Put An End To Poverty, Increase The Minimum Wage Essay -- Minimum Wage

It is not shocking to hear that tens of millions of Americans are living in poverty. Startling statistics about the poor are constantly being tossed around on television with images of run-down neighborhoods and malnourished children. The real surprise, however, is that millions of those in poverty are full-time, minimum wage earning workers. Many say one should feel morally obligated to help these people. President Barack Obama said it best in his February 2013 State of the Union address, â€Å"Let’s declare that in the wealthiest nation on earth, no one who works full time should have to live in poverty† (Lowrey n.p.). When minimum wage was created, President Roosevelt declared its purpose was to â€Å"maintain a minimum standard of living necessary for health, efficiency, and general well-being, without substantially curtailing employment† (Raising the Minimum Wage 1). Considering the poverty rate and poor living conditions present today, this vision is no longer being fulfilled. In order to create a nation with acceptable living conditions, lowered poverty rates and income inequality, and a stable economy, the minimum wage must be raised to a livable rate. Opponents of an increase argue that the economy would suffer, but the reality is quite the opposite. Economic conditions could be greatly improved with a rise in minimum wage, and that is exactly why this is an issue much larger than just the working class. Minimum wage affects all classes and has a large effect on the state of the economy. For these reasons, I propose that minimum wage should be increased to a rate that will adequately provide working families with the funds necessary to survive. Minimum wage was first enacted in 1938 to ensure that workers were maintaining a livable wage. This was mandated under the Fair Labor Standards Act (FLSA) of 1938, which also made sure that workers were free from exploitation and unsatisfactory workplace conditions. At the time of this legislation, minimum wage was set at $0.25 per hour; this equates to approximately $4 in 2013. Congress monitored the economy and, through the 60s and 70s, made increases to keep minimum wage at an appropriate level. Minimum wage reached its highest value in 1968 when it was raised to $1.60, or about $10.50 per hour today, according to the Bureau of Labor Statistics. Since then, the wor... ...† New Republic 244.17 (2013): 12-14. Academic Search Premier. Web. 7 Nov. 2014. Lowrey, Annie. â€Å"Raising Minimum Wage Would Ease Income Gap but Carries Political Risks.† The New York Times. 13 Feb. 2013. Web. 4 Dec. 2014. â€Å"Minimum Wage Workers: Characteristics of Those Employed at or Below the Minimum Wage.† Congressional Digest 92.5 (2013): 11-32. Academic Search Premier. Web. 7 Nov. 2014. Plumer, Brad. â€Å"Here’s why 10.4 million American workers are still in poverty.† The Washington Post.12 April. 2013. Web. 5 Dec. 2014. Prince, Lew. â€Å"Should Congress Increase the Federal Minimum Wage and Index It To Inflation?† Congressional Digest 92.5 (2013): 22-26. Academic Search Premier. Web. 2 Nov. 2014. Sebelius, Kathleen. â€Å"Annual Update of the HHS Poverty Guidelines.† Federal Register. 14 Jan. 2013. Web. 4 Dec. 2014. Sullivan, Sean. â€Å"White House official: Obama supports Harkin/Miller bid to increase minimum wage.† The Washington Post.7 Nov. 2013. Web. 29 Nov. 2014. Warren, John Robert, and Caitlin Hamrock. "The Effect of Minimum Wage Rates on High School Completion." Social Forces 88.3 (2010): 1379-1392. Academic Search Premier. Web. 2 Nov. 2014.

