Assignmment for week One(1)Also, look ahead at the Week Five .docx

Assignmment for week One(1):
Also, look ahead at the Week Five Final Paper and select a
publicly traded company to utilize for the annual report
analysis. In your post, include the name of the company that
you have chosen for the project and why you chose that
company. Download the company’s annual report for reference
in future weeks of the course.
Research Tip: The Mergent database in the Ashford University
Library contains company profiles and financial information for
publicly traded companies and their competitors. To access
this database enter the Ashford University Library by clicking
the “library” link on the left navigation bar in your online
course. Once you are in the Library, select “Find Articles and
More” in the top menu panel. Next, select “Databases A-Z” and
go to section M to access the Mergent database. For help with
using Mergent use Mergent Online Quick Tips.
WEEK 5 Assignment: Just for Information at this time
Evaluation of Corporate Performance
The Final Paper will involve applying the concepts learned in
class to an analysis of a company using data from its annual
report. Using the concepts from this course, you will analyze
the strengths and weaknesses of the company and write a report
either recommending or not recommending purchase of the
company stock.
Research Tip: The “Mergent” database in the Ashford
University Library contains company profiles and financial
information for publicly traded companies and their
competitors. To access this database enter the Ashford Library
and select “Find Articles and More” in the top menu panel.

Next, select “Databases A-Z” and go to section “M” for
“Mergent”. For help with using Mergent, use Mergent Online
Quick Tips.
For help with reading an annual report access this handy
guide from Money Chimp.
The completed report should include:
· An introduction to the company, including background
information.
· A complete and thorough financial statement review.
· Pro Forma financial statements (Balance Sheet and Income
Statement) for the next fiscal year, assuming a 10 percent
growth rate in sales and Cost of Goods Sold (COGS) for the
next year.
· Complete ratio analysis for the last fiscal year using at least
two ratios from each of the following categories:
· Liquidity
· Financial leverage
· Asset management
· Profitability
· Market value
· Debt
· Per-Share
· Measures of relative value (P/E, P/B)
· Activity
· Cash Flow
· A calculation of Return on Equity (ROE) using the DuPont
system.
· Assessment of management performance by calculating
Economic Value Added (EVA).
· A synopsis of your findings, including your recommendations
and rationale for whether or not to purchase stock from this
company.
· Evaluate the financial risks associated with operating
internationally. If your chosen company does not operate
internationally, evaluate what the financial risks could be if
they were to expand internationally.

The paper
· Must be eight to ten double-spaced pages in length (not
including title and references pages) and formatted according to
APA style as outlined in the Ashford Writing Center.
· Must include a separate title page with the following:
· Title of paper
· Student’s name
· Course name and number
· Instructor’s name
· Date submitted
· Must begin with an introductory paragraph that has a succinct
thesis statement.
· Must address the topic of the paper with critical thought.
· Must end with a conclusion that reaffirms your thesis.
· Must use at least five scholarly sources, such as the textbook,
industry reports, and articles from the Ashford University
library to support your findings and recommendations.
· Must document all sources in APA style as outlined in the
Ashford Writing Center.
· Must include a separate references page that is formatted
according to APA style as outlined in the Ashford Writing
Center.
Carefully review the Grading Rubric for the criteria that will be
used to evaluate your assignment.
y
H
ow

ard G
ardn
er w
as born in Scran
ton
,
Pen
n
sylvan
ia in July of 1943, an
d becam
e
in
terested in Psych
ology after readin
g w
orks by
P
iaget an
d studyin
g un
der th
e fam
ous E

rik E
rikson
at H
arvard C
ollege (C
h
erry, n
.d.).
y
A
fter receivin
g h
is P
h
.D
. at H
arvard in 1971, G
ardn
er w
en
t on to w

ork
w
ith m
any differen
t kin
ds of ch
ildren – both gifted an
d n
on – an
d
began to develop a th
eory th
at w
ould soon gain h
im
n
ation
al
recogn
ition an
d a place in sch
ool textbooks; th
e th
eory of m

