The document provides information for the audit of EastJet, a small airline, by Carter & McLean accounting firm. It includes EastJet's interim financial statements, notes from an audit planning meeting, and notes on work done by a junior auditor on accounts receivable and property, plant, and equipment. The financial statements show a decrease in profit for the first six months of the year. Notes from the meeting indicate issues with two customers going bankrupt, a damaged plane, and plans to lease additional planes. The junior auditor's work on accounts receivable and property failed to address several issues but concluded the accounts were fairly stated.
Auditing Project Fall 2014 Do Not Copy Auditi.docxikirkton
Auditing Project Fall 2014
Do Not Copy
Auditing Project Due December 2nd
Carter & McLean, a Halifax accounting firm, has just taken on the audit of EastJet, a small
airline providing private charter service that began operations in 2005. The airline is owned by
Dave Wilson and Ron Joyce. The previous auditor has resigned because of poor health. You are
an audit senior with Carter & McLean and have been asked to work on the audit.
EastJet uses rented facilities at Halifax International airport. It has purchased three of its
airplanes and is leasing six other planes. It employs six pilots full time and has a database of
pilots that can be called if additional flights are required at any given time.
EastJet has done well since it began operations but Carter and McLean are concerned about the
profit for the first six months of this year. In addition, two of EastJet’s planes have been
grounded because of faulty electrical connections. The warranty has expired on these planes.
You held an audit planning meeting with Dave Wilson, Ron Joyce and Bill Carter, the partner.
You were provided with the interim financial statements for the first six months of the current
year along with the prior year audited statements (Appendix 1). Your notes for the meeting are in
Appendix 2.
A junior accountant from your office has done work on the accounts receivables and property
plant and equipment. The work done is documented in Appendix 3.
Required:
1. Perform the planning analytical review for the financial statements of EastJet, analyzing
the key movements. Include supporting calculations. (10 marks)
2. Using the audit notes that you took, identify the audit risks and explain how each audit
risk could result in a material misstatement in the financial statements. Design the audit
approach for each significant audit risk identified. Present your answer in a table with
column one identifying the risk and column two explaining the risk. (20 marks)
3. Calculate planning materiality for the 2014 fiscal year-end audit. Provide both
quantitative and qualitative analysis supporting your figure for preliminary materiality. (5
marks)
4. Evaluate the audit work done by the audit junior on the accounts receivable and property
plant and equipment and outline additional procedures that should be performed by the
audit team on future work in this area.(20 marks)
Auditing Project Fall 2014
Do Not Copy
5. Prepare the property, plant and equipment (PPE) audit program that will be used by
Carter & McLean accounting for the December 31, 2014, fiscal year-end audit of EastJet.
(20 Marks)
6. Discuss the importance of documentation in the audit file and identify which parts of the
audit file require documentation.(10 marks)
7. Assume the 2014 fiscal year-end audit of EastJet is completed and that Carter and
McLean Accounting has determined that the financial statements of Eas ...
Florida Institute of TechnologyBISKAVM 3201 – Coursework 8.docxAKHIL969626
Florida Institute of Technology
BISK
AVM 3201 – Coursework 8
Calculate ASV for the airport conditions given the information provided in the worksheet below. Annual demand at the airport is 234,000 operations. The ADPM operations are 749 and peak hour demand is 55. Answer Questions 1 through 4. You will need to reference the Aviation Planning Textbook Chapter 5 and/or FAA AC 150-5060-5 for the methodology.
1. Complete the worksheet below. Type in your answers in the textbox provided in each blank square.
2. Calculate ASV using the formula ASV = Cw *D * H
3. Based on your calculated ASV, what would you expect at this airport?
4. What would you recommend for this airport?
1
Answer post under topic question.
300 words – APA format – CHFD discussion post main
1. Reflecting on the patterns of adolescent development described in the readings, how much did your adolescent peer group follow the developmental patterns you studied? What aspect of adolescent development do you think is the most challenging for today's adolescents and why? Be sure to support your writing with references/resources. Simply giving an opinion is not sufficient.
300 word response -----APA FORMAT
2. Forum Question: soc212
Go to the following site:
http://www.humansofnewyork.com/
and explore several of the Series featured under the home page "Series" link. At this time, do not explore the "Stories" or "Countries" links.
Referring to some of the social problems you noticed as operating in the Series, answer one of the following questions:
What are one or more important sociological issues in health and medicine in the world today that you observed in the Series you explored? What are some data you can find to show the prevalence of these issues, and what groups of people do these issues affect most?
250 words --- apa format
3. Humanistic and Existential Perspectives
Contrast the Humanistic and Existential perspectives as they pertain to the concept of personality. Which philosophical assumptions were most important to Rogers? Using the Existential framework, how do times of change and crisis lead us to reconsider our values?
Florida Institute of Technology
BISK
AVM 3201 – Coursework 7
Compute Hourly Delay using the calculated data from Coursework 6 (Hourly Capacity) given the following new information. You will need to reference the Aviation Planning Textbook Chapter 5 and/or FAA AC 150-5060-5 for the methodology and FAA figures.
Peak 15 minute demand
· VFR = 18 operations
· IFR = 12 operations
1. Complete the worksheet below.Type in your answers in each blank square.
RWY-USE CONFIGURATION
DELAY FIG. NO.
CAPACITY
DEMAND
D/C RATIO
PERCENT
ARRIVALS
MIX
INDEX
Arrival Delay
Depart. Delay
Demand Profile Factor DDF
AVERAGE DELAY (MINUTES)
HOURLY DELAY (MINUTES)
SKETCH
NO.
VFR
IFR
HOURLY
15 MIN.
Index
ADI
Factor ADF
Index
DDI
Factor DDF
ARR.
DEP.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16 ...
Question 1 – Exercise 8.3Why is it not possible in Example 8.1 o.docxIRESH3
Question 1 – Exercise 8.3
Why is it not possible in Example 8.1 on page 256 to have 100% confidence? Explain.
Answer
If you have 100% confidence in the value of the calculated mean, then have the true population mean and the only way to have the true population mean is to use the entire population, which they did not do in Example 8.1.
Question 2 – Exercise 8.19
The file Sedans contains the overall miles per gallon (MPG) of 2009 sedans priced under $20.000.
27
31
30
28
27
24
29
32
32
27
26
26
25
26
25
24
Source: Data extracted from “Vehicle Ratings,” Consumer Reports, April 2009, p. 27
a) Construct a 95% confidence interval estimate for the population mean MPG of 2009 sedans (4-cylinder) priced under $20.000, assuming a normal distribution.
b) Interpret the interval constructed in (a).
c) Compare the results in (a) to those in Problem 8.20 (a)
Note: To answer Question 2 – Exercise 8.19 I did Question 2 – Exercise 8.20(a) offline.
Question 2 – Exercise 8.19 is continued on the next page…
Question 2 – Exercise 8.19 (Continued…)
Answer: Part (a)
Answer: Part (b)
I can be 95% confident that the true population mean of MPG of 2009 sedans (4-cylinder) priced under $20,000 is between 26.0215 and 28.8535 assuming a normal distribution.
Answer: Part (c)
I can be 95% confident that the true population mean of MPG of 2009 small SUV’s is less than the true population mean of MPG of 2009 sedans (4-cylinder) priced under $20,000 since the two confidence intervals do not overlap.
Question 3 – Exercise 8.22
One of the major measures of the quality of service provided by any organization is the speed with which t responds to customer complaints. A large family-held department store selling furniture and flooring, including carpet, had undergone a major expansion in the past several years. In particular, the flooring department had expanded from 2 installation crews. The store had the business objective of improving its response to complaints. The variable of interest was defined as the number of days between when the complaint was made and when it was resolved. Data were collected from 50 complaints that were made in the last year. The data were stored in Furniture and are as follows:
54
5
35
137
31
27
152
2
123
81
11
19
126
110
110
29
61
35
94
31
12
4
165
32
29
28
29
26
25
1
13
10
5
27
4
52
30
22
36
26
33
68
74
27
26
5
14
13
20
23
a) Construct a 95% confidence interval estimate for the population mean number of days between the receipt of a complaint and the resolution of the complaint.
b) What assumption must you make about the population distribution in order to construct the confidence interval estimate in (a)?
c) Do you think that the assumption needed in order to construct the confidence interval estimate in (a) is valid? Explain
d) What effect might your conclusion in (c) have on the validity of the results in (a)?
Question 3 – Exercise 8.22 is continued on the next page…
Question 3 – Exercise 8.22 (Continued)
Answer: Part (a)
...
FOR MORE CLASSES VISIT
www.qnt561nerd.com
QNT 561 Final Exam Guide (New, 2017)
QNT 561 Week 1 Assignment Statistics Concepts and Descriptive Measures Instructions (Financial Data)
QNT 561 Week 1 Assignment Statistics Concepts and Descriptive Measures Instructions (Consumer Food)
QNT 561 Week 2 Case Study MBA Schools in Asia Pacific (2 Papers)
QNT 561 Week 3 Case Study SuperFun Toys (2 Papers)
QNT 561 Week 3 Assignment Expansion Strategy and Establishing a Re-Order Point
QNT 561 Week 4 Case the Payment Time
QNT 561 Week 5 Spicy Wings Case Study
Assignment 5Hi Prof. Dan,This assignment is just a continuat.docxssuser562afc1
Assignment 5
Hi Prof. Dan,
This assignment is just a continuation of assignment 3 & 4 that you completed for me on Repeat Offenders and the solutions that I am incorporating which are education, treatment, and guaranteed job placement. I also thought about incorporating an alternative sentencing home which could be an alternative to prison while the offender completes the three phases. This assignment focuses on the financial aspect of the project and is a power point. If you do not have copies of the past assignments you’ve done and need to see them let me know. Thank you so much for your help.
As the Finance Director of the local police department, you are requested to prepare a presentation for the funding of your solution during the annual budget hearing of the city council. It is important that you include all costs associated with the solution as the city council does not provide additional funding if the actual cost would exceed the proposed cost. If additional costs would arise, it could result in the failure of the solution. Estimate the costs associated with the implementation of your proposed solution and focus on the following:
· Provide a cost estimate for the solution. Use a table or spreadsheet format to display your numerical estimates.
· Identify factors that could increase the estimated costs.
· Present examples why your proposal is cost effective.
· Research state and federal sources of funding for your solution.
Incorporate appropriate animations, photos, tables, spread sheets and graphics for each slide.
Support your presentation with at least three (3) scholarly resources. In addition to these specified resources, other appropriate scholarly resources may be included.
Length: 12-15 slides (with a separate reference slide), plus chart or Excel spreadsheet
Notes Length: 100-150 words for each slide
Adverse Event Reporting
Read Chapters 5, 6, and 7 in our textbook. After reviewing this week’s required reading, consider the following scenario: You are the lead of the risk management team that has been assigned to evaluate an incident that has occurred. You will be preparing a report for the CEO of the hospital that includes all system failures that contributed to the adverse event as well as utilizing a CQI tool. You will be using the Adverse Event template to complete the three parts to the assignment. Note: If you have responded substantively to each of the content items within the three parts of the assignment, the paper should be between six and seven pages.
Part One: Description of Adverse Event (Complete Part One of the Adverse Event template)
· Choose an adverse event from the following list:
· Medication error
· Patient falls
· Post-operative hemorrhage
· Data - Patient Safety Event For XYZ Hospital for 20XX through 20YY
# of Discharges
# of Surgical Cases
# of Medication Errors
# of Patient Falls
# of Post Operative Hemorrhage
20XX
20YY
20XX
20YY
20XX
20YY
20XX
20YY
20XX
20YY
Jan ...
ACC 207 Final Project Guidelines and Rubric Overview .docxnettletondevon
ACC 207 Final Project Guidelines and Rubric
Overview
The final project for this course is the creation of a quantitative analysis with a memo to management.
Classifying a company’s costs allows for an in-depth analysis of the impact that changes in output have on revenues, costs, and net income or net loss. A cost-
volume-profit (CVP) analysis will be completed in order to determine the breakeven point. Relevant costs will be used to prepare a flexible budget. Additionally,
an appropriate costing system should be selected and the choice should be substantiated with reasonable rationale. Finally, a memo should be prepared for
management that summarizes the results of the quantitative analysis and makes recommendations for an optimal costing system to be ethically used by key
decision makers.
The project is divided into three milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. These milestones will be submitted in Modules Two, Four, and Five. The quantitative analysis with a memo to management will be submitted in
Module Seven.
In this assignment, you will demonstrate your mastery of the following course outcomes:
Utilize cost behavior and cost analysis to assist decision makers in planning and adding value to the business
Prepare a flexible budget for supporting informed managerial decision making
Interpret variances for determining the optimal costing system to fit an organization’s internal accounting needs
Interpret the role of ethics in cost accounting for determining its impact on decision making
Prompt
In this assignment, multiple analyses will be conducted in order to obtain a company’s financial information specific to company costs.
MDE manufactures outdoor garden items such as lawn ornaments and bird feeders. MDE uses a standard costing system to set standards for direct materials,
labor, and overhead costs. MDE reviews and revises standards as necessary. Recently, budget variances for bird feeders have caused some concern. You, the
company’s cost accountant, have been asked to examine the numbers for the product, explain the variances, and suggest ways to improve performance.
Specifically, the following critical elements must be addressed:
You will begin by using the MDE Manufacturing Budget (Table I) to analyze costs, contribution margin, and breakeven point for the bird feeder division. You will
then analyze the actual costs and complete a cost-volume-profit (CVP) analysis to determine how many bird feeders must be sold at the current cost and sales
price level to earn a $10,000 profit and how much the sales price would have to increase to earn a $10,000 profit at the same cost and sales volume level. Use
Tabs 1 and 2 of the Student Workbook.
