For this assignment learners will use the Ivy Tech library resources and the Internet to do research on vulnerabilities associated with  a specific OS (e,g. Windows, Linux, etc), network device (Switches, Routers, IDS, etc), or other non-computer technology device (Raspberry PI, RFID, USB).

You must choose one specific subject area to write your paper.  For example, ‘USB’ is not specific. ‘RFID’ is not specific. 3com USB vulnerabilities IS specific. RFID vulnerabilities in Credit Cards IS specific.

Once you have made your selection, using a minimum of 3 current sources (the textbooks cannot be a source) write a double spaced 3-5 page research APA format paper (a paper, not just a bullet list of response answers).  Note, your cover page, and your reference page, are not included in the 3-5 page requirement. You should have 3-5 pages of written text in addition to your cover page and reference pages. Use in-text citations when paraphrasing and quoting sources to avoid plagiarism. 

Goal

In your paper:

1. At minimum, discuss three different vulnerabilities you found in your specific subject area research.2. Discuss how those vulnerabilities can be exploited3. Discuss available countermeasures for each vulnerability you mentioned.Your paper should start with an introduction or problem statement that clearly defines your specific subject and end with a conclusion regarding what your research found.
 

All sources used must be cited on the last page in a bibliography.  Proper grammar and sentence structure must be used for this formal paper. The cover page for your paper must contain your name, date, course, and instructor. The paper must be double-spaced, left-aligned.  Font should be a 10 or 12 point common font.  Do not misuse white space as a filler; points will be deducted for not meeting the minimum requirements. Remember – APA format is required! 

Once you have your paper written and saved in either .doc, .docx, or .rtf format, submit via the link above. 

Common Size Financial Statements: Appendix B [WLO: 4] [CLO: 2]

In your first assignment this week you retrieved the financial information for your chosen company. Analysts must evaluate a company’s financial statements to understand its performance over time. Common size statements “allow analysts to compare the relative composition of the company’s accounts over time” (Hickman et al., 2013, Section 11.3, para. 5). For this assignment, you will take the formatted financial statements you retrieved using Mergent and construct common size income statements and common size balance sheets for your chosen company. The video below explains how to construct a common size income statement and balance sheet using Excel.

Title this assignment “Appendix B.” Be sure to save both formats (Excel and PDF) of these files for later use.

Prepare:

Prior to beginning work on this assignment,

• Review Chapter 2 and Chapter 11: Section 11.3 in Essentials of financ downloade.
• Complete the Week 1 – Assignment 1, Historical Financial Statements: Appendix A
  • You will be using the Excel file from Mergent for this assignment
• Watch the following video that will go over how to create and format Appendix B:

 (Links to an external site.)

BUS401| Creating Common Size Financial Statements in Excel (Links to an external site.)

Construct Appendix B:

Using the formatted income statement and balance sheet in Excel from Week 1 – Assignment 1, and following the instructions in the BUS401| Creating Common Size Financial Statements in Excel (Links to an external site.) video,

• Calculate and format the common size income statement for the three years.
• Calculate and format the common size balance sheet for three years.
• Save this Excel file as a PDF and title it “Appendix B”.

2008 Global Crisis

Starting in 2005, the Federal Reserve perceived that its excessively broad financial strategy had made the potential for higher expansion. It properly started to fix arrangement through its standard technique of rising it’s focused on interest rate. A key initial phase in the money policy procedure includes the making of bank reserves; these are deposits that banks keep at the Fed. At whatever point anybody other than the Federal Reserve buys anything they have to have cash to pay for them. The Fed is diverse. It has the special capacity to pay for its purchases by informing banks that it has expanded their bank saves by whatever sum is important to pay for its purchases. https://youressaymarket.com/im-working-on-a-risk-management-case-study-and-need-support-to-help-me-study-sc/
Making more bank reserves has a tendency to give banks more money that empowers them to make credits and ventures. This procedure has a tendency to add to the cash supply, which inevitably expands the rate of expenditure. After some time, an increment in spending well beyond the capacity of an economy to create products and administrations prompts inflation.
From 2001 to 2005, there was an increment of bank reserves in the Federal Reserve by about 20%. In the same period, other measures of money such as monetary base and currency increased rapidly. This increase in funds led to an increase in the rate of spending that consequently led to the increase in the dollar GDP. This made the Federal Reserve to ease its monetary policy by reducing the bank reserves; this caused the indicators or measures of money to slow dramatically. This caused the dollar GPD to slow. The slowdown in growth of money decreased the rate of spending in the United States. The Federal Reserve continued to drain or remove the bank reserves from the system, and this fuelled the financial crisis.