Interview questions Essay

My interests in becoming an instructor are guided by my professional yearn to disseminate knowledge. I wish to impact lives of individuals within my reach using my repertoire of experience so as to significantly demystify substance underlying my contextual area of specialization. Indeed, my desire is to create practical awareness to my students that would be indispensable in professional health practice. In addition, continued discovery of knowledge, which I will achieve during interaction with students, motivates me towards taking instructor’s job. My success will be derived from my commitment to deliver coupled with the experience I have gathered over the years. Furthermore, my interpersonal skills that I highly treasure will create appropriate student-instructor relationship necessary for learning. In creating positive learning environment, I will start by learning entry behavior of every student through a survey or a bibliography on valuable information. Second, I will establish personal connections with my students to demonstrate respect and value that I place on them as resources for the future. Third, positive feedback in recognition of performance and progress will describe my class for purposes of demonstrating to students their awaiting great destiny. Fourth, I will encourage students’ feedback for my self evaluation. Finally, my efforts will also be directed towards observance of appropriate discipline in class in line with set institutional regulations (Vella, 2008). I can efficiently do instructions in general health management and respiratory care. Due to the knowledge explosion that is in the health practice, it is possible that I have not taught some courses in my profession. Upon being assigned such courses, I would carefully consider the weight and demands of such a course against my professional ability. I definitely have the basic concepts in regards to health related courses and therefore I would proceed with doing vigorous research on the specific details I would need for the class. Consultations from course developer and appropriate course specialist would also constitute my preparation. Finally I would package my learning resources in relevant teaching designs such as power point presentations and practical sessions in readiness for my class. I am fit to efficiently and effectively handle HCS 510 course. Academically, I successfully pursed my Doctorate degree in Health Sciences with specialization in global health. Among areas of concern in global health included infectious diseases and psychological illnesses affecting individuals around the world. Furthermore, concepts related to pathophysiology in individuals were basic studies in my Bachelors Degree in Health Care Management. In addition, during my Masters Degree in Healthcare Administration, I attained excellent training in neurological, renal, gastrointestinal and endocrine systems. Other systems studied included the cardiovascular and immune systems. As a health practitioner, I have had vast practical experience in respiratory system and the related EENT.

Overview of the Oligocene Epoch

The Oligocene epoch wasnt an especially innovative period of time with regard to its prehistoric animals, which continued along the evolutionary paths that had been pretty much locked in during the preceding Eocene (and continued on in turn during the ensuing Miocene). The Oligocene was the last major geologic subdivision of the Paleogene period (65-23 million years ago), following the Paleocene (85-56 million years ago) and Eocene (56-34 million years ago) epochs; all of these periods and epochs were themselves part of the Cenozoic Era (65 million years ago to the present). Climate and geography While the Oligocene epoch was still fairly temperate by modern standards, this 10-million-year stretch of geologic time saw a decrease in both average global temperatures and sea levels. All of the worlds continents were well on their way toward moving into their present positions; the most striking change occurred in Antarctica, which drifted slowly south, became more isolated from South America and Australia, and developed the polar ice cap that it retains today. Giant mountain ranges continued to form, most prominently in western North America and southern Europe. Terrestrial Life During the Oligocene Epoch Mammals. There were two major trends in mammalian evolution during the Oligocene epoch. First, the spread of newly evolved grasses across the plains of the northern and southern hemispheres opened a new ecological niche for grazing mammals. Early horses (such as Miohippus), distant rhinoceros ancestors (such as Hyracodon), and proto-camels (such as Poebrotherium) were all common sights on grasslands, often in locations you might not expect (camels, for instance, were especially thick on the ground in Oligocene North America, where they first evolved). The other trend was mostly confined to South America, which was isolated from North America during the Oligocene epoch (the Central American land bridge would not form for another 20 million years) and hosted a bizarre array of megafauna mammals, including the elephant-like Pyrotherium and the meat-eating marsupial Borhyaena (the marsupials of Oligocene South America were every match for the contemporary Australian variety). Asia, meanwhile, was home to the largest terrestrial mammal that ever lived, the 20-ton Indricotherium, which bore an uncanny resemblance to a sauropod dinosaur! Birds As with the preceding Eocene epoch, the most common fossil birds of the Oligocene epoch were predatory South American terror birds (such as the unusually pint-sized Psilopterus), which mimicked the behavior of their two-legged dinosaur ancestors,  and giant penguins that lived in temperate, rather than polar, climates--Kairuku of New Zealand is a good example. Other types of birds also undoubtedly lived during the Oligocene epoch; we just havent identified many of their fossils yet! Reptiles To judge by the limited fossil remains, the Oligocene epoch wasnt an especially notable time for lizards, snakes, turtles or crocodiles. However, the plenitude of these reptiles both before and after the Oligocene provides at least circumstantial evidence that they must have prospered during this epoch as well; a lack of fossils doesnt always correspond to a lack of wildlife. Marine Life During the Oligocene Epoch The Oligocene epoch was a golden age for whales, rich in transitional species like Aetiocetus, Janjucetus, and Mammalodon (which possessed both teeth and plankton-filtering baleen plates). Prehistoric sharks continued to be the apex predators of the high seas; it was toward the end of the Oligocene, 25 million years ago, that the gigantic Megalodon, ten times bigger than the Great White Shark, first appeared on the scene. The latter part of the Oligocene epoch also witnessed the evolution of the first pinnipeds (the family of mammals that includes seals and walruses), the basal Puijila being a good example. Plant Life During the Oligocene Epoch As remarked above, the major innovation in plant life during the Oligocene epoch was the worldwide spread of newly evolved grasses, which carpeted the plains of North and South America, Eurasia and Africa--and spurred the evolution of horses, deer, and various ruminants, as well as the meat-eating mammals that preyed on them. The process that had begun during the preceding Eocene epoch, the gradual appearance of deciduous forests in place of jungles over the earths spreading non-tropical regions, also continued unabated.

