Net Present Value (NPV) and Internal Rate of Return (IRR) are two of the most common methods used by financial analysts to evaluate the expected return on investment for capital budgeting decisions. The NPV measures the difference between the present value of a series of future cash flows and the current cost of capital, expressed as the dollar value of the investment. The IRR is the rate of return that makes the NPV of a series of cash flows equal to zero. When making capital budgeting decisions, NPV and IRR provide insight into the expected return of a given investment. When selecting between two alternative investments, the one with the higher NPV or the higher IRR should be chosen. This is because they offer more return to the investor. Numerical Example: Assume an initial investment of $1000. Suppose an investment option has the following cash flows over 3 years: Year 1: $250 Year 2: $450 Year 3: $700 The NPV can be calculated by discounting the cash flows back to their present values: Year 1: $250 / (1+r) Year 2: $450 / (1+r)^2 Year 3: $700 / (1+r)^3 Where r represents the required rate of return. Suppose the required rate is 8%. The NPV calculation would be: NPV = 250 / (1+0.08) + 450 / (1+0.08)^2 + 700 / (1+0.08)^3 = $2.33 The IRR of an investment can be calculated by finding the rate of return that makes the NPV equal to zero. This can be done using a trial and error approach, or by using a computer program. In this case, suppose the IRR of the investment is 8%. This means the NPV of the investment should be zero. The calculations would look like this: NPV = 250 / (1+0.08) + 450 / (1+0.08)^2 + 700 / (1+0.08)^3 = $2.33 This shows that the required rate of return (8%) is the IRR of the investment.

Chapter 1 Summary In chapter one of Winton’s Blueback, the main character Abel Chronicles reads a story his father Abe told him when he was a young boy. The story is of a majestic scalloped hammerhead shark once seen by his father in the cove at Yellow Sky before it disappeared forever. The passing of this memory to Abel emphasizes the importance of marveling at the beauty of nature, something that is also evident in Abel’s parents. Abel’s mother and father, Dora and Abe, have dedicated their lives to protecting the ocean and the Yellow Sky cove from the growing damages of tourism and development, and they’ve worked to keep it a preserved natural area. Comprehension Questions 1. What is the story Abe told Abel when he was a young boy? 2. What did Abel’s parents dedicate their lives to? 3. What theme does the story emphasize? 4. What does Dora and Abe work to preserve? Chapter 2 Summary In chapter two of Blueback, Abel explains the ocean surrounding his home in the Yellow Sky cove and its splendor. Abel is enamored with the reef and its wildlife, spending his days exploring the nooks and crannies of the area. He slowly begins to learn about the importance of conservation, something Abe and Dora have preached to him over the years. During one of his explorations, he finds a grotto he refers to as the Cathedral, and it becomes his special spot. One day, a diver named Hector visits Yellow Sky and tells them about a large development project he’s a part of. He gradually begins to reveal that the project would destroy much of the reef, the exact thing Abe and Dora are trying to protect. Comprehension Questions 1. What does Abel explore? 2. What does Abel learn about? 3. What spot becomes Abel’s special spot? 4. Who visits Yellow Sky and tells them of a development project? 5. How would the development project affect Yellow Sky?

Chapter 1 Summary: The chapter features a young aboriginal girl named Abby, her father Jib, and her pet fish Blueback. Jib takes Abby diving to a nearby reef and shows her a grotto in the ocean that he names the Blue Cathedral. They explore the reef and Abby has a spiritual experience. Comprehension Questions: 1. What is Abby's pet fish's name? 2. Who takes Abby diving? 3. What does Jib name the grotto? 4. What type of experience does Abby have when she is exploring the reef? Chapter 2 Summary: Jib helps Abby train for a spearfishing competition. He reveals to her his own spiritual connection with the ocean. During the competition, Abby wins second place and receives praise from the other competitors. Comprehension Questions: 1. How does Jib help Abby prepare for the competition? 2. What place does Abby win in the competition? 3. What is Jib's connection to the ocean? 4. What type of praise does Abby receive from the other competitors?

Case: Marketing Vegan Food to a Young Audience Storytelling Framework: 1. Establish a Hero - Introduce the young audience as your hero who is looking for a healthier lifestyle and introduce vegan food as a solution to their needs. 2. Introduce a Problem -Show how the current lifestyle of the young audience is having an impact on their health. 3. Show the Guide - Have a guide introduce the value of vegan food and how it can be beneficial to their health. 4. Offer a Plan - Suggest a plan of action that the young audience can use to get started with a vegan lifestyle. 5. Provide a Call to Action - Encourage the young audience to start incorporating vegan food into their diet with the plan that has been offered.

