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Fundamentals of Financial Accounting PDF

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Final PDF to printer Fundamentals of FINANCIAL ACCOUNTING Fifth Edition FRED P HILLIPS University of Saskatchewan ROBERT LIBBY Cornell University PATRICIA A. LIBBY Ithaca College pphhii2255991155__ffmm__ii--11..iinndddd ii 0066//1100//1144 33::1111 PPMM Final PDF to printer FUNDAMENTALS OF FINANCIAL ACCOUNTING, FIFTH EDITION Published by McGraw-Hill Education, 2 Penn Plaza, New York, NY 10121. Copyright © 2016 by McGraw-Hill Education. All rights reserved. Printed in the United States of America. Previous editions © 2013, 2011, and 2008. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of McGraw-Hill Education, including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. Some ancillaries, including electronic and print components, may not be available to customers outside the United States. This book is printed on acid-free paper. 1 2 3 4 5 6 7 8 9 0 DOW/DOW 1 0 9 8 7 6 5 ISBN 978-0-07-802591-4 MHID 0-07-802591-5 Senior Vice President, Products & Markets: Kurt L. Strand Vice President, General Manager, Products & Markets: Marty Lange Vice President, Content Design & Delivery: Kimberly Meriwether David Managing Director: Tim Vertovec Marketing Director: Brad Parkins Executive Brand Manager: James Heine Director, Product Development: Rose Koos Director of Digital Content: Patricia Plumb Lead Product Developer: Ann Torbert Senior Product Developer: Rebecca Mann Senior Marketing Manager: Kathleen Klehr Digital Product Analyst: Xin Lin Director, Content Design & Delivery: L inda Avenarius Program Manager: Daryl Horrocks Content Project Managers: Lori Koetters, Brian Nacik Buyer: Carol A. Bielski Design: Matt Diamond Content Licensing Specialists: Shawntel Schmitt Cover Images: Soda cans: © Andreja Donko/Getty Images; Apps: © Scanrail/Getty Images; Roller coaster: © Doug Lemke/Getty Images; Headphones: © Leland Bobbe/Getty Images; Buildings: © P_Wei/Getty Images; Cereal: © Getty Images Compositor: Laserwords Private Limited Printer: R.R. Donnelley All credits appearing on page or at the end of the book are considered to be an extension of the copyright page. Library of Congress Cataloging-in-Publication Data Phillips, Fred. Fundamentals of financial accounting/Fred Phillips, University of Saskatchewan, Robert Libby, Cornell University, Patricia A. Libby, Ithaca College.—Fifth edition. pages cm ISBN 978-0-07-802591-4 (alk. paper) 1. Accounting. I. Libby, Robert. II. Libby, Patricia A. III. Title. HF5636.P545 2016 657—dc23 2014031474 The Internet addresses listed in the text were accurate at the time of publication. The inclusion of a website does not indicate an endorsement by the authors or McGraw-Hill Education, and McGraw-Hill Education does not guarantee the accuracy of the information presented at these sites. www.mhhe.com pphhii2255991155__ffmm__ii--11..iinndddd iiii 0066//1100//1144 33::1111 PPMM Final PDF to printer Dedicated to The best teachers I’ve ever had: C al Slobodian (my Grade 10 math teacher)—thank you for showing me the fun in learning new ideas; Mick Norgrove (my favorite accounting professor)—I am grateful that you taught me to approach accounting problems as a detective solving a mystery case; Mom and Dad—thank you for encouraging and helping me to always do my best; and Barb, Harrison, and Daniel—thank you for reminding me that, although accounting is awesome, sometimes there are more important things in life. FRED PHILLIPS Herman and Doris Hargenrater, Laura Libby, Oscar and Selma Libby PATRICIA AND ROBERT LIBBY pphhii2255991155__ffmm__ii--11..iinndddd iiiiii 0066//1100//1144 33::1111 PPMM Final PDF to printer Meet the Authors Fred Phillips F red Phillips is a professor and the George C. Baxter Scholar at the University of Saskatch- ewan, where he teaches introductory financial accounting. He also has taught introductory accounting at the University of Texas at Austin and the University of Manitoba. Fred has an undergraduate accounting degree, a CPA, and a PhD from the University of Texas at Austin. He previously worked as an audit manager at KPMG. F red’s main career interest is accounting education. He has been recognized with more than 25 awards, as chosen by his students and peers. In 2006, Fred was awarded the title Master Teacher at the University of Saskatchewan. In 