Monmouth University Acceptance Rate, SAT/ACT Scores, GPA

Monmouth University is a private university with an acceptance rate of 77%. Founded in 1933 and located in West Long Branch, New Jersey, Monmouths 156-acre campus is about an hour from New York City. The university has a 13- to-1  student / faculty ratio, and undergraduate students can choose from 33 degree programs within six schools. Business Administration and Communications Studies are the most popular among undergraduates. High achieving students looking for more interaction with classmates and professors might consider the Monmouth Honors School. In athletics, the Monmouth University Hawks compete in the NCAA Division I  Metro Atlantic Athletic Conference (MAAC). Considering applying to Monmouth University? Here are the admissions statistics you should know, including average SAT/ACT scores and GPAs of admitted students. Acceptance Rate During the 2017-18 admissions cycle, Monmouth University had an acceptance rate of 77%. This means that for every 100 students who applied, 77 students were admitted, making Monmouths admissions process somewhat competitive. Admissions Statistics (2017-18) Number of Applicants 9,226 Percent Admitted 77% Percent Admitted Who Enrolled (Yield) 15% SAT Scores and Requirements Monmouth University requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 91% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 520 660 Math 520 590 ERW=Evidence-Based Reading and Writing This admissions data tells us that most of Monmouths admitted students fall within the top 35% nationally on the SAT. For the evidence-based reading and writing section, 50% of students admitted to Monmouth scored between 520 and 660, while 25% scored below 520 and 25% scored above 660. On the math section, 50% of admitted students scored between 520 and 590, while 25% scored below 520 and 25% scored above 590. Applicants with a composite SAT score of 1250 or higher will have particularly competitive chances at Monmouth University. Requirements Monmouth University does not require the SAT writing section. Note that Monmouth participates in the scorechoice program, which means that the admissions office will consider your highest score from each individual section across all SAT test dates. ACT Scores and Requirements Monmouth requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 20% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile Composite 19 25 This admissions data tells us that most of Monmouths admitted students fall within the bottom 42% nationally on the ACT. The middle 50% of students admitted to Monmouth received a composite ACT score between 19 and 25, while 25% scored above 25 and 25% scored below 19. Requirements Monmouth does not require the ACT writing section. Unlike many universities, Monmouth University superscores ACT results; your highest subscores from multiple ACT sittings will be considered. GPA In 2018, the middle 50% of Monmouth Universitys incoming freshmen class had high school GPAs between 3.12 and 3.72. 25% had a GPA above 3.72, and 25% had a GPA below 3.12. These results suggest that most successful applicants to Monmouth University have primarily A and B grades. Self-Reported GPA/SAT/ACT Graph Monmouth University Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to Monmouth University. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and calculate your chances of getting in  with a free Cappex account. Admissions Chances Monmouth University, which accepts over three-quarters of applicants, has a somewhat competitive admissions pool. If your SAT/ACT scores and GPA fall within the schools average ranges, you have a strong chance of being accepted. However, Monmouth also has a  holistic admissions  process and admissions decisions are based on more than numbers. A strong  application essay  and  glowing letters of recommendation  can strengthen your application, as can participation in meaningful  extracurricular activities  and a  rigorous course schedule. The college is looking for students who will contribute to the campus community in meaningful ways, not just students who show promise in the classroom. Students with particularly compelling stories or achievements can still receive serious consideration even if their grades and scores are outside of Monmouths average range. In the graph above, the blue and green dots represent students who were admitted to Monmouth University. Successful applicants typically had SAT scores (ERWM) of 1000 or higher, an ACT composite of 20 or higher, and a high school average in the B range or better. Many applicants have grades in the A range. If You Like Monmouth University, You May Also Like These Schools College of New JerseyUniversity of DelawareDrexel UniversityPennsylvania State UniversityTemple UniversityHofstra UniversityRutgers University - NewarkRamapo College of New Jersey All admissions data has been sourced from the National Center for Education Statistics and Monmouth University Undergraduate Admissions