...Co-operation in a Capitalist Economy This course has taken us through the history and development of the co-operative economic structure, looking in depth at the co-operative movements’ roots and the formation of its laws. Examples such as the Mondragón Corporation and the co-operative movement in Italy were provided, to allow for a better understanding of how this system has evolved and its existence in modern society today. As this semester comes to a close, I wanted to take a closer look at co-ops here in the United States that are undergoing the trials and tribulations that result from being a co-operative organization within a capitalist economy. To do so, I first began by researching the development of the co-operative movement in the United States, more specifically, the pivotal role of agricultural co-operatives in stimulating the US economy; this led me to CHS Inc., the top performing co-operative in the US and the 10th best performing in the world (Co-operative News). Co-operatives such as CHS Inc. have been vital to maintaining stability within the US marketplace and providing an alternative to the capitalist structure that exists currently. Agricultural co-operatives, especially, significantly uplifted local economic development throughout most of the twentieth century. Over four million farms had closed down, including a large number of family run farms, and rural communities experienced a sharp rise in unemployment. Local businesses were forced to close and citizens...
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...The objective of this paper is to argue the need for tax reforms specifically aimed at addressing global issues in an increasingly interconnected world where tax laws are not designed for the digital age. It highlights the issues faced by countries due to ‘Base Erosion Profit Shifting ‘. The emphasis is mainly on two taxes, namely, ‘Diverted Profit Tax’ and ‘Digital Goods and Service Tax’, which are recently mentioned in the Australian Budget 2015. Organisation for Economic Co-operation and Development’s (OECD) involvement to concrete changes to avoid Base Erosion Profit Shifting (BEPS) has been mentioned. UK’s ‘Google tax’ and the ‘Double Irish Dutch sandwich’ tax evading structure is explained in an effort to elucidate the steps taken by Australian Government to encounter issues similar to them. Facts are stated with regard to the current Australian economy meshing these two new taxes into the existing taxation system. A conclusion is drawn concisely assessing the enforcement of ‘Digital GST’ and ‘Diverted Profit’ taxes and their probable effects on the economy. 1. The need for comprehensive tax reform One of the prime ways of generating economic revenue is to improve the tax capabilities. A good tax system promotes sustainable growth, provides key platform for trade and investments and strengthens the accountability of government to their citizens. The growing complexity in business and technological advances has made it difficult for the existing tax system to keep in pace...
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...Algebra 1: Simplifying Algebraic Expressions Lesson Plan for week 2 Age/Grade level: 9th grade Algebra 1 # of students: 26 Subject: Algebra Major content: Algebraic Expressions Lesson Length: 2 periods of 45 min. each Unit Title: Simplifying Algebraic Expressions using addition, subtraction, multiplication, and division of terms. Lesson #: Algebra1, Week 2 Context This lesson is an introduction to Algebra and its basic concepts. It introduces the familiar arithmetic operators of addition, subtraction, multiplication, and division in the formal context of Algebra. This lesson includes the simplification of monomial and polynomial expressions using the arithmetic operators. Because the computational methods of variable quantities follows from the computational methods of numeric quantities, then it should follow from an understanding of basic mathematical terminology including the arithmetic operators, fractions, radicals, exponents, absolute value, etc., which will be practiced extensively prior to this lesson. Objectives • Students will be able to identify basic algebraic concepts including: terms, expressions, monomial, polynomial, variable, evaluate, factor, product, quotient, etc. • Students will be able to simplify algebraic expressions using the four arithmetic operators. • Students will be able to construct and simplify algebraic expressions from given parameters. • Students will be able to evaluate algebraic expressions. • Students...
