Tag: Homework Solution

  • [Solved] 555- Content Standards and Learning

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    State standards and learning objectives are foundational to a successful lesson. For students to grow and learn according to state expectations, teachers must accurately align instruction to the state standards. State standards are the big picture and learning objectives are the puzzle pieces that m…

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    State standards and learning objectives are foundational to a successful lesson. For students to grow and learn according to state expectations, teachers must accurately align instruction to the state standards. State standards are the big picture and learning objectives are the puzzle pieces that make up the standard. While some state standards are straightforward and can be taught in a single lesson, others must be broken down into multiple learning objectives to be taught over several lessons.
    Complete the “Learning Objectives Practice” template to practice writing learning objectives aligned to Arizona state standards for different grade levels and to plan aligned instruction.
    **Part 1: Writing Learning Objectives**
    Write a concise learning objective based on each of the given state standards. Then in 50 words, provide a rationale for how each learning objective aligns with the state standard.
    **Part 2: Aligning Instruction**
    Research the English Language Arts (ELA) or math standards for the state you plan to teach in. Select a single standard for a grade level you plan to teach. Write a concise learning objective aligned to your selected standard, then provide a rationale for alignment.
    The state I plan to teach in will be Tennessee, the standard is 2.OA.A.1
    In 100 words, write a lesson summary of how you would teach the lesson. Include the following:
    – Brief introductory activity to capture the students’ interest/attention at the beginning of the lesson.
    – At least one instructional activity that aligns with the learning objective.
    – Closing activity to summarize the content of the lesson.
    \
    ELM-555-RS-T1-LearningObjectivesPractice.docx](https://www.sweetstudy.com/files/elm-555-rs-t1-learningobjectivespractice-docx "ELM-555-RS-T1-LearningObjectivesPractice.docx")

  • [Solved] Human Resource Management 4 Assignment

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    Board of Director Compensation Some experts argue that a corporation’s board of directors should be paid only with stock options. What do you think? Exempt or Non-Exempt Remind us of your ideal future career. In that role, would you prefer to be compensated as an exempt employee or a non-exempt empl…

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    Board of Director Compensation
    Some experts argue that a corporation’s board of directors should be paid only with stock options. What do you think?
    Exempt or Non-Exempt
    Remind us of your ideal future career. In that role, would you prefer to be compensated as an exempt employee or a non-exempt employee? Why or why not?
    Minimum Wage
    What are your thoughts on the minimum wage? Should the federal minimum wage be increased? If it were solely up to you, what would you increase the minimum wage to, and why?
    Pay Secrecy
    Do you want to know how much your coworkers earn? How eager are you to tell them how much you earn? Is pay secrecy a valid management tool to prevent jealousy and morale problems, or is it an unfair practice that hides discrimination and ineffective compensation policies? Who is best served or protected by the practice of pay secrecy?

  • [Solved] feedback profssor

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    This is a good start. One point to clarify: you mention that the PHQ-A is already part of the TFS intake process, but this isn’t explained or linked to any specific program procedure. If the PHQ-A is indeed used at intake within the particular program you’re evaluating, be sure to state where this c…

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    This is a good start. One point to clarify: you mention that the PHQ-A is already part of the TFS intake process, but this isn’t explained or linked to any specific program procedure. If the PHQ-A is indeed used at intake within the particular program you’re evaluating, be sure to state where this comes from (e.g., agency policy, program manual, existing workflow). If it is not explicitly part of the program’s intake process, you’ll want to revise that claim so the evaluation plan remains accurate.
    \
    weekthreemethodsmaclure.docx](https://www.sweetstudy.com/files/weekthreemethodsmaclure-docx-10456767 "weekthreemethodsmaclure.docx")

  • [Solved] Business Finance – Management week 2 assignment

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    need done by tommorow \ IMG_9244.png](https://www.sweetstudy.com/files/img-9244-png-10456777 "IMG_9244.png") \ IMG_9245.png](https://www.sweetstudy.com/files/img-9245-png-10456779 "IMG_9245.png")

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    need done by tommorow
    \
    IMG_9244.png](https://www.sweetstudy.com/files/img-9244-png-10456777 "IMG_9244.png")
    \
    IMG_9245.png](https://www.sweetstudy.com/files/img-9245-png-10456779 "IMG_9245.png")

  • [Solved] Firm

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    Because he expects earnings to continue rising sharply and looks for the stock price to follow suit, Mr. Duncan does not think it would be wise to issue new common stock at this time. On the other hand, interest rates are currently high by historical standards, and the firm’s B rating means that int…

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    Because he expects earnings to continue rising sharply and looks for the stock price to follow suit, Mr. Duncan does not think it would be wise to issue new common stock at this time. On the other hand, interest rates are currently high by historical standards, and the firm’s B rating means that interest payments on a new debt issue would be prohibitive. Thus, he has narrowed his choice of financing alternatives to (1) preferred stock, (2) bonds with warrants, or (3) convertible bonds.
    As Duncan’s assistant, you have been asked to help in the decision process by answering the following questions.
    1. How can knowledge of      call options help a financial manager to better understand warrants and      convertibles?
    2. Part 2: Create a slide      PowerPoint presentation in which you summarize your answers from the mini      case. Be sure to include graphs, charts, and trends as appropriate.

  • [Solved] Feedback Katrina

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    Hello Professor and Peers, Week 4 Discussion: Measures Selection Agency: Tides Family Services Program: Functional Family Therapy (FFT) Selecting the appropriate measure to evaluate depressive symptoms in the Functional Family Therapy (FFT) program is one of the most crucial steps in developing a ro…

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    Assignment Prompt & Instructions