2011, he was admitted to the 3M National Teaching Fellowship, the highest honor for undergraduate teaching in Canada. In the same year, he won a national competition for an instructional case that is integrated throughout assignment materials in Chapters 5–12 of this textbook. In 2012, Fred received the L. S. Rosen Outstanding Educator Award, the American Accounting Association’s Innovation in Auditing and Assurance Education Award, and the American Accounting Association’s Award for Outstanding Research in Accounting Education. His peer-reviewed publications include education-focused research and instructional cases in I ssues in Accounting Education, as well as professional judgment studies in Journal of Accounting Research and Organiza- tional Behavior and Human Decision Processes, among others. Fred is a current member of the Teaching, Curriculum, & Learning and Two-Year College sections of the American Accounting Association. In his spare time, he likes to play tennis, drink iced cappuccinos, and relax with his family. Robert Libby Robert Libby is the David A. Thomas Professor of Accounting at Cornell University, where he teaches the introductory financial accounting course. He previously taught at the Univer- sity of Illinois, Pennsylvania State University, the University of Texas at Austin, the Univer- sity of Chicago, and the University of Michigan. He received his BS from Pennsylvania State University and his MAS and PhD from the University of Illinois; he is also a CPA. Bob is a widely published author and researcher specializing in behavioral accounting. He was selected as the AAA Outstanding Educator in 2000, received the AAA Outstanding Service Award in 2006, and received the AAA Notable Contributions to the Literature Award in 1985 and 1996. He is the only person to have received all three of the Association’s highest awards iv pphhii2255991155__ffmm__ii--11..iinndddd iivv 0066//1100//1144 33::1111 PPMM Final PDF to printer for teaching, service, and research. He has published numerous articles in T he Accounting Review; Journal of Accounting Research; Accounting, Organizations, and Society; and other accounting journals. He has held a variety of offices including vice president in the American Accounting Association and is a member of the American Institute of CPAs and the editorial boards of The Accounting Review and A ccounting, Organizations, and Society. Patricia A. Libby Patricia Libby is associate professor of accounting at Ithaca College, where she teaches the undergraduate financial accounting course. She previously taught graduate and undergraduate financial accounting at Eastern Michigan University and the University of Texas at Austin. Before entering academe, she was an auditor with Price Waterhouse (now PricewaterhouseC- oopers) and a financial administrator at the University of Chicago. She is also faculty advisor to Beta Alpha Psi and Ithaca College Accounting Association. S he received her BS from Pennsylvania State University, her MBA from DePaul University, and her PhD from the University of Michigan; she is also a CPA. P at conducts research on using cases in the introductory course and other parts of the account- ing curriculum. She has published articles in The Accounting Review, Issues in Accounting Education, and The Michigan CPA. v pphhii2255991155__ffmm__ii--11..iinndddd vv 0066//1100//1144 33::1111 PPMM Final PDF to printer Focused on Financial Accounting in the Context of Real Business O ne of the most widely used introductory accounting textbooks, Phillips/Libby/Libby F undamentals of Financial Accounting focuses on three key attributes. Engaging Writing. Fundamentals of Financial Accounting intro- duces students to financial accounting using an appropriate mix of conversational wording, clear and concise presentations, and everyday examples. It does this without ever sacrificing its rigor or the concepts that are important to grasping financial accounting. Students can feel comfortable as they are introduced to the world of financial accounting. Relevant Focus Companies. Each chapter of F undamentals of Financial Accounting makes financial accounting come alive by using a real company whose products and services are popular with students. Students learn financial accounting concepts through the use of exam- ples from such companies as American Eagle (clothing), K oss Corpo- ration (headphones), and