Pharmacotherapy Principles and Practice 5th Edition Chisholm-Burns Test Bank

CONTENTS


Preface to the Instructor

Chapter 1 Financial . l Accounting . l and . l Accounting . l Standards

Chapter 2 Conceptual Framework Underlying Financial Accounting
. l . l . l . l




Chapter 3 The Accounting Information System
.l .l .l




Chapter 4 Income Statement and Related Information
.l .l .l .l




Chapter 5 Balance Sheet and Statement of Cash Flows
S .l .l .l .l .l .l




Chapter 6 E Accounting and the Time Value of Money .l .l .l .l .l .l




Chapter 7 Cash and Receivables
.l .l




Chapter 8 Valuation of Inventories: A Cost Basis Approach

Chapter 9 Inventories:
.l




A D .
.l




l Additional . l
.l




Valuation
.l .l




. l
.l




Issues

Chapter 10 Acquisition and Disposition of Property, Plant, and
.l .l .l .l .l .l



Equipment
.l R
Chapter 11 Depreciation, Impairments, and Depletion .l .l .l




Chapter 12 Intangible Assets . l
G
Chapter 13 Current Liabilities and Contingencies
. l . l . l




Chapter 14 Long-Term Liabilities . l
I
Chapter 15 Stockholders’ . l . l Equity
H
Chapter 16 Dilutive Securities and Earnings Per Share
.l .l .l .l .l




Chapter 17 Investments

Chapter 18 Revenue Recognition . l




Chapter 19 Accounting for Income Taxes .l .l .l




Chapter 20 Accounting for Pensions and Postretirement Benefits
. l . l . l . l . l




Chapter 21 Accounting for Leases . l . l




Chapter 22 Accounting Changes and Error Analysis .l .l .l .l




Chapter 23 Statement of Cash Flows .l .l .l




Chapter 24 Full Disclosure in Financial Reporting
.l .l .l .l



iii

, PREFACE—TO THE INSTRUCTOR .l .l




The presentation of the subject matter in each of the chapters in Intermediate Accounting, 12e
.l .l .l .l .l .l .l .l .l .l .l .l . l .l



is followed by questions, brief exercises, exercises, problems, and concepts for analysis.
.l .l .l .l .l .l .l .l .l .l .l .l



Another section entitled ―Using Your Judgment‖ is also provided (financial reporting, financial
.l .l .l .l .l .l .l .l .l .l .l .l



statement analysis, comparative analysis, research, international reporting, professional re-
.l .l .l .l .l .l .l .l .l



search and professional simulation). Note that writing, group, and ethics cases have been in-
.l .l .l .l . l .l .l .l .l .l .l .l .l .l



tegrated into the exercises, problems, and concepts for analysis and are identified with icons in
.l .l .l .l .l .l .l .l .l .l .l .l .l .l .l



the text margins. This manual contains complete solutions to all exercises, problems, and cases
.l .l .l .l .l .l .l . l .l .l .l .l .l .l



in the ―Using Your Judgment‖ section as well as suggested answers to the questions and
.l .l .l .l .l .l .l .l .l .l . l .l .l .l .l



concepts for analysis.
.l .l .l




Assignment Classification Table (Topic and Learning Objective). A unique feature of our .l .l .l .l .l .l .l .l .l .l .l



Solutions Manual is a table that categorizes four types of end-of-chapter items (questions, ex-
.l .l .l .l .l .l .l .l .l .l .l .l .l .l



ercises, problems, and concepts for analysis) by key topics in the chapter. New to Intermedi- ate
.l .l .l .l .l .l .l .l .l .l .l .l . l .l .l .l



Accounting, 12e is a classification table organizing solutions by textbook learning objective.
.l .l .l .l .l
S .l .l .l .l .l .l .l




Assignment Characteristics Table. Each chapter of this manual contains a table offering: . l . l . l .l .l .l .l .l .l .l .l



(1) a short description of each exercise, problem, and case, (2) an indication of the level of dif-
.l .l .l



ficulty (simple, moderate, or complex), and (3) the estimated time in minutes.
.l .l .l
.l .l



.l
E .l
.l



.l
.l



.l .l
.l



.l
.l .l



.l
.l



.l
.l



.l
.l .l .l .l .l




An estimated average minimum and maximum time (in minutes) is given for each exercise,
.l
.l



problem, and case in the text. Although many of the estimated times are based on actual
.l
.l



