File Systems and Permissions Summary

File Systems and Permissions Summary John David Woody chmod -rwxr-xr-1 instruct staff 270311 Aug 11 2009 install.sh I will attempt explain the best I can. Chmod, on linux or unix like operating systems, there are a set of rules for each file which defines who can access that file and how they can access it. The at position 0 denotes the type of file, it is either a d if the item is a directory or l if it is a link or it could just be a regular file. The symbols in the positions 1 thru 3 rwr are permissions for the owner of the file and the symbols in position 4 thru 6 r-x are positions for a group, the remaining positions 7 thru 9 r-1 are permissions for anyone else. The rwx shows that owner has read (r), write (w) and execute (x) permission. The shows the permissions for the group to which the file belongs. The r-xr represents that has permission to read (r) and execute (x) and, read permissions without write permission. The last xr-1 set of characters, represents the permissions for everybody else. The octal numbers 270311 each have individual meanings for permissions. I researched this at, the WEB site below on the reference page. Now, 2 is for write, the 7 where my confusion stepped in is the numeric mode from one to four octal digits which are derived by adding up the bit values, so 4 is for read , 2 for write, and 1 is for execute when added equals 7 so all access is allowed. The 0 from what I read has no permissions. The 3 is for write and execute and the 1s only can execute. How the commands and the octal numbers relate requires me to do more homework. The remaining items below 2 -5 and 1 4, will be described and follow the same patterns as above. I just hope Im explaining things correctly. Chmod -rw-rr1 instruct staff 348039 Aug 12 2008 User_Guide.txt Chmod, on linux or unix like operating systems, there are a set of rules for each file which defines who can access that file and how they can access it. The at position 0 denotes the type of file, it is either a d if the item is a directory or l if it is a link or it could just be a regular file. The symbols in the positions 1 thru 3 rw- are permissions for the owner of the file and the symbols in position 4 thru 6 r are positions for a group, the remaining positions 7 thru 10 r1 are permissions for anyone else. Now, this textual representation consist of 10 characters but from what I have read the rules still apply. The octal numbers 348039 each again have individual meanings for permissions. Now, 3 is for write, the 4 is for read, 8 again confusion stepped in until I will research this more. The 0 is for denial, 3 again is for write and of course there is a 9 Ill also have to look into. Chmod -rw-r1 instruct staff 635106 Aug 12 2009 Admin_Guide.txt Chmod, on linux or unix like operating systems, there are a set of rules for each file which defines who can access that file and how they can access it. The at position 0 denotes the type of file, it is either a d if the item is a directory or l if it is a link or it could just be a regular file. The symbols in the positions 1 thru 3 rw- are permissions for the owner of the file and the symbols in position 4 thru 6 r are positions for a group, the remaining positions 7 thru 10 1 are permissions for anyone else. Now, this textual representation consist of 10 characters but from what I have read the rules still apply. The octal numbers 635106 each again have individual meanings for permissions. Now, 6 is for read/write, the 3 is for write, 5 is for read/execute. The 1 is for execute only, 0 all access denied and 6 read/write. Chmod drwxr-xr-x 4 instruct staff 144 Aug 12 2009 Documents Chmod, on linux or unix like operating systems, there are a set of rules for each file which defines who can access that file and how they can access it. The d at position 0 denotes the type of file, it is either a d if the item is a directory or l if it is a link or it could just be a regular file. Well this is a directory. The symbols in the positions 1 thru 3 rwx are permissions for the owner of the file and the symbols in position 4 thru 6 -x4 are positions for a group. The octal numbers 144 each again have individual meanings for permissions. Now, 1 is for execute only. The two 4s are read only access. chmod -rwsr-x 1 nobody nobody 169202 Aug 11 2009 httpd Chmod, on linux or unix like operating systems, there are a set of rules for each file which defines who can access that file and how they can access it. The at position 0 denotes the type of file, it is either a d if the item is a directory or l if it is a link or it could just be a regular file. The symbols in the positions 1 thru 3 rws are permissions for the owner of the file and the symbols in position 4 thru 7 r-x1 are positions for a group. The octal numbers 169202 each again have individual meanings for permissions. Now, 1 is for execute only. The 6 is for read/write allowed, the 9 I still have not figured out yet, but I will. The 2 is for write access only, the 0 means all access denied, again the 2 is write access only. Metacharacters/Regular Expressions * Matches zero or more occurrences of the previous character ? The preceding item is optional and will be matched, at most, once. ^ The caret ^ is an anchor that indicates the beginning of a line. $ The asterisk is a modifier and also an anchor. In a regular expression it specifies that a previous character set can appear any number of times, that includes a zero. [0-9] Matches any one of the numbers given within chars, where chars Is a sequence of characters. [a-z] Matches any one of the characters given within chars, where chars Is a sequence of characters. Regular expressions to match the following All files that end in txt ls -1 grep *.txt Files that have a second character of a and end in sh ls -1 | grep *.sh Any file that starts with a number ls -l | grep [0-9] A blank line ls -l | grep [] A traditional 10-digit U.S.-based phone number, in the following format: (407) 555-1212 ls -l | grep [(0-3)] [0-3]-[0-4] Note: Not quite sure about this one but I tried. Reference www.computerhope.com/unix/uchmod.htm

