Module 3 DQ 1 and 2 Assignment Example | Topics and Well Written Essays - 500 words

Module 3 DQ 1 and 2 - Assignment Example The representative member must have some elements of commonality uniting him with the population. There are several reasons why survey and cohort research designs are used. When the need to determine general trends, public perception and opinion towards the government, its policies, businesses, healthcare institutions or sector and the media arises, survey research designs comes in handy. The same can be used in both small-scale and large-scale levels of research studies. After determining the aim of the research design, the sample group is determined, in order to ensure accuracy. As a form of research design, surveys are flexible enough to be carried out either on a face-to-face basis, or via mail (Turlik, 2010). Conversely, cohort design can be used in both medical science and social science researches. This type of experimental design is very popular because, it factors statistical occurrences within a designated subgroup, and hence upholding the highest extent of accuracy possible. The results accrued are valid since the subgroup has similar characteristics that are pertinent to the problem being researched on. The cohort design is popular because of its flexible nature, its compatibility with both primary and secondary data and its affiliation with ethical standards. Internal validity has to do with: how well a research study has been carried out, in light of operational definitions and the research design used and the measuring of the variables; and the extent of confidentiality that is adduced when observing the effects brought about by independent variables, in lieu of extraneous variables. Again, internal validity covers accuracy of the results produced. If for instance sampling is done inchoately, results obtained may be inaccurate. Errors and biases can undermine the validity of a research study in several ways. First, the failure to do random sampling will automatically generate inaccurate results. For instance, if a designated sample

Learning and Teaching Styles Essay Example for Free

Learning and Teaching Styles Essay Wk. 2 Learning and Teaching Styles â€Å"In almost every actual well-designed study, Mr. Pashler and his colleagues write in their paper, ‘Learning Styles: Concepts and Evidence,’ the pattern is similar: For a given lesson, one instructional technique turns out to be optimal for all groups of students, even though students with certain learning styles may not love that technique. † (2009) I wanted to start this paper with this quote since it did involve some sort of evidence that teaching in one style still works. Students can and do succeed and have received equal scores as their peers whose learning styles matched the teachers methods of teaching. I do believe however that students may not catch on as fast and lose interest easier when being taught material. This is why I would still use different methods of teaching versus just one. As a visual learner, I understand how difficult it can be to orally receive directions for an assignment or other activity. I thrive on written directions and learning materials that need to be read or are graphed. I often had to ask the teacher numerous times to repeat the directions because I wasn’t sure what I was supposed to do. This put me behind and my grades occasionally suffered as a result. As a past teacher who worked in a school that believed in teaching using the multiple intelligences method, I found great joy in seeing my students succeed. As teachers, we were required to hand in our lesson plans weekly to the principal. Our lesson plans had to involve each of the intelligences. This was my first real job as a teacher and I did not completely understand why we were required to do this and not use our own personal methods. Looking back, I am so grateful that I learned and saw first hand the consequences of teaching using the multiple intelligences. I enjoyed seeing my student’s motivation rise as their type of learning was focused on for a particular lesson. When I go back to teaching, I will with no doubt in my mind, use this method again. It completely fits with my style of teaching most likely because it was my first real experience and works even for those students who have a completely different learning style than I do. In an ESL classroom, â€Å"dividing a lesson into phases† (Palmberg) to make sure I use each of the intelligences is ideal. I firmly believe that this method works no matter how different a student’s learning style is from the teacher. In a sample lesson for example, I would explain the topic (i. e. vocabulary words on food items) and give the students an overview of what they will need to do and what they are expected to learn. I would read them a story relating to food or going shopping. Next I would have them write down their own list of items that their families normally buy often for a real-life experience. The next phase is to divide the class into groups and share each other’s lists. They would also discuss what their ideal list and store layout would be like if they could buy any type of food that they wanted from their ideal grocery store. They would then move on to thinking about a song or songs that is about food. We would play that song the following day. For the students who feel comfortable, creating their own body expressions describing food would be next and sharing these movements with the rest of the class. This exercise could be turned into a fun lesson where the rest of the class would have to guess which food item is being emphasized (like charades). We would next come up with a class list of favorite food items. There would more than likely be some disagreement so I would divide them up in half asking them to have a debate based on reasonable food limits and favorites to come up with an ideal list. We would do the same thing for the ideal store layout. For the sake of repetition, each original group would compare with the class their original lists and new â€Å"reasonable† list and layout. I