Beloved Essay -- miscellaneous

Beloved Everyday, people are faced with choices. Some of life’s choices are simple, such as deciding what to wear to school or choosing a television station to watch. Other choices, however, are much more serious and have life-altering consequences. Sethe, the protagonist of Beloved, and Sophie, the main focus in Sophie’s Choice, are mothers that are faced with choices that change their entire lives. While the time period and characters involved differ, the choices of Sethe and Sophie can easily be compared. First and foremost, Sethe and Sophie both make choices that lead to the killing of their children. In both pieces, the actions of the mothers cause the audience to think twice about the limits of maternal love. Sethe tries to kill her children to save them from a life of slavery. Sethe’s plot was unsuccessful, for only one daughter was murdered. To fully understand Sethe’s actions, the reader must realize that on that August afternoon in 1855, Sethe reaches for the handsaw to protect her children from Schoolteacher. Sethe wants to murder her other children, but they escape before she can harm them. Sethe truly believes that she is saving her family from the pain of slavery, and, as a result, her choice alienates her from the rest of her community. Nobody in the area wants anything to do with Sethe after the death of her daughter. Like Sethe, Sophie also attempts to spare her family from pain. She is also faced with a gruesome choice that ends up affecting the res...

The Reality of Married Life

John J. Robinson in his book â€Å"Of Suchness† gives the following advice on love, sex and married life. â€Å"Be careful and discreet; it is much easier to get married than unmarried. If you have the right mate, it's heavenly; but if not, you live in a twenty-four-hour daily hell that clings constantly to you, it can be one of the bitterest things in life. Life is indeed strange. Somehow, when you find the right one, you know it in your heart. It is not just an infatuation of the moment. But the powerful urges of sex drive a young person headlong into blind acts and one cannot trust his feelings too much. This is especially true if one drinks and get befuddled; the lousiest slut in a dark bar can look like a Venus then, and her charms become irresistible. Love is much more than sex though; it is the biological foundation between a man and a woman; love and sex get all inter-twined and mixed up†. Problems Almost everyday, we hear people complaining about their marriages. Very seldom do we hear stories about a happy marriage. Young people reading romantic novels and seeing romantic films often conclude that marriage is a bed of roses. Unfortunately, marriage is not as sweet as one thinks. Marriage and problems are interrelated and' people must remember that when they are getting married, they will have to face problems and responsibilities that they had never expected or experienced hitherto. People often think that it is a duty to get married and that marriage is a very important event in their lives. However, in order to ensure a successful marriage, a couple has to harmonize their lives by minimizing whatever differences they may have between them. Marital problems prompted a cynic to say that there can only be a peaceful married life if the marriage is between a blind wife and a deaf husband, for the blind wife cannot see the faults of the husband and a deaf husband cannot hear the nagging of his wife. Sharing and Trust One of the major causes of marital problems is suspicion and mistrust. Marriage is a blessing but many people make it a curse due to lack of understanding. Both husband and wife should show implicit trust for one another and try not to have secrets between them. Secrets create suspicion, suspicion leads to jealously, jealousy generates anger, anger causes enmity and enmity may result in separation, suicide or even murder. If a couple can share pain and pleasure in their day-to-day life, they can console each other and minimize their grievances. Thus, the wife or husband should not expect to experience only pleasure. There will be a lot of painful, miserable experiences that they will have to face. They must have the strong willpower to reduce their burdens and misunderstandings. Discussing mutual problems will give them confidence to live together with better understanding. Man and woman need the comfort of each other when facing problems and difficulties. The feelings of insecurity and unrest will disappear and life will be more meaningful, happy and interesting if there is someone who is willing to share another's burden. Blinded by Emotions When two people are in love, they tend to show only the best aspects of their nature and character to each other in order to project a good impression of themselves. Love is said to be blind and hence people in love tend to become completely oblivious of the darker side of each other's natures. In practice, each will try to highlight his or her sterling qualities to the other; and being so engrossed in love, they tend to accept each other at â€Å"face value† only. Each lover will not disclose the darker side of his or her nature for fear of losing the other. Any personal shortcomings are discreetly swept under the carpet, so to speak, so as not to jeopardize their chances of winning each other. People in love also tend to ignore their partner's faults thinking that they will be able to correct them after marriage, or that they can live with these faults, that â€Å"love will conquer all†. However, after marriage, as the initial romantic mood wears off, the true nature of each other's character will be revealed. Then, much to the disappointment of both parties, the proverbial veil that had so far been concealing the innermost feelings of each partner is removed to expose the true nature of both partners. It is then that disillusion sets in. Material Needs Love by itself does not subsist on fresh air and sunshine alone. The present world is a materialistic world and in order to meet your material needs, proper financing and budgeting is essential. Without it, no family can live comfortably. Such a situation aptly bears out the saying that â€Å"when poverty knocks at the door, love flies through the window†. This does not mean that one must be rich to make a marriage work. However, if one has the bare necessities of life provided through a secure job and careful planning, many unnecessary anxieties can be removed from a marriage. The discomfort of poverty can be averted if there is complete understanding between the couple. Both partners must understand the value of contentment. Both must treat all problems as â€Å"our problems† and share all the â€Å"ups† and â€Å"downs† in the true spirit of a long-standing life partnership.