Under Armour (sportswear). Proven Pedagogy. The authors’ approach to introducing the accounting cycle and using visual aids throughout the textbook has been tested in peer-reviewed, published research studies. One of these award-winning studies has shown that the accounting cycle approach Practical, applicable to both used in this textbook yields learning gains that outpace approaches accounting and non-accounting used in other textbooks by a significant margin. The current edition of majors and a very thorough this textbook also integrates an award-winning continuing case in the financial accounting textbook. assignment materials for Chapters 5–12. This continuing case enables your students to learn key accounting judgments that affect business — Ronald P remuroso, U niversity of Montana decisions in the workplace. Through ongoing research and develop- ment of innovative material, the authors are committed to helping your Students should find the use of students succeed in accounting. companies from their generation , as examples, interesting. — Diane Marker, University of Toledo Phillips does an excellent job of writing at a level the average student will understand. [The authors] . . . know how to engage the students by using real companies, discussing relevant current events, using colorful, enticing-to-read graphs that are efficient at making a point, and most importantly, they know the frequent misconceptions and typical issues students have. —Nancy Lynch, West Virginia University viii pphhii2255991155__ffmm__ii--11..iinndddd vvii 0066//1100//1144 33::1111 PPMM Final PDF to printer Dedicated to Student Motivation and Success A PROVEN TEACHING AND LEARNING METHODOLOGY F aculty agree the accounting cycle is the most critical concept to learn and master for stu- dents studying financial accounting. The approach to this topic in Phillips/Libby/Libby is based on Compressed Coverage Step-by-Step Coverage the belief that students struggle with the account- (Other textbooks) (Phillips/Libby/Libby) ing cycle when transaction analysis is covered in one chapter. If students are exposed to the account- ing equation, journal entries, and T-accounts for Overview of F/S and Users Overview of F/S and Users both balance sheet and income statement accounts in a single chapter, many are left behind and are B/S Transactions unable to grasp material in the next chapter, which F/S, Ratios, and Conceptual with Accounting Equation, Framework typically covers adjustments and financial statement Journal Entries, and T-accounts preparation. B/S and I/S Transactions B/S and I/S Transactions The accompanying graphic shows how, unlike with Accounting Equation, with Accounting Equation, other textbooks, the Phillips/Libby/Libby approach Journal Entries, and T-accounts Journal Entries, and T-accounts spreads transaction analysis coverage over two chapters so that students have the time to mas- ter the material. In Chapter 2 of F undamentals Adjustments, Closing Adjustments, Closing Entries, F/S Preparation Entries, F/S Preparation of Financial Accounting, students are exposed to the accounting equation and transaction analy- sis for transactions that affect only balance sheet accounts. This provides students with the opportunity to learn the basic structure and tools used in accounting in a simpler setting. In Chapter 3, students are exposed to more complex transactions that affect both balance sheet and income statement accounts. As a result of this progressive approach to transaction analysis, students learn more, as documented in peer- reviewed research. * We have also seen that our approach prepares students to learn adjust- ments, financial statement preparation, and more advanced topics. Phillips/Libby/Libby introduces all of the financial statements in the first chapter, then utilizes debits and credits combined with increases and decreases for transactions affecting the balance sheet, and then reinforces the methodology when presenting the transactions affecting the income statement in Chapter 3. This area is the toughest for students and requires the most practice. Phillips understands this and expertly navigates through the two statements and demonstrates how the two interconnect and depend upon each other, setting the stage for an easier adjustment and closing process ahead. — Margaret Costello Lambert, Oakland Community College *F. Phillips and