(Solution Manual) Intermediate Accounting

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Solution Manual

12th Edition

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Solution Manual for Intermediate Accounting, The downloadable file consists of 1804 pages, and the total size of the file is 15.95 MB. Purchase now only for highly discounted price.

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CONTENTS Preface to the Instructor Chapter 1 Financial Accounting and Accounting Standards Chapter 2 Conceptual Framework Underlying Financial Accounting Chapter 3 The Accounting Information System Chapter 4 Income Statement and Related Information Chapter 5 Balance Sheet and Statement of Cash Flows Chapter 6 Accounting and the Time Value of Money Chapter 7 Cash and Receivables Chapter 8 Valuation of Inventories: A Cost Basis Approach Chapter 9 Inventories: Additional Valuation Issues Chapter 10 Acquisition and Disposition of Property, Plant, and Equipment Chapter 11 Depreciation, Impairments, and Depletion Chapter 12 Intangible Assets Chapter 13 Current Liabilities and Contingencies Chapter 14 Long -Term Liabilities Chapter 15 Stockholders’ Equity Chapter 16 Dilutive Securities and Earnings Per Share Chapter 17 Investments Chapter 18 Revenue Recognition Chapter 19 Accounting for Income Taxes Chapter 20 Accounting for Pensions and Postretirement Benefits Chapter 21 Accounting for Leases Chapter 22 Accounting Changes and Error Analysis Chapter 23 Statement of Cash Flows Chapter 24 Full Disclosure in Financial Reporting iii PREFACE —TO THE INSTRUCTOR The presentation of the subject matter in each of the chapters in Intermediate Accounting , 12e is followed by questions, brief exercises, exercises, problems, and concepts for analysis. Another section entitled “Using Your Judgment” is also provided (financial reporting, financial statement analysis, comparative analysis, research, international rep orting, professional re - search and professional simulation). Note that writing, group, and ethics cases have been in - tegrated into the exercises, problems, and concepts for analysis and are identified with icons in the text margins. This manual contains complete solutions to all exercises, problems, and cases in the “Using Your Judgment” section as well as suggested answers to the questions and concepts for analysis. Assignment Classification Table (Topic and Learning Objective). A unique feature of our Solutions Manual is a table that categorizes four types of end -of-chapter items (questions, ex - ercises, problems, and concepts for analysis) by key topics in the chapter. New to Intermedi - ate Accounting , 12e is a classification table organizing solutions by textbook learning objective. Assignment Characteristics Table. Each chapter of this manual contains a table offering: (1) a short description of each exercise, problem, and case, (2) an indication of the level of dif- ficulty (simple, moderate, or complex), and (3) the estimated time in minutes. An estimated average minimum and maximum time (in minutes) is given for each exercise, problem, and case in the text. Although many of the estimated times are based on actual classroom experience, it should be recognized that they are only averages. On any given problem or case even a superior student may encounter difficulty because of a mechanical er - ror or misinterpretation of the problem and spend more time than on other problems of similar difficulty. The estimated time to complete each exercise is a lso indicated at the right of each exercise number. For problems and cases the estimated time also appears with the list of “purposes” that precedes each set of problems and each set of cases. We hope these classifications, descriptions, and times will pr ove helpful to instructors in tailor - ing homework assignments to the capacities of their students and to the time available. Purpose. A statement of the purpose of each problem and each case appears in a list pre - ceding the sets of problems and cases in each chapter. Questions. The questions at the end of the chapter provide a basis for classroom discussion of the topics presented in the chapter and serve as an aid to the students in testing their un - derstanding of the text material. They deal with both conceptual and procedural matters. The sequence of questions generally corresponds to the topical coverage in the text. Full and com - plete answers to these questions are presented in this manual. Brief Exercises. Each brief exercise focuses on one concept or procedure. Because these brief exercises are straightforward and simple, they build the student’s confidence and test ba - sic skills. Exercises. Generally, the exercises cover a specific topic and require less time and effort to solve than the problems. In addition to serving as supplemental assignment material, the exer - cises may be used for class discussion and for examination purposes. iv Problems. Whereas the goal of the exercises