Business Department
Course Information:
Spring, 2014
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CatNum. Bus. 312: Financial Accounting |
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Call No. (CRN): 2049, 3 Crs. |
Office: Tel.: X5339 |
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Time: T 3:05 - 5:45 p.m. |
Hours: M 12:00-2:00 p.m.; W 1:30-2:30 p.m. |
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Room: CHASE 342 |
E-mail: Ahiarasc@buffalostate.edu |
Prerequisites: Math. competency and sophomore standing. (Needless to say that enrollees should be able to read and digest materials used in this type of course).
Required Materials: (1) Financial Accounting, 7th Ed., by P.D. Kimmel, J.J. Weygandt and D.E. Kieso (
Supplies: Loose-leaf
folder and perforated fillers for class notes and selected homework, and No.2
pencil for examinations.
(Note: Electronic devices of any type that can access the internet are not to
be used, for any reason, during in-class examinations)
WileyPlus Online Homework Site: http://edugen.wileyplus.com/edugen/class/cls367262
COURSE BJECTIVES (COs): While there are those who approach this
course wondering why they have to take it for their business/finance degree,
the more positively inquisitive enrollees tend to start off asking, instead:
(1-a) “What is financial accounting; (1-b) who does it, (1-c) for and about
whom, (1-d) why, (1-e) how…?” One of the
objectives of the course is to provide structure and instruction/direction for
enrollees in the pursuit of answers to these questions (1-a to 1-e), with the
expectation that the process of getting to the answers would foster students’
acquisition of understanding, knowledge, skills and abilities relative to
financial accounting. We expect to spend
the bulk of the course time on the “how” question.
(2-a) Another objective of the course is to introduce enrollees to “the
fundamental accounting theories and methods, underlying financial statements,
and (2-b) the use of accounting information by decision makers." (See p.101 of the College
catalog:
http://www.buffalostate.edu/pdf/ugradcat/2009/ugradcatwhole.pdf).
Enrollees will be expected to apply themselves, follow provided
instructions to discover, learn and master said fundamentals. Those who successfully complete the course
should have achieved the indicated objectives, including the acquisition of the
knowledge, skills and abilities specified
in detail under each of the textbook chapter assignments listed in the “Activities” column of
the Schedule section below. While not explicitly indicated in said list,
the successful students should also have:
(3) enhanced their ability to communicate effectively in writing, and
(4) learned to make a connection between the financial accounting function and
the success of an organization. A corollary objective of the course is to help
the student to (5) build a foundation for further study of accounting and/or
other business subjects.
How the stated
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BA-LG |
MLOs in Bus.312: Financial Accounting—a Core
Part of the Major BA-LG, and a Supporting Course for current BSC Disciplinary
Concentration Areas |
Componental Unit(s) of Bus.312 Specifically
Addressing the MLO (from or see
Schedule section below) |
How Learning Outcome is Expected to
be Assessed or Measured |
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#1: A baccalaureate content knowledge of his/her
disciplinary concentration. |
1-a. Demonstrate knowledge or understanding of, and
ability to define/explain or enunciate (1) concept of accounting writ large, (2) its overall objective,
(3) its branches, and (4) of financial accounting, in particular. (5) Present
a view of financial accounting from an information
system angle or lens (What is
accounting?) |
HO-1a, HO-1b, HO-1c, HO-2, |
--Graded objective-based comprehensive individual
examinations |
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1-b. Demonstrate knowledge or understanding of, and
ability to explain, structure of the accounting profession—types of
accountants (Who does accounting?) |
HO-5, |
Same as
above |
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1-c. Demonstrate knowledge or understanding of, and
ability to explain, primary types of accountable entities (About whom is accounting done?) |
OP-1, HO-4a, 1.1, 5.1. |
--Graded objective-based comprehensive individual
examinations |
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1-d. Demonstrate knowledge or understanding of, and
ability to explain, why
financial accounting is done: (1) Objectives of financial accounting. Fin. Accounting Information System (FAIS) outputs and uses/users: (2) Sketch/demonstrate an FAIS model (3)
Name/identify the four standard Reports or Outputs of FAIS, and (4) list
their typical elements and possible supplements, (5) articulate Importance of
the Financial Accounting standard reports (6) Identify users and uses of accounting
information (For whom is accounting done and why?) |