Discipline As Folklore :: essays papers

Discipline As Folklore There is no need to argue whether discipline has a role in society. The types, severity, and appropriateness are debatable, but it surely serves a purpose. This applies on a global scale, with groups such as NATO and the UN, all the way down to individual households. The family unit acts as a training camp for upcoming members of a community by teaching children what is expected of them through example and discipline. Though the methodology varies from household-to-household, culture-to-culture, place-to-place; we all have had to answer to authority at some point or another. The methods and lessons passed from generation to generation are preserved in the retelling of our own experiences to one another. These stories can also serve as a badge of honor; proof that we have survived the storm and are worthy members of society. An inspection of the interview answers reveals variation between the types of punishment that disciplinarians, mostly parents, chose to use. Though not well reflected in the transcript, those who were disciplined harshly, with one exception, express that they afford their parents less propriety and do not see themselves emulating the approach of their elders. [Appendix B] It is interesting to note, however; that the offenses themselves tend to be similar. Five of the eight recorded responses list lying as a punishable offense. Disrespect or getting in taboo situations seems to be a common thread as well. The majority of respondents' share views about the intentions behind their parents' actions, more specifically, they recognize that discipline is a means for parents to "†¦teach me what they considered the right way to act - based on their moral and religious beliefs." [Appendix A: What do you think were the motives behind their actions? #2] While collecting the data, I was surprised to see how eager people were to share such private aspects of their lives. I handed out interview questions to some friends in the library (campfire) who quickly began reminiscing about childhood experiences. The conversation attracted the attention of nearby studiers and passers by who stopped to listen or throw in a personal anecdote or two. I found myself playfully competing with my interviewees over who had the most, the funniest, or the wildest stories. By telling their story, people reveal themselves. Their personality is highlighted by the kind of story they tell and the way they tell it. Explanations for an individual's behavior may become evident in a functionalist sense: 'Why I am the way I am' is explored through an expression of feelings and bottled up emotions through references of the past.