    Hello Professor and Peers,
    Week 4 Discussion: Measures Selection
    Agency: Tides Family Services
    Program: Functional Family Therapy (FFT)
    Selecting the appropriate measure to evaluate depressive symptoms in the Functional Family Therapy (FFT) program is one of the most crucial steps in developing a robust and meaningful program evaluation. Because my evaluation centers on short-term reduction in depressive symptoms, the measure I select must be developmentally appropriate for youth ages 11 -18, culturally sensitive, practical for community-based clinicians, and aligned with evidence-based practice. I am currently considering two possible measures: the Patient Health Questionnaire 9 Modified for Adolescents (PHQ-A) and the Center for Epidemiological Studies Depression Scale for Children (CES-DC).
    **PHQ-A (Patient Health Questionnaire-Adolescent Version)**
    The PHQ-A is a widely used, brief, 9-item self-report measure assessing core depressive symptoms in adolescents. It has strong empirical support, is aligned with DSM-5 criteria, and is commonly used in youth mental health evaluations (Richardson et al., 2017).
    **Pros:**
    It is very brief and easy to administer, which is ideal for FFT sessions where time is limited. Strong evidence of validity for adolescents ages 11-17, making it appropriate for my population (Richardson et al., 2017). It is available free/public domain, which is essential for agencies with limited resources. It has a minimal reading load, supporting youth with lower literacy.
    **Cons:**
    Some items may require additional explanation for younger adolescents. Self-report tools can be influenced by social desirability or reluctance to disclose symptoms in front of caregivers. Cultural differences may influence how depressive symptoms are expressed, potentially affecting item interpretation (Alegría et al., 2019).
    **CES-DC (Center for Epidemiologic Studies Depression Scale-Child Version)**
    The CES-DC is a 20-item measure designed for ages 6-17 and captures emotional, behavioral, and cognitive components of depression.
    **Pros:**
    Covers a broader range of symptoms than the PHQ-A, which may be helpful for youth with trauma histories (Ebesutani et al., 2018). Strong psychometric support in diverse cultural groups; important since Tides Family Services works with families experiencing socioeconomic and racial/ethnic disparities. Also free to use, making it feasible for a community agency.
    **Cons:**
    Longer (20 items), which may be burdensome in home-based sessions. May require more reading support for adolescents with literacy challenges. Requires slightly more staff time to score and interpret.
    **Practical Considerations**
    FFT clinicians already administer structured assessments during intake and discharge, but they often have heavy caseloads and work in homes where distractions are common. Therefore, feasibility, including brevity and ease of scoring, is extremely important. Additionally, because FFT serves many families with trauma exposure, low socioeconomic status, or system involvement, the measure must be sensitive to cultural expressions of distress and youth who may underreport symptoms due to mistrust or stigma (Kerig & Becker, 2021).
    **Measure I Am Leaning Toward and Why**
    I am strongly leaning toward selecting the PHQ-A for the program evaluation. While both measures are evidence-based and free to use, the PHQ-A’s brevity, strong psychometric support, and alignment with DSM-based depressive criteria make it the most realistic and clinically efficient choice for Tides Family Services. It allows FFT clinicians to collect meaningful data without overburdening families or interrupting rapport-building. Additionally, because depressive symptoms in FFT clients are often present alongside behavioral dysregulation and family conflict, the PHQ-A provides a clear, focused indicator of emotional change that aligns well with the evaluation design and FFT’s outcome monitoring practices (Sexton & Turner, 2023). The CES-DC is valuable, but the PHQ-A better fits the real-world demands of home-based family therapy, staff capacity, and program flow.
    References
    Alegría, M., Green, J. G., McLaughlin, K. A., & Loder, S. (2019). Disparities in child and adolescent mental health and mental health services in the U.S. Psychiatric Services, 70(1), 27–30. https://doi.org/10.1176/appi.ps.201800126
    Ebesutani, C., Okamura, K., Higa-McMillan, C., & Chorpita, B. F. (2018). A psychometric analysis of the CES-DC in diverse youth samples. Journal of Affective Disorders, 227, 351–359. https://doi.org/10.1016/j.jad.2017.11.056
    Kerig, P. K., & Becker, S. P. (2021). Trauma and juvenile delinquency: Complex trauma and pathways to system involvement. Journal of Trauma & Dissociation, 22(2), 113–131. https://doi.org/10.1080/15299732.2020.1851978
    Richardson, L. P., McCauley, E., McCarty, C. A., Grossman, D. C., Myaing, M., Zhou, C., & Katon, W. (2017). Predictors of depression persistence among adolescents. Pediatrics, 140(6), e20170174. https://doi.org/10.1542/peds.2017-0174
    Sexton, T. L., & Turner, C. W. (2023). Functional Family Therapy: Updated evidence supporting its effectiveness for youth with emotional and behavioral difficulties. Journal of Family Psychology, 37(2), 155–167. https://doi.org/10.1037/fam0001005
    **NEW**
    ### **Candice**

  • [Solved] Feedback katrina

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    , Agency: Program: Functional Family Therapy (FFT) Selecting the appropriate measure to evaluate depressive symptoms in the Functional Family Therapy (FFT) program is one of the most crucial steps in developing a robust and meaningful program evaluation. Because my evaluation centers on short-term r…

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    Assignment Prompt & Instructions

    ,
    Agency:
    Program: Functional Family Therapy (FFT)
    Selecting the appropriate measure to evaluate depressive symptoms in the Functional Family Therapy (FFT) program is one of the most crucial steps in developing a robust and meaningful program evaluation. Because my evaluation centers on short-term reduction in depressive symptoms, the measure I select must be developmentally appropriate for youth ages 11 -18, culturally sensitive, practical for community-based clinicians, and aligned with evidence-based practice. I am currently considering two possible measures: the Patient Health Questionnaire 9 Modified for Adolescents (PHQ-A) and the Center for Epidemiological Studies Depression Scale for Children (CES-DC).
    **PHQ-A (Patient Health Questionnaire-Adolescent Version)**
    The PHQ-A is a widely used, brief, 9-item self-report measure assessing core depressive symptoms in adolescents. It has strong empirical support, is aligned with DSM-5 criteria, and is commonly used in youth mental health evaluations (Richardson et al., 2017).
    **Pros:**
    It is very brief and easy to administer, which is ideal for FFT sessions where time is limited. Strong evidence of validity for adolescents ages 11-17, making it appropriate for my population (Richardson et al., 2017). It is available free/public domain, which is essential for agencies with limited resources. It has a minimal reading load, supporting youth with lower literacy.
    **Cons:**
    Some items may require additional explanation for younger adolescents. Self-report tools can be influenced by social desirability or reluctance to disclose symptoms in front of caregivers. Cultural differences may influence how depressive symptoms are expressed, potentially affecting item interpretation (Alegría et al., 2019).
    **CES-DC (Center for Epidemiologic Studies Depression Scale-Child Version)**
    The CES-DC is a 20-item measure designed for ages 6-17 and captures emotional, behavioral, and cognitive components of depression.
    **Pros:**
    Covers a broader range of symptoms than the PHQ-A, which may be helpful for youth with trauma histories (Ebesutani et al., 2018). Strong psychometric support in diverse cultural groups; important since Tides Family Services works with families experiencing socioeconomic and racial/ethnic disparities. Also free to use, making it feasible for a community agency.
    **Cons:**
    Longer (20 items), which may be burdensome in home-based sessions. May require more reading support for adolescents with literacy challenges. Requires slightly more staff time to score and interpret.
    **Practical Considerations**
    FFT clinicians already administer structured assessments during intake and discharge, but they often have heavy caseloads and work in homes where distractions are common. Therefore, feasibility, including brevity and ease of scoring, is extremely important. Additionally, because FFT serves many families with trauma exposure, low socioeconomic status, or system involvement, the measure must be sensitive to cultural expressions of distress and youth who may underreport symptoms due to mistrust or stigma (Kerig & Becker, 2021).
    **Measure I Am Leaning Toward and Why**
    I am strongly leaning toward selecting the PHQ-A for the program evaluation. While both measures are evidence-based and free to use, the PHQ-A’s brevity, strong psychometric support, and alignment with DSM-based depressive criteria make it the most realistic and clinically efficient choice for Tides Family Services. It allows FFT clinicians to collect meaningful data without overburdening families or interrupting rapport-building. Additionally, because depressive symptoms in FFT clients are often present alongside behavioral dysregulation and family conflict, the PHQ-A provides a clear, focused indicator of emotional change that aligns well with the evaluation design and FFT’s outcome monitoring practices (Sexton & Turner, 2023). The CES-DC is valuable, but the PHQ-A better fits the real-world demands of home-based family therapy, staff capacity, and program flow.
    References
    Alegría, M., Green, J. G., McLaughlin, K. A., & Loder, S. (2019). Disparities in child and adolescent mental health and mental health services in the U.S. Psychiatric Services, 70(1), 27–30. https://doi.org/10.1176/appi.ps.201800126
    Ebesutani, C., Okamura, K., Higa-McMillan, C., & Chorpita, B. F. (2018). A psychometric analysis of the CES-DC in diverse youth samples. Journal of Affective Disorders, 227, 351–359. https://doi.org/10.1016/j.jad.2017.11.056
    Kerig, P. K., & Becker, S. P. (2021). Trauma and juvenile delinquency: Complex trauma and pathways to system involvement. Journal of Trauma & Dissociation, 22(2), 113–131. https://doi.org/10.1080/15299732.2020.1851978
    Richardson, L. P., McCauley, E., McCarty, C. A., Grossman, D. C., Myaing, M., Zhou, C., & Katon, W. (2017). Predictors of depression persistence among adolescents. Pediatrics, 140(6), e20170174. https://doi.org/10.1542/peds.2017-0174
    Sexton, T. L., & Turner, C. W. (2023). Functional Family Therapy: Updated evidence supporting its effectiveness for youth with emotional and behavioral difficulties. Journal of Family Psychology, 37(2), 155–167. https://doi.org/10.1037/fam0001005

