Time value of money calculations.

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Calculate the following time value of money problems:
If you want to accumulate $500,000 in 20 years, how much do you need to deposit today that pays an interest rate of 15%?
What is the future value if you plan to invest $200,000 for 5 years and the interest rate is 5%?
What is the interest rate for an initial investment of $100,000 to grow to $300,000 in 10 years?
If your company purchases an annuity that will pay $50,000/year for 10 years at a 11% discount rate, what is the value of the annuity on the purchase date if the first annuity payment is made on the date of purchase?
What is the rate of return required to accumulate $400,000 if you invest $10,000 per year for 20 years. Assume all payments are made at the end of the period.

Sample Solution

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Employment LawAnswers 1Bids 1Other questions 10

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University and Community College System of Nevada v. FarmerRe-read the University case, ‘University and Community College System of Nevada v. Farmer in your textbook.Note the data under the case title: 113 Nev. 90, 930 P.2d 730 (Nev. Sup. Ct. 1997), cert. denied, 523 U.S. 1004 (March 9, 1998). What do these details signify?Study the case questions in the text at the end of the case. In addition, look through other material provided in Lecture Notes and in the Preface.Outline and submit the case, using the standard legal outline headings. (See ‘Sample Outline for Legal Cases’ in Course Materials.) BackgroundBetween 1989 and 1991, only one percent of the Universityof Nevada’s full-time faculty were black, while eighty-sevento eighty-nine percent of the full-time faculty werewhite; twenty-five to twenty-seven percent of the full-timefaculty were women. In order to remedy this racial imbalance,the University instituted the “minority bonuspolicy,” an unwritten amendment to its affirmative actionpolicy that allowed a department to hire an additional facultymember following the initial placement of a minoritycandidate.In 1990, the University advertised for an impendingvacancy in the sociology department. The announcementof the position vacancy emphasized a need for proficiencyin social psychology and mentioned a salary range between$28,000.00 and $34,000.00, dependent upon experienceand qualifications. The University’s hiring guidelinesrequire departments to conduct more than one interview;however, this procedure may be waived in certain cases.Yvette Farmer was one of the three finalists chosen by thesearch committee for the position but the Universityobtained a waiver to interview only one candidate, JohnsonMakoba, a black African male. The department chairrecalled that the search committee ranked Makoba firstamong the three finalists. Because of a perceived shortageof black Ph.D. candidates, coupled with Makoba’s strongacademic achievements, the search committee soughtapproval to make a job offer to Makoba at a salary of$35,000.00, with an increase to $40,000.00 upon completinghis Ph.D. This initial offer exceeded the advertised salaryrange for the position; even though Makoba had notaccepted any competing offers, the University justified itsoffer as a method of preempting any other institutions fromhiring Makoba. Makoba accepted the job offer. Farmer wassubsequently hired by the University the following year;the position for which she was hired was created underthe “minority bonus policy.” Her salary was set at$31,000.00 and a $2,000.00 raise after completion of herdissertation.Farmer sued the University and Community CollegeSystem of Nevada (“the University”) claiming violationsof Title VII of the Civil Rights Act, the Equal Pay Actand for breach of an employment contract. Farmer allegedthat despite the fact that she was more qualified, the Universityhired a black male (Makoba) as an assistant professorof sociology instead of her because of the University’saffirmative action plan. After a trial on her claims, the trialcourt jury awarded her $40,000 in damages, and the Universityappealed to the Supreme Court of Nevada. Theissue on appeal was the legality of the University’s affirmativeaction plan under both Title VII and the U.S.Constitution.Steffen, Chief Justice… Farmer claims that she was more qualified for the positioninitially offered to Makoba. However, the curriculumvitae for both candidates revealed comparable strengthswith respect to their educational backgrounds, publishing,areas of specialization, and teaching experience. The searchcommittee concluded that despite some inequalities, theirstrengths and weaknesses complemented each other; hence,as a result of the additional position created by the minoritybonus policy, the department hired Farmer one yearlater.…The University contends that the district court made asubstantial error of law by failing to enter a proposed juryinstruction which would have apprised the jury that TitleVII does not proscribe race-based affirmative action144 Part 2 » Equal Employment Opportunityprograms designed to remedy the effects of past discriminationagainst traditionally disadvantaged classes. The Universityasserts that the district court’s rejection of the proposedinstruction left the jury with the impression that all racebasedaffirmative action programs are proscribed.…Farmer … asserts that the University’s unwritten minoritybonus policy contravenes its published affirmative action plan.Finally, Farmer alleges that all race-based affirmative actionplans are proscribed under Title VII of the Civil Rights Actas amended in 1991; therefore, the University discriminatedagainst her as a female, a protected class under Title VII.Tension exists between the goals of affirmative actionand Title VII’s proscription against employment practiceswhich are motivated by considerations of race, religion,sex, or national origin, because Congress failed to providea statutory exception for affirmative action under Title VII.Until recently, the Supreme Court’s failure to achieve amajority opinion in affirmative action cases has producedschizophrenic results.…United Steelworkers of America v. Weber is the seminalcase defining permissible voluntary affirmative action plans[under Title VII].… Under Weber, a permissible voluntaryaffirmative action plan must: (1) further Title VII’s statutorypurpose by “break[ing] down old patterns of racial segregationand hierarchy” in “occupations which have beentraditionally closed to them”; (2) not “unnecessarily trammelthe interests of white employees”; (3) be “a temporarymeasure; it is not intended to maintain racial balance, butsimply to eliminate a manifest racial imbalance.” …Most recently, in Adarand Constructors, Inc. v. Pena, theSupreme Court revisited [the issue of the constitutionalityof] affirmative action in the context of a minority set-asideprogram in federal highway construction. In the 5–4 opinion,the Court held that a reviewing court must apply strictscrutiny analysis for all race-based affirmative action programs,whether enacted by a federal, state, or localentity.… [T]he Court explicitly stated “that federal racialclassifications, like those of a State, must serve a compellinggovernmental interest, and must be narrowly tailored tofurther that interest.” …Here, in addition to considerations of race, the Universitybased its employment decision on such criteria as educationalbackground, publishing, teaching experience, andareas of specialization. This satisfies [the previous cases’]commands that race must be only one of several factorsused in evaluating applicants. We also view the desirabilityof a racially diverse faculty as sufficiently analogous to theconstitutionally permissible attainment of a racially diversestudent body.