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Home Assignment; Finance


Form 31: Home Assignment Cover Sheet

Quality Manual Version 5.1 2014-15

Students’ Names and IDs:

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Course Code and Title: BUS 4243 International Trade and Finance
Assessment Weight and Title: 20% Written Group Project
Submission Deadline: Friday 14 April 2017 by 23.59pm via E-mail

Late submission results in losing grades. For every working day delay the maximum grade decreases by 5%, up to a maximum of 35% after a week. Also note, that not following the formatting guidelines an additional 10% may be lost.

Name of the Course Instructor: Dr Nabil Dahdah
Name of the Course Moderator: Dr Panos Thomas

This Assessment and the related Marking Scheme have been pre-moderated and approved by the Course Team Leader/Academic Coordinator of the Business Department according to the following criteria

·         The learning outcomes are covered as indicated in the assessment strategy.

·         The questions are clearly constructed and at an appropriate academic level.

·         The possible marks for each question are clearly stated.

·         The amount of time for the exam is properly allocated.

·         The level of English language is clear and suitable for the course.

·         The marking scheme is clear and detailed

Student’s Score (%):
Academic Format

Reports/Essays submitted must follow the APA (American Psychological Association) the http://owl.english.purdue.edu/owl/resource/560/01/ . Formatting and language contribute exactly ten percentage points to the overall grade.

Warning to Students!

Students must submit their own works as assignments, and they cannot copy anybody’s ideas into their work as their own. Direct reference must be made for every paragraph, even if it is only a summary of ideas from somewhere else. By not directly referencing (or providing only non-specific references) a Student commits plagiarism, i.e. submitting somebody else’s work as his own, and faces the possibility of immediate dismissal from ADMC and from all other Colleges of HCT according to the Academic Honesty Policy of HCT. All assignments must be submitted via LMS, where they are tested by anti-plagiarism software, Safe Assign.

Declaration of the Student

At the moment of submission you confirm that this assignment is your original work, and you have referenced all sources of information according to APA Format. You also confirm that you had fully understood the tasks and assessment criteria before submitting this assignment.

 

Assignment Description

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Each student will track the exchange rates on a given currency pair as per below list and record the closing rates in New York over a period of six months from September 1, 2016  to February 28, 2017, using a reliable Forex website. Excel software may be used to record the data and produce charts.

Students will then work in groups (three students per group) to prepare a report to analyse the major exchange rate movements by identifying and evaluating the impact of various factors (economic, political etc) on these movements. Your report (approx. 3000 words or 1000 words per currency pair) should include an introduction, major movements (opening/closing rates with charts, high/low for the period), events and activities in the Foreign Exchange Market with impact on the currency exchange rates. Reference should also be made to interest rates, balance of payments and monetary policy.

The written report should include a list of references showing the source of literature review and also an executive summary and conclusion with reference to all currency pairs.

 

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Student Name Currency Pair
Ahmed Yousuf Abdul Khaleq Abdulla Alkhoori EUR/GBP

 

 

 

Khalifa Mohamed Abdulrahim Mohamed Alfahim EUR/AUD

 

 

Saif Ahmed Saleh Ahmed Al Messabi CAD/AUD

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Grading Criteria

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CURRENCY MOVEMENTS – Use of Relevant Information (20%)

Currency movements are complete and accurate. Currency movements are reasonably accurate. Currency movements are not complete or accurate.
A A- B+ B C+ C D F
>90 85-89 80-85 75-80 70-74 65-69 60-64 <60

           Knowledge / Understanding / Thinking / Inquiry (70%)

Used the information found to create an excellent analysis that clearly demonstrates high level of understanding of currency movements and various factors affecting them. No clarification is required. Used the information found to create an analysis that clearly demonstrates good level of understanding of currency movements and various factors affecting them. Minor clarification is required. Used the information found to create an analysis that demonstrates poor level of understanding of currency movements and various factors affecting them. Major clarification is required.
A A- B+ B C+ C D F
>90 85-89 80-85 75-80 70-74 65-69 60-64 <60

Report Format & Presentation (10%)

Report is well written and organized by following the required report format. Reference list is included. Report format is not according to guidelines at times. Few spelling or grammatical errors. Reference list is incomplete. Report format is not followed correctly. Lots of spelling and grammatical errors. No reference list is included.
A A- B+ B C+ C D F
>90 85-89 80-85 75-80 70-74 65-69 60-64 <60

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Retirement Planning at J&J Bagel


Retirement Planning at J&J Bagel

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You recently graduated from Suffolk University, and your job search led you to J&J Bagel, Inc.

As you are finishing your employment paperwork, Jerry Chen, one of the co-owners of J&J Bagel,

informs you about the company’s new 401(k) plan.

A 401(k) is a type of retirement plan, offered by many companies. A 401(k) is tax deferred,

which means that any deposits you make into the plan are deducted from your current income, so no

current taxes are paid on these deposits. For example, if your annual salary is $30,000 and you contribute

$1,500 to the 401(k) plan, you will pay taxes only on the $28,500 in income. No taxes will be due on any

capital gains or plan income while you are invested in the plan, but you will pay taxes when you withdraw

the money at retirement. You can contribute up to 15 percent of your salary to the plan. As is common,

J&J Bagel has a 5 percent match program. This means that the company will match your contribution

dollar-for-dollar up to 5 percent of your salary, but you must contribute to get the match. In other words,

if you contribute 5 percent of your $30,000 salary (which is $1,500) towards the 401(k) plan, J&J Bagel

will match your contribution by adding another $1,500 to your plan, so that $3,000 in total will be

contributed to your 401(k) plan.

The 401(k) plan has several options for investments, most of which are mutual funds. As you

know, a mutual fund is a portfolio of assets. When you purchase shares in a mutual fund, you are actually

purchasing partial ownership of the fund’s assets, similar to purchasing shares of stock in a company. The

return of the fund is the weighted average of the return of the assets owned by the fund, minus expenses.

The largest expense is typically the management fee paid to the fund managers, who make all of the

investment decisions for the fund. J&J Bagel uses Imperium Financial Services as its 401(k) plan

administrator.

Jerry Chen then explains the following retirement investment options available for employees:

  1. Company Stock. One option is stock in J&J Bagel. The company is currently privately held. The price

you would pay for the stock is based on an annual appraisal, less a 20 percent discount. When you are

interviewed by the owners, John Benson and Jerry Chen, they informed you that the company stock

was expected to be publically sold in three to five years. If you needed to sell the stock before it

became publicly traded, the company would buy it back at the then-current appraised value.

  1. Imperium S&P 500 Index Fund. This mutual fund tracks the S&P 500 Index. Stocks in the fund are

weighted exactly the same as they are in the S&P 500 Index. This means that the fund’s return is

approximately the return of the S&P 500 Index, minus expenses. With an index fund, the manager is

not required to research stocks and make investment decisions, so fund expenses are usually low. The

Imperium S&P 500 Index Fund charges expenses of 0.20 percent of assets per year.1

  1. Imperium Small-Cap Fund. This fund primarily invests in small capitalization stocks. As such, the

returns of the fund are more volatile. The fund can also invest 10 percent of its assets in companies

based outside of the U.S. This fund charges 1.7 percent of assets in expenses per year.

  1. Imperium Large-Cap Fund. This fund invests primarily in large capitalization stocks of companies

based in the U.S. The fund is managed by Jenna King and has outperformed the market in six out of

the last eight years. The fund charges 1.5 percent in expenses.

