Clothing manufacturing is among the most controversial industries in the world. During the past 20 years or so, much greater attention has been paid to how and where our clothes are made, particularly in light of tragedies such as the blaze that tore through a garment manufacturing facility in Bangladesh in 2012, killing 117 people – a factory that supplied clothing to American retailers including Walmart and Sears. Considering greater awareness about the use of sweatshops, demand for ethically made clothing has soared in recent years, a trend that has given rise to dozens of companies that want to change how we make and view clothing, including Ivorlane. Founded in 2010 by Michael Sussman, Ivorlane is boldly committed to ethical manufacturing. All Ivorlane’s garments are made in factories that meet the most stringent quality standards – not only in terms of the clothes themselves, but also in how workers are treated. Ivorlane only partners with manufacturers that demonstrate a strong commitment to their workers’ welfare, a fact the company prides itself upon in its marketing material. it tells its brand story, including how the company champions the rights and well-being of the workers who make its clothes. What’s interesting about Ivorlane, though, is its commitment to radical transparency.
4. Provide three examples of why Ethics is central to any company’s role.
5. Provide three examples of why without ethics problems in a company can last for generations.
6. In your opinion, what is the unit in the organization that can enforce ethics in daily practices.
In: Operations Management
Problem 15-40 (Algo) Evaluate Profit Impact of Alternative Transfer Decisions (LO 15-2, 3)
Amazon Beverages produces and bottles a line of soft drinks using exotic fruits from Latin America and Asia. The manufacturing process entails mixing and adding juices and coloring ingredients at the bottling plant, which is a part of Mixing Division. The finished product is packaged in a company-produced glass bottle and packed in cases of 24 bottles each.
Because the appearance of the bottle heavily influences sales volume, Amazon developed a unique bottle production process at the company’s container plant, which is a part of Container Division. Mixing Division uses all of the container plant’s production. Each division (Mixing and Container) is considered a separate profit center and evaluated as such. As the new corporate controller, you are responsible for determining the proper transfer price to use for the bottles produced for Mixing Division.
At your request, Container Division’s general manager asked other bottle manufacturers to quote a price for the number and sizes demanded by Mixing Division. These competitive prices follow.
| Volume | Total Price | Price per Case | ||||
| 460,000 equivalent casesa | $ | 3,588,000 | $ | 7.80 | ||
| 920,000 | 6,256,000 | 6.80 | ||||
| 1,380,000 | 8,280,000 | 6.00 | ||||
a An equivalent case represents 24 bottles.
Container Division's cost analysis indicates that it can produce bottles at these costs.
| Volume | Total Cost | Cost per Case | ||||
| 460,000 equivalent cases | $ | 2,976,000 | $ | 6.47 | ||
| 920,000 | 5,092,000 | 5.53 | ||||
| 1,380,000 | 7,208,000 | 5.22 | ||||
These costs include fixed costs of $860,000 and variable costs of $4.60 per equivalent case. These data have caused considerable corporate discussion as to the proper price to use in the transfer of bottles from Container Division to Mixing Division. This interest is heightened because a significant portion of a division manager’s income is an incentive bonus based on profit center results.
Mixing Division has the following costs in addition to the bottle costs.
| Volume | Total Cost | Cost per Case | ||||
| 460,000 equivalent cases | $ | 1,860,000 | $ | 4.04 | ||
| 920,000 | 2,660,000 | 2.89 | ||||
| 1,380,000 | 3,460,000 | 2.51 | ||||
The corporate marketing group has furnished the following price–demand relationship for the finished product:
| Sales Volume | Total Sales Revenue |
Sales Price per Case |
||||
| 460,000 equivalent cases | $ | 9,476,000 | $ | 20.60 | ||
| 920,000 | 17,112,000 | 18.60 | ||||
| 1,380,000 | 21,528,000 | 15.60 | ||||
Required:
a. Amazon Beverages has used market price–based transfer prices in the past. Using the current market prices and costs and assuming a volume of 1.38 million cases. Calculate operating profits for Container Division, Mixing Division, Amazon Beverages.
b-1. Calculate operating profits for Container, Mixing and Amazon Beverages for volumes of 460,000, 920,000 and 1,380,000 cases.
b-2. Which volume of production is the most profitable for Container, Mixing and Amazon Beverages?