…The University’s affirmative action plan conforms tothe Weber factors [under Title VII]. The University’sattempts to diversify its faculty by opening up positions traditionallyclosed to minorities satisfies the first factor underWeber. Second, the plan does not “unnecessarily trammel theinterests of white employees.” The University’s 1992 AffirmativeAction Report revealed that whites held eighty-seven toeighty-nine percent of the full-time faculty positions. Finally,with blacks occupying only one percent of the faculty positions,it is clear that through its minority bonus policy, theUniversity attempted to attain, as opposed to maintain, a racialbalance.The University’s affirmative action plan … [also] passesconstitutional muster. The University demonstrated that ithas a compelling interest in fostering a culturally and ethnicallydiverse faculty. A failure to attract minority facultyperpetuates the University’s white enclave and further limitsstudent exposure to multicultural diversity. Moreover, theminority bonus policy is narrowly tailored to accelerateracial and gender diversity. Through its affirmative actionpolicies, the University achieved greater racial and genderdiversity by hiring Makoba and Farmer. Of note is thefact that Farmer’s position is a direct result of the minoritybonus policy.Although Farmer contends that she was more qualifiedfor Makoba’s position, the search committee determinedthat Makoba’s qualifications slightly exceeded Farmer’s.The record, however, reveals that both candidates wereequal in most respects. Therefore, given the aspect ofsubjectivity involved in choosing between candidates,the University must be given the latitude to make itsown employment decisions provided that they are notdiscriminatory.[The court then rejected Farmer’s claim that the 1991amendments to Title VII prohibit affirmative action.]… we conclude that the jury was not equipped tounderstand the necessary legal basis upon which it couldreach its factual conclusions concerning the legality of theUniversity’s affirmative action plan. Moreover, the undisputedfacts of this case warranted judgment in favor ofthe University as a matter of law. Therefore, even if thejury had been properly instructed, the district court shouldhave granted the University’s motion for judgment notwithstandingthe [jury’s] verdict. Reversal of the jury’s verdicton the Title VII claim is therefore in order.The University … has adopted a lawful race-consciousaffirmative action policy in order to remedy the effects of amanifest racial imbalance in a traditionally segregated jobcategory.…Chapter 6 » Title VII of the Civil Rights Act and Race Discrimination 145The affirmative action plan in the previous case was a voluntary plan; that is, it was notimposed upon the employer by a court to remedy a finding of illegal discrimination. Theaffirmative action plans in the Weber, Johnson, and Wygant cases were also voluntaryplans. Title VII specifically mentions affirmative action as a possible remedy available under§706(g)(1). In Local 28, Sheet Metal Workers Int. Ass’n. v. EEOC,26 the Supreme Court heldthat Title VII permits a court to require the adoption of an affirmative action program toremedy “persistent or egregious discrimination.” The Court in U.S. v. Paradise27 upheld theconstitutionality of a judicially imposed affirmative action program to remedy race discriminationin promotion decisions by the Alabama State Police.ethical DILEMMAYou are the human resource manager for Wydget Corporation, a small manufacturingcompany. Wydget’s assembly plant is located in an inner-city neighborhood,and most of its production employees are African Americans and Hispanics, as well assome Vietnamese and Laotians who live nearby. Wydget’s managers are white maleswho sometimes have difficulty relating to the production workers. The board of directorsof Wydget is considering whether to establish a training program to groom productionworkers for management positions, targeting women and minorities in particular. TheCEO has asked you to prepare a memo to guide the board of directors in its decisionabout the training program. Should you establish such a program? How can youencourage minority employees to enter the program without discouraging the whiteemployees? What criteria should be used for determining admission into the trainingprogram? Address these issues in a short memo, explaining and supporting yourposition.The University has aggressively sought to achieve morethan employment neutrality by encouraging its departmentsto hire qualified minorities, women, veterans, and handicappedindividuals. The minority bonus policy, albeit anunwritten one, is merely a tool for achieving cultural diversityand furthering the substantive goals of affirmative action.For the reasons discussed above, the University’s affirmativeaction policies pass constitutional muster. Farmerhas failed to raise any material facts or law which wouldrender the University’s affirmative action policy constitutionallyinfirm.…Young and Rose, JJ., concur.Springer, J., dissenting [omitted]Case Questions1. Why did the University adopt its affirmative actionplan and the “minority bonus policy”?2. How was Farmer injured or disadvantaged under theUniversity’s affirmative action plan?3. How does the Court here apply the Weber test forlegality of affirmative action under Title VII to thefacts of this case? Explain your answer.4. According to the Court here, how does the constitutional“strict scrutiny” test apply to the facts of the case here? Explain your answer.Background Between 1989 and 1991, only one percent of the Universityof Nevada’s full-time faculty were black, while eighty-sevento eighty-nine percent of the full-time faculty werewhite; twenty-five to twenty-seven percent of the full-timefaculty were women. In order to remedy this racial imbalance,the University instituted the “minority bonuspolicy,” an unwritten amendment to its affirmative actionpolicy that allowed a department to hire an additional facultymember following the initial placement of a minoritycandidate.In 1990, the University advertised for an impendingvacancy in the sociology department. The announcementof the position vacancy emphasized a need for proficiencyin social psychology and mentioned a salary range between$28,000.00 and $34,000.00, dependent upon experienceand qualifications. The University’s hiring guidelinesrequire departments to conduct more than one interview;however, this procedure may be waived in certain cases.Yvette Farmer was one of the three finalists chosen by thesearch committee for the position but the Universityobtained a waiver to interview only one candidate, JohnsonMakoba, a black African male. The department chairrecalled that the search committee ranked Makoba firstamong the three finalists. Because of a perceived shortageof black Ph.D. candidates, coupled with Makoba’s strongacademic achievements, the search committee soughtapproval to make a job offer to Makoba at a salary of$35,000.00, with an increase to $40,000.00 upon completinghis Ph.D. This initial offer exceeded the advertised salaryrange for the position; even though Makoba had notaccepted any competing offers, the University justified itsoffer as a method of preempting any other institutions fromhiring Makoba. Makoba accepted the job offer. Farmer wassubsequently hired by the University the following year;the position for which she was hired was created underthe “minority bonus policy.” Her salary was set at$31,000.00 and a $2,000.00 raise after completion of herdissertation.Farmer sued the University and Community CollegeSystem of Nevada (“the University”) claiming violationsof Title VII of the Civil Rights Act, the Equal Pay Actand for breach of an employment contract. Farmer allegedthat despite the fact that she was more qualified, the Universityhired a black male (Makoba) as an assistant professorof sociology instead of her because of the University’saffirmative action plan. After a trial on her claims, the trialcourt jury awarded her $40,000 in damages, and the Universityappealed to the Supreme Court of Nevada. Theissue on appeal was the legality of the University’s affirmativeaction plan under both Title VII and the U.S.Constitution.Steffen, Chief Justice… Farmer claims that she was more qualified for the positioninitially offered to Makoba. However, the curriculumvitae for both candidates revealed comparable strengthswith respect to their educational backgrounds, publishing,areas of specialization, and teaching experience. The searchcommittee concluded that despite some inequalities, theirstrengths and weaknesses complemented each other; hence,as a result of the additional position created by the minoritybonus policy, the department hired Farmer one yearlater.