Accounting Study Essay Example for Free (#2)

Accounting Study Essay ? a) The ethical issue is the corporate reporting department is not recording the late entries and reporting incorrect numbers on purpose. b) Troy Normand is acting immorally because as a manager he is not making sure that the numbers are being recorded correctly. c) I would have done what a manager supposed to do and make sure the numbers and late entries are being recorded correctly. d) The major stakeholders are the employees. 1) Relevance- accounting information must be capable of making a difference in a decision. Predictive value, confirmatory value, and materiality help make up relevance. 2) Faithful representation- that the numbers and descriptions match what really existed or already happened. Completeness, neutrality, free from error help make up faithful representation. 3) Understandability- decision makers vary widely in the types of decisions they make, how they make decisions, the information they already possess or can obtain from other sources, and their ability to process the information. The quality of information that lets reasonably informed users see its significance. 4) Comparability- Information that is measured and reported in a similar manner for different companies is considered comparable. Enables users to identify the real similarities and differences in economic events between companies. 5) Consistency- is presented when a company applies the same accounting treatment to similar events, from period to period. Through such application, the company shows consistent use o f accounting standards. 1) If I want to buy shares in Pepsi Co I will sacrifice faithful representation for a gain from relevance. I can check the predictive value,  confirmatory value, and materiality of the company for the future value. 2) If I am choosing between two companies General Motors and Toyota I sacrifice relevance and chose consistency to see which company shows consistent use of accounting standards from period to period, to help me make my decision. 3) I am looking to invest in either Toyota or General Motors I sacrifice consistency and gain from using comparability. I can see the differences in the similar companies in a similar manner. 4) If I own shares in General Electric and I see that General Electric issues a three month report that shows interim earnings have declined significantly. I will sacrifice relevance and gain from understandability because of the information and sell my shares. C c) The Decision Usefulness criterion should be used to evaluate trade-offs between information characteristics. a) Realized or realizable, earned. A company realizes revenue when it exchanges products, merchandise, or other assets for cash or claims to cash. Revenue is realizable when the assets received or held are readily convertible into cash or claims to cash. A company delays recognition of revenues until earned. Revenues are considered earned when the company substantially accomplishes what it must do to entitle to the benefits represented by the revenues. B 1) Revenue is realized because it exchanges products for a claim to cash. 2) Revenue is realizable because of the claims to cash and the publication of the magazine every month. 3) Revenue is earned because the company accomplished what it must do to be entitled to the benefits. Accounting Study. (2016, Oct 18).

A&P - ARABY Essay Example | Topics and Well Written Essays - 750 words

A&P - ARABY - Essay Example Taking up Updike’s story first will make the comparison easy and more meaningful. It is the story of Sammy, a boy of nineteen, who enters his adult life, his real worldly life. Three young girls â€Å"in nothing but bathing suits† enter the A & P store (Joyce). Sammy is a normal boy with innocent instincts and imagination. As the girls are being keenly observed by him, the readers’ attention shifts to the inner changes taking place in him. As a young boy, he is ignorant of the reality outside. However, as his desire gets hardened, he yields to some hard decisions. He realizes that taking risk in life is very essential. Not only the known people, but the strangers also seem to play a role in molding one’s fate. The mere appearance of the girls in their swimming suit precipitates Sammy’s desire to quit his present job. As his innocence slowly melts into boldness, he gets a firmer grip on the complexity of life. He also realizes that his routine life i n the store is very monotonous, â€Å"pretty dreary â€Å", and very stagnant. The girls seem to promise some adventure in his life, some new excitement. He foresees in his imagination a new world, like the one in which the girls live. In â€Å"Araby†, the boy gets trapped by the sight of a beautiful girl, Mangan’s sister. He is completely swept away by the charm of the girl. He says â€Å"Her image accompanied me even in places the most hostile to romance† (Joyce). Her response is not much available in the story, as Queenie’s to Sammy’s love remains remote in â€Å"A & P†. The Dublin boy loses interest in everything except the girl. He is on a journey now to please her and to get him accepted by her. He explains his romantic situation: â€Å"But my body was like a harp and her words and gestures were like fingers running upon the wires† (Joyce). One day he gets a chance to meet her, and she suggests that he

Educational Implications of Socioeconomic Status Matrix Essay

Educational Implications of Socioeconomic Status Matrix - Essay Example If someone with unemployed or working class parents enters the school system at an academic level behind those of other students (through no fault of their own or their parents), they will find it difficult to move up a track in the current system. This is not only because teachers will have lower expectations of this individual due to their socioeconomic class, but because the curriculum currently focuses predominantly on those in the upper echelons of society without providing insight into movement between classes or the importance of the working class throughout history. All of these factors combined will ensure that most students in the lower classes will remain unmotivated and unenthused by the education system and find it difficult to engage their intellectual capacity (Gollnick & Chinn, 2005, p71). Conversely, the upper-middle and upper classes flourish under the current education system. Not only does their economic status allow students from these backgrounds to attend expen sive private schools which generally have better equipment (and better paid staff who may be more enthusiastic due to this benefit), but their social status encourages these students to attain the best academic achievements. High teacher (and parental) expectations will push students into the higher academic tracks, allowing them to attain results that will push them towards the jobs held by their parents – teachers, lawyers, doctors, academics and high-powered businessmen (Gollnick & Chinn, 2005, p64). This seems unfair when compared with the fate of the lower classes as discussed above, who may have the same intellectual capacity and perhaps even outperform some of their upper-middle or upper class schoolmates, but suffer from an educational inequality. Race also plays a part in educational equality (Gollnick & Chinn, 2005, p67) Those who are members of oppressed groups are found in higher numbers in the unemployed, homeless or working class groups. Combined with the factor s mentioned above, these groups are often underrepresented in class materials, again meaning that these groups will engage less with the curriculum. White able-bodied males, who occupy a higher proportion of the upper-middle and upper classes, are overrepresented in class materials and thus may feel encouraged to perform. There has not been much discussion of gender in the text, but it can be assumed that often classroom materials focus on the history and experiences of the male gender and this is an inequality that also needs to be addressed. References Gollnick, D. M., & Chinn, P. C. (2005). Multicultural Education in a Pluralistic Society & Exploring Diversity Package (7th ed.). Prentice