Ethnic Views Essay Example | Topics and Well Written Essays - 750 words

Ethnic Views - Essay Example Settling in a different context would also result to cultural conflict where the dominant group isolates the minorities due to ethnic and other differences. In this text two incidences; the myth of the Latin women and the American dreamer will be explored to portray how cultural conflicts occur and lead to stereotyping. Fredrickson, M. George put forward four models of ethnic relations and how they are embraced as well as their effects on the affected parties. In this case one-way simulation, a model that tries to forcefully integrate the immigrants into the new ways of the native people in America will be analyzed in the two narratives above and the specific cases outlined to relate the cases occurrences with the model as postulated by Fredrickson. The American dreamer The American Dreamer is a narrative of an Indian woman; specifically from the Bengali speaking tribe who went to study in Canada in the 50s only to be met with harsh racial sentiments and highly contrasting cultural p erspectives that makes her to forget her real identity in a confused racial conflict situation. The hierarchical classification society that she was used to was replaced by a contradicting westernized lifestyle that encompasses virtually everything that her cultural background describes as social norms. The westernized ways of life such as 5 minutes wedding in a lawyer’s office was the climax of departure from a well structured cultural that the writer has abandoned and tries to fit in to a different cultural perspective that is not welcoming. This makes the writer and her family to move to the United States, where she becomes a committed immigrant from being detached onlookers that she had been reduced to. The writer later becomes an advocate of integration among cultures and critically discourages the idea of cultural retentions, a view that did not go well with many scholars and especially those of Indian origin who blames her for leaving her culture, and advocating agains t those cultural lines in America. The writer describes America as having a good bill of rights meaning, that there were chances of equal treatment among the cultures with increased advocacy. Analysis From the story above, Fredrickson model of one way assimilation is evident in both the Canadian and the US platforms though on a lesser extent on the latter. One way assimilation recognizes that humans are equal in treatment and rights, but on terms that strictly specify that the native or dominant culture; in this case the American culture is more superior, pure and has to remain unchanged by the immigrants or new cultures from outside the American culture (Frederickson, 635). This was observed when in 1994 when the Florida Lake country School board announces it policy that required that all middle class teachers to instruct their students that American culture, meaning the European-American culture was â€Å"inherently superior† to other foreign or historic cultures. The case of some of Indian born academics in the US campuses appointing themselves as the guardians of the purity of ethnic cultures also portrays a case of one way assimilation, and this explains their disgust with the writer’s efforts. The myth of the Latin woman This case is a case of stereotyping and culture a conflict between a student of the Hispanic origin and the English culture in Britain. The student is humiliated and undergoes psychological torture as the English speakers isolate her due to her Hispanic looks and view her

Health and Safety Project Essay Example for Free

Health and Safety Project Essay This work-based project forms an important part of your training. The aim of this project is to familiarise yourself with your working environment and the Health and Safety issues that arise in your placement. On completion you should: Understand the structure your organisation’s; and your role in it Understand the importance of Health and Safety at work Understand the legal requirements of Health and Safety at work Know your organization’s health, hygiene and accident procedures To complete this assignment you may need to make notes in before filling in the information. Take your time and carefully answer every question as fully as possible; the more you write the more criteria you will meet. If you need any help please speak to your workplace supervisor, your colleagues, your College tutor or your Training Co-ordinator. Describe your placement, e.g. busy town/country, client group (age, culture, special needs): The site that Oakland’s is situated on was once the site of the old Parcroft Juniors School, which was torn down and rebuilt with the merger of the Westfield Infant’s. The newly reformed school was named after the old oak tree, which still stands on the grounds of the school and has done for 300 years. So it was only fitting that the school was named Oakland’s, and when you talk to past pupils who attended Parcroft, they always fondly remember playing marbles or chase under the oak trees branches. Oakland’s Primary School is based within the busy town of Yeovil and is situated between Preston Grove, Linden Road and Summerleaze Park. It is a modern High Tec school with all the modern facilities you would expect. The school was built on one level giving easy access to all able bodied and  unable bodied pupils alike to attend the school. The building is quiet self efficient and generates its own electric with solar panels, has under floor heating to heat the school throughout and even the lights run on sensors to turn on and off when you enter and exit a room. Each classroom is fitted with large touch screen boards, which the teachers can run from their laptops giving them a huge range of access to a wide range of teaching resources, enhancing the pupils learning to the up most and keeping them interactive with their learning. Roughly 420 pupils attend the school, ranging from the ages of 4 years up to 11 years old. The school uniform is a purple jumper with the school emblem of an Oak Tree, white sweatshirts, grey trousers or skirts and black shoes. Each of the 14 classes within the school has been named after an animal, giving each class its own identity, including a mascot. There is also four teams throughout the school, which is used within each classroom and the children are encourage to win team points for their team so that at the end of the school year their team can win the team cup. This helps with the pupils taking pride in their achievements and to try hard to earn a point. There are many facilities within the school and on the surrounding grounds of the school, these include: The I.C.T suite where the children learn how to use computers, from word processing to using the internet safely. The school hall which is used for weekly assemblies, indoor sports activities, and even the Christmas nativity plays. The music room which is full of many different musical instruments, letting the pupils express themselves and learn about music. The fully equipped cookery room were the pupils learn about healthy eating and different foods from around the world. This is also where the breakfast club is held every morning. Then there is Forest school which is held in a purpose built log cabin surrounded by trees and a wildlife garden. This is where pupils go for environmental studies, to learn about insects, plants, animals and the environment. The Outdoor facilities include several outside learning areas that are used throughout the day depending on weather. There are also extensive fields, several play areas and two activity play areas. Oakland’s Primary also offers a large range of activities and clubs after school, which range from performance arts, music, sports, computer clubs and gardening clubs. There is also a holiday care  scheme which offers families affordable, childcare. Within Oakland’s there is also an Autism Base which is known as Peacocks Class. This based within it’s own sector of the school’s main building and is solely run by the council and has its own staff. The base consists of two teaching areas, two sensory rooms, a kitchen, a toilet and its own outside area. Non-Statutory requirements (in your workplace) What is the ratio of adults to children? In Foundation and Key Stage One the ratio of adults to children is 1 to 10 In Key Stage Two the ratio of adults to children is 1 to 15 Are the ratios different in any other room at work; if yes please give details? Yes in the Autism base the ratio of adult to children is different. Statutory requirements What are the statutory requirements regarding adult: child ratios? The EYFS states that the adult to child ratio within classes with children over the age of three should be 1 Adult to 13 Children. But must be a qualified teacher, or hold a relevant level 6 qualification. It also states that there should also be at least one other member of staff within the classroom that holds a level 3 qualification. However if the teacher is absent from the classroom then the ratio requirements change and it is recommended that it should be 1 Adult to 8 Children. But must hold a level qualification and the other staff within the classroom should hold a level 2 qualification. On school trips the ratios change again dependent on the type of trip. Also these can change when dependant on certain circumstances and other factors, which could Include if any of the pupils have special educational needs or medical needs. It can also be altered depending on the experience and competence of the staff attending the trip, including the number of first aiders going along. It is recommended that the ratios should follow: 1:6 for years 1 to 3, 1:10 for years 4 to 6, and 1: 15 / 20 for years 7 upwards. Why are these necessary? To make sure that the children are being educated and taken care of correctly and are under the supervision of qualified staff members. What are the statutory requirements regarding space? Class sizes: Schools must make sure that children aged between 5 years and 7 years aren’t taught in classes of more than 30 pupils. There is no legal limit for pupils aged 8 years and over. Why is this necessary? So that schools do not have oversized classes, as then the children do not get the attention they need to learn. Organisation and Structure of the Workplace Every organisation or business has its own basic structure of management. Each manager is responsible for those in their department. The structure can be set out like a pyramid. Responsibilities may differ. Please identify all staff roles and responsibilities; highlighting your own: Governors They school governors are responsible for working with the school to ensure that it delivers a good quality education. Head Teacher Has overall responsibility for the school, its staff, its pupils and the education they receive. Deputy Head Teacher Plays a major role in managing the school, particularly in the absence of the head teacher. Is also responsible for a curriculum area and specific areas of the school management, delegated to them by the Head Teacher. Inclusion Leader The special educational needs coordinator is responsible for day to day provisions for pupils with special educational needs. NQT Mentor They are responsible for the Newly Qualified Teachers, and are there to give support and guidance when needed. Foundation Stage Leader Responsible for children in foundation stage, leading the foundation team of teachers and teaching assistants. KS1 Leader To manage Key Stage 1 team of teachers and teaching assistants. KS2 Leader To manage Key Stage 2 team of teachers and teaching assistants. Phase Leaders Responsible for co-ordinating and motivating staff and children in their allocated phase to ensure high levels of achievement. Teachers Are responsible to plan, prepare and lessons to meet the needs of all their