…The University contends that the district court made asubstantial error of law by failing to enter a proposed juryinstruction which would have apprised the jury that TitleVII does not proscribe race-based affirmative action144 Part 2 » Equal Employment Opportunityprograms designed to remedy the effects of past discriminationagainst traditionally disadvantaged classes. The Universityasserts that the district court’s rejection of the proposedinstruction left the jury with the impression that all racebasedaffirmative action programs are proscribed.…Farmer … asserts that the University’s unwritten minoritybonus policy contravenes its published affirmative action plan.Finally, Farmer alleges that all race-based affirmative actionplans are proscribed under Title VII of the Civil Rights Actas amended in 1991; therefore, the University discriminatedagainst her as a female, a protected class under Title VII.Tension exists between the goals of affirmative actionand Title VII’s proscription against employment practiceswhich are motivated by considerations of race, religion,sex, or national origin, because Congress failed to providea statutory exception for affirmative action under Title VII.Until recently, the Supreme Court’s failure to achieve amajority opinion in affirmative action cases has producedschizophrenic results.…United Steelworkers of America v. Weber is the seminalcase defining permissible voluntary affirmative action plans[under Title VII].… Under Weber, a permissible voluntaryaffirmative action plan must: (1) further Title VII’s statutorypurpose by “break[ing] down old patterns of racial segregationand hierarchy” in “occupations which have beentraditionally closed to them”; (2) not “unnecessarily trammelthe interests of white employees”; (3) be “a temporarymeasure; it is not intended to maintain racial balance, butsimply to eliminate a manifest racial imbalance.” …Most recently, in Adarand Constructors, Inc. v. Pena, theSupreme Court revisited [the issue of the constitutionalityof] affirmative action in the context of a minority set-asideprogram in federal highway construction. In the 5–4 opinion,the Court held that a reviewing court must apply strictscrutiny analysis for all race-based affirmative action programs,whether enacted by a federal, state, or localentity.… [T]he Court explicitly stated “that federal racialclassifications, like those of a State, must serve a compellinggovernmental interest, and must be narrowly tailored tofurther that interest.” …Here, in addition to considerations of race, the Universitybased its employment decision on such criteria as educationalbackground, publishing, teaching experience, andareas of specialization. This satisfies [the previous cases’]commands that race must be only one of several factorsused in evaluating applicants. We also view the desirabilityof a racially diverse faculty as sufficiently analogous to theconstitutionally permissible attainment of a racially diversestudent body.…The University’s affirmative action plan conforms tothe Weber factors [under Title VII]. The University’sattempts to diversify its faculty by opening up positions traditionallyclosed to minorities satisfies the first factor underWeber. Second, the plan does not “unnecessarily trammel theinterests of white employees.” The University’s 1992 AffirmativeAction Report revealed that whites held eighty-seven toeighty-nine percent of the full-time faculty positions. Finally,with blacks occupying only one percent of the faculty positions,it is clear that through its minority bonus policy, theUniversity attempted to attain, as opposed to maintain, a racialbalance.The University’s affirmative action plan … [also] passesconstitutional muster. The University demonstrated that ithas a compelling interest in fostering a culturally and ethnicallydiverse faculty. A failure to attract minority facultyperpetuates the University’s white enclave and further limitsstudent exposure to multicultural diversity. Moreover, theminority bonus policy is narrowly tailored to accelerateracial and gender diversity. Through its affirmative actionpolicies, the University achieved greater racial and genderdiversity by hiring Makoba and Farmer. Of note is thefact that Farmer’s position is a direct result of the minoritybonus policy.Although Farmer contends that she was more qualifiedfor Makoba’s position, the search committee determinedthat Makoba’s qualifications slightly exceeded Farmer’s.The record, however, reveals that both candidates wereequal in most respects. Therefore, given the aspect ofsubjectivity involved in choosing between candidates,the University must be given the latitude to make itsown employment decisions provided that they are notdiscriminatory.[The court then rejected Farmer’s claim that the 1991amendments to Title VII prohibit affirmative action.]… we conclude that the jury was not equipped tounderstand the necessary legal basis upon which it couldreach its factual conclusions concerning the legality of theUniversity’s affirmative action plan. Moreover, the undisputedfacts of this case warranted judgment in favor ofthe University as a matter of law. Therefore, even if thejury had been properly instructed, the district court shouldhave granted the University’s motion for judgment notwithstandingthe [jury’s] verdict. Reversal of the jury’s verdicton the Title VII claim is therefore in order.The University … has adopted a lawful race-consciousaffirmative action policy in order to remedy the effects of amanifest racial imbalance in a traditionally segregated jobcategory.…Chapter 6 » Title VII of the Civil Rights Act and Race Discrimination 145The affirmative action plan in the previous case was a voluntary plan; that is, it was notimposed upon the employer by a court to remedy a finding of illegal discrimination. Theaffirmative action plans in the Weber, Johnson, and Wygant cases were also voluntaryplans. Title VII specifically mentions affirmative action as a possible remedy available under§706(g)(1). In Local 28, Sheet Metal Workers Int. Ass’n. v. EEOC,26 the Supreme Court heldthat Title VII permits a court to require the adoption of an affirmative action program toremedy “persistent or egregious discrimination.” The Court in U.S. v. Paradise27 upheld theconstitutionality of a judicially imposed affirmative action program to remedy race discriminationin promotion decisions by the Alabama State Police.ethical DILEMMAYou are the human resource manager for Wydget Corporation, a small manufacturingcompany. Wydget’s assembly plant is located in an inner-city neighborhood,and most of its production employees are African Americans and Hispanics, as well assome Vietnamese and Laotians who live nearby. Wydget’s managers are white maleswho sometimes have difficulty relating to the production workers. The board of directorsof Wydget is considering whether to establish a training program to groom productionworkers for management positions, targeting women and minorities in particular. TheCEO has asked you to prepare a memo to guide the board of directors in its decisionabout the training program. Should you establish such a program? How can youencourage minority employees to enter the program without discouraging the whiteemployees? What criteria should be used for determining admission into the trainingprogram? Address these issues in a short memo, explaining and supporting yourposition.The University has aggressively sought to achieve morethan employment neutrality by encouraging its departmentsto hire qualified minorities, women, veterans, and handicappedindividuals. The minority bonus policy, albeit anunwritten one, is merely a tool for achieving cultural diversityand furthering the substantive goals of affirmative action.For the reasons discussed above, the University’s affirmativeaction policies pass constitutional muster. Farmerhas failed to raise any material facts or law which wouldrender the University’s affirmative action policy constitutionallyinfirm.…Young and Rose, JJ., concur.Springer, J., dissenting [omitted]Case Questions1. Why did the University adopt its affirmative actionplan and the “minority bonus policy”?2. How was Farmer injured or disadvantaged under theUniversity’s affirmative action plan?3. How does the Court here apply the Weber test forlegality of affirmative action under Title VII to thefacts of this case? Explain your answer.4. According to the Court here, how does the constitutional“strict scrutiny” test apply to the facts of thecase here? Explain your answer.

