Return on Assets Profitability Analysis essay
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Return on Assets Profitability Analysis essay
I need this info for Netflix 2011-2013 (10 pages)
- DuPont Analysis (1 year)
- Profitability Analysis (3 years)
- Profit Margin
- Return on Assets
iii. Return on Equity
- Accounts Receivable Turnover
- Inventory Turnover
- Accounts Payable Turnover
vii. Fixed Assets Turnover
- Risk Analysis (3 years)
- Current Ratio
- Quick Ratio
iii. Cash Ratio
- Liabilities-to-Equity Ratio
- Debt-to-Equity Ratio
- Interest Coverage (Earnings Basis)
vii. Dividend Payout Ratio
viii. Sustainable Growth Rate
- Forecasting
- Calculate projected operating profit for the company for the next five years based on forecasted income statements.
- Explain the process and assumptions used to make the forecasts for each line item of the forecasted income statements.
III. Cost of Capital
- Use the CAPM to compute the required rate of return on equity capital for the company.
- Determine the cost of debt (if any) and the cost of preferred stock (if any)
- Compute the weighted average cost of capital for the company as of the start of the next fiscal year.
- Discuss how this would be used to estimate the value of the company
Intellectual Elaboration:
So far we have looked at descriptive statistics which show how data looks and inferential statistics which means you are looking to draw a conclusion beyond what the immediate data present can tell you. This week we will look at the relationship between statistical tests and why they are used to look at similarities within data.
Correlation is when we look at the relationship between two items (Tanner, 2011). When you eat spicy food you may notice that you have heartburn. This means that there could be correlation between spicy food and digestion issues. You may notice that when the moon is full dogs bark in your neighborhood which means there may be a correlation between the full moon and dogs barking. To find out if there is a relationship between the variables of spicy food and digestion issues or dogs barking and the full moon you can collect and analyze the data. To determine the strength of these relationships (as opposed to testing the differences present such as with the z-test or t-test) you will want to test for a hypothesis of association. When the statistics are significant this means that there is a relationship within the variables being tested.
A correlation in the hypothesis of association, meaning that there is a relationship between the variables being studied, is judged by a -1.0 or a +1.0. The closer to 1.0 that a correlation is the more perfect the correlation is in its relationship. A positive correlation (closer to +1.0) means that as variable A increases so does variable B and as variable A decreases so does variable B. A negative correlation (closer to -1.0) means that as variable A increases variable B decreases (Lanthier, 2002). When testing the hypothesis of a correlation the null hypothesis will mean that there is no relationship between the variables (the opposite of the null hypothesis of the t-test and ANOVA in which the null hypothesis states that there is no change between variables). The alternative hypothesis (that you take if the null hypothesis is not true) is that there is a statistically significant correlation between the two variables (Tanner, 2011).
In order to test correlation you can use different correlations such as the Pearson correlation or the Spearman Rho. With the Pearson correlation you are using interval or ratio data, while with the Spearman Rho you are using data from an ordinal scale (Tanner, 2011). An example of a ordinal scale is a Likert Scale used in research to rank preference on a scale of 1 to 5.
It is also important to recognize that correlation, a statistical significance in the relationship within groups, does not necessarily mean that one variable causes another variable (Tanner, 2011). For example let’s say that you have three foods, a pepper and onion pizza, jalapeno poppers, and an onion petal with a zesty dipping sauce. You notice after all three meals that you do not feel good. You know there is a correlation between eating these foods; however do you know there is causation with the spiciness of the foods? What if you do not know you are lactose intolerant and the dairy in these foods is the culprit? This means there is still a correlation between your illness and these foods however other spicy foods without dairy will not have the same effect on you. Therefore the food has two variables, dairy and spice, and the variable of spicy food is not a cause.
When looking at regression we use the relationship between variables (such as a statistically significant correlation) to make a prediction that variable A will cause an effect on variable B. This type of analysis can be seen in the predictions of our economy. If unemployment is going up what does that mean for the consumer market? It unemployment is going down, does this mean that consumer spending will go up? It is through the use of correlations that we are able to make a prediction through the use of regression through predictor and criterion variables (Tanner, 2011).
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Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
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30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
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10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
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7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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