I. Costs
a) Classify all product and period costs appropriately.
b) Compute a cost-volume-profit analysis. What are the implications of thi.
List from 1 – 10 1. Chanel Black Dress 2. Women’s suit 3. .docxcroysierkathey
List from 1 – 10
1. Chanel Black Dress
2. Women’s suit
3. Sports wear
4. Lace
5. High wasted jeans
6. Athletic shoes
7. Fitted clothing (like the kardashians)
8. Yoga attire
9. Oversized jackets
10. Colorful shoes
BN208 Networked Applications
Prepared by Dr Shaleeza Sohail Moderated by: Dr Fariza Sabrina Apr 2018
Assessment Details and Submission Guidelines
Unit Code BN208
Unit Title Networked Applications
Assessment Type Individual Assignment 2 (T1_2018)
Assessment Title Analyse Network Performance (Assignment Two)
Purpose of the
assessment (with
ULO Mapping)
This assignment assesses the following Unit Learning Outcomes; students should
be able to demonstrate their achievements in them.
d) Discuss performance and deployment issues for networked
applications;
e) Utilise appropriate industry tools and techniques to manage
networked applications
Weight 15%
Total Marks 50
Word limit 1000 – 1500
Due Date 1st of June 2018 (23:55) Friday Week 11
Submission
Guidelines
All work must be submitted on Moodle by the due date along with a
completed Assessment Cover Page.
The assessment must be in MS Word format, 1.15 spacing, 12-pt Calibri
(Body) font and normal margins on all four sides of your page with
appropriate section headings.
Reference sources must be cited in the text of the report, and listed
appropriately at the end in a reference list using IEEE referencing style.
The report should be in MS word format submitted on Moodle on time.
Extension If an extension of time to submit work is required, a Special Consideration
Application must be submitted directly to the School's Administration Officer,
in Melbourne on Level 6 or in Sydney on Level 7. You must submit this
application three working days prior to the due date of the assessment. Further
information is available at:
http://www.mit.edu.au/about-mit/institute-publications/policies-
procedures-and-guidelines/specialconsiderationdeferment
Academic
Misconduct
Academic Misconduct is a serious offence. Depending on the seriousness of the
case, penalties can vary from a written warning or zero marks to exclusion from
the course or rescinding the degree. Students should make themselves familiar
with the full policy and procedure available at:
http://www.mit.edu.au/about-mit/institute-publications/policies-
procedures-and-guidelines/Plagiarism-Academic-Misconduct-Policy-
Procedure.
http://www.mit.edu.au/about
http://www.mit.edu.au/about
http://www.mit.edu.au/about-mit/institute-publications/policies-procedures-and-guidelines/special-considerationdeferment
http://www.mit.edu.au/about-mit/institute-publications/policies-procedures-and-guidelines/special-considerationdeferment
http://www.mit.edu.au/about-mit/institute-publications/policies-procedures-and-guidelines/special-considerationdeferment
http://www.mit.edu.au/about-mit/institute-publications/polic ...
Auditing Project Fall 2014 Do Not Copy Auditi.docxikirkton
Auditing Project Fall 2014
Do Not Copy
Auditing Project Due December 2nd
Carter & McLean, a Halifax accounting firm, has just taken on the audit of EastJet, a small
airline providing private charter service that began operations in 2005. The airline is owned by
Dave Wilson and Ron Joyce. The previous auditor has resigned because of poor health. You are
an audit senior with Carter & McLean and have been asked to work on the audit.
EastJet uses rented facilities at Halifax International airport. It has purchased three of its
airplanes and is leasing six other planes. It employs six pilots full time and has a database of
pilots that can be called if additional flights are required at any given time.
EastJet has done well since it began operations but Carter and McLean are concerned about the
profit for the first six months of this year. In addition, two of EastJet’s planes have been
grounded because of faulty electrical connections. The warranty has expired on these planes.
You held an audit planning meeting with Dave Wilson, Ron Joyce and Bill Carter, the partner.
You were provided with the interim financial statements for the first six months of the current
year along with the prior year audited statements (Appendix 1). Your notes for the meeting are in
Appendix 2.
A junior accountant from your office has done work on the accounts receivables and property
plant and equipment. The work done is documented in Appendix 3.
Required:
1. Perform the planning analytical review for the financial statements of EastJet, analyzing
the key movements. Include supporting calculations. (10 marks)
2. Using the audit notes that you took, identify the audit risks and explain how each audit
risk could result in a material misstatement in the financial statements. Design the audit
approach for each significant audit risk identified. Present your answer in a table with
column one identifying the risk and column two explaining the risk. (20 marks)
3. Calculate planning materiality for the 2014 fiscal year-end audit. Provide both
quantitative and qualitative analysis supporting your figure for preliminary materiality. (5
marks)
4. Evaluate the audit work done by the audit junior on the accounts receivable and property
plant and equipment and outline additional procedures that should be performed by the
audit team on future work in this area.(20 marks)
Auditing Project Fall 2014
Do Not Copy
5. Prepare the property, plant and equipment (PPE) audit program that will be used by
Carter & McLean accounting for the December 31, 2014, fiscal year-end audit of EastJet.
(20 Marks)
6. Discuss the importance of documentation in the audit file and identify which parts of the
audit file require documentation.(10 marks)
7. Assume the 2014 fiscal year-end audit of EastJet is completed and that Carter and
McLean Accounting has determined that the financial statements of Eas ...
Florida Institute of TechnologyBISKAVM 3201 – Coursework 8.docxAKHIL969626
Florida Institute of Technology
BISK
AVM 3201 – Coursework 8
Calculate ASV for the airport conditions given the information provided in the worksheet below. Annual demand at the airport is 234,000 operations. The ADPM operations are 749 and peak hour demand is 55. Answer Questions 1 through 4. You will need to reference the Aviation Planning Textbook Chapter 5 and/or FAA AC 150-5060-5 for the methodology.
1. Complete the worksheet below. Type in your answers in the textbox provided in each blank square.
2. Calculate ASV using the formula ASV = Cw *D * H
3. Based on your calculated ASV, what would you expect at this airport?
4. What would you recommend for this airport?
1
Answer post under topic question.
300 words – APA format – CHFD discussion post main
1. Reflecting on the patterns of adolescent development described in the readings, how much did your adolescent peer group follow the developmental patterns you studied? What aspect of adolescent development do you think is the most challenging for today's adolescents and why? Be sure to support your writing with references/resources. Simply giving an opinion is not sufficient.
300 word response -----APA FORMAT
2. Forum Question: soc212
Go to the following site:
http://www.humansofnewyork.com/
and explore several of the Series featured under the home page "Series" link. At this time, do not explore the "Stories" or "Countries" links.
Referring to some of the social problems you noticed as operating in the Series, answer one of the following questions:
What are one or more important sociological issues in health and medicine in the world today that you observed in the Series you explored? What are some data you can find to show the prevalence of these issues, and what groups of people do these issues affect most?
250 words --- apa format
3. Humanistic and Existential Perspectives
Contrast the Humanistic and Existential perspectives as they pertain to the concept of personality. Which philosophical assumptions were most important to Rogers? Using the Existential framework, how do times of change and crisis lead us to reconsider our values?
Florida Institute of Technology
BISK
AVM 3201 – Coursework 7
Compute Hourly Delay using the calculated data from Coursework 6 (Hourly Capacity) given the following new information. You will need to reference the Aviation Planning Textbook Chapter 5 and/or FAA AC 150-5060-5 for the methodology and FAA figures.
Peak 15 minute demand
· VFR = 18 operations
· IFR = 12 operations
1. Complete the worksheet below.Type in your answers in each blank square.
RWY-USE CONFIGURATION
DELAY FIG. NO.
CAPACITY
DEMAND
D/C RATIO
PERCENT
ARRIVALS
MIX
INDEX
Arrival Delay
Depart. Delay
Demand Profile Factor DDF
AVERAGE DELAY (MINUTES)
HOURLY DELAY (MINUTES)
SKETCH
NO.
VFR
IFR
HOURLY
15 MIN.
Index
ADI
Factor ADF
Index
DDI
Factor DDF
ARR.
DEP.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16 ...
Question 1 – Exercise 8.3Why is it not possible in Example 8.1 o.docxIRESH3
Question 1 – Exercise 8.3
Why is it not possible in Example 8.1 on page 256 to have 100% confidence? Explain.
Answer
If you have 100% confidence in the value of the calculated mean, then have the true population mean and the only way to have the true population mean is to use the entire population, which they did not do in Example 8.1.
Question 2 – Exercise 8.19
The file Sedans contains the overall miles per gallon (MPG) of 2009 sedans priced under $20.000.
27
31
30
28
27
24
29
32
32
27
26
26
25
26
25
24
Source: Data extracted from “Vehicle Ratings,” Consumer Reports, April 2009, p. 27
a) Construct a 95% confidence interval estimate for the population mean MPG of 2009 sedans (4-cylinder) priced under $20.000, assuming a normal distribution.
b) Interpret the interval constructed in (a).
c) Compare the results in (a) to those in Problem 8.20 (a)
Note: To answer Question 2 – Exercise 8.19 I did Question 2 – Exercise 8.20(a) offline.
Question 2 – Exercise 8.19 is continued on the next page…
Question 2 – Exercise 8.19 (Continued…)
Answer: Part (a)
Answer: Part (b)
I can be 95% confident that the true population mean of MPG of 2009 sedans (4-cylinder) priced under $20,000 is between 26.0215 and 28.8535 assuming a normal distribution.
Answer: Part (c)
I can be 95% confident that the true population mean of MPG of 2009 small SUV’s is less than the true population mean of MPG of 2009 sedans (4-cylinder) priced under $20,000 since the two confidence intervals do not overlap.
Question 3 – Exercise 8.22
One of the major measures of the quality of service provided by any organization is the speed with which t responds to customer complaints. A large family-held department store selling furniture and flooring, including carpet, had undergone a major expansion in the past several years. In particular, the flooring department had expanded from 2 installation crews. The store had the business objective of improving its response to complaints. The variable of interest was defined as the number of days between when the complaint was made and when it was resolved. Data were collected from 50 complaints that were made in the last year. The data were stored in Furniture and are as follows:
54
5
35
137
31
27
152
2
123
81
11
19
126
110
110
29
61
35
94
31
12
4
165
32
29
28
29
26
25
1
13
10
5
27
4
52
30
22
36
26
33
68
74
27
26
5
14
13
20
23
a) Construct a 95% confidence interval estimate for the population mean number of days between the receipt of a complaint and the resolution of the complaint.
b) What assumption must you make about the population distribution in order to construct the confidence interval estimate in (a)?
c) Do you think that the assumption needed in order to construct the confidence interval estimate in (a) is valid? Explain
d) What effect might your conclusion in (c) have on the validity of the results in (a)?
Question 3 – Exercise 8.22 is continued on the next page…
Question 3 – Exercise 8.22 (Continued)
Answer: Part (a)
...
FOR MORE CLASSES VISIT
www.qnt561nerd.com
QNT 561 Final Exam Guide (New, 2017)
QNT 561 Week 1 Assignment Statistics Concepts and Descriptive Measures Instructions (Financial Data)
QNT 561 Week 1 Assignment Statistics Concepts and Descriptive Measures Instructions (Consumer Food)
QNT 561 Week 2 Case Study MBA Schools in Asia Pacific (2 Papers)
QNT 561 Week 3 Case Study SuperFun Toys (2 Papers)
QNT 561 Week 3 Assignment Expansion Strategy and Establishing a Re-Order Point
QNT 561 Week 4 Case the Payment Time
QNT 561 Week 5 Spicy Wings Case Study
Assignment 5Hi Prof. Dan,This assignment is just a continuat.docxssuser562afc1
Assignment 5
Hi Prof. Dan,
This assignment is just a continuation of assignment 3 & 4 that you completed for me on Repeat Offenders and the solutions that I am incorporating which are education, treatment, and guaranteed job placement. I also thought about incorporating an alternative sentencing home which could be an alternative to prison while the offender completes the three phases. This assignment focuses on the financial aspect of the project and is a power point. If you do not have copies of the past assignments you’ve done and need to see them let me know. Thank you so much for your help.
As the Finance Director of the local police department, you are requested to prepare a presentation for the funding of your solution during the annual budget hearing of the city council. It is important that you include all costs associated with the solution as the city council does not provide additional funding if the actual cost would exceed the proposed cost. If additional costs would arise, it could result in the failure of the solution. Estimate the costs associated with the implementation of your proposed solution and focus on the following:
· Provide a cost estimate for the solution. Use a table or spreadsheet format to display your numerical estimates.
· Identify factors that could increase the estimated costs.
· Present examples why your proposal is cost effective.
· Research state and federal sources of funding for your solution.
Incorporate appropriate animations, photos, tables, spread sheets and graphics for each slide.
Support your presentation with at least three (3) scholarly resources. In addition to these specified resources, other appropriate scholarly resources may be included.
Length: 12-15 slides (with a separate reference slide), plus chart or Excel spreadsheet
Notes Length: 100-150 words for each slide
Adverse Event Reporting
Read Chapters 5, 6, and 7 in our textbook. After reviewing this week’s required reading, consider the following scenario: You are the lead of the risk management team that has been assigned to evaluate an incident that has occurred. You will be preparing a report for the CEO of the hospital that includes all system failures that contributed to the adverse event as well as utilizing a CQI tool. You will be using the Adverse Event template to complete the three parts to the assignment. Note: If you have responded substantively to each of the content items within the three parts of the assignment, the paper should be between six and seven pages.
