The 6 Cases in Russian Grammar

The Russian language has six cases to show what function a noun has in a sentence: nominative, genitive, dative,  accusative, instrumental, and prepositional. The endings of Russian words change depending on the case they are in. It is best to learn the words and the way they sound in different cases by heart. Learning the cases is the fastest way to sound more fluent in Russian.   Russian Sentence Word Order Each Russian case has its own purpose and answers a particular set of questions. One of the reasons that cases are so important in the Russian language is the flexibility of the Russian sentence word order. As sentences can be put together in so many ways, cases help distinguish the sentences subject from its object. Example: In all the following sentences, Masha is in the nominative case while kasha is in the accusative case. Neutral: ÐÅ"Ð °Ã'ˆÐ ° Ð µÃ »Ã ° Ð ºÃ °Ã'ˆÃ'Æ' (MAsha YElah KAshu) - Masha was eating kasha. Emphasis on who was eating the porridge: КÐ °Ã'ˆÃ'Æ' Ð µÃ »Ã ° ÐÅ"Ð °Ã'ˆÐ ° (KAshu YElah Masha) - Masha was eating kasha.Emphasis on the action of eating: ÐÅ"Ð °Ã'ˆÐ ° Ð ºÃ °Ã'ˆÃ'Æ' Ð µÃ »Ã ° (MAsha YElah KAshu) - Masha was eating kasha.Emphasis on what Masha was eating: ЕÐ »Ã ° ÐÅ"Ð °Ã'ˆÐ ° Ð ºÃ °Ã'ˆÃ'Æ' (YElah MAsha KAshu) - Masha was eating kasha.Emphasis on Mashas action: ЕÐ »Ã ° Ð ºÃ °Ã'ˆÃ'Æ' ÐÅ"Ð °Ã'ˆÐ ° (YElah KAshu MAsha) - Masha was eating kasha.Emphasis on either the food that was being eaten or the action: КÐ °Ã'ˆÃ'Æ' ÐÅ"Ð °Ã'ˆÐ ° Ð µÃ »Ã ° (KAshu MAsha YElah) - Masha was eating kasha. All these phrases mean the same thing. As you can see, in Russian, each word can be used in any position in this sentence. While the general meaning remains the same, the word order changes the sentence’s register and adds subtle meanings that in English would be conveyed by intonation. It is the cases that allow this word order flexibility by pointing out that Masha in all these sentences is the subject and kasha is the object. These are the six Russian cases and examples of how to use them. Nominative Case (ИÐ ¼Ã µÃ ½Ã ¸Ã'‚Ð µÃ »Ã'Å'Ð ½Ã'‹Ð ¹ Ð ¿Ã °Ã ´Ã µÃ ¶) The nominative case answers the questions Ð ºÃ'‚Ð ¾/Ã'‡Ã'‚Ð ¾ (ktoh/chtoh), meaning who/what, and identifies the subject of a sentence. The nominative case exists in English, too. In Russian dictionaries, all nouns are given in the nominative case. Examples: Ð Ã °Ã'‚Ð °Ã'ˆÐ ° Ã' Ã ºÃ °Ã ·Ã °Ã »Ã °, Ã'‡Ã'‚Ð ¾ Ð ¿Ã'€Ð ¸Ã µÃ ´Ã µÃ'‚ Ð ¿Ã ¾Ã ¿Ã ¾Ã ·Ã ¶Ã µ.Pronunciation: naTAsha skaZAla shto priYEdyt paPOZzhe.Translation: Natasha said that she would come over later. In this example, Natasha is in the nominative case and is the subject of the sentence. Ð ¡Ã ¾Ã ±Ã °Ã ºÃ ° Ð ±Ã µÃ ¶Ã °Ã »Ã ° Ð ¿Ã ¾ Ã'Æ'Ð »Ã ¸Ã'†Ð µ, Ð ²Ã ¸Ã »Ã' Ã'  Ã'…Ð ²Ã ¾Ã' Ã'‚Ð ¾Ã ¼.Pronunciation: saBAka byZHAla pa OOlitse, vyLYAya hvasTOM.Translation: The dog was running down the street, wagging its tail. The noun Ã' Ã ¾Ã ±Ã °Ã ºÃ ° is in the nominative case and is the subject of the sentence. Genitive Case (Ð  Ã ¾Ã ´Ã ¸Ã'‚Ð µÃ »Ã'Å'Ð ½Ã'‹Ð ¹ Ð ¿Ã °Ã ´Ã µÃ ¶) The genitive case answers the questions Ð ºÃ ¾Ã ³Ã ¾ (kaVOH), meaning whom or of whom, and Ã'‡Ð µÃ ³Ã ¾ (chyVOH), which means what or of what. It shows possession, attribution, or absence (who, what, whose, or what/who is absent). It also answers the question Ð ¾Ã'‚Ð ºÃ'Æ'Ð ´Ã ° (atKOOda)—from where. In English, this function is fulfilled by the genitive, or the possessive, case. Examples: Ð £ Ð ¼Ã µÃ ½Ã'  Ð ½Ã µÃ'‚ Ð ½Ã ¸ Ã'‚Ð µÃ'‚Ã'€Ð °Ã ´Ã ¸, Ð ½Ã ¸ Ã'€Ã'Æ'Ã'‡Ð ºÃ ¸.Pronunciation: oo myNYA nyet ni tytRAdi, ni ROOCHki.Translation: I have neither a notebook nor a pen. In this sentence, the words Ã'‚Ð µÃ'‚Ã'€Ð °Ã ´Ã ¸ and Ã'€Ã'Æ'Ã'‡Ð ºÃ ¸ are both in the genitive case. Their endings have changed to Ð ¸: Ã'‚Ð µÃ'‚Ã'€Ð °Ã ´Ã'Å' (tytRAD) - a notebook - becomes Ã'‚Ð µÃ'‚Ã'€Ð °Ã ´Ã ¸ (tytRAdi) - (absence of) a notebookÃ'€Ã'Æ'Ã'‡Ð ºÃ ° (ROOCHka) - a pen - becomes Ã'€Ã'Æ'Ã'‡Ð ºÃ ¸ (ROOCHki) - (absence of) a pen Ð ¯ Ð ´Ã ¾Ã' Ã'‚Ð °Ã »Ã ° Ð ¸Ã · Ã' Ã'Æ'Ð ¼Ã ºÃ ¸ Ð ºÃ ½Ã ¸Ã ³Ã'Æ'.Pronunciation: ya dasTAla iz SOOMki KNIgu.Translation: I  took out a book out of the bag. The word Ã' Ã'Æ'Ð ¼Ã ºÃ ¸ is in the genitive case and answers the question from where: Ð ¸Ã · Ã' Ã'Æ'Ð ¼Ã ºÃ ¸Ã‚  - from the bag/out of the bag. The ending has changed to reflect the genitive case: Ã' Ã'Æ'Ð ¼Ã ºÃ ° (SOOMka) - a bag - becomes Ã' Ã'Æ'Ð ¼Ã ºÃ ¸ (SOOMki) - out of the bag. Dative Case (ДÐ °Ã'‚Ð µÃ »Ã'Å'Ð ½Ã'‹Ð ¹ Ð ¿Ã °Ã ´Ã µÃ ¶) The dative case answers the questions Ð ºÃ ¾Ã ¼Ã'Æ'/Ã'‡Ð µÃ ¼Ã'Æ' (kaMOO/chyMOO) – to whom/(to) what, and shows that something is given or addressed to the object. Example: Ð ¯ Ð ¿Ã ¾Ã ²Ã µÃ'€Ð ½Ã'Æ'Ð »Ã' Ã'  Ð º Ã'‡Ð µÃ »Ã ¾Ã ²Ã µÃ ºÃ'Æ', Ð ºÃ ¾Ã'‚Ð ¾Ã'€Ã'‹Ð ¹ Ã' Ã'‚Ð ¾Ã' Ã » Ã' Ã ¿Ã'€Ð °Ã ²Ã ° Ð ¾Ã'‚ Ð ¼Ã µÃ ½Ã' .Pronunciation: ya paverNOOLsya k chelaVYEkoo, kaTOryi staYAL SPRAva at myNYA.Translation: I turned to the person/man who was standing on my right. In this sentence, the word Ã'‡Ð µÃ »Ã ¾Ã ²Ã µÃ ºÃ'Æ' is in the dative case and answers the question to whom. Note the change in the ending: Ã'‡Ð µÃ »Ã ¾Ã ²Ã µÃ º (chelaVYEK) - a man/a person becomes Ã'‡Ð µÃ »Ã ¾Ã ²Ã µÃ ºÃ'Æ' (chelaVEkoo) - to a man/to a person. Accusative Case (Ð’Ð ¸Ã ½Ã ¸Ã'‚Ð µÃ »Ã'Å'Ð ½Ã'‹Ð ¹ Ð ¿Ã °Ã ´Ã µÃ ¶) The accusative case answers the questions Ð ºÃ ¾Ã ³Ã ¾/Ã'‡Ã'‚Ð ¾ (kaVOH/CHTO) – whom/what, and Ð ºÃ'Æ'Ð ´Ã ° (kooDAH) – where. Its equivalent in English is the accusative, or objective, case (him, her). Examples: Ð ¯ Ð ¿Ã ¾Ã ºÃ'Æ'Ð ¿Ã °Ã'Ž Ð ½Ã ¾Ã ²Ã'‹Ð ¹ Ã'‚Ð µÃ »Ã µÃ'„Ð ¾Ã ½.Pronunciation: ya pakooPAyu NOvyi teleFON.Translation: I am buying a new phone. The word Ã'‚Ð µÃ »Ã µÃ'„Ð ¾Ã ½ is in the accusative case and is the object of the sentence. Note that the ending does not change in this example: Ã'‚Ð µÃ »Ã µÃ'„Ð ¾Ã ½ (teleFON) - a phone - remains the same. КÐ °Ã ºÃ'Æ'Ã'Ž Ð ºÃ ½Ã ¸Ã ³Ã'Æ' Ã'‚Ã'‹ Ã' Ã µÃ ¹Ã'‡Ð °Ã'  Ã'‡Ð ¸Ã'‚Ð °Ã µÃ'ˆÃ'Å'?Pronunciation: kaKOOyu KNEEgu ty syCHAS chiTAyesh?Translation: What book are you reading right now? The word Ð ºÃ ½Ã ¸Ã ³Ã'Æ' is in the dative case and is the object of the sentence. The ending of the word has changed: Ð ºÃ ½Ã ¸Ã ³Ã ° (KNEEga) - a book -  becomes Ð ºÃ ½Ã ¸Ã ³Ã'Æ' (KNEEgoo). Instrumental Case (Ð ¢Ã ²Ã ¾Ã'€Ð ¸Ã'‚Ð