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John Nofsinger Professor of Finance at Washington State University. He
earned his BS degree in electrical engineering from Washington State University,
his MBA degree from Chapman University, and his PhD degree in finance from
Washington State University. Dr. Nofsinger has written dozens of articles in the
areas of investments, corporate finance, and behavioral finance. These papers
have appeared in the scholarly journals, the Journal of Finance, Journal of Business,
Journal of Financial and Quantitative Analysis, Financial Management, Journal of Cor-
porate Finance, Journal of Banking and Finance, Journal of Behavioral Decision Making,
among others. Dr. Nofsinger has also authored (or coauthored) six trade books
and textbooks that have been translated into six different languages. The most
prominent of these books are the industry book, The Psychology of Investing, and
a textbook, Investments: Analysis and Behavior (McGraw-Hill/Irwin, coauthored
with Mark Hirschey, the Anderson W. Chandler Professor of Business at the
University of Kansas). Dr. Nofsinger is a leading expert in behavioral finance
and is a frequent speaker on this topic at industry conferences, universities,
and academic conferences. He has often been quoted or appeared in the finan-
cial media, including The Wall Street Journal, Financial Times, Fortune, Bloomberg
BusinessWeek, Smart Money, Washington Post, and CNBC, and other media from
The Dolans to The Street.com.
“There is a lot to cover in this course so I focus on the core concepts, theories, and
problems.”
“I like to teach the course by using examples from their own individual lives.”
“My students come into this course with varying levels of math skills.”
How many of these quotes might you have said while teaching the under-
graduate corporate finance course? Our many years of teaching certainly reflect
such sentiments, and as we prepared to write this book, we conducted many
market research studies that confirm just how much these statements—or ones
similar—are common across the country. This critical course covers so many cru-
cial topics that instructors need to focus on core ideas to ensure that students are
getting the preparation they need for future classes—and for their lives beyond
college.
We did not set out to write this book to change the way finance is taught,
but rather to parallel and support the way that instructors from across the coun-
try currently teach finance. Well over 600 instructors teaching this course have
shared their class experiences and ideas via a variety of research methods that
we used to develop the framework for this text. We are excited to have authored
a book that we think you will find fits your classroom style perfectly.
KEY THEMES
This book’s framework emphasizes three themes. See pages xiii to xvi for a
description of features in our book that support these themes.
• Finance is about connecting core concepts. We all struggle with fitting so
many topics into this course, so this text strives to make it easier for you by
getting back to the core concepts, key research, and current topics. We real-
ize that today’s students expect to learn more in class from lectures than
in closely studying their textbooks, so we’ve created brief chapters that
clearly lead students to crucial material that they need to review if they
are to understand how to approach core financial concepts. The text is also
organized around learning goals, making it easier for you to prep your
course and for students to study the right topics.
• Finance can be taught using a personal perspective. Most long-term
finance instructors have often heard students ask “How is this course
relevant to me?” on the first day of class. We no longer teach classes dedi-
cated solely to finance majors; many of us now must teach the first finance
course to a mix of business majors. We need to give finance majors the
rigor they need while not overwhelming class members from other majors.
For years, instructors have used individual examples to help teach these
concepts, but this is the first text to integrate this personal way of teaching
into the chapters.
• Finance focuses on solving problems and decision making. This isn’t to
say that concepts and theories aren’t important, but students will typically
need to solve some kind of mathematical problem—or at least understand
viii
the impact of different numerical scenarios—to make the right decision on
common finance issues. If you, as an instructor, either assign problems for
homework or create exams made up almost entirely of mathematical mate-
rial, you understand the need for good problems (and plenty of them). You
also understand from experience the number of office hours you spend
tutoring students and grading homework. Students have different learning
styles, and this text aims to address that challenge to allow you more time
in class to get through the critical topics.
Overall
• Updated real data, real bonds, and real companies in examples and figures
• Converted all tables to spreadsheet layout
• Added a discussion of convertible bonds with margin definition
• Added PV and FV labels to all time line diagrams
• Added TVM calculator to Example 7-6
• Clarified and expanded discussion of the call price
• Updated Greek tragedy Finance at Work box
• Added a new self-test problem on capital gains and losses in bonds
• Updated real data, real stocks, and real companies in examples and figures
• Converted all tables to spreadsheet layout
• Changed specialist to designated market maker
• New Example 8-1
• Clarified description of equation 8-6
• Simplified variable growth figure, equation, and discussion
• Added discussion of P/CF and P/B relative price ratios
• Updated Mini-Case
Chapter 13: Weighing Net Present Value and Other Capital Budgeting Criteria
• Updated the real data and companies in examples, discussions, and tables
• Converted all tables to spreadsheet layout
xiii
cor6168X_ch03_076-117.indd 79
Research It! projects, perfect for individual
assignments or as group projects, are included at research it! Analyzing Financial Statements
Go to the website of Walmart Stores, Inc., at www.walmartstores.com and get
the end of each chapter and require students to the latest financial statements from the annual report using the following steps.
search the Web for data and other information to Click on “Investors.” Click on “Financial Information.” Click on “Annual
Reports.” Click on the most recent date. This will bring the file onto your
answer the questions. computer that contains the relevant data.
