1. Weighted Average Cost of Capital (WACC)Create a unique hypothetical weighted average cost of capital (WACC) and rate of return.

1. Weighted Average Cost of Capital (WACC)Create a unique hypothetical weighted average cost of capital (WACC) and rate of return. Recommend whether or not the company should expand, and defend your position.2. Financial Planning and Agency ConflictsRecommend two desired characteristics of a board of directors. Provide support for your response, citing the ways in which these characteristics usually lead to effective corporate governance.3. Distributions to Shareholders and Capital Structure DecisionsContrast the differences between a stock dividend and a stock split. Imagine that you are a stockholder in a company. Determine whether you would prefer to see the company that you researched declare a 100% stock dividend or declare a two-for-one split. Provide support for your answer with one real-world example of your preference. Don’t use plagiarized sources. Get Your Custom Essay on answer each question seperate please Just from $13/Page Order Essay

rior to beginning work on this discussion, read Chapter 10, Chapter 11, and Chapter 13 from your textbook; review the
rior to beginning work on this discussion, read Chapter 10, Chapter 11, and Chapter 13 from your textbook; review the website AnnualReports.com (Links to an external site.)Links to an external site.; and review the Week 4 Weekly Lecture.Go to AnnualReports.com (Links to an external site.)Links to an external site. and review the annual reports recently released by two corporations in the same industry. Review each report and discuss the issues listed below.It is strongly encouraged that you receive feedback on your paper using the Ashford Writing Center Paper Review at least two days before it is due. Then implement the feedback into your paper before submitting it to Waypoint. For instructions on how to use this feature, please review the Ashford Writing Center Paper Review (Links to an external site.)Links to an external site.. Make sure you appropriately cite your sources from AnnualReports.com and include a minimum of two scholarly and/or credible sources from the library in addition to the course text.In your paper,Describe organizational differences that you see in how each corporation discusses its annual performance.Explain how clearly the data is or is not presented for enabling shareholders to draw conclusions about how well the company performed.Explain what goals, challenges, and plans top managers emphasize in their discussion of results.Describe ways the format and organization of each report enhances or detracts from the information being presented.The Annual Report Formats paperMust two to three double-spaced in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center’s APA Style (Links to an external site.)Links to an external site.Must include a separate title with the following:Title of paperStudent’s nameCourse name and numberInstructor’s nameDate submittedFor further assistance with the formatting and the title page, refer to APA Formatting for Word 2013 (Links to an external site.)Links to an external site..Must utilize academic voice. See the Academic Voice (Links to an external site.)Links to an external site. resource for additional guidance.Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.For assistance on writing Introductions

Prior to beginning work on this discussion, read Chapter 10, Chapter 11, and Chapter 13 from your textbook; review the
Prior to beginning work on this discussion, read Chapter 10, Chapter 11, and Chapter 13 from your textbook; review the website AnnualReports.com (Links to an external site.); and review the Week 4 Weekly Lecture.Go to AnnualReports.com (Links to an external site.) and review the annual reports recently released by two corporations in the same industry. Review each report and discuss the issues listed below.It is strongly encouraged that you receive feedback on your paper using the Ashford Writing Center Paper Review at least two days before it is due. Then implement the feedback into your paper before submitting it to Waypoint. For instructions on how to use this feature, please review the Ashford Writing Center Paper Review (Links to an external site.). Make sure you appropriately cite your sources from AnnualReports.com and include a minimum of two scholarly and/or credible sources from the library in addition to the course text.In your paper,Describe organizational differences that you see in how each corporation discusses its annual performance.Explain how clearly the data is or is not presented for enabling shareholders to draw conclusions about how well the company performed.Explain what goals, challenges, and plans top managers emphasize in their discussion of results.Describe ways the format and organization of each report enhances or detracts from the information being presented.The Annual Report Formats paperMust two to three double-spaced in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center’s APA Style (Links to an external site.)Must include a separate title with the following:Title of paperStudent’s nameCourse name and numberInstructor’s nameDate submittedFor further assistance with the formatting and the title page, refer to APA Formatting for Word 2013 (Links to an external site.).Must utilize academic voice. See the Academic Voice (Links to an external site.) resource for additional guidance.Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.For assistance on writing Introductions

Go to AnnualReports.com and review the annual reports recently released by two corporations in the same industry. Review each report
