/*Question 3: The following data contains five columns (variables) and five rows (observations). First, read the data into SAS to create a data set. Notice that the first, third, and the fifth variable have missing values. Please replace the missing values of the first, third, and fifth variable with 30, 40, and 50, respectively. Next, for all the variables, if a value is at least 100, make an adjustment to the value such that its new value is equal to its old value minus 50. 15 20 . 35 55 60 50 75 100 80 . 40 100 200 . 25 50 79 120 45 80 150 . 120 35 */

You think that a stock price is going to swing into a certain range. Hence, in order to limit your risk (and your return as well), you decide to buy one put for $7 with exercise price of 110; buy one put for $1 with exercise price of 95; sell one put for $4 with exercise price of 105; and sell one put for $2 with exercise price of $100. (a) What is your maximum profit and maximum loss of this option strategy? (hint: using a table, develop profit and loss scenarios for the following stock prices: $90, $100, $105, $110) (Note that each option contract includes 100 stocks) (b) What is your breakeven point?

Stocks:

50% of portfolio - Advanced Micro Devices, Inc. (AMD)

starting price: 30.9$ Closing price: 29.94$

50% of portfolio - Canopy Growth Corp (CGC)

Starting price: 24.21$ Closing price: 27.31$

Report the overall realized return on your investment portfolio.

Don’t confuse expected and realized returns.

This is expected return:

E[Rp]=w1*R1+w2*R2+w3*R3+w4*R4

wi=weight of stock ‘’i’’ in your portfolio

This is realized one:

Ri=realized return of asset ‘’i’’= (Price @ end – Price @ beginning)/Price @ beginning

OR

more formally:

R=(P[t+1]-P[t])/P[t]

Example:

The cost of your portfolio at t=0 is 100 euro. At t=1, your portfolio costs 107 euro.

Realized return for the period= (107-100)/100=7%

starting price: 24.21$     Closing price: 27.31$

You manage a department in a large firm. Management follows a standard 100% markup over the wholesale price it pays for all items in the store. (So if the store pays a wholesale price of $50 for an item, it sets its retail price at $100.) In your experience, the elasticity of demand is in the neighborhood of -3. Is top management’s pricing strategy appropriate?

Consider a competitive market for which the quantities demanded and supplied​ (per year) at various prices are given as​ follows:

Calculate the price elasticity of demand when the price is ​$100.

The price elasticity of demand is ____

​(Enter your response rounded to two decimal places.​)

The common stock of the P.U.T.T. Corporation has been trading in a narrow price range for the past month, and you are convinced it is going to break far out of that range in the next three months. You do not know whether it will go up or down, however. The current price of the stock is $100 per share, and the price of a 3-month call option at an exercise price of $100 is $10.

1. If the risk-free interest rate is 10% per year,what must be the price of a 3-month put option on P.U.T.T. stock at an exercise price of $100? (The stock pays no dividends.)

2. What would be a simple options strategy to exploit your conviction about the stock price’s future movements? How far would it have to move in either direction for you to make a profit on your initial investment?

USE C language :- The use of computers in education is referred to as computer-assisted instruction (CAI). Write a program that will help an elementary school student learn multiplication. Use the rand function to produce two positive one-digit integers. The program should then prompt the user with a question, such as
How much is 6 times 7?

The student then inputs the answer. Next, the program checks the student’s answer.

• If it’s correct, display the message "Very good!" and ask the student if she/he would like to continue. If no terminate the program. if yes ask another multiplication question.
• If the answer is wrong, display the message "No. Please try again." and let the student try the same question repeatedly until the student finally gets it right.

A separate function should be used to generate each new question. This function should be called once when the application begins execution and each time the user answers the question correctly.

Before ending the program, the program should display how many questions were right and how many questions were answered wrong at the first time it was answered.

