Professional Documents
Culture Documents
Finance: Applications and Theory (Mcgraw Hill / Irwin Series in Finance, Insurance and Real Estate) 4th Edition, (Ebook PDF
Finance: Applications and Theory (Mcgraw Hill / Irwin Series in Finance, Insurance and Real Estate) 4th Edition, (Ebook PDF
about the authors vii
a note from the authors
“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 undergraduate corpo-
rate 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 crucial 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 country currently teach
finance. Well over 600 instructors teaching this course have shared their class experi-
ences 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 the next section in this preface 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 realize
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 stu-
dents 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 dedicated 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 overwhelm-
ing 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 per-
sonal 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 the impact of different
viii
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 material, 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
• Simplified figures where appropriate and added captions to emphasize the main
“takeaways”
• Updated data, company names, and scenarios to reflect latest available data and
real-world changes
• Cross-referenced numbered examples with similar end-of-chapter problems and
self-test problems so students can easily model their homework
• Updated the numbers in the end-of-chapter problems to provide variety and limit
the transfer of answers from previous classes
• Updated the Personal Application with information on firms that have filed for
bankruptcy more recently
• Changed Learning Goal 1-9 to address the ramifications of China’s slowdown and
the drop in the price of oil
• Revised the Finance at Work—Markets box to discuss quantitative easing in the
United States and around the world
• Revised the Finance at Work—Corporate box to cover the proposed merger of AB
InBev and SABMiller
• Updated the data in Example 1-2 on executive compensation
• Replaced Section 1.7 on the financial crisis with a new Section 1.7: Big Picture
Environment, including discussions of the ramifications of plummeting oil prices
and China’s economic slowdown
• Revised the Research It! exercise to address environment, society,
and governance
• Changed the Mini-Case problem to cover Volkswagen’s emission test
cheating
a note from the authors ix
Chapter 3: Analyzing Financial Statements
• Updated all figures, tables, and values in the body of the chapter
• Added a section on the loanable funds theory/determination of equilibrium interest
rates
• Added new end-of-chapter problems
• Decreased the coverage of the financial crisis (detailed information is available in
the Web Appendix for Chapter 6 available in Connect or at mhhe.com/Cornett4e)
• Added an Excel solution for the Integrated Mini-Case
• Updated all table and figure values in the body of the chapter
• Updated the coverage of the stock market exchange in Section 8.2 to discuss the
changes that have occurred in the NYSE and elsewhere
• Revised Example 8-1 to include new Coca-Cola data
• Updated Example 8-4 with new P/E data for Caterpillar
• Updated the data in the Mini-Case problem
• Added a new end-of-chapter Excel problem
• Revised the example that runs throughout the chapter to discuss Staples
• Updated all table and figure values in the body of the chapter
• Added equation functions to Table 9.3 and Table 9.5
• Updated Example 9-2 to include new Mattel data
• Updated the data in the Finance at Work—Markets box
• Revised the data for the end-of-chapter Excel problem
• Added a new end-of-chapter Excel problem
• Updated the data in the Mini-Case problem
• Clarified and expanded the discussion of use of market values versus book values
in the calculation of WACC
• Expanded the discussion of when to use CAPM versus the constant-growth model
when estimating the cost of equity
• Expanded the discussion of computation of marginal tax rate for WACC
• Enhanced the discussion of use of firm versus project WACCs
• Enhanced the discussion of appropriateness of divisional WACCs
Chapter 13: Weighing Net Present Value and Other Capital Budgeting Criteria
• Clarified the discussion of the goal of capital budgeting decision rules and the
differing environments of investment and capital budgeting decisions
• Expanded the discussion of why using rate-based and time-based decision
statistics to choose across projects can be misleading with regards to NPV
• Expanded the discussion of the rationale for NWC and the tradeoffs inherent in
having too little or too much
• Refined discussion of cash flows vs. the cash account
a note from the authors xi
Chapter 16: Assessing Long-Term Debt, Equity, and Capital Structure
Chapter 17: Sharing Firm Wealth: Dividends, Share Repurchases, and Other Payouts
• Updated all figures, tables, and values in the body of the chapter
• Added additional coverage of small business lending
• Added an Excel solution for the Mini-Case
Unique Features
gle cash flow from one point in time to quarterly dividend to stockholders In this chapter, we illustrate how to
another. While this circumstance does for three straight years until 2012, value multiple cash flows over time,
describe some problems that busi- when it switched to a $0.44 dividend. including equal and uneven payments,
nesses and individuals face, most debt These examples require payments and how to incorporate different com-
and investment applications of time (and compounding) over different pounding frequencies.
