Advanced financial accounting


Question #1: Tree, Inc., has held a 10 percent interest in the stock of Limb Company for several years. Because of the level of ownership, this investment has been accounted for using the fair- value method. At the beginning of the current year, Tree acquires an additional 70 percent interest, which provides the company with control over Limb. In preparing consolidated financial statements for this business combination, how does Tree account for the previous 10 percent ownership interest
Question Two: Franklin, Inc. owns 80% of Prevatt Company. During the current year, a portion of the investment in Prevatt is sold. Prior to recording the sale, Franklin adjusts the book value of its investment. What is the purpose of the adjustment?

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Accounting Principles

1. Assume that a nursing home balance sheet shows total assets of $20 million and total liabilities of $17 million. Can the fund balance be determined with any degree of certainty? Why or why not? If so, what is it?
2. On June 30, payroll of $10,000 was paid to the organization's employees. What accounts would probably be affected by the journal entry on that date? On July 5, it was noted that $2000 of labor was charged to the nursing department in error and should have been charged to radiology. Should the organization bother making a journal entry to correct the error? Why or why not?
3. Why is accounting important for health care organizations?
4. Is it appropriate for health care organizations to make a profit?
5. Is it reasonable to assume that the numbers reported on financial statements will be precisely accurate?
6.Why is there a strong focus on liquid assets?
7. Who can restrict the use of the organization's assets? Who can remove restrictions?

8. What is the difference between charity care and a bad debt?

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Managerial Economics

1. Southwest airlines begins a “Bags Fly Free” campaign, charging no fees for a first and second checked bag. Does this situation best represent producer-producer rivalry, consumer-consumer rivalry or consumer-producer rivalry? Explain
2. What is the maximum amount you would pay for an asset that generates an income of $250,000 at the end of each five years if the opportunity cost of using funds is 8 percent?
3. Suppose that the total benefit and total cost from a continuous activity are respectively given by the following equations: B(Q)=76+24Q-2Q2 and C(Q)=60+6Q [note: MB(Q)=24-4Q and MC (Q)=6]
a.       Write out the equations for the net benefits
b.       What are the net benefits when Q=2? And Q =4?
c.       Write out the equations for the marginal net benefits
d.    What are the marginal benefits when Q=2 and Q=4?
e.     What level of Q maximizes net benefits?
f.       At the value of Q that maximizes net benefits, what is the value of marginal net benefits?
1     4 A firms current profits are $400,000. These profits are expected to grow indefinitely at a constant annual rate of 4%. If the firms’ opportunity cost of funds is 6%. Determine the value of the firm
a.       The instant before it pays out current profits and dividends
b.       The instant after it pays out current profits and dividends
5.   What is the value of a preferred stock that pays a perpetual divided of $125 at the ends of each year when the interest rate is 5%

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Let’s Bury the 5-Paragraph Essay: Long Live Authentic Writing

I checked out Edutopia’s most popular posts of 2015 this week.

These posts account for over one million page views. They represent the best of what resonated with readers. Yet, there is something interesting about them. Not a single one is five paragraphs. Not one has paragraph after paragraph with a topic sentence, supporting details, and a concluding sentence.
One began with a story. Another launched with a rhetorical question. One set up a scenario. None of them had a clear thesis in the introduction, nor a conclusion that repeated what was established in the introduction.
I say all this because the list represents one sampling of authentic writing.
Out of the hundreds of posts it published this year, these posts captivated, grabbed attention, sparked debate, and were shared all over the net.
Yet none of these posts look like the type of writing that appears on standardized tests. Each defies the format taught in countless classrooms every day.
Blog posts represent just one part of a larger pie. Authentic writing includes reports, reviews, and a whole host of other forms that are produced each day by working adults. But they are an important part of that pie. Roughly 173 million blogs exist, and 1.13 million posts are published each day.
Goals of Writing
I always thought that a primary goal of education was to cultivate young minds to be thoughtful, versatile, and never satiated. The instruction of writing does the exact opposite. It is like so much of what’s wrong in education right now. It standardizes and homogenizes rather than individualizes and differentiates.
Dan Millman, author of 17 books including Way of the Peaceful Warrior: A Book That Changes Lives and The Creative Compass: Writing Your Way from Inspiration to Publication, once said,
“I kind of got more interested in writing after I turned in my last college essay and nobody was going to tell me what kind of academic papers to write anymore. I could write whatever I wanted, and I realized that I actually liked it when I could choose what I would write.”