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...Constructing Formulas for Mathematical Operations in Excel (Basic Tips and Techniques) Michelle A. Applequist Computer Information Systems (CIS105) Professor Hari Dhungana Strayer University September 1, 2009 Constructing Formulas for Mathematical Operations in Excel Microsoft Excel uses formulas to construct mathematical operations in a worksheet. After data have been entered into the worksheet, you can perform calculations, analyze data, and create charts. An Excel formula (calculations you create) and functions (formulas pre-existing in Excel) calculates the data entered in the worksheet. Formulas calculate numbers in a particular order. “Excel has one of the most comprehensive set of formulas, not only to perform calculations but also to manage data and records. It also has the ability to instantaneously re-calculate the results as the raw data changes” (Khoo, 2006-9, para. 2). To construct a formula after you have entered data, you must click in the cell that you want the results to appear in, and then type the formula. You can construct formulas by using the sum function, and editing numbers in a cell. It is stated that: Sum is an Excel function—a prewritten formula. Sum indicates the type of calculation that will take place (addition). When the sum function is activated, Excel looks above the active cell for a range of cells to sum. If there is no range above the cell, Excel will look to the left for a range of cells to...
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...Mathematical Operations of Numbers and Simplifying Algebraic Expressions Section A.: Mathematical Operations of Numbers 1.) 8+((12+5) x 4)/2= 8+(17x4)/2= 8+68/2= 8+34= 42 2.) ((3+4)²+4)-2= (7²+4)-2= (49+4)-2= 53-2= 51 3.) ((12+7)+(8/4)²) (19)+(2)² 19+4 23 4.) ½ + ¼ - ⅓= 6/12+3/12-4/12= 9/12-4/12= 5/12 5.) 2/3 x 3/5 = Multiply straight across 2/3 x 3/5 = 6/15 Find common denominator Reduce to lowest term 6/15 ÷ 3/3 = 2/5 6.) ⅓ ÷ ½ = Multiply by reciprocal ⅓ x 2/1= 2/3 7.) 3/2 ÷ ( 1/5 + 6/10) = 3/2 ÷ (2/10 + 6/10) = 3/2 ÷ 8/10 = Multiply by reciprocal 3/2 x 10/8 = 30/16 = 15/8 = 1 7/8 Section B.: Simplifying Algebraic Expressions 1.) 2x + 3x - 5x + x = 5x - 5x + x = 0 + x = x 2.) 2(6x + 5) = 2(6x) + (2x5) = 12x + 10 = 3.) (14x - 7) /7 = 14x - 7 ÷ 7 = 14x ÷ 7 = 2x -7 ÷ 7 = -1 2x - 1 4.) -(-15x) - 3x = 15x - 3x = 12x 5.) 5(3x+4) - 4 = 15x + 20 - 4 = 15x + 16 = 6.) 5(3x-2)+12x = 15x -10+12x = 27x - 10 = 7.) 4(2y-6)+3(5y+10) = 8y-24+15y+30 = 23y-24+30 = 23y+6= 8.) (x+1) (x-2) = Multiply the first 2, outside 2, inside 2, last 2 xx - 2x + 1x - 2 = xx - 2x + x - 2...
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...This week’s material is pretty easy to learn. My learning strategy stayed the same from last week; read the reading material, look at the optional video lectures, answer the discussion question, program the programming assignment, take the self-quiz, etc. … I appreciate learning about the for … each loop. I’m plenty familiar with the for loop, which iterates for a set number of loops, uses initialization, a continue condition, and updating at the top of its block; but, the for … each control structure is a alternative to for. The for .. each loop control structure does not have as complicated continue conditions, and iterates the length of the data structure. I want to master the for .. each loop because it processes a data structure better then the for loop. I interacted with people in the discussion forum. This week’s question asked students to detail the for , and for … each control structure, and include the enum data structure in the explanation. I posted a discussion post, complete with programming examples of each data structure, but there are not enough other student responses to assess. I’ll keep looking for other students to post their discussion assignment, as I need to assess three student discussion posts. This week, I feel it will be helpful to master the for .. each, while, and do … while control structures. Often, I use the for loop, and select case / switch, but the other loops escape my programming toolbox. This week, I learned how to program with while...