Using the most recent balance sheet and income statement, calculate the
financial ratios for the firm, including the internal and sustainable growth rates.
PERSONAL PERSPECTIVE
in the top corner of each example link to Cash flow PV5? FV51,000
Using equation 4-5, the present value computation is
the interactive video guided examples. CALCULATOR HINTS
PV 5
FVN
5
$1,000
5
$1,000
5 $865.33
N=2 (1 1 i) N 1.0752 1.1556
I = 7.5
PMT = 0 In this case, the marketing proposal for delaying payment for two years is equivalent to selling the $1,000
FV = 1000 sleeper-sofa for a sale price of $865.33, or a 13.5 percent discount. When stores promote such sales, they
CPT PV 5 2865.33 often believe that customers will not be able to pay the full amount at the end of the two years and then
cor6168X_ch04_118-147.indd 129 must pay high interest rate charges and late fees. Customers who do pay on time are getting a good deal. 24/08/13 12:37 AM
MATH COACH
more than quadruples the future value to $15,476.20!
Longer time periods lead to more total compound-
Math Coach boxes are featured in many chapters to
ANNUITIES AND THE FINANCIAL CALCULATOR
In the previous chapter, the level payment button (PMT) in the
ing and much more wealth. Interest rates also have
this effect. Doubling the interest rate from 6 to help avoid the most common mathematical mistakes in a
12 percent on the 40-year annuity results in nearly
financial calculator was always set to zero because no constant
payments were made every period. We use the PMT button to input
the annuity amount. For calculators, the present value is of the
a five-fold increase in the future value to $76,709.14.
Think about it: Depositing only $100 per year
particular problem.
opposite sign (positive versus negative) from the future value. This (about 25 lattes per year) can generate some seri-
is also the case with annuities. The level cash flow will be of the ous money over time. See Figure 5.1. How much
opposite sign as the future value, as the previous time line shows. would $2,000 annual deposits generate?
You would use the financial calculator to solve the problem
of depositing $100 for five years via the following inputs: Future Value of Multiple Annuities
N 5 5, I 5 8, PV 5 0, PMT 5 2100. In this case, the input for
present value is zero because no deposit is made today. The result At times, multiple annuities can occur in both busi-
of computing the future value is 586.66. ness and personal life. For example, you may find
that you can increase the amount of money you
www.mhhe.com/can3e
you are able to increase your investment in the retirement program to $6,000 per year (your
contribution plus the company match). What would be the future value of your retirement
wealth from this program if investments are compounded at 7 percent? Calculator keystroke hints are included in the margin
SOLUTION:
CALCULATOR HINTS
ing to level of difficulty and are structured so 5-1 Future Value Compute the future value in year 9 of a $2,000 deposit in basic
year 1 and another $1,500 deposit at the end of year 3 using a 10 percent
that every odd-numbered problem is mirrored problems
interest rate. (LG5-1)
5-2 Future Value Compute the future value in year 7 of a $2,000 deposit in
by a similar even-numbered problem. Therefore, year 1 and another $2,500 deposit at the end of year 4 using an 8 percent
interest rate. (LG5-1)
instructors can assign two different sets of simi-
cor6168X_ch05_148-187.indd 152 21/08/13 5:30 PM
5-3 Future Value of an Annuity What is the future value of a $900 annuity
lar problems to different sections. Alternatively, payment over five years if interest rates are 8 percent? (LG5-2)
5-4 Future Value of an Annuity What is the future value of a $700 annuity
instructors can use one set of problems to work payment over six years if interest rates are 10 percent? (LG5-2)
5-5 Present Value Compute the present value of a $2,000 deposit in year
in class and use the other as homework. 1 and another $1,500 deposit at the end of year 3 if interest rates are 10
percent. (LG5-3)
5-6 Present Value Compute the present value of a $2,000 deposit in year 1
and another $2,500 deposit at the end of year 4 using an 8 percent interest
rate. (LG5-3)
Chapter Features xv
Self-Test Problems with Solutions appear self-test problems with solutions
before the gradable problem sets so students LG4-2,4-3,4-5 1 Two Future Values You have entered a consulting deal with a company.