It is time to torch the five-paragraph essay. It is time to offer our students a chance to write authentically.
Where We Went Wrong
During the Age of Enlightenment, essays were a favored tool of polemicists who aimed at convincing readers of their position. The Frenchman Michel de Montaigne was the first author to describe his work as essays; he used the term to characterize these as “attempts” to put his thoughts into writing. Virginia Woolf believed that “A good essay must have this permanent quality about it; it must draw its curtain round us, but it must be a curtain that shuts us in not out.”
Yet as the essayist and technologist Paul Graham points out where we started going wrong. It coincides with the late 19th-century rise of the industrial model of education.
In 1892 the National Education Association “formally recommended that literature and composition be unified in the high school course.” [4] The ‘riting component of the 3 Rs then morphed into English, with the bizarre consequence that high school students now had to write about English literature– to write, without even realizing it, imitations of whatever English professors had been publishing in their journals a few decades before.
It’s no wonder if this seems to the student a pointless exercise, because we’re now three steps removed from real work: the students are imitating English professors, who are imitating classical scholars, who are merely the inheritors of a tradition growing out of what was, 700 years ago, fascinating and urgently needed work.
Standardized testing has only compounded the problem. By its very definition, to standardize means to make something conform, to make homogenous. And since what gets tested gets taught, all originality, creativity, and authenticity has been sucked out of student writing to standardize it for an exam.
How do we create fascinating and urgently needed work? How do we develop a permanence with our students and their writing that invites the reader behind the curtain to see something?
4 Keys to Authentic Writing
#1 Freedom
What I once did: Assign topics.
What I’m now doing: Not giving topics. I am challenging my students to tell me what they believe is worth writing about on a given subject.
Why I am doing it: It is not about me, it is about them. When I assign topics I am implicitly telling my students what I believe is important and disregarding their thoughts. Their writing will always be disingenuous it is conforming to my train of thinking.   Authenticity occurs when I value their choice of topic, not mine.
#2 Publishing
What I once did: My students wrote for an audience of one — me.
What I’m now doing: My  students are publishing their writing.
Why I am doing it: I do a blogging unit with my students each year because their writing needs to exist beyond the four walls of the classroom. Publishing their writing forces them to consider an audience beyond the teacher. Their peers may see it. They can show it to their parents. Perception is everything to them and knowing that their work will be seen by others, my students spend more on grammar, mechanics, and meaning. This didn’t always happen when it was for my eyes only.
#3 Simpler Rubrics
What I once did: Issue standard rubrics for each assignment with a matrix of 20+ boxes.
What I now do: I invite students to create the rubric with me, creating simpler ones that value originality and clarity.
Why I am doing it: Most rubrics confuse or overwhelm students more than they help them. They rarely deliver their promised precision. Just as standardizing test can compromise the quality of teaching, elaborate rubrics may compromise the quality of writing. Too many result in writing that serves the scoring hierarchy of the rubric rather than the spirit of the assignment, resulting in bland, unoriginal compositions.
#4 Model Style
What I once did: Teach a format.
What I now do: Talk more about style and less about format.
Why I am doing it: Formats confine. They box you in. They limit where you can go. By discussing style, sharing mentor texts of varying styles, I am encouraging my students to be exist beyond those limitations and operate on a higher level. Formats may change but style endures.[bctt tweet=” Formats may change but style endures.”]
Read Part II of this post: Authentic Writing: What It Means and How to Do It in which nine teacher share their understanding of authentic writing and the assignments that lead to it.
I hope you will share your best assignments in the comments section below. I will feature them in a follow up post next week, a roundup of authentic writing assignments, so that other can learn from you and you can learn from others.

