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The 3-Portfolio Case Project Term Papers is designed to illustrate field knowledge and experience is applied in the term-long case study. Students will construct three, investment portfolios during week one of the course –
(1) an actively selected portfolio (P1)
(2) a randomly selected portfolio (P2)
(3) a passive portfolio (P3)
Each of the three portfolios will contain four common equity stocks of 100 shares each (400 shares). In other words, the total number of companies to be analyzed in the 3-Portfolio Case Project is 12 companies and 1,200 shares of common stock. The transaction cost for buying and selling shares is $15 and should be included in your analysis.

Week 1: Students select four companies and purchase 100 shares for each of the three portfolio. The purchase prices are recorded on the attached Stock Tracker Spreadsheet. Please include the reason you selected each company. Additionally, did you create and use an investment policy statement? If so, what is your investment philosophy?

Week 2: Students record the ending price of all stocks in P1, P2, and P3 each Friday at 4:00 PM EST., Stocks in P1 can be traded at any time the market is open. Record the transaction costs of any trades. Use the attached Stock Tracker Spreadsheet to record prices, stock sold and stocks purchased.

Week 3 to Week 6 are the same as Week 2. Use the attached Stock Price Tracker Spreadsheet to record stock prices. Monitor the portfolios and collect end-of-the week price data

Week 7: On Friday at the closing bell, sell all securities. Record the ending prices. Use the attached spreadsheet template included below to assist you in your analyses, interpretations, and conclusions about the 3-Portfolo Case Project. (See Portfolio Construction and Data Management for more information.)

Note: For an easy-to-understand MS Excel template to assist you in evaluating the three portfolios, please refer to http://www.financetoys.com/portfolio/portfolio.html
Week 8: Submit your 3-Portfolio Case Project Term Paper. The Term Paper must be a minimum of 12 to 15 double-spaced MS Word formatted pages plus exhibits, related documentation (e.g., tables, charts, reports, etc.), and at least four appropriate supporting references. It should include an abstract or executive summary of around two hundred (200) words. The written 3-Portfolio Case Project Written Report is evaluated using the Grading Criteria listed below.
Helpful Articles:
1) Active vs passive portfolios
http://www.raymondjames.com/advisorsitesfiles/publicsites/tws/files/forefieldactivevspassweb.pdf

2) Portfolio performance evaluation methods
http://what-when-how.com/finance/portfolio-performance-evaluation-finance/

Sample Solution

he muse of Pan presented reoccurring themes to the Edwardian Reader. In her master’s Paper. ‘Pan and the Edwardians,’ Eleanor Toland, explores the Edwardian fascination with Pan as a figure across Edwardian Literature, the author stated that ‘Pan represented a simultaneous craving in the Edwardian Era to flee the past and embrace the future, an idealism of the primitive coupled with hope for the future.’ The Wind in the Willows, first published in 1908, is still regarded as a children’s classic, featuring anthropomorphic animals, popularised in writing for children, by authors such as Beatrix Potter. Closer reading and discussion suggest the book is not a book for children. References within the text to children are scant. The concerns of the animals are not the concerns of children. The characters represent a male Edwardian Class system. Each animal serves as device: Grahame depicts toad as a likable, possibly childish rogue, though a toad may be considered by some to be repugnant. The call of the home and domesticity is illustrated through rat. Mole’s character centres around the need for adventure. Amicable relationships between the animals, or country gentlemen of ages and stages with Edwardian middle Class are further reflected through characters. Badger is seen as wise and reverent, a friend of Toad’s father and so of the establishment. The threat of ‘the other’ is documented in the form of the weasels, opportunist antagonists. Themes of greed, silliness and excesses represented by Mr. Toad are intended as salutary lessons to the reader. The symbolic attributes of the characters Suggest the author fears embracing of new trends will end badly, and we should we return to values inspired by nature. Ratty and Mole’s journey sees them experience adventure, only to return to the simplicity of hearth and home. Grahame dedicates a whole chapter to Pan, within The Wind in The Willows, ‘The Piper at the Gates of Dawn’ to Pan. Here, the animals encounter Pan the God. The chapter could be seen as an incongruous departure from the tone of the novel, (Several publications omit the chapter from the book.) The language throughout this chapter differs from the affectionate camaraderie of the rest of the book, it is rich and brims with exaltation. Grahame closes the piece with ‘All this he saw, for one moment breathless and intense, vivid on the morning sky; and still, as he looked, he lived; and still, as he lived, he wondered’. On first reading, Piper at the Gates of Dawn did not seem part of an arc or co

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