  1. Imperium Bond Fund. This fund invests in long-term corporate bonds issued by U.S. companies. The

fund is restricted to investments in bonds with investment grade credit rating. This fund charges 1.4

percent in expenses.

  1. Imperium Money Market Fund. This fund invests in short-term, high credit quality debt instruments,

which include Treasury Bills. As such, the return on money market funds is only slightly higher than

the return on Treasury Bills. Because of the credit quality and short-term nature of the investments,

there is only a very slight risk of negative return. The fund charges 0.60 percent in expenses.

1 The return on a mutual fund after accounting for management expenses is calculated as follows. If a fund charges 2

percent in expenses and it is expected to yield a 10 percent return before expenses, then the return on this fund after

expenses will be (1 + 0.10)×(1 – 0.02) – 1 = 0.078 or 7.8 percent.

QUESTIONS

  1. What advantages/disadvantages do the mutual funds offer compared to company stock for your

retirement investing?

  1. One can assess investment risk by looking forward to how assets are expected to react to a particular

set of circumstances or “states of economy”. Use the following set of assumptions for the coming

year to compute the expected rates of return (before expenses) and the standard deviations for the

mutual funds described above.

Expected Rate of Return (before expenses)

Scenario Probability S&P 500

Index Fund

Small-Cap

Fund

Large-Cap

Fund

Bond

Fund

Money

Market Fund

Recession 20% -12% -30% -10% 18% 2%

Near Recession 10% -8% -20% -6% 14% 3%

Normal 30% 12% 22% 12% 8% 4%

Near Boom 20% 22% 38% 15% -1% 5%

Boom 20% 36% 54% 20% -6% 6%

  1. Given the expected returns calculated for each of the mutual funds above, estimate the betas of these

funds. Assume a risk-free rate of 4 percent and the expected market return equal to the expected

return on the S&P 500 Index.

  1. If you decide to invest your money equally in the Small-Cap and Bond funds, what would your

portfolio’s expected return and risk level (standard deviation and beta) be? (Hint: Adjust mutual fund

returns for management expenses as explained in footnote 1.)

  1. What would happen if you were to put 70 percent of your portfolio in the Small-Cap fund and 30

percent in the S&P 500 Index fund? Would this combination be better for you?

  1. The returns of the Imperium Small-Cap Fund are the most volatile of all the mutual funds offered in

the 401(k) plan. Why would you ever want to invest in this fund? When you examine the expenses of

the mutual funds, you will notice that this fund also has the highest expenses. Will this affect your

decision to invest in this fund?

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Need to write 150-175 words for each question

Task 1 Exploring the General System Development Approaches Based on Module 2

Readings: Textbook Satzinger et al,;Chapter 8 (6ed) or Chapter 10 (7ed), BABOK Chapter 2 Business Analysis Planning and Monitoring, also BABOK part 9.3 Brainstorming

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A “College Education Completion” Methodology

Given that you are reading the testbook, you are probably a college student working on a degree. Think about completing college as a project—a big project lasting many years and costing more than you might want to admit. Some students do a better job managing their college completion projects than others. Many fail entirely (certainly not you), and most complete college late and way over budget (again, certainly not you).

 

As with any other project, to be successful, you need to follow some sort of

 

“college education completion” methodology—that is, a comprehensive set of guidelines for completing activities and tasks from the beginning of planning for college through to the successful completion.

 

Sub-Task 1.1 What are the phases that your college education completion life cycle might have?

 

Sub-Task 1.2 What are some of the activities included with each phase?

 Sub-Task 1.3 What are some of the techniques you might use to help complete those activities?

 

Sub-Task 1.4 What models might you create? Differentiate the models you create to get you through college from those that help you plan and control the process of completing college.

 

Sub-Task 1.5 What are some of the tools you might use to help you complete the models?

 

Task 2 Understanding Project-Oriented Approach in Business Analysis Based on Module 3

 

Read: Textbook Chapter 11 (Satzinger et al)

 

 

Custom Load Trucking

 

It was time for Stewart Stockton’s annual performance review. As Monica

 

Gibbons, an assistant vice president of information systems, prepared for the interview, she reviewed Stewart’s assignments over the last year and his performance. Stewart was one of the “up and coming” systems analysts in the

company, and she wanted to be sure to give him solid advice on how to advance his career. For example, she knew that he had a strong desire to become a project manager and accept increasing levels of responsibility. His desire was certainly in agreement with the needs of the company.

 

Custom Load Trucking (CLT) is a nationwide trucking firm that specializes in the movement of high-tech equipment. With the rapid growth of the communications and computer industries, CLT was feeling more and more pressure from its clients to move its loads more rapidly and precisely. Several new information systems were planned that would enable CLT to schedule and track shipments and truck locations almost to the minute. However, trucking wasn’t necessarily a high-interest industry for information systems experts. With the shortage in the job market, CLT had decided not to try to hire project managers for these new projects but to build strong project managers from within the organization.

 

As Monica reviewed Stewart’s record, she found that he had done an excellent job as a team leader on his last project, where he was a combination team leader and systems analyst on a four-person team. He had been involved in systems analysis, design, and programming, and he had also managed the work of the other three team members. He had assisted in the development of the project schedule and had been able to keep his team right on schedule. It also appeared that the quality of his team’s work was as good as , if not better than, other teams on the project. Monica wondered what advice she should give him to help him advance his career. She was also wondering if now was the time to give him his own project.

 

Sub-Task 2.1Do you think the decision by CLT to build project managers from its existing employee base is a good one? What advice would you give CLT to make sure it has strong project management skills in the company?

Sub-Task 2.2 What kind of criteria would you develop for Monica to use to measure whether Stewart (or any other potential project manager) is ready for project management responsibility?

 

Sub-Task 2.3 How would you structure the job for new project managers to ensure or at least increase the possibility of a high level of success?

Sub-Task 2.4 If you were Monica, what kind of advice would you give Stewart about managing his career and attaining his immediate goal of becoming a project manager?

 

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Task 3 Investigating System Requirements Based on Module 4

 

Read: Textbook Chapter 2 (Satzinger et al); BABOK Guide V2.0 Chapter 6

 

John and Jacob, Inc.: Online Trading System

 

John and Jacob, Inc., is a regional brokerage firm that has been successful over the last several years. Competition for customers is intense in this industry. The large national firms have very deep pockets, with many services to offer clients. Severe competition also comes from discount and Internet trading companies. However, John and Jacob has been able to cultivate a substantial customer base from upper-middle-income clients in the northeastern United States. To maintain a competitive edge with its customers, John and Jacob is in the process of modernizing its online trading system. The modernization will add new features to the existing system and expand the range of interfaces beyond desktop and laptop computers to include tablet computers and smartphones. The system will add Twitter messaging in addition to continued support for traditional e-mail.

 

Edward Finnigan, the project manager, is in the process of identifying all the groups of people who should be included in the development of the system requirements. He is not quite sure exactly who should be included. Here are the issues he is considering:

 

Users. The trading system will be used by customers and by staff in each of the company’s 30 trading offices. Obviously, the brokers who are going to use the system need to have input, but how should this be done? Edward also is not sure what approach would be best to ensure that the requirements are complete without requiring tremendous amounts of time from the stakeholders. Including all the offices would increase enthusiasm and support for the system, but it would increase the time required to compile the information. Furthermore, involving more brokers would bring divergent opinions that would have to be reconciled.