Go to AnnualReports.com and review the annual reports recently released by two corporations in the same industry. Review each report and discuss the issues listed below. In your paper, Describe organizational differences that you see in how each corporation discusses its annual performance. Explain how clearly the data is or is not presented for enabling shareholders to draw conclusions about how well the company performed. Explain what goals, challenges, and plans top managers emphasize in their discussion of results. Describe ways the format and organization of each report enhances or detracts from the information being presented. Don’t use plagiarized sources. Get Your Custom Essay on Annual Reports Format Just from $13/Page Order Essay

Examine some key reasons why people might seem attracted to pseudoscience-type claims.Describe at least two (2) such claims that you
Examine some key reasons why people might seem attracted to pseudoscience-type claims.Describe at least two (2) such claims that you have heard people make and analyze the main reasons why such claims do or do not meet rigorous scientific methodology standards.Determine at least two (2) ways in which the material discussed this week has changed your own thinking.NOTE: All students are required to post a minimum of two (2) posts per online discussion thread. Students must have one (1) original post and a minimum of one (1) other post per discussion thread. Don’t use plagiarized sources. Get Your Custom Essay on Anonymous Just from $13/Page Order Essay

Description Lecture: Hi, all! Welcome back to remote instruction and to English 1C. By now, we should have all finished
Description Lecture: Hi, all! Welcome back to remote instruction and to English 1C. By now, we should have all finished reading the entire Critical Race Counterstories along the Chicana/Chicano Educational Pipeline text, and I hope we all feel pretty comfortable with the material. If not, please make sure to go back and read/re-read any sections with which you remain unsure. Don’t use plagiarized sources. Get Your Custom Essay on answer 2 questions Just from $13/Page Order Essay We won’t be discussing the Hughey text today, but I assure you that I paired it with the Yosso text for a good reason. In other words, yes, you should definitely read it now. I want to talk about epistemology today, for it connects the bulk of Yosso’s text to the 4th tenet of CRT: “The Centrality of Experiential Knowledge.” Before we can discuss epistemology, however, there is something we need to get straightened out first: the nature of the counterstory itself. What is a counterstory? Yosso tells us, but it’s easy to miss her meaning if we aren’t reading carefully. I missed it myself the first time I read through her text, and it wasn’t until I finished the second chapter that I started to suspect that I had missed something. Yosso explains that “[c]ritical race counterstorytelling is a method of recounting the experiences and perspectives of racially and socially marginalized people. Counterstories reflect on the lived experiences of People of Color to raise critical consciousness about social and racial injustice” (10). At its core, the counterstory is a fictionalized narrative used to demonstrate how American (in this case) society’s claims of colorblindness, meritocracy, etc. are not universally accessible and that one’s perceived racial identity, especially, is the single biggest factor in having access to or being denied access to the so-called “American Dream” (click the link for more info on the American Dream). Did you notice how I defined “counterstory?” I called it a “fictionalized narrative,” not a fictional one. You all know me well enough by now to know that I try to choose my words carefully. They are, after all, part of my mode. Allow me to explain the distinction. A fictional narrative is plainly made up. It is a creation of its author’s imagination. A fictionalized one, on the other hand, is rooted in reality. It is a reality that has been transformed into something not completely rooted in the empirical realm yet still essentially “true.” The fictional story serves the imagination, while the fictionalized story remains in the service of truth. In this respect, the counterstory satisfies Aristotle’s requirement for responsible rhetoric (for more on that, read Artistotle’s Rhetoric). We can now discuss the notion of epistemology. Traditionally, when one refers to epistemology, one means western epistemology, the epistemology of rationality. The Stanford Encyclopedia of Philosophy has a great definition of “epistemology” (click the link to check it out), and unsurprisingly, it treats the subject as though it were not subjectively rooted in western culture. Epistemology has to do with how we know what we know. At the end of the day, the dominant view of knowledge is rooted in the primacy of empiricism, viz. the superiority of empirical evidence over all other types of evidence. Some of you are probably thinking back to Yosso’s Tenets of CRT on pages 7 and 8 of our text. Remember how she put the word “data” in quotation marks? She was highlighting–maybe foreshadowing is a better word for what she was doing–the fundamental nature of the problem her text is trying to sort out. Yosso presents two groups in American society, divided not only by privilege but also by ideology. The first, the majoritarian group, is the dominant group. The ideology of this dominant group is rooted in western epistemology and values empirical evidence over any other type of evidence. The second group is everyone not part of the majoritarian group. This group may face systemic barriers in American society, but more often than not, these barriers cannot be proven by purely empirical means; thus, the dominant group rejects the very existence of these barriers. Take the following hypothetical example: A young man of color goes out shopping during the first week of May. He enters a crowded jewelry store (Mother’s Day is right around the corner, after all!) to see what the store has to offer. Immediately, he notices the store security guard move closer to him and appears to be watching him