EXERCISE 8.12 FIFO versus LIFO: A Challenging Analysis

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EXERCISE 8.12 FIFO versus LIFO: A Challenging Analysis G LO8-1,4LO8-2,@LO8-3,4L08-4,4LO8-5,4 LO8-6,4L08-7 Ford Motor Company uses FIFO and LIFO to account for different segments of its inventories. A note to the company’s recent financial statements indicated that if FIFO had been used for the entire inventory, the total amount of inventory would have been almost
9.8 billion vs. $8.9 billion). a. Indicate whether each of the following financial measurements would have been higher, lower, or unaffected had Ford Motor Company used FIFO for its entire inventory. Explain the reasoning behind your answers: 1. Gross profit rate. 2. Reported net income. 3. Current ratio (Ford’s current ratio is greater than 1). 4. Inventory turnover rate. 5. Accounts receivable turnover rate. 6. Cash payments made to suppliers. 7. Net cash flow from operations (Ford’s operating cash flows are positive). b. Provide your own assessment of whether using LIFO has made Ford Motor Company more or less liquid and well-off. Defend your answers.
EXERCISE 8.12 FIFO versus LIFO: A Challenging Analysis G LO8-1,4LO8-2,@LO8-3,4L08-4,4LO8-5,4 LO8-6,4L08-7 Ford Motor Company uses FIFO and LIFO to account for different segments of its inventories. A note to the company’s recent financial statements indicated that if FIFO had been used for the entire inventory, the total amount of inventory would have been almost
9.8 billion vs. $8.9 billion).

a. Indicate whether each of the following financial measurements would have been higher, lower, or unaffected had Ford Motor Company used FIFO for its entire inventory. Explain the reasoning behind your answers:
1. Gross profit rate.
2. Reported net income.
3. Current ratio (Ford’s current ratio is greater than 1).
4. Inventory turnover rate.
5. Accounts receivable turnover rate.
6. Cash payments made to suppliers.
7. Net cash flow from operations (Ford’s operating cash flows are positive).

b. Provide your own assessment of whether using LIFO has made Ford Motor Company more or less liquid and well-off. Defend your answers.

Environmental Issues Crucial to studying population, urbanization, and environmental issues is the use of big data.

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Crucial to studying population, urbanization, and environmental issues is the use of big data. Big data is exactly what it sounds like, collecting a large amount of data for research analysis. For example, demography, the study of population, uses population data to calculate fertility rate, mortality rate, and COVID-19 infection rate. Demography is also useful in studying migration patterns or environmental racism by understanding which groups move in and out of different neighborhoods. For this discussion/activity, we will use The CalEnviroScreen dataset from the Office of Environmental Health Hazard Assessment (OEHHA) to uncover the connections between areas of concentrated pollution and the people who live in them. The OEHHA publishes pollution, human health indicators, and demographic data for every census tract in California. The research question we are trying to answer is “Which communities (race/ethnicity, socioeconomic status, age, etc.) bear the pollution burden?”

The CalEnviroScreen map has census tracts outlined and color-coded by relative pollution burden. Each census tract contains the same number of people—smaller census tracts have a higher density of people in them. Please follow the instructions and record your response in the discussion.

Use the CalEnviroScreen 4.0Links to an external site. mapping tool
Choose one green, one red, and one orange or yellow census tract (a total of 3), and take a screenshot of each showing the map and the Overall Percentiles. The colors on the map indicate the level of pollution burden, green indicates lower pollution burden, and pollution burden increases as with yellow, orange, and red, respectively.
Examine the data from the 3 census tracts you chose, and answer the following questions:
What are the racial/ethnicity profiles of the green, red, and orange or yellow census tracts you selected?
What is the poverty percentile for each?
What connections can you make between race/ethnicity, poverty, and pollution burden?
What other information did you find interesting in comparing and contrasting the pollution burden between the 3 census tracts?
Reflect on what you have learned from this activity.
Provide at least one solution to how you can contribute to environmental change in your community.
Remember to engage in the discussion by responding to TWO posts from your peers thoughtfully.

Please use the link down below for this essay please.
https://oehha.ca.gov/calenviroscreen/report/calenviroscreen-40

Use the respective Xcel template while answering the following TWO questions:

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Use the respective Xcel template while answering the following TWO questions:

Question 1. Finn Fixes is a new charity that repairs donated cars for use by unemployed job seekers. Finn collects the cars from area junkyards. The first year Finn is in operation, jobs programs bought cars from the organization for $60,000. They paid Finn $45,000 during the year and owe $15,000. Finn uses donated, unskilled labor and free garage space at a local high school. Its only cost is for parts. Total parts cost $58,000 for the year. During that first year Finn paid its parts suppliers $52,000. It owes its suppliers the balance.
What is the profit or loss to Finn Fixes on a cash basis?
What is the profit or loss to Finn Fixes on an accrual basis?
If Finn Fixes were to stop operating at the end of the first year but received payment from the jobs programs and paid its suppliers, what would its cash budget for the next year be?
How much cash would Finn Fixes have on hand at the end of the second year? How does that amount compare to its budgeted accrual basis profit or loss for the first year?
Which basis reflects the long-term stability of the organization?