Office. Monmouth University Acceptance Rate, SAT/ACT Scores, GPA Monmouth University is a private university with an acceptance rate of 77%. Founded in 1933 and located in West Long Branch, New Jersey, Monmouths 156-acre campus is about an hour from New York City. The university has a 13- to-1  student / faculty ratio, and undergraduate students can choose from 33 degree programs within six schools. Business Administration and Communications Studies are the most popular among undergraduates. High achieving students looking for more interaction with classmates and professors might consider the Monmouth Honors School. In athletics, the Monmouth University Hawks compete in the NCAA Division I  Metro Atlantic Athletic Conference (MAAC). Considering applying to Monmouth University? Here are the admissions statistics you should know, including average SAT/ACT scores and GPAs of admitted students. Acceptance Rate During the 2017-18 admissions cycle, Monmouth University had an acceptance rate of 77%. This means that for every 100 students who applied, 77 students were admitted, making Monmouths admissions process somewhat competitive. Admissions Statistics (2017-18) Number of Applicants 9,226 Percent Admitted 77% Percent Admitted Who Enrolled (Yield) 15% SAT Scores and Requirements Monmouth University requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 91% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 520 660 Math 520 590 ERW=Evidence-Based Reading and Writing This admissions data tells us that most of Monmouths admitted students fall within the top 35% nationally on the SAT. For the evidence-based reading and writing section, 50% of students admitted to Monmouth scored between 520 and 660, while 25% scored below 520 and 25% scored above 660. On the math section, 50% of admitted students scored between 520 and 590, while 25% scored below 520 and 25% scored above 590. Applicants with a composite SAT score of 1250 or higher will have particularly competitive chances at Monmouth University. Requirements Monmouth University does not require the SAT writing section. Note that Monmouth participates in the scorechoice program, which means that the admissions office will consider your highest score from each individual section across all SAT test dates. ACT Scores and Requirements Monmouth requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 20% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile Composite 19 25 This admissions data tells us that most of Monmouths admitted students fall within the bottom 42% nationally on the ACT. The middle 50% of students admitted to Monmouth received a composite ACT score between 19 and 25, while 25% scored above 25 and 25% scored below 19. Requirements Monmouth does not require the ACT writing section. Unlike many universities, Monmouth University superscores ACT results; your highest subscores from multiple ACT sittings will be considered. GPA In 2018, the middle 50% of Monmouth Universitys incoming freshmen class had high school GPAs between 3.12 and 3.72. 25% had a GPA above 3.72, and 25% had a GPA below 3.12. These results suggest that most successful applicants to Monmouth University have primarily A and B grades. Self-Reported GPA/SAT/ACT Graph Monmouth University Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to Monmouth University. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and calculate your chances of getting in  with a free Cappex account. Admissions Chances Monmouth University, which accepts over three-quarters of applicants, has a somewhat competitive admissions pool. If your SAT/ACT scores and GPA fall within the schools average ranges, you have a strong chance of being accepted. However, Monmouth also has a  holistic admissions  process and admissions decisions are based on more than numbers. A strong  application essay  and  glowing letters of recommendation  can strengthen your application, as can participation in meaningful  extracurricular activities  and a  rigorous course schedule. The college is looking for students who will contribute to the campus community in meaningful ways, not just students who show promise in the classroom. Students with particularly compelling stories or achievements can still receive serious consideration even if their grades and scores are outside of Monmouths average range. In the graph above, the blue and green dots represent students who were admitted to Monmouth University. Successful applicants typically had SAT scores (ERWM) of 1000 or higher, an ACT composite of 20 or higher, and a high school average in the B range or better. Many applicants have grades in the A range. If You Like Monmouth University, You May Also Like These Schools College of New JerseyUniversity of DelawareDrexel UniversityPennsylvania State UniversityTemple UniversityHofstra UniversityRutgers University - NewarkRamapo College of New Jersey All admissions data has been sourced from the National Center for Education Statistics and Monmouth University Undergraduate Admissions Office.