L. Heiser, “A Field Experiment Examining the Effects of Accounting Equation Emphasis and Transaction Scope on Students Learning to Journalize,” Issues in Accounting Education 26, pp. 681–699 (2011). vii pphhii2255991155__ffmm__ii--11..iinndddd vviiii 0066//1100//1144 33::1111 PPMM Final PDF to printer Real Companies Bring Accounting Concepts to Life Not all students learn financial accounting with ease. Written in clear, understandable language With so many distractions these days, it is difficult to keep . . . The multiple real-world examples, both majors and nonmajors focused on the big picture. colorful and “clean” exhibits, as well as other The authors of F undamentals of Financial Accounting illustrations enhance the student’s learning understand the challenges instructors face and the need for process by making the information relevant and a financial accounting text that is relevant, easy to read, and understandable. The “building block” approach current. allows the student to gain a solid understanding Fundamentals of Financial Accounting responds by using of the fundamentals of each chapter before carefully chosen focus companies that students not only moving on to the next. recognize but are familiar with because they have visited — Muriel Anderson, SUNY–Buffalo or used their products. From companies like the local pizza restaurant to the world’s most familiar businesses, each chapter features the business and accounting concepts The [Cedar Fair] focus company is fantastic; this keeps underlying prominent companies such as W almart , C edar the classes on this chapter fast-paced. You could not Fair , A merican Eagle, N ational Beverage , U nder Armour , have picked a better company for d emonstration of and General Mills. acquisitions and impairments of PPE. Students love Chapter 9 because of g reat examples, such as the Through crisp, clear, and engaging writing, the financial installation and shipping of a roller coaster and the decisions these companies make and the financial impairment of a ride due to “vortex shedding.” This statements they use come alive for students and they are chapter is simply exciting. able to see the big picture of how accounting relates to the — Lisa McKinney, University of Alabama real world—their world. 9 Long-Lived Tangible and Intangible Assets CHAPTER NINE © Robin Smith/Stone/Getty Images YOUR LEARNING OBJECTIVES FOCUS COMPANY: CEDAR FAIR M LO 9-1 Define, classify, and explain the nature of long-lived assets. ost people agonize over how much money to spend on a house or which car to LO 9-2 Aaspspeltys .t he cost principle to the acquisition of long-lived bscahumayl.el eA ncfogtenercs e abrllnu, sst ihenexeyiss stw wmilhla eonnwa gncoe trmhse pfsaaecn eiee xissp aedcneqstuievirreme ilitoneinmnggs- lftivohere d mr iagasnhsyte taysme. aOorusn netot o tfco ot himneve me. saTtj hoienr LO 9-3 Apply various depreciation methods as economic benefits long-lived assets. are used up over time. The task is especially challenging for companies such as Disney , S ix Flags , and C edar LO 9-4 Estxaptelamine tnhtes. effect of asset impairment on the financial Fpfuaatirurk ,r ecw.a hInfi ncmohta nobapugeiledrar sute pb uaaimnld ui nmsveeomnreeto nrrtiyd peoasf rtukhsna.u nsU enndeli ekroedl elemdr -etcrooc hassaatnteidsrf iyss einpagats rk ct-oogm obepera ssn,o iseldos ,ms oaenm r ieadtmeimsu eswe iinmll retuhnnet L LOO 99--56 AAnnaallyyzzee tthhee dacisqpuoissiatilo onf, lousneg,- laivnedd d tiaspngoisballe o af slsoentgs.- lived wipt aitwrhki slle cmgaepnn tyea lrssaoete ar tuson.n Aliynl ttaoh otfurraogcuhtbi otlehn e ifo cft ohtmehyep hapanovyte ew ntiotllio as l tfeirlelw vi nericnduuere s.a tlOol tnsh aetth iscefoy so pttsha etorrof nhrusa.nn nFdio,n rgatu mtnhuaeste ermliyd eefonstr, intangible assets. managers, accounting reports provide information to evaluate a company’s investment in LO 9-7 Interpret the fixed asset turnover ratio. long I-nli vtehdis acshsaeptst.e r, you will study specific long-lived asset decisions at Cedar Fair, which is LO 9-8 Describe factors to consider when comparing companies’ headquartered in Sandusky, Ohio, and owns and operates 11 amusement parks, four water long-lived assets. parks, and five hotels throughout North America. You will see the significant effect that THAT WAS THEN L LOO 99--SS12 ACnalacluyzlaet ea ncdh arnegpeosr ti nd edpelperteiocnia otiof nn aatruisrainl gre