In: Accounting
Q 1.Which of the following statements is FALSE?
A. The WACC will always be higher than the cost of equity capital since it may involve debt which is riskier than equity.
B. A WACC is found by taking the weighted-average of the cost of debt capital and the cost of equity capital.
C. The WACC will be higher when the company has a greater systematic risk.
D. Using market values rather than book values is preferable when computing a weighted-average cost of capital (WACC).
Q 2. Which of the following is not an important consideration for the purposes of calculating a firm's Weighted Average Cost of Capital (WACC)?
A. Using market value of debt instead of book value of debt.
B. Amount of working capital a firm has used to support its operations.
C. Effect on capital structure when accepting a new project.
D. The average risk of the firm is the same risk for project being evaluated.
Q 3. What is the weighted-average cost of capital for the following firm that exists in a tax-free environment?:
Market Value of Debt = $30,000
Number of Shares = 6,000
Share Price = $15.60
Beta = 1.5
Risk-free rate = 4%
Market Risk Premium = 4%
Interest Rate on Debt = 8% (annualised)
A.14.06%
B. 9.51%
C. 8.93%
D. 4.97%
Q 4.Llehs is an oil & gas company that has been operating for several decades in Australia. It also operates in Latin America and the US. There has been increasing pressure on the company to decarbonise their portfolio and thus the company is looking into investing in renewable energy. It is considering a wind-energy project on the Australia West Coast. If the WACC for the Llehs is currently 18%, what discount rate should Llehs use when evaluating the wind-energy project?
A. 18%
B. More than 18% if the systematic risk of the wind-energy project is lower than that of an oil&gas project.
C. Less than 18% if the systematic risk of the wind-energy project is higher than that of an oil&gas project.
D. The WACC of a company that undertakes wind-energy projects in Australia only.
Q 5.
Given the information below, compute the after-tax WACC for Tiny Corp.Tiny Corp,
▪ Tiny Corp long term debentures were issued last week at par value of $30 000 000 with a yield of 8% (annual coupons)
▪ Tiny Corp has 50,000,000 shares outstanding. Each share is expected to pay a dividend of $0.50 in perpetuity at 4%.
▪ The beta (b) of Tiny Corp shares is 0.75
▪ The expected return on the market portfolio is 15%
▪ The risk-free rate is 5%
▪ The tax rate is 30%
A. 11.86%
B. 13.07%
C. 10.91%
D. 8.00%
In: Finance
Case Study 1
Reference: Hutt, M. & Speh, T. (2014), Business Marketing Management: B2B (11th edition), South-Western Cengage Learning.
Chapter 6 – Case Study page. 171-172
Schwinn: Could the Story Have Been Different?
At its peak, Schwinn had more than 2000 U.S. employees, produced hundreds of thousands of bicycles in five factories, and held 20 percent of the market. Today, however, Schwinn no longer exists as an operating company. The firm, founded in 1895, declared bankruptcy in 1992 and closed its last factory one year later. The Schwinn name is now owned by Canada-based firm and all of the bikes are manufactured in Asia. Harold L. Sirkin, a senior vice president at Boston Consulting Group, argues that Schwinn's story could have been different. He outlines two alternative pathways that might have provided a happier ending to the Schwinn story.