µÃ »Ã'Å'Ð ½Ã'‹Ð ¹ Ð ¿Ã °Ã ´Ã µÃ ¶) Answers the questions  Ã ºÃ µÃ ¼/Ã'‡Ð µÃ ¼ (kyem/chem) – with whom/with what. This case shows which instrument is used to do or make something, or with whom/with the help of what an action is completed. It can also be used to talk about something that you are interested in. Example: ИÐ ²Ã °Ã ½ Ð ¸Ã ½Ã'‚Ð µÃ'€Ð µÃ' Ã'Æ'Ð µÃ'‚Ã' Ã'  Ð ºÃ ¸Ã'‚Ð °Ã ¹Ã' Ã ºÃ ¾Ã ¹ Ð ºÃ'Æ'Ð »Ã'Å'Ã'‚Ã'Æ'Ã'€Ð ¾Ã ¹.Pronunciation: iVAN intyeryeSOOyetsa kiTAYSkay koolTOOray.Translation: Ivan is interested in Chinese culture. КÃ'Æ'Ð »Ã'Å'Ã'‚Ã'Æ'Ã'€Ð ¾Ã ¹ is in the instrumental case and shows Ivans interest. The ending has changed here: Ð ºÃ'Æ'Ð »Ã'Å'Ã'‚Ã'Æ'Ã'€Ð ° (koolTOOra) becomes Ð ºÃ'Æ'Ð »Ã'Å'Ã'‚Ã'Æ'Ã'€Ð ¾Ã ¹ (koolTOOray). Prepositional Case (ПÃ'€Ð µÃ ´Ã »Ã ¾Ã ¶Ã ½Ã'‹Ð ¹ Ð ¿Ã °Ã ´Ã µÃ ¶) Answers the questions Ð ¾ Ð ºÃ ¾Ã ¼/Ð ¾ Ã'‡Ð µÃ ¼ (ah KOM/ah CHOM) – about whom/about what, and the question Ð ³Ã ´Ã µ (GDYE) – where. Example: Ð ¯ Ð ¿Ã ¾Ã' Ã'‚Ð °Ã'€Ð °Ã'ŽÃ' Ã'Å' Ð ¿Ã'€Ð ¾Ã' Ã ½Ã'Æ'Ã'‚Ã'Å'Ã' Ã'  Ð ½Ã ° Ã'€Ð °Ã' Ã' Ã ²Ã µÃ'‚Ð µ.Pronunciation: ya pastaRAyus prasNOOTtsa na rasSVYEtye.Translation: I will try to wake up at dawn. Ð Ã ° Ã'€Ð °Ã' Ã' Ã ²Ã µÃ'‚Ð µ is in the prepositional case. The ending has changed: Ð  Ã °Ã' Ã' Ã ²Ã µÃ'‚ (rassVYET) - dawn - becomes Ð ½Ã ° Ã'€Ð °Ã' Ã' Ã ²Ã µÃ'‚Ð µ (na rassVYEtye) - at dawn. Endings in Russian Cases Ð ¡Ã ºÃ »Ã ¾Ã ½Ã µÃ ½Ã ¸Ã µ (sklaNYEniye) means declension. All Russian nouns belong to one of the three declension groups. First Declension Includes all feminine and masculine nouns ending in Ð ° and Ã'  (plural Ã'‹ and Ð ¸). Case Singular Example Plural Example Nominative Ð °, Ã'  Ð ¼Ã °Ã ¼Ã ° (MAma) - mom Ã'‹, Ð ¸ Ð ¼Ã °Ã ¼Ã'‹ (MAmy) - moms Genitive Ã'‹, Ð ¸ Ð ¼Ã °Ã ¼Ã'‹ (MAmy) - ofmom --, Ð µÃ ¹ Ð ¼Ã °Ã ¼ (mam) - of moms Dative Ð µ, Ð ¸ Ð ¼Ã °Ã ¼Ã µ (MAmye) - to mom Ð °Ã ¼, Ã' Ã ¼ Ð ¼Ã °Ã ¼Ã °Ã ¼ (Mamam) - to moms Accusative Ã'Æ', Ã'Ž Ð ¼Ã °Ã ¼Ã'Æ' (MAmoo) - mom --, Ã'‹, Ð ¸, Ð µÃ ¹ Ð ¼Ã °Ã ¼ (mam) - moms Instrumental Ð ¾Ã ¹, Ð ¾Ã'Ž, Ð µÃ ¹, Ð µÃ'Ž Ð ¼Ã °Ã ¼Ã ¾Ã ¹ (Mamay) - by mom Ð °Ã ¼Ã ¸, Ã' Ã ¼Ã ¸ Ð ¼Ã °Ã ¼Ã °Ã ¼Ã ¸ (Mamami) - by moms Prepositional Ð µ, Ð ¸ Ð ¾ Ð ¼Ã °Ã ¼Ã µ (a MAmye) - about mom Ð °Ã'…, Ã' Ã'… Ð ¾ Ð ¼Ã °Ã ¼Ã °Ã'… (a MAmakh) - about moms Second Declension Includes all other masculine and neutral words. Case Singular Example Plural Example Nominative -- (masculine), o, e (neutral) Ð ºÃ ¾Ã ½Ã'Å' (KON') - a horse Ð °, Ã' , Ã'‹, Ð ¸ Ð ºÃ ¾Ã ½Ã ¸ (KOni) - horses Genitive Ð °, Ã'  Ð ºÃ ¾Ã ½Ã'  (kaNYA) - of a horse --, Ð ¾Ã ², Ð µÃ ², Ð µÃ ¹ Ð ºÃ ¾Ã ½Ã µÃ ¹ (kaNYEY) - of horses Dative Ã'Æ', Ã'Ž Ð ºÃ ¾Ã ½Ã'Ž (kaNYU) - to a horse Ð °Ã ¼, Ã' Ã ¼ Ð ºÃ ¾Ã ½Ã' Ã ¼ (kaNYAM) - to horses Accusative -- (masculine), Ð ¾, Ð µ (neutral) Ð ºÃ ¾Ã ½Ã'  (kaNYA) - a horse Ð °, Ã' , Ã'‹, Ð ¸ Ð ºÃ ¾Ã ½Ã µÃ ¹ (kaNYEY) - horses Instrumental Ð ¾Ã ¼, Ð µÃ ¼ Ð ºÃ ¾Ã ½Ã'‘Ð ¼ (kaNYOM) - by a horse Ð °Ã ¼Ã ¸ Ã' Ã ¼Ã ¸ Ð ºÃ ¾Ã ½Ã' Ã ¼Ã ¸ (kaNYAmi) - by horses Prepositional Ð µ, Ð ¸ Ð ¾ Ð ºÃ ¾Ã ½Ã µ (a kaNYE) - about a horse Ð °Ã'…, Ã' Ã'… Ð ¾ Ð ºÃ ¾Ã ½Ã' Ã'… (a kaNYAKH) - about horses Third Declension Includes all other feminine words. Case