On January 1, 2021, Labtech Circuits borrowed $300,000 from First Bank by issuing a three-year, 6% note, payable on December 31, 2023. Labtech wanted to hedge the risk that general interest rates will decline, causing the fair value of its debt to increase. Therefore, Labtech entered into a three-year interest rate swap agreement on January 1, 2021, and designated the swap as a fair value hedge. The agreement called for the company to receive payment based on an 8% fixed interest rate on a notional amount of $300,000 and to pay interest based on a floating interest rate tied to LIBOR. The contract called for cash settlement of the net interest amount on December 31 of each year.

Floating (LIBOR) settlement rates were 8% at inception and 9%, 7%, and 7% at the end of 2021, 2022, and 2023, respectively. The fair values of the swap are quotes obtained from a derivatives dealer. These quotes and the fair values of the note are as follows:

Required:
1. Calculate the net cash settlement at the end of 2021, 2022, and 2023.
2. Prepare the journal entries during 2021 to record the issuance of the note, interest, and necessary adjustments for changes in fair value.
3. Prepare the journal entries during 2022 to record interest, net cash interest settlement for the interest rate swap, and necessary adjustments for changes in fair value.
4. Prepare the journal entries during 2023 to record interest, net cash interest settlement for the interest rate swap, necessary adjustments for changes in fair value, and repayment of the debt.
5. Calculate the book values of both the swap account and the note in each of the three years.
6. Calculate the net effect on earnings of the hedging arrangement in each of the three years. (Ignore income taxes.)
7. Suppose the fair value of the note at December 31, 2021, had been $287,000 rather than $296,241 with the additional decline in fair value due to investors’ perceptions that the creditworthiness of Labtech was worsening. How would that affect your entries to record changes in the fair values?

·         What were the companies’ cash flows from operations? Were they positive?

·         Were operating cash flows smaller or larger than net income?

·         What are the major differences between operating cash and net income?

·         Did the company purchase new property and equipment (‘Capital expenditures’) during the years?

·         Did the company issue new debt during the year or was the debt repaid? (Hint: We must sometimes sum one or more-line items on this statement to determine total net debt activity.)

·         Did the company issue new stock?

·         Did the company pay dividends?

Ghost, Inc., has no debt outstanding and a total market value of $369,600. Earnings before interest and taxes, EBIT, are projected to be $51,000 if economic conditions are normal. If there is strong expansion in the economy, then EBIT will be 15 percent higher. If there is a recession, then EBIT will be 24 percent lower. The company is considering a $185,000 debt issue with an interest rate of 6 percent. The proceeds will be used to repurchase shares of stock. There are currently 8,400 shares outstanding. Ignore taxes for questions a and b. Assume the company has a market-to-book ratio of 1.0 and the stock price remains constant.

On January 1, 2018, Labtech Circuits borrowed $190,000 from First Bank by issuing a three-year, 8% note, payable on December 31, 2020. Labtech wanted to hedge the risk that general interest rates will decline, causing the fair value of its debt to increase. Therefore, Labtech entered into a three-year interest rate swap agreement on January 1, 2018, and designated the swap as a fair value hedge. The agreement called for the company to receive payment based on an 8% fixed interest rate on a notional amount of $190,000 and to pay interest based on a floating interest rate tied to LIBOR. The contract called for cash settlement of the net interest amount on December 31 of each year. Floating (LIBOR) settlement rates were 8% at inception and 9%, 7%, and 7% at the end of 2018, 2019, and 2020, respectively. The fair values of the swap are quotes obtained from a derivatives dealer. These quotes and the fair values of the note are as follows: January 1 December 31 2018 2018 2019 2020 Fair value of interest rate swap 0 $ (2,659 ) $ 1,835 $ 0 Fair value of note payable $ 190,000 $ 187,341 $ 191,835 $ 190,000 Required: 1. Calculate the net cash settlement at the end of 2018, 2019, and 2020. 2. Prepare the journal entries during 2018 to record the issuance of the note, interest, and necessary adjustments for changes in fair value. 3. Prepare the journal entries during 2019 to record interest, net cash interest settlement for the interest rate swap, and necessary adjustments for changes in fair value. 4. Prepare the journal entries during 2020 to record interest, net cash interest settlement for the interest rate swap, necessary adjustments for changes in fair value, and repayment of the debt. 5. Calculate the book values of both the swap account and the note in each of the three years. 6. Calculate the net effect on earnings of the hedging arrangement in each of the three years. (Ignore income taxes.) 7. Suppose the fair value of the note at December 31, 2018, had been $187,000 rather than $187,341 with the additional decline in fair value due to investors’ perceptions that the credit worthiness of Labtech was worsening. How would that affect your entries to record changes in the fair values?