Women in Indian Captivity Narratives Race and Gender

A genre of American literature has been the Indian captivity narrative. In these stories, its usually women who are kidnapped and held captive by American Indians. And the women who are taken captive are white women—women of European descent. Gender Roles These captivity narratives are part of the cultures definition of what a proper woman should be and do. Women in these narratives are not treated as women should be—they often see the violent deaths of husbands, brothers, and children. The women also are unable to fulfill normal womens roles: unable to protect their own children, unable to dress neatly and cleanly or in the proper garments, unable to restrict their sexual activity to marriage to the appropriate kind of man. They are forced into roles unusual for women, including violence in their own defense or that of children, physical challenges such as long journeys by foot, or trickery of their captors. Even the fact that they publish stories of their lives is stepping outside normal womens behavior! Racial Stereotypes The captivity stories also perpetuate stereotypes of Indians and settlers and were part of the on-going conflict between these groups as the settlers moved westward. In a society in which men are expected to be the protectors of women, the kidnapping of women is viewed as an attack or an affront of the males in the society, as well. The stories serve thus as a call for retaliation as well as for caution in relating to these dangerous natives. Sometimes the narratives also challenge some of the racial stereotypes. By depicting the captors as individuals, often as people who also face troubles and challenges, the captors are also made more human. In either case, these Indian captive narratives serve a directly political purpose and can be seen as a kind of political propaganda. Religion The captivity narratives also usually refer to the religious contrast between the Christian captive and the pagan Indians. Mary Rowlandsons captivity story, for instance, was published in 1682 with a subtitle that included her name as Mrs. Mary Rowlandson, a Ministers Wife in New England. That edition also included A Sermon on the Possibility of Gods Forsaking a People that have been near and dear to him, Preached by Mr. Joseph Rowlandson, Husband to the said Mrs. Rowlandson, It being his Last Sermon. The captivity narratives served to define piety and womens proper devotion to their religion and to give a religious message about the value of faith in times of adversity. Sensationalism Indian captivity narratives can also be seen as part of a long history of sensational literature. Women are depicted outside their normal roles, creating surprise and even shock. There are hints or more of improper sexual treatment—forced marriage or rape. Violence and sex—then and now, a combination that sells books. Many novelists took up these themes of life among the heathens. Slave Narratives and Indian Captivity Narratives Slave narratives share some of the characteristics of Indian captivity narratives: defining and challenging womens proper roles and racial stereotypes, serving as political propaganda (often for abolitionist sentiments with some ideas of womens rights), and selling books through shock value, violence and hints of sexual misconduct. Literary Theories Captivity narratives have been of special interest to postmodern literary and cultural analysis, looking at key issues: gender and culturenarratives versus objective truth Womens History Questions on Captivity Narratives How can the field of womens history use the Indian captivity narratives to understand womens lives? Here are some productive questions: Sort out fact from fiction in them. How much is influenced unconsciously by cultural assumptions and expectations? How much is sensationalized for the sake of making the book more  salable,  or better political propaganda?Examine how the views of women (and Indians) are influenced by the culture of the time.  What was the political correctness of the time (standard themes and attitudes that needed to be included in order to be acceptable to audiences)? What do the assumptions that shaped the exaggerations or understatements say about the experience of women in that time?Look at the relationship of womens experience to the historical context. For example, to understand King Phillips War, the story of Mary Rowlandson is important—and vice versa, for her story means less if we dont understand the context in which it took place and was written. What events in history made it important that this captivity narrative  is  published? What events influenced the actions of the settlers and the Indians?Look at ways in which women did surprising things in the books, or told surprising stories about the Native Americans. How much was a narrative a challenge to assumptions and stereotypes, and how much reinforcement of them?How did gender roles differ in the cultures depicted?  