OP-2, OP-6, OP-7, HO-2, HO-3, HO-4b, 1.2, 1.4, 1.5, 1.6, 2.1,
2.3, 2.7, 12.1 |
--Graded objective-based comprehensive individual
examinations |
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1-e1. Demonstrate
understanding of, and ability to analyze
and interpret financial
statement elements. (How
are financial accounting outputs analyzed and interpreted to
facilitate users’ ‘consumption’?) |
OP-2, OP-3, OP-4, OP-5, 2.2, 2.4, 2.5, 6.5, 8.8, 11.8, 12.3,
12.5. |
Same as
above |
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1.e2 and
2-a. Demonstrate understanding of,
and ability to describe/explain and/or apply appropriate fundamental assumptions,
principles, constraints, measurement, recognition,
and reporting guidelines (including, typical concepts,
terms/vocabulary, models, devices/tools,
processing procedures) to account for financing, investing and operating
activities of a given accountable entity. |
Fundamental assumptions, principles, constraints,
concepts, terms |
--Graded objective-based comprehensive individual
examinations |
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Measurement & Recognition: models, devices,
tools; Inputs & Processing (recording) Steps, Procedures |
Same as in “Fundamental assumptions, principles…”
above |
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Measurement & Recognition: (summarizing)
procedures |
Same as in “Fundamental assumptions, principles…”
above |
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1-e3 and 2-a.
Demonstrate knowledge and
ability to use concepts, models
and procedures to compile or integrate summarized accounts into elements of
financial statements. |
Measurement/ Valuation & Reporting steps and
procedures |
Same as in “Fundamental assumptions, principles…”
above |
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2-b. Demonstrate
understanding of the role of accounting information in different types of
decision-making. |
OP-2, OP-5, OP-6,
8.9, |
--Graded Indiv. Papers |
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#2: The ability to communicate effectively |
Demonstrate clear, concise, and correct writing in a
paper on a business topic |
OP-1 to OP-7 |
--Graded Indiv. Papers |
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#3: The ability to identify, formulate, and solve
business problems using appropriate methodologies and tools |
Solve a given business problem using appropriate
tools. |
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--Graded Indiv. or Group
in-class exercises/problems |
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#4: An appreciation of professional and ethical
responsibilities |
Identify ethical dilemmas and suggest responsible courses
of action in a business case. |
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--Online graded individual homework |
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#5: The ability to function well in groups |
Be evaluated as a successful team member by peers |
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Graded Weekly Group Projects, including: |
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#6: Knowledge of the functional areas of
organizations and how they relate to each other. |
Demonstrate knowledge of the functional areas of a
complex organization |
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--Objective-based examinations |
PHILOSOPHY AND APPROACH: This is the
first accounting course required
of business students, therefore, it is assumed that
the typical enrollee has no previous exposure to the subject. The course will
be presented from the perspective of a blended (user and preparer)
orientation—both uses of accounting information and the basic procedures
necessary to produce that information will be emphasized. Learning accounting
can be analogized to, among other things, learning how to construct
simple-to-complex structures upon which many people rely, or to learning how to
perform classical music. In each case, intellectual (conceptual/theoretical)
understanding of the subject and of its use are just as necessary as practice
by the student. Theoretical understanding requires the student's careful study
of assigned material, and close attention to related presentations in the
various formats employed. Sometimes, the student must also memorize established
formulations as a prelude to eventually understanding them. Could you speak any
foreign language without practice? Practice entails repetitive doing of
assorted exercises that solve various accounting problems. It demands the
student's diligence, exertion, and meaningful involvement, including attention
to detail, in work or activity, which is designed to impart and inculcate
the desired skills. As an intense, time consuming, disciplined effort,
the necessary exertion may or may not be fun--the importance of accounting may not
equate to its relative fun rating! That some accounting is always a part of the
required courses in a business program, speaks to its importance in the area.
