Week 3 Assignment – Inventory

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Week Three Exercise Assignment

Inventory

1. Specific identification method. Boston Galleries uses the specific identification method for inventory valuation. Inventory information for several oil paintings follows.

  Painting

  Cost

1/2 Beginning inventoryWeek_Three_Exercise_Assignment_B.docx 

Woods

$21,000

4/19 Purchase

Sunset

21,800

6/7 Purchase

Earth

31,200

12/16 Purchase

Moon

4,000

Woods and Moon were sold during the year for a total of $35,000. Determine the firm’s

a. cost of goods sold.

b. gross profit.

c. ending inventory.

2.  Inventory valuation methods: basic computations. The January beginning inven­tory of the White Company consisted of 300 units costing $40 each. During the first quarter, the company purchased two batches of goods: 700 Units at $44 on February 21 and 800 units at $50 on March 28. Sales during the first quarter were 1,400 units at $75 per unit. The White Company uses a periodic inventory system. Using the White Company data, fill in the following chart to compare the results obtained under the FIFO, LIFO, and weighted-average inventory methods.

FIFO

  LIFO

Weighted Average

Goods available for sale  

  $

$

$

Ending inventory, March 31

Cost of goods sold

3. Perpetual inventory system: journal entries. At the beginning of 20X3, Beehler Company implemented a computerized perpetual inventory system. The first transactions that occurred during 20X3 follow:

· 1/2/20X3 Purchases on account: 500 units @$6 =  $3,000

· 1/15/20X3 Sales on account: 300 units @ $8.50 = $2,550

· 1/20/20X3 Purchases on Account: 200 units @ 5 = $1,000

· 1/25/20X3  Sales on Account: 300 units @ $8.50 = $2,550

The company president examined the computer-generated journal entries for these transactions and was confused by the absence of a Purchases account.

a. Duplicate the journal entries that would have appeared on the computer printout under FIFO & LIFO

b. Calculate the balance in the firm’s Inventory account under each method.

c. Briefly explain the absence of the Purchases account to the company president.

4. Inventory valuation methods: computations and concepts.

Wild Riders Surfboard Company began business on January 1 of the current year. Purchases of surfboards were as follows:

Date

Quantity

Unit Cost

Total Cost

 1/3

100

$125

$12,500

 4/3

200

$135

$27,000

 6/3

100

$145

$14,500

 7/3

100

$155

$15,500

Total

500

$69,500

Wild Riders sold 400 boards at $250 per board on the dates listed below.  The company uses a perpetual inventory system.

Date

Quantity Sold

Unit Price

Total Sales

 3/17

50

$250

$12,500

 5/17

75

$250

$18,750

 8/10

275

$250

$68,750

Total

400

$100,000

Instructions

a. Calculate cost of goods sold, ending inventory, and gross profit under each of the following inventory valuation methods:

· First-in, first-out

· Last-in, first-out

· Weighted average

b. Which of the three methods would be chosen if management’s goal is to

(1) produce an up-to-date inventory valuation on the balance sheet?

(2) show the lowest net income for tax purposes?

5. Depreciation methods. Mike Davis Enterprises purchased a delivery van for $40,000 in January 20X7. The van was estimated to have a service life of 5 years and a resid­ual value of $6,000. The company is planning to drive the van 20,000 miles annually. Compute depreciation expense for 20X8 by using each of the following methods:

a. Units-of-output, assuming 17,000 miles were driven during 20X8

b. Straight-line

c. Double-declining-balance

6. Depreciation computations. Alpha Alpha Alpha, a college fraternity, purchased a new heavy-duty washing machine on January 1, 20X3. The machine, which cost $2,000, had an estimated residual value of $100 and an estimated service life of 4 years (1,800 washing cycles). Calculate the following:

a. The machine’s book value on December 31, 20X5, assuming use of the straight-line depreciation method

b. Depreciation expense for 20X4, assuming use of the units-of-output depreciation method. Actual washing cycles in 20X4 totaled 500.

c. Accumulated depreciation on December 31, 20X5, assuming use of the double-declining-balance depreciation method.

