aditijha

aditijha

Lv10

ADITIUniversity of Delhi - DU

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Always up for a challenge. Let's tackle this semester head-on!

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Project Management2History13Law2Management1English33Philosophy4Anthropology6Astronomy1Business7Marketing1Science6Electrical Engineering7Mechanical Engineering1Prealgebra1Sociology1Geography2Nursing2Psychology2Communications2Ethics5Information Technology7Algebra18Engineering4Geometry1Computer Science23Accounting30Calculus13Biology19Mathematics24Statistics2Physics4Finance31Economics29Chemistry53
Human anatomy and physiology are two interconnected fields of study that focus...
Financial planning is a comprehensive process that involves creating a roadmap...

Your firm is considering a new three-year project. You know that the

unlevered cost of equity for firms with a similar risk as your target is 8%. At the end of the

project, all available funds are distributed to equity and debt holders. Use the following

financial statements to answer the questions on the next page:

 

Year

0

1

2

3

Income statement

 

 

 

 

Sales

 

$175,000

$175,000

$175,000

COGS

 

$26,250

$26,250

$26,250

Depreciation

 

$100,000

$100,000

$100,000

EBIT

 

$48,750

$48,750

$48,750

Interest payment on debt

 

$9,000

$9,000

$9,000

Profit Before tax

 

$39,750

$39,750

$39,750

Taxes

 

$21,863

$21,863

$21,863

Profit after tax

 

$17,888

$17,888

$17,888

Dividends

 

$17,888

$17,888

$17,888

Retained earnings

 

$0

$0

$0

 

Balance Sheet

 

 

 

 

Cash and Mark. Sec.

$0

$100,000

$200,000

$300,000

Current Assets

$0

$0

$0

$0

Fixed Assets

 

 

 

 

   At cost

$300,000

$300,000

$300,000

$300,000

   Acc. Depreciation

$0

$100,000

$200,000

$300,000

   Net Fixed Assets

$300,000

$200,000

$100,000

$0

Total Assets

$300,000

$300,000

$300,000

$300,000

 

 

 

 

 

Current liabilities

$0

$0

$0

$0

Debt

$150,000

$150,000

$150,000

$150,000

Stock

$150,000

$150,000

$150,000

$150,000

Acc. Ret. Earn.

$0

$0

$0

$0

Total liab.and equity

$300,000

$300,000

$300,000

$300,000

 

  1. a) How large an equity investment does the project require upfront?

 

  1. b) How much equity is recovered at the end of the project?

 

  1. c) Show the cash to and from equity holders for the entire project. Don’t forget

about dividends, initial, and terminal equity flows. Actual cash, not free cash flow!

 

Year

0

1

2

3

Total cash flows to equity

 

 

 

 

 

 

  1. d) Based on the cash flows in part c, what is the IRR for the equity holders?

 

 

  1. e) What is the present value of the tax shield for this three-year project?

Remember, this is not a perpetuity, it’s a three-year project.

 

  1. f) Is this a good project for shareholders?
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Please help I really need it done by tomorrow!

Tv show Is Ginny and Georgia

Read a script from a TV show and analyze the development, structure, and what it communicates about society. Support your analysis with academic research.

Checkpoint 1: TV Script Analysis

Cognitive Skill:

Development

Structure

Analyze an episode of a TV show by reading and annotating the script. Look at:

the development of characters and plot

the structural elements of the script

what the show reflects about society

Conduct academic research that supports your analysis of the show. The writing you do in this Checkpoint contributes to the presentation/website you build in Final Product 1: Show Analysis Presentation.

For this Checkpoint, you receive feedback on the Cognitive Skills: Development and Structure.

Information About the Show

TV Show Title (and link to script if available):

Network or Streaming Platform show is from:

Genre: Genre:

Synopsis of the Episode:

Message of the show:

Analysis of the Show

Portrayal and Analysis of the Characters:

Quote(s) from research:

Explain your quote(s).

Connect your quote(s) to your character analysis.

Analysis of the structure of the TV episode:

Quote(s) from research:

Explain your quote(s).

Connect your quote(s) to your analysis of the structure.

How does TV affect or influence society?

How does society influence TV?

Quote(s) from research:

How does your research support your analysis of TV’s influence on society/society’s influence on TV?

Citations

Cite your Sources:

Checkpoint 2: Script Analysis Presentation Draft

Cognitive Skill:

Multimedia in Communication

Using your work from Checkpoint 1, draft out the slides of your presentation (or pages of a website) for your Script Analysis Presentation, the final draft of which will be your Final Product 1.

For this presentation, you need to include the following:

A title page

Synopsis and information about the episode you analyzed

A section on your analysis of the characters and depiction of the characters. Be sure to include evidence from an academic journal or article to support your analysis.

A section on your analysis of the structure of the episode. Be sure to include evidence from an academic journal or article to support your analysis.

A concluding section on how TV is influential to society/how society influenced your TV show

Works cited

Supporting images/media throughout

For this Checkpoint you receive feedback on the Cognitive Skill Multimedia in Communication.

