What is charisma, why is it important to leadership, and do you agree it can be learned?

1)Why do you believe leaders are born, or is leadership a learned skill? In addition to using two sources, such as the articles by Goleman and Kirkpatrick, support your response with a specific example.

2) What is charisma, why is it important to leadership, and do you agree it can be learned? Identify one (1) charismatic leadership trait and discuss how to developed it; support your response with a specific example.

Draw an entity-relationship diagram for the following case.

Homework 2, Problem 1, United Nations

Draw an entity-relationship diagram for the following case.

The United Nations wants to develop a global database, tracking countries, cities, and multinational companies. For each country, the UN wants to store its name, capital, population, and size. The UN assigns each city in the world a unique, global, numeric identifier. It also wants to record the name of the city, the name of the city’s mayor (or chief executive), its population, and its size in square miles. Obviously, a city is associated with only one country. Each city also has city-owned buildings. Each building a city owns has a type (fire station, police station, etc.) an address (its unique identifier), and the year it was built.

Each multinational company has a globally unique identifier, a name, a president, and the year it was founded. Obviously, a country has many companies operating in it and, by definition, a multinational company can operate in more than one country. Each company has many employees. Each employee has an employee number unique to that company, plus a name and year of hire. Some employees of a company manage other employees of that company.

The United Nations is also interested in the agricultural output of each country, based on each crop. A crop has a unique name (corn, wheat, etc.), the season in which it is harvested, and its watering requirements on a scale of 1-10. The UN also wants to track the annual yield of each crop in each country.

Homework 2, Problem 2, Happy Airlines

Draw an entity-relationship diagram for the following case.

Happy Airlines wants to develop a system to keep track of the history of its flights and other related entities in its business model. It is important to understand the meaning of a “flight”: it is a trip made by a particular airplane on a particular date. A flight is identified by the combination of flight number and date, since the same flight number is used repeatedly on different dates. A particular flight on a particular date had a duration that Happy Airlines wants to record.

Airports are identified by a unique airport code. Other information stored about airports includes the airport name and size in square miles. Flights and airports are related in two ways: the origin of a flight and the destination of a flight. Happy Airlines also wants to maintain data about the city that an airport is located in. Cities are identified by the combination of state name and city name, and, in addition, the name of the mayor is to be stored. Airports have hangars that are identified by hangar numbers that are only unique within an airport. The size of each hangar must also be recorded.

Pilots are identified by a unique pilot number. The system is also to maintain each pilot’s name and cell phone number. Some pilots supervise other pilots. Each flight is assumed to have one pilot. Pilots are required to take periodic training classes. A class is identified by a unique class name and also has a description and length in days. Pilots take many training classes over time and, obviously, training classes are taken by many pilots. Happy Airlines wants to keep track of the date that a particular pilot took a particular class and the grade the pilot earned.

The airline industry includes airplanes of many models. Each airplane model is uniquely identified by the combination of its manufacturer (e.g. Boeing, Airbus, etc.), and its model number (e.g. 767, 320, etc.). The system is also to record the base price of each such model. Of course, there are many airplanes for each of these airplane models. In fact, Happy Airlines owns or leases many airplanes. Each airplane has a unique serial number, plus the year it was built and its passenger capacity. Each flight utilizes one airplane, but a newly acquired airplane may not have been used on any flights, yet.

A pilot may be trained and qualified to fly one or more airplane models and, of course, there are many pilots who are qualified to fly each airplane model.

Finally, Happy Airlines wants to keep a historical record of the passengers on its flights. Passengers are identified by a unique passenger number (like a required frequent flyer number), plus their name and date of birth must also be stored. A passenger may have taken many flights on Happy Airlines and, obviously, each flight has many passengers. For a particular passenger on a particular flight, the system must store the fare the passenger paid and the assigned seat number.

You can use any software tool (visio.com, lucidchart.com, diagrams.net, etc. ) for the diagrams or you can hand draw them NEATLY and then scan or photograph them.

Your Chapter 2 diagrams should be in the style illustrated by Fig. 2-22 on Page 94, which, of course, is what the chapter was all about.

In general, draw the diagrams carefully and completely. At this point you must list all of the fields involved, indicate the name of the entity type and the unique identifier. You also must indicate both minimum and maximums in the links expressing the different types of relationships (e.g. one-to-many, etc.). Again, all of this is as shown in Fig. 2-22. Put another way, make sure you understand Fig. 2-22 before you attempt the assignments.

