Key objective: discovering zero economic profit in a small-business operating in the perfect competition of market structure.

Setting: As a manager and an entrepreneur, you will face a new challenge – business venture structured on the theory of the firm. You are opening a restaurant in your selected town in the State of NY (please name it up front in your assignment). As to simplify the scope of your consideration, we narrow down the problem with several assumptions. You will be serving just a meal in the evening. You also consider a stable level of sales at the full capacity reached; just ignore the slow period of market entry. Make your assessment only per one-month period. Make sure that the targeted level of operations is feasible.

Instruction: You need to apply and discuss relevant economic concepts and tools with supporting data to solve this real-life imitating simulation. Please include also a one-page executive summary for the business plan with assumptions and the goal set, based on the market conditions examined by you. Please make sure that all parts fit in well and make a comprehensive picture with the compromise on the final concept of the business model adopted.

Outline: Please analyze, based on the demand and supply model, the following issues:

•      number of meals sold and prices charged,

•      price elasticity of demand and how to address it in your business

•      total revenue

•      possible challenges

•      fixed costs and variable costs and marginal cost

•      cost of inputs

•      total cost and unit cost (average total cost)

•      diminishing marginal product

•      economies and diseconomies of scale

•      total profit and profit per unit.

Ruby lives in the community. She is very independent at 89. Ruby has had a hip replacement, and has difficulties walking long distances, but she prefers to walk when she can. She is about a ten minute walk from the shops and often walks into town for a coffee, or to buy her groceries.

Walking home one day, Ruby trips on a broken paver and falls. She cannot get up. A neighbour runs to help and calls an ambulance. Ruby spends four nights in the hospital. She wants to go home, but the health professionals want to make sure Ruby is stable and safe before any decisions are made

1.You are providing support services to Ruby and have identified with her that her goal is to continue living independently in the community. When planning service delivery, what types of resources would you look at in order to deliver identified services that will allow her to do this?

2.Explain three ways in which you would support Ruby to access and negotiate resources

3.What are two actions that should be taken if one of the services Ruby requires is no longer able to provide the level of support required?

4. How could you ensure that the action you take to minimise disruption to service delivery if a service is no longer able to provide the level of support Ruby requires? Identify two methods you would use.

5.Who could you consult when making decisions about Ruby’s new service delivery plan? approx 25 words

6.

You are the assistant to the Financial Director of TreesRUs Plc who primarily provide forestry and landscaping services to large organisations. The Financial Director has recently been appointed and he is considering the accounting treatment of certain transactions.

Specifically, he has noted the following transactions during December 20X9:

1. Private Hospital Donation

       TreesRUs has given a £150,000 donation towards the cost of a new private hospital in the nearby town. The hospital has extensive grounds and the donation has been given following a verbal promise by the Hospital’s Operations Director that all landscaping services and garden maintenance work will be given to TreesRUs over the next three years. However, there is no signed contract in place. TreesRUs have estimated that if they are awarded this work they could possibly achieve profits of approximately £200,000 per year.

2. Managing Director Contract

TreesRUs has signed a contract to pay its managing director £400,000 per annum for the next three years. He has agreed to work full time for the company over that period.

3. Free Lawnmowers

       TreesRUs took delivery of four ‘ride-on’ lawnmowers for free. The typical trade price of these lawnmowers would be £3,000 each. They were given these lawnmowers for “nothing” on the agreement that TreesRUs would provide gardening services to the supplier’s Headquarters over the next couple of months. Completion of this task will mean that no cash need be paid for the lawnmowers.

REQUIRED:

a)    The definition of an asset contains the following key phrases:

• “economic resource”                                  
• “controlled by an entity”                            
• “past events”                                             

Explain your understanding of the meaning and scope of these phrases.

