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Finance Assignment Work through each of the following questions in the attached sheet using the information discussed in the

Finance Assignment Work through each of the following questions in the attached sheet using the information discussed in the class lectures and in the pricing chapter you read. Make sure you show all of your work. You may either type your answers on this sheet or on a separate Word document. You may also do your work by hand and scan a copy of your work. When necessary. round down to the nearest cent. Meaning if you get $12.125 for an answer, round to $12.12. I will give you .$03 in either direction so rounding should not be an issue. Problem 1: (Pricing) You are the Program Manager for a youth soccer program in Tucson, AZ. Looking at your organization you determine that your total fixed cost are $600,000, which includes facility maintenance, admin cost, and the personnel cost for those salaried staff members. In addition to these cost, you also have variable cost that total an additional $200,000. To date, your total hours of operation is 6,000 total hours. Knowing that your business is highly vulnerable to political and social conditions in Arizona, you operate with a 9% contingency rate. Calculate your total cost and your hourly item cost that you must charge (break-even point) both before and after contingency (round to answers to nearest cent). Given that your programs are spread out throughout the city, with many located in under-resourced areas, you know that you much subsidize many of your programs to make them accessible to all youth. You have decided to subsidized programs in under-resourced communities at a 30% rate. This subsidy will be absorbed by programs in the more affluent communities. Calculate the subsidization rate for each community Problem 2: (Millage Rates) You have just become the Director of large municipal park district in California. Looking at your revenue for the year, you see that a large piece of your program funding comes from property taxes on a large parcel of private land. Looking over your budget, you see that the appraised total property value of the land $500 million dollars. Of this, however, only 40% is taxable. The owner of the property is changed a rate of 15 mils in your district. Your department will be getting 30% of the total received from the property taxes on this property. What is the total amount of revenue that will be received by the municipality as a whole through property tax? What is the total amount your department will receive? Problem 3: (Fixed and Variable Cost and Pricing) Program Descriiption: Join us for a three day adventure at a Saguaro National Park. The beautiful Arizona National Park offers a variety of hiking option for all skill levels, camping, and numerous programs for the kids. Don’t miss this great opportunity to come enjoy the great outdoors at our National Park! Details: This trip will depart at 6:00 p.m. on Friday after dinner and return at 5:00 p.m. Sunday before dinner. Transportation, meals and cabin rental are all provided.  A minimum of 50 people will attend  Breakfast is $5 per person  Lunch is $7.50 per person  Dinner is $9 per person  This trip was planned by a full time administrative staff member within the agency but this person will not be participating in the trip. However, $200 of their salary must be accounted for as administrative cost. (Hint: This person is full-time staff, as in they are always present, regardless of trip)  Two trip leaders will lead the trip. They make $9.25 per hour. They are temporary employees and do not receive benefits.  The agency owns one 15 passenger van which can be used to transport participants. The monthly payment on the van is $525. The van is used 4 weekends per month to transport participants. The cost of the monthly payment must be evenly distributed between each weekend and should be reflected in the cost of the trip. (Hint: be careful here when you are thinking about # of passengers who will be in the can and how the cost of the van you own will be distributed)  Additional vans will be rented. Van rental per 24 hour period = $150 per day for a 15 passenger van
Central Texas College Importance of Early Childhood Education Discussion.