.l .l
.l



.l .l .l
.l .l
D .l
.l



.l .l
.l



.l
.l .l



.l
.l



.l
.l



.l
.l



.l
.l



.l



classroom experience, it should be recognized that they are only averages. On any given
.l .l .l .l .l .l .l .l .l .l .l .l .l .l



problem or case even a superior student may encounter difficulty because of a mechanical er- ror
.l .l .l



or misinterpretation of the problem and spend more time than on other problems of similar
.l .l
.l



.l
.l .l



.l .l
.l



.l
.l
A
.l
.l



.l .l
.l



.l
.l



.l .l
.l .l



.l
.l



.l .l
.l .l




difficulty.
.l




The estimated time to complete each exercise is also indicated at the right of each exercise
.l .l .l .l .l .l .l .l .l
R .l .l .l .l .l .l



number. For problems and cases the estimated time also appears with the list of ―purposes‖ that
.l .l .l .l .l .l .l .l .l .l
G .l .l .l .l .l .l



precedes each set of problems and each set of cases.
.l .l .l .l .l .l .l .l .l .l




We hope these classifications, descriptions, and times will prove helpful to instructors in tailor- ing
.l .l .l .l .l .l .l .l .l .l .l .l .l .l



homework assignments to the capacities of their students and to the time available.
I
.l .l .l .l .l .l .l .l .l .l .l .l .l H
Purpose. A statement of the purpose of each problem and each case appears in a list pre-
. l .l .l .l .l .l .l .l .l .l .l .l .l .l .l .l



ceding the sets of problems and cases in each chapter.
.l .l .l .l .l .l .l .l .l .l




Questions. The questions at the end of the chapter provide a basis for classroom discussion of . l .l .l .l .l .l .l .l .l .l .l .l .l .l .l



the topics presented in the chapter and serve as an aid to the students in testing their un-
.l .l .l .l .l .l .l .l .l .l .l .l .l .l .l .l .l .l



derstanding of the text material. They deal with both conceptual and procedural matters. The
.l .l .l .l .l .l .l .l .l .l .l .l .l .l



sequence of questions generally corresponds to the topical coverage in the text. Full and com-
.l .l .l .l .l .l .l .l .l .l .l .l .l .l .l



plete answers to these questions are presented in this manual.
.l .l .l .l .l .l .l .l .l .l




Brief Exercises. Each brief exercise focuses on one concept or procedure. Because these brief
.l . l .l .l .l .l .l .l .l .l .l .l .l



exercises are straightforward and simple, they build the student‘s confidence and test ba- sic
.l .l .l .l .l .l .l .l .l .l .l .l .l .l



skills.
.l




Exercises. Generally, the exercises cover a specific topic and require less time and effort to . l .l .l .l .l .l .l .l .l .l .l .l .l .l



solve than the problems. In addition to serving as supplemental assignment material, the exer-
.l .l .l .l .l .l .l .l .l .l .l .l .l .l



cises may be used for class discussion and for examination purposes.
.l .l .l .l .l .l .l .l .l .l .l




iv

,Problems. Whereas the goal of the exercises is brevity of solution time and coverage of es- . l .l .l .l .l .l .l .l .l .l .l .l .l .l .l



sential principles or methodology with minimum difficulty, the problems are designed to de- velop
.l .l .l .l .l .l .l .l .l .l .l .l .l .l



a professional level of achievement and, therefore, are generally more challenging to solve. We
.l .l .l .l .l .l .l .l .l .l .l .l .l .l



have arranged the problems, as much as possible, from least to most difficult in the same order
.l .l .l .l .l .l .l .l .l .l .l .l .l .l .l .l .l



as the discussion in the chapter. Some of the problems are routine and can be solved by following
.l .l .l .l .l .l .l .l .l .l .l .l .l .l .l .l .l .l



procedures that are illustrated in the textbook. The more difficult problems may blend a diversity
.l .l .l .l .l .l .l .l .l .l .l .l .l .l .l



of principles into a single situation requiring a series of steps, computa- tions, or solutions and
.l .l .l .l .l .l .l .l .l .l .l .l .l .l .l .l



demand interpretation, analysis, and judgment.
.l .l .l .l .l




Many of the problems (indicated by AICPA, CMA, or CIA Adapted) have been adapted from the
.l .l .l .l .l .l .l .l .l .l .l .l .l .l . l



