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Sunday, May 25, 2014
Issuing stock rights to existing shareholders, enabling them to purchase additional shares at a…
Name the following takeover defense tactics:
- Issuing stock rights to existing shareholders, enabling them to purchase additional shares at a price below market value, but exercisable only in the event of a potential takeover. ________
- The purchase of a controlling interest in the target firm by its managers and third-party investors, who usually incur substantial debt in the process and sub-sequently take the firm private. ________
- Encouraging a third firm, more acceptable to the target company management, to acquire or merge with the target company. ________
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- Issuing stock rights to existing shareholders, enabling them to purchase additional shares at a price below market value, but exercisable only in the event of a potential takeover. ________
- The purchase of a controlling interest in the target firm by its managers and third-party investors, who usually incur substantial debt in the process and sub-sequently take the firm private. ________
- Encouraging a third firm, more acceptable to the target company management, to acquire or merge with the target company. ________
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Describe the two major changes in the accounting for business combinations approved by the FASB in…
Describe the two major changes in the accounting for business combinations approved by the FASB in 2001, as well as the reasons for those changes.
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Describe at least one of the differences between U.S. GAAP and IFRS related to the accounting for…
Describe at least one of the differences between U.S. GAAP and IFRS related to the accounting for business combinations.
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In the year of a material business combination, pro forma disclosures must include all of the…
In the year of a material business combination, pro forma disclosures must include all of the following except:
- Revenue
- Net income
- Tax expenses
- Nonrecurring items
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- Revenue
- Net income
- Tax expenses
- Nonrecurring items
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Which of the following statements concerning bargain purchases (purchase price below fair value of…
Which of the following statements concerning bargain purchases (purchase price below fair value of identifiable assets) is correct?
- Any previously recorded goodwill on the seller”s books is eliminated and no new goodwill is recorded.
- Long-lived assets, including in-process R&D and excluding marketable securities, are recorded at fair market value minus an adjustment for the bargain, under current GAAP.
- An extraordinary gain is recorded in the event that all long-lived assets other than marketable securities are reduced to the original purchase price, under current GAAP.
- Current assets, long-term investments in marketable securities (other than those accounted for by the equity method), assets to be disposed by sale, deferred tax assets, prepaid assets relating to pension or other post-retirement benefit plans, and assumed liabilities are the only accounts that are always recorded at fair market value, under current GAAP
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- Any previously recorded goodwill on the seller”s books is eliminated and no new goodwill is recorded.
- Long-lived assets, including in-process R&D and excluding marketable securities, are recorded at fair market value minus an adjustment for the bargain, under current GAAP.
- An extraordinary gain is recorded in the event that all long-lived assets other than marketable securities are reduced to the original purchase price, under current GAAP.
- Current assets, long-term investments in marketable securities (other than those accounted for by the equity method), assets to be disposed by sale, deferred tax assets, prepaid assets relating to pension or other post-retirement benefit plans, and assumed liabilities are the only accounts that are always recorded at fair market value, under current GAAP
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Would you expect this increase in earnings to have a positive impact on AOL”s stock price? Why…
AOL announced that because of an accounting change (FASB Statements Nos. 141R [ASC 805] and 142 [ASC 350]), earnings would be increasing over the next 25 years by $5.9 billion a year. What change(s) required by FASB (in SFAS Nos. 141R and 142) resulted in an increase in AOL”s income? Would you expect this increase in earnings to have a positive impact on AOL”s stock price? Why or why not?
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Discuss in general terms how a quality philosophy and practices might be instituted at State…
Quality Management at State University
As a result of several years of severe cuts to its operating budget by the state legislature, the administration at State University has raised tuition annually for the past five years. Five years ago getting an education at State was a bargain for both in-state and out-of-state students; now it is one of the more expensive state universities. An immediate repercussion has been a decline in applications for admission. Since a portion of state funding is tied to enrollments, State has kept its enrollments up at a constant level by going deeper into its pool of applications, taking some less-qualified students.
The increase in the cost of a State degree has also caused legislators, parents, and students to be more conscious of the value of a State education—that is, the value parents and students are receiving for their money. This increased scrutiny has been fueled by numerous media reports about the decreased emphasis on teaching in universities, low teaching loads by faculty, and the large number of courses taught by graduate students. This, in turn, has led the state legislature committee on higher education to call for an “outcomes assessment program” to determine how well State University is achieving its mission of producing high-quality graduates.