  • [Solved] MO4

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    – ## MO4.pdf **## MO4.pdf** READ BELOW- The Knowledge-to-Action (KTA) Framework is a widely used translation science model that provides a structured, iterative process for moving evidence into clinical practice. The framework includes two major components: the knowledge creation funnel, which synth…

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    – ## MO4.pdf

    **## MO4.pdf**

    READ BELOW-

    The Knowledge-to-Action (KTA) Framework is a widely used translation science model that
    provides a structured, iterative process for moving evidence into clinical practice. The
    framework includes two major components: the knowledge creation funnel, which
    synthesizes and distills evidence, and the action cycle, which guides the implementation,
    evaluation, and sustainability of evidence-based interventions (Graham et al., 2020). Its
    emphasis on context, adaptation, barrier assessment, implementation, and long-term
    sustainability makes the KTA Framework particularly well suited for addressing national
    practice problems that require system-wide change. One such national priority is fall
    prevention, a complex patient safety issue that requires consistent adherence,
    multidisciplinary collaboration, and ongoing evaluation. The sustainability strategy of
    monitoring and evaluating knowledge use is especially critical within the KTA Framework
    and serves as a key mechanism for maintaining fall-prevention practices over time.
    Within the KTA Framework, ongoing monitoring and evaluation of knowledge use is a
    vital sustainability strategy that helps maintain intervention fidelity after the initial
    implementation phase. In the context of fall prevention, sustainability relies on ensuring
    that evidence-based practices—such as accurate fall-risk assessments, completion of
    educational fall-prevention videos, and adherence to hourly rounding—continue to be
    applied consistently across clinical settings. Ongoing monitoring provides a structured
    method for evaluating whether these practices remain active and eNective long after the
    initial rollout (Graham et al., 2020). Continuous monitoring strengthens sustainability by
    creating mechanisms for accountability and enabling early identification of challenges that
    undermine practice fidelity. Regular audits of fall-risk assessment completion or rounding
    documentation help identify practice gaps, while fall dashboards allow staN and leaders to
    track trends and respond proactively to increases in fall rates (Montejano-Lozoya et al.,
    2020). Evidence supports the eNectiveness of data-driven feedback loops in maintaining
    long-term adherence to safety initiatives. When staN consistently receive outcome data,
    they remain more motivated and engaged in fall-prevention activities (Cameron et al.,
    2021), transforming monitoring into a powerful driver of a culture of safety. A critical
    element of sustainability is embedding monitoring processes into organizational structures
    rather than treating them as temporary project tasks. The KTA Framework encourages
    integrating evaluation into routine quality-improvement processes to promote long-term
    adoption of evidence-based practices (Graham et al., 2020). For a fall-prevention initiative,
    this may include incorporating fall data review into daily safety huddles, monthly unit
    meetings, leader rounding discussions, or quarterly performance scorecards.
    Implementation science literature supports this approach, showing that interventions are
    more likely to sustain when monitoring routines are built directly into existing workflows
    (Keith et al., 2020). Embedding monitoring processes ensures continuity even during staN
    turnover or shifts in organizational priorities.
    Furthermore, ongoing monitoring aligns with evidence showing that sustainability
    improves when organizations promote continuous learning and adaptation. Nilsen (2020)
    explains that long-term implementation success requires teams to regularly reflect on data
    and adapt interventions based on evolving needs and contextual factors. Fall prevention is

    dynamic, influenced by patient acuity, staNing patterns, environmental factors, and
    technological solutions. Consistent evaluation creates opportunities to adjust fall-
    prevention strategies as these factors shift, such as improving educational tools, updating
    fall-risk screening processes, or simplifying documentation requirements. Research
    demonstrates that sustained reductions in falls occur when interventions remain
    responsive rather than rigid (Cameron et al., 2021).
    Overall, the sustainability strategy of ongoing monitoring and evaluation within the KTA
    Framework is essential for supporting long-term success in fall-prevention initiatives at a
    national scale. Embedding continuous assessment, feedback loops, and adaptation
    mechanisms into routine operations enables organizations to maintain intervention fidelity,
    reduce fall rates, and strengthen a culture of evidence-based practice long after the
    implementation phase concludes.

    INSTRUCTIONS BELOW-

    Application of Knowledge
    a. Address all bullet points accurately and thoroughly with a substantive, in-depth
    discussion.
    2. Engagement in Meaningful Dialogue
    a. Respond by furthering dialogue by providing more information and clarification, thereby
    adding more depth to the discussion.
    Integration of Evidence
    a. Incorporate three (3) diNerent sources.
    A scholarly source is (a) evidence-based, (b) peer-reviewed, and (c) published in the last
    five (5) years.
    Professionalism in Communication
    a. References are consistent with APA style/formatting with no error patterns; the hanging
    indent is not required.
    b. Presents information in an organized manner.
    c. Uses clear and concise language.
    d. Communicates with no error patterns in English grammar, spelling, syntax, and
    punctuation.
    Writing Requirements (APA style/formatting)
    · In-text citations
    · Reference list in correct APA style/formatting
    · Standard English usage and mechanics
    · A scholarly source is (a) evidence-based, (b) peer-reviewed, and (c) published in the last
    five (5) years.
    · Response post(s) may require a scholarly citation and reference.