Singular Example Plural Example Nominative -- Ð ¼Ã'‹Ã'ˆÃ'Å' (MYSH') - a mouse Ð ¸ Ð ¼Ã'‹Ã'ˆÐ ¸ (MYshi) - mice Genitive Ð ¸ Ð ¼Ã'‹Ã'ˆÐ ¸ (MYshi) - of a mouse Ð µÃ ¹ Ð ¼Ã'‹Ã'ˆÐ µÃ ¹ (mySHEY) - of mice Dative Ð ¸ Ð ¼Ã'‹Ã'ˆÐ ¸ (MYshi) - to a mouse Ð °Ã ¼, Ã' Ã ¼ Ð ¼Ã'‹Ã'ˆÐ °Ã ¼ (mySHAM) - to mice Accusative -- Ð ¼Ã'‹Ã'ˆÃ'Å' (MYsh) - a mouse Ð ¸ Ð ¼Ã'‹Ã'ˆÐ µÃ ¹ (mySHEY) - mice Instrumental Ã'Ž Ð ¼Ã'‹Ã'ˆÃ'Å'Ã'Ž (MYSHyu) - by a mouse Ð °Ã ¼Ã ¸ Ã' Ã ¼Ã ¸ Ð ¼Ã'‹Ã'ˆÐ °Ã ¼Ã ¸ (mySHAmi) - by mice Prepositional Ð ¸ Ð ¾ Ð ¼Ã'‹Ã'ˆÐ ¸ (a MYshi) - about a mouse Ð °Ã'… Ã' Ã'… Ð ¾ Ð ¼Ã'‹Ã'ˆÐ °Ã'… (a mySHAKH) - about mice

The French Revolution, the Chinese Revolution, Napoleon...

NAPOLEON 1. French Revolution marked the end of the Ancient Regime and has great importance in the history of Europe after the fall of Rome. Main theme of French Revolution was Equality, Liberty and Fraternity which affected the France, Europe and even the whole world. Liberty was the principle of liberalism while equality and fraternity developed the socialism. French Revolution abolished the absolute monarchy in France. 2. Napoleon came in rule at the end of the French Revolution and is generally regarded as the culmination of French Revolution in Europe. Napoleon Said â€Å"We have finished the romance of the Revolution, we must now begin its history, only seeking for what is real and practicable in the application of its principles, and†¦show more content†¦Although Napoleon was of the view to end the revolution and steps in same direction were taken, as mentioned above, which gave him lead in ending the revolution but then later on he acted as a dictator and due to this act of napoleon many historians are of the view that in true sense French Revolution ended after the fall of napoleon. (Hazen) Bibliography Doyke, W. (2001). The French Revolution. In w. doyle, The French Revolution. Oxford University Press. Gershoy, L. (1947). The French Revolution and Napoleon. In L. Gershoy, The French Revolution and Napoleon (p. 576). F. S. Crofts Company. Hazen, C. D. The French Revolution and Napoleon. In C. D. Hazen, The French Revolution and Napoleon. H. Holt. EUROPEAN COLONIALISM 1. 16th century to the mid-20th century is the time which is regarded as the European Colonialism in which various European Powers like Portugal, Spain, Britain, the Netherlands, Italy and France established there colonies in the continents of Asia, Africa and Americas. Initially mercantilist approach was adopted in which trade was only allowed with mother country. Later in 19th century, free trade was allowed with few tariff restrictions. Due to the formation of many small European colonies, it gave birth to few populated areas. As colonialism often played out in pre-populated areas there socio-cultural evolution which included establishment of colonies having so many ethnicShow MoreRelatedï » ¿To what extent is Nationalism inherently aggressive and expansionist?5481 Words   |  22 PagesIts a fascist idea that nations are going to be reform after a period of weakness corruption which is know as polygenesis as Rigger Grills argued. There is a progressive