carefully. He also notices that the store manager and clerks also seem to be keeping an eye on him. As he glances around, he doesn’t see the other customers–all of whom happen to be white and dressed similarly to him–subjected to such scrutiny. He is sure that they are watching him because of his race. Feeling uncomfortable, he decides to take his business elsewhere. Later that evening, the young man texts his buddy to tell him what happened. When he is done relating his account of what happened to him at the jewelry store, the friend expresses skepticism that he was discriminated against. He asks, “Did they use racist language? Did they ask you to leave because of your race? How do you know it was racism?” Was the young man subjected to racism? Yes? What concrete, objective, empirical evidence can you point to proving that racism was involved? In truth, there is none. Make no mistake–I firmly believe the young man in the story above was subjected to obvious racial discrimination, but I cannot prove it empirically, and our whole society, our whole culture, our very justice system is set up to privilege empirical evidence. The above story, though a product of my imagination, isn’t especially farfetched. That sort of thing happens all the time (including the friend’s reaction). Now we can start to see why Yosso gives us an alternative to empirical knowledge. The counterstory is meant to deliver experiential knowledge. Well-written counterstories give us a view of the world from the perspective of the non-majoritarian subject. We learn about and follow the narrator, experiencing as the narrator experiences, and feeling as the narrator feels; however, counterstories aren’t just “made up.” Yosso tells us that counterstories “draw…on academic research, social science and humanities literature, and judicial records,…question[ing] racially stereotypical portrayals implicit in majoritarian stories.” I hope you aren’t falling asleep reading this! Let’s talk about this topic using the questions below as our guides. Instructions: Carefully read through the questions below. Select at least 2 questions to answer, and then answer them by replying to this discussion topic. Your answers should be thoughtful and comprehensive. Once you have answered the questions, reply to at least one other student’s response. I don’t expect you to be fake here. Be your authentic and most courteous self. Remember, this discussion activity takes the place of classroom attendance, so this is a great way to ensure you satisfy the classroom attendance requirement of the grading contract. Questions: Now that you know where counterstories come from, analyze the effectiveness of counterstorytelling in Yosso’s text. Is it effective? Why or why not? *Alert* If you believe it is ineffective, I want you to explain how Yosso could have gone about proving what she is trying to prove without the counterstory. In many ways, Yosso’s text exemplifies the principles she espouses. CRT, and thus Yosso, prioritizes experiential knowledge. Yosso has constructed and arranged her text to be experienced, not just read. Analyze three examples from her text that you believe are meant to be experienced rather than just rationally understood. At the end of “Madres Por la Educacíon: Community Cultural Wealth at Southside Elementary,” Yosso’s narrator reflects upon the old man she had seen at the meeting: “Suddenly, I got chills realizing why the elderly man looked so familiar. Could it be? Mi tocayo Paulo Freire? Instead of being pale by the time I got home, I felt flushed with excitement” (51). Why does Yosso include this passage? How does the way in which Yosso constructs this counterstory signal to us who here intended audience is? Explain. update Lecture: Hi, all! Welcome back to remote instruction and to English 1C. By now, we should have all finished reading the entire Critical Race Counterstories along the Chicana/Chicano Educational Pipeline text, and I hope we all feel pretty comfortable with the material. If not, please make sure to go back and read/re-read any sections with which you remain unsure. We won’t be discussing the Hughey text today, but I assure you that I paired it with the Yosso text for a good reason. In other words, yes, you should definitely read it now. I want to talk about epistemology today, for it connects the bulk of Yosso’s text to the 4th tenet of CRT: “The Centrality of Experiential Knowledge.” Before we can discuss epistemology, however, there is something we need to get straightened out first: the nature of the counterstory itself. What is a counterstory? Yosso tells us, but it’s easy to miss her meaning if we aren’t reading carefully. I missed it myself the first time I read through her text, and it wasn’t until I finished the second chapter that I started to suspect that I had missed something. Yosso explains that “[c]ritical race counterstorytelling is a method of recounting the experiences and perspectives of racially and socially marginalized people. Counterstories reflect on the lived experiences of People of Color to raise critical consciousness about social and racial injustice” (10). At its core, the counterstory is a fictionalized narrative used to demonstrate how American (in this case) society’s claims of colorblindness, meritocracy, etc. are not universally accessible and that one’s perceived racial identity, especially, is the single biggest factor in having access to or being denied access to the so-called “American Dream” (click the link for more info on the American Dream). Did you notice how I defined “counterstory?” I called it a “fictionalized narrative,” not a fictional one. You all know me well enough by now to know that I try to choose my words carefully. They are, after all, part of my mode. Allow me to explain the distinction. A fictional narrative is plainly made up. It is a creation of its author’s imagination. A fictionalized one, on the other hand, is