is brevity of solution time and coverage of es - sential principles or methodology w ith minimum difficulty, the problems are designed to de - velop a professional level of achievement and, therefore, are generally more challenging to solve. We have arranged the problems, as much as possible, from least to most difficult in the same order a s the discussion in the chapter. Some of the problems are routine and can be solved by following procedures that are illustrated in the textbook. The more difficult problems may blend a diversity of principles into a single situation requiring a series of steps, computa - tions, or solutions and demand interpretation, analysis, and judgment. Many of the problems (indicated by AICPA, CMA, or CIA Adapted) have been adapted from the Uniform CPA, CMA, or CIA Examinations. In most instances, the solutions to these prob - lems include all the information from the unofficial CPA, CMA, or CIA examination solution. Generally, the students will not furnish a solution in the same detail. Additionally, a far greater number of problems has been provided than the instructor can rea - sonably use in a single offering of the course. Concepts For Analysis. The concepts for analysis, many of which are adoptions from the Uniform CPA Examination, generally require essay as opposed to quantitative solutions. They are intended to confront the student with situations, frequently unstructured, calling for in -depth analysis and the exercise of judgment in identifying problems and evaluating alternatives . Using Your Judgment. This section of assignment material has been greatly expanded and revised for this 12th edition. The financial reporting problems have been adapted to the Annual Report financial information found in the text. Many of the financial statement analysis cases (using real -world companies), the comparative analysis cases, and the research cases (many of which require either library research or Internet research), have been updated for this edi - tion. This edition also includes updated and expanded international reporting cases and a new feature called “Professional Research”. The professional simulatio ns are patterned after the computerized CPA exam, which was introduced in 2004. SUMMARY The solutions have been painstakingly prepared, reviewed, and tested to provide instructors error -free materials. To the extent that we have not, we invite the users o f our textbook to in - form us directly of the reactions and suggested improvements. All solutions manuals are avail - able at no cost for use by instructors adopting the textbook. ACKNOWLEDGMENTS We sincerely thank the following individuals for their expe rt assistance in reviewing and checking the material contained in this Solutions Manual: John Borke, University of Wiscon - sin—Platteville; Jack Cathey, University of North Carolina – Charlotte; Robert Derstine, Villa - nova University; Gregory Dold, Southw estern College; James M. Emig, Villanova University; Larry Falcetto, Emporia State University; Paul Robertson, Henderson State University; Alice Sineath, Forsyth Technical Community College; Dick Wasson, Southwestern College. We thank development editor, Ann Torbert, Ed Brislin of John Wiley & Sons, and Alicia Gmeiner of Elm Street Publishing Services for preparing this manual for publication. Donald E. Kieso Jerry J. Weygandt Terry D. Warfield v CHAPTER 1 Financial Accounting and Accounting Standards ASSIGNMENT CLASSIFICATION TABLE Topics Questions Cases 1. Subject matter of accounting. 1 1 2. Environment of accounting. 2, 3, 4 3, 4 3. Role of principles, objectives, standards, and accounting theory. 5, 6, 7 2 4. Historical development of accounting standards. 8, 9, 10, 11 5, 16 5. Authoritative pronouncements and standards -setting bodies. 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23 6, 7, 8, 9, 10, 11, 12, 15 6. Role of pressure groups. 23, 24, 25, 26, 27, 28 17, 18 7. International accounting. 29, 30 14 8. Ethical issues. 31 13, 16 1-1 ASSIGNMENT CHARACTERISTICS TABLE Item Description Level of Difficulty Time (minutes) CA1 -1 Financial accounting. Simple 15–20 CA1 -2 Objectives of financial reporting. Moderate 20–25 CA1 -3 Accounting numbers and the environment. Simple 10–15 CA1 -4 Need for accounting standards. Simple 15–20 CA1 -5 AICPA ’s role in standards setting. Simple 20–25 CA1 -6 FASB role in standards setting. Simple 20–25 CA1 -7 Government role in standards setting. Simple 10–15 CA1 -8 Politicalization of standards setting. Complex 30–40 CA1 -9 Models for setting accounting standards. Simple 15–20 CA1 -10 Standards -setting terminology. Moderate 30–40 CA1 -11 Accounting organizations and documents issued. Simple 15–20 CA1 -12 Accounting pronouncements. Simple 10–15 CA1 -13 Issues involving standards setting. Complex 20–25 CA1 -14 Securities and Exchange Commission. Moderate 30–40 CA1 -15 Standards -setting process. Moderate 25–35 CA1 -16 History of standards -setting organizations. Moderate 25–35 CA1 -17 Economic consequences. Moderate 25–35 CA1 -18 Standards -setting process, economic consequences. Moderate 25–35 1-2 ANSWERS TO QUESTIONS 1. Financial accounting measures, classifies, and summarizes in report form those activities and that information which relate to the enterprise as a whole for use by parties both internal and external to a business enterprise. Managerial accounting also measures, classifies, and summarizes in report form enterprise activities, but the communication is for the use of internal, managerial parties, and relates more to subsystems of the entity. Managerial accoun ting is management decision oriented and directed more toward product line, division, and profit center reporting. 