Those who have little or no tolerance for the tedium implied by
"exertion" and "attention to detail" will, simply, not
learn accounting. Students who have
excuse(s) for not: acquiring and reading required course materials, attending
required meetings, and persistently and meaningfully doing suggested accounting
activities, should not be surprised when they do not learn, fail to demonstrate
expected knowledge, or do not earn the grade they would have preferred.
According to the American psychologist, Carl Rogers, “the only person who is educated is the one who has learned how to learn and change.” The predominant teaching approach will be centered on student activity. The instructor will structure and coach this activity. He might use lecture presentations, “Socratic” interactive (give-and-take) discussions, and illustrations, video presentations, individual and group assignments, and required interview of businesspersons, to promote or encourage student learning of the course content.
REQUIREMENTS:
The term, “accounting” itself conjures images of activity; any serious learner of it must, in fact, practice accounting activities to master it. Henry Ford is credited with saying, “Whether you think you can or think you can’t—you are right;” each student who really wants to, can learn accounting. Every enrollee is asked to start from this belief and proceed to complete given accounting assignments in good faith. As class time will be spent on a variety of activities including: interactive question and answer periods, lectures, group activities, problem solving, etc., in order for the class to be a meaningful learning experience for all, each enrollee should—is required to: (1) attend class regularly; (2) come prepared by reviewing assigned materials ahead of time, and by completing within its due date other individual and group homework assignments given; (3) complete all quizzes given; (4) participate in class activities while maintaining proper decorum; (5) review after class; (6) complete two in-class, on campus, comprehensive tests covering designated chapters before the instructor or his designee, on the scheduled dates (Each exam will be based on chapters covered since the last, preceding, exam.) Every student should endeavor to take an exam. when it is given to the whole class. Every student is also required to: (7) complete an outside project on the use and importance of accounting in business; (8) Submit a portfolio folder on May 6, 2014, that includes: (i) A subjective one-to-two page type-written list of, at least, twelve (more if applicable) carefully considered knowledge, skills, abilities, (KSAs) revelations, surprises, etc. you have acquired or experienced from this course. (Keeping a log of the KSAs as chapters are completed during the semester will help). Include what you intend to do with them; (ii) A second type-written or word-processed objective report summarizing or synthesizing your Home- and In-class work (e.g., your summaries of the video presentations, the occasional handout homework or in-class reinforcement cases, and group assignments) that bear the instructor’s markings/scores What were the HW and in-class assignments about, to begin? How did each illuminate or fail to illuminate the particular financial accounting lesson that the assignment was about? All the Home- and In-class-work in question must be attached to this second summary.
If each enrollee adheres to provided instructions/directions
while completing all assignments preferably ahead of time, the learning
experience for all in this course should be more agreeable, and hopefully,
quite rewarding.
GRADES: Grades will be based on
scores earned in the chapter
quizzes online, group assignments, class participation, outside
projects, and comprehensive examinations outlined above, except as
modified under "Other…" below.
Course grades are defined as follows:
A = 93.45-100.00%; A- = 89.45-93.44%
B+ = 86.45-89.44%; B =
83.45-86.44%; B- = 79.45-83.44%
C+
= 76.45-79.44%; C
= 73.45-76.44%; C- = 69.45-73.44%
D+
= 66.45-69.44%; D
= 59.45-66.44%
E = 59.44% and below.