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...Aaron Sura June 2, 2014 Wiley plus exercise Question 1. (a). $181,500 (b). $41,200 (c). 38,000 (d). 19,200 (e). 9,500 (f). 63,400 Question 3. In its first month of operation, Maze Company purchased 100 units of inventory for $6, then 200 units for $7, and finally 150 units for $8. At the end of the month, 180 units remained. Compute the amount of phantom profit that would result if the company used FIFO rather than LIFO. The company uses the periodic method. FIFO: $1,410 150 units multiplied by $8 equals $1,200 30 units multiplied by $7 equals $210 $1,200 plus $210 equals $1,410 LIFO: $1,160 100 units multiplied by $6 equals $600 80 units multiplied by $7 equals $560 $600 plus $560 equals to $1,160 Therefore, the phantom profit would be $250 if the company were to use the FIFO rather than LIFO. Question 4. Compute the lower of cost or market valuation for O'Connor's inventory. 12,500(camera)+9,000(camcorders)+12,800(DVD’s)= $34,300 Question 5. Establishment of responsibilities: Only cashiers may operate registers. Segregation of duties: The duties of receiving cash, recording cash, and having custody of cash are assigned to different individuals. Independent and internal verifications: Daily cash counts are made by cashier department supervisors. Human resource control: All cashiers are bonded Physical controls: All over-the-counter receipts are registers. Question 6. Segregation of duties: 3 Establishment of responsibilities:...
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...Montgomery of Alamein, KG, GCB, DSO, PC, nicknamed "Monty" and the "Spartan General". This essay will examine a number of lessons learnt from OP HUSKY July 9th 1943 during World War II. Both strategic and tactical examples will be drawn upon in order to relate to current day/ future operations. Prior to the lessons the question requires further explanation to provide greater accuracy within the analysis. The two main areas for development within the question are the terms strategic and tactical. Strategic can be defined as 'relating to the gaining of overall or long-term military advantage'1 Tactical on the other hand can be defined as 'relating to or constituting actions carefully planned to gain a specific military end.'2 The Allied invasion of Sicily, codenamed OP HUSKY, was one of the major campaigns and naval landings of World War II. It began on the night of 9th - 10th July 1943 and was a combination of a large scale amphibious and fairborne operation proceeded by a six weeks of inland combat. The first strategic lesson that can be learnt is the need for co-ordination and integration of all arms and services into the initial planning phase and also during the execution of any operation, a key example of evidence to support this is during OP FUSTAIN. OP FUSTAIN was a mission to capture the Primosole bridge over the Simeto river. This bridge was vital ground for both the German/ Sicilian forces and the allied troops. It was the one major crossing point that would allow...
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...Who Gets What from Imported Oil Oil is an essential product of our life style. Fuel cost is increasing day by day. Not knowing the real reason of this leads to misconception that the main beneficiaries are oil producing countries especially OPEC Member Countries. This essay will compare the revenues of oil-consuming countries (OECD nations) and OPEC Member Countries in order to find out the reason of oil price raise and who gets profit from produced oil. OECD countries bought oil at nearly same price but sold totally at different from each other due to inner taxes. Consumers in the UK paid 57.8% and in Italy 55.5% of total fuel cost to their governments as taxes which increased dramatically from 2009 to 2012. Nearly half of a liter of fuel cost was charged as taxes in Germany and France. The lowest tax rate was in the US 14.2% steady for 2011-13. The highest price per barrel in Japan was about $250 in 2011. Canadians bought a barrel of oil at approximately $200 in 2011-13. The estimated average annual OECD tax revenues per barrel in 2009-13 was $116 while OPEC export revenue per barrel was $95 for the same period. During 4 years OECD economies received an average of $1,082 billion pure income per year from oil taxes when OPEC earned an average of $966 billion per year without subtraction of expenses – nearly $115 billion less than OECD governments. As it is seen OPEC Member Countries producing oil have much less income than OECD countries imposing heavily taxed price on...