On top of those problems, a substantial increase in the college-age population is expected this decade, resulting from a “baby boom” during the 1990s. Key members of the state legislature have told the university administration that they will be expected to absorb their share of the additional students during the next decade. However, because of the budget situation, they should not expect any funding increases for additional facilities, classrooms, dormitory rooms, or faculty. In effect, they will be expected to do more with their existing resources. State already faces a classroom deficit, and faculty have teaching loads above the average of its peer institutions. Legislators are fond of citing a study that shows that if the university simply gets all the students to graduate within a four-year period or reduces the number of hours required for graduation, they can accommodate the extra students.
This entire scenario has made the university president, Fred McMahan, consider retirement. He has summarized the problems to his administration staff as “having to do more, better, with less.” One of the first things he did to address these problems was to set up a number of task forces made up of faculty and administrators to brainstorm a variety of topics. Among the topics and problems these task forces addressed were quality in education, educational success, graduation rates, success rates in courses (i.e., the percentage of students passing), teaching, the time to graduation, faculty issues, student issues, facilities, class scheduling, admissions, and classroom space.
Several of the task forces included faculty from engineering and business. These individuals noted that many of the problems the university faced would benefit from the principles and practices of a quality management approach. This recommendation appealed to Fred McMahan and the academic vice president, Anne Baker.
Discuss in general terms how a quality philosophy and practices might be instituted at State University.
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As a result of several years of severe cuts to its operating budget by the state legislature, the administration at State University has raised tuition annually for the past five years. Five years ago getting an education at State was a bargain for both in-state and out-of-state students; now it is one of the more expensive state universities. An immediate repercussion has been a decline in applications for admission. Since a portion of state funding is tied to enrollments, State has kept its enrollments up at a constant level by going deeper into its pool of applications, taking some less-qualified students.
The increase in the cost of a State degree has also caused legislators, parents, and students to be more conscious of the value of a State education—that is, the value parents and students are receiving for their money. This increased scrutiny has been fueled by numerous media reports about the decreased emphasis on teaching in universities, low teaching loads by faculty, and the large number of courses taught by graduate students. This, in turn, has led the state legislature committee on higher education to call for an “outcomes assessment program” to determine how well State University is achieving its mission of producing high-quality graduates.
On top of those problems, a substantial increase in the college-age population is expected this decade, resulting from a “baby boom” during the 1990s. Key members of the state legislature have told the university administration that they will be expected to absorb their share of the additional students during the next decade. However, because of the budget situation, they should not expect any funding increases for additional facilities, classrooms, dormitory rooms, or faculty. In effect, they will be expected to do more with their existing resources. State already faces a classroom deficit, and faculty have teaching loads above the average of its peer institutions. Legislators are fond of citing a study that shows that if the university simply gets all the students to graduate within a four-year period or reduces the number of hours required for graduation, they can accommodate the extra students.
This entire scenario has made the university president, Fred McMahan, consider retirement. He has summarized the problems to his administration staff as “having to do more, better, with less.” One of the first things he did to address these problems was to set up a number of task forces made up of faculty and administrators to brainstorm a variety of topics. Among the topics and problems these task forces addressed were quality in education, educational success, graduation rates, success rates in courses (i.e., the percentage of students passing), teaching, the time to graduation, faculty issues, student issues, facilities, class scheduling, admissions, and classroom space.
Several of the task forces included faculty from engineering and business. These individuals noted that many of the problems the university faced would benefit from the principles and practices of a quality management approach. This recommendation appealed to Fred McMahan and the academic vice president, Anne Baker.
Discuss in general terms how a quality philosophy and practices might be instituted at State University.
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What obstacles do you perceive might exist to hinder changes at the bookstores and quality…
Quality Problems at the Tech Bookstores
Tech is a major state university located in a small, rural college town. Tech Services is an incorporated university entity that operates two bookstores, one on campus and one off campus at a nearby mall. The on-campus store sells school supplies, textbooks, and school-licensed apparel and gifts and it has a large computer department. The off-campus store sells textbooks, school supplies, and licensed apparel and gifts and it has a large trade book department. The on-campus store has very limited parking, but it is within easy walking distance of the downtown area, all dormitories, and the football stadium and basketball arena. The off-campus store has plenty of parking, but it is not within walking distance of campus, although it is on the town bus line. Both stores compete with several other independent and national chain college bookstores in the town plus several school supply stores, apparel stores, computer stores, and trade bookstores. The town and university have been growing steadily over the past decade, and the football team has been highly ranked and gone to a bowl for eight straight seasons.
