Security Analysis and Portfolio Management (FIN 450)

Prince Sultan University

 

Security Analysis and Portfolio Management (FIN 450)

Group project: Portfolio Management

Due Week 13 (26th November, 2020)

 

  1. CONTENT OF PROJECT REPORT

 

Each project group is required to submit a project report on the 26th of November 2020. Groups will be required to submit their written report through Moodle. This piece of group project is worth 20 points which amounts 20% of your final grade. The project report will be graded out of 13% and a poster presentation out of 7%.

Students are required to form a group, consisting of 3-5 members and register their names in Week 3 to the instructor. Your team will play the role of a financial planner who will propose a personal portfolio for a client.

  1. INSTRUCTIONS

Please create your account through https://www.tadawul.com.sa/Resources/VirtualTrading/VirtualTrading_en.html

Steps:

  1. Create account/register
  2. Choose main market
  3.  Use your SAR100, 000 to buy stocks that you have picked up based on your fundamental analysis.
  4. Trade your shares in 1 month and apply 5-days moving average technique (Technical analysis) to learn the pattern of the prices for your buy and sell strategy.
  5. Along these 1 month prepare your log book on selling and buying shares. Every week you must have at least 2 transactions.
  6. After 1 month close your position by selling all your shares.
  7. Prepare your report and make the poster presentation of your finding and security analysis strategy of your investment.
  8. Use Bloomberg to find all the necessary information.

 

 

 

  1. REPORT TEMPLATE: Written Report: 13% of the Total Mark

The report should have a table of contents and be organized into the following sections.

  • Investment Goals of your client (Investment Statement Policy)
  • Asset Allocation Model
  • Investment Decisions – percentage of investment in different industries and stocks plus Bills
  • Portfolio Records and Monitoring – log book

 

  1. Investment Goals (1%)

In this section you will state the investment policy statement (IPS) that applies to your client.

 

Assessment criteria:

  • Has the team stated the policy clearly in terms of return objectives and risk tolerance of the client?
  • Has the team properly referenced all sources? (Follow the investor process in chapter 22)

 

  1. Asset Allocation Model (1%)

In this section, you use the investor profile to develop a capital allocation model dividing the investments into money market and equity. Explain your choice.

 

Assessment criteria:

  • Has the team shown an understanding of investor’s risk tolerance to form the capital allocation decision?
  • Has the team offered clear and objective evidence to support their capital allocation?

 

  1. Security Selection (4%)

This section recommends specific investments to be part of the asset allocation for the portfolio. These must be real investments and the costs of acquisition should be identified. There is no limit on the number of investments chosen but each should be chosen for a specific reason.

 

Assessment criteria:

  • Does the team have specific investments – name, institution, costs, etc.?
  • Does the team offer reasons why one investment was chosen over another?
  • Is there diversity within the category and a reason for that diversity?
  • Do one or more of the choices reflect research and a desire to try something different and less traditional?

Method in choosing your stocks: (Fundamental analysis)

Fundamental analysis method used to choose companies- example use EPS, P/E Ratio, growth analysis for revenue/sales, asset, liability and new investment or equity. Add up some   macroeconomics or industry outlook such as development in particular sectors or increasing in GDP in particular country.

  1. Company name
  2. Background of company
  3. Fundamental analysis for each company
  4. Portfolio Records and Monitoring (4%)

This section recommends a method by which the client can record and monitor his or her investments. It also includes detailed instructions and samples of how to use the program and evaluate the reports generated by the program.

Assessment criteria:

  • Does the team include evidence of program use: how it handles transactions, reports, and calculates returns?
  • Has the team included printouts to support their use?

Technical Analysis

  1. Log of transaction for 1 month
  2. Apply moving average method to the stock prices to indicate buy or sale of the stock
  3. At the end of one months close all your position by selling all shares and T-bills and calculate your return

E: Results of close position (3%)

Analyze your portfolio and calculate the return and profit of your investment. Justify your profit/loss position. Make your conclusion and lesson learned from this project.

 

  1. PROJECT GUIDELINES

Students are required to submit a soft copy of your report for the instructor’s record. Note that plagiarism is not compromised. Instructor may check the percentage of plagiarism using the turn in it system in Moodle.