7. Depreciation computations: change in estimate. Aussie Imports purchased a specialized piece of machinery for $50,000 on January 1, 20X3. At the time of acquisition, the machine was estimated to have a service life of 5 years (25,000 operating hours) and a residual value of $5,000. During the 5 years of operations (20X3 – 20X7), the machine was used for 5,100, 4,800, 3,200, 6,000, and 5,900 hours, respectively.

Instructions

a. Compute depreciation for 20X3 – 20X7 by using the following methods: straight line, units of output, and double-declining-balance.

b. On January 1, 20X5, management shortened the remaining service life of the machine to 15 months. Assuming use of the straight-line method, compute the company’s depreciation expense for 20X5.

c. Briefly describe what you would have done differently in part (a) if Aussie Imports had paid $47,800 for the machinery rather than $50,000 In addition, assume that the company incurred $800 of freight charges $1,400 for machine setup and testing, and $300 for insurance during the first year of use.

The Usefulness of Annotated Bibliographies

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Annotated bibliographies may be useful when organizing your thoughts on a particular topic, summarizing material related to a particular issue, or trying to synthesize disparate pieces of research. Annotated bibliographies also are useful when developing verbal and written skills. Annotated bibliographies often are viewed as an academic tool that does not have application to real-life or to jobs in the field of criminal justice.

This view is not correct. Annotated bibliographies may be used in a wide array of jobs in the criminal justice system, including those in law enforcement, the courts, and corrections.

For this assignment, consider how using annotated bibliographies might improve verbal and writing skills. Also consider how to use those skills in the field of criminal justice.

Provide an explanation of how using annotated bibliographies might improve verbal and writing skills. Then explain how the skills obtained from using annotated bibliographies might be beneficial in your current role or in a criminal justice role in which you might be interested in working in the future.

Be sure to support your postings and responses with specific references to the Learning Resources.

Readings

advice to business leaders and is respected as a change guru

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This is a class question that needs to be answer with at least 175 words. I would like it explain in your own words, but if not please cite-in-text with reference. No Plagiarism. Take the time to watch the video before answering question.

Once you have thought about people that resist change and how you might address this, take a few minutes to watch the video at this link below.

https://www.youtube.com/watch?v=Wdroj6F3VlQ

The speaker is John Kotter (of Kotter’s Model of Change Management). He provides advice to business leaders and is respected as a change guru. What do you think about his message in this video? You may need to watch it more than once to truly understand the message.

Presentation (case study)

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Case Study# 12—“Which option should Lars recommend to the board?”

You MUST have the book (Business Ethics: An Interactive Introduction by Andrew Kernohan) Page 207-227

Requirements

  • Case Study Wroksheet
  • Handout (The exact things I need to say, and make it essay to read.)
  • Powerpoint (Please use some pictures)

(You do not need to do the video) Students will produce a video presentation approximately 7-10 minutes in length to be uploaded to the course Canvas site. The chapters in the Kernohan text all conclude with a case study that describes an ethical complicated scenario that concludes with a question to be answered: for example, “Should Faruq vote to hire Joan?” or, more generally, “What should Dan do?” and so forth. Students will be expected to answer the question posed at the end of the case study and to explain and defend their answers in their presentation.

To help students prepare their lecture, students will use a Case Analysis Worksheet. This worksheet will help students to appropriately respond to the case study. The completed worksheet should be emailed to me to complete the assignment; presentations will not be graded without the completed worksheet. A rubric can be found in the Case Study Presentation Assignment.

You will also be responsible for answering questions that your classmates pose. After you upload your presentation, be sure to check and see if there is a question that needs to be answered. (I will invite you with a new question, to responsible those questions)

  • I was sign up to the Case Study #12—“Which option should Lars recommend to the board?”

Your task to complete this assignment is to do two things: 1) clearly answer the questionposed at the end of the case study, and 2) supply an argument in defense of your answer. Keep in mind that different students will answer the question differently, so you should be prepared to give me reasons for thinking that I should agree with your answer and not the answer that someone else might defend. Make sure that you are doing both of these tasks. It should be clear to me what your answer to the question is and why I am supposed to think that your answer is correct.