Minimal 400 words. Within the first two sentences of your paper, you will identify for the reader the singular sub-topic that your entire paper will encompass. Do not provide a definition or explanation of the subtopic. You can think of your reaction paper as having a discussion with the instructor about the topic. A reaction/reflection paper is not a summary of what you have read. As a reminder, you will want to identify the topic of your paper without providing a definition or summary of what the topic encompasses. Instead, your writing should reflect a concise, organized, and well-written expression of your independent thoughts following the reading of one sub-topic. cite all of these references in APA style, reaction/reflection paper is based on the expression of your critical thinking skills (not the thoughts of another individual). Points will be deducted if more than one line of quoted or paraphrased text is included in your paper
Central Texas College Importance of Early Childhood Education Discussion

Element in the standard Action on how to demonstrate the standard Standard 1.0: A district-level education leader applies knowledge that promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a shared district vision of learning through the collection and use of data to identify district goals, assess organizational effectiveness and implement district plans to achieve district goals; promotion of continual and sustainable district improvement; and evaluation of district progress and revision of district plans supported by district stakeholders. Researching the visions and goals of learning as perceived by colleagues could help form a better idea of what inclinations and ideas are the most common in the organization. Another research can be conducted aiming at the assessment of the community education needs. It would help to envision and revise the current district plans. 1.1 Candidates understand and can collaboratively develop, articulate, implement, and steward a shared district vision of learning for a school district. The participation in active discussions of the current district vision and plans, promoting an opinion based on recent research data and statistics. Ensuring that the current plans and vision for the district area are outlined following the actual community needs and are relevant to the district with its unique requirements and features. 1.2 Candidates understand and can collect and use data to identify district goals, assess organizational effectiveness, and implement district plans to achieve district goals. The research directed at the exploration of the district population and communities, their needs, and persistent issues is carried out using all available resources such as the data published online, presented in the local mass media, and collected from the representatives of the communities including diverse members – local educators, administrative leaders, policymakers, students, and their parents. 1.3 Candidates understand and can promote continual and sustainable district improvement. A clear and concise final vision and mission for the improvement on a district level need to be formulated based on reliable, valid, and relevant data. The aforementioned vision and mission need to be compared to the current goals taking into account their sustainability and importance. Recommendations for improvement are to be formulated based on the currently known needs and discussed with the local authorities. 1.4 Candidates understand and can evaluate district progress and revise district plans supported by district stakeholders. District progress should be assessed based on actual qualitative and quantitative research data and statistics showing the changes that were introduced according to a district plan and the effects they have produced. Moreover, it is important to note how long the effects lasted. Revisions are to be made based on the change outcomes and research findings. Standard 2.0: A district-level education leader applies knowledge that promotes the success of every student by sustaining a district culture conducive to collaboration, trust, and a personalized learning environment with high expectations for students; creating and evaluating a comprehensive, rigorous, and coherent curricular and instructional district program; developing and supervising the instructional and leadership capacity across the district, and promoting the most effective and appropriate technologies to support teaching and learning within the district. Educational projects carried out on a district-level are to be focused on the creation of a comprehensive and personalized learning program engaging the community. The curricular activities and programs are to be connected to the unique features and capacities of the district thus making the learning experiences relevant to the students’ everyday life. 2.1 Candidates understand and can advocate, nurture, and sustain a district culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students. Salient elements of the district culture are to be explored and emphasized in collaborative learning projects engaging several institutions and providing diversified experiences for the learners. High expectations are to be set for the students encouraging them to use technologies while learning and get involved in independent work and research. 2.2 Candidates understand and can create and evaluate a comprehensive, rigorous, and coherent curricular and instructional district program. The current curricular and instructional district program needs to be properly evaluated in terms of its adherence to the latest teaching standards. The appropriate additions are to be made including new themes and activities emphasizing the district culture and communities and strengthening the connection between the local context and the curricular and instructional district program. 2.3 Candidates understand and can develop and supervise the instructional and leadership capacity across the district. The instructional capacity is to be based on the proactive evaluation and assessment that continues throughout the teaching process and serves as a data collection instrument for further instruction and its adjustments. Leadership capacity across the district is to correspond with the objectives of institutions and be aligned with the latest educational requirements. 2.4 Candidates understand and can promote the most effective and appropriate district technologies to support teaching and learning within the district. Becoming familiar with the technologies is necessary for the further promotion of these technologies as an essential part of the teaching process. The recommendations as to the use of technologies are to be based on practical benefits for the academic process and advantages strengthening the performance of students, as well as their teachers. Standard 3.0: A district-level education leader applies knowledge that promotes the success of every student by ensuring the management of the district’s organization, operation, and resources through monitoring and evaluating district management and operational systems; efficiently using human, fiscal, and technological resources within the district; promoting district-level policies and procedures that protect the welfare and safety of students and staff across the district; developing district capacity for distributed leadership; and ensuring that district time focuses on high-quality instruction and student learning. Every change introduced to the programs needs to be carefully weighed and evaluated before the implementation stages. The resources used for the implementation are to be carefully saved and the most cost-effective and sustainable approaches should be chosen. It is critical to take into consideration various aspects of educational processes and organizations and consider the needs of all the stakeholder groups involved. 