Accounting Question

1. Advanced Accounting II

Portfolio Milestone Assignment

(2 pages-Not including Title and Reference Page) (APA format) (In-text citations are a must) (Article for Project is attached) (No Plagiarism) (No Use of Artificial Intelligence)

Title of Project: Is a Reported Goodwill Impairment Loss Really a Goodwill Impairment Loss? A Financial Reporting Case on Evaluating the Efficacy of Authoritative Guidance

Submit an outline and questions for the in a Word document. Your submission must include the following:

• Provide an outline of your paper:
  • Your outline should include headers (the major topics), major resources, and the intended flow of the information in the project for the written portion of your project (see specific requirements in the Portfolio Project assignment).
  • Under each header, write a few sentences on what you think you might cover in that section focused on answering each requirement.
• Provide a Reference page:
  • Provide three articles that you might consider using as references for your final Portfolio Project. These sources cannot include the textbook or other course materials you have been provided in the Interactive Lecture readings.
  • Give a short reason why you feel each source would be pertinent to your project. This is not expected to be a final list. The goal here is to motivate you to begin examining research that might help you in your final Portfolio Project to answer the written portion of the Project Requirements.
• Provide a list of questions for your Instructor to answer. You MUST have at least one question; you should potentially have multiple questions after thinking about how you are going to go about meeting the requirements of the Portfolio Project.

Rubric

Module 4: Portfolio Milestone

Module 4: Portfolio Milestone
Criteria	Ratings	Pts
This criterion is linked to a Learning OutcomeOutline	20 to >16.0 ptsMeets ExpectationIncludes headers of major topics with a few explanatory sentences, major resources, and clearly shows expected flow for project. 16 to >12.0 ptsApproaches ExpectationIncludes most of the required components, as specified in the assignment. 12 to >8.0 ptsBelow ExpectationIncludes some of the required components, as specified in the assignment. 8 to >0 ptsLimited EvidenceIncludes few of the required components, as specified in the assignment.	20 pts
This criterion is linked to a Learning OutcomeReference Page	20 to >16.0 ptsMeets ExpectationProvides 3 articles and a clear explanation of why they would be pertinent to the project. 16 to >12.0 ptsApproaches ExpectationProvides 2 articles and an explanation of why they would be pertinent to the project. 12 to >8.0 ptsBelow ExpectationProvides 1 article and explanation. 8 to >0 ptsLimited EvidenceFails to provide an article	20 pts
This criterion is linked to a Learning OutcomeQuestions	10 to >8.0 ptsMeets ExpectationProvides at least ONE question regarding the portfolio project. Question is well thought out and clearly aligns with the project. 8 to >6.0 ptsApproaches ExpectationProvides ONE question related to the project. 6 to >4.0 ptsBelow ExpectationQuestion(s) included are unclear or unrelated to the project. 4 to >0 ptsLimited EvidenceFails to provide a question.	10 pts

Total Points: 50

2. New Testament

(350 words for Zoom Summary) (Summarize the Transcript) (Kate-Turabian format) (No Plagiarism) (No Use of Artificial Intelligence)

There we go. Does anyone have questions about contracting verbs, contract verbs, as Mounds calls them, for most traditional grammarians? Any questions from that? Anybody want a quick two-minute recap? Actually, 30-second recap? It’s basically just verbs where the final letter of the stem is a vowel. If the last letter is a vowel, you’ll have some kind of contraction when you have more vowels on.

This was like, we saw this in nouns and nominals, and we also see it in, well, any form really. Anytime you change the endings of something, if you add vowels to something that already has vowels, then you’ll have contractions. This week’s chapter, Mounds said it was up to the professor or to ask the professor regards to how, because that whole middle issue.

I was doing the assignments, and yeah, I got a lot wrong just because it could go either way. You probably didn’t get it wrong. You probably just didn’t do it exactly the way the assignment worded it, but you probably did it in an acceptable way.