2. Financial statements generally refer to the four basic financial statements: balance sheet, income statement, statement of cash flows, and statement of changes in owners ’ or stockholders ’ equity. Financial reporting is a broader concept; it includes the basic financial statements and any other means of communicating financial and economic data to intere sted external parties. Examples of financial reporting other than financial reports are annual reports, prospectuses, reports filed with the government, news releases, management forecasts or plans, and descriptions of an enterprise ’s social or environment al impact. 3. If a company ’s financial performance is measured accurately, fairly, and on a timely basis, the right managers and companies are able to attract investment capital. To provide unreliable and irrelevant information leads to poor capital allocation which adversely affects the securities market. 4. Some major challenges facing the accounting profession relate to the following items: Non-financial measuremen t – how to report significant key performance measurements such as customer satisfaction indexes, backlog information and reject rates on goods purchased. Forward -looking information – how to report more future oriented information. Soft assets – how to report on intangible assets, such as market know -how, market dominance, and well- trained employees. Timeliness – how to report more real-time information. 5. In general, the objectives of financial reporting are to provide (1) information that is useful in investment and credit decisions, (2) information that is usefu l in assessing cash flow prospects, and (3) information about enterprise resources, claims to those resources, and changes in them. More specifically these objectives state that financial reporting should provide information: a. that is useful to present and potential investors and creditors and other users in making rational investment, credit, and similar decisions. The information should be comprehensible to those who have a reasonable understanding of business and economic activities and are wi lling to study the information with reasonable diligence. b. to help present and potential investors and creditors and other users in assessing the amounts, timing, and uncertainty of prospective cash receipts from dividends or interest and the proceeds from the sale, redemption, or maturity of securities or loans. Since investors and creditors ’ cash flows are related to enterprise cash flows, financial reporting should provide information to help investors, creditors, and other users assess the amounts, timing, and uncertainty of prospective net cash inflows to the related enterprise. c. about the economic resources of an enterprise, the claims to those resources (obligations of the enterprise to transfer resources to other entities), owners ’ equity, and the effects of transactions, events, and circumstances that change its resources and claims to those resources. 6. A common set of standards applied by all businesses and entities provides financial statements which are reasonably comparable. Without a common set of standards, each enterprise could, and would, develop its own theory structure and set of practices, resu lting in noncomparability among enterprises. 1-3 Questions Chapter 1 (Continued) 7. General -purpose financial statements are not likely to satisfy the specific needs of all interested parties. Since the needs of interested parties such as creditors, managers, owners, governmental agencies, and financial analysts vary considerably, it is u nlikely that one set of financial statements is equally appropriate for these varied uses. 8. The SEC has the power to prescribe, in whatever detail it desires, the accounting practices and principles to be employed by the companies that fall within its jurisdiction. Because the SEC receives audited financial statements from nearly all companies that issue securities to the public or are listed on the stock exchanges, it is greatly interested in the content, accuracy, and credibility of the statements. Fo r many years the SEC relied on the AICPA to regulate the profession and develop and enforce accounting principles. Lately, the SEC has assumed a more active role in the develop - ment of accounting standards, especially in the area of disclosure requirements. In December 1973, in ASR No. 150, the SEC said the FASB ’s statements would be presumed to carry substantial authoritative support and anything contrary to them to lack such support. It thereby supports the development of accounting principles in the private sector. 