BUSI 320ModuleWeek 1 (Textbook Assignment 1) Financial Statemen.docx

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BUSI 320 Module/Week 1 (Textbook Assignment 1) Financial Statement Analysis (Ch. 3) Version B Ratio Analysis: Use the following information to complete the balance sheet below. Hint: use a 365-day calendar. Current ratio = 4 Current liabilities = 5 million Credit sales = 25 million Average collection period = 30 Inventory turns = 8 Total asset turns = .75 Debt ratio = 45% Cash Current Liabilities Accounts Receivable Long-term Debt Inventory Total Debt Current Assets Stockholders’ Equity Fixed Assets Total Assets Total Liabilities & Equity ...

BUSI 320
Module/Week 1 (Textbook Assignment 1) Financial Statement
Analysis (Ch. 3) Version B
Ratio Analysis: Use the following information to complete the
balance sheet below. Hint: use a 365-day calendar.
Current ratio = 4
Current liabilities = 5 million
Credit sales = 25 million
Average collection period = 30
Inventory turns = 8
Total asset turns = .75
Debt ratio = 45%
Cash
Current Liabilities
Accounts Receivable
Long-term Debt
Inventory
Total Debt
Current Assets
Stockholders’ Equity
Fixed Assets

Total Assets
Total Liabilities & Equity

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Euthanasia is also known as mercy killing. Euthanasia can be described as the act of putting a person to death painlessly. The practice mostly happens when an individual is suffering from a disease that is incurable and so painful, a physical disorder which is damaging, by withholding the treatments and also by removing the artificial measures put in place to support life. The practice has been supported by various groups, while others have firmly stood against the practice. For instance, some religious groups believe that practicing euthanasia would kill the value as well as the respect that society has for human life (Bekos, 2019). There have been controversies on euthanasia between religion and morality. Some people are for the idea that euthanasia is the same as murder and is unacceptable. Other people believe that euthanasia should only be practiced when someone has the capability of making sound decisions. Religious groups and other groups that are against euthanasia believe that embracing the practice would vest a lot of power to the doctors, therefore, affecting the trust of the patients (Mintz, 2019). The team believes that there is appropriate palliative care, thus reducing the need to perform euthanasia. In some cases, the patients may be pressured by the friends, the doctors, or even the family members to request for the practice what might be against the wish. Others argue that embracing the practice would demoralize the teams committed to research and develop new treatments and cures for the diseases. Additionally, euthanasia would reduce the commitment of the nurses and doctors in saving lives. People supporting euthanasia believe that people should be given the right to make decisions on how to die and when to die. They believe that practicing euthanasia will help control the situations of people and allow them to have a dignified death. Additionally, the group argues that the state should not interfere with an individual decision concerning death since it is a separate issue. Euthanasia is also seen as a way of reducing the cost of treatment. The group believes that the cost of treating diseases that have no cure could be saved by the practice, thus diverting the resources to save more people who are suffering from curable diseases. In addition to this, the act would protect the friends and the families the pain of watching their dear ones suffer for a long time (Jones, Gastmans, & MacKellar, 2017). They, therefore, argue that the same ways the community allow animals to be put to death when they are sick as a way of showing kindness the same way human beings should be prevented from suffering. Until today, the ethicality of euthanasia has not come into a clear agreement, although some states have legalized the practice. Ethical Egoist opinion. The issue of euthanasia requires examination of the practice to determine the total benefit of the action. Ethical egoism, may result in an individual decision to die after cons.