Make as many copies of the slide/page planning boxes as needed. Not every slide needs to have an image.

Slide/Page 1 Text

Slide/Page 1 Image/Media

Slide/Page 2 Text

Slide/Page 2 Image/Media

Slide/Page 3 Text

Slide/Page 3 Image/Media

Slide/Page 4 Text

Slide/Page 4 Image/Media

Slide/Page 5 Text

Slide/Page 5 Image/Media

Slide/Page 6 Text

Slide/Page 6 Image/Media

Slide/Page 7 Text

Slide/Page 7 Image/Media

Slide/Page 8 Text

Slide/Page 8 Image/Media

Slide/Page 9 Text

Slide/Page 9 Image/Media

Slide/Page 10 Text

Slide/Page 10 Image/Media

Checkpoint 3: Letter to the Network Planning

For this Checkpoint, explain your TV show idea and create an argument on why your show is appealing and/or has the potential to positively influence society. Be sure to support your argument with evidence. This argument becomes the basis of your letter for Final Product 2: Letter to the Network.

You receive feedback on the Cognitive Skill Argumentative Claim.

About your Show

Original TV Show Idea Title

Original TV Show Idea Synopsis

Your Argument

Argumentative Claim (Thesis and subclaims)

Evidence from Research

Cite your Source(s)

Explanation of research and connection to your argument

 Checkpoint 4: Letter to the Network Draft

Cognitive Skills:

Organization

Communicating Accurately and Precisely

Using your work in Checkpoint 3, write the draft of a letter to a television network or streaming service to convince them to produce your script. In this letter pitch your show idea and make an argument as to how and why your show is appealing and will have a positive influence on society. Be sure to format your letter as a business letter and that your ideas are well organized.

Your work in this Checkpoint becomes the draft for your Final Product 2: Letter to the Network.

You receive feedback on the Cognitive Skills Organization, and Communicating Accurately and Precisely.

Cognitive Skill:

Narrative

Directions:

Write a scene (or the entire script!) for your TV show idea that you pitched in your Final Product 2: Letter to the Network. This Checkpoint becomes the draft for your Final Product 3: Original TV Script. Your final draft for Final Product 3 needs to be in script format.

Analyzing "Ginny & Georgia" Through a Script Let's analyze an episode of "...

here is the reading:

The document "What Is It We Do When We Write Articles Like This . . ." by Michael Kleine delves into the intricacies of academic research and writing processes, employing a mix of narrative, empirical research, and reflective analysis. The document unfolds in a structured and reflective manner, beginning with Kleine's introspective nightmare vision of students in the library and culminating in pedagogical implications and questions for discussion. Through interviews with eight professors from diverse academic disciplines, Kleine seeks to understand their research and writing processes, emphasizing the recursive, personal, and rich nature of academic writing. He proposes a hunting/gathering model of the research-writing process, highlighting the heuristic nature of research and the need for genuine reading and diverse research experiences. Kleine advocates for building genuine research communities in classrooms and embracing flexible, resourceful approaches to writing across the curriculum. Ultimately, he underscores the transformative potential of writing and the importance of understanding what academic writers truly do.

Kleine's document is structured in a way that reflects the recursive and personal nature of academic writing. It begins with a vivid narrative of a nightmare vision in the library, setting the stage for the exploration of research and writing processes. Kleine then presents his pedagogical implications, advocating for a hunting/gathering model, genuine research communities, and flexible, resourceful approaches to academic writing. Throughout the document, Kleine weaves in reflective insights from his own academic writing process, emphasizing the transformative and knowledge-generating potential of writing.

The central theme of the document revolves around the complex, recursive, and personal nature of academic writing. Kleine's emphasis on the heuristic nature of research and the need for genuine reading and diverse research experiences underscores the richness and diversity of academic writing processes. Furthermore, his advocacy for building genuine research communities in classrooms and embracing flexible, resourceful approaches to writing across the curriculum underscores the transformative potential of writing. Ultimately, Kleine's document offers a nuanced understanding of academic writing and research, emphasizing the need for genuine inquiry, flexible approaches, and the transformative power of writing.In summary, Michael Kleine's document "What Is It We Do When We Write Articles Like This . . ." offers a reflective, introspective, and insightful exploration of academic research and writing processes. Through narrative storytelling, empirical research, and reflective analysis, Kleine underscores the recursive, personal, and transformative nature of academic writing. His advocacy for flexible, resourceful approaches and the transformative potential of writing underscores the rich and diverse landscape of academic writing processes. 


Now the guidelines:In response to Michael Kleine's inquiry, "What is it we do when we write articles like this one -- and how can we get students to join us?" please provide your response.These are intended to encourage reflection on both the text's meaning and your comprehension of it.
 Here are the questions: 

1-What distinguishes a hunter from a gatherer when performing research?

2-What does it mean to look for patterns in sources and to sort through them rhetorically?

3-For Kleine, what constitutes a "genuine research community"?

4- What does it mean to extend an invitation to students to take part in various research projects?

5-How can Kleine help us with our research question for this English course, in your opinion?

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