1. Determine the facts
The facts are ...
2. Define the ethical issues

3. Identify the major principles, rules and values

4. Specify the alternatives

5. Compare values and alternatives

6. Assess the consequences

7. Make your decision

Case Study

N. Got, P.Eng., has been hired recently as the chief engineer, as well as his assistant, James Lo, C.E.T., by a gold mine near a remote town in Northern Ontario. The mining company is the main employer in the region. Immediately upon starting the new job, N. Got spent some time reviewing the mining company’s operational procedures. No Got discovered that, for several years, tailing ponds at the mine have been releasing toxic and corrosive substances into the environment in violation of the law. N. Got also found in the company’s file a recent report prepared by an engineering consulting firm in Toronto. The report concerned an economic feasibility study for updating the mine’s facility. In the report, the engineering consulting firm specifically urged the mining company to undertake a number of expensive capital improvements necessary to ensure compliance with environmental law. N. Got also learned that the mining company could not afford the necessary improvements. N. Got found nothing in the mining company’s files that indicated that any governmental authorities were aware of the illegal discharges.

1. Discuss N. Got’s obligations with respect to the mining company

2. Discuss N. Got’s obligations with respect to the public. What is the public interest in this case? How would the public interest be impacted by N. Got’s actions? How should a potential mine closure and the resultant loss of a large number of jobs affect N. Got’s professional duties?

3. Discuss N. Got’s obligations with respect to the engineering consulting firm.

For this assignment, you will create a hierarchy of five classes to describe various elements of a school setting. The classes you will write are: Person, Student,Teacher, HighSchoolStudent, and School. Detailed below are the requirements for the variables and methods of each class. You may need to add a few additional variables and/or methods; figuring out what is needed is part of your task with this assignment.

Person

Variables:

String firstName - Holds the person's first name

String lastName - Holds the person's last name

Methods:

Person(String fName, String lName) - Constructor that takes in String parameters representing the first and last names

String toString() - Returns a String with the following format:

firstName lastName

Student extends Person

Variables:

int studentId - Using a static variable to keep track of how many students there are, every student should be assigned a unique value for their own studentId.

int level - Represents a student's grade level with possible values ranging from 0 to 12, where 0 represents kindergarten.

Methods:

Student(String fName, String lName, int gLevel) - Constructor that accepts the first and last names and the student level. Student level should be assigned 0 if gLevel is not between 0 and 12 inclusive. The first and last names should be set by calling the constructor of the parent class. The Student constructor also sets the studentId to the next available positive integer. The first Student created should have a studentId of 1, the second will have an ID of 2, third of 3, etc.

int getLevel() - Returns the student's grade level.

String toString() - Returns a three line String with Student info formatted as follows:

Mary Smith
   Grade Level: 2
   ID: 1
Note: there are three spaces before "Grade Level: ..." and "ID: ...".

HighSchoolStudent extends Student

Variables:

double gpa - Stores a grade point average between 0 and 5 inclusive

Methods:

HighSchoolStudent(String fName, String lName, int gLevel, double gpa) - The first and last names and the level should be set by calling the constructor of the parent class. The GPA should be between 0 and 5 inclusive, otherwise set to 0.

String toString() - Returns a four line String with HighSchoolStudent info formatted as follows:

Sarah Lee
   Grade Level: 9
   ID: 2
   GPA: 3.7
Note: there are three spaces before "Grade Level: ...", "ID: ..." and "GPA: ...".

Teacher extends Person

Variables:

String subject - A String representing the academic subject taught by the teacher.

Methods:

Teacher(String fName, String lName, String subject) - The first and last names should be set by calling the constructor of the parent class.

String toString() - Returns a two line String with Teacher info formatted as follows:

Rebecca Dovi
   Subject: Computer Science
Note: there are three spaces before "Subject: ...".

School

Variables:

ArrayList<Student> students - A list of students at the school.

ArrayList<Teacher> teachers - A list of teachers at the school.

Methods:

School(ArrayList<Student> students, ArrayList<Teacher> teachers) - A constructor that specifies teachers and students at a school.

String getGradeLevel(int level) - Returns a String listing all the schools's students that are at the specified grade level. Returns an empty String if the school has no students at the specified level. See the Sample Run below for the format of the returned String.

String toString() - Returns a multiline String listing the teachers and students at the school. The String is formatted as follows:

Faculty:
{listing of faculty, one on each line}

Student Body:
{listing of students, one on each line}

See the Sample Run below for an example.

Remember, all variables should have an access level of private and all required methods should have an access level of public. Wherever possible, the child class should use a call to the parent's toString and/or constructor methods.

Please download the runner class, student_runner_School.java and verify that the class output matches the sample run that follows. We will use a different runner to grade the program. Remember to change the runner to test different values to make sure your program fits the requirements.