Again, in the exams and stuff, you’re not going to have a question that forces you to decide on something that really could go either way. It should be just unambiguous questions and answers. What’s your take on the whole middle? The middle? Yeah, well, let me… Sorry, I didn’t mean to jump ahead.

Yeah, so for context for everyone, this is an area where there’s sort of a slight mismatch between Greek and English. If you remember before, I’ve used the analogy of a window where some windows, you can be looking through two windows at the same backyard or something, and one of them has three panes of glass, and the other one has nine panes of glass or something, and that means that even though you’re looking at the same scene, the windows are cutting up the world into different sets of categories or boxes. Well, languages work kind of like that, too, and sometimes you might say, well, in this language, we’ve only got three boxes, but in this language, we’ve got a whole bunch.

The example that I used in the past was with the don’t. Those are your options, article or no article. In English, you can have no article or an indefinite article, a or an, or a definite article.

Oh, wow, getting all kinds of nice special effects here, or a definite article, the. So you have three options versus two options, and what that means is the options in Greek don’t map perfectly to the options in English, and that’s why, as we’ve seen over the whole semester, there are many cases where you have an article in Greek, and you don’t need to put the word the in English, or you don’t have an article in Greek, and you do need to put the word the in English, or you need to put the word a, or whatever. So those options just don’t line up perfectly, and that leads to, you know, ambiguity, and whenever there’s ambiguity, you will have debate and discussion, and so in the same way in Greek, there’s, well, there’s three voices, voices, and we’re gonna be talking about voice today, and so voice is the term that’s given to this pattern that the, that you observe in Greek, where it basically frames for you the orientation of the process.

So there’s a, there’s a process in Greek, like a verb, right, and somebody is doing the process, and the process is, there’s an extent for the process, that would be the accusative, right, like whatever the extent of that process is, like did you hit the ball, and then there can also be other circumstances, like a recipient, right, did, you know, Jesus said words to his disciples. Well, the to his disciples, that’s a circumstance that adds some, some additional context, so you can have process and participants and circumstances. Well, how the participants relate to the process, there’s a couple ways to do it, and the most typical way, and what we’ve seen so far with active voice verbs, is the subject does the process.

The subject in some way originates the process, or is the source of the process, or is the agent of the process. I’m being kind of ambiguous there, because there’s a lot of verbs in the language, there’s a lot of things you can do, and it’s not always appropriate, just like, oh, is the agent, or, or produces it, or is the point of departure for the process. There’s just a lot of different ways to frame it, but either way, it’s, it’s showing it from the perspective of the process is caused in some way by the subject.

So the other way to do it, that we know of in English, especially, is the passive voice. And you’ve probably been told when you’re writing a paper or something, don’t use the passive voice, because it’s, it’s, it’s ambiguous. Well, why is it ambiguous? Because it doesn’t tell you who is doing the process.

And actually, that’s strategic, right? We, you know, like, I think I mentioned this the other week, if, you know, the parent comes home and walks into the room, and there’s three children standing there, and there’s a broken vase on the ground. And the parent says, what happened here? And then they say, it broke. It’s like, it was knocked over.

The vase was over. If I say the vase was knocked over, okay, knocking over happened. And it happened to the vase.

But who did it? I don’t know. That’s passive voice. You’re intentionally not construing the process from the perspective of who caused it.

You’re just saying what happened and what it happened to. And so the other way to the active way to say that would be to say, Joey broke the vase, right? That would be, you know, like, you’re assigning causality, basically. And it’s funny, because that sounds like kind of a complicated, like decision to make.

And yet we just do it naturally. Like, like, like I mentioned, like children do it, they know, they know how to do it. And you construe things in a certain way to assign causality.

And this also come up when there’s, like news headlines, or tragedies or things like that, like, people will say things that happened, they want to tell you what happened, but they don’t want to assign blame, or the blame is not clear yet, or, or it’s not obvious exactly what happened, right? So and so was murdered, you know, or something, you know, like, the, you know, store was broken into, it doesn’t say who did it, because maybe they don’t even know, right. So for a variety of reasons, interpersonally, it’s very significant, how you construe the process, and who did it and the causality of it. So that is, you know, the main thing that voice is useful, there’s a number of things, but that is the key thing that voice is useful for is construing causality.

