Select a public limited company listed on the Australian Securities Exchange (ASX). Go to the
website of your company. Then go to the Investor Relations section of the website. This section
may be called, “Investors”, “Shareholder Information” or similar name.
In this section, go to your firm’s annual reports and save to your computer your firm’s latest
annual reports consecutively for last three years. For example, these may be dated 30 June 2016
or 31 March 2017. Do not use your firm’s interim financial statements or their concise financial
statements. Please read the financial statements (balance sheet, income statement, statement of
changes in owner’s equity, cash flow statement) very carefully. Also please read the relevant
footnotes of your firm’s financial statements carefully and include information from these
footnotes in your answer.
You need to do the following tasks:
CASH FLOWS STATEMENT
(i) From your firm’s financial statement, list each item of reported in the CASH FLOWS
STATEMENT and write your understanding of each item. Discuss any changes in each
item of CASH FLOWS STATEMENT for your firm over the past year articulating the
reasons for the change.
(ii) Provide a comparative analysis of your company’s three broad categories of cash flows
(operating activities, investing activities, financing activities) and make a comparative
evaluation for three years.
OTHER COMPREHENSIVE INCOME STATEMENT
(iii) What items have been reported in the other comprehensive income statement
(iv) Explain your understanding of each item reported in the other comprehensive income
(v) Why these items have not been reported in Income Statement/Profit and Loss Statement
ACCOUNTING FOR CROPORATE INCOME TAX
(vi)What is your firm’s tax expense in its latest financial statements?
(vii) Is this figure the same as the company tax rate times your firm’s accounting
income? Explain why this is, or is not, the case for your firm.
(viii) Comment on deferred tax assets/liabilities that is reported in the balance sheet
articulating the possible reasons why they have been recorded.
(ix)Is there any current tax assets or income tax payable recorded by your company? Why
is the income tax payable not the same as income tax expense?
(x) Is the income tax expense shown in the income statement same as the income tax paid
shown in the cash flow statement? If not why is the difference?
(xi)What do you find interesting, confusing, surprising or difficult to understand about the
treatment of tax in your firm’s financial statements? What new insights, if any, have
you gained about how companies account for income tax as a result of examining
your firm’s tax expense in its accounts?
Presentation Mrs. Valdez, a moment review instructor at Hacienda Elementary School, reached me through email asking for my administrations with respect to one of her understudies. Mrs. Valdez might want me to meet with her and a few chairmen, including the important of Hacienda Elementary School, to talk about the understudy's behavioral issues. The subject of concern is Sean, a 9 year old kid, who had been kept down to rehash second grade because of his ADHD and the subsequent carelessness and falling flat evaluations. Sean is depicted as a splendid and adorable kid at school and at home yet because of his (as of late analyzed) ADHD, he is regularly "careless" amid class, hops out of his seat and tosses crushed up school papers at peers when requested to finish an assignment. His absence of fixation and the powerlessness to complete any assignment at school have earned him coming up short evaluations amid the earlier school year and guardians and instructors expect that he might bomb second grade once more, if nothing is done to help him. Sean's folks are against any pharmaceutical medicines to treat his ADHD and they have counseled with a home grown specialist to treat the condition. Presently, Mrs. Valdez has requested that I build up a conduct intercession get ready for Sean, with the end goal for him to succeed scholastically and socially amid the momentum school year. The operational target practices seen in Sean are, a) distractedness, in type of not focusing on instructors' guidelines and school work, b) out-of-situate conduct, characterized as whenever Sean's behind was not reaching his seat, and c) tossing things (i.e., crushed up papers) at peers. In the event that my interdisciplinary group and I can depict the particular motivations behind a Functional Behavioral Assessment for Sean, to the Hacienda Elementary School directors amid the arranging meeting, at that point we will have the capacity to outline and execute a successful treatment get ready for this understudy in light of the aftereffects of the proposed FBA. Utilitarian Behavioral Assessments are utilized to decide why an individual displays certain practices and how the earth impacts the individual and their practices. In the first place, the technique for breaking down conduct was made with the extremely introverted and seriously mentally incapacitated populace as a top priority, yet it can be connected to any person with issue practices. As indicated by the State Board of Education, North Carolina (2015), "The reauthorized Individuals with Disabilities Education Act requires that a Functional Behavioral Assessment be directed if a conduct was a sign of the incapacity or, as fitting, for other disciplinary expulsions" (http://ec.ncpublicschools.gov). In numerous schools, the Individual Education Program Team (IEP group) builds up an evaluation intend to address issue practices. Amid IEP group gatherings, target practices must be distinguished and indicated. Choices must be made about who will direct every segment of a FBA, and a timetable in the matter of when the evaluation will be finished is set. Normally, the IEP group will meet to talk about the appraisal comes about and to plan and execute behavioral mediations. Once in a while, The IEP group and individuals from a school organization need to get an autonomous group of specialists with a specific end goal to deplete all potential outcomes of a viable FBA, particularly on account of Sean (State Board of Education, NC, 2015). Roundabout Assessments are performed when data about forerunners, results, and basic factors, should be assembled by implication by means of meetings, screening structures, and rating scales. The Indirect Assessments are viewed as a subordinate to coordinate measures, as the information accumulated from