3.1 Candidates understand and can monitor and evaluate district management and operational systems. The management and operational systems of the district are to be approached taking into account their complexity and the interconnection between their multiple elements and layers. The evaluation needs to include multiple factors and engage the perspectives of stakeholder groups interested in the operations and management systems. Monitoring and supervision are to be carried out in an impartial manner and with the application of critical and innovative thinking. 3.2 Candidates understand and can efficiently use human, fiscal, and technological resources within the district. The value of human, fiscal, and technological resources within the district is very high. As a result, it is critical to treat the aforementioned resources with respect and spend their capacity following the most cost-efficient and sustainable initiatives. Research and evaluation of the previous ways of treating the resources need to be assessed for potential revisions to increase the effectiveness of operations. 3.3 Candidates understand and can promote district-level policies and procedures that protect the welfare and safety of students and staff across the district. The welfare and safety of students and staff across the district are to be some of the top priorities in the working process. It is important to advocate for the students and staff of educators on a district level and promote the activities that aim at the fulfillment of the needs of these two stakeholder groups. 3.4 Candidates understand and can develop district capacity for distributed leadership. The changes in the district capacity for leadership can be rather challenging because this activity includes work with people who may resist change and prefer more old-fashioned leadership models and styles. As a result, communication and the establishment of trust and contact is one of the core elements for the success of this activity. 3.5 Candidates understand and can ensure that district time focuses on supporting high-quality school instruction and student learning. A careful assessment of the current approaches toward the quality of school instruction and student learning is to be carried out to find out the potential flaws of the system and the identification of the possible changes applicable to the system. Quality teaching standards and the latest requirements need to be followed in the current instruction and student learning attitudes. Standard 4.0: A district-level education leader applies knowledge that promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources for the district by collecting and analyzing information pertinent to the improvement of the district’s educational environment; promoting an understanding, appreciation, and use of the community’s diverse cultural, social, and intellectual resources throughout the district; building and sustaining positive district relationships with families and caregivers; and cultivating productive district relationships with community partners. Contemporary education is more personalized and learner-centered in comparison with the approaches practiced several decades ago. To make the knowledge relevant to the learners, the educational leaders are to connect the curricular program and activities to the daily experiences of the students. Also, it is necessary to challenge the students with different levels of academic performance by their skills to keep everyone challenged equally. 4.1 Candidates understand and can collaborate with faculty and community members by collecting and analyzing information pertinent to the improvement of the district’s educational environment. The active participation in local research directed at the exploration of educational systems and standards is the key to success. Also, such research has to cover multiple levels and be carried out in collaboration with representatives of multiple specialties. In that way, many different professional perspectives could be introduced to the assessment process. 4.2 Candidates understand and can mobilize community resources by promoting understanding, appreciation, and use of the community’s diverse cultural, social, and intellectual resources throughout the district. The resources that can be mobilized across the community need to be identified. Further, a strong connection has to be established with the aforementioned organizations so that they could participate in educational projects and contribute to the development on a district level. Meetings, talks, lectures, and guidance can be the ways to engage with the resources for the promotion of learning projects. 4.3 Candidates understand and can respond to community interests and needs by building and sustaining positive district relationships with families and caregivers. The interests of the local families and caregivers need to be carefully assessed and processed via qualitative research based on the communication with the representatives of these stakeholder groups. Trust can be established using interviews and through active listening to the opinions of the stakeholders and their propositions as the future change. 4.4 Candidates understand and can respond to community interests and needs by building and sustaining productive district relationships with community partners. Community partners are valuable participants who can significantly strengthen the change on a district level. The connection with the communities can be established via various reach out programs and partnerships engaging the communities in projects and promoting their activities and services. Standard 5.0: A district-level education leader applies knowledge that promotes the success of every student by acting with integrity, fairness, and ethically to ensure a district system of accountability for every student’s academic and social success by modeling district principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles within the district; safeguarding the values of democracy, equity, and diversity within the district; evaluating the potential moral and legal consequences of decision making in the district, and promoting social justice within the district to ensure individual student needs inform all aspects of schooling. Leaders and educators are the agents responsible for the quality of education and teaching on multiple levels including the performance of the entire district. Such practices as transparency, adherence to democratic values, thoughtfulness, inclusion, and respect for diversity are the indicators of the leadership attitudes that form social relations on the personal, family, and community levels. 