ACCT 105 APUS Wk 4 Classified Income Statement Financial Relationships Discussion Inventories The Week 4 Forum consists of two separate questions. You wi

ACCT 105 APUS Wk 4 Classified Income Statement Financial Relationships Discussion Inventories

The Week 4 Forum consists of two separate questions. You will answer one of the two questions. The chosen question needs to be answered with an initial post of at least 250 words .

Pick only one question:

(1st question) Describe a classified income statement. Be sure to address the classified income statement’s four sections and the important financial relationships found within the statement.

(2nd question) The United States has a capitalistic economy. What is capitalism? Explain how the different inventory valuation methods affect a company’s financial statements. Can the inventory valuation method chosen affect a company’s ability to compete in a capitalistic economy? Please explain.

Instructions: Your initial response should have extensive words (at least 250 words). Please use reference in APA format.

This week we will explore Chapter(s) 7 and 8 of the textbook. Chapter 7 introduces inventories and the classified income statement. It further compares service and merchandising companies. Chapter 8 discusses methods of measurement for inventories and how the cost of goods sold and net income are affected by the different methods. Accounting Principles:
A Business Perspective,
Financial Accounting (Chapters 1 – 8)
A Textbook Equity Open College Textbook
originally by
Hermanson, Edwards, and Maher
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Textbook Provenance (1998 – 2011)
1998 Edition
Accounting: A Business Perspective (Irwin/Mcgraw-Hill Series in Principles of Accounting)
[Hardcover] Roger H. Hermanson (Author), James Don Edwards (Author), Michael W.
Maher (Author) Eighth Edition
Hardcover: 944 pages
Publisher: Richard D Irwin; 7 Sub edition (April 1998)
Language: English
ISBN-10: 0075615851
ISBN-13: 978-0075615859
Product Dimensions: 11.1 x 8.7 x 1.8 inches
Current Hardbound Price $140.00 (Amazon.com)
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Accounting”, Revision Editor: Donald J. McCubbrey, PhD.
PDF Version, 817 pages, Free Download
“Accounting Principles: A Business Perspective First Global Text Edition, Volume 2
Managerial Accounting”, Revision Editor: Donald J. McCubbrey, PhD.
PDF Version Volume 2, 262 pages, Free Download
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Preface from the eight edition:
Philosophy and purpose
Imagine that you have graduated from college without taking an accounting course. You are
employed by a company as a sales person, and you eventually become the sales manager of a territory.
While attending a sales managers’ meeting, financial results are reviewed by the Vice President of Sales
and terms such as gross margin percentage, cash flows from operating activities, and LIFO inventory
methods are being discussed. The Vice President eventually asks you to discuss these topics as they
relate to your territory. You try to do so, but it is obvious to everyone in the meeting that you do not
know what you are talking about.
Accounting principles courses teach you the “language of business” so you understand terms and
concepts used in business decisions. If you understand how accounting information is prepared, you
will be in an even stronger position when faced with a management decision based on accounting
information.
The importance of transactions analysis and proper recording of transactions has clearly been
demonstrated in some of the recent business failures that have been reported in the press. If the
financial statements of an enterprise are to properly represent the results of operations and the
financial condition of the company, the transactions must be analyzed and recorded in the accounts
following generally accepted accounting principles. The debits and credits are important not only to
accounting majors but also to those entering or engaged in a business career to become managers
because the ultimate effects of these journal entries are reflected in the financial statements. If
expenses are reported as assets, liabilities and their related expenses are omitted from the financial
statements, or reported revenues are recorded prematurely or do not really exist, the financial
statements are misleading. The financial statements are only useful and meaningful if they are fair and
clearly represent the business events of the company.
We wrote this text to give you an understanding of how to use accounting information to analyze
business performance and make business decisions. The text takes a business perspective. We use the
annual reports of real companies to illustrate many of the accounting concepts. You are familiar with
many of the companies we use, such as The Limited, The Home Depot, and Coca-Cola Company.
Gaining an understanding of accounting terminology and concepts, however, is not enough to
ensure your success. You also need to be able to find information on the Internet, analyze various
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business situations, work effectively as a member of a team, and communicate your ideas clearly. This
text was developed to help you develop these skills.
Curriculum concerns
Significant changes have been recommended for accounting education. Some parties have
expressed concern that recent accounting graduates do not possess the necessary set of skills to
succeed in an accounting career. The typical accounting graduate seems unable to successfully deal
with complex and unstructured “real world” accounting problems and generally lacks communication
and interpersonal skills. One recommendation is the greater use of active learning techniques in a reenergized classroom environment. The traditional lecture and structured problem solving method
approach would be supplemented or replaced with a more informal classroom setting dealing with
cases, simulations, and group projects. Both inside and outside the classroom, there would be two-way
communication between (1) professor and student and (2) student and student. Study groups would be
formed so that students could tutor other students. The purposes of these recommendations include
enhancing students’ critical thinking skills, written and oral communication skills, and interpersonal