believe this lesson would take a few days but involves most if not all intelligences. Being a visual learner, I can benefit from the students who are different from me as much as they benefit from me and the lessons I teach them using the different intelligences. For example, as I try and improve my weaknesses in some forms of learning, I can benefit from the students who learn better in a completely different way (say kinesthetic). They will get much benefit from the part of the lesson that involves movement and I will get the same benefit seeing how they react and learn to this part of the lesson. To make things fun for the students (and me) those willing could come up with their own way of teaching each other about a certain topic. I would of course give them the general rules and guidelines and they would do the rest. I think each student could benefit from this because they would more than likely use their favorite way of learning to â€Å"teach† a lesson. For those who do not want to do this, they could also benefit from this since it is an exercise that is not ordinarily done and will hold interest longer. I am not a teacher and never have been one who forces students to do something that makes them feel uncomfortable (i. e. standing up and doing a charade). I think that this will do more harm than good. The student may back off and not participate or be eager to learn for fear that they may be picked on by their peers or even the teacher. I had this experience in middle school and know how it feels. I began to pull myself away from the class and especially the teacher. As a result, I did poorly in the class. For these types of students, a more gentle approach is necessary. The teacher may ask this type of student to write an explanation of what they would do or simply tell the teacher what they would do for an assignment. This is why I am such a believer of the multiple intelligences method. It involves all students and doesn’t single out particular ones. Everyone benefits and everyone learns based on their own learning strengths. Another less popular/obvious benefit of this teaching method is related to the impact that the students learning has on their own family and home life. I think that because a student is more eager to learn as a result of the multiple intelligences method, they will carry their positive attitude into their home life and be more compliant towards their family and of course themselves. As we all know, a student’s home life reflects their attitudes and success in school. References: chronicle. com/article/Matching-Teaching-Style-to/49497/ www. sube. com/ /integrating_learning_styles_and_skills_in_e www. tecweb. org/styles/gardner. html www. tefl. net/esl-lesson-plans/multiple-intelligences. htm Gardner, Howard. 1993. Multiple intelligences. The theory in practice. New York: Basic Books.

Depression among Pregnant Adolescents: Literature Review

Depression among Pregnant Adolescents: Literature Review Review of Related Literature and Studies Depression among pregnant adolescents as well as the factors that contributes to the said condition is being discussed in this review of literature. The things that could help prevent or lessen depression and the use of The Kutcher Adolescent Depression Scale is also introduced. According to G. Tzilos et al,(2012). Depression during pregnancy is related to the increase number of mortality and morbidity among teenage mothers and infants. However, the cases of Adolescent pregnancy declined over the past years because of the strict implementation of contraceptive use in the United States still the number of occurring depression related to teenage pregnancy is alarming to the society nowadays. Early pregnancy does not only a threat to the mother but as well as the baby because when a teenager gets pregnant, it is expected that she will face many complications during and after her pregnancy and these complications could lead to death of her baby and herself. Adolescent Pregnancy is always perceived by the society as a major problem and a great threat that will add up to societal problems. These perceptions could make pregnant adolescents feel that they are being judged negatively by the society and could lead to depression. Majority of them felt that they are alw ays seen as persons who don’t know how to take good care of the upcoming baby because they are not yet fully matured. Some even relate teenage mothers to Erik Erikson’s Theory to illustrate that they are struggling in fulfilling two roles that they should take part. Pregnant Adolescents are not seeking for medical attention because for them they are mistreated and they are scared for the criticisms that they will receive from the people around them. That is why most pregnant adolescents’ faces problems and complications during labor because of lack of prenatal check-ups. Also in the studies planned pregnancy is compared to the unplanned of course planned pregnancy commonly happens to persons who went under the sacrament of matrimony and they unlikely to face complications and depression during pregnancy because of the support of their family as well as the society and those unplanned pregnancies are most likely to feel the opposite. The highest number of depress ion during pregnancy in found in the ethnicity of Latinas and a history of alcohol consumption and abuse whether it may be physical or sexual is found to be a significant contributing factors that could lead to depression. Pregnancy at an early age was commonly associated to poverty and societal issues. According to A. Katz, (2011) Majority of them voiced out that life before pregnancy was difficult and early pregnancy in their family was common so there is a possibility that they will follow the things that they have grown upon. Social connectedness plays an important role most specially the pregnant adolescent’s family. Some of the articles pointed out that the mother of the pregnant adolescent should be giving her more attention and support since she had been on the same experience before. Also, nurses were said to play a very important role in helping