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Question : 71. In IFRS, preferred stock subject to redemption at the option : 1245790

Accounting

 

 

71. In IFRS,  preferred stock subject to redemption at the option of the preferred shareholders appears 
A. between liabilities and shareholders’ equity.
B. as a liability.
C. as a shareholders’ equity.
D. as a revenue.
E. as an expense.

 

72. In IFRS,  preferred stock subject to mandatory redemption is disclosed  
A. between liabilities and shareholders’ equity.
B. as a liability.
C. as a shareholders’ equity.
D. as a revenue.
E. as an expense.

 

73. In U.S. GAAP,  preferred stock subject to mandatory redemption is disclosed  
A. between liabilities and shareholders’ equity.
B. as a liability.
C. as a shareholders’ equity.
D. as a revenue.
E. as an expense.

 

74. Which of the following is/are true? 
A. U.S. GAAP and IFRS classify preferred stock subject to redemption only at the option of the issuing firm as shareholders’ equity.
B. U.S. GAAP and IFRS classify preferred stock subject to mandatory redemption is a liability.
C. U.S. GAAP classify preferred stock subject to redemption at the option of the preferred shareholders appears between liabilities and shareholders’ equity.
D. IFRS classify preferred stock subject to redemption at the option of the preferred shareholders appears as a liability.
E. all of the above

 

75. In most cases, U.S. GAAP requires firms to allocate the full issue price of Convertible Bonds or Convertible Preferred Stock 
A. to the bonds or preferred stock and none of the price to the conversion feature.
B. to the bonds or preferred stock and the conversion feature based on fair values.
C. to the bonds or preferred stock and the conversion feature based on the present value of future cash flows.
D. to the bonds or preferred stock and the conversion feature based on the future value of present cash flows.
E. to the price to the conversion feature and none to the bonds or preferred stock.

 

76. Which of the following is/are true concerning convertible bonds or convertible preferred stock? 
A. Convertible bonds and convertible preferred stock permit the owner either to hold the security as a bond or preferred stock or to convert the security into shares of common stock.
B. The owner cannot detach and transfer, or separately exercise, the conversion option.
C. The issue price of a convertible bond or convertible preferred stock is payment for both debt or preferred stock and for the conversion option, but no one can observe the fair value of these separate components.
D. choices a and b, only.
E. choices a, b, and c.

 

77. Which of the following is/aretrue concerning convertible bonds or convertible preferred stock? 
A. Convertible bonds and convertible preferred stock permit the owner either to hold the security as a bond or preferred stock or to convert the security into shares of common stock.
B. The owner cannot detach and transfer, or separately exercise, the conversion option.
C. The issue price of a convertible bond or convertible preferred stock is payment for both debt or preferred stock and for the conversion option, but no one can observe the fair value of these separate components.
D. U.S. GAAP requires firms to allocate the full issue price to the bonds or preferred stock and none of the price to the conversion feature.
E. all of the above

 

78. Evenrude Corporation is a new company about to issue stock. The corporation sells 2,000 shares of common stock (par value $2) at $10 per share. The journal entry to record this transaction is: 
A. Cash                                   2,000
      Common Stock                            2,000
B. Cash                                 20,000           
  Common Stock                           4,000
       Additional Paid-in Capital        16,000
C. Cash                                 20,000
  Owners’ Liability                      16,000
       Common Stock                           4,000
D. Cash                                 20,000
       Accounts Payable                     20,000
E. Cash                                 20,000
       Notes Payable                           20,000

 

79. A firm issues convertible bonds that pay 8% interest and receives $100,000. The firm could have issued nonconvertible bonds that pay 8% interest but would have received only $80,000 in bond proceeds. What journal entry is necessary under GAAP to record the issuance of the convertible bonds? 
A. Cash                                     100,000
 Convertible Bonds Payable                80,000
      Additional Paid-in Capital                  20,000
B. Cash                                     100,000
 Convertible Bonds Payable                80,000
      Convertible Bond income                   20,000
C. Cash                                     100,000
      Convertible Bonds Payable              100,000
D. Convertible Bonds Payable 100,000
      Cash                                                  100,000
E. No entry is required

 

80. A firm decides to issue stock, pursuant to a stock split, on a 2-for-1 basis. What entry is necessary for this issuance? 
A. Retained Earnings
Common Stock–Par Value
B. Additional Paid-in Capital
      Common Stock–Par Value
C. Retained Earnings
Common Stock–Par Value
Common Stock–Additional Paid-in Capital
D. Common Stock–Par Value
Common Stock–Additional Paid-in Capital
      Retained Earnings
E. No journal entry is necessary but the par value of the stock must be restated on a per share basis.