 

Customers. The trading system will also include trade order entry, investment analysis reports, trade confirmations, standard and customized reporting, and customer statements. Edward wonders how to involve John and Jacob customers in the development of system requirements. Edward is sensitive to this issue because many brokers have told him that their customers are unhappy with the current system, and customer complaints are sometimes posted to the public comments area of the current Web site. He would like to involve customers, but he does not know how.

 

Other stakeholders. Edward knows he should involve other stakeholders to help define system requirements. He is not quite sure whom he should contact. Should he go to senior executives? Should he contact middle management? Should he include such back-office functions as accounting and  investing? He is not quite sure how to get organized or how to decide who should be involved.

 

Sub-Task 3.1 What is the best method for Edward to involve the brokers (users) in the development of the updated online trading system? Should he use a questionnaire? Should he interview the brokers in each of the company’s 30 offices or would one or two brokers representing the entire group be better? How can Edward ensure that the information about requirements is complete, yet not lose too much time doing so?

Sub-Task 3.2 Concerning customer input for the new system, how can Edward involve customers in the process? How can he interest them in

participating? What methods can Edward use to ensure that the customers he involves are representative of John and Jacob’s entire customer group?

Sub-Task 3.3 As Edward considers what other stakeholders he should include, what are some criteria he should use? Develop some guidelines to help him build a list of people to include.

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 How to secure aviation from terrorist activity

 

Course Title/Description:        Aviation Security and Policy Seminar (AERN 45791).  This course examines policies, practices, procedures, and regulatory provisions developed to create and enhance security in civil aviation with a special emphasis on airlines, airports, airspace and governmental agencies responsible for civil aviation security.  As a writing intensive course, AERN is designed to address emerging paradigms in civil aviation security through a scholastic approach that emphasizes descriptive analyses in the study of aviation security policy and practice.  PRE-REQUISITES:  AERN 35340

 

Required Textbooks:               Price, Jeffrey C. and Forrest, Jeffery S. (2016). Practical Aviation Security:  Predicting and Preventing Future Threats.  Third Edition. Elsevier.

 

 

Checkpoints: (5 checkpoints at 5% each; Total of 25%)

 

The research paper will be written throughout the semester.  To ensure proper time and effort are utilized, each student will be required to submit stages (checkpoints) of their work by the indicated times as listed in Section F of this syllabus.  These Checkpoints are designed to help the students complete the Research Paper throughout the semester.

  1. Checkpoints turned in by start of class on the day indicated on the syllabus via Blackboard. Checkpoint (e) will be submitted electronically via email by class start.  Failure to submit the work will result in a 0% assigned for each checkpoint missed.

 

  1. Thesis statement (submitted electronically via Blackboard)
  2. Main points (minimum of three, submitted electronically via Blackboard)
  3. Outline (Intro, main points, subtopics, conclusion, submitted electronically via Blackboard)
  4. Sources (16 total, 8 non-internet, submitted electronically via Blackboard in proper APA format)
  5. Rough Draft (4-5 pages, submitted electronically via Blackboard)

 

  1. The professor will provide details on expectations, format of submission and other checkpoint requirements. Students are expected to ask any pertinent questions to ensure their work complies with the expectation of the professor.
  2. The listed checkpoints are required to be turned in by start of class on the due date listed on the syllabus. For each calendar date past the due date, 5 points will be deducted. In the event a student misses a deadline, he/she must still submit the missed checkpoint(s) prior to submitting the completed research paper.  Even though a checkpoint is considered late, it is still required to be submitted for review to ensure the final paper will fall within the expectations of the course.  Final papers will not be accepted without the checkpoints being completed.

 

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Assignment help_Operations Management and the Supply Chain 2016-2017


THE UNIVERSITY OF NORTHAMPTON

NORTHAMPTON BUSINESS SCHOOL

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MODULE:  Operations Management and the Supply Chain    2016-2017

Module Code Level Credit Value Module Tutor
BUS3008 6 20  

 

Assignment Brief

 Assignment title:

  Supply Chain  Design – Timber
Weighting:

 

60% of overall assessment
Deadline:

 

24th March
Feedback and Grades due:

 

21st April
Resit Date 14th July

 

 

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Purpose of the Assessment

 

The purpose of this assignment is to test your ability to apply operations management thinking to a real world problem, in order to identify practical and implementable steps that balance the differing needs of multiple stakeholders.

 Assessment Task

Boughton Green is a long-established building products company with its headquarters in Northampton. The principal activities of the company concern the operation of a number of retail superstores.

The company’s operations are presently concentrated in the East Midlands. The majority of stock is held in the superstores themselves; there is one central distribution facility in Northampton.

The company has been approached by one of its suppliers with a proposal to develop a range of sustainable timber products for the wider UK construction market. The proposed products (roof trusses, etc.) are not suitable for transport with the company’s existing stock; a new logistics solution is required.

You are to prepare a report outlining the potential impact of the new product line on the distribution footprint of the company.

Deliverables and Assessment Breakdown

You have been provided with a set of sales data identifying the geographical distribution of historic sales of the new products. You are to analyse the data, identifying the concentration of likely customers, and propose a supply chain network to serve them.

(a) Develop a Problem Statement and state your Solution Design Principles     (10%)

(b) Use a Territory Design tool (Open Door Logistics is recommended) to identify the suitable depot locations to serve the anticipated market.

Consider a centralised solution (1-2 depots) and a decentralised solution (5-7 depots). What are the advantages and disadvantages of each?                                   (40%)

(c) Explore the practical options for siting warehouses/depots in the locations identified by the modelling exercise. Present your final site selection, explaining the reasons for any changes from your initial result.                                                   (20%)

(d) In your view, what strategies should the company follow to ensure that the supply chain solution is as sustainable as the products themselves?                          (30%)

The maximum permitted word count for this assignment is 2500 +/- 10%. Tables, figures and references are not included in the word count.

 

Assessment Submission

To submit your work, please go to the ‘Submit your work’ area of the Module NILE site. It is important that you submit your work to the correct module NILE site, and that your work is submitted on time.

Assessment Guidance

Familiarise yourself with the data provided. Identify the key information within it. The data manipulation involved is not hard – though you will need to learn new digital skills.

The key is to find a simple but effective way of representing the analysis. Whilst the exercise can be undertaken using a simple spreadsheet, you will find the capabilities of specialist software to be much more powerful, especially in terms of mapping.

We will explore one such package – Open Door Logistics – in our seminars.

Any literature search should be up to date. Unless a reference is absolutely seminal, I would not expect material over eight years old to be included.

Academic Practice

This is an individual assignment, in that the final submission will be made individually. However, group discussion of the solutions to the various sub-questions is encouraged. In practice, this means that you will be able to work together to build the models required.

The University of Northampton policy will apply in all cases of copying, plagiarism or any other methods by which students have obtained (or attempted to obtain) an unfair advantage. Support and guidance on assessments and academic integrity can be found from the following resources

SkillsHub: http://skillshub.northampton.ac.uk

CfAP: http://tinyurl.com/UoNCfAP

 

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Learning outcomes

The learning outcomes being addressed through this assignment are:

Knowledge and Understanding

 

a)       Analyse the purpose and value of operations management in the logistics context.

 

b)       Compare and contrast the key operations management concepts.

 

Subject-specific Skills

 

c)       Apply and reflect critically on the Operations Management Models as a basis for effective resource management.

 

d)       Distinguish between and apply key concepts and techniques for controlling and planning operations including the principles of Lean Management.

 

e)       Interpret and synthesis the various definitions of quality in an operational context and justify the effectiveness of measuring operational performance and identify opportunities for improvement.