Analysis of Spike Lees Do the Right Thing Essay -- Spike Lees Do the

Director and actor Spike Lee presents his "truth" about race relations in his movie Do the Right Thing. The film exhibits the spectacle of black discrimination and racial altercations. Through serious, angry, and loud sounds, Lee stays true to the ethnicity of his characters, all of which reflect their own individualism. Lee uses insulting diction and intense scenes to show how severe racism can lead to violence. The biases reflected through Do the Right Thing model those of today which has kept society in a constant feud for so long. In Oprah Winfrey's dynamic episode, "The Color of Fear", Mr. Mun Wah projects his strong opinion when he states, " . . . that racism is still going on today, that we've got to stop to hear the anguish and the pain that goes with that and then we'll survive." (3) People do not realize the severity of their own words. In the scenes of the movie that emphasize the shocking reality of failed interracial communication, racial stereotyping, trust or l ack of trust, and acrimonious violence mirror the current concerns about race in America as reflected in "The Color Of Fear." The disturbing scene where different nationalities badger their opinions on each other shows poor communication and horrible stereotyping. Pino's Italian slang, Mookies black talk, and Korean obscenities are all mixed together to show how communication grows impossible among different ethnic groups. Spike Lee is trying to show how nonsense language results in a snowball effect which worsens any situation. Lorene Cary states her view on this situation when she comments, "We need more of them, not less; more words . . . What I do want is language: fighting words, love poems, elegance, dissonance, dissing, signifying, alarms, whistles, scholarly texts, political oratory, the works. Without it, we're dead."("As plain as Black and White") Maybe these "fighting words" unlock the truth about the communication plague, spreading throughout history. Leonard P. Zakin once said, " . . . it's all about conversation, not dialogue."("Scaling the Walls of Hatred") Like the characters in Do the Rig ht Thing, present day people can scream at each other all they want and will not get anywhere because outcry is not conversation. Conversation is talking, explaining, discussing, informing, and most definitely listening. Many people do not think twice when a racial slur ... ... trust, and wrongful violence that reflects the existing concerns about racism in America. The intense language and strong gestures enhance the film creating a realistic view for the audience. The actors in "The Color of Fear" and Spike Lee's characters both realize a problem exist, although do not know where to start to fix it. Peter Jennings pinpoints: " . . . There are many valid points of view, many belief systems, . . . bias and prejudice and truth and reality and myth are all mixed together . . . we're all biased in some way . . . You know, I used to think there was something called 'truth'. But after I spent seven years in the Middle East, I learned that there are truths about everything in life."(ABC Classroom Connection, Fall, 1993) Racism did not start with just one person nor one truth. Neither will racism end with one person or truth. I believe it takes a contribution of people, the American nation, to commit willingly. We need to listen and learn, talk and share, and understand the truths that each individual owns. Spike Lee's movie comes across as a brilliant and powerful illustration of how America's condescending behavior impairs our racial society.

