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Finance London Stock Exchange Investment Opportunities Questions

Finance London Stock Exchange Investment Opportunities Questions.

I’m working on a finance multi-part question and need support to help me learn.

InstructionStudents have to answer task 1, and two out of three other tasks, and provide the procedure of workings.Each student is assigned a listed company on London Stock Exchange (Please check the Canvas)Word limit of this assignment is (1400 – 1500) words excluding references and tables. Task 1: Project Appraisal Magnolia-hardware company is considering expanding its highly successful online game franchise to the ”Board Game” or ”Trading Cards” environment. The company has decided that it will invest in one project but not both. Consider the following cash flows of the two mutually exclusive projects. Assume the discount rate for Magnolia-hardware is 8 per cent.1.Calculate the payback period and discounted payback period of these two projects. [10 marks]2.Calculate the NPV of these two projects. [10 marks]3.Draw the NPV profile of these two projects in the same graph. [10 marks]4.Considering the above results, explain critically which project do you choose? [10 marks]Task 2: Investment Opportunities Mr Adam is 25-year old. He recently received £25,000 from his parents and wants to invest this fund for at least 20 years. He has a job with saving of£500 per month. He comes to you as his financial advisor seeking for investment advice.1.Provide a list of potential investments opportunities for Mr. Adam. [15 marks]2.Considering his age and financial condition, what is your financial advice? [15 marks] Hint: consider different investment options in money and capital market.Task 3: Cost of Capital The activities of Tesco are financed by both debt and equity.You are required to collect the following information and calculate the weighted average cost of capital (WACC) of Tesco.Market Cap of Tesco. [5 marks]What is the weighted average cost of capital (WACC) of Tesco? (Hint: according to IG market, the average of recent yearly returns of FTSE100 as proxy of UK market is 7.5%; UK corporate tax rate is 19%). [10 marks]2.Long-term Debt of Tesco. (From the recent released balance sheet of company) [5 marks]3.Beta of Tesco as measure of systematic risk. [5 marks]4.10-year Bond rate of UK government as proxy of risk-free rate. [5 marks]Task 4: Risk and Return Extract the weekly price of assigned company to you and FTSE250 for one year and show the results of the following items:1.Show the weekly return of the company and FTSE 250 in the same graph. What is your interpretation of the change of return of the companycomparing with the market index? [15 marks]2.Calculate the weekly standard deviation and return for both the company and FTSE 250. What is your interruption of the risk and return ofthe company comparing with the market index? [15 marks]check the attached files for more information
Finance London Stock Exchange Investment Opportunities Questions