CONNECTING CORE CONCEPTS value of money feature multiple cash
flows. In fact, most situations require
many equal payments over time. Since
these situations require a bit more Learning Goals
complicated analysis, this chapter con-
tinues the TVM topic for applications LG5-1 Compound multiple cash LG5-7 Explain the impact of com-
Learning Goals appear at thethat
beginning
require manyofequal
eachpayments
chapter over flows to the future. pound frequency and the dif-
ference between the annual
time. For example, car loans and home LG5-2 Compute the future value of
and are indicated throughout the text next to head- frequent, level cash flows. percentage rate and the effec-
mortgage loans require the borrower tive annual rate.
ings, examples, summary, andtoend-of-chapter
make the same monthlyproblems
payment LG5-3 Discount multiple cash flows
LG5-8 Compute the interest rate of
to the present.
to which they relate. These outcomes
for many months help instructors
or years. People save
LG5-4 Compute the present value
annuity payments.
for the future through monthly con-
structure their classes and assign readings and home- of an annuity. LG5-9 Compute payments and amor-
tributions to their pension portfolios. tization schedules for car and
work. The accompanying test bank
People provides
in retirement mustinstruc-
convert their
LG5-5 Figure cash flows and pres-
ent value of a perpetuity.
mortgage loans.
Confirming Pages
Confirming Pages
Key Words to Search for Updates: JPMorgan, London whale, derivative Operating profit margin 42.02%
! Want to Know More? trading losses Basic earnings power 19.90%
ROA 9.38%
ROE 18.75%
Dividend payout 35.00%
Derivative securities traders can be either users of derivative contracts (for hedging TIME OUT
Market-to-book ratio 1.30 times
and other purposes) or dealers (such as banks) that act as counterparties in customer PE ratio 4.10 times
3-1 What are the three major liquidity ratios used in evaluating financial statements?
trades for fees. An example of hedging involves commodities such as corn, wheat, or soy-
Time Out boxes, featured at the end of sections, test stu-
beans. For example, suppose you run a flour mill and will need to buy either soft wheat 3-2 How do the three major liquidity ratios used in evaluating financial statements differ?
Does a firm generally want to have high or low liquidity ratios? Why?
(Chicago) or hard red winter wheat (Kansas City) in the future. If you are concerned 3-3
The days’ sales in inventory ratio measures the number of days that inventory is held before
the final product is sold.
In general, a firm wants to produce a high level of sales per dollar of inventory; that is, it
Confirming Pages
3
analysis and the industry ratios reported, evaluate the performance of the firm.
Statements
PERSONAL PERSPECTIVE
Assets
Current assets
Cash and marketable securities
Accounts receivable
$ 421
1,109
Liabilities and Equity
Current liabilities
Accrued wages and taxes
Accounts payable
$ 316
867
Inventory 1,760 Notes payable 872
Total $ 3,290 Total $ 2,055
viewpoints
Less: Depreciation 840 Preferred stock (30 million
performance in these areas has resulted in superior overall returns for their stockholders. What are the key financial ratios immediately set a context for the chapter and
GARNERS’ PLATOON MENTAL HEALTH CARE, INC.
that DPH Tree Farm, Inc., needs to calculate and evaluate in order to justify these statements? (See the solution at the end
of the chapter.) allow
Income instructors toDecember
Statement for Year Ending take 31,class
(in millions of dollars)
2018 discussion in
Personal Application Net sales multiple directions to make key concepts $ 4,980
com/Cornett4e.
Addition to retained earnings $ 872
106 (continued)
Confirming Pages
PROBLEM-SOLVING AND LEARNING STYLES
Of the $1,837.56 he owes his parents, $337.56 (= $1,837.56 − $1,500) is interest. We can
illustrate this time-value problem in the following time line.
Period 0 7% 1 7% 2 7% 3 years
Compare this compound interest with simple interest. Simple interest would be 7 percent N =3
of $1,500 (which is $105) per year. The three-year cost would then be $315 (= 3 × $105). The I =7
difference between the compound interest of $337.56 and the total simple interest of $315 PV = 1500
is the interest-on-interest of $22.56. PMT = 0
CPT FV = −1837.56
Similar to Problems 4-3, 4-4, 4-5, 4-6, 4-21, 4-22, 4-33, 4-34, Self-Test Problem 1
We already know that the $100 deposit will grow to $105 at the end of the first
year. This $105 will then earn 6 percent in the second year and have a value of $111.30
(= $105 × 1.06). If we put the two steps together into one equation, the solution appears
as $111.30 = $100 × 1.05 × 1.06. From this you should not be surprised that a general
equation for future value of multiple interest rates is
Note that the future value equation 4-2 is a special case of the more general equation 4-3.