You should make ample use of the text in your presentation. You will should certainly use some of the terminology and concepts introduced in the Kernohan text in particular: there are any number of ethical theories that are discussed in that text that can be used in support of your answer. Using the worksheet should help with this. But the more by way of ethics that you can offer in support of your answer, the better your presentation will be. By contrast, the less by way of ethics that you offer in support of your answer, the worse your presentation will be.

Feel free to use video media in your presentation. Powerpoint slides can help to organize a presentation but they are also pretty boring. Keep in mind too: this is a presentation and you will be graded on style, organization, effectiveness, clarity, and other dimensions. I certainly don’t expect a product that looks like it was professionally done, but given that this is a Communication Intensive (CI) course, I will be assessing presentations given CI criteria. Your classmates will be viewing your presentation too, so make sure it’s effective.

I will provide a sample presentation on the course Canvas site. Look to my example for some guidance, as well as the presentations of your classmates. A grading rubric can be found below. I would also strongly recommend using the Case Study Questions for each case study available in the interactive materials for the Kernohan text, available here: http://sites.broadviewpress.com/businessethics/draft-case-studies/. (Case Study 12)

Two things:

  • To complete the case presentation, should complete the Case Analysis Worksheet. This completed worksheet should be emailed to the instructor by the due date for the case study. Your presentation is not complete without this completed worksheet and will not be graded unless it is completed.
  • Be sure to regularly return to your presentation to see if anyone has asked you a question. Be sure to answer those questions that your classmates ask! I will consider how well you respond to those questions when grading your presentation.

Rubric

Your presentation grade will be out of 100 points. You will be graded based on the following rubric.

  • Content (40 points)

I will be looking to see how well you incorporate ethical theory into your presentation. You should make ample use of the various themes and principles and concepts from the Kernohan text in particular. Make sure that the ethical theory that you utilize really is relevant and be sure to explain why the ethical theory that you are discussing helps to show that your answer is plausible. You should also consider the details of the case study. The particulars probably matter and you should consider them.

  • 40 points: Answer is well defended by appeal to multiple ethical theories; student has provided several ethical considerations in support of her position and those considerations really do support the answer. No obviously relevant ethical consideration is missed. Relevant factual details of the presentation are considered and addressed as relevant.
  • 32 points: Student has supplied a modest amount of ethical theory in support of her answer, but not much more. Might be emphasizing one preferred ethical theory at the expense of other relevant considerations. Ethical considerations are relevant but not well focused. Answer needs some sophistication or nuance. There might be a pretty obvious objection to the student’s answer that is not addressed. Some facts relevant to the case study matter are ignored.
  • 24 points: Relevant terminology is being used but incorrectly or inappropriately. Misunderstanding abounds. Obvious ethical considerations are not addressed. Much more work to do and the ethical reasoning that is provided is pretty poor.
  • 20 points: Student has not really provided any ethical reasoning in support of her answer at all. Answer is merely the statement of purported fact or opinion.


  • Argument (30 points)The cogency and soundness of your argument are assessed in this category. The more reasons you can offer in support of your answer, the better–at a minimum, you should offer at least three reasons in support of your answer. The more reasons you can offer in support of your answer, the more points; fewer reasons, fewer points. Organization matters here: a sloppy and disordered presentation will probably not have multiple clear lines of argument. Note: this is where I will consider your responses to your classmates’ questions. · 30 points: Multiple reasons offered in support of the favored position, all of which are consistent with one another and well-integrated, all of which are relevant to the case study. A thoroughly convincing presentation. · 24 points: Student has offered some reasons in support of her position, but some of those reasons aren’t really relevant or else the ethical theory invoked in defense of the answer doesn’t really support the student’s position. Some crucial part of an effective argument is missing or some crucial assumption is not really defended. There is some obvious objection or counter-example that the student has not considered. There is ethical reasoning offered in support of the answer, but more work to do. Possible that there is an inconsistency that is not explained. · 18 points: Student has offered only the beginnings of an argument. Obvious objections are not responded to or the argument includes some assumption that is far from obviously true. Student may be confused about the implications of ethical theory here or is relying too much on what strikes here as obviously true without argument. Presentation is sloppy and difficult to locate just what the argument is. Student contradicts herself or her position is inconsistent. · 15 points: Student has barely offered an argument at all. Either she is just asserting her opinion or is providing a purely factual discussion of the case study.
  • Quality of Answer (20 points)