ultiple
in
telligen
ces (C
h
erry, n
.d.).
y
A
part from
th
is very fam
ous th
eory, G
ardn
er h
as gon
e on to w
rite over
20 books about th
e m
in
d an
d in

telligen
ce, h
as w
on five prestigious
aw
ards, an
d w
orks as an A
djun
ct P
rofessor of Psych
ology at H
arvard
U
n
iversity (C
h
erry, n
.d.).
y
Suggests th

at each h
um
an h
as h
is or h
er ow
n un
ique set of in
tellects w
h
ich are
m
ade up from
eigh
t particular in
telligen
ces, rath
er th
an just th
e stan
dard
readin
g, w
ritin

g, an
d m
ath
em
atics in
telligen
ces (E
stes &
K
rogh
, 2012).
y
R
ecen
tly, a n
in
th in
telligen
ce h
as been con
sidered, w
h
ich is E
xisten

tial
In
telligen
ce, alth
ough n
ot tech
n
ically an In
telligen
ce yet, as it does n
ot m
eet
th
e criteria to be an actual “in
telligen
ce” (LeFran
cois, 2011).
y
T
h
ese eigh
t in
clude:
y

Logical-m
ath
em
atical in
telligen
ce
y
Lin
guistic in
telligen
ce
y
M
u
sical In
telligen
ce
y
Spatial In
telligen
ce
y
B
odily kin

esth
etic In
telligen
ce
y
In
terperson
al In
telligen
ce,
y
In
traperson
al In
telligen
ce
y
N
aturalistic In
telligen
ce
y

Logical –M
ath
em
atical – In
telligen
ce w
ith n
um
bers an
d reason
in
g.
y
Lin
guistic – In
telligen
ce w
ith w
ords an
d lan
guage.
y
M
usical – In

telligen
ce w
ith everyth
in
g pertain
in
g to m
usic; rhyth
m
, pitch
,
etc.
y
Spatial In
telligen
ce – In
telligen
ce w
h
en it com
es to un
derstan
din
g th

rough
pictures an
d ch
arts.
y
B
odily-K
in
esth
etic – In
telligen
ce usin
g th
e body; good w
ith h
an
d-eye
coordin
ation an
d body stren
gth
/con
trol.
y

In
terperson
al – In
telligen
ce w
ith “readin
g” people; people sm
arts.
y
In
traperson
al – In
telligen
ce w
h
en it com
es to kn
ow
in
g thyself; self-sm
arts.
y
N
aturalistic – In

telligen
ce w
h
en it com
es to n
ature an
d un
derstan
din
g
n
ature’s law
s.
y
A
D
D
IT
IO
N
A
L C
O
N

C
E
P
T
: E
xisten
tial – In
telligen
ce dealin
g w
ith spiritual
th
in
gs an
d life after death
.
(L
eFran
co
is, 2011)
y
A

co
m
m
o
n
argu
m
en
t is th
at M
I is n
o
t b
ased
o
n
research
an
d
h
o
ld
s
n

o em
p
irical evid
en
ce, as th
ere is n
o h
ard
p
ro
o
f sh
o
w
in
g th
at
ap
p
lyin
g th
is th
eo
ry in

a classro
o
m
is effective ; it is alm
o
st
im
p
o
ssib
le to tru
ly test th
is th
eo
ry (K
lein
, 1998).
y
B
ecau
se o
f M
I’s lack
o

f su
p
p
o
rt/evid
en
ce, it is alm
o
st im
p
o
ssib
le to
in
d
ivid
u
alize ed
u
catio
n
fo
r each
stu

d
en
t as it w
o
u
ld
b
e alm
o
st
im
p
o
ssib
le to cap
tu
re th
e d
ifferen
ces am
o
n
g each
stu