 

 

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July 1, 2023
    

IBM SPSS Step-by-Step Guide: Correlations.

U5D2- Interpreting Correlations

A meta-analysis (Anderson & Bushman, 2001) reported that the average correlation between time spent playing video games ( X ) and engaging in aggressive behavior ( Y ) in a set of 21 well-controlled experimental studies was .19. 

*This correlation was judged to be statistically significant. 

*In your own words, what can you say about the nature of the relationship?

Anderson, C. A., & Bushman, B. J. (2001). Effects of violent video games on aggressive behavior, aggressive cognition, aggressive affect, physiological arousal, and prosocial behavior: A meta-analytic review of the scientific literature. Psychological Science, 12(5), 353–359.

OBJECTIVES

To successfully complete this learning unit, you will be expected to:

1. Analyze the interpretation of correlation coefficients.

2. Identify the assumptions of correlation.

3. Identify null hypothesis testing of correlation.

4. Interpret a correlation reported in the scientific literature.

5. Analyze the assumptions of correlation.

Unit 5 Study 1

Use your Warner text, Applied Statistics: From Bivariate Through Multivariate Techniques , to complete the following:

• Read Chapter 7, "Bivariate Pearson Correlation," pages 261–314. This chapter addresses the following topics:

◦ Assumptions of Pearson's r.

◦ Preliminary data screening for Pearson's r.

◦ Statistical significance tests for Pearson's r.

◦ Factors influencing the magnitude and sign of Pearson's r.

◦ Effect-size indexes.

◦ Interpretation of Pearson's r values.

• Read Chapter 8, "Alternative Correlation Coefficients," pages 315–343. This chapter addresses the following topics:

◦ Correlations for rank or ordinal scores.

◦ Correlations for true dichotomies.

◦ Correlations for artificial dichotomies.

◦ Chi-square test of association.

PSY Learners – Additional Required Readings

In addition to the other required study activities for this unit, PSY learners are required to read the following articles. Note: For the first article, focus on interpreting Table 1. Jia, Y., Konold, T. R., & Cornell, D. (2015). Authoritative school climate and high school dropout rates. School Psychology Quarterly. doi:10.1037/spq0000139

Anderson, C. A., & Bushman, B. J. (2001). Effects of violent video games on aggressive behavior, aggressive cognition, aggressive affect, physiological arousal, and prosocial behavior: A meta-analytic review of the scientific literature. Psychological Science, 12(5), 353–359.

SOE Learners – Suggested Readings

Some programs have opted to provide program-specific content designed to help you better understand how the subject matter in this study is incorporated into your particular field of study. The following readings are suggested for SOE learners.

Walk, M., & Rupp, A. (2010). Pearson product-moment correlation coefficient. In N. J. Salkind (Ed.), Encyclopedia of research design (pp. 1023–1026). Thousand Oaks, CA: Sage. doi:10.4135/9781412961288.n309

default image
July 1, 2023
    

IBM SPSS Step-by-Step Guide: Correlations.

U5D2- Interpreting Correlations

A meta-analysis (Anderson & Bushman, 2001) reported that the average correlation between time spent playing video games ( X ) and engaging in aggressive behavior ( Y ) in a set of 21 well-controlled experimental studies was .19. 

*This correlation was judged to be statistically significant. 

*In your own words, what can you say about the nature of the relationship?

Anderson, C. A., & Bushman, B. J. (2001). Effects of violent video games on aggressive behavior, aggressive cognition, aggressive affect, physiological arousal, and prosocial behavior: A meta-analytic review of the scientific literature. Psychological Science, 12(5), 353–359.

OBJECTIVES

To successfully complete this learning unit, you will be expected to:

1. Analyze the interpretation of correlation coefficients.

2. Identify the assumptions of correlation.

3. Identify null hypothesis testing of correlation.

4. Interpret a correlation reported in the scientific literature.

5. Analyze the assumptions of correlation.

Unit 5 Study 1

Use your Warner text, Applied Statistics: From Bivariate Through Multivariate Techniques , to complete the following:

• Read Chapter 7, "Bivariate Pearson Correlation," pages 261–314. This chapter addresses the following topics:

◦ Assumptions of Pearson's r.