If the interest rate every period is the same, we can write equation 4-3 as equation 4-2.
Each numbered example is accompanied by video guided
examples. These exciting, unique features detail the solution to
a key problem or concept within the chapter. For each example,
students can click or tap within the eBook or follow the direct
URL to find the following additional support.
• The exact example in the book is worked out in a visual,
narrated format.
• A similar example is presented in a video format, which
stops at decision points in the problem and asks the
students to identify the next step. The video continues, Confirming Pages
using multiple calculator formats—reducing the class time needed to teach stu-
get to decide how to invest the total annual contribution from several portfolio choices
that the plan administrator provides. Suppose that you pick a mixture of stocks and bonds
that is expected to earn 7 percent per year. If you plan to retire in 40 years, how big will
N = 40
• The solution to the example in the book is demonstrated using Excel, to help you
SOLUTION: Every year, you and your employer will set aside a total of $4,500 for your
retirement. Using equation 5-2 shows that the future value of this annuity is I =7
PV = 0
(1 + 0.07) 40 − 1 PMT = −4500
and your students get a basic understanding of how to set up the spreadsheets.
FVA 40 = $4,500 × ______________ = $4,500 × 199.6351 = $898,358.00
0.07 CPT FV = 898,358.00
Note that you can build a substantial amount of wealth ($898,358) through your pension plan at
NOW CHANGE TO:
work. If you can earn just 1 percent more each year, 8 percent total, you could be a millionaire! I =8
(1 + 0.08) 40 − 1 Confirming
CPT FV = 1,165,754.33 Pages
FVA 40 = $4,500 × ______________ = $4,500 × 259.0565 = $1,165,754.33
0.08
Similar to Problems 5-3, 5-4, Self-Test Problem 1
To determine the future value of these two annuities, compute the future value of each
self-test problems with solutions
one separately, and then simply add them together. The future value of the $100 annu-
their homework.
= $50
If their assets × 2.08
grow at 8 = $104 per year, how much money will they have when they turn
percent
60? After they retire, they will invest their wealth chapter
more5 conservatively and2:itAnalyzing
Time Value of Money will earnAnnuity Cash Flows 145
5 percent per year. Is this enough to fund a $100,000 per year retirement for 40 years?
Integrated Mini-Cases
Future wealth:
⎢ ⎥
PMT = $1,652,490 ×
0.05 ______________
= $1,652,490 × 0.058278
I =8 integrated mini-case Working with Financial Statements
combine the chapter’s (1 + 0.05) ⎦ key concepts into a more com-
40 PV = −400000
1 ___________
1− Listed are the 2018 financial statements for Garners’ Platoon Mental Health Care, Inc.
⎣
PMT = −34000
40
CPT FV = 1,652,490
Spread the balance sheet and income statement. Calculate the financial ratios for the
plex problem = $96,304
to help students understand how con- Income annuity: firm, including the internal and sustainable growth rates. Using the DuPont system of
N = 40 analysis and the industry ratios reported, evaluate the performance of the firm.
cepts
requirement.and methods
However, tie
a few years after they retire,together.
It appears that Chandler and Monica would not quite make their $100,000 income
they would be eligible for Social
I =5
PV = −1652490
FV = 0 GARNERS’ PLATOON MENTAL HEALTH CARE, INC.
Security. Though relatively meager, the Social Security payments will be enough to
CPT PMT = 96,304 Balance Sheet as of December 31, 2018
comfortably put their income over the $100,000 level.