The following weights
will be used in computing students' overall
scores for determining course grades:
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Chapter
quiz online (ChQzoL) |
20% |
Expressed in formula form, said overall
score will be computed as follows for
each enrollee:
0.20(ChQzoL
Score)/(Total Expected ChQzoL Points)(100)
+ 0.10(Group Activities Score)/(Total Expected Group Activities Points)(100)
+ 0.10(OP &
Portfolio Summaries Score)/(Total Expected OP & Portfolio Summaries Points)(100)
+ 0.60(Comprehensive Exams Score)/(Total Expected Comprehensive Exams
Points)(100).
Since
students that follow required course procedures will always be given their
scores as well as the expected points, for each graded requirement, no later
than in the class succeeding the one in which each score is generated, you
should be able to compute your overall score to-date at any time during the
course, based on the above formula.
OTHER…: Many students today may or may not be aware of thinking of
education in commodity terms, with the course grade as the commodity. As such,
they enroll in a course and expect to do nothing more for their preferred grade
than their act of enrolling. Education
is not a commodity such as coffee, TV set, or car, for which you can pay your
money and have it delivered without your significant involvement. Rather,
education is a service, and what mostly distinguishes a service process from a
commodity production or merchandising process is the involvement of the
consumer as a critical, inevitable, input in the process. A service consumer will, simply, not get the
service in which he/she refuses to participate as a critical input. How can a patient, passenger, lodger, for
example, receive medical, transportation, and accommodation services,
respectively, that he/she refuses to directly participate in the service
delivery process? A student is not likely to get an education
that he/she, at best approaches with a cavalier attitude, or at worst, refuses to participate in its delivery, regardless of the
level of “grade commodity” that he/she receives. Simply stated, you will reap
what you sow in the course. The college often requires
the instructor to furnish a student’s class attendance information in certain
reports. In order to comply, the instructor must collect and maintain an
accurate attendance record. The instructor is not expected to fudge, omit an attendance or to
misrepresent an absence in, a requested report. Enrollees are asked to not
treat this as a distance course; the instructor, in this design, does not
expect to run it as such. The instructor is not ‘virtually connected,’ and is
not able to read his e-mails in real time. Consider this before writing any
e-mail requiring urgent, real time, attention. You may want to leave a
voice-message also when in an emergency. The instructor cannot ex post facto re-create each class’
dynamics upon which participation points were based so as to enable those who
missed that class to earn the participation points, nor can he re-teach each
class that has been held. The highest grade which starts at an overall score of
93.45% allows for less than perfect scores in participation and examinations.
One who does not make a habit of missing class assignments or exams can do
reasonably well by taking advantage of the multi-faceted delivery formats
discussed above, and the safeguards specified below. It is, therefore, neither
necessary nor useful to impugn, derogate, or insult the course, the instructor,
the college or the educational process for specifying and operating within
norms/guidelines such as defined in this syllabus.
Outside Project Assignment: Students who approach accounting
with a lack of interest, as many seem to do, may be doing so possibly
because of not understanding its significance.
However, it is because
accounting is very important for business that all business majors are required
to take it. The overall objective of
accounting, the FASB suggests, is to provide information that is useful in
making economic decisions of the type that businesses and those interested in
them make all the time. Financial accounting is a tool, way, method, a process,
procedure, of tracking and keeping record of the finance so you can tell its
source and use. A wide range of
questions and answers that inform decisions pertaining to success in business
can be based on the accounting record, but, you must be enlightened in accounting
to know what accounting information to request, and how to interpret it. Accounting helps to answer questions
like these that a savvy businessperson would ask: Where is the business’
finance coming from? How much? What is the breakdown in terms of source—for
example, how much is coming from sales, from borrowing, from interest, from
investors? Where did the financial
resources go—for example, how much went into supplies, utilities, repairs,
remuneration of workers (if any), equipment acquisition, taxes…? What is the financial condition/position of
the business today? How is its
performance—is the business “making” enough money to survive…? The answers can be used to inform
managerial decision making such as one framed this way, assuming that
the business is not making enough: ‘What should be done, where…, when…,
how…?’ No business survives for long if
it does not “make” money, and no employee is kept
that does not help the employer-business to survive. Those
who earn meaningful business degrees are expected to clearly understand the
importance of Accounting for a business, and, by extension, of how they can
contribute to their organization’s success and survival. Towards achieving
this understanding, each enrollee must complete one Outside Project titled: Explaining
the Importance of Accounting For Business Entities
(With Particular Attention to How Business
Owners or Top Management Use and Characterize the Significance of Accounting in
their Businesses). The details of each
outside assignment and its due date will be handed out in class.
