Syllabus Entrance
Printer Friendly
Email Syllabus

FI 415 Financial Analysis and Planning
Stroud, James R.


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

Course

FI 415 Financial Analysis and Planning

Semester

U1T 2012 DL

Faculty

Stroud, James R.

Title

Senior Instructor

Degrees/Certificates

MSA Human Resources
BS Business Management

Office Location

Online

Daytime Phone

480-782-8293

E-Mail

james.stroud@park.edu

Class Days

TBA

Class Time

TBA

Credit Hours

3


Textbook:
Title: Analysis for Financial Management, 9th edition 
Author: Robert C. Higgins
ISBN: 978-0-07-729765-7
Copyright: 2008


New text required because it includes an insert you will need.

MSExcel - This course requires students to be able to open, edit, and save spreadsheets in Microsoft Excel.

MSWord - This course requires students to be able to open, edit, and save Microsoft Word documents.

Powerpoint Viewer - This course requires students to be able to view Powerpoint slide presentations. If you do not have the Powerpoint Viewer, you can download it athttp://www.microsoft.com/downloads/details.aspx?familyid=048DC840-14E1-467D-8DCA-19D2A8FD7485&displaylang=en.

Textbooks can be purchased through the MBS bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


Course Description:
FI415 Financial Analysis and Planning: Analysis of the financial aspects of corporate business planning, evaluation of financial performance, valuation analysis, management of growth. Prerequisite:FI360 3:0:3

Educational Philosophy:
The sources for learning are twofold: the course materials provided by institution 

We are all learners throughout our entire lives.  This learning is from both formal education and “informal education”, or what some of us refer to as personal experience.  Since our personal experiences are by definition limited, there may come a time when we desire to enrich ourselves through formal education.  For some of us this may be knowledge for its own sake.  For many of us the desire to seek formal education is to prepare for future opportunities that would not otherwise be available.   

But there is more to formal education than completing assignments and “filling squares”.  There is what we can learn from each other.  Only in a classroom can many people with diverse backgrounds and experiences interact and learn together.  Before on line classrooms if you missed the class you missed the interaction.  Now you can participate even during the times when life is just plain busy, because you can pick your own timeframe for interaction. 

This learning and interaction occurs while completing course objectives together.  I believe these objectives are introduced and measured best through lectures, readings, quizzes, internet, and writings.  Their completion enables all of us to learn things that would not be possible anywhere else. 

Finally, I firmly believe that knowledge in the classroom must not only be acquired but also translated for personal application and for application in the work center.  Enrichment is made complete when learning is applied in our own personal experience. 

As a life long learner I look forward to your unique experiences that will enrich us all.

Learning Outcomes:
  Core Learning Outcomes

  1. Interpret the three basic financial statements to assess the overall health of the firm.
  2. Create pro forma financial statements to forecast future financial performance of the firm.
  3. Assess the firm's four key ratios as a predictor of sustainable growth.
  4. Evaluate the possible opportunities to raise capital for the firm and discuss the outcomes of each on the firm.
  5. Apply the discounted cash flow techniques and estimation of relevant cash flows to evaluate possible investment opportunities for the firm.
  6. Recognize how risk affects investment decisions of the firm and the trade-off with expected return.


Core Assessment:

Class Assessment:
Participation in Discussion Threads (25%)

Final Exam (30%)
Homework (25%)
Course Project (20%)

Project Overview

 Every student will  complete a project during this semester.  There are two dates you will turn in what you are required to do, at the end of week 4 and week 7.  The online classroom attempts to break the project into steps for the student, since it is a big project that you cannot complete in one week.  If you follow along and keep up the work, you will have no problem getting it complete and turned in on time. The project amounts to about 30% of the total points, so it is as important as taking the final to your overall points for your grade.

You need to do some business reading about the company throughout the semester, and you are required to use at least two sources of information: the Value Line sheet for the Project, which comes from the Park Online library, and S&P information that is available in Doc Sharing.

