Generally Accepted Accounting Principles and Case Essay Sample free essay sample

In add-on to the in-chapter and end-of-chapter exercisings which serve as short instances you will happen the following short instances arranged by class rubric that can besides be utilized as short instances that require the pupil to entree the important literature to turn to the issue presented in the instance. Other first-class beginnings of longer and more elaborate instances include the Deloitte Trueblood instances. every bit good as the AICPA instances ( World Wide Web. aicpa. org ) . A topical listing of the instances is presented with the instance and solution following the listing. Topical Index of Student Cases Intermediate Accounting Cases Case 1: Coverage acquisition and refund minutess in the Statement of Cash FlowsCase 2: Recording a confiscate paymentCase 3: Gross and expense acknowledgment associated drawn-out guaranteesCase 4: Accounting for â€Å"due on demand† note collectibleCase 5: Purchase of a controlling involvement with a greenmail premiumCase 6: Gross acknowledgment in the building industryCase 7: Accrual and measuring of involvement paymentsCase 8: Recognition of an plus transportation when rubric has non yet been receivedCase 9: Capitalization of involvement and belongings revenue enhancements on a building undertaking Case 10: Deferred compensation and life insurance policy acknowledgmentCase 11: Reporting net incomes per portion balances for subordinate companiesCase 12: Postponement of rental paymentsCase 13: Disclosure of anterior period accommodations in the statement of hard currency flowsCase 14: Measurement and recording of payments for ill yearssCase 15: Comparative hard currency flow statementsCase 16: Social security benefits as assetsCase 17: Recording a stock dividend as a stock splitCase 18: Addition on a nonmonetary exchange ADVANCED ACCOUNTING CasesCase 1: Coverage of letters of warrant notes collectibleCase 2: Factors impacting minority involvement controlCase 3: Net incomes and losingss in the investing in foreign currencies Case 4: Amortization of foreign currency dealing additions and losingss Case 5: Contemplation of expensed computing machine plans on amalgamate fiscal statements Case 6: Categorization of a proposed fiscal instrument as a hedge Case 7: Disclosure of returns and payments from hard currency flow fudging activities Case 8: Proper rating of a â€Å"guaranteed† concern combination GOVERNMENT AND NOT-FOR-PROFIT ACCOUNTING CasesCase 1: Recognition restricted or non-restricted assets that are promised but non received Case 2: Affect of â€Å"permanent† decreases in the value of â€Å"promised† assets Case 3: Disclosure and categorization on a company’s Statement of hard currency Flows Case 4: Disclosure of possible involvement rate swings and commercial paper by a metropolis Case 5: Capital and operating rentals between related parties Case 6: Elimination of net incomes on intercompany gross revenues Case 7: Coverage of financess and possible duties on bonds issued for 3rd parties Case 8: Disclosure of payments made to agents or agents Case 9: Accrual of holiday clip of unestablished employees AUDITING CasesCase 1: Communication with predecessor hearersCase 2: Scope restrictionsCase 3: Outside services for stock list countsCase 4: Auxiliary revelationsCase 5: Repeating prior years’ fiscal statementsCase 6: Independence in a reappraisal or digest battleCase 7: Qualified study and history categorizationCase 8: Re-issuance of fiscal statementsCase 9: Communication with audit commissionsCase 10: Accounting for assets held for sale Tax CasesCase 1: When should gross income be accrued?Case 2: Stock purchased by an employeeCase 3: Income sourcing- internationalCase 4: Business tax write-offsCase 5: Tax write-off for foreign travelCase 6: Contingent liabilitiesIntermediate Accounting CasesCase 1: Mead Motors purchases an car for its new auto stock list from Generous Motors. We will write a custom essay sample on Generally Accepted Accounting Principles and Case Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page which finances this dealing through its fiscal subordinate. Generous Motors Credit Company ( GMCC ) . Mead pays no financess to Generous Motors or GMCC until it sells the car. Mead must so refund the balance of the loan plus involvement to GMCC. How should Mead describe the acquisition and refund minutess in its Statement of Cash Flows? Case 1 Solution: Problem Designation: How should a company study. if at all. hard currency and non-cash minutess owed to an entity’s fiscal subordinate? Keywords: Cash flows ; financ* subordinates ; runing income. Decision: Per ASC 230-10-50-5 ) . Mead should except minutess that involve no hard currency payments or grosss. However. per 230-10-45-17. it should enter hard currency payments to GMCC for refunds of rule ( and involvement thereon ) due to providers or their subordinates as operating hard currency ( out ) flows. Case 2: Narda Corporation agreed to sell all of its capital stock to Effie Corporation for three monthly payments of $ 200. 000. After Effie made the first needed payment. it ceased doing other payments. The stock subscription understanding states that Effie. therefore. forfeits its payments and is entitled to no other future consideration. How should Narda record the $ 200. 000 confiscate payment? Case 2 Solution: Problem Designation: How should a company history for confiscate stock subscriptions? Furthermore. make such payments constitute operating or other income? Keywords: Stock Subscription ; runing income ; extra paid-in capital ; owners’ equity ; net income ; runing income. Decision: Per 505-10-25-2. capital minutess that incur no future corporate duties should be excluded from ciphering cyberspace or operating income. Therefore. the confiscate hard currency should go portion of extra paid-in capital about any needed revelations for such minutess. Case 3: Lowland Appliance Stores offers clients buying its contraptions individually priced ( extended ) guarantees. Lowland services these drawn-out guarantees. Its clients can have no refunds for non utilizing these guarantees. and. of class. Lowland must honour these contracts—regardless of any hereafter costs in making so. It besides â€Å"tracks† the net incomes and losingss these types of guarantees generate by contr aption category—in order to assist keep a competitory monetary value and bing constructions. How should Lowland acknowledge the grosss and disbursals of such drawn-out guarantees? Case 3 Solution: Problem Designation: How should a company recognize grosss and disbursals associated with individually priced. extended guarantees? Such contracts by and large are ( possible ) loss eventualities. Keywords: Loss eventuality ; non-refundable