What are the challenges to the inclusion of children with those difficulties and how can they be overcome? Introduction The DSM-V (APA, 2013) has recently revised the diagnosis of learning disability into a single category, specific learning disabilities (SLD), in order to emphasise the fact that children tend to experience general difficulties in academic abilities and that such difficulties are inter-related. SLD in DSM-V are classified under neurodevelopmental disorders and it is stated that a diagnosis is dependent on impairment in the child’s learning using specific academic skills such as reading, writing or arithmetic, which then disrupt further academic learning (Tannock, 2014). Typically, children are recognised as having a difficulty in certain areas of learning when they begin formal education, the difficulties can occur in different cultural groups and without interventions can persist into adulthood (Tannock, 2014). One area of difficulty experienced by children is dyslexia which occurs predominately in the domain of reading in the English language. Dyslexia mainly involves a problem when learning the correspondence between letters and sounds (Rose 2009; Snowling, 2013). Therefore the aspect of SLD to be focused on in the following essay will be dyslexia, the challenges encountered with this impairment and ways in which the challenges may be addressed. Specific Learning Disabilities The diagnostic criteria for SLD in the DSM-V, involves firstly an overall diagnosis of SLD and secondly the identification of specifiers. The specifiers identify the key characterisation of the disorder in the three academic domains of reading, writing and arithmetic. The diagnosis also involves a child demonstrating one of six symptoms over a 6 month period, which is persistent despite receiving any intervention strategies. Furthermore, the child’s abilities in the academic domain are below those of other children of the same age and cause disruption in academic and everyday activities (APA, 2013). In order to be diagnosed with SLD other conditions, for example, other neurological conditions or psychological issues must be excluded (APA, 2013). The key difference for a diagnosis of a learning disorder is the change from specific subtypes (reading disorder, mathematics disorder and written expressive disorder) in DSM-IV to one overarching condition (SLD) in DSM-V. One component of SLD is dyslexia, although terms such as dyslexia or dyscalculia are no longer used in the same way as they were previously in DSM-IV (Tannock, 2014). Inclusive Education Warnock, Norwich and Terzi (2010) define inclusive education as providing each child with an opportunity to be educated in a mainstream school. One of the central principles of inclusive education is that each child’s needs are assessed and there is flexibility to respond to their differences and individual requirements. In the UK, the aim is to educate all children with different needs in mainstream schools, including those children with SLD. The rationale behind this philosophy is that segregating children with special educational needs (SEN) from their typically developing peers does not prepare them for adult life when they will be expected to integrate into society (Fisher, Roach, and Frey, 2002). Furthermore, inclusive education aims to develop tolerance and understanding towards others and promote social cohesion (O’Gorman and Drudy, 2011). Children with SEN are defined as having ‘a significantly greater difficulty in learning than the majority of children his age’ (Department for Education and Science, DfES, 1981, p.1). Each child should be assessed by professionals to determine the level of support required which is detailed in a statement of needs (DfES, 1981). Inclusive education should include ‘children of all backgrounds irrespective of gender, religion, class, ethnicity or any other characteristic’, thereby including children with diverse types of SEN (O’Gorman and Drudy, 2011, p.4). However, one challenge faced by all children with SEN is that they are not a homogenous group and some children do not thrive in an inclusive environment and may instead experience less stress and anxiety in a specialist school environment (Cigman, 2007). As suggested by Lewis and Norwich (2005), inclusive education is not just assimilating children with SENs into a mainstream schools; instead, the emphasis should be on ‘developing an education system in which equity is striven for and diversity is welcome’ (Lewis and Norwich, 2005, p.xi). Dyslexia There are a number of definitions of dyslexia, all of which include a similar theme of difficulties in reading ‘accurately and with fluency’ (Hulme and Snowling, 2009, p.37). According to Rose (2009), dyslexia is a continuum of disorders ranging from mild to severe and is not related to the IQ of an individual. Rose also supports the DSM-V perspective of SLD not being separate categories but being inter-related with other impairments in motor co-ordination, attention, working memory and organisational skills. Dyslexia, as mentioned previously is characterised by an inability to recognise a relationship between sounds, letters and words, which is known as phonological awareness (Hulme and Snowling, 2009). It is important to distinguish between children who are poor readers, as they can also demonstrate difficulties in phonological awareness. Poor readers may have difficulties because of poor pre-school literacy or perhaps if they are from families where English is not the first language used. However, children with dyslexia additionally show a core difficulty of word decoding which affects spelling and oral language skills (Snowling, 2013). Challenges facing children with SLD and Dyslexia There are a number of challenges that face children with SLD and although they are not a homogenous group, the issues they face can be common to all children who have SEN. First, not all children are happy in an inclusive mainstream school. Kavale and Forness (2000) report that historically, children with SEN were taught in specialist schools which had small classes and specialist teachers. There was also more differentiation between different types of SEN and therefore a more heterogeneous and individual approach to the children who had certain needs. However, it has also been argued by Kavale and Forness (2000) that there is limited evidence that specialised education is any different to inclusive education in mainstream schools in developing the academic or social skills of SEN pupils. Kerins (2014) found that many children in Ireland with mild-learning disabilities were leaving mainstream schools and transferring to specialised schools. A similar finding of children with SEN leaving mainstream schools for specialist schools is reported by Kelly, Devitt, O’Keeffe and Donovan (2014). A further challenge that can affect many pupils with SEN is bullying by non-disabled peers, which occurred within mainstream schools and also among children in special schools, who were bullied outside of the school environment (Lewis and Norwich, 2005). The findings in Lewis and Norwich’s (2005) study