    **## MO4.pdf**

    READ BELOW-

    The Knowledge-to-Action (KTA) Framework is a widely used translation science model that
    provides a structured, iterative process for moving evidence into clinical practice. The
    framework includes two major components: the knowledge creation funnel, which
    synthesizes and distills evidence, and the action cycle, which guides the implementation,
    evaluation, and sustainability of evidence-based interventions (Graham et al., 2020). Its
    emphasis on context, adaptation, barrier assessment, implementation, and long-term
    sustainability makes the KTA Framework particularly well suited for addressing national
    practice problems that require system-wide change. One such national priority is fall
    prevention, a complex patient safety issue that requires consistent adherence,
    multidisciplinary collaboration, and ongoing evaluation. The sustainability strategy of
    monitoring and evaluating knowledge use is especially critical within the KTA Framework
    and serves as a key mechanism for maintaining fall-prevention practices over time.
    Within the KTA Framework, ongoing monitoring and evaluation of knowledge use is a
    vital sustainability strategy that helps maintain intervention fidelity after the initial
    implementation phase. In the context of fall prevention, sustainability relies on ensuring
    that evidence-based practices—such as accurate fall-risk assessments, completion of
    educational fall-prevention videos, and adherence to hourly rounding—continue to be
    applied consistently across clinical settings. Ongoing monitoring provides a structured
    method for evaluating whether these practices remain active and eNective long after the
    initial rollout (Graham et al., 2020). Continuous monitoring strengthens sustainability by
    creating mechanisms for accountability and enabling early identification of challenges that
    undermine practice fidelity. Regular audits of fall-risk assessment completion or rounding
    documentation help identify practice gaps, while fall dashboards allow staN and leaders to
    track trends and respond proactively to increases in fall rates (Montejano-Lozoya et al.,
    2020). Evidence supports the eNectiveness of data-driven feedback loops in maintaining
    long-term adherence to safety initiatives. When staN consistently receive outcome data,
    they remain more motivated and engaged in fall-prevention activities (Cameron et al.,
    2021), transforming monitoring into a powerful driver of a culture of safety. A critical
    element of sustainability is embedding monitoring processes into organizational structures
    rather than treating them as temporary project tasks. The KTA Framework encourages
    integrating evaluation into routine quality-improvement processes to promote long-term
    adoption of evidence-based practices (Graham et al., 2020). For a fall-prevention initiative,
    this may include incorporating fall data review into daily safety huddles, monthly unit
    meetings, leader rounding discussions, or quarterly performance scorecards.
    Implementation science literature supports this approach, showing that interventions are
    more likely to sustain when monitoring routines are built directly into existing workflows
    (Keith et al., 2020). Embedding monitoring processes ensures continuity even during staN
    turnover or shifts in organizational priorities.
    Furthermore, ongoing monitoring aligns with evidence showing that sustainability
    improves when organizations promote continuous learning and adaptation. Nilsen (2020)
    explains that long-term implementation success requires teams to regularly reflect on data
    and adapt interventions based on evolving needs and contextual factors. Fall prevention is

    dynamic, influenced by patient acuity, staNing patterns, environmental factors, and
    technological solutions. Consistent evaluation creates opportunities to adjust fall-
    prevention strategies as these factors shift, such as improving educational tools, updating
    fall-risk screening processes, or simplifying documentation requirements. Research
    demonstrates that sustained reductions in falls occur when interventions remain
    responsive rather than rigid (Cameron et al., 2021).
    Overall, the sustainability strategy of ongoing monitoring and evaluation within the KTA
    Framework is essential for supporting long-term success in fall-prevention initiatives at a
    national scale. Embedding continuous assessment, feedback loops, and adaptation
    mechanisms into routine operations enables organizations to maintain intervention fidelity,
    reduce fall rates, and strengthen a culture of evidence-based practice long after the
    implementation phase concludes.

    INSTRUCTIONS BELOW-

    Application of Knowledge
    a. Address all bullet points accurately and thoroughly with a substantive, in-depth
    discussion.
    2. Engagement in Meaningful Dialogue
    a. Respond by furthering dialogue by providing more information and clarification, thereby
    adding more depth to the discussion.
    Integration of Evidence
    a. Incorporate three (3) diNerent sources.
    A scholarly source is (a) evidence-based, (b) peer-reviewed, and (c) published in the last
    five (5) years.
    Professionalism in Communication
    a. References are consistent with APA style/formatting with no error patterns; the hanging
    indent is not required.
    b. Presents information in an organized manner.
    c. Uses clear and concise language.
    d. Communicates with no error patterns in English grammar, spelling, syntax, and
    punctuation.
    Writing Requirements (APA style/formatting)
    · In-text citations
    · Reference list in correct APA style/formatting
    · Standard English usage and mechanics
    · A scholarly source is (a) evidence-based, (b) peer-reviewed, and (c) published in the last
    five (5) years.
    · Response post(s) may require a scholarly citation and reference.

  • [Solved] Excel spreadsheet

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Need this project completed – ## F2025Assignt2KeyCheckfigures.xlsx – ## F2025Excelprojectinstructions6.pdf – F2025EXCELPROJ1.xls **## F2025Assignt2KeyCheckfigures.xlsx** ## Sheet1 | | | | | | | — | — | — | — | — | | Key Check Figures | | Schedules | | Schedule B | July | August | September…

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    Assignment Prompt & Instructions

    Need this project completed

    – ## F2025Assignt2KeyCheckfigures.xlsx

    – ## F2025Excelprojectinstructions6.pdf

    – F2025EXCELPROJ1.xls

    **## F2025Assignt2KeyCheckfigures.xlsx**

    ## Sheet1

    | | | | | |
    | — | — | — | — | — |
    | Key Check Figures |
    | Schedules |
    | Schedule B | July | August | September | Sched E15 |
    | Total collections | $2,274,993 | $2,572,479 | $2,858,704 | $929,200 |
    | Schedule D |
    | COGS | $1,692,384 | $1,909,842 | $2,156,968 |

    | Schedule E |
    | Total Payments | $2,076,010 | $1,985,264 | $2,177,350 |
    | Projected Income statements |
    | Net Income before Taxes | $125,877 | $161,323 | $203,086 |
    | Projected Balance Seet | September |
    | Accounts Receivable | $3,079,662 |
    | Inventory | $1,587,432 |
    | Fixed Assets, net of depreciation | $1,522,000 |
    | Total Assets | $6,230,594 |
    | Accounts Payable | $896,796 |
    | Projected SCF | July | August | September |
    | Cash excess (deficit) | -$527,715 | -$166,635 | -$206,252 |

    **## F2025Excelprojectinstructions6.pdf**

    1

    EXCEL PROJECT: FINANCIAL PLANNING AND MODELING CASE

    (100 points)

    GENERAL INSTRUCTIONS: READ THIS ENTIRE ASSIGNMENT CAREFULLY

    BEFORE STARTING YOUR WORK. Failure to follow the instructions will result in point

    deductions. Late Projects will be subject to a 10 point for each day (or a fraction of a day) and

    will not be accepted after the third day following the deadline.

