THINKING STRATEGICALLY ABOUT 3BL

The business case benefits of 3BL are illustrated in Exhibit 1-7.

Exhibit 1-7 The Business Case Benefits of 3BL

Business benefit case & business case components:

reduction in human resources costs: Recruiting costs are lower due to stronger employer branding; higher employee morale decreases turnover costs.

Reduction operational costs: Manufacturing expenses are lowered through cost savings and continuous improvement; water, energy, and consumables expenses are reduced.

Decreased risk: Risks of non-sustainable practices are reduced, stakeholder relations are improved, and access to financing is increased.

Business improvements: Productivity is increased due to higher employee morale; sustainability awareness leads to higher innovation.

financial improvements: Revenue increases due to greater market access and customer loyalty; improved relationships with regulators.

Source: Adapted from B. Willard, The Next Sustainability Wave (Canada: New Society Publishers, 2005), p. 130.

BE THE CONSULTANT

In this scenario students are asked to split up the key management functions of planning, organizing, leading, and controlling and identify three key decisions that they will have to make in each of the four functions to help the new campus comedy club become successful. They are also asked to identify the metrics they would use to evaluate the effectiveness of their managerial roles at the end of six months.

Since students have only the general definitions at this point about the management functions their answers will likely be rather rudimentary. They will likely assign each member of the group to a function, and some of the decisions may be as follows:

Planning: set goals (e.g., to break even or earn a profit by the end of year one)

Organizing: identify the tasks that need to be undertaken to support the club and hire staff Leading: have a meeting to communicate goals and provide some incentives to motivate staff

Controlling: have a budget for expenses, etc.

Again, without much experience the metrics (once defined for them) will be basic, such as number of visitors per show, average expenditure per visitor, so that they can connect their goals to some kind of result.

Question 2 Marks: 2121 The following information is provided about an open economy with a government. Use the information to answer the questions that follow: C = 450 + DAY I: 35f] G = 15C! I = I'D Z = 35 + I[1.1"IIr T: [115? ff = 1550 [1.2.1 Calculate the level of autonomous spending in this economy. {2} (1.2.2 Calculate the size of the multiplier {4} {Note: Rou nd your answer to two decimal places] (1.2.5 Calculate the equilibrium level of income {2} {Hint: use the multiplier method} (1.2.4 Calculate the tax revenue to the government of this country when the economy {2} remains in equilibrium. (1.2.5 Calculate what the new equilibrium income should be if the government of this {5} country decides to cancel all taxes, implying the tax rate would now be {1%. (1.2.5 Before the government decreased the tax rate, how much of government {4} spending was required to bring the economy to full employment? Where C = Consumption, X = Exportation, Z = Importation, T = Tax, YF = Full employment Income H S CD + BEE BEE. BE X/ Editing 3. Ted is curious about the average daily commute time of the West Chester faculty. He decides 7 . to ask: 20 faculty members in the economics and finance department. Each member tells Ted his or her daily commute time from which he calculates the average time. (Circle the correct answer.) a. What is the population? i. All West Chester faculty. ii The 20 West Chester faculty in the economies and finance department Ted asked. ili. All West Chester students. iv. All economics and finance majors. H b. What is the parameter? i. The mean daily commute time of all students, i1. The mean daily commute time of the 20 faculty members Ted asked. ill. The mean daily commute time of all West Chester faculty. iv. The standard deviation of the daily commute time of all West Chester faculty a. What is the sample? i. All West Chester faculty. ii. The 20 West Chester faculty in the economics and finance department Ted alond. in. All West Chester students. iw. All economics and finance majors. b. What is the statistic? i The mean daily commute time of all students. ii. The mean daily commute time of the 20 faculty members Ted asked. ni. The mean daily commute time of all West Chester faculty. iv. The standard deviation of the daily commute time of all West Chester faculty c. Do you see any potential bias with this method? Explain.ECO 3703 International Economics Exercise 2-Foreign Exchange Scenario 1: On October 17, 2014, here are some selected foreign exchange rates quoted by a major international bank EUR/USD Spot 1.2774 Forwards 1 month 2.7 Futures Dec 14 1.2781 2 months 5.4 Mar 15 1.2790 3 months 8.2 Jun 15 1.2799 6 months 17.0 Sep 15 1 2814 1 year 44.9 USDIPY Spot 106:68Answer the following questions based on the assumption that you are dealing with an international bank and these are the prices they have quoted you (show your calculation where appropriate) 1. You want to purchase EUR for delivery in six months. The rate you will pay is (2 points) 2 You want to purchase JPY for delivery in three months. You rate you will pay IS (2 points) 3. You want to sell CAD for delivery in one month. The rate you will sell for is (2 points) 4. You want to sell EUR for spot delivery. The rate you will sell at is (1 point) 6, You wish to purchase EUR using a futures contract for December 2014 delivery. The rate for the contract is (1 point) 6. You wish to sell EUR using a futures contract for June 2015. The rate for the contract is (1 point) 7 Based on the value of the March 2015 futures contract, does the market expect the USD to appreciate or depreciate against the Euro in the spot market? (2 points) 8. Based on the value of the September 2014 futures contract, does the market opect the USD to appreciate or depreciate against the EUR in the spot market? OHQUESTION 44 Fill in the blank(s) below. Possible options are given in the parentheses after each blank. Note that in order to get credits for this question, your answers must be completely correct. There is no partial credit so as to discourage you from simply guessing the answers. A cut in military spending and an expansion of an investment tax credit would definitely cause the (price, quantity) of loanable funds traded in the loanable funds market to (increase, decrease). QUESTION 45 Look at Figure 3.2 in Section 1.2. Suppose you know that, at a price of $4, the quantity supplied is 10 million pounds, and at a price of $7, the quantity supplied is 40 million pounds. What is the quantity supplied when price is at $5? Type your answer as a whole number. Round it if necessary. Leave out the unit of measurement: For example, if your answer is 17 million pounds, type it as 17, not 17,000,000