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Please don’t bid if you are not capable to solve FINANCIAL PROBLEMS !!!!

The calculations and the Graph must be included and are very important !!!

You can summarize the explanations in fewer words (not necessarily 800 words), but please do the appropriate calculations and include the graph).

Mini Case – Bonds, Bond Valuation, and Interest Rates

Sam Strother and Shawna Tibbs are vice
presidents of Mutual of Seattle Insurance Company and co-directors of the
company’s pension fund management division. An important new client, the
North-Western Municipal Alliance, has requested that Mutual of Seattle present
an investment seminar to the mayors of the represented cities, and Strother and
Tibbs, who will make the actual presentation, have asked you to help them by
answering the following questions.

(d. What is the value of a 10-year,
$1,000 par value bond with a 10% annual coupon if its required rate of return
is 10%? -Not necessary to answer but is correlated with point E)

E. (1) What would be the value of the
bond described in Part d if, just after it had been issued, the expected
inflation rate rose by 3 percentage points, causing investors to require a 13%
return? Would we now have a discount or a premium bond?

(2) What would happen to the bond’s
value if inflation fell and rd
declined to 7%?
Would we now have a premium or a
discount bond?

(3) What would happen to the value of
the 10-year bond over time if the required rate of return remained at 13%? If
it remained at 7%? (Hint: With a financial calculator, enter PMT, I/YR, FV, and N, and
then change N to see what happens to the PV as the bond approaches maturity.)

Please include a graph!!

Develop a realistic case and Identify a chronic illness and its relationship to rehabilitation. Could be from a previous experience on your career.

Describe Sports as a business. Be sure to discuss sponsorship, media relations, commercialization and what makes sports a unique business.

For this week’s DB assignment, you will select one of the passages from CRIT Passages for DB #2.pdf
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this handout and use CRIT to analyze it. Note that Part 1 contains 6 steps. You will need to type responses for all 6 steps.
Step 1-Paraphrase
Read the passage carefully. In your own words, give a summary of the factual content of the passage—what the text directly states—as it proceeds from beginning to end. What situation is being described here and by whom? What happens in that situation? Respond to this prompt in no more than three complete sentences.
Step 2-Observe
Read the passage again, this time thinking about what it seeks to accomplish. Then, identify and list any potentially significant features of the passage’s language or form—that is, those textual elements that contribute to the passage’s overall meaning, purpose, or effect. Your list of observations should include specific examples of various kinds of textual elements, such as: descriptive details; word choice; repetition of phrases, sounds, or ideas; imagery or figurative language; syntactical structure; changes in vocabulary, rhythm, or tone; characteristics of the narrative voice or perspective. Note that these observations will have to provide the building blocks for your analysis in Step 4. Respond to this prompt with a list of features.
Step 3-Contextualize
Think about contexts for the passage. (Contexts are facts or broader circumstances external to a literary work that are important to its production, reception, or understanding; for instance: literary, biographical, political, or historical information.) From your own knowledge of any relevant contextual facts or circumstances, or from information provided by your instructor, identify and list any potentially significant contexts for the passage—that is, those contextual frames that contribute to the passage’s overall meaning, purpose, or effect. Note that these contextualizations may provide additional building blocks for your analysis in Step 4. Respond to this prompt (i.e. the Step 3 prompt) with a list of contexts.
Step 4-Analyze
Review the features and contexts that you identified in Steps 2 and 3 as making potentially significant contributions to the passage’s meaning, purpose, or effect. Then, select at least four of these textual elements and/or contextual frames and explain how each is in fact significant. These analyses should state clearly and forcefully what each item contributes to your understanding of the passage. Note that these analyses will have to be connected in Step 5, where you will argue for a unified interpretation of the passage as a whole. Respond to this prompt in one to two sentences per feature or context. Each analysis should include the phrase: “…is significant because…”
Step 5-Argue
Re-read the work you have produced thus far. Using your observations and analyses in the preceding steps, write one paragraph (at least five sentences) that conveys your interpretation of the passage. State the main thesis of your interpretation—that is, the central claim you are arguing for—and then support that thesis by presenting the evidence you gathered in Steps 1 through 4. Note that your paragraph should integrate and build upon your responses to the Step 4 prompt; your observations and analyses should also add up to an interpretive conclusion about the passage as a whole.
Step 6-Reflect
Now that you have advanced an argument, re-read the passage again. Then, answer the following questions: What aspects of the passage do you still find confusing? What elements of the passage does your interpretation neglect or set aside? What parts of your argument now appear to you debatable or dubious—that is, what objections could a reasonable person raise to your interpretation of the passage? Keep in mind: no interpretation is perfect or can account for every element of a text. Nonetheless, if these reflections have led you to think that your interpretation is less than compelling, you are free to revise your CRIT exercise.
Note that I haven’t given you a word count. The emphasis here is on the quality of your ideas and your analysis rather than the quantity of words. A ballpark estimate would be 3-5 well-developed sentences per step, but that’s just a ballpark. Each step is different, and some will require more effort (and thus a longer response) than others. The quality of the content is what counts. Here’s a sample CRIT analysis
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from a previous student.