America’s Domination of the Film Industry - 693 Words

Looking at the film industry as we now know it, it’s hard to imagine that America wasn’t always the film producing machine we see it as now. Yet, when we begin looking at all the technological advances that took place in film over time and the events which occurred during these periods, it was a complex journey. In the following essay we are going to discuss why I believe that the wars faced both foreign and domestic played the biggest factor in the American Film industry’s rise to dominance by the 1950s. Birth of Film: As with all things it’s probably best to start with the beginning; the birth of film. Eadweard Muybridge was hired in 1872 to capture images of a horse running to settle a debate as to whether all four feet of a horse were off the ground at the same time while trotting. Little did he know that by capturing these images he eventually would spark the invention of the kinetscope by Thomas Edison in the 1880s. By the late 1890s movies could be projected onto a screen and audiences finally were able to attend public demonstrations. In 1905 the worlds first nickelodeon devoted to film exhibition was opened in Pittsburgh, PA by Harry Davis. Nickelodeons (named for both the price of admission and the Greek word for â€Å"theater†) soon spread across the country, the number of nickelodeons reached around 8000 between 1907 and 1908, and by 1910 it was estimated that as many as 26 million Americans visited these theaters every week. World War I: From about 1910 AmericanShow MoreRelatedOrientalism And Orientalism1616 Words   |  7 Pagesthat creates images outside of history that distort the portrayal of Asia. Western Orientalism, specifically American Orientalism, is highly politicized and has shaped—and continues to shape—the politics and imaginations of Asia. From literature to film, Western idealism and Orientalism as created certain social standards and stereotypes of Asian peoples. 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Extraversion and Neurotism Free Essays

TAKE-HOME ESSAY #2 Psy 2300, Fall 2012 †¢The second take-home essay will be worth 20 points. You may use your textbook, D2L resources, and class notes. You may NOT collaborate with fellow students! †¢Essays must be double-spaced, with 1-inch margins and a reasonable font size (e. We will write a custom essay sample on Extraversion and Neurotism or any similar topic only for you Order Now g. , 12 point). †¢PLEASE CAREFULLY PROOFREAD YOUR ANSWERS FOR CLARITY TYPOS; excessive proofreading errors will result in a deduction of points, as will a failure to follow the formatting requirements above! †¢The essay should be 1-3 pages long and organized into coherent paragraphs. Please organize your essay according to the subdivisions provided (a, b, c, etc. ). You do not need to use a formal essay format (introduction, body, conclusion). †¢Please use your own words whenever possible. If you feel you must quote from class notes or the textbook, cite the source properly. †¢You may answer any ONE of the three questions provided. If you answer more than one, only the first one will be graded. †¢Essays are DUE in the Dropbox by 9:59 p. m. on Friday, November 9th. 1. Compare and contrast the Big Five with EITHER Eysenck’s model OR Tellegen’s model (i. . , identify similarities and differences). If you choose Tellegen, focus on the three higher -order traits; just refer to the primary scales as examples if applicable. Think about how the models were derived as well as the meaning of the traits themselves. Then discuss which of the three trait models covered in class you prefer and whether you think any important aspects of personality are left out of the three models. Make sure you JUSTIFY your choice of favorite model by presenting at least two distinct reasons. 2. Consider what it means to be high in the traits of Extraversion and Neuroticism (separately). Then make connections between each trait and current concern theory. Specifically, address how being high in these traits might influence: †¢Which types of goals people pursue †¢How their goal pursuits affect them (emotionally and cognitively) †¢How they progress through the incentive-disengagement cycle when a goal is blocked What I’m looking for here is a thoughtful discussion of how being high in E and being high in N might affect people’s motivational processes, using concepts from Klinger’s current concern theory. It may help to refer to the low ends of these traits to provide a contrast with the high ends (e. g. , â€Å"unlike introverts, when extraverts pursue a goal†¦ †). 