On Extra Credit or Bonus Points: A comprehensive set of algorithmic exercises and problems for
extra credit or bonus not to exceed 10 points might, if necessary, be designed
for completion by students demanding this.
It should be understood that “extra” means, “additional”,
or “beyond the designated course work,” and that it is completely
optional—the instructor does not require it.
The extra credit/bonus work will be available for a limited time to be
completed at the Wiley-Plus course site following the end of the last day of
regular classes.
SCHEDULE:
This syllabus provides a general plan for the course;
deviations may be necessary as the semester proceeds. At the option of the
instructor, this syllabus, including assignments, may be modified to allow for
extenuating circumstances (emergency school closings, for example), or other
activities related to the class. Except for the latter, or unless otherwise
announced by the instructor, dates for examinations will always be observed,
and the student is responsible to be prepared to take each one on schedule.
Notification on any change originating from the instructor will be provided in
class. Each student is responsible for any announcements made in class.
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Date |
S E S S I O N |
Activities (All assignments, unless otherwise indicated,
or handed out, are from the KWK 7th
Ed. textbook, and associated Wiley-Plus Online site at http://edugen.wileyplus.com/edugen/class/cls367262 |
KWK 7th Ed. Chapters
and Topics |
SUNY Mobility Project Business Transfer Guide Topics To Be
Covered In The Period |
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2014 |
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Assign
Outside Project due
Feb.12, 2013 |
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1.02: Accounting 3.02 Statement of Equity 3.03 Cash Flow Statement 12.03 Calculation and interpretation of financial ratios |
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Tues Jan. 28 |
1 |
~ Syllabus Review |
Ch.1: Intro. to Financial Statements |
1.02: Accounting 1.04:
Structure of the Acctg. Profession
3.02 Statement of Equity 3.03 Cash Flow Statement 3.04 Other Elements of the
Annual Report
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Tues Feb. 04 |
2 |
~ GROUPS FORM ~ Course Learning Objectives Covered in Chapter 2: Continue GEN. INTRO. TO
FIN. ACCOUNTING: Accounting numbers! Underlying Concepts,
Theories, Assumptions (GAAP). GAAPs and Parties who develop
them. Meaningfully analyze, interpret, or describe
the use of, the general-purpose financial statements 2.3 Explain the relationship between a
retained earnings statement and a statement of stockholders' equity. 2.4 Identify and compute ratios for
analyzing a company's liquidity and solvency using a balance sheet. 2.5 Use the statement of cash flows to
evaluate solvency. 2.6 Explain the meaning of generally
accepted accounting principles. 2.7 Discuss financial report concepts.
The Annual Report Walk through in Wiley-Plus Assign Group HW Ch.2: http://higheredbcs.wiley.com/legacy/college/kimmel/1118162285/self_test/ch02.html?newwindow=true Complete, grade and review: Ch2FreePrctHW
(at Wiley-Plus) Evaluation: Do Ch2Quiz Online after you have posted a score from
completing Ch2FreePrctHW |
Ch.2:
A Further Look at Financial Statements |
13.01 Accnting
elements of annual report 13.02 Mgment
elements of annual report 13.03 SEC reporting requirements 2.01: Financial Statements And US-GAAP 2.02: The FASB and Fin. Accounting Standards 12.01 Objectives of fin.
statement analysis 12.02 Sources of company
information 12.03 Calculation and interpretation of financial ratios |
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Tues Feb. 11 |
3 |
Collect Outside
Project 3.2 Explain what an account is and how it
helps in the recording process. 3.4 Identify the basic steps in the
recording process. 3.5 Explain what a journal is and how it
helps in the recording process. 3.6 Explain what a ledger is and how it helps
in the recording process. 3.7 Explain what posting is and how it helps
in the recording process. 3.8 Explain the purposes of a trial balance.
