...Review and Practice Exam Preparation Resources Assignment 2 Print This assignment is due at the end of Module 4. While it primarily covers Modules 3 and 4, some questions may draw on previous modules. The time to complete this assignment is an estimated 57 hours if you have read and mastered the material in the module notes and required readings. Refer to the general instructions in Assignment 1 on how to prepare and submit your assignment. Question 1 (17 marks) Montreal Financial and Legal (MFL) has forecasted its earnings after interest and taxes and its investment needs for the next four years as shown in Exhibit MFL1. Exhibit MFL1: MFL’s earnings after interest and taxes and investment needs Earnings ($) 900,000 950,000 1,200,000 1,250,000 Investment ($) 600,000 275,000 500,000 875,000 Year 1 2 3 4 MFL has a target capital structure of 35% debt/65% equity and 150,000 shares outstanding. Required a. (5 marks) Find the dividend per share (DPS) in each of the four years, and the expected DPS, standard deviation of DPS, and coefficient of variation of DPS over the fouryear period, if MFL pays out a constant 50% of its earnings per share (EPS) as dividends. b. (5 marks) Find the DPS in each of the four years, and the expected DPS, standard deviation of DPS, and coefficient of variation of DPS over the fouryear period, if MFL follows a residual dividend policy paying out 100% of available funds as dividends. c. (1 mark) Would a riskaverse investor prefer ...
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...UMUC NSCI 101/103 Lab 2: Types of Forces INSTRUCTIONS: On your own and without assistance, complete this Lab 2 Answer Form electronically and submit it via the Assignments Folder by the date listed on your Course Schedule (under Syllabus). To conduct your laboratory exercises, use the Laboratory Manual that is available in the classroom. Laboratory exercises on your CD may not be updated. Save your Lab 2 Answer Form in the following format: LastName_Lab2 (e.g., Smith_Lab2). You should submit your document in a Word (.doc or .docx) or Rich Text Format (.rtf) for best compatibility. Experiment 1: Friction Table 1: Applied Force Required to Slide Cup Cup Material Force Applied F1 m1 = 300 g water Force Applied F2 m2 = 150 g water F1 / FN1 F2 / FN2 Plastic Avg: Avg: Avg: Avg: Styrofoam Avg: Avg: Avg: Avg: Paper F1 m1 = 150 g water F2 m1 = 100 g water F1 / FN1 F2 / FN2 Avg: Avg: Avg: Avg: Surface Description Questions: What happened to your applied force Fapp as you decreased the amount of water in the cup? Assume the mass...
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...UMUC NSCI 101/103 Lab 2: Types of Forces INSTRUCTIONS: On your own and without assistance, complete this Lab 2 Answer Form electronically and submit it via the Assignments Folder by the date listed on your Course Schedule (under Syllabus). To conduct your laboratory exercises, use the Laboratory Manual that is available in the classroom. Laboratory exercises on your CD may not be updated. Save your Lab 2 Answer Form in the following format: LastName_Lab2 (e.g., Smith_Lab2). You should submit your document in a Word (.doc or .docx) or Rich Text Format (.rtf) for best compatibility. Experiment 1: Friction Table 1: Applied Force Required to Slide Cup |Cup Material |Force Applied F1 |Force Applied F2 |F1 / FN1 |F2 / FN2 | | |m1 = 300 g water |m2 = 150 g water | | | | | | | | | | | | | | | |Plastic | | | | | | ...
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...If this email does not display properly, please view the online version. The deadline to enrol in session 2 courses is Friday, November 14, 2014. You will enrol via the online Enrolment system found here. Session 2 courses officially begin on Monday, December 9, 2014. CGA Students – CGA Program Count Down Please remember, there are now 3 sessions remaining before the CGA Program’s course completion deadline of September 2015, so we encourage you to make the most of each session: 2014-2015 Session 2 (Dec 2014 to Mar 2015)#1 Session 3 (Mar to Jun 2015) #2 Session 4 (Jun to Sept 2015) #3 **CGA Program Course Completion Deadline, Sept. 2015** Laurentian University Students Please be aware the enrolment deadline for Laurentian courses is Monday, November 17, 2014. Because Laurentian courses fill up and close very quickly (sometimes before the posted enrolment deadlines),it is crucial that you enrol as early as possible to avoid missing out on your desired course. If you are unable to enrol in your desired course and would like to be placed on the waiting list, please send your request to Cindy James. Be sure to include your name, CGA and Laurentian student ID numbers in the subject line (e.g., John Doe | CGA ID# 2240161234 | LU ID# 299991 | Waiting List for HC1 Course) Remember to Update Your Address! Before logging into the online Enrolment system, please update your current preferred shipping/mailing address...
