“Merchandise inventory “

In certain industries, companies do not have inventories. For example, the service industry and software industry do not have inventories. If your firms are from those industries and you are not able to find the inventory data, please clearly indicate in the project that the inventories are not available in the particular industry.

In some of the financial statement, “merchandise inventory ” is the inventory account.

 

3. Do we need special format for the project?

Please clearly indicate the parts of the project.

Please organize your project in paragraphs with subtitles. You also need to report vertical analysis in a table. Please submit your project on moodle. Only word document and PDF are allowed for submission.

 

4. Where to find the financial statement information?

Please read the slides in Module 1 Topic 5 Resources to Get the Financial Data.

Here is the SEC search link: https://www.sec.gov/edgar/searchedgar/companysearch.html

 

5. Do I need to find two companies with identical accounts? How about the two financial statements are different?

You don’t need to. You can consolidate several items into one. For example, if you have current assets other than cash, inventory, accounts receivable, you can add several items together as

other current asset. Or you can compare the same account the company has and leave the different accounts out.

 

6. There are several statements with the word “income”. I am not able to locate the income statement.

“Consolidated Statement of Operation” and “Consolidated Statements of Earnings” are both different names for income statement.

If you are not able to find them, the income statement can be part of “Consolidated Statements of Comprehensive Income “. You only need the items above net income, which includes revenues, expenses, gains and losses.

Sample Solution

learning should take place in schools for more widely skilled children (Piaget, 1976). As 21st century educationalists, we are aware of such diverse professions in our society that all involve various required skills therefore, implementing different approaches such as active/object based learning, e.g. collaborative research/presentations within the classroom, further pupil engagement is formed as pupils will take on roles within their groups. This type of multidisciplinary collaboration has been seen in recent decades through Biomimicry research industry, which has brought biologists and designers to work together to form more sustainable materials and designs for a more economical and sustainable environment. This highlights that aspects of design and technology are seen in all subjects and professions, therefore applying design thinking in all classroom subjects and practice through active/object based learning can have huge impact on future professions and inventions, beginning as soon as secondary school.

On the other hand, Partridge’s (10/07/1969) ‘Letters to the Editor’ (cited in Peel, R. (2014) states,
In July 1969, a letter sent to The Times … encouraged by schools advisers and inspectors and by education of officers, all trying to be ‘with it’, are imposing the adoption of so-called ‘progressive’ (I call them call them ‘digressive’) methods upon unwilling members of their staffs… there is not enough actual teaching and far too much messing about in many primary schools today, and at tremendous and wasteful expense.

Peel suggests here that progressive, active/object based learning is ‘digressive’ and that schools are just messing about wasting money. However, as educators, we are aware of the diverse skills applied to multi-disciplines/professions outside of the school environment and can use this knowledge to our advantage, implementing learning that actively involves pupils in the learning of a concept. This allows them to take on information via multidisciplinary roles within their groups for example, ‘project leader’ and managers covering ‘designer’, ‘resource’, ‘risk’ and ‘qu

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