Now, where the middle voice comes in is just again, in English, we got active and passive. And in Greek, you have active, passive, and middle, you have a third option. And that creates some ambiguity, because you’re like, and then sometimes with a middle voice verb, it just makes sense to translate it as if it’s active.

Sometimes it makes sense to translate it as if it’s passive in English. But in it’s, it’s important to remember in Greek, there’s three. And the best, the best way that I’ve come up with to explain it, I think I actually have a slide for this, maybe I should move forward here.

I’ll come back to vocabulary in a second. If I don’t, then just stop me and interrupt me. But the best way I’ve found to explain it, where’s my, where’s my zoom panel? Here we go.

Okay. So imagine the active voice is like, here’s the process. And there’s the subject, the subject does the process.

In a passive voice construction, you have the process, and maybe the extent of the process. You know, I’ll say the extent, I could put that here as well. Optionally, you could say the extent of the process.

But you haven’t construed who did it, it’s just not shown. Oh, sorry. It’s actually, sorry, sorry.

Sorry. The other, what you’re actually doing is you’re saying, here’s the process. And the process is happening to the subject.

That’s sorry, I’m mixing up here. So the process is happening to the subject. So notice, this one is going left to right, subject does the process.

In the passive one, the process happens to the subject. Right? So I can say, I hit the ball. And then I can just say, I don’t even have to say the by me part, but I can say the ball was hit.

Right? The ball was hit. Now, you could add a circumstance as well and actually make it clear who did the hitting. You can add an agent, the ball was hit by me.

But the direction is kind of what differs here. Now, with the middle, it’s a little confusing. Because you’re like, well, what are the other options? Well, one other way that this works is that there’s a process.

And if the subject does the process to themselves, right? So I, or they do it to themselves or for themselves, or something along those lines. That’s one way that they call it kind of a reciprocal middle. I’m doing this for myself, or the crowd decided for themselves, you know, what they would do in something like that.

Now, I think the best way to understand the middle voice is to compare it to some English verbs. Basically, there are some verbs in English that we never make passive because it wouldn’t make any sense. So a good example is sleep.

So I sleep. How would you make that passive? I am put to sleep. It’s not that’s that the verb is put them.

So it kind of changes it like, I am slept, like, and it just doesn’t doesn’t make any sense. Right? Other verbs, you can make a passive no problem, right? I hit I’m being hit, or I sorry, I hit or I am hit. But sleep, it’s like, well, that happens to you.

And what’s another one? So so it’s, it’s, it’s assumed, basically, by the context of the verb that’s being used, that it’s going back towards the person who’s saying it. It’s not even going back. It’s just that this is the kind of thing that you are in the subject is implicated in the results of so it’s like the subject is causing it.

But also, it’s the kind of thing that happens to the subject. Actually, happen is another verb that’s like that, like something happened. Like, well, is that active or passive? And it’s like, you can’t make it passive.

You can’t be like, there was an event that was happened. It’s like, no, it doesn’t. The happening didn’t happen to them.

And like, the event happened, right? It’s just it’s just the event in and of itself happened, the event happened for itself. So that’s kind of the idea. There’s, there’s certain verbs where it’s like, it just, you can’t make this passive.

So and that’s where the debate that Mounce talks about is about deponent verbs, whereas that’s the term that’s used for verbs that might be middle, they’re always middle voice. But they translate them, you translate them as if they’re active in English. Well, it’s just more like, that’s the kind of verb that in Greek didn’t make any sense to, you know, say in the active voice.

It’s just that, and again, it’s what gets confusing is you’re like, wait, I could say that in the active voice. Yeah, in English. But in Greek, they’re like, that doesn’t make any sense.