(in millions of dollars)
167
Assets Liabilities and Equity
Current assets Current liabilities
Cash and marketable securities $ 421 Accrued wages and taxes $ 316
Accounts receivable 1,109 Accounts payable 867
cor91411_ch05_140-177.indd 167 01/20/17 03:32 PM
Inventory 1,760 Notes payable 872
Total $ 3,290 Total $ 2,055
Fixed assets Long-term debt $ 3,090
Gross plant and equipment $ 5,812 Stockholders’ equity
Less: Depreciation 840 Preferred stock (30 million
shares) $ 60
Net plant and equipment $ 4,972 Common stock and paid-in
surplus (200 million shares) 637
Other long-term assets 892 Retained earnings 3,312
Total $ 5,864 Total $ 4,009
Total assets $ 9,154 Total liabilities and equity $ 9,154
Unique Features xv Gross profits
Less: Other operating expenses
$ 2,734
125
Earnings before interest, taxes, depreciation, and amortization (EBITDA) $ 2,609
Less: Depreciation 200
Earnings before interest and taxes (EBIT) $ 2,409
Less: Interest 315
Supplements
INSTRUCTOR LIBRARY
A wealth of information is available online through McGraw-Hill’s Connect. In the Con-
nect Instructor Library, you will have access to supplementary materials specifically cre-
ated for this text, such as:
• Test Bank Revised by Peggy Ward, Wichita State University, and reviewed by
Susan He, Washington State University, the test bank contains hundreds of ques-
tions that complement the material presented in the book. The Test Bank is tagged
by level of difficulty, learning goal, AACSB knowledge categories, and Bloom’s
taxonomy—making it easy for instructors to customize exams to reflect the mate-
rial stressed in class. The test bank is available in Word files and tests can also be
created in McGraw-Hill’s Connect or through TestGen.
TestGen is a complete, state-of-the-art test generator and editing applica-
tion software that allows instructors to quickly and easily select test items from
McGraw-Hill’s test bank content. The instructors can then organize, edit, and cus-
tomize questions and answers to rapidly generate tests for paper or online admin-
istration. Questions can include stylized text, symbols, graphics, and equations
that are inserted directly into questions using built-in mathematical templates.
TestGen’s random generator provides the option to display different text or calcu-
lated number values each time questions are used. With both quick-and-simple test
creation and flexible and robust editing tools, TestGen is a complete test generator
system for today’s educators..
• Solutions Manual Developed by authors Marcia Cornett, Troy Adair, and John
Nofsinger, this resource contains the worked-out solutions to all the end-of-chapter
problems, in the consistent voice and method of the book. The solutions have been
class-tested and checked by multiple instructors to ensure accuracy.
• PowerPoint Presentations The PowerPoint presentations have been carefully
updated for the fourth edition by Jennifer McCune, Western Iowa Tech Commu-
nity College. These slides contain lecture notes, which closely follow the book
content, enhanced with the tables and figures from the chapters. Several chapters
are also supplemented with additional presentations that contain notes and exam-
ples using financial calculators. Instructors can easily customize these slides to
suit their classroom needs and various presentation 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: Applications 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 soft-
ware to easily query for learning goals that directly relate to the learning objectives for
your course. You can then use the reporting features of the software to aggregate student
results in similar fashion, making the collection and presentation of assurance of learning
data simple and easy.
xvi
AACSB STATEMENT
McGraw-Hill Education is a proud corporate member of AACSB International. Under-
standing the importance and value of AACSB accreditation, Finance: Applications and
Theory, has sought to recognize the curricula guidelines detailed in the AACSB stan-
dards for business accreditation by connecting selected questions 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 assess-
ment within the purview of individual schools, the mission of the school, and the faculty.
While Finance: Applications and Theory, and the teaching package make no claim of
any specific AACSB qualification or evaluation, we have, within Finance: Applications
and Theory, labeled selected questions according to the six general knowledge and skills
areas.
Supplements xvii
Required=Results
©Getty Images/iStockphoto
McGraw-Hill Connect®
Learn Without Limits
Connect is a teaching and learning platform
that is proven to deliver better results for
students and instructors.
Connect empowers students by continually
adapting to deliver precisely what they
need, when they need it, and how they need
it, so your class time is more engaging and
effective.
Analytics
Connect Insight®
Connect Insight is Connect’s new one-
of-a-kind visual analytics dashboard that
provides at-a-glance information regarding
student performance, which is immediately
actionable. By presenting assignment,
assessment, and topical performance results
together with a time metric that is easily
visible for aggregate or individual results,
Connect Insight gives the user the ability to
take a just-in-time approach to teaching and
learning, which was never before available.
Connect Insight presents data that helps
instructors improve class performance in a
way that is efficient and effective.
Adaptive
THE ADAPTIVE
READING EXPERIENCE
DESIGNED TO TRANSFORM
THE WAY STUDENTS READ
SmartBook®
Proven to help students improve grades and
study more efficiently, SmartBook contains the
same content within the print book, but actively
tailors that content to the needs of the individual.