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...yDylan Dissanayake Student ID : 15223568 Session 1 : Earth Buddy 10/01/12 Q1. How many Earth Buddies can Ben count on producing in one shift? How many if the factory works 2 shifts? Three shifts? How many if it operates three shifts a day, seven days a week? Which operation is the bottleneck? TASK | TIME | NUMBER OF OPERATORS | a.BUDDIES/HR | b.BUDDIES/SHIFT | c.BUDDIES/ "2" SHIFTS | d.BUDDIES/ "3" SHIFTS | e.BUDDIES/ "3" SHIFTS - 7 DAYS | FILLING | 1.5 | 6 | 240 | 1680 | 3360 | 5040 | 35280 | MOULDING | 1.6 | 3 | 225 | 1575 | 3150 | 4725 | 33075 | EYES | 1.2 | 2 | 300 | 2100 | 4200 | 6300 | 44100 | EYE GLASS | 1.2 | 1 | 300 | 2100 | 4200 | 6300 | 44100 | PAINTING | 1.5 | 1 | 240 | 1680 | 3360 | 5040 | 35280 | PACKING | 1.98 | 2 | 363 | 2541 | 5082 | 7623 | 53361 | a. Buddies/hr = 60minutes x Operators time/task b. Buddies/shift = 60minutes x Operators x Productive hrs time/task c. Buddies/ 2 shifts = 60minutes x Operators x Productive hrs x No. Of Shifts time/task d. Buddies/ 3 shifts = 60minutes x Operators x Productive hrs x No. Of Shifts time/task e. Buddies/ 3 shifts = 60minutes x Operators x Productive hrs x No. Of Shifts x Days 7 Days time/task Bottleneck = Lowest output (Moulding) Theoretical Capacity/hr = Operators x 60min ...
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...Published: Wednesday April 2, 2014 MYT 12:20:00 PM Updated: Wednesday April 2, 2014 MYT 1:32:48 PM Malaysian students are poor problem solvers, survey says BY PATRICK LEE Email Facebook 1K PETALING JAYA: When it comes to problem-solving, Malaysian 15year-olds are among of the world’s poorest, a survey by Programme for International Student Assessment (PISA) has determined. The 2012 survey conducted by the Organisation for Economic Cooperation and Development (OECD) found that more than one in five Malaysian students could not even reach basic levels of problem solving. Malaysia came in at 39th with a mean score of 422 points among the 44 countries surveyed. In comparison, Singapore topped the list of countries with 562 points. Malaysia’s score also put it below the OECD average of 500 points. The survey divided problem solving proficiency into six levels, with Level 6 being the highest and Level 1 being the lowest, though it was added that there was a level below Level 1. “... and in Uruguay, the United Arab Emirates, Montenegro, Malaysia, Brazil and Israel, more than one in five students do not reach this level (Level 1),” the report said. The PISA 2012 report said students proficient at Level 1 can only explore problems given to them in a limited manner. “In general, students at Level 1 can solve straightforward problems provided there is only a simple condition to be satisfied and there are only one or two steps to be performed to reach that goal.” According to the...
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...Aku its final exam question …….it’s like take home exam where we will get 24 hours to write this questions and submit it tomorrow morning at 9 a.m …… so please help me to write this questions which you find very easy or familiar….it would be very grateful if aku could write and post me today evening around 4 or 5 p.m because I have to frame it in my English standard as you will have very high standard….soo….plz make spare few hours for this and post me the answers na aku…….. These are the questions…….? Question 1 Why do some individuals consider tax deferred to be taxes saved? Is their reasoning logical? (4 marks) Question 2 Mr. Karma is an employee of XYZ ltd. He draws salary @Nu.20,000 p.m during the year 2010-2011. He occupies residential house at Thimphu. Its rent is Nu.6000 p.m. He is offered three alternatives by the employer: 1) The company pays the rent direct to the landlord, the tenancy being between the company and the landlord. 2) The company pays house rent allowance to karma @Nu.5750 p.m and karma pays rent of Nu.6000 p.m to the landlord-the tenancy being between karma and the landlord. 3) The company neither offers karma the house accommodation, nor the rent allowance. Karma pays rent of Nu.6000 p.m for the accommodation occupied by him. He requests you to advise him as to which option would minimize his tax liabilities and maximize the cash inflow after tax. (5 marks) Question 3 Governments around the world...