 

In the case of your work is found to be 25% plagiarism the instructor has the right to give ZERO mark for that particular work or up t o the instructor’s discretion whether to give a second chance for students to resubmit the work with a penalty. Late submissions will be subject to mark deductions.

 

The penalty mark is given as follow:

 

Resubmission of assignment Penalty
Second chance 10 marks will be deducted

 

To be acceptable, your paper must

  • Must be typed, 1.5-spaced, and have 12-point Times New Roman font.
  • Be submitted on the due date.
  • Have a cover sheet or title page with your name in the upper right hand corner, the title of your paper approximately centered on the page and toward the bottom of the page the name of the subject, instructor’s name and the date of submission.

 

 

Good Luck

Dr. Lama Alkayed

 
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Prince Sultan University The Rise of Artificial Intelligence Paper

Question Description

I don’t understand this Management question and need help to study.

 

1.Overview

1.1Trends of Artificial Intelligence

1.2Definitions and Examples of Artificial Intelligence for Business

1.3Global demands for Artificial Intelligence

1.4Development of Tech Companies Globally

search about all the information above (small paragraph for each step) , and use these 10 specific articles in writing the essay (as a references, example: according to….)

 

https://drive.google.com/file/d/19q8HU3FR94YzpjpU4…
https://drive.google.com/file/d/19NAMjkWTPqI058qpb…
https://drive.google.com/file/d/1ZEhaqLc4ctGVj8UhU…
https://drive.google.com/file/d/1tAUOwkXZbA6dDFXWl…
https://drive.google.com/file/d/0B_rJAplEpHFEWUllS…

also these

https://www.internetsociety.org/resources/doc/2017/artificial-intelligence-and-machine-learning-policy-paper/?gclid=EAIaIQobChMI16qigNni5QIViIxRCh0uWgPUEAAYASAAEgJGgvD_BwE

https://futureoflife.org/background/benefits-risks-of-artificial-intelligence/?cn-reloaded=1

https://www.theedadvocate.org/7-ways-that-artificial-intelligence-helps-students-learn/

https://www.toppr.com/guides/essays/artificial-intelligence-essay/

https://www.roboticstomorrow.com/article/2018/09/top-article-for-2018-how-artificial-intelligence-and-robotics-can-create-more-employment-opportunities/12474

 

so the total articles to use are 10.

no plagiarism pleasePrince Sultan University The Rise of Artificial Intelligence Paper

 
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Prince Sultan University Attractions of India and Automobiles Case Study