Alternative Reality One: Aim High
Under this scenario, Schwinn decided to center on midrange and premium segments of the market, leaving low-end bicycles for competitors. However, the firm determined that it could substantially reduce cost by turning to low-cost partners in rapidly developing economies for labor-intensive parts. Schwinn interviewed hundreds of potential suppliers and locked the best ones into long-term contracts. Schwinn then reconfigured its operations to perform final assembly and quality inspection in the United States. Still, the changes forced Schwinn to make some painful choices- nearly 30 percent of the workforce was laid off. However, such moves allowed Schwinn to produce bikes at half the previous cost, maintain a significant position in the midrange bicycle market, and leverage its product design capabilities to build a strong position for its brand in the high-end market. As a result, Schwinn is extremely competitive in the U.S. market and is a major exporter of premium bikes to China and Europe. Because of this growth, Schwinn now employs twice as many people in the United States as it did before outsourcing began.
Alternative Reality Two: If You Can't Beat Them, Join Them
Schwinn went on the offensive and moved as quickly as possible to open its own factory in China. By bringing its own manufacturing techniques and by training employees in China, Schwinn was able to achieve high quality and a much lower cost. However, the decision meant that 70 percent of Schwinn's U.S. workers would lose their jobs. But Schwinn kept expanding its China operations and soon started selling bicycles in Chinese market, not only at the low-end but also to the high-end, luxury segment, leveraging its brand name. Schwinn then extended its global operations and reach by adding new facilities in Eastern Europe and Brazil. The company has sold over 500,000 bikes in new markets.
My question is
How distinctive types of international strategy and the essential components of a global strategy are applied to this case study? Apply the theory studied in chapter 6 as well in other chapters to answer the question and also support the answer with other academic resources. (500 words).
it says that it is from chapter 6 of the Book Business Marketing Management (11 edition), Chapter 6.
In: Operations Management
|
PROJECT DETAILS:
•
Use
the CHRONOLOGICAL RESUME
TEMPLATE or SKILLS BASED/FUNCTIONAL RESUME TEMPLATE
(it
is strongly
recommended to use Chronological Resume as this is a little easier
to work with).
•
You
may only use 10 or 12pt TIMES NEW ROMAN or ARIAL fonts for this
assignment (except for your name - should be larger font size and
bold to stand out).
•
Cover
letter will be 1 page in length.
•
Your
resume MUST fit properly on one or two pages (not including
reference sheet). If your resume is only slightly longer than one
page, you will need to work on formatting to try and make it fit on
a single sheet.
•
Include
a separate reference sheet with at least THREE (3) references -
must ask permission prior to using names (can't be immediate family
members) and at least ONE reference should be able to speak to your
character.
•
Use
BOLD or ITALIC styles for headings, etc. as needed.
•
Use
BULLETS for point form information.
•
Make
sure line spacing and indents are consistent throughout your
documents.
|
In: Computer Science
Instruction: Read the case study related to East Coast Yachts and complete the following tasks.
|
|
Step 1: Find total earnings
Step 2: Find payout ratio
Step 3: Find retention ratio
Step 4: Find growth ratio
Step 5: Find total equity value
Step 6: Find value per share
In: Finance
Advocacy Competency Domains -ARTICLE FOR DISCUSSION
Introduction
As a counselor, you will sometimes be in the role of advocate. An advocate is someone who acts on behalf of someone else, or who empowers someone to become a self-advocate
Advocates can act on behalf of individual clients. They can also advocate for issues within an organization, and sometimes for issues within the public arena.
Advocates often engage with social and political issues. This may be surprising, because most people are drawn to counseling because they want to help individuals. However, it’s important to understand that individuals are affected in powerful ways by social, political, economic, and cultural factors. Members of marginalized groups sometimes are oppressed in both overt and implicit ways. Counselors need to understand societal factors in order to effectively advocate for individuals.
Different kinds of advocacy are appropriate for different situations. Read on to see some different ways that a counselor might choose to advocate for a client.
Advocacy Competency Domains Chart
The Advocacy Competency Domains chart shows ways that a counselor might advocate for a client. There are three broad domains in this advocacy competency chart: client/student, school/community, and public arena.