The Tech bookstores have a long-standing policy of selling textbooks with a very small markup (just above cost), which causes competing stores to follow suit. However, because textbooks are so expensive anyway most students believe the Tech bookstores gouge them on textbook prices. In order to offset the lack of profit on textbooks, the Tech bookstores sell all other products at a relatively high price. All “profits” from the stores are used to fund student-related projects such as new athletic fields and student center enhancements.
Tech Services has a Board of Directors made up of faculty, administrators, and students. The executive director, Mr. David Watson, reports to the Board of Directors and oversees the operation of the bookstores (plus all on-campus vending and athletic event vending). His office is in the on-campus store. Both bookstores have a store manager and an assistant store manager. There is one textbook manager for both stores, a trade book manager, a single school supplies and apparel manager, and a computer department manager, as well as a number of staff people, including a computer director and staff, a marketing director, a finance staff, a personnel director, a warehouse manager and secretaries. Almost all of the floor employees including cash register operators, sales clerks, stock people, delivery truck drivers, and warehouse workers, are part-time Tech students. Hiring Tech students has been a long-standing university policy in order to provide students with employment opportunities. The bookstores have a high rate of turnover among the student employees, as would be expected.
Several incidents have occurred at the off-campus store that have caused the Tech Services Board of Directors concern. In one incident a student employee was arrested for drug possession. In another incident a faculty customer and student employee got into a shouting match when the employee could not locate a well-known book on the bookstore computer system and the faculty member got frustrated over the time it was taking. In still another incident an alumnus who had visited the store after a football game sent a letter to the university president indicating that a student employee had been rude to him when he asked a question about the return policy for an apparel item he had purchased on the bookstore”s Web site. When the student did not know the return policy, he told the customer in a condescending manner to come back later. The last incident was an offhand remark made by a local town resident to a Board member at a party about the difficulty she had completing a purchase at the mall store because the registers were unmanned, although she could see several employees talking together in the store.
Although sales and profits at the bookstore have been satisfactory and steady over the past few years, the Board of Directors is extremely sensitive to criticism about anything that might have the potential to embarrass the university. The Board of Directors suggested to Mr. Watson that he might consider some type of assessment of the service at the bookstores to see if there was a problem. Mr. Watson initially attempted to make random, surprise visits to the bookstores to see if he could detect any problems; however, there seemed to be a jungle telegraph system that alerted his employees whenever he entered a store, so he abandoned that idea. Next he decided to try two other things. First he conducted a customer survey during a two-week period in the middle of the semester at both stores. As customers left the store, he had employees ask them to respond to a brief questionnaire. Second, he hired several graduate students to pose as customers and make purchases and ask specific questions of sales clerks, and report on their experiences.
Selected results from the customer survey are on the table below.
The only consistent responses from the graduate students posing as customers were that the student employees were sometimes not that familiar with store policies, how to operate the store computer systems, what products were available, and where products were located in the stores. When they didn”t know something they sometimes got defensive. A few also said that students sometimes appeared lackadaisical and bored.
Using observations of the operation of your own college bookstores to assist you, answer the following questions.
- Why do you think Mr. Watson organized the customer survey the way he did? What other things do you think he might have done to analyze the stores” quality problems?
CAMPUS STORE OFF-CAMPUS STORE Student Nonstudent Student Nonstudent Yes No Yes No Yes No Yes No Were employees courteous and friendly? 572 93 286 147 341 114 172 156 Were employees knowledgeable and helpful? 522 143 231 212 350 105 135 193 Was the overall service good? 569 96 278 165 322 133 180 148 Did you have to wait long for service? 74 591 200 243 51 404 150 178 Did you have to wait long to check out? 81 584 203 240 72 383 147 181 Was the item you wanted available? 602 63 371 72 407 48 296 32 Was the cost of your purchase(s) reasonable? 385 280 398 45 275 180 301 27 Have you visited the store”s Web site? 335 330 52 391 262 193 17 311
- Develop Pareto charts to help analyze the survey results.