All My Sons1 essays

All My Sons1 essays In the movie there were difference then in the book. In this book and movie All My Sons there are certain statements one was If you want to know ask Joe another is there is a universe outside your responsible. Both these statements are important in the book and movie. The black and white movie made it seem setting was in the 1940s. There are alot of similarities and difference between the book and the movie All My Sons. One difference was in the movie there was no mention of the tree falling like there was in the book. Another difference between the book and the movie was that in the book Larry disappeared November 25. In the movie Larry disappeared February 9. In the book Chris never went to see Anne s father in jail, but in the movie he did. Another difference was that people never played cards with Joe in the book but in the movie they did. At the end of the movie Anne and Chris go away with each other but in the book that never happened. The effect of the movie in black and white really was a symbol. It gave the sense that it is in the 1940s. It gave it sense that it was a different time and people acted differently. A black and white movie makes the Scene look sad. It also gives a point of some kind if the movie is black and white. In the movie they said If you want to know ask Joe. The meaning is that Joe really knows everything that is going on. He cut some corners like with the cylinders and the refrigerator door in the movie. Joe said to Steve that he would take full responsibility for the action of sending the cylinders out on the phone. Joe did not take full responsibility for the cylinders. People will not do anything without Joes taking responsibility because they know what happen with Steve. In the movie and book there also was the statement there is a universe outside your responsible, Chris said that. This statement means that you ar...

The role of magic in A Midsummers Nights Dream Research Paper

The role of magic in A Midsummers Nights Dream - Research Paper Example Patriarchal dominance is given a thorough overview within the play and revealed through making humor at the expense of its proprietary nature. The play explores the many ways in which love manifests, allowing for its exaltation as well as its trivialization. The play embodies a duality of mythologies from which to create its discourse. While the nature of the fairy is relative to the mythologies of Europe, the play takes place in the setting of Athens, thus bringing into mind the Greek mythologies. This convergence of mythological settings and universes provides a heightened sense of the supernatural within the play. In addition, as the time period of the Renaissance was a time when humanism was the philosophical standard, it is possible that beyond the mythological parallels, there is a contrast intended between the reason of classicism and the magic of the fairy realm. Therefore, the setting provides multiple levels of consideration, creating a world in which contrast and continuit y are both within the framework of the setting. This setting provides a structure in which the shifting shape of the emotion can be explored as it represents contrasts of differing beliefs. Love is often considered to be a magical emotional element in the human experience. In Shakespeare’s fantastical play, magic creates a complication of human emotions by the influence of the fae, As the fae are not human, but creatures of myth and fantasy, their association to love is both more cold and more passionate than that of human love. Therefore, the consequences of love and the intermix of emotional play that is done by the fairy folk becomes a reflection of the nature of man through a sense of exaggeration (Dowd and Pallata 558). As the play is considered to be a romantic comedy, there is an emphasis on love, but the elements of structure and expectation is how the play is formulated in order to convey the message that Shakespeare intended. Thus, while love is of a primary importa nce, the fulfillment of the expectations of complications that get in the way of love which are finally overcome, naturally leads towards an end which includes marriage (Nostbakken and Shakespeare 3). In A Midsummer Night’s Dream, the complications are created first through the unrequited love within the human world, then through the magic within the fairy world as the fairies choose to interfere for their own amusement. The first complication in the human realm is that of Hermia as she loves Lysander while her father has demanded that she marry Demetrius. If she refuses to marry Demetrius she is given two choices by her father, Theseus; â€Å"Either to die the death, or abjure/ Forever the society of men† (Shakespeare Act 1: Scene 1: lines 65-66). Hermia has been given the choice to either love whom her father has chosen to be her husband or to live without love as a nun. The alternative to both is death. This firmly establishes the human world for its patriarchal nat ure. Males have the control over the future of females, thus their own desires are immaterial to the desires of the male. However, in the fairy world, this patriarchal power is less relevant. The magic in the fairy realm provides an opportunity to make

