Bob has completed another year here at XYZ as a plant distribution employee. Bob's primary responsibilities include, ensuring that each outgoing shipment is complete, all items are free of defects, and there are no discrepancies in inventory. Within the past few months, there have been multiple customer complains about their shipments. In two cases, nearly every item in a shipment contained a defect. Upon further investigation, we discovered that all of the orders in question fall under Bob's responsibility.

   Having defects in our shipments are not only going to hurt our sales, but also our reputation here at XYZ. It is of the utmost importance that Bob is able acknowledge these mistakes and implement a change to avoid defective shipments in the future. I believe that Bob should follow along with a shipment checklist that has detailed explanations, as well as visuals, of the proper methods we have established. I will use the verbal delivery method to get my points across to Bob effectively.

   Prior to my sit-down review with Bob, I am going to write up a step by step process, with visuals, to present to Bob and request that he start using this method. I will discuss with Bob the issues that have been arising and make sure he is aware of the changes that need to be made. Within each shipment, the items need to be checked and the exact status of each item will need to be written down prior to leaving the warehouse. This is going to be a first step, and Bob and I will have a follow up, non-professional, review in a month to check up on the status of his shipments and make sure that changes are actually being made.

   It is important to address Bob verbally and not with a written delivery for multiple reasons. First, Bob can observe nonverbal cues that I am giving him with my presentation of the checklist. I can also easily demonstrate my intentions right away. Clarification and explanation can help Bob to remit his old habits. Lastly, Bob can have a chance to respond to the concerns immediately and have an open discussion about his job. Although people do not like to get bad news, they expect the truth" (Cardon 2016) I backup this statement because if we are not honest with Bob he will never truly learn and therefore he won't be able to change his actions.

Required

Describe how the changes proposed in the above post could be implemented on a larger, department-wide scale to ensure all employees are informed and the issues can be avoided. Would the same change management principles work when applied to the organization, or would changes have to be made?

Kaelea, Inc., has no debt outstanding and a total market value of $75,000. Earnings before interest and taxes, EBIT, are projected to be $9,400 if economic conditions are normal. If there is strong expansion in the economy, then EBIT will be 24 percent higher. If there is a recession, then EBIT will be 31 percent lower. The company is considering a $22,500 debt issue with an interest rate of 8 percent. The proceeds will be used to repurchase shares of stock. There are currently 5,000 shares outstanding. Assume the company has a market-to-book ratio of 1.0. a. Calculate return on equity, ROE, under each of the three economic scenarios before any debt is issued, assuming no taxes. (Do not round intermediate calculations and enter your answers as a percent rounded to 2 decimal places, e.g., 32.16.) ROE Recession % Normal % Expansion % b. Calculate the percentage changes in ROE when the economy expands or enters a recession, assuming no taxes. (A negative answer should be indicated by a minus sign. Do not round intermediate calculations and enter your answers as a percent rounded to the nearest whole number, e.g., 32.) %ΔROE Recession % Expansion % Assume the firm goes through with the proposed recapitalization and no taxes. c. Calculate return on equity, ROE, under each of the three economic scenarios after the recapitalization. (Do not round intermediate calculations and enter your answers as a percent rounded to 2 decimal places, e.g., 32.16.) ROE Recession % Normal % Expansion % d. Calculate the percentage changes in ROE for economic expansion and recession. (A negative answer should be indicated by a minus sign. Do not round intermediate calculations and enter your answers as a percent rounded to 2 decimal places, e.g., 32.16.) %ΔROE Recession % Expansion % Assume the firm has a tax rate of 35 percent. e. Calculate return on equity, ROE, under each of the three economic scenarios before any debt is issued. Also, calculate the percentage changes in ROE for economic expansion and recession. (A negative answer should be indicated by a minus sign. Do not round intermediate calculations and enter your answers as a percent rounded to 2 decimal places, e.g., 32.16.) ROE Recession % Normal % Expansion % %ΔROE Recession % Expansion % f. Calculate return on equity, ROE, under each of the three economic scenarios after the recapitalization. Also, calculate the percentage changes in ROE for economic expansion and recession, assuming the firm goes through with the proposed recapitalization. (A negative answer should be indicated by a minus sign. Do not round intermediate calculations and enter your answers as a percent rounded to 2 decimal places, e.g., 32.16.) ROE Recession % Normal % Expansion % %ΔROE Recession % Expansion %

Minion, Inc., has no debt outstanding and a total market value of $211,875. Earnings before interest and taxes, EBIT, are projected to be $14,300 if economic conditions are normal. If there is strong expansion in the economy, then EBIT will be 20 percent higher. If there is a recession, then EBIT will be 35 percent lower. The company is considering a $33,900 debt issue with an interest rate of 6 percent. The proceeds will be used to repurchase shares of stock. There are currently 7,500 shares outstanding. Assume the company has a market-to-book ratio of 1.0 and the stock price remains constant

. a-1. Calculate return on equity, ROE, under each of the three economic scenarios before any debt is issued, assuming no taxes. (Do not round intermediate calculations and enter your answers as a percent rounded to 2 decimal places, e.g., 32.16.)

a-2. Calculate the percentage changes in ROE for economic expansion or recession, assuming no taxes. (A negative answer should be indicated by a minus sign. Do not round intermediate calculations and enter your answers as a percent rounded to the nearest whole number, e.g., 32.)

b-1. Calculate return on equity, ROE, under each of the three economic scenarios after the recapitalization. (A negative answer should be indicated by a minus sign. Do not round intermediate calculations and enter your answers as a percent rounded to 2 decimal places, e.g., 32.16.)

b-2. Calculate the percentage changes in ROE for economic expansion and recession after the recapitalization. (A negative answer should be indicated by a minus sign. Do not round intermediate calculations and enter your answers as a percent rounded to 2 decimal places, e.g., 32.16.)