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...Advanced Corporate Finance [FN2] Examination Blueprint 2013/2014 Purpose The Advanced Corporate Finance [FN2] examination has been constructed using an examination blueprint. The blueprint, also referred to as the test specifications, outlines the content areas covered on the examination and the weighting allotted to each content area. This document also lists the topics, the level of competence for each topic, and the related learning objectives and competencies. The learning objectives have been designed to ensure that the competencies are met. In addition, information is provided on the proportion of each question type presented in the examination (that is, multiple choice, quantitative problems, and so on). Use Candidates should use the examination blueprint to prepare for the course examination. The blueprint may not include all the topics listed in the course materials; however, candidates are still responsible for acquiring a broad-based knowledge of all topics not listed in the blueprint since these topics will be tested in assignment and review questions. The topics not listed in the blueprint will also provide candidates with a greater depth of understanding of finance concepts. Examination Objectives The objective of the 4-hour comprehensive examination is to test CGA candidates on the prerequisite knowledge required for advancement into PA1 and PA2, so as to ensure that the candidates have the broad-based knowledge in finance needed to function properly in the association’s...
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...Syllabus Certified General Accountants Association of Canada 100 – 4200 North Fraser Way Burnaby, British Columbia Canada V5J 5K7 www.cga-canada.org © CGA-Canada, 2013 All rights reserved. These materials or parts thereof may not be reproduced or used in any manner without the prior written permission of the Certified General Accountants Association of Canada. Printed in Canada ISBN for an individual volume: 978-1-55219-599-4 About CGA-CANADA _________________________________________ CGA-Canada today The CGA designation focuses on integrity, ethics, and the highest education requirements. Recognized as the country’s accounting business leaders, CGAs provide strategic counsel, financial leadership, and overall direction to all sectors of the Canadian economy. The Certified General Accountants Association of Canada — CGA-Canada — sets standards, develops education programs, publishes professional materials, advocates on public policy issues, and represents CGAs nationally and internationally. The Association represents 75,000 CGAs and students in Canada, Bermuda, the Caribbean, Hong Kong, and China. Mission CGA-Canada advances the interests of its members and the public through national and international representation and the establishment of professional standards, practices, and services. A proud history CGA-Canada was founded in Montréal in 1908 under the leadership of John Leslie, vicepresident of the Canadian Pacific Railway. From the beginning, its objective...
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...In addition, information is provided on the proportion of each question type presented in the examination (that is, multiple choice, quantitative problems, and so on). Use Students should use the examination blueprint to prepare for the course examination. The blueprint may not include all the topics listed in the course outline; however, students are still responsible for acquiring a broad-based knowledge of all topics not listed in the blueprint since these topics will be tested in assignment and review questions. The topics not listed in the blueprint will also provide students with a greater depth of understanding of finance concepts. Examination Objectives The objectives of this 3-hour, comprehensive examination are to test CGA students on the prerequisite knowledge required for the completion of Accounting Business Case [BC1] and advancement into Financial Accounting Consolidations and Advanced Issues [FA4], Accounting Theory and Contemporary Issues [ATI], and Advanced Corporate Finance [FN2], and to ensure that students have the broad-based knowledge in finance needed to function properly in upper-level education and certification courses. Examination Guidelines for Questions i) Question Type The following are guidelines on the type of questions and their approximate weightings: Percentage Weighting Question Item...
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...career in financial management. Flexible study options and the freedom to choose the career you want CGA is all about choice. You choose the professional-studies path and real-world experience that best match your career goals and interests. We give you the skills and freedom to work in any type of organization, in any industry, at any level of management. With a CGA designation, your opportunities—both professional and personal, at home and around the world—are limitless. Take your place as a highly respected member of the business world. Karmen Rempel, CGA Manager Grant Thornton LLP Vancouver, British Columbia Why CGA? There are many reasons why CGA is the fastest-growing accounting designation in Canada. With CGA, you can: 1. Pursue unlimited career opportunities in the business or enterprise of your choice. 2. Develop the wide range of skills needed to take on leadership, senior...
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...Law 252 Business Torts — Week One Course Reading Assignment 1 Part One: The "borderland" between tort and contract. Sommer v, Federal Signal Corp., 79 N.Y.2d 540 (1992); IKEA North American Services, Inc. v. Northeast Graphics, Inc., 56 F.Supp.2d 340 (S.D.N.Y. 1999). Part Two: Introduction to the economic loss doctrine. Grams v. Milk Products, Inc., 283 Wis.2d 511 (2005). ' I have edited the cases in this attachment. Le • ' 593 N.E.2d 1365 79 N.Y.2d 540, 593 N.E.2d 1365, 583 N.Y.S2d 957 • (Cite as: 79 N.Y.2d 540, 593 N.E.2d 1365, 583 N.Y.S.2d 957) Page I .'Sommer v. Federal Signal Corp. N.Y.,1992. Court of Appeals of New York. Beverly SOMMER et al., Respondents-Appellants, v. FEDERAL SIGNAL CORPORATION et Respondents-Appellants, andHohnes Protection, Inc., Appellant-Respondent, et al, Defendant (And a Third-Party Action and All Related Consolidated Actions.) May 12,1992. OPINION OF THE COURT KAYE, Judge. substitute-initially understood that 810 wanted normal service restored. But as the brief conversation proceeded, the dispatcher became confused by the caller's repeated insistence that he would "activate" the system and the dispatcher concluded-without attempting to elicit greater clarification from the caller, or any other confirmation-that 810 wanted its system taken out ofservice. Seven to nine minutes later, Holmes began receiving fire signals from the building. However, consistent with his mistaken impression that the system was to be taken out...