    Download all files from the Canvas course page, including the accompanying excel template,

    and save

    them. DO NOT COPY AND PASTE THE EXCEL TEMPLATE INTO A NEW

    WORKBOOK AND DO NOT WORK THROUGH THE WEB BROWSER. Use formulas

    in all spreadsheet cells and reference given data cells as necessary. You will NOT earn credit

    for ENTERING HARDCODED VALUES. BE SURE TO REGULARLY SAVE YOUR

    WORK. Excuses about lost work will not be accepted. Maintain a second (backup) copy of

    your file as well.

    PROJECT OBJECTIVES

    The project requires to complete an Excel-based financial model template. Such models are

    extensively used in business planning, decision-making, and for obtaining business financing.,

    making but also emphasizes critical thinking and general business skills. Specifically, the case

    has the following objectives: (1) to obtain experience using Excel within a planning and decision

    context; (2) to integrate a range of managerial and financial accounting concepts; and (3) to

    reinforce financial statement relationships through linking projected financial statements.

    You will complete a financial planning model that is derived from a set of assumptions and link

    together statements of projected cash, income and balance sheets that articulate. An Excel

    template, which is available for downloading, is structured with a separate worksheet (or tab) for

    each of the following sections: Sheet (1) Assumptions; Sheet (2) Supporting Schedules; Sheet (3)

    Projected Income Statement and Balance Sheet; and Sheet (4) Projected Cash Flow.

    Sheet (2) provides supporting schedules for detailed computations, which in turn links to the

    projected income statements and balance sheet contained within Sheet (3), along with projected

    cash flow in Sheet (4).

    2

    To work correctly, all cells of your model should be linked together via formulas, or cell

    references, across all worksheets. (A 5th sheet labeled, Graph contains data to produce a cost-

    volume-profit graph from current period, baseline information. You should use the ChartWizard

    in Excel to create the graph. The Excel template already contains the key assumptions as well as

    some formulas.

    Within a real-life practice situation, you would need to independently develop and obtain support

    for the necessary assumptions that have been provided to you. In Part I of the Excel case, you

    should complete the model formulas and linkages to Sheets (2), (3) and (4

    To accomplish this, the financial model must articulate (i.e., interconnect, or link) across all

    schedules and statements. Thus, a change in assumption should flow through and automatically

    update all related schedules in Sheet (2) and projected statements in Sheets (3) and (4). This

    requires entering formulas within the cells to calculate the required values, rather than

    hardcoding values into the cells.

    OUT-WEST PRODUCTS, INC. CASE

    You’re Hired!

    Cynthia Valley formed Out-West Products, Inc. (OWP) in 2020 when she obtained an exclusive

    franchise to nationally distribute a pen-based input device that provides effortless communication

    with standard personal computers. Recent high sales growth of the base model pen-based input

    device (PID-B), along with expected sales growth for a new premium model (PID-P), requires

    adding new management team members. The Company hires you as a management trainee to

    assume direct responsibility for financial planning activities. Your first assignment is to prepare

    a financial plan for the next three months, starting July 1.

    CASH COOLECTION PATTERN is as follows:

    30% of a month’s sales are collected by month-end. An additional 40% is collected in the

    month following, and the remaining 30% is collected in the second month following sale.

    Thus far bad debts have been negligible.

    Since OWP’s policy is to never stock out of its pen-based input devices (PIDs), and potentially

    forfeit market share to competitors, the Company maintains fairly high inventory levels.

    Therefore, desired ending inventories are equal to 70% of the next month’s sales in units.

    3

    Prior to June, OWP sold only the basic model PID-B at a price of $230 per unit. The PID-B

    costs OutWest Products $155 each from the manufacturer and it pays for purchases as follows:

    CASH Disbursements PATTERN is as follows:

    60% in the month of purchase and the remaining 40% the following month.

    The company’s monthly operating expenses (organized by cost behavior) are also provided in the

    Assumptions Sheet of the excel template. All operating expenses are paid during the month, in

    cash, with the exception of depreciation and insurance expenses.

    New fixed assets, including personal computers and office furniture, will be purchased

    during September for $90,000 cash. Ignore depreciation for these newly acquired since they

    are insignificant. The Company declares dividends of $20,000 each quarter, payable in the

    first month of the following quarter.

    OWP’s actual balance sheet at June 30, 2020 is provided at the end of the template’s

    Assumptions Sheet.

    However, the Company also desires a minimum ending cash balance each month of $35,000

    to meet regular operating expenses. Assume borrowings occur at the beginning of the

    period. To further simplify, assume no tax consequences.

    REQUIRED:

    Financial Planning Model (100 Points)

    Download the Excel template from your Blackboard course page – DO NOT MODIFY THE

    FORMAT OF THE TEMPLATE. Save the file and do not attempt to complete the template

    directly from the course page and do not copy and paste sheets into a new workbook. Case

    assumptions have already been provided in the template’s assumptions sheet. If necessary, it

    may be helpful to review Chapter 3 (CVP Analysis) and Chapter 6 (Budgeting) in your textbook

    prior to beginning the project. Be sure to regularly save your work as you complete the

    model. Remember that you must use formulas so that any changes in input data

    automatically update your model. Otherwise, your model will not work adequately, and

    you will lose points. First, complete the sheets of the Excel template, as indicated below.

    Complete Sheet 2 (Schedules)

    1) Sales and merchandise purchase plans with supporting schedules. (40 points)

    4

    a) A sales plan by month and in total – including a schedule of projected cash collections

    from sales

    and accounts receivable, by month and in total.

    b) A purchases plan in units and in dollars, including a schedule of projected cash payments

    for

    purchases, by month and in total.

    [Note: The cost of inventory on hand is released to cost of goods sold before costs for the

    purchase of additional units (i.e., use a FIFO cost flow assumption for all months).]

    Complete Sheet 3 (Inc. St. and Bal. Sheet)

    2) Projected contribution format income statements by month and in total. (20 points)

    3) Projected balance sheet for the quarter as of September30. (20 points)

    Complete Sheet 4 (Statements of Cash Flow)

    4) Projected statements of cash by month and in total – internal budget format. (15 points)

    Graph (5 points)

    Use the data in the Graph worksheet to create a cost-volume-profit graph.

    Highlight the cells A13:H16. Click insert and Select a line chart type for the CVP graph (your

    choice of style).

    Be sure that your graph closely resembles a standard CVP graph or points will not be awarded.

