E 20-18 – P 21-14 Week 5 Assignment

E 20-18 Classifying accounting changes

Indicate the appropriate letter the nature of each situation described below:

Type of Change

PR – Change in principle reported retrospectively

PP – Change in principle reported prospectively

E – Change in estimate

EP – Change in estimate resulting from a change in principle

R – Change in reporting entity

N – Not an accounting change

1.      Change from declining balance depreciation to straight- line.  ——

2.      Change in the estimated useful life of office equipment.   ————

3.      Technological advance that renders worthless a patent with an unamortized cost of 45,000.   ———–

4.      Change from determining lower of cost or market for the inventories by the individual item approach to the aggregate approach.   ——

5.      Change from LIFO inventory costing to the weighted-average inventory costing.

6.      Settling a lawsuit for less than the amount accrued previously as a loss contingency.  —–

7.      Including in the consolidated financial statements a subsidiary acquired several years earlier that was appropriately not included in previous years.  ———-

8.      Change by a retail store from reporting based debt expense on a pay-as-you-go basis to the allowance method.  ———–

9.      A shift of certain manufacturing overhead cost to inventory that previously were expensed as incurred to more accurately measure cost of goods sold. (Either method is generally acceptable.)  ——

10.  Pension plan assets for a defined benefit pension plan achieving a rate of return in excess of the amount anticipated.   ———-

Analysis Case 20-10 Various changes

DRS Corporation changed the way it depreciates it computers from the sum-of-the-year’s digits method to the straight-line method beginning January 1, 2011.  DRS also changed the estimated residual value used in computing depreciation for its office building.  At the end of 2011, DRS changed the specific subsidiaries constituting the group of companies for which its consolidated financial statements are prepared.

Required:

1.      For each accounting change DRS undertook, indicate the type of change and how DRS should report the change. Be Specific

2.      Why should companies disclose changes in accounting principles?

P 21-11 Prepare a statement of cash flows; direct method

The comparative balance sheets for 2011 and 2010 and the income statement for 2011 are given below for Arduous Company.  Additional information from Arduous’s accounting records is provided also.

See Excel worksheet that is attached.

Additional information from the account records:

a.      During 2011, $6 million of customer accounts were written off as uncollectible.

b.      Investment revenue includes Arduous Company’s 6 million share of the net income of Demur Company, an equity method investee.

c.       Treasury bills were sold during 2011 at a gain of 2 million.  Arduous Company classifies its investments in Treasury bills as cash equivalents.

d.      A machine originally costing 70 million that was one-half depreciated was rendered unusable by a rare flood.  Most major components of the machine were unharmed and were sold for 17million.

e.      Temporary differences between pretax accounting income and taxable income caused the deferred income tax liability to increase by 3 million.

f.        The preferred stock of Tory Corporation was purchased for 25 million as long-term investment.

g.      Land costing 46 million was acquired by issuing 23 million cash and a 15%, four-year, 23 million note payable to the seller.

h.      A building was acquired by a 15-year capital lease; present value of lease payments, 82 million

i.        60 million of bonds were retired at maturity.

j.        In February, Arduous issued a 4% stock dividend (4 million shares).  The market price of the $5 par value common stock was $7.50 per share at the time.

k.       In April, 1 million shares of common stock were repurchase as treasury stock at a cost of 9 million.   

Required:

Prepare the statement of cash flows of Arduous Company for the year ended December 31, 2011.  Present cash flows from operating activities by the direct method. (A reconciliation schedule is not required.)

P 21-14 Statement of cash flows; indirect method; limited information

The comparative balance sheets for 2011 and 2010 are given below for Surmise Company. Net income for 2011 was 50 million.

Please see the attached excel worksheet for this problem

Required:

Prepare the statement of cash flows of Surmise Company for the year ended December 31, 2011.  Use the indirect method to present cash flows from operating activities because you do not have sufficient information to use the direct method.  You will need to make reasonalbe4 assumptions concerning the reasons for changes in account balances.  A spreadsheet or T-account analysis will be helpful.