What was the effect on the lives of women of these different roles—how did they spend their time, what influence did they have on events? Specific Women in Captivity Narratives These are some women captives—some are famous (or infamous), some less well-known. Mary White Rowlandson: she lived about 1637 to  1711,  and was a captive in 1675 for almost three months. Hers was the first of the captivity narratives to be published in  America  and went through numerous editions.  Her treatment of the Native Americans is often sympathetic. Mary Rowlandson  - biography with selected web and print resources Mary Jemison:  captured during the French and Indian War and sold to the Seneca, she became a member of the Senecas and was renamed Dehgewanus. In 1823 a writer interviewed her and the next year published a first-person narrative of Mary Jemisons life. Mary Jemison Biography Olive Ann Oatman Fairchild and Mary Ann Oatman:  captured by Yavapai Indians (or, perhaps, Apache) in Arizona in 1851, then sold to Mojave Indians. Mary died in captivity, reportedly of abuse and starvation. Olive was ransomed in 1856. She later lived in California and New York. Olive Ann Oatman FairchildBook:Lorenzo D. Oatman, Oliva A. Oatman, Royal B. Stratton.  The Captivity of the Oatman Girls Among the Apache and Mohave Indians.  Dover, 1994. Susannah Johnson: captured by Abenaki Indians in August 1754, she and her family were taken to Quebec where they were sold into enslavement by the French. She was released in 1758, and in 1796, wrote of her captivity.  It was one of the more popular such narratives to read. A Narrative of the Captivity of Mrs. Johnson: Containing an Account of Her Sufferings During Four Years With the Indians and French Elizabeth Hanson: captured by Abenaki Indians in New Hampshire in 1725, with four of her children, the youngest two weeks old. She was taken to Canada, where the French eventually took her in. She was ransomed with three of her children by her husband some months later.  Her daughter, Sarah, had been separated and taken to a different camp; she later married a French man and stayed in Canada; her father died traveling to Canada to try to bring her back.  Her account, first published in 1728, draws on her Quaker beliefs that it was Gods will that she survived, and emphasized how women should behave even in adversity. An Account of the Captivity of Elizabeth Hanson, Now or Late of Kachecky, in New-England: Who, With Four of Her Children and Servant-maid, Was Taken Captive By the Indians, and Carried Into Canada Frances and Almira Hall:  captives in the Black Hawk War, they lived in Illinois. The girls were sixteen and eighteen when they were captured in an attack in the ongoing war between the settlers and the Native Americans.  The girls, who according to their account were to be married to young chiefs, were freed into the hands of Winebagoe Indians, on payment of ransom that had been given to them by Illinois troops who had been unable to find the girls.  The account depicts the Indians as merciless savages. As written by William P. Edwards, 1832 Rachel Plummer:  captured May 19,  1836,  by Comanche Indians, she was released in 1838 and died in 1839 after her narrative was published. Her son, who was a toddler when they were captured, was ransomed in 1842 and raised by her father (his grandfather). Fanny Wiggins Kelly: Canadian born, Fanny Wiggins moved with her family to Kansas where she married Josiah Kelly.  The Kelly family including a niece and adopted daughter and two colored servants went by wagon train headed for the far northwest, either Montana or Idaho. They were attacked and looted by Oglala Sioux in Wyoming.  Some of the men were killed, Josiah Kelly and another man were captured, and Fanny, another adult woman, and the two girls were captured. The adopted girl was killed after trying to escape, the other woman escaped. She eventually engineered a rescue and was reunited with her husband. Several different accounts, with key details changed, exist of her captivity, and the woman captured with her,  Sarah Larimer,  also published about her capture, and Fanny Kelly sued her for plagiarism. Narrative of My Captivity Among the Sioux Indians 1845  - published 1871Another copy Minnie Buce Carrigan: captured in Buffalo Lake, Minnesota, at seven years old, having settled there as part of a German immigrant community. Increased conflict between settlers and the native Americans who opposed the encroachment led to several incidents of murder. Her parents were killed in a raid by about 20 Sioux, as were two of her sisters, and she and a sister and brother were taken captive.  