In the online classroom webliography, there is “Spreadsheets Galore” available that provides multiple worksheets that you can choose from, but you can develop your own worksheets, particularly for the second turn in (discounted cash flows and pro forma worksheet) if you don’t like the sheets available there.  For the first turn in, you will use the “History” and “Ratios” worksheets that are located in Doc Sharing.  You will input the S&P information to the sheets, get your financial statements in balance per the S&P information, and compare and analyze those ratios.  You should get them to arrive close to the same ratios if you use the worksheets correctly.

For the second turn in at week 7 you will do a discounted cash flow sheet and a pro forma worksheet, and since past students (and myself) didn’t the available sheets, you can develop your own sheets and accomplish the same things, and probably faster, if you choose.  Either way, when you turn in the worksheets, you need to make sure that I will be able to print results from them, so I can grade them.  These worksheets have macros, etc, and sometimes are difficult to work with.  So, if you have problems getting them to me in a printable format, copy the pages and .pdf them to me in your turn in.  At least that gets past any macro issues.

So, you will be doing, in total, 4 worksheets (above), a 2-3 page analysis of the company, and you will be required to turn in a copy of the Value Line at week 4, so I know you completed that step.  Usually I just ask a question or two from the Value Line sheet that you can put in your turn in week 4, to save scanning a piece of paper as part of your turn in.  

The other piece of the requirements at week 7 is WACC (weighted average cost of capital) which can either be included in your writeup, or you can turn in a separate short excel worksheet.

Follow the tabs in the classroom for additional details about how to get to Value Line in the Park library online (week 2).  It is a one page summarized .pdf that you will find useful in your analysis.

There may be some other pointers in the classroom tabs about the Project; be sure to read it all to clarify anything that confuses you about the project.

The online S&P materials are required to be used, so you must buy a new textbook to get that resource.  I have been told that if you contact the publisher you might be able to buy S&P separately, but I have no experience with that, nor do I know the price, so please just buy a new book.  S&P is also a valuable service that you need to be familiar with, and it’s a pay-for-service for professionals, so hopefully having some experience using it will help you in your career.

 

Some Tips:

Apple has a September 30 fiscal year end, so watch out for that when trying to compare ratios.  And know that Value Line is extremely summarized.  Read the Value Line carefully and read all the footnotes below about some of the summarized information.

Try to use 3 years of data in your worksheets; it is difficult to do analysis on just one year.  It doesn’t take much longer to input 3 years, and your analysis will turn out better.

Any assumptions you need to use in your analysis, for example on WACC, please state your assumptions clearly on the worksheet.  As you know, some things are hard to come up with and you may need to make an assumption about it, but be sure to tell me what you did, or what you based your assumption on.

Make sure you are in Excel and Word, not any other older versions of spreadsheets or documents that I may not be able to open.  It must be readable for me to grade it!

You will turn in the project to the drop box, just like you do homework, except there are separate drop boxes for the two parts of the project.

Any further questions, read the weekly tabs in the classroom module, or ask if you are still confused.

Grading:

KSA's:  


The following knowledge, skills or abilities are required for this course. You should be able to:
  • Use your Park email with attachments
  • Save files in commonly used word processing programs (.doc and .rtf files)
  • Post in the threaded discussion
  • Submit items to the Dropbox
  • Use word processing software
  • Use spreadsheet software

Please see the Help and Resources page if you have any technical problems or do not know how to use a feature of eCollege.


Class Assessment:


Grade Range of percent Scores accumulated from the 4 areas described below
A 100%-90% 432 points-480 points
B 89%-80% 384 points-431 points
C 79%-70% 336 points -383 points
D 69%-60% 288 points-335 points
Below D No one will be in this category if they turn in everything, so meet your deadlines!