Counterterrorism and Intelligence Framework Essay

Counterterrorism and Intelligence Framework - Essay Example uct a counterterrorism and Intelligence Framework that will create the most â€Å"robust† intelligence system and strategically efficient counterterrorism operations, the Federal Bureau of Investigations, Central Intelligence Agency, and the Defense Intelligence Agency must co-work to help combat terrorism. As much as this may not seem an easy task, it may be accomplished by setting new policies to govern the single body of different agencies, which will in turn govern the integrated agencies. Discussed below, are the anti-terrorism agencies, how they work and their functions. The FBI or the Federal Bureau of Investigation is a major branch on the United States department of justice. It is and intelligence-driven and a threat-focused national security organization that comprises of Federal Criminal Investigations and internal intelligence agency or counterintelligence responsibilities. Their mission is to protect and defend the United States of American against the terrorist attack and foreign intelligence threats. Additionally, they ensure that the criminal laws of the United States are implemented. Moreover, it gives leadership and criminal justice to society. The second agency is the Central Intelligence Agency (CIA), which is an independent US Government agency that provides national security intelligence to senior US policymakers. Its sole mission is to eliminate threats and enhance national security objectives by safeguarding the secrets that help keep the U.S. nation safe. With an agency that works solely for the president, it analyzes information from all sources as directed by the president. The agency is portioned into five major departments of divisions. Finally, the Defense Intelligence Agency (DIA) is a counterterrorism agency that gives intelligence to military warfighters, defense policymakers, and force planners in the Department of Defense and the Intelligence Community. In addition, it offers support to U.S. in military planning and operations

The realities of correctional officer misconduct and how to prevent it Term Paper - 1

The realities of correctional officer misconduct and how to prevent it - Term Paper Example The changes in the prison management system initially guaranteed safety for female inmates from the predatory sexual behavior of other inmates and male officers. While the system made necessary changes to manage the affairs inside the prisons, the incrimination of African American women continued to exist as they were considered less privileged than the white women. The socio-cultural disparity between the races that prevails in the American society also has made the female correctional staff of the African American communities to carry the images of their race as a sexually vulnerable. Smith (2012) also reveals that the male inmates and coworkers usually develop a negative stereotype in which female correctional staff are considered weak and sexually challengeable (p.1709). This particular scenario results in the moral degradation of female staff, a larger part of whom gradually succumbs to low self-esteem due to the continuous exposure to stress and sexual advances of men. Increasing cases of the involvement of female officers in moral corruption have considerably challenged the law enforcement system of the country. The complications of the corruption increases to new magnitudes as more and more cases involving officer-inmate relationships come to light. Most important fact to note is sex is an inevitable part of human life and the self-cont rol one possesses during the duty hours can only be deterrent that can prevent immoral activities related sexuality. There are numerous stories that report the incidents in which under trial detainees and prisoners falling in physical relationships with correctional staff. In a report, Duncan (2014) says that the love story of Batimore City Detention Center in which a correctional staff, Kirkland falls in love with an under-trial man, Loney, for whom the Kirkland smuggled contrabands and finally lands in

