachelor of Arts (A. B. ) degree in 1838. [1] As an undergraduate student, Woodbridge was a member of the universitys secretive, all-male Eucleian Society and was elected o Phi Beta Kappa. [l] He was awarded a Master of Arts (A. M. ) from the New Brunswick Theological Semina ry in 1841 and was installed as a minister by the Reformed Churchs Classis of New York, a governing body overseeing churches within the region. 3][5]:p. 4 At this time, his alma mater, New York University, promoted his bachelors degree to a Master of Arts. [l] After his graduation from seminary, he served as pastor to congregations in South Brooklyn (1841-49), at the Second Reformed Church in Coxsackie, New York (1849-52), and at the Second Reformed Church in New Brunswick, New Jersey In December 1857, Woodbridge as appointed to the faculty of two schools in New Brunswick, New Jersey. He would serve 44 years as a professor of ecclesiastical history and church government at New Brunswick Theological Seminary (from 1857 to 1901) and for seven years as a professor of Metaphysics and Philosophy of the Human Mind at Rutgers College (from 1857 to Both schools were then affiliated with the Protestant Dutch Reformed He was appointed by the Synod to a vacancy in both professorates caused by the death of the Rev. John Ludlow, D. D. (1793-1857), on 8 September 1857. [8]:p. 28 During his tenure at the seminary, Woodbridge also rovided instruction in the areas of pastoral, didactic and polemic theology†often when there were vacancies amongst the faculty. [8]:pp. 414-41 5[9] seminarys faculty, circa 1904 In 1883, the churchs General Synod decided that the oldest professor in service in the Theological Seminary at New Brunswick be styled Dean of the Seminary, and to him shall be entrusted the discipline of the Institution, according to such regulations as may be agreed upo n by the Faculty. [8]:p. 134 Woodbridge led the seminary as its first Dean of the Seminary, and subsequently as President of the Faculty until his retirement in 1901. Both positions were redecessors to the present seminary president. [10] During his career, Woodbridge received honorary degrees from Union College (D. D. 1858) and from Rutgers College (A. M. , 1841; D. D. , 1857; LL. D. He retired from teaching in 1901 as an emeritus professor, at the age of 82. [1] Woodbridge married twice. His first marriage was to Caroline Bergen (who died in 1861) in February 1845; the couple had one daughter, Caroline Woodbridge (born in 1845). On 20 December 1866 he married his second wife, Anna Wittaker Dayton (1823-1920), with whom he had two daughters, Anna Dayton Woodbridge (born in 1869) and Mary Elizabeth Woodbridge born in 1872). [1][2]:p. 192 Woodbridge died at the age of 86 on 23 June 1905 in New Brunswick, New Jersey. [l] He was interred in a family plot in the citys Elmwood Cemetery. 11] Church historian Charles Edward Corwin recorded that Woodbridge was described as having a strong personality that made dry subjects to glow with life, adding that he was very firm in the faith but his loving heart made him kindly even toward those whose opinion he considered dangerous. Samuel Merrill Woodbridge was born 5 April 1819 in Greenfield, Massachusetts. He was the third of six children born to the Rev. Sylvester Woodbridge, D. D. 1790-1863) and Elizabeth Gould (died in 1851). [1 ][2]:p. 40 According to a genealogical chart published in Munseys Magazine in 1907, Woodbridge was in the eleventh generation of a family of clergymen dating back to the late 15th century. [3][4] The earliest clergyman in this ancestral line, the Rev. John Woodbridge (born in 1493), was a follower of John Woodbridge attended New York University, receiving a Bachelor of Arts (A. B. ) degree in 1838. [1] As an undergraduate student, Woodbridge was a member of the universitys secretive, all-male Eucleian Society and was elected to Phi Beta Kappa. [l] He was awarded a Master of Arts (A. M. from the New Brunswick Theological Seminary in 1841 and was installed as a minister by the Reformed Churchs Classis of New York, a governing body overseeing churches within the region. [3][5]:p. 4 At this time, his alma mater, New York University, promoted his Protestant Dutch Reformed faith. [7][b] He was appointed by the Synod to a vacancy when there were vacancies amongst the 5[9] Emeritus professo r Woodbridge (seated, center, with white beard and robes) with the of clergymen dating back to the late 1 5th century. [3][4] The earliest clergyman in this even toward those whose opinion he considered dangerous.