Conch Republic Electronics is a midsized electronics manufacturer located in Key West, Florida. The company president is Shelley Couts, who inherited the company. Over the years, the company expanded into manufacturing and is now a reputable manufacturer of various electronic items. One of the major revenue-producing items manufactured by Conch Republic is a Personal Digital Assistant (PDA). Conch Republic currently has PDA model on the market and sales have been excellent. The PDA is a unique item in that it comes in a variety of tropical colors ad is preprogrammed to play Jimmy Buffett music. However as with any electronic item, technology changes rapidly, and the current PDA has limited features in comparison with newer models. Conch republic spent $750,000 to develop a prototype for a new PDA that has all the features of the existing one, but adds new features such as cell phone capability. The company has spent a further $200,000 for a marketing study to determine the expected sales figures for the new PDA. Conch republic can manufacture the new PDA for $220 each in variable costs. Fixed costs for the operation are estimated to run $6.4 million per year. The estimated sales volume is 155,000, 165,000, 125,000, 95,000, and 75,000 per year for the next five years, respectively. The unit price of the new PDA will be $535. The necessary equipment can be purchased for $43.5 million and will be depreciated on a seven-year MACRS schedule. It is believed the value of the equipment in five years will be $4.3 million. Net working capital for the PDAs will be 20% of sales and will occur with the timing of the cash flows for the year (i.e., there is no initial outlay for NWC). Changes in NWC will thus first occur in Year 1 with the first year's sales. Conch Republic has a 21% corporate tax rate and a 12% required return. Shelly has asked Jay to prepare a report that answers the following questions. Answer the questions below and make sure to show all work that led up to your answer. Include Excel Spreadsheet. 1. What is the payback period of the project? 2. What is the profitability index of the project? 3. What is the IRR of the project? 4. What is the NPV of the project 5. How sensitive is the NPV to changes in the price of the new smartphone? 6.How sensitive is the NPV to changes in the quantity sold of the new phone?

Consider a population that consists of the 70 students enrolled in a statistics course at a large university. If the university registrar were to compile the grade point averages (GPAs) of all 70 students in the course and compute their average, the result would be a mean GPA of 2.98. Note that this average is unknown to anyone; to collect the GPA information would violate the confidentiality of the students’ academic records.

Suppose that the professor who teaches the course wants to know the mean GPA of the students enrolled in her course. She selects a sample of students who are in attendance on the third day of class. The GPAs of the students in the sample are:

1) The instructor uses the sample average as an estimate of the mean GPA of her students. The absolute value of the error in the instructor’s estimate is:

a) 0.52

b) 0.62

c) 0.86

d) 0.80

The portion of this error that is due to errors in data acquisition, nonresponse bias, and selection bias is referred to as 2) non sampling error/sampling error. This type of error is 3) more/less serious than 4) non sampling error/sampling error because taking a larger sample 5) will diminish/will not diminish its size or possibility of occurrence.

Suppose students in the university’s honors program are on a field trip on the third day of class. This may have introduced an 6) error in data acquisition/selection bias/a non response error/sampling error . Correcting this error will 7) sometimes/always/never bring the sample closer to the true mean GPA.