They were turned over to soldiers eventually. Her account describes how the community took back in many of the captured children, and how guardians took the settlement from her parents farm and cunningly appropriated it.  She lost track of her brother but believed him to have died in the battle Gen. Custer lost. Captured by the Indians - reminiscences of pioneer life in Minnesota - 1862 Cynthia Ann Parker: abducted in 1836 in Texas by Indians, she was part of the Comanche community for almost 25 years until abducted again—by Texas Rangers. Her son, Quanah Parker, was the last Comanche chief. She died of starvation, apparently from grief at being separated from the Comanche people which whom she identified. Cynthia Ann Parker  - from The Handbook of Texas OnlineBooks:Margaret Schmidt Hacker.  Cynthia Ann Parker: The Life and the Legend.  Texas Western, 1990. Martins Hundred:  the fate of twenty women captured in the Powhatan Uprising of 1622 is not known to history Martins Hundred Also: Written by Charlotte Alice Baker, 1897:  True  Stories of New England Captives Carried to Canada During the Old French and Indian Wars Bibliography Further reading on the subject of women captives: stories about American women settlers taken captive by Indians, also called Indian Captivity Narratives, and what these mean to historians and as literary works: Christopher Castiglia.  Bound and Determined: Captivity, Culture-Crossing and White Womanhood. University of Chicago, 1996.Kathryn and James Derounian and Arthur Levernier.  Indian Captivity Narrative, 1550-1900. Twayne, 1993.Kathryn Derounian-Stodola, editor.  Womens Indian Captivity Narratives.  Penguin, 1998.Frederick Drimmer (editor).  Captured by the Indians: 15 Firsthand Accounts, 1750-1870.  Dover, 1985.Gary L. Ebersole.  Captured By Texts: Puritan to Postmodern Images of Indian Captivity.  Virginia, 1995.Rebecca Blevins Faery.  Cartographies of Desire: Captivity, Race, and Sex in the Shaping on an American Nation.  University of Oklahoma, 1999.June Namias.  White Captives: Gender and Ethnicity on the American Frontier.  University of North Carolina, 1993.Mary Ann Samyn.  Captivity Narrative.  Ohio State University, 1999.Gordon M. Sayre, Olaudah Equiano, and Paul Lauter, editors.  American Captivity Narratives. D C Heath, 2000.Pauline Turner Stron g.  Captive Selves, Captivating Others.  Westview Press, 2000.

social dimension of education - 2565 Words

Republic of the Philippines ABRA STATE INSTITUTE OF SCIENCES AND TECHNOLOGY Bangued Campus, Bangued Abra â€Å"The kitchen GOD’S wife† A BOOK REVIEW (‘A BOOK OF AMY TAN†) Prepared by; Maricel B, Dalingay BEED11-C Prepared for; Mr. Rommel Yahin Instructor 1. The author Amy Tan is an American writer whose works explore mother-daughter relationships and what it means to grow up as a first generation Asian American. In 1993, Tan s adaptation of her most popular fiction work, The Joy Luck Club, became a commercially successful. She has written several other books, including The Kitchen God s Wife, The Hundred Secret Senses, and The Bonesetter s Daughter, and a collection of non-fiction essays entitled The†¦show more content†¦Winnie manages to suffer through her manage while surviving World War II. She loses many children along the way, some to early deaths and one that was stillborn. It is during the War that Winnie becomes friends with Helen, whose name in China was Hulan. By telling her daughter about this friendship, Winnie is revealing that Helen and Winnie are not really in-laws as the family in America believes, but only friends who have gone through much hardship together. Winnie had had to lie and say that Helen was her dead brother s first wife in order to bring Helen to the United States, after Winnie had already been in the United States for a while. Winnie lived her new husband Jimmy Louie, the man whom Pearl had always been told was her father. Jimmie Louie was a good husband, a good father, and a minister in the Chinese Baptist Church, but he had died when Pearl was a teenager. Winnie had met Jimmy Louie in China, at an American dance. He was American born, though his background was Chinese, and he was extremely kind. The two fell in love, and Pearl escaped with him, after running away from Wen Fu. The biggest secret, however, that Winnie tells her daughter, is that before Winnie was able to escape her marriage, Wen Fu raped her and that Wen Fu is Pearl s real father. Winnie tells her daughter also that it is only now that she feels truly free from Wen Fu s wickedness and his threats, because she