 

Key Skills

 

f)       Use IT to apply statistical techniques to solve operational problems.

 

g)       Select an appropriate format for effectively presenting written work.

 

h)       Identifies key elements of operations management problems.

 

i)        Develops autonomy with individual study tasks.

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Assignment Brief

The assignment for this unit is a small research project. You should design, execute and critically analyse a piece of research on learning in a setting of your choice, using an appropriate research methodology.

 

Briefing: You should design and undertake a small piece of research that investigates a question about diversity and learning and\or pedagogy and that interests you. You should frame the research question and the issue you study by drawing upon the literature in the field. You should also and contextualise your study theoretically and conceptually and make sure that you engage with questions regarding the helpfulness (or not) of particular theorisations. Hence, your research should have an empirical and theoretical dimension to it. You should write up your research in the form of an 8000-word report. You should cover: background and context (practically and in terms of the relevant literature); methodology (including design, sampling, methods, epistemological approach, mode of analysis, ethics); an account of your findings; and, a critical reflection on the research.  You will need to gain ethical clearance for this project. You will be given guidance on this at the summer school.

Parents’ voices on their perception about dyslexic support in schools: How does the relationship between perception and policy correspond? 

To what extent are parents perceptions of Dyslexic support reflected in special education needs (SEN) school policy?

This research is aimed at examining through the BSAK (British School of Khubairat) Learning Support Policy to what extent current practises of supporting learners of dyslexia were shared with parents involved in the parental support group.

To seek and facilitate collaborative relations between parents, learning support, teachers and other stakeholders of learners who have been diagnosed as dyslexic.

To provide insightful data in to the perceptions from parents on dyslexia, school support and the learning support policy.

BIBLIOGRAPHIC INFO

Title

Special and Inclusive Education : A Research Perspective

Contributors

Day, Therese
Travers, Joseph
Mendicino, Kristina

Publisher

Peter Lang AG, Internationaler Verlag der Wissenschaften

Date Published

September 2012

 

 

 

 

 

 

 

  • I am interested to reflect and explore any problems, barriers, boundaries (language/ knowledge) with parent’s accessibility and comprehension on the learning support policy for dyslexia.
  • Does the policy highlight what kinds of learning support / resources are available in school?
  • Also, the relevance and applicability to policy concerning dyslexia and the constraints of theory to the application of practice (home/ school)
  • To critically reflect on the theory of philosophy of pedagogy, diversity in school and the wider community of support and the specific recommendations for policy and practice to reflect any principles of any generalisation.

Then Phase 2 is to see if any of the hegemony practices are reflected and practised through learning support, teachers and learning. And explore the power-knowledge relationships of this policy

Is there any explicit values and theories of learning support that is committed to the learning support policy? 

LEARNING SUPPORT POLICY BSAK

http://www.britishschool.sch.ae/School-Life-learningsupport

http://www.britishschool.sch.ae/Schoolpolicies

 

 

  • ABSTRACT

(Do this at the end)

  • INTRODUCTION

Historically, teachers, staff, parents and the community have had very little power at a national level to change or shape policy in education and schools (Mary, 1996). The underrepresented learning groups and stake holders can often fill marginalised (Quote NEEDED)  .The involvement of parents is not only a right identified in the education act (******) aimed at providing the policy framework for parents to participate, take responsibility for the process of those school policies and practice which impact both what happens in the school and the community.

 

Schools and education are as Mary (1996, p. 176) “are part of the fabric of society which can often embody individualistic, competitive and rationalistic values”. Underrepresented learning groups and stake holders, like those learners diagnosed with dyslexia and parents to these learners do not get equal representation.

 

 

Henry, ME 1996, Parent-School Collaboration : Feminist Organizational Structures and School Leadership, State University of New York Press, Albany, US. Available from: ProQuest ebrary. [7 September 2016].

 

 

 

Policy Analysis

 

 

 

 

 

 

 

Chapter 3: Methodology

  • Review the audio (last ones that are directly related to research topic/ tutorial and assignment)

Review policy and parents perceptions

 

  • Organise articles and readings surrounding the research
  • POLICY interpretation (SEE EDD policy interpretation)
  • Outline research question
  • Outline interview questions (Is your child/children been diagnosed as having dyslexia?)

 

WHY DO WE NEED TO KNOW THIS STUFF?

What is unusual about this?

 

QUESTIONS REFLECTING:

What

  • Responding to the POLICY
  • CONTEXT
  • : what is different about current ongoing conditions

 

PARENTS SUPPORT GROUP?

PERCEPTIONS OF DYSLEXIA AND SUPPORT AT SCHOOL (& OUTSIDE SCHOOL)?

 

  • Does the psychology report you receive indicate strategies for you, as a parent to assist with helping your child with learning? Are these clear? What does the report recommend for parents to do?
  • Do you think these learning strategies for dyslexia the same at school? Why/ why not?
  • Do you think subject teachers use these dyslexia reports in their teaching practise?
  • How do you know how well your child is being supported at the school and in their classes?

Is the support similar/ different across the school? How?

  • What concerns you most about your child’s dyslexia and what support (if any) have you sought at school and in the community?
  • In your experience, are these concerns different or similar in other schools or countries where your child has been taught?
  • How much does the school support the parents group on dyslexia?
  • Do the teachers/ learning support use and discuss this report with you? Can teachers and the school do anything that can support dyslexia and your child?
  • Can you please describe briefly how this support started out?
  • Why do you think the parent support group for dyslexia is needed?
  • How does this support group work?
  • How would you like the support to evolve in the future?

 

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Appendix 1- Participation Information Sheets

PARENTS PARTICIPANT INFORMTAION SHEET

PROJECT TITLE

To what extent are parents perceptions of Dyslexic support reflected in special education school policy?

INVITATION

You are invited and being asked to take part in a research study on parents’ perceptions of dyslexia and their experiences of current British School Al Khubairat (BSAK) and practice relating to Special Educational Needs (SEN), dyslexia specifically. This research is a Doctorate of Education level project, being undertaken by Christopher Blake for University of Bath, UK. It is a pilot study and is aimed to be developed into a future Doctorate thesis which will investigate more parents, school, learning support and teachers’ perceptions of Dyslexia school policy and support for all those stakeholders involved. The research will align itself to the ongoing changes in Special Education Needs (SEN) policy which will revise and reflect the dyslexic support given at school and parental engagement which forms the support group.

This research aims at investigating the SEN parents’ support group understanding at dyslexia and the school policy on SEN, and within the con going changes in SEN policy. You are being asked, as part of a one-to-one interview, about your understanding and experiences of the nature of dyslexia, the backgrounds of the parental support group and your perceptions of the BSAK SEN policy.

WHAT WILL HAPPEN

This study has two phrases

One-to-one interviews with parents and phrase two interviews with the BSAK Learning Support teachers.

In this study, parents will be asked to attend one initial interview session, and then one follow-up interview. The first session of one-to-one interviews will be recorded and be approximately 40 minutes long and will include a short introduction of the study and then questions. The second follow-up interview will be shorter and aimed at exploring deeper responses from the initial interview. The interviews will be organised at a time to suit the participant during the autumn term of 2016. Subsequently, the Learning Support teachers will then be interviewed

PARTICIPANTS’ RIGHTS

You have the right to withdraw participation in the study at any time without consequence. You may request that data gathered within your interviews be removed/ or destroyed at any point during the study without consequence or the need to justify your withdrawal.