3.9 Classify cash activities as operating,
investing, or financing. Accounting Cycle Tutorial II: Recording
Handout Homework
on The Recording Process Ch.3: http://higheredbcs.wiley.com/legacy/college/kimmel/1118162285/self_test/ch03.html?newwindow=true
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Ch.3: The Accounting Information System |
4.01 The basic acctg. Model
(B/Sh Equation) 4.02 Income measurmnt. &
accrual accounting 4.03 Impact of simple transactions on ‘B/Sh equation’ 4.04 Debits and Credits 4.05 Accnting
Records (journals,
ledgers, etc.) 4.06 The accounting cycle (including adjustments) 5.01 I/Ss and B/Sh 5.02 Statement of equity 5.03 Cash Flow statement |
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Tues Feb. 25 |
4 |
~ Course Learning Objectives Covered in
Chapter 4: FAIS - PROCESSING (INTERNAL/IMPLICIT
EVENTS): Cash vs. Accrual Basis of Accounting. Accounting Cycle
Sequence. Adjusting for Deferrals, Accruals, &
Estimates. PREPARING END-OF-PERIOD I/S, SOE/SRE, B/Sh, and SCF. Completing the Acctg Cycle 4.3 Explain why
adjusting entries are needed, and identify the major types of adjusting entries.
4.4 Prepare
adjusting entries for deferrals. 4.5 Prepare
adjusting entries for accruals. 4.6 Describe the
nature and purpose of the adjusted trial balance. 4.7 Explain the
purpose of closing entries. 4.8 Describe the
required steps in the accounting cycle. 4.9 Understand
the causes of differences between net income and cash provided by operating
activities.
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Ch.4: Accrual
Accounting Concepts |
4.06 The accounting cycle (including adjustments) 5.01 I/Ss and B/Sh 5.02 Statement of equity 5.03 Cash Flow statement |
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Tues. Mar.04 |
5 |
~ Course Learning Objectives Covered in
Chapter 5: HOW TO
APPROPRIATELY PROCESS AND REPORT ACCOUNTING TRANSACTIONS OF A
MERCHANDISING CO. Service, Mfg. & Merch.
Operations compared. Merch. Operating Cycle,
Trading Terms, Inv. Cost Acctg Systems (Perpetual
vs. Periodic), Single- vs. Multiple-Step I/S 5.2 Explain the recording of purchases under
a perpetual inventory system. 5.3 Explain the recording of sales revenues
under a perpetual inventory system. 5.4 Distinguish between a single‐step and
a multiple‐step income statement. 5.5 Determine cost of goods sold under a
periodic system. 5.6 Explain the factors affecting
profitability. 5.7 Identify a quality of earnings indicator.
5.8 Explain the recording of purchases and
sales of inventory under a period inventory system.