Part One: Description of Adverse Event (Complete Part One of the Adverse Event template)
· Choose an adverse event from the following list:
· Medication error
· Patient falls
· Post-operative hemorrhage
· Data - Patient Safety Event For XYZ Hospital for 20XX through 20YY
# of Discharges
# of Surgical Cases
# of Medication Errors
# of Patient Falls
# of Post Operative Hemorrhage
20XX
20YY
20XX
20YY
20XX
20YY
20XX
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ACC 207 Final Project Guidelines and Rubric Overview .docxnettletondevon
ACC 207 Final Project Guidelines and Rubric
Overview
The final project for this course is the creation of a quantitative analysis with a memo to management.
Classifying a company’s costs allows for an in-depth analysis of the impact that changes in output have on revenues, costs, and net income or net loss. A cost-
volume-profit (CVP) analysis will be completed in order to determine the breakeven point. Relevant costs will be used to prepare a flexible budget. Additionally,
an appropriate costing system should be selected and the choice should be substantiated with reasonable rationale. Finally, a memo should be prepared for
management that summarizes the results of the quantitative analysis and makes recommendations for an optimal costing system to be ethically used by key
decision makers.
The project is divided into three milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. These milestones will be submitted in Modules Two, Four, and Five. The quantitative analysis with a memo to management will be submitted in
Module Seven.
In this assignment, you will demonstrate your mastery of the following course outcomes:
Utilize cost behavior and cost analysis to assist decision makers in planning and adding value to the business
Prepare a flexible budget for supporting informed managerial decision making
Interpret variances for determining the optimal costing system to fit an organization’s internal accounting needs
Interpret the role of ethics in cost accounting for determining its impact on decision making
Prompt
In this assignment, multiple analyses will be conducted in order to obtain a company’s financial information specific to company costs.
MDE manufactures outdoor garden items such as lawn ornaments and bird feeders. MDE uses a standard costing system to set standards for direct materials,
labor, and overhead costs. MDE reviews and revises standards as necessary. Recently, budget variances for bird feeders have caused some concern. You, the
company’s cost accountant, have been asked to examine the numbers for the product, explain the variances, and suggest ways to improve performance.
Specifically, the following critical elements must be addressed:
You will begin by using the MDE Manufacturing Budget (Table I) to analyze costs, contribution margin, and breakeven point for the bird feeder division. You will
then analyze the actual costs and complete a cost-volume-profit (CVP) analysis to determine how many bird feeders must be sold at the current cost and sales
price level to earn a $10,000 profit and how much the sales price would have to increase to earn a $10,000 profit at the same cost and sales volume level. Use
Tabs 1 and 2 of the Student Workbook.
I. Costs
a) Classify all product and period costs appropriately.
b) Compute a cost-volume-profit analysis. What are the implications of thi.
List from 1 – 10 1. Chanel Black Dress 2. Women’s suit 3. .docxcroysierkathey
List from 1 – 10
1. Chanel Black Dress
2. Women’s suit
3. Sports wear
4. Lace
5. High wasted jeans
6. Athletic shoes
7. Fitted clothing (like the kardashians)
8. Yoga attire
9. Oversized jackets
10. Colorful shoes
BN208 Networked Applications
Prepared by Dr Shaleeza Sohail Moderated by: Dr Fariza Sabrina Apr 2018
Assessment Details and Submission Guidelines
Unit Code BN208
Unit Title Networked Applications
Assessment Type Individual Assignment 2 (T1_2018)
Assessment Title Analyse Network Performance (Assignment Two)
Purpose of the
assessment (with
ULO Mapping)
This assignment assesses the following Unit Learning Outcomes; students should
be able to demonstrate their achievements in them.
d) Discuss performance and deployment issues for networked
applications;
e) Utilise appropriate industry tools and techniques to manage
networked applications
Weight 15%
Total Marks 50
Word limit 1000 – 1500
Due Date 1st of June 2018 (23:55) Friday Week 11
Submission
Guidelines
All work must be submitted on Moodle by the due date along with a
completed Assessment Cover Page.
The assessment must be in MS Word format, 1.15 spacing, 12-pt Calibri
(Body) font and normal margins on all four sides of your page with
appropriate section headings.
Reference sources must be cited in the text of the report, and listed
appropriately at the end in a reference list using IEEE referencing style.
The report should be in MS word format submitted on Moodle on time.
Extension If an extension of time to submit work is required, a Special Consideration
Application must be submitted directly to the School's Administration Officer,
in Melbourne on Level 6 or in Sydney on Level 7. You must submit this
application three working days prior to the due date of the assessment. Further
information is available at:
http://www.mit.edu.au/about-mit/institute-publications/policies-
procedures-and-guidelines/specialconsiderationdeferment
Academic
Misconduct
Academic Misconduct is a serious offence. Depending on the seriousness of the
case, penalties can vary from a written warning or zero marks to exclusion from
the course or rescinding the degree. Students should make themselves familiar
with the full policy and procedure available at:
http://www.mit.edu.au/about-mit/institute-publications/policies-
procedures-and-guidelines/Plagiarism-Academic-Misconduct-Policy-
Procedure.
http://www.mit.edu.au/about
http://www.mit.edu.au/about
http://www.mit.edu.au/about-mit/institute-publications/policies-procedures-and-guidelines/special-considerationdeferment
http://www.mit.edu.au/about-mit/institute-publications/policies-procedures-and-guidelines/special-considerationdeferment
http://www.mit.edu.au/about-mit/institute-publications/policies-procedures-and-guidelines/special-considerationdeferment
http://www.mit.edu.au/about-mit/institute-publications/polic ...
This assignment is prepared by Dr Kazi Islam, Lecturer in Acco.docxmichelle1011
This assignment is prepared by Dr Kazi Islam, Lecturer in Accounting, UC- ACCT20074, T1-2019, CQU
ACCT20074 Contemporary Accounting Theory
Term 1 Assessment 3: Practical report (Major assignment)
Basic information:
Nature of task Individual
Total marks 50 (50% of the unit)
Due date Week 12 Friday (7 Jun. 2019) 11:45 pm AEST1
Return date Results will be published with other units university-wide (not before certification date)
Word limit 3,000 – 3,500 words including the executive summary, introduction, responses to the
requirements in 2 parts & conclusion but excluding the list of references and appendixes.
Format Report format as per the marking criteria and guidelines. Prepare MS Word document.
Main tasks:
This assessment requires to undertake research and report on several aspects of corporate external reporting
practices. The assessment has two main parts, Part A and Part B.
Part A: Conceptual framework
(a) Undertake a review of literature regarding the history and development of the Conceptual Framework
for Financial Reporting in the USA, UK, Australia, and globally under the umbrella of the International
Accounting Standards Board (IASB). (4 marks)
(b) Discuss the Australian accounting profession’s concerns regarding the application of the (IASB/IFRS)
Conceptual Framework for Financial Reporting. (3 marks)
(c) Based upon a review of journal articles, critically discuss academics’ concerns about the quality (potential
benefits and limitations) of the Conceptual Framework for Financial Reporting. (3 marks)
(d) Download the annual report of 2018 (or 2017, if not available 2018 annual report) of the selected
company listed on the Australian Securities Exchange. Carefully read this report and explain how the
conceptual framework has been applied by this company while it prepared its financial statements and
notes to the accounts. Present your answer considering the (i) how many statements/reports have been
prepared as per the Conceptual Framework and what are their major components, (ii) which recognition
principles and measurement bases have been applied for revenue, assets and liabilities, and (iii) what
qualitative characteristics of information exhibit in company’s various financial reports. (10 marks)
Part B: Integrated/sustainability reporting
(a) Compare and contrast the Sustainability Reporting Guidelines of the Global Reporting Initiative (GRI)
and the International Integrated Reporting Framework of the International Integrated Reporting
Council (IIRC) for explaining a holistic view (broader view) of corporate social responsibility reporting
in addition to reporting of corporate financial performance. (4 marks)
(b) Explain the rigour (strengths and limitations) of the conventional accounting, based upon the
Conceptual Framework for Financial Reporting, to explain the contents of sustainability as well as
integrat.
PAD 505 Inspiring Innovation/tutorialrank.comjonhson149
For more course tutorials visit
www.tutorialrank.com
Assignment 1 The Operating Budget
Due Week 4 and worth 250 points
Write a four to five (4-5) page paper, titled Part I: The Operating Budget for the (Selected Agency) in which you separate the content into sections:
1. Provide background information about the agency, mission, goals, objectives, departments, and strategic plan. (Title this section Introduction.)
PAD 505 Enhance teaching - snaptutorial.comDavisMurphyA66
For more classes visit
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Assignment 1 The Operating Budget
Due Week 4 and worth 250 points
Write a four to five (4-5) page paper, titled Part I: The Operating Budget for the (Selected Agency) in which you
PAD 505 Education Specialist / snaptutorial.comMcdonaldRyan156
For more classes visit
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Assignment 1 The Operating Budget
Due Week 4 and worth 250 points
Write a four to five (4-5) page paper, titled Part I: The Operating Budget for the (Selected Agency) in
PAD 505 Education Specialist / snaptutorial.comMcdonaldRyan156
For more classes visit
www.snaptutorial.com
Assignment 1 The Operating Budget
Due Week 4 and worth 250 points
Write a four to five (4-5) page paper, titled Part I: The Operating Budget for the (Selected Agency) in which you separate the content into sections:
1. Provide background information about the agency, mission, goals, objectives, departments, and strategic plan. (Title this section Introduction.)
Assignment Week 1.docDue by 11pm June 30th Chapter 1.docxssuser562afc1
Assignment Week 1.doc
Due by 11pm June 30th
Chapter 1
Overview of Statistics
Chapter 2
Data Collection
Chapter 3
Describing Data Visually
Upload the completed assignment using the file extension format Lastname_Firstname_Week1.doc.
Assignment
(32 points due by 11 pm June 30th)
Note: You can team up with one of your classmates to complete the assignment (not more than two in a team); if you want to work on the assignment individually, that’s also fine. If you are working in teams, then only one submission is required per team; include both the team members’ last names as part of the assignment submission file name as well as in the assignment submission document.
Please provide detailed solutions to the following problems/exercises (4 problems/exercises x 8 points each):
1) What type of data (categorical, discrete numerical, or continuous numerical) is each of the following variables?
a) Length of a TV commercial.
b) Number of peanuts in a can of Planter’s Mixed Nuts.
c) Occupation of a mortgage applicant.
d) Flight time from London Heathrow to Chicago O’Hare.
2) Which measurement level (nominal, ordinal, interval, ratio) is each of the following variables? Explain.
a) Number of employees in the Walmart store in Hutchinson, Kansas.
b) Number of merchandise returns on a randomly chosen Monday at a Walmart store.
c) Temperature (in Fahrenheit) in the ice-cream freezer at a Walmart store.
d) Name of the cashier at register 3 in a Walmart store
e) Manager’s rating of the cashier at register 3 in a Walmart store.
f) Social security number of the cashier at register 3 in a Walmart store.
3) The results of a survey that collected the current credit card balances for 36 undergraduate college students are given in the file “College Credit Card.’
a) Using the 2k > n rule, construct a frequency distribution for these data.
b) Using the results from a), calculate the relative frequencies for each class.
c) Using the results from a), calculate the cumulative relative frequencies for each class.
d) Construct a histogram for these data.
4) The cost of manufacturing vehicles in Mexico is very attractive to automakers. Global carmakers build approximately 1.9 million vehicles in Mexico. Of these, nearly 76% are exported, primarily to the US. Although General Motors is the largest manufacturer in Mexico, Daimler Chrysler exports the most vehicles. Automotive analysts examine both the number of vehicles produced and the number exported (see the data file “Automotive”) to determine the potential market share of each company.
a) For the data on vehicles produced in Mexico, construct a bar chart displaying the amount produced by each company.
b) Repeat part a) using a pie-chart.
c) Construct a bar chart displaying the number of vehicles exported from Mexico.
d) Repeat part d) using a pie-chart.
e) Do you prefer the bar charts or the pie charts for displaying the data? Explain.
f) What differences do the charts reveal for the automotive ...
MEE 5801, Industrial and Hazardous Waste ManagementCourse .docxARIV4
MEE 5801, Industrial and Hazardous
Waste Management
Course Syllabus
Course Description
A study of solid and hazardous wastes and how such wastes are managed in modern society. Topics covered are the generation, treatment, and disposal of wastes generated by the non-commercial and industrial segments of society.
Course Textbook
Bahadori, A. (2014). Waste management in the chemical and petroleum industries. West Sussex, United Kingdom: Wiley.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Assess the fundamental science and engineering principles applicable to the management and treatment of solid and hazardous wastes.
2. Examine the key attributes of solid and hazardous wastes.
3. Evaluate laws, standards, and best practices related to hazardous wastes.
4. Examine leadership and management principles related to industrial and hazardous waste issues.
5. Evaluate operations and technologies related to industrial and hazardous wastes.
6. Assess the impact of industrial and hazardous waste on human populations.
7. Solve hazardous waste related problems through collaborative methods of problem solving.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson, required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material.
4. Reading Assignments: Units I-VII contain Reading Assignments from one or more chapters from the textbook.
5. Suggested Reading: Suggested Readings are listed in the Unit I-V and VIII study guides. Students are encouraged to read the resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested Readings.
6. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications can be found in the Student Resources link listed in the Course Menu bar.
7. Unit Assessments: This course contains eight Unit Assessments, one to be completed at the end of each unit. Assessments are composed of written-response questions.
8. Unit Assignments: Students are required to submit for grading Unit Assignments in Units I-III, V, VI, and VIII. Specific information and instructions regarding these assignments are provided below. Grading rubrics are included with each assignment. Specific information about accessing these rubrics is provided below.