these measures is typically not thought about very as dependable. Nonetheless, Indirect Assessments are frequently the main strategies performed in a FBA on the grounds that the eyewitness can record important perceptions and he or she may start the development of theories about the capacity of practices rather rapidly (Steege and Watson, 2013). The interdisciplinary group would first survey Sean by directing five general strides of a Functional Analysis. Stage one would be a Functional Assessment Interview amid which the group would address no less than a few people who know Sean extremely well and who have been engaged with the circumstances in which the practices happened (in all likelihood his folks and Mrs. Valdez). The meeting would center around recognizing noticeable practices showed by our alluded understudy. For instance, while tending to Sean's "unmindful" conduct, the group ought to ask Mrs. Valdez, the educator, to unmistakably and compactly portray the recognizable attributes that constitute "oblivious" conduct. It is critical to note amid the meeting, what work Sean's practices serve. For instance, his out-of-situate conduct may really serve two distinct capacities, one to stand out enough to be noticed from his associates by bouncing out of his seat, and two to escape from or dodge scholarly guideline from the educator. This kind of data will be significant for the whole procedure of FBA, in light of the fact that, if the capacities are unique, the subsequent mediations might be diverse too (Steege and Watson, 2013). With a regular ABC Assessment, when the meddling practices happen, the spectator is relied upon to record those practices and the prompt forerunner and result factors. Spectators frequently recognize one quick forerunner and one prompt outcome that happen amid a behavioral occasion. For instance, the ABC Interviewer could record the accompanying in Sean's classroom: An: Antecedent: Teacher, Mrs. Valdez, asks for Sean to take a seat and finish his errand, B: Behavior: Sean hops up, disintegrates his school paper, and tosses it at a companion, C: Consequence: Mrs. Valdez verbally reproves Sean and sends him to the key's office. Be that as it may, in this occurrence, a solitary ABC recording was not ready to distinguish the greater part of the applicable factors associated with this behavioral episode in light of the fact that, there were some of extra occurrences going before this account. Intermittently, with the event of a progression of behavioral occurrences, the onlookers verbally report or record just the last episode (Steege and Watson, 2013). In this way, a Behavioral Stream Interview (BSI) could be performed for Sean's situation, in which logical factors that are related with the meddling practices, can be recognized. This sort of meeting fixates on the possibility that there are numerous factors, including individual, forerunner, and outcome factors in Sean's condition that effect his testing practices. These diverse factors regularly associate in an anticipated way and are not dormant. Steege and Watson (2013), look at "the continuous stream of conduct and related jolts" to a waterway, "now and again a stream that delicately wanders through a glade, and at different circumstances a seething downpour hurrying through uneven gulches" (p.106). The BSI has the capability of recognizing designs by computing the grouping in which the factors happen. It can be contrasted with a motion picture portion of a few caught pictures in a succession, not at all like a solitary photo "of a particular antecedent– behavior– result connection (A-B-C)" (Steege and Watson, 2013, p. 106). Besides, information could be gathered through a survey, for example, the Child Behavior Checklist (CBCL; Achenbach, 1991, as refered to in Sattler, 2002) which measures disguising and externalizing issues in kids and young people. The CBCL is intended for guardians of youngsters and teenagers ages 4 to 18 years of age. The method of reasoning for leading the meeting is to watch the objective conduct. The purpose behind using the CBCL is that it incorporates a Teacher's Report shape (TRF, Achenbach, 1991, as refered to in Sattler, 2002). As per Sattler, the TRF has palatable legitimacy. Working Assessment Screening Tools or a Motivation Assessment Scale may also be utilized. The Functional Behavioral Assessment Screening Form (FBASF) would be an especially helpful instrument to record information around, a) meddling practices (i.e., target issue practices), b) behavioral qualities (i.e., attributes that are useful and fitting, versatile practices, and aptitudes), c) Reinforcers (i.e., jolts that are favored by the understudy, individuals, exercises, and occasions), d) Communication abilities (i.e., verbal articulations, motions, signs, or gadgets). With regards to Sean's case, his practices as well, are not happening haphazardly, but rather are caused by a communication between predecessor, individual, and outcome factors (Steege and Watson, 2013). Coordinate enlightening Functional Behavioral Assessments, then again, are capable devices in school settings. They are effective in light of the fact that the methodology focus on coordinate perceptions of practices in circumstances and settings in which the objective practices happen. Methodical perceptions, and not simply negligible circuitous data prompt strong speculations on capacity and triggers of practices (Steege &Watson). In this manner, stage two of every a Functional Analysis would be a Direct Observation and gathering of information by watching Sean's objective practices straightforwardly. The group could complete a Sequence Analysis by recording forerunners, conduct, and outcome (a Maladaptive Behavior Card can be utilized for this reason). Moreover, the recurrence and rate of the conduct would be recorded. The recurrence of event per unit of time, for instance, would be 30 practices separated by 20 min of perception = 1.5 practices for each moment or around 3 practices at regular intervals. Next, the term of every conduct and the idleness (which is the length of time between a jolt and a reaction) would be recorded, for instance, how not long after the boost does Sean start to hop up or toss paper balls at colleagues (Carbone and Zecchin, 2014). Stage three manages test controls in the event that they are plausible in view of the seriousness of the practices. This methodology empowers the onlooker to observationally test the>GET ANSWER