fsrooumr ccehsa. nges lciomonmpgap-claitv neoiedns ,ta hsriesset aatsiml ecurassn,e mahneadvn ete pvoeannr k a ac icroloimnmeppsa anmnyy ui’ssst pfdianeratanilcc uwialailt rhlsy t tashtieegm nsieafimnctaesn. ti sAbslutehecosa uuagsseh Cimte rdaenaliure fsFa acatilrum, rtionhsget THIS IS NOW Ilena trhnee dp aasbt ofuetw t hchea spatleer os,f you in estimates or capitalized cost. eanxcdl uostihveerly l oonng l-olinvge-dli vaessde atss saectcso. uAnst oedf Dfoerc emmobree rt h3a1n, 9200 1p3e, ricne fnatc ot,f Cites dtoart aFl aaisr’sse rtisd.e s, hotels, Tohni sth ceh aapssteetrs f othcauts eesn able goods and services companies to produce to customers. and sell goods and services. 380 381 phi25915_ch09_380-429.indd 380 22/08/14 3:40 PpMhi25915_ch09_380-429.indd 381 22/08/14 3:40 PM viii pphhii2255991155__ffmm__ii--11..iinndddd vviiiiii 0066//1100//1144 33::1111 PPMM Final PDF to printer From Concepts to Comprehension—  Reinforcement Is Key Whether you’re presenting, discussing, or problem solving, you want materials that will motivate students and hold their interest. Motivating today’s students requires materials that connect them with the workplace and encourage them to think about course topics before, during, and after class. F undamentals of Financial Accounting offers students many tools to help reinforce the concepts discussed throughout the text. Picture Receives Gives PPRROONNMMOOIITTSSEESSOORRYY $$NN22pp00aaSSrr,,ttoo00ooiioomm00nnnn00iiiiccaass GGllooee BBnnssaa aatttt88eeoonn//ww kk33pp//aaaa22yyyy001177 SoPnriceGsiadteenwt a&y CInEcO. Coach’s Tips COACH’S TIP Name Notes payable are like accounts Every student needs encouragement and Coach’s • SonicGateway has received $20,000 cash. payable except that they (a) SONICGATEWAY • SonicGateway gave a note, payable to the bank for $20,000. csthaanrdgien gin tfoerre lostn, g(b p) ecraino dbse ( mouotr-e Tips are just one way Fundamentals of Financial than one year), and (c) are docu- mented using formal documents Accounting fulfills that need. Coach’s Tips appear called notes. throughout the text and in selected end-of-chapter Analyze Stockholders’ Assets 5 Liabilities 1 Equity problems to offer tips, advice, and suggestions. (c)Cash 120,0005Note Payable 120,000 phi25915_ch02_044-093.indd 51 05/09/14 1:51 PM How’s it going? How’s it going? Self-Study Practice Self-Study Practice T he following transactions are typical operating activities for Florida Flippers, a scuba diving Research shows that students learn best when and instruction company. Indicate the amount of revenue, if any, that should be recognized in June for each activity using the accrual basis of accounting. they are actively engaged in the learning process. This active learning feature engages Amount of Revenue the student, provides interactivity, and promotes Operating Activity Earned in June efficient learning. These quizzes ask students 1. I n June, Florida Flippers provided $32,000 in diving instruction to customers for cash. to pause at strategic points throughout each 2. I n June, new customers paid $8,200 cash for diving trips to be provided by Florida Flippers; $5,200 in trips were made chapter to ensure they understand key points in June and the rest will be provided in July. before moving ahead. 3. I n June, customers paid $3,900 cash for instruction they received in May. After you have finished, check your answers with the solution in the margin. Phillips does an outstanding job of incorporating real world data into the text, which increases a student’s engagement with the material and enhances their learning. I think that the writing style is very conversational, which makes reading the chapter a manageable task for the students. — Anne Clem, Iowa State University ix phi25915_ch03_094-145.indd 102 09/08/14 1:22 PM pphhii2255991155__ffmm__ii--11..iinndddd iixx 0066//1100//1144 33::1111 PPMM

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Note: There is No Access Card with this ISBNFundamentals of Financial Accounting, presents an engaging, balanced, and appropriately paced analysis of the fundamentals of financial accounting. Its writing style makes it easy to read and understand, while the selection of real focus companies reinforc
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Most books are stored in the elastic cloud where traffic is expensive. For this reason, we have a limit on daily download.