Return on Investment (ROI) Analysis in HIT Planning

Description / paper instructions
Determining the (TCO) or total cost of ownership for a strategic information system investment is a critical part of the leaders' role in using technology in a transforming way. The Return on Investment Analysis depends upon reliable estimates of both the capital outlay and ongoing operational costs associated with the initiative over a period of time. This Assignment focuses on outlining both the capital and ongoing operational costs associated with a typical technology investment. You will outline the costs and, as importantly, the assumptions that you used in deriving these financial estimates.

To prepare:
Review the Pro Forma Explanation Material and HIT Program Pro Forma Template in the Learning Resources. (Attachment)

Write an APA style paper, addressing the following elements for the scenario that you chose in Week 3 (Telemedicine for Rural-Based Health Facility) (Attachment). This will also be the scenario used to complete your Final Project. For this Assignment, address the financial element of the project Charter used to plan the acquisition of an HIT solution for the setting of choice. The financial analysis has two parts:

Using the HIT Pro Forma Template provided in your Learning resources, complete the anticipated capital and operating costs of the HIT solution that you are proposing.

Justify the assumptions that you used in your proforma.

Note: Your Assignment should show effective application of triangulation of content and resources to show your conclusion and recommendations.

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DUE DATE: 11:59pm WST Friday 21st October 2016 (Submit via Blackboard)

This assignment requires you to analyse and interpret the data in the table below (i.e. the data from Assessment Two Part One) by completing a series of set tasks. The data was collected from 22 participants, each of whom had their resting heart rate measured and recorded after they had been lying down for 15 minutes. While resting heart rate is generally lower the fitter you are, it can also be influenced by other factors. Hence the participants also had their height and weight measured and recorded, and provided information about their age, gender and smoking status.

The variables in the data are:
Resting Heart Rate The resting heart rate of the participant in beats per minute (bpm)
Age The age of the participant
Gender Whether the participant is male or female
Height The height of the participant in centimetres (cm)
Weight The weight of the participant in kilograms (kg)
Smoking Status Whether the participant is a non-smoker, or whether they smoke
occasionally or regularly

The data relating to these variables for the 22 participants is as follows:
Resting Heart Rate (bpm) Age Gender Height (cm) Weight (kg) Smoking Status
62 18 Male 178 80.3 Non-smoker
70 25 Female 165 57.2 Occasionally
63 63 Male 172.5 75.4 Non-smoker
59 47 Male 185 77.3 Non-smoker
72 50 Female 167 63.2 Occasionally
68 28 Female 155.5 55.1 Non-smoker
69 33 Male 166 65.2 Occasionally
80 39 Female 170 63.1 Regularly
64 38 Male 175 70.3 Non-smoker
70 45 Male 181.5 92.6 Occasionally
75 19 Female 167 57.3 Regularly
67 24 Female 152 53.2 Non-smoker
73 65 Male 165.5 64.3 Regularly
70 58 Female 180.5 62.1 Non-smoker
75 42 Male 185 93.2 Regularly
72 39 Female 173 65.4 Occasionally
71 21 Female 174 82.1 Non-smoker
65 22 Male 190.5 101.4 Non-smoker
81 61 Female 159 58.9 Regularly
57 38 Male 178.5 83.5 Non-smoker
62 53 Female 154 55.3 Non-smoker
67 27 Female 172 64.5 Non-smoker
Use the information provided on the previous page to complete the following tasks (show working where you can, as in some cases this may allow you to obtain partial marks for incorrect solutions, and give all answers to 2 decimal places unless otherwise specified):

1. Display the Gender and Smoking Status variables in a cross-tabulation, and use it to determine what percentage of the male participants smoke.               (5 marks)

2. Create a scatter plot to display the relationship between the Resting Heart Rate and Age variables, then determine the correlation coefficient and comment on the relationship (if any) between the variables.         (5 marks)