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Syllable summary Answers 1Bids 1Other questions 10

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I need a summary for my college writing class as basic as possible (using common and basic vocabulary and grammar) because I am international beginner English student I need it after 6 hours  After reading the Syllabus, write a 300-word summary in your own words about it’s key points.  The syllabus   Course Description: Instruction in the college writing process, with intensive practice in writing clear, logical, and persuasive prose, stressing focus, content, organization, style and conventions in argument. Students must pass with a final grade of “C” to fulfill the liberal arts curriculum requirements. The Student Guide to Writing at Cedar Crest College states, “Your Wr1-1 course will introduce you to the experience of writing-as-a-process in college learning.  You’ll study the work of both professional writers and your classmates, draft your own essays that try different techniques of engaging your reader, and revise your drafts to understand how you might most improve upon your writing.” Required texts:  1. They Say/I Say: The Moves That Matter in Academic Writingwith Readings by Gerald Graff and Cathy Birkentein, 3rd edition. New York: W.W. Norton, 2010. 2. The Pocket Wadsworth Handbook by Laurie G. Kirszner and Stephen R. Mandell, 7th Boston: Thomson Higher Education, 2011. (See www.dianahacker.com/resdoc for an online research and documentation style guide.) 3. Nickel and Dimed, On (Not) Getting by in America, by Barbara Ehrenreich, Picador, New York, 2001. 4. Assorted Handouts that will be distributed during the semester. 5. The pamphlet “Writing at Cedar Crest College: A Student’s Guide,”2016-2017.Recommended materials: 1. Flash drive (portable USB memory device).2. A college-level dictionary of recent vintage, such as Merriam-Webster’s Collegiate Dictionary, 11th You may find a thesaurus handy too. (See www.m-w.com for online versions.)3. Pocket folder or 3-ring binder to hold all course papers (syllabus, handouts, drafts, revisions, final graded papers & exercises). Course Goals: Upon completion of their WRI-1 class, students should be able to:1. Use critical reading and writing strategies as a way of inquiring, understanding, and thinking about a subject.2. Use writing to communicate their own understanding of a subject while integrating and distinguishing their ideas from those of others.3. Analyze other writers’ arguments by locating and evaluating their claims, the ways in which they support those claims, and how they address counterarguments and alternative points of view.4. Focus on a writing task’s purpose by clearly articulating an insightful claim (or series of claims) and drawing upon sound reasoning, specific and pertinent evidence, illustrative examples, and relevant authorities to express and develop those ideas.5. Draw upon and use a variety of rhetorical forms, genres, and structures as appropriate to the expectations of audience and the demands of a writing task.6. Understand that there are differences between academic writing styles in the humanities, natural sciences, and social sciences (the MLA, CSE, and APA, for instance). These differences include citation methods and procedures for incorporating quotation, paraphrase, and summary of source material, but also matters such as organization, style, tone, vocabulary, and format.7. Utilize research skills and appropriate technologies in effectively addressing a writing assignment to locate, evaluate, analyze, and synthesize both primary and secondary sources.8. See that successful writing often takes several drafts, and develop strategies for generating and revising ideas and the language to express them, along with editing and proofreading practices to ensure readability.9. Critique their own and others’ writing and ideas, as well as understand the collaborative and social contexts in which writing takes place.10. Prepare a manuscript of professional quality and format, while controlling readability conventions in spelling, grammar, mechanics, and syntax. Honor Philosophy: The Cedar Crest Honor Philosophy states that students shall uphold community standards for academic and social behavior to preserve a learning environment dedicated to personal and academic excellence. It is based upon the principle that, as a self-governing body, students have the ability to create an atmosphere of trust and support.  Within this environment, individuals are empowered to make their own decisions, develop personal regard for the system under which they live, and achieve a sense of integrity and judgment that will guide them through life. Academic Honesty & Plagiarism: Plagiarism is stealing someone else’s intellectual work. Any time you use someone else’s written thoughts without attributing those thoughts to their author – either in paraphrase or word-for-word (as in cutting and pasting) – you are PLAGIARIZING. It’s fraudulent and the worst academic offense. So, DON’T DO IT! If you are caught plagiarizing any part of a paper, you will get an F for that paper. If you are caught plagiarizing a SECOND TIME you will FAIL THE COURSE depending on the severity of the offense. All cases of academic misconduct will be kept on record with Cedar Crest College’s Provost Office. Cedar Crest College formally defines plagiarism as an act of academic misconduct in the following way:“Plagiarism is the act, intentional or not, of misrepresenting the work, research, language, or ideas of another person (published or unpublished) as one’s own. An assignment or part of an assignment that fails to acknowledge source material through an appropriate academic discipline’s citation conventions for quotation, paraphrase, and summary also constitutes plagiarism.” Class Attendance & Participation: Successful writing by its nature is an interactive process, so your regular attendance of class is crucial to your doing well in Writing 100.  According to the Student Guide, accumulating “three absences in a class that meets twice a week … may result in a lowered grade.  If a student misses the equivalent of ¼ of the class meetings (… four in the one-meeting-a-week sequence…), the student will receive a final grade of F.”  In addition, there will be penalties for missing assignment deadlines (see the Instructional Plan below).Participation in the class means more than just showing up.  You are expected to contribute to class discussions, provide construction peer review feedback on your classmates’ rough drafts, and complete all assignments on time.  