Participation in Discussion Threads (25%)

The student will be required to participate at least 3 times per week for the 8 weeks of the class to receive full credit. Contributions will be thoughtful commentary or discussion towards the thread. Remember to be courteous at all times, use good writing skills and be clear. To receive full credit for class participation, it is graded like homework, 25% for the full 8 weeks divided by 8 weeks, with 3 writings per week.

Each week for the discussion question, I want you to respond to my question open to the class with a short 2-3 paragraph answer. Best practice would be to write it in word and save it to your hard drive, then copy/paste it in as your “response” for everyone to read. Consider this the class discussion for the week, and don’t wait until Sunday night to join in. To fulfill your “class participation” for discussion threads, you need to respond each week to the question, then add one or two comments later in the week, either to another student’s comment or mine. To do this, you need to read all the other student comments.

Final exam (30%)

The final exam is a proctored, closed book test in Week 8.

Homework (25%)

Specific homework problems will be required each week on the Homework tab each week. Grading is based on the effort. I will give part or possibly full credit if the effort was shown and the student clearly was on the right track, even if the answer is not the same as the text provides.

Submit your assignment to the homework drop box. Please send your documents as either a MSWord .DOC, MSExcel spreadsheet .XLS, or a .PDF file. Always save a copy for yourself! Turn homework in before Sunday night at midnight each week.

For those odd numbered problems that you already have the solutions to, I want you to read through, and write up your answers in your own words. Exact copying of those solutions will not be counted as completed homework. The point here is to follow what the text is telling you about a particular problem, which may be tested on. If you put it in your own words, I will know you read and understood it.

Show complete work for full credit for all problems. In the case of homework, more is better than less. Show as much work as is necessary to clearly show that you understand each and every problem.

Course Project (20%)

The project grade will be graded similarly to homework. Spreadsheets completed but not exactly like the instructor’s solution will be graded for the effort and the displayed thought process of the student. Read all about the project each week under the weekly Activity tab. If assumptions were made to complete a spreadsheet, write any extra information down that will help me grade it either in a cell note or easy reference. In the case of the project, less is better than more-2 pages, people! Edit, edit, and then edit. It will be turned in by the end of week 4 and end of week 7.


Grading Rubrics

 Weekly Homework Rubric

SKILL

Excellent

(15 pts)

Above Average

(14 pts)

Meets Expectations

(12 pts)

Unacceptable

(9 pts)

Interpretation and Critical Analysis

The response skillfully interprets and analyzes text in an insightful original manner and is edited to summarize the answer via either short worksheets or single answers.

The response sufficiently interprets and analyzes the text in adequate ways, though may lack insight and originality. Spreadsheets or answers are longer because they are not edited as clearly and not reviewed as carefully.

The response interprets and analyzes the texts in a predictable manner, summarizing ideas, rather than suggesting insights.

The response neither interprets nor analyzes textual information; the homework is too long since it is not as summarized.

Focus

The response tightly focuses on a key textual idea or theme.

The response sufficiently focuses on a key textual idea or theme.

The response sufficiently focuses on key textual ideas or themes but may wander from focus.

The response fails to focus on key textual ideas or themes.

Development with use of adequate support (text examples)

The response is extremely well developed, using clear, applicable text examples closely linked to its interpretation. Quotations conform to MLA format requirements.

The response is sufficiently developed using text examples that are adequately linked to its interpretations, though it may lack sufficient development. Quotations conform to MLA format requirements.

The response is underdeveloped and contains insufficient examples from the text that are not clearly linked to its interpretation. Quotations do not conform to MLA format requirements.

The response lacks development and examples. It contains no quotations.

Technical

Response is clearly written with strong style and conforms to conventions of Standard Written English.

Response is adequately written and conforms to conventions of Standard Written English.

Response contains multiple errors not conforming to conventions of Standard Written English.

Response does not conform to conventions of Standard Written English.


 

Weekly Discussion Rubric

 

Evaluation

Assessment Guide

Excellent

(15 pts)

The postings exceed discussion and critique requirements. Although three postings are required, the student may post multiple entries. Each posting is 2 to 3 paragraphs, but they are on point and clear. Each considers a different work and offers insight and thoughtful analysis; it does not simply summarize. It contains no errors.