Question 2. The executive director of Mutt Rescue (MR) animal shelter has asked you to prepare an annual budget for the coming fiscal year as well as a flexible budget based on a 5 percent increase in the number of dogs taken into MR’s shelter during the year. She has given you the following guidelines:
Number of dogs rescued and placed by MR: 800
Average length of stay for a dog in the shelter: 12 days
Daily cost of feeding one dog: $1.10
Number of veterinary visits per dog on average: 1.2
Cost per veterinary visit: $45
Cost of spay/neuter and transportation per dog rescued: $60
Cost of the kennel and related equipment: $400,000
Useful life of the kennel and related equipment: 20 years
MR uses straight-line depreciation
Salvage value of the kennel and related equipment: $0
MR has three full-time employees: an executive director who earns $40,000 per year, an evaluator/trainer who earns $30,000 per year, and a kennel manager who earns $25,000. Fringe benefits are equal to 25 percent of each employee’s annual salary.

MR expects to place all the dogs that it takes into the program by the last day of the fiscal year. It charges an adoption fee of $225 per dog. Experience has shown that 15 percent of the people elect to make an additional donation to MR at the time of adoption. Historically, these extra donations have averaged $175. In addition, MR has an active fundraising program and expects to raise $40,000 in donations during the fiscal year.

Education, power, and technology can impact a country’s prosperity. Please discuss several factors that support that assertion

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Education, power, and technology can impact a country’s prosperity. Please discuss several factors that support that assertion. Incorporate at least one to two scholarly sources

 

Pick one (1) of the following topics.Progressive Era? Big Business (Monopolies) and Exploitation of Workers? World War I?

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Pick one (1) of the following topics. Then, address the corresponding questions/prompts for your selected topic. Use at least one (1) documented example of the corresponding primary source in your writing.

Option 1: Big Business (Monopolies) and Exploitation of Workers
View the following resource:

The Progressive EraLinks to an external site. (27:30)
Browse and read one (1) of the following:

Triangle Shirtwaist Factory FireLinks to an external site.
The Pullman StrikeLinks to an external site.
Then, address the following:

Explain if big business leaders were “captains of industry,” “shrewd businessmen,” or “robber barons.”
Based on one of the resources noted for this option, assess American working conditions and exploitation of workers in the Age of Industry.
Analyze the role that government played in reforming American working conditions.
Explain the benefits of the Federal Government regulations of monopolies.
Analyze which progressive presidents attained economic justice and reform for workers.
Option 2: Who is A Progressive?
Review the following site:

Presidential Election of 1912: A Resource GuideLinks to an external site.
Then, address the following:

According to Roosevelt, what are the characteristics of a progressive?
Explain and give examples of the characteristics of “anti-progressives.”
Trace what types of activities “anti-progressives” engaged in?
Analyze the goals of progressivism.
Explain what areas of society progressives addressed?
Analyze the progressive achievements Roosevelt highlights in his speech?
Option 3: World War I
Review the following resources:

A War to End All Wars: Part 2Links to an external site. (6:56)
The Treaty of Versailles and the Rise of NazismLinks to an external site.
Then, address the following:

Trace the origins of World War I, and assess if the world war was inevitable in 1914?
Explain if it was possible for the United States to maintain neutrality in World War I. If yes, explain how. If no, explain why not.
Analyze if the United States should have entered World War I to make the world safe for democracy.
Analyze if the Treaty of Versailles was a fair and effective settlement for lasting world peace.
Explain if the United States Senate should have approved of the Treaty of Versailles.

Categories representing minority groups during 1880-1914

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For the initial post, pick two (2) of the following categories representing minority groups during 1880-1914:

Women’s rights activists
African Americans
Immigrants from southern and eastern Europe
Child workers
Great Plain Indians
Then, address the following for your selections:

Explain the socio-economic status and challenges of your minority groups at the turn of the century.
How did the Industrial Revolution affect your chosen minority groups?
Analyze how the Progressives brought reform to your selected minority groups. Do you find that the Progressives were successful in making government responsive and improve the conditions of your chosen minority group?