d
en
t an
d
w
h
ere, exactly, it is th
at th
ey sh
in
e (K
lein
, 1998).
y
M
I is extrem
ely vagu
e, an
d
o
ften
rep
etitive, as m

an
y o
f th
e eigh
t
in
telligen
ces’ d
efin
in
g term
s can
m
ean
o
n
e th
in
g to o
n
e p
erso
n
an

d
an
o
th
er to th
e n
ext; each
in
telligen
ce ten
d
s to b
e relative (K
lein
,
1998).
y
M
I m
ak
es each
stu
d

en
t b
elieve h
e/sh
e is sm
art b
ecau
se it creates a
cu
rricu
lu
m
aro
u
n
d
each
stu
d
en
t an
d
th
eir in

telligen
ce rath
er th
an
teach
in
g th
e stu
d
en
t a n
ew
set o
f lesso
n
s an
d
m
o
d
u
les th
at h

e/sh
e
h
as to u
n
d
erstan
d
w
ith
o
u
t excep
tio
n
(A
rm
stro
n
g, 2009).
y

I A
gree:
y
I b
elieve w
h
o
le-h
earted
ly th
at each
p
erso
n
is u
n
iq
u
e in
h
is o
r h
er ab
ility

to
acco
m
p
lish
lesso
n
s an
d
task
s, an
d
u
n
d
erstan
d
th
e w
o
rld
aro
u
n

d
h
im
/h
er.
y
B
ecau
se w
e are all su
ch
d
ifferen
t creatu
res in
th
e w
ay w
e learn
an
d
ap
p

ly
o
u
r learn
in
g, it w
o
u
ld
o
n
ly m
ak
e sen
se th
at w
e w
o
u
ld
h
ave th
ese
d

ifferen
t in
telligen
ces – b
e th
em
m
u
sical, in
terp
erso
n
al, lin
gu
istic, an
d
so
o
n
– to
m
ak
e u

p
each
u
n
iq
u
e p
erso
n
. It m
ak
es sen
se – as b
o
th
a p
aren
t
an
d
fu
tu
re teach
er – th

at G
ard
n
er’s th
eo
ry w
o
u
ld
ap
p
ly w
ell in
th
e
classro
o
m
an
d
at h
o
m
e to

cater to
th
ese u
n
iq
u
e ch
ild
ren
.
y
W
h
en
ch
ild
ren
are ab
le to
u
n
d
erstan
d

an
y lesso
n
in
th
eir o
w
n
u
n
iq
u
e
w
ay o
f learn
in
g, n
o
t o
n
ly d
o
es th

at h
elp
th
em
im
p
ro
ve in
sch
o
o
l, b
u
t it
b
u
ild
s th
eir co
n
fid
en
ce, w
h

ich
w
ill satisfy m
an
y areas w
ith
in
th
eir life,
even
o
u
tsid
e o
f sch
o
o
l.
y
P
erso
n
ally, I get it. I’ve alw
ays b

een
o
n
e o
f th
o
se “k
id
s” w
h
o
d
id
n
o
t learn
th
e co
n
ven
tio
n
al read

in
g/w
ritin
g/arith
m
etic k
in
d
o
f w
ay. I h
ave alw
ays
n
eed
ed
h
an
d
s-o
n
learn
in
g to

fu
lly grasp
a su
b
ject, an
d
th
in
gs lik
e
m
u
sicals an
d
talk
in
g in
gro
u
p
tim
e w
as alw
ays m

o
re h
elp
fu
l to
m
e th
an
p
en
to
p
ap
er.
y
T
h
is th
eory w
ill h
elp m
e, as an educator, differen

tiate
betw
een ch
ildren an
d th
e w
ays in w
h
ich th
ey learn an
d
view
th
e w
orld aroun
d th
em
. I w
ill be able to distin
guish
certain areas in w
h
ich on
e ch

