Apple Stock Analysis - 1080 Words

Introduction: The stock that I have analyzed is Apple (AAPPL), which it falls under the technology sector and trades under the NASDAQ. This sector holds the biggest companies around the world. A lot of these companies are well known such as: Amazon, Google, LinkedIn, and etc. The technology sector is an undeniably investment opportunity for every investor around the world. Lets face it technology keeps improving and we have only seen the beginning of it. These companies, such as Apple, are associated with constant innovation and invention. Our modern economy relies upon the technology sector to improve quality, productivity, and profitability. Apple’s first computer was developed around the 1970’s. Since then they have surpass one of†¦show more content†¦Second once Apple stabilized after year 2019, the prediction of growth is 3%, and Beta was projected to be .96. Again, by using the boundaries stated above: the (Ke), weight of equity/debt, and WACC were as follow 6.34%, 80%, 20%, and 5.63%. These numbers were somewhat similar to its high growth stage; therefore, signifying Apple is still a strong company once it stabilizes. Yet, another reason why Apple can provide such attractive returns. Conversely, finding the Terminal Value (Pt) of the company, which is the value of the company at a future year, projected the PV for stable growth, in this case it was 2020. The (Pt) was over $1 billion, yet again another reason why Apple creates a great investment opportunity. Moreover, by adding all of the PV, including the stable growth year, the intrinsic value of the firm is over $966 million and minus the cu rrent value of debt, Apple is still worth (value of equity) over $926 million. This equity divided the current number of shares outstanding; Apple’s intrinsic value of stock is $988.80 per share. By comparison the current stock price, which is $649.79 per share, the stock value is undervalued. Likewise, making (AAPL) a rewarding opportunity that must not be taken for granted. Conclusion With outstanding projections by Apple my recommended strategy is simple and involves options. Reason being is that orthodox investments do not provide great returns in a volatile market. Therefore, by evaluating appleShow MoreRelatedApple, Inc. Stock Analysis789 Words   |  4 Pages Apple, Inc. Stock Analysis Course Project: Apple, Inc. Stock Analysis 1. Apple Background with a lifetime analysis Apple is a California corporation that was established in 1977. Apple is a company that designs, manufactures, and markets mobile communications and media devices, personal computers and portable digital music players. 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Children Are Convicted Of Greater Punishment - 988 Words

Across the US, juveniles are tried as adults when they perpetrate felonies such as violent offense or rape. Juveniles mainly serve a couple of decades in prison or even have received death penalties. Kids are convicted of greater punishment because the greater the crime, the more likely they are called adults. Although youths get charged as adults â€Å"a fifteen-year-old youth was mimicking a TV program about little girls who rob a bank and was given a 26-years-to-life prison term. Thomas Preciado was fourteen when he stabbed to death a mini-mart clerk† (Lundstrom). These guidelines must not be applied to kids because they may be pressured or threatened by a character. The punishment should be reduced to a couple of years, after all, it is†¦show more content†¦Politicians soon responded to those fears, and to concerns about the perceived inadequacies of state juvenile justice systems, by lowering the age at which children could be transferred to adult courts.† The media has created a stereotype regarding juveniles that have negatively affected them in curts. Due to this stereotype, many youths have been victims of injustice treatment. Due to not having a fully developed brain, many teenagers are at risk of acting on impulse rather than fully understanding their action; therefore, the courts should keep this into consideration when dealing with juveniles. There is various numbers of interpretations for juvenile problems that are being tried as adults. Juveniles must not be tried as adults because teens are not mature enough to be charged as adults which means the courthouses should not give severe punishments such as: life sentence in prison or even death sentence also, guidelines of the court system do not apply to the kids. One way we can fix the complications is by giving teens consistent punishment for felonies. Another solution for the youths that have undeveloped minds is to understand their psyche. Although all juveniles should get an equal amount of time in prison â€Å"few believe that criminal genes are inherited from parental abuse and negative home lives† (Garinger). If crime is