You will be provided with a copy of your own transcript and will have the opportunity to comment on it (If you choose to participate in the interview process).

You may ask questions regarding the procedures in the study and if you have any questions following reading this study, you can contact myself, the researcher before the research begins.

Teachers have the right to withdraw from this research at any time without consequence. They do not have to provide any explanation or justify withdrawal.

Teachers can omit or decline to respond to any questions that is asked of them as appropriate and without any consequence to them.

BENEFITS AND RISKS

No physical harm will be experienced during the research and results from this research. Nonetheless, personally and professional issues around dyslexia can be controversial. As such, this research may raise personal as well as professional issues that an interviewee may find difficult to discuss. To minimise uncomfortable feelings the interviews will be conducted will not be conducted in a non-confrontational manner. However, if any uncomfortable feelings and concerns about the study, any participant can discuss how best to address these issues.

The benefits of the study is to provide parents to reflect on their knowledge of dyslexia and related SEN school policy and related policy intervention.

The study has received ethical approval from the University of Bath Department of Social and Policy Sciences and is being undertaken in adherence to ethical guidelines from the Social Research Association which can be viewed at: http://the-sra.org.uk/wp-content/uploads/ethics03.pdf

CONFIDENTIALITY/ ANONYMITY

Data collected will be stored with regard to the 1998 Data Protection Act and will adhere to the Social Research Association’s ethical guidelines.

I will take responsible steps to ensure confidentiality and anonymity: data will be kept separately from documents which could allow participants to be identified; recorded device, computer systems will be password protected. School sites will be given pseudonyms and teachers’ names will be coded. As teachers from the same school will be familiar with each other, potentially compromising or sensitive data will be treated sensitively and will not from part of the final study without consultation with project supervisors and participant.

FOR FURTHER INFORMATION

This research study is being undertaken at the University of Bath as part

 

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The task

A small research

LOOK BACK ON THE COMMENTS SECTIONS ON PREVIOUS ASSIGNMENT

Parent’s perceptions (INSPIRE) small research

 

What works/support do parents do at home?

(Visual methods, creative methods of applying)

 

Teacher’s perceptions

Student’s perceptions

Future proposal (TENSE)

Past tense (review)

MEET YOU TUTOR

Teaching channel

 

Learning, diversity

Critical Psychology

To what degree does education promote social justice or injustice for those with dyslexia and for those parents of dyslexic students?

 

My research aim is to find the perceptions and feelings of parents of dyslexic learners in the British School, in Abu Dhabi regarding the promotion of dyslexia support through school subjects, together with how they support and use strategies to overcome some difficulties at home.

  • Problem statement

Parents

  • My aim is to find out the perceptions of parents on how dyslexia is being promoted, supported in a British School in Abu Dhabi.
  • To understand what methods parents use to assist their children with dyslexic difficulties

The aim is to discover what methods are used by parents of dyslexic students and whether parents have used any cognitive strategies for their dyslexic children (technology, cognitive exercises, Brian Gym).

Using and developing strategies overtime for dyslexic learners may assist with cognitive capacities for those learners. Providing an awareness of these strategies to parents and teachers can also provide the “prolonged and repeated experience of children or adults can form new neuronal connections” 

Under pinning this research is Bernstein’s analysis of integration, in the sense of the UK curriculum keeps these learners together, although they have differing ways of accessing learning. (Integration/ mechanical) Mechanical = collective conscience of what dyslexia is and perhaps through what the curriculum holds and the way learners with dyslexia learn and are supported/ or not.

Dyslexia can provide an obstacle on the curriculum (knowledge and the way it is transmitted)

Pedagogy (the methods) of transmission on this knowledge

Evaluation (assessment/testing) is linked and constrained by curriculum and pedagogy

Classification = separate subjects and the boundaries between them (strategies of learning support)

Framing = Strong or weak (do the teachers control the way learning support is used) weak

Strong = following a tight curriculum  and the learner has no control over what is taught

How do these concepts work. Are teachers and parents in control (have the power) to the content they teach, the way it is organised and sequenced.

Thus “integrated code” learners with dyslexia may bring a balance of power between the teachers and what they teach and the way they can support learners.

Underpinning Bernstein the thoughts of parents towards how learners are taught and supported provides attitudes and perceptions of how knowledge can control and mould a learners attitudes towards reality and possibly how dyslexia is manifested in education and the curriculum. Thus to value the democracy of education parents and learners, as well as teachers are stake holders:

Bernsteins conditions for democracy:

Enhancement access to critical understanding and new possibilities —-can be possible with confidence at an individual level (dyslexia suffer from this)

Inclusion – the right to be socially part of not being excluded through learning support

Early intervention towards dyslexia is essential towards diagnosis of dyslexia and also the process of getting appropriate support. Parents play a central part towards this process, practice and policy for the support in education. However, parents are often reluctant to seek potential support and communicate with teachers and schools and “find it difficult to openly consult about any difficulties their child may be experiencing” and concerns over the “lack of a diagnosis or a feeling that their child’s educational needs are being recognized or met” (Reid, 2010, p. 157).

Some parents want a label (a sense of being recognised) searching for an answer to a condition which has been an obstacle towards getting the necessary treatment.

Some feel that school needs to be aware of the child’s progress in all aspects of the curriculum and this needs to be discussed, between parents and school to deal with any lack of progress.

Some parents perception is that the school/ educational setting “does not accept dyslexia”

Parents anxieties and potential conflict often arise from individuals and interest groups who may have different ideas towards support needed.

This research is aimed at providing a voice to a group, parents, who can be excluded to the curriculum and the classroom. The use of Bernstein theories of education democracy this study aims at evaluating those ‘voices’ involved with dyslexia support and draw out new voices which often underpin notions of equality and an epistemology of education for social justice (Freire, 1970). This would also mean that all the stakeholders and communities involved with learner and dyslexic a support must collaborate to understand diversity and any discrimination (

Luke, A., Comber, B., & Grant, H

. (2003). Critical

literacies and cultural studies. In G. Bull &

  1. Anstey (Eds.),

The literacy lexicon

(2nd ed., pp. 15–35). Frenchs Forest, Australia: Pearson

Education

The central aim of the collective focus of dyslexic support in education democracy is a commitment to provide “new spaces for collaborative work engaged in productive social change.” (Giroux, H. A., & Shannon, P., 1997. Education and Cultural Studies toward a Performative Practice. Routledge. The engagement of all those involved has the potential to transform not only the support for the dyslexic support, but also teaching practice and school policy.

Learners achievement also depends on the relationships of all those involved and where the support and education takes place. Bronfenbrenner (1997) theories point out that learners do not evolve independently, but also the “larger social contexts, both formal and informal, in which these setting are embedded” (Bronfenbrenner, 1997, p. 513). These settings, as Bronfenbrenner, are two proximal systems, a microsystem and the mesosytem. The microsystem consists of the child’s immediate context e.g. what parents say or do to support the learner’s achievement.  Whereas the mesosystem comprises the interactions the learner has in major settings where the learner is developing at a particular point of time. Thus, a learner through the mesosystem can include ‘family’ ‘school’ or any other grouping/ community that individual belongs. Thus, these complex systems and the relationships become critical for developing understanding of parental influence towards supporting dyslexia and identifying “the nature and value of learning and education through their ongoing interactions with their caregivers, teachers, and mentors” (Bempechat & Shernoff, 2012, p. 315). Critically, understanding these relationships and nurturing collaborations can stem not just support, but can work to “stem the tide of underachievement and disengagement” (Bempechat and Shernoff, 212, p. 316) dyslexic may have due to the difficulty accessing the curriculum.