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European Management Journal Vol. 17, No. 4, pp. 348–355, 1999  1999 Elsevier Science Ltd. All rights reservedPergamon Printed in Great Britain 0263-2373/99 $20.00 1 0.00PII: S0263-2373(99)00015-8 Towards a New Model of Strategy-making as Serious Play JOHAN ROOS, International Institute for Management Development (IMD), Switzerland BART VICTOR, Vanderbilt University, Tennessee A new model of strategy-making as play is presented in response to increasing calls for a deeper theory of strategy-making. First an elabor- ation of the construct of strategic imagination is offered, describing three distinct, but interrelated forms of imagination: descriptive, creative, and challenging. Strategic Imagination is defined as an emergent property of a complex interplay between the three kinds of imagination. Then, extending the work of the planning and design schools, the model describes the complex social dynamic of strategy- making itself. Applying the notion of play from anthropology and cognitive development, the strategy-making process is described as a three-phase play process. The three phases, constructing to stimulate new ideas, story European Management Journal Vol 17 No 4 August 1999348 telling to share meaning, and deep engagement to assimilate new directions, are described. Finally some directions for strategy-making practice improvement are offered.  1999 Elsevier Science Ltd. All rights reserved The Call for More Imaginative Strategies During the 90s many calls for more imaginative strategies have been heard from both academia and con- sultants. For instance, Hamel and Prahalad urged us to ‘… break out of old paradigms…challenge received dogma…(and) have the courage to ask new questions…’ (Hamel and Prahalad, 1996, p. 242). Along the same lines many authors have recently expressed their views of why it is important to ‘rethink the future’ and how to go about this task (Gibson, 1998). The common thread among these authors is that the essential value of a strategy is its originality, and that such originality is des- perately needed to navigate the business landscape of tomorrow. Only original strategies will help companies achieve a strategic pos- ition different from competitors. Without originality a strategy is a commodity and any value would come from implementation.1 Labeling it strategy innovation, Hamel (1998, p. 7) calls for strategy-makers TOWARDS A NEW MODEL OF STRATEGY-MAKING AS SERIOUS PLAY to enhance their capacity to ‘re-conceive the existing industry model in ways that create new value for customers, wrong-foot competitors, and produce new wealth for all stakeholders.’ At the heart of this issue is the observation that strategy-making, while increasingly sophisticated, efficient and rigorous, is apparently less and less imaginative. Analysis and experience only prepare the strategic mind for its work. Original strategies are neither the mechanically-calculated outcome of an algorithm, nor the .

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European Unity – in the final decade of the 20th century (the 1990s), Europe was united by the European Union in 1993 which had important social, economic, and political implications. The standards for being in the EU were outlined in a 97,000 page document called that acquis communitaire. These are highlighted in the chart below. Overall, the EU has been a great success. SOCIAL *** · The EU resulted in a fear of an influx of immigrants · Quotas placed on immigration · EU brought human rights standards · Turkey brought discussions of what it meant to be “European” and religion · End of border controls · Maastricht Treaty brought standards for worker health and safety, crime prevention, immigration, and asylum · Some countries opt out of aspects of Maastricht because they think it infringes on their culture (ex. Britain and the Euro) · Movement of goods impacted (people and culture) · Initial public rejection of constitution due to lack of involvement in process · Feeling among member populations that they should be involved in process of governing the EU · EU has most comprehensive and generous social welfare system · Stable peace enjoyed; armed conflict unlikely ECONOMIC *** · Commitment to market economy · Incentives for reform for former communist states · “structural adjustment” meant funds transfer from wealthy nations to weaker nations · Made EU the world’s largest trading bloc · EU richest consumer market · Trade supported by lifted barriers and border obstacles · Maastricht introduced common monetary currency – EURO · A Central bank · Britain and Denmark opt out of EURO because they see it as imposing on their important cultural symbols for money · Movement of goods impacted – like people, fish, and culture · Common guidelines for budget deficits, debt, and inflation · Central European Bank (98) prevent governments in trouble from manipulating their own interest rates or currency value · World’s highest per capita income · GDP is 5% higher than it would be otherwise (w/o unity) · Debt crisis in Ireland, Greece, and Portugal in 010 and 011 called EU economics into question; they each required loans to prevent bankruptcy – threatened stability of the currency EURO · Supported globalization and much foreign investment POLITICAL *** · Required commitment to political democracy · Joining would legitimize a regime · Sovereignty remained intact, especially for law enforcement, foreign policy, and defense · 97,000 page acquis communitaire had to be adopted · Movement of goods impacted · EU constitution which sees a EU foreign policy chief elected and an EU president · Complex EU bureaucracy · Lots of debate about how much of Europe’s success is because of unification · Armed conflict between them is virtually inconceivable · Enjoyed a stable peace · EU people sometimes feel alienated from “Eruocrats” … Eurocrats will respond to the people for policy making .

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Europeans Encountering the Americas Read the letters of Christopher Columbus and Hernán Cortés and respond to them using the readings, the text, the lectures, and most importantly, your critical thinking skills and interpretive abilities. Base your analysis on the themes and concepts from the readings and lectures. Provide evidence for any arguments you make with quotes and paraphrases accompanied by in-text citations and a Works Cited page. Any outside sources must be properly cited. .

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