pupils in their care. Setting and marking work and recording pupil’s development as necessary. But also within Oakland’s each teacher is responsible for an area of the curriculum, such as; A curriculum coordinator for Numeracy, which makes them responsible for the leadership and management of the subject. Teaching Assistants To assist the classroom teacher to prepare for lessons such as resources that are required, or to put out equipment at the start of the lesson. To support the teacher in the day to day running of the classroom from up keeping data files, cataloguing resources, maintaining inventories, and photocopying. Undertaking learning activities with a small group of children, who may need extra support. Lunchtime Supervisors They look after the children during lunchtime breaks, so that most of the staff members are able to take their breaks. They take the children who have school dinners to the schools canteen, they also look after the pupils who bring pack lunch. Within one of their classroom or outside weather permitting. They are also first aid trained and look after the children whilst playing outside. Administration Staff There is a wide range of job roles within this department of the school, ranging from: First point of contact for the school either by telephone, email or face to face. Diary management for the Head teacher or departmental leaders Issue visitor passes where necessary and maintain signing in and out books Maintain data bases and filing systems Prepare correspondence and collect fees To contact parent/guardians for specific reasons when requested by staff and to request for collection of sick children on behalf of the staff. And many more jobs besides Site Staff Maintain the school, deal with cleaning, maintenance of equipment and the school building. Catering Staff Cater for the pupils and staff that eat within the canteen, with healthy food within their budget. Volunteers Helping within the school, with assisting the classroom teacher with tasks such as listening to pupils read, taking part on school trips and helping out at school fairs. List the things you have agreed with your employer that you are prohibited from doing: Entering the Autism base, Administering first aid to a pupil this must be done by a qualified first aider. What breaks are you entitled to? When working a full day within the school – from 8.45am to 3pm I am entitled to an hour for lunch. Though on occasions I may be required to cover a lunchtime supervisor duty, which then I will be allocated an hour within the afternoon. This is the same for break times, we are entitled to take the break ourselves or we may be asked to supervise. If you are unhappy with a health safety issues what would you do? I would have to report this to the site service manager or to the deputy head teacher Risk Assessments Has your placement got a risk assessment policy? Yes – Every school and workplace must have a risk assessment policy. Where is it kept? Within the Administration Office Who has access to it? The HSE, The Governors, The Head Teacher, staff members and parents How often are they reviewed and why is this necessary? It is reviewed on a yearly basis unless any changes have to be implemented within the school. Then the risk assessment will be reviewed as a part of the process. Such as recently the school has had some staff members trained in manual lifting and so the risk assessment has to be updated for this new procedure within the school. Give an example of a risk assessment you have done and why? When reading with the foundation children one to one they have a tendency to swing on their chair. This has risks of the chair flipping backwards and the child following which in turn could cause harm to themselves. So I have had to ask them to sit properly and not to swing on their chair. Identify and list below 4 possible risks/hazards that might occur within your work placement and state how you would prevent each one?, explain how they will be monitored and reviewed 1. Pupils trapping fingers in the internal fire doors. The fire doors are extremely heavy to open to exit the classrooms or to enter the bathroom, especially for the less able bodied and the smaller children within foundation. These doors are on hinges and close back on themselves when opened. Are very heavy as they are designed to protect against fire. However I have witnessed children struggling with these doors. When trying to open these doors by themselves they tend to place one hand on the door frame as they use the other hand to open the door. If they where to lose grip of the door it would swing back and the likely hood of trapping their fingers is a high risk. The less able bodies students struggle even more so and they normally have a buddy within their classroom to open these doors for them. Which in turn takes away their independence, and they normally have a fear of getting stuck in the toilet or in room as they are unable to open these doors by themselves. I would look into adapting the doors by placing an electronic button system. Where the smaller children and the less able bodied children will be able to press a button and the door will automatically open for them. As it is impossible to loosen the hinges on the door as they will no longer work as intended. If this is not possible when a child needs to exit a room then an adult should always be present to assist. Preventing any accidents from happening, or a fear of getting stuck. 2. Tripping over chair leg in classroom When children are moving around the classroom it is often an possibility that they could trip over a chair leg. Either from the chair not being placed under a table properly or whilst another child is swinging on their chair. This could be very hazardous as they could fall and hit a side of a table or land badly on the ground. Add no swinging on your chair and to tuck away chairs properly when not being used onto the classroom rules. I would remind any of the children I see not tucking their chair away to do so, and at the end of class make a check that all chairs are tucked away correctly. I would also do the same with children swinging on their chair; I would ask them not to, and remind them of the class room rules. 3. Slipping on wet floors in the toilets Before break times and lunch times the children are all asked to go to the toilets and wash their hands. The children have a tendency to drip a large amount of water across the floor when walking over to the hand dryer. Which when you have approximately 30 children at once using the toilets the water can accumulate into a puddle of water, which becomes a slipping hazard. Allowing only ten children to use the toilets at a time to wash their hands. So that a teaching assistant could maintain the floor with a mop preventing puddles forming, then let the next ten children in once the teaching assistant has vacated. Another option could be before allowing the children  out of the class to use the toilet the teacher could remind them to shake the excess water off their hands over the sink before drying their hands. However the procedure they have set in the foundation classes works well where they set up two washing up bowls set within the classroom on tables. The children wash their hands under adult supervision and then dry their hands on towels. Makes it less children rushing through the toilets just to wash their hands. 4. Getting caught up and Tripping over Play bibs Within foundation the children are allowed out to play within the soft play area during lessons, but only in a group of five. To keep the group to only five children at a time there are five play bibs supplied which they have to wear whilst outside. However when a child wants to come back inside they have to take off the play bib, which then leaves a bib spare for another child to go out. It works in principle, and keeps the group to only five children at a time. However the children do not maintain putting the bibs back within the box after they are finished and they tend to just throw the play bibs down on the ground. This then becomes a tripping hazard and another child or member of staff could get their feet caught up within the bib and fall over, causing an injury. A box placed outside seems to be over looked by the children, so I would suggest placing a coat hook within the classroom, at their level by the door that they exit and enter to play outside. Then reaffirm that the play bibs must be hung up when not being used and remind the children when they drop the bib to hang it up or no play for them for the rest of the day. Offsite Safety What risk assessments do you need to complete before going of site/ on an outing? Oakland’s Primary employs an external Risk Assessment company, to carry out the risk assessments on behave of the school. They attend the site of the visit and make an assessment of the risks that may apply and forward the report back to the Head Teacher or Deputy Head Teacher. The report will be compiled of recommendations based on factors of the trip, and any control measures and contingencies that need to be set in place relating to the risks that could occur. From the report the school will then set in place the criteria based around the risks, such as: The age / competence / fitness / usual standard of behaviour of the pupils Any special educational / medical needs of the pupils Adult to Child ratios The competence / experience / qualifications of the adults Modes of transport, journey routes and location of the visit The correct attire that may need to be required depended on weather conditions and location of visit. Any emergency procedures When there is a less able bodied pupil attending the trip, the leading teacher will take a visit to the site themselves to evaluate the location and the facilities. This is so they can make sure that no child will miss out. They also take a visit to plan activities accordingly and to talk to any personnel that may work within the location of the visit, and to set out a timetable of the activities. Are the adult: child ratio’s different? Yes the ratios are different, and these depend on the location of the visit. What are your roles and responsibilities? I have done quite a few school trips, some have been to support my son during a school visit and have travelled either via the school mini bus or and in one instance myself and my son travelled by our own means of transport. When arriving at school we are given the activities schedule and what groups we will be in and the names of the children under our care. We check that all the children have brought everything they need, if not the school does try to provide anything that a child has forgotten or does not own, such a wellingtons, spare clothes etc. We run through the plan before leaving the classroom. On the mini bus I would support my son, during the journey and help the other two teaching assistants within the mini bus to keep the rest of the children entertained. We normally share out books, maths tasks or we will start some singing. Once we have arrived at the location I am put in charge of a small group of 4 to 5 children which includes my son and I follow one of the leading teachers during the activities. The last school trip to kingcombe meadows we went hunting within the meadows for wild flowers with a check list, we also caught bugs within nets and did some fishing in the river. I had a small group of 5 children under my care and I helped them with their activities, encouraging them to figure out what bug the found or flower. I have also helped with a foundation school outing, this was up to the post box outside of the school gate and up the road to post their letters home, as part of their Post Office activities in class. I handed out high-viz vests to every child before we left and was put in charge of three children as we walked in a line up and back to the post box.