in the genes then kids are more likely to commit an offense. AlsoShow MoreRelatedJuvenile Crime And The Criminal Law Under The Age Of Eighteen1540 Words   |  7 Pageswho were convicted of crimes other than homicide violated the Constituti on s prohibition against harsh and uncommon punishment, a ruling that extended the court s logic in its 2005 decision to eliminate the juvenile death penalty. In both of these cases, the court held that because adolescents are not as responsible for their actions as adults, they should not be punished as harshly, even for the same crimes (Steinberg, 2012) There has been an dispute that a juvenile who was convicted of murderRead MoreJuvenile Crimes And Juvenile Crime1620 Words   |  7 Pagesjuveniles convicted of crimes other than homicide violated the Constitution s prohibition against cruel and unusual punishment, a ruling that extended the court s logic in its 2005 decision to abolish the juvenile death penalty. 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Until the voice of its people can be defended, the death penalty should be abolished. It is administering its punishments hoping they have the right perpetrator. It’s basically a guessing game and that should not be the case when it comes to who will end up getting deprived of their life. The death penalty is a racially biased system that is sometimes unfairly administered

Natsume Soseki has written Kokoro Free Essays

Natsume Soseki has written Kokoro in such a way that the reader be acquainted with Boku and Sensei.   Through them, Soseki believed that a person’s actions should be coming from their true emotions and not by what others perceive of it.   A person should always do things in accordance to what he thinks is right and not by merely considering what the people dictates to him. We will write a custom essay sample on Natsume Soseki has written Kokoro or any similar topic only for you Order Now    Sometimes people tend to live up to what the people tell them because their reputation is at stake.   Just like the planned graduation party of Boku[1].   Even though Boku did not want to have a party, his parents insisted because his father has a reputation to maintain in their community. Kokoro was also written in such a way that there is a special connection between Sensei and Boku in being able to see their imperfections by means of their shallowness.   Despite the two characters having different worldly views, they still found company in each other’s presence.   Boku is somewhat a person who wants to know who Sensei really is and Sensei was not the type of person who would reveal the real him. The style of the first part of Kokoro resembles that of a detective novel, and helps first to establish the reader’s curiosity towards Sensei. Narrator Boku provides no self-introduction and no adequate explanation for his interest in Sensei. Instead, he continuously feeds the reader small ‘clues’ – pieces to the puzzle of Sensei – to gain the reader’s curiosity. ‘â€Å"I cannot tell you why,† Sensei said to me, â€Å"but for a very good reason I wish to go to that grave alone. Even my wife, you see, has never come with me.† [End of passage]’[2] Sudden breaks in narrative are often used to leave these clues hanging, helping to compound the suspense felt by the reader. Additionally, despite having already experienced all the events he describes, Boku chooses to present them in the original chronological order and to narrate his original thoughts regarding each event.    â€Å"I wondered also why Sensei felt the way he did towards mankind.†[3] Revealing his thoughts and experiences in this manner assists Boku in linking with the reader, as it constructs between them a shared interest towards Sensei. Soseki seeks to direct this interest, as evident in the sentence: â€Å"Had I been curious in an impersonal and analytical way, the bond between us would surely not have lasted.†[4] This explanation of the nature of Boku’s curiosity can be interpreted as a suggestion to the reader; in order to complete the puzzle of Sensei, the reader needs to explore Sensei on a more personal level – not simply to analyse from a third person perspective, but rather to attempt to interpret Boku’s regard for Sensei by examining the similar attitudes and values that the two espouse. In the third part of Kokoro, Soseki switches to a new narrative frame, and we read Sensei’s letter through the eyes of Boku. Sensei directly addresses Boku in the letter – driving us as readers even closer to Boku, as we to try to interpret Sensei’s words through the mindset of Boku. Contrastingly, despite the title ‘My Parents and I’, part two of the novel serves to distance the reader from Boku’s family. As readers, our interest draws to a peak when Sensei agrees to tell Boku about his past. However, Sensei does not, and instead Boku’s father’s illness forces Boku to leave for home. This is frustrating for Boku, and for the reader, as is revealed in the passage: ‘†¦ there was much that I did not know about Sensei. He had not told me about his past, as he had promised. I could not be content until he was fully revealed to me.’