has received news of his death. After Winnie tells herShow MoreRelatedHealth Is A Measurement Of Quality Of Life766 Words   |  4 Pagesa measurement of quality of life. Everyone has a different definition of the word, a different perspective of how to measure quality of life. The World Health Organization, WHO, famously defines health as a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity. (WHO, 1947) Increased amounts of injury, disease, and death indicators, signify lower heath levels. (Mckenzie et al., 2012) Our health can be influenced by many factors in life. ThisRead MoreA General Landscape Of The Human Development Context904 Words   |  4 Pages2. Education in the human development context This part navigates into both scale levels of the model: A general landscape is provided by the dimension network analysis, and the bridge detail is delivered by the local scale analysis among subnetworks. Besides education, the ACS included other human development dimensions in the thematic groups numbered in Figure 2. Wealth is represented by several thematic groups (2, 6, 5, 9, 8, 11, 18), but health is limited to insurance coverage (12). Culture isRead MoreDimension Network Analysis : A General Landscape, While The Local Scale919 Words   |  4 PagesThis part navigates into both scale levels of the model: Dimension network analysis provides a general landscape, while the local scale analysis among subnetworks delivers the bridging detail. Besides education, the ACS included other human development dimensions in the thematic groups numbered in Figure 3. Wealth is represented by several thematic groups (2, 6, 5, 9, 8, 11, 18), but health is limited to only insurance coverage (12). Culture is represented broadly (1). Affiliations and various differentialsRead MoreEssay about Dr. James Banks on Multicultural Education1050 Words   |  5 PagesDr. James A. Banks defines the meaning of multicultural education and its potential impact on society when it is truly integrated into American classrooms. In his lecture, Democracy, Diversity and Social Justice: Education in a Global Age, Banks (2006) defines the five dimensions of multicultural education that serve as a guide to school reform when trying to implement multicultural education (Banks 2010). 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Firstly before the start up of a social or technological enterpriseRead MoreChild Poverty And Its Effects On Children1123 Words   |  5 PagesChild Poverty in Canada Grace Abbott once said, â€Å"Child labor and poverty are inevitably bound together and if you continue to use the labor of children as the treatment for the social disease of poverty, you will have both poverty and child labor to the end of time.† Child poverty is one of the biggest issues facing Canadian children today. Child poverty can significantly shorten a child’s life. One of the major reasons child poverty in Canada is so high is because of low wages. These children haveRead MoreA Study On The New Valley s Five Districts767 Words   |  4 Pages(respondent) education: measured by number of respondents’ official education years, 4) Husband education: measured by number of husband official education years, 5) Family type: 1 = simple family, 2 = complex family, 3 = extended family, 6) Family size: measured by row family size as indicated by respondent, 7) Average of sons’ ages: measured by combination of sons and daughters ages and multiplied by th eir number, 8) Average of sons’ education: measured by combination of official education years ofRead MoreNotes On Quality Of Life1617 Words   |  7 Pagesthe concept of QoL in deferent levels of geographic scales and there are subjective and objective indicators for the quality of life, The concept of Quality of life has been researched rabidly and theoretically in the field of economics, health and social while other papers examined the correlations between quality of life and housing prices, housing quality, or productivity differences, living conditions, and quality of place. Many approaches are created to evaluate the quality of life in urban environmentRead MoreStress Management (Children) Essays1225 Words   |  5 Pagesfive dimensions of health: physical, mental, emotional, social, and spiritual. Examples of distressors (negative stressors) that children and adolescents may confront within these dimensions include: illness, injury, inadequate nutrition, and low lev els of physical fitness (physical dimension); pressures to excel in academic and extracurricular activities, depression, and anxiety (mental/emotional dimension); relational issues, peer pressure, and dysfunctional family lives (social dimension); and

Individual and State Roles in Communism According to Marx...