Sample Run of student_runner_School.java:

printing person:

John Doe


printing student:

Sallie Smithers
   Grade Level: 7
   ID: 1


printing highschoolstudent:

Bert Smith
   Grade Level: 11
   ID: 2
   GPA: 3.67


printing school:

Faculty:
Ada Lovelace
   Subject: Mathematics
Albert Einstein
   Subject: Physics
Grace Hopper
   Subject: Computer Science
Alan Turing
   Subject: Mathematics
Marie Curie
   Subject: Chemistry
Dolly Madison
   Subject: Government
Maya Angelou
   Subject: English Composition


Student Body:
Jem Finch
   Grade Level: 11
   ID: 3
   GPA: 3.4
Scout Finch
   Grade Level: 4
   ID: 4
Natalie Adams
   Grade Level: 11
   ID: 5
   GPA: 2.4
Boo Radley
   Grade Level: 12
   ID: 6
   GPA: 1.7
Atticus Finch
   Grade Level: 12
   ID: 7
   GPA: 4.8
Elaine Benes
   Grade Level: 9
   ID: 8
Patrick Henry
   Grade Level: 11
   ID: 9



just seniors:
Boo Radley
   Grade Level: 12
   ID: 6
   GPA: 1.7
Atticus Finch
   Grade Level: 12
   ID: 7
   GPA: 4.8

1. Submit your Person class here.

NOTE: You MUST use the class name "Person" for this submission.

The Age Discrimination in Employment Act mandates that 40 years of age or older be treated without regard to age in all phases of employment (hiring, promotions, firings, etc.) Age discrimination cases are of two types: disparate treatment and disparate impact. In the former, the issue is whether workers have been intentionally discriminated against. In the latter, the issue is whether employment practices adversely affect the protected class (i.e., Zabell, 1989). During the recession of the early 1990s, a small computer manufacturer laid off 10 of its 20 software engineers. The ages of all the engineer at the time of the lay-off are shown in the table below.

Not Laid off: 34,55,42,38,42,32,40,40,46,29

Laid off:         52,35,40,41,40,39,40,64,47,44

1. If a software engineer were selected at random from these 20 to be laid off, what is the probability that the engineer would be 40 or older?
2. Find the median age of all 20 engineers, the median age of the 10 who were laid off, and the median age of the 10 who were not laid off.
3. Given your answer to part a. and b. (and any other information that you care to use) does it appear that the company may be vulnerable to disparate impact claim? Explain.

I am working on Microeconomics 10th edition. There is no solution for the question below, can someone help me get the solutions?

In the 1990s Mattel proposed acquiring Fisher-Price for $1.2 billion. At the time, Mattel was a major player in the toy industry with 11 percent of the market. Fisher-Price had 4 percent. The other two large firms were Tyco, with a 5 percent share, and Hasbro, with a 15 percent share. In the infant/preschool toy market, Mattel had an 8 percent share and Fisher-Price had a 27 percent share, the largest. The other two large firms were Hasbro, with a 25 percent share, and Rubbermaid, with a 12 percent share.

a- What were the approximate Herfindahl and four-firm concentration ratios for these industries? (Assume all other firms in each industry had 1 percent of the market each.)

b- If you were Mattel’s economist, which industry definition would you suggest using in court if you were challenged by the government?

c- Give an argument why the merger might increase competition.

d- Give an argument why the merger might increase competition.

1. The exchange rate between Japan (JP¥) and the United States (US$) currencies was especially volatile in the early 1990s. The JP¥/US$ exchange rate changed from JP¥160 per US$1 in 1990 to JP¥99 per US$1 in 1993.

a.      Did the JP¥ appreciate or depreciate relative to the US$ between 1990 and 1993? Explain briefly.

b.      How would this exchange rate change affect Japanese auto manufacturers who produce cars in Japan for export to the US? Explain your logic.

c.       How would this exchange rate change affect Japanese auto manufacturers who have factories in the US and assemble cars there from US and Japanese parts for sale in the US? Are they better off or worse off than the producers in part (b) above? Explain your logic,

d.      How would this exchange rate change affect Japanese investment companies who have previously purchased US financial assets? Explain your logic.

e.      How would this exchange rate change affect Japanese firms who have US$-denominated loans from US banks? Explain your logic.