9. Ask the Professor: This communication forum provides you with an opportunity to ask your professor general or course content related questions.
10. Student Break Room: This communication forum allows for casual conversation with your c ...
Acc 422 final exam guide (new 2018, with excel file, score 29 30)berrystraw2
For more course tutorials visit
uophelp.com is now newtonhelp.com
www.newtonhelp.com
This Tutorial contains excel File which can be used to solve for any change in values
Brief Exercise 7-1
Brief Exercise 7-7
Brief Exercise 7-14
Brief Exercise 7-15
Brief Exercise 8-4 (Part Level Submission)
Brief Exercise 8-5
Brief Exercise 8-6
Multiple Choice Question 21
BA 3010 Assignment #1During this course, you will be graded on.docxwilcockiris
BA 3010 Assignment #1
During this course, you will be graded on three dimensions:
1. your ability to identify the correct analytical tool to use,
2. your ability to execute the analysis you have selected,
3. your ability to interpret the results of your analysis
To that end, the assignments will try to reinforce those particular skills by directly targeting these dimensions.
All of your work should be done in an Excel spreadsheet, including your text responses. Do not send in a Word document. You should submit your assignment via the submission process in Blackboard.
Identify
Q1) Open up the file Assignment 1 and examine the data set on the worksheet Q1. This is a data set of 500 Bakersfield households that were recently surveyed. A definition for each variable (unless self-explanatory) can be found in the comments section (place your cursor over any cell with a little red triangle – a comment box will pop up). Our objective is to learn about the financial state of all Bakersfield households. Answer the following (a text box for your answers is provided to the right of the data):
a) Is this cross-sectional data or time-series data?
b) Is this a population or a sample?
c) Ignoring the variable Household, which is just an identifier variable (household #1, household #2, etc.), identify the variable type and sub-type for each variable.
d) If you wished to examine the distribution of the variable monthly payment, what would you do? List any graphs or calculations you think appropriate.
Execute
Q2) Create the following graphs. Note we are still using the data in Q1.
a) For the data in sheet Q1, do a histogram for the variable debt. Don’t be afraid to redo it a couple of times (resetting the number of bins or the “span” of the bins) until you get one that is satisfactory and revealing.
b) Again, for data in sheet Q1, do a boxplot with the variable first income.
Q3) Examine the data set in the worksheet Q3. This data set lists the 24 players who were on the roster of the Colorado Avalanche at the beginning of the 2001-2002 NHL season. The variables include the name, position, and salary for each player (see the definitions in the comments).
a) Calculate the following values for the variable Salary:
i. The average/mean
ii. The median
iii. The standard deviation
iv. The maximum, minimum, and range
v. The 1st and 3rd quartiles and the inter-quartile range
vi. The salary that 35% of players earn less than
vii. The salary that 20% of players earn more than
b) Create a box-plot for the variable Salary.
Interpret
Q4) Examine the graphs shown below. What do you learn from this graph? In other words, what can you tell us about the distribution of first_income? It might help if you pretend you are summarizing the results in a few sentences for your boss. Please type your answers on the Graphs page of the assignment 1 spreadsheet.
Graph (from data set 1 in the assignment 1 spreadsheet)
Q5) Interpret the following. .
BA 3010 Assignment #1During this course, you will be graded on.docxrosemaryralphs52525
BA 3010 Assignment #1
During this course, you will be graded on three dimensions:
1. your ability to identify the correct analytical tool to use,
2. your ability to execute the analysis you have selected,
3. your ability to interpret the results of your analysis
To that end, the assignments will try to reinforce those particular skills by directly targeting these dimensions.
All of your work should be done in an Excel spreadsheet, including your text responses. Do not send in a Word document. You should submit your assignment via the submission process in Blackboard.
Identify
Q1) Open up the file Assignment 1 and examine the data set on the worksheet Q1. This is a data set of 500 Bakersfield households that were recently surveyed. A definition for each variable (unless self-explanatory) can be found in the comments section (place your cursor over any cell with a little red triangle – a comment box will pop up). Our objective is to learn about the financial state of all Bakersfield households. Answer the following (a text box for your answers is provided to the right of the data):
a) Is this cross-sectional data or time-series data?
b) Is this a population or a sample?
c) Ignoring the variable Household, which is just an identifier variable (household #1, household #2, etc.), identify the variable type and sub-type for each variable.
d) If you wished to examine the distribution of the variable monthly payment, what would you do? List any graphs or calculations you think appropriate.
Execute
Q2) Create the following graphs. Note we are still using the data in Q1.
a) For the data in sheet Q1, do a histogram for the variable debt. Don’t be afraid to redo it a couple of times (resetting the number of bins or the “span” of the bins) until you get one that is satisfactory and revealing.
b) Again, for data in sheet Q1, do a boxplot with the variable first income.
Q3) Examine the data set in the worksheet Q3. This data set lists the 24 players who were on the roster of the Colorado Avalanche at the beginning of the 2001-2002 NHL season. The variables include the name, position, and salary for each player (see the definitions in the comments).
a) Calculate the following values for the variable Salary:
i. The average/mean
ii. The median
iii. The standard deviation
iv. The maximum, minimum, and range
v. The 1st and 3rd quartiles and the inter-quartile range
vi. The salary that 35% of players earn less than
vii. The salary that 20% of players earn more than
b) Create a box-plot for the variable Salary.
Interpret
Q4) Examine the graphs shown below. What do you learn from this graph? In other words, what can you tell us about the distribution of first_income? It might help if you pretend you are summarizing the results in a few sentences for your boss. Please type your answers on the Graphs page of the assignment 1 spreadsheet.
Graph (from data set 1 in the assignment 1 spreadsheet)
Q5) Interpret the following. .
Assignment 3 Capstone Research ProjectDue Week 10 and worth 440.docxrock73
Assignment 3: Capstone Research Project
Due Week 10 and worth 440 points
Assume you are the partner in an accounting firm hired to perform the audit on a fortune 1000 company. Assume also that the initial public offering (IPO) of the company was approximately five (5) years ago and the company is concerned that, in less than five (5) years after the IPO, a restatement may be necessary. During your initial evaluation of the client, you discover the following information:
· The client is currently undergoing a three (3) year income tax examination by the Internal Revenue Service (IRS). A significant issue involved in the IRS audit encompasses inventory write-downs on the tax returns that are not included in the financial statements. Because of the concealment of the transaction, the IRS is labeling the treatment of the write-down as fraud.
· The company has a share-based compensation plan for top-level executives consisting of stock options. The value of the options exercised during the year was not expensed or disclosed in the financial statements.
· The company has several operating and capital leases in place, and the CFO is considering leasing a substantial portion of the assets for future use. The current leases in place are arranged using special purpose entities (SPEs) and operating leases.
· The company seeks to acquire a global partner, which will require IFRS reporting.
· The company received correspondence from the Securities and Exchange Commission (SEC) requesting additional supplemental information regarding the financial statements submitted with the IPO.
Write an eight to ten (8-10) page paper in which you:
1. Evaluate any damaging financial and ethical repercussions of failure to include the inventory write-downs in the financial statements. Prepare a recommendation to the CFO, evaluating the negative impact of a civil fraud penalty on the corporation as a result of the IRS audit. In the recommendation, include essential internal control procedures to prevent fraudulent financial reporting from occurring, as well as the major obligation of the CEO and CFO to ensure compliance.
2. Examine the negative results on stakeholders and the financial statements of an IRS audit which generates additional tax and penalties or subsequent audits. Assume that the subsequent audit and / or additional tax and penalties result from the taxpayer’s use of an inventory reserve account, applying a 10 percent reduction to inventory over three (3) years.
3. Discuss the applicable federal tax laws, regulations, rulings, and court cases related to the inventory write-downs, and explain the specific relevance of each to the write-down.
4. Research the current generally accepted accounting principles (GAAP) regarding stock option accounting. Evaluate the current treatment of the company’s share-based compensation plan based on GAAP reporting. Contrast the financial benefits and risks of the share-based compensation stock option plan with the financia ...
Chapter 9 Exercise 31. Liquidity ratios. Edison, Stagg, and Thor.docxchristinemaritza
Chapter 9 Exercise 3
1. Liquidity ratios. Edison, Stagg, and Thornton have the following financial information at the close of business on July 10:
Edison
Stagg
Thornton
Cash
$4,000
$2,500
$1,000
Short-Term Investments
3,000
2,500
2,000
Accounts Receivable
2,000
2,500
3,000
Inventory
1,000
2,500
4,000
Prepaid Expenses
800
800
800
Accounts Payable
200
200
200
Notes Payable: Short-Term
3,100
3,100
3,100
Accrued Payables
300
300
300
Long-Term Liabilities
3,800
3,800
3,800
a. Compute the current and quick ratios for each of the three companies. (Round calculations to two decimal places.) Which firm is the most liquid? Why?
b. Suppose Thornton is using FIFO for inventory valuation and Edison is using LIFO. Comment on the comparability of information between these two companies.
c. If all short-term notes payable are due on July 11 at 8 a.m., comment on each company's ability to settle its obligation in a timely manner.
Chapter 9 Exercise 4
1. Computation and evaluation of activity ratios. The following data relate to Alaska Products Inc.:
20X5
20X4
Net Credit Sales
$832,000
$760,000
Cost of Goods Sold
440,000
350,000
Cash, Dec. 31
125,000
110,000
Accounts Receivable, Dec. 31
180,000
140,000
Inventory, Dec. 31
70,000
50,000
Accounts Payable, Dec. 31
115,000
108,000
2. The company is planning to borrow $300,000 via a 90-day bank loan to cover short-term operating needs.
a. Compute the accounts-receivable and inventory-turnover ratios for 20X5. Alaska rounds all calculations to two decimal places.
b. Study the ratios from part (a) and comment on the company's ability to repay a bank loan in 90 days.
c. Suppose that Alaska's major line of business involves the processing and distribution of fresh and frozen fish throughout the United States. Do you have any concerns about the company's inventory-turnover ratio? Briefly discuss.
Chapter 9 Problem 1
1. Horizontal and vertical analysis. The following financial statements pertain to Waterloo Corporation:
WATERLOO CORPORATION
Comparative Balance Sheets
December 31,20X5 and 20X4
20X5
20X4
Assets
Current Assets
Cash
$ 11,250
$ 12,500
Accounts Receivable (net)
18,500
25,000
Inventories
38,500
35,000
Prepaid Expense
__3,750
__3,750
Total Current Assets
$ 72,000
$ 76,250
Property, Plant, and Equipment
Buildings (net)
$ 102,750
$ 101,250
Equipment (net)
28,500
30,000
Vehicles (net)
32,000
40,000
Total Property, Plant, and Equipment
$ 163,250
$ 171,250
Trademarks (net)
__$ 14,750
__$ 2,500
Total assets
$ 250,000
$ 250,000
Liabilities and Stockholders' Equity
Current Liabilities
Accounts Payable
$ 49,000
$ 70,000
Notes Payable
13,500
40,000
Federal Taxes Payable
__2,500
__25,000
Total Current Liabilities
$ 65,000
$ 135,000
Long-Term Debt
__$ 50,000
__$ 25,000
Total Liabilities
$ 115,000
$ 160,000
Stockholders' Equity
Common Stock, $10 par
$ 25,000
$ 25,000
Retained Earnings
__110,000
__65,000
Total Stockholders' Equity
$ 135,000
$ 90,000
Total Liabilities a ...
Deadline 6 PM Friday September 27, 201310 Project Management Que.docxedwardmarivel
Deadline 6 PM Friday September 27, 2013
10 Project Management Questions with sub-questions under each question. A word document is provided with all questions and directions.
Problem 1
The following data were obtained from a project to create a new portable electronic.
Activity
Duration
Predecessors
A
5 Days
---
B
6 Days
---
C
8 Days
---
D
4 Days
A, B
E
3 Days
C
F
5 Days
D
G
5 Days
E, F
H
9 Days
D
I
12 Days
G
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
What is the Scheduled Completion of the Project?
b)
What is the Critical Path of the Project?
c)
What is the ES for Activity D?
d)
What is the LS for Activity G?
e)
What is the EF for Activity B?
f)
What is the LF for Activity H?
g)
What is the float for Activity I?
Problem 2
The following data were obtained from a project to build a pressure vessel:
Activity
Duration
Predecessors
A
6 weeks
---
B
6 weeks
---
C
5 weeks
B
D
4 weeks
A, C
E
5 weeks
B
F
7 weeks
D, E, G
G
4 weeks
B
H
8 weeks
F
I
5 weeks
G
J
3 week
I
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
Calculate the scheduled completion time.
b)
Identify the critical path
c)
What is the slack time (float) for activity A?
d)
What is the slack time (float) for activity D?
e) What is the slack time (float) for activity E?
f) What is the slack time (float) for activity G?
Problem 3
The following data were obtained from a project to design a new software package:
Activity
Duration
Predecessors
A
5 Days
---
B
8 Days
---
C
6 Days
A
D
4 Days
C, B
E
5 Days
A
F
4 Days
D, E, G
G
4 Days
B, C
H
3 Day
G
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
Calculate the scheduled completion time.
b)
Identify the critical path(s)
c)
What is the slack time (float) for activity B?
d)
What is the slack time (float) for activity D?
e) What is the slack time (float) for activity E?
f) What is the slack time (float) for activity G?
Problem 4
The following data were obtained from an in-house MIS project:
Activity
Duration
Predecessors
A
5 Days
---
B
8 Days
---
C
5 Days
A
D
4 Days
B
E
5 Days
B
F
3 Day
C, D
G
7 Days
C, D
H
6 Days
E, F, G
I
9 Days
E, F
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
Calculate the scheduled completion time.
b)
Identify the critical path
c)
What is the slack time (float) for activity A?
d)
What is the slack time (float) for activity D?
e)
What is the slack time (float) for activity E?
f)
What is the slack time (float) for activity F?