 

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Practicum Observations/Teaching Lessons
i) In Modules 2-6, devote attention to each of the four areas of literacy development. For each of these categories, observe a classroom (grades 1-3) as the teacher and students focus on one of the four areas. Keep notes on activities used by the teacher. Suggested practicum schedule for observations and teaching the lesson plans:
(1) Module 2: Observations only; look for differentiation techniques for ELL’s and special needs students.
(2) Module 3: Phonemic Awareness and Phonics
(3) Module 4: Word Study and Fluency
(4) Module 5: Vocabulary Development
(5) Module 6: Comprehension
ii) Lesson Plans and Teaching Lessons
(1) In each of the four areas and using literacy assessments available in the classroom, administer a pre-test to one student in your practicum classroom.
(2) After you have administered the pre-test, confer with the mentor teacher and prepare lesson plans to address the four areas of literacy development. These lessons should be based on the direct instruction model. The lessons should reflect the areas of need identified through the data analysis collected from the pre-test.
(3) Teach the lessons to the one student you assessed previously.
(1) Administer assessments as a post-test to the same student. Analyze the data to see if learning has improved from the pre-test to the post-test.
Assessment: Student Prompts/Teacher Directions
Individual: Practicum Teacher Work Sample (Benchmark Assessment)
a) Reflection Paper
(1) Write a 1000-1250 word essay summarizing:
(a) Your learning experience during the practicum
(b) Assessment administration- the pre and post assessment data, challenges and strengths.
(c) Data analysis. Include a chart or graphic organizer.
(d) Specific activities with the student during instruction
(e) Progress made to be notated in the chart
(f) Collaboration with the classroom teacher
(g) Your reflection on how assessment guides instruction. Explain how data was used to target the needs of the student and to plan instruction.
(2) Use standard essay format in APA style, including an introduction, conclusion, and title page. An abstract is not required. Cite in-text and in the References section.
b) Submission of Benchmark Assessment
i) Combine all of your assessment data, copies of your lesson plans for each of the literacy areas, and reflection paper under one APA-style title page.
ii) Complete and include the applicable Practicum Placement and the Observation Log forms located in the practicum manual.
iii) Obtain the completed Classroom Teacher Evaluation Feedback Forms from practicum classroom teacher and include them with the submission of the Benchmark Assessment.
iv) Submit this assignment to the instructor in ANGEL by the end of Module 8.
v) Additionally, submit the assignment in TaskStream. Directions for submitting to TaskStream can be found on the College of Education’s page in the Student Success Center.