List four types of financial statements that the company’s annual report typically include.

Dilli Bista, MBA is the financial manager for Computron Inc. a large public corporation specializing in software manufacturing. The company designs and develops software programs that allow users to create their own documents, apps, animations, and other media content. Despite a huge investment made last three years in fixed assets, the company’s sales revenue and profit margins have decreased over the years because of the Covid-19 pandemic and complaints of some parents about the effect of video games on their kids’ social life and academic performance. Dilli is analyzing the company’s financial statements and annual reports to determine the financial performance of the company for the year and see how the performance can be improved.

Dilli noticed that last year the company had $4 million in operating income (EBIT). The company had a depreciation expense of $1 million and an interest expense of $1 million. The company’s tax rate is 25%. The company has $14 million in operating current assets and $4 million in operating current liabilities and has $15 million in net plant and equipment. The company has after-tax cost of capital of 10%.

1. List four types of financial statements that the company’s annual report typically include. State three items that can be found in each of the financial statement of Computron Inc.

2. Determine Computron’s net income for the year. Show your calculations.

3. What was Computron’s net cash flow?

4. What was Computron’s net operating profit after taxes (NOPAT)?

5. Calculate net operating working capital and total net operating capital for the year.

6. Calculate Computron’s free cash flow for the year if net operating capital in the previous year was $24 million.

7. Explain to the chairman of the board five uses of free cash flow that can help maximize the value of the firm.

8. Explain Economic Value Added (EVA) and compute Computron’s EVA if total net operating capital is $25 million? The company’s after-tax cost of capital is 10.0%.

9.  Compute and explain market value added (MVA) for Computron using the following information:

            i. total number of shares outstanding is 2 million

            ii.  current stock price is $35 per share

            iii. total common equity is $68.2 million

10. Calculate the company’s return on invested capital (ROIC). Do you think Computron’s growth added value?

Submit your answers in a Word document.

What decision should the firm make regarding operations over the short term?

1. You own a plant that produces 10,000 copiers per year. Your fixed costs are $80,000 per year. The marginal cost per copier is a constant $6. What is your break-even price? What would be your break-even price if you were to sell 60% more copiers?2. Suppose you make an initial investment of $60,000 that will return $20,000/year for five years (assume the $20,000 is received each year at the end of the year). Is this a profitable investment if the discount rate is 12%?3. A US company has revenue of $5.5 million and total costs of $9 million, which are or can be broken down into total fixed cost of $4 million and total variable cost of $5 million. The net loss on the firm’s income statement is reported as $2,000,000 (ignoring tax implications). In prior periods, the firm had reported profits on its operations.

1. What decision should the firm make regarding operations over the short term?
2. What decision should the firm make regarding operations over the long term?
3. Assume the same business scenario except that revenue is now $5.0 million, and total costs of $7.5 million, which are or can be broken down into total fixed cost of $3 million and total variable cost of $4.5 million, which creates a net loss of $2.5 million. What decision should the firm make regarding operations in this case?

Explain  benchmarking. Indicate whether the asset management ratios of the company have improved or worsened relative to the industry.

Hemingway Corporation manufactures and sells construction and mining equipment, diesel and natural gas engines, industrial gas turbines, and diesel-electric locomotives in the United States. The company is considering expanding its operations worldwide to boost its income and cash flows. The expansion project will require the company to raise $100 million capital to finance the project. Mike Schenk, MBA has been hired to assist the company with the preparation of financial statement analysis and to suggest actions needed to raise the needed funds. Schenk is directed to send copies of the financial statement analysis to management of the company, potential lenders, and strategic investors. The balance sheet and income statement for the company are shown below.

Balance Sheet (Millions of Dollars)

Income Statement (millions of Dollars)

Industry average for selected ratios

1. The financial ratio analysis of the company is being conducted for management, equity investors, and long-term potential creditors. Explain the primary emphasis of each of these groups in evaluating the ratios.

2. Calculate the following profitability ratios for Hemingway Corporation for 2020:

i. Operating profit margin

ii. Return on assets (ROA)

iii. Return on equity (ROE)

iv. Basic Earning Power (BEP)

3. Calculate the following asset management ratios for Hemingway Corporation for 2020:

i. total assets turnover

ii. Fixed assets turnover

iii. Inventory turnover

4. Calculate the following liquidity and debt management ratios for Hemingway Corporation in 2020:

 i. Current ratio

ii. Quick ratio

iii. Debt ratio

5. Explain  trend analysis. Calculate the projected  profitability ratios for Hemingway Corporation for 2021.

6. Using the trend analysis indicate whether the financial performance of Hemingway Corporation has improved or worsened over the years.