Three (3) of the leading causes of the American Civil War

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For the initial post, pick three (3) of the leading causes of the American Civil War:

The Compromise of 1850,
The Fugitive Slave Law 1850,
Uncle Tom’s Cabin 1852,
The Kansas Nebraska Act 1854,
The Dred Scott Case of 1857,
The Lincoln Douglas Debates 1858,
Then, address one (1) of the following for your selections:

Based on the historical facts given in this module, assess if the American Civil War was inevitable.
Analyze if the United States Supreme Court can settle legal and moral issues through judiciary review. In your response, provide a documented example of a modern parallel of a legal or moral issue settled by the United States Supreme Court.

Comparing the three (3) Reconstruction plans during civil war

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For the initial post, craft a response comparing the three (3) Reconstruction plans:

Proclamation of Amnesty and Reconstruction (10% Plan) – Lincoln
Andrew Johnson’s Reconstruction Plan,
Congressional Reconstruction Plan (Congress),
Then, address one (1) of the following for your selections:

Analyze if the South should have been treated as a defeated nation or as rebellious states.
Explain how the American culture and society changed in the North versus the South during Reconstruction.
Analyze the impact of the Compromise of 1877 that ended Reconstruction on African-Americans

Reliable Thematic Data Analysis Help |Thematic Analysis of Qualitative Data

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When to Utilize Thematic Analysis?

Thematic analysis is employed for qualitative data analysis obtained from various sources such as interviews, focus groups, open-ended survey questions, observations, action research, and secondary sources. Following the prescribed guidelines for thematic analysis ensures a proper analysis, contributing to the validity of results and enhancing their trustworthiness. This method aids in identifying patterns within the data and is applicable in both deductive studies, where the researcher has pre-defined interests, and explorative or inductive studies, where emerging themes are uncertain. Regardless of the study type, maintaining an open mind, respecting the data, and representing results honestly is crucial. This transparency helps in defending research findings and gaining trust from those who may be critical. Sharing details of the entire research process, from participant recruitment to data analysis, enhances the validity of results.

Steps in Analyzing Qualitative Data Using Thematic Analysis

Typically, six steps are followed in analyzing data using thematic analysis, as outlined by Braun and Clarke. However, it begins with re-familiarizing oneself with the study’s purpose, clarifying the research problem, purpose, aims, objectives, and questions. This step ensures a focused analysis. Subsequent steps involve verifying interview transcripts, reading data without attempting to develop themes or codes, becoming familiar with the contents through re-reading and taking preliminary notes, developing preliminary codes based on these notes, highlighting relevant quotes, and searching for patterns in the codes to form themes. The iterative process continues until coherent and distinctive themes accurately representing the data are achieved.

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Reliable Thematic Data Analysis Help |Thematic Analysis of Qualitative Data

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Thematic Analysis defined and When to Use it?

Thematic Analysis is a qualitative method for analyzing data that involves identifying recurring themes, such as topics, ideas, and patterns, within a dataset. It is employed to discern patterns of meaning across data sets, providing insights into the research questions at hand. Particularly well-suited for exploring perceptions, views, and experiences, as well as understanding the construction of meaning, thematic analysis is widely used in various disciplines, including social, behavioral, and applied sciences. The method consists of six sequential steps, initially developed for psychology research by Braun and Clarke in 2006. These steps involve an iterative process, with movement back and forth between them.

Approaches to Thematic Analysis

Approaches to Thematic Analysis vary based on the study’s purpose.

Inductive or deductive approach

Researchers may adopt an inductive or deductive approach, where coding and theme development are driven by the data or preconceived concepts, respectively.

Semantic approach

The semantic approach focuses on explicit content, while the latent approach delves into underlying concepts and assumptions.

Realist and constructivist approaches

Realist and constructivist approaches differ in whether the analysis reports an assumed reality in the data or constructs a certain reality based on it.

The Steps in Doing Thematic Analysis are as follows:

1. Familiarization: Get to know the data thoroughly by reading and re-reading, or transcribing if necessary, to gain a comprehensive understanding. Take notes to mark initial ideas for codes.

2. Coding: Generate initial codes by identifying important information in the data relevant to research questions. Codes can be notes on the transcript, in a Word document table, or using dedicated software.

3. Generating Initial Themes: Examine codes and collated data to identify patterns and group related codes into broader themes. This iterative process involves combining, refining, or discarding codes to form coherent themes.

4. Reviewing Themes: Check and refine themes to ensure they accurately represent the data. Address contradictions, overlapping, or broadness by combining, splitting, creating, or discarding themes.

5. Defining and Naming Themes: Provide a detailed analysis of each final theme, describing what it is about, its scope, focus, and how it relates to other themes and research questions. Define themes clearly and give them succinct names.

6. Writing Up: Begin with an introduction to the research project, including the problem, aims, objectives, and questions. Provide background information on the research methodology and analysis. Summarize findings using the defined themes, presenting them in an organized manner, supported by participant quotes (using pseudonyms or numbers). Conclude by explaining the main takeaways and how the analysis addresses the research questions.

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