SmartBook’s adaptive technology provides precise,
personalized instruction on what the student
should do next, guiding the student to master
and remember key concepts, targeting gaps in
knowledge and offering customized feedback,
and driving the student toward comprehension
and retention of the subject matter. Available on
tablets, SmartBook puts learning at the student’s
fingertips—anywhere, anytime.
www.mheducation.com
acknowledgments
Development of the first edition 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 review-
ers that became part of the many review stages, focus groups, and class-testing for the
revisions that followed—all of which were invaluable to us during the development of
this book.
xx
Su-Jane Chen Angelo Esposito Matthew Haertzen Jaemin Kim
Metro State College of University of North Northern Arizona San Diego State University
Denver Florida University
Marek Kolar
Samuel Chinnis Omar Esqueda Christine Harrington Trine University
Guilford Tech Community Tarleton State University State University of New
Lynn Kugele
College York, Oneonta
Joe Farinella University of Mississippi
Andreas Christofi University of North James Harriss
Monmouth University Francis E. Laatsch
Carolina, Wilmington Campbell University
Bowling Green State
Ting-Heng Chu John Farlin Travis Hayes University
East Tennessee State Ohio Dominican Chattanooga State
University, Johnson City Stephen Lacewell
University University
Murray State University
Cetin Ciner John Fay Susan He
University of North Miranda Lam
Santa Clara University Washington State
Carolina, Wilmington Salem State University
University, Pullman
David Fehr
Thomas Coe Baeyong Lee
Southern New Hampshire Heikki Heino
Quinnipiac University Fayetteville State
University Governors State University
University
Bob Curtis Calvin Fink Susan Hendrickson
Biola University Adam Lei
Bethune-Cookman Robert B. Miller College
Midwestern State
Julie Dahlquist College
Steve Henry University
University of Texas, San Barbara Fischer Sam Houston State
Antonio Fei Leng
Cardinal Stritch University
University of Washington,
Kenneth Daniels University
Rodrigo Hernandez Tacoma
Virginia Commonwealth Susan Flaherty Radford University
University Denise Letterman
Towson University
James Howard Robert Morris University
Maria De Boyrie Frank Flanegin University of Maryland
Florida International Ralph Lim
Robert Morris University
University, Miami Bharat Jain Sacred Heart University
Sharon Garrison Towson University
Natalya Delcoure Bing-Xuan Lin
University of Arizona
Sam Houston State Joel Jankowski University of Rhode Island
University Victoria Geyfman University of Tampa
Leng Ling
Bloomsburg University
James DeLoach Jeff Jewell Georgia College and State
Troy University Charmaine Glegg Lipscomb University University
East Carolina University
Michael Devaney Domingo Joaquin Scott W. Lowe
Southeast Missouri State Cameron Gordon Illinois State University James Madison University
University University of Canberra
Martin S. St. John Davinder Malhotra
Anne Drougas Ed Graham Westmoreland County Philadelphia University
Dominican University University of North Community College
Balasundram Maniam
Carolina, Wilmington
David Dumpe Steve Johnson Sam Houston State
Kent State University Greg Gregoriou University of Northern University
SUNY, Plattsburgh Iowa
Alan Eastman Kelly Manley
Indiana University of Richard Gregory Jacqueline Griffith Gainesville State College
Pennsylvania East Tennessee State Jonnard
Peter Martino
University, Johnson City Berkeley College
Scott Ehrhorn Johnson & Wales
Liberty University Keshav Gupta Daniel Jubinski University
Kutztown University Saint Joseph’s University
Zekeriya Eser Mario Mastrandrea
Eastern Kentucky Neeraj Gupta Dongmin Ke Cleveland State
University Elon University Kean University University
acknowledgments xxi
Leslie Mathis Robert Pavlik Oliver Schnusenberg Kuo-Cheng Tseng
University of Memphis Elon University University of North California State
Florida University, Fresno
Christine McClatchey Ivelina Pavlova
University of Northern University of Houston, Andrew Spieler James A. Turner
Colorado Clear Lake Hofstra University Weber State University
Jennifer McCune Anil Pawar Jim Sprow John Upstrom
Western Iowa Tech San Diego State University Corban College Loras College
Community College
Glenn Pettengill Tanja Steigner Victor Wakeling
Bruce L. McManis Grand Valley State Emporia State Kennesaw State University
Nicholls State University University University
Michael C. Walker
Kathleen S. McNichol Ted Pilger Gikenn L. Stevens University of Cincinnati
LaSalle University Southern Illinois Franklin & Marshall
Peggy Ward
University, Carbondale College
James A. Milanese Wichita State University
University of North Wendy Pirie Gordon Stringer
Gwendolyn Webb
Carolina, Greensboro Valparaiso University University of Colorado,
Baruch College
Colorado Springs
William Miller Gary E. Porter
Paul Weinstock
Dallas Baptist University John Carroll University Don Stuhlman
Ohio State University
Wilmington University
Banamber Mishra Franklin Potts
Kyle Wells
McNeese State University Baylor University Jennifer O’Sullivan
University of New Mexico
Hardin-Simmons