Individual and State Roles in Communism According to Marx and Engels Individuals will ultimately serve the state in which the state will control many facets of the individuals’ life, but in return, the civilians will receive the freedoms they deserve in a communistic society. Karl Marx and Frederick Engels adamantly opposed capitalism in many ways and felt the bourgeoisie, or capitalists are enslaving the proletarians, or working class. They claimed that industrialization was reducing the common workingman into mere wage labor and believed that the proletarians of every nation needed to unite and form a revolutionary party in order to overthrow their bourgeoisie captors in order to bring about the â€Å"common interests of the†¦show more content†¦Individuals will remain enslaved so long as the bourgeoisie is in control. In a capitalist society, money enslaves man, and therefore man loses all character. Marx feels that, â€Å"Man becomes increasingly poor as a man; he has increasing need of money in order to take possession of th e hostile being.†2 Because of the almighty dollar, individual character was lost and money was the only object that could fulfill personal greed. On the other hand, according to Marx and Engels’ theory of Communism, an individual will be able to remain a man because they will not be working for their own self-interests, rather each individual will be â€Å"converted into employees of the community, who would be [†¦] rewarded according to their own performance.†3 Because all people would be employees of the community, they would no longer be able to further their own wealth through private enterprise. The state would then pay these employees according to their performance value of their occupation. By serving the community, corruption and greed will no longer run the lives of so many and individuals will be able to establish their own identity. In many capitalist societies, individuals sometimes felt obliged to marry one another for political, proprietary, or monetary reasons. Marriage was more of a survival tactic than an individual’s choice in capitalism. In the Communist Manifesto, Marx and Engels claim that free love would reign-supreme, individuals would be able to exercise theirShow MoreRelatedThe Communist Manifesto, By Karl Marx And Friedrich Engels Essay1664 Words   |  7 PagesManifesto The Communist Manifesto was drafted under the commission of the Communist League, a body that consisted of a group of radical workers who were disgruntled by the abject poverty of the working class in industrialized Europe. Karl Marx and Friedrich Engels, the authors of the Communist Manifesto, lived at a time when the gap between the rich and the poor was becoming evidently wide, and the working class was struggling to survive. 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State and Revolution is a purportedly theoretical reflection of how the State is an inherent tool for

Lecture Fm Free Essays

Vietnam National University – HCMC International University SCHOOL OF BUSINESS ADMINISTRATION COURSE SYLLABUS BA016IU Fundamentals of Financial Management 1. COURSE STAFF Lecturer: Ms. Phan Ng? c Anh, MBA Room: #205 E-mail: pnanh@hcmiu. We will write a custom essay sample on Lecture Fm or any similar topic only for you Order Now edu. vn Consultation hours: Thursday OR by appointment (preferred) Teaching Assistant: TBA Should the students wish to meet the staff outside the consultation hours, they are advised to make appointment in advance. 2. COURSE INFORMATION Prerequisite courses: Principles of Accounting 1 2. 1 Teaching times and Locations Lecture: Saturday, 13:00 – 16:00 Venue: C102 1 2 2. 2 Units of Credit: 3 credits 2. 3 Parallel teaching in the course: N/A 2. 4 Relationship of this course to others BA207U – Fundamentals of Financial Management provides students with basic concepts of financial management. The course is provided based on foundation knowledge of financial accounting and economics. This course may fulfill requirements of curriculum for students majoring in business administration in general; however is the foundation for students majoring in finance and accounting. For those students that major in finance and accounting, they can take higher level of courses in finance after this course, to count for some, Corporate Finance, Financial Institutions and Market, Investment and Portfolio Management, International Finance, etc. 2. 5 Approach to learning and teaching Employing the interactive learning and problem-based teaching approach, this course emphasizes the interaction between lecturers and students. The lecture materials will be uploaded in Blackboard to help the students to preview the materials and to concentrate on listening and critical thinking during the lecture. This will help students to interact with the lecturer during the classroom. The sessions for presentations and discussions comprise company case studies as well as answering some theoretical and conceptual questions, which help the students to see how the concepts are applied in the real international business context. Students will present the case to the class and discuss with the peers. 3. COURSE AIMS AND OUTCOMES 3. 1 Course Aims The aim of this course is to expose students to and familiarize them with the theoretical frameworks and practical matters of financial management.. The learning experience will include: an introduction to financial management; time value of money; techniques of pricing of financial instruments such as bonds and stocks; evaluation of major projects; the relationship between risk and return; an introduction to Capital Asset Pricing Model (CAPM) and Portfolio theory; and cost of capital and capital structuring. 3. 