◦ Preliminary data screening for Pearson's r.

◦ Statistical significance tests for Pearson's r.

◦ Factors influencing the magnitude and sign of Pearson's r.

◦ Effect-size indexes.

◦ Interpretation of Pearson's r values.

• Read Chapter 8, "Alternative Correlation Coefficients," pages 315–343. This chapter addresses the following topics:

◦ Correlations for rank or ordinal scores.

◦ Correlations for true dichotomies.

◦ Correlations for artificial dichotomies.

◦ Chi-square test of association.

PSY Learners – Additional Required Readings

In addition to the other required study activities for this unit, PSY learners are required to read the following articles. Note: For the first article, focus on interpreting Table 1. Jia, Y., Konold, T. R., & Cornell, D. (2015). Authoritative school climate and high school dropout rates. School Psychology Quarterly. doi:10.1037/spq0000139

Anderson, C. A., & Bushman, B. J. (2001). Effects of violent video games on aggressive behavior, aggressive cognition, aggressive affect, physiological arousal, and prosocial behavior: A meta-analytic review of the scientific literature. Psychological Science, 12(5), 353–359.

SOE Learners – Suggested Readings

Some programs have opted to provide program-specific content designed to help you better understand how the subject matter in this study is incorporated into your particular field of study. The following readings are suggested for SOE learners.

Walk, M., & Rupp, A. (2010). Pearson product-moment correlation coefficient. In N. J. Salkind (Ed.), Encyclopedia of research design (pp. 1023–1026). Thousand Oaks, CA: Sage. doi:10.4135/9781412961288.n309

default image
July 1, 2023
    

IBM SPSS Step-by-Step Guide: Correlations.

U5D2- Interpreting Correlations

A meta-analysis (Anderson & Bushman, 2001) reported that the average correlation between time spent playing video games ( X ) and engaging in aggressive behavior ( Y ) in a set of 21 well-controlled experimental studies was .19. 

*This correlation was judged to be statistically significant. 

*In your own words, what can you say about the nature of the relationship?

Anderson, C. A., & Bushman, B. J. (2001). Effects of violent video games on aggressive behavior, aggressive cognition, aggressive affect, physiological arousal, and prosocial behavior: A meta-analytic review of the scientific literature. Psychological Science, 12(5), 353–359.

OBJECTIVES

To successfully complete this learning unit, you will be expected to:

1. Analyze the interpretation of correlation coefficients.

2. Identify the assumptions of correlation.

3. Identify null hypothesis testing of correlation.

4. Interpret a correlation reported in the scientific literature.

5. Analyze the assumptions of correlation.

Unit 5 Study 1

Use your Warner text, Applied Statistics: From Bivariate Through Multivariate Techniques , to complete the following:

• Read Chapter 7, "Bivariate Pearson Correlation," pages 261–314. This chapter addresses the following topics:

◦ Assumptions of Pearson's r.

◦ Preliminary data screening for Pearson's r.

◦ Statistical significance tests for Pearson's r.

◦ Factors influencing the magnitude and sign of Pearson's r.

◦ Effect-size indexes.

◦ Interpretation of Pearson's r values.

• Read Chapter 8, "Alternative Correlation Coefficients," pages 315–343. This chapter addresses the following topics:

◦ Correlations for rank or ordinal scores.

◦ Correlations for true dichotomies.

◦ Correlations for artificial dichotomies.

◦ Chi-square test of association.

PSY Learners – Additional Required Readings

In addition to the other required study activities for this unit, PSY learners are required to read the following articles. Note: For the first article, focus on interpreting Table 1. Jia, Y., Konold, T. R., & Cornell, D. (2015). Authoritative school climate and high school dropout rates. School Psychology Quarterly. doi:10.1037/spq0000139

Anderson, C. A., & Bushman, B. J. (2001). Effects of violent video games on aggressive behavior, aggressive cognition, aggressive affect, physiological arousal, and prosocial behavior: A meta-analytic review of the scientific literature. Psychological Science, 12(5), 353–359.

SOE Learners – Suggested Readings

Some programs have opted to provide program-specific content designed to help you better understand how the subject matter in this study is incorporated into your particular field of study. The following readings are suggested for SOE learners.

Walk, M., & Rupp, A. (2010). Pearson product-moment correlation coefficient. In N. J. Salkind (Ed.), Encyclopedia of research design (pp. 1023–1026). Thousand Oaks, CA: Sage. doi:10.4135/9781412961288.n309

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