Like, I would never say it like that. So that’s where it just it’s kind of confusing. And to me, the simplest thing is just to is to remember these three things subject does process or process happens to the subject, or subject, you know, in some way does the process to themselves or for themselves or is implicated in the process in some way, and just keep that middle voice kind of ambiguous.

And in the assignments, they’ll like want a specific gloss English gloss, but in the exam, you won’t you’ll just have a few options to choose from. So you want to pick the one that is most similar to some of the ones we’ll see here. Okay, I’m sure you that’s probably not as clear as you would like it to be.

I know that because it’s a it’s a confusing topic. It is. That’s so cool.

It’s electric. Is it? That’s so cool. Why don’t you go show them? Anyways, I got you can see him.

There’s a little three three year old running around. Alright, so yeah, the middle voice. It’s again, because it’s one of those places where the grammar does not align.

It just winds up being Yeah, it’s kind of challenging. It’s challenging to wrap your head around because there’s no simple like one time of correspondence with English. So yeah.

Okay, and again, examples will be our best help here. So first, though, let’s go back was my cursor there is to the vocabulary. So here we have Apple criminal my notice there’s less vocabulary this week.

Hooray. And I think actually, the last few weeks that you have here, there’s like not very much vocabulary. So you can you can all thank the Lord together.

Yeah, so Apple criminal my means I answer now look, this is this Oh, my ending. If you listen to that learning Greek verb ending song that I shared with you, you know, the active endings are OAS a amen at a scene. And the middle passive endings are Oh, my a tie or method as they on time.

So again, listen to that song. It’s in the announcements in the class. Again, I would highly, highly, highly recommend it.

You don’t have to memorize the whole thing. Just stop at the second paradigm. Now we’ve learned to you won’t have to learn all of them this semester.

And even next semester Greek, there’s a couple that are kind of obscure and you don’t have to worry about, but they’re all kind of similar. They have their similarities across all of them. But anyways, notice this word here in the vocabulary list has a middle passive ending.

That is your clue that, not even a clue, that tells you that this word never shows up in the active voice. It’s always in the middle voice. And it could be passive in some cases, but this is middle.

And what we have here is this is the present form and this is the aorist form. We haven’t learned the aorist yet, but it’s just a simple past tense. I mean, usually it’s a simple past tense.

Okay, apokrinomai. Apokrinomai means I answer. And then dei.

Dei means it is necessary. It is necessary. And that is, notice, a third-person singular form.

What this is related to, it’s the same root as a word we’ve already learned. Edu. Edu, which means behold.

So actually, is it? Hold on. Wait. No, I’m wrong about that.

Sorry, that’s not right. I’m thinking of a different word. It’s not.

This one is, this is just dei. Just remember this one on its own. It comes up, it’s pretty frequent actually.

And we’ve translated a few times. Sorry, it does not come from edu. So now you can remember that.

That’s your mnemonic that I said it came from edu and it doesn’t. So, all right. But notice the ending there.

Epsilon iota. Remember o-a-s-a, like that. That’s our third-person singular ending.

So that’s where the gloss is. It is necessary. It.

Like, what’s it? Well, it. It’s a third-person subject. It is necessary.

Dunamai. Dunamai. Again, this is a middle passive word, so it only ever occurs that way.

And it kind of makes sense. So the verb is, means I am able or I am powerful. Dunamai, like a dynamo, is a power source.

Dynamite is very powerful. So, dunamai means I am able. And it’s in the middle voice because I, like, I can.

If I say I can, it doesn’t mean like, I couldn’t make that passive, right? I am can. Now, if I said I am canned, that would be a different verb to be put, you know, to be fired or something, right? But, like, I am abled, that doesn’t, that’s not, it doesn’t make any sense. So in this, that’s a good alignment between Greek and English.

In Greek, it also didn’t make sense to say that in the active. So, good job, buddy. And then we got erkomai.

Erkomai means I come or go. Now think, if a person is saying, I come or go somewhere, I mean, how do you make that passive, right? You could use a different construction completely. You’d be like, I am made to go, but then the verb is make, right? So you don’t say, like, I am gond, or like, it just doesn’t make any sense.