    **F2025EXCELPROJ1.xls**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/f2025excelproj1-xls-10456445)

    **F2025EXCELPROJ1.xls**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/f2025excelproj1-xls-10456445)

    **## F2025Assignt2KeyCheckfigures.xlsx**

    ## Sheet1

    | | | | | |
    | — | — | — | — | — |
    | Key Check Figures |
    | Schedules |
    | Schedule B | July | August | September | Sched E15 |
    | Total collections | $2,274,993 | $2,572,479 | $2,858,704 | $929,200 |
    | Schedule D |
    | COGS | $1,692,384 | $1,909,842 | $2,156,968 |

    | Schedule E |
    | Total Payments | $2,076,010 | $1,985,264 | $2,177,350 |
    | Projected Income statements |
    | Net Income before Taxes | $125,877 | $161,323 | $203,086 |
    | Projected Balance Seet | September |
    | Accounts Receivable | $3,079,662 |
    | Inventory | $1,587,432 |
    | Fixed Assets, net of depreciation | $1,522,000 |
    | Total Assets | $6,230,594 |
    | Accounts Payable | $896,796 |
    | Projected SCF | July | August | September |
    | Cash excess (deficit) | -$527,715 | -$166,635 | -$206,252 |

    **## F2025Excelprojectinstructions6.pdf**

    1

    EXCEL PROJECT: FINANCIAL PLANNING AND MODELING CASE

    (100 points)

    GENERAL INSTRUCTIONS: READ THIS ENTIRE ASSIGNMENT CAREFULLY

    BEFORE STARTING YOUR WORK. Failure to follow the instructions will result in point

    deductions. Late Projects will be subject to a 10 point for each day (or a fraction of a day) and

    will not be accepted after the third day following the deadline.

    Download all files from the Canvas course page, including the accompanying excel template,

    and save

    them. DO NOT COPY AND PASTE THE EXCEL TEMPLATE INTO A NEW

    WORKBOOK AND DO NOT WORK THROUGH THE WEB BROWSER. Use formulas

    in all spreadsheet cells and reference given data cells as necessary. You will NOT earn credit

    for ENTERING HARDCODED VALUES. BE SURE TO REGULARLY SAVE YOUR

    WORK. Excuses about lost work will not be accepted. Maintain a second (backup) copy of

    your file as well.

    PROJECT OBJECTIVES

    The project requires to complete an Excel-based financial model template. Such models are

    extensively used in business planning, decision-making, and for obtaining business financing.,

    making but also emphasizes critical thinking and general business skills. Specifically, the case

    has the following objectives: (1) to obtain experience using Excel within a planning and decision

    context; (2) to integrate a range of managerial and financial accounting concepts; and (3) to

    reinforce financial statement relationships through linking projected financial statements.

    You will complete a financial planning model that is derived from a set of assumptions and link

    together statements of projected cash, income and balance sheets that articulate. An Excel

    template, which is available for downloading, is structured with a separate worksheet (or tab) for

    each of the following sections: Sheet (1) Assumptions; Sheet (2) Supporting Schedules; Sheet (3)

    Projected Income Statement and Balance Sheet; and Sheet (4) Projected Cash Flow.

    Sheet (2) provides supporting schedules for detailed computations, which in turn links to the

    projected income statements and balance sheet contained within Sheet (3), along with projected

    cash flow in Sheet (4).

    2

    To work correctly, all cells of your model should be linked together via formulas, or cell

    references, across all worksheets. (A 5th sheet labeled, Graph contains data to produce a cost-

    volume-profit graph from current period, baseline information. You should use the ChartWizard

    in Excel to create the graph. The Excel template already contains the key assumptions as well as

    some formulas.

    Within a real-life practice situation, you would need to independently develop and obtain support

    for the necessary assumptions that have been provided to you. In Part I of the Excel case, you

    should complete the model formulas and linkages to Sheets (2), (3) and (4

    To accomplish this, the financial model must articulate (i.e., interconnect, or link) across all

    schedules and statements. Thus, a change in assumption should flow through and automatically

    update all related schedules in Sheet (2) and projected statements in Sheets (3) and (4). This

    requires entering formulas within the cells to calculate the required values, rather than

    hardcoding values into the cells.

    OUT-WEST PRODUCTS, INC. CASE

    You’re Hired!

    Cynthia Valley formed Out-West Products, Inc. (OWP) in 2020 when she obtained an exclusive

    franchise to nationally distribute a pen-based input device that provides effortless communication

    with standard personal computers. Recent high sales growth of the base model pen-based input

    device (PID-B), along with expected sales growth for a new premium model (PID-P), requires

    adding new management team members. The Company hires you as a management trainee to

    assume direct responsibility for financial planning activities. Your first assignment is to prepare

    a financial plan for the next three months, starting July 1.

    CASH COOLECTION PATTERN is as follows:

    30% of a month’s sales are collected by month-end. An additional 40% is collected in the

    month following, and the remaining 30% is collected in the second month following sale.

    Thus far bad debts have been negligible.

    Since OWP’s policy is to never stock out of its pen-based input devices (PIDs), and potentially

    forfeit market share to competitors, the Company maintains fairly high inventory levels.

    Therefore, desired ending inventories are equal to 70% of the next month’s sales in units.

    3

    Prior to June, OWP sold only the basic model PID-B at a price of $230 per unit. The PID-B

    costs OutWest Products $155 each from the manufacturer and it pays for purchases as follows:

    CASH Disbursements PATTERN is as follows:

    60% in the month of purchase and the remaining 40% the following month.

    The company’s monthly operating expenses (organized by cost behavior) are also provided in the

    Assumptions Sheet of the excel template. All operating expenses are paid during the month, in

    cash, with the exception of depreciation and insurance expenses.

    New fixed assets, including personal computers and office furniture, will be purchased

    during September for $90,000 cash. Ignore depreciation for these newly acquired since they

    are insignificant. The Company declares dividends of $20,000 each quarter, payable in the

    first month of the following quarter.

    OWP’s actual balance sheet at June 30, 2020 is provided at the end of the template’s

    Assumptions Sheet.

    However, the Company also desires a minimum ending cash balance each month of $35,000

    to meet regular operating expenses. Assume borrowings occur at the beginning of the

    period. To further simplify, assume no tax consequences.

    REQUIRED:

    Financial Planning Model (100 Points)

    Download the Excel template from your Blackboard course page – DO NOT MODIFY THE

    FORMAT OF THE TEMPLATE. Save the file and do not attempt to complete the template

    directly from the course page and do not copy and paste sheets into a new workbook. Case

    assumptions have already been provided in the template’s assumptions sheet. If necessary, it

    may be helpful to review Chapter 3 (CVP Analysis) and Chapter 6 (Budgeting) in your textbook

    prior to beginning the project. Be sure to regularly save your work as you complete the

    model. Remember that you must use formulas so that any changes in input data

    automatically update your model. Otherwise, your model will not work adequately, and

    you will lose points. First, complete the sheets of the Excel template, as indicated below.

    Complete Sheet 2 (Schedules)

    1) Sales and merchandise purchase plans with supporting schedules. (40 points)

    4

    a) A sales plan by month and in total – including a schedule of projected cash collections

    from sales

    and accounts receivable, by month and in total.

    b) A purchases plan in units and in dollars, including a schedule of projected cash payments

    for

    purchases, by month and in total.