PROBLEM 5
Use the network diagram below and the additional information provided to answer the corresponding questions.
a) Give the crash cost per day per activity.
b) Which activities should be crash.
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This assignment is prepared by Dr Kazi Islam, Lecturer in Accounting, UC- ACCT20074, T1-2019, CQU
ACCT20074 Contemporary Accounting Theory
Term 1 Assessment 3: Practical report (Major assignment)
Basic information:
Nature of task Individual
Total marks 50 (50% of the unit)
Due date Week 12 Friday (7 Jun. 2019) 11:45 pm AEST1
Return date Results will be published with other units university-wide (not before certification date)
Word limit 3,000 – 3,500 words including the executive summary, introduction, responses to the
requirements in 2 parts & conclusion but excluding the list of references and appendixes.
Format Report format as per the marking criteria and guidelines. Prepare MS Word document.
Main tasks:
This assessment requires to undertake research and report on several aspects of corporate external reporting
practices. The assessment has two main parts, Part A and Part B.
Part A: Conceptual framework
(a) Undertake a review of literature regarding the history and development of the Conceptual Framework
for Financial Reporting in the USA, UK, Australia, and globally under the umbrella of the International
Accounting Standards Board (IASB). (4 marks)
(b) Discuss the Australian accounting profession’s concerns regarding the application of the (IASB/IFRS)
Conceptual Framework for Financial Reporting. (3 marks)
(c) Based upon a review of journal articles, critically discuss academics’ concerns about the quality (potential
benefits and limitations) of the Conceptual Framework for Financial Reporting. (3 marks)
(d) Download the annual report of 2018 (or 2017, if not available 2018 annual report) of the selected
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conceptual framework has been applied by this company while it prepared its financial statements and
notes to the accounts. Present your answer considering the (i) how many statements/reports have been
prepared as per the Conceptual Framework and what are their major components, (ii) which recognition
principles and measurement bases have been applied for revenue, assets and liabilities, and (iii) what
qualitative characteristics of information exhibit in company’s various financial reports. (10 marks)
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(a) Compare and contrast the Sustainability Reporting Guidelines of the Global Reporting Initiative (GRI)
and the International Integrated Reporting Framework of the International Integrated Reporting
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(b) Explain the rigour (strengths and limitations) of the conventional accounting, based upon the
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integrat.
PAD 505 Inspiring Innovation/tutorialrank.comjonhson149
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Assignment 1 The Operating Budget
Due Week 4 and worth 250 points
Write a four to five (4-5) page paper, titled Part I: The Operating Budget for the (Selected Agency) in which you separate the content into sections:
1. Provide background information about the agency, mission, goals, objectives, departments, and strategic plan. (Title this section Introduction.)
PAD 505 Enhance teaching - snaptutorial.comDavisMurphyA66
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Assignment 1 The Operating Budget
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Write a four to five (4-5) page paper, titled Part I: The Operating Budget for the (Selected Agency) in which you
PAD 505 Education Specialist / snaptutorial.comMcdonaldRyan156
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Assignment 1 The Operating Budget
Due Week 4 and worth 250 points
Write a four to five (4-5) page paper, titled Part I: The Operating Budget for the (Selected Agency) in
PAD 505 Education Specialist / snaptutorial.comMcdonaldRyan156
For more classes visit
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Assignment 1 The Operating Budget
Due Week 4 and worth 250 points
Write a four to five (4-5) page paper, titled Part I: The Operating Budget for the (Selected Agency) in which you separate the content into sections:
1. Provide background information about the agency, mission, goals, objectives, departments, and strategic plan. (Title this section Introduction.)
Assignment Week 1.docDue by 11pm June 30th Chapter 1.docxssuser562afc1
Assignment Week 1.doc
Due by 11pm June 30th
Chapter 1
Overview of Statistics
Chapter 2
Data Collection
Chapter 3
Describing Data Visually
Upload the completed assignment using the file extension format Lastname_Firstname_Week1.doc.
Assignment
(32 points due by 11 pm June 30th)
Note: You can team up with one of your classmates to complete the assignment (not more than two in a team); if you want to work on the assignment individually, that’s also fine. If you are working in teams, then only one submission is required per team; include both the team members’ last names as part of the assignment submission file name as well as in the assignment submission document.
Please provide detailed solutions to the following problems/exercises (4 problems/exercises x 8 points each):
1) What type of data (categorical, discrete numerical, or continuous numerical) is each of the following variables?
a) Length of a TV commercial.
b) Number of peanuts in a can of Planter’s Mixed Nuts.
c) Occupation of a mortgage applicant.
d) Flight time from London Heathrow to Chicago O’Hare.
2) Which measurement level (nominal, ordinal, interval, ratio) is each of the following variables? Explain.
a) Number of employees in the Walmart store in Hutchinson, Kansas.
b) Number of merchandise returns on a randomly chosen Monday at a Walmart store.
c) Temperature (in Fahrenheit) in the ice-cream freezer at a Walmart store.
d) Name of the cashier at register 3 in a Walmart store
e) Manager’s rating of the cashier at register 3 in a Walmart store.
f) Social security number of the cashier at register 3 in a Walmart store.
3) The results of a survey that collected the current credit card balances for 36 undergraduate college students are given in the file “College Credit Card.’
a) Using the 2k > n rule, construct a frequency distribution for these data.
b) Using the results from a), calculate the relative frequencies for each class.
c) Using the results from a), calculate the cumulative relative frequencies for each class.
d) Construct a histogram for these data.
4) The cost of manufacturing vehicles in Mexico is very attractive to automakers. Global carmakers build approximately 1.9 million vehicles in Mexico. Of these, nearly 76% are exported, primarily to the US. Although General Motors is the largest manufacturer in Mexico, Daimler Chrysler exports the most vehicles. Automotive analysts examine both the number of vehicles produced and the number exported (see the data file “Automotive”) to determine the potential market share of each company.
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b) Repeat part a) using a pie-chart.
c) Construct a bar chart displaying the number of vehicles exported from Mexico.
d) Repeat part d) using a pie-chart.
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MEE 5801, Industrial and Hazardous Waste ManagementCourse .docxARIV4
MEE 5801, Industrial and Hazardous
Waste Management
Course Syllabus
Course Description
A study of solid and hazardous wastes and how such wastes are managed in modern society. Topics covered are the generation, treatment, and disposal of wastes generated by the non-commercial and industrial segments of society.
Course Textbook
Bahadori, A. (2014). Waste management in the chemical and petroleum industries. West Sussex, United Kingdom: Wiley.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Assess the fundamental science and engineering principles applicable to the management and treatment of solid and hazardous wastes.
2. Examine the key attributes of solid and hazardous wastes.
3. Evaluate laws, standards, and best practices related to hazardous wastes.
4. Examine leadership and management principles related to industrial and hazardous waste issues.
5. Evaluate operations and technologies related to industrial and hazardous wastes.
6. Assess the impact of industrial and hazardous waste on human populations.
7. Solve hazardous waste related problems through collaborative methods of problem solving.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson, required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material.
4. Reading Assignments: Units I-VII contain Reading Assignments from one or more chapters from the textbook.
5. Suggested Reading: Suggested Readings are listed in the Unit I-V and VIII study guides. Students are encouraged to read the resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested Readings.
6. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications can be found in the Student Resources link listed in the Course Menu bar.
7. Unit Assessments: This course contains eight Unit Assessments, one to be completed at the end of each unit. Assessments are composed of written-response questions.
8. Unit Assignments: Students are required to submit for grading Unit Assignments in Units I-III, V, VI, and VIII. Specific information and instructions regarding these assignments are provided below. Grading rubrics are included with each assignment. Specific information about accessing these rubrics is provided below.
9. Ask the Professor: This communication forum provides you with an opportunity to ask your professor general or course content related questions.
10. Student Break Room: This communication forum allows for casual conversation with your c ...
Acc 422 final exam guide (new 2018, with excel file, score 29 30)berrystraw2
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Brief Exercise 7-1
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Brief Exercise 7-14
Brief Exercise 7-15
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Brief Exercise 8-6
Multiple Choice Question 21
BA 3010 Assignment #1During this course, you will be graded on.docxwilcockiris
BA 3010 Assignment #1
During this course, you will be graded on three dimensions:
1. your ability to identify the correct analytical tool to use,
2. your ability to execute the analysis you have selected,
3. your ability to interpret the results of your analysis
To that end, the assignments will try to reinforce those particular skills by directly targeting these dimensions.
All of your work should be done in an Excel spreadsheet, including your text responses. Do not send in a Word document. You should submit your assignment via the submission process in Blackboard.
Identify
Q1) Open up the file Assignment 1 and examine the data set on the worksheet Q1. This is a data set of 500 Bakersfield households that were recently surveyed. A definition for each variable (unless self-explanatory) can be found in the comments section (place your cursor over any cell with a little red triangle – a comment box will pop up). Our objective is to learn about the financial state of all Bakersfield households. Answer the following (a text box for your answers is provided to the right of the data):
a) Is this cross-sectional data or time-series data?
b) Is this a population or a sample?
c) Ignoring the variable Household, which is just an identifier variable (household #1, household #2, etc.), identify the variable type and sub-type for each variable.
d) If you wished to examine the distribution of the variable monthly payment, what would you do? List any graphs or calculations you think appropriate.
Execute
Q2) Create the following graphs. Note we are still using the data in Q1.
a) For the data in sheet Q1, do a histogram for the variable debt. Don’t be afraid to redo it a couple of times (resetting the number of bins or the “span” of the bins) until you get one that is satisfactory and revealing.
b) Again, for data in sheet Q1, do a boxplot with the variable first income.
Q3) Examine the data set in the worksheet Q3. This data set lists the 24 players who were on the roster of the Colorado Avalanche at the beginning of the 2001-2002 NHL season. The variables include the name, position, and salary for each player (see the definitions in the comments).
a) Calculate the following values for the variable Salary:
i. The average/mean
ii. The median
iii. The standard deviation
iv. The maximum, minimum, and range
v. The 1st and 3rd quartiles and the inter-quartile range
vi. The salary that 35% of players earn less than
vii. The salary that 20% of players earn more than
b) Create a box-plot for the variable Salary.
Interpret
Q4) Examine the graphs shown below. What do you learn from this graph? In other words, what can you tell us about the distribution of first_income? It might help if you pretend you are summarizing the results in a few sentences for your boss. Please type your answers on the Graphs page of the assignment 1 spreadsheet.
Graph (from data set 1 in the assignment 1 spreadsheet)
Q5) Interpret the following. .
BA 3010 Assignment #1During this course, you will be graded on.docxrosemaryralphs52525
BA 3010 Assignment #1
During this course, you will be graded on three dimensions:
1. your ability to identify the correct analytical tool to use,
2. your ability to execute the analysis you have selected,
3. your ability to interpret the results of your analysis
To that end, the assignments will try to reinforce those particular skills by directly targeting these dimensions.
All of your work should be done in an Excel spreadsheet, including your text responses. Do not send in a Word document. You should submit your assignment via the submission process in Blackboard.
Identify
Q1) Open up the file Assignment 1 and examine the data set on the worksheet Q1. This is a data set of 500 Bakersfield households that were recently surveyed. A definition for each variable (unless self-explanatory) can be found in the comments section (place your cursor over any cell with a little red triangle – a comment box will pop up). Our objective is to learn about the financial state of all Bakersfield households. Answer the following (a text box for your answers is provided to the right of the data):
a) Is this cross-sectional data or time-series data?
b) Is this a population or a sample?
c) Ignoring the variable Household, which is just an identifier variable (household #1, household #2, etc.), identify the variable type and sub-type for each variable.
d) If you wished to examine the distribution of the variable monthly payment, what would you do? List any graphs or calculations you think appropriate.
Execute
Q2) Create the following graphs. Note we are still using the data in Q1.
a) For the data in sheet Q1, do a histogram for the variable debt. Don’t be afraid to redo it a couple of times (resetting the number of bins or the “span” of the bins) until you get one that is satisfactory and revealing.
b) Again, for data in sheet Q1, do a boxplot with the variable first income.
Q3) Examine the data set in the worksheet Q3. This data set lists the 24 players who were on the roster of the Colorado Avalanche at the beginning of the 2001-2002 NHL season. The variables include the name, position, and salary for each player (see the definitions in the comments).
a) Calculate the following values for the variable Salary:
i. The average/mean
ii. The median
iii. The standard deviation
iv. The maximum, minimum, and range
v. The 1st and 3rd quartiles and the inter-quartile range
vi. The salary that 35% of players earn less than
vii. The salary that 20% of players earn more than
b) Create a box-plot for the variable Salary.
Interpret
Q4) Examine the graphs shown below. What do you learn from this graph? In other words, what can you tell us about the distribution of first_income? It might help if you pretend you are summarizing the results in a few sentences for your boss. Please type your answers on the Graphs page of the assignment 1 spreadsheet.
Graph (from data set 1 in the assignment 1 spreadsheet)
Q5) Interpret the following. .
Assignment 3 Capstone Research ProjectDue Week 10 and worth 440.docxrock73
Assignment 3: Capstone Research Project
Due Week 10 and worth 440 points
Assume you are the partner in an accounting firm hired to perform the audit on a fortune 1000 company. Assume also that the initial public offering (IPO) of the company was approximately five (5) years ago and the company is concerned that, in less than five (5) years after the IPO, a restatement may be necessary. During your initial evaluation of the client, you discover the following information:
· The client is currently undergoing a three (3) year income tax examination by the Internal Revenue Service (IRS). A significant issue involved in the IRS audit encompasses inventory write-downs on the tax returns that are not included in the financial statements. Because of the concealment of the transaction, the IRS is labeling the treatment of the write-down as fraud.