- How would you define quality at the bookstores?
- Discuss what you believe are the quality problems the bookstores have?
- What are the bookstores” costs of poor quality?
- What actions or programs would you propose to improve quality at the bookstores?
- What obstacles do you perceive might exist to hinder changes at the bookstores and quality improvement?
- What benefits do you think would result from quality improvement at the bookstores?
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Quality Problems at the Tech Bookstores
Tech is a major state university located in a small, rural college town. Tech Services is an incorporated university entity that operates two bookstores, one on campus and one off campus at a nearby mall. The on-campus store sells school supplies, textbooks, and school-licensed apparel and gifts and it has a large computer department. The off-campus store sells textbooks, school supplies, and licensed apparel and gifts and it has a large trade book department. The on-campus store has very limited parking, but it is within easy walking distance of the downtown area, all dormitories, and the football stadium and basketball arena. The off-campus store has plenty of parking, but it is not within walking distance of campus, although it is on the town bus line. Both stores compete with several other independent and national chain college bookstores in the town plus several school supply stores, apparel stores, computer stores, and trade bookstores. The town and university have been growing steadily over the past decade, and the football team has been highly ranked and gone to a bowl for eight straight seasons.
The Tech bookstores have a long-standing policy of selling textbooks with a very small markup (just above cost), which causes competing stores to follow suit. However, because textbooks are so expensive anyway most students believe the Tech bookstores gouge them on textbook prices. In order to offset the lack of profit on textbooks, the Tech bookstores sell all other products at a relatively high price. All “profits” from the stores are used to fund student-related projects such as new athletic fields and student center enhancements.
Tech Services has a Board of Directors made up of faculty, administrators, and students. The executive director, Mr. David Watson, reports to the Board of Directors and oversees the operation of the bookstores (plus all on-campus vending and athletic event vending). His office is in the on-campus store. Both bookstores have a store manager and an assistant store manager. There is one textbook manager for both stores, a trade book manager, a single school supplies and apparel manager, and a computer department manager, as well as a number of staff people, including a computer director and staff, a marketing director, a finance staff, a personnel director, a warehouse manager and secretaries. Almost all of the floor employees including cash register operators, sales clerks, stock people, delivery truck drivers, and warehouse workers, are part-time Tech students. Hiring Tech students has been a long-standing university policy in order to provide students with employment opportunities. The bookstores have a high rate of turnover among the student employees, as would be expected.
Several incidents have occurred at the off-campus store that have caused the Tech Services Board of Directors concern. In one incident a student employee was arrested for drug possession. In another incident a faculty customer and student employee got into a shouting match when the employee could not locate a well-known book on the bookstore computer system and the faculty member got frustrated over the time it was taking. In still another incident an alumnus who had visited the store after a football game sent a letter to the university president indicating that a student employee had been rude to him when he asked a question about the return policy for an apparel item he had purchased on the bookstore”s Web site. When the student did not know the return policy, he told the customer in a condescending manner to come back later. The last incident was an offhand remark made by a local town resident to a Board member at a party about the difficulty she had completing a purchase at the mall store because the registers were unmanned, although she could see several employees talking together in the store.
Although sales and profits at the bookstore have been satisfactory and steady over the past few years, the Board of Directors is extremely sensitive to criticism about anything that might have the potential to embarrass the university. The Board of Directors suggested to Mr. Watson that he might consider some type of assessment of the service at the bookstores to see if there was a problem. Mr. Watson initially attempted to make random, surprise visits to the bookstores to see if he could detect any problems; however, there seemed to be a jungle telegraph system that alerted his employees whenever he entered a store, so he abandoned that idea. Next he decided to try two other things. First he conducted a customer survey during a two-week period in the middle of the semester at both stores. As customers left the store, he had employees ask them to respond to a brief questionnaire. Second, he hired several graduate students to pose as customers and make purchases and ask specific questions of sales clerks, and report on their experiences.
Selected results from the customer survey are on the table below.
The only consistent responses from the graduate students posing as customers were that the student employees were sometimes not that familiar with store policies, how to operate the store computer systems, what products were available, and where products were located in the stores. When they didn”t know something they sometimes got defensive. A few also said that students sometimes appeared lackadaisical and bored.