skills.
One of the most important benefits you can obtain from a college education is that you “learn how
to learn”. The concept that you gain all of your learning in school and then spend the rest of your life
applying that knowledge is not valid. Change is occurring at an increasingly rapid pace. You will
probably hold many different jobs during your career, and you will probably work for many different
companies. Much of the information you learn in college will be obsolete in just a few years. Therefore,
you will be expected to engage in life-long learning. Memorizing is much less important than learning
how to think critically.
With this changing environment in mind, we have developed a text that will lend itself to developing
the skills that will lead to success in your future career in business. The section at the end of each
chapter titled, “Beyond the numbers—Critical thinking”, provides the opportunity for you to address
unstructured case situations, the analysis of real companies’ financial situations, ethics cases, and team
projects. Each chapter also includes one or two Internet projects in the section titled “Using the
Internet—A view of the real world”. For many of these items, you will use written and oral
communication skills in presenting your results.
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Objectives and overall approach of the eighth
edition
The Accounting Education Change Commission (AECC) made specific recommendations regarding
teaching materials and methods used in the first-year accounting course. As a result, significant
changes have taken place in that course at many universities. The AECC states:
The first course in accounting can significantly benefit those who enter business,
government, and other organizations, where decision-makers use accounting
information. These individuals will be better prepared for their responsibilities if they
understand the role of accounting information in decision-making by managers,
investors, government regulators, and others. All organizations have accountability
responsibilities to their constituents, and accounting, properly used, is a powerful tool in
creating information to improve the decisions that affect those constituents. 1
One of the purposes of the first course should be to recruit accounting majors. To help accomplish
this, the text has a section preceding each chapter entitled, “Careers in accounting”.
We retained a solid coverage of accounting that serves business students well regardless of the
majors they select. Those who choose not to major in accounting, which is a majority of those taking
this course, will become better users of accounting information because they will know something
about the preparation of that information.
Approach and organization
Business emphasis
Without actual business experience, business students sometimes lack a frame of reference in
attempting to apply accounting concepts to business transactions. We seek to involve the business
student more in real world business applications as we introduce and explain the subject matter.
 “An accounting perspective: Business insight” boxes throughout the text provide
examples of how companies featured in text examples use accounting information every day, or
they provide other useful information.
1 Accounting Education Change Commission, Position Statement No. Two, “The First Course in
Account” (Torrance, CA, June 1992), pp. 1-2.
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 “Accounting perspective: Uses of technology” boxes throughout the text demonstrate
how technology has affected the way accounting information is prepared, manipulated, and
accessed.
 Some chapters contain “A broader perspective”. These situations, taken from annual reports
of real companies and from articles in current business periodicals such as Accounting Today, and
Management Accounting, relate to subject matter discussed in that chapter or present other
useful information. These real world examples demonstrate the business relevance of accounting.
 Real world questions and real world business decision cases are included in almost every
chapter.
 The annual report appendix included with this text contains significant portions of the annual
report of The Limited, Inc. Many of the real world questions and business decision cases are based
on this annual report.
 Numerous illustrations adapted from Accounting Trends & Techniques show the frequency of
use in business of various accounting techniques. Placed throughout the text, these illustrations
give students real world data to consider while learning about different accounting techniques.
 Throughout the text we have included numerous references to the annual reports of many
companies.
 Chapters 1-16 contain a section entitled, “Analyzing and using the financial results”. This section
discusses and illustrates a ratio or other analysis technique that pertains to the content of the
chapter. For instance, this section in Chapter 4 discusses the current ratio as it relates to a
classified balance sheet.
 Some of the chapters contain end-of-chapter questions, exercises, or business decision cases that
require the student to refer to the Annual report appendix and answer certain questions. As stated
earlier, this appendix is included with the text and contains the significant portions of the annual
report of The Limited, Inc.
 Each chapter contains a section entitled, “Beyond the numbers—Critical thinking”. This section
contains business decision cases, annual report analysis problems, writing assignments based on
the Ethical perspective and Broader perspective boxes, group projects, and Internet projects.
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Pedagogy
Students often come into accounting principles courses feeling anxious about learning the subject
matter. Recognizing this apprehension, we studied ways to make learning easier and came up with
some helpful ideas on how to make this edition work even better for students.
 Improvements in the text’s content reflect feedback from adopters, suggestions by reviewers,
and a serious study of the learning process itself by the authors and editors. New subject matter is
introduced only after the stage has been set by transitional paragraphs between topic headings.
These paragraphs provide students with the reasons for proceeding to the new material and
