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from the annual report, and you would not have to calculate it. The Year 2 formula of AVERAGE (D22,D11)*10% can also be written as AVERAGE(B11,D11)*10%, as the two references of B11 and D22 refer to the same calculations. Interest Calculations: Which Row Do We Refer To Row 59 For the first year, the formula AVERAGE(B22,B11)*10% looks at cell B11 as the ending amount. If we look at cell B11, it is a reference to B44, which is the row where the post-sweep debt 1 is calculated. As a matter of good programming, we should write the formula AVERAGE(B22,B44)*10% since B44 is where the number is first calculated. In this way, we do not ask Excel to calculate that number twice in B44 and B11 before we calculate it. But this delay is not at all important for a small model like the one we are working on, and I have written it and the other two similar debt lines this way because it helps in making the references clear. For the second year, to keep things simple, we can also just write AVERAGE(B11,D11)*10%. The same applies for the other two interest expense rows for debt 2 and 3.

The short review of exponents and logarithms in 1, When I ' m on my Mathematical Background, birdhouse, I ' m OS presumed a rudimentary powerful as an knowledge of exponents and No such logarithms. presumption is made in this chapter. Here we start with basic definitions and work up to differentiation and integration of exponential and logarithmic functions. Exponential functions describe a wide variety of phenomena including radioactive decay, bacteria growth, learning retention, growth of investments, proliferation of disease, and on and on, providing many good examples of the application of exponential hctions. The statement of some of these phenomena is often quite simple but the specific laws governing them and the predictive ability of these laws require a good understanding of exponents, logarithms, and calculus. This chapter is very applications oriented. No matter what your field of interest, there will be some applications that bear directly on your area of interest.

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NTSB Report HAR-94-03; U.S. Towboat Chris Collision with the Judge William Seeber Bridge, New Orleans, LA, May 28, 1993. NTSB Report HAR-94-02; Tractor-Semi Trailer Collision with Bridge Columns on Interstate 65, Evergreen, AL, May 19, 1993. NTSB Report HAR-90-03; Collapse of the Harrison Road Bridge Spans, Miami town, OH, May 26, 1989. NTSB Report HAR-90-01; Collapse of the Northbound U.S. Route 51 Bridge Spans Over the Hatchie River Near Covington, Tennessee, April 1, 1989. NTSB Report HAR-89-04; Collapse of the S.R 675 Bridge Spans Over the Pocomoke River Near Pocomoke City, Maryland, August 17, 1988. NTSB Report HAR-88-02; Collapse of New York Thruway (I-90) Bridge Over the Schoharie Creek, Near Amsterdam, New York, April 5, 1987.

Exposure factor (EF) This is the financial loss that results from the realization of a threat, expressed as a percentage of the asset s total value Most threats do not completely eliminate the asset s value; instead they reduce its value For example, if a construction company s $120,000 earth mover is destroyed in a fire, the equipment will still have salvage value, even if that is only 10 percent of the asset s value In this case the EF would be 90 percent Note that different threats will have different impacts on EF, because the realization of different threats will cause varying amounts of damage to assets Single loss expectancy (SLE) This value represents the financial loss when a threat is realized one time SLE is defined as AV EF.

The Why would you want to do that challenge is also useful when learners articulate a plan of behavior that could be counterproductive to their goals or best interests. For example, if the learner says to the developer, I m going to walk into my coworker s office and tell this person that the work he/ she produces is the lowest quality I have ever received, the developer would say, Why would you want to do that After listening to the response, the developer can help the learner explore his or her anger and realize that there are alternative ways to communicate with the coworker about the issue. Examples of Why would you want to do that challenges for learners of each Enneagram style are provided in s 3 through 11.

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