Participation in the class can amount to 10 percent of your grade (30 points).Classroom behavior:Respect for everyone in the classroom is essential for a positive learning environment. Disruptive and disrespectful conduct will not be tolerated and will affect your grade. Disruptive behavior includes, but is not limited to: Arriving late or leaving early, sleeping in class, texting or using a cell phone or other electronic device, completing work for another class, using computers for non-classroom activities, insulting other members of the class.INSTRUCTIONAL PLANSince Writing 100 is a first-year composition course, most class time will be spent engaged in the writing process – prewriting, writing, and revision. Specific instructional activities will include lecture, discussion, writing exercises, small group interaction and collaboration, peer reviews, online research and student presentations. In addition, I will hold conferences with you twice during the semester to discuss your progress.Assignments: For each of the first three Units of this class you will be required to write one minor 2.5-to-3-page paper dealing with that unit’s central discussion question. Each of these papers will focus on a different style or mode of writing. You will also write one 300-word summary, one 300-word personal response, and two 250-word journal entries during each of the first three units. The summaries and responses will deal with the course’s central reading assignments. The summaries, responses, and longer papers will be subject to drafting, peer review, and revision. As much of this work as possible will be done in class. The journal entries, which will be written in class, will deal with writing issues and personal assessments. These are intended to be frank examinations of the journal topic that will be between only the writer and the instructor. Each of the three major unit papers are designed to lay the groundwork both in content and writing styles for the final unit’s culminating paper – 5-to-6-page assignment. There will only be this paper and one journal entry during the final unit.  For the semester this comes to 3 summaries, 3 responses, 7 journal entries, 3 800-word (minimum) papers, and 1 1,200-word (minimum) research paper.Deadlines: When rough drafts of summaries, responses, and longer papers are due, you are expected to have them ready to be peer reviewed. The feedback that peer review provides is essential to learning how to write effectively.  It helps you to learn whether you are effectively communicating your thoughts to others.  If you miss this process, it will be your responsibility to get your paper peer reviewed at the Writing Center so you can revise the paper by its due date. Summaries and responses will be graded after the first revision. Minor papers will be graded twice. After you revise based upon your peer reviews, I will give you a “soft” grade and my comments.  If you’re satisfied with the “soft” grade, you can accept it, or you can revise for a higher grade based upon my comments.  You will have one week after receiving the “soft” grade and my comments to revise for a better grade.  That time period will be determined by the date of the class the paper is returned to you.  If you miss the final deadlines, your grade will be reduced by 5 points for each class it is late. NO PAPER WILL BE ACCEPTED IF IT IS MORE THAN 2 CLASSES LATE.  That means a zero for that assignment.Portfolio: You will be expected to keep all your course papers in a binder or folder for reference. Earlier writing in the semester can become the building blocks for assignments later in the semester, but if you can’t find them, you won’t be able to use them.  So keep a portfolio of your work and important course papers such as the syllabus for reference throughout the course.Assignment Format:  All papers are to be typewritten, double-spaced, using 12-point Times New Roman font. Use 1-inch margins top, sides, and bottom (except for page numbers which should be ½ inch from the top right corner of each page). Each paper should have your name, instructor’s name, class & section, and date in the upper left corner of the first page. Double spaced and centered below that should be the title for the paper. Page lengths for assignments will not include such things as cover pages and Works Cited pages. By the end of the semester you will be expected to use standard academic styles and citation protocols (MLA, APA, CSE) in your papers. These styles can be found in The Cengage Handbook and by using the Purdue OWL or Modern Language Association links under the Pages tab.Grades: Your grade will be determined on a 300-point scale. Each of the assignments will be worth the following:Participation                                     30 points3 Summaries                                   15 points each = 45 points3 Responses                                      15 points each = 45 points7 Journal Entries                               5 points each = 35 points3 Minor Papers                              25 points each = 75 points1 Research Paper                                   70 points                                                                Total                                                    300 pointsFinal semester grades will be based on the following are the point cut-offs:280 points = A                 240 points = B-              180 points = D270 points = A-                230 points = C+                179 points & below = F260 points = B+               220 points = C250 points = B                 210 points = C-WRI 001 College Writing Studio: College Writing Studio is a supplemental writing lab for WRI-1 courses, providing extended workshop time and basic writing instruction in grammar, sentence and paragraph structures, and essay coherence. Cedar Crest places students in the studio based upon college entrance exams, SAT verbal scores, and your first-week writing sample. If you are placed in the studio, please consult your college schedule for the day, time, and location of the studio’s meetings. See the syllabus section on “Submitting Assignments, Deadlines, and Lateness” for possible extensions on unit papers for studio students. Class Cancellation: If Cedar Crest’s campus is open, you should expect our class meetings to be held. If troublesome weather threatens to close the campus and thus cancel class, you should refer to Cedar Crest’s Inclement Weather Hotline at 610-606-4629 for notification.College Policy Regarding Learning Disabilities:  Students with documented disabilities who may need academic accommodations should discuss these needs with their professors during the first two weeks of class.  Students with disabilities who wish to request accommodations should contact the Learning Center.Class ScheduleThis schedule is offered as a guide and is subject to change as circumstances warrant.Unit 1 – Weeks 1-4Definition: What is the American Dream?During this Unit you will read the introduction and first section of Nickel and Dimed plus selected readings in They Say, I Say and some grammar reviewWeek 1 – Jan. 17 – Introductions. Review Syllabus. Writing sample.Readings: Intro & Part 1 pp. 1-51 of They Say, I Say, First section of Nickel & Dimed, Handout #1, and articles “What’s Up With the American Dream” and “Inequality has been going on forever.’  pp. 535-548 in They Say, I say.Writing assignments: Syllabus Summary. First Summary. Homework: Introduction & Chaps. 1,2 & 3 of They Say, I Say.  