The diagram is divided into two rows: The top row represents how counselors can work with an individual or group to makes changes. The second row represents how professional counselors act on behalf of clients to deal with the various barriers they are facing. Whether acting with or acting on behalf, the impact may be at the micro or macro level (Erford, 2014).
Let’s see how this chart applies to a specific client.
Applications
This is Jasmine, a 23-year-old graduate student. Jasmine feels pressure to excel in her program, especially because she is the only African American student. Jasmine has always been unhappy with her body. She compares herself unfavorably against her Caucasian mother, a former professional dancer who is petite and blonde.
This past year, Jasmine has lost a good deal of weight, and her body mass index is approaching the official categorization for anorexia. She has heard from various people throughout her life that “black girls don’t get eating disorders.” When she recently met with an elderly male counselor at her college, he was skeptical that an African American woman could be anorexic.
Jasmine is confused—and scared because she’s been feeling faint and is having trouble concentrating on her studies.
This is Stacey, Jasmine’s counselor. Stacey wants to be an advocate for Jasmine. Here are some possible ways she can do this.
Client/Student Empowerment
The Client/Student Empowerment level is about helping clients to contextualize their situations within a societal context and empowering clients to self-advocate. If Stacey were to choose this level of advocacy, she would begin by discussing with Jasmine how gender roles and racial issues have affected her negative self-image. Then she would help Jasmine come up with an action plan to address her eating disorder and her negative self-talk. She would work with Jasmine to find appropriate resources.
Client/Student Advocacy
The Client/Student Advocacy level involves counselors acting on behalf of clients to negotiate issues related to societal factors. If Stacey were to choose this level of advocacy, she would begin by discussing with Jasmine how gender roles, racial issues, and other issues related to social systems have impacted her negative self-image. Additional discussion regarding her social systems would be important as well, including discussions about her family and her academic self-expectations. Then she would help Jasmine come up with an action plan to address her eating disorder and her negative self-talk. She would work with Jasmine to find appropriate resources.
Community Collaboration
The Community Collaboration level involves working with others in a community to make changes that positively impact clients.
If Stacey were to choose this level of advocacy, she might locate groups on Jasmine’s campus that are working to promote change related to eating disorders and form alliances with these groups. She would share her knowledge with these groups, including her understanding of the special needs of women of color with eating disorders.
Systems Advocacy
The Systems Advocacy level is about understanding and smaller systems (like families) and larger systems (like communities) work—and about advocating for change within these communities.
If Stacey were to choose this level of advocacy, she might work with the university counseling department to identify gaps in their ability to help students with eating disorders. She might help them develop a step-by-step plan to improve their treatment. In addition, she might involve Jasmine’s family in her treatment as a way to better understand the situation.
Public Information
The Public Information level involves distributing information and building awareness about issues across disciplines and settings.
If Stacey were to choose this level of advocacy, she might give a presentation on Jasmine’s campus about women of color, body image, and eating disorders. She might also write an editorial for a local paper about these issues or start a blog.
Social/Political Advocacy
The Social/Political advocacy level involves advocating for public policy or possible legislative change.
If Stacey were to choose this level of advocacy, she might join a national women’s organization and get involved with an organizational committee that addresses eating disorders. As a member of this national organization, Stacey might petition the Department of Education to get more actively engaged in the issue of women of color and eating disorders.
As you can see, there are many different ways that a counselor can choose to be an advocate. Keep these methods of advocacy in mind as you develop your own sense of who you want to be as a counselor, and think about the ways that you might see yourself acting as an advocate.
Review the media presentation, "Advocacy Competency Domains," SEE ABOVE
In this discussion, you will present a plan for collaborating with other professionals and advocating on behalf of a client.
For this case, assume that the client has signed a consent for treatment that included permission to consult with other experts on an as-needed basis. Consider and reference your assigned readings when building your plan for how to collaborate and advocate for your client.