type of nationalism withi n expansionist nationalism which looks for future conquest, looking for the past for guidance ratter than literally getting beck to the past. Within expansionist nationalism, some state nations also tried to expand their size by annexing foreign territories, for example the German seizure of Austria in 1938Read MoreImperialism in India6601 Words   |  27 Pagesimperialistic powers treated India as a place to extend their power. Imperialism gradually destroyed India. While destroying India economically and politically, imperialism also had some good effects on India. With the spread of imperialism and colonialism , foreign powers took an interest in India and thus introduced new means of transport and communication. Modern technology and education were also introduced. negative effects: Racism grew (british to the indains) economic hardship, britishRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 Pagesthat a new era had begun. A compelling case can be made for viewing the decades of the global scramble for colonies after 1870 as a predictable culmination of the long nineteenth century, which was ushered in by the industrial and political revolutions of the late 1700s. But at the same time, without serious attention to the processes and misguided policies that led to decades of agrarian and industrial depression from the late 1860s to the 1890s, as well as the social tensions and politicalRead MoreInstitution as the Fundamental Cause of Long Tern Growth39832 Words   |  160 Pagesdevelopment. We first document the empirical importance of institutions by focusing on two quasi-natural experiments in history, the division of Korea into two parts with very different economic institutions and the colonization of much of the world by European powers starting in the fifteenth century. We then develop the basic outline of a framework for thinking about why economic institutions differ across countries. Economic institutions determine the incentives of and the constraints on economic actors

Identify Adequate Portfolio For MRS A †MyAssignmenthelp.com

Question: Discuss about the Identify Adequate Portfolio For MRS A. Answer: Introduction: The main aim of the assessment is to identify adequate portfolio for MRS A, which could help in supporting her expenses annually. Relevant evaluation of different investment schemes is conducted to identify the actual financial instrument, which could be used in improving MRS As return generation capacity. Moreover, both the investment companies have directly provided all the relevant financial instruments, which could be used in providing the return from investment. Furthermore, the financial instrument could eventually help in generating high levels of return, which might allow MRS A to support her financial needs. Lastly, adequate portfolio is created after the evaluation of investment schemes provided by both the investment companies. Conducting evaluation on investment option presented to MRS A and depicting her investment needs: The rising expenses of MRS A needs to be complemented with an adequate portfolio, which