Effectiveness of Point of Care System (POC)

Effectiveness of Point of Care System (POC) TITLE Effectiveness of Point of Care System (POC) in Decreasing Hospital Shouldered Costs for Health Care of Indigent Patients. AUTHORS Seurinane Sean Espanola MD (Principal Investigator), Ma. Elinore Alba-Concha MD (Co-author) INTRODUCTION Topic Background: The National Health Insurance Act of 2013 Section 6 states that all citizens of the Philippines shall be covered by the National Health Insurance Program prioritizing acceleration of provision of health services to all Filipinos especially those who cannot afford such services. All indigents not enrolled in the program shall have priority provided that they shall be subsequently enrolled in the program.1 It has been estimated that 77 million of more than 92 million Filipinos are covered by PHIC as of March 2009. And 72 percent of the 4.7 million indigent families are enrolled in the sponsored program.2 R.A. No. 7875 targets 100 percent coverage of the indigent population3 but despite national government appropriations, sin tax collections, local government sponsorships and other sources, a vast number of poor are not yet covered by PHIC hence a mechanism of enrolling these patients at the Point of Care was established to ensure that all poor that is in dire need of quality health services is covered by Philhealth. The Point of Care (POC) system will provide indigent patients or those belonging to Class C-3 to D availment of Philhealth benefits.4 Ensuring access of the less privileged members of society to health care is the main aim of the POC system and the additional aim is to offset hospital shouldered costs of free services to the uninsured hence assuring sustainability. This study then focuses on the latter and looks into the initial effects of the POC system on hospital shouldered costs. REVIEW OF RELATED LITERATURE: Health care for all is a seemingly profound undertaking providing medical assurance for people from all walks of life however the question of sustainability and accessibility is still an ongoing issue. Despite the improving economy and work force, health care continues to remain less of a priority as finances are being concentrated to the basic needs of life. In a study by Tsilaajav in March 2009 focusing on costing study for selected Philippine hospitals, the average unit cost of outpatient visit is P378 while emergency visit is P552. The average inpatient discharge on tertiary public hospitals would range from 1,500 to 10,000 pesos.5 This considerable amount is threatening to low income families compromising their general health. There are several types of Insurance systems in the Philippines. Private health insurances works by giving coverage separately for hospitalization as well as emergency cases however premiums may be costly. Health Maintenance Organization (HMO) which is the common managed care plan in the country covers basic medical expenses from preventive and outpatient setting aside from hospitalization. And the Philippine Health Insurance Corporation (PHIC), reinventing consumer payment schemes since the establishment of Medicare, provides affordable health insurance for Filipinos at any age. Although these insurance systems may come free during employment, still there is a higher chance of discontinuity especially for those with average to low monthly incomes. And as insurance premiums may rise exponentially yearly, many of the insured in return will become uninsured. The uninsured or people with no insurance coverage are no different from those insured. They are struck with common diseases however receiving less preventive care and screenings foregoing medical care due to costs leading to higher mortality rates.6 Hence the government plays a pivotal role in providing access to medical care for everyone. The Aquino administration aims to provide accessible and available health services for all Filipinos through its Universal Health Care also referred to as Kalusugan Pangkalahatan. A health care that is accessible, efficient, equitably distributed, adequately funded, fairly finance and appropriately used by all. However despite efforts of the government to provide easy access to care especially to the poor, still there are vast majority who are uninsured hence faced with unaffordable medical bills during admissions, more out of pocket expenditures and with these thoughts in mind would later forego care because of costs and may defeat the purpose of the government of providing financial risk protection for all especially the poor. The PHIC last November 17, 2013 with Joint order No. 2013-0033 implemented the Point of Care Enrollment Program for Hospital-Sponsored Members to further strengthen the Aquino administration program of universal health care more so focusing on the indigents as stipulated on Republic Act 7875 which clearly mentions all indigents not enrolled in the program shall have the priority in the use and the availment of the services and facilities of government hospitals. 1 The Point of Care System caters to non-member who were assessed by the Medical Social Worker as class C-3 and class D and members who are not covered due to lack of qualifying contribution and classified as class C-3 and D. Patients enrolled under the POC will be covered with in and out patient benefits including the no balance billing policy. The premium amount will be shouldered by the hospital and the coverage of Hospital Sponsored Membership shall be from the first day of confinement month and shall end on the last day of the same calendar year. Sponsorship will be continued by the National Government if the applicant remains in the same class per year upon re-evaluation. Thru Point of Care System patients will be given enough benefits and be more confident in utilizing health care services without being burden of the costs and in return lessens the quality fee services and out of pocket expenditures and more importantly improve hospital reimbursements. However up to date this new system does not have local level analysis and there are no comprehensive studies up to date hence this study. RESEARCH QUESTION: The National Health Insurance Act through the National Health Insurance Program ensures health coverage for all. The point of care system covers class C-3 and D admissible or admitted patients. However to date there is still yet to be a study providing a local level analysis of the impact of Point of Care system. Additionally, it is still unknown how the system will impact the financial status of hospitals and its sustainability issues. Thus this research aims to answer the question: Will the POC implementation reduce hospital shouldered health care costs for indigent patients? SIGNIFICANCE OF THE STUDY: The Point of Care system has had an immediate effect on healthcare institutions and subsequently the health coverage. It aims to provide financial risk protection to all Filipinos especially the poor as implemented through the Aquino Agenda. As quality of patient healthcare is directly tied to the sustainability of hospitals, the point of care system will affect the finances and decision-making of hospitals and will directly determine whether or not financial risk protection for the poor is in fact being achieved. Hospitals will be able to identify the areas of concern and areas of growth the point of care will be providing regarding efficiency and sustainability and in return will encourage low-income patients to avail the system. OBJECTIVES: The general objective of this study is to compare hospital shouldered costs for patients admitted for common conditions seen in Family Medicine pre and post Point of Care. Specifically, based on secondary data provided by the Southern Philippines Medical Center, the study shall: 1. describe patients admitted in Southern Philippines Medical Center from June 1, 2013 to March 31, 2014 in terms of a) demographic characteristics (age, sex, address) b) diagnosis c) MSW classification d) other external sources of health funds (CMAP, Lingap) e)length of hospital stay 2. compare the hospital revenue pre and post POC 3. compare hospital shouldered costs pre and post POC which includes cost of POC enrollment and additional subsidy on top of PHIC and other external sources’ reimbursement. 4. compare the hospital revenue pre and post POC. METHODOLOGY Research Design Retrospective Cohort Setting Southern Philippines Medical Center, Retrospective date covering June 2013 to March 2014 Inclusion The Department of Family Medicine caters to patients aged 14-60 years old only. Hence patients who fall on the age bracket admitted with following diagnosis AGE with moderate, DHF I, CAP moderate risk or PCAP-C enrolled in the point of care system and age group and diagnosis matched patients without insurance admitted for the said conditions that were not enrolled in POC will be included. Exclusion Charts and bills that could not be retrieved DEFINITION OF VARIABLES Age – refers to the chronological age of the admitted patient. Sex – refers to the biological sex of the admitted patient. Address – refers to admitted patients dwelling area. Philhealth Insurance Status – refers to patients PHIC membership status. Diagnosis – refers to patients identified cause of admission. Total Hospital Bill – refers to the total amount incurred during length of hospital stay. Total Out-of-Pocket Payment – refers to the amount paid by the patient not subsidized by insurance provider. Philhealth Reimbursement – refers to the amount refunded by the Philhealth Insurance System. Total Hospital Subsidized Costs – refers to the amount shouldered or written off by the hospital after PHIC reimbursement, reimbursements from external sources (CMAP/PDAF) and total out of pocket payments have been deducted from the total hospital bill. It would be computed as Total Bill – (PHIC Reimbursment + External Sources Reimbursement + Out of Pocket Payments.) Data Gathering Data gathering will commence as soon as approval from the DOH XI CERC is obtained. The principal investigator will gather the data using the charts and billing statements as the source and transcribe this in the data collection form seen in Appendix A. Charts will be gathered and will be segregated according to diagnosis and be separated as to with or without POC. Variables will be collected as follows: Variables Independent variables 1. Demographic data (age, sex, address) 2. Diagnosis 3. MSW classification 4. Other external sources of funding 5. length of hospital stay Main outcome measures and other dependent variables The main outcome measure for this study is the Total Hospital Subsidy given for pre and post POC patients. Other outcome measures of interest include the total hospital bill for pre and post POC patients, the PHIC reimbursements, and the total out of pocket payments and the reimbursement from external sources. The total out of pocket payment and total hospital subsidy, if not reflected from the total bill, will be cross