7. Explain  benchmarking. Indicate whether the asset management ratios of the company have improved or worsened relative to the industry.

8. Mike Schenk is using the extended Dupont equation to predict the Return on Equity (ROE) for Hemingway Corporation for 2022. He forecasts the following ratios for 2022.

Calculate the Return on Equity (ROE) for Hemingway Corporation for 2022.

9. Mike Schenk explains to the CEO that although financial ratio provides useful information concerning the company’s operation, it has limitations that necessitate care and judgment. Identify  four  limitations of ratio analysis that Mike is addressing.

10. In the report sent to investors and credit lenders, Mike indicated that financial statement analysis goes beyond comparing ratios, and that qualitative factors must be considered as well. Identify  five  such qualitative factors that the users of the financial statement should consider when evaluating the company’s future financial performance.

Submit your answers in a Word document.

Describe the SDOH that affect the family health status. What is the impact of these SDOH on the family?

Refer back to the interview and evaluation you conducted in the Topic 2 Family Health Assessment assignment. Identify the social determinates of health (SDOH) contributing to the family’s health status. In a 750-1,000 word paper, create a plan of action to incorporate health promotion strategies for this family. Include the following:

1. Describe the SDOH that affect the family health status. What is the impact of these SDOH on the family? Discuss why these factors are prevalent for this family.

2. Based on the information gathered through the family health assessment, recommend age-appropriate screenings for each family member. Provide support and rationale for your suggestions.

3. Choose a health model to assist in creating a plan of action. Describe the model selected. Discuss the reasons why this health model is the best choice for this family. Provide rationale for your reasoning.

4. Using the model, outline the steps for a family-centered health promotion. Include strategies for communication.

Cite at least three peer-reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria.

Describe the physical changes that occur both during the agonal period and the postmortem period.

Human Anatomy II

Discussion Forum Week Nine:

As we discuss the Lymphatic System this week. I would like you to discuss how this system comes into contact and applies to the embalmer. What will you be faced with as pertains to the lymphatic system? 

Students: Please answer the question first and then respond to one of your fellow classmates with a substantive response.

“Substantive” means responding with one or more complete sentences that engages content. Simply responding with something like “Welcome!”, “Good to meet you!”, “What a nice day!” or “Look, a squirrel!” would not be acceptable responses.

Initial Post: 250 words Follow-up Post: 150 words

NICOLE’S POST:

The lymphatic system works alongside the vascular system in the body, which makes it a vital part of setting a plan of action for embalming. The lymphatic system brings excess fluids from the body back to the circulatory system through the veins. One condition that affects the lymphatic system, called edema, is caused when the capillaries leak fluid. Fluid retention in the body can then cause swelling of the extremities and even the organs. Edema may be caused by conditions affecting the kidneys and heart. When an embalmer is dealing with a large amount of edema in a body, it’s important to calculate the correct index of embalming fluid you is using, and be careful not to use a humectant because it will have the opposite effect of what you are trying to combat. You would not want to add more moisture which would cause even more swelling. Edema would also require more aspiration to remove the extra fluids from the organs.

Restorative Art I 

Week 9 Discussion Forum

Restoration to an acceptable appearance is one of the cornerstones of both embalming and restorative art. Please answer the following prompts: 

1. When looking at photographs, please discuss the difference between highlights and shadows.  Why is this important in the funeral profession, as it relates to laying out the deceased for viewing?

2. What facial feature(s) are highlights?

3. Which facial feature(s) may create shadows?

4. What do you think the ramifications are if families are unimpressed or downright dissatisfied with the appearances of their loved ones? How do you think you will need to respond as an owner/manager to resolve/improve the situation?

You are  not  required to respond to a classmate’s post this week, but if you can share additional helpful information, please do so.

Embalming I & Clinical Experience

Embalming I Review Chapter 5 Postmortem Physical Changes

Discuss the Somatic death process.  Go through the series of steps involved in somatic death.  Describe the physical changes that occur both during the agonal period and the postmortem period.  What is Hypostasis?  What is Death rattle and hypostasis?  