could provide higher returns and support her financial obligations. From the evaluation of case study, it could be identified that MRS A has no other sources of income, which could be used in supporting her financial obligations. Furthermore, Mediclaim and other insurance products has been purchased by MRS A, which needs no further investments. Moreover, MRS A needs a constant return providing portfolio, which could help in supporting her financial obligations as and when they turn up. Therefore, adequate focus in preparation of the portfolio needs to be conducted, as higher returns is expected by MRS A from the investments (Alberg Lipton, 2017). Evaluation of both the portfolios provided by Great Union National Bank Ltd and Pentagon resource Pte. Ltd needs to be conducted to identify the most viable options, which could be included in the portfolio. Great Union National Bank Ltd Rate Amount Initial Investment SGD 1,000,000.00 Return 5% SGD 50,000.00 Return 15% SGD 150,000.00 The above table mainly helps in depicting the probable returns that could be provided by Great Union National Bank Ltd, if adequate investments are conducted. The minimum investment requirements for Great Union National Bank Ltd is relatively at the levels of SGD 1,000,000, which could help in generating range of return from 5% to 15%. This would eventually allow the company to generate returns of SGD 50,000 to SGD 150,000 on annual basis. In addition, this would eventually allow MRS A to grow her investment and provide a constant return from investment. The portfolio created by Great Union National Bank Ltd mainly comprises of local stocks (50%), cash deposits and foreign currencies (10%), bonds (10%) and foreign stocks including the US, EU, and Japan (30%). The portfolio composition depicted in the above statement indicates the financial returns, which could be generated from investment. The portfolio mainly depicts a diversified investment option, which would allow investors to in crease their performance and return generation capacity. This diversified portfolio also helps in reducing the risk that is involved in Investments (Naik et al. 2017). Hence, the portfolio would eventually allow MRS A to raise the level of investments, which could be generated from investments in funds of Great Union National Bank Ltd. Pentagon Resources Pte. Ltd Rate Amount Initial Investment SGD 700,000.00 Return every quarter 3% SGD 84,000.00 The above table mainly helps in identifying the investment scope, which is provided by Pentagon Resources Pte Ltd to MRS A. The portfolio designed by the company relatively invest in oil and energy sector, which has high returns from investment (Finn, 2017). In addition, the company also indicates a return of 3% in each quarter, which would allow MRS A to support her financial obligation. This indicates that 12% annual returns could be generated by MRS A if relevant investments are conducted in Pentagon Resources Pte Ltd. Moreover, there is no minimum investment capital that is required by the investment company, which could allow MRS A to maximize their returns from investment. Providing