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...Research on technology and teacher education: current status and future directions. Author: Willis, Jerry.; Thompson, Ann. Sadera, William. Source: Educational Technology Research and Development v. 47 no4 (1999) p. 29-45 ISSN: 1042-1629 Number: BEDI00000113 Copyright: The magazine publisher is the copyright holder of this article and it is reproduced with permission. Further reproduction of this article in violation of the copyright is prohibited. [pic] Much of the field we call educational technology has links that go back for almost a hundred years, at least to the museum movement in the early part of the 20th century. The museum movement and the success of training and development work during the two world wars were major factors in the development of the field. Educational technology flourished in the 1950s and continues to play an important role in many colleges of education. The particular subdiscipline of educational technology we will explore in this paper does not have a long history. Information technology and teacher education (ITTE) is now a scholarly and professional discipline, but it has only recently become so. During the 1970s and early 1980s, while most educational technology programs continued to emphasize more traditional concepts and skills such as the systematic design and development of instructional materials, a separate group of graduate programs emerged that provided some of the foundations for ITTE. These programs, usually at the master's level...
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...BACHELOR OF COMMERCE (B.COM.,) PAPER – 2.1 MANAGERIAL ECONOMICS UNIT – I CHAPTER - I SECTION - I Definition of Managerial Economics Managerial economics refers to those aspects of economics and its tools of analysis most relevant to the firm’s decision-making process. According to MeNair and Meriam, managerial economies consists of the use of economic models of thought to analyze business situations. Some writers consider managerial economics as the integration of economic theory with business practice for the purpose of facilitating decision-making and forward planning by management. The underlying idea of all these definitions is that managerial economics means economics applied in decision-making. So we may consider managerial economics as a special branch of economics bridging the gap between abstract theory and managerial practice. It may be pointed out here that effective decision-making at the firms’ level calls for a careful analysis of a choice between alternative courses of action. Economic theory offers a variety of concepts and analytical tools which can be of considerable assistance to the manager in his decision-making process. In fact actual problem-solving may require many skills and tools which are not available in the traditional economist’s. For example, knowledge of accounting and of statistical concepts and methods, which are not taught in economics, can help the analyses to apply more effectively the economic...
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...THE LEGAL REGULATION OF THE EXTERNAL COMPANY AUDITOR IN POST-ENRON SOUTH AFRICA Hannine Drake THESIS PRESENTED IN FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF LAWS AT THE UNIVERSITY OF STELLENBOSCH Supervisor: Prof A.H. van Wyk March 2009 ii DECLARATION By submitting this thesis electronically, I declare that the entirety of the work contained therein is my own, original work, that I am the owner of the copyright thereof (unless to the extent explicitly otherwise stated) and that I have not previously in its entirety or in part submitted it for obtaining any qualification. Date: 25 February 2009 Copyright © 2009 Stellenbosch University All rights reserved iii ACKNOWLEDGEMENTS In acknowledgement to all who have contributed to this work in some form: writing this thesis would have otherwise been like swimming through mud. To my supervisor, Professor Andreas van Wyk, thank you for your leadership, patience, and academic skill in guiding me through the research process. To Adéle Mulder and Charl Marais, thank you for your continuous insight and perspectives, both academic and otherwise. And finally to Hilda and Gerrie Steyn, who have been absolutely crucial throughout all my years of study, thank you for your indispensable support, in all its forms. iv SUMMARY The worldwide increase of corporate failures on the scale of Enron and WorldCom has sparked a renewed international trend of corporate governance review...
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...were included in this manual. We assembled all of the solutions that we had from the first edition, and filled in so that all odd-numbered problems were done. In the passage from the first to the second edition, problems were shuffled with no attention paid to numbering (hence no attention paid to minimize the new effort), but rather we tried to put the problems in logical order. A major change from the first edition is the use of the computer, both symbolically through Mathematicatm and numerically using R. Some solutions are given as code in either of these languages. Mathematicatm can be purchased from Wolfram Research, and R is a free download from http://www.r-project.org/. Here is a detailed listing of the solutions included. Chapter 1 2 3 4 Number of Exercises 55 40 50 65 Number of Solutions 51 37 42 52 5 69 46 6 7 43 66 35 52 8 9 58 58 51 41 10 11 12 48 41 31 26 35 16 Missing 26, 30, 36, 42 34, 38, 40 4, 6, 10, 20, 30, 32, 34, 36 8, 14, 22,...
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