Keynes, the famous economist, introduced what is commonly known as “financial stimulus.” The basics of financial stimulus is the people who have more disposable income will lend the money to the government, and the government will give it to those who do not have to boost spending. Many have argued that this is true and have not questioned its validity, while others argue that the stimulus is not huge enough to cause an economic downturn. Before the 2008 financial crisis, the United States was practicing this theory widely as postulated by Keynes. https://weassistessays.com/learning-outcomes-assessed-this-part-please-refer-to-learning-materials-for-co/
In reality, the financial stimulus policy is a drawback to the economy. For instance, in a year, the United States produces products worth $13 trillion, therefore they receive the same in income. The Population will save approximately 10% of this in order to purchase capital goods that will bolster future production. The government of the United States used to borrow this 10% meant for capital goods and pump it to the economy and most of it went to projects that were not resourceful to the economy. This meant that in the subsequent year, there were fewer funds for capital goods, and this weakened the economy.

The housing bubble pushed up the inflation rate that consequently led to US central bank raising the borrowing rates. This made borrowing quite costly, and the borrowers were not able to meet their mortgage payments, this led to foreclosures and lenders selling the houses (Krugman, 2009). Most of the Collateralized Debt obligations (CDO) were mortgage backed securities (MBS). The CDO’s rose exponentially in 2007 and the traders were ladling the consumers with securities that had no value. The subprime mortgages were riskier compared to the prime mortgages, and this is because the originators did not want to hold on to the mortgages. The mortgages were sold as a package known as Collateralized Mortgage Obligations (CMO); this was backed by subprime which was riskier and difficult to manage.

The U.S. housing bubble busted due to poor policies that encouraged homeownership. There financial crisis was triggered by interplay of several factors: subprime mortgages were overvalued on the assumption that their value will increase in the future. Banks and other financial institutions provided easy loans so that people will buy houses. The deals between the buyers and sellers were unscrupulous because they valued short term deal flow over long-term value creation. The banks and insurance companies that provided low interest loans did not have capital holdings to back the financial commitments they were engaging in (Krugman, 2009). Many Americans were unable to settle the mortgages, which led to plummeting of stock prices, especially in the real estate; this led to foreclosures and many people being evicted. The lending institutions had a liquidity crisis as they had lend much and the Americans were unable to pay. This crisis led to prolonged employment as many institutions had to cut back on expenses and costs by laying off the employees. https://convenienthomeworkhelpers.com/students-will-trace-the-historical-development-of-one-of-the-following-depressi/

In response to the global recession, the United States and other countries had to come up with strategies, both short term and long term, to mitigate the crisis. The immediate response by the Federal Reserve and other central governments was to provide short term credits to restore confidence and address the liquidity crisis. The fed noted that it was important to keep credit flowing so that economic activities would not stall. In order to jumpstart the economies, different countries had to come up with a fiscal stimulus package (Savona, 2011). The United States had two stimulus packages that amounted to $1 trillion. The stimulus in early 2008 took the form of tax refunds/ tax rebates; most of the consumers chose to save the tax refunds instead of consuming, this plan had a small effect in improving the aggregated demand.
The first proposal was a $700 billion bailout plan that involved the purchase of impaired assets from the balance sheets of the financial institutions (Lefebvre, 2010). The bill was passed in October, 2008 where the treasury had planned to hold on to the purchased assets and resell them when the markets improved. Even though the Emergency Economic Stabilization Act of 2008 was approved, the financial market conditions were still on the decline. The treasury decided to invest directly in the financial institutions as it would be more efficient and faster. The United States government invested $125 billion in nine of the largest U.S financial institutions and a similar amount in the smaller firms. The buying of the troubled assets by the United States government was initiated by the Troubled Assets Relief Program (TARP) that was signed into law by the Bush Administration to address the subprime mortgage crises in 2008.

With an end goal to invigorate the business sector for transient loaning among enterprises, the treasury has additionally offered to specifically buy commercial paper from evaluated guarantors not able to raise cash in the private business sector. The administration likewise proposed a stimulus intended to improve economic activities. This eagerness to utilize deficit spending to help the economy amid a monetary downturn is a change over economist activities amid the 1930s, when it was by and large believed that financial plans ought to be balanced even in economic slowdowns.
The Fed brought down its key federal fund rate to give extra liquidity to the financial related framework, extended the scope of security it would willing to acknowledge consequently for loans, and gave direct lines of credit to a more extensive mixture of financial establishments. Before the financial crisis on the commercial banks would directly borrow from the Federal Reserve. According to Acharya (2011), the Fed nationalized two of the mortgage institutions (Freddie Mac and Fannie Mae) and promised to provide $100 billion in capital for each company; the government took 80% ownership in each. The government took a similar stake in AIG by promising that it will lend it more than $80 billion. The government agreed to shoulder the risk of losses for Bear Steams, a big investment bank, toxic mortgage assets; this was in a forced sale to JP Morgan.

Different countries responded differently to global crisis. For instance, Singapore implemented a financial policy known as Resilience package which was aimed at increasing job competitiveness and job retention. In Singapore there was Special Risk-Sharing Initiative (SRI) where the government took some default risk of loans up to S$5 million. The job credit scheme offered cash grant in order to encourage businesses to retain workers (Kawai, 2010).
In conclusion, during the crisis, the Federal Reserve injected liquidity in the system to hinder economic activities from stalling. The US government had to increase its expenditure that provides a financial stimulus to the economy. The government had to restore confidence in the financial system through insurance programs, direct investments, loans and guarantees. Some of the short term responses did not perform well. For instance, the Emergency Economic Stabilization Act of 2008 did not ease the financial crisis. In the long term, some policies worked and others did not. As at 2012, the housing market in the US had not stabilized as there were still troubled mortgages, the foreclosure rate remained high as homeowners could not modify their mortgages. On the other hand, the financial markets stabilized by the start of 2010, signifying some of the policies were working even though the economic growth was slow.