Case 1: The Rise of the Indian Automobile Industry
India is well on its way to becoming a small car manufacturing hub for some of the world’s largest
automobile companies. Between 2003 and 2008, automobile exports from India jumped fivefold to about
250,000 cars a year. Despite a global economic slowdown, exports are predicted to increase. The leading
Indian exporter is the Korean company Hyundai, which committed early to the Indian market. Hyundai
began production in India in 1998, when consumers were only purchasing 300,000 cars a year, despite
the country’s population of almost 1 billion people. Hyundai invested in a plant in the southern city of
Chennai with the capacity to tum out 100,000 cheap small cars a year. It had to train most of the workers
from scratch, often giving them two years of on-the-job training before hiring them full time. Soon
Hyundai’s early investments were paying off, as India’s emerging middle class snapped up its cars. Still the
company had excess capacity, so it turned its attention to exports.
By 2004, Hyundai was the country’s largest automobile exporter, shipping 70,000 cars a year overseas.
Things have only improved for Hyundai since then. By 2008 Hyundai was making 500,000 cars a year in
India and exporting over a third of them. It’s smallest cars, the i10, are now produced only in India and
are shipped mainly to Europe. The company plans to expand its Indian manufacturing capacity to 650,000,
and ship up to half of its output overseas. In addition to Europe, Hyundai is now considering selling its
Indian-made cars in the United States.
Hyundai’s success has not gone unnoticed. Among other automakers, Suzuki and Nissan have also been
investing aggressively in Indian factories. Suzuki exported about 50,000 cars from India in 2007 and hoped
to increase that to 200,000. Nissan also has big plans for India. It has invested some $1.1 billion in a new
factory close to Hyundai’s in Chennai. Completed in 2010, the factory has the capacity to make some
400,000 cars a year, about half of which will be exported. Ford, BMW, GM, and Toyota are also building,
or planning to build, cars in India. A notable local competitor, Tata Motors, launched a low-cost “people’s
car,” priced at $2,500, for the Indian market in 2009.
For all of these companies, India has several attractions. For one thing, the rapidly developing country has
a potentially large domestic market. Also, labor costs are low compared to many other nations. Nissan,
for example, notes that wage rates in India will be one-tenth of those in its Japanese factories. As Hyundai
has shown, productivity is high and Indian workers can produce quality automobiles. Hyundai’s executives
claim that its Indian cars are of comparable quality to those produced in Korea. Nissan’s goal is to use the
same highly efficient flexible manufacturing processes in India as it uses in Japan. Nissan plans to send
Indian workers to its Japanese factories for training on manufacturing processes and quality control.
India produces a large number of engineers every year, providing the professional skill base for designing
cars and managing complex manufacturing facilities. Nissan intends to draw on this talent to design a lowcost small car to compete with Tata’s “people’s car.” According to Nissan executives, the great advantage
of Indian’s engineers is that they are less likely to have the preconceptions of automobile engineers in
developed nations, are more likely to “think outside of the box,” and thus may be better equipped to
handle the challenges of designing an ultra-low-cost small car.
Establishing manufacturing facilities in India does have problems, however. Nissan executives note that
basic infrastructure is still lacking, roads are poor, and often clogged with everything from taxis and
motorbikes to bullocks and carts, making the Japanese practice of just-in-time delivery hard to implement.
It is also proving challenging to find local parts suppliers that can attain the same high-quality standards
as those Nissan is used to elsewhere in the world. Nissan’s strategy has been to work with promising local
companies, helping them to raise their standards. For example, under the guidance of teams of engineers
from Nissan, the Indian parts supplier Capra, which makes body panels, has built a new factory near
Nissan’s Chennai facility, using the latest Japanese equipment. Workers there have also been trained in
the Japanese practice of kaizen, or continuous process improvement.
Observers see the potential for Chennai to develop into the Detroit of India, with a cluster of automobile
companies and parts suppliers working in the region producing high-quality, low-cost small cars that will
not only sell well in the rapidly expanding Indian market, but could also sell well worldwide.
Case Discussion Questions
1. What are the attractions of India as a base for producing automobiles both for domestic sale and
for export to other nations?
2. Both Hyundai and Nissan made their investments in the southern Indian city of Chennai. What is
the advantage to be had by investing in the same region as rivals?
3. What are the drawbacks of basing manufacturing in a country such as India? What other locations
might be attractive? Why?
4. If Hyundai, Nissan, their suppliers, and other automobile enterprises continue to make
investments in the Chennai region of India, how might this region evolve over time? What does
this suggest about manufacturing location strategy?

 
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Jewish and Muslim Encounters with Modernity: Common Experiences.

Jewish and Muslim Encounters with Modernity: Common Experiences.

 By: Karčić, Fikret, Journal of Muslim Minority Affairs, 13602004, Dec2017, Vol. 37, Issue 4

 

 

Introduction

 

Modernity posed numerous challenges to great religious traditions, first Christianity, then Judaism and finally to Islam. These religious traditions responded to the challenges of modernity in different ways: Christianity through theology and Judaism and Islam through religious jurisprudence and thought. In this paper, we will focus on Judaism and Islam.

 

Modernity

Modernity represents totality of cognitive, normative and structural changes introduced into European societies during the period from the sixteenth century to the beginning of the twentieth-century A.D.[ 1] Modernity started in Western Europe and gradually spread into central and eastern part of the old continent. Harvey G. Cox has identified “five pillars” of modernity which include: ( 1) the emergence of sovereign national states, ( 2) science-based technology, ( 3) bureaucratic rationalism as a principle of social organization, ( 4) the quest for profit maximalization and ( 5) secularization.[ 2] These “pillars” have been deduced from the European historical heritage and experience in attaining modernity.

 

Jewish Responses to Modernity

In pre-modern times, European Jews lived in separated and autonomous communities (kehilla). Members of these communities were subjected to religious law (halakha) and the authority of religious leaders. Rabbis were not just spiritual leaders but also judges (dayanim). European states were satisfied if Jews paid taxes and did not offend Christian teachings. Modernity brought destruction of Jewish communities as public corporation and the end of compulsory application of Jewish law.[ 3] This was a result of the process known as “Emancipation”, which gave to the European Jews civil and political rights.

