...------------------------------------------------- Post–World War II economic expansion From Wikipedia, the free encyclopedia "Golden Age of capitalism" redirects here. Other periods this term may refer to are Gilded Age and Belle Époque. In the United States and several other countries, the boom was manifested insuburban development and urban sprawl, aided by automobile ownership. Many Western governments funded large infrastructure projects during this period. Here the redevelopment of Norrmalm and theStockholm Metro, Sweden. The post–World War II economic expansion, also known as the postwar economic boom, the long boom, and the Golden Age of Capitalism, was a period of economic prosperity in the mid-20th century which occurred, following the end of World War II in 1945, and lasted until the early 1970s. It ended with the collapse of the Bretton Woods system in 1971, the 1973 oil crisis, and the 1973–1974 stock market crash, which led to the 1970s recession. Narrowly defined, the period spanned from 1945 to 1952, with overall growth lasting well until 1971, though there are some debates on dating the period, and booms in individual countries differed, some starting as early as 1945, and overlapping the rise of the East Asian economies into the 1980s or 1990s. During this time there was high worldwide economic growth; Western European and East Asian countries in particular experienced unusually high and sustained growth, together with full employment. Contrary to early...
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...Week Ten Homework All homework must be handed in Question One: Economic Value Added (to be handed in) 1. i. What is the difference between economic profit (EVA) and accounting profit (NI)? Is it possible to have a positive NI and negative EVA? Is it possible to have a negative NI and positive EVA? Why or why not ii. When is a company “destroying value” in an EVA framework? iii. What is the difference between ROIC and ROA? 2. In order to answer the following question, look at the Sanity Test described on p.10 of the classnotes. For Costco calculate the following using assumptions in Part I of Week 6 homework: i. Take the Value of the firm as of the date of valuation, and decompose it into the “future growth value” of the company and the value of the firm if it earned its current EVA in perpetuity. ii. Determine the future growth value as a percentage of Firm Value. This is called the Sanity Test. iii. The Enterprise value of Costco was approximately $38,308M as of September 2012. At this EV, what percentage of this value comes from “future growth value” in EVA? What is the percentage of value that comes from MVA? (Use IC as of September 2012) iv. What is the relationship between EVA and MVA? v. What is the relationship between MVA and NPV? 3. Use your Costco Model – Part 1 to answer the following questions. i. What information can you glean about Costco from just looking at FCFF worksheet? ii. What...
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...Econometrics (Economics 360) Syllabus: Spring 2015 Instructor: Ben Van Kammen Office: Krannert 531 Office Hours: Friday, 10 a.m.-noon Email: bvankamm@purdue.edu Meeting Location: KRAN G010 Meeting Days/Times: TR 1:30-2:45 p.m. (001) TR 3-4:15 p.m. (002) TR 4:30-5:45 p.m. (003) Course Description This is an upper division economics course required for students pursuing a BS in economics. It is one of the few courses that explicitly covers empirical methods, i.e., the analysis of observed economic behavior in the form of data. Empirics stand in contrast to theory, e.g., micro and macro, about how agents behave. Despite this under-representation, empirical analysis comprises a large part of economists’ workload and is one of the most practical skills that an economics student can learn. Course Objectives In this class students will: 1. perform statistical and practical inference based on the results of empirical analysis, 2. identify useful characteristics of estimators, e.g., unbiasedness, consistency, efficiency, 3. state predictions of theoretical economic models in terms of testable hypotheses, 4. model economic relationships using classical methods, such as Ordinary Least Squares, derive the properties of estimators related to these methods, and 5. perform estimation using methods discussed in class using software, 6. perform diagnostic tests that infer whether a model’s assumptions are invalid, 7. evaluate empirical models based on whether their resulting estimators...
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...went along with the Nazi policy is because of all the propaganda. The Nazi party put pictures everywhere putting the Jews down. They blamed them for all the problems of Germany, like economic problems and the lost of World War II. They made Jewish people look like bad people and that it would be a good thing to get rid of them. A last reason that people supported the persecution of the Jews is the political and social conditions in Germany at the time. They didn't have a steady government at all and their economy was going down the drain. So when Hitler said exterminating Jews would help this, people agreed because they were desperate. The German people thought they had no other solution because of how bad everything in Germany was at this time. Homework#6 2. Aftermath of World War II in Europe and Japan Europe Only: -Nazi reign fell and lost power. -There was no power, no food, no shelter, no water. -There was a famine because there was no way for the food to get to the Germans since the transportation system was damaged. Both: -Hundreds of thousands of civilians were killed. -Major cities were destroyed. -Land was taken away. Japan Only: -Demilitarization which is the disbanding of the Japanese Army. -Allies stripped away Japan from it's colonial empire. Homework#7 Two tactics that Hitler used to rid Germany of Jews before creating his “Final Solution” was propaganda and putting in the Jews in the ghettos. During the Final Solution, Hitler...