3. If you’d like to be a little creative, tell a â€Å"story† about a person with a particular configuration of traits. Specifically, choose AT LEAST THREE of the Big Five OR Tellegen’s primary traits (if you choose Tellegen, make sure to pick one trait from each higher-order factor). The person can be purely hypothetical or based on someone you know; I even had students discuss the fictional characters Dwight (from â€Å"The Office†) and Borat! Describe how that person typically behaves based on how they score on the three traits you select. For example, â€Å"Ralph† might be high C, low N, and medium O. What might Ralph’s behavior patterns be like? His interpersonal relationships? His goal pursuits? Would his trait configuration lead to any particular problems in his life? What I’m looking for is a clear understanding of the traits you choose and the ability to APPLY those traits to a realistic scenario in which the traits can interact with each other. Have fun! [NOTE:I have a sample full-credit essay posted on D2L to help with this option! ] How to cite Extraversion and Neurotism, Essay examples

Financial Plan Preparation

Question: Describe about the financial plan preparation. Answer: Recommendation of asset allocation Client 1: Darren Balanced fund 70% growth Asset Asset allocation Recommendation Variances cash 5 % 6 % 1 % fixed interest 15 % 34 % 1 9% equity 10 % 13 % 3 % property 10 % 13 % 3 % Superannuation 10 % 4 % - 6 % - Medi Super 20 % 10 % - 10 % - Market Super 10 % 10 % 0 - Casual Super Plus 10% 10% 0 - Informer Super 10% 0% - 10% Total 100% 100% 0% Balanced FundClient 2: Danielle Gearing portfolio 35 % defensive or less volatile Asset Asset allocation Recommendation Variances cash 2.0 % 1.0 % -1 % fixed interest 8.0 % 6.0 % - 2 % equity 13.0 % 18.0 % - 5 % property 10 % 7.0 % - 3 % Superannuation 32.0 % 36.0 % 4 % - Medi Super 5.0 % 7.0 % 2 % - Market Super 10 % 5.0 % 5 % - Casual Super Plus 10 10 0 - Informer Super 10 10 0 Total 100% 100% 0% Gearing PortfolioKey Assumptions Prior to the development of the plan for achieving your objective, we have assured some assumptions that have to be conducted in depth analysis. All these are as follows: The salary of both of yours will rise by implementation of AWOTE (3.5% p.a.); All the general living expenses will be increased by implementation of CPI (2.6% p.a.); The intended retirement age is 60 years for Darren but there is no retirement age for Danielle as she is self-employed; No withdrawal fees from ABC bank; Superannuation earnings tax is 15%; For trauma analysis, medical has been done by Darren for $ 1,00,000 Return Assumptions Investment mix Typical characteristics Cash: deposition of 100% cash in the deposit-taking organizations of the country Australia. Investment amount: $ 150,000 After 5 years, the expected value: $ 135,000 Anticipated return: 6 % Volatility %: (Low) Expected amount of beating: 0 years out of 30 years Conventional: Among the total balance, 20 % of the balance will be provided in form of property and shares () and the remaining will be provided in the form of fixed interest or cash (). Investment amount: $ 150,000 After 5 years, the expected value: $ 147,000 Anticipated return: 7.5 % Volatility %: (Low) Expected amount of beating: 0 years out of 30 years Balanced amount: 70 % of the total balance will be provided in form of property and shares () and the remaining will be provided in the form of fixed interest and/ or cash (). Investment amount: $ 150,000 After 5 years, the expected value: $ 154,000 Anticipated return: 8.5 % Volatility %: (Medium) Expected amount of beating: 4 years out of 20 years Growth amount: 30 % of the total balance is provided in terms of property and shares () and the remaining will be in form of fixed interest and/ or cash (). Investment: $ 150,000 Expected value after 5 years: $ 147,000 Anticipated return: 9 % Volatility %: (High) Expected amount of beating: 4 - 5 years out of 20 years Insurance Need Analysis In discussion with you, we have explored that you mainly put importance regarding securing your childrens future. Therefore, Danielle has made superannuation funds for better future of her children. Under this situation, the insurance cover that suits both of you best is as follows. Before making this insurance we have studied both your present as well as future financial commitments. TPD Insurance/ Life Insurance: For Darren: Particulars Amount Total amount debt required to be paid off $ 887,500.00 Present Mortgage value: $ 387,500.00 Present Loans Amount (e.g. Credit Cards, Personal): $ 500,000.00 One-off costs (e.g. Higher education of children): $ 0.00 Amount of total assets and savings you have $ 1,275,000.00 Present Savings (Total): $ 0.00 Current Assets Values: $ 1075,000.00 Present balance of Superannuation: $ 200,000.00 current income of Yours Your Present Age: 53 Yearly Income (after tax) needed to coat living expenses: $ 90,000.00 No. of years, this income is needed to carry on: 16 Optional: Adjustment of the assumptions if needed Rate of inflation: 2.50% Rate of investment: 3.80% Summarization Life time: $ 942,559.90 Total Repayments of debt $ 887,500.00 Total money required for spending $ 1,330,059.90 - Savings and assets $ 1,275,000.00 For Danielle: Particulars Amount Total amount debt required to be paid off $ 387,500.00 Present Mortgage value: $ 387,500.00 Present Loans Amount (e.g. Credit Cards, Personal): $ 0.00 One-off costs (e.g. Higher education of children): $ 0.00 Amount of total assets and savings you have $ 925,000.00 Present Savings (Total): $ 0.00 Current Assets Values: $ 550,000.00 Present balance of Superannuation: $ 375,000.00 current income of Yours Your Present Age: 47 Yearly Income (after tax) needed to coat living expenses: $ 60,000.00 No. of years, this income is needed to carry on: 16 Optional: Adjustment of the assumptions if needed Rate of inflation: 2.50% Rate of investment: 3.80% Summarization Life time: $ 892,559.90 Total Repayments of debt $ 387,500.00 Total money required for spending $ 1,230,059.90 - Savings and assets $ 925,000.00 Recommendations Recommendation of investment Best investment method In the discussion session, you highlighted that when your both the children will be 18 years old and will start going to university, each of them should get an amount of $50,000 for their further studies. Therefore, we have wished-for investment in both a long run and short run strategy of investment. These strategies will surely help you to meet up your aims. Short run strategy of investment As per our analysis, we can recommend you to invest in the short run strategy of investment that is to put money in the cash investments. The short run investment especially the cash investment will help you to access to the saved money as per your need. Since, you have total earnings of $160000 as remaining portfolio balance; we advise you to invest an amount of $ 100,000 as a cash investment. Long run strategy of investment We have prepared your long run strategy for investment depending upon your objective to develop funds for the period of retirement. We advice you that the gearing portfolio should be 35 %. The long run investment will be broadened across property, shares, cash and fixed interest. The allocation of the assets will mainly highlight on the growth of the investments, along with 35% of your total money allocated property and shares. Your portfolio is apt to move into value both up and down over the short-run, nevertheless we expect to complete stronger returns from medium to long term. Thus, we recommend you to invest money of an amount of $ 100000 in this gearing portfolio that is in 35 % growth fund. Simultaneously, we also recommend you to invest $ 35,000 in the balance fund. Short Run Investment Investment Owner Final balance Regular Investments / withdrawals ($) p.a. Reinvest income Cash Darren and Danielle $ 200,000 - Yes Sum $ 200,000 Long Run investment Investment Owner Final balance Regular Investments / withdrawals ($) pa Reinvest income Gearing portfolio 35 % growth fund Darren and Danielle $ 200000 - Yes Balanced amount Danielle $ 45,000 - Yes Sum $ 155,000