2 Student Learning Outcomes After completing the course, students should be able to: * Explain the purpose, goals, and importance of financial management; * Understand the relationship between risk and return; Understand time value of money and possess skills to convert financial time values; * Make basic valuation of bonds, stocks, and investment projects; * Evaluate capital budgeting alternatives, using the firm’s cost of capital in conjunction with internal rate of return and net present value techniques; * Compute cost of capital and capital structure. 3. 3 Teaching Strategies The learning system in this course consists of lectures and discussions. Lectures elaborate the appropriate theoretical content in the textbook and readings. Classes provide a more detailed and refined analysis of both concepts and applied materials. Classes are strongly oriented towards interactive discussion of the text and cases. 4. STUDENT RESPONSIBILITIES AND CONDUCT 4. 1 Workload It is expected that the students will spend at least eight hours per week studying this course. This time should be made up of reading, research, working on exercises and problems, and attending classes. In periods where they need to complete assignments or prepare for examinations, the workload may be greater. 4. 2 Attendance Class Attendance is Mandatory. Roll will be taken by random quizzes’ submissions at times of classes. University regulations indicate that if students attend less than eighty per cent of scheduled classes they may be refused final assessment. Exemptions may only be made on medical grounds. 4. 3 General Conduct and Behavior Beepers, cell phones, and pagers need to be turned off before entering the classroom. The students are expected to conduct themselves with consideration and respect for the needs of the fellow students and teaching staff. Conduct which unduly disrupts or interferes with a class, such as ringing or talking on mobile phones, is not acceptable and students will be asked to leave the class. 4. 4 Keeping informed The students should take note of all announcements made in lectures or on the course’s Blackboard. From time to time, the university will send important announcements to their university e-mail addresses without providing a paper copy. The students will be deemed to have received this information. 5. LEARNING ASSESSMENT 5. 1 Formal Requirements In order to pass this course, the students must: * achieve a composite mark of at least 50; and * make a satisfactory attempt at all assessment tasks (see below). 5. 2 Assessment Details Two Class tests 30% Mid-Term Exam 30% Final Exam 40% Total 100% Mid-term Exam and Final Exam: Mid-term and final test will be a combination of short answer questions, application problems and multiple-choice questions and will cover all the reading, homework, and lectures associated with the topics noted on the reading list. 5. 4 Class participation Students are expected to attend class regularly, and are responsible for materials covered during their absences. Although it is the responsibility of the student for non-attendance, the lecturer has full authority to drop a student for excessive absences. 5. 5 Special Consideration Request for special consideration (for final examination only) must be made to the Office of Academic Affairs within one week after the examination. General policy and information on special consideration can be found at the Office of Academic Affairs. 6. ACADEMIC HONESTY AND PLAGIARISM Plagiarism is the presentation of the thoughts or work of another as one’s own (definition proposed by the University of Newcastle). Students are also reminded that careful time management is an important part of study and one of the identified causes of plagiarism is poor time management. Students should allow sufficient time for research, drafting, and the proper referencing of sources in preparing all assessment items. The university regards plagiarism as a form of academic misconduct, and has very strict rules regarding plagiarism. 7. STUDENT RESOURCES 7. Course Resources Required textbook: Brealey, R. A. , Myers, S. C. and Marcus, A. J. , Fundamentals of Corporate Finance, 5th ed, McGraw Hill 2007 Note: the course will cover Chapter 1 – 12 Recommended readings: Recommended website: http://highered. mcgraw-hill. com/sites/007353062x/information_center_view0/ http://www. mhhe. com/business/finance/corpfinonline/. Choose â€Å"Finance Tutor Series†. www. financ e. yahoo. com www. bloomberge. com www. reuters. com www. vneconomy. com www. efinance. com. vn Other recommended books: Brigham, E. F. and Houston, J. F. 2007), Fundamentals of Financial Management, 11th edn, South-Western. Ross, S. A. , Westerfield, R. W. , and Jordan, B. D. (2010) Fundamentals of Corporate Finance – 7th ed, McGraw Hill. Additional materials provided in Blackboard The lecturer will attempt to make lecture notes and additional reading available on Blackboard. However this is not an automatic entitlement for students doing this subject. Note that this is not a distance learning course, and you are expected to attend lectures and take notes. This way, you will get the additional benefit of class interaction and demonstration. 7. Other Resources, Support and Information 1 Additional learning assistance is available for students in this course and will be made available in Blackboard. Academic journal articles are available through connections via the VNU â€⠀œ Central Library. Recommended articles will be duly informed to the students. 