Famous Quotes From Americas Legendary Presidents

Famous Quotes From America's Legendary Presidents Of the 44 American presidents, some shone brighter than others. Some went down in history for their indiscretions. Nevertheless, it has been a long and successful journey of presidential democracy. Here is a collection of famous presidential quotes that will inspire you.   Franklin D. RooseveltThe only thing to fear is, fear itself. John F. KennedyLet us resolve to be masters, not the victims, of our history, controlling our own destiny without giving way to blind suspicions and emotions. Herbert HooverAmerica- a great social and economic experiment, noble in motive and far-reaching in purpose. George H. W. BushRead my lips. No new taxes. Benjamin HarrisonHave you not learned that not stocks or bonds or stately houses, or products of the mill or field are our country? It is a spiritual thought that is in our minds. Woodrow WilsonNo nation is fit to sit in judgment upon any other nation. Andrew JacksonAny man worth his salt will stick up for what he believes right, but it takes a slightly better man to acknowledge instantly and without reservation that he is in error. Abraham LincolnThose who deny freedom to others, deserve it not for themselves; and, under a just God, can not long retain it. Warren Gamaliel HardingI dont know much about Americanism, but its a damn good word with which to carry an election. Ulysses S. GrantLabor disgraces no man, but occasionally men disgrace labor. Millard FillmoreGod knows that I detest slavery, but it is an existing evil, for which we are not responsible, and we must endure it, till we can get rid of it without destroying the last hope of free government in the world. George WashingtonIt is the duty of all nations to acknowledge the providence of Almighty God, to obey his will, to be grateful for his benefits, and humbly to implore his protection and favors. Dwight D. EisenhowerWhen you are in any contest you should work as if there were- to the very last minute a chance to lose it. William McKinley, Jr.The mission of the United States is one of benevolent assimilation. Ronald ReaganThe best minds are not in government. If any were, business would hire them away. Richard NixonA man is not finished when he is defeated. He is finished when he quits. Calvin CoolidgeCollecting more taxes than is absolutely necessary is legalized robbery. Benjamin HarrisonI pity the man who wants a coat so cheap that the man or woman who produces the cloth will starve in the process. William Henry HarrisonThere is nothing more corrupting, nothing more destructive of the noblest and finest feelings of our nature, than the exercise of unlimited power. Jimmy CarterAggression unopposed becomes a contagious disease. Lyndon JohnsonFor this is what America is all about. It is the uncrossed desert and the unclimbed ridge. It is the star that is not reached and the harvest that is sleeping in the unplowed ground. William H. TaftDont write so that you can be understood; write so that you cant be misunderstood. Rutherford Birchard HayesOne of the tests of the civilization of people is the treatment of its criminals. Bill ClintonWe must teach our children to resolve their conflicts with words, not weapons. Theodore RooseveltIt is hard to fail, but it is worse never to have tried to succeed. In this life we get nothing save by effort.

Group Ethics Essay Example | Topics and Well Written Essays - 1000 words

Group Ethics - Essay Example In the next few pages, this essay will take an in depth look at police crimes, especially police brutality, and determine if an individual officer is likely to report crimes against fellow officers. Most laypeople have heard the term â€Å"blue wall of silence.† It refers to the fact that police officers, colloquially called boys in blue, do not report the crimes of one another, and would, in fact, lie to defend another officer if necessary. The author of â€Å"Police Ethics and Integrity: Breaking the Blue Code of Silence† (Westmarland, 2005) administered a study that showed some evidence to the contrary. She performed a questionnaire survey that revealed â€Å"officers’ attitudes towards certain unethical behaviour† (Westmarland, 2005). The questionnaire asked officers about a wide range of crimes including accepting â€Å"gifts† from business owners, accepting money from citizens caught in traffic violations, but wanting to avoid tickets, stealing items from crime scenes, and committing violent acts against community residents. The results of the study showed that in some instances, officers would feel compelled to report the bad deeds of o ther officers. For example, 97 percent of officers reported they would tell on a fellow officer if he saw him taking money from a found wallet; 98.5 percent of officers reported that would inform against an officer who stole a watch from a crime scene; but only 65.5 percent of those officers thought that hitting a suspect during an arrest was a very serious offense, and a small number of officers felt that punching a suspect was not serious at all. Basically speaking, the blue wall seems to have its own code of ethics. Officers who are violent against citizens are still more acceptable than officers who break the law for financial gain. Racial profiling, or targeting members of a particular ethnic group based on preconceived notions about that group, is thought to be one

Asset Manager Discussion Post 3 Assignment Example | Topics and Well Written Essays - 250 words

Asset Manager Discussion Post 3 - Assignment Example The two questions will assist in determining the best investment plan for the customer, one that will suit his income, expenses, and the plans he has (Mentz, CWM, CAM & CTEP, 2009). Considering the client has an interest in portfolio, it is essential that he consider diversifying his investments. The move is critical because of risks of loss of investments in the future. For this case, the client will combine investments with negative or low correlations and eliminate some risks unique to a given portfolio. Another way of handling speculative risks is through insurance, which gives the investors an assurance of safety of their wealth (Godfrey, 2005). The companies work in a way that they compensate clients in cases of a loss. It is a means of ensuring financial stability and continuity of business. If the customer wishes to have a guaranteed financial safety, he should consider insuring his invested property. It, as a result, follows that risks are inevitable for all investments, which planners must plan to curb in the process of advising