 

 

Attitudes, values

 

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Literature review:

Through Bernstein (and others, Bourdieu) drawing on theories of critical pedagogy this research will follow the path of reflection to the development, production and involvement of learning support within the culture of schooling and parental relationships access and engagement to that educational support. The data and findings through pedagogical perspectives will seek to review, reflect and potentially assist with help transform the relationships, and practices that are respond from parent’s perceptions and the policy of learning support in school.

Highlight any Hegemony that may be acted as a social control through a process of policy controlling the practices of how pedagogy is represented within any learning support that is undertaken. It may then challenge teachers to identify within there own practices a responsibility to modify, change, deffereintiate classrooms and practice tied to the hegemony of what the policy states/ not states towards those learners. Importantly, labels of dyslexia may add to a general consciousness of

Social constructionists – (Vivian Burr (1995) often four ideas that social constructionists) http://methods.sagepub.com/book/doing-conversation-discourse-and-document-analysis/n1.xml

  • A critical perspective on taken-for-granted knowledge and understanding
  • A perspective that the world is both historically and culturally specific
  • Knowledge is created, sustained and renewed by social processes
  • Knowledge and actions are intimately related and reflexively inform each other.

Burr, V.(1995)An Introduction to Social Constructionism. London: Routledge.

            

 

 Methodology

Conversation analysis

Discursive psychology (how actions and practises are accomplished in and through the talk)

Van Dijk (1999) describes the two positions that those who study discourse can find themselves in. On the one hand, these are those analysts who

 

are not afraid to make use of their social knowledge that being black, being a woman, being young or being the boss will most likely be evident from the way people write and talk. In other words, they assume that discourse may reproduce social inequality. (1999, p. 460)

 

 

 

The counter-claim, made by another group of analysts, is that

 

such an approach should not merely presuppose (even plausible) contextualisation, but ‘prove’ it by attending to the details of what social members actually say and do. If not, contextualisation is pointless because of its discursive irrelevance. (1999, p. 460)

 

 

Interviews with the Parents in the SEN Support group

Questions raised from the School Policy on SEN

The questions will reflect parent’s assumptions and ideas raised in the policy                       

 

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Does the parents of dyslexic learners that schools foster the recommendations from their child’ s Psychological and Educational Report?

 

 

democratic practises of learning?

  • Do these rights exist, are conditions met?
  • Do they apply to all learners, or just some?

 

 

 

 

 

Although there are rights for SEN (UNESCO, WARWICK REPORT, SALAMANCA) the challenge as Dewey

 

Lit review

 

  • Bernstein (democratic value and education) how power is placed and works in an educational/ school context (equality: What is it? How does equality work in the context of SEN and dyslexia)
  • Equality:
  • Does it mean equal entitlement to access to select a certain type of schooling or curriculum?
  • Providing equal chances and opportunities to learners to explore and fulfil their learning potentials.
  • Do dyslexic learners have equality of resources in education?
  • Are dyslexic children, (also SEN) provided more funding due to claim of equality and does this support differ from national and international systems of education.
  • What equates as equality when it comes to the distribution or resources to support dyslexic learners?
  • Bourdieu – habitus and labelling (Dyslexia)
  • National and International perspectives on SEN and inclusive education
  • Current developments and legislation

“a democracy – a society in which every member is in process of education for the highest forms of behaviour of which he is capable”

The choices through national and international policy on SEN and inclusion is aimed to “create institutions of liberal education throughout the world so that reason and morality could flourish on a global scale” (Nelson, 2001, p. 257, Education and democracy: The meaning of Alexander Meiklejohn)

 

Methodology (what do parents feel? Which parts of learning are equal/unequal? Subjects are difficult? Skills are difficult/easy? What parts of learning or subjects are perceived easy/ hard?

 

  • Questionnaire
  • Semi-structured interviews
  • Semi-structured focus group discussion

Following steps

Teachers

-Kids

Drawings to describe each subject (English, Math, science and looking at metaphors)

 

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Tuesday, October 23, 2012

Neuroplasticity: Begin to Change A Life with Dyslexia, ADD/ADHD, Autism Today (Video)

From Examiner.com

 

By Tina Burgess

October 20, 2012

http://www.specialneedsdigest.com/2012/10/neuroplasticity-begin-to-change-life.html

 

“Because there is a lack of knowledge and facts about neuroplasticity, there is a general trend in education to keep practicing the same instructional remediation methods for children with learning disabilities.” Neuroplasticity helps children with learning disabilities

http://dyslexiauntied.blogspot.co.uk/2011/07/neuroplasticity-helps-children-with.html

This notion contrasts with the previous scientific consensus that the brain develops during a critical period in early childhood, then remains relatively unchangeable (or “static”) afterward.[3]

https://en.wikipedia.org/wiki/Neuroplasticity

 

 

 

 

 

 

Students with dyslexia, attention deficit disorder or autism, however, do not have to be confined to develop new cognitive capacities.

 

In order for the brains of dyslexics, ADD/ADHD or autistic individuals to change, children or adults need one major component – experience.

 

Through prolonged and repeated experience, the brains of children or adults can form new neuronal pathways and new neuronal connections.

 

 

 

 

 

 

  • Does the field promote social justice or injustice for the population of interest or for society at large?
  • What are parents (of those with dyslexia) perceptions are

This paper presents research findings on the perceptions and feelings of primary school learners with dyslexia in Singapore regarding their learning of school subjects through English, together with how they use strategies to overcome some difficulties.

 

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Seen by many as the best UK curriculum school in the capital, non-profit based British School in Al Khubairat, Abu Dhabi serves approximately 1800 students from 50 nationalities, from the ages of three to eighteen years old. The school was established in 1968, making it one of the oldest schools in the emirate.

1800 students

Sixty-two percent of students are British, Emiratis account for 12% of the school’s population and 4% are Australian. Nearly 10% of students receive some form of learning support.

 

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Theory positions our research in relation to the field

Disabilities affect patterns of participation and success in higher education

The role that dyslexia plays in including and excluding educational access

 

Bernstein (fixed or ritual)

Instrumental and Expressive

Instrumental – relates to the ‘knowledge’ BSAK wants to transfer (learners are intended to acquire knowledge and specific skills based on UK standards

=Sets up standards and failures

Expressive

Values and norms (acting in a certain way) transmission of values and norms (learners are intended to develop) ways of learning

“stratified” control – being placed in terms of position ability (dyslexia)

“personal” transmission = variable attributes which undergo development by the school (Learning support)

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Buy your custom essay Dramaturgy Exercise


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Dramaturgy Exercise:

Select a scene (or a short, self-contained passage) from any play on the syllabus and produce a two-part creative and critical response.

1) For the creative part (1-2 pages), you will write up detailed staging instructions for your scene, paying attention to technical issues like music, sound, lighting, mise-en-scène, costumes, and the like. For this portion of the assignment, you are invited to make meaningful changes to the staging details of the play at hand—think about setting the play in a different location, time, and/or setting; consider adapting the play to film; reimagine the kinds of actors you might cast to play certain roles, etc.

2) For the critical part (2-3 pages), you will explain your decisions to stage the scene the way you do. Rather than simply giving a point-by-point summary of each of your choices, analyze the broader theoretical principles underpinning your staging. In other words, you are being asked to conduct a critical analysis and interpretation of your own creative work. This assignment does not assume you have any background or experience in dramaturgy or acting. It asks you to think hard about the decisions that go into staging a play and why they matter.

