A College's School of Liberal Arts has 3 departments Estimated information for next year is presented below. Once table information is completed please provide the following information:

Does the allocation of equal amounts of indirect cost provide a "fair" allocation? Yes or No and explain

Which cost driver services the self-interest of the Science Department? History Department? English Department?

What cost driver(s) would you suggest that the school use to assign a "fair" portion of overhead costs to each department? Why?

INFORMATION:

Number of Students per year: Science = 1400, History = 800, English =400

Number of classes per semester: Science - 70, History = 40, English = 30

Number of professors: Science =20, History = 24, English = 10

Revenues: Science = $30,000,000, History = $17,000,000, English = $9,000,000

Direct Expenses: Science = $25,000,000 History = $14,000,000 English = $7,000,000

Each department keeps 20% of the profit it generates

Indirect costs are projected to be $5,000,000

Use a different table of the one below for each plan:

Plan 1: Allocate Equal Amounts of Indirect Costs to Each Department

Plan 2: Allocate Indirect Costs using # of Students as Cost Driver

Plan 3: Allocate Indirect Costs using # of classes/semester as cost driver

Plans 4: Allocate Indirect Costs using # of professors as cost driver

Prepare balance sheets for end of each semester.

Edwina Haskell was an accomplished high school student who looked forward to attending Southern New England University (SNEU). SNEU was unique in that it operated on a trimester basis, its policy was to actively foster independent development among the students. Edwina’s mother and father each own their own small businesses. Soon after freshman orientation at SNEU, Edwina recognized a need among the students that could be the basis for developing a small business. Freshman students could not bring their cars on the campus. In effect, they were confined to the dorm; if they wished to travel, they had to take school-provided buses that operated on a fixed schedule. Further, the university’s cafeteria closed at eight in the evening. Students who wanted to have some food or snacks after 8:00 p.m. had to call local restaurants that delivered. The few restaurants in the neighborhood around SNEU that had delivery services often were late in their deliveries, and hot food, such as pizza, was frequently delivered cold.

Edwina felt that there was a niche market on the campus. She believed that students would be interested in ordering sandwiches, snacks, and sodas from a fellow student provided that the food could be delivered in a timely fashion. After talking with several students in her dorm complex, she believed that offering a package of a sandwich, a soda, and a small snack, such as potato chips, for $5 and a guaranteed delivery of 15 minutes or less would be a winner. Because her dorm complex consisted of four large adjoining buildings that house nearly 1,600 students, she felt that there would be sufficient demand to make the concept profitable. She talked about this concept with her roommates and with her parents. Her roommates were willing to help prepare the sandwiches and deliver them. She planned on paying each of them $250 per trimester for taking orders, making sandwiches, and delivering them. All three roommates, whom she knew from high school, were willing to be paid at the end of the trimester.

Edwina recognized that for this business plan to work, she would have to have a sufficient inventory of cold cuts, lettuce, tomatoes, soda, chips, and condiments to be able to meet student demands. The small refrigerators in the dorm rooms would not be sufficient. After talking to her parents, they were willing to help her set up her business. They would lend her $1,000 to buy a larger refrigerator to place in her dorm room. She did not have to repay this loan until she graduated in four years, but her parents wanted her to appreciate the challenges of operating a small business. They set up several conditions. First, although she did not have to pay back the $1,000 for the refrigerator for four years, she had to pay interest on this “loan.” She had to repay 3 percent of this loan each trimester. Further, they reminded her that although she could pay her friends at the end of the semester, she would need funds to buy the cold cuts, bread, rolls, soda, snacks, condiments, and supplies such as foil to wrap the sandwiches, plus plates and paper bags. Although Edwina was putting $500 of her own money into her business, her parents felt that she might need an infusion of cash during the first year (i.e., the first three trimesters). They were willing to operate as her bank—lending her money, if needed, during the trimesters. However, she had to pay the loan(s) back by the end of the year. They also agreed that the loan(s) would be at a rate of 2 percent per trimester.