5.1 Candidates understand and can act with integrity and fairness to ensure a district system of accountability for every student’s academic and social success. The district system of accountability is the basis that holds the trust of stakeholders and the integrity of institutions and people involved. Fair attitudes are to be practiced on the school level and a frequent assessment needs to be in place to ensure the compliance of school authorities and administrations. 5.2 Candidates understand and can model principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles within the district. Leaders serve as the role-models for their followers and observers. As a result, leadership communication and behavior have to be based on strong work ethics, emotional maturity, self-reflection, and the awareness of the responsibility of being a leader and a role model. These values can be communicational through words, as well as through actions and change. 5.3 Candidates understand and can safeguard the values of democracy, equity, and diversity within the district. Every decision that needs to be made is to be carefully thought through and evaluated using the principles of moral attitude, critical thinking, democratic values, and respect for diversity. Regardless of the level on which the decision is made and implemented, the core underlying principles need to match those promoted for the entire district. 5.4 Candidates understand and can evaluate the potential moral and legal consequences of decision making in the district. The decision making in the district is a very serious matter that can impact the dynamics of power and social attitudes of multiple communities and groups of people. Any decision made for the district has to be evaluated in terms of the chain reaction it can trigger and the potential outcomes of positive, as well as negative nature. 5.5 Candidates understand and can promote social justice within the district to ensure individual student needs inform all aspects of schooling. An assessment of the current correspondence between the student needs and the school policies can be made using the modern copies of rules used by the school authorities and the reports of incidence of student and parental dissatisfaction with the actions of school administration. Further, the problem can be assessed with the engagement of representatives of the involved stakeholder groups. Standard 6.0: A district-level education leader applies knowledge that promotes the success of every student by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context within the district through advocating for district students, families, and caregivers; acting to influence local, district, state, and national decisions affecting student learning; and anticipating and assessing emerging trends and initiatives to adapt district-level leadership strategies. The most recent initiatives and best practices are to be collected and explored to find new ways of improving the district systems and operations. Some of the sources of such practices and initiatives can be online reports, scholarly research journals, literature reviews, and news articles. The policies and practices and could benefit the district should be transformed into potential change plans. 6.1 Candidates understand and can advocate for district students, families, and caregivers. The needs of district students, families, and caregivers are to be put first in the creation of educational policies and the administration of change. In that way, the administrative decisions are to be evaluated as to their relevance to the stakeholder needs; further, the potential adjustments in the policies and decisions are to be proposed. 6.2 Candidates understand and can act to influence local, district, state, and national decisions affecting student learning in a district environment. To produce an action influencing local, district, state, and national decisions affecting student learning in a district environment, it is important to achieve the engagement and support of multiple stakeholder groups through informing them about the existing issue and the potentially successful and sustainable solution. 6.3 Candidates understand and can anticipate and assess emerging trends and initiatives to adapt district-level leadership strategies. The incidence of trends and initiatives has to be researched and evaluated based on statistical quantitative data. Predictions can be made following the previous dynamics, as well as based on the current change and tendencies. A call to action needs to be made via consultation with respective authorities as to the ways of addressing the potential situation. Standard 7.0: A district-level education leader applies knowledge that promotes the success of every student in a substantial and sustained educational leadership internship experience that has district-based field experiences and clinical practice within a district setting and is monitored by a qualified, on-site mentor. A district-level leader is to learn through hands-on experiences that include field practice. Throughout the internship, the leader’s focus is to remain fixed on the needs of learners, teaching staff, the promotion of district culture, and the improvement of the local education standards. 7.1 Substantial Experience: The program provides significant field experiences and clinical internship practice for candidates within a district environment to synthesize and apply the content knowledge and develop professional skills identified in the other Educational Leadership District-Level Program Standards through authentic, district-based leadership experiences. Receiving district-based leadership experiences is the main objective of this practice and it should be achieved through the application of content knowledge and leadership skills in practical settings. Staying focused on the goals of the program is highly important for the submergence into the educational leadership environment and generating benefits as a professional practitioner. 7.2 Sustained Experience: Candidates are provided a six-month concentrated (9–12 hours per week) internship that includes field experiences within a district environment. The time granted for the internship practices needs to be used as a valuable resource and spent on research and acquisition of relevant and practical information about various programs and activities in the district to find potential gaps that can be fulfilled or strengths that can be emphasized. 7.3 Qualified On-site Mentor: An on-site district mentor who has demonstrated successful experience as an educational leader at the district level and is selected collaboratively by the intern and program faculty with training by the supervising institution. To help the leader throughout the practice and also to assess the performance, a qualified and experienced on-site mentor will be working in collaboration thus forming a team of two professionals focused on the improvement of the current educational dynamics on a personal, school, and district levels.
Contextualizing Issues the Other Side Contextualizing Issues Discussion.