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Readings: Select a scene from one of these plays to do your assignment on

The Tempest – Shakespeare

A Doll’s House – Henrik Ibsen

The Seagull – Anton Chekhov

The Playboy Of The Western World – J.M. Synge

Six Characters In Search Of An Author – Luigi Pirandello

Mother Courage and Her Children – Bertolt Brecht

Endgame – Samuel Beckett

A Tempest – Aime Cesaire

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Buy your Custom Essay-EG-260 Continuous Assessment 1


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 EG-260 Continuous Assessment 1

Warning: Failure to follow these instructions will result in zero mark for the entire assessment. These instructions are purposefully very detailed and highlight common mistakes that have been seen in the past. My goal is to make sure that you communicate your answers to this assessment in the correct manner so that I can assign you the correct marks. It is therefore crucial that you read, understand and follow these instructions.

 

Instructions:

  • This assessment must be solved and submitted individually. The submission deadline is:

 

23.59 on Thursday 9 March 2017

 

  • Use numerical values for the parameters corresponding to your student number from xls file available on blackboard.

 

 

  • Solve all of the questions in this assessment using the parameters that are assigned to your student number. Remember: Each answer that you will obtain WILL be a numerical value. When solving the questions, maintain highest possible decimal points. Your final answer should be rounded to 4 decimal places (done automatically in the xls file).

 

  • Download the empty answer file (xls) to your computer from the Blackboard page. This is the file where you will enter your answers to the questions. The only change that you should do to this file is to enter your answers and to save it! Do NOT rename this file. Do NOT change the file format, for example to .xlsx. Do NOT change the internal formatting of the file. Do NOT change or add new sheets to the file. Your task is to simply enter ONLY numerical values for your answers to this file and save it! Do not put units as they are already in the questions. Do NOT enter ANY non-numerical characters (such as “2*10^2”, “10e4”) or incomplete calculations such as “2×2” or “2*100” or “50/3 – 100”.

 

  • Submit the Excel file (xls) in Blackboard.

 

  • IN ADDITION to the xls file, you MUST submit a SINGLE file containing the supporting work. This file should show how you have solved the problems. This is the evidence that you obtained the numerical results yourself. You can type your solution in WORD or SCAN your handwritten work. Either way, submission should be a PDF file. Remember, this FILE NAME must be MySolution.pdf. Do NOT submit separate files for different parts of your solution. Avoid JPG, TIF or other image files if possible.

 

  • Numerical answers in both files must agree with each other. In case of any discrepancies, the answers in xls will be used for marking.

 

  • Unlike the final exam, no method marks is available for this assessment. You have to get correct numerical values and enter it correctly as described above. This is because, unlike the final exam, you have one full week to solve the two problems.

 

  • Please submit the two files ONLY once.


  • Question 1: An inverted pendulum oscillator of length L [m] and mass m [kg] is attached by springs. Two springs of stiffness values k1 and k2 [N/m] are arranged in parallel and series respectively as shown below:

 

Important: The values of L, m, k1 and k2 in SI units are given for your student number in the excel file CA1_Parameters.xls. Use an equivalent spring in deriving the equation of motion and consider the weight of the mass. Take gravitational acceleration constant as 9.8100 [m/s2]. All answers must be in numerical format and in SI units.

 

Case 1: springs in parallel                      Case 2: springs in series

  1. Calculate the equivalent spring stiffness for case 1 and enter the numerical value to the designated cell in the Excel file.                                     (5 Marks)
  2. Calculate the equivalent spring stiffness for case 2 and enter the numerical value to the designated cell in the Excel file.                                                               (5 Marks)
  3. Assuming the rotation is small, obtain the equation of motion. From this, calculate the natural frequency in rad/sec for case 1 and enter the numerical value to the designated cell in the Excel file.              (15 Marks)
  4. From the equation of motion, calculate the natural frequency in rad/sec for case 2 and enter the numerical value to the designated cell in the Excel file. (15 Marks)
  5. Assuming k2 = 2k1, obtain the value of k1 (in N/m) for the system to be stable for case 1 and enter the numerical value to the designated cell in the Excel file. (5 Marks)
  6. Assuming k2 = 2k1, obtain the value of k1 (in N/m) for the system to be stable for case 2 and enter the numerical value to the designated cell in the Excel file.      (5 Marks)

 

 


 

Question 2: A vibrating system consisting of a weight of W [N] and a spring stiffness of k [N/m] is viscously damped such that the ratio of any two consecutive amplitudes is 10 to y. Determine:

 

  1. Log decrement () and enter the numerical value to the designated cell in the Excel file.                        (10 Marks)
  2. Damping factor () and enter the numerical value to the designated cell in the Excel file.                   (10 Marks)
  3. Damped natural frequency () in (rad/sec) and enter the numerical value to the designated cell in the Excel file.    (15 Marks)
  4. Damping constant (c) and enter the numerical value to the designated cell in the Excel file.                (15 Marks)

 

Hint: The values of W, k, and y in SI units are given for your student number in the Excel file CA1_Parameters.xls. Take gravitational acceleration constant as 9.8100 [m/s2]. All answers must be in numerical format and in SI units.

 

Reminder: Failure to follow the instructions will result in zero marks even if you obtained correct answers! For the sake of fairness, no exceptions will be allowed. Unless you are ABSOLUTELY sure that your submission is according to the instructions, please do not upload it in the blackboard.

 

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Assignment help-FIN 415 Spring 2017 Homework Set 4


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FIN 415 Spring 2017 Homework Set 4

Please turn in page 3 only – Thanks!

Problem 1: Assume that the forward rate of a 1-Year long forward GBP is 𝐹1𝑈𝑆𝐷𝐺𝐵𝑃⁄=1.30. The amount of the contract is USD 250,000. What is the size of the contract?

Problem 2: The size of a 1-Year forward AUD (Australian dollars) is AUD 260,000 and the amount is USD 182,000. What is the 1-Year USD/AUD forward rate?

Problem 3: What is the profit/loss on a 1-Year long forward EUR at t=1 when 𝑋1𝑈𝑆𝐷𝐸𝑈𝑅⁄=1.11; 𝐹1𝑈𝑆𝐷𝐸𝑈𝑅⁄=1.22 and the size of the contract is EUR 350,000?

Problem 4: What is the size of a difference check on a 1-Year short forward GBP contract given that the size of the contract is GBP 500,000; the amount of the contract is USD 625,000; and 𝑋1𝑈𝑆𝐷𝐺𝐵𝑃⁄=1.30 ?

Problem 5: Assume that 𝑟𝐸𝑈𝑅=7% and 𝑟𝑈𝑆𝐷=4%. What is the 1-Year synthetic forward rate, given that 𝑋0𝑈𝑆𝐷𝐸𝑈𝑅⁄=1.16?

Problem 6: Today’s GBP/USD spot rate is, 𝑋0𝑈𝑆𝐷𝐺𝐵𝑃⁄=1.28. Assume that 𝑟𝐺𝐵𝑃=6% and 𝑟𝑈𝑆𝐷=4%, if the 1-Year USD/GBP forward rate is 𝐹1𝑈𝑆𝐷𝐺𝐵𝑃⁄=1.28, according to the Covered Interest Rate parity (CIRP), is the GBP underpriced/overpriced in the actual forward contract?
2
Problem 7: Based on the information in Problem 6, assuming that you can borrow 500,000 units in the synthetic forward position at t=0, what would your profit be from CIRP arbitrage (in USD)?