Above Average

(14 pts)

The posting slightly exceeds discussion and critique requirements. The posting is 2 paragraphs in length and offers insight and thoughtful analysis of a reading. It contains few errors.

Meets Expectations

(13 pts)

The posting meets discussion and critique requirements. It is a paragraph in length and offers a response with some analysis. It may contain multiple errors.

Below Requirements

(12 pts)

The posting is slightly below critique requirements. The posting is two sentences in length and offers little analysis and/or contains multiple minor errors.

Lacking Effort

(11 pts)

The posting falls considerably short of critique requirements. It is only one sentence and offers little other than a summary of a reading and/or contains multiple major grammatical and/or sentence structure errors.

Unacceptable

(10 pts)

The posting did not get made on time or contains multiple major grammatical and/or sentence structure errors.




Apple Project Rubric

SKILL

Excellent

(120 pts)

Above Average

(108 pts)

Meets Expectations

(96 pts)

Unacceptable

(72 pts)

Interpretation and Critical Analysis

The project skillfully interprets and analyzes topic in an insightful original manner and is no longer than 2 pages in length for the summary and the spreadsheets are neat, legible and easy to read and interpret.

The project sufficiently interprets and analyzes topic in adequate ways, though may lack insight and originality; it is longer than 2 pages and the spreadsheets are somewhat cluttered and hard to read.

The project interprets and analyzes the topic in a predictable manner, summarizing ideas, rather than suggesting insights; it is longer than 2 pages because it is too wordy and the spreadsheets are harder to interpret.

The project neither interprets nor analyzes the topic or does so in vague, general terms; it does not meet length requirements.

Focus

The project tightly focuses on a key textual idea or theme.

The project sufficiently focuses on a key textual idea or theme.

The project sufficiently focuses on key textual ideas or themes but may wander from focus.

The project fails to focus on key textual ideas or themes.

Development with use of adequate support (text examples)

The project is extremely well developed, using clear, applicable examples closely linked to its interpretation. Quotations conform to MLA format requirements.

The project is sufficiently developed using examples adequately linked to interpretation, though it may lack sufficient development. Quotations conform to MLA format requirements.

The project is underdeveloped and contains insufficient examples that are not clearly linked to its interpretation. Quotations do not conform to MLA format requirements.

The project lacks development and examples. It contains no quotations.

Technical

Project is clearly written with strong style and conforms to conventions of Standard Written English.

Project is adequately written and conforms to conventions of Standard Written English.

Projectl contains multiple errors not conforming to conventions of Standard Written English.

Project does not conform to conventions of Standard Written English.

 

 

 


 

Final Exam Rubric

SKILL

Excellent

(120 pts)

Above Average

(108 pts)

Meets Expectations

(96 pts)

Unacceptable

(72 pts)

Interpretation and Critical Analysis

The response skillfully interprets and analyzes questions in an insightful original manner.

The response sufficiently interprets and analyzes the questions in adequate ways, though it may lack insight and originality.

The response interprets and analyzes the questions in a predictable manner, summarizing ideas, rather than suggesting insights.

The response neither interprets nor analyzes questions.

Focus

The response tightly focuses on a key textual idea or theme.

The response sufficiently focuses on a key textual idea or theme.

The response sufficiently focuses on key textual ideas or themes but may wander from focus.

The response fails to focus on key textual ideas or themes.

Development with use of adequate support (text examples)

The response is extremely well developed, using clear, applicable text examples are closely linked to its interpretation. If quotations are used, they conform to MLA format requirements.

The response is sufficiently developed using text examples that are adequately linked to its interpretations, though it may lack sufficient development. If quotations are used, they conform to MLA format requirements.

The response is underdeveloped and contains insufficient examples from the text that are not clearly linked to its interpretation. If quotations are used, they do not conform to MLA format requirements.

