My career is human resources.

Need help with a discussion: My career is human resources. Do you have a field or career you are interested in pursuing? Look for job roles or descriptions in that field and consider how managerial ac

Need help with a discussion:

My career is human resources.

Do you have a field or career you are interested in pursuing? Look for job roles or descriptions in that field and consider how managerial accounting principles and skills can be applied to them.

In your initial post address the following:

  • Describe at least two potential positions related to managerial accounting that you personally found to be interesting and explain why they were noteworthy to you. Include a link to the job posting or job description.
  • Compare these positions and job descriptions to those that require a background in financial accounting. Are they similar or different?

Level 06 -Accounting

Level 06 -Accounting The Rules of the assignments Tutor MUST STICK TO GUID file instructionsTutor must answer all questions and do all requirementTutor must guarantee the passing score + 75 ٪Tutor mu

Level 06 -Accounting

The Rules of the assignments

  • Tutor MUST STICK TO GUID file instructions
  • Tutor must answer all questions and do all requirement
  • Tutor must guarantee the passing score  + 75 ٪
  • Tutor must have  Unlimited revision for FREE
  • The total answer words for the Assignment will be approx 2000 words with Grace percentage 10% up and down.
  • The plagiarism rate allowed is15%.

—————————-

LEARNING OUTCOMES

  • 1- Understand the financial and management accounting systems.
  • 2- Be able to assess business organization performance.
  • 3- Be able to apply management accounting techniques.

    Level 06 -Accounting The Rules of the assignments Tutor MUST STICK TO GUID file instructionsTutor must answer all questions and do all requirementTutor must guarantee the passing score + 75 ٪Tutor mu

    Level 06 -Accounting The Rules of the assignments Tutor MUST STICK TO GUID file instructionsTutor must answer all questions and do all requirementTutor must guarantee the passing score  + 75 ٪Tutor mu 1

    Unit J/615/2715 Accounting

    Level 6 15 Credits

    Sample Assignment

    You have been employed as an accountant with Jones Group for a few months. This company has a number of offices across the region and has an established reputation for customer service. The company is committed to ensuring staff are appropriately supported and trained, so they make an effective contribution to the business. You have made a good start in the role and as you are relatively new in post and can identify with new members of staff, it has been decided that you will be involved as a mentor to a small group of trainee accountants. Each of the trainees has to create a training reference file which will include information from all aspects of the training and support provided by Jones Group.

    Task 1 – Presentation with supporting notes

    You are to produce a presentation for the introductory session with the trainees. These materials will be inserted into the reference file.

    Your presentation must provide:

    • an explanation of the role of accounting concepts and standards in financial accounting
    • an explanation of the characteristics of a public limited company’s Income statement, statement of financial position and cash flow statement.

    In addition you need to produce some pages for the reference file which:

    • evaluate the usefulness of a public limited company’s annual report
    • assess the roles and responsibilities of Directors and Auditors with regard to published company accounts
    • analyse the usefulness of the elements of a public limited company’s annual report to company stakeholders.

    LO1 AC 1.1, 1.2, 1.3, 1.4, 1.5

    Extension activities:

    To gain a merit grade you must prepare an information sheet to support your presentation. This sheet must:

    • assess how legislation affects business organisations accounting processes.

    1M1

    To gain a distinction grade you must include additional section for the reference file. This must provide a:

      • critical review of the impact on limited companies of the International Accounting Standards.

    1D1

    Task 2 – Exemplar Financial Reports

    You are to prepare a set of exemplar financial reports, which the trainee accountants can place in the file and use for reference.

    You must:

      • use appropriate books of original entry and double entry accounts to extract a trial balance from the details contained in Appendix 1.
      • prepare a set of sole trader financial statements from the information contained in Appendix 2.
      • prepare a set of financial statements for a business organisation of your choice.
      • prepare and analyse break-even data from the costing information in Appendix 3.
      • prepare a cash budget from the information in Appendix 4.

    LO2 AC 2.1, 2.2

    LO3 AC 3.2, 3.3

    Task 3 – Case Study Paper

    In preparation for a trainee workshop, you are to prepare a case study paper.

    The paper must:

    • evaluate the importance of consolidated financial statements used by groups of companies.
    • explain types of costs incurred and pricing methods used by different business organisations.