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...Version 0.99 University of Illinois at Urbana-Champaign College of Commerce and Business Administration BADM 467 - Process Management Summer 2003 Dilip Chhajed Nick Petruzzi chhajed@uiuc.edu petruzzi@uiuc.edu 323 DKH 328D DKH office hours: office hours: Description Process Management includes a myriad of activities: insuring that a product or service is of high quality, choosing the appropriate design and technology for producing a good or service, planning and controlling the flow of materials or customers so that lead times are minimized, and distributing finished goods or services. Relevant decisions range from how much material to order for making a product, to determining how much capacity is needed to provide a good level of service, to evaluating which technology will best meet a company's needs. In short, this course focuses primarily on developing and applying tools and techniques to ensure that the right products and resources are at the right place at the right time so as to maximize profit within a business process or supply chain. The “products” could be either goods, services, or both; and the “resources” could be either material, people, money, information, or any combination of the four. In the first part of this course, we will focus on process design and improvement issues by studying the relationships between key process parameters such as capacity and throughput, and by analyzing processes in order...
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...Executive Master of Business Administration Faculty of Economics and Administration King Abdul Aziz University International Business Syllabus Instructor: Dr. Hisham J. Bardesi Office Hours: 11-12 (S, M, W) Contact Information: hbardesi@kau.edu. Course Prerequisites: See Program’s Study Plan Course Title: International Business (BUSE 608) Text Book: Hill, Charles W. International Business. McGraw-Hill. 9th Edition. Course Description: The basic content of the course includes (1) an overview of the means of conducting international business, with an emphasis on what makes international different from domestic; (2) the effects of the social systems within countries on the conduct of international business; (3) the major theories explaining international business transactions and the institutions influencing those activities; (4) the financial exchange systems and institutions that measure and facilitate international transactions; (5) the dynamic interface between countries and companies attempting to conduct foreign business activities; (6) corporate strategy alternatives for global operations; and (7) international activities that fall largely within functional disciplines. Course Objectives: Understand the different challenges business face when they operate in an international environment; 2. Examine the various cultural, political and legal issues that impact international business activity; 3. Examine the international institutions and practices that impact international...
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...Prencissie Litana Adrian Hernandez Major: Marketing Management A thesis submitted to: Edna C. Aquino Ed. D. English II Professor Introduction Undergraduate students have their own reason why they want to work on different fields. Not thinking that working can affect their performance in school. This study provides a reason why students get jobs and its effect on their studies that is suitable for tertiary level. This study involved a survey across our Business Administration students major in Entrepreneurial, and their opinions. The aim in writing this paper is to investigate the effects of working while in schools’ outcomes. On the contrary, working may provide valuable work experience. NBC news states that “Eighty percent of students reported working while attending classes, typically about 19 hours a week.” An increase in the number of students who work to finance their studies is often mentioned as one of the possible causes of these frequent dropouts. Recently, Kalenkoski and Pabilonia (2009a) found that students who work more hours on a particular day spend less time on homework on the same day. This is important because there are economic studies that examine the relationship between the time college students spend on homework and their subsequent achievements. These are some proofs or researches about this study that can give us a clear understanding of student’s reason and the effects of their studies...
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...mechanical and chemical properties of engineering materials. Particular emphasis is placed on the interdependency of atomic structure, micro-structure, material phase relationships, and solid state reactions to each other and to the modification of these properties. The use of metals, plastics and advanced materials in economic, sustainable and reliable design is investigated. The laboratory includes metallographic examination using light microscopy and the study of material science principals and treatments of metals. II. Course Requirements: The Student is required to review daily assignments and lecture notes, and complete assigned reading, laboratory presentations and homework problems. Two hours of out of class study per class/laboratory hour should allow students to be adequately prepared for class and complete these requirements. Homework and Laboratory Presentations will follow a prescribed format and should be neat and organized. There will be 7-10 quizzes that will be administered at the completion of each subsection. The following grading breakdown will be used: Homework: Quizzes: Laboratory: Final Exam: 10% 30% 30% 30% Notes: Completion of homework is required to be eligible to take quizzes. 20% of all material on quizzes and final will come from the text and may not be directly covered in class....