I’m studying and need help with a English question to help me learn.What You’re PracticingYou are practicing contextualizing issues into an academic discussion. Your readings and multimedia for this Talking Point are focusing on issues dealing with culture, race, ethics, economics, politics, and religion.What You’re DoingRead essay from Chapter 16 in They Say, I Say that made you think about its main idea.Write a Talking Point in five (5) paragraphs that 1) summarizes your essay’s main idea, 2) states your opinion about the author’s idea, and 3) supports your idea with facts or expert opinions from another essay in Chapter 16 and an online article and video from the Chapter 16 multimedia page.Paragraph 1: Summarize the essay’s main idea and supporting details in one paragraph, citing examples from the text. Use MLA-style format for in-text citations. This paragraph must start with a sentence that states the title of the essay, the author, and summarizes the main idea. See the example below.Paragraph 2: State your own opinion about the author’s main idea or the topic. Base your response on your own knowledge, belief, or experience, yet use the author’s reasons and details from the essay to argue your point. Use and cite at least two (2) examples from the essay to support your opinion. Use MLA-style format for in-text citations.Paragraph 3: Support your ideas with examples and details from one or two online multimedia sources. Compare or contrast the online source’s ideas and the essay author’s ideas to support your ideas. Use and cite at least two (2) examples from the online sources. Use MLA-style format for in-text citations.Paragraph 4: Using another essay from Chapter 16, or an online article or video, rebut an opposing idea to your opinion. Defend your position counter to the opposing idea. Use and cite at least two (2) examples from the opposing side’s source.Paragraph 5: In this last paragraph, write an insightful conclusion that realizes an outcome for your idea. Explain to your readers why your opinion matters to them, how it will help others realize their connection to the topic, or what should be done to make the matter better to resolve. This paragraph should be reflective about your entire Talking Point.If you don’t cite examples, you will not receive credit for this assignment.
Contextualizing Issues the Other Side Contextualizing Issues Discussion

Annotated Bibliography: Nursing Care of Patient With Stroke

Share this: Facebook Twitter Reddit LinkedIn WhatsApp This annotated bibliography will discuss three pieces of literatures, which include a Department of health policy. Demonstrating an understanding of the chosen articles with the use of additional literatures to analyse identify and explore learning and how it will influence the nursing care of patient with stroke. Furthermore, the analysis of how the literature search was performed, the database used, search term used, the inclusion and exclusion criteria, the findings and exploration of why the literature was chosen will be identified. Search Strategy Database such as CINAHL plus, British Nursing Index and Department of Health policy was utilised to acquire relevant articles and guideline relating to stroke (Achterberg, Schoonhoven

Stakeholders Equity

i need help writing an essay Stakeholders Equity. Need help with my Excel question – I’m studying for my class.

The purpose of this assignment is to analyze stockholders’ equity to recommend strategies for generating cash
InstructionThe purpose of this assignment is to analyze stockholders’ equity to recommend strategies for generating cash. For Macys retail store Understanding a company’s position as it relates to stockholders and stockholders’ equity is important when considering options and making decisions related to the strategies that should be implemented to generate cash for the company. The chief executive officer (CFO) of the company wants to generate cash for the organization and has tasked you to review the current stockholders’ equity position for the company and use your findings to recommend strategies for generating cash flow. The CEO has requested you summarize your findings in a memo that is addressed to the CFO, but one that could be shared with other stakeholders. In the Form 10-K for the company you selected in the Topic 1 assignment, review and study the following information related to stocks: Identify the types of stock, such as common or preferred stock, currently issued, and outstanding. Identify the presence of treasury stock and its impact on overall stockholders’ equity. Analyze debt vs. equity. Using the correct formulas and a separate tab for each analysis, calculate the following ratios using Excel: calculate the return on equity, debt to equity, capital structure leverage, and times interest earned ratios, and use them to identify the total make-up of stockholders’ equity as compared to debt. Using the results of your analysis, write a 500-word memo to the CEO recommending and explaining the pros and cons of issuing new stock, reissuing treasury stock (if applicable), and issuing convertible bonds. Justify your recommendation using the 10-K stock information and ratios along with citing two substantiating academic sources that support your analysis of the stockholders’ equity.