explain the progression of topics within the chapter.
 The Introduction contains a section entitled “How to study the chapters in this text”, which
should be very helpful to students.
 Each chapter has an “Understanding the learning objectives” section. These “summaries” enable
the student to determine how well the learning objectives were accomplished. We were the first
authors (1974) to ever include Learning objectives in an accounting text. These objectives have
been included at the beginning of the chapter, as marginal notes within the chapter, at the end of
the chapter, and in supplements such as the Test bank, Instructors’ resource guide, Computerized
test bank, and Study guide. The objectives are also indicated for each exercise and problem.
 Demonstration problems and solutions are included for each chapter, and a different one
appears for each chapter in the Study guide. These demonstration problems help students to
assess their own progress by showing them how problems that focus on the topic(s) covered in the
chapter are worked before students do assigned homework problems.
 Key terms are printed for emphasis. End-of-chapter glossaries contain the definition.
 Each chapter includes a “Self-test” consisting of true-false and multiple-choice questions. The
answers and explanations appear at the end of the chapter. These self-tests are designed to
determine whether the student has learned the essential information in each chapter.
 In the margin beside each exercise and problem, we have included a description of the
requirements and the related Learning objective(s). These descriptions let students know what
they are expected to do in the problem.
 Throughout the text we use examples taken from everyday life to relate an accounting concept
being introduced or discussed to students’ experiences.
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Ethics
There is no better time to emphasize high ethical standards to students. This text includes many
items throughout the text entitled, “An ethical perspective”. These items present situations in which
students are likely to find themselves throughout their careers. They range from resisting pressure by a
superior or a client to do the wrong thing to deciding between alternative corporate behaviors that have
environmental and profit consequences.
End-of-chapter materials
Describing teaching methods, the AECC stated, “Teachers…should place a priority on their
interaction with students and on interaction among students. Students’ involvement should be
promoted by methods such as cases, simulations, and group projects…” 2 A section entitled “Beyond the
numbers—Critical thinking” at the end of every chapter is designed to implement these
recommendations. Business decision cases require critical thinking in complex situations often based
on real companies. The Annual report analysis section requires analyzing annual reports and
interpreting the results in writing. The Ethics cases require students to respond in writing to situations
they are likely to encounter in their careers. These cases do not necessarily have one right answer. The
Group projects for each chapter teach students how to work effectively in teams, a skill that was
stressed by the AECC and is becoming increasingly necessary for success in business. The Internet
projects teach students how to retrieve useful information from the Internet.
A team approach can also be introduced in the classroom using the regular exercises and problems
in the text. Teams can be assigned the task of presenting their solutions to exercises or problems to the
rest of the class. Using this team approach in class can help re-energize the classroom by creating an
active, informal environment in which students learn from each other. (Two additional group projects
are described in the Instructor’s resource guide. These projects are designed to be used throughout the
semester or quarter.)
We have included a vast amount of other resource materials for each chapter within the text from
which the instructor may draw: (1) one of the largest selections of end-of-chapter questions, exercises,
and problems available; (2) several comprehensive review problems that allow students to review all
major concepts covered to that point; and (3) from one to three business decision cases per chapter.
Other key features regarding end-of-chapter material follow.
2Ibid, p.2.
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 A uniform chart of accounts appears in a separate file you can download. This uniform chart of
accounts is used consistently throughout the first 11 chapters. We believe students will benefit
from using the same chart of accounts for all homework problems in those chapters.
 A comprehensive review problem at the end of Chapter 4 serves as a mini practice set to test all
material covered to that point. Another comprehensive problem at the end of Chapter 19 reviews
the material covered in Chapters 18 and 19. Two comprehensive budgeting problems are also
included as business decision cases at the end of Chapter 23.
 Some of the end-of-chapter problem materials (questions, exercises, problems, business decision
cases, other “Beyond the numbers” items, and comprehensive review problems) have been
updated. Each exercise and problem is identified with the learning objective(s) to which it relates.
 All end-of-chapter exercises and problems have been traced back to the chapters to ensure that
nothing is asked of a student that does not appear in the book. This feature was a strength of
previous editions, ensuring that instructors could confidently assign problems without having to
check for applicability. Also, we took notes while teaching from the text and clarified problem and
exercise instructions that seemed confusing to our students.
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Table of Contents
1 The Accounting Environment……………………………………………………………………………….14
1.1 Learning objectives……………………………………………………………………………………………14
1.2 Accounting Defined…………………………………………………………………………………………..15
1.3 Employment opportunities in accounting…………………………………………………………….17
1.4 Financial accounting versus managerial accounting………………………………………………21
1.5 Development of financial accounting standards……………………………………………………23
1.6 Ethical behavior of acc…
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