    [Note: The cost of inventory on hand is released to cost of goods sold before costs for the

    purchase of additional units (i.e., use a FIFO cost flow assumption for all months).]

    Complete Sheet 3 (Inc. St. and Bal. Sheet)

    2) Projected contribution format income statements by month and in total. (20 points)

    3) Projected balance sheet for the quarter as of September30. (20 points)

    Complete Sheet 4 (Statements of Cash Flow)

    4) Projected statements of cash by month and in total – internal budget format. (15 points)

    Graph (5 points)

    Use the data in the Graph worksheet to create a cost-volume-profit graph.

    Highlight the cells A13:H16. Click insert and Select a line chart type for the CVP graph (your

    choice of style).

    Be sure that your graph closely resembles a standard CVP graph or points will not be awarded.

    **F2025EXCELPROJ1.xls**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/f2025excelproj1-xls-10456445)

    **## F2025Assignt2KeyCheckfigures.xlsx**

    ## Sheet1

    | | | | | |
    | — | — | — | — | — |
    | Key Check Figures |
    | Schedules |
    | Schedule B | July | August | September | Sched E15 |
    | Total collections | $2,274,993 | $2,572,479 | $2,858,704 | $929,200 |
    | Schedule D |
    | COGS | $1,692,384 | $1,909,842 | $2,156,968 |

    | Schedule E |
    | Total Payments | $2,076,010 | $1,985,264 | $2,177,350 |
    | Projected Income statements |
    | Net Income before Taxes | $125,877 | $161,323 | $203,086 |
    | Projected Balance Seet | September |
    | Accounts Receivable | $3,079,662 |
    | Inventory | $1,587,432 |
    | Fixed Assets, net of depreciation | $1,522,000 |
    | Total Assets | $6,230,594 |
    | Accounts Payable | $896,796 |
    | Projected SCF | July | August | September |
    | Cash excess (deficit) | -$527,715 | -$166,635 | -$206,252 |

    **## F2025Excelprojectinstructions6.pdf**

    1

    EXCEL PROJECT: FINANCIAL PLANNING AND MODELING CASE

    (100 points)

    GENERAL INSTRUCTIONS: READ THIS ENTIRE ASSIGNMENT CAREFULLY

    BEFORE STARTING YOUR WORK. Failure to follow the instructions will result in point

    deductions. Late Projects will be subject to a 10 point for each day (or a fraction of a day) and

    will not be accepted after the third day following the deadline.

    Download all files from the Canvas course page, including the accompanying excel template,

    and save

    them. DO NOT COPY AND PASTE THE EXCEL TEMPLATE INTO A NEW

    WORKBOOK AND DO NOT WORK THROUGH THE WEB BROWSER. Use formulas

    in all spreadsheet cells and reference given data cells as necessary. You will NOT earn credit

    for ENTERING HARDCODED VALUES. BE SURE TO REGULARLY SAVE YOUR

    WORK. Excuses about lost work will not be accepted. Maintain a second (backup) copy of

    your file as well.

    PROJECT OBJECTIVES

    The project requires to complete an Excel-based financial model template. Such models are

    extensively used in business planning, decision-making, and for obtaining business financing.,

    making but also emphasizes critical thinking and general business skills. Specifically, the case

    has the following objectives: (1) to obtain experience using Excel within a planning and decision

    context; (2) to integrate a range of managerial and financial accounting concepts; and (3) to

    reinforce financial statement relationships through linking projected financial statements.

    You will complete a financial planning model that is derived from a set of assumptions and link

    together statements of projected cash, income and balance sheets that articulate. An Excel

    template, which is available for downloading, is structured with a separate worksheet (or tab) for

    each of the following sections: Sheet (1) Assumptions; Sheet (2) Supporting Schedules; Sheet (3)

    Projected Income Statement and Balance Sheet; and Sheet (4) Projected Cash Flow.

    Sheet (2) provides supporting schedules for detailed computations, which in turn links to the

    projected income statements and balance sheet contained within Sheet (3), along with projected

    cash flow in Sheet (4).

    2

    To work correctly, all cells of your model should be linked together via formulas, or cell

    references, across all worksheets. (A 5th sheet labeled, Graph contains data to produce a cost-

    volume-profit graph from current period, baseline information. You should use the ChartWizard

    in Excel to create the graph. The Excel template already contains the key assumptions as well as

    some formulas.

    Within a real-life practice situation, you would need to independently develop and obtain support

    for the necessary assumptions that have been provided to you. In Part I of the Excel case, you

    should complete the model formulas and linkages to Sheets (2), (3) and (4

    To accomplish this, the financial model must articulate (i.e., interconnect, or link) across all

    schedules and statements. Thus, a change in assumption should flow through and automatically

    update all related schedules in Sheet (2) and projected statements in Sheets (3) and (4). This

    requires entering formulas within the cells to calculate the required values, rather than

    hardcoding values into the cells.

    OUT-WEST PRODUCTS, INC. CASE

    You’re Hired!

    Cynthia Valley formed Out-West Products, Inc. (OWP) in 2020 when she obtained an exclusive

    franchise to nationally distribute a pen-based input device that provides effortless communication

    with standard personal computers. Recent high sales growth of the base model pen-based input

    device (PID-B), along with expected sales growth for a new premium model (PID-P), requires

    adding new management team members. The Company hires you as a management trainee to

    assume direct responsibility for financial planning activities. Your first assignment is to prepare

    a financial plan for the next three months, starting July 1.

    CASH COOLECTION PATTERN is as follows:

    30% of a month’s sales are collected by month-end. An additional 40% is collected in the

    month following, and the remaining 30% is collected in the second month following sale.

    Thus far bad debts have been negligible.

    Since OWP’s policy is to never stock out of its pen-based input devices (PIDs), and potentially

    forfeit market share to competitors, the Company maintains fairly high inventory levels.

    Therefore, desired ending inventories are equal to 70% of the next month’s sales in units.

    3

    Prior to June, OWP sold only the basic model PID-B at a price of $230 per unit. The PID-B

    costs OutWest Products $155 each from the manufacturer and it pays for purchases as follows:

    CASH Disbursements PATTERN is as follows:

    60% in the month of purchase and the remaining 40% the following month.

    The company’s monthly operating expenses (organized by cost behavior) are also provided in the

    Assumptions Sheet of the excel template. All operating expenses are paid during the month, in

    cash, with the exception of depreciation and insurance expenses.

    New fixed assets, including personal computers and office furniture, will be purchased

    during September for $90,000 cash. Ignore depreciation for these newly acquired since they

    are insignificant. The Company declares dividends of $20,000 each quarter, payable in the

    first month of the following quarter.

    OWP’s actual balance sheet at June 30, 2020 is provided at the end of the template’s

    Assumptions Sheet.

    However, the Company also desires a minimum ending cash balance each month of $35,000

    to meet regular operating expenses. Assume borrowings occur at the beginning of the

    period. To further simplify, assume no tax consequences.