pregnant adolescents to prevent developing depression since they are the ones who will interact longer with their patients . One of the article’s main topic suggests that childbearing or being pregnant was the main reason why pregnant teenagers are experiencing depression. They say that depression seems to be linked with pregnancy because previous studies focus only on small populations. So what they did was they conducted a study with a big population between pregnant teens and pregnant adults. The questionnaires are given out to measure the level of depression inside it are questions such as things that bother them, how they manage feelings of sadness and concentration problems. The results showed that teenage mothers have an increase in depression incidence than adult mothers. However, carrying a child inside her womb was not the cause. They found out that even before they got pregnant, their level of depression was greater than compared to their friends and remained high even after giving birth to the baby. The results pointed out poverty and an existing stressor can predict adolescent pregna ncy because of the psychological thinking that if they become pregnant their life would be easier and the focus will be now given to the newborn baby. They observed that when they got pregnant, the chance is they become responsible for taking care of the baby inside her and the study suggested that research nowadays should focus on how the teenage mom going to pursue her ambitions in life after giving birth to the baby. Lastly, the study suggests that married teen pregnant mothers will likely develop a positive outcome in terms of behavior and decrease the likelihood of developing depression then unmarried teenage mothers. One study pointed out the factors that may increase the likelihood of teenage pregnancy. One factor that the researchers pointed to have a great impact on the incidence of teenage pregnancy was the age they started to engage in sexual intercourse they found out if a girl engages in sexual activity before 15 years old she is more prone in becoming pregnant. They al so pointed out United States as the most developed country with the highest incidence of adolescent pregnancy and one of the factors that causes early pregnancy was the number of sexual partners that an individual has. They say that if a girl had 3 or more sexual partners’ chances of being pregnant are high and if their partner’s age is more than 3 years of their age. The level of anxiety of a teenage father was discussed. Although there were only few studies about teenage fathers they found out that teenage father who became father for the first time has a high anxiety level compared to those who have been to the same situation before. The Kutcher Adolescent Depression Scale is a tool that is used by clinicians and researchers to identify adolescents who are at risk for developing depression. It is created by Dr. Stan Kutcher, various clinicians and researchers and it is acknowledged to be an effective tool in assessing depression among adolescents around the globe. There are three different scales of KADS a 6-item which is designed to be used in different institutions such as schools, other health care professionals and primary health care settings to screen patients who are at risk for developing depression as well as to evaluate young people who are always in distress and can be seen with symptoms of mental health problem. The 11-item KADS is usually used by health care providers and different clinical settings to treat adolescents who are experiencing depression. On the other hand, the 16-item KADS is exclusively designed for clinical research purposes only. KADS is a simple tool that understandable by an indiv idual who has a grade 6 reading level and ages 12 to 22 years old. Aside from being less complicated, the tool has been translated into many different languages for better understanding and it is free of charge. It has been recommended by many experts such as National Institute for Clinical Evaluation. In using the KADS the person should be instructed carefully by the health care provider, educator or any responsible person and should be clarified that the tool is for better understanding of the difficulties that the individual is facing. The last item of the scale is very sensitive to suicidal risk. Any individual who answered 1 or a little bit higher should be undergoing a further assessment for possible suicide. The KADS is free to use however it should not be copied or distributed without a written consent to Dr. Stan Kutcher. The people who created KADS appreciate receiving feedback on the said evaluation to determine whether KADS is still suitable or needs to be developed for better assessment. There are a lot of different studies regarding depressions among teenage pregnancy. Different methods were done to gather results and data. Participants are usually drawn to conduct different methods such as interviews and surveys. Different factors are studied to determine factors what depression can bring to pregnant adolescents. The most critical factor in health problems among adolescents are incidence and in labor and delivery. Complications that can be prevented by this studies. Young mothers should be educated in controlling depression because in can lead to different problems like diseases and suicidal tendencies. Different studies show that it occurs more in pre-developed countries. So comparative studies in the Philippines in specific rural and urban areas. Findings have shown that counseling and nursing interventions and services of preparing adolescents in motherhood. Teenage mothers shows higher rate of depression. One study shows that depression after likely to become d epressed after their babies were born than lower- or higher-resource adult mothers. Finding the root cause of depression of adolescents could help in a big way. Guiding 12-22 year old adolescents can prevent unwanted pregnancies and give them a reason to think this situation can affect them and their newborns. As researchers, information and statistics would be key in doing