Consider the themes present in Westover’s essay “The Uninstagrammable Self” What does this text suggest to you about the interplay between satisfaction and regret in an individual’s life ? Support your idea(s) with reference to the text presented and to your previous knowledge and/or experience.

In two pages, address the following: Why was freedom constricted for certain populations in America following the Civil War? Answers need to be analytical and tied to specifics gleaned from the provided readings and recorded lectures. Your arguments are going to have to go deeper than simply noting racism, sexism, xenophobia (i.e., you’ll need to analyze why these cancers to democracy thrived).

First, read “The Late Convention of Colored Men (1865).” This is attached.
Next, read excerpts from the majority opinion in the Plessy v Ferguson decision (1896). This is attached.
Then, read Booker T. Washington’s “Atlanta Compromise (1895). This too is attached (tied to the one above).
Finally, read W.E.B. Dubois’ “Of Mr. Booker T. Washington and Others” can be found at the following link: http://historymatters.gmu.edu/d/40.html

Reflections should contain in-text parenthetical citations (author’s last name, pg. #). All reflections should
ground larger arguments in specifics gleaned from the readings and recorded lectures. Papers are graded
on content (80%) and prose/organization (20%).
Learning Objectives of Papers:
* Demonstrate the ability to critically analyze primary documents by understanding the
historical contexts in which they were written. Students will need to keep in mind the background of
the author, the author’s intended audience, the author’s rhetorical style, and the author’s goals.
* Develop the above analysis in a clear, concise, and pithy fashion.
* Hone reading comprehension and writing skills.

How did Voltaire’s stories reflect the ideas of the Enlightenment? How did Voltaire approach the theme of foreign places and people in his tales? What was the purpose of setting his stories in foreign locations? How and why did Voltaire ridicule European society in Candide and the Selected Short Stories? Give examples from three of his stories that are set in Asia or the Middle East such as Zadig, The World as it Is, Babec and the Fakirs, Story of the Good Brahmin, and An Indian Adventure. Read Voltaire’s Candide, Zadig and Selected Stories. Be sure to also read and cite the introduction of the book. Watching the videos in week one and two will help you

Discuss the storytelling techniques (shots, angles, blocking, establishing shots). In other words, *how*– through what camera work– is the director conveying these ideas to the viewer?

Watch: Kenny Leon, A Raisin in the Sun (2008) —> https://vimeo.com/410669789
Discuss the storytelling techniques (shots, angles, blocking, establishing shots). In other words, *how*– through what camera work– is the director conveying these ideas to the viewer?
*** Please include a relevant quote/excerpt and the Act and Scene it’s from.

Trigger Warning: violent/disturbing scene in the Shot Types and Camera Movement explication.

Characterize the average victim and average stalker involved in cyberstalking. What are the most typical ways that stalkers engage in cyberstalking?