You are to complete two projects. The first project will take one year to finish.
can test themselves before diving into their The second project will take two years and must be started immediately
following the first one. The deal includes a provision in which the company
homework. will make a $10,000 payment to your retirement plan after the first project and
$20,000 after the second project. You have 20 years until retirement and will
earn 9 percent per year on your retirement plan money. How much money will
you have for retirement from these two payments?
plify some of the critical financial formulas. Where Cash and marketable securities
3-3 Cash ratio 5
Current liabilities
possible, equations are also presented in “word
Sales or cost of goods sold
form” at the same time they are presented in “num- 3-4 Inventory turnover 5
Inventory
ber form” to address alternate learning styles.
ASSURANCE OF LEARNING
Many educational institutions today are focused on the notion of assurance of
learning, an important element of some accreditation standards. Finance: Appli-
cations and Theory is designed specifically to support your assurance of learning
initiatives with a simple, yet powerful, solution.
Each test bank and end-of-chapter question for Finance: Applications and Theory
maps to a specific chapter learning goal listed in the text. You can use the test
bank software to easily query for learning goals that directly relate to the learn-
ing objectives for your course. You can then use the reporting features of the soft-
ware to aggregate student results in similar fashion, making the collection and
presentation of assurance of learning data simple and easy.
AACSB STATEMENT
The McGraw-Hill Companies is a proud corporate member of AACSB Interna-
tional. Understanding the importance and value of AACSB accreditation, Finance:
Applications and Theory, has sought to recognize the curricula guidelines detailed
in the AACSB standards for business accreditation by connecting selected ques-
tions in the test bank to the general knowledge and skill guidelines found in the
AACSB standards.
The statements contained in Finance: Applications and Theory, are provided
only as a guide for the users of this text. The AACSB leaves content coverage and
assessment within the purview of individual schools, the mission of the school,
and the faculty. While Finance: Applications and Theory, and the teaching pack-
age make no claim of any specific AACSB qualification or evaluation, we have,
Chapter Features xvii
within Finance: Applications and Theory, labeled selected questions according to
the six general knowledge and skills areas.
PACKAGING OPTIONS
Please contact your McGraw-Hill/Irwin sales representative to find out more
about these exciting packaging options now available for your class.
Smart grading
When it comes to studying, time is precious. Connect Finance helps students learn
more efficiently by providing feedback and practice material when they need it,
where they need it. When it comes to teaching, your time also is precious. The
grading function enables you to:
• Have assignments scored automatically, giving students immediate feed-
back on their work and side-by-side comparisons with correct answers.
• Access and review each response; manually change grades or leave com-
ments for students to review.
• Reinforce classroom concepts with practice tests and instant quizzes.
Instructor Library
The Connect Finance Instructor Library is your repository for additional resources
to improve student engagement in and out of class. You can select and use any
asset that enhances your lecture. The Connect Finance Instructor Library includes
all of the instructor supplements for this text.
xx Chapter Features
acknowledgments
Development of this book series started with a course survey that was completed
by 400 instructors across the country. The following is a list of the reviewers that
became part of the many review stages, focus groups, and class-testing—all of
which were invaluable to us during the development of this book.
xxiv
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ecstatic condition in which the hallucinations may be connected with
sentiments of religion, love, fear, or other emotions. One shows an
attitude of menace or an expression of fear; in another the
expression is of beatitude or saintly happiness: to this expression
perhaps succeeds one of intense joy; to this, one of passion and
lubricity. Throughout all the changing phases of attitude and
expression the patient has the other concomitants of the true ecstatic
state, such as want of volition and insensibility.
8 Quoted by Laycock.
Stigmatization.
16 Op. cit.
Autographic Women.
Sarah Jacob, the Welsh fasting girl, has shared with Louise Lateau
popular and medical notoriety. When about ten years old she
suffered from various hysterical and hystero-epileptic symptoms. The
quantity of food she took gradually dwindled; on October 10, 1867, it
was said that she ceased to take any food whatever, and so
continued till the day of her death, more than two years later. She
had many visitors, pilgrims from far and near, who often left money
or gifts. The vicar of her neighborhood came to believe in her, and an
investigation was suggested. At one investigation, not very rigidly
conducted, nothing was discovered. After a time she was visited by
Fowler of London, who decided that the case was one of hysteria
with simulation, probably associated with the power or habit of long
fasting. Trained nurses were sent from Guy's Hospital to conduct the
second watching. Under the watching the girl died, starved to death.
The father was afterward condemned to imprisonment and hard
labor for twelve months, the mother for six months. In Brooklyn a few
years since one Molly Fancher, a similar case, attracted much
attention, and was written about and commented upon by the press.
NEURASTHENIA.
BY H. C. WOOD, M.D.