this comparative study in rural and urban areas. In Nigeria, the most important problem in health in adolescents especially in developing countries is from preterm labor and delivery. A teenage girl who is pregnant has a 40 % chance of women in Nigeria are 17.9 and 20.1 years and the incidence of abortion is about 25%. Millions of girls aged 15-19 have babies yearly but 10% of pregnancy due to the effect of early motherhood. Probably the cause of poverty in Africa. So the researchers assessed and explored the occurrence of complications in adult pregnancies and adolescents. The Philippines is a slightly developed country than Africa. Couples who have a lot of children is very common in both countries. Most of the started at the age 17-19 years. A study in Taiwan showed what risk factors and birth outcomes affect adolescent pregnancies. Fertility rates declined in Taiwan recently even thou birthrate in teenagers is highest in Asia. It remains a challenging issue for Taiwanese to control adolescent pregnancy. Ages 12-22 is critical year for an individual in exploring various curiosity that can affect negatively and positively. Smoking had significant higher rates of smoking during pregnancy for adolescent mothers but in drinking it was almost alike. These are causes that affect a mother dramatically and especially the baby upon birth. This could different deformities and even miscarriage. In tends to be worse especially in communities of the third world. Another study pointed out that in view of socio-cultural factors and good nutrition in early life for girls is essential. Programs that can guide them in different ways would be key to prevent early conception. In India, nearly one third of babies are low in birth weight. The main cause would be poverty which leads to under nutrition and diseases. Kumar et al. (2007) showed a high result of (26.1%) and stillbirths (4%) while Bhalerao et al. (1990) have reported a significantly higher proportion (8.6%) of spontaneous abortion in addition to premature labor (14%) in teenage pregnancy. It is said that better planning of appropriate measures to improve the situation. Studies show that individuals living in rural areas are undernourished throughout childhood and adolescence. About 36% women of reproductive age in India have low body mass index (BMI 2. Poor prepregnancy nutritional status of young rural girls is a result of nutritional as well as social factors and therefore, it is necessary to examine their interactive effect on reproductive health. According to ( Echa Kai,2008) who conducted a research on teenage pregnancy in Rajavith Hospital in India. Pregnancies occurring in adolescent girls have a higher risk than in adult females. Women ages According to the study (A.Katz,2011 and K Mccormick,2012) teenage pregnancy decreased because of the strict implementation of contraceptives in the United States. The US being a first world country, its resources are expandable and can be able to focus on different problems that country encounter. The United States was able to control teenage pregnancy because of health education by the use of contraceptives. Sex education is thought during high school to show teenagers the risk of unwanted pregnancy physically and mentally. The proper use of contraceptives is shown in order for them to be aware how unwanted pregnancies and diseases unsafe intercourse can affect an individual. As early as this age students are sexually aware. Pregnant adolescents are having difficulties in terms of playing 2 roles in life, being a mother and in the process being fully matured ( B.Tumage et al,2013 and J Magness 2012). Being a mother is big transitional change in a teenager. For her, able to care for the baby and herself would be a difficult task. At the adolescent age, an individual is starting to be mature enough in everyday responsibilities. Having a baby can affect an individual physically and mentally. At this young age, a drastic change can cause negative effects which can lead to depression. Guidance by family, counselors and health providers would be a key factor for them to be able adapt to this changes. Nurses play a vital role in preventing the development of depression by being approachable and providing assistance to them without any negative judgment (J.Magness, 2012). As health care providers. Nurses are aware how depression affects an individual. A nurse will be able to do interventions that will benefit the patient. Giving assistance without any judgment, for a nurse being a professional it is strictly not a personal matter but the goal is to provide care. The Patient-Trust relationship would be a vital key .Depression can lead to negative effect physically and mentally so it is necessary to prevent this. Unplanned pregnancy are most likely to develop depression (M. Phipps et al, 2012, K and Mccormick, 2012). An accidental pregnancy would be drastic change in lifestyle. Nowadays, people tend to hide if they are accidentally pregnant especially if they are young of age. For a person not be ready to bear child would be very difficult in the shift of living. It is common that both partners who did not planned for a baby tend to separate thus, the mother would suffer and she alone would give care and provide for the baby. This things could lead to depression that may lead various effects on the mother and the baby. Poverty was the main cause of teenage pregnancy and depression (G,Tzilos et al (2012), M Phipps,(2012) J Collingwood (2010). For an individual who is not educated, having a sexual relationship is some sort of pleasure without any consequences. Poverty, the most common problem of countries causes a negative effect in every aspect. Third world countries are usually the ones with the biggest population. Those not being able to afford contraceptive and the lack of health education causes unwanted pregnancy. An unwanted baby would cause depression. Gathering resources for the baby’s need would be a difficult task and would lead crimes and desperation. The baby would be most certainly affected by these by having inadequate care and nutrition.