· The company has a share-based compensation plan for top-level executives consisting of stock options. The value of the options exercised during the year was not expensed or disclosed in the financial statements.
· The company has several operating and capital leases in place, and the CFO is considering leasing a substantial portion of the assets for future use. The current leases in place are arranged using special purpose entities (SPEs) and operating leases.
· The company seeks to acquire a global partner, which will require IFRS reporting.
· The company received correspondence from the Securities and Exchange Commission (SEC) requesting additional supplemental information regarding the financial statements submitted with the IPO.
Write an eight to ten (8-10) page paper in which you:
1. Evaluate any damaging financial and ethical repercussions of failure to include the inventory write-downs in the financial statements. Prepare a recommendation to the CFO, evaluating the negative impact of a civil fraud penalty on the corporation as a result of the IRS audit. In the recommendation, include essential internal control procedures to prevent fraudulent financial reporting from occurring, as well as the major obligation of the CEO and CFO to ensure compliance.
2. Examine the negative results on stakeholders and the financial statements of an IRS audit which generates additional tax and penalties or subsequent audits. Assume that the subsequent audit and / or additional tax and penalties result from the taxpayer’s use of an inventory reserve account, applying a 10 percent reduction to inventory over three (3) years.
3. Discuss the applicable federal tax laws, regulations, rulings, and court cases related to the inventory write-downs, and explain the specific relevance of each to the write-down.
4. Research the current generally accepted accounting principles (GAAP) regarding stock option accounting. Evaluate the current treatment of the company’s share-based compensation plan based on GAAP reporting. Contrast the financial benefits and risks of the share-based compensation stock option plan with the financia ...
Chapter 9 Exercise 31. Liquidity ratios. Edison, Stagg, and Thor.docxchristinemaritza
Chapter 9 Exercise 3
1. Liquidity ratios. Edison, Stagg, and Thornton have the following financial information at the close of business on July 10:
Edison
Stagg
Thornton
Cash
$4,000
$2,500
$1,000
Short-Term Investments
3,000
2,500
2,000
Accounts Receivable
2,000
2,500
3,000
Inventory
1,000
2,500
4,000
Prepaid Expenses
800
800
800
Accounts Payable
200
200
200
Notes Payable: Short-Term
3,100
3,100
3,100
Accrued Payables
300
300
300
Long-Term Liabilities
3,800
3,800
3,800
a. Compute the current and quick ratios for each of the three companies. (Round calculations to two decimal places.) Which firm is the most liquid? Why?
b. Suppose Thornton is using FIFO for inventory valuation and Edison is using LIFO. Comment on the comparability of information between these two companies.
c. If all short-term notes payable are due on July 11 at 8 a.m., comment on each company's ability to settle its obligation in a timely manner.
Chapter 9 Exercise 4
1. Computation and evaluation of activity ratios. The following data relate to Alaska Products Inc.:
20X5
20X4
Net Credit Sales
$832,000
$760,000
Cost of Goods Sold
440,000
350,000
Cash, Dec. 31
125,000
110,000
Accounts Receivable, Dec. 31
180,000
140,000
Inventory, Dec. 31
70,000
50,000
Accounts Payable, Dec. 31
115,000
108,000
2. The company is planning to borrow $300,000 via a 90-day bank loan to cover short-term operating needs.
a. Compute the accounts-receivable and inventory-turnover ratios for 20X5. Alaska rounds all calculations to two decimal places.
b. Study the ratios from part (a) and comment on the company's ability to repay a bank loan in 90 days.
c. Suppose that Alaska's major line of business involves the processing and distribution of fresh and frozen fish throughout the United States. Do you have any concerns about the company's inventory-turnover ratio? Briefly discuss.
Chapter 9 Problem 1
1. Horizontal and vertical analysis. The following financial statements pertain to Waterloo Corporation:
WATERLOO CORPORATION
Comparative Balance Sheets
December 31,20X5 and 20X4
20X5
20X4
Assets
Current Assets
Cash
$ 11,250
$ 12,500
Accounts Receivable (net)
18,500
25,000
Inventories
38,500
35,000
Prepaid Expense
__3,750
__3,750
Total Current Assets
$ 72,000
$ 76,250
Property, Plant, and Equipment
Buildings (net)
$ 102,750
$ 101,250
Equipment (net)
28,500
30,000
Vehicles (net)
32,000
40,000
Total Property, Plant, and Equipment
$ 163,250
$ 171,250
Trademarks (net)
__$ 14,750
__$ 2,500
Total assets
$ 250,000
$ 250,000
Liabilities and Stockholders' Equity
Current Liabilities
Accounts Payable
$ 49,000
$ 70,000
Notes Payable
13,500
40,000
Federal Taxes Payable
__2,500
__25,000
Total Current Liabilities
$ 65,000
$ 135,000
Long-Term Debt
__$ 50,000
__$ 25,000
Total Liabilities
$ 115,000
$ 160,000
Stockholders' Equity
Common Stock, $10 par
$ 25,000
$ 25,000
Retained Earnings
__110,000
__65,000
Total Stockholders' Equity
$ 135,000
$ 90,000
Total Liabilities a ...
Deadline 6 PM Friday September 27, 201310 Project Management Que.docxedwardmarivel
Deadline 6 PM Friday September 27, 2013
10 Project Management Questions with sub-questions under each question. A word document is provided with all questions and directions.
Problem 1
The following data were obtained from a project to create a new portable electronic.
Activity
Duration
Predecessors
A
5 Days
---
B
6 Days
---
C
8 Days
---
D
4 Days
A, B
E
3 Days
C
F
5 Days
D
G
5 Days
E, F
H
9 Days
D
I
12 Days
G
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
What is the Scheduled Completion of the Project?
b)
What is the Critical Path of the Project?
c)
What is the ES for Activity D?
d)
What is the LS for Activity G?
e)
What is the EF for Activity B?
f)
What is the LF for Activity H?
g)
What is the float for Activity I?
Problem 2
The following data were obtained from a project to build a pressure vessel:
Activity
Duration
Predecessors
A
6 weeks
---
B
6 weeks
---
C
5 weeks
B
D
4 weeks
A, C
E
5 weeks
B
F
7 weeks
D, E, G
G
4 weeks
B
H
8 weeks
F
I
5 weeks
G
J
3 week
I
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
Calculate the scheduled completion time.
b)
Identify the critical path
c)
What is the slack time (float) for activity A?
d)
What is the slack time (float) for activity D?
e) What is the slack time (float) for activity E?
f) What is the slack time (float) for activity G?
Problem 3
The following data were obtained from a project to design a new software package:
Activity
Duration
Predecessors
A
5 Days
---
B
8 Days
---
C
6 Days
A
D
4 Days
C, B
E
5 Days
A
F
4 Days
D, E, G
G
4 Days
B, C
H
3 Day
G
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
Calculate the scheduled completion time.
b)
Identify the critical path(s)
c)
What is the slack time (float) for activity B?
d)
What is the slack time (float) for activity D?
e) What is the slack time (float) for activity E?
f) What is the slack time (float) for activity G?
Problem 4
The following data were obtained from an in-house MIS project:
Activity
Duration
Predecessors
A
5 Days
---
B
8 Days
---
C
5 Days
A
D
4 Days
B
E
5 Days
B
F
3 Day
C, D
G
7 Days
C, D
H
6 Days
E, F, G
I
9 Days
E, F
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
Calculate the scheduled completion time.
b)
Identify the critical path
c)
What is the slack time (float) for activity A?
d)
What is the slack time (float) for activity D?
e)
What is the slack time (float) for activity E?
f)
What is the slack time (float) for activity F?
PROBLEM 5
Use the network diagram below and the additional information provided to answer the corresponding questions.
a) Give the crash cost per day per activity.
b) Which activities should be crash.
DEADLINE 15 HOURS
6 PAGES
UNDERGRADUATE
COURSEWORK
HARVARD FORMATING
DOUBLE SPACING
INSTRUCTIONS
This assignment seeks to assess your ability to:
• Critically evaluate and discuss the major developments during 2017 in corporate taxation from the perspective of multinational companies and their auditors, governments and other stakeholders.
• Apply appropriate knowledge, analytical techniques and concepts to problems and issues arising from both familiar and unfamiliar situations;
• Think critically, examine problems and issues from a number of perspectives, challenge viewpoints, ideas and concepts and make well-reasoned judgements;
• Present, discuss and defend ideas, concepts and views effectively through formal language.
Background:
In the final weeks of 2017 a leading tax expert suggested that “a whirlwind of international tax changes has swept the globe”. He also went on to say that for companies operating in Europe there is no end in sight to the pace of change. The final recommendations on base erosion and profit shifting (BEPS) from the OECD have been endorsed by the EU. In fact a number of European governments have already implemented large parts of these proposals ahead of schedule.
The third quarter of the year saw the European Commission in the spotlight with its landmark decision that the technology giant Apple must repay no less than €13 billion of taxes to the Irish government. This ruling was based on the view that the favourable tax treatment was effectively state aid and hence the Irish government had broken EU law. At the same time countries across the world continue to compete by reducing the rate of corporate taxes. Many commentators suggest that the UK government will cut the corporate tax rate to 10% if the country fails to negotiate a trade deal with the European Union as part of the Brexit process. In a separate development earlier in the year the government of Hungary announced it would become the tax haven of Central Europe with a plan to reduce corporation tax to a mere 9%.
Required:
You are to write a report for the Board of Directors of a listed global company that has manufacturing and R&D activities across Europe, Asia, Australasia and America. The report should assume that the directors have detailed knowledge of the group activities but are not taxation specialists. However they would be aware of issues relating to corporate governance, transparency and reputational risks.
The report should cover the following aspects:
Evaluate the major developments that occurred in corporate taxation in 2017 and the issues that may arise in the current year.
Discuss the implications for the group in regard to the relationship with its auditors.
Consider how other stakeholders and non-governmental organisations (NGOs) may be affected by changes in the level of corporate taxes and their possible reaction.
The resources below are on Blackboard and provide an introduction to the topic.
“Corpor.
De nada.El gusto es mío.Encantada.Me llamo Pepe.Muy bien, grac.docxedwardmarivel
De nada. El gusto es mío. Encantada. Me llamo Pepe.
Muy bien, gracias. Nada. Nos vemos. Soy de Argentina.
1. ¿Cómo te llamas?
2. ¿Qué hay de nuevo?
3. ¿De dónde eres?
4. Adiós.
5. ¿Cómo está usted?
6. Mucho gusto.
7. Te presento a la señora Díaz.
8. Muchas gracias.
Modelo ¡Hola! Buenos días.
Adiós cómo Chau de eres
es está gusto Hasta Le
mío Muy Soy usted vemos
1. ANA Buenos días, señor González. ¿Cómo (1) (2) ?
SR. GONZÁLEZ (3) bien, gracias. Y tú, ¿(4) estás?
ANA Regular. (5) presento a Antonio.
SR. GONZÁLEZ Mucho (6) , Antonio.
ANTONIO El gusto (7) (8) .
SR. GONZÁLEZ ¿De dónde (9) , Antonio?
ANTONIO (10) (11) México.
ANA (12) luego, señor González.
SR. GONZÁLEZ Nos (13) , Ana.
ANTONIO (14) , señor González.
• • Hasta mañana.
• Nos vemos.
• Buenos días.
• Hasta pronto.
• • ¿Qué tal?
• Regular.
• ¿Qué pasa?
• ¿Cómo estás?
• • Puerto Rico
• Washington
• México
• Estados Unidos
• • Muchas gracias.
• Muy bien, gracias.
• No muy bien.
• Regular.
• • ¿De dónde eres?
• ¿Cómo está usted?
• ¿De dónde es usted?
• ¿Cómo se llama usted?
• • Chau.
• Buenos días.
• Hola.
• ¿Qué tal?
Modelo un papel
unos papeles
1. : unas fotografías
2. : un día
3. : un cuaderno
4. : unos pasajeros
5. : una computadora
6. : unas escuelas
7. : unos videos
8. : un programa
9. : unos autobuses
10. : una palabra
Modelo el señor Díaz
Addresing him: usted
Talking about him: él
1. Don Francisco
Addressing him:
Talking about him:
2. Jimena y Marissa
Addressing them:
Talking about them:
3. Maru y Miguel
Addressing them:
Talking about them:
4. la profesora
Addressing her:
Talking about her:
5. un estudiante
Addressing him:
Talking about him:
6. el director de una escuela
Addressing him:
Talking about him:
7. tres chicas
Addressing them:
Talking about them:
8. un pasajero de autobús
Addressing him:
Talking about him:
9. Juan Carlos y Felipe
Addressing them:
Talking about them:
10. una turista
Addressing her:
Talking about her:
Modelo Ustedes son profesores.
Nosotros somos profesores.
1. Nosotros somos estudiantes.
Ustedes .
2. Usted es de Puerto Rico.
Ella .
3. Nosotros somos conductores.
Ellos .
4. Yo soy turista.
Tú .
5. Ustedes son de México.
Nosotras .
6. Ella es profesora.
Yo .
7. Tú eres de España.
Él .
8. Ellos son pasajeros.
Ellas
Modelo Yo soy Jorge.
1. Hola, me llamo Jorge y de Cuba. Pilar y Nati de España. Pedro, Juan y Paco de México. Todos estudiantes. La señorita Blasco de San Antonio. Ella la profesora. Luis el conductor. Él de Puerto Rico. Ellos de los Estados Unidos. El autobús de la agencia Marazul. Todos pasajeros de la agencia de viajes Marazul. Perdón, ¿de dónde tú, quién ella y de quién las maletas?