Same thing in Greek. So erkomai, erkomai, and the aorist is aorthon. So then nax, nax means… I come and I go in English don’t mean the same.

I go is different than I come. What’s, and what’s the difference is the proximity of the place relative to the speaker. Like, I… You wouldn’t say I go, I come to Bethlehem.

If you’re in Jerusalem, you’d say I go to Bethlehem. Yeah, exactly. And they, and actually, what’s interesting, too, is you have some flexibility, but it’s about construing yourself as close to the, the place or not.

Right? Because you wouldn’t say like, I’m like, oh, so I was in San Jose this last week. You’d be like, I come to San Jose every summer. Like, in theory, you could say that.

But if you say that, you’re kind of presenting it as like, I’m there. Like, I come there every, like, it’s kind of a bit of an odd way of talking. You want me to say I go there every summer or something.

So come and go in English are differentiated by proximity, but they don’t make that distinction in Greek. So like, I go and prepare a place for you, that would be something like that, right? So when Jesus says, I go, I go because it’s, it’s going ahead, it’s going to the spiritual realm. Okay.

Yeah, it’s just like, think about it as a person moving from somewhere to somewhere, right? It’s a person, a person in motion. They’re in transit, you know, they’re moving, they’re going, they’re going or coming. And it depends, like the right way to translate it will depend on context, which I know you guys love that answer.

But you’ll, you’ll know, like in English, if you if you recognize, I can say come or go either way, it’s fine. And then in English, you’ll be like, go does not make sense here. Like, if Jesus says, for this reason, I have come, and you’re like, Wow, I’m gonna say for this reason, I have go gone, you’re like, gone where like, it gets confusing in English, then you’re like, Wait, where did you go? But then if it’s like, Oh, I’ve come? Well, then, okay, good, you’ve come and he there, he didn’t mean like, just to this specific location, he meant like, I’ve come to earth.

So again, it’s, it’s, it’s about how you construe yourself relative to the planet. So you have some flexibility, but I can’t read now. But sorry.

Okay, and there’s another word, which is two words. Let me just let me just compare that here. This word Peru, my Peru, my Peru, my is more is not I come or go, it’s just I go like it’s I proceed.

Like I’m, yeah, so proceed and like this, like live, live is not a great gloss, but it’s more like, you know, like, sometimes when you’re speaking about some event, you’re like, well, that’s how it goes. Like, it just it always goes like that. And you’re not saying like, it moves from place to place.

You’re just like, that’s the way it so anyways, that’s where the live thing comes from. Is that kind of meaning? Like continues kind of thing? Well, but it’s, it’s not even continue. But, but like that, yeah, so continue has this idea of like, perpetuate perpetuity.

And this is like, go is the best. Like, one, one gloss to rule them all. And just remember these two together, Erica, my and Peru, my.

If you remember them together, you can remember the distinction with them. And that is that Erica, my if, if you were gonna say I come and I go like I come in peace, and I will go, you know, tomorrow, then you would say Erica, my for one and Peru, my for the other, probably if you’re trying to make that distinction. Okay.

Next means night. And notice this is a third declension verb because the genitive has, I need to like make my drawing. Oh, there we go.

That’s better. Oops. Oh, I need my eraser now.

Okay. That’s much better. Thank you.

Zoom. Okay. No, noctos.

Noctos is the genitive. So noct is the stem. And when you add a sigma on that, well, the dental drops off before the sigma just disappears and becomes just a sigma.

And then a kappa and a sigma together becomes xi, kappa and sigma. So nox. And that’s feminine.

So nox. Hostess, hostess, hatess, or hottie. Notice this hottie here that is like a homograph.

It looks just like hottie. The word that since or because. But here it’s whoever, whichever, whatever.

I have, I won’t go down a rabbit trail about homographs and other ways to understand them. But anyways, if you look at this, this is like Haas, like the relative pronoun we learned, right looks like an article has a rough breathing mark and accent to Haas. And then tis is your indefinite relative pronoun, like anyone, someone, certain one.