mind vs machine :: essays research papers

In 1792 Mary Wollstonecraft in her work A Vindication of the Rights of Woman posed the question, "In what does man's pre-eminence over the brute creation consist?" She answers, "In reason and virtue by which mankind can attain a degree of knowledge." Today, no one would argue that man and woman are not intellectually equal, or that humans have a superior intellectual capacity over the brute creation, but what would they say about humankind versus the machine? We have always felt ourselves superior to animals by our ability to reason -- "to form conclusions, judgments, or inferences from facts or premises"(Random House Dictionary). Philosophers have argued for centuries about what defines reason, now on the dawn of the 21st century this age old question must be revisited. Since the ENIAC, the first mainframe, hummed to life in 1946, the chasm between humankind and machine has appeared to dwindle. Computers have insinuated themselves into the lives of millions of people, taking over the performance of mundane and repetitive tasks. With the constant improvement of computer technology, today's super-computers can outperform the combined brain power of thousands of humans. These machines are so powerful that they can store an essay sixteen billion times longer than this one in active memory. With the development of artificial intelligence software, computers can not only perform tasks at remarkable speed, but can "learn" to respond to situations based on various input. Can these machines ever procure "reason and virtue," or are they simply calculators on steroids? We have now reached the point where we must redefine what constitutes reason in the 21st century. On the intellectual battlefield, in February 1996, thirty-two chess pieces, represented the most recent challenge to the belief that thought is exclusive to humans. Kasparov, the world chess champion, faced off against one of IBM's finest supercomputers, Deep Blue. Chess, a game of logic and reason, would be a perfect test of a computer's ability to "think." In the Information Age battle of David vs. Goliath, the machine clearly had the advantage. Deep Blue is capable of playing out 50- 100 billion positions in the three minutes allotted per turn. Nonetheless, the silicon brain was no match for the cunning intellect of the human mind. Deep Blue lacked the ability to anticipate the moves that Kasparov would make. In preparation for the game, Kasparov adapted a strategy of play unique to the computer.

Five Accounting Unethical Issues Essay

Unethical Methods are performed to manipulate the financial records of a bussiness firm. And following are the few methods: Legal : Misuse of law in case of compensation Statistics : Exaggerating revenue and profits to mislead/confuse Tax : Avoiding to pay actual tax Transperency : Trying to counterfeit/falsifying in case of investigation Exploitation : Misuing funds These issues arises due to competition between the bussiness firms to raise their numbers. Greed to have more money and violate the law. Opportunity makes thiefs when offered the bribery. Individuals who work for a giant corporate company, fails to think out of the box when considering rest of the world. Performing unethical behaviour and claimimg it as ignorance, which is not true. Transparent code of ethic which should be professinally implemented in the firm, and as well as among the employees. Maintaining healthy competition betwwen the firms. Publishing actual financial data. Responsible to pay tax. Awarding the apraisal and rewards for ethical behaviour. Legally there should be strict laws for unethical behaviour. Kimmel, P.D., Weygandt, J.J. & Kieso, D.E(4 Ed) Financial accounting: Tools for business decision making Rajeev, L.L. (2012). Ethical and Unethical Business Practices. Article of Buzzle, Business Ethics. Retrived from http://www.buzzle.com/articles/ethical-and-unethical-business-practices.html Oseni, Abubakar Idris. (2012). Research Journal of Finance and Accounting ISSN 2222-2847 (Online) Vol 2. Retrived from http://www.iiste.org/Journals/index.php/RJFA/article/view/188

Ministering to Mormons