9. The Committee on Accounting Procedure was a special committee of the American Institute of CPAs that, between the years of 1939 and 1959, issued 51 Accounting Research Bulletins dealing with a wide variety of timely accounting problems. These bulletins provided solutions to immediate problems and narrowed the range of alternative practices. But, the Committee ’s problem -by-problem approach failed to provide a well-defined and well-structured body of accounting theory that was so badly needed. The Committee on Accounting Procedure was replaced in 1959 by the Accounting Principles Board. 10. The creation of the Accounting Principles Board was intended to advance the written expressi on of accounting principles, to determine appropriate practices, and to narrow the differences and inconsistencies in practice. To achieve its basic objectives, its mission was to develop an overall conceptual framework to assist in the resolution of probl ems as they became evident and to do substantive research on individual issues before pronouncements were issued. 11. Accounting Research Bulletins were pronouncements on accounting practice issued by the Committee on Accounting Procedure between 1939 and 1959; since 1964 they have been recognized as accepted accounting practice unless superseded in part or in whole by an opinion of the APB or an FASB standard. APB Opinions were issued by the Accounting Principles Board during the years 1959 through 1973 and, unless superseded by FASB Statements, are recognized as accepted practice and constitute the requirements to be followed by all business enterprises. FASB Statements are pronouncements of the Financial Accounting Standards Board and currently represent the accounting profession ’s authoritative pronouncements on financial accoun - ting and reporting practices. 12. The explanation should note that generally accepted accounting principles or standards have “substantial authoritative support. ” They consist of accounting practices, procedures, theories, concepts, and methods which are recognized by a large majority of practicing accountants as well as other members of the business and financial community. Bulletins issued by the Committee on Accounting Procedure, opinions rendered by the Accounting Principles Board, an d statements issued by the Financial Accounting Standards Board constitute “substantial authoritative support. ” 13. It was believed that FASB Statements would carry greater weight than APB Opinions because of significant differences between the FASB and the APB, namely: (1) The FASB has a smaller membership of full-time compensated members; (2) the FASB has greater autonomy and increased independence; and (3) the FASB has broader representation than the APB. 14. The technical staff of the FASB conducts research on an identified accounting topic and prepares a “discussion memorandum ” that is released by the Board for public reaction. The Board analyzes and evaluates the public response to the discussion memorandum, deliberates on the issues, and 1-4 Questions Chapter 1 (Continued) issues an “exposure draft ” for public comment. The discussion memorandum merely presents all facts and alternatives related to a specific topic or problem, whereas the exposure draft is a tentative “statement. ” After studying the public ’s reaction to the exposure draft, the Board ma y reevaluate its position, revise the draft, and vote on the issuance of a final statement. 15. Statements of financial accounting standards constitute generally accepted accounting principles and dictate acceptable financial accounting and reporting practice s as promulgated by the FASB. The first standards statement was issued by the FASB in 1973. Statements of financial accounting concepts do not establish generally accepted accounting principles. Rather, the concepts statements set forth fundamental objectives and concepts that the FASB intends to use as a basis for developing future standards. The concepts serve as guidelines in solving existing and emerging accounting problems in a co nsistent, sound manner. Both the standards statements and the concepts statements may develop through the same process from discussion memorandum, to exposure draft, to a final approved statement. 16. Rule 203 of the Code of Professional Conduct prohibits a m ember of the AICPA from expressing an opinion that financial statements conform with GAAP if those statements contain a material departure from an accounting principle promulgated by the FASB, or its predecessors, the APB and the CAP, unless the member can demonstrate that because of unusual circumstances the financial statements would otherwise have been misleading. Failure to follow Rule 203 can lead to a loss of a CPA ’s license to practice. This rule is extremely important because it requires auditors to follow FASB standards. 