 

Emancipation of Jews in Europe passed through three phases.[ 4] The first phase which occurred 50 years before the French revolution (1740–1789) heralded the Emancipation in the sphere of thought and public life. The second phase, which covers 90 years (1789–1878), from the French revolution to the Berlin Congress, saw the Emancipation in Western and Central Europe. The third period, which lasted from the Congress of Berlin to the Nazis’ rise to power (1878–1933), witnessed the Emancipation of Jews in Eastern Europe and struggle for civil equality in the atmosphere of rising anti-Semitism.

 

The process of Emancipation brought significant changes in the status of Jews in Europe. Before the Emancipation Jews were seem as a separate nation, after the Emancipation they became individual citizens of European states. The result of the Emancipation was the subjugation of Jews to civil law, participation in political process and integration into European economies.[ 5]

 

Another process which was decisive for Jewish transition into modern world was Haskalah (“education”) movement. This movement of Jewish Enlightenment started in the second half of the eighteenth century and “opened Jewish mind to the culture of Europe”.[ 6] Goals of the proponents of Haskalah were to overcome ghettoization and to integrate Jews into European societies. Under the influence of Haskalah Jews started to study European thought and to apply its postulates to Judaism. Enlightened Jews started less to speak Yiddish or to study Hebrew and in a cultural sense they became Germans or citizens of other European states.[ 7] Haskalah did not take root in Eastern Europe and Russia. Jews in these countries continued to see themselves as a separate nation.

 

Modernity put numerous challenges to European Jews. Michael A. Meyer listed the following:[ 8]

 

Political modernization brought breakdown of communal authority and status of citizens.

Observance of Jewish law became a matter of individual conscience and not anymore recognized by state.

Judaism became a private matter between individual and God (following protestant pattern).

Judaism was portraited as a rational religion without dogmas and mysticism (religious rationalism).

Under the influence of historicism, Judaism was portraited as a faith that developed out of its own dynamism. Similarly, Jewish law was seen as flexible and adaptive. Role of “spirit of time” (zeitgeist) was emphasized.

To this, other authors add the issue of translation of religious texts into vernaculars, use of these translations in worship, the issue of educational institutions and the issue of lifestyle including mixed marriages, attire, architecture of synagogues, homes and so on.[ 9] European Jews responded differently to these challenges. Some insisted on observance of every practice of Judaism and they became known as Orthodox. Others were of the opinion to abandon traditional forms and to return to prophetic Judaism and this position became known as Reform Judaism. They consider Jewish law as binding. Some opted for “rational belief” and observance of law with understanding of its meaning and they constitute Conservative Judaism.[10] In this way, European Jews were divided with regard to ways how to respond to the challenges of modernity.

 

Muslim Responses to Modernity

Modern ideas and institutions came to the Muslim world in two ways: through military conquest by European powers or through modernization projects of independent Muslim countries. Muslims living under non-Muslim rule, as in Russia, Bosnia and Herzegovina, India, Malaya, came into direct contact with European modernity. Muslims of the Ottoman state, on the other hand, came into contact with European modernity in indirect way via project of modernizing reforms known as Tanzimat (1839–1876).

 

Challenges posed by European modernity were complex.[11] In political realm, European powers acquired dominant position built on military supremacy. Muslim states were in decline. Muslims from different parts of the world asked their scholars to explain to them how this could happen. Contacts with European thought faced Muslims with the questions of philosophical rationalism, naturalism, theory of evolution, materialistic philosophy of history, scientific positivism, atheism and secularism.

 

A serious challenge for Muslims was the criticism of Islam and Muslim societies by European scholars. The method of investigation, already employed in Europe in the critique of the Bible and the Christian and Jewish tradition, was applied to Islamic sources. The most important challenge which modernity posed to Muslims was in the realms of social institutions and social ethics.[12] Muslim legal institutions including organization of government, criminal law, family law and the like were often the subject of European critics. It was specially the case with the issue of slavery, polygamy, repudiation, social position of women, external symbol of the adherence to Islam and so on.