Problem 8: Assume that 𝑟𝐸𝑈𝑅=10%, 𝑟𝑈𝑆𝐷=3% and 𝑋0𝑈𝑆𝐷𝐸𝑈𝑅⁄=1.32. You want a long forward position in EUR 210,000 1-Year forward, i.e. receive EUR one year in the future. Your banker quotes you the following USD/EUR forward rate: 𝐹1𝑈𝑆𝐷𝐸𝑈𝑅⁄=1.22. Will you enter the actual forward contract or set up a synthetic forward position?

Problem 9: Assume you want a short position in AUD in a 1-Year USD/AUD contract. You calculate the synthetic forward at 𝐹𝑌1𝑈𝑆𝐷𝐴𝑈𝐷⁄=0.80 and your banker quotes you 𝐹1𝑈𝑆𝐷𝐴𝑈𝐷⁄=0.82. Do you choose the actual forward contract or the synthetic forward?
Problem 10: Compute the mark-to-market value of the following short forward NZD (New Zealand Dollar) contract. The size of the short position is NZD 450,000 and the forward rate is 𝐹𝑁𝑈𝑆𝐷𝑁𝑍𝐷⁄=0.66; the current spot rate (at time of valuation) 𝑋0𝑈𝑆𝐷𝑁𝑍𝐷⁄=0.64 . The NZD and USD interest rates are: 𝑟𝑁𝑍𝐷=9% and 𝑟𝑈𝑆𝐷=3%; assume the contract matures in two years from now (so at t=2).
Bonus Problem: Which of the following two statements is correct?
S1: According to CIRP, the spot price of the high interest rate currency is expected to appreciate.
S2: According to CIRP, forward rates and synthetic forward rates are the same.
a) S1 is true but S2 is false
b) S2 is true but S1 is false
c) Both statements are true
d) Both statements are false
3
FIN 415 Homework 4 Spring 2017 Name:____________________________________
Problem 1:
Problem 2:
Problem 3:
Problem 4:
Problem 5:
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Problem 10:
Bonus Question:

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Homework help-Econ 4400, Elementary Econometrics


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HOMEWORK4

Econ 4400, Elementary Econometrics

Directions: Please follow the instructions closely. Questions 1-10 are worth 9 points each. Question 11 is worth 10 points.

Due: All problem sets have to be turned in at the beginning of the class. Due Dates: March 2

Table 1 includes regression results using the NLSY 97 data set. The omitted racial group is ”non-black/ non-Hispanic”. The omitted census region is ”West”. The omitted favorite ice cream flavor is Chocolate.

Using the regression results in Table 1 perform each of the following tests. Use 0.05 significance level for every problem unless otherwise noted. You should write both the null and alternative hypotheses, calculate the necessary statistics, find correct critical values, and make the correct conclusion

  1. Use a t-test to test if education has a statistically significant(2-sided) effect on income in column 1.
  2. Use a t-test to test the null hypothesis that black workers make more than nonblack/non-Hispanic, all else equal.
  3. Find confidence intervals for the coefficient on education in column 1 and column

 

  1. Use the SSR version of the F-test to test the joint significance of the regional variables. (You can ignore the e + 12)
  2. Use the R2 version of the F-test to test the joint significance of the regional variables.
  3. Why does the coefficient on education change in each regression? Why would it be so much different in columns 1 and 3?
  4. Column 4 includes favorite ice cream flavor. Use an F-test to show that they should not be included.
  5. Typically there are stars to denote p-values on regression results. If 1,2, or 3 stars were added for p-values< 0.10, < 0.05, and < 0.01 respectively. How many stars would go on the coefficient for Northeast in column 2?
  6. Interpret β2 in column 1.
  7. What additional information is needed to test if black workers and Hispanic workers earn different incomes in column 1? What regression could you run to simplify the test?
  8. This must be typed. Use the project data set to estimate the equation with all of the variables from columns 1,2,3. of the regression results table and one other regression that you may find of interest for your project. (Your data set is a subsample of this set.) ”grade” is the education variable, the census variable has the regional categories.

To create dummy variables for race type ”tab race, gen(rdum)”. This will create rdum1. rdum2, rdum3, rdum4, and rdum5, each will have the associated race in the variable label. Use the same technique for census group.

(a) Create a table similar to Table 1 with regression results. The table does not need to be identical, but all of the following must be met to receive credit:[1]

  • Include all of the listed variables.
  • Use variable labels that make sense to someone that has never used the data (ie Years of Education instead of ihigrdc).
  • Put standard errors in parentheses.
  • Denote coefficients that are statistically significant at 0.01 ***, 0.05 **, and 0.10 * significance levels.

Table 1: Regression Results For Homework 4

  (1) (2) (3) (4)
  Adult Income Adult Income Adult Income Adult Income
Education 3914.8 3934.4 2626.2 3885.8
  (226.7) (227.0) (275.9) (227.1)
Black -6886.0 -7583.6 -790.1 -7192.8
  (1597.8) (1668.6) (1716.4) (1635.8)
Hispanic -2270.6 -2144.4 2318.2 -2424.3
  (1727.4) (1809.5) (1764.7) (1731.5)
Mixed race (non-Hispanic) -1836.1 -1683.2 -2405.2 -1979.6
  (6978.8) (6982.2) (6842.2) (6979.6)
Female -15382.8 -15434.5 -14758.5 -15478.4
  (1291.0) (1291.2) (1266.8) (1294.4)
Age 1445.7 1472.3 1378.0 1478.4
  (461.1) (461.0) (452.4) (461.2)
Northeast   3267.4

(2184.2)

   
North central   -195.0

(1955.8)

   
South   2500.6

(1864.7)

   
Armed Services Aptitude Battery     0.149

(0.0291)

 
HH Income as Adolescent     0.112

(0.0164)

 
Vanilla       2217.6

(1692.8)

Strawberry       -791.6

(1742.8)

Butter pecan       1304.7

(2439.6)

None of these       3718.6

(2397.3)

Constant -57155.2 -59457.3 -52242.0 -58456.2
  (14572.0) (14636.8) (14289.6) (14606.5)
Observations 1995 1995 1995 1995
ESS 3.79899e+11 3.83837e+11 4.46293e+11 3.84050e+11
RSS 1.62137e+12 1.61743e+12 1.55497e+12 1.61721e+12
R2 0.190 0.192 0.223 0.192

Standard errors in parentheses

Table 2: Project Sample

  (1) (2)
  Earnings per hour Log(Earnings Per Hour)
Highest grade completed 113.5∗∗∗ 0.0574∗∗∗
  (1.044) (0.000538)
Age 80.32∗∗∗ 0.0545∗∗∗
  (1.044) (0.000538)
Age2 -0.765∗∗∗ -0.000529∗∗∗
  (0.0122) (0.00000628)
Female -276.2 -0.168∗∗∗
  (5.429) (0.00280)
[1em] Black -180.4 -0.0963∗∗∗
  (8.843) (0.00455)
American Indian -106.1∗∗∗ -0.0495∗∗∗
  (25.20) (0.0130)
Asian -11.76 -0.0206∗∗∗
  (13.22) (0.00681)
Other Race -34.41 -0.0182
  (18.27) (0.00941)
Adjusted R2 0.211 0.255

Standard errors in parentheses

p < 0.10, ∗∗ p < 0.05, ∗∗∗ p < 0.01

 

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[1] All of these can be done with the esttab command. See the sample estout.do file and previous homework’s on carmen for help.

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