Suppose that the instructor incorrectly recorded the value 3.74 in the data and that the correct value is 3.47. This contribution to the error was caused by 8) error in data acquisition/selection bias/a non response error/sampling error. Given the instructor’s sample, correcting this error would bring the sample mean 9) Closer to the true mean GPA/Farther from the true mean GPA/To the exact value of the true mean GPA.

Suppose a student who was selected for the sample declines to disclose her GPA. This may have introduced 10) error in data acquisition/selection bias/a non response error/sampling error. Correcting this error will 11) sometimes/always/never bring the sample closer to the true mean GPA.

The professor suspects that her sample is flawed. She assigns each of the students in the class an ID number from 1 to 70 and uses Excel to select a simple random sample of ID numbers. The professor meets with the students in the sample. Each student signs a release that gives the registrar permission to use the student’s GPA to compute the sample average. The professor assures the students that the registrar will provide her with the average and not the GPAs of individual students.

The GPAs of the students in the new sample (from their academic records held by the registrar) are:

12) The professor uses the new sample average provided by the registrar as an estimate of the mean GPA of the students in the course. The absolute value of the error in her estimate is:

a) 0.42

b) 0.26

c) 0.01

d) 0.55

This error is 13) non sampling error/sampling error , and the only way to reduce its expected size is to 14) increase/decrease the sample size.

In this discussion board assignment, you will critically evaluate the following scenario using the four basic critical questions. Here is the scenario:

Researchers wanted to study the relationship between pizza consumption by college freshmen and academic achievement. The researchers selected a freshmen history class with 900 students. The class lasted for 16 weeks and had weekly quizzes.

The researchers used random sampling and got two equivalent groups of participants from the class. Each group had 35 students. One group was the pizza group and one was the non-pizza group. To prepare for the experiment, the researchers compared the average quiz results of both groups for the first three weeks of the course and found no statistically significant difference between quiz scores.

In weeks 4 - 12, the researchers provided pizza dinner for everyone in the pizza group but those in the non-pizza group were told not to eat pizza 48 hours before the weekly quizzes. After week 12, the researchers compared the average quiz scores in each group and found that the non-pizza group had a statistically higher average quiz score than the pizza group. The researchers concluded that pizza consumption hinders academic performance of college freshmen.

Here are the basic 4 critical questions:

The next step to critically evaluate correlational claims is asking our four basic CRITICAL QUESTIONS applied to correlation (p. 118):

What does the claim of correlation mean? Which two variables, changing events, factors, or things co-vary? Do they exhibit a positive or negative relation?

How good is the evidence? Are two relevant groups being compared? Is the difference between the groups large enough (i.e., outside the margin of error of both samples) so that it is unlikely that these differences are the result of chance sampling variation? Were the groups being compared appropriately selected?

What other information is relevant? What is the context? Have other researchers found similar correlations? Of similar strength? Did other researchers use different types of samples and groups?

Are relevant fallacies avoided? For example, consider the fallacies of No comparison, Biased Sampling, Small Sample, Unclear Target Population, and of Significance.

These fallacies are clearly described in our textbook. Since most have been already covered in the previous chapters of our textbook, corresponding online links, and in the Keynotes, we need only introduce the new fallacy of Significance. The error of reasoning here for this fallacy is to argue that the difference between two (sample) groups, in a strict statistical or scientific sense, is important—relying on the common usage of the word “significant.” In contrast, the “[d]ifferences are said to be ‘statistically significant’ when…we can theoretically be 95% confident that the differences are not due to chance” (according to what we learned about statistical reasoning in Chapter 3 of our textbook; p. 105, emphasis added). This, therefore, merely provides a probabilistic judgement about a result that is basically not significant or important in any ordinary sense. As Mark Battersby notes, “[a] ‘statistically significant difference’ between two groups means that it’s very likely that there’s a correlation; but this says nothing about the strength of the correlation or about whether the correlation is of any human, scientific, or personal significance” (pp. 114-115, emphasis added).

