Hello all,

Need help on writing this assignment in own words "The Codification Database". I have attached template for this job. If you have any question, please let me know via email.

1 Assignemnt Week 3 FASB Codification Student Name Here Devry University Course Name and Number Date Submitted 2 Abstract This is the abstract, which is typed in block format with no indentation. It is a brief summation of your paper and should be 120 words or less. It should be accurate and concise. Your abstract should also be written in a self-contained way so people reading only your abstract would fully understand the content and the implications of your paper. It may be helpful to write this section last when you have collected all the information in your paper. See section 2.04 APA for helpful tips and for more information on writing abstracts. 3 Week 3 AssignmentFASB Codification Summarize the purpose of FASB Codification.......................Do not add any extra spaces between your heading and your text (check Spacing under Format, Paragraph in your word processor, and make sure that it's set to 0\")just double space as usual, indent your work a full inch (preferably using the tab button), and start typing. Your introduction should receive no specific heading because it is assumed that your first section is your introduction section. Once you've considered these formatting issues, you will need to construct a thesis statement, something that lets your reader know how you synthesized the literature into a treatise that is capable of advancing a new point of view. This statement will then provide your reader with a lens for understanding the forthcoming research you've decided to present in the body of your essay (after all, each piece of literature should support and be made applicable to this thesis statement). Once you've established your thesis, you can then begin constructing your introduction. An easy template is as follows: 1. Start with what's been said/done regarding your topic of interest. 2. Explain the problem with what's been said or done. 3. Offer your solution, your thesis statement (one that can be supported by the literature). Level 1 Head This will be the beginning of the body of your essay. Even though it has a new heading, you want to make sure you connect this to your previous section so your reader can follow you and better understand your hard work. Remember to make sure your first sentence in each paragraph both transitions from your previous paragraph and summarizes the main point in your 4 paragraph. Stick to one topic per paragraph, and when you see yourself drifting to another idea, make sure you break into a new paragraph. Try to avoid long paragraphs to avoid losing your reader and to hold his or her attention--it's much better to have many shorter paragraphs than few long ones. Think: new idea, new paragraph. Level 2 Head The Level 2 heading here implies that we are in a subsection of the previous section. Using headings are a great way to organize your paper and increase its readability, so be sure to review heading rules on APA 3.02 and 3.03 in order to format them correctly. For shorter papers, using one or two levels is all that is needed. You would use Level 1 (centered, bold font with both uppercase and lowercase) and Level 2 (left aligned, bold, both uppercase and lowercase). Level 3 heading. The number of headings you need in a particular paper is not set, but for longer papers, you may need another heading level. You would then use Level 3 (indented, bold, lowercase paragraph heading). One crucial area in APA is learning how to cite in your academic work. You really want to make sure you cite your work throughout your paper to avoid plagiarism. This is critical: you need to give credit to your sources and avoid copying other's work at all costs. Look at APA starting at 6.01 for guidelines on citing your work in your text. ASC 830-230-55-1 Describe in one paragraph reference ASC 830-230-55-1 . This will be the beginning of the body of your essay. Even though it has a new heading, you want to make sure you connect this to your previous section so your reader can follow you and better understand your hard work. Remember to make sure your first sentence in each paragraph both transitions from your 5 previous paragraph and summarizes the main point in your paragraph. Stick to one topic per paragraph, and when you see yourself drifting to another idea, make sure you break into a new paragraph. Try to avoid long paragraphs to avoid losing your reader and to hold his or her attention--it's much better to have many shorter paragraphs than few long ones. Think: new idea, new paragraph. ASC 926-330-35-1 Describe in one paragraph reference ASC 926-330-35-1 . This will be the beginning of the body of your essay. Even though it has a new heading, you want to make sure you connect this to your previous section so your reader can follow you and better understand your hard work. Remember to make sure your first sentence in each paragraph both transitions from your previous paragraph and summarizes the main point in your paragraph. Stick to one topic per paragraph, and when you see yourself drifting to another idea, make sure you break into a new paragraph. Try to