Scoring Tool/Guide (Rubric)
Practicum Teacher Work Sample (Benchmark Assessment)
Levels/Criteria
1: Unsatisfactory
2: Less than Satisfactory
3: Satisfactory
4: Good
5: Excellent
Score/Level
0%
65%
75%
85%
100%
Applying ACEI Standards 15% 1.0 Development, Learning, and Motivation (1.875%)
Candidates do not know, understand, or use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation.
Candidates know and understand some of the concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation but rarely use them effectively.
Candidates know, understand, and effectively use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation.
Candidates know, understand, and carefully use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation.
Candidates know, understand, and methodically use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation.
2.1 Reading, Writing, and Oral Language (1.88%)
Candidates do not demonstrate competence in use of English language arts, nor do they know, understand, or use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas.
Candidates demonstrate a limited level of competence in use of English language arts and they know, understand, and use few concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas.
Candidates demonstrate an adequate level of competence in use of English language arts and they know, understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas.
Candidates demonstrate a high level of competence in use of English language arts and they know, understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas.
Candidates demonstrate a comprehensive level of competence in use of English language arts and they know, understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas.
3.1 Integrating and Applying Knowledge for Instruction(1.875%)
Candidates do not plan or implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, or community.
Candidates rarely plan or implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community.
Candidates plan and implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community.
Candidates skillfully plan and implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community.
Candidates methodically plan and implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community.
3.2 Adaptation to Diverse Students (1.875%)
Candidates do not understand how elementary students differ in their development and approaches to learning, nor do they create instructional opportunities that are adapted to diverse students.
Candidates do not completely understand how elementary students differ in their development and approaches to learning, and rarely create instructional opportunities that are adapted to diverse students.
Candidates understand how elementary students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse students.
Candidates understand how elementary students differ in their development and approaches to learning, and skillfully create instructional opportunities that are adapted to diverse students.
Candidates understand how elementary students differ in their development and approaches to learning, and methodically create instructional opportunities that are adapted to diverse students.
3.3 Development of Critical Thinking and Problem Solving(1.875%)
Candidates do not understand or use a variety of teaching strategies that encourage elementary students’ development of critical thinking or problem solving.
Candidates understand but rarely use a variety of teaching strategies that encourage elementary students’ development of critical thinking and problem solving.
Candidates understand and use a variety of teaching strategies that encourage elementary students’ development of critical thinking and problem solving.
Candidates understand and efficiently use a variety of teaching strategies that encourage elementary students’ development of critical thinking and problem solving.
Candidates understand and meticulously use a variety of teaching strategies that encourage elementary students’ development of critical thinking and problem solving.
4.0 Assessment for Instruction (1.88%)
Candidates do not know, understand, or use formal and informal assessments strategies to plan, evaluate or strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of elementary student.
Candidates know, understand, but rarely use some formal and informal assessments strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of elementary student.
Candidates know, understand, and use formal and informal assessments strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of elementary student.
Candidates know, understand, and effectively use formal and informal assessments strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of elementary student.
Candidates know, understand, and strategically use formal and informal assessments strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of elementary student.
5.1 Professional Growth, Reflection, and Evaluation(1.88%)
Candidates are not aware of and do not reflect on their practice in light of research on teaching, professional ethics, and resources available for professional learning; they do not evaluate the effects of their professional decisions and actions on students, families and other professionals in the learning community or actively seek out opportunities to grow professionally.
Candidates are rarely aware of and scarcely reflect on their practice in light of research on teaching, professional ethics, and resources available for professional learning; they seldom evaluate the effects of their professional decisions and actions on students, families and other professionals in the learning community and do not seek out opportunities to grow professionally.
Candidates are aware of and reflect on their practice in light of research on teaching, professional ethics, and resources available for professional learning; they occasionally evaluate the effects of their professional decisions and actions on students, families and other professionals in the learning community and seek out opportunities to grow professionally.
Candidates are aware of and reflect on their practice in light of research on teaching, professional ethics, and resources available for professional learning; they typically evaluate the effects of their professional decisions and actions on students, families and other professionals in the learning community and seek out opportunities to grow professionally.
Candidates are aware of and reflect on their practice in light of research on teaching, professional ethics, and resources available for professional learning; they continually evaluate the effects of their professional decisions and actions on students, families and other professionals in the learning community and actively seek out opportunities to grow professionally.
5.2 Collaboration with Families, Colleagues, and Community Agencies (1.88%)
Candidates do not know the importance of establishing or maintaining a positive collaborative relationship with families, school colleagues, and agencies in the larger community to promote the intellectual, social, emotional, physical growth and well-being of children.
Candidates know very little about the importance of establishing and maintaining a positive collaborative relationship with families, school colleagues, and agencies in the larger community and do not know how to use that knowledge to promote the intellectual, social, emotional, physical growth and well-being of children.
Candidates know the importance of establishing and maintaining a positive collaborative relationship with families, school colleagues, and agencies in the larger community but know very little about how to use that knowledge to promote the intellectual, social, emotional, physical growth and well-being of children.
Candidates know the importance of establishing and maintaining a positive collaborative relationship with families, school colleagues, and agencies in the larger community and effectively know how to use that knowledge to promote the intellectual, social, emotional, physical growth and well-being of children.