Stakeholders Equity

Introduction To Kentucky Fried Chicken Business Essay

Introduction To Kentucky Fried Chicken Business Essay. This report discusses ethical dilemma such as overcrowded environment, cruelty in slaughterhouse and trashing the Amazon rainforest of KFC and their suppliers and evaluation using moral standards such as Utilitarianism theory and theory of rights and moral duties with recommendations on how these dilemmas may be avoided or solved. 1.0 Introduction to Kentucky Fried Chicken (KFC) Corporation Kentucky Fried Chicken (KFC) was found in Louisville; it is the world’s most widespread chicken restaurant chain which offers services to more than 12 million clients in 109 nations all over the world. Kentucky Fried Chicken operates more than 5,200 restaurants in the US and more than 15,000 restaurants all over the world. KFC was introduced by Harland Sanders in the early 1930’s. Sanders began preparing and serving food for hungry travellers who pass through by his service station in Corbin, Kentucky, United States. Sanders did not own a bistro, but he used to serve travellers on his own dining table in the living quarters section of his service station. He expanded his business by 1964, as time passes he franchised more than 600 chicken restaurants in all over United States and Canada. Consumers around the world enjoy more than 300 other items from KGF (Kentucky Grilled Chicken) in the US and a salmon sandwich in Japan. KFC then merged with Yum Brands in1997 when that enterprise was acquired from PepsiCo as Tricon world-wide restaurants Inc (KFC, 2012).C:UsersHPDesktopkfc-logo.jpg 2.0 Ethical Dilemmas An Ethical dilemma is a complex situation that often engages an apparent mental confrontation between moral imperatives, in which to comply one would outcome in transgressing another (PETA, 2004). Few years back KFC faced questions from NGO such as Greenpeace and The people for treatment of Animals (PETA) regarding unethical activities by KFC’s suppliers for chicken such as Cargrill and Pilgrim’s Prid. KFC was suspect for its role in the decimation of the Amazon rainforest and their ill-treatment towards chicken in poultry farm by PETA (PETA, 2004; Greenpeace, 2006). GREENPEACE Perspective Greenpeace is an independent global campaigning organisation that works towards changing attitudes and behaviours of others and to protect and conserve the environment and to promote peace. Another unethical issue of KFC was raised by Greenpeace for their link in destruction of the Amazon Rainforest. In 2006 Greenpeace came up about the mass deforestation in Amazon rainforest caused by KFC (Greenpeace, 2006). 2.1 Dilemma 3: Trashing the Amazon rainforest According to Greenpeace, KFC is fuelling the destruction of Amazon by selling cheap chicken fen on soya grown land. Greenpeace investigation clearly shows that large area of rainforest is being destroyed by direct sales of cheap soya by KFC’s supplier Cargill, in order to sell billions of chickens products to its consumers at low cost. The KFC demand of soya fed for its chicken to their supplier Cargill has done this unethical activity, which is affecting the global climate. Rainforest that covered a huge part of earth’s land area has reduced due to deforestation, which clearly shows very high impact of business operations. Greenpeace wants Cargill and KFC to make that animal feeds they buy do not contribute to destruction of Amazon (Greenpeace, 2006).C:UsersHPDesktopkfcbanner.jpg PETA Perspective People for the Ethical Treatment of Animals (PETA) is the large animal rights organization. They have more than 3 million supporters and members. In 2004, PETA revealed the results of an investigation which was done into a KFC’s supplier’s poultry farm in Moorefield, West Virginia; that supplier is known as Pilgrim’s Pride (PP). PP is second largest processor of chickens in US. PETA revealed that each year probably more than 1 billion chickens got tortured and killed in the poultry farms. The overcrowded environment, cruelty combined with frustrated workers and lack of ethical operation processes led to improper acts in KFC’s supplying slaughterhouse (PETA, 2004). PETA came up with several ethical dilemmas of KFC from which two are explained in this report. 2.1 Dilemma 1: Overcrowded farm environment PETA revealed that in PP’s farm, chickens are stuffed in overcrowded sheds where they can hardly find space to move; in the result chicken hurts each other. To save space and avoid chicken hurting it selves and others, the employees cut of off chicken beaks with hot blade with giving it any kind of painkillers. Overcrowding and horrible acts by employees in the farms cause painful ammonia burns on the poor chickens. The main shocking thing is injured chickens receive no treatment and they have to bear the pain throughout their life (PETA, 2004).C:UsersHPDesktopimage-182167-galleryV9-ztnf.jpg 2.2 Dilemma 2: Cruelty in the slaughter house Another case PETA revealed was about the cruelty in the slaughter house. The chickens get slaughtered before they are five weeks old. At the slaughter house, poor chickens are hanging upside down and then employees transferred it through conveyor belts to the killing room fully consciously. At a time many chickens are dumped from the crates to the fast moving conveyor belt that cause chicken at the bottom to get suffocated. Due to unable to manage the huge amount of chickens, the workers in slaughter house threw away chickens, slamming them to walls or floors. Furthermore, during the processing of removing feathers, the live chickens are thrown into scalding hot water which is such a horrible and painful act (PETA, 2004).C:UsersHPDesktopChickenSlaughter.jpg 2.4 Stockholders Analysis Stockholder KFC is one of the brands of Yum brands, which have been conducting their businesses in all over the world. The acts practiced by the KFC and its suppliers have an impact on the stockholders. If an enterprise fails to solve these dilemmas, the enterprise would be responsible for missing out to take advantage of opportunities in future. The investment of the stockholders would be at high risk it the enterprise closes down (Shrestha, K. S, 2010). . Customers Customers expect KFC to serve the best quality and good prices of their products. KFC has many fans all around the world and they expect KFC to grow more and serve them with better products. From research we have noticed that suppliers for KFC have been breeding chicken unhygienic, they give them drugs that can have a negative impact on the consumers’ health. KFC must investigate about their supplier’s breeding and their process so that the quality of chickens is maintained (Shrestha, K. S, 2010). Suppliers KFC has many