recommendations to MRS A: Particulars Amount Amount Great Union National Bank Ltd SGD 1,000,000.00 SGD 1,000,000.00 Pentagon Resources Pte. Ltd SGD 700,000.00 SGD 700,000.00 Total investment SGD 1,700,000.00 SGD 1,700,000.00 Return Great Union National Bank Ltd SGD 50,000.00 SGD 150,000.00 Return Pentagon Resources Pte. Ltd SGD 84,000.00 SGD 84,000.00 Total return on average basis SGD 134,000.00 SGD 234,000.00 Return in percentage 7.88% 13.76% Adequate portfolio is mainly depicted in the above table, which could provide MRS A relevant returns from investment that could be used in supporting her financial obligations. The portfolio mainly comprises of both the investment scopes provided by investment companies, which might help in improving the return generation capacity of MRS A. Moreover, investment of SGD 1,000,000 needs to be conducted in fund of Great Union National Bank Ltd, while the rest SGD 700.000 needs to be invested in Pentagon Resources Pte. Ltd. This could eventually help in raising the overall return that could be used by MRS A while supporting her financial obligations. The designer portfolio could eventually allow MRS A generate adequate Returns, which might help in supporting her family expenses and daughters education (Davis, 2017). The portfolio really helps in identifying a range of returns that could be provided by both Investments. this identification of the returns could eventually allow MRS A to make adequate investment decisions for supporting her daughters education and annual financial obligations. From the portfolio the range of returns that could be provided from investment amounts to 7.88% to 13.76%, which could help MRS A in improving her financial return. Both investments selected for MRS A is relatively adequate, as it helps in supporting both risk and return segments of investment. The diversification of the portfolio has been allowed MRS A to reduce the risk from investment and generate higher rate of return. Therefore, it is recommended for MRS A to adequately invest how capital according to the drafted portfolio, as it might help in reducing the risk from investment and improving her capital growth. The diversification conducted in preparing the portfolio would eventually allow MRS A to support her daughters education and other financial expenses needed on annual basis. References: Alberg, J., Lipton, Z. C. (2017). Improving Factor-Based Quantitative Investing by Forecasting Company Fundamentals.arXiv preprint arXiv:1711.04837. Benton, A. I., Huerta-Sanchez, D., Pyles, M. K. (2017). The Impact of Market Conditions on Voting Results in a Student-Managed Fund.The Journal of Trading,13(1), 72-79. Davis, P. (2017). Bonds: Getting to the Fundamentals.In Practice,2(1). Davis, P. (2017). Value Investing: Do Quant Strategies Measure Up?.In Practice,2(1). Finn, A. (2017).Smart Women Love Money: 5 Simple, Life-changing Rules of Investing. Simon and Schuster. Naik, V., Devarajan, M., Nowobilski, A., Page, S., Pedersen, N. (2017). Factor Investing and Asset Allocation: A Business Cycle Perspective.Research Foundation Publications,2017(1), 22-26.