Using observations of the operation of your own college bookstores to assist you, answer the following questions.
- Why do you think Mr. Watson organized the customer survey the way he did? What other things do you think he might have done to analyze the stores” quality problems?
| CAMPUS STORE | OFF-CAMPUS STORE | |||||||
| Student | Nonstudent | Student | Nonstudent | |||||
| Yes | No | Yes | No | Yes | No | Yes | No | |
| Were employees courteous and friendly? | 572 | 93 | 286 | 147 | 341 | 114 | 172 | 156 |
| Were employees knowledgeable and helpful? | 522 | 143 | 231 | 212 | 350 | 105 | 135 | 193 |
| Was the overall service good? | 569 | 96 | 278 | 165 | 322 | 133 | 180 | 148 |
| Did you have to wait long for service? | 74 | 591 | 200 | 243 | 51 | 404 | 150 | 178 |
| Did you have to wait long to check out? | 81 | 584 | 203 | 240 | 72 | 383 | 147 | 181 |
| Was the item you wanted available? | 602 | 63 | 371 | 72 | 407 | 48 | 296 | 32 |
| Was the cost of your purchase(s) reasonable? | 385 | 280 | 398 | 45 | 275 | 180 | 301 | 27 |
| Have you visited the store”s Web site? | 335 | 330 | 52 | 391 | 262 | 193 | 17 | 311 |
- Develop Pareto charts to help analyze the survey results.
- How would you define quality at the bookstores?
- Discuss what you believe are the quality problems the bookstores have?
- What are the bookstores” costs of poor quality?
- What actions or programs would you propose to improve quality at the bookstores?
- What obstacles do you perceive might exist to hinder changes at the bookstores and quality improvement?
- What benefits do you think would result from quality improvement at the bookstores?
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Visit a local fast-food restaurant, retail store, grocery store, or bank, and identify the different…
Visit a local fast-food restaurant, retail store, grocery store, or bank, and identify the different processes that control charts could be used to monitor.
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If the design tolerances are ±0.07 cm, is the process capable of meeting tolerances of ±0.08 cm for…
If the design tolerances are ±0.07 cm, is the process capable of meeting tolerances of ±0.08 cm for the slip-ring bearings?
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The company wants to develop a p-chart with 2s limits to monitor the quality of the gaskets prior to…
In the assembly process for automobile engines, at one stage in the process a gasket is placed between the two sections of the engine block before they are joined. If the gasket is damaged (e.g., bent, crimped), oil can leak from the cylinder chambers and foul the spark plugs, in which case the entire engine has to be disassembled and a new gasket inserted. The company wants to develop a p-chart with 2s limits to monitor the quality of the gaskets prior to the assembly stage. Historically, 2% of the gaskets have been defective, and management does not want the upper control limit to exceed 3% defective. What sample size will be required to achieve this control chart?
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Construct a c-chart using 3s limits for this process and indicate if the process was out of control…
One of the stages in the process of making denim cloth at the Southern Mills Company is to spin cotton yarn onto spindles for subsequent use in the weaving process. Occasionally the yarn breaks during the spinning process, and an operator ties it back together. Some number of breaks is considered normal; however, too many breaks may mean that the yarn is of poor quality. In order to monitor this process, the quality-control manager randomly selects a spinning machine each hour and checks the number of breaks during a 15-minute period. Following is a summary of the observations for the past 20 hours:
Sample Number of Breaks 1 3 2 2 3 4 4 1 5 5 6 3 7 2 8 4 9 0 10 2 11 3 12 4 13 6 14 7 15 8 16 6 17 5 18 7 19 8 20 6
Construct a c-chart using 3σ limits for this process and indicate if the process was out of control at any time
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| Sample | Number of Breaks |
| 1 | 3 |
| 2 | 2 |
| 3 | 4 |
| 4 | 1 |
| 5 | 5 |
| 6 | 3 |
| 7 | 2 |
| 8 | 4 |
| 9 | 0 |
| 10 | 2 |
| 11 | 3 |
| 12 | 4 |
| 13 | 6 |
| 14 | 7 |
| 15 | 8 |
| 16 | 6 |
| 17 | 5 |
| 18 | 7 |
| 19 | 8 |
| 20 | 6 |
Construct a c-chart using 3σ limits for this process and indicate if the process was out of control at any time
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The Xecko Film Company manufactures color photographic film. The film is produced in large rolls of…
The Xecko Film Company manufactures color photographic film. The film is produced in large rolls of various lengths before it is cut and packaged as the smaller roles purchased in retail stores. The company wants to monitor the quality of these rolls of film using a c-chart. Twentyfour rolls have been inspected at random, and the numbers of defects per roll are as follows:
Roll Number of Defects 1 12 2 8 3 5 4 7 5 14 6 9 7 10 8 11 9 8 10 6 11 15 12 10 13 12 14 13 15 9 16 8 17 7 18 11 19 9 20 13 21 17 22 16 23 12 24 14
Construct a c-chart with 2σ limits for this process and indicate if the process was out of control at any time.