suppliers from which Pilgrims’ Pride supplies them the huge amount of chicken and those chickens then go for further process and then to be served into KFC restaurants all around the globe. KFC must convey proper steps and methods to evaluate suppliers and their material as suppliers affect the overall operation of KFC. Furthermore Suppliers must focus on their improvement because if KFC is affected; they would be affected too, as KFC is the main buyer of chicken for suppliers (Shrestha, K. S, 2010). Media Mass media is also affected as most of the protest made all around the world especially by non-government organizations was made from the help of media. Media made organization business firms and even people to be more aware about their and others activities, and show the difference between right and wrong. Through information gained from media, people have changed their decision and demonstrated their activities against the KFC (Shrestha, K. S, 2010). Non-Government Organization (NGO) NGO such as PETA and Greenpeace are likely to be influenced by the supplier’s poor acts for chicken handling by the employees in slaughterhouse. PETA revealed these dilemmas to make people aware about the operations of KFC’s supplier called Pilgrim’s Pride and PETA also mentioned some corrective act that can improve the life of chicken. Furthermore Green Peace organization also made the entire world aware about the Cargill for soya fed for chicken, which was highly responsible for Amazon rainforest deforestation (Shrestha, K. S, 2010). 3.0 Evaluation using Moral Standards Evaluation for these dilemmas is done based on two moral standards which are: Utilitarianism Rights and Duties 3.1 Utilitarianism Utilitarianism states actions are right proportion as they tend to promote happiness and wrong as they tend to produce the reverse of happiness. Utilitarianism theory says that the benefit should be more than costs. Here are the two options for KFC with their benefits and costs. OPTION 1: Continuation of Unethical Farm Benefits Costs Present Decreasing Operating cost for KFC as less storage cost is occupied by overcrowded chickens. As operating cost decreases profit margin increases for KFC. As profit margin increases stockholders’ satisfaction increases. Legal actions can be taken against KFC by government and non-government organisations. Example the action taken by PETA and Greenpeace. By having unethical operations, negative brand image are created. Customers can boycott KFC for its animal abuse. Stakeholders are affected seriously in several ways such as stockholder is at high risk for their investment. Future As stockholders’ satisfaction increases, it attracts more investors to invest in KFC’s corporation. Due to high investment, KFC can actually expand their business. Due to customers boycott towards KFC’s products can decrease profit margin. By having unethical operations, KFC can be closed in future. By performing unethical operations, it can affect investor’s decision who wants to invest in KFC. Employees are at high risk of losing their jobs if KFC get shutdown. It also increases Corporate Social Responsibilities for KFC OPTION 2: Ethical Farm Benefits Costs Present Stakeholders’ satisfaction increases as they are conducting their business ethically. It motivates employees to be ethical in working environment. Brand image are created as KFC’s performing ethically. More customers are attracted towards KFC’s product because of their ethical operations. Increasing in Non-government organisation’s satisfaction due to their ethical activities. Increase in production cost by operating ethically. Selling price would be high as there is high production cost. High selling price will decrease customer’s demand. Future As customers are attracted to by KFC’s product, it increases profit margin for them. As profit margin increases, return on investment by stockholders’ also increases. It attracts more investors and lenders to invest in KFC, as this organisation is earning more profit and rate of return on investment is high. Employees’ satisfaction increases as the organisation is profitable due to which they can earn bonuses and expect an increase in their salaries. It also improves competitive advantage. It can reduce profit margin as there low demand for their product. Evaluation based on utilitarianism theory As utilitarianism theory says that benefits should be more than cost. KFC must operate ethical farm as the benefits are more than the cost. If they operate unethical farm, the costs would be higher than the benefits. 3.2 Rights and Duties Moral Rights and duties state that all human being are permitted/empowered to do something or are entitled to have something done for them. These rights create duties of others towards an individual. In the case of KFC, it is a duty of KFC to consider the impact of their operations on others; such as the impact on their stakeholders who are getting affected by KFC’s unethical operations. Furthermore it is not only the right of Human being to live as they want, animals also have these rights. They also want to be treated properly but cannot fight for their rights that’s why we have non-government organisation who fight for animal’s right such as in KFC’s case, PETA is fighting for animals right. It is a duty of KFC to operate according to PETA’s animal ACT and laws. Furthermore KFC is not only harming animals but also community and environment by trashing the Amazon rainforest. It’s a duty of KFC to be socially responsible for their acts towards environment, local community and their surroundings. 4.0 Recommendation with Justification KFC’s supplier such as PP must focus more on preventing animal abuse rather than frustrating their employees. KFC should survey supplier’s slaughterhouse regularly to make sure they are following the ethical practices recommended by PETA regarding Controlled Atmosphere Killing. Justification: Controlled Atmosphere Killing will help the birds to have a painless death. Hence, this act will act will take care of cruelty and pain given to birds. 5.0 Conclusion After conducting a wide research on these dilemmas we have learned that PETA and Greenpeace have a fair view about these issues. We have also learn that stakeholders are on high risk by KFC’s unethical activities which is not so well either for stakeholders nor for company itself. KFC must change the way they conduct their businesses and they must have a ful knowledge about their workers, environment, community, customers, suppliers and so on. Introduction To Kentucky Fried Chicken Business Essay

CSU Phenomenal Corporation Expenditure Cycle Procedures Case Study

CSU Phenomenal Corporation Expenditure Cycle Procedures Case Study.