The plausibility of your answer will depend on several criteria. First, its relevance to the question posed at the end of the case study. Is your answer really responsive to the question? Does it answer the question completely? Second, how workable is your answer? Could it really be implemented? Is it a realistic response given the details of the case study? Third, is it consistent with the ethical theory that you appeal to in your presentation?

  • 20 points: Answer is plausible on its face and responsive to the problem. Student has provided a nuanced and sophisticated response that avoids making the problem seem like it is simple or easily solved.
  • 16 points: Answer is not obviously implausible but problematic for some reason. Some crucial matter is not addressed, or the answer isn’t really workable or likely to work, or is inconsistent with the ethical theory that the student has discussed. Answer could be more nuanced or sophisticated; things might be more complicated than the student appreciates.
  • 12 points: Answer is not terribly plausible on its face. The proposed solution isn’t really workable or is at odds with the details in the case study or there is some pretty obvious ethical objection to the proposal. The answer is really brute or crude when things are pretty clearly more complicated.
  • 10 points: A wildly inappropriate response that suggests the student has simply not appreciated the problem being addressed or hasn’t taken the problem seriously.
  • Style Points (10 points)

This is a presentation so you will be graded on several criteria related to “style” including clarity, time allotted, use of visual material, elocution, enthusiasm, and so forth.

  • 10 points: A clear and well-organized presentation. Excellent use of visual materials incorporated into the presentation. Student speaks and present clearly, convincingly, and with enthusiasm. No distractions. Good pacing and the presentation works within the time allotted.
  • 8 points: Presentation is organized but there are problems. Too much time spent on some part of the presentation, not enough time on some other part. Student is dragging or rushing. Visual materials are used but are either distracting or not terribly effective. Problems with elocution or pronunciation or volume or some other stylistic element that makes it more difficult to follow along. Needs some energy or overly enthusiastic.
  • 6 points: Presentation is poorly organized and student has failed to clearly deliver her presentation. Presentation runs over or under the allotted time. Problems with technical delivery. Ineffective use of visual materials. Difficult to even understand what is being said.
  • 5 points: Something has gone pretty clearly wrong and the presentation is seriously disorganized and ineffective. Terribly difficult for an average observer to understand and follow along. Presentation runs seriously over or under the allotted time.

Overlapping Contexts 2: As You Like It and Twelfth Night

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Please check the two link to view the books of :

As You Like It: https://www.sparknotes.com/shakespeare/asyoulikeit/

Twelfth Night: https://www.sparknotes.com/shakespeare/twelfthnight/

For each one please click on the translation and view the ACTs there. They will help you to do the following:

Overlapping Contexts: The Short Essays 2: As You Like It and Twelfth Night

Following the completion of discussion of every second play, you will write a short essay that compares and contrasts overlapping themes, characters, situations, etc. as they occur in the two specific texts. For this assignment the focus will be on similarities and differences in As You Like It and Twelfth Night.

Relying on your journals, lecture, discussion, and the specifically cited texts, write a brief, concise reflection on the interplay of important ideas, situations, characters, or themes. Specifically reference relevant aspects of text-to-text overlaps (i.e. where can you see the specific occurrences of a theme in both As You Like It and Twelfth Night? How do these occurrences compare? How are they similar and how different?).

While the overlapping context papers are meant to be relatively short, it is necessary that they be specific and concise. Don’t try to cover everything. Chose one or two elements and be thorough within that context.

Rather than using extensive quotation, simple refer to the act, scene, and line(s) of your citation (i.e. Twelfth Night, I, 1.1-35 would bring me to Twelfth Night Act 1, scene 1, lines 1 thru 35).