Development of Anna Fitzgerald Character Essay

Adolescence development relies upon many factors. In order to accurately examine its growth, it is useful to look at some developmental theories. Anna Fitzgerald is thirteen years old; however, she is not like any other teenager with some ordinary problems. Anna was born for a specific purpose she was born to save her sister’s life and to serve as a matched tissue donor. When Anna was born, her umbilical cord was collected and since then she was constantly donating blood, stem cells or bone marrow. That resulted in her undergoing more serious and risky procedures. But when she reaches the age 13, she is being told to donate one of her kidneys. Aware of the fact that she was conceived to be a perfect match and ongoing donor for her sister, she wants to have the chance of living her own life. This is when Anna decides to hire a lawyer and to sue her parents to be â€Å"medically emancipated† from her family. Because she loves her sister unconditionally, Anna struggles with her decision. Developmental theories of Piaget, Ericson, Marcia and Freud are very useful, in order to examine the development of Anna Fitzgerald, the character from â€Å"My Sister’s Keeper†. Nature vs. nurture is the first theory that can be applied to Anna’s life. Nature refers to the human biological inheritance and nurture to the environmental experience (Santrock, MacKenzie-Rivers, Malcomson & Leung, 2011). Since she was born for a specific purpose, her parents had already planned her future. To some point of her life, Anna felt it was normal to be a donor and to be in the hospital three to four days a week. Whenever her sister had an emergency, Anna had to be present. The environment Anna lives in is unusual for a teenager. Anna thinks of herself as a total freak. As it is common for teenagers to complain about her look, she states that God must have had some sort of a moody day on her birthday. She sees a big picture of her household. She knows that the environment which she was born in, did not allow her to be a kid. She had to mature fast and act as an adult. It is clear that Anna is going through identity crisis of moratorium. Moratorium stage according to James Marcia is defined by individual exploring different possibilities, yet not being ready to make a commitment to one. In Anna’s case she had plenty of ideas who she would like to be. When asked by her lawyer, where she sees herself in ten years period, she responds: â€Å"There was a time when, like Kate, I’d wanted to be a ballerina. But since then I’ve gone through a thousand different stages: I wanted to be an astronaut. I wanted to be a paleontologist. I wanted to be a backup singer for Aretha Franklin, a member of the Cabinet, a Yellowstone National Park ranger. Now, based on the day, I sometimes want to be a microsurgeon, a poet, a ghost hunter† (Picoult, 2004, p. 412). What strikes the most in her young, yet mature personality is that in ten years period, she would like to be Kate’s sister. Based on Piaget operational stage theory, Anna is clearly capable of using abstract thought. Abstract thought is an adolescence possibility to think outside of the box and see likely outcomes and consequences. Anna knew exactly that by starting the lawsuit, she has a chance of wining the right to decide for her own. Deep inside her, she still wants to help her sister, but knowing the fact that she cannot make her own decisions, made her to go to the extreme and sue her own parents. She is aware of the fact that her decision may have a huge impact on her sister’s life. Perhaps, she will die; however, she is looking at the long term goal. How is the transplant going to affect her life? Is she going to be able to function normally? What if something goes wrong? All this questions were building up inside of her head and did not want to stop. This process of thoughts indicated her ability to think logically by looking at cons and pros of her situation. Based on Ericson psychosocial developmental theory, Anna is going through identity vs. role confusion stage. She is confused of her role in the family. Often reflecting of who she is, and what is the purpose of her life, besides being a perfect match for her sick sister. Anna once said: â€Å"I used to pretend that I was just passing through this family on my way to my real one† (Picoult, 2004, p. 49). This shows how confused she is in terms of her life. Furthermore, this identity confusion grows into her even more upon receiving a long awaited letter of acceptance, into a two weeks hockey summer camp. She is not allowed to go because of her sister’s condition. There is a big chance of Kate going into some health crisis while Anna is gone. It is a difficult time for a thirteen year old girl who is full of energy and is not being able to be just an ordinary adolescence. One can also relate Freud’s theory of development to Anna. The id is one of the structures of human personality. It operates on principles of pleasure and immediate satisfaction regardless of societal rules or other surrounding context (Santrock, MacKenzie-Rivers, Malcomson & Leung, 2011). Anna’s id arises from her frustration to all medical treatments which are done in order to save her older sister, Kate. Frustration is added by her mother who pushes her to donate the kidney for Kate. Yet, from the start of the novel Anna knows the reality which she refuses to face, as result of her inner id: â€Å"On other hand, I was born for specific purpose†¦ I was born because a scientist managed to hook up my mother’s eggs and my father’s sperm to create a specific combination of precious genetic material†¦ specifically, because I could save my sister, Kateâ€Å"(Picoult, 2004, p. 7-8). This inner id, pushes her to rebel against her parents wishes, and results in Anna seeing a lawyer to help her end the suffering and release her from the heavy responsibility towards her sister. This unconscious part of her personality resurfaced, in her reply to the lawyer, when she says: â€Å"Because, she says simply, it never stops† (Picoult, 2004, p. 22). Some may find this very selfish, with total neglect for her sister’s future well being. It results in confrontation with her mother, who tries to make her realize â€Å"You went to a lawyer and made him think is all about you – and it’s not. It’s about us. All of us –â€Å"(Picoult, 2004, p. 54). Thus, her id rises up and does not care if it destroys other people – parents, brother and her sister. In Anna’s case her id prevails over ego. The ego is supposed to negotiate a compromise between her id, current reality and constraints. Anna feels some guilt, as her ego makes her think over and ask herself about her decision regarding kidney. â€Å"I started thinking about this. Would I have to be in the hospital? Would it hurt? Could people live with just one kidney? What if I wound up with kidney failure when I was, like, seventy? Where would I get my spare?†(Picoult, 2004, p.377). Anna’s superego, is supposed to be her moral guide, conscience to do the right thing. It rises up, specifically, when Anna looks at Kate who is becoming weaker and sicker than before and worries about her future and a possibility of her dying. â€Å"What do you think is the best way to die? I don’t want to talk about this, I said. Why? I’m dying. You’re dying. When I frowned, she said, Well, you are. The she grinned. I just happen to be more gifted at it than y ou are†¦ †¦You know, normal people don’t sit around thinking about dying. Liar. Everyone thinks about dying. Everyone thinks about you dying I said. The room went so still†¦ Then a twitchy smile crossed her face. Well, Kate said, at least now you’re telling the truth† (Picoult, 2004, p. 134-135). From this quote it is clear than Anna has difficulty hearing things from Kate, and that her superego is present and possibly regretting the lawsuit action. Perhaps, this is what prompted Anna, to write in her diary that in case of her death, she wants all of her organs to be donated to Kate. In the end, Anna has a car accident and dies, the lawyer who has won the case and got power of attorney, decides to honor Anna’s last wishes: â€Å"I have power of attorney for Anna, he explains, not her parents. And there is a girl upstairs who needs the kidney† (Picoult, 2004, p. 416). Anna’s life ends up tragically. One can assume that she fulfilled her purpos e in her short life, she saved her sister. Since Anna was born, she was a regular donor to her sister. One can observe it as continuity vs. discontinuity development. â€Å"The first time I gave something to my sister, it was a cord blood, and I was a newborn†¦ The next time she relapsed, I was five and I had lymphocytes drawn from me, three times over, because the doctors never seemed to get enough of them the first time around. When that stopped working, they took bone marrow for a transplant. When Kate got infections, I had to donate granulocytes. When she relapsed again, I had to donate peripheral stem cells† (Picoult, 2004, p. 21). One can explain continuity as a process involving a gradual accumulation of behavior or knowledge. Anna, throughout her short life was exposed to medical procedure, terms and responsibilities from the moment of her birth. She was growing up among those circumstances and she never got a chance to be a kid. She had to mature faster. Even her vocabulary was unusual for a thirteen years old girl. In his mind, her lawyer thought â€Å"This girl’s medical vocabulary would put some of my paid experts to shame† (Picoult, 2004, p. 21). Discontinuity is defined as a passing through life stages in a qualitative way. Since Anna’s character is presented just as she is thirteen years old, one can assume that for her to be able to think abstractly, indeed she was at concrete thinking stage in her earlier age. Anna would go through many different stages, perhaps having her case won; she would still donate her kidney. Anna’s life ends abruptly in a car accident. The logical sequence of life is death but to Anna it was way too early. In conclusion, Piaget, Ericson, Marcia and Freud theories were helpful to examine Anna development by using the appropriate key issues. Based on their theories, it is clear to observe Anna’s life and struggles that she is going through. The young age was not an obstacle to deal with some serious adult problems to which Anna was exposed to from an early age. Throughout the story she has dilemmas concerning her sister’s life. By combining the work of these theorists, it was possible to analyze her life from psychological perspective. References Keenan, T. (2011). Developmental psychology lecture. Intro To Developmental Psychology. Niagara Collage. Welland, Ontario, Canada Keenan, T. (2011). Developmental psychology lecture. Theories of Development. Niagara Collage. Welland, Ontario, Canada Keenan, T. (2011). Developmental psychology lecture. Adolescence. Niagara Collage. Welland, Ontario, Canada Picoult, J. (2004). My sister’s keeper. New York, NY: Atria Books. Santrock, J. W., MacKenzie-Rivers, A., Malcomson, T., & Leung, K. H. (2011). Life-span development. (4th ed.). McGraw-Hill Ryerson Ltd.