Within the first three weeks of her first trimester at SNEU, Edwina purchased the $1,000 refrigerator with the money provided by her parents and installed it in her dorm. She also went out and purchased $180 worth of supplies consisting of paper bags; paper plates; and plastic knives, spoons, and forks. She paid for these supplies out of her original $500 personal investment. She and her roommates would go out once or twice a week, using the SNEU bus system to buy what they thought would be the required amount of cold cuts, bread, rolls, and condiments. The first few weeks’ worth of supplies were purchased out of the remainder of the $500. Students paid in cash for the sandwiches. After the first two weeks, Edwina would pay for the food supplies out of the cash from sales.

In the first trimester, Edwina and her roommates sold 640 sandwich packages, generating revenue of $3,200. During this first trimester, she purchased $1,710 worth of food supplies. She used $1,660 to make the 640 sandwich packages. Fortunately, the $50 of supplies were condiments and therefore would last during the two-week break between the trimesters. Only $80 worth of the paper products were used for the 640 sandwich packages. Edwina spent $75 putting up posters and flyers around the campus promoting her new business. She anticipated that the tax rate would be approximately 35 percent of her earnings before taxes. She estimated this number at the end of the first trimester and put that money away so as to be able to pay her tax bill.

During the two weeks off between the first and second trimester, Edwina and her roommates talked about how they could improve business operations. Several students had asked about the possibility of having warm sandwiches. Edwina decided that she would purchase two Panini makers. So at the beginning of the second trimester, she tapped into her parents’ line of credit for two Panini grills, which in total cost $150. To make sure that the sandwiches would be delivered warm, she and her roommates spent $100 on insulated wrappings. The $100 came from cash. The second trimester proved to be even more successful. The business sold 808 sandwiches, generating revenue of $4,040. During this second trimester, the business purchased $2,100 worth of food supplies, using $2,020 of that to actually create the 808 sandwich packages. They estimated that during the second trimester, they used $101 worth of supplies in creating the sandwich packages.

There was only a one-week break between the second and third trimesters, and the young women were quite busy in developing ideas on how to further expand the business. One of the first decisions was to raise the semester salary of each roommate to $300 apiece. More and more students had been asking for a greater selection of warm sandwiches. Edwina and her roommates decided to do some cooking in the dorms so as to be able to provide meatball and sausage sandwiches. Edwina once again tapped into her parents’ line of credit to purchase $275 worth of cooking supplies. One of the problems they noticed was that sometimes students would place calls to order a sandwich package, but the phones were busy. Edwina hired a fellow student to develop a website where students could place an order and select the time that they would like a sandwich package to be delivered. The cost of creating and operating this website for this third trimester was $300.

This last semester of Edwina’s freshman year proved to be the most successful in terms of sales. They were able to fulfill orders for 1,105 sandwich packages, generating revenue of $5,525. Edwina determined that the direct cost of food for these sandwich packages came out to be $2,928.25. The direct cost of paper supplies was $165.75. At the end of her freshman year, Edwina repaid her parents the $425 that came from her credit line that was used to purchase the Panini makers and the cooking utensils.

1. For school counselors: A teenage boy has had a sudden drop in grades, totally out of character. When you see him for your first session what would be some of the questions you would ask him in your initial assessment? What might you look for?

2. An elderly man comes in for therapy 4 months after his wife died. He says he is there because his family is making him. How would you differentiate between normal grieving and major depression. What questions would you ask and what do you look for?

3. What is there to learn for the legacy of loss and traumatic experience (such as Jews in holocaust, being a veteran) and how it plays a role in a persons life? What cues do we look for in a persons history to see if they did experience it?

4. How is family intervention and family therapy beneficial and how did family therapy evolve from the intrapsychic psychoanalytic and psychodynamic models?

Activities, predecessors and duration for a School Building Project

1. Draw the network diagram.
2. What is the critical path of the above project?
3. Calculate the total and free floats for the activities.

