Instructions

In today’s class, individuals were broken out into one of four groups to work on one of the following questions:

Group 1: What is NIKE’s brand strategy, personality, and brand position? Who are their top three competitors and how do they differentiate their products? 

Group 2: Create a FULL SWOT Analysis of NIKE 

Group 3: Create a PESTEL analysis of NIKE 

Assignment Part I 

Depending upon the group you were in for this week’s assignment, submit what was required for your group, whether you were in the group working on the SWOT, PESTEL, or answering the questions given. You can use the materials your group came up with and you should include your own research, thoughts, and insights, expanding upon what your group did.

Assignment Part II 

Please answer the following questions in clear, concise, and detailed paragraph format (thinking this will be a one-page summation):

Nike is considered to be one of the most recognized and reputable brands in the world. In the case that was assigned for this week, the focus was on Nike’s brand activism and the use of Colin Kaepernick. For those who haven’t yet seen the Dream Crazier video, I encourage you to watch it before writing your summation. The key message in the ad was “Believe in something, even if it means sacrificing everything”. This isn’t the first time Nike has taken a stand by using its brand as a message for activism whether focused on ageism, women’s rights, racism, or a host of other social ills. At the time of its release, there was great debate about whether Nike should continue to use Colin as part of their advertising or if they should “fire him” as a result of his taking a knee or seat at the presentation of the national anthem before sporting events. Nike was faced with a tough decision as the controversy around Colin was occurring while they were negotiating a contract with the NFL. There were many opposing viewpoints on the debate at the time with some feeling as though Nike should refrain from using him, while others thought the messaging and use of him as an ambassador was spot on.

Fast forward to today, with the events happening around the country, and around the globe in support of Black Lives Matter and overall a message of anti-racism. Nike just released its “For Once Don’t Do It” campaign (https://www.youtube.com/watch?v=drcO2V2m7lw ), making exceptional use of their brand statement “Just Do It” which has been around since 1988 in this new campaign.

Question 1

In your opinion and in light of what has happened over this past summer do you think Nike made the right decision to use Colin?

Question 2

Do you think they should continue to use their brand for activism or do you think they should refrain from doing so? 

You need to support your opinion with reasoning and you also need to include what Nike’s brand strategy, brand message, and brand position are and how that influenced your opinion. 

Case: 30 Points

Quality of Content and Detail for Part I and II: 25 points Grammar/Spelling/Punctuation: 5 points

•  Complete a 2-part assessment in which you analyze and compute financial ratios and interpret the results of a multi-year financial ratio analysis.
  Smart investors also execute due diligence by performing a bit of financial statement analysis (also known as ratio analysis), where financial statement numbers are used to evaluate three characteristics of an organization’s performance: (1) liquidity, (2) profitability, and (3) solvency.
  SHOW LESS
  By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
  • Competency 2: Apply accounting cycle strategies to manage business financial events.
    • Compute financial ratios using accounting data from financial statements.
    • Interpret the results of financial ratios.
    • Interpret trends found in a multi-year financial ratio analysis.
    • Recommend strategies to improve financial trends.
•  Competency Map
  CHECK YOUR PROGRESS
  Use this online tool to track your performance and progress through your course.

  You have reached the end of the organization’s accounting period. The accounting cycle, consisting of recording transactions, transferring to the ledger, and preparing the financial statements, is complete for this calendar or fiscal (an accounting period other than January to December) year. So now, what do you do with all the accounting information that has been gathered? You analyze it, synthesize it, and use it to make decisions concerning the current health of the organization and its future financial direction.
  If you were a potential investor (and had some disposable income to burn), you would mostly likely look through the annual reports of various organizations, read the comments of key decision makers, talk to friends and family members, and make an informed decision about which organization deserves your hard-earned money. Or, you could trust Wall Street to advise you on where to invest your money (but remember, they get a cut of your investment dollars as a commission).

  Questions to Consider

  To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.
  Consider these final reflections:

  • What did you find to be the most complicated?
  • What did you find to be the least complicated?
  • What concept or principle surprised you the most?
  • Which concepts and principles do you believe you will use the most in your professional life

    Required Resources
    The following resources are required to complete the assessment.
    Capella Resources
    Click the links provided to view the following resources:

  • Assessment 5, Part 1 Template.
  • Assessment 5, Part 2 Template.
•  Suggested Resources
  The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.
  Library Resources
  The following e-books or articles from the Capella University Library are linked directly in this course:
  • Fields, E. (2011). The essentials of finance and accounting for nonfinancial managers (2nd ed.). New York, NY: AMACOM Books.
    • Chapter 6, “Key Financial Ratios,” is particularly applicable to the assessment.
•  Course Library Guide
  A Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the BUS-FP3061 – Fundamentals of Accounting Library Guide to help direct your research.
  Internet Resources
  Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.
  • Accounting Basics for Students. (2013). Retrieved from http://www.accounting-basics-for-students.com/
  • Bean Counter’s Free Accounting & Bookkeeping Tutorial Site. (n.d.). Retrieved from http://www.dwmbeancounter.com/moodle/
•  Additional Resources
  The resources listed below are relevant to the topics and assessments in this course and are not required.
  • McCrary, S. A. (2010). Mastering financial accounting essentials: The critical nuts and bolts. Hoboken, NJ: Wiley.
  • Mullis, D., & Orloff, J. (2008). The accounting game: Basic accounting fresh from the lemonade stand. Naperville, IL: Sourcebooks.
  • Shim, J. K., & Siegel, J. G. (2010). Dictionary of accounting terms (5th ed.). Hauppauge, NY: Barrons Educational Series.
• Assessment Instructions

  This assessment includes two parts. Use the templates provided as you complete each part. Both of the templates are linked in the Resources under the Required Resources heading. Note that for Part 2 you will use the template for data but will create your own document to submit.
  Part 1: Ratio Analysis
  Making sense of accounting data on financial statements can be difficult. Thankfully, combining numbers from income statements, balance sheets, and other data provides a starting point to analyze a company’s financial results. You now have the opportunity to demonstrate your prowess by identifying and computing financial ratios.
  Using the Assessment 5, Part 1 Template, analyze and compute the necessary financial ratios. The Financial Statements worksheet in the template contains the income statement, balance sheets, and additional information needed. The Ratio Analysis worksheet contains space for your calculations and answers.
  Part 2: Interpreting Financial Statement Analysis
  What does the calculation of a financial statement ratio represent? How does one year compare to another? Is there a trend to the ratio data? Is the trend positive or negative? What can be done to change the trend? These are some of the questions that can be answered when the ratio data is interpreted. For this part of the assessment, demonstrate your ability to interpret the results of a multi-year financial ratio analysis.
  On the Assessment 5, Part 2 Template you will find selected ratios for a company over a two-year period. Compare the ratios, and in a separate document (Word or Excel), submit your answers to the following questions:

  1. What does the calculation of each ratio represent?
  2. How does year one compare with year two, and what trend can be seen when you compare the two years?
  3. Is the trend from year one to year two positive or negative?
  4. What are the possible reasons for the trend?
  5. What recommendations do you have for turning a negative trend to a positive trend?
•  Submit the completed template for Part 1 and the document you created with answers to the questions for Part 2 for this assessment.

Financial Ratios and Basics of Time Value of Money (TVM) (110 points)

Complete the following problems:

• Problem 4-1: Compound Interest
• Problem 4-2: Future value calculations
• Problem 4-3: Present value calculations
• Problem 4-4:  Financial Ratios
• Problem 4-5: Present value of annuity calculations
• Problem 4-6: Future value of annuity calculations
• Problem 4-7: Annuity Payments

Complete the problems in an Excel spreadsheet. Be sure to show all  your work on the Excel Spreadsheet to receive credit; no hard keys.

 

Required

• Chapter 5 in Foundations  of Finance – The Time Value of Money
• Hamza, H., & Ben, J. K. (2017). Money time value and time preference in Islamic perspective. Turkish Journal of Islamic Economics, 4(2),  19-35.
• Suharto, U. (2018). Riba and interest in Islamic finance: Semantic and  terminological ıssue. International  Journal of Islamic and Middle Eastern Finance and Management, 11(1), 131-138.
• Saraç, M., & Ülev, S. (2017). Investing in  Islamic stocks: A wiser way to achieve genuine interest-free finance. Journal of King Abdulaziz University:  Islamic Economics, 30(SI).  Retrieved from https://ssrn.com/abstract=3061369

This discussion post should be 300-450 words maximum. It must explain ‘why’ with supporting evidence and concepts from the attached course materials only. Include APA in-text citations and reference list. The use of the course materials is required. Please see the discussion question below.

Driving on the Internet Express

In an interesting video embedded below, the presenter, A.C. Markkula, Jr., a co-founder of Apple, takes the position that access to the internet is a privilege and not a right. To curb some of the abuses and harmful effects Markkula suggests (perhaps tongue in cheek or perhaps seriously?) a drivers’ license approach to the internet. In essence, to obtain and maintain your ability to use the internet you would have to go through a process similar to obtaining and retaining your drivers’ license. Describe at least five ethical implications of Markkula’s approach.

Note: This video may not be available in all countries. You may read a summary of the video at this link:

https://www.scu.edu/ethics/internet-ethics-blog/internet-ethics-views-from-silicon-valley/internet-access-is-a-privilege.html