Reflecting on I Love Mormons: A New Way to Share Christ with Latter-day Saints Most people associate the Mormon faith with the church that is based in Salt Lake City, Utah. However, Mormonism has its roots in New York State, where Joseph Smith founded the Church of Latter-Day Saints during the nineteenth century, when he was allegedly visited by an angel that he called â€Å"Moroni.† The principles upon which he based this church underwent many changes as the founders of the faith traveled westward, so many that people might question whether it is the same faith or not.   It is not unusual, however, for a young faith to undergo many changes: it can be argued that Christianity experienced many of the same dynamics in it beginnings as it moved from its country and culture of origin and spread across the world.   David Rowe’s text suggest that individuals who would preach Christianity to Mormons should approach Mormonism as less of a cult and more of a culture and will less zeal than love, Section 1: Overview of Mormon Theology According to its founders, the Mormon faith is based on the teachings of the descendents of ancient holy men and the faithful who came to this continent even before the birth of Christ.   The original teachings of the church were supposed to have been translated from golden plates that the angel Moroni, which were given to Joseph Smith. Some of those early teachings have fallen into disuse or have changed completely. For example, while Smith might have included polygamy and believed in a priesthood open to only a chosen few, polygamy is now discouraged, if not openly condemned by the church and the priesthood has been open to men of all races (Rowe 2005).   Other tenets have been added or subtracted from the faith or have altered in some way as the Mormon faith seeks to solidify itself. While the Mormons consider themselves to be a Christian faith, a number of beliefs and practices set them apart from other Christian denominations.   Some of these beliefs and practices include: Baptism of the dead Eternal marriage, known as a â€Å"celestial marriage† performed in the temple The belief in four sacred texts: the Holy Bible, the Doctrine and Covenants, the Pearl of Great Price, and The Book of Mormon, and Teaching that God, the Father and Jesus Christ, the son, are of separate earthly bodies (Rowe, 2005). The Mormon Church also places a lot of emphasis on the family and on gender roles.   The church emphasizes the woman’s role in staying home and caring for the children, while men typically take on leadership roles–although these things are not absolute.   In addition, church members are intended to follow the law of chastity and to abstain from certain food, drinks, and substances. Church members are expected to proselytize.   All male members of the church are expected to perform a mission, which begins at 19 years of age and lasts two years.   Although women are not forbidden from going on missions, the requirements for women are different in terms of serving during a mission.   Finally, the LDS Church tends to believe that the individual can receive revelations from God, particularly in personal matters.   There are many precepts of this complex faith that are not covered by this paper; however, the ones that are listed represent some of their more important beliefs. The Mormon faith does not have a single, monolithic form.   Rather, it is comprised of splinter groups.   Given the statement   in Rowe (2005) that Mormonism â€Å"may stand as an indictment to Protestants because they arose to compensate for some perceived failure in the Christian movement† that encouraged him to start â€Å"a single ‘true Church’ that he believed would unify all members and spell an end to denominational schism,† this fact is interesting and interesting one (pp. 18-19). In general, the term â€Å"Mormon† is most accurately applied to the individuals who followed Smith’s teachings and settled in Utah; however, the church elders prefer that it be known by the more accurate name of â€Å"Church of Jesus Christ of Latter-Day Saints† (Rowe, 2005). Section 2: â€Å"Wisely and Gently† Kraft (1998) reminds the reader that God apparently wants people to be respectful of other cultures and that He gave such directions through the Holy Bible.   In 1 Corinthians 9:19-22, Kraft states, God’s purpose is indicated through Paul’s words about living like a Jew when among the Jews and living like a Gentile when among the Gentiles, and so being â€Å"all things to all men, that [he might] save some of them by whatever means are possible† (p. 384). Kraft discusses the various levels of culture, which is the manner in which people live their lives.   People are products of their culture, which determines the manner in which they view the world and the pressure for the individual to conform within that worldview is strong (Kraft, 1998).   In addition, Kraft reminds the reader that Jesus worked not by attacking people or their cultures, but by working with people within their cultures to effect change. Overall, Mormonism has a number of good principles behind it and yet its worshipers have been widely persecuted for their faith.  