Submit the completed assignment as a Word Document in Moodle.

explain the importance of  understanding intercultural communication.

After watching both videos above, explain the importance of  understanding intercultural communication. Identify the role that  context plays in communication, and include references to high-context  and low-context cultures.   For these videos, you are required to submit a 250 word detailed answer to the question presented in this activity. 

In light of Brian’s family situation, what other avenues could the teachers take to get help for Brian?

How Far Should We Go

Brian had eight months left in Willow Brook Elementary before he entered middle school, 6th grade, six classes, and six new teachers but he was still reading at a first grade level! Brian’s learning disability was only part of the dilemma LuAnn and Karen, his co-teachers, faced. His dad had died when Brian was in the first grade, and his mom seemed overwhelmed by the demands facing her.

“Do you like green eggs and ham? Yes I like them…,” Brian walked around the classroom reading out loud. The other 26 children in the room seemed oblivious to him. That’s just how Brian Adams read, and he had read 22 books since the beginning of the school year! The only problem was they were all beginning first-grade-level books. Brian was part of a continuous progress classroom for students in third, fourth, and fifth grades. The class was co-taught by Karen Karsee, a general educator, and LuAnn Murphy, a special educator. Brian came to the classroom two years ago as a third grader from another district. He had been identified as language learning delayed in the first grade and had received special education services in a self-contained classroom prior to coming to Willow Brook.

As LuAnn listened to Brian read, she thought back to the first day he entered the classroom.  He was such a loner. The only thing that she and Karen could interest him in was drawing. He still loved to draw but he had made tremendous gains socially. He was athletic, so quick and fast that all the kids wanted him to play on their teams at recess. He was a great soccer player but more than that, the kids just really liked Brian. LuAnn and Karen agonized over his academic progress, however. It was already October and Brian’s progress in reading and writing was so slow–so painfully slow.

“What will he do next year in middle school?” Karen voiced what LuAnn had been thinking. “He’ll have six teachers and any subject that requires him to read…,” Karen trailed off, deep in thought, afraid to even think of what would happen to Brian next year.

Karen thought about the last two years she had been working with LuAnn. She especially loved the co-teaching, continuous progress model because they had the same students for more than one year and were able to spend more time building a rapport and relationship with them and their families. Both teachers thought that was critically important. Karen reminisced, “I did a good job as a teacher for ten years and a great job for two with LuAnn.”

Karen and LuAnn had learned so much from one another and their collaboration seemed to be working. Eight of the students in their class, including Brian, had special education labels. The students themselves did not know who they were because both teachers interacted with all of the students. LuAnn and Karen modified their instructional and assessment procedures when necessary and measured each child’s progress individually, rather than against their classmates. Sheree, a student with learning disabilities, was considered one of the smartest by her classmates because she had read so many books. No one knew the books were below grade level.

Even Brian was getting 80s on his “adjusted” spelling tests. Because of his language processing difficulties, the number of correct letters were credited rather than correct words. If he got the “h” in the word horse, that was a success. Fortunately, math was not a problem for Brian. He was on grade level in his math skills and his pride in his accomplishments in that area provided motivation in the areas in which he struggled. LuAnn worried, however, that Brian might be losing some of his motivation when she overheard him say, “What’s the use of studying my spelling words? I’ll never get a 100.” She dreaded the day when he finally realized the books he read aloud and so proudly displayed were “baby books.”

LuAnn spent one-half hour each day with Brian in direct instruction on his reading skills using the Reading Recovery method. He was able to follow along as the story was read aloud and had no problem with listening comprehension but, whether he read aloud or silently, his reading comprehension was very limited. He also stumbled over words, often words he had known the day before. LuAnn told Karen, “He just has no strategies for attacking the words. He has no way to blend. Those sounds just don’t mean anything to him. Something gets lost in the translation.”

Brian was enrolled in resource speech and language therapy and attended twice a week in an effort to improve his language skills–but progress was not apparent. LuAnn and Karen were stumped by the severity of his learning disability.

Brian’s father had been killed five years ago in an automobile accident. It seemed to Karen and LuAnn that his mother was overwhelmed trying to raise two children, work, and go to school at night in a nearby city. His mother’s schedule meant that Brian was alone, occasionally with his older sister, from 4:30 until 10:00 p.m. most weeknights. On one occasion last year, Karen phoned Mrs. Adams to let her know Brian was not bringing in his homework. “You know that Brian’s father died,” Mrs. Adams explained as if Karen had never heard this before. It seemed to the two teachers that Mrs. Adams felt her husband’s death was the cause for everything that was happening in the family–the reason she had to go to work and the reason for Brian’s troubles at school.  Mr. Adams had been gone for five years but the family was having difficulty moving past it.

