Level the Playing Field

Option #2: Financial Report Analysis— Ford Motor Company

View the 2013 Annual Report for the Ford Motor Company, a Fortune 50 company, linked here as well as on the Course Information page. Using this report, answer the following questions:

1. Does the company use a multiple-step or a single-step format on its income statement? Explain.

2. What was the net income for 2013? What was the basic net income (earnings) per common share for 2013?

3. What was the gross profit for 2013? For 2012?

4. How much interest expense was incurred in 2013? In 2012?

5. What was the amount of income before income taxes for 2013? For 2012?

6. What was the amount of selling, general, and administrative expenses in 2013? Of this amount, what was the amount for stock-based compensation expense?

7. What amount of dividends on common stock was paid per share and in total in 2013?

8. What were the total revenues and income before income taxes, respectively, for the fourth quarter of 2013?

9. How much was the net cash provided (or used) by operating activities in 2013?  In 2012?

10. How much was the net cash provided (or used) by investing activities in 2013? In 2012?

11. How much was the cash provided by the issuances of debt in 2013? In 2012?

12. What were the cash and cash equivalents at the end of 2013 and 2012? What does the company classify as cash equivalents?

13. What were the total accounts receivable (net) at the end of 2013? At the end of 2012?

14. Assuming that all revenues were net credit sales, and that the total accounts receivable (net) at the end of 2011 were $8,281 million, compute the receivables turnover for 2013 and 2012. (Hint: Assume the total of accounts receivable is in trade receivables). Round your answer to two decimal places. What is your evaluation of the ratio and the difference between the two years?

15. Which inventory method(s) does the company use? Explain why you think the company selected this method(s).

16. Compute the inventory turnover ratio for 2013 and 2012 using the ending inventory instead of the average inventory. What is your evaluation of the difference?

17. What was the total amount of inventories on December 31, 2013 and 2012? What were the principal categories of inventory on these dates?

18. What was the amount of the current assets on December 31, 2013?

19. What was the amount in the allowance for doubtful accounts on December 31, 2013?

20. What is the par value of the company’s common stock? How many shares had been issued at the end of 2013?

21. What was the long-term debt on December 31, 2013? Of this total, which was the highest long-debt item and how much was it?

22. What was the accumulated depreciation on December 31, 2013? What method does the company use to depreciate its property, plant, and equipment?

23. What was the amount of accounts payable and accrued expenses on December 31, 2013? How much was for accrued interest expenses at December 31, 2013?

24. What were the reinvested (retained) earnings on December 31, 2013?

25. What were the total assets on December 31, 2013?

26. What were the current liabilities on December 31, 2013?

27. What was the cost of the treasury stock held by the company on December 31, 2013?

28. What are the company’s operating segments?

29. What are the company’s segment products and services?

30. What is the estimated useful life of the property, plant, and equipment; land improvement; and buildings?

31. What was the total amount of intangible assets that the company reported at the end of 2013, and how did the company capitalize and amortize the different intangible assets?

32. Why does the company amortize some of its intangible assets but not others?

33. Do you think that the company has additional “intangibles” that are not recorded on the balance sheet? Why? How would this issue affect your understanding of the company’s financial performance?

34. What were the total debt and debt components at the end of 2013?

35. What are the company’s commitments and contingencies?

36. What are the terms of the company’s credit agreement?

Complete your assignment in a Microsoft Word document and clearly identify each numbered item to which you are responding. Part of your grade will be based on the organization of your project. Show all supporting calculations for your responses, as applicable. Specifically, questions 3, 4, 13, 14, 16, 17, 18, and 34 require calculations. In order to clearly show quantitative responses with calculations, insert a table(s) in Word so that your completed assignment is well organized and composed of only one document for submission

Please do a paragraph about this post with this instruction . 

post most have  4 or more  sentences .

 you also have to have a high quality post from a content perspective. This means it also needs to do more than agree with or praise a class mate. If you agree with a classmate, explain why, give an example, share what you learned in the readings

The idea of a healthy community is the very one in which I live. It is a neighborhood of working class people, middle class to upper middle class. There are alot of families with children and some couples and some single, like myself. We are busy but friendly. It is well lit and very safe. Children play outside on the sidewalks & in the street & at the parks. There is an association but it is not a gated community so other parents bring their children to play also. There are safe paths for bikeriding, jogging & dog walking. Families chat with each other, there are lots of cars on driveways and landscaping is neatly kept. The schools are safe & have a good reputation. There is very little crime & even a volunteer police force that drives through the neighborhoods. We have farmers markets with local fresh fruit & vegetables, concerts at the park & nice clean grocery stores. Housing is fairly affordable & job opportunities are adequate. For a small area, here on the central coast, half way between Los Angeles & San Francisco, we have great healthcare & freeways that are not crazy. Our weather is fantastic and we live in the middle of wine country. We are pretty happy. If only it would rain.