Ã‚   Today’s Mormons tend to be â€Å"thin-skinned, hypersensitive, and virtually expecting to be attacked† for their beliefs (Rowe, 2005, p. 49).   Whether or not the individual talking with a Mormon agrees with the positions of that person’s faith, Rowe states that they are deserving of respect. This position is particularly important, since Mormons typically have a certainty in the truth as preached by their prophet and the awareness of their nature as what Rowe (2005) calls â€Å"an exodus community† (pp. 48-49), both of which cause them to close the doors to communication more readily than individuals in other faiths.   Despite the apparent wisdom behind this statement of affairs, however, it appears to contradict the author’s assertion that Utah’s admittance to the Union ended the â€Å"us against them† mentality that existed between Mormons and the United States government at the time (p. 47). Section 3: Proselytizing Rowe (2005) constantly reminds the reader that the Mormons have their own culture.   For this reason, Christians are to treat them as they might adherents to Islamic, Hindu, or Buddhist cultures, as well as any other non-Christian cultures.   Rowe (2005) describes the Mormon Church as being â€Å"Christianesque† in that it is â€Å"linked to statements and images from the Bible† (p. 42).   However, some of the teachings are not Christian in nature, such as Joseph Smith’s vision of separate beings for God the Father and Jesus Christ. Because this teaching is so different from that held by other Christians, it is important to be prepared with gentle teachings about its error, as well as other errors held by the Mormon Church.   It is doubly important because the worldview of Mormonism is compulsive in its teachings, just as is the case in many Muslim cultures (Duin, 2006, p. 2).   Because it is not possible for Mormons to examine their faith for themselves, other Christians should be able to help them do so. According to Coleman (1993) Jesus was able to start with a small group of disciples because â€Å"it did not matter how small the group was to start with so long as they reproduced and taught their disciples to reproduce (p. 102).   It was a strategy that, as stated earlier, depended on assimilation to achieve results.   One thing to share, then, would be that Christ died for everyone on the Cross, not just for a significant few.   He accepted and cared for all faiths and races (Coleman, 1993). Rowe (2005) suggests trying to bring the two value systems into perspectives by working with the person being instructed to put the message of the Gospel into words according to each faith and then using that as a basis for discussion (p. 65).   Final, it would seem important to understand the Mormon teaching of two Beings known as God in the Mormon Church, and how it relates to or differs from the traditional Christian teaching of monotheism.   By understanding these differences and by being able to speak in a learned and intelligent manner to another individual from a Mormon perspective. References Coleman, R. E. (1993).   The master’s plan.   Perspectives on the World Christian Movement (3rd ed.), Ralph D. Winter and Stephen C. Hawthorne (eds.).   Pasadena, CA: William Carey. Duin, J. (2003).   The Washington Times.   New World Communications, Inc. Kraft, C. H. (1998). Culture, worldview, and contextualization. Rowe, D. (2005). I Love Mormons: A New Way to Share Christ with Latter-day Saints. Grand Rapids, MI: Baker Books.

Time Value of Money and Present Value Essays

Time Value of Money and Present Value Essays Time Value of Money and Present Value Paper Time Value of Money and Present Value Paper Date: 14/11/2012 52. Annuities: You are saving for the college education of your two children. They are two years apart in age; one will begin college 15 years from today and the other will begin 17 years from today. You estimate your children’s college expenses to be $23,000 per year per child, payable at the beginning of each school year. The annual interest rate is 5. 5 percent. How much money must you deposit in account each year to fund your children’s education? Your deposits begin one year from today. You will make your last deposit when your oldest child enters college. Assume four years of college Solution: Cost of 1 year at university = 23,000 N=4 I=5. 5% PMT=23,000 CPT PV = 80,618. 45 For the first child the PV = 80,618. 45/ (1. 055) ^14 = $38,097. 81 For the second child the PV = 80,618. 45/ (1. 055) ^16 = $34,229. 07 Therefore the total cost today of your children’s college expense will be the addition of the 2 = $72,326. 