“Mrs. Adams,” Karen implored, “Brian needs to get his homework done. He’s so far behind….” Karen was stunned when Mrs. Adams hung up on her. “I didn’t mean to upset her, I guess I came on too strong,” Karen recounted to LuAnn the next day as they were preparing for class.

The two decided that perhaps Lu Ann should try to talk with Mrs. Adams. After repeated calls Mrs. Adams seemed less angry.  Eventually, she was willing to talk to both teachers and the channels of communication between school and home were reopened. Both LuAnn and Karen were grateful for the co-teaching situation where one or the other could usually find a way to engage a child or parent.  At the very least, they could reflect and brainstorm different approaches that might enable their students to be successful. Once communication was re-established, LuAnn and Karen worked to solve Brian’s homework problem. They arranged to have a school volunteer come in the class each afternoon and work with him on his homework.

The teachers were also able to arrange for Brian to take advantage of a local Big Brother program because there were no adult male figures in his life. Brian’s volunteer Big Brother came to his house every Saturday. “Do you think Brian’s Big Brother could just read to him?” LuAnn suggested to Mrs. Adams over the phone.

“Well, when he is here, he usually does odd jobs that I am not able to do and watches Brian while I get out of the house for a few hours,” Mrs. Adams said in a tired, discouraged tone. Mrs. Adams seemed genuinely concerned with Brian, his welfare, and what the school was trying to do. In thinking about the situation, LuAnn felt sorry that Mr. Adams had died and that Mrs. Adams was so overwhelmed. However, she felt that Brian’s needs were not being met and that the family needed to move on.

In an additional effort to help Brian, Karen and LuAnn were able to find a university student who volunteered to work with Brian at his home intensively over the summer. They gave Mrs. Adams the student’s phone number so she could make the final arrangements but she never called.

LuAnn and Karen had had tough cases in the past but managed, through tremendous team effort, to get the child close to grade level. It simply was not happening for Brian, no matter how hard they tried. “Just how far should we go?” they wondered, “and where do we go from here?”

Discussion/Study Questions

 

1.    List what you learned/know about each of the characters in the case.

2.    What do you think is motivating the thoughts/actions of each of the characters?

3.    What are the issues/problems in the case?

Additional Questions

1.    In light of Brian’s family situation, what other avenues could the teachers take to get help for Brian?

2.    Given the severity of Brian’s learning disability, is it realistic for the teachers to expect to bring his reading skills up to grade          level?

3.    What role should teachers take when dealing with children and families who have experienced a death and who are in the          process of grieving?

4.    Do you feel that Brian’s mother’s continued depression and despair five years after the death of her husband is a typical or          predictable component of the grief process?

5.    Do you believe that this classroom is the “best” placement for Brian? Are the teachers able to meet his needs?

6.    What instructional modifications were tried with Brian? Were they effective? Why or why not?

7.    Considering the added pressures and responsibilities that Brian’s mom has faced since the death of her husband, what          additional family supports might help alleviate her situation?

Differentiate between primary care and specialty care

Policy Brief:

Policy work requires shared information, knowledge, effective communication, and professionalism. Core competencies for policy professionals include the ability to engage in critical thinking, define problems and communicate findings to a variety of audiences. The purpose of the policy brief is to help you sharpen these skills and methodically apply them to your coursework and class discussions. The length of your brief should not exceed three (4) pages.

Each member of the course is to find articles that are based on this week’s lecture topic: Choose ONE of the following to write about.

• Health services professionals and their training, practice requirements, and settings
• Differentiate between primary care and specialty care
• Maldistribution in the physician labor force
• Initiatives under the ACA

1. Based on the readings/websites. (https://khn.org/ https://www.kff.org/ https://www.healthaffairs.org/)
2. Due Sunday at 11 pm Eastern 
3. 4-page paper (including the title page and reference list) with a brief introduction, discussion of the topic, summary, and optional recommendation section. 
4. The discussion section must be at least 3 full pages in length with reference citations.
5. Follow APA guidelines but do not include an abstract or table of contents
6. References must be properly cited in the body of the paper and listed on the reference page.