The constitution 1850-1861

There were many causes for the separation of the union. Many people argue that the Constitution, which was a symbol of the national unity, contributed to its division. This is true in some ways, but it did not happen immediately. Many events, such as the passing of the Fugitive Slave and Kentucky-Nebraska Acts, gradually built up the tension between North and South, until the union collapsed. Even though the Compromise of 1850 was meant to solve the crisis, it only created more tension between the north and south.The main purposes of the compromise were to admit California into the union as a free state, and divide the Mexican Cession into two territories – Utah and New Mexico. The slavery issue in these states was do be decided by popular sovereignty. The compromise also proved for a Fugitive Slave Law, and banned the slave trade in the District of Columbia. The Fugitive Slave Law, which was part of the compromise, also caused a lot of controversy. The main purpose of the law was to allow the capture and return of slaves that escaped into the northern states back to their original owners.Special commissioners were authorized to arrest the escapees. Even if the captured person was a free black, they were still denied the right of a fair trial. Anyone who opposed the arrest of a slave was to be punished. The Southerners were not entirely favorable to the law, because they were forced to loose California. The North also reacted negatively to the enforcement of the new law. Many people like Ralph Waldo Emerson said that the Fugitive Slave Law was in a way contradictory to the Constitution itself. He said that it is considered a crime to enslave a man in Africa, while it is also â€Å"high crime and misdemeanor, punishable with fine and imprisonment, to resist the reenslaving a man on the coast of America† (Emerson).Another example of this would be the President James Buchanan's fourth annual message to congress. Buchanan did not want the southern sta tes to secede. However he did not want to use armed forces to stop them either. Buchanan argued that the Congress had no power to stop a state from withdrawing from the union. He said â€Å"that no such power has been delegated to congress† (Buchanan). The Kansas-Nebraska bill was another good example. The bill proposed that the Nebraska territory was to be divided into Kansas and Nebraska territories. The settlers would then decide whether slavery should be allowed. Southern slave owners favored this bill because it removed the boundaries set by the Missouri Compromise.The southerners were  in a way â€Å"forcing slavery down the throat of the freesoliers† in Kansas. The law outraged northern Democrats, and this created even more tension. Though not the only reason, disputes over the meaning of the Constitution played a big role leading up to the Civil War. What was once established to unite the nation now lead to its separation.