Language And Reason In History History Essay

Language And Reason In History History Essay Language and reason, two ways of knowing, play important roles in the area of knowledge of history. They are both concerned with the extent to which they provide objective knowledge in history. The role of language in history is to provide a clearly crafted unbiased account of a historical event which is described to people through language, whereas the role of reason in history is to help the reader in order to make rational decisions in evaluating the validity of a historical account. Our first knowledge issue concerns the extent to which the language a historian uses, reflects their own paradigms. A historian must analyse information in the past accounted by other historians in order to gain insight into what has occurred, then pick and choose and organise in accordance with his insight as to what is significant (Abel, 1976, p. 165). As different historians will have differing perspectives about certain events, the history a historian writes about, will be based on his particular interests, which are, in turn, partially dependent on his culture (Alchin, 2006, p. 194). For example, a nationalist Croatian historian writing about the War of Independence in Croatia would hold a very different perspective to a communist Yugoslavian historian recounting the same event. One could argue that communism was not executed properly and therefore encouraged the rise of nationalism which slowly led to the dissolution of Yugoslavia, while the other would claim that communism is an effective sociopolitical structure and the war need not occur. A counter claim of this is that scientists are objective as scientific measurement can be tested independent from the individual scientist who proposes them despite the language they may use. This is because scientific explanations are not as reliant on the use of language because in order for a scientific law to be discovered or proven, experimental results must confirm an initial hypothesis. Therefore scientific explanations are more successful in providing us with objective knowledge. Similarly, another knowledge issue deals with the extent to which historians attempt to be objective. It could be argued that, since the past no longer exists, it cannot be changed and is therefore completely objective. However, as historians evaluate information based on their interpretations of the text through their own paradigms, the interpretation depends not only on the objectivity of the historian writing it but also on the person who reads it. This is evident in Russia in a new middle school history teachers manual by Alexander Filippov, which calls Stalin the Union of Soviet Socialist Republics most successful leader and an effective manager. Filippov believes, that it is wrong to write a textbook that will fill the children learning from it with horror and disgust about their past and their people. And it is why we need to have a generally positive term for the teaching of history in the middle school which will build optimism and self assurance for their young people and m ake them feel as though they can play their part in the bright future of this country (Josefs comeback, 2010). Filippov is not being objective as he is writing positive history influenced by Vladimir Putin, in order for the past events to not seem so daunting on the pupils learning about the history of their country. The implication of this is that Filippov is refraining the children from being able to fully understand and appreciate the events which took place, which has influenced how the country is today. These implications will be still present in one hundred years from now when there will not be any civilians alive who intrinsically know the full extent of Stalins impact on Russia and therefore can not equip the children with truth of events as they will be heavily influenced by the positive history as written in their textbooks. When a text is mistranslated from one language to another, this will hinder the extent of its objectivity. For example, when the Treaty of Waitangi in New Zealand was translated from English to MÄ ori in 1840, in the MÄ ori text of article one, British translators used the inadequate term kawanatanga, a transliteration of the word governance (Meaning of the treaty, 2010). In the MÄ ori text of article two, British translators used the term rangatiratanga, a transliteration of the word sovereignty. The implication of these mistranslations of the Treaty of Waitangi from English to MÄ ori was that in article one, the English version describes that MÄ ori completely give up their kawanatanga (sovereignty) and power to the British Crown. The MÄ ori version however only implies a sharing of power as they gave the British a right of governance. Another implication is that in article two, in the English version the Queen guaranteed to MÄ ori t he undisturbed possession and control over their lands, forests, fisheries, and other properties, emphasising property and ownership rights. The MÄ ori version however, promises much broader rights in regard to upholding the authority that tribes have always had over their lands and taonga, this implies possession and protection of things such as language and culture (Tourism New Zealand, 1999). There would have been no mistranslation in the Treaty of Waitangi if the British translators had used rangatiratanga in article one of the MÄ ori text and kawanatanga for article two, resulting in the problem of meaning and understanding from the misuse of language. Furthermore, an additional knowledge issue deals with the extent to which reason helps us acquire objective information in history. As the historian never indeed knows all there is to be known about an event, the historian will then select their facts and decide how they will describe them. As a result of this, historical accounts may be confronted, compared, and contrasted, emphasis and bias may be made manifest; evidence may be scrutinised; arguments may be evaluated (Abel, 1976, p. 168). Often a historian will use both deductive and inductive reasoning to draw a conclusion about a historical event. Using these particular methods, a historian can, move from the general to the particular (deduction) and then from the particular to the general (induction), in order to state a conclusion that was previously unknown and help bring us closer to the truth. However, deduction turns out to be no more certain than induction. This is because the premises on which deductive reasoning about th e world is base must be derived from induction. An example of this is that due to the use of fallacies when historians describe historical events in the past they make unwarranted inferences and draw a conclusion from something which does not follow from premises from which they initially drew it. Subsequently objective information is not always acquired. For example, during the witch hunt against communist in the USA in the early 1950s, Senator Joe McCarthys case against one alleged communist was that there is nothing in the files to disprove his communist connection (van de Lagemaat, 2005, p. 127). However, in order to show that someone is a communist; we need positive evidence of their political affiliation. This is because fallacies of this type occur if you attempt to claim that something is true on the grounds that there is no evidence to disprove it (van de Lagemaat, 2005, p. 127). When historians use such fallacies they do not allow the reader to obtain objective knowledge i n history and are therefore not enabling the reader to obtain the inner truth about something. Our last knowledge issue concerns the extent to which vague language can lead to poor reasoning in history. The role of reason in history is to make logical and rational decisions when it comes to evaluating sources and their validity. One of the main reasons of poor reasoning in history is the ambiguity of the language in which the historian describes a historical event. This is because, history is constantly being rewritten, not simply because new facts are discovered, but because it is always perceived by an individual as wrongly written. The past is in a steady process of reinterpretation and reconstruction as we want it to be meaningful to us in the present (Abel, 1976, p. 164). Historians use vague language in order to convey an idea to individuals as they themselves are not consciously aware of what happened in the past as they rely on primary and secondary sources to provide them with the information. In turn, however, there may be more than one true account of the past (Abel , 1976, p. 168), as through the ambiguity of the language used, two historians of opposing views on a particular event could both be providing the reader with true information, but due to the vague language used, it leads to poor reasoning of which the historians are not able to make explicit claims of what occurred. Both the roles of language and reason are important in acquiring the reader with objective information in the area of knowledge of history. Although language and reason differ in the way in which they help the reader obtain this knowledge, they both aim to provide an account which is true. As the reader, we hope that we will obtain a truth which is objective, however inevitably there will be elements of personal paradigms and bias which will hinder the extent to which the information in history is objective. Language and reason play an equally important role in history and as a knower I do not deem one to play a more critical role than the other. In the late 1830s, there were approximately 125,000 MÄ ori in New Zealand and about 2000 settlers. More immigrants were arriving all the time though, and Captain William Hobson was sent to act for the British Crown in the negotiation of a treaty between the Crown and MÄ ori.