Evaluation: Do Ch5Quiz Online after you have posted a
score from completing Ch5FreePrctHW |
Ch.5: Merchandising Operations and the Multiple-Step Income
Statement |
6.01 Criteria for Revenue Recognition 6.02 Accounting for revenues. |
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Tues. Mar.11 |
6 |
~ Course Learning Objectives Covered in
Chapter 6: Merchandising Operations: REPORTING AND ANALYZING
INVENTORY (Periodic vs. Perpetual Systems: SPID,Fifo,Lifo,WAV (Moving Avg.) Cost Flow Assumptions)
LOCOM Inventory valuation. Inv. Turnover Ratio. Days Sales in Inventory 6.2 Explain the
basis of accounting for inventories and apply the inventory cost flow methods
under a periodic inventory system. 6.3 Explain the
financial statement and tax effects of each of the inventory cost flow
assumptions. 6.4 Explain the
lower cost or market basis of valuing inventories. 6.5 Compute and
interpret the inventory turnover ratio. 6.6 Describe the
LIFO reserve and explain its importance for comparing results of different
companies. 6.7 Apply the
inventory cost flow methods to perpetual inventory. 6.8 Indicate the
effects of inventory errors on the financial statements. Assign Group HW Evaluation: Do Ch6Quiz Online after you have posted a
score from completing Ch6FreePrctHW |
Ch.6: Reporting and Analyzing
Inventory |
7.02 Inventory Records (perpetual, periodic) 7.03
Inventory accounting methods 7.04 LOCOM valuation |
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Tues. Mar.18 |
7 |
In-Class
Mid-term Comprehensive Exam covering KWK Chapters 1 to 6 |
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Tues. Apr.01 |
8 |
Comprehensive Exam. #1 Review?
7.2 Identify the
principles of internal control activities. 7.3 Explain the
applications of internal control principles to cash receipts. 7.4 Explain the
applications of internal control principles to cash disbursements. 7.5 Prepare a bank reconciliation. 7.6 Explain the
reporting of cash. 7.7 Discuss the
basic principles of cash management. 7.8 Identify the
primary elements of a cash budget. 7.9 Explain the
operation of a petty cash fund (imprest method). Assign Group HW
Evaluation: Do Ch7Quiz Online after you have posted a
score from completing Ch7FreePrctHW |
Ch.7: Fraud,
Internal Control and Cash |
8.01
Classification of Curr. Assets & Curr. Liabs. 8:02 Mgmt. of Working Capital 8.03 Measures of Work. Cap. Use (Curr.
Ratio, etc.) 8.04 I/C of Work. Capital 8.05 Mktble Securities |
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Tues Apr. 08 |
9 |
~ Course Learning Objectives Covered in
Chapter 8: Types of Receivables. Trade Receivables
Valuation—NRV/CRV, Bad Debts Acctg.: I/S vs. B/Sh focus. Interest on Notes Receivable. Disposition of
Receivables. A/R Turnover Ratio; Average Collection Period. 8.2 Explain how accounts receivable are
recognized in the accounts. 8.3 Describe the methods used to account for
bad debts. 8.4 Compute the interest on notes
receivable. 8.5 Describe the entries to record the
disposition of notes receivable. 8.6 Explain the statement presentation of
receivables. 8.7 Describe the principles
of sound accounts receivable management. 8.8 Identify ratios to analyze a company's
receivables. 8.9 Describe methods to accelerate the
receipt of cash from receivables.
Ch.8: http://higheredbcs.wiley.com/legacy/college/kimmel/1118162285/self_test/ch08.html?newwindow=true
Evaluation: Do Ch8Quiz Online after you have posted a
score from completing Ch8FreePrctHW |
Ch.8: Reporting and Analyzing
Receivables |
6.03
Reporting customer Receivables
& uncollectibles |
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Tues. Apr. 15 |
10 |
~ Course Learning Objectives Covered in
Chapter: 9 Categories of
Long-Lived Assets, Cost, Valuation. Disposition. Analyzing
Use. 9.2 Explain the concept of depreciation.
9.3 Compute periodic depreciation using the
straight line method, and contrast its expense pattern with those of other
methods. 9.4 Describe the procedure for revising
periodic depreciation. 9.5 Explain how to account for the disposal
of plant assets. 9.6 Identify the basic issues related to
reporting intangible assets. 9.8 Compute periodic depreciation using the
declining‐balance method and the units-of-activity
method.