are supported by Frederickson (2010), who found that children with SEN were typically not accepted, frequently rejected and tended to be the victims of bullying more often than typically developing children. In order to overcome the challenge of bullying, Frederickson (2010) found that positive and supportive peer relationships developed if the impairment was severe and obvious; often learning disorders are not obvious, particularly if they are mild SLD. It was also found that older peers were more accepting if they understood the nature of the special needs, although schools were found to be reluctant to discuss pupil’s SEN as they were concerned about labelling. Frederickson (2010) argues that positive relationships can develop between pupils with SEN and typically developing pupils if the school promotes respect and emphasises caring relationships. Norwich and Kelly (2004) investigated the views of children aged between 10 and 14 who had statements for moderate learning difficulties. It was found that the majority of mainstream children preferred to receive support away from other children, which may have been related to the very high rate of bullying reported by the children. In examining the more specific challenges faced by children with dyslexia, these include the failure of adults, such as parents and teachers, to detect and recognise the signs that indicate the child is failing in their ability to read (Snowling, 2013). If interventions are not implemented early, the child may become frustrated and unmotivated at school, developing a low self-esteem (Snowling, 2013). There will usually be a number of difficulties in many areas of their academic life and education that can continue into adulthood. A study undertaken by Nugent (2007) examined the parental perspectives of the education of their children with dyslexia in three different educational environments in Ireland – namely, special schools, separate specialist units within schools and resources in mainstream schools. The results of the postal questionnaire indicated that parents had positive perceptions of all three areas of provision. However, there was greater support by the parents for the specialist services in special schools and units than the provision in mainstream schools. Addressing the Challenges The importance of early identification can be addressed by assessing pre-school children’s language skills, and early recognition of letters and the sounds of different letters (Snowling 2013). There also appears to be a genetic component to dyslexia as it is often seen in different members of the same family (Nash, Hulme, Gooch and Snowling, 2013). In their study, Nash et al. explored the literacy skills of preschool children at family risk from dyslexia in comparison to a group of typically developing children of the same age and a third group of children with other language deficits. Both groups of children at risk from language impairment showed phonological deficits and, there was an overlap for both language conditions, further supporting the more generalised classification of SLD found in the DSM-V. Screening pre-school children is expensive and therefore it is important that teachers are able to identify when a child is failing to respond to effective teaching methods – particularly in relation to the progress of children who are the same age (Snowling, 2013). The type of teaching methods include provision for children who may be slow learners and who are provided with the opportunity to catch-up with their peers. However, Rose (2009) argues that intervention strategies that are used with poor readers or slow learners do not provide evidence of improvement in the reading ability of children with dyslexia. If a child fails to achieve a certain level with early intervention strategies they can receive additional individual support. This can be monitored as children are assessed at regular intervals during their formal education (Snowling, 2013). Rose (2009) argues that intervention strategies for children with dyslexia must be highly structured, systematic and implemented regularly so there is that constant reinforcement and the generalisation of reading skills. O’Gorman and Drudy (2011) report that the positive attitudes of teachers towards children with SEN is an important factor in the success of their education. Attitudes of teachers towards pupils with SEN tend to reflect the severity of the disorder and the role of the special educational needs co-ordinator (SENCo) is highly relevant to the successful inclusion of children with SEN in UK mainstream schools. Conclusion Children with learning disabilities do not tend to experience one specific learning disability. The DSM-V (APA, 2013) reflects this perspective by categorising learning difficulties as one group (SLD), which appears to be necessary because impairments often overlap and children can experience difficulties in more than one area. Snowling (2013) and Rose (2009) support the DSM-V perspective that dyslexia is a multi-faceted disorder. There are a number of challenges for children with dyslexia. If the condition is not diagnosed early when the child is young and which enables interventions to be implemented, this can have a negative effect for the future of the child. Children can experience a lack of motivation and low self -esteem which can affect their educational achievement and also have a negative affect when they are adults. Snowling (2013) therefore stresses the importance of early detection and early intervention strategies for children at risk from dyslexia, particularly if there is a family history (Nash et al. 2013). In general, children with SLD can experiencing bullying (Lewis and Norwich, 2005; Frederickson 2010) and it has been found recently that many children with SEN have left mainstream schools in preference for specialist schools (Kelly et al. 2014; Kerins, 2014). These findings may also be related to the bullying of SEN pupils by their typically developing peers. Not all children thrive in inclusive mainstream schools, although the principles of inclusive education are to help a child achieve their full potential during their formal education and also to facilitate tolerance and an inclusive community. References American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders, 5th edition. Arlington, VA: American Psychiatric Association. Cigman, R. (2007). Included or Excluded? The Challenge of the Mainstream for some SEN Children. Oxford: Routledge. Department for Education and Science, DfES (1981). Education Act. London: Her Majesty’s Stationary Office, DfES Fisher, D., Roach, V., and Frey, N. (2002). Examining the general programmatic benefits of inclusive schools. International Journal of Inclusive Education, 6(1), 63-78. Frederickson, N.L. (2010). Bullying or befriending? Children’s responses to classmates with special needs. British Journal of Special Education, 37(1), 4-12. Hulme, C. and Snowling, M. (2009). Developmental Disorders of Language Learning and Cognition, Chichester: Wiley-Blackwell. Kavale, K.A. and Forness, S.R. (2000). History, rhetoric, and reality. Remedial