Candidates know the importance of establishing and maintaining a positive collaborative relationship with families, school colleagues, and agencies in the larger community and know how to comprehensively use that knowledge to promote the intellectual, social, emotional, physical growth and well-being of children.
Content: Lesson Plans: (70%) Vocabulary: (14%)
The vocabulary lesson plan is missing many of the required components. Attention to prior knowledge and essential vocabulary is weak or missing..
The vocabulary lesson plan consists of most of the required components. Attention to prior knowledge and essential vocabulary is minimal or underdeveloped.
The vocabulary lesson plan consists of all the required components. The lesson activates prior knowledge and teaches essential vocabulary that enhances comprehension.
All lesson plan components are addressed. Prior knowledge is surveyed and built to support new learning. Essential vocabulary is thoughtfully developed and meaningfully connected to prior knowledge.
All lesson plan components are addressed. Exceptionally organized activities that create depth of understanding through connecting old knowledge with new knowledge and predictions.
Phonemic Awareness and Phonics: (14%)
The phonemic awareness and phonics lesson plan is missing many of the required components. Attention to phonemic awareness and phonics is weak, missing, or incomplete. Skills and activities are not grade appropriate..
The phonemic awareness and phonics lesson plan consists of most of the required components. Attention to phonemic awareness and phonics is minimal or underdeveloped. Skills and activities are mostly grade appropriate.
The phonemic awareness and phonics lesson plan consists of all the required components. The phonemic awareness and phonics activities are grade appropriate and teach students to actively analyze word parts in an effort to generalize to new word. .
All lesson plan components are addressed. The phonemic awareness and phonics skills and activities are thoughtfully developed and meaningfully connected to grade appropriate academic standards.
All lesson plan components are addressed. Exceptionally organized activities that create multiple and meaningful opportunities to learn word parts that aid in segmenting and blending phonemes and letters. There is a strategic balance between word sounds and word letters.
Word Study and Fluency: (14%)
The word study/ fluency lesson plan is missing many of the required components. The word study/fluency activities are missing, weak, or incomplete. Skills and activities are not grade appropriate..
The word study/ fluency lesson plan consists of most of the required components. Attention to word study/fluency is minimal, underdeveloped, or inappropriate for teaching word study/ fluency. Skills and activities are mostly grade appropriate.
The word study/ fluency lesson plan consists of all the required components. The word study activities develop ways to build fluency (speed and accuracy) with text. Activities are appropriate for grade level and encourage participation.
All lesson plan components are addressed. The fluency skills and activities are thoughtfully developed and provide meaningful practice with familiar text. The fluency activities are fun, interactive, and creative.All lesson plan components are addressed. The word study skills and activities are thoughtfully developed and provide meaningful fluency practice with familiar text. The word study/ fluency activities are fun, interactive, and creative.
All lesson components are addressed. Exceptionally organized activities create multiple and meaningful opportunities to practice word study skills while reading whole text with smoothness, accuracy, speed, and prosody. Activities are engaging and focus on fluent decoding/ processing of whole text.
Comprehension: (14%)
The reading comprehension lesson plan is missing many the required components. Attention to reading comprehension is weak, missing, or incomplete. Skills and activities are not grade appropriate.
The reading comprehension lesson plan consists of most of the required components. Attention to reading comprehension is minimal or underdeveloped. Minimal or no attention is given to quality “before, during, and after” reading activities to develop comprehension. Skills and activities are mostly grade appropriate.
The reading comprehension lesson plan consists of all the required components. The reading comprehension activities address “before, during, and after” reading stages. The learning activities are high quality and strategically selected.
All lesson plan components are addressed. The reading comprehension activities are thoughtfully developed and focus on building understanding of text and extending learning beyond the text.
All lesson plan components are addressed. Exceptionally organized activities that create multiple and meaningful opportunities to create and extend learning of the text. There is a variety of useful strategies in activity selection. The specific comprehension strategies teach student independence.
Assessment Instruments: (14%)
Assessment instruments are inappropriate and/or do not focus on the required areas. Data is weakly analyzed. The selected learning experiences are at the wrong level or are inappropriate.
Most of the assessment instruments are skill appropriate and focus on the required areas. Data is minimally or incorrectly analyzed. Most of the learning experiences are at the right level.
Assessment instruments are skill appropriate and focus on the required areas. Data is thoughtfully analyzed to select appropriate learning experiences at the right level.
Multiple assessment instruments are used for each skill area. Triangulation of data is used to support the analysis/ conclusions. Data analysis strongly supports the selection of lesson choices.
Graphs and tables are used to represent the data. Strong justifications are provided to explicate the direct connections between activity selections and the student assessment data. Assessment results clearly indicate student achievement level.
Reflection Paper Content: (10%)
The reflection portion is superficial and/or lacks quality attention to areas for self-improvement. Weak or no connections are made between the assignment and the text readings. Suggestions are unrealistic and impractical.
The reflection portion identifies several areas for self-improvement, but with minimal depth. Some connections are made between the assignment and the text readings. Most suggestions are realistic and practical.
The reflection portion has depth and identifies areas for self-improvement. Connections are made between the assignment and the text readings. Suggestions are realistic and practical.
There is a thorough reflection that involves input from the classroom teacher and demonstrates self-reflection that is directly supported with examples. Suggestions for improvements incorporate clear steps that are logically based on the examples provided in paper.
The reflection is exceptionally organized and strongly supported by many concrete examples from the data and lesson events. The candidate demonstrates a solid self-reflection that incorporates classroom teacher’s comments and that offers superb suggestions for improvement.
Mechanics of Writing (includes spelling, punctuation, grammar): (2.5%)
Surface errors are pervasive enough that they impede communication of meaning.
Frequent and repetitive mechanical errors distract the reader.
Some mechanical errors or typos are present, but are not overly distracting to the reader.
Prose is largely free of mechanical errors, although a few may be present.
Writer is clearly in control of standard, written American English.
APA Format and Style Requirements: (2.5%)
APA format and style are not evident.
Title page is present, though missing APA elements; in-text citations, where necessary, are used but formatted inaccurately and not referenced.
All key elements of an APA title page are present; in-text citations and a reference section are present with few format errors. Mechanics of writing are reflective of APA style.
Plan elements are theoretically supported with accurate citations and references.
A broad understanding of APA format and style is evident in use of level headings and lists, for example.
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Discussion Assignment