    REQUIRED:

    Financial Planning Model (100 Points)

    Download the Excel template from your Blackboard course page – DO NOT MODIFY THE

    FORMAT OF THE TEMPLATE. Save the file and do not attempt to complete the template

    directly from the course page and do not copy and paste sheets into a new workbook. Case

    assumptions have already been provided in the template’s assumptions sheet. If necessary, it

    may be helpful to review Chapter 3 (CVP Analysis) and Chapter 6 (Budgeting) in your textbook

    prior to beginning the project. Be sure to regularly save your work as you complete the

    model. Remember that you must use formulas so that any changes in input data

    automatically update your model. Otherwise, your model will not work adequately, and

    you will lose points. First, complete the sheets of the Excel template, as indicated below.

    Complete Sheet 2 (Schedules)

    1) Sales and merchandise purchase plans with supporting schedules. (40 points)

    4

    a) A sales plan by month and in total – including a schedule of projected cash collections

    from sales

    and accounts receivable, by month and in total.

    b) A purchases plan in units and in dollars, including a schedule of projected cash payments

    for

    purchases, by month and in total.

    [Note: The cost of inventory on hand is released to cost of goods sold before costs for the

    purchase of additional units (i.e., use a FIFO cost flow assumption for all months).]

    Complete Sheet 3 (Inc. St. and Bal. Sheet)

    2) Projected contribution format income statements by month and in total. (20 points)

    3) Projected balance sheet for the quarter as of September30. (20 points)

    Complete Sheet 4 (Statements of Cash Flow)

    4) Projected statements of cash by month and in total – internal budget format. (15 points)

    Graph (5 points)

    Use the data in the Graph worksheet to create a cost-volume-profit graph.

    Highlight the cells A13:H16. Click insert and Select a line chart type for the CVP graph (your

    choice of style).

    Be sure that your graph closely resembles a standard CVP graph or points will not be awarded.

    **F2025EXCELPROJ1.xls**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/f2025excelproj1-xls-10456445)

    – 1
    – 2
    – 3

  • [Solved] Business Finance – Accounting Final Writing Assignment Private Letter Ruling

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    You represent “Ilicita Construction Co.” (“Client”) a Construction company with close to thirty (30) years of operating history. It was formed in Homestead, Florida in 1998 and builds medium to large residential and commercial buildings. The company started out with very limited earnings but now has…

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    Assignment Prompt & Instructions

    You represent “Ilicita Construction Co.”  (“Client”) a Construction company with close to thirty (30) years of  operating history. It was formed in Homestead, Florida in 1998 and  builds medium to large residential and commercial buildings. The company  started out with very limited earnings but now has a top line of  $100,000,000. It has six (6) shareholders who are members of the same  family, three brothers and three sisters. The Company has been filing S  corporation returns Form 1120S since it’s first Form 1120S in 1999 for  TYE 1998. The Company was formed as a corporation in the State of  Florida on June 30, 1998 according to Sunbiz.org and the original  corporate filings there.
    The Company was selected for a random  Audit by the IRS in the summer of 2025. The IRS agent set an information  request which included a request for the original S Corporation  determination letter and the originally filed Form 2553, signed by all  of the shareholders.
    As the CPA, with primary authority for the  engagement, you ask the Vice-President of the Client to check for the  records in the Company’s corporate book or elsewhere for copies of the  requested information. In addition, you send request letters to the  Client’s prior Law Firm and CPA firm.
    The Corporate book, unfortunately is not  well documented. Your review of the book indicates that there are no  minutes and shares have never been properly issued or just aren’t  present in the corporate book.  The transfer records have not been  filled out.  Copies of the SS-4 and 2553 if any are not in the corporate  book.   None of the Corporate officers recalls or knows where these  records are or if they were originally issued.
    Each of the shareholders insists that  they signed and filed the Form 2553 shortly after formation. but no  shareholder or prior accountant had a copy of the original s Corp filing  or the approval letter from the IRS.  The IRS has no record of a 2553  being filed, but they did have the information on the SS-4 filed in 1998  that expressed a desire to be treated as an S corporation. Further,  Construction co has filed an S corporation return for each year of its  existence starting in 1999 and each shareholder has provided their  ratable share of tax attributes on Schedule E of their returns and has  included the income and paid tax on the amounts so reported,
    The two oldest male shareholders recently  completed some estate planning transactions and each created one or more  irrevocable trusts for which an ESBT election was required and made. It  is thought that the filing of the ESBT election may have triggered the  audit. That is unclear.
    In any event, you see that one of the  trusts, should have field a QSST rather than an ESBT Election. You need  to advise the Client that you need to change that.
    As a result of the foregoing history, you  are asked to request a private letter ruling in accordance with Revenue  Procedure 2013-30 – Relief for Late S Corporation Election. Requesting  that the IRS retroactively approve S corporation status for the entity.
    Please also pull IRM 21.7.4.4.4.11.2.1
    You begin to get slightly nervous about  the ruling request and Pull the appropriate Ruling request information  available on Rev. Proc. 2025-1.   I provided this to you in Modules and  Teams
    1. Your  first task is to draft the facts you will believe are required to  support a positive response from the IRS on your ruling request.
    _**Draft a Client letter requesting the facts from the Client**_.  The facts you need are those that the Rev Proc. IRM and general S  corporation filings require. Start by accessing  at least two AI sources  and CCH answer Connect from the library and looking up Relief for Late S  corporation elections.
    Use at least two AI sources to give you  any help with drafting a client letter.  Choose the one that in your  opinion is the best source and modify the letter into a format that  “you” believe expresses how you would want to communicate the requests  and potential solution to your client.
    1. Your second task is to  Convert the ESBT Election to a QSST election see Treas. Reg.  §1.1361-1(m) for one of the Trusts. Look this up on your preferred AI  and on CCH Answer Connect. It should give you support information.
    2. Using  Rev. Proc. 2025-1 and AI of your choosing as a guide, create the  template for the Private Letter Ruling you will write including the  required attachments.
    \
    Rev.Proc.2025-1.docx](https://www.sweetstudy.com/files/rev-proc-2025-1-docx "Rev.Proc.2025-1.docx")
    \
    TaxLawyerStyleManual.pdf](https://www.sweetstudy.com/files/taxlawyerstylemanual-pdf "TaxLawyerStyleManual.pdf")
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    RelieveforLateESBTElections.pdf](https://www.sweetstudy.com/files/relieveforlateesbtelections-pdf "RelieveforLateESBTElections.pdf")
    \
    USTC_Citation_and_Style_Manual_modified_2022.05.31.pdf](https://www.sweetstudy.com/files/ustc-citation-and-style-manual-modified-2022-05-31-pdf "USTC_Citation_and_Style_Manual_modified_2022.05.31.pdf")
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    PLRWritingAssignmentFall2025.pptx](https://www.sweetstudy.com/files/plrwritingassignmentfall2025-pptx "PLRWritingAssignmentFall2025.pptx")