2 Program 1 - Special Values

Patrick Star wasted a lot of time in Boating School instead of signing up for his Spanish Class. Unfortunately for him, Spanish 101 is now full, and the only other class that will suit his schedule is Advanced Math. Patrick is determined not to let this defeat him. He will make his way up the stairs of learning one way or another. However, it’s been a while since Average Everyday Math, and he is somewhat behind. Patrick is going to put his programming class (he took that last term) to good use and write programs to do his homework. For the rest of this homework, you are Patrick Star, trying to outwit the math teacher.

For this program, we define a new term called Special Value. The Special Value of a number is the product of a random number between 15 and 25 (inclusive) and the difference between the number and its reverse.

1

For example, the Special Value of 1234 could be 55566 ( 18 * ( | 4321 - 1234 | ) ).
In this program, you are required to find the sum of the special values of a set of numbers. Make

sure you conform to the following requirements.

1. Write a function called reverse that takes a number as a parameter and returns the reversed number. (20 points)

2. Write a function called value that accepts a number as a parameter, calculates the special value of that number, and returns it. This function should call the reverse function. (12 points)

3. In the main function, accept a seed for the Random Number Generator from the user, and use it to set up the RNG. (3 points)

4. Then, accept a series of numbers from the user. Stop if the number entered is 0. Use the value function to find the special value of each of the numbers as they are entered, and calculate their sum. Finally, print the sum. (10 points)

5. Make sure you add comments to explain your logic. (5 points)

2.1 Sample Run

Please note that the final answer depends on the random number generated at each function call, and you might get a different answer.

Enter the seed for the random number generator: 75361
Enter the numbers (0 to stop):
123
603

957
63
4567
62576
19

0
The sum of the special values is 99468

1. what are racial boundaries and why they form among school-age children and adolescents. In what ways can racial boundaries be challenged

2. what impacts do parents have on children's prejudicial attitudes or lack thereof. examples of what research indicate about the transmission of prejudice from parents to children.

3. how young children's perceptions of differences typically develop, and ways that parents, teachers, or other caregivers can help promote multicultural sensitivity in children.

Submit this assignment by Sunday of this week.

Consider the following newsvendor environment with sales season in August (school year start). We are now in late-April and the best forecast for demand in August is that it is normally distributed with a mean of 4000 units and a standard deviation of 1000. We can buy now from a Chinese supplier at 6 $ per unit. Lead time for this order is 3 months, so an order placed now will be delivered before August. The item sells for 12 $ per unit. Inventory left over at end of August has to be discounted with a salvage value 2 $ per unit.

1.How many units do you buy now from China (only one order is placed)? If the Chinese supplier’s variable cost per unit is 50 cents, calculate the Chinese supplier’s profit for your order quantity. Do you expect to make more or less profit than the Chinese supplier? Explain.

2. Suppose in late June we will get to know the demand for August perfectly (our major customers place early orders); this is the demand forecast update. In late June, we can buy from a quicker but more expensive local supplier. The unit cost is 8 $ per unit and the lead time for orders is one month (so delivery is by late July, before the August selling season). In this case, how many units do you buy now from the Chinese supplier (knowing you can buy again later from the local supplier)? Explain your logic.

(a) Your daughter has expressed a wish to attend university when she finishes school in five (5) years. You anticipate the cost will be $60,000 at the time she commences university. If your financial institution is offering you 4% pa (compounded monthly), how much do you need to deposit in your account each month in order to save the required amount before your daughter commences university?

(b) You have been offered the opportunity to purchase a start up company building electric cars for the Australian market called Green Motors P/L. Your initial investment is $22,000,000.
The term of the project is 5 years. The project has an expected rate of return of 10% pa. All expected cash flows for the project are below and you have an expected rate of return of 10%
pa.

pa.
End of year    Cash flow ($mil)
1 1.8
2 3.0
3 6.5
4 8.4

5 12.3

(i) Based on your required rate of return would you purchase this investment? Present all calculations to support your answer. (2.5 marks)
(ii) Would you change your opinion from (i) if the expected rate of return rose to 15%? Present all calculations to support your answer. (2.5 marks)