17. FASB Standards, FASB Technical Bulletins, AICPA Practice Bulletins. 18. The chairman of the FASB was indicating that too much attention is put on the bottom line and not enough on the development of quality products. Managers should b e less concerned with short - term results and be more concerned with the long -term results. In addition, short -term tax benefits often lead to long-term problems. The second part of his comment relates to accountants being overly concerned with following a set of rules, so that if litigation ensues, they will be able to argue that they followed the rules exactly. The problem with this approach is that accountants want more and more rules with less reliance on professional judgment. Less professional judgment leads to inappropriate use of accounting procedures in difficult situations. In the accountants ’ defense, recent legal decisions have imposed vast new liability on accountants. The concept of accountant ’s liability that has emerged in these cases is broad and expansive; the number of classes of people to whom the accountant is held responsible are almost limitless. 19. FASB Staff Positions (FSP) are used to provide interpretive guid ance and to make minor amend - ments to existing standards. The due process used to issue a FSP is the same used to issue a new standard. 20. The Emerging Issues Task Force often arrives at consensus conclusions on certain financial reporting issues. These con sensus conclusions are then looked upon as GAAP by practitioners because the SEC has indicated that it will view consensus solutions as preferred accounting and will require persuasive justification for departing from them. Thus, at least for public companies which are subject to SEC oversight, consensus solutions developed by the Emerging Issues Task Force are followed unless subsequently overturned by the FASB. It sh ould be noted that the FASB took greater direct ownership of GAAP established by the EITF by requiring that consensus positions be ratified by the FASB. 1-5 Questions Chapter 1 (Continued) 21. The Governmental Accounting Standards Board, under the oversight of the Financial Accounting Foundation, was created in 1984 to address state and local governmental reporting issues. The new board has replaced a number of organizations that set rules for g overnment accounting. The National Council on Governmental Accounting, a voluntary body affiliated with the Municipal Finance Officers Association, was the primary standard setter for about 100,000 government units. But many other organizations also offered guidance for government accounting. The new GASB will consolidate the rules into one body. 22. Possible reasons might be: 1. The objectives of financial reporting for other types of enterprises (government, railroads, etc.) are not sufficiently different from those established by the FASB to warrant a separate standard -setting structure. 2. The existence of competing standard -setting bodies would create serious jurisdictional conflicts. 3. The framework is already in place within the existing structure to enforce the standards promulgated by the FASB. 4. The FASB already has significant support from user groups of external financial reports. Uncer - tainty exists concerning the ability of any other standard -setting body to gain such support. 23. The sources of pressure are innumerable, but the most intense and continuous pressure to change or influence accounting principles or standards come from individual companies, industry associations, governmental agencies, practicing accountants, academicians, professional accoun - ting organizations, and public opinion. 24. Economic consequences m eans the impact of accounting reports on the wealth positions of issuers and users of financial information and the decision -making behavior resulting from that impact. In other words, accounting information impacts various users in many different ways whi ch leads to wealth transfers among these various groups. If politics plays an important role in the development of accounting standards, standards will be subject to manipulation for the purpose of furthering whatever policy prevails at the moment. No matter how well intentioned the standards setter may be, if information is designed to indicate that investing in a particular enterprise involves less risk th an it actually does, or is designed to encourage investment in a particular segment of the economy, financial reporting will suffer an irreplaceable loss of credibility. 25. No one particular proposal is expected in answer to this question. The students ’ proposals, however, should be defensible relative to the following criteria: 1. The method must be efficient, responsive, and expeditious. 