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...ACCT 3211 Intermediate Accounting I California State University, East Bay Spring 2014 Instructor: Pei-Hui Hsu | Office Hours: MW 4:00-5:30 pm | E-mail: pei-hui.hsu@csueastbay.edu | And/or by appointment | Office: VBT-333 | Class time: MW 2:00 to 3:50 pm (AE-277) | Prerequisites: Completion of ACCT 2251 or equivalent with a grade of no lower than “C-“ | Course Overview and Learnings Objectives This is the first course of the three sequential courses on intermediate financial accounting (ACCT 3211, ACCT 3212, and ACCT 3213). The main objective of this course is to develop an in-depth understanding of basic financial statements and external financial reporting for a for-profit entity. Key accounting issues about income measurement and various assets will also be touched. Note in this course while major discussion of lecture focuses on U.S. GAAP, selected distinguished differences in International Financial Reporting Standard (IFRS) will be also briefly covered. In this quarter, we will first build the foundation by introducing the environment and theoretical structure of financial reporting. We will then go over the accounting process and preparation of balance sheet, income statement and statement of cash flows. The focus in the second half of the quarter is to illustrate the concepts of income measurement and the issues related to accounting and reporting for several assets, including cash, receivables, and inventories. Upon successful completion of these...
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...BCO 116 Elementary Calculus 2Ch, 3 ECTS Academic Year 2015-2016 Course Description This course is an introduction to calculus and is intended to familiarize students with the mathematical thinking. It focuses on topics of calculus that are relevant to students in the managerial and business sciences. The main goals of the course are to develop technical skills allowing the analysis of real life problems, to provide the tools necessary to formulate, analyse and implement a simple quantitative model to support a business decision, and to understand articles and books on business analysis Starting with preliminaries to calculus, and limits, we follow with derivatives and its applications to real life problems, and integration. This course covers also functions with more than one variable, differential equations, and optimization. Basic requirement. Students must have a good background on algebra and arithmetic, as well as a good understanding of mathematical functions and their applications to practical problems. Course Objectives * To builds skills and proficiency in methods of calculus * To understand concepts, formulas and techniques of calculus through exercises and applied examples * To be able to translate real-world problems to mathematical language and models * To acquire ease in identifying the different kind of problem and the appropriated rule to solve it * To interpret results of calculus * To apply analytical methods of calculus...
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...Australian School of Business Accounting ACCT2522 MANAGEMENT ACCOUNTING 1 Course Outline Semester 1, 2012 Table of Contents PART A: COURSE-SPECIFIC INFORMATION 1 1 STAFF CONTACT DETAILS 1 2 COURSE DETAILS 1 2.1 Teaching Times and Locations 2.2 Units of Credit 2.3 Summary of Course 2.4 Course Aims and Relationship to Other Courses 2.5 Student Learning Outcomes 1 2 2 2 3 3 4 LEARNING AND TEACHING ACTIVITIES 3.1 Approach to Learning and Teaching in the Course 3.2 Learning Activities and Teaching Strategies 4 4 4 ASSESSMENT 5 4.1 Formal Requirements 4.2 Assessment Details 5 5 5 COURSE RESOURCES 9 6 COURSE EVALUATION AND DEVELOPMENT 10 7 COURSE SCHEDULE 11 PART B: KEY POLICIES, STUDENT RESPONSIBILITIES AND SUPPORT 1 1 ACADEMIC HONESTY AND PLAGIARISM 1 2 STUDENT RESPONSIBILITIES AND CONDUCT 1 2.1 Workload 2.2 Attendance 2.3 General Conduct and Behaviour 2.4 Occupational Health and Safety 2.5 Keeping Informed 1 2 2 2 2 3 SPECIAL CONSIDERATION AND SUPPLEMENTARY EXAMINATIONS 2 4 STUDENT RESOURCES AND SUPPORT 4 PART A: COURSE-SPECIFIC INFORMATION 1 STAFF CONTACT DETAILS Position Name Lecturer/tutor Nicole Ang Lecturer/tutor Linda Chang Tutor Mandy Cheng Tutor Kar Ming Chong Tutor Truman Mak Lecturer-inYee Shih Phua charge Tutor Kevin Teo Tutor Angela...
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...materially affect the success and survival of business enterprises. The course focuses on the information, analyses, organizational processes, skills, and business judgment managers must use to design strategies, position their businesses and assets, and define firm boundaries, to maximize long-term profits in the face of uncertainty and competition. Strategic Management (BUAD 497) is an integrative and interdisciplinary course in two important respects: 1. The course assumes a broad view of the environment that includes competitors, buyers/consumers, suppliers, technology, economics, capital markets, and government both locally and globally. It assumes that the external environment is dynamic and characterized by uncertain changes. In studying strategy, this course draws together and builds on all the ideas, concepts, and theories from your functional courses such as Accounting, Economics, Finance, Marketing, Organizational Behavior, and Statistics. However, it is much more than a mere integration of the functional specialties within a firm. 2. The course takes a general management perspective. It views the firm as a whole, and examines how policies in each functional area are integrated into an overall competitive strategy. We designed this course to develop the “general management point of view” among participants. This point of view is the best vantage point for making decisions that affect long run business performance. The key strategic business decisions...