checked from the database of cashier section or lingap using the patients complete name or hospital number. The co-author can randomly check the transcribed data with the original data sources to ensure data integrity. Data Analysis Data will be encoded in excel format and will be analyzed using Epi Info version 7.0. Descriptive statistics will be used to summarize data. Comparison of continuous variable will be made using the t test and categorical variables will be compared using the chi-square test. Mean Total Bill – Gross Total Bill / Number of Admitted Patients under FM Mean Amount Reimbursed by PHIC – Gross Total Reimbursement/ Number of Admitted Patients under FM Mean Patient Out of Pocket Payments – Gross Out of Pocket Payments / Number of Admitted Patients under FM Mean Hospital Subsidy – Gross Total Subsidy / Number of Admitted Patients under FM Gross Total Bill – Total Bill of all Admitted patients under FM Gross Philhealth Reimbursement – Total PHIC Reimbursement of all Admitted patients under FM. Sample Size Calculation Using the following assumptions: alpha = 5 (two-sided) power = 80 m1 = 3000 m2 = 2500 sd1 = 800 sd2 = 800 n2/n1 = 1 A total of 82 participants (41 without and 41 with POC) per disease entity will be required for this study having a sum total of 246 patients. Estimates were made using the standard 5% alpha error and 80% power since there were no previous studies for reference. ETHICAL CONSIDERATIONS Ethics Review The protocol of this research will be submitted for approval to the DOH XI Cluster Ethics Review Committee. Privacy Patient data will be anonymized prior to analysis. No personal contact with individual patients shall be made. Confidentiality Patient data for analysis will be anonymized. How will you keep the data and for how long? After initial analysis, the anonymized data will be stored electronically and will be retained for 5 years from the time of initial analysis under the custody of Dr. Seurinane Sean Espanola and Ma. Elinore Concha. Within this retention period, the investigators listed in this protocol may refer any number of times to the data for clarification, further analysis and/or re-analysis. How will you discard/dispose of the data? After the 5-year retention period, the electronic data will be permanently deleted. Who can access data? Only the investigators listed in this protocol will be given access to the raw data for reference and initial or subsequent analysis. Extent of use of study data Data shall be used solely for the objective of analysis of the Point of Care System, as stated in previous sections of this protocol proposal. No facts or information shall be released without the prior consent of the medical director of the hospital. Necessary steps shall be taken to assure that this information will not be made accessible to persons outside of the research team. Authorship and contributorship a. Who are the authors or contributors to the present paper? The authors and contributors to this study shall be given proper recognition in the formulation of the follow-up paper. Authors and Co-authors include Dr. Seurinane Sean Espanola and Dr. Ma. Elinore Concha respectively b. Acknowledgment of original data collectors Proper acknowledgment shall be given to the Southern Philippines Medical Center for original data collection. c. Written consent of original data collectors that the data can be used for further research Written consent for use of secondary data shall be requested from Dr. Leopoldo J. Vega, the Chief-Of-Hospital. Conflicts of interest The author and co-author hereby declare that they have no conflicts of interest. Publication Publication shall be pursued at the onset of writing of the paper for this study. Submissions shall be sent to relevant publishers who can help promote the awareness of this topic. Funding Dr. Seurinane Sean Espanola is presently seeking funds to cover the expenses for this research. Dummy Tables DUMMY RESULTS Table 1. Comparison of Baseline Characteristics *using t-test **using chi-square test Table 2. Comparative parameters between POC and pre-POC PhilHealth – sample (Note: separate tables will be made for the other medical case rate diagnoses) BUDGET Administrative expenses and supplies For office supplies and support expenses as requested by the Health Sciences Program. Funds would go towards providing computer and office space and travel if needed. TIMETABLE References 1. Philhealth. November 7, 2013 Manual of Operations and Procedures for the Implementation of the Point of Care Enrollment Program for Hospital-Sponsored Members. (Philhealth Joint Order 2013-0033) PHIC, Pasig. 2. Philhealth at a Glance. The National Health Insurance Program. Senate Economic Planning Office. November 2009. 3. Philhealth. October 14 2013. Implementation of the Point of Care Enrollment Program (Philhealth Circular 0032-2013). PHIC. Pasig 4. Philhealth. March 26, 2013. Enrollment of the Critical Poor under the Sponsored Program of the National Health Insurance Program at Point of Service. (DOH Department Order/Philhealth Office Order2013-0031). PHIC, Pasig. 6. The Kaiser Commission on Medicaid and the Uninsured. September 2013. Key Facts about the Uninsured Population. APPENDIX A POC Study Data Collection form Patient’s Initials: ______________________________________________ Hospital Record number: _________________________________________ Age: ______Sex: __Male __Female Diagnosis: ______________________________________________________ MSW Classification: __C3__D Date Admitted: ________________Date Discharged: ______________ Detailed Hospital Bill (attach if possible) 1

sleep :: essays research papers

Relationship between Sleep Habits and Personality Types Researchers have studied the relationship between sleep habits and stress, personality and stress coping, and personality and sleep habits. One factor that has been widely overlooked is the relationship between sleep habits and personality types. The purpose of this study is to examine a relationship between personality types and sleep habits. Evidence also shows that there is a relationship between personality and sleep. A study conducted by the director of the Sleep Assessment and Advisory Service at the University of Surrey in England, Chris Idzikowski, proclaimed that one’s sleep position is related to personality. Individuals of different personality types were observed and catorgized as having one of six common sleep positions. The results showed that individuals who slept in the fetal position were shy and sensitive; flat on the back with arms down were quiet and reserved; on the side with arms and legs outstretched were suspicious; on the side with legs outstretched and arms down were social and easy going; flat on the stomach with hands at the side of the head were brash and gregarious; and on the back with arms and legs outstretched were unassuming and good listeners. (Idzikowski, 2003) Evidence shows that there is a relationship between the way individuals cope with stress and their sleep habits. Dr. Avi Sadeh conducted a study on students between the ages of 22 and 32 years, where the sleep patterns of the individuals were monitored by actigraphs and daily logs during low-stress and high-stress periods. The low-stress periods were those of regular academic schedules, while the high-stress periods were when the students were applying to graduate schools. Finding those "who tended to focus on their emotions and anxiety during the high-stress period were more likely to shorten their sleep, while those who tended to ignore emotions and focus on tasks extended their sleep and shut themselves off from stress." (Sadeh, 2004) . Another study examined the effects of personality on sleep patterns under stressors. Subjects between the ages of 21-33 years were monitored for three nights by polygraph recordings of their sleep. The individuals were broken into two separate groups based in psychological tests. The first group used active stress coping mechanisms, causing very little change in their sleeping patterns. The second group used non-adaptive coping mechanisms, causing their sleep structures to change significantly in response to stress. The study showed that individuals of different personalities have different sleep patterns due to the way the cope with stress. sleep :: essays research papers Relationship between Sleep Habits and Personality Types Researchers have studied the relationship between sleep habits and stress, personality and stress coping, and personality and sleep habits. One factor that has been widely overlooked is the relationship between sleep habits and personality types. The purpose of this study is to examine a relationship between personality types and sleep habits. Evidence also shows that there is a relationship between personality and sleep. A study conducted by the director of the Sleep Assessment and Advisory Service at the University of Surrey in England, Chris Idzikowski, proclaimed that one’s sleep position is related to personality. Individuals of different personality types were observed and catorgized as having one of six common sleep positions. The results showed that individuals who slept in the fetal position were shy and sensitive; flat on the back with arms down were quiet and reserved; on the side with arms and legs outstretched were suspicious; on the side with legs outstretched and arms down were social and easy going; flat on the stomach with hands at the side of the head were brash and gregarious; and on the back with arms and legs outstretched were unassuming and good listeners. (Idzikowski, 2003) Evidence shows that there is a relationship between the way individuals cope with stress and their sleep habits. Dr. Avi Sadeh conducted a study on students between the ages of 22 and 32 years, where the sleep patterns of the individuals were monitored by actigraphs and daily logs during low-stress and high-stress periods. The low-stress periods were those of regular academic schedules, while the high-stress periods were when the students were applying to graduate schools. Finding those "who tended to focus on their emotions and anxiety during the high-stress period were more likely to shorten their sleep, while those who tended to ignore emotions and focus on tasks extended their sleep and shut themselves off from stress." (Sadeh, 2004) . Another study examined the effects of personality on sleep patterns under stressors. Subjects between the ages of 21-33 years were monitored for three nights by polygraph recordings of their sleep. The individuals were broken into two separate groups based in psychological tests. The first group used active stress coping mechanisms, causing very little change in their sleeping patterns. The second group used non-adaptive coping mechanisms, causing their sleep structures to change significantly in response to stress. The study showed that individuals of different personalities have different sleep patterns due to the way the cope with stress.