    LO2 AC 2.3

    LO3 AC 3.1

    Extension activities:

    To gain a merit grade you are required to provide additional information in your case study paper that:

      • assesses the importance of accuracy in the double entry accounting process for accurate financial control.
      • assesses the implications of changes in costs and revenue on break-even and budget preparation.

    2M1

    3M1

    To gain a distinction grade you are required to provide additional information in your case study paper that:

    • critically evaluates the usefulness of financial statements to stakeholders of business organisations.
    • critically reviews the usefulness of management accounting principles and procedures to ensure corporate success.

    2D1

    3D1

    Appendix 1

    Use appropriate books of original entry and double entry account to extract a Trial Balance from the following details for the month of January:

        • January 1 – Started business with £20 000 in the bank
        • January 2 – Bought goods on credit from the following:
          • K Smith £75
          • M Zainab £22
          • T Doggart £58
    • January 5 Cash sales £187
    • January 6 Paid wages in cash £254.
    • January 7 Sold goods on credit to:
      • H Maclean £35
      • L Rory £42
      • J Gardener £72
    • January 9 Bought goods for cash £259
    • January 10 Bought goods on credit from:
      • M Zainab £57
      • T Doggart £98.
    • January 12 Paid wages in cash £314
    • January 13 Sold goods on credit to:
      • L Rory £32
      • J Gardener £23
    • January 15 Bought shop fixtures on credit from Store Ltd £2 550
    • January 17 Paid M Zainab by cheque £67
    • January 18 We returned goods to T Doggart £20
    • January 21 Paid Store Ltd a cheque for £550
    • January 27 We returned goods to K Smith £12
    • January 30 Kettle and Co Ltd lent us £6 000 in cash
    • January 31 Bought a motor van paying by cheque £4 000

    Appendix 2

    Alpha Stores

    Trial Balance as at 31st March

    Dr Cr
    £ £
    Inventory 2 000
    Sales 248 783
    Purchases 68.975
    Sales Returns 1 206
    Purchase Returns 780
    Carriage Inwards 220
    Discounts Received 3 135
    Discounts Allowed 2 474
    Wages 111 220
    Insurance 7 500
    General Expenses 39 590
    Heat and Light 3 880
    Bad Debts 965
    Non-current (fixed) assets 277 200
    Trade Receivables 6 700
    Trade Payables 2 100
    Bank 37 750
    Cash 1 500
    Capital 185 082
    Short-term Loan 50 000
    ______

    525 530

    ______

    525 530

    Additional Information:

    1. Alpha Stores had an opening inventory of £32 000.
    2. Depreciation is not charged on non-current (fixed) assets.

    Appendix 3

    ABC Production Ltd produces a single product.

    Its costs and sales for the year ended 31 December were as follows:

    Units sold 20 000
    £
    Sales revenue 900 000
    Direct wages 200 000
    Direct materials 300 000
    Variable overheads 120 000
    Fixed costs 205 000

    The selling price and all costs were at a constant rate throughout the year.

    To improve profit for the next year, the following changes are planned:

    1. Units to be sold to increase by 10%.
    2. Selling price to be maintained at the current price.
    3. Wages to be increased by 3% per unit.
    4. Material costs to be reduced by 5% per unit, this being achieved by changing from a local supplier to an overseas supplier.
    5. Variable overheads to be reduced by £0.45 per unit.
    6. Fixed costs to increase by £7 500 per annum.

    Appendix 4

    Prepare a three month Cash Budget for Active Sport Gym and Leisure Shop to estimate the cash balance at the end of April from the following information.

    The projected Bank Account balance on 1 January is £32 180.

    Projected Shop Sales Figures:

    December January February March April
    Credit Sales (£) 4 350 3 150 3 600 3 825 3 900
    Cash Sales (£) 1 450 1 050 1 200 1 275 1 300

    Credit customers pay one month after the month of sale.

    Projected Gym Takings:

    • January – £22 400
    • February – £22 400
    • March – 10% increase on February
    • April – £500 increase on March

    Estimated Purchases:

    All purchases are on credit and suppliers are paid one month after goods are bought.

    • December – £3 000
    • January – £500 less than December
    • February – 10% increase on January
    • March – Same as February
    • April – 12% increase on March

    Expenses:

    • Wages are £11 000 per month. A 5% wage increase is expected from 1 April.
    • Light and Heat is £550 per month. An 8% increase is expected from 1 March.
    • Maintenance is carried out three times a year – February, June and October. This costs £55 500 per year.

