Macy’s purchases model 505 straight-leg, blank ink denim jeans for women from Levis Straus & Co and sells them to consumers in 185 store locations across 35 U.S. states. Levis Straus & Co’s cost-of-goods-sold for each pair of these model 505 straight-leg, blank ink denim jeans for women is $21.85. Levis Straus & Co sells these model 505 jeans to Macy’s for $34.50 each. Macy’s in-turn sells each pair of these jeans to consumers for a suggested retail price of $58.49.

What is Macy’s mark-up, is $US dollars and %, on each pair of model 505 straight-leg, blank ink denim jeans for women from Levis Straus & Co sold at the suggested retail price? Assume Macy’s includes model 505 straight-leg, blank ink denim jeans for women from Levis Straus & Co in the end-of-year sale (November 1st to December 31st) when every item in the store is discounted by 17.5% off the suggested retail price.

What is the discounted price Macy’s customers will pay for model 505 straight-leg, blank ink denim jeans for women from Levis Straus & Co? What is Macy's revised Mark-Up % after applying the 17.5% discount? Assume Macy’s sells-through a quantity of 21,333 model 505 straight-leg, blank ink denim jeans for women at the discounted price during the end-of-year sale.

What is the total revenue and, separately, gross margin in $US dollars, for Levis Straus & Co?

What is the total revenue and, separately, mark-up in $US dollars, for Macy’s?

Bill Thompson is the new manager of a retail sporting goods store in Vermont that is part of a national chain. Bill, who is 25 years old, has been working for the company for four years. Before his promotion, he was the assistant manager for two years at a company store in Delaware. Last week his boss, the regional manager, briefly introduced him to the employees. The profit performance of this store is below average for its location, and Bill is looking forward to the challenge of improving profits. When he was an assistant manager, he was given mostly minor administrative duties and paperwork, so this assignment will be his first opportunity to show he can be an effective manager. The company sets the base salaries of the 20 employees who work in Bill’s store, but appraisal ratings by the store manager influence the size of an employee’s annual merit raise. These recommendations must be justified to the regional manager, especially if they are not consistent with individual and department sales. Bill can suspend or fire employees with the approval of his boss, but in practice it is difficult to do so unless the recommendation is supported by a strong case. The headquarters office sets the store layout and most prices. However, the store manager can affect store performance to a limited extent. One way is to keep the cost of employees low is by making sure they are working efficiently and not taking excessive sick days. Another way is to ensure that employees are providing a high level of customer service so that customers will return to make other purchases rather than going to a different store next time. Customer service depends on knowing the products well, being polite, providing prompt service, and making sure that inventories of popular goods are maintained so that customers can find what they want. Pay is low for this type of retail selling job, turnover is high, and it takes a few months for a new employee to learn the merchandise well enough to be helpful to customers. Thus, it is also desirable to keep competent employees satisfied enough to stay with the company. Although it is only his first week on the job, Bill believes that he has already discovered some of the problems at this store. Among the various departments in the store, the ski department has the highest potential profits during the winter, because skiing and snowboarding are popular winter sports in Vermont. At the current time the department’s sales are about average for company stores in the Northeast region, with potential for considerable improvement. On several occasions Bill noticed a line of customers waited to be served in the ski department, and he overheard some of them grumbling about how long it takes to get served. One customer said he was leaving to go to another store that didn’t make him “wait all day to have the privilege of spending hundreds of dollars on ski equipment.” Bill observed that Sally Jorgenson, the department manager, spends a lot of time socializing with her salespeople and with customers, including friends who drop in to visit and talk about ski conditions, resorts, fashions, equipment, racing, and so forth. Bill, who doesn’t ski, cannot understand what they find so interesting to talk about. He wonders why anybody in their right mind would want to spend a small fortune and risk permanent injury to hurtle down a mountain in blizzard conditions, and then stand in long lines and ride up a freezing chairlift just to do it all over again! Questions

a. How much of each type of power does Bill have at this time?

b. What influence tactics could be used in this situation to influence Sally? Explain what you would actually say to Sally in the process of using each tactic.

c. What should Bill do to improve store performance?

After a recent sale of your business, you decided to donate $1 million to your local university to fund a scholarship fund. Assume the university can earn 6% interest rate on its investments. You want the scholarship to be paid out annually, and the first scholarship to be paid out in one year. You also want that the annual scholarship amount increases with inflation thereafter. The inflation is expected at 2%. What will be the amount of the first year scholarship and the second year scholarship?

Group of answer choices

$ 40,800; $ 42, 432

$ 40,000; $ 41,600

$60,000; $ 61,200

$ 40,000; $ 40,800

$ 40,800; $ 41,616

$ 40,000; $ 42,4000

Consider the demand curve for tickets to Clemson University football games. Indicate the effects on this curve of each of the following changes, ceteris paribus.

a. Illustrate and explain each event on a seperate graph.

b. High quality opponents (e.g., University Miami & Virginia Tech) replace lesser quality opponents on the home schedule.

c. Better recruiting classes improve the talent of the Clemson Team.

d. The season goes badly and the team drops out of contention for a major bowl game.

e. The Carolina Panthers decide to relocate to Clemson, South Carolina and have agreed to sell tickets at a considerable discount to the residents of Clemson.

A Discretionary Family Trust with Gross income of 123000,and 3000 deductible exp with following members and their share as per deed:

• Gillian, aged 25, and married;- 20%
• Jeff, aged 23, certified insane and is confined to institution; - 20%
• Simon, aged 19, a university student; - 25% (He also got wages 5700 and PAYG witheld 800 , in university vacation)
• Louis, aged 16, s secondary student; - 25%
• Boris, aged 4.- no fixed %, at the discretion of Trust, spent 7000on his medical exp

Calculate : s. 95 net trust income , shae to each member and their tax payable

You have been appointed as an H&S in charge of a university campus. The campus includes schools of science and technology that has chemicals and mechanical engineering laboratories. The president informed you that there have been a few incidents in past that included fire in the chemical laboratory in which a few students got burns, a fire in the canteen and an incident in civil engineering lab in which a lab technician almost lost one of his hands while handling an equipment. You have been informed that such incidents are raising in past three years. What steps you will take to make university a safer place and to reduce such incidents? (15)

You are asked to plan a budget of University of Connecticut for the next year. The two major expenses involve computers, x1 and classroom furniture, x2. The university utility function is given byU(x1, x2)=ln x1 + 2ln x2

a) Find optimal "consumption" of computers and furniture if P1=2 and P2=4 and the available funds are m= 60.

b) Is computer an ordinary or a Giffen good ? Determin whether computer is a gross complement,gross substitute or neither, for classroom furniture. (Explain these questions using partial derivatives)

c) Please draw the price offer curve for x2 given p1=4 and m = 60.

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.

Roxy Corp. Prepares its financial statements under U.S. GAAP

During the Year

The company begins operations on January 1, 2016. The company is started by issuing 50,000 shares of common stock for $1,000,000 ($1 Par value stock)

The company immediately purchases $400,000 in inventory for cash and sells $100,000 of this inventory to customer #1 for $150,000 on credit.

The company purchases a machine for $120,000 cash on January 1st and depreciates it over 10 years (depreciation is recorded at year end and there is no salvage value)

On June 1st, customer #1 pays us $70,000 of the amount due.

During June $25,000 dollars of research and development expenses are incurred. $10,000 has not been paid as of yearend.

Required:

Using a separate Excel Spreadsheet, journalize the transactions and create Balance Sheet and Income Statement for year end 2016