ild m
ay excel w
h
ile an
oth
er
ch
ild does better learn
in
g from
a differen
t m
ean
s.
y
I w
ill be able to deciph
er h
ow
each studen
t learn
s an
d
com

m
un
icates th
eir learn
in
g by observin
g an
d assessin
g
differen
t qualities an
d w
h
ere th
ey sh
in
e. I w
ill be able to
cater to each in
dividual ch
ild as th
ey grow
in th
e

environ
m
en
t aroun
d th
em
w
ith th
e differen
t tools at th
eir
disposal for learn
in
g in each on
e of th
eir in
dividual w
ays.
y
E
xam

ple 1: To im
plem
en
t th
e th
eory of m
ultiple in
telligen
ces in
to m
y classroom
, I
w
ill h
ave eigh
t learn
in
g cen
ters – on
e for each of th
e in
telligen
ces. For on
e lesson a

day, I w
ill talk to an
d teach th
e studen
ts th
e lesson
, en
gagin
g th
em
in conversation
about th
e lesson
, an
d th
en h
ave th
em
go off, in sm
all groups, to on
e of th
e eigh
t
cen

ters for about 15 m
in
utes each
. T
h
is w
ill h
elp each studen
t gain a stron
g grasp
on w
h
at m
ay n
orm
ally h
ave been a difficult con
cept for th
em
to learn
.
y
E
xam

ple 2: Sin
ce usin
g cen
ters w
ill prim
arily be available for on
e m
ain lesson
th
rough
out th
e sch
ool day, oth
er lesson
s m
ay require furth
er explan
ation an
d m
ore
diverse w
ays of teach
in
g to en

h
an
ce th
e lesson at h
an
d. T
h
erefore, I w
ill
in
corporate several differen
t activities in
to each lesson th
at involves several of th
e
in
telligen
ces. For in
stan
ce, if I am
teach
in
g m
y studen

ts about C
h
ristoph
er
C
olum
bus, I could h
ave th
em
w
atch a puppet sh
ow
to a story bein
g read about h
im
an
d h
is journ
ey, an
d afterw
ard, draw
a picture about w
h

at th
ey h
ad just learn
ed.
T
h
is is usin
g at least th
ree of th
e eigh
t in
telligen
ces an
d h
elps th
e studen
ts to fully
capture th
e lesson at h
an
d.
y
A

rm
stron
g, T. (2009). M
ultiple In
telligen
ces in th
e C
lassroom
, 3
rd E
dition
.
C
hapter 15. M
I T
heory and Its C
ritics. R
etrieved from
h
ttp://w
w
w
.ascd.org/publication

s/books/109007/ch
apters/M
I-T
h
eory-
an
d-Its-C
ritics.aspx
y
C
h
erry, K
. (n
.d.). H
ow
ard G
ardn
er B
iography. A
bout Education. R
etrieved
from
h
ttp://psych

ology.about.com
/od/profilesal/p/h
ow
ard-gardn
er.h
tm
y
E
stes, L.S., &
K
rogh
, S. L. (2012). Pathw
ays to Teach
in
g Youn
g C
h
ildren
: A
n
In
troduction to E
arly C

h
ildh
ood E
ducation
. San D
iego, C
A
: B
ridgepoin
t
E
ducation
, In
c. R
etrieved from
h
ttps://con
ten
t.ash
ford.edu/books/A
U
EC
E

101.12.2
y
K
lein
, P. D
. (1998). A
respon
se to h
ow
ard gardn
er: Falsifiability, em
pirical
eviden
ce an
d pedagogical usefuln
ess in education
al psych
ologies.
C
anadian Journal of Education, 23(1), 103. R
etrieved from
h
ttp://search

.proquest.com
/docview
/215372867?accoun
tid=32521
y
LeFran
çois, G
. (2011). Psych
ology for teach
in
g (11th ed.). San D
iego, C
A
:
B
ridgepoin
t E
ducation
, In
c. R
etrieved from
h
ttps://con

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