Can you assist with a homework assignment? You will need to respond to two classmates discussion. This is Week 5 Discussion Board Response Post.  I will upload instructions. 

Discussion 1:  

Chapter 15 – How to make accurate observations

               One of the key steps when it comes to making accurate observations is identifying first where one lacks. Lack of acquaintance with the bible, depending too much on source material, and observing in a distracting environment are all major reasons why many observation attempts fall short. The reason for observation is to find important information in a passage, evaluate the information, and create an analysis on the scripture. Some elements that are looked for in observation are “elements of structure, relationships, parts of speech, and grammar” (Cartwright, Hulshof, 2019 p. 91). This allows us to start asking the questions of who, what, where, when, why, and how which is discussed more in detail in future chapter 17.  

Chapter 16 – How to use multiple translations of the Bible

               Each translation of the bible undergoes strict analysis and has a translation committee behind it. Many verses are the same between multiple translations and committees, however the are bound to be a few verses, words, or phrases that differ between each one. The goal of observing multiple translations is to be able to identify details in passages that may need to be studied further. There are many steps that can be taken when making observations across multiple translations: “Stay Simple,” “Use Three to Five Translations,” “Choose translations that cover the full spectrum of translation types,” “Choose a base text as the standard comparison,” and “color code your work” (Cartwright, Hulshof, 2019 p. 96).  

Chapter 17 – How To Ask Questions

               Asking questions is an excellent way to start moving past just reading the Bible but truly being able to understand it. Who, what, where, when, why and how are all important questions that need to be asked by those that read it. Most of the questions are self explanatory in either the reason it’s asked or what the answer will be. The question of why is the hardest yet likely the most important to understand. Why can be difficult as not in the question but in deciphering the answer. The answers to each of these questions can have crossover with each other which is okay as all the answers are true.

Chapter 31 – Apply: How to Live Out What You Learn

               The last and final step when observing, studying, and analyzing scripture is learning to apply it to ones life. There have been many thought out and discussed suggestions on how to apply what is learned to ones life such as: asking nine questions as they relate to numerous relationships of your life, creating an application nerative, and comparing your needs to the needs of the Bible passage (Cartwright, Hulshof, 2019, p.176). There are four questions for application: Duty – what should I do, Character – who should I be, Goals – what should I pursue, and Discernment – how can I distinguish truth from error? By asking these questions, either consciously or subconsciously, “We are being shaped and molded into the image of Christ through the power of the Holy Spirit as he works through the Word of God” (Hartwrgith, Hulshof, 2019 p. 179).

References:

J. Cartwright, C. Hulshof, Everyday Bible Study, Second Edition, 2019

Discussion 2:

How to See Jesus in the Bible:

The Bible is not designed as a how-to manual for rules of life. Ultimately the Bible is a collection of stories and correlations between the Old and New Testament that show God’s plan of redemption for man in a fallen world through Jesus Christ. By looking for references to the Old Testament in the new Testament, paying special attention to the stories of salvation and redemption from sin, and using typology to identify foreshadowing’s of Christ in the Old Testament are all ways that we can help identify the works of God through Jesus in both books of the Bible.

How to live out what you learn:

Ultimately, we must apply our knowledge gained through the study of Scripture to our life in meaningful ways to allow the purifying beauty of Christ work through us. Utilizing the four questions for application as outlined in Everyday Bible Study of Duty, Character, Goals, and Discernment (Page 178) offers us a framework to apply to all situations and facets of life, both consciously and unconsciously. This framework is vital to helping us see things through God’s ultimate vision and brings us in closer unity to his ultimate goals for us on Earth.

How to study the Old Testament Genres, Part 1: Law

At the fundamental level, the law reveals our guilt before God. The laws function as a mediator for fallen man and gives us a powerful provision to remedy our sinfulness. To study the law, we must consider first the historical and cultural issues that may require further understanding to know what the law in relation to. It is also useful to categorize laws that are applicable to modern day and those that may no longer be as relevant. The New Testament addresses this to some degree with affirmations from Jesus. Other laws help us to identify things that are of most importance or value to God his desires. Using our power of discernment to identify these important characteristics of law and the genre of law will help us study and apply the concepts presented in a useful manner.

How to use multiple translations:

According to EBS (page 94): “When you compare several translations and find different words or phrases in each of them, this is noteworthy. In this case, the translation committees do not agree on the best way to express the word, phrase, or sentence in English.” This means that while they do generally agree on the overall message, there will be certain words or phrases that could possibly have a different connotation in English.  Utilizing multiple translations, especially those that cover a spectrum of translation types, and then measuring these against one standard text to stay on track are all useful in effectively studying multiple translations of biblical texts.