Case 1
Parents have contacted you about counseling for their teenager. The family immigrated to the US when their child was two years old. Despite some challenges, they feel their family has made a positive adjustment to a new culture. They contacted you because they are concerned about their teen's poor academic performance, which has plummeted since the beginning of 9th grade. They are also distressed because a beloved grandmother who lived with the family recently passed away; this happened about the same time their teen's grades began to drop. Their teen has also withdrawn from friends and usual social activities and has expressed self-consciousness about being "different." The parents are concerned but are not sure how to proceed. They hope that you can speak to the school counselor because they feel intimidated about going to their teenager's school themselves.
In: Psychology
Self-Representations in Childhood and Adolescence
Task: Below are several statements that describe the self from children and adolescents of various ages.
A. You are to match which statement goes with which child.
B. Once you have figured out the developmental sequence, reflect on what concepts and ideas are changing in children's self-descriptions as they get older. What exactly is developing? How is it changing?
Child A: a
3-year-old
Child B: a 5-year-old
Child C: a 9-year-old
Child D: a 12-year-old
Child E: a 16-year-old
|
Which child? |
Self-Description |
|---|---|
|
I'm an extrovert with my friends: I'm talkative, pretty rowdy, and funny. I'm fairly good-looking if I do say so. All in all, around people I know pretty well, I'm awesome, at least I think my friends think I am. With my parents I'm more likely to be depressed. I feel sad as well as mad and also hopeless about ever pleasing them. They tell me I'm lazy and not very responsible, and it's hard not to believe them. I get real sarcastic when they get on my case. It makes me dislike myself as a person. At school, I'm pretty intelligent. I know that because I'm smart when it comes to how I do in classes, I'm curious about learning new things, and I'm also creative when it comes to solving problems. I get better grades than most, but I don't brag about it because that's not cool. I can be a real introvert around people I don't know well. I'm shy, uncomfortable and nervous. Sometimes I'm simply an airhead. I act really dumb and say things that are just plain stupid. Then I worry about what they must think of me, probably that I'm a total dork. I just hate myself when that happens. |
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I have a lot of friends. I'm good at schoolwork, I know my words, my letters and my numbers. I can run fast, and I can climb high, a lot higher than I could when I was little and I can run faster, too. I can do lots of stuff real good, lots! If you are good at things you can't be bad at things, at least not at the same time. I know some other kids who are bad at things, but not me! Well, maybe sometime later I could be a little bad, but not very often. My parents are real proud of me when I do good at things. It makes me really happy and excited when they watch me! |
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I'm pretty popular, at least with the girls. That's because I'm nice to people and helpful and can keep secrets. Mostly I am nice to my friends, although if I get in a bad mood I sometimes say something that can be a little mean. I try to control my temper, but when I don't, I'm ashamed of myself. I'm usually happy when I'm with my friends, but I get sad if there is no one to do things with. At school I'm feeling pretty smart in certain subjects like Language Arts and Social Studies. I got A's in these subjects on my last report card and was really proud of myself. But I'm feeling pretty dumb in Math and Science, especially when I see how well a lot of the other kids are doing. Even though I'm not doing well in those subjects, I still like myself as a person because Math and Science just aren't that important to me. I also like myself because I know my parents like me and so do other kids. |
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I live in a big house with my mother and father and my brother Jason and my sister Lisa. I have blue eyes and a kitty that is orange. I know all my ABC's, listen: A B C D E F G H J L K O M P Q X Z. I can run real fast. I love my dog Skipper. I can climb to the top of the jungle gym, I'm not scared! I'm never scared! I'm always happy. I have brown hair. I'm really strong. I can lift this chair, watch me! |
