Scenario:
Dancin’ Donuts, established in January 2019, is a thriving new business specializing in low-carb donuts. The 2019 keto diet fad led to increased sales, and the chief financial officer (CFO) prepared a robust budget for 2020. In early March 2020, the small business had record-breaking sales but abruptly needed to shut its doors because of the global pandemic. The CFO conducted the following analysis for the month of March:
Dancin’ Donuts March 2020
Budget Actuals $ Var %
Total Revenue 200,000 196,947 -3,053 -2%
Total Cost of Goods Sold 100,000 98,000 -2,000 -2%
GROSS PROFIT 100,000 98,947 -1,053 -1%
Total Expense 75,000 72,000 -3,000 -4% Total Interest Income 200 100 -100 -50% Total Other Expense 1,000 1,000 0 0% -800 -900 -100 13%Earnings Before Interest, Taxes, Depreciation, & Amortization (EBITDA) 24,200 26,047 1,847 8%
Total Interest Expense 6,400 6,385 -15 0%
Total Depreciation & Amortization 10,000 10,000 0 0%
Earnings Before Taxes (EBT) 7,800 9,662 1,862 24%
Total Income Taxes (30%) 2,340 2,899 559 24%Net Income 5,460 6,764 1,304 24%
Please answer the following questions:
- What does AVB stand for?
- What is the total revenue for March 2020 when compared to the budget?
- What is the variance from the budget in the net income for the month?
- What is the income tax percentage for the month?
Sample Solution
aching is that teachers, parents, or peers can do the instructions, and this influences the generalization of the skills taught, which ultimately improves the childâs learning and quality of life (Hart &Risley, 1975). Incidental teaching can be done without disrupting in the childâs routine, so it is easily done in many environments (McGee et al., 1999). The ability to transfer instructions across different people and settings, allows for more opportunities for the child to maintain the skills taught, and to learn more skills. It is always stated that the more practice one has, the better he/she gets in a particular area of skill, and this is the same for children with ASD. The more opportunities they have to practice, the better they will get in their skills, which will overall effect their social life and quality of life. Hart and Risley (1975) believe that pre-school is the best age to start incidental teaching; however, it is best to start as early as possible. Since parents can instruct incidental teaching, it could be beneficial to start in a natural home environment. McGee, Morrier, and Daly (1999) completed a study where the participants were toddlers instead of preschool-aged children, and there was a home-based component. The study included both a natural environment of a childcare center and the home of the child (McGee et al., 1999). The study consisted 28 children with ASD who participated in the program for at least months with more than thirty hours a week of planned early intervention through a combination of home based program and a center-based program (McGee et al., 1999). The parents had ten additional hours of hands-on training so they can implement the procedure at home. The study found that, by the time the children left the program to go to preschool, 82% of the toddlers with ASD were verbalizing meaningful words, so majority had functional language going into preschool (McGee et al., 1999). Incidental teaching is a procedure that meets the needs for an inclusive group of toddlers and preschool aged children who have ASD and who are typically developed (McGee et al., 1999). Incidental teaching is a method that can use typical peers to aid the advancement of language and development with children who have ASD, but since it is in a more natural setting it diminishes the social barriers. In addition, it is a method that provides intensive instruction for children with ASD, but it also allows the children to be engaged in age-appropria>
aching is that teachers, parents, or peers can do the instructions, and this influences the generalization of the skills taught, which ultimately improves the childâs learning and quality of life (Hart &Risley, 1975). Incidental teaching can be done without disrupting in the childâs routine, so it is easily done in many environments (McGee et al., 1999). The ability to transfer instructions across different people and settings, allows for more opportunities for the child to maintain the skills taught, and to learn more skills. It is always stated that the more practice one has, the better he/she gets in a particular area of skill, and this is the same for children with ASD. The more opportunities they have to practice, the better they will get in their skills, which will overall effect their social life and quality of life. Hart and Risley (1975) believe that pre-school is the best age to start incidental teaching; however, it is best to start as early as possible. Since parents can instruct incidental teaching, it could be beneficial to start in a natural home environment. McGee, Morrier, and Daly (1999) completed a study where the participants were toddlers instead of preschool-aged children, and there was a home-based component. The study included both a natural environment of a childcare center and the home of the child (McGee et al., 1999). The study consisted 28 children with ASD who participated in the program for at least months with more than thirty hours a week of planned early intervention through a combination of home based program and a center-based program (McGee et al., 1999). The parents had ten additional hours of hands-on training so they can implement the procedure at home. The study found that, by the time the children left the program to go to preschool, 82% of the toddlers with ASD were verbalizing meaningful words, so majority had functional language going into preschool (McGee et al., 1999). Incidental teaching is a procedure that meets the needs for an inclusive group of toddlers and preschool aged children who have ASD and who are typically developed (McGee et al., 1999). Incidental teaching is a method that can use typical peers to aid the advancement of language and development with children who have ASD, but since it is in a more natural setting it diminishes the social barriers. In addition, it is a method that provides intensive instruction for children with ASD, but it also allows the children to be engaged in age-appropria>
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