I like the Massachusetts Department of Public Health’s Office of Health Communities (2013) example of a formal healthy community definition: A Healthy Community is where people come together to make their community better for themselves, their family, their friends, their neighbors and others. A Healthy Community creates ongoing dialogue, generates leadership opportunities for all, embraces diversity, connects people & resources, fosters a sense of community and shapes its future (Foley, 2013).

I think that what people have in common in their neighborhood is that they want it to succeed. They want it to be happy & safe. I know I want my neighbors to communicate & get along & do nice things for each other. It is what makes our world go around. If I was living in a community that did not match my definition, I definetely would intervene. Depending on the situation, I may do it alone if it was a 1 to 1 type issue. If more involved, I may ask another neighbor for assistance. If it was a bigger issue, I would probably go to some sort of community resource for assistance such as a church or non-profit organization that might be able to offer the needed assistance. If even larger than that, it may be necessary to seek consult with local law enforcement or the public health department depending on the concern.

Writing Cause and Effect Paragraph:

Cause and effect paragraphs communicate relationships between topics or events. In this writing activity you will read chapters 4-9 of Born a Crime and write two paragraphs connecting the content of these chapters. Specifically, you will pick two to three points Noah talks in these chapters and relate how they are connected. Alternatively, you could also write about how reading this story has had the effect of understanding Trevor Noah and his comedy (the celebrity, the comedian – the host of the Daily Show) differently.

To this end, you must use (one or two) of these connectors/transition words phrases:

For causes: due to, because of, since, hence, as it

For effects: So, therefore, thus, as a result of,

Research and Critique a Qualitative Study

Prior to beginning work on this assignment, be sure to have read all the required resources for the week

Locate a peer-reviewed qualitative research study on UNDERSTANDING SUICIDAL BEHAVIOR You may choose to use a qualitative study . It is also acceptable to utilize a qualitative research study on your topic that was not included in your literature review.

Once you have located an appropriate qualitative study, identify the specific qualitative research design used. Summarize the main points of the study including information on the research question, sampling strategy, research design, data analysis method(s), findings, and conclusion(s). Evaluate the published qualitative research study focusing on and identifying the researcher’s paradigm or worldview and any evidence of reflexivity described in the report. Explain whether or not potential biases were adequately addressed by the researchers. Describe how the researchers applied ethical principles in the research study.

The Research and Critique a Qualitative Study

Must be three to four double-spaced pages in length (not including title and references pages) and formatted according to APA style

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 use at least one peer-reviewed article

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.

Includes a Qualitative Research Study on the Topic Chosen in Week One for the Final Research Proposal

Total: 0.50

Distinguished – Chooses a qualitative research study on the topic chosen in Week One. The study is a clear example of a qualitative research design.

Proficient – Chooses a qualitative research study, but the study may not be on the exact topic selected in Week One although it is on a related topic.

Basic – Chooses a research study that does not use qualitative methods. The topic of the study may not be related to the topic selected in Week One.

Below Expectations – Chooses an article which is not a primary research study.

Non Performance – The selection of a qualitative research study on the chosen topic is either nonexistent or lacks the components described in the assignment instructions.

Identifies the Specific Qualitative Research Design Used in the Study

Total: 1.00

Distinguished – Identifies the specific qualitative research design used in the study by providing thorough details of the design. The classification is supported by properly cited evidence from the assigned readings and/or other scholarly sources.

Proficient – Identifies the general type of qualitative research design used in the study by providing some details of the design. The classification is supported by evidence cited from the assigned readings and/or other scholarly sources, but minor details are missing.

Basic – Identifies the study as being in the qualitative category and offers some evidence for this classification. The classification is minimally supported by evidence cited from the assigned readings and/or other scholarly sources, and relevant details are missing.

Below Expectations – Attempts to identify the qualitative research design used in the study; however, The classification is not supported by evidence cited from the assigned readings and/or other scholarly sources, and significant details are missing.

Non Performance – The identification of the specific qualitative research design used in the study is either nonexistent or lacks the components described in the assignment instructions.

Summarizes the Main Points of the Qualitative Research Study Including Information on the Research Question, Sampling Strategy, Research Design, Data Analysis Method, Findings, and Conclusion(s)

Total: 1.50

Distinguished – Thoroughly summarizes all of the main points of the study, including information on the research question, sampling strategy, research design, data analysis method, findings, and conclusion(s).

Proficient – Summarizes most of the main points of the study, such as the research question, sampling strategy, research design, data analysis, findings, and conclusion(s). Details about one of these areas may be missing.

Basic – Minimally summarizes some of the main points of the study, such as the research question, sampling strategy, research design, data analysis, findings, and conclusion(s). One or more of these areas is missing.