2. The method must be free of bias and be above or insulated from pressure groups. 3. The method must command widespread support if it does not have legislative authority. 4. The method must produce sound yet practical accounting principles or standards. The students ’ proposals might take the form of alterations of the existing methodology, an accoun - ting court (as proposed by Leonard Spacek), or governmental device. 26. Concern exists about fraudulent financial reporting because it can undermine the entire financial reporting process. Failure to provide information to users that is accurate can lead to inappropriate allocations of resources in our economy. In addition, failure to detect massive fraud can lead to additional governmental oversight of the accounting professi on. 27. The expectations gap is the difference between what people think accountants should be doing and what accountants think they can do. It is a difficult gap to close. The accounting profession recognizes it must play an important role in narrowing this gap. To meet the needs of society, the profession is continuing its efforts in developing accounting standards, such as numerous pronouncements issued by the FASB, to serve as guidelines for recording and processing business transactions in the changing economic environment. 1-6 Questions Chapter 1 (Continued) 28. The following are some of the key provisions of the Sarbanes -Oxley Act: • Establishes an oversight board for accounting practices. The Public Company Accounting Over - sight Board (PCAOB) has oversight and enforcement authority and establishes auditing, quality control, and independence standards and rules. • Implements stronger independence rules for auditors. Audit partners, for example, are required to rotate every five years and auditors are prohibited from offering certain types of consulting services to corporate clients. • Requires CEOs and CFOs to personally certify that financial statements and disclosures are accurate and complete and requires CEOs and CFOs to forfe it bonuses and profits when there is an accounting restatement. • Requires audit committees to be comprised of independent members and members with finan - cial expertise. • Requires codes of ethics for senior financial officers. In addition, Section 404 of the Sarbanes -Oxley Act requires public companies to attest to the effectiveness of their internal controls over financial reporting. 29. Some of the reasons for difference are: 1. The objectives of financial reporting are often different in foreign countries. 2. The institutional structures are often not comparable. 3. Strong national tendencies are pervasive and therefore there is reluctance to adopt any one country ’s approach. 30. Relevant and reliable financial information is a necessity for viable capital markets. Unfortunately, financial statements from companies outside the United States are often prepared using different financial statements than US GAAP. As a result, internati onal companies have to develop financial information in different ways. Beyond the additional costs these companies incur, users of financial statements are often forced to understand at least two sets of GAAP. It is not surprising that there is a growing demand for one set of high quality international standards. 31. Accountants must perceive the moral dimensions of some situations because GAAP does not define or cover all specific features that are to be reported in financial statements. In these instan - ces accountants must choose among alternatives. These accounting choices influence whether particular stakeholders may be harmed or benefited. Moral decision -making involves awareness of potential harm or benefit and taking responsibility for the choices. 1-7 TIME AND PURPOSE OF CONCEPTS FOR ANALYSIS CA 1-1 (Time 15–20 minutes) Purpose to provide the student with an opportunity to distinguish between financial accounting and managerial accounting, identify major financial statements, and differentiate financial statements and financial reporting. CA 1-2 (Time 20–25 minutes) Purpose —to provide the student with an opportunity to explain the basic objectives of financial reporting. CA 1-3 (Time 10–15 minutes) Purpose —to provide the student with an opportunity to describe how reported accounting numbers might affect an individual ’s perceptions and actions. CA 1-4 (Time 15–20 minutes) Purpose to provide the student with an opportunity to evaluate the viewpoint of removing mandatory accounting standards and allowing each company to voluntarily disclose the information it desired. CA 1-5 (Time 20–25 minutes) Purpose —to provide the student with an opportunity to explain the evolution of accounting standards - setting organizations and the role of the AICPA in the standards -setting environment. CA 1-6 (Time 20–25 minutes) Purpose —to provide the student with an opportunity to identify the sponsoring organization of the