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...214-768-4099 CLASSROOM : Georges Auditorium e-MAIL ADDRESS: mailto:rpuelz@mail.cox.smu.edu OFFICE HOURS: 1:00 p.m. to 2:00 p.m., Monday and Wednesday; and by appointment. HELP LABS: see “Lab and T.A.s schedule on our Blackboard site REQUIRED TEXTS: Ross, Westerfield and Jordan (RWJ), Fundamentals of Corporate Finance (Alternate Edition), 10/e , Note: Custom book based on RWJ edition 10/e available at SMU Bookstore only Malkiel, Burton G. (Malkiel), A Random Walk Down Wall Street, 2011, Norton Publishers. RECOMMENDED READING: Wall Street Journal and the business section of the Dallas Morning News. OTHER RESOURCES: The use of a business function or financial calculator is required. The Hewlett-Packard 10-B II and Texas Instruments BA II Plus are popular choices. The HP-12C is my personal choice mostly because it has stood the test of time. Beyond your operating manual, we will support each of these calculators if you have questions. CLASS ATTENDANCE AND WEBSITE: One of the best things about teaching and learning is the interaction between us. That can only be accomplished when you attend. I expect you to attend class and use a name tent. Also important to our class is our website. You’ll need your SMU i.d. for both your username and initial password. If you have used Blackboard before your username is your student i.d.; your password is something known to you. Today: Go to courses.smu.edu and log on! Because class notes, etc., are so important...
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...pm – 3:40 pm, CSOM 3-283 or by appointment COURSE DESCRIPTION The course provides an introduction to the financial accounting and reporting process from the perspective of external decision makers. The course focuses on fundamental accounting concepts and principles. Students will learn how the economic transactions of an enterprise are reported in the financial statements and related disclosures. The goals of the course are to provide students with a basic set of skills that can be used to compile and analyze financial statements and to prepare students for more advanced financial statement analysis courses. COURSE MATERIALS |Text Book |Financial Accounting 7th edition; Robert Libby, Patricia Libby and Robert Short; McGraw-Hill Irwin;| |(Required) |2010. | | |Connect Access Code | I do not recommend old editions of this book, but you make the final decision. You are required to purchase the Connect Access Code since some exercises and homework will be assigned, turned in and graded on Connect. You can also find more exercises there. A video that help with the Connect registration: http://screencast.com/t/Dzo9LxjAJ Please register at the following website: http://connect.mcgraw-hill.com/class/y_gao_copy_of_spring_2014 After you log in, you...
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...Homework Week 6 Answers The homework is worth 20 points, so each answer will have points distribution at the instructor’s discretion. Chapter 14 1. a. Given that the interest rate has been 4 percent for the last ten quarters, then for IS curve I, real GDP equals 8,800 − 25(4) − 25(4) − 25(4) − 25(4) − 20(4) − 20(4) − 20(4) − 15(4) − 15(4) − 10(4) = 8,000. For IS curve II, real GDP equals 8,400 − 5(4) − 5(4) − 5(4) − 5(4) − 10(4) − 15(4) − 15(4) − 15(4) − 20(4) = 8,000. b. For IS curve I, real GDP in the first quarter equals 8,800 − 25(3) − 25(4) − 25(4) − 25(4) − 20(4) − 20(4) − 20(4) − 15(4) − 15(4) − 10(4) = 8,025. Using the same IS curve, it is easy to show that for quarters two through ten, real GDP equals 8,050, 8,075, 8,100, 8,120, 8,140, 8,160, 8,175, 8,190, and 8,200, respectively. For IS curve II, real GDP in the first quarter equals 8,400 − 5(3) − 5(4) − 5(4) − 5(4) − 5(4) − 10(4) − 15(4) − 15(4) − 15(4) − 20(4) = 8,005. Using the same IS curve, it is easy to show that for quarters two through ten, real GDP equals 8,010, 8,015, 8,020, 8,025, 8,035, 8,050, 8,065, 8,080, and 8,100, respectively. c. Real GDP increases by 200 billion for IS curve I. The increase in real GDP for IS curve II equals 100 billion. d. For IS curve I, it takes four quarters, or twelve months, for real GDP to increase by 100 billion or one-half of the total increase in real GDP. For IS curve II, it takes seven quarters, or twenty-one months, for real GDP to increase by 50 billion...
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