Modelo nombre / el pasajero
Es el nombre del pasajero.
.
DDL 24 hours reading the article and writing a 1-page doubl.docxedwardmarivel
DDL:
24 hours
reading the article and writing a
1-page double space
annotated bibliography
including:
1.reference
2.specify the concept you will use
3.explain its significance to the course
4.specify how you'll use it in your project
see the article and project inf below
.
*
DCF valuation methodSuper-normal growth modelApplications: single CF, annuity, perpetuity, uneven CFs, bond, stock, etc.
LECTURE 2 Valuation Basics
(Chapters 4, 6, 7)
*
Amount of cash flows expectedRisk of the cash flows Timing of the cash flow stream
Factors that Determine Value
*
DCF Method: General Formula
Finding PVs is discounting. The discount factor i is determined by the cost of capital invested.
*
10%
Single Cash Flow
100
0
1
2
3
PV = ?
What’s the PV of $100 due in 3 years if i = 10%?
*
Financial Calculator Setup
BGN END
P/Y 1
FORMAT: DEC 4 or larger
*
Financial Calculator
Solution
s
N I/YR PV PMTFV
?
N = 3, I/YR = 10, PMT = 0, FV = 100
CPT, PV
-75.13
/
INPUTS
OUTPUT
*
Spreadsheet
.
DDBA 8307 Week 2 Assignment Exemplar
John Doe[footnoteRef:1] [1: Type your name here]
DDBA 8307-6[footnoteRef:2] [2: Type in DDBA section number (e.g. DDBA 8307 – 6) ]
Dr. Jane Doe[footnoteRef:3] [3: Enter faculty name here.]
1
Scales of Measurement
Type text here. Discuss the implications of “scales of measurement” in quantitative research. Be sure to use a minimum of two citations to support your position(s). Be sure to review the “Scales of Measurement” media from Week 1. This section should be no more than two paragraphs.
Research Question
What are the means, standard deviations, frequencies, and percentages of the Lesson 21 Exercise File variables?
Presentation of Findings
I analyzed data from Lesson 21 Exercise File [footnoteRef:4]. In this section, I present descriptive statistics for the study quantitative and qualitative variables. Appropriate APA tables and figures accompany the analysis[footnoteRef:5]. [4: Insert the appropriate file name. ] [5: The tables and figures from your SPSS output will need to be copied and pasted in the appropriate location.]
Descriptive Statistics[footnoteRef:6] [6: Detailed information can be found in Lesson 20, “Univariate Descriptive Statistics for Qualitative Variables,” and Lesson 21, “Univariate Descriptive Statistics for Quantitative Variables,” in the Green and Salkind text.
]
Descriptive statistics were run for the quantitative and qualitative variables in the Week 1 Assignment data set. Table 1 depicts the means and standard deviations for the quantitative data. Figure 1 depicts a histogram for the GPA variable. Table 2 depicts the frequencies and percentages for the qualitative (categorical) data. Figure 2 depicts a pie chart for the ethnic variable. Appendix 1 depicts the SPSS output.
Table 1[footnoteRef:7] [7: This is an example of an APA-formatted descriptive statistics table. Refer to Sections 5.01-5.19, in the APA Manual for detailed information on APA tables. The descriptive statistics table here includes the appropriate information derived from the SPSS output that is to be pasted as an appendix. Do not split tables across pages. Note: The numbers in the SPSS output presented here are fictitious numbers and do not represent correct numbers in the data set you will use for this application.
]
Means (M) and Standard Deviations (SD) for Study
Quantitative Variables (N = 105)
Variable[footnoteRef:8] [8: You would simply add rows to the table to accommodate the variables you have used in the analysis (i.e., variable 3, variable 4, etc.). Hint: Use the Microsoft Word Table feature.
]
M
SD
GPA
2.78
.76
Final
61.48
7.94
Percent
80.34
12.12
Figure 1. Histogram of GPA distribution.
Table 2[footnoteRef:9] [9: Recall from Lesson 20, “Univariate Descriptive Statistics for Qualitative Variables” (Green & Salkind, 2017), frequencies and percentages are reported for qualitative (nominal) variables. Note: Frequency and percentages are the only c.
DBM380 v14Create a DatabaseDBM380 v14Page 2 of 2Create a D.docxedwardmarivel
DBM/380 v14
Create a Database
DBM/380 v14
Page 2 of 2Create a Database
The following assignment is based on the business scenario for which you created both an entity-relationship diagram and a normalized database design in Week 2.
For this assignment, you will create multiple related tables that match your normalized database design. In other words, you will implement a physical design (an actual, usable database) based on a logical design.
Refer to the linked W3Schools.com articles “SQL CREATE TABLE Statement,” “SQL PRIMARY KEY Constraint,” “SQL FOREIGN KEY Constraint,” and “SQL INSERT INTO Statement” for help in completing this assignment.
Note: In the industry, even the most carefully thought out database designs can contain mistakes. Feel free to correct in your tables any mistakes you notice in your normalized database design. Also, note that in Microsoft® Access®, you follow the steps below to launch the SQL editor:
Figure 1. To create a SQL query in Microsoft® Access®, begin by clicking the CREATE tab.
To Complete This Assignment:
1. Use the CREATE TABLE statement to create each table in your design. Note that a table in a RDMS corresponds to an entity in an entity-relationship diagram. Recommended tables for this assignment are CUSTOMER, ORDER, ORDER_DETAIL, PRODUCT, EMPLOYEE, and STORE.
2. As part of each CREATE TABLE statement, define all of the columns, or fields, that you want each particular table to contain. Give them short, meaningful names and include constraints; that is, describe what type of data each column (field) is allowed to hold and any other constraints, such as size, range, or uniqueness.
3. Note that any field you marked as a unique identifier in your normalized database design is a key field. Key fields must be described as both UNIQUE and NOT NULL, which means a value must exist for each record and that value must be unique across all records.
4. After you have created all six tables, including relationships between the tables as appropriate (matching the primary key in one table to a foreign key in another table), use the INSERT INTO statement to insert 10 records into each of your tables. You will need to make up the data you insert into your tables. For example, to insert one record into the CUSTOMER table, you will need to invent a customer number, a customer name, and so on—one value for each of the fields you defined for the CUSTOMER table—to insert into the table.
5. To ensure that your INSERT INTO statements succeeded in populating your tables, use the SELECT statement described in Ch. 7, “Introduction to Structured Query Language,” in Database Systems: Design, Implementation, and Management.to retrieve the records you inserted. For example, to see all 10 records you inserted into the CUSTOMER table, you might apply the following SQL statement: SELECT * FROM CUSTOMER;
After you have created all six tables and populated ten records in each table, submit to the Assignment Files tab the database containin.
DB3.1 Mexico corruptionDiscuss the connection between pol.docxedwardmarivel
DB3.1: Mexico corruption
Discuss the connection between politics, corruption, and criminal organizations in Mexico. How would you go about separating these? Give examples and be specific. Support your ideas on why you would do these specific measures.
DB3.2: Collapse of Soviet Union
How has the collapse of the Soviet Union fostered pirate capitalism and organized crime? Be specific with your answer and support your answer. Do you think that if the Soviet Union did not collapse pirate capitalism and organized crime would still flourish? Support your opinion.
300 words per post
.
DB2Pepsi Co and Coke American beverage giants, must adhere to th.docxedwardmarivel
DB2
Pepsi Co and Coke American beverage giants, must adhere to the U.S Foreign Corruption Act wherever their businesses may take them. Both companies expanded their U.S businesses to India with differing initial results. Coke came home (initially) and Pepsi Co prospered.
Do your research and explain the socio-cultural barriers faced by these two companies? What in your view were the reasons which negatively impacted Coke and positively touched Pepsi Co?
WEEK 3:
Interactive
: Select one company other than the 2 mentioned above, and share this company’s experience in the United Arab Emirates. Comment on another learner’s company experience in a different location of the world.
WEEK 4:
Interactive
: Comment on a different learner’s company experience in a totally different location from those completed earlier. Do you feel that cultural training is an essential pre-requisite for expatriates in any host country? Why/Why not?
Remember to use APA referencing in the body of your posting.
.
DB1 What Ive observedHave you ever experienced a self-managed .docxedwardmarivel
DB1: What I've observed
Have you ever experienced a self-managed team? If so, describe it. If not, why do you think your organization has not embraced self managed teams?
DB2: Case Analysis
Review the case study at the end of Chapter 8, Frederick W. Smith - FedEx. Answer the five questions below:
1. How do the standards set by Fred Smith for FedEx teams improve organizational performance?
2. What motivates the members of FedEx to remain highly engaged in their teams?
3. Describe the role FedEx managers play in facilitating team effectiveness.
4. What types of teams does FedEx use? Provide evidence from the case to support your answer.
5. Leaders play a critical role in building effective teams. Cite evidence from the case that FedEx managers performed some of these roles in developing effective teams.
Image Source Team:
http://www.freedigitalphotos.net/images/gallery-thumbnails.php?id=50143103253525199427035558
.
DB Response 1I agree with the decision to search the house. Ther.docxedwardmarivel
DB Response 1
I agree with the decision to search the house. There was reasonable suspicion to believe the fugitive could have been in the home. The homeowner not only consented to the search of the house but requested it for her safety. Complacency kills. In this situation, the officer is very regretful in his decision to conduct a complacent search of the home, and luckily nobody was killed.
My department does not have body cameras, but I still conduct business as if somebody is recording me. We live in a generation of surveillance. You never know when there are hidden cameras, a camera on a business you did not notice, or a cell phone recording from the top floor of a building. We hire police officers with high amounts of integrity because the definition of integrity is doing the right thing even when nobody is looking. I would be lying if I said my grandmother would approve of everything I do on the job. I am most guilty of foul language and it is something that I am working on not doing that. However, I can emphatically say I work with integrity and honesty without a doubt.
I think setting limits on tolerable behavior in regards to sexual and general harassment is appropriate; however, there are too many situations to make a policy for every behavior one could find inappropriate. When it comes to using force again every situation is different but there should be a pretty well laid out policy at departments for when and how an officer should use a certain amount of force. Officers should be trained on de-escalation tactics and alternatives to using force. Tactical training should include strategies to create time, space, and distance, to reduce the likelihood that force will be necessary and should occur in realistic conditions appropriate to the department’s location (U.S. Commission On Civil Rights, 2018).
Philippians 2 verses 3 – 8 is a pretty straightforward verse with great leadership lessons. Be humble, put others before yourself, and be a servant leader.
From the very beginning of any interrogation, the accused has constitutional rights not to speak to police and also to have an attorney present. The Eighth Amendment to the Constitution prohibits cruel and unusual punishments placed upon any persons in the U.S. With these rights in mind I will only go as far as the Constitution allows when interrogating this suspect even if the suspect admits where the child is if the admission was coerced that admission could get thrown out of court. I would never compromise the investigation. There are other ways to find the abducted girl through detective work than just interrogating the suspect. The cost of illegal interrogations is documented in the number of lost prosecutions. Literally, thousands of cases across the country have had to be dismissed because prosecutors could not trust that the evidence provided by police officers was legitimate or the officer had lost credibility as a witness in all cases because of his or her wrongdoing (P.
DB Response prompt ZAKChapter 7, Q1.Customers are expecting.docxedwardmarivel
DB Response prompt ZAK
Chapter 7, Q1.
Customers are expecting more from their service providers. Rather than traditionally accepting boilerplate offerings from service providers, customers desire that service providers cater to their requests. Organizations providing services must keep up with the customer’s demand or risk losing business to others who will. Many service providers have been adopting lean principles to accommodate the needs of their customers in successful attempts to decrease waste, increase efficiency, improve customer service and satisfaction (Daft, 2016, p. 275). From online music providers, customers expect music tracks personalized for their tastes. From airlines, customers can expect preflight seat and meal selections. Amazon.com provides custom personalization to a customers’ home pages by placing personally directed advertisements and products which the customer is more likely to order from the company. Amazon book recommendations are personalized to the specific customer and are provided based upon previous books read. With customers expecting customized and catered experiences, companies need to keep up with this demand and embrace mass customization in order to obtain and retain customers.
Chapter 7, Q2.
While many facets of businesses may involve craft technology, it is still important for business schools to teach management. Some businesses which only expect their leaders to gain knowledge and expertise from experience, may be creating a bureaucratic and restricted model for their business. Companies which rely only on internal training for their leaders can miss opportunities from potential leaders coming in from the outside. Business schools which teach management can provide potential leaders with a foundation to draw from. Teaching management can expose students to issues and opportunities experienced by others, not just ones restricted to one specific company. Teaching management from a textbook is just one method of conveying information. Just as one would not necessarily be proficient in piloting a boat from reading a book, a textbook about doing so would provide the student with underlying concepts which could dramatically increase the success of the student when they move to an actual boat. This textbook based training would be further enhanced with some practical experience.
Chapter 8, Q1.
Technology has progressed allowing real time instant messaging and virtual meetings. High level managers can indeed expect technology to allow them to do their jobs with little face-to-face communication, but they should question if that is something they really want to do. There are currently methods available which could be used effectively to communicate with subordinates, employees and stockholders, such as recorded feeds which would be able to reach every associated individual. These however may not provide a sense of personalization from the managers. Leaders in an organization may resort to using tec.
DB Topic of Discussion Information-related CapabilitiesAnalyze .docxedwardmarivel
DB Topic of Discussion: Information-related Capabilities
Analyze 2 of the 14 information-related capabilities and explain how the joint force can use these capabilities to affect the three dimensions of the information environment. Give examples of real-world or life events for the capabilities and how can you use these concepts as a CSM/SGM.