Helen Moser Eric Powers
University John B. White
St. Cloud State University University of South
Georgia Southern
Carolina Mike Sullivan
Tarun Mukherjee University
University of Nevada,
University of New Orleans Robert Prati
Las Vegas Susan White
East Carolina University
Elisa Muresan University of Maryland
Janikan Supanvanji
Long Island University Lora Reinholz
St. Cloud State Mela Wyeth
Marquette University
James Nelson University Charleston Southern
East Carolina University Nivine Richie University
Arun Tandon
University of North
Tom C. Nelson University of South George Young
Carolina, Wilmington
Leeds School of Business Florida, Lakeland Liberty University
Tammy Rogers
Tom Nelson Heidi Toprac Nafeesa Yunus
University of Central
University of Colorado, University of Texas, University of Baltimore
Arkansas
Boulder Austin Zhong-Guo Zhou
Philip Romero
Terry Nixon Kudret Topyan California State
University of Oregon
Miami University of Ohio, Manhattan College University, Northridge
Oxford Gerald Root
Michael Toyne Feifei Zhu
Lake Superior State
Vivian Okere Northeastern State Hawaii Pacific University,
University
Providence College University Honolulu
Philip Russel
Brett Olsen Bill Trainor Emily Norman Zietz
Philadelphia University
University of Northern East Tennessee State Middle Tennessee State
Iowa Benito Sanchez University, Johnson University
Kean University City
Elisabeta Pana
Illinois Wesleyan Atul Saxena Jack Trifts
University Georgia Gwinnett College Bryant University
Jeff Parsons Victoria Scalise Gary Tripp
California State University of Pittsburgh, Southern New Hampshire
University, Fullerton Johnstown University
xxii acknowledgments
We are also indebted to the talented staff at McGraw-Hill Education for their exper-
tise and guidance, specifically Noelle Bathurst, senior product developer; Chuck Syn-
ovec, executive brand manager; Trina Maurer, senior marketing manager; Doug Ruby,
director of digital content; Dave O’Donnell, marketing specialist; Harvey Yep and Bruce
Gin, content project managers; Kevin Shanahan, assessment product manager; and Tobi
Philips, digital product developer. We would also like to thank Blerina Reca, Weicheng
Wang, and Hongyan Fang.
We hope you like the outcome of this text. Research and development is always ongo-
ing, and we are interested in your feedback on how this text has worked for you!
acknowledgments xxiii
brief table of contents
PART ONE: INTRODUCTION 2
1 Introduction to Financial Management 2
xxiv
PART EIGHT: CAPITAL STRUCTURE ISSUES 530
16 Assessing Long-Term Debt, Equity, and Capital Structure 530
17 Sharing Firm Wealth: Dividends, Share Repurchases, and Other
Payouts 564
18 Issuing Capital and the Investment Banking Process 588
brief table of contents xxv
table of contents
PART ONE : Introduction 2
xxvi
PART TWO : Financial Statements 30
table of contents xxvii
3.4 Profitability Ratios 82
3.5 Market Value Ratios 84
3.6 DuPont Analysis 85
3.7 Other Ratios 89
Spreading the Financial Statements 89
Internal and Sustainable Growth Rates 89
3.8 Time Series and Cross-Sectional Analyses 91
3.9 Cautions in Using Ratios to Evaluate Firm Performance 92
Viewpoints Revisited 93
Summary of Learning Goals 94
Chapter Equations 95
Key Terms 97
Self-Test Problems with Solution 97
Questions 99
Problems 100
Research It! 106
Integrated Mini-Case 106
Answers to Time Out 107
I see increasing reason to believe that the view formed some time
back as to the origin of the Makonde bush is the correct one. I have
no doubt that it is not a natural product, but the result of human
occupation. Those parts of the high country where man—as a very
slight amount of practice enables the eye to perceive at once—has not
yet penetrated with axe and hoe, are still occupied by a splendid
timber forest quite able to sustain a comparison with our mixed
forests in Germany. But wherever man has once built his hut or tilled
his field, this horrible bush springs up. Every phase of this process
may be seen in the course of a couple of hours’ walk along the main
road. From the bush to right or left, one hears the sound of the axe—
not from one spot only, but from several directions at once. A few
steps further on, we can see what is taking place. The brush has been
cut down and piled up in heaps to the height of a yard or more,
between which the trunks of the large trees stand up like the last
pillars of a magnificent ruined building. These, too, present a
melancholy spectacle: the destructive Makonde have ringed them—
cut a broad strip of bark all round to ensure their dying off—and also
piled up pyramids of brush round them. Father and son, mother and
son-in-law, are chopping away perseveringly in the background—too
busy, almost, to look round at the white stranger, who usually excites
so much interest. If you pass by the same place a week later, the piles
of brushwood have disappeared and a thick layer of ashes has taken
the place of the green forest. The large trees stretch their
smouldering trunks and branches in dumb accusation to heaven—if
they have not already fallen and been more or less reduced to ashes,
perhaps only showing as a white stripe on the dark ground.