Kirkwood Community College Organizational Culture and Ethical Values Responses

Kirkwood Community College Organizational Culture and Ethical Values Responses.

I’m working on a business Discussion and need an explanation to help me learn.

How do we collect cultural data that is valid and in an ethical manner?Data collection occurs in all of our lives on a daily basis. The informal ways we collect data are certainly not as obvious as more formal data collection processes, but we are still actively collecting data in our day-to-day lives. In chapter 13 Schein shares some ways that culture is deciphered from the outside through data collection. These data collection methods don’t necessarily indicate what the culture is in its entirety, but they begin to paint a helpful picture for an outsider. These ways are: -Visit and observe-Identify artifacts and processes that are puzzling-Ask insiders why things are done that way-Identify espoused values that are appealing and ask how they are implemented within the organization-Look for inconsistencies and ask what really determines day-to-day behavior(Schein, 2017, p. 256).These methods are generally observational, and not regarded as unethical.In chapter 14 Schein goes into detail discussing more formal methods of data collection, such as surveys and Software-as-a-Service. There are many issues with formal surveys that might yield inaccurate information. Different employees might interpret questions in different ways, employees might not be honest for fear of retribution, or the questions being asked might not have the ability to glean relevant information (Schein, 2017). When more formal data collection methods are utilized, there seems to be much more room for invalid information to be presented, or for the collection process to be unethical. Intentional steps can, and should, be taken to ensure that when surveys are used for data collection that they are used appropriately and with the potential for ethical issues in mind.Schein, E.H., Schein, P. (2017). Organizational Culture and Leadership. (5th ed). Hoboken, NJ: John Wiley & Sons, Inc.
Kirkwood Community College Organizational Culture and Ethical Values Responses

Ashford University Basic Times of Occupation and Abandonment Discussion

assignment writer Ashford University Basic Times of Occupation and Abandonment Discussion.

I’m working on a History question and need support to help me study.

All the instruction for this assignment are in the file attachment.First, identify the basic times of occupation and abandonment using the pottery data, datable artifacts and C-14
dates provided. By “times,” I mean continuous episodes of people occupying the site, which may extend across
several archaeological periods. For example, “The site was occupied continuously between the Late Pleonastic
and Middle Chiastic Periods, based on the presence of wheel-made pottery with red spirals on pale surface,
white circles on dark surface, and white rectangles on dark surface in Strata X, Y, and Z. It was abandoned
during Late Chiastic Period ….” Indicate briefly what evidence leads you to your conclusions. You do NOT
need to regurgitate all of the evidence given for each stratum. Second, identify any probable buildings and what
features belong to them (these might include walls and floors between walls), any graves, or other features
evident in the sectional diagram and with what latest period they are associated; if a more specific latest
terminus post quem than a whole period is possible because of a more specifically datable item associated with
it, provide that as well for any graves, buildings, or other features that you have identified. Third, answer the
specific questions below.
Ashford University Basic Times of Occupation and Abandonment Discussion

American Intercontinental University IMC Plan Project

American Intercontinental University IMC Plan Project.