Below Expectations – Attempts to summarize the main points of the study. However, many relevant details are missing.

Non Performance – The summary of the main points of the study is either nonexistent or lacks the components described in the assignment instructions.

Evaluates the Published Qualitative Research Study Focusing on and Identifying the Researcher’s Paradigm or Worldview and Any Evidence of Reflexivity Described in the Report

Total: 2.00

Distinguished – Effectively evaluates the study and identifies the researcher’s paradigm or worldview. The evaluation is supported by substantial citations from the assigned readings and/or other scholarly sources. Fully explains the concept of reflexivity and determines whether or not any evidence of reflexivity is described in the research report.

Proficient – Evaluates the study and identifies the researcher’s paradigm or worldview. The evaluation is supported by evidence cited from scholarly sources such as the assigned readings. Explains reflexivity and whether or not evidence of reflexivity is included in the research report.

Basic – Evaluates the study and mentions the apparent paradigm or worldview of the researcher. The evaluation is not supported by evidence cited from scholarly sources. Minimally explains reflexivity and vaguely indicates whether or not evidence of reflexivity is included in the research report.

Below Expectations – Attempts to evaluate the study and identify the paradigm or worldview of the researcher. There is no explanation or discussion of reflexivity. Evidence from scholarly sources may not be cited to support the evaluation.

Non Performance – The evaluation of the study and identification of the paradigm and reflexivity is either nonexistent or lacks the components described in the assignment instructions.

Applied Ethics: Ethical Issue Recognition

Total: 1.00

Distinguished – States ethical issues when presented in a complex, ambiguous context and recognizes interrelationships among the various issues.

Proficient – States ethical issues when they are presented in an ambiguous context or recognizes cross-relationships among the issues.

Basic – States basic and apparent ethical issues and understands the complexities or interrelationships among the issues.

Below Expectations – States apparent ethical issues but fails to recognize their complexity or interrelationships.

Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.

Critical Thinking: Evidence

Total: 0.50

Distinguished – Employs persuasive and applicable information from credible sources to develop an ample analysis or synthesis of the topic. Viewpoints of experts are scrutinized thoroughly.

Proficient – Employs applicable information from credible sources to develop an analysis of the topic.

Basic – Identifies applicable information from credible sources, but may neglect the application of such information toward the analysis of the topic.

Below Expectations – Presents information from external sources, but such information may lack credibility and/or relevance. Neglects to apply such information toward the analysis of the topic.

Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.

Critical Thinking: Conclusions and Related Outcomes

Total: 0.50

Distinguished – Conclusions and related outcomes are logical and clearly reflect an informed evaluation and the ability to place evidence and perspectives discussed in priority order.

Proficient – Conclusions and related outcomes are logical and reflect an informed evaluation and the ability to place evidence and perspectives discussed in priority order.

Basic – Conclusions and related outcomes are identified and minimally reflect an informed evaluation and the ability to place evidence and perspectives discussed in priority order.

Below Expectations – Conclusions and related outcomes are not logical or reflective of an informed evaluation and the ability to place evidence and perspectives discussed in priority order.

Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.

Written Communication: Control of Syntax and Mechanics

Total: 0.25

Distinguished – Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand.

Proficient – Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors and is mostly easy to understand.

Basic – Displays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few errors which may slightly distract the reader.

Below Expectations – Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors which distract the reader.

Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.

Written Communication: APA Formatting

Total: 0.25

Distinguished – Accurately uses APA formatting consistently throughout the paper, title page, and reference page.

Proficient – Exhibits APA formatting throughout the paper. However, layout contains a few minor errors.

Basic – Exhibits limited knowledge of APA formatting throughout the paper. However, layout does not meet all APA requirements.

Below Expectations – Fails to exhibit basic knowledge of APA formatting. There are frequent errors, making the layout difficult to distinguish as APA.

Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.

Written Communication: Page Requirement

Total: 0.25

Distinguished – The length of the paper is equivalent to the required number of correctly formatted pages.

Proficient – The length of the paper is nearly equivalent to the required number of correctly formatted pages.

Basic – The length of the paper is equivalent to at least three quarters of the required number of correctly formatted pages.

Below Expectations – The length of the paper is equivalent to at least one half of the required number of correctly formatted pages.

Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.

Written Communication: Resource Requirement

Total: 0.25

Distinguished – Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.

Proficient – Uses the required number of scholarly sources to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.

Basic – Uses less than the required number of sources to support ideas. Some sources may not be scholarly. Most sources on the reference page are used within the body of the assignment. Citations may not be formatted correctly.

Below Expectations – Uses an inadequate number of sources that provide little or no support for ideas. Sources used may not be scholarly. Most sources on the reference page are not used within the body of the assignment. Citations are not formatted correctly.

Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.