This work of destruction is carried out by the Makonde alike on the
virgin forest and on the bush which has sprung up on sites already
cultivated and deserted. In the second case they are saved the trouble
of burning the large trees, these being entirely absent in the
secondary bush.
After burning this piece of forest ground and loosening it with the
hoe, the native sows his corn and plants his vegetables. All over the
country, he goes in for bed-culture, which requires, and, in fact,
receives, the most careful attention. Weeds are nowhere tolerated in
the south of German East Africa. The crops may fail on the plains,
where droughts are frequent, but never on the plateau with its
abundant rains and heavy dews. Its fortunate inhabitants even have
the satisfaction of seeing the proud Wayao and Wamakua working
for them as labourers, driven by hunger to serve where they were
accustomed to rule.
But the light, sandy soil is soon exhausted, and would yield no
harvest the second year if cultivated twice running. This fact has
been familiar to the native for ages; consequently he provides in
time, and, while his crop is growing, prepares the next plot with axe
and firebrand. Next year he plants this with his various crops and
lets the first piece lie fallow. For a short time it remains waste and
desolate; then nature steps in to repair the destruction wrought by
man; a thousand new growths spring out of the exhausted soil, and
even the old stumps put forth fresh shoots. Next year the new growth
is up to one’s knees, and in a few years more it is that terrible,
impenetrable bush, which maintains its position till the black
occupier of the land has made the round of all the available sites and
come back to his starting point.
The Makonde are, body and soul, so to speak, one with this bush.
According to my Yao informants, indeed, their name means nothing
else but “bush people.” Their own tradition says that they have been
settled up here for a very long time, but to my surprise they laid great
stress on an original immigration. Their old homes were in the
south-east, near Mikindani and the mouth of the Rovuma, whence
their peaceful forefathers were driven by the continual raids of the
Sakalavas from Madagascar and the warlike Shirazis[47] of the coast,
to take refuge on the almost inaccessible plateau. I have studied
African ethnology for twenty years, but the fact that changes of
population in this apparently quiet and peaceable corner of the earth
could have been occasioned by outside enterprises taking place on
the high seas, was completely new to me. It is, no doubt, however,
correct.
The charming tribal legend of the Makonde—besides informing us
of other interesting matters—explains why they have to live in the
thickest of the bush and a long way from the edge of the plateau,
instead of making their permanent homes beside the purling brooks
and springs of the low country.
“The place where the tribe originated is Mahuta, on the southern
side of the plateau towards the Rovuma, where of old time there was
nothing but thick bush. Out of this bush came a man who never
washed himself or shaved his head, and who ate and drank but little.
He went out and made a human figure from the wood of a tree
growing in the open country, which he took home to his abode in the
bush and there set it upright. In the night this image came to life and
was a woman. The man and woman went down together to the
Rovuma to wash themselves. Here the woman gave birth to a still-
born child. They left that place and passed over the high land into the
valley of the Mbemkuru, where the woman had another child, which
was also born dead. Then they returned to the high bush country of
Mahuta, where the third child was born, which lived and grew up. In
course of time, the couple had many more children, and called
themselves Wamatanda. These were the ancestral stock of the
Makonde, also called Wamakonde,[48] i.e., aborigines. Their
forefather, the man from the bush, gave his children the command to
bury their dead upright, in memory of the mother of their race who
was cut out of wood and awoke to life when standing upright. He also
warned them against settling in the valleys and near large streams,
for sickness and death dwelt there. They were to make it a rule to
have their huts at least an hour’s walk from the nearest watering-
place; then their children would thrive and escape illness.”
The explanation of the name Makonde given by my informants is
somewhat different from that contained in the above legend, which I
extract from a little book (small, but packed with information), by
Pater Adams, entitled Lindi und sein Hinterland. Otherwise, my
results agree exactly with the statements of the legend. Washing?