Psychology Department of Indiana University

Brought up with an old fashioned nature, Skinner was a celebrated American psychologist. He was born to a family wherein he has a lawyer for a father and a rather intelligent and strong willed mother. He was born on the 20th of March in the year 1904. He was a very active child who loved school a lot. One of his interests was to build things outdoors. However, there were depressing instances in his childhood as well. One of these instances involved the death of his brother at the age of 16. B. F. Skinner was born in Pennsylvania, Susquehana.He was raised to be an American, but sources say he has a trace of English in his ancestral line. He studied in New York at the Hamilton College, and attained his degree in English. He participated in a lot of extra curricular activities in school. But what could be remembered about him in that academic instituion is to have been required to attend church every day as an Atheist. One of his dreams was to become a good writer, and he tried to achie ve that by sending copies of his stories and poetry. He tried to focus on building his craft, but in the end, he finally realized that writing would no be the career for him.With this in mind, he instead hesitated with his writing lifestyle and took his masters and doctorate degrees on pschology in Harvard. He led the Psychology Department of Indiana University as the chairperson in the year 1945. He was invited to be at Harvard, where he stayed until he passed. He achieved a lot of research and application about his theories and studiies. But one remained highly significant. When he failed to become the writer he hoped himself to be, he became the scholar that will forever be remembered for his contributions to the society and to the acedeme.He was considered as the most celebrated psychologist, after Freud. He remains to be remembered to today because his passing was not yet that long ago. With that said, the impact he had on the country was well remembered and creditted for. Some of his significant sttudies was on the theory of Operant Condition. As the basis of the theories that followed this one, his theory became of the most memorable theories. This theory involves how people are merely bouncing in their own world, doing what it was doing when he was seen.He also called this operating due to the nature that it involves reaction, brought about a certain stimulus. In other terms, a person does one thing and experiences consequences. The next time he experiences a similar stimulus, he would try to evade the consequences that follows it—either by rejecting the possibility or changing certain elements. This theory began the line of other theories established under his name and study. By this, he was made famous. A lot of people got curious about his discoveries, and these in turn, were shared to a lot of other people.His knowledge is perhaps his greatest asset, without it, he would not have been able to establish himself in the manner that his theories are well taken in academic institutions. His life was not only introduced to a wide array of possibilities when he began to study psychology, but he was able to establish his mark in the history of man. He began by dreaming of becoming a writer. However, in the end, he got himself into psychology, and discovered that this would be much preferable. Reference Boeree, C. G. (2006). B. F. Skinner. Retrieved April 11, 2008 from http://webspace. ship. edu/cgboer/skinner. html.

EX 5-22 Computerized Accounting Systems Essay Example | Topics and Well Written Essays - 750 words - 1

EX 5-22 Computerized Accounting Systems - Essay Example Control accounts are prepared from other financial statements and before the control accounts can be closed, a reconciliation statement is usually prepared to ensure that all the totals of all values agree (Warren, Reeve & Duchac, 2012). The perpetual inventory system updates the accounts as seen fit as compared to the periodic inventory system where accounts are updated periodically. Thus in the perpetual inventory system, the updates are made after every transaction thus giving more accurate figures.The figure presented as the gross profit will thus change if a perpetual system was used. This is due to the fact that all transactions made would have already been recorded. Why aren’t special journal totals posted to control accounts at the end of the month in an electronic accounting system? An electronic accounting system calls for posting of all the accounts and totals on the computer system. However, there are some special journals that do not call for posting of the totals at the end of the month is due to possibilities of errors. Control accounts are prepared from other financial statements and before the control accounts can be closed, a reconciliation statement is usually prepared to ensure that all the totals of all values agree (Warren, Reeve & Duchac, 2012). The following data were extracted from the accounting records of Danhof Company for the year ended June 30, 2012:   Merchandise inventory, July 1, 2011, $ 250,000   Merchandise inventory, June 30, 2012, 325,000 Purchases  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   2,100,000 Purchases returns and allowances  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   50,000 Purchases discounts  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   39,000 Sales  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   3,250,000 Freight in  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   12,500