    General expenses are estimated at £30 000 per year, paid every 2 months starting in February.

    Guidelines for assessors

    The assignment submitted by learners must achieve the learning outcomes and meet the standards specified by the assessment criteria for the unit. To achieve a merit or distinction grade, the learners must demonstrate that they have achieved all the criteria set for these grades. Where work for the pass standard is marginal, assessors can take account of any extension work completed by the learners. The suggested evidence listed below is how learners can demonstrate that they have met the required standards.

    Task

    number

    LOs and AC Suggested evidence
    PASS
    Suggested additional evidence MERIT Suggested additional evidence DISTINCTION
    1. LO1 AC 1.1, 1.2, 1.3, 1.4, 1.5

    1M1

    1D1

    The presentation should be appropriate for the stated audience. The learner will clearly explain the role of accounting concepts and standards in financial accounting. The learner will consider both UK and International Accounting Standards. Reference should be made to a variety of IAS’s and their key objectives.

    The learner should download a range of PLC accounts and annual reports. To enhance the response the learner would be advised to consider businesses of different structures and from contrasting sectors.

    The learner should ensure that the role and responsibilities of Directors and Auditors is considered in relation to the published annual statements of companies.

    The learner should analyse the usefulness of the elements of an annual report. This should include the various sections of the annual report and a variety of different stakeholders.

    The learner is required to assess how legislation affects business organisations accounting processes. Learners should consider a range of pieces of legislation. The learner will need to review the impact on limited companies of the International Accounting Standards. The review should identify the positive and negative effects. It would be advisable for the learners to consider a minimum of two major institutions involved in the international financial environment.
    2. LO2 AC 2.1, 2.2

    LO3 AC 3.2, 3.3

    The learner will be required to use the data provided in the four appendices to produce financial reports.

    For AC 2.2, the learner will be required to use data from an organisation of their choice. This could be a sole trader, partnership, private limited company, public limited company or third sector organisation. The centre could provide a case study, if data from an organisation is not available to the learner.

    Manual or computerised accounting methods are acceptable.

    LO2 AC 2.3

    LO3 AC 3.1

    2M1

    3M1

    2D1

    3D1

    The learner is required to evaluate the importance of consolidated financial statements. The evaluation should examine the strengths and weaknesses and lead to judgements. The learner should have access to a number of sets of consolidated group accounts that are freely available to download.

    Use of a range of contrasting businesses would enhance the learner response.

    The learner will continue with a detailed explanation of cost types and pricing methods. A generic explanation should be enhanced with a number of practical examples for different business organisations.

    The learner should consider the importance of accuracy and the implications of changes in costs and revenues. The use of appropriate business examples will help to demonstrate application of the assessment. For 2D1 and 3D1, the learner should evaluate / review the usefulness of financial statements and management accounting principles. For 2D1, the learner should consider a wide range of stakeholders to ensure a balanced and in-depth evaluation.

    © ATHE LTD 2015 9
    18082015 Version 1.0

     

Course: Accounting for Decision Making

Course: Accounting for Decision Making The assignments and requirements are in the attachment, please refer to them, thank you all tutors! I hope to communicate the price (there are a lot of courses

Course: Accounting for Decision Making

The assignments and requirements are in the attachment, please refer to them, thank you all tutors! I hope to communicate the price (there are a lot of courses, and there will be more in the later period)

Course: Accounting for Decision Making The assignments and requirements are in the attachment, please refer to them, thank you all tutors! I hope to communicate the price (there are a lot of courses

PPT Question:

Question 1: Prepare and present in class a 5-10 slide PowerPoint presentation discussing the 11 categories of the Sarbanes-Oxley Act of 2002 (using APA format) and include a cover page and a reference page. You should have a minimum of three references.

Question 2: Select a company you may want to own in the future, as you mentioned in your introduction, and prepare a professional presentation to investors justifying the use of either variable or absorption costing (you select one) for your company. You want to justify the method you selected as to why it provides the most useful information to the management of this company. Provide specific related examples in your PowerPoint and provide one slide using Excel to justify your selection in numerical terms (in other words, a sample).