8. COURSE SCHEDULE: Week| Topic| Learning materials| 1| Introduction to corporate financeIntroduction CorporationGoals of the corporationAgency problemsFinancial DecisionInvestment DecisionFinancing DecisionDividend PolicyRoles of Financial ManagerWhy corporations need financial markets? Functions of financial markets and intermedias| Textbook, Chapter 1| 2| Time Value of MoneyBasic conceptsTime line/ Future values (FV)/ Present values (PV)Simple interest rate (SR)/ Compound interest rate(CR)Multiple cash flowsFuture value of Multiple Cash FlowsPresent value of Multiple Cash FlowsPerpetuity cash flowsPresent Value of a PerpetuityOrdinary annuity cash flow/ Annuity due cash flow Future Value of an AnnuityPresent Value of an Annuity| Textbook, Chapter 4| 3| Time Value of Money (Cont. Growing ordinary annuity cash flow/ Growing annuity due cash flow Future Value of an growing annuityPresent Value of an growing annuityMortgate loansInflation and time value of moneyReal versus nominal cash flowsEffective annual interest ratesQuiz 1| Textbook, Chapter 4| 4| Bonds and their evaluationBond characteristicsBond evaluationCoupon bonds, semi-annual coupon bondsZero-coupon bondsBond yieldCurrent yieldYield to maturity (YTM)Rate of returnRelationship between market interest rate a nd bond priceBond premiums and bond discounts| Textbook, Chapter 5| 5| Stock and their evaluationEquity versus debtCommon stocks Preferred stocksBook values, Liquidation values, and Market valuesStock valuation: Dividend Discount Model (DDM)Zero growth common stocksConstant growth common stocksDifferential growth common stocksPreferred stocksGrowth stocks and Income stocksMid-Term| Textbook, Chapter 6| 6| Project Investment Criteria and Capital Budgeting DecisionCapital budgeting decisionCapital budgeting processProject classificationsNet Present Value (NPV) methodInternal Rate of Return (IRR) methodPayback Period (PP)/ Discount Payback period (DPP) methodProfitability Index (PI)| Textbook, Chapters 7| 7| Project Investment Criteria and Capital Budgeting (Cont. Principles of identifying cash flowsCalculating Cash Flows Capital investmentOperating cash flowsInvestment in working capitalTerminal-year incremental cash flowMinicaseQuiz 2| Textbook, Chapter 8| 8| Introduction to Risk, Re turn and Opportunity Cost of CapitalIntroduction relationship between Risk and ReturnHistorical overview of risk and returnRates of returnMeasuring riskVariance and standard deviation Risk and diversificationDiversificationAsset versus portfolio riskVariance and standard deviation of returns for a two-asset portfolioUnique risk versus market risk | Textbook, Chapters 10| 9| Risk, Return and capital budgetingMeasuring market riskConcept of betaPortfolio betasRisk and returnCapital Asset Pricing Model (CAPM)Security Market Line (SML)Capital budgeting and Project Risk| Textbook, Chapter 11| 10| Capital Structure and Cost of CapitalMeasuring capital structureMarket versus book weightCost of capital Cost of debtCost of preferred stocksCost of equityCost of retained earningWeighted Average Cost of Capital (WACC)WACC and business evaluation| Textbook, Chapter 12| 11| Revision| | —————————————— – [ 1 ]. This is adapted with kind permission from the University of New South Wales. How to cite Lecture Fm, Papers

The Meaning of Life free essay sample

No one thinks they willhave to question their mortality at seventeen years old.You tend to go about your daily business not thinking about how lucky you are to just be alive and happy. Usually life is too busy to stop and appreciate what you have. There is always something coming up next, something that is due or something to study for. I never thought twice about my life until it was almost taken from me. There are two ways to access my high school:a straight-shot or a twisty, more dangerous route. The dangerous route was the one I needed to take. I always had good driving habits; I never sped or texted behind the wheel. I never questioned driving on that road. Earlier this school year, while I was coming around a particularly tight corner, my right front tire caught the edge of the road causing it to burst. We will write a custom essay sample on The Meaning of Life or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I lost control of my car, and swerved into oncoming traffic where I came face to face with a bicyclist.I pulled my car off the road to avoid hitting him. The front corner of my car caught a telephone pole, causing me to flip one and a half times. The bicyclist called the police for me and pulled me from my car. By some miracle Isurvived the accident relatively unscathed. The police officers on the scene all told me I was at no fault for the accident, and that I had done all the right things. I amazed all the medics by walking away from that crash. Their amazement began to make me question why I was okay, and why I was spared in a crash that could have killed me. I understood that not speeding really does save your life, but something else kept bothering me that I couldn’t shake. I began to ask myself, â€Å" Why have I been given this chance?†. After many sleepless nights I decided there was only one reason; I am meant to go make something of myself. I was given a chan ce to appreciate all I have received, and live the best life I can from that day forward. I realized how much I had taken for granted:I had the wonderful opportunity to participate in service projects; I competed on teams where I made lifelong friendships; I attended an award-winning school where I took advantage of every opportunity I could.Most important of all was my amazing support group of family and friends. This event solidified my path. Before that day, college was an expected part of my future.I now understand that college is a privilege and an amazing opportunity. I almost lost the chance to go to college before I got to apply. I’ve learned every day is a blessing, and I must appreciate all that I have. I hope to continue this blessing I’ve been given at JMU, and I’m truly grateful for being given the opportunity to apply to this extraordinary university.