FASB, the method by which the FASB arrives at a decision, and the types and the purposes of documents issued by the FASB. CA 1-7 (Time 10–15 minutes) Purpose —to pro vide the student with an opportunity to identify the governmental entity that oversees the FASB and indicate its role in the standards -setting process. CA 1-8 (Time 30–40 minutes) Purpose —to provide the student with an opportunity to focus on the types of organizations involved in the standards -setting process, what impact accounting has on the environment, and the environment ’s influence on accounting. CA 1-9 (Time 15–20 minutes) Purpose —to provide the student with an opportunity to focus on what type of standards -setting environment exists in the United States. In addition, this CA explores why user groups are interested in the nature of financial reporting standards and why some groups wish to issue their own standards. CA 1-10 (Time 30–40 minutes) Purpose —to provide the student with an opportunity to identify and define acronyms appearing in the first chapter. Some are self-evident, others are not so. CA 1-11 (Time 15–20 minutes) Purpose to provide the student with an opportunity to identify the various documents issued by different accounting organizations. The CA should help the student to better focus on the more important documents issued in the financial reporting area. CA 1-12 (Time 10–15 minutes) Purpose —to provide the student with an opportunity to match the descriptions of a number of authori - tative pronouncements issued by standards -setting bodies to the pronouncements. 1-8 Time and Purpose of Concepts for Analysis (Continued) CA 1-13 (Time 20–25 minutes) Purpose —to provide the student with an opportunity to consider the ethical dimensions of implementation of a new accounting standard. CA 1-14 (Time 30–40 minutes) Purpose —to provide the student with an assignment that explores the role and function of the Securities and Exchange Commission. CA 1-15 (Time 25–35 minutes) Purpose —to provide the student with an assignment that explores the role of the FASB and the standards - setting process. CA 1-16 (Time 25–35 minutes) Purpose —to provide the student with a writing assignment on the evolution of accounting standards - setting organizations. CA 1-17 (Time 25–35 minutes) Purpose —to provide the student with the opportunity to discuss the role of Congress in accounting standards -setting as well as to discuss the core standards project related to international accounting. CA 1-18 (Time 25–35 minutes) Purpose —to provide the student with an opportunity to comment on a letter sent by business execu - tives to the FASB and Congress on the accounting for derivatives. 1-9 SOLUTIONS TO CONCEPTS FOR ANALYSIS CA 1-1 (a) Financial accounting is the process that culminates in the preparation of financial reports relative to the enterprise as a whole for use by parties both internal and external to the enterprise. In contrast, managerial accounting is the process of identification, measurement, accumulation, analysis, prepa - ration, interpretation, and communication of financi al information used by the management to plan, evaluate, and control within an organization and to assure appropriate use of, and accountability for, its resources. (b) The financial statements most frequently provided are the balance sheet, the income statement, the statement of cash flows, and the statement of changes in owners ’ or stockholders ’ equity. (c) Financial statements are the principal means through which financial information is communicated to those outside an enterprise. As indicated in (b), there are four major financial statements. However, some financial information is better provided, or can be provided only, by means of financial reporting other than formal financial statements. Financial reporting (other than financial statements and related notes) may take various forms. Examples include the company president ’s letter or supplementary schedules in the corporate annual reports, prospectuses, reports filed with govern - ment agencies, news releases, management ’s forecasts, and descriptions of an enterprise ’s social or environmental impact. CA 1-2 (a) In accordance with Statement of Financial Accounting Concepts No. 1, “Objectives of Financial Reporting by Business Enterprises, ” the objectives of financial reporting are to provide information to investors, creditors, and others 1. that is useful to present and potential investors and creditors and other users in making rational investment, credit, and similar decisions. The information should be comprehensible to those who have a reasonable understanding of business and economic activities and are willing to study the information with reasonable diligence. 