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...Report On Cross National Integration & co-operation for Economic Development COURSE NO: 304 Course Title: Development Economics Date of Submission: 03/12/2011 MEMBERS OF THE GROUP SL. NO. NAME IDNO /EXAM. ROLL REMARKS 01 MD. Sarwar Alam (L) ID: 08302123 02 MD. Salah Uddin ID: 08302110 03 Mohammad Istiaque Bin kalam ID: 08302122 04 MD. Yeasin Bin Faruque Bhuyan ID: 08302129 05 Hasan Bin Hider ID: 08302031 06 Nilima Sabnam ID: 08302006 07 MD. Fida Hasan Bhuyan ID: 08302056 08 Jewel Aich ID: 08302077 09 Sakib Rahman ID: 08302045 10 Sharmin Sultana ID: 08302060 11 MD. kamrul Hossen ID: 08302094 Letter of Submission November 22, 2011 To, Mr. Md. Abul Basar Assistant Professor Department of Management Studies University of Chittagong. Subject: Submission of report. Dear Sir, We are submitting to you the Term study report titled “Cross National Integration & Co-Operation for Economic Development” in the context of different countries socio economic co-operation and integration that we requested. The report has been prepared as fulfillment of the partial requirement of our course “Development Economics (304)”. In preparing our report, the relevant information is collected and integrated accordingly. It is a matter of pleasure for us to have you as a supervisor of our theoretical with pragmatic experience, which is an integral...
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...Key issue: Tiffany and Co concluded an agreement with its Japanese Distributor, Mitsukoshi Limited. Tiffany & Co Japan assumed management responsibilities of the operation of 29 boutiques and was now responsible for millions of dollars of inventory that was previously sold wholesale to Mitsukoshi Limited. Tiffany & Co Japan now faces the risk of foreign currency fluctuations previously borne by Mitsukoshi Limited. Tiffany & Co Japan must now make the decision between basic hedging alternatives: Entering into forward agreements to sell yen for dollars or purchasing a yen put option. Exposure As Tiffany & Co’s receivable cash flows are now denominated in ¥ due at future date the firm now faces the foreign exchanges risks with uncertainty of the dollar equivalent of cash flows. Tiffany & Co. now face transaction, translation and operating exposures. Transaction exposure risk is observed in Tiffany’s deferred payment to Mitsukoshi of $25 million as this denominated in USD and cash inflows from Tiffany Japan will be denominated in yen. Translation risk represents foreign assets on financial statements as of July 30 1993 Tiffany & Co showed $7.7million in foreign assets. The most significant exposure that Tiffany will experience is operating risk due to the high amount in ¥ inflows. Tiffany & Co. will need to limit this exposure hedging these inflows in the medium term; however major currency movements will be factored in to the retail price in the...
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...| You Decide | FIN 561-60619 | Mergers and Acquisitions, Week 3Professor Gene Smith, PhD | Melissa Walter | 7/27/2014 | | Abstract Merck & Company (Merck) is evaluating the possible acquisition of Medco Containment Services Incorporated (Medco). The Chief Operating Officer, Executive Vice President of Sales and Marketing, and the Chief Financial Officer have all stated their thoughts and concerns regarding this matter. It is my job to make the final recommendation to the Board of Trustees. Executive Summary Merck is a leading pharmaceutical manufacturer and Medco is a leading pharmacy benefits manager. Both companies have a strong hold on their piece of the market. In 1992, Merck had revenue of $9.7 billion while Medco recorded $2.2 in revenue.4 Benefits of the merger include: * Increased marketing potential through Medco’s accumulated data * Access into the Managed Care market * Decreased costs in sales and marketing efforts Risks include: * Merging of corporate cultures * Loss of R&D dollars due to subsidizing Medco * Regulatory and compliance threats. The stated price for the merger is $6.6 Billion. At the time of the merger, I would have recommended to the Board to proceed with the merger as benefits seem to out-weigh the risks. However, in looking back, due to the FTC findings stating the merger did create an unfair advantage to Merck, I would have to re-evaluate. Merck was unable to issue the intended...
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