[5]  Even as Boku’s father lies on his deathbed, Boku’s thoughts wander towards Sensei – physically represented by his moving back and forth between his bedroom and his father’s bedroom. In the process of affiliation with Sensei and Boku, the reader is exposed to the two characters’ disdain towards external appearances and opinions.  Both Sensei and Boku show their disregard for academia. Boku shows little regard for his diploma – he ‘pretends his diploma is a telescope’ surveys the world outside his window in it, and then throws it down on his desk. Similarly, Sensei does not know where he put his diploma.  In contrast, Boku’s parents hold Boku’s diploma in the highest regard. They scold Boku for not having taken better care of the diploma, and display it in the house. Boku’s narration shows that he also is not interested in the appearance of things.   He tends to observe, conclude and investigate on it.   Just like what happened when he saw Sensei at the beach centre.   He overlooked at Sensei’s appearance and focused his attention more on his behaviour thus speculating Sensei’s state of mind.  Ã‚  Ã¢â‚¬Å"He was always aloof and [†¦] seemed totally indifferent to his surroundings†.[6] Sensei bears a similar disregard towards appearances to others and describes it:  Ã¢â‚¬Å"I used to consider it a disgrace to be found ignorant by other people. But now, I find that I am not ashamed of knowing less than others †¦Ã¢â‚¬ [7]  Sometimes people tend to pull themselves down because they think they know less about things.   But come to think of it, even though a person does not graduate high school or college, it means that he is more ignorant than those who have graduated.   People know different things and not all individuals can learn everything. With these, it forms a sharp contrast with Boku’s parents.   The parents of Boku have a high regard for the physicality of things while Sensei and Boku do not.   Boku’s parents seem to relate the physical aspect of a thing with its value just like the diploma.   For them, being able to have a diploma is something that should be cherished, treasured and be well cared of.   While for Sensei and Boku, a diploma is somewhat like a representation of the knowledge acquired while in the university.   A diploma is just a paper, nothing more, nothing less.   What is important are the learning obtained during the years studying in the university. In conclusion, Kokoro is a classic example of presenting two characters that may turn out to be indifferent from one another at first but later on saw their similarities.   Even though these two characters obviously come from different generations, they still were able to find a common ground.   These two started out as complete strangers and tended to avoid the fact that they needed each other’s company but in the end, it just proves that no matter the distance of two persons, they still are close when always remembered. Bibliography Soseki, Natsume. Kokoro (Part 2) Chicago: Regnery Gateway, 1957. 21 Jan. 2000. http://www.eldritchpress.org/ns/k2.html [1] Natsume, Soseki. Kokoro. Online Version, 2001. part 2                                                                                                                               [2] Natsume, Soseki. Kokoro. Quiet Vision Publishing, 2001. p11 [3] Natsume, Soseki. Kokoro. Quiet Vision Publishing, 2001. p22 [4] Natsume, Soseki. Kokoro. Quiet Vision Publishing, 2001. p11 [5] Natsume, Soseki. Kokoro. Quiet Vision Publishing, 2001. p65 [6] Natsume, Soseki. Kokoro. Quiet Vision Publishing, 2001. p5 [7] Natsume, Soseki. Kokoro. Quiet Vision Publishing, 2001. p37 How to cite Natsume Soseki has written Kokoro, Essay examples

Challenges and Pitfalls of Traffic Light-Free-Samples for Students

Question: Discuss the Challenges and Pitfalls of Traffic Light Reports. Answer: I researched through the change management that is a necessary part of the project management course in module 1. I started my learning acquiring a project team, develop and manage the team throughout the course. Effective communication, procurements and managing the stakeholder engagement was the necessary learning that taught me the detailed process of human resource management plans and their implementation in organizing them. Different team components and their characteristics had to be taken into consideration along with learning of effective decisions making in order to develop, manage the team including the conflict management in mind. I also learned how to conduct a quality assurance check to implement the approved changes to change the project objectives. For conducting the