The Space Shuttle :: essays research papers

The Space Shuttle The shuttle, a manned, multipurpose, orbital-launch space plane, was designed to carry payloads of up to about 30,000 kg (65,000 lb) and up to seven crew members and passengers. The upper part of the spacecraft, the orbiter stage, had a theoretical lifetime of perhaps 100 missions, and the winged orbiter could make unpowered landings on returning to earth. Because of the shuttle's designed flexibility and its planned use for satellite deployment and the rescue and repair of previously orbited satellites, its proponents saw it as a major advance in the practical exploitation of space. Others, however, worried that NASA was placing too much reliance on the shuttle, to the detriment of other, unmanned vehicles and missions. The first space shuttle mission, piloted by John W. Young and Robert Crippen aboard the orbiter Columbia, was launched on April 12, 1981. It was a test flight flown without payload in the orbiter's cargo bay. The fifth space shuttle flight was the first operational mission; the astronauts in the Columbia deployed two commercial communications satellites from November 11 to 16, 1982. Later memorable flights included the seventh, whose crew included the first U.S. woman astronaut, Sally K. Ride; the ninth mission, November 28-December 8, 1983, which carried the first of the European Space Agency's Spacelabs; the 11th mission, April 7-13, 1984, during which a satellite was retrieved, repaired, and redeployed; and the 14th mission, November 8-14, 1984, when two expensive malfunctioning satellites were retrieved and returned to earth. Despite such successes, the shuttle program was falling behind in its planned launch program, was increasingly being used for military tests, and was meeting stiff competition from the European Space Agency's unmanned Ariane program for the orbiting of satellites. Then, on January 28, 1986, the shuttle Challenger was destroyed about one minute after launch because of the failure of a sealant ring on one of its solid boosters. Flames escaping from the booster burned a hole in the main propellant tank of liquid hydrogen and oxygen and caused the booster to nose into and rupture the tank. This rupture caused a nearly explosive disruption of the whole system. Seven astronauts were killed in the disaster: commander Francis R. Scobee, pilot Michael J. Smith, mission specialists Judith A. Resnik, Ellison S. Onizuka, and Ronald E. McNair, and payload specialists Gregory B. Jarvis and Christa McAuliffe. McAuliffe had been selected the preceding year as the first "teacher in space," a civilian spokesperson for the shuttle program. The tragedy brought an immediate halt to shuttle flights until systems could be analyzed and redesigned. A presidential commission headed by former secretary of state William Rogers and former