Assigned Chaps. in The Pocket Wadsworth.Week 2 – Jan. 24 – Discuss readings. Peer review & revise First Summary. Pre-writing of First                                         Response Paper.Readings: Handout #2, Part 2, pp. 35-101 in They Say, I Say, “RIP, the Middle Class: 1946-2013” on p. 549 in They Say, I Say, and start reading second section of Nickel & Dimed.Writing assignments:  Peer review & revise First Response Paper. Draft response on first section of Nickel and Dimed and “American Dream: Dead or Alive’ p. 610. First Journal Entry. Start drafting First Minor Paper (Definition). First Summary Paper due.Week 3 – Jan. 31 – Discuss readings. Peer review First Minor Paper. Grammar exercises.            Readings: Finish second section of Nickel & Dimed. Part 3 of They Say, I Say, pp. 105-159, and ‘Blue Collar Brilliance,’ p. 272.            Writing assignments: Finish First Minor Paper. First Response Paper Due.Week 4 – Feb. 7 – Discuss readings & do grammar exercises. Write Second Journal in class.Readings: Handout #3, Part 4 of They Say, I Say, pp. 163-201, and rest of second section of Nickel & Dimed.Writing assignments: Draft Second Summary. First Minor Paper due.Unit 2 – Weeks 5-8Comparison & Contrast: What is a good job?  How do you know when you have one? What sort of jobs have you had and what kind do you want? How will an education help you?During this unit you will read the second section of Nickel and Dimed and selected readings from They Say, I Say.Week 5- Feb. 14 – Discuss readings. Grammar exercises. Write Third Journal in class.            Readings: Handout #4, finish second section of Nickel & Dimed and “Confronting Inequality…’ p. 561 in They Say, I Say.            Writing assignments: Draft Second Summary.Week 6- Feb. 21 – Discuss readings. Peer review Second Summary. Draft Second Response            Readings: MLA section of Pocket Wadsworth and ‘Should Everyone Go to College?’ p. 208 in They Say, I Say.            Writing assignments: Finish Second Response Paper. Second Summary due.Week 7 – Feb. 28 – Academic citation/formatting review. Peer review Second Response Paper. Write Fourth Journal in class.            Readings: Continue reading Nickel & Dimed. ‘American Remains the World’s Beacon of Success’ p. 618 in They Say, I Say.            Writing assignments: Draft Second Minor Paper. Second Response due.Spring Break – March 6-10 – No classesWeek 8 – March 14 – Discuss readings. MLA exercises. Peer review Second Minor Paper.            Readings: Handout #4, start reading third section of Nickel & Dimedand ‘What’s killing poor white women?’ p. 591 in They Say, I Say.            Writing assignments: 300-word Research Proposal. Second Minor Paper due.Week 9 – March 21 – CONFERENCES – review progress & Research Paper proposals.Unit 3 – Weeks 9-12Cause & Effect: Does the employment shape us or do we shape it?You will finish reading the third section of Nickel and Dimed and selected readings from They Say, I Say.Week 10 – March 28 – Discuss readings. Write Fifth Journal in class.            Readings: Finish Nickel & Dime and read ‘Bring on More Immigrant Entrepreneurs’ on p. 623 in They Say, I Say. Do research for final paper.            Writing assignments: Draft Third Summary. Start working on Research PaperWeek 11 – April 4 – Peer review & revise Third Summary. Draft Third Response in class.            Readings: Finish Nickel & Dimed and read ‘King’s Dream Remains an Elusive Goal’ on p. 627 in They Say, I Say. Do research for final paper.            Writing assignments: Write Sixth Journal. Third Response Paper due.Week 12 – April 11 – Peer review & revise Third Minor Paper.            Readings: Review MLA section in Pocket Wadsworth. Read ‘Does Texting Affect Writing?’ on p. 361 in They Say, I Say.            Writing assingments: Draft Research Papers. Third Minor Paper due.  Unit 4 – Weeks 13-14Finishing the Research PaperWeek 13 – April 18 – Workshop on Research Papers.            Readings: None.            Writing assignments: Finish Research PaperWeek 14 – April 25 – Write 7th Journal Entry in class. Research Paper due.Classes end Mon., April 30

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This is a discussion with 1 answer for each PART not one answer. I need up to date references.200 words for each part. There is an assignment under the discussion with instructions.Answers 1Bids 1Other questions 10

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THIS IS THE DISCUSSION PART PLEASE READ AND FOLLOW INSTRUCTIONS PUT EACH ANSWER UNDER EACH PART.’Risk and Return’  Please respond to the following:* From the e-Activity, determine whether stock prices are affected more by long-term or short-term performance. Week 4 e-Activity Use the Internet to research instances where a company’s stock prices are affected more by long-term or short-term performance. Be prepared to discuss.Provide one (1) example of the effect that supports your claim.* From the scenario, value a share of TFC’s stock using a growth model method and compare that value to the current trading price of a share of TFC. Determine whether the stock is undervalued or overvalued. Provide a rationale for your response  FIN534 Week 4 Scenario Script: The CAPM and Market Efficiency andValuing Common StocksSlide #Scene/InteractionNarrationSlide 1Scene 1Opening slide Slide 2Scene 2•      Don and Linda in Parking Lot Before Work•      Show Strayer banner•      End of scene FIN534_4_2_Don-1:     I see you are here bright and early as usual.  You and your intern have been doing fabulous work.  We are looking for someone like your intern to come on board, but I would like to see your intern work on some more projects before we consider extending an offer. FIN534_4_2_Linda-1:      Of course, I understand Don.  So far, our intern has done excellent work.  Strayer University is really teaching its students well. Our intern has seemingly learned the concepts taught in class and has been able to apply here on the job.Slide 3Scene 3•      Don and Linda in front of TFC•       •      Go to next slide FIN534_4_3_Linda-1:   Don, you mentioned some more work? FIN534_4_3_Don-1:  Yes, Linda.  Since TFC went public, we have always considered our stockholder risk averse, as they want to see their investment grow but without a lot of risk. Based on the ratio analysis you showed me, it seems we have been doing just that.  However, this expansion project is not revealing the same picture.  When Joe talks to our investors, he wants to be able to explain why this project is good for TFC’s future even though financially, it may not seem like the best move.  With that, I would like you and your intern to come up with the expected rate of return that our investors are currently benefiting from their equity.  This will also be our required rate of return for the project, as we have to give the investors a return on their investment.  FIN534_4_3_Linda-2:Sounds great Don. Let’s go inside.  I am going to meet the intern in the conference room to discuss our next project.Slide 4Scene 4•      Linda In conference room•      Show CAPM acronym•      Equation on slide TFC’s Required Rate of Return = Risk-free rate + Risk premium•      Go to next slide FIN534_4_4_Linda-1:  I just met with Don and he has given us another project.  