2. to help present and potential investors and creditors and other users in assessing the amounts, timing, and uncertainty of prospective cash receipts from dividends or interest and the proceeds from the sale, redemption, or maturity of securities or loans. Since investors ’ and creditors ’ cash flows are related to enterprise cash flows, financial reporting should provide information to help investors, creditors, and others assess the amounts, timing, and uncertainty of prospective net cash inflows to the related enterprise. 3. about the economic resources of an enterprise, the claims to those resources (obligations of the enterprise to transfer resources to other entities and owners ’ equity), and the effects of trans - actions, events, and circumstances that change its resources and claims to those resources. (b) Statement of Financial Accounting Concepts No. 1 established standards to meet the information needs of large groups of external users such as investors, creditors, and their representatives. Although the level of sophistication related to business and financial accounting matters varies both within and between these user groups, users are expected to possess a reasonable understanding of accounting concepts, financial statements, and business and economic activities and are expected to be willing to study and interpret the information with reasonable diligence. 1-10 CA 1-3 Accounting numbers affect investing decisions. Investors, for example, use the financial statements of different companies to enhance their understanding of each company ’s financial strength and operating results. Because these statements follow generally accepted accounting principles, investors can make meaningful comparisons of different financial statements to assist their investment decisions. Accounting numbers also influence creditors ’ decisions. A commercial bank usually looks into a company ’s financial statements and past credit history before deciding whether to grant a loan and in what amount. The financial statements provide a fair picture of the company ’s financial strength (for example, short -term liquidity and long -term solvency) and op erating performance for the current period and over a period of time. The information is essential for the bank to ensure that the loan is safe and sound. CA 1-4 It is not appropriate to abandon mandatory accounting standards and allow each company to voluntarily disclose the type of information it considered important. Without a coherent body of accounting theory and standards, each accountant or enterprise would have to develop its own theory structure and set of practices, and readers of financial statements would have to familiarize themselves with every company ’s peculiar accounting and reporting practices. As a result, it would be almost impossible to prepare state - ments that could be compared. In addition, voluntary disclosure may not be an effi cient way of disseminating information. A company is likely to disclose less information if it has the discretion to do so. Thus, the company can reduce its cost of assembling and disseminating information. However, an investor wishing additional informati on has to pay to receive additional information desired. Different investors may be interested in different types of information. Since the company may not be equipped to provide the requested information, it would have to spend additional resources to fulfill such needs; or the company may refuse to furnish such information if it ’s too costly to do so. As a result, i nvestors may not get the desired information or they may have to pay a significant amount of money for it. Furthermore, redundancy in gathering and distributing information occurs when different investors ask for the same information at different points in time. To the society as a whole, this would not be an efficient way of utilizing resources. CA 1-5 (a) One of the committees that the AICPA established prior to the establishment of the FASB was the Committee on Accounting Procedures (CAP). The CAP, during its existence from 1939 to 1959, issued 51 Accounting Research Bulletins (ARB). In 1959, the AICPA cre ated the Accounting Prin - ciples Board (APB) to replace the CAP. Before being replaced by the FASB, the APB released 31 official pronouncements, called APB Opinions. (b) Although the ARBs issued by the CAP helped to narrow the range of alternative practices t o some extent, the CAP ’s problem -by-problem approach failed to provide the well -defined, structured body of accounting principles that was both needed and desired. As a result, the CAP was replaced by the APB. The APB had more authority and responsibility than did the CAP. Unfortunately, the APB was beleaguered throughout its 14 -year existence. It came under fire early, charged with lack of productivity and failing to act promptly to correct alleged accounting abuses. The APB also met a lot of industry and CPA firm opposition and occasional governmental interference when tackling numerous thorny accounting issues. In fear of governmental rule-making, the accounting profession investigated the ineffectiveness of the APB and replaced it with the FASB. 1-11