Sarah, a forty-nine-year-old Anglo woman, visits her physician complaining of weight loss, sweating, listlessness, and flu-like symptoms (fever, headache, scratchy throat, generalized body ache). After checking her history the physician notes that Sarah is married, has four children, and no previous history of chronic illness. Her weight has decreased 15 pounds over the past three months and she presents with a temperature of 101 degrees F, a slightly elevated pulse (85 beats per minute), normal blood pressure (112/78 mm Hg), and slightly labored breathing. Sarah has a negative family history of cardiovascular and respiratory diseases. All of her family members are living and are free of cardiovascular or respiratory diseases. Sarah does not smoke and is current on all immunizations. She does report that she developed these symptoms a few days after visiting a friend whose son was home with a cold. After a chest X-ray and physical examination of Sarah’s ear, nose, and throat, the physician confirms the diagnosis and prescribes bed rest, aspirin, and a nasal decongestant. The physician also cautions Sarah from returning to her normal activities until she has been afebrile for a minimum of 24 hours. Sarah’s condition continues to worsen such that a week later she returns to her physician’s office. She has pain on the left side of her chest, is coughing more frequently and her sputum has a yellow color. Her respiratory rate is 32 breaths per minute and her breathing is labored. Her blood pressure is unchanged and does not demonstrate postural changes. Breath sounds indicate inspiratory rales and a chest X-ray indicates a dense infiltrate within the lungs. Physical examination reveals lymphadenopathy. The physician suspects pneumonia and orders laboratory tests on Sarah’s blood and sputum. The results of the sputum tests indicate the presence of gram-positive diplococci and polymorphonucleocytes that are too numerous to count. What concerns the physician, however, are the results of Sarah’s blood test. Her blood tests indicate leukopenia, anemia, and thrombocytopenia. In addition, the differential leukocyte count indicates that the concentration of helper T cells has decreased. The physician now suspects that Sarah has been infected with the human immunodeficiency virus (HIV) and that she has developed pneumonia as a result of the immune suppression. In reviewing her history, the physician notes that Sarah has been married for the past 30 years and does not admit to any extramarital affairs. She has not received any blood transfusions or blood products and does not use intravenous drugs. She is a self-employed certified public accountant and has not visited any countries with high incidences of HIV infection. Upon further discussion, Sarah does mention to the physician that she and her husband were separated a few years ago for approximately 6 months as a result of his extramarital affair. The physician asks Sarah if he can run another test to determine whether or not she has contacted HIV and asks Sarah to talk to her husband about being tested for HIV as well. The physician also begins treating Sarah for pneumonia that has developed and asks her to return the next day for the results of the HIV test.
The next day Sarah and her husband return to the physician’s office and the physician confirms that the enzyme-linked immunoadsorbent assay confirms that Sarah is HIV positive. The physician does mention that a second more sensitive test will be conducted to confirm this finding, however, he is doubtful that the result will indicate a false positive in the first test. Her husband admits to having numerous extramarital affairs with both women and men and consents to a blood test to determine his HIV status, which subsequently is positive. The physician then discusses the replicative cycle of HIV, the concept of a retrovirus, and treatment options with both Sarah and her husband. Sarah immediately starts on a regimen of protease inhibitors and nucleoside analogs (azidothymidine, AZT, and ddI). In addition, the physician discusses with Sarah and her husband the necessity of practicing "safe sex" even though both are HIV positive and the importance of not exposing themselves to opportunistic diseases. In addition, he mentions that some of the drugs they will be taking to minimize viral replication may cause nausea. He cautions them to take all medications as scheduled and to return to his office at the first sign of any disorder. He also reiterates that this disease can not be transferred by casual contact, but can be transferred through an exchange of body fluids (blood, semen, and vaginal secretions). Answer the following questions about this case.

1. Why was HIV not initially considered as a possible cause for the symptoms Sarah presented with?
2. Why did Sarah’s symptoms worsen and develop into pneumonia?
3. Identify the specific types of leukocytes and the function of each cell.
4. Why does HIV specifically affect one type of leukocyte?
5. Why can protease inhibitors and nucleoside analogs be used in minimizing the replication of the HIV virus?