Although people’s acceptance of homosexuality and homosexuals has improved, prejudice and stigma remain, and attitudes towards homosexuals are frequently negative (Avery et al., 2007; Ben-Ari, 2001; Petersen & Hyde, 2010). Prejudice and stigma against the (LGBT) community have also been reported by several studies in Turkey, the findings of which were consistent with those of other international studies (Çırakoğlu, 2006; Gelbal & Duyan, 2006). Some of these negative attitudes and oppositions arise from misconceptions and stereotypes about homosexuals. homosxual men were generally described as people who act different … wearing feminine clothes, talking feminine, being similar to females, etc.’ (Sakallı, 2002, p. 116). Since masculine traits are overvalued and feminine traits are undervalued, homosexuals in Turkey have been rejected by a heterosexist society, and homosexuality is regarded as intolerable and dishonourable to manhood (Akpınar, 2003). Prejudice and negative attitudes towards homosexuality in Turkey have also been profoundly affected by another factor: the Islamic religion. Turkey is a secular country which has a 99% Muslim majority (Bereket & Adam, 2008). Although there are many controversies about Islam’s view of homosexuality and homosexuals (Siraj, 2006), referring to the hadiths (an interpretation of the Islamic Holy Book Qur’an) on the destruction of sexual deviants, homosexuality is explicitly condemned, absolutely forbidden and punishable by death, and many Islamic scholars regard homosexuality as a major sin and a crime (Siraj, 2009). Accepting homosexuality as legal, homosexuals and homosexual acts are neither appreciated nor tolerated; homosexuality is regarded as a violation of human nature in Turkish society (Tapınç, 1992). In addition to identifying the hostility within the sociocultural structures and religion towards homosexuality, the social context in the field of physical education (PE) and sports is not a welcoming environment for LGBT individuals either. Davison and Frank (2006) defined masculinity as ‘not-feminine’ and as having ideal physical and athletic qualities including strength, power, speed and endurance. In addition, masculine men were expected to be heterosexual; lesbian women and men were considered to be deviant, and not suited for sports (Elling & Janssens, 2009). Several studies have shown negative attitudes and behaviours towards lesbians and homosexual men in PE and sports settings (Roper & Halloran, 2007; Southall, Nagel, Anderson, Polite, & Southall, 2009). The Turkish PE and sports literature is bereft of studies investigating the existence of homophobic attitudes. One of the most well-known arguments related to sports homophobia in Turkey started with a statement made by a famous Turkish ballet dancer. He stated that ‘there are more homosexual football players than homosexual ballet dancers. I know homosexual football players’. Many people from the Turkish soccer world protested against his statements for bringing soccer players under suspicion (Akbaş, 2004). Following these attacks, the ballet dancer made a statement that his friends who are homosexual soccer players played in another country. He stressed that he had not intended to cast aspersions on soccer players. After his statements the Turkish soccer world returned to a ‘normal’ heterosexual life. Given the marginalization of homosexuality in Turkish society and, perhaps even more so in the Turkish sporting world, the topic is predictably an understudied and seemingly taboo subject for investigation. As a sport psychology consultant in training working at a public university, your client today is Reza, a 20 year old student-athlete from Turkey studying in the US who is disclosing his preference for men in relationships to you and sharing his country's atittude and belief about homosexual men in sport as cited above.

1. Analyse a homosexual university student’s experiences of homophobia in Turkish society 2. Discuss if the fact that he is a major in Health and Fitness Management can help with his motivation to play, the stress to deal with the situation he returns to every summer on holidays. 3. What kind of feedback could you give him to help him? 4. Could imagery be useful when dealing with adversity? if so, how. 5. How would you introduce self confidence and well-being concepts to him to help him process what is going on in his country and in the sport in this country?