avoid long paragraphs to avoid losing your reader and to hold his or her attention--it's much better to have many shorter paragraphs than few long ones. Think: new idea, new paragraph. ASC 954-440-25-2 Describe in one paragraph reference ASC 954-440-25-2 . This will be the beginning of the body of your essay. Even though it has a new heading, you want to make sure you connect this to your previous section so your reader can follow you and better understand your hard work. Remember to make sure your first sentence in each paragraph both transitions from your previous paragraph and summarizes the main point in your paragraph. Stick to one topic per paragraph, and when you see yourself drifting to another idea, make sure you break into a new 6 paragraph. Try to avoid long paragraphs to avoid losing your reader and to hold his or her attention--it's much better to have many shorter paragraphs than few long ones. Think: new idea, new paragraph. ASC 505-20-50-1 Describe in one paragraph reference ASC 505-20-50-1 . This will be the beginning of the body of your essay. Even though it has a new heading, you want to make sure you connect this to your previous section so your reader can follow you and better understand your hard work. Remember to make sure your first sentence in each paragraph both transitions from your previous paragraph and summarizes the main point in your paragraph. Stick to one topic per paragraph, and when you see yourself drifting to another idea, make sure you break into a new paragraph. Try to avoid long paragraphs to avoid losing your reader and to hold his or her attention--it's much better to have many shorter paragraphs than few long ones. Think: new idea, new paragraph. ASC 710-10-05-6 Describe in one paragraph reference ASC 710-10-05-6 . This will be the beginning of the body of your essay. Even though it has a new heading, you want to make sure you connect this to your previous section so your reader can follow you and better understand your hard work. Remember to make sure your first sentence in each paragraph both transitions from your previous paragraph and summarizes the main point in your paragraph. Stick to one topic per paragraph, and when you see yourself drifting to another idea, make sure you break into a new paragraph. Try to avoid long paragraphs to avoid losing your reader and to hold his or her 7 attention--it's much better to have many shorter paragraphs than few long ones. Think: new idea, new paragraph. 8 References (Please note that the following references are intended as examples only.) Use scholarly references from peer-reviewed articles (no Wikipedia, Answers.com, etc.) to support the points you make in your paper. If you are not sure what is a scholarly reference please contact the Librarian. Alexander, G., & Bonaparte, N. (2008). My way or the highway that I built. Ancient Dictators, 25(7), 14-31. doi:10.8220/CTCE.52.1.23-91 Babar, E. (2007). The art of being a French elephant. Adventurous Cartoon Animals, 19, 43194392. Retrieved from http://www.elephants104.ace.org Bumstead, D. (2009). The essentials: Sandwiches and sleep. Journals of Famous Loafers, 5, 565582. doi:12.2847/CEDG.39.2.51-71 Hansel, G., & Gretel, D. (1973). Candied houses and unfriendly occupants. Thousand Oaks, CA: Fairy Tale Publishing. Hera, J. (2008). Why Paris was wrong. Journal of Greek Goddess Sore Spots, 20(4), 19-21. doi: 15.555/GGE.64.1.76-82 Laureate Education, Inc. (Producer). (2007). How to cite a video: The city is always Baltimore [DVD]. Baltimore, MD: Author. Laureate Education, Inc. (Producer). (2010). Name of program [Video webcast]. Retrieved from http://www.courseurl.com Sinatra, F. (2008). Zing! Went the strings of my heart. Making Good Songs Great, 18(3), 31-22. Retrieved from http://articlesextollingrecordingsofyore.192/fs.com 9 Smasfaldi, H., Wareumph, I., Aeoli, Q., Rickies, F., Furoush, P., Aaegrade, V., ... Fiiel, B. (2005). The art of correcting surname mispronunciation. New York, NY: Supportive Publisher Press. Retrieved from http://www.onewaytociteelectronicbooksperAPA7.02.com White, S., & Red, R. (2001). Stop and smell the what now? Floral arranging for beginners (Research Report No. 40-921). Retrieved from University of Wooded Glen, Center for Aesthetic Improvements in Fairy Tales website: http://www.uwg.caift/~40_921.pdf 10 FASB CODIFICATION ACCESS DeVry Online Provides Access to FASB Codification for our Accounting Students DeVry is committed to making resources available for our students. As noted per the American Accounting Association (AAA) website, you will have access to all authoritative nongovernmental U.S. GAAP, including relevant SEC content: State-of-the-art text searching Go To feature for quickly accessing content at a desired location Cross reference feature for identifying the location of original standards with links to identified sections Printer-Friendly utility for viewing source references at the paragraph level Archive features for accessing any previous version of the content Joining features for viewing or printing user-selected excerpts Glossary term display feature for quickly viewing definitions What's New feature for accessing recently issued content What Links Here feature for identifying content related to a