Advantages and Disadvantages of Communication Technology

CHAPTER 15 Long-Term Liabilities ANSWERS TO QUESTIONS 1. (a) Long-term liabilities are obligations that are expected to be paid after one year. Examples include bonds, long-term notes, and lease obligations. (b) Bonds are a form of interest-bearing notes payable used by corporations, universities, and governmental agencies. 2. (a) The major advantages are: (1) Stockholder control is not affected—bondholders do not have voting rights, so current stockholders retain full control of the company. (2) Tax savings result—bond interest is deductible for tax purposes; dividends on stock are not. 3) Earnings per share may be higher—although bond interest expense will reduce net income, earnings per share on common stock will often be higher under bond financing because no additional shares of common stock are issued. (b) The major disadvantages in using bonds are that interest must be paid on a periodic basis and the principal (face value) of the bonds must be paid at mat urity. 3. (a) Secured bonds have specific assets of the issuer pledged as collateral. In contrast, unsecured bonds are issued against the general credit of the borrower. These bonds are called debenture bonds. (b) Term bonds mature at a single specified future date.In contrast, serial bonds mature in installments. (c) Registered bonds are issued in the name of the owner. In contrast, bearer (coupon) bonds are not registered. Holders of bearer bonds must send in coupons to receive interest payments. (d) Convertible bonds may be converted into common stock at the bondholders’ option. Callable bonds are subject to retirement at a stated dollar amount prior to maturity at the option of the issuer. 4. (a) Face value is the amount of principal due at the maturity date. (b) The contractual interest rate is the rate used to determine the amount of cash interest the borrower pays and the investor receives.This rate is also called the stated interest rate because it is the rate stated on the bonds. (c) A bond indenture is a legal document that sets forth the terms of the bond issue. (d) A bond certificate is a legal document that indicates the name of the issuer, the face value of the bonds, the contractual interest rate and maturity date of the bonds. 5. The two major obligations incurred by a company when bonds are issued are the interest payments due on a periodic basis and the principal which must be paid at maturity. 6. Less than.Investors are required to pay more than the face value; therefore, the market interest rate is less than the contractual rate. 7. $28,000. $800,000 X 7% X 1/2 year = $28,000. Copyright  © 2010 John Wiley & Sons, Inc. Weygandt, Accounting Principles, 9/e, Solutions Manual (For Instructor Use Only) 15-1 Questions Chapter 15 (Continued) *8. $860,000. The balance of the Bonds Payable account minus the balance of the Discount on Bonds Payable account (or plus the balance of the Premium on Bonds Payable account) equals the carrying valu e of the bonds. *9. Debits: Credits:Bonds Payable (for the face value) and Premium on Bonds Payable (for the unamortized balance). Cash (for 97% of the face value) and Gain on Bond Redemption (for the difference between the cash paid and the bonds’ carrying value). *10. A convertible bond permits bondholders to convert it into common stock at the option of the bondholders. (a) For bondholders, the conversion option gives an opportunity to benefit if the market price of the common stock increases substantially. (b) For the issuer, convertible bonds usually have a higher selling price and a lower rate of interest than comparable debt securities without the conversion option. 11. No, Tim is not right. Each payment by Tim consists of: (1) interest on the unpaid balance of the loan and (2) a reduction of loan principal. The interest decreases each period while the portion applied to the loan principal increases each period. *12. (a) A lease agreement is a contract in which the les sor gives the lessee the right to use an asset for a specified period in return for one or more periodic rental payments. The lessor is the owner of the property and the lessee is the renter or tenant. (b) The two most common types of leases are operating leases and capital leases. c) In an operating lease, the property is rented by the lessee and the lessor retains all ownership risks and responsibilities. A capital lease transfers substantially all the benefits and risks of ownership from the lessor to the lessee, so that the lease is in effect a purchase of the property. *13. This lease would be reported as an operating lease. In an operating lease, each payment is debited to Rent Expense. Neither a leased asset nor a lease liability is capitalized. *14. In a capital lease agreement, the lessee records the present value of the lease payments as an asset and a liability.Therefore, Rondelli Company would debit Leased Asset-Equipment for $186,300 and credit Lease Liability for the s ame amount. *15. The nature and the amount of each long-term liability should be presented in the balance sheet or in schedules in the accompanying notes to the statements. The notes should also indicate the interest rates, maturity dates, conversion privileges, and assets pledged as collateral. *16. Laura is probably indicating that since the borrower has the use of the bond proceeds over the term of the bonds, the borrowing rate in each period should be the same.The effective-interest method results in a varying amount of interest expense but a constant rate of interest on the balance outstanding. Accordingly, it results in a better matching of expenses with revenues than the straight-line method. When the difference between the straight-line method of amortization and the effective interest method is material, GAAP requires the use of the effective interest method. *17. Decrease. Under the effective-interest method the interest charge per period is determined by multiplying the c arrying value of the bonds by the effective-interest rate.When bonds are issued 15-2 Copyright  © 2010 John Wiley & Sons, Inc. Weygandt, Accounting Principles, 9/e, Solutions Manual (For Instructor Use Only) Questions Chapter 15 (Continued) at a premium, the carrying value decreases over the life of the bonds. As a result, the interest expense will also decrease over the life of the bonds because it is determined by multiplying the decreasing carrying value of the bonds at the beginning of the period by the effective-interest rate. *18. No, Tina is not right.The market price of any bond is a function of three factors: (1) The dollar amounts to be received by the investor (interest and principal), (2) The length of time until the amounts are received (interest payment dates and maturity date), and (3) The market interest rate. *19. The straight-line method results in the same amortized amount being assigned to Interest Expense each interest period. This amount is determined by divi ding the total bond discount or premium by the number of interest periods the bonds will be outstanding. *20. $28,000. Interest expense is the interest to be paid in cash less the premium amortization for the year.Cash to be paid equals 8% X $400,000 or $32,000. Total premium equals 5% of $400,000 or $20,000. Since this is to be amortized over 5 years (the life of the bonds) in equal amounts, the amortization amount is $20,000 ? 5 = $4,000. Thus, $32,000 – $4,000 or $28,000 equals interest expense for 2010. 21. PepsiCo redeemed (paid) $579 million of long-term debt. Copyright  © 2010 John Wiley & Sons, Inc. Weygandt, Accounting Principles, 9/e, Solutions Manual (For Instructor Use Only) 15-3 SOLUTIONS TO BRIEF EXERCISES BRIEF EXERCISE 15-1 Issue Stock Outstanding shares (b) Earnings per share (a) ? (b) $700,000 0 700,000 210,000 $490,000 $700,000 60,000 540,000 162,000 $378,000 700,000 $0. 70 Income before interest and taxes Interest ($2,000,000 X 8%) Income before income t axes Income tax expense (30%) Net income (a) Issue Bond 500,000 $0. 76 Net income is higher if stock is used. However, earnings per share is lower than earnings per share if bonds are used because of the additional shares of stock that are outstanding. BRIEF EXERCISE 15-2 (a) Jan. 1 (b) July 1 (c) Dec. 31 15-4 Cash †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Bonds Payable (3,000 X $1,000) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3,000,000 Bond Interest Expense †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Cash ($3,000,000 X 8% X 1/2)†¦Ã¢â‚¬ ¦. 20,000 Bond Interest Expense †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Bond Interest Payable ($3,000,000 X 8% X 1/2)†¦Ã¢â‚¬ ¦. 120,000 Copyright  © 2010 John Wiley & Sons, Inc. 3,000,000 120,000 Weygandt, Accounting Principles, 9/e, Solutions Manual 120,000 (For Instructor Use Only) BRIEF EXERCISE 15-3 (a) Jan. 1 (b) Jan. 1 Cash ($2,000,000 X . 97)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Discount on Bonds Payable†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Bonds Payable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 1,940,000 60,000 Cash ($2,000,000 X 1. 04)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Bonds Payable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Premium on Bonds Payable †¦.. 2,080,000 2,000,000 2,000,000 80,000 BRIEF EXERCISE 15-4 1. 2. 3. Jan. 1 July 1Sept. 1 Cash (1,000 X $1,000)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Bonds Payable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 1,000,000 Cash ($800,000 X 1. 02)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Bonds Payable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Premium on Bonds Payable †¦.. 816,000 Cash ($200,000 X . 98) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Discount on Bonds Payable†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Bonds Payable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 196,000 4,000 1,000,000 800,000 16,000 200,000 BRIEF EXERCISE 15-5 Bonds Payable†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Loss on Bond Redemption ($1,010,000 – $940,000) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Discount on Bonds Payable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.Cash ($1,000,000 X 101%) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Copyright  © 2010 John Wiley & Sons, Inc. 1,000,000 Weygandt, Accounting Principles, 9/e, Solutions Manual 70,000 60,000 1,010,000 (For Instructor Use Only) 15-5 BRIEF EXERCISE 15-6 (A) Semiannual Interest Period Issue Date 1 Dec. 31 June 30 Cash Payment $48,145 (B) Interest Expense (D) X 5% $30,000 (C) Reduction of Principal (A) – (B) (D) Principal Balance (D) – (C) $18,145 $600,000 581,855 Cash †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Mortgage Notes Payable†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 600,000 Interest Expense †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..Mortgage Notes Payable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Cash†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 30,000 18,145 600,000 48,145 BRIEF EXERCISE 15-7 1. 2. Rent Expense †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Cash†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 80,000 Leased Asset—Building †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Lease Liability†¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 700,000 80,000 700,000 BRIEF EXERCISE 15-8 Long-term liabilities Bonds payable, due 2012 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Less: Discount on bonds payable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..Notes payable, due 2015†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Lease liability†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Total long-term liabilities †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 15-6 Copyright  © 2010 John Wiley & Sons, Inc. $500,000 45,000 $455,000 80,000 70,000 $605,000 Weygandt, Accounting Principles, 9/e, Solutions Manual (For Instructor Use Only) *BRIEF EXERCISE 15-9 (b) i = 10% ? $10,000 0 1 2 3 4 5 6 7 8 Discount rate from Table 15 A-1 i s . 46651 (8 periods at 10%). Present value of $10,000 to be received in 8 periods discounted at 10% is therefore $4,665. 10 ($10,000 X . 46651). (b) = 8% ? 0 $20,000 $20,000 $20,000 $20,000 $20,000 $20,000 1 2 3 4 5 6 Discount rate from Table 15 A-2 is 4. 62288 (6 periods at 8%). Present value of 6 payments of $20,000 each discounted at 8% is therefore $92,457. 60 ($20,000 X 4. 62288). *BRIEF EXERCISE 15-10 (a) Interest Expense †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Discount on Bonds Payable†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Cash †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 46,884 1,884 45,000 (b) Interest expense is greater than interest paid because the bonds sold at a discount which must be amortized over the life of the bonds.The bonds sold at a discount because in vestors demanded a market interest rate higher than the contractual interest rate. (c) Interest expense increases each period because the bond carrying value increases each period. As the market interest rate is applied to this bond carrying amount, interest expense will increase. Copyright  © 2010 John Wiley & Sons, Inc. Weygandt, Accounting Principles, 9/e, Solutions Manual (For Instructor Use Only) 15-7 *BRIEF EXERCISE 15-11 (a) Jan. 1 (b) July 1 Cash (. 96 X $5,000,000) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Discount on Bonds Payable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Bonds Payable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. ,800,000 200,000 Bond Interest Expense †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Discount on Bonds Payable ($200,000 ? 20) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Cash ($5,000,000 X 9% X 1/2) †¦Ã¢â‚¬ ¦.. 235,000 5,000,000 10,000 225,000 *BRIEF EXERCISE 15-12 (a) Cash (1. 02 X $3,000,000)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Bonds Payable†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Premium on Bonds Payable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3,060,000 (b) Bond Interest Expense †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Premium on Bonds Payable ($60,000 ? 10)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Cash ($3,000,000 X 10% X 1/2) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 144,000 15-8Copyright  © 2010 John Wiley & Sons, Inc. 3,000,000 60,000 6,000 Weygandt, Accounting Principles, 9/e, Solutions Manual 150,000 (For Instructor Use Only) SOLUTIONS FOR DO IT! REVIEW EXERCISES DO IT! 15-1 1. 2. 3. 4. 5. False. Mortgage bonds and sinking fund bonds are both examples of secured bonds. False. Convertible bonds can be converted into common stock at the bondholder’s option; callable bonds can b e retired by the issuer at a set amount prior to maturity. True. True. True. DO IT! 15-2 (a) Cash †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Bonds Payable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..Premium on Bonds Payable†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. (To record sale of bonds at a premium) 312,000 300,000 12,000 (b) Long-term liabilities Bonds payable†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Plus: Premium on bonds payable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ $300,000 12,000 $312,000 DO IT! 15-3 Loss on Bond Redemption†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Bonds Payable†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Discount on Bonds Payable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Cash †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (To record redemption of bonds at 99)Copyright  © 2010 John Wiley & Sons, Inc. Weygandt, Accounting Principles, 9/e, Solutions Manual 6,000 400,000 10,000 396,000 (For Instructor Use Only) 15-9 DO IT! 15-4 Cash †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Mortgage Notes Payable†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. (To record mortgage loan) Interest Expense †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Mortgage Notes Payable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Cash †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (To record semiannual payment on mortgage) 50,000 350,000 10,500* 7,357 17,857 *Interest expense = $350,000 X 6% X 6/12 DO IT! 15-5 (a) Leased Asset—Equipment †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Lease Liability†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. (To record leased asset and lease liability) 192,000 192,000 (b) The debt to total assets ratio = $1,100,000 ? $1,800,000 = 61%. This ratio means that 61% of the total assets were provided by creditors. The higher the percentage of debt to tota l assets, the greater the risk that the company may be unable to meet its maturing obligations. 15-10 Copyright  © 2010 John Wiley & Sons, Inc.Weygandt, Accounting Principles, 9/e, Solutions Manual (For Instructor Use Only) SOLUTIONS TO EXERCISES EXERCISE 15-1 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. True. True. False. When seeking long-term financing, an advantage of issuing bonds over issuing common stock is that tax savings result. True. False. Unsecured bonds are also known as debenture bonds. False. Bonds that mature in installments are called serial bonds. True. True. True. True. EXERCISE 15-2 Plan One Issue Stock Income before interest and taxes Interest ($2,700,000 X 10%) Income before taxes Income tax expense (30%) Net income Outstanding sharesEarnings per share Plan Two Issue Bonds $800,000 — 800,000 240,000 $560,000 150,000 $3. 73 $800,000 270,000 530,000 159,000 $371,000 90,000 $4. 12 EXERCISE 15-3 (a) Jan. 1 (b) July 1 (c) Dec. 31 Cash†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Bonds Payable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 500,000 Bond Interest Expense †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Cash ($500,000 X 10% X 1/2)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 25,000 Bond Interest Expense †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Bond Interest Payable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 25,000 Copyright  © 2010 John Wiley & Sons, Inc. Weygandt, Accounting Principles, 9/e, Solutions Manual 500,000 25,000 25,000 For Instructor Use Only) 15-11 EXERCISE 15-4 (a) Jan. 1 (b) July 1 (c) Dec. 31 Cash †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Bonds Payable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 300,000 Bond Interest Expense †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Cash ($300,0 00 X 8% X 1/2) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 12,000 Bond Interest Expense †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Bond Interest Payable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 12,000 300,000 12,000 12,000 EXERCISE 15-5 (a) Jan. 1 2010 Cash†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Bonds Payable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 400,000 400,000 (b) July 1 Bond Interest Expense†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.Cash ($400,000 X 9% X 1/2)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 18,000 Bond Interest Expense†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Bond Interest Payable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 18,000 18,000 (c) Dec. 31 (d) Jan. 15-12 1 2020 Bonds Payable†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Cash †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Copyright  © 2010 John Wiley & Sons, Inc. 18,000 400,000 Weygandt, Accounting Principles, 9/e, Solutions Manual 400,000 (For Instructor Use Only) EXERCISE 15-6 At 100 (a) (1) Cash †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 1,000,000 Bonds Payable†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 1,000,000 At 98 (2)Cash †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Discount on Bonds Payable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Bonds Payable†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 980,000 20,000 1,000,000 At 103 (3) Cash †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦.. 