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What am I like as a person? You're probably not going to understand. I'm complicated! With my really close friends, I am very tolerant. With a groupof friends, I'm rowdier. I'm also usually friendly and cheerful but I can get pretty obnoxious and intolerant if I don't like how they are acting. I'd liketo be friendly and tolerant all the time, that's the kind of person I want to be, and I'm disappointed in myself when I'm not. At school, I'm serious, even studious every now and then, but on the other hand, I'm a goof-off too, because if you're toostudious, you won't be popular. But that causes problems at home, where I'm pretty anxious around my parents. They get pretty annoyed with me when report cards come out. I care what they think about me, and so then I get down on myself, but it's not fair! But I really don't understand how I can switch so fast from being cheerful with my friends, then coming home and feeling anxious, and then getting frustrated and sarcastic with my parents. Which one is the real me? Sometimes I feel phony. I'll be a real extrovert, fun-loving and even flirtatious, and I think I am really good-looking. And then everybody, I mean everybody else is looking at me like they think I am totally weird! They don't act like they think I'm attractive so I end up thinking I look terrible. I just hate myself when that happens! Because it gets worse! Then I get self-conscious and embarrassed and become radically introverted, and I don't know who I really am! Am I just acting like an extrovert, am I just trying to impress them, when I'm really an introvert? But I don't really care what they think, anyway. I just want to know what my close friends think. I can be my true self with my close friends. I can't be my real self with my parents. They don't understand me. What do they know about what it's like to be a teenager? |
In: Psychology
In: Nursing
The Glades Company is a small manufacturer. It has produced and marketed a number of different toys and appliances that have done very well in the marketplace. Late last year, the product designer at the company, Tom Berringer, told the president, Paula Glades, that he had invented a small, cuddly, talking bear that might have a great deal of appeal. The bear is made of fluffy brown material that simulates fur, and it has a tape inside that contains 50 messages.
The Glades Company decided to find out exactly how much market appeal the bear would have. Fifty of the bears were produced and placed in kindergartens and nurseries around town. The results were better than the firm had hoped. One of the nurseries reported: “The bear was so popular that most of the children wanted to take it home for an evening.” Another said the bear was the most popular toy in the school.
Based on these data, the company decided to manufacture and market 1,000 of the bears. At the same time, a catchy marketing slogan was formulated: “A Friend for Life.” The bear was marketed as a product a child could play with for years and years. The first batch of 1,000 bears sold out within a week. The company then scheduled another production run, this time for 25,000 bears. Last week, in the middle of the production run, a problem was uncovered. The process of making the bear fur was much more expensive than anticipated. The company is now faced with two options: It can absorb the extra cost and have the simulated fur produced, or it can use a substitute fur that will not last as long. Specifically, the original simulated fur will last for up to seven years of normal use; the less-expensive simulated fur will last for only eight months.
Some of the managers at Glades believe that most children are not interested in playing with the same toy for more than eight months; therefore, substituting the less-expensive simulated fur for the more-expensive fur should be no problem. Others believe that the company will damage its reputation if it opts for the substitute fur. “We are going to have complaints within eight months, and we are going to rue the day we agreed to a cheaper substitute,” the production manager argues. The sales manager disagrees, contending that “the market is ready for this product, and we ought to provide it.” In the middle of this crisis, the accounting department issued its cost analysis of the venture. If the company goes with the more-expensive simulated fur, it will lose $5.75 per bear. If it chooses the less-expensive simulated fur, it will make a profit of $14.98 per bear.
The final decision on the matter rests with Paula Glades. People on both sides of the issue have given her their opinion. One of the last to speak was the vice president of manufacturing, who said, “If you opt for the less-expensive fur, think of what this is going to do to your marketing campaign of ‘A Friend for Life.’ Are you going to change this slogan to ‘A Friend for Eight Months’?” But the marketing vice president urged a different course of action: “We have a fortune tied up in this bear. If you stop production now or go to the more-expensive substitute, we’ll lose our shirts. We aren’t doing anything illegal by substituting the fur. The bear looks the same. Who’s to know?”
QUESTIONS
In: Operations Management