-The book you need : W. Phillips Shively. Power and Choice: An Introduction to Political Science (New York: McGraw Hill, 2007).

-Chapter 9: Constitutional Government in Great Britain and Constitution-Writing in South Africa

Basic Questions for the Assignments

Q1.What are the basic theoretical concepts and insights on the nature of politics presented in the chapter? Make sure to provide definitions or explanations for those concepts presented in the chapters and their relevance to the contents in the chapter.

Q2.How do the concepts presented in the chapter demonstrate and illustrate the significance of the case studies?.

2 pages in length.

Note: some chapters present from one to three examples or case studies. Thus, complete assignments must include a response to all of the examples provided in each chapter

 

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Consumers’ choices are prey to subtle discrepancies that arise in cognitive accounting. Learning how and when you are prey to these discrepancies is an important step in improving your decision making.

As the readings for this module demonstrate, people value gains and losses differently under different scenarios. For example, contestants in a game show might choose a guaranteed $10 prize over a 50 percent chance of winning $20 despite the fact that the expected values are the same.

Using the readings for this module, the Argosy University online library resources, and the Internet, address the following:

• What is mental accounting and how does it impact consumer decision making?
• How might a company take advantage of consumers’ mental accounting? Give examples.
• As a marketer, how might you frame certain decisions to benefit from the disparities that arise in one’s cognitive accounting?
• As a consumer, how would you avoid the pitfalls posed by the inequalities of one’s cognitive accounting?

Write a 3–5-page paper in Word format. Apply APA standards to citation of sources. Use the following file naming convention

 

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