He asked that we calculate TFC’s expected rate of return, which is also the required rate of return for our stockholders. In order to do that we are going to use the Capital Asset Pricing Model, or CAPM.  With the help of the Security Market Line, or SML, we will use inputs to calculate the required rate of return.  In general the required rate of return for TFC will be a risk-free rate plus some additional market premiums.  When we put it all together, we will come up with our required rate of return. FIN534_4_4_Linda-2: Our formula can be thought of as the required rate of return for TFC is equal to the risk-free rate plus a risk premium for TFC’s stock.Slide 5Scene 5•      In conference room•      List components and equation•      RTFC = rRF+ betaTFC x RPM•      Linda discusses the variablesGo to next slideFIN534_4_5_Linda-1:   In order for us to calculate the required rate of return, let’s go over all the components of the calculation.   FIN534_4_5_Linda-2:   First, let’s look at the Risk-free rate.  This is simply the rate on riskless securities and is commonly measured by the yield on long term U.S. Treasury bonds.  It is based in the understanding that the U.S. government will not default on their obligations so the bonds are considered risk free. FIN534_4_5_Linda-3:   Next is the Market Risk Premium, or RP sub M. The Market Risk Premium can be thought of as the additional risk that comes with investing in a non-government security. This is that extra risk premium that is put on any security that is above the risk-free rate.  From an investor’s standpoint, they want a premium on any investment that is not risk-free because they will be assuming the risk and the trade off is the higher the risk, the higher the return demanded.  The RP sub M is the difference between what the market is returning and the risk free rate. FIN534_4_5_Linda-4:   And lastly is Beta, which is a measure of how much TFC’s risk would contribute to a well diversified portfolio.  Typically stocks have a beta between zero point four and zero point six.Slide 6Scene 6•      Still in conference room with paper on table•      Linda makes a phone call (get sound effect of phone dialing)•      Go to next slide FIN534_4_6_Linda-1:     Now that we have our variables, let us determine what the expected value is.  Before we do that, we need to call the Accounting Department to get some numbers from them, such as the beta for TFC and the risk free and market rates. (Linda makes a phone call) FIN534_4_6_Linda-2:  This is Linda who is working on the expansion project and we would like to know the long-term U.S. Treasury bond rate, market portfolio rate, and TFC’s beta. (Pause) Thank you. (Linda hangs up) FIN534_4_6_Linda-3:   (makes a quick laugh) It is something how once you mention the expansion project everyone stops what they are doing and gives you what you need. FIN534_4_6_Linda-4:  Accounting said that the long term bond rate is three percent, the market rate is eighteen percent and TFC’s calculated beta is point eight. FIN534_4_6_Linda-5:   I am going to the Accounting Department to personally thank them. While I am gone, can you calculate the required rate of return based on this data? Slide 7Scene 7Check Your Understanding:•      Calculate Rates here•      Can we have student slide scenario to dollar amount?•      Go to next slide(1) Linda would like you to calculate the required rate of return for TFC’s stock given that the long term bond rate is three percent, the market rate is eighteen percent and TFC’s calculated beta is point 8. Student calculates rate here and other scenarios. (2) What would happen if the beta would change to .6 (point 6) and all other values are the same?         (3) What would happen if the U.S. long term bond rate was 2% and all other values are the same? (1) Correct Answer = 15%. •      If get wrong:  Nice try  To calculate the CAPM you need to use the formula RTFC = rRF+ betaTFC x RPMWhen the risk free rate is .03, market rate is .18 and beta is .8   (2)Correct Answer = 12% •      If get wrong:  Nice try  To calculate the CAPM you need to use the formula RTFC = rRF+ betaTFC x RPMWhen the risk free rate is .03, market rate is .18 and beta is .6    (3)Correct Answer = 14.80% •      If get wrong:  Nice try, but remember to calculate the CAPM you need to use the formula RTFC = rRF+ betaTFC x RPMWhen the risk free rate is .02, market rate is .18 and beta is .8                    Slide 8Scene 8•      Move into Linda’s office•      Next slideFIN534_4_8_Linda-1:    Great work!  Your calculations show that TFC’s required rate of return is fifteen percent, which is also the expected rate of return that investors want.  Our investors have been really good to us so it is nice that we are giving them a strong return.  The issue is…, can we give them that desired return? As we saw with our financial analysis, this project will really affect our cash basis, so a lot of analysis is needed before rendering a decision. FIN534_4_8_Linda-2:    Also, keep in mind that the CAPM is not perfect.  For example, Beta is an estimated number and there can be changes in rates.  However, this measurement gives us a benchmark based on the available information. (Phone rings – Don on the line) FIN534_4_8_Linda-3:    Hello Don.  We calculated fifteen percent for the required rate of return.  (Pause)Yes, it was the intern who did the terrific analysis.(Pause)Another request?  Sure what would you like us to do? (A few seconds go by…….) Okay we will get right on it FIN534_4_8_Linda-4:     Don would like us to go further with this work and calculate TFC’s stock price.  This is the internal price which may be different from what the market price of TFC’s stock price.  Don is on his way to the conference room to further explain what he needs.[JL1] Slide 9Scene 9 – ·         Don and Linda in room  FIN534_4_9_Don-1:     Hello again.  The required rate of return you calculated is very important to us as it tells what our shareholders can expect to receive as a return on their investment.  Using this rate, we can also determine what we feel is TFC’s value per share of stock. If we are going to stay competitive in the fitness center industry, we have to make sure our price is valued as it should.  There are many ways to value stock.  We have decided to use the Constant Growth Model. Note that we have not valued our stock yet because we did not have a required rate of return.  Thanks to your hard work we now have that rate and will be using it in the Constant Growth Model. FIN534_4_9_Linda-1:      Don, you are so right about not valuing our stock.  We always have done our business work on a small scale, but since we may be undertaking this big expansion project, we have also decided to revise our business practices.  So not only are we reviewing the financial side of the expansion project, we are also reviewing what we are doing as a business in regard to administration.  This expansion project will only make TFC stronger. FIN534_4_9_Don-2:      You are correct Linda.  We want to become stronger all around.  But first, we need to look at the value of TFC.  