Evaluation: Do Ch9Quiz Online after you have posted a
score from completing Ch9FreePrctHW |
Ch.9: Reporting and Analyzing
Long-Lived Assets |
9.01
Acquisition cost of Long-Lived Assets 9.02 Depr. Accounting and depreciation methods 9.03 Acctg for disposition of
assets 9.04
Capitalization vs. Expensing 9.05
Intangible assets 9.06 Amort. & impairment
of intangible assets 9.07 Natural resources and depletion |
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Tues. Apr. 22 |
11 |
~ Course Learning Objectives Covered in
Chapter 10: Current vs. Long-Term Liabilities. Valuation of
selected Long-term liabilities. 10.2 Describe
the accounting for notes payable. 10.3 Explain the accounting for other
current liabilities. 10.4 Identify the types of bonds. 10.5 Prepare the entries for the issuance of
bonds and interest expense. 10.6 Describe the entries when bonds are
redeemed. 10.7 Identify the requirements for the
financial statement presentation and analysis of liabilities. 10.8 Apply the straight-line method of
amortizing bond discount and bond premium. 10.9 Apply the effective-interest method of
amortizing bond discount and bond premium.
Ch.10: http://higheredbcs.wiley.com/legacy/college/kimmel/1118162285/self_test/ch10.html?newwindow=true
Evaluation: Do Ch10Quiz Online after you have posted a score from completing Ch10FreePrctHW |
Ch.10: Reporting
and Analyzing Liabilities |
10.01
The nature of liabilities 10.02
Types of curr. Liabs. 10.03
Types of L.T. Liabs. 10.04 Acctg. For L.T.
liabilities. 8.01
Classification of Curr. Assets & Curr. Liabs. 8:02 Mgmt. of Work. Cap. 8.03 Measures of Work. Cap. Use (Curr.
Ratio, etc.) 8.04 I/C of Work. Capital |
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Tues. Apr. 29 |
12 |
~ Course Learning Objectives Covered in
Chapter 11: Reporting And
Analyzing Stockholders’ Equity. 11.2 Record the issuance of common stock.
11.3 Explain the accounting for the purchase
of treasury stock. 11.4 Differentiate preferred stock from
common stock. 11.5 Prepare the entries for cash dividends
and understand the effect of stock dividends and stock splits. 11.6 Identify the items that affect retained
earnings. 11.7 Prepare a comprehensive stockholders'
equity section. 11.8 Evaluate a corporation's dividend and
earnings performance from a stockholder's perspective. 11.9 Prepare entries for stock dividends Ch.11: http://higheredbcs.wiley.com/legacy/college/kimmel/1118162285/self_test/ch11.html?newwindow=true
Evaluation: Do Ch11Quiz Online
after you have posted a score from completing Ch11FreePrctHW. |
Ch.11: Reporting and Analyzing Stockholders’ Equity |
11.01 Debt vs. Equity 11.02 Types of equity (preferred, common) 11:03 Accounting for stock (issuance, dividends) 11.04
Accounting for treasury stock 11.05
Book value vs. market value 11.06
Accumulated other comprehensive income |
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Tues. May 06 |
13 |
~ Course Learning Objectives Covered in
Chapter 12: Statement of Cash Flows: Indirect and Direct
Methods. 12.2 Distinguish among operating, investing,
and financing activities. 12.3 Explain the impact of the product life
cycle on a company's cash flows. 12.4 Prepare a statement of cash flows using
the indirect method. 12.6 Prepare a statement of cash flows using
the direct method. Course portfolio folders with required
summaries due Ch.12: http://higheredbcs.wiley.com/legacy/college/kimmel/1118162285/self_test/ch12.html?newwindow=true #2 Complete,
grade and review: Ch12FreePrctHW (at Wiley-Plus) Evaluation: Do Ch12Quiz Online after you have posted a
score from completing Ch12FreePrctHW |
|
3.03
Cash Flow Statement 5.03 Cash Flow statement |
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Tues. May 13 |
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Final
In-Class Exam on Chapters 7 to 12. Exam. Time: 3:40 p.m. – 5:30 p.m., in Chase #342. If acceptable to all class members, the
exam. time could commence at 3:05 p.m. which
corresponds to regular class starting time. |
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