88 This is the present value of my annual savings, which are an annuity, so to get the amount I am supposed to save each year would be: PV=72,326. 88 N=15 I=5. 5 CPT PMT = 7,205. 6 57. Calculating Annuity Values: Bilbo Baggins wants to save money to meet three objectives. First, he would like to be able to retire 30 years from now with retirement income of $25,000 per month for 20 years, with the first payment received 30 years and 1 month from now. Second, he would like to purchase a cabin in Rivendell in 10 years at an estimated cost of $350,000. Third, after he passes on at the end of the 20 years of withdrawals, he would like to leave an inheritance of $750,000 to his nephew Frodo. He can afford to save $2,100 per month for the next 10 years. If he can earn an 11 percent EAR before he retires and an 8 percent EAR after he retires, how much will he have to save each month in years 11 through 30? Solution: First we get the FV of the 2,100 savings over 10 years Bilbo Baggins can afford to save $2,100 dollars per month for the next 10 years therefore at 10 years he would have saved: PMT = 2,100 I = 10. 48 / 12 = 0. 873 N = 10 x 12 = 120 CPT FV = $442,201. 15 So after 10 years he would be able to purchase his yacht at the price of $350,000, and he would be left with a balance of $92,201. 15 This $92,201. 15 will be our current PV at year 10. At year 30, the year when Bilbo retires, the $92,201. 15 would become 92,201. 15*(1. 11) ^20 = $620,283. 23 Second we have to find out how much the inheritance of 750,000 would be at year 30: 750,000/1. 8^20= $160,911. 16 Third In order for him to be able to withdraw a sum of 25,000 per month for the next 20 years after his retirement, we should now calculate this annuity’s present value: N= 20 x 12 = 240 I= 7. 72 / 12 = 0. 643 PMT= 25,000 CPT PV = $3,052,135. 26 Adding up the PV’s of the $750,000 and the annuity, we will get $3,213,046. 32 We will subtract the future value at year 30 of the $92,201. 15 ($620,283. 23) which we saved at year 10 from $3,213,046. 32 to get $2,592,763. 09 We are now left with an annuity that pays $2,592,763. 09 at year 30, and a time period of 20 years (yr11-30) To calculate the yearly PMT, we have FV= $2,592,763. 09 I= 10. 48 / 12 = 0. 873 N= 20 x 12 = 240 CPT PMT = 3,207. 33 Therefore the monthly PMT Bilbo would have to save each month through years 11-30 would be = $3,207. 33 34. Valuing bonds: Mallory Corporation has two different bonds, currently outstanding. Bond M has a face value of $20,000 and matures in twenty years. The bond makes no payments for the first six years, then pays $1,200 every 6 months over the subsequent eight years, and finally pays $1,500 every 6 months over the last years. Bond N also has a face value of $20,000 and a maturity of 20 years; it makes n coupon payments over the life of the bond. If the required return on both these bonds is 10% compounded semiannually, what is the current price of bond M? Of bond N? Solution: The price of a bond is equal to PV of expected future cash flows Bond M: Face value 20,000 Present value of 20,000 = 20,000/ (1. 05) ^40 = $2,840. 91 First we need to get the present value of the annuity for the 1,500 semiannual PMTs at year 14 Present Value of Annuity = $13,295 $13,295 becomes $3,391 at year 0 We then get the annuity of the 1,200 semiannual PMTs at year 6, and then at Present Value $13,005 at year 6 with a PV of $7,242 at year 0 The sum of the 3 PV’s gives us the value of the bond ,841 + 3,391 + 7,242 = $13,474 Bond N Face value 20,000 Present value of 20,000 = 20,000/ (1. 05) ^40 = $2,840. 91 38. Non-constant growth: Storico Co. just paid a dividend of aud 3. 5 per share. The company will increase its dividend by 20% next year, and will then reduce its dividend growth rate by 5% per year, until it reaches the industry average o f 5% industry average growth, after which the company will keep a constant growth rate forever. If the required return on Storico stock is 13%, what will a share of stock sell for today? Solution  : D0 = $3. 5 D1= 3. 5*1. 2= $4. 2 D2= 4. 2*1. 15= $4. 3 D3=4. 83*1. 1= $5. 31 D4=5. 31*1. 05= $5. 58 Since the first 4 periods are different we get the PV of each one alone, then as of the 4th year we get the perpetuity of the rest, and sum them up to get the final NPV We now get the PV of each Dividend PV D1 = 4. 2/ (1. 13) = $3. 72 PV D2 = 4. 83/ (1. 13) ^2 = $3. 78 PV D3 = 5. 31/ (1. 13) ^3 = $3. 68 So the PVs of D1+D2+D3 = $11. 18 NPV of perpetuity at constant growth = 5. 58(0. 08) / (1. 13) ^3 = 69. 75 / (1. 13) ^3 = $48. 34 NPV perpetuity + NPV dividends = NPV price of stock today 48. 34 + 11. 18 = $59. 52