Presentation Requirements:

Create a 5-10 slide PowerPoint Presentation (be sure one slide is your Excel example)

The first slide must contain your name, date, and course information

The last slide is your references

Present your slides to the class using voice-over PowerPoint.

Use proper APA format on citations and references

Minimum of 1 scholarly source

PPT requires a speech (time requirement: 7-10 minutes), and the speech needs to be accurate and detailed.

When to Drop an Unprofitable Customer – Case Study

Read through the attached: When to Drop an Unprofitable Customer – Case Study Reference the “Case Study” Power Point and provide answers to Homework Assignment questions. You can use this Power Poin

Read through the attached:  When to Drop an Unprofitable Customer – Case Study

Reference the “Case Study” Power Point and provide answers to Homework Assignment questions.  You can use this Power Point and update with your responses, or use a separate Word document (your choice).  Case Study

PS – the first page references “Expert Commentary” and two names.  That commentary will be shared AFTER your Homework has been turned in.

Discussion Post 1:

After reading the Case Study, share any INITIAL thoughts, feedback, or questions after your first read-through.

Discussion Post 2:

Share a second discussion post as you are working through your recommendation.  Do you have questions that arose after your initial reading, are you struggling with any concepts or how to answer a particular Homework Assignment question?   Collaboration and sharing thoughts / ideas is encouraged (2+ brains are better than 1).

All documents needed are uploaded below

Read through the attached: When to Drop an Unprofitable Customer – Case Study Reference the “Case Study” Power Point and provide answers to Homework Assignment questions. You can use this Power Poin

HBR.ORG APRIL 2012 REPRINT R1204L HBR CASE STUDY AND COMMENTARY When to Drop An Unprofitable Customer A supplier contemplates cutting off one of its biggest accounts. by Robert S. Kaplan Should Tommy recommend that Egan drop the Westmid account?Expert commentary by Timothy J. Jahnke and Jacquelyn S. Thomas For the exclusive use of J. PILON, 2021.

This document is authorized for use only by JENNIFER PILON in 2021. ILLUSTRATION: JORGE ARÉVALO Case Study s Tommy Bamford and Jane Olden – burg drove into the visitor section of Westmid Builders’ car park, Jane pointed out the man they had come to see:

Steve Houghton, Westmid’s purchasing executive. He was in front of the head – quarters building, waving a greeting. Jane waved back to her friend, whom she had known for decades, but Tommy scowled.

He wasn’t looking forward to this visit.

“Oh, come on,” Jane said, nudging him.

“Look how friendly he is.” Tommy was a director and Jane was the Midlands regional sales manager for Egan & Sons, a supplier of doors and stair – cases to Westmid for 63 years. The two executives had to pause before crossing the gravel road that ran through West – mid’s grounds, because of the steady stream of trucks traveling to and from construction sites around Birmingham and all the way to London. Tommy knew that despite the heavy traffic that April morning, Westmid was hurting from the economic downturn in the UK. The company was building only half as many housing units this year as it had during recent boom times. With the steep falloff, Westmid was no longer Egan’s biggest customer, but it still retained considerable clout. Too much clout.

“I’m flattered by such an august delega – tion,” Steve said. “Shall we start with a tour?” Jane happily agreed. She had been here many times, of course, but Tommy was not a regular. Steve chatted away as he shuttled them in a little electric vehicle past warehouses and outbuildings. Jane had promised Tommy that a visit to Westmid would change his view of the company. But he could not shake his newfound awareness of how much money Egan was losing with Westmid—the ac – count’s ratio of operating income to sales was a negative 28%. The two companies had enjoyed a smooth relationship for decades, but Tommy strongly believed the time had come to terminate it. Steve kept glancing at Tommy during the tour. “You look pale,” Steve said at one point. “I hope my driving isn’t making you queasy.” When to Drop an Unprofitable Customer A supplier contemplates cutting off one of its biggest accounts. by Robert S. Kaplan The Experts Timothy J. Jahnke is the president and CEO of Elkay Manufacturing Company. Jacquelyn S. Thomas is an associate professor at the Cox School of Business at Southern Methodist University. HBR’s fictionalized case studies present dilemmas faced by leaders in real companies and offer solutions from experts. This one is based on the HBS Case Study “Elkay Plumbing Products Division” (case no. 9-110-007), by Robert S. Kaplan. FOR ARTICLE REPRINTS CALL 800-988-0886 OR 617-783-7500, OR VISIT HBR.ORG April 2012  Harvard Business Review  2For the exclusive use of J. PILON, 2021.