Consumer Brand Metrics Q3 2015
Eater Archetypes:
Brand usage and preferences by consumer segment
The restaurant industry has long relied on demographic factors to
identify and prioritize consumer groups. For example, many
brands currently obsess over attracting Millennials—some
without pausing to consider the variations among consumers
within this demographic cohort. In addition to life stages,
consumer attitudes about health, value, convenience and the
overall role of foodservice in their lives drive significant
differences in preferences and behavior.
With these distinctions in mind, we have updated the Consumer
Brand Metrics (CBM) survey with questions that allow us to
segment consumers into one of seven Eater Archetypes. Each
segment has a distinct psychographic profile, which is outlined in
our recent Consumer Foodservice Landscape. Accordingly, their
patronage of the segments and brands tracked in CBM varies.
This paper explores some differences we can discern after the
initial quarterly results, including the archetypes’ segment usage,
brand patronage and occasion dynamics. Examining CBM data by
Eater Archetype reveals nuances that complement a demographic
profile of a chain’s guests.
By Colleen Rothman, Manager, Consumer Insights
To learn more about the Consumer Brand Metrics program or to sign up for future
Spotlight by Consumer Brand Metrics white papers, please contact Bart Henyan,
Senior Marketing Manager, at [email protected]
Consumer Brand Metrics Q3 2015
Segmenting consumers by psychographic factors, rather than
just demographic characteristics, can lead to a better
understanding of the consumers that matter to your brand and
how to appeal to them.
Key Takeaways
Busy Balancers and Functional Eaters drive usage across
restaurants and convenience stores. Full-service restaurant
(FSR) operators may also consider targeting Foodservice
Hobbyists and Affluent Socializers, as these archetypes
comprise more than a quarter of FSR patrons, on average.
How does foodservice segment usage vary by archetype?
Driven by unique needs and motivations, Eater Archetypes
gravitate to a wide variety of brands. For example,
McDonald’s, Burger King and Whataburger each
disproportionately attract unique archetypes (Habitual
Matures, Bargain Hunters and Functional Eaters,
respectively).
Which chains do each archetype visit most frequently?
Archetypes that patronize the same restaurant may not use
the brand the same way. For example, usage varies by
daypart, with afternoon snacks skewing to Busy Balancers
and late-night meals d.
DB Instructions Each reply must be 250–300 words with a minim.docxedwardmarivel
DB Instructions:
Each reply must be 250–300 words with a minimum of 1 scholarly source. The scholarly source used for your thread and response should be in addition to the class textbooks.
Reference Book: Young, M. (2017). Learning the Art of Helping. Boston, MA: Pearson. ISBN: 9780134165783.
.
DB Defining White Collar CrimeHow would you define white co.docxedwardmarivel
DB: Defining White Collar Crime
How would you define white collar crime? What are the advantages and disadvantages of the various terms, such as “white collar crime,” “crimes of the powerful,” “elite deviance,” etc., used to describe the type of crimes.
300 Word Minimum
.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The Art Pastor's Guide to Sabbath | Steve Thomason
TitleABC123 Version X1Week One Practice ProblemsPSY.docx
1. Title
ABC/123 Version X
1
Week One Practice Problems
PSY/315 Version 4
1
University of Phoenix MaterialWeek One Practice Problems
Prepare a written response to the following questions.
Chapter 1
12. Explain and give an example for each of the following types
of variables:
a. Equal interval:
b. Rank-order:
c. Nominal:
d. Ratio scale:
e. Continuous:
f. Discrete:
15. Following are the speeds of 40 cars clocked by radar on a
particular road in a 35-mph zone on a particular afternoon:
30, 36, 42, 36, 30, 52, 36, 34, 36, 33, 30, 32, 35, 32, 37, 34, 36,
31, 35, 20
2. 24, 46, 23, 31, 32, 45, 34, 37, 28, 40, 34, 38, 40, 52, 31, 33, 15,
27, 36, 40
Make a frequency table and a histogram, then describe the
general shape of the distribution.
21. Raskauskas and Stoltz (2007) asked a group of 84
adolescents about their involvement in traditional and electronic
bullying. The researchers defined electronic bullying as “…a
means of bullying in which peers use electronics {such as text
messages, emails, and defaming Web sites} to taunt, threaten,
harass, and/or intimidate a peer” (p.565). The table below is a
frequency table showing the adolescents’ reported incidence of
being victims or perpetrators or traditional and electronic
bullying.
a. Using this table as an example, explain the idea of a
frequency table to a person who has never had a course in
statistics.
b. Explain the general meaning of the pattern of results.
Incidence of Traditional and Electronic Bullying and
Victimization (N=84)
Forms of Bullying
N
%
Electronic victims
41
48.8
Text-message victim
27
32.1
Internet victim (websites, chatrooms)
4. Traditional Bullies
5
64.3
Physical bully
29
34.5
Teasing bully
38
45.2
Rumor bully
22
26.2
Exclusion bully
35
41.7
22. Kärnä and colleagues (2013) tested the effects of a new
antibullying program, called KiVa, among students in grades 1–
3 and grades 7–9 in 147 schools in Finland. The schools were
randomly assigned to receive the new antibullying program or
no program. At the beginning, middle, and end of the school
year, all of the students completed a number of questionnaires,
which included the following two questions: “How often have
you been bullied at school in the last couple of months?” and
“How often have you bullied others at school in the last couple
of months?” The table below is a frequency table that shows
students’ responses to these two questions at the end of the
school year (referred to as “Wave 3” in the title of the table).
Note that the table shows the results combined for all of the
students in the study. In the table, “victimization” refers to
students’ reports of being bullied and “bullying” is students’
reports of bullying other students.
5. a. Using this table as an example, explain the idea of a
frequency table to a person who has never had a course in
statistics.
b. Explain the general meaning of the pattern of results. (You
may be interested to know that the KiVa program successfully
reduced victimization and bullying among students in grades 1–
3 but the results were mixed with regards to the effectiveness of
the program among those in grades 7–9.).
Frequencies of Responses in the Five Categories of the Self-
Reported Bullying and Victimization Variables at Wave 3
Grades 1–3
Grades 7–9
Victimization
Bullying
Victimization
Bullying
Variable
Freq.
%
Freq.
%
Freq.
%
11. EastJet has done well since it began operations but Carter and
McLean are concerned about the
profit for the first six months of this year. In addition, two of
EastJet’s planes have been
grounded because of faulty electrical connections. The warranty
has expired on these planes.
You held an audit planning meeting with Dave Wilson, Ron
Joyce and Bill Carter, the partner.
You were provided with the interim financial statements for the
first six months of the current
year along with the prior year audited statements (Appendix 1).
Your notes for the meeting are in
Appendix 2.
A junior accountant from your office has done work on the
accounts receivables and property
plant and equipment. The work done is documented in Appendix
3.
Required:
1. Perform the planning analytical review for the financial
statements of EastJet, analyzing
the key movements. Include supporting calculations. (10 marks)
12. 2. Using the audit notes that you took, identify the audit risks
and explain how each audit
risk could result in a material misstatement in the financial
statements. Design the audit
approach for each significant audit risk identified. Present your
answer in a table with
column one identifying the risk and column two explaining the
risk. (20 marks)
3. Calculate planning materiality for the 2014 fiscal year-end
audit. Provide both
quantitative and qualitative analysis supporting your figure for
preliminary materiality. (5
marks)
4. Evaluate the audit work done by the audit junior on the
accounts receivable and property
plant and equipment and outline additional procedures that
should be performed by the
audit team on future work in this area.(20 marks)
Auditing Project Fall 2014
Do Not Copy
5. Prepare the property, plant and equipment (PPE) audit
program that will be used by
13. Carter & McLean accounting for the December 31, 2014, fiscal
year-end audit of EastJet.
(20 Marks)
6. Discuss the importance of documentation in the audit file and
identify which parts of the
audit file require documentation.(10 marks)
7. Assume the 2014 fiscal year-end audit of EastJet is
completed and that Carter and
McLean Accounting has determined that the financial
statements of EastJet are presented
fairly, in all material respects, except for the area of capital
leases. Capital leases are
material. Your audit work indicated the two capital leases
should be accounted for as
capital leases; however, EastJet did not want to do this. The
amount is material but not
pervasive to the financial statements. Draft the expected audit
report that will be issued
by Carter and Mclean Accounting for this engagement. Assume
that the financial
statements of EastJet are prepared under one of the two general
purpose accounting
frameworks used in Canada.(15 marks)
14. Auditing Project Fall 2014
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Appendix 1: Extracts from management financial statements
Income statement Extracts
Notes Six months ended
June 30, 2014
Year ended December
15. 31, 2013
Revenue 1 549,330 856,852
Operating Expenses 2 489,403 762,722
Other income and expense 3 (4,113) (8,872)
Income before tax 55,814 85,258
Notes:
1. Revenue is evenly spread throughout the year.
2. Operating expenses include repairs and maintenance expense
of property, plant and
equipment of 205,250 for the six months ended June 30, 2014
and 239,250 for the year
ended December 31, 2013.
3. The amount for the six months ended June 30, 2014 includes
a loss on disposition of
equipment. Proceeds on sale of equipment was $30,000.
16. Auditing Project Fall 2014
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Balance Sheet Extracts
Notes As at June 30, 2014 As at December 31, 2013
Assets
Current Assets
Cash and cash equivalents 157,075 352,049
Accounts Receivables 33,316 25,450
Inventory 9,180 8,898
Non-current assets
17. Property, plant and equipment 1 621,934 491,400
Goodwill 2 12,702 12,702
Total Assets 1,035,866 936,654
Liabilities and shareholders’
equity
Current liabilities
Accounts Payable 135,792 115,000
Advance ticket sales 3 137,755 115,236
Non-current liabilities
Long-term debt 172,300 143,535
Maintenance provision 4 35,600 36,414
Total Liabilities 638,406 568,576
Shareholders’ equity
Share capital 17,500 17,500
Retained earnings 5 229,198 198,324
18. Total liabilities and shareholders’
equity
1,035,866 936,654
Auditing Project Fall 2014
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Notes to Financial Statements
1. Property, plant and equipment
Six months ended June
30, 2014
Year ended December
31, 2013
Cost
Opening 810,909 815,908
19. Additions 205,000 173,482
Disposals 39,817 178,481
Closing 976,092 810,909
Accumulated Depreciation
Opening 319,509 259,674
Depreciation expenses 74,466 134,835
Disposals 39,817 75,000
Closing 354,158 319,509
Net Book Value 621,934 491,400
2. Intangible asset - goodwill
Goodwill is stated at a cost of $12,702, and no impairment has
been made to date.
3. Advance ticket sales relate to flights that have been booked
for future dates.
4. Maintenance provision represents amounts accrued for leased
planes that have been
returned at the end of the lease. The planes must be in a specific
20. condition or the
company is charged the costs to bring the plane to the required
condition.
5. Dividends paid during the six months to June 30, 2014
amounted to $37,053.
Auditing Project Fall 2014
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Appendix 2: Notes from meeting
Dave Wilson and Ron Joyce explained that EastJet operates in a
very competitive environment.
The economic downturn has resulted in fewer charter flights and
airlines have been offering
reduced rates to remain competitive. EastJet has been paying
strict attention to cost controls and
have introduced a bonus for management that is based on the
company’s profitability.
Recently two of EastJet’s major customers have gone into
21. bankruptcy. There is $55,000 in
advanced ticket sales related to these customers.
EastJet held a manager’s retreat last month to think of ways to
boost the business. The company
intends on offering an exclusive business class service for
business customers such that they can
fly to and from a major city in the same day. This service will
begin in the new year. EastJet is
optimistic that there will be an 80% uptake of seats on these
flights that will be offered from
Monday through Friday.
One of EastJet’s planes was damaged as a result of a fire in the
cockpit. Although the plane was
insured the insurance company is disputing the claim because
the company did not meet safety
standards that were required in the industry. The cost of the
damage is estimated at $140,000.
Because EastJet is anticipating additional flights in the new
year, it will need to lease or purchase
additional planes. EastJet has begun discussions with a leasing
company in regards to leasing the
planes. They expect the leasing agreements to be in place by
year end.
22. Auditing Project Fall 2014
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Appendix 3: Notes regarding the accounts receivable and
property, plant and equipment
work performed by the junior auditor.
Accounts Receivables / Unearned Revenue
When clients book charter flights, the flight is prepaid and the
amounts are recorded in unearned
revenue. Once the service has been provided (the client takes
the flight) the unearned revenue
related to the flight is transferred to revenue.
Large well established clients do not have to prepay and are
invoiced for the amounts of the
23. flights. These represent the accounts receivable amounts on the
balance sheet. The prior year
audit file indicates there were issues with accounts receivables
in prior years - Eastjet had
accounted for unearned revenue as accounts receivable.
The junior accountant performed analytical review on the
accounts receivable noting that
percentage of accounts receivable as a percentage of total assets
was consistent with the prior
year. There were several credit balances in accounts receivable
which the junior ignored. No
confirmations of accounts receivable were performed. The
junior auditor concluded the accounts
receivable were fairly stated for the interim period.
Property Plant and Equipment
Property plant and equipment represents the largest item on the
balance sheet and represents the
planes that Eastjet owns as well as leased planes. They are
separated in the general ledger
accounts. The junior auditor traced each item on the subsidiary
ledger to the original invoice,
added the subsidiary ledger and agreed the total to the general
ledger. Then the junior auditor
24. signed the working paper concluding that property plant and
equipment was fairly stated for the
interim period.