This is your final IMC plan. You will use content from the first 4 Individual Projects to complete the submission. This will be presented to the client, be persuasive in your recommendations.Include at least 3 media from the following:Broadcast AdvertisingPrint AdvertisingOutdoor/Out-of-Home AdvertisingSales PromotionDirect Marketing (traditional)Interactive Marketing (New Media)Public relations (PR)Personal SellingPart 1: Media Choice 1Why was it chosen? What objectives will it achieve?Advantages/drawbacksDetail the media plan: What forms will be used, when, and how often?Who will it target?Creative concept (headline, copy, visual elements)Note: You are encouraged to reuse content submitted for Units 1–4 Individual Projects. This section of the paper should be 2 pages in length.Part 2: Media Choice 2Why was it chosen? What objectives will it achieve?Advantages/drawbacksDetail the media plan: What forms will be used, when, and how oftenWho will it target?Creative concept (headline, copy, visual elements)Note: You are encouraged to reuse content submitted for Units 1–4 Individual Projects. This section of the paper should be 2 pages in length.Part 3: Media Choice 3Why was it chosen? What objectives will it achieve?Advantages/drawbacksDetail the media plan: What forms will be used, when, and how oftenWho will it target?Creative concept (headline, copy, visual elements)Note: You are encouraged to reuse content submitted for Units 1–4 Individual Projects. This section of the paper should be 2 pages in length.Your assignment should contain a cover page, an abstract page and a reference page in addition to the body. The body of the paper should be 6 pages in length, starting with a brief 1-paragraph introduction and ending with a short conclusion. The entire submission will be 9–11 pages in length.
American Intercontinental University IMC Plan Project