Let us look at some of the variables for determining the share price.Slide 10Scene 10•      Don and Linda in conference room, different part of room•      Put factors on screen – roll them out•      Stock Price (Psub0) = Dsub 0 times (1 plus dividend rate) all divided by (rate of return minus the dividend rate)•       •      Next screenFIN534_4_10_Don-1:      As I mentioned before, the Constant Growth Model is the preferred choice for valuing our stock.  There are many ways to value a stock but we have chosen this model because of a number of factors.  The key to this valuation process is to understand that the value of TFC will be found by taking the present value of all future cash flows. FIN534_4_10_Don-2:      Our first factor for choosing this method centers on dividends.  Over the years we have been kind to our investors by providing a flat ten dollar dividend amount.  In the financial world this variable is usually labeled D sub zero.    FIN534_4_10_Don-3:      Our second factor is our growth rate, signified by “g”.  This is the rate that we expect dividends to grow.  It has been decided that since we are undertaking this big expansion project and considering how loyal our investors have been to us, it is time to increase the dividend rate.  We plan to have dividends grow at the rate of ten percent each year.  Again, we feel that keeping a strong shareholder base is important.  The increase in dividends will enable investors to receive a constant return on their investment. FIN534_4_10_Don-4:      Our third factor has already been completed by you and it is the required rate of return, which you calculated to be fifteen percent. FIN534_4_10_Don-5:      Using the Constant Growth Model, the formula of stock value for TFC equals dividend today times one plus the growth rate all divided by the required rate of return minus the growth rate.   FIN534_4_10_Linda-1:       Thanks, Don.  I think this is a good formula for our intern to use. Slide 11Scene 11•      CYUNext Slide Using all the information that you calculated and what Don said, what is the value of TFCs stock as of today? Correct answer is $220.  Great job.  Using the Constant Growth Model you would use the dividend in year one divided by the required rate of return minus the growth rate •      Incorrect – Nice try.  Using the Constant Growth Model you would take Dividends in year one, which is $11 ($10*(1 + .10) and divide that by (.15-.10) or .05  Slide 12Scene 12•      Show stock market on TV  or reports on market in conference room FIN534_4_12_Linda-1:       Great job as always.  Two hundred and twenty dollars is what the value of TFC’s stock should be at today.  Don, do you have the most recent trading information on TFCs stock price as of today? FIN534_4_12_Don-1: Yes.  You know I always have my electronic devices tuned into the stock market.  As of now, TFC is trading at two hundred twenty dollars and sixty five cents.  I guess you can say we are efficient!   (they all laugh) Slide 13Scene 13 •      Check Your Understanding – Have student calculate the Price of a share of stock for TFCFrom the information given below, what would the stock price be for TFC based on the following information?  (Justin can you give choices here for them? 1) Dividend today = $10; Growth Rate = 12%;  Required Rate of Return = 15% Answer = $373.33 2) Dividend today = $10; Growth Rate = 0%;  Required Rate of Return = 15% Answer = $66.67 3) Dividend today = $10; Growth Rate = 8%;  Required Rate of Return = 15% Answer = $154.29Incorrect Feedback:  Remember the Constant Growth Model formula is equal to Today’s Dividend times (1 + Growth Rate) all divided by (Required Rate of Return – Growth Rate)     Slide 14Scene 14•      Linda Speaks about how growth rate affects stock price•      Linda moves to another spotNext SlideFIN534_4_14_Linda-1: Great work again.  As you can see, with all else constant the growth rate can really affect the price of a share of stock.  That is why it was important for TFC to establish a dividend growth rate.  Also, when the stock price calculated is compared to the market price, decisions can be made as to whether or not they are undervalued or overvalued.  FIN534_4_14_Linda-2: Besides the Constant Growth Model, there are other valuation models, but in many of the instances they all are about cash flows.  Here we are concerned about cash as that can be the driving force for many business decisions.Slide 15Scene 15•      Summary Slide – CAPM and Valuing Stocks FIN534_4_15_Linda-1:   This project took us to a different area of our company.  We calculated a required rate which can also be thought of as the expected return for our investors.  We reviewed how a situational analysis can provide different results and can be used during the decision making process.  After the required rate of return calculation, we then calculated TFC’s share price under the Constant Growth Model.  We again did some situational analyses to see how input changes can really affect business decisions.  That is why it is so important to do a thorough analysis before accepting or rejecting a project.  And that is exactly what we are doing with the TFC expansion project.   I wonder what our next project will be. FIN534_4_15_Linda-2:   Time for exercise!  Let’s go to the gym. Slide 16Scene 16•      Closing slide•      Reminder about weekly discussions. Closing slide THIS IS THE ASSIGNMENT PLEASE READ AND FOLLOW INSTRUCTIONS Fin534 week 4 assignment 2Directions: Answer the following questions on a separate document. Explain how you reached the answer or show your work if a mathematical calculation is needed, or both. Submit your assignment using the assignment link in the course shell. This homework assignment is worth 100 points.   Assume that you are nearing graduation and have applied for a job with a local bank. The bank’s evaluation process requires you to take an examination that covers several financial analysis techniques. Use the following information for Questions 1 through 2:     1. What is the present value of the following uneven cash flow stream −$50, $100, $75, and $50 at the end of Years 0 through 3? The appropriate interest rate is 10%, compounded annually.    2. Suppose that on January 1 you deposit $100 in an account that pays a nominal (or quoted) interest rate of 11.33463%, with interest added (compounded) daily. How much will you have in your account on October 1, or 9 months later?    Use the following information for Questions 3 and 4:  A firm issues a 10-year, $1,000 par value bond with a 10% annual coupon and a required rate of return is 10%.    3. What is the yield to maturity on a 10-year, 9% annual coupon, $1,000 par value bond that sells for $887.00? That sells for $1,134.20? What does a bond selling at a discount or at a premium tell you about the relationship between rd and the bond’s coupon rate?    4. What are the total return, the current yield, and the capital gains yield for the discount bond in Question #3 at $887.00? At $1,134.20? (Assume the bond is held to maturity and the company does not default on the bond.)

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