 

Muslims of Europe, especially those in Tsarist Russia and Bosnia and Herzegovina were dealing with the issue of being Muslim minority under non-Muslim rule, migration into Muslim lands, service in non-Muslim army, application of Islamic law in personal matters by organs of non-Muslim government, Muslim religious organizations, education, relations between Islamic religion and European culture and the like.[13]

 

Muslim responses to these challenges were different.[14] They varied from a total rejection to uncritical adoption of European ideas and institutions. Under the external pressure in the mid-nineteenth century, a broader movement for reform of Islamic norms and institutions started.[15] This movement was known as reform (islah) and renewal (tajdid). Central position in programs of this movement belonged to Islamic law and institutions.

 

Since the beginning of the twentieth century, various groups have been formed within the reformist movement. Religious modernists continued to consider Islamic law as part of the Muslim religion, advocating its application in the existing scope (personal status) and modernization of its regulation. Secular modernists looked on Islam as a religion in the modern sense of the word, emphasizing its moral values. They were of the opinion that religion should no longer represent the basis of social, political and legal life. Some of them requested the complete repeal of Islamic law from legal sphere, others only from public law. Orthodox reformist showed aspirations for the reform of Muslim society based on theoretical reflection of experiences from the first three centuries of Islam. Traditionalists were for maintaining of status quo in Muslim society. All these orientations were present with variations among Muslim communities in Europe.

 

Common Issues

Contemporary Muslim scholar Mustansir Mir was the first who noted importance of the Jewish and Christian encounter with modernity for Muslims.[16] He has identified three areas in which this experience is instructive for Muslims. These are:

 

God and nature. In this area, challenge is “to establish need for belief in personal God in a world which seems to explain itself by referring to itself”.

Secularism. Separation of religion and state was accepted by Jewish scholars as an established fact. This position among Muslim scholars was gradually developed during the twentieth century.

Interfaith dialogue and pluralism. Christians are those who started this process, Jews and Muslims are major parties to it.

To these three major areas, other issues could be added.

Position of law in religious thought. Law occupies a central position in both Judaism and Islam. According to this author, it is important to study how halakhic community responded during last two centuries to the pressure of modernity.[17] Development of Halakha in diaspora could be compared with development of Islamic jurisprudence in minority situation (fiqh al aqalliyyat).

Citizenship. European citizenship of Jews was accepted as desirable indicator of the Emancipation. Similarly, Muslims of Europe first accepted citizenship of European states and later on developed its theoretical justification (haqq al muwatana).

Assimilation/integration. These two options Jewish and Muslim scholars in Europe continue to discuss during modern era. Mainstream position is integration without assimilation.

Education_B__I_._i_ This issue occupied minds of modern Jewish and Muslim intellectuals in Europe. It is interesting to note that two important movements in Judaism and Islam were named after education: Haskalah (“education”) among European Jews and jadid movement in Tsarist Russia (from usul-i jadid, “new method of education”). The debate especially centred around introduction of secular subject into curriculum of traditional schools (yeshiva and madrasah, respectively).

Translation of religious text into vernaculars. Modern era witnessed debates among Jewish and Muslim scholars about the need of translation of religious texts into local languages. Debate centred around permissibility of the translation of the Torah and the Qur’an, respectively. In Bosnia and Herzegovina, for instance, the Qur’an was for the first time translated into vernacular during the last decades of the nineteenth century and its translator was a non-Muslim, Mićo Ljubibratić.

Lifestyle. In the both communities, frequently discussed issue was that of distinctive attire for the adherents of respective religions. Generally, reformists were in favour of adoption of European lifestyle while orthodox/traditionalists were in favour of keeping distinctive appearance.

Umbrella organizations. Jews never had an umbrella religions or political organization in Europe. Similar situation was with the Muslims. Today’s Muslims in Europe are in the stage when they are trying to build religious organizations at national level with some ideas and prototypes of umbrella organizations at European level.

Conclusion

Historically, European Jews encountered modernity earlier then European Muslims. Latter came into contact with modernity during the time when their homelands were included into European states after military conquest of Muslim lands such as in Tsarist Russia and the Balkans. European Muslims and Muslims at the other end of the periphery of the Muslim world encountered modernity in more direct and profound way then Muslims of central lands. In that way, experience of European Muslims was a precursor for other Muslims.

 

Muslim responses, as in the case of Judaism, were given in the form of religious law responses or treaties. Comparative study of these responses may give us deeper insight into common heritage of these two religions in modern times. It could help us, also, to find answers to some questions facing contemporary Muslim communities in Europe.

 
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