The response lacks development and examples. If quotations are used, they contain major mechanical errors, and/or do not conform to MLA format requirements.

Technical

Response is clearly written with strong style and conforms to conventions of Standard Written English.

Response is adequately written and conforms to conventions of Standard Written English.

Response contains multiple errors not conforming to conventions of Standard Written English.

Response does not conform to conventions of Standard Written English.


The course grade for students will be based on the overall average of homework and tests taken during the course in accordance with the weighting of the various requirements as stated in the syllabus.

All final exams in all School of Business courses will be comprehensive and will be closed book and closed notes. They will constitute 30% of the total course grade and will not be a take-home exam. They will be completed during the test week in the period designated by the registrar or by the Proctor in the case online courses. If calculators are allowed, they will not be multifunctional electronic devices that include features such as: phones, cameras, instant messaging, pagers, and so forth. Electronic Computers will not be allowed on final exams unless an exception is made by the Dean of the School of Business.

Late Submission of Course Materials:

All assignments are due by midnight of the date posted, usually by the Sunday of that week unless otherwise noted. It is the student’s responsibility to insure that assignments are received by the instructor.

You can send one (1) homework late and still get full credit if received by me by the end of the next following week. Use this one “get out of jail free card” wisely, either for a computer problem or possibly the week of another deadline or travel. This only applies to a homework; discussion must be fulfilled during the week assigned, and the activity deadlines are non-negotiable.

Classroom Rules of Conduct:

In this course, some people may have different opinions which you do not agree with. Be objective and respectful when responding to different points of view. Working online may make communication more difficult since you don't see each other's body language.

1.      Online communications need to be composed with fairness, honesty, and tact. Spelling and grammar are very important in an online class. What you put into an online course reflects on your level of professionalism.

2.      It is important not to take disagreement personally.

3.      Responses to different ideas and observations need to be objective. Being objective means maintaining boundaries and not making personal attacks on the ability of others or making statements that have the potential to be taken personally.

4.      An important part of online learning is discussion. Differences in thinking are good because our knowledge is broadened.

5.      Because we have differences, we will have conflict. The important thing is to handle conflict in a way that does not create defensiveness, which does not promote learning.

You can see more about core rules of netiquette at http://www.albion.com/netiquette/corerules.html

If you have questions about any of these policies, please contact your instructor.

Course Topic/Dates/Assignments:

Week 1

During Week 1 the student will begin their studies of the basic financial statements used by companies, and explore various sources of financial information available on the internet. They will read the actual financial documents available and learn to interpret that information and compare it to summarized information also available for the user. Emphasis will be placed on getting hands on company information and learning by doing.

Week 1 Learning Objectives

  1. Find and interpret various sources of financial information.
  2. Analyze, interpret, and assess a company’s overall health.

Readings

  • Read Chapter 1

Activities

  • Homework 1 (15 points) - Complete weekly homework problems by Sunday midnight CT and submit to the Dropbox.
  • Discussion 1 (15 points) - Participate in the weekly discussion thread. Initial post is due by Wednesday midnight CT, and two responses to peers are due by Sunday midnight CT.
  • Week 1 Project - Read and follow the instructions. The project spans weeks 1 to 7. Each week you are required to do a certain amount of work, with work due to be turned in weeks 4 and 7.
  • Powerpoints (Required) - Download Ch0001.ppt from Doc Sharing and review the slideshow.

Week 2

During Week 2, the student will begin to input financial information in to the spreadsheets available and downloaded, to learn and get further experience with the financial information through ratios, which are an attempt to benchmark or compare companies with other companies, with an industry itself and with themselves for prior periods. These ratios will be compared for reasonableness, since ratios are nothing more than bare summaries of specific numbers. The student will have a greater understanding of the ratios after developing them with spreadsheets, then comparing them with summarized internet information and pondering how ratios can be negative, zero or #ff0000 if certain data patterns arise.