3. A follow-up to this study is going to involve the participants recording their heart rate during moderate to intense physical activity. This should be about 70% of the person’s maximum heart rate (i.e. the upper limit of how fast their heart can beat), which can be estimated by subtracting their age from 220. Use this information to complete the following:
a. Write an equation giving a person’s approximate ‘target’ heart rate during moderate to intense physical activity in terms of their estimated maximum heart rate, using T to represent the Target Heart Rate variable and M to represent the Maximum Heart Rate variable. (1 mark)

b. Write an equation giving a person’s estimated maximum heart rate (M) in terms of their age, using A to represent the Age variable. (1 mark)

c. Use the two equations you have created previously to write an equation in slope-intercept form giving a person’s approximate target heart rate (T) during moderate to intense physical activity in terms of their age (A).             (2 marks)

d. Use your equation in c. to determine an approximate target heart rate for the participant who is 18, rounded to the nearest whole number.             (2 marks)

e. Use your equation in c. to determine what the age of a person with a target heart rate of 133bpm should be.             (3 marks)

f. Your equations in a., b. and c. all define what kind of functions? (1 mark)

4. The histogram and box plot below display the distribution of the Resting Heart Rate variable for the participants:

Furthermore, the skewness of this sample is 0.098, while the kurtosis is -0.185. Use this information to complete the following:
a. Explain how you can use the histogram, box plot, skewness and kurtosis to conclude that the Resting Heart Rate variable is normally distributed in this sample.     (4 marks)

b. Given that the sample is normally distributed and has a mean of 68.73bpm and standard deviation of 6.19bpm, determine the probability that a person selected at random from the sample has a Resting Heart Rate greater than 70bpm.     (3 marks)

The data from these participants is going to be used to make predictions for a larger population, and as such can be considered a sample. Use this information to complete the remaining questions:
5. Complete the following:    
a. Calculate the sample standard deviation of the Weight variable, rounded to two decimal places.     (2 marks)

b. This sample standard deviation can be used to estimate the standard deviation for a larger population; what term do we use to refer to such a sample statistic?       (1 mark)

c. The 95% confidence interval for the Age variable is (32.23, 45.50). Explain how you can use it to determine the sample mean of the variable, and determine this sample mean rounded to the nearest whole number.                   (2 marks)

d. Explain how you would interpret the 95% confidence interval provided in c. in terms of the population mean for the Age variable.       (1 mark)

6. Given that the Resting Heart Rate variable is Normally distributed, determine:  
a. Null and alternative hypotheses, for testing whether the population mean for the Resting Heart Rate variable is equal to 68bpm.     (2 marks)

b. What statistical test would be best to use to test these hypotheses?       (1 mark)

c. If the hypothesis test above is conducted with a level of significance of 5%, and the resulting p value is 0.587, what conclusion would this lead the researcher to and why?     (2 marks)

d. What statistical test would be used to test whether the population mean of the Resting Heart Rate variable is the same for non-smokers, occasional smokers and regular smokers?   (1 mark)

e. What statistical test would be used to test whether there is an association between the Resting Heart Rate and Weight variables in the population?       (1 mark)

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Help with Business Ethic– Midterm Examination