So then it’s whoever and or whichever or whatever. I mean, it’s just saying relative pronoun and indefinite pronoun. So whoever, whichever, whatever.

Okay. And then that will follow. That’s masculine, feminine, neuter, those three forms, because it’s like, it’s like an adjective, it’s a, it’s a pronominal form, but it will adjust to whatever gender, the thing is that it’s modifying, you know, whichever kingdom, well, that’ll be feminine, whichever word that will be masculine, whichever, I don’t know what’s a neuter word.

Not topos. I can’t think of one. Anyways, so it’s neuter.

If it’s a neuter word, it’s modifying, then it will be neuter. Ergon. Okay, now here’s a word sunago.

Ago means I lead. Ago means I lead. Sunago means I lead with, like I lead together.

And the nominal derivative is synagogue, which is a gathering. People have been led, they’ve been brought together, right? So a synagogue. So synagogue means I lead together.

Or gather is a good word in English, or bring together. This is one of those words where there’s a whole bunch of different forms just like this with different prepositions. Ace ago would mean I lead in.

Ex ago means I lead out. And you know, what else? Hoop ago means I lead under and so on. So yeah, anyway, synagogue means I lead together, bring together.

And then topos. Topos is a place like topography. So yeah, topography, topographical map shows you the place shows you this shape of the place.

Host means as, like, that approximately when after. For some reason, I thought we learned this way earlier on. I don’t know why it’s here.

But we’ve learned lots. We’ve seen lots of combinations with hosts, right? Post means how. So host means as, post means how.

And then, yeah, there’s a whole there’s a whole bunch more. Hopos. And etc.

Okay, so I mean, really, and even here, like, it’s just as, as is the main gloss that I would remember. All the other ones kind of just depend on context. So, okay, that’s our vocabulary.

And I think actually, this is the I shared a song with you guys in the past an AI song with vocabulary. This was the chapter that it was for. So if you go find that, I think it’s in the announcement somewhere.

There’s a whole AI generated rhyming song. And you can remember this. All right, let me go to the next one.

Trash that. There we go. Next.

Good. Okay. Wait, do we talk about that? Let’s keep going.

All right. So here’s the endings. So the one the one thing to note is this is what you see, ercomai, erke, erketai, erkometha, erkesta, erkontai.

And the actual endings are mai, sai, tai, metha, ste, ontai. Now, when you add a connecting vowel, something, there’s, there’s one big change that happens. And that is with this one side.

And that is because a sigma does not like to sit between two vowel sounds. It just they just, you know, I don’t know, they all have a bit of a bit of a list or something, maybe not, not actually, that’s not the right speech impediment. But you get the idea, they just did not pronounce that kind of sound.

So the sigma would drop off. So it becomes epsilon plus alpha iota. Well, epsilon plus alpha iota, what does that become? Well, epsilon plus alpha becomes eta.

Eta plus iota becomes eta with a subscript of iota. And that’s why you have erke as the ending. So erke.

And so the way you translate all this, so notice, notice here, this is a really cumbersome kind of gloss, but it is trying to be really explicit about the middle voice. But basically, I am involved in coming, like, you can just add cum, or I go, I mean, that’s fine. Because, again, that verb doesn’t make any sense any other way.

But you are involved in coming. And so for any middle passive voice, that kind of gloss is involved in that gets at that reciprocal kind of idea, like, the subject is causing the process, but it’s also happening to the subject in some way, shape, or form, they’re involved in it. So it kind of heightens subject involvement.

Okay. But again, the best way to remember this, oese amenete usin, omae etai, omaetai estai antai. Just remember the song, listen to the song, and you’ll be good to go because you can figure it out from there, because you’ll know what the endings are.

Okay, and go to the next one. We need this. This is so this will be a yeah, okay.

This is probably helpful for me to point out. In the present tense form. So we’ve been learning presence only so far.

And in a number of tense forms, the middle and passive voice are

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