procurement, I learned the process of obtaining the seller responses, selecting a seller and awarding the contract that was quite challenging. The key skills that I developed for the course in interperson al level are, trust building skills, conflict management, active listening and many more. I also learned some of the management skills, like, influence people to support the project, negotiate agreements to satisfy the project needs, modification in organizational behavior to accept the project outcomes and many more. I went through several challenges in the course as the quality resources required for learning is hard to come by. But the learning I received from the course is no doubt valuable in future life in both professional and personal life. It will become easier for me to handle issues in professional grounds, whereas, I am now more efficient in relationship building and managing things in personal life. Module four Reflection In module four, I learned how to identify operational, political, environmental, social cultural factors related to risk management. I went through several case studies of different companies that faced catastrophic loss and gained insight from the cases. Later I conducted literature study to gain an understanding of qualitative and quantitative risk analysis, identification on the basis of the analysis report and planning to come out from the risk. The qualitative risk analysis involves the industrial studies of similar projects and the risk databases. Whereas, the quantitative analysis included, the project cost estimation, cost distribution, cost risk stimulation and other involved in the factor. I learned to form strategic risk map. I categorized the risked in this part based on their intensity. In the final part of the assignment, I learned about the effective tools that are required in controlling the foreseeable risk in the project. I faced challenges in the identification of the risk factors where that I overcome with the cases studies as mentioned. Importance of Leadership and Communication The most effective key of leadership in project management is the communication skill which affects the rest of the elements involved in the leadership (Men 2014). A leader with good communication skill can supplement the other key factors of leadership like, controlling, staffing, organizing, planning and leading that will help in achieving the desired outcomes in the project (Qubaisi et al.2015; Burke 2013). Communication is a broader concept in this field which involves the relationship between the leader and the followers. It helps in clarifying the problems that are faced by the followers in completing the project and the lacks in the project plan. This will in turn, contribute in the formation of idea by the leader about the work situation and help him or her to bring the necessary changes in the project (Brandts, Cooper and Weber 2014). A good relationship always facilitates the bonding among the team members which in turn develop the understanding between the two. Other aspec ts of communication involve motivation, trust buildup, keeping the fellow members updated with the situation and transparency of the benefits that will come out of the completion of the project (Hackman and Johnson 2013). The leadership theories state the leadership as the cumulative thought of the group and the leader is the representative of the vision of the group (Mikkelson, York and Arritola 2015). The vision of the leader about the project is also an important responsibility for the leader to communicate with the team members. It will clarify the work situation for the team members and help them to have a proper mindset and understanding of the project that will have positive impact in the project (Larson and Gray 2013). References Men, L.R., 2014. Strategic internal communication: Transformational leadership, communication channels, and employee satisfaction. Management Communication Quarterly,28(2), pp.264-284. Brandts, J., Cooper, D.J. and Weber, R.A., 2014. Legitimacy, communication, and leadership in the turnaround game.Management Science,61(11), pp.2627-2645. Hackman, M.Z. and Johnson, C.E., 2013.Leadership: A communication perspective. Waveland Press. Mikkelson, A.C., York, J.A. and Arritola, J., 2015. Communication competence, leadership behaviors, and employee outcomes in supervisor-employee relationships.Business and Professional Communication Quarterly,78(3), pp.336-354. Qubaisi, J.M.M.L.F.A., Elanain, H.M.A., Badri, M.A. and Ajmal, M.M., 2015. Leadership, culture and team communication: analysis of project success causality-a UAE case.International Journal of Applied Management Science,7(3), pp.223-243. Larson, E.W. and Gray, C., 2013.Project Management: The Managerial Process with MS Project. McGraw-Hill. Burke, R., 2013. Project management: planning and control techniques.New Jersey, USA.