1,030,000 Bonds Payable†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 1,000,000 Premium on Bonds Payable†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 30,000 Retirement of bonds at maturity (b) Bonds Payable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Cash†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 1,000,000 1,000,000 Retirement of bonds before maturity at 98 (c)Bonds Payable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 1,000,000 Premium on Bonds Payable†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 9,000 Cash†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Gain on Bond Redemption †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 980,000 29,000 Convers ion of bonds into common stock (d) Bonds Payable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Common Stock †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Paid-in Capital in Excess of Par Value†¦. Copyright  © 2010 John Wiley & Sons, Inc. 1,000,000 Weygandt, Accounting Principles, 9/e, Solutions Manual 300,000 700,000 (For Instructor Use Only) 15-13 EXERCISE 15-7 (a) (1) 2) Cash†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Discount on Bonds Payable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Bonds Payable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 485,000 15,000 500,000 Semiannual interest payments ($20,000* X 10) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Plu s: Bond discount†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Total cost of borrowing†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. $200,000 15,000 $215,000 *($500,000 X . 08 X 6/12) OR Principal at maturity †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Semiannual interest payments ($20,000 X 10)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.Cash to be paid to bondholders†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Cash received from bondholders†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Total cost of borrowing†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. (b) (1) (2) Cash†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Bonds Payable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Premium on Bonds Payable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. $500,000 200,000 700,000 485,000 $215,000 525,000 Semiannual interest payments ($20,000 X 10)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Less: Bond Premium†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Total cost of borrowing†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 500,000 25,000 $200,000 25,000 $175,000OR Principal at maturity †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Semiannual interest payments ($20,000 X 10)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Cash to be paid to bondholders†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Cash received from bondholders†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Total cost of borro wing†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 15-14 Copyright  © 2010 John Wiley & Sons, Inc. Weygandt, Accounting Principles, 9/e, Solutions Manual $500,000 200,000 700,000 525,000 $175,000 (For Instructor Use Only) EXERCISE 15-8 (a) Jan. 1 (b) Jan 1 (c) July 1 Bond Interest Payable†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Cash†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2,000 Bonds Payable†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Loss on Bond Redemption†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Cash ($600,000 X 1. 04) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 600,000 24,000 Bond Interest Expense †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Cash ($1,000,000 X 9% X 1/2)†¦Ã¢â‚¬ ¦.. 45,000 72,000 624,000 45,000 EXERCISE 15-9 1. 2. 3. June 30 June 30 Dec. 31 Bonds Payable †¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Loss on Bond Redemption ($132,600 – $117,500)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Discount on Bonds Payable ($130,000 – $117,500) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Cash ($130,000 X 102%)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 130,000 Bonds Payable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.Premium on Bonds Payable†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Gain on Bond Redemption ($151,000 – $147,000) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Cash ($150,000 X 98%)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 150,000 1,000 Bonds Payable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Common Stock ($5 X 20* X 30)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Paid-in Capital in Excess of Par Value †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 20,000 15,100 12,500 132,600 4,000 147,000 3,000 17,000 *($20,000 ? $1,000) Note: As per the textbook, the market value of the stock is ignored in the conversion. Copyright  © 2010 John Wiley & Sons, Inc. Weygandt, Accounting Principles, 9/e, Solutions Manual (For Instructor Use Only) 5-15 EXERCISE 15-10 Dec. 31 June 30 Dec. 31 2010 Issuance of Note Cash †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Mortgage Notes Payable†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 2011 First Installment Payment Interest Expense ($240,000 X 10% X 6/12) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Mortgage Notes Payable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Cash†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Second Installment Payment Interest Expense [($240,000 – $8,000) X 10% X 6/12] †¦Ã¢â‚¬ ¦ †¦ Mortgage Notes Payable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Cash†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 240,000 240,000 12,000 ,000 20,000 11,600 8,400 20,000 EXERCISE 15-11 (a) January 1, 2010 Cash †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Mortgage Notes Payable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 300,000 300,000 June 30, 2010 Interest Expense ($300,000 X 8% X 6/12)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Mortgage Notes Payable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Cash †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 12,000 8,000 20,000 December 31, 2010 Interest Expense ($292,000 X 8% X 6/12)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Mortgage Notes Payable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..Cash †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 15-16 Copyright  © 2010 John Wiley & Sons, Inc. 11,680 8,320 Weygandt, Accounting Principles, 9/e, Solutions Manual 20,000 (For Instructor Use Only) EXERCISE 15-11 (Continued) (b) Current: $17,652 [$20,000 – ($283,680 X 8% X 6/12)] + [$20,000 – ($275,027 X 8% X 6/12)] Long-term: $266,028 [($300,000 – $8,000 – $8,320) – $17,652] EXERCISE 15-12 (a) Car Rental Expense†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Cash†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦ (b) Jan. 1 500 Leased Asset-Equipment †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Lease Liability †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 4,606 500 74,606 EXERCISE 15-13 Long-term liabilities Bonds payable, due 2015 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. $180,000 Add: Premium on bonds payable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 32,000 Lease liability †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Total long-term liabilities †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ $212,000 89,500 $301,500 Note: Bond Interest Payable is a current liability EXERCISE 15-14 (a) Total assets †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Less: Total liabilities †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Total stockholders’ equity †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. (b) Debt to total assets ratio $1,000,000 620,000 $ 380,000 Total liabilities $620,000 = = 62% Total assets $1,000,000 (c) Times interest earned ratio = Net income + Income tax expense + Interest expense Interest expense = Copyright  © 2010 John Wiley & Sons, Inc. $150,000 + $100,000 + $7,000 = 36. 7 times $7,000 Weygandt, Accounting Principles, 9/e, Solutions Manual (For Instructor Use Only) 15-17 *EXERCISE 15-15 Present value of principal ($200,000 X . 61391) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Present value of interest ($8,000 X 7. 72173) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Market price of bonds†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. $122,782 61,774 $184,556 *EXERCISE 15-16 a) Jan. 1 (b) July 1 (c) Dec. 31 15-18 Cash †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Discount on Bonds Payable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Bonds Payable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Bond Interest Expense ($562,613 X 5%)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Discount on Bonds Payable†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Cash ($600,000 X 9% X 1/2) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Bond Interest Expense [($562,613 + $1,131) X 5%] †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Discount on Bonds Payable†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Bond Interest Payable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Copyright  © 2010 John Wiley & Sons, Inc. 562,613 37,387 600,000 28,131 1,131 27,000 28,187 Weygandt, Accounting Principles, 9/e, Solutions Manual ,187 27,000 (For Instructor Use Only) Weygandt, Accounting Principles, 9/e, Solutions Manual *EXERCISE 15-16 (Continued) Copyright  © 2010 John Wiley & Sons, Inc. (b), (c) Semiannual Interest Periods Issue date 1 2 ( A) Interest to Be Paid (4. 