specific paragraph Email feature for sending comments to colleagues "Personal Annotation" feature for keeping notes about relevant standards 11 ARGUMENT "Current Location" feature for quickly assessing where you are. Content suggestions Description Exceptional 4 Skilled 3 Proficient Developing You may5 log in at http://aaahq.org/ascLogin.cfm using the2 following: Claim: The text introduces a User ID:compelling AAA52596 claim that The text introduces a clear, arguable claim is clearly arguable and takes a that can be supported Password: pueBWp9 purposeful position by reasons and 1 Inadequate The text introduces a The text introduces The text contains an The text contains an precise claim that is a claim that is unclear or emerging unidentifiable claim or clearly arguable and arguable and takes claim that suggests a vague position. The text takes an identifiable a position. The text vague position. The has limited structure and position on an issue. has a structure text attempts a organization. evidence. on an issue. The text The text has an and organization structure and sufficient data and relevant data and data and evidence to up the claim and For additional information about using the FASB Accounting Standards has a structure and effective structure and that is aligned with organization to support Codification site, please on the link https://asc.fasb.org/help. YouThe will The text provides The click text provides The text provides data The text provides data text contains Development: convincing and sufficient and relevant and evidence to back and evidence that limited data and find Help topics for using the site, along with the FASB Learning Guide. The text provides evidence to back up evidence to back *** up Please note that this the claim and skillfully the claim while attempt to back up the evidence related to the back up the claim and addresses claim and unclearly claim and UserId and password should be used by DeVry Online fairly addresses counterclaims. The addresses counterclaims or lacks students only. Please do not share this information with others. pointing out the addresses counterclaims. The conclusion ties to the counterclaims or lacks counterclaims. The text strengths and counterclaims. The conclusion effectively claim and evidence. counterclaims. The may fail to conclude limitations of both the conclusion effectively reinforces the claim conclusion merely the argument or claim and strengthens the claim and evidence. restates the position. position. Audience: The text consistently The text anticipates The text considers the The text illustrates The text lacks an The text anticipates addresses the the audi- ence's audience's knowledge an inconsistent awareness of the the audience's audience's knowledge level, level, concerns, awareness of the audience's knowledge level, knowledge level, con- concerns, values, values, and possible audience's knowledge level concerns, values, and cerns, values, and and possible biases biases about the knowledge level and needs. possible biases about possible biases about about the claim. The claim. The text and needs. the claim. The text the claim. The text text addresses the addresses the needs addresses the specific Cohesion: addresses the The text strategically specific needs of the of the audience. The text skillfully uses The text uses words, The text contains The text contains few, if The text uses words, uses words, phrases, words, phrases, and phrases, and limited words, phrases, any, words, phrases, phrases, and and clauses as well as clauses as well as clauses as well as and clauses to link the and clauses to link the clauses as well as varied syntax to link varied syntax to link varied syntax to link major sections of the major sections of the varied syntax to link the major sections of the major sections of the major sections of text. The text attempts text. The text does not the major sections the text. The text the text. The text the text. The text to connect the claim connect the claims and of the text, creates explains the identifies the connects the claim and reasons. reasons. cohesion and relationships between relationship between and reasons. The clarifies the the claim and reasons the claim and reasons text links the relationship between as well as the as well as the counterclaims to the Style and Conventions: The text presents an The text presents a The text presents a The text illustrates a The text illustrates a engaging, formal and formal, objective formal tone. The text limited awareness of limited aware- ness of The text presents a objective tone. The tone. The text demonstrates formal tone. The text or inconsistent tone. formal, objective tone text intentionally uses demon- strates standard English demonstrates some The text demonstrates that demonstrates standard English standard English conventions of usage accuracy in standard inaccuracy in standard standard English conventions of usage conven- tions of and mechanics while English conventions of English conventions of conventions of usage and mechanics while usage and attending to the usage and mechanics. usage and mechanics. and mechanics while attending to the norms mechanics while norms of the COMMON CORE STATE STANDARDS WRITING RUBRICS ARGUMENT 12