rooted in reality. It is a reality that has been transformed into something not completely rooted in the empirical realm yet still essentially “true.” The fictional story serves the imagination, while the fictionalized story remains in the service of truth. In this respect, the counterstory satisfies Aristotle’s requirement for responsible rhetoric (for more on that, read Artistotle’s Rhetoric). We can now discuss the notion of epistemology. Traditionally, when one refers to epistemology, one means western epistemology, the epistemology of rationality. The Stanford Encyclopedia of Philosophy has a great definition of “epistemology” (click the link to check it out), and unsurprisingly, it treats the subject as though it were not subjectively rooted in western culture. Epistemology has to do with how we know what we know. At the end of the day, the dominant view of knowledge is rooted in the primacy of empiricism, viz. the superiority of empirical evidence over all other types of evidence. Some of you are probably thinking back to Yosso’s Tenets of CRT on pages 7 and 8 of our text. Remember how she put the word “data” in quotation marks? She was highlighting–maybe foreshadowing is a better word for what she was doing–the fundamental nature of the problem her text is trying to sort out. Yosso presents two groups in American society, divided not only by privilege but also by ideology. The first, the majoritarian group, is the dominant group. The ideology of this dominant group is rooted in western epistemology and values empirical evidence over any other type of evidence. The second group is everyone not part of the majoritarian group. This group may face systemic barriers in American society, but more often than not, these barriers cannot be proven by purely empirical means; thus, the dominant group rejects the very existence of these barriers. Take the following hypothetical example: A young man of color goes out shopping during the first week of May. He enters a crowded jewelry store (Mother’s Day is right around the corner, after all!) to see what the store has to offer. Immediately, he notices the store security guard move closer to him and appears to be watching him carefully. He also notices that the store manager and clerks also seem to be keeping an eye on him. As he glances around, he doesn’t see the other customers–all of whom happen to be white and dressed similarly to him–subjected to such scrutiny. He is sure that they are watching him because of his race. Feeling uncomfortable, he decides to take his business elsewhere. Later that evening, the young man texts his buddy to tell him what happened. When he is done relating his account of what happened to him at the jewelry store, the friend expresses skepticism that he was discriminated against. He asks, “Did they use racist language? Did they ask you to leave because of your race? How do you know it was racism?” Was the young man subjected to racism? Yes? What concrete, objective, empirical evidence can you point to proving that racism was involved? In truth, there is none. Make no mistake–I firmly believe the young man in the story above was subjected to obvious racial discrimination, but I cannot prove it empirically, and our whole society, our whole culture, our very justice system is set up to privilege empirical evidence. The above story, though a product of my imagination, isn’t especially farfetched. That sort of thing happens all the time (including the friend’s reaction). Now we can start to see why Yosso gives us an alternative to empirical knowledge. The counterstory is meant to deliver experiential knowledge. Well-written counterstories give us a view of the world from the perspective of the non-majoritarian subject. We learn about and follow the narrator, experiencing as the narrator experiences, and feeling as the narrator feels; however, counterstories aren’t just “made up.” Yosso tells us that counterstories “draw…on academic research, social science and humanities literature, and judicial records,…question[ing] racially stereotypical portrayals implicit in majoritarian stories.” I hope you aren’t falling asleep reading this! Let’s talk about this topic using the questions below as our guides. Instructions: Carefully read through the questions below. Select at least 2 questions to answer, and then answer them by replying to this discussion topic. Your answers should be thoughtful and comprehensive. Once you have answered the questions, reply to at least one other student’s response. I don’t expect you to be fake here. Be your authentic and most courteous self. Remember, this discussion activity takes the place of classroom attendance, so this is a great way to ensure you satisfy the classroom attendance requirement of the grading contract. Questions: Now that you know where counterstories come from, analyze the effectiveness of counterstorytelling in Yosso’s text. Is it effective? Why or why not? *Alert* If you believe it is ineffective, I want you to explain how Yosso could have gone about proving what she is trying to prove without the counterstory. In many ways, Yosso’s text exemplifies the principles she espouses. CRT, and thus Yosso, prioritizes experiential knowledge. Yosso has constructed and arranged her text to be experienced, not just read. Analyze three examples from her text that you believe are meant to be experienced rather than just rationally understood. At the end of “Madres Por la Educacíon: Community Cultural Wealth at Southside Elementary,” Yosso’s narrator reflects upon the old man she had seen at the meeting: “Suddenly, I got chills realizing why the elderly man looked so familiar. Could it be? Mi tocayo Paulo Freire? Instead of being pale by the time I got home, I felt flushed with excitement” (51). Why does Yosso include this passage? How does the way in which Yosso constructs this counterstory signal to us who here intended audience is? Explain.