Week 2 Learning Objectives

  1. Identify and interpret ratio analysis through spreadsheets
  2. Compare calculations to ratio summary resources available on the internet.
  3. Analyze the ratios for reasonableness and compare to the company ratio history and industry ratio history.

Readings

  • Read Chapter 2

Activities

  • Homework 2 (15 points) - Complete weekly homework problems by Sunday midnight CT and submit to the Dropbox.
  • Discussion 2 (15 points) - Participate in the weekly discussion thread. Initial post is due by Wednesday midnight CT, and two responses to peers are due by Sunday midnight CT.
  • Week 2 Project - Read and follow the instructions. The project spans weeks 1 to 7. Each week you are required to do a certain amount of work, with work due to be turned in weeks 4 and 7.
  • Powerpoints (Required) - Download Ch0002.ppt from Doc Sharing and review the slideshow.


Week 3

The student will continue to learn financial analysis tools as they study pro forma statements and other cash flow estimates. The student will learn the potential uses of such types of worksheets for a company, including budgeting, forecasting and projecting potential future projects. The student will read the current thinking about the use of such data analysis in valuing businesses in the current market conditions.

Week 3 Learning Objectives

  1. Forecast, budget and project financial information through the use of excel spreadsheets.
  2. Analyze the company outlook objectively both for ongoing operations and new projects.
  3. Identify business valuation issues based on cash flow calculations, particularly in the current economic environment.

Readings

  • Read Chapter 3

Activities

  • Homework 3 (15 points) - Complete weekly homework problems by Sunday midnight CT and submit to the Dropbox.
  • Discussion 3 (15 points) - Participate in the weekly discussion thread. Initial post is due by Wednesday midnight CT, and two responses to peers are due by Sunday midnight CT.
  •  Week 3 Project - Read and follow the instructions. The project spans weeks 1 to 7. Each week you are required to do a certain amount of work, with work due to be turned in weeks 4 and 7.
  • Powerpoints (Required) - Download Ch0003.ppt from Doc Sharing and review the slideshow.

Week 4

We will discuss at length about the growth of firms, and when growth is not necessarily good. We will read about the choices for financing and the possible outcomes. The text provides a detailed conversation about sustainable growth to give the student an objective approach to this topic, and the student will also learn about what to do when growth is unsustainable.

Week 4 Learning Objectives

  1. Work with both debt and equity financing examples in spreadsheet software, then be able to explain the resulting changes to the overall financial picture for the company.
  2. Define sustainable growth and when growth is not necessarily good.
  3. Describe what to do when actual growth exceeds sustainable growth.

Readings

  • Read Chapter 4

Activities

  • Homework 4 (15 points) - Complete weekly homework problems by Sunday midnight CT and submit to the Dropbox.
  • Discussion 4 (15 points) - Participate in the weekly discussion thread. Initial post is due by Wednesday midnight CT, and two responses to peers are due by Sunday midnight CT.
  • Week 4 Project (60 points) - Read and follow the instructions. Turn in the first half of the project by Sunday midnight CT.
  • Powerpoints (Required) - Download Ch0004.ppt from Doc Sharing and review the slideshow.

Week 5

We continue to study financing for a company and the market and financial instruments that can best be used to do so. The student will also review a discussion of the efficient market hypothesis and the current thinking about which degree of efficiency the market is considered to best fit by those definitions.

Week 5 Learning Objectives

  1. Describe bonds and stocks and their features.
  2. Name and differentiate between financial markets and ways to raise financing (IPO’s, private equity financing and other possibilities).
  3. Define an efficient market and degrees of efficiency, along with the implications.