Exercise: Write a brief story about a character (real or imagined) facing a problem, and how they overcame it: Once upon a time there was a young woman, Sarah, who had just graduated from college and was eager to start her career. She went to a job fair and sent out dozens of resumes. But, try as she might, she just couldn’t seem to get a job offer. Frustrated and feeling like a failure, Sarah took a leap of faith and decided to start her own business. It was a daunting task but Sarah was determined to make it work. She reached out to mentors and industry leaders to get advice and get feedback on her ideas. With their help, she found her niche and created a successful business that empowered her to pursue her dream job. Sarah overcame rejection and failure to become a business owner and soon a successful entrepreneur. She believed in herself and used the resources at her disposal to achieve her goals. Through her hard work and perseverance, she eventually found the career she was looking for.

Lesson plan: Objectives: • To introduce pupils to what muscles are and how they are connected to bones. • To teach pupils how muscles work and how it relates to bones. • To allow pupils to practically experience the relationship between muscles and bones. Materials: • Handouts that explain muscles, bones, and how they work and connect • Exercise mats (optional) Procedure: • Introduction: Explain what muscles are and their purpose (5 minutes) • Explanation: Explain how muscles work and how they relate to bones (10 minutes) • Practice: Demonstrate a couple of moves/exercises involving muscles and bones, then have pupils attempt the same (15 minutes) • Discussion: Follow up with a class discussion about what they experienced and what they learned (5 minutes) • Reflection: Have pupils write or draw a reflection about what they have learned (10 minutes) • Conclusion: Wrap up the lesson with a final discussion about muscles and bones (5 minutes) Assessment: • Handouts and teacher assessment for content covered during the lesson. • Require participation in the practice and the reflection. • Have the pupils answer comprehension questions at the end of the lesson to assess knowledge retention.

Activity: 1. Invite the four year olds to sit in a circle in front of you. 2. Read out the book "Brown Bear Brown Bear What Do You See?" while displaying the accompanying pictures. 3. Point to each animal and ask the four year olds to call out the name of the animal in English. Ask the children if they can name any other animals to add to the list. 4. After all the animals are revealed, have the children stand up and move around the room while you play some fun animal-themed music. 5. Have each child repeat the animal name associated with the animal they are pretending to be while they move around the room (E.g. "I'm a cow! Moo!"). 6. Gather back in a circle and take turns asking each other what animal they are pretending to be. 7. At the end of the activity, go over the names of the animals one more time.

Activity: 1. Gather the six-year-olds in a circle and play a game that focuses on animal names. 2. Show them images from the book Brown Bear Brown Bear What Do You See? by Eric Carle and tell the students to listen carefully as you name each animal. 3. Call out the animals in the book in English, one at a time. Show the pictures and name the animals as you go. 4. Allow the students time to repeat the names of the animals in both English and their native languages. 5. As the students become more confident, introduce more challenging animals. 6. After the game is finished, ask the students to draw the animals and name them in both English and their native languages. 7. For an extra challenge, invite the students to think of a sentence in their native language and English that describes the animal. 8. At the end of the activity, reward the students with a sticker or fun reward for their work.

as a visual aid Materials: 1. Set of coloured cards 2. Rainbow visual aid Activity: 1. Hold up the rainbow visual aid and explain to the class, “Today we are going to learn about colours. We are going to use this rainbow to help us remember." 2. Divide the class into two equal groups. 3. Each group should take turns, with one group naming a colour and the other group pointing to the corresponding colour on the rainbow. 4. Once the groups have gone through all the colours of the rainbow several times, give each student a coloured card and ask them to name the colour. 5. Introduce a new colour each time, continuing the process until all the colours have been covered. 6. When each colour has been learned, have the students take turns finding a colour on their coloured cards in the rainbow. 7. As a reward, allow each student to choose a colour with which to decorate the rainbow.

Introduction (5 minutes): 1. Résumer l’utilité de l’imparfait et comment il est utilisé pour construire des phrases en français. 2. Présenter quelques exemples de phrases utilisant l’imparfait. Activité Pratique (15 minutes): 1. Diviser les étudiants en groupes et leur donner des phrases à compléter en utilisant l’imparfait. 2. Organiser une discussion pour répondre aux questions des étudiants et pour aider tous les étudiants à compléter leurs phrases. Activité de Révision (10 minutes): 1. Donner aux étudiants un quiz avec des questions correction et fausse. 2. Cibler les besoins individuels des étudiants et encourager les plus petits groupes à se soutenir. Conclusion (5 minutes): 1. Résumé de l’utilisation de l’imparfait et comment le construire. 2. Discuter d’autres utilisations et applications plus avancées de l’imparfait. 3. Féliciter les étudiants pour leur travail diligent et les encourager à continuer à apprendre et à parler en français avec confiance.