This document is authorized for use only by JENNIFER PILON in 2021.

EXPERIENCE “That’s quite all right,” Tommy said. “I’ve got a strong stomach.” The Power of Customer Costing Egan & Sons, founded in Birmingham in 1908, was hardly a sleepy company. With three efficient plants staffed by 3,000 em – ployees, it had reinvented itself to become an innovative manufacturer of modular steel staircases and fiberglass doors. Its accounting system, however, remained simple and traditional. The weaknesses became apparent only in the mid-2000s, when Chinese companies began to encroach on Egan’s low end, severely undermining profitability. With careful study, Tommy had figured out that the company’s costing system had made it blind to its own operations: It al – located factory overhead to products as a percentage markup over direct labor costs, and corporate overhead as a percentage of sales. Thus, the company could not ac – curately identify its costs for serving indi – vidual customers or for designing and pro – ducing all the new goods it had recently brought to the marketplace. The lack of traceability and transparency extended to the costs for specialized equipment that was used only for particular products or customers. Tommy, an avid reader of the busi – ness literature, wanted Egan to adopt an activity-based costing, or ABC, approach.

Enlisting several younger financial man – agers, he made the case to the execu – tive director, Wilfred Hammond, who approved the hiring of a consultant with extensive experience in ABC. Tommy and the consultant assembled a team that began by identifying the costs associated with each customer order, through all stages: bidding, raw-materials purchasing, production and delivery, and invoicing and collection. With 6,000 SKUs and 2,500 custom – ers, the team had to crunch reams of data, but the basic ABC process was straight – forward: Calculate the hourly (capacity) cost of the resources that performed each sales, production, administrative, storage, and distribution process and the time that each order required at each stage.

Before long, the team could pinpoint the cost of every process performed for every customer and could trace revenue deduc – tions—discounts, allowances, promotions, and returns—back to individual custom – ers. Those deductions, which totaled 12% of sales, had previously been collapsed into a single line item in the P&L for each customer. At one point, Hammond had grilled Tommy about why the project was taking so long and costing so much. Tommy responded that the time and care were critical to producing valid, defensible numbers from which he could initiate can – did discussions with the least-profitable customers. Tommy also hoped to identify Egan’s most profitable customers so that sales managers might extend and deepen relationships with them.

The Art and Science of Rationalizing It took four months for the ABC project’s initial findings to emerge. And they were shocking: Just 1% of Egan’s SKUs accounted for 100% of its operating profits. The most profitable 20% gener – ated more than double that amount, but the extra gains were canceled out by the company’s unprofitable products, which generated losses equivalent to 120% of profits. The customer story was simi – lar: The most profitable 1% of accounts generated 100% of profits, and the top 10% accounted for nearly double that amount. The remaining 90% of custom – ers were either break-even or a drag on the bottom line. So Hammond formed a management team to take action on the large number of unprofitable products and customers.

At a “SKU rationalization meeting,” the team classified its money-losing SKUs into four action categories: drop, reprice, redesign, or take no action (for products that had been ordered by important customers or were unprofitable only because of internal process inefficien – cies). The company soon had a plan to eliminate or modify nearly half of its 6,000 SKUs. Tommy chaired a subsequent “cus – tomer rationalization meeting,” which he hoped would yield a similar consen – sus: that Egan should sever ties with its loss-making customers—especially the least-profitable 1%, among them Westmid, whose accumulated losses had cost Egan 40% of the company’s profits. Hammond was traveling and unable to attend the meeting, so Jane spoke for the team. “Customers aren’t SKUs— they’re relationships,” she’d declared.

“Some of these accounts are new ones with a huge upside. Do we really want to cut them off ? And Westmid—sure, it’s been tough going with them for the past few years, but things are starting to im – prove. And look at our history together: 63 years! They’ve been hugely profitable for us in good times, and they’ve stuck with us when lots of other customers have turned to China. We can’t just cut them off based on a cost-accounting report.” Tommy had tried to make his case, but in the face of Jane’s impassioned stand, the committee couldn’t agree on what to do about the unprofitable customers. Later that day, Jane knocked on Tommy’s office door. “I’m serious about Westmid,” she said. “They’re right here in Birmingham. I drive past their yard on my way to work. They’ve been great partners.