Hapana—there is no such thing. Why should they do so? As it is, the
supply of water scarcely suffices for cooking and drinking; other
people do not wash, so why should the Makonde distinguish himself
by such needless eccentricity? As for shaving the head, the short,
woolly crop scarcely needs it,[49] so the second ancestral precept is
likewise easy enough to follow. Beyond this, however, there is
nothing ridiculous in the ancestor’s advice. I have obtained from
various local artists a fairly large number of figures carved in wood,
ranging from fifteen to twenty-three inches in height, and
representing women belonging to the great group of the Mavia,
Makonde, and Matambwe tribes. The carving is remarkably well
done and renders the female type with great accuracy, especially the
keloid ornamentation, to be described later on. As to the object and
meaning of their works the sculptors either could or (more probably)
would tell me nothing, and I was forced to content myself with the
scanty information vouchsafed by one man, who said that the figures
were merely intended to represent the nembo—the artificial
deformations of pelele, ear-discs, and keloids. The legend recorded
by Pater Adams places these figures in a new light. They must surely
be more than mere dolls; and we may even venture to assume that
they are—though the majority of present-day Makonde are probably
unaware of the fact—representations of the tribal ancestress.
The references in the legend to the descent from Mahuta to the
Rovuma, and to a journey across the highlands into the Mbekuru
valley, undoubtedly indicate the previous history of the tribe, the
travels of the ancestral pair typifying the migrations of their
descendants. The descent to the neighbouring Rovuma valley, with
its extraordinary fertility and great abundance of game, is intelligible
at a glance—but the crossing of the Lukuledi depression, the ascent
to the Rondo Plateau and the descent to the Mbemkuru, also lie
within the bounds of probability, for all these districts have exactly
the same character as the extreme south. Now, however, comes a
point of especial interest for our bacteriological age. The primitive
Makonde did not enjoy their lives in the marshy river-valleys.
Disease raged among them, and many died. It was only after they
had returned to their original home near Mahuta, that the health
conditions of these people improved. We are very apt to think of the
African as a stupid person whose ignorance of nature is only equalled
by his fear of it, and who looks on all mishaps as caused by evil
spirits and malignant natural powers. It is much more correct to
assume in this case that the people very early learnt to distinguish
districts infested with malaria from those where it is absent.
This knowledge is crystallized in the
ancestral warning against settling in the
valleys and near the great waters, the
dwelling-places of disease and death. At the
same time, for security against the hostile
Mavia south of the Rovuma, it was enacted
that every settlement must be not less than a
certain distance from the southern edge of the
plateau. Such in fact is their mode of life at the
present day. It is not such a bad one, and
certainly they are both safer and more
comfortable than the Makua, the recent
intruders from the south, who have made USUAL METHOD OF
good their footing on the western edge of the CLOSING HUT-DOOR
plateau, extending over a fairly wide belt of
country. Neither Makua nor Makonde show in their dwellings
anything of the size and comeliness of the Yao houses in the plain,
especially at Masasi, Chingulungulu and Zuza’s. Jumbe Chauro, a
Makonde hamlet not far from Newala, on the road to Mahuta, is the
most important settlement of the tribe I have yet seen, and has fairly
spacious huts. But how slovenly is their construction compared with
the palatial residences of the elephant-hunters living in the plain.
The roofs are still more untidy than in the general run of huts during
the dry season, the walls show here and there the scanty beginnings
or the lamentable remains of the mud plastering, and the interior is a
veritable dog-kennel; dirt, dust and disorder everywhere. A few huts
only show any attempt at division into rooms, and this consists
merely of very roughly-made bamboo partitions. In one point alone
have I noticed any indication of progress—in the method of fastening
the door. Houses all over the south are secured in a simple but
ingenious manner. The door consists of a set of stout pieces of wood
or bamboo, tied with bark-string to two cross-pieces, and moving in
two grooves round one of the door-posts, so as to open inwards. If
the owner wishes to leave home, he takes two logs as thick as a man’s
upper arm and about a yard long. One of these is placed obliquely
against the middle of the door from the inside, so as to form an angle
of from 60° to 75° with the ground. He then places the second piece
horizontally across the first, pressing it downward with all his might.
It is kept in place by two strong posts planted in the ground a few
inches inside the door. This fastening is absolutely safe, but of course
cannot be applied to both doors at once, otherwise how could the
owner leave or enter his house? I have not yet succeeded in finding
out how the back door is fastened.