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| Roll | Number of Defects |
| 1 | 12 |
| 2 | 8 |
| 3 | 5 |
| 4 | 7 |
| 5 | 14 |
| 6 | 9 |
| 7 | 10 |
| 8 | 11 |
| 9 | 8 |
| 10 | 6 |
| 11 | 15 |
| 12 | 10 |
| 13 | 12 |
| 14 | 13 |
| 15 | 9 |
| 16 | 8 |
| 17 | 7 |
| 18 | 11 |
| 19 | 9 |
| 20 | 13 |
| 21 | 17 |
| 22 | 16 |
| 23 | 12 |
| 24 | 14 |
Construct a c-chart with 2σ limits for this process and indicate if the process was out of control at any time.
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The Oceanside Apparel Company manufactures expensive, polo-style men”s and women”s…
The Oceanside Apparel Company manufactures expensive, polo-style men”s and women”s short-sleeve knit shirts at its plant in Jamaica. The production process requires that material be cut into large patterned squares by operators, which are then sewn together at another stage of the process. If the squares are not of a correct length, the final shirt will be either too large or too small. In order to monitor the cutting process, management takes a sample of four squares of cloth every other hour and measures the length. The length of a cloth square should be 36 inches, and historically, the company has found the length to vary across an acceptable average of 2 inches.
- Construct an R-chart for the cutting process using 3σ limits.
- The company has taken 10 additional samples with the following results:
Samples Measurements (in.) 1 37.3 36.5 38.2 36.1 2 33.4 35.8 37.9 36.2 3 32.1 34.8 39.1 35.3 4 36.1 37.2 36.7 34.2 5 35.1 38.6 37.2 33.6 6 33.4 34.5 36.7 32.4 7 38.1 39.2 35.3 32.7 8 35.4 36.2 36.3 34.3 9 37.1 39.4 38.1 36.2 10 32.1 34.0 35.6 36.1
Plot the new sample data on the control chart constructed in part (a) and comment on the process variability.
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The Oceanside Apparel Company manufactures expensive, polo-style men”s and women”s short-sleeve knit shirts at its plant in Jamaica. The production process requires that material be cut into large patterned squares by operators, which are then sewn together at another stage of the process. If the squares are not of a correct length, the final shirt will be either too large or too small. In order to monitor the cutting process, management takes a sample of four squares of cloth every other hour and measures the length. The length of a cloth square should be 36 inches, and historically, the company has found the length to vary across an acceptable average of 2 inches.
- Construct an R-chart for the cutting process using 3σ limits.
- The company has taken 10 additional samples with the following results:
| Samples | Measurements (in.) | |||
| 1 | 37.3 | 36.5 | 38.2 | 36.1 |
| 2 | 33.4 | 35.8 | 37.9 | 36.2 |
| 3 | 32.1 | 34.8 | 39.1 | 35.3 |
| 4 | 36.1 | 37.2 | 36.7 | 34.2 |
| 5 | 35.1 | 38.6 | 37.2 | 33.6 |
| 6 | 33.4 | 34.5 | 36.7 | 32.4 |
| 7 | 38.1 | 39.2 | 35.3 | 32.7 |
| 8 | 35.4 | 36.2 | 36.3 | 34.3 |
| 9 | 37.1 | 39.4 | 38.1 | 36.2 |
| 10 | 32.1 | 34.0 | 35.6 | 36.1 |
Plot the new sample data on the control chart constructed in part (a) and comment on the process variability.
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