Information: Case # 4-4, P104 Hosmer Textbook
BUS 472-B03 Liberty University
Details for the paper:
1.)Apply objective, rather than subjective, methods of analysis to reach that logical
balance.
Assigned to: Caitlyn Snide
Quality versus quantity on formal instructions in limits
Products derived from the United States versus Europe
Quality of the manage
5-7 scholarly sources, 1-2 pages long.
Thank you!
OUTLINE
Introduction
Body
Conclusion
Notes Payable
1 | P a g e
Notes Payable
Name
Institution
Date
Notes Payable
2 | P a g e
Notes payable are formal written agreements of obligations to banks and other creditors. The
agreement promises a certain payment of money at a specific date and interest charged for the
use of that money. Notes payable can be of either short-term if payable within twelve months or
short term if payable within a period exceeding one year. More so, notes payable are issued
mostly when an organization borrows money from the bank or to guarantee an account payable
when there is a cash flow deficit. According, if the interest is not paid before the preparation of
the financial statement, it is accrued.
Consequently, the $ 6,625 increase in notes payable in the year 2014 from the year 2013 could
be because of two reasons. The first argument is that the $ 70,000 cash that the bank told Bob to
increase was actually from the bank as credit given to repaid later. Therefore, the increase in
notes payable in this scenario was a source of money. Into the bargain, interest on the money
borrowed from the bank will be calculated in one of either two ways. One way is the interest is
collected on the date that the note payable is due and the other is the bank calculates the interest
and deducts the amount from the original loan figure. Thus, either way, the cash flow statement
was affected positively, in that there was an increase in cash flow.
The second argument holds that the organization issued a guarantee on accounts payable in order
to continue operating until the necessary revenue is obtained. More specifically, the accounts
payable is converted to note payable which earn an agreed upon interest on the outstanding
amount. In this case, interest is paid at the date that the note payable is due.
1 | P a g e
Quality Management
Name
Institution
Date
2 | P a g e
Quality and quantity on formal instructions in limits
Limits are a gateway to the rigor of calculus (Adiredja, 2014). More so, calculus introduces
students into theoretical mathematics which leads to mathematical thinking on a heightened
level. Therefore, limit at a point or the epsilon-delta is a primary topic for mathematical major’s
development. Thus, limit of a function f(x) where x approaches c is L. more so, the equation of
limit is written as x-cLIM f(x) as the value L. Moreover, where ƹ (epsilon) is greater than O there
is a number δ greater than 0, in that all numbers x that are within δ of c are x but are not equal to
c given the f(x) number that is within the epsilon of the limit. In that, for every ƹ greater than
zero, there exists a number δ>0, where if 0<│x-c│<δ and x≠c, then │f(x)-L│<ƹ (Hosmer &
Lemeshow, 2000). Moreover, it is an attempt to understand a crucial relationship between the
two quantities of epsilon and delta.
The relationship between epsilon and delta quantities can be related to quality control in
manufacturing products. More specifically, by the use of a permissible error one is able to
determine how to control the input in order to get the desired result (Hosmer & Lemeshow,
2000). More so, by the use of an error bound for the output and one bound for the input one is
able to determine the input-permissible error in the measurement depending on the given
parameter for the worst tolerable output. Also, when it comes to defective products, it is the limit
between refusal and acceptability over a period covering a specified number of batches.
Therefore, quantity of formal instructions in limits is the epsilon and delta which ultimately
influences the quality of a product. Additionally, it is through quality management that an
organization ensures that there is some level of consistency of quality assurance, quality
improvement, quality control and quality planning.
3 | P a g e
Products derived from the United States versus Europe Quality of the manage
America and Europe are quite distinct areas progressing in totally divergent directions (Rafkin,
2004). The difference, especially in product quality from both sides of the Atlantic Ocean, is
asserted with heightened frequency as opposed to a bit of acrimony. Although in both places
price-quality correlation is relatively low, product quality management differs on a significant
margin. For instance, in both areas, coffee is a highly consumed product. However, the
difference in quality between American coffee and Italian late is self-evident from the metabolic
impact to the aesthetic satisfaction.
Additionally, Reid (2004) posits that contrary to most people’s opinion, it is not Europe but
America that is stuck in the past. Into the bargain, existing literature holds that Americans have
been reported to live shorter lives than their European counterparts possibly due to lower product
quality. Therefore, despite the fact that American commentators posit that European employers,
regulations, and workers lack the adaptability and flexibility of Americans their products quality
management outdoes that of the American markets.
4 | P a g e
References
Adiredja, A. (2014). Leveraging student’s intuitive knowledge about the formal definition of a
limit. USA: University of California.
Hosmer, D. & Lemeshow, S. (2000). Applied logistic regression. 2nd Ed. New York: John Wiley
and Sons INC.
Rafkin, J. (2004). The European Dream: How Europe’s vision of the future is quietly eclipsing
the American dream. New York: The Penguin Press.
Reld, T. (2004). The United States of Europe: The new superpower and the end of American
supremacy. USA: The Penguin Press.
Swinyard, C. and Larsen, S. (2012). Coming to Understand the Formal Definition of Limit:
Insights Gained From Engaging Students in Reinvention. The Journal of Mathematical
Behavior, 43(4), 465–493.