Dropping them is unthinkable.” Jane had been instrumental in creating the partnership by encouraging Egan to meet Westmid’s requests for customized products and services, special allowances, “They’ve stuck with us when lots of other customers have turned to China. We can’t just cut them off.” COPYRIGHT © 2012 HARVARD BUSINESS SCHOOL PUBLISHING CORPORATION. ALL RIGHTS RESERVED. 3  Ha rvard Business Review  April 2012For the exclusive use of J. PILON, 2021.

This document is authorized for use only by JENNIFER PILON in 2021.

EXPERIENCE and discounts. The larger Egan’s sales to Westmid, the bigger Jane’s monthly commission, to say nothing of the annual bonuses and award trips for the sales – people with the largest accounts. Tommy responded, “Our aim should not be to sell as many products as hu – manly possible to anyone who wants to buy. It should be to win in every one of our chosen markets. I, too, have a warm spot in my heart for Westmid—but the account is a laggard.” He told Jane that he had e-mailed Hammond about the committee’s failure to reach consensus and that the CEO had pointedly asked for his recommendation regarding the worst-performing custom – ers, such as Westmid. “I need to have an answer when he returns next week,” Tommy said.

“Then come to my meeting at Westmid tomorrow,” Jane offered. “You can’t ana – lyze everything from behind a desk. Due diligence happens in the field, too.” Tommy reluctantly agreed. The Intangibles “We don’t need tea,” Tommy said, waving away the tray. He didn’t like Steve’s overly chummy demeanor. Customers weren’t supposed to know about the rationaliza – tion initiative yet. Steve switched to a look of sincerity as he sat down. “We truly value our relation – ship with Egan,” he began.

“I know you do,” Tommy said. In truth, he felt a bit sorry for Steve. It wasn’t his fault that Egan had developed a bad habit of providing Westmid with one-offs and custom work at a fraction of the real cost and of rush-delivering products in half-empty trucks just to hit Westmid’s deadlines. Jane chimed in: “And we value our relationship with Westmid.” Tommy shot her a glance, but she continued.

“Steve, tell Tommy about the Sunder – land project.” “Yes, right,” Steve said, as if remember – ing lines from a script. “We’re in negotia – tions to build a development of attached homes near the A19.” “And what about that industry confer – ence last month?” Jane prompted.

“Yes, the conference. In London. Well, lots of talk about Chinese suppliers there. Impressive group, actually. Lots of buzz about them. But our CEO gave the keynote, focusing on the benefits of our relationships with local suppliers.

He’s passionate about supporting UK businesses, you know, and the press ate it up.” “We so often overlook the intangibles that we get from our loyal customers,” Jane said. “The showrooms, too.” She picked up a glossy booklet from Steve’s desk and handed it to Tommy. He flipped through it, glancing at the photos of Westmid’s new chain of decorator show – rooms at high-end sites around London.

She pointed to a picture. “ Our doors,” she said.

“This is a small part of Westmid’s busi – ness now,” she went on, “but it’s bound to grow once the economy picks up. Our products have to be in these showrooms. Am I right?” This time Steve refrained from speaking, because the question was clearly aimed at Tommy. The only sound in Steve’s office was that of Tommy turning the heavy pages.

The booklet showed many images of Egan’s doors—beautiful, top-of-the-line, thermally insulating products with fan lights and other expensive features. He looked at Jane. Her point was well taken:

Westmid’s showrooms were indeed an asset to Egan, one that Tommy hadn’t considered.

Editor’s Note: This fictionalized HBR Case has been edited to remove sexist language. Q Should Tommy recommend that Egan drop the Westmid account?See commentaries on the next page. Robert S. Kaplan, the Baker Foundation Professor at Harvard Business School, has written many HBR articles, including “Time-Driven Activity-Based Costing,” coauthored with Steven R. Anderson (November 2004). “I’ll shoot you an e-mail.” CARTOON: BOB ECKSTEIN FOR ARTICLE REPRINTS CALL 800-988-0886 OR 617-783-7500, OR VISIT HBR.ORG April 2012  Harvard Business Review  4For the exclusive use of J. PILON, 2021.

This document is authorized for use only by JENNIFER PILON in 2021.