Readings

  • Read Chapter 5

Activities

  • Homework 5 (15 points) - Complete weekly homework problems by Sunday midnight CT and submit to the Dropbox.
  • Discussion 5 (15 points) - Participate in the weekly discussion thread. Initial post is due by Wednesday midnight CT, and two responses to peers are due by Sunday midnight CT.
  • Week 5 Project Read and follow the instructions. The project spans weeks 1 to 7. Each week you are required to do a certain amount of work. The final project is due in Week 7.
  • Powerpoints (Required) - Download Ch0005.ppt from Doc Sharing and review the slideshow.

Week 6

In week 6, the student will dig deeper in to financing for a company within the framework of an extensive textbook example. Leverage is discussed, both the good side and the not so good side. Good details are provided with the text example, including tables and discussions of the company financials both with and without new debt.

Week 6 Learning Objectives

  1. Define leverage within the framework of a text example.
  2. Define the interest tax shield within this same example.
  3. Discuss the cost of debt as compared to the benefit of debt.
  4. Identify financing strategy with inflation.

Readings

  • Read Chapter 6

Activities

  • Homework 6 (15 points) - Complete weekly homework problems by Sunday midnight CT and submit to the Dropbox.
  • Discussion 6 (15 points) - Participate in the weekly discussion thread. Initial post is due by Wednesday midnight CT, and two responses to peers are due by Sunday midnight CT.
  • Week 6 Project - Read and follow the instructions. The project spans weeks 1 to 7. Each week you are required to do a certain amount of work. The final project is due in Week 7.
  • Powerpoints (Required) - Download Ch0006.ppt from Doc Sharing and review the slideshow.

Week 7

We move our discussion slightly to a refresher about the time value of money, and we will play with excel function keys as one method of calculating some basic problems. We will use excel, given that the text uses a hand held calculator, which is not as likely to be on a desk at work as excel would be. The textbook briefly discusses excel functions, so this is included for the student to consider. The student will also do problems on internal rate of return and net present value, two time value of money calculations for cash flows over time. The book does conclude this conversation with its preference between the two methods.

Week 7 Learning Objectives

  1. Explain the time value of money.
  2. Master MSExcel function keys as a method of calculating different time value of money problems as one way of calculating such problems at work.
  3. Describe IRR and NPV.
  4. Define depreciation, specifically with respect to after-tax cash flows.

Readings

  • Read Chapter 7

Activities

  • Homework 7 (15 points) - Complete weekly homework problems by Sunday midnight CT and submit to the Dropbox.
  • Discussion 7 (15 points) - Participate in the weekly discussion thread. Initial post is due by Wednesday midnight CT, and two responses to peers are due by Sunday midnight CT.
  • Week 7 Project (60 points) - Read and follow the instructions. Turn in the final project by Sunday midnight CT.
  • Powerpoints (Required) - Download Ch0007.ppt from Doc Sharing and review the slideshow.

Week 8

The student will learn how risk affects all of our studies. The text will define the cost of capital, both of debt and equity. Further discussion will be about how to develop an expected return rate on an asset.

Week 8 Learning Objectives

  1. Calculate the cost of capital.
  2. Define risk and beta.
  3. Question economists’ assumptions used in financial calculations.
  4. Explain the pitfalls of using discounted cash flow techniques.

Readings

  • Read Chapter 8

Activities

  • Homework 8 (15 points) - Complete weekly homework problems by Sunday midnight CT and submit to the Dropbox.
  • Discussion 8 (15 points) - Participate in the weekly discussion thread. Initial post is due by Wednesday midnight CT, and two responses to peers are due by Sunday midnight CT.
  • Powerpoints (Required) - Download Ch0008.ppt from Doc Sharing and review the slideshow.
  • Final Exam (120 points)

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2011-2012 Undergraduate Catalog Page 93

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. from Park University 2011-2012 Undergraduate Catalog Page 93

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.
ONLINE NOTE: Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a course related question, or using any of the learning management system tools.

Park University 2011-2012 Undergraduate Catalog Page 96

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Additional Information:





Bibliography:

Copyright:

This material is protected by copyright
                               and can not be reused without author permission.

Last Updated:5/15/2012 7:53:50 AM