Uniform CPA, CMA, or CIA Examinations. In most instances, the solutions to these prob- lems
.l .l .l .l .l .l .l .l .l .l .l .l .l .l .l



include all the information from the unofficial CPA, CMA, or CIA examination solution. Generally,
.l .l .l .l .l .l .l .l .l .l .l .l .l .l



the students will not furnish a solution in the same detail.
.l .l .l .l .l .l .l .l .l .l .l




Additionally, a far greater number of problems has been provided than the instructor can rea- .l .l .l .l .l .l .l .l .l .l .l .l .l .l



sonably use in a single offering of the course.
.l .l .l
S .l .l .l .l .l .l




Concepts For Analysis. The concepts for analysis, many of which are adoptions from the . l . l .l .l .l .l .l .l .l .l .l .l .l



Uniform CPA Examination, generally require essay as opposed to quantitative solutions. They
.l .l



are intended to confront the student with situations, frequently unstructured, calling for in-depth
.l .l
E .l
.l



.l .l
.l



.l .l
.l



.l
.l



.l
.l .l



.l
.l .l



.l
.l



.l .l
.l




analysis and the exercise of judgment in identifying problems and evaluating alternatives.
.l .l




Using Your Judgment. This section of assignment material has been greatly expanded and
. l
.l




. l
.l .l




. l
.l
D .l
.l .l




.l .l
.l




.l
.l




.l
.l




.l .l
.l




.l .l



revised for this 12th edition. The financial reporting problems have been adapted to the Annual
.l .l .l .l .l .l .l .l .l .l .l .l .l .l .l



Report financial information found in the text. Many of the financial statement analysis cases
.l .l



(using real-world companies), the comparative analysis cases, and the research cases (many of
.l .l
.l



.l
A .l



.l .l
.l .l .l . l



.l
.l



.l
.l .l



.l .l
.l



.l .l
.l



.l
.l



.l



which require either library research or Internet research), have been updated for this edi- tion.
.l .l .l .l .l .l .l .l .l .l .l .l .l .l .l



This edition also includes updated and expanded international reporting cases and a new
. l .l



feature called ―Professional Research‖. The professional simulations are patterned after the
.l .l
.l



.l
.l .l



.l
.l



. l
R
.l



.l
.l



.l
.l



.l .l
.l .l



.l
.l .l



.l



computerized CPA exam, which was introduced in 2004.
.l .l .l .l .l .l .l .l
G
SUMMARY

The solutions have been painstakingly prepared, reviewed, and tested to provide instructors
.l .l .l .l .l .l .l .l .l .l .l
I
error-free materials. To the extent that we have not, we invite the users of our textbook to in- form
.l .l .l .l .l .l .l .l .l .l .l .l .l .l .l .l .l .l .l



us directly of the reactions and suggested improvements. All solutions manuals are avail- able at
.l .l



no cost for use by instructors adopting the textbook.
.l .l .l
.l



.l
.l



.l
.l



.l
.l



.l
.l



.l .l
.l .l .l
H .l .l .l .l .l




ACKNOWLEDGMENTS

We sincerely thank the following individuals for their expert assistance in reviewing and checking
.l .l .l .l .l .l .l .l .l .l .l .l .l



the material contained in this Solutions Manual: John Borke, University of Wiscon- sin—
.l .l .l .l .l .l .l .l .l .l .l .l .l



Platteville; Jack Cathey, University of North Carolina – Charlotte; Robert Derstine, Villa- nova
.l .l .l .l .l .l .l .l .l .l .l .l



University; Gregory Dold, Southwestern College; James M. Emig, Villanova University; Larry
.l .l .l .l .l .l .l .l .l .l .l



Falcetto, Emporia State University; Paul Robertson, Henderson State University; Alice Sineath,
.l .l .l .l .l .l .l .l .l .l .l



Forsyth Technical Community College; Dick Wasson, Southwestern College. We thank
.l .l .l .l .l .l .l .l .l .l



development editor, Ann Torbert, Ed Brislin of John Wiley & Sons, and Alicia Gmeiner of Elm
.l .l .l .l . l .l .l .l .l .l .l .l .l .l . l .l



Street Publishing Services for preparing this manual for publication.
.l .l .l .l .l .l .l .l .l




Donald E. Kieso .l .l



JerryJ.Weygandt
.l .l .l



Terry D. Warfield
.l .l .l




v

, E S
A D
R
I G
H