Competition among airlines: Air Mauritius

Competition among airlines: Air Mauritius. CHAPTER 1 1.0 Introduction The Air Mauritius was created in the year 1967 which helped connecting our small island to the rest of the world. The company now has direct flights throughout Africa, Australia, Asia and Europe which sums up to around 20 regional and international destinations (Air Mauritius, 2013). Voted best Airline in the Indian Ocean (according to the World Travel Awards, 2013), the company represents Mauritius and is the only airline company of the country till date, hence its flag carrier. The latter boasts to give unique, high quality services and a special attention to its customers (Air Mauritius, 2013). According to its Annual Report 2012/2013, the company currently has 2,340 employees, 12 aircrafts in their fleet serving 19 destinations. Having had a turnover of EUR 450 Million, Air Mauritius offered 1.8 Million seats but carried only 1.3 Million passengers and had only 10,080 number of flights during the 2012-2013 period (Air Mauritius Annual Report 2012-2013). These statistics show that 500,000 seats remained unsold which might be due to the recession affecting our main tourist market; Europe. However, Air Mauritius has slowly recovered from major losses in the previous years. In the 2011-2012 period, the company accounted for a net loss of EUR 29.4 Million but for the current period of 2012-2013, there was only a net loss of EUR 2.5 Million (Air Mauritius Annual Report 2012-2013). Making losses is always bad for business but the recovery was amazing and we hope to see more of it in the upcoming years. Even though Air Mauritius recovered from losses, the company was not able to match the sales and revenue of previous years which proves the fact that the company is losing some of its customers. The company is partly owned by the government with 51% shares and 41% going to the shareholders. They all have a major role to play in order to protect the national flag carrier from stiff competition and the current economic crisis. It is very crucial for Air Mauritius to preserve its customers and attract new markets because the tourism industry heavily depends on it. The tourism industry is the main revenue generating industry in Mauritius and by being the only flag carrier; Air Mauritius plays an important role in the success of this economic pillar. Most of the tourists come to the island by air and we all want them to use Air Mauritius instead of coming through our fierce competitors like Air France, British Airways and Emirates. Air Mauritius is currently negotiating with Air France for a strategic partnership since the negotiations have failed with Emirates (, 2013). Now that the company is focusing more on the Asian market, Air Mauritius is developing new strategies to increase the capacity of passengers to and from China, Singapore and Kuala Lampur (CAPA, 2013). The company also increased the frequency of flights mainly to China and India in order to attract tourists from the current profitable target market of the tourism industry. In February 2013, the government of Mauritius and the Republic of Maldives have both signed a bilateral agreement which aims to target the Chinese market, especially with destinations like Beijing and Hong Kong where both the Air Mauritius and Mega Maldives Airlines will offer direct services (, 2013). In mid-2012, Air Mauritius has formed a codeshare partnership with Air Austral which has had some financial difficulties just likes our own flag carrier. The codeshare partnership helped to restoring the Mauritius-Perth route several times per week (CAPA, 2013). Both Air Mauritius and Air Austral agree that Australia is a great potential destination for growth. A flag carrier is very important for countries that have it. It represents the image of the country but most importantly, it provides preferential rights, privileges and facilitates certain agreements with other countries. The government of Mauritius has recently decided to go towards an open sky policy for its flag carrier instead of sticking with the old limited sky policy. They are trying to imitate Emirates which has its success thanks to the open sky policy (Hough, 2013). This will prove to be successful for Mauritius only when sales at Air Mauritius are boosted again and there are more tourist arrivals. The local government has a forecast of 1 million tourist arrivals for the current year of 2013, which represents an increase of about 2.5% compared to last year (, 2013). However this will not be possible without the help of Air Mauritius since most of these tourists will rely on air travel to come here and they may opt for other rival airline companies because of flight prices. Air Mauritius plays a major role in the economy of Mauritius and helped the tourism industry grow throughout its operational years and this is still an on-going process despite the company is suffering an economic turmoil (Prayag, 2007). The company’s fleet consists only of Airbus aircraft fitted with modern equipment and is it approved by the European Aviation Safety Agency. On-board the Air Mauritius, there are many services like the inflight entertainment, meals, duty free sales and magazines. The on-board menu consists mainly of the Mauritian cuisine but draws its inspiration from all around the world offering Asian, Indian and European flavours. The company also has certain strict no-pork and no-beef policies and even have special meals for needy people, like the diabetic meal for example (Air Mauritius, 2013). On its official website, the company describes the various types of meals that it can offer to its passengers. Some of these are the vegan meals, vegetarian meals, kosher meals, low-fat meals, child meals, baby meals and much more. This is quite an interesting strategy to satisfy customers and make them feel that they are well taken care of at Air Mauritius. Furthermore, the on-board entertainment includes popular Hollywood and Bollywood movies and documentaries to watch. There are various types of music to listen to and there are also some games for avid gamers or children. There exist two classes of travel with Air Mauritius; the Economy class and the Business class. In the economy class, the company boasts to have large passenger space with a 79cm pitch which provides a comfortable and relaxing flight experience (Air Mauritius, 2013). It is not an important factor which customers are concerned about but it is good to know that the economy class has a seating configuration of 2-4-2 layout with two final rows of 2-3-2 for a total of 265 economy seats (The Sydney Morning Herald, 2010). This setting is mainly for the Airbus A340E and of course there are certain various depending on the model of the aircraft. Seating arrangements in the business class have recently been upgraded with new lie-flat seats on the Airbus A340 and A330 (Air Mauritius, 2013). These seats provide the passengers with some privacy and better comfort than the previous ones. They are large enough to accommodate any type of person. Its functions are well in grasp of the passenger thanks to a remote control. The lie-flat seats also come with a massage option. Air Mauritius offers different flight check-in options for its customers. One may check in online on their official website and at the Sir Seewosagur International Airport or at various other airports like the Paris Charles de Gaulle, London Heathrow, Beijing Capital International Airport and much more. They also have a premium check-in reserved for business class passengers available at every airport. On its website, the company offers adequate accurate information about the check-in process and offers even FAQs to help out lost customers. These customers will also get help from Air Mauritius staff either at the head office found in Port Louis or at the SSR International Airport whenever they feel the need to. The Amédée Maingard Lounge is the principal lounge of Air Mauritius at the airport terminal. The lounge offers assistance from staff, booksCompetition among airlines: Air Mauritius