Read the following case study and answer the questions at the end of the case.Phenomenal Products, Inc. is a mid-sized privately-owned company on the east coast. The corporation is 10 years old and uses an integrated ERP system. The administrative offices are located in a downtown building and the production, shipping, and receiving departments are housed in a renovated warehouse a few blocks away.The company maintains a perpetual inventory system.Employees in any department can enter purchase requests for items they note as being either out of stock or in small quantity.Each day, employees in the purchasing department process all purchase requests from the prior day. To the extent possible, requests for items available from the same supplier are combined into one larger purchase order in order to obtain volume discounts. Purchasing agents use the Internet to compare prices in order to select suppliers. If an Internet search discovers a potential new supplier, the purchasing agent enters the relevant information in the system, thereby adding the supplier to the approved supplier list. EDI is used to transmit purchase orders to most suppliers, but paper purchase orders are printed and mailed to suppliers who are not EDI capable.Receiving department employees check the system to verify existence of a purchase order prior to accepting delivery, but sometimes during rush periods they unload trucks and place the items in a corner of the warehouse where they sit until there is time to use the system to retrieve the relevant purchase order. In such cases, if no purchase order is found, the receiving employee contacts the supplier to arrange for the goods to be returned.Receiving department employees compare the quantity delivered to the quantity indicated on the purchase order. Whenever a discrepancy is greater than 5%, the receiving employee sends an email to the purchasing department manager. The receiving employee uses an online terminal to enter the quantity received before moving the material to the inventory stores department.Inventory is stored in a locked room. During normal business hours an inventory employee allows any employee wearing an identification badge to enter the storeroom and remove needed items. The inventory storeroom employee counts the quantity removed and enters that information in an online terminal located in the storeroom.Occasionally, special items are ordered that are not regularly kept as part of inventory, from a specialty supplier who will not be used for any regular purchases. In these cases, an accounts payable clerk creates a one-time supplier record.All supplier invoices (both regular and one-time) are routed to accounts payable for review and approval.Each Friday, approved supplier invoices that are due within the next week are routed to the treasurer’s department for payment either electronically or via paper checks. Checks are printed on a dedicated printer located in the treasurer’s department, using special stock paper that is stored in a locked cabinet accessible only to the treasurer and cashier. The paper checks are sent to accounts payable to be mailed to suppliers.Monthly, the treasurer reconciles the bank statements.Questions to Answer:List the various processes within Phenomenal’s expenditure process.What are the inherent risks to these processes?What internal controls mitigate the identified risks?Identify at least three(3) weaknesses in Phenomenal Corporation’s expenditure cycle procedures, explain the associated problem and propose a solution.Submission Requirements:A Word document has been provided for you to use to submit the answers to this case study. Submission Document.docx Use that submission document for your answers, put your name at the top of it, and save it as yourlastname_firstinitial.docx. Use the table to answer Questions 1 through 3. The table will expand to accommodate as many lines as you may need.ProcessRiskInternal Controls1.2.Use paragraphs with bullet points to answer Question 4.Submit your document by attaching it here by the due date/time.Grading Parameters:Answered the questions accurately, thoroughly, and completely.Assigned the correct controls to the correctly identified risks.Answers reflect your own individual work.Submitted on time and in the correct form.
CSU Phenomenal Corporation Expenditure Cycle Procedures Case Study