Length: It is anticipated that your papers will range from a minimum of five to seven paragraphs, typed, double spaced, Times New Roman 12p. The seven paragraph paper is the most logical, given an intro, conclusion, and five paragraphs, one each focusing on each of the five acts.

If you think watching the movie will help you to do this paper, Please do. And please make this paper as good as you can the teacher is hard grader.

Interview Preparation

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Detail :

Assignment: Interview Preparation

Part I

  • Use the Internet to locate a job posting that supports your career path or professional interest.
  • Create a one-page resume that highlights the knowledge, skills, and experience you possess that align to the job posting you located on the Internet.
  • Include this resume as a separate document in your assignment submission. You may format it in any way that you think is most appropriate for the position and industry.

Part II

  • Write a paper of approximately 3 pages on how one could implement strategies that will assist in the achievement of professional goals such as changing careers or trying to get a promotion.
  • Include the interviewing strategies that you would use and those you would avoid.
  • Provide a list of best practices and tools for searching, preparing, and securing new employment as well as promotional opportunities.
  • Format Writing Template enclosed.
  • Include a minimum of two sources.

Monologue Self-Assessment, homework help

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PROJECT SELF-ASSESSMENT

Please write 1 ½ – 2 pages in which you address the questions. Be clear and succinct.

What do you know now about acting that you didn’t know before you began this project?

Describe a moment in your process that you found challenging. What concepts or exercises did you employ to overcome the obstacle? To what degree were you successful?

Describe a moment in your process when you felt really connected, when you felt that you were inhabiting the character and environment. What concepts or exercises helped you succeed? How would you use those in future projects?

Describe how something in one of our readings provided insight on some aspect of your process on the project.

If you were to go back into rehearsal on this project, what would you work on next?

Format:

Times New Roman, 12 point type, 1.5 spaced, regular margins. No more than 2 pages.

Interpersonal Communication

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Short Answer Assignment

In this assignment, you will respond to four questions to illustrate your knowledge of the functions of verbal and nonverbal communication, biased language, and computer mediated communication. For each question, you will be limited to 250 words.

To complete the assignment, you must:

Romantic, Victorian, and Modern era

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.Discuss 2 characteristics each of the Romantic Era, the Victorian Age, and the Modern Era (be specific). Then show how each era’s characteristics is demonstrated in literature of that period. You must explain your answer using a total of at least 2 different

works for each era that we have read and discussed this semester (each work must be by a different author). So you would be discussing a total of 6 works (each by a different author)—two from the Romantic Era, two from the Victorian Age, and two from the Modern Era—to illustrate two characteristics of their respective eras.

2. Discuss the trajectory of women’s issues over the course of the last three centuries by using at least 3 writers (one from each major time period—the Romantic Era, the Victorian Age, and the Modern Era) and their works which concern gender

issues that we have read and discussed this semester.

Strategy Composition DB

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Write 600–800 words that respond to the following questions with your thoughts, ideas, and comments. Be substantive and clear, and use examples to reinforce your ideas.

You talk with Mike and Tiffany at lunch. “You’ve done some great research and brought up some good ideas to implement in the presentation,” you say. “There is one element that we are missing.”

“One of the most important aspects of the strategy: our competitors,” Tiffany states.

“I’ve already done some analysis, and there are many in the global market. It seems like there are several office furniture companies thriving, but not as many custom furniture manufacturers,” Mike elaborates.

“Well, we need to provide the board with some solid competitors. I’ll work on finding our top two,” you say. Complete the following:

  • Who are your top 2 global competitors in the market?
  • Provide a strengths, weaknesses, opportunities, and threats (SWOT) analysis for each competitor.
  • Why are they direct competitors?
  • What is their competitive advantage?
  • Could you form a cooperative strategy with any of the competitors?
    • If so, how?
    • If not, why?
  • What strategies could you use to build a competitive market profile?
  • What is balanced scorecard?

Links below may help with choosing a strategy:

http://balancedscorecard.org/Resources/About-the-Balanced-Scorecard

http://ap-institute.com/kpi-white-papers/what-is-a-modern-balanced-scorecard.aspx