Business Ethics – Midterm Examination

Fall 2016
Often times, both in class and in the media, you will hear the term “corporate
culture.” Thus far, we have discussed and analyzed various theories and how the corporate
culture is developed, altered, and maintained.
As future business managers, you may be placed in a situation that requires you to
act as a rudder for the business’ ethical direction. For the examination, there is a fact
pattern that details the business environment you have just entered. You are tasked with
writing the new business code of conduct to help “right the ship” after a slew of missteps
and mishaps, by both upper management and entry level employees.
Please rely on the material in the handout that is found in Week 4 as a Supplemental
Item in Blackboard. Use the format and examples set there.
While you may collaborate with other individuals in class, please note that you must
turn in your own variation. This is very much and individual project.
The call of the question and directions for answering will be found at the end of the
fact pattern.
To: New President of the Board of Directors
From: The “interim” CEO
Welcome to 32 Entertainment, Inc.! We are very excited to have you aboard. As we
discussed in our initial meeting, we drastically need to change the direction of the company
after some very unfortunate events occurred. While we understand that our reputation
may have been bruised by said events, we believe that we can salvage the company as long
as we have the right ethical tone to carry us forward. I have summarized each of our recent
issues to help guide you.
About a year ago, one of our staff accountants discovered a an account labeled
“Atlanta Expenses” that had very large deposits and withdrawals that were not traced to
qualified or detailed expenses. After further investigation, and a private investigator, we
discovered that the funds from said account were being wired to an account with our COO’s
name on it! We have been able to distance ourselves from the COO and the media never got
wind of the account so the public is clueless (as of now). However, more than $375,000.00
went “off the books.” Some of the COO’s closest colleagues as well as other officers of the
company are being questioned. We need to clean that department up!
As you are aware, we have two major stories that seem to be trending in the media.
First, there is the alleged sexual harassment case with Patricia Party, one of our Vice
Presidents, and the junior sales associate Brad Bland. Bland is claiming that after engaging
in a consensual relationship with Party for more than a year, and by the way she is 30 years

his senior, he broke it off. However, he claims that since he broke it off in May of this year,
Party has been calling him day and night, texting him, emailing him nude photos, and even
groping him in the halls, all in an attempt to win him back. He has now filed a lawsuit
against her and the company. He claims that not only was there a violation, but our
company does not have proper training or prevention programs in place.
The other major story is our pollution problem. As you know, we specialize in
plastics. We have been hammered in the media recently for our lack of initiative in
reducing our carbon footprint, particularly with our manufacturing plants in Brazil and
Thailand. One media outlet claims we are “behind the times, antiquated, and just plane
stupid.” We need to change our culture. However, these foreign factories are essential to
keeping are profit margins robust - find a balance!
Lastly, we have struggled in our charitable contributions department. We need to
create a culture of giving, but we don’t have a direction or even a good cause. We need a
philosophy to get behind.
And don’t forget – we are 32 Entertainment, Inc. We sell plastics to the prop houses
for movies and television shows. We employ 2,500 people worldwide and are based out of
Los Angeles, California – where the stars live.
Here is what I need you to do:
1. Create A Code of Conduct that will not only address the specific problems,
but lay the general foundation for a new corporate culture. It needs to be
both generic (broad) and specific to us. We are looking for 8-12 ethical
2. Draft a company mission statement – short and sweet. Have it try and
incorporate the feel from the Code of Conduct.
3. Lastly, I need you to tell me how we are going to implement this. Give me
details on how all 2,500 people will be trained, reminded, and eventually
start believing in the corporate shift in our ethical tone.
4. The final product should be somewhere between 10 and 20 pages double
Good Luck!

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Help With my accounting homework

  1. Discuss the differences and similarities of common stock, preferred stock, and treasury stock.  How is each issued by a company? 
  2. Assume that you are an investor interested in purchasing stock.  What are some ways you could find information on a company and its stock offerings?
  3. Discuss the differences and similarities in issuing bonds and stocks.  What are the benefits to a company of issuing one over another?
  4. As an investor, what are the pros and cons of investing in either?  Why would you choose one over the other?
  5. Under what circumstances does a company prepare consolidated financial statements? Provide an example of a consolidated financial statement and a brief explanation of the parent company and its subsidiaries.
  6. Discuss the three primary activities on the Statement of Cash Flows.  Provide examples of activities for each category
  7. Discuss the difference between the direct and indirect method of reporting cash flows. Why is the indirect method used instead of the direct method for reporting?
  8. Managerial decision making is based on controlling cost which is classified by five categories: behavior, traceability, controllability, relevance, and function.  Using these categories, provide examples of each and discuss the determining factor(s) to consider when deciding to assign a cost to products or services. 

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