5% X $600,000) 27,000 27,000 (B) Interest Expense to Be Recorded (5% X Preceding Bond Carrying Value) (E X . 05) 28,131 28,187 (C) Discount Amortization (B) – (A) 1,131 1,187 (D) Unamortized (E) Discount Bond (D) – (C) Carrying Value 37,387 36,256 35,069 562,613 563,744 564,931 (For Instructor Use Only) 15-19 *EXERCISE 15-17 (a) Jan. (b) July 1 1 (c) Dec. 31 15-20Cash †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Premium on Bonds Payable†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Bonds Payable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Bond Interest Expense ($318,694 X 5%)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Premium on Bonds Payable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Cash ($300,000 X 11% X 1/2)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Bond Interest Expense [($318,694 – $565) X 5%] †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Premium on Bonds Payable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Bond Interest Payable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Copyright  © 2010 John Wiley & Sons, Inc. 318,694 18,694 300,000 15,935 565 16,500 15,906 594 Weygandt, Accounting Principles, 9/e, Solutions Manual 6,500 (For Instructor Use Only) Weygandt, Accounting Principles, 9/e, Solutions Manual (B) Interest Expense (A) to Be Recorded (C) (D) Semiannual Interest to (5. 0% X Preceding Premium Unamortized (E) Interest Be Paid Bond Carrying Value) Amortization Premium Bond Periods (5. 5% X $300,000) (E X . 05) (A) – (B) (D) – (C) Carrying Value Issue date 1 2 16,500 16,500 15,935 15,906 565 594 18,694 18,129 17,535 318,694 318,129 317,535 *EXERCISE 15-17 (Continued) Copyright  © 2010 John Wiley & Sons, Inc. (b), (c) (For Instructor Use Only) 15-21 *EXERCISE 15-18 (a) Jan. 1 (b) July 1 (c) Dec. 31 (d) Jan. 1Cash ($400,000 X 103%) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Premium on Bonds Payable†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Bonds Payable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 412,000 Bond Interest Expense †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Premium on Bonds Payable ($12,000 X 1/40) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Cash ($400,000 X 9% X 1/2) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 17,700 Bond Interest Expense†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Premium on Bonds Payable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Bond Interest Payable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 17,700 300 2030 Bonds Payable†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Cash †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 12,000 400,000 300 18,000 18,000 400,000 400,000 *EXERCISE 15-19 (a) Dec. 1 (b) June 30 (c) Dec. 31 (d) Dec. 31 15-22 2009 Cash†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Discount on Bonds Payable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Bonds Payable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2010 Bond Interest Expense†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Discount on Bonds Payable ($70,000 ? 20) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Cash ($800,000 X 11% X 1/2)†¦Ã¢â‚¬ ¦.. 2010 Bond Interest Expense†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Discount on Bonds Payable †¦Ã¢â‚¬ ¦.. Cash ($800,000 X 11% X 1/2)†¦Ã¢â‚¬ ¦.. 2019 Bonds Payable†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Cash †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Copyright  © 2010 John Wiley & Sons, Inc. 30,000 70,000 800,000 47,500 3,500 44,000 47,500 3,500 44,000 800, 000 Weygandt, Accounting Principles, 9/e, Solutions Manual 800,000 (For Instructor Use Only) SOLUTIONS TO PROBLEMS PROBLEM 15-1A (a) May 1 (b) Dec. 31 2010 Cash†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Bonds Payable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Bond Interest Expense †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Bond Interest Payable ($600,000 X 9% X 2/12)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 600,000 600,000 9,000 9,000 (c) Current Liabilities Bonds Interest Payable†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. $ Long-term Liabilities Bonds Payable, due 2015 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. (d) May 1 e) Nov. 1 (f) Nov. 1 2011 Bond Interest Payable†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Bond Interest Expense ($600,000 X 9% X 4/12) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Cash†¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 9,000 $600,000 9,000 18,000 27,000 Bond Interest Expense †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Cash ($600,000 X 9% X 1/2)†¦Ã¢â‚¬ ¦.. 27,000 Bonds Payable†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Loss on Bond Redemption†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Cash ($600,000 X 1. 02) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 600,000 12,000 Copyright  © 2010 John Wiley & Sons, Inc. Weygandt, Accounting Principles, 9/e, Solutions Manual 27,000 612,000 (For Instructor Use Only) 15-23 PROBLEM 15-2A (a) Jan. 2010 Cash ($500,000 X 1. 04) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Bonds Payable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Premium on Bonds Payable †¦Ã¢â‚¬ ¦. 520,000 500,000 20,000 (b) Current Liabilities Bond interest payable ($500,000 X 10% X 1/2) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦. Long-term Liabilities Bonds payable, due 2020†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Add: Premium on bonds payable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. (c) Jan. 1 2012 Bonds Payable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Premium on Bonds Payable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Loss on Bond Redemption †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Cash ($500,000 X 1. 05) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. $ 25,000 $500,000 18,000 $518,000 500,000** 16,000** 9,000* 25,000 *($525,000 – $516,000) 15-24 Copyright  © 2010 John Wiley & Sons, Inc. Weygandt, Accounting Principles, 9/e, Solutions Manual (For Instructor Use Only) PROBLEM 15-3A (a) Semiannual Interest Period Cash Payment Issue Date 1 2 3 4 (b) Dec. 31 June 30 Dec. 31 $29,433 29,433 29,433 29,433 Interest Expense $16,000 15,463 14,904 14,323 Reduction of Principal Principal Balance $13,433 13,970 14,529 15,110 $400,000 386,567 372,597 358,068 342,958 2009 Cash †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Mortgage Notes Payable†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 400,000 2010 Interest Expense †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..Mortgage Notes Payable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Cash†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 16,000 13,433 Interest Expense †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Mortgage Notes Payable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Cash†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (c) 400,000 29,433 15,463 13,970 29,433 12/31/10 Current Liabilities Current portion of mortgage notes payable $ 29,639** Long-term Liabilities Mortgage notes payable, due 2019 $342,958** **($14,529 + $15,110) **($372,597 – $14,529 – $15,110) Copyright  © 2010 John Wiley & Sons, Inc. Weygandt, Accounting Principles, 9/e, Solutions Manual (For Instructor Use Only) 15-25

Weather Computing essays

Weather Computing essays Weather forecasting has been an important application area over the past 100 years. The complex numerical calculations and modeling structures that have been developed, require a fairly sophisticated level of technological development. Prior to the advent of digital computers it was practically impossible to forecast the weather. As technology progressed, so did the theoretical models, leading to increases in detail and accuracy levels of weather forecasting. The first steps in scientific weather forecasting The numerical models had been developed by Lewis Fry Richardson, who used basic equations of motion and state to model atmospheric dynamics. The data sets in the model included that barometric pressure and wind speed for a particular region. In 1922 he published Weather Prediction by Arithmetic Finite Differences which demonstrated the correlation of mathematics and the weather. Essentially the model would simulate the evolution of weather patterns. The computational power needed to carry out the calculations involved some 64000 people armed with slide rules and mechanical calculators. Each member would carry out parts of the calculation; telegraph and flashing coloured lights would transmit results. Despite the huge efforts exerted, weather could only be calculated only as fast at it was happening and results were incorrect. This stemmed from lack of computational power and the lack of meteorological data. Richardsons equations worked by separating regions into areas of a specific size. The calculations performed in each area would be combined to form the weather forecast. In order to obtain more accurate readings, the separated regions have to be reduced in size. However this meant that more data and computational power would be needed (the ability to obtain both of were lacking at the time). In figure 1 we see Locations of meteorological stations from which Richardson obtained upper-air observations...