Assume the firm has a tax rate of 21 percent.

c-1. Calculate return on equity, ROE, under each of the three economic scenarios before any debt is issued. Also, calculate the percentage changes in ROE for economic expansion and recession. (A negative answer should be indicated by a minus sign. Do not round intermediate calculations and enter your answers as a percent rounded to 2 decimal places, e.g., 32.16.)

c-2. Calculate return on equity, ROE, under each of the three economic scenarios after the recapitalization. Also, calculate the percentage changes in ROE for economic expansion and recession, assuming the firm goes through with the proposed recapitalization. (A negative answer should be indicated by a minus sign. Do not round intermediate calculations and enter your answers as a percent rounded to 2 decimal places, e.g., 32.16.)

Program: Java

Write a Java program using good programming principles that will aggregate the values from several input files to calculate relevant percentages and write the values to an output file.

You have been tasked with reading in values from multiple files that contains different pieces of information by semester.    The Department of Education (DOE) would like the aggregate values of performance and demographic information by academic year. A school year begins at the fall semester and concludes at the end of the summer semester the following year. Fall 2019 - Summer 2020 is considered one academic year.

Input Files

• Input files named Fall2019Analytics.txt, Spring2020Analytics.txt, and Summer2020Analytics.txt have been placed in Canvas.   Each have the same layout but differ by semesters.
• Each file contains several pieces of data by program - total enrollment, enrollment by gender, completion by gender, enrollment by ethnicity, completion by ethnicity, among other pieces of data.  
• The program should read in the values from these input files, aggregate the data, and write the information to an output file that will be sent to Tallahassee.
• From there, the DOE will use this output file as input to aggregate the data from other schools within the state of Florida.
• It is important that this file is formatted in the proper sequence that the DOE needs - otherwise the college will be heavily fined and may lose accreditation.

These input files contain the data for three programs on campus:

Program code 3624
Program code 5651
Program code 6635

Input file layout (all integer values) by semester:

• program number
• total number of students enrolled in the program
• total number of student completers in the program
• total number of female students enrolled in the program
• total number of male students enrolled in the program
• total number of unknown/not reported gender students enrolled in the program
• total number of female student completers in the program
• total number of male student completers in the program
• total number of unknown/not reported student completers in the program
• total number of Asian students enrolled in the program
• total number of Black students enrolled in the program
• total number of Hispanic students enrolled in the program
• total number of Multiracial students enrolled in the program
• total number of Native American students enrolled in the program
• total number of Native Hawaiian students enrolled in the program
• total number of Unknown/not reported ethnicity students enrolled in the program
• total number of White students enrolled in the program
• total number of Asian student completers in the program
• total number of Black student completers in the program
• total number of Hispanic student completers in the program
• total number of Multiracial student completers in the program
• total number of Native American student completers in the program
• total number of Native Hawaiian student completers in the program
• total number of Unknown ethnicity student completers in the program
• total number of White students completer in the program

Notes

• Each value within the file for a program is separated by one space.
• Each program code is on its own line in each file. There are three lines per file.
• Use an array or arrayList to hold the values within each file.
• Each semester should be coded within their own class.

Calculations

The following values must be calculated:

For each semester:
   - the percentage of students completers (total number of student completers / total number of students enrolled)

For each individual program code:
   - grand totals for each category (enrolled, completers, gender, and ethnicity)

Aggregate for all semesters:

   - the total number of students enrolled
   - the total number of student completers
   - the total number by gender
   - the total number by each ethnicity
   - the percentage of student completers (total completers / total enrolled)
   - the percentage of female completers (total number of female completers / total number of female enrolled)
   - the percentage of male completers
   - the percentage of each ethnicity

Output

The output for this project will be two-fold.   The output will be displayed in a Message dialog box and an output file.

The Message Dialog boxes:

Each percentage calculated should be displayed in percentage format with one decimal place.

A sample format (the values are not accurate, this is only for formatting purposes):

On the next dialog screen, display the following:

Output File

The output file should be named Analytics2019.txt and should be written to:   C\SFC\COP2552\Project4

The layout of the output file is:

academic year (2019)
aggregate total of students enrolled
aggregate total of student completers
aggregate total number of female students enrolled
aggregate total number of female student completers
aggregate total number of male students enrolled
aggregate total number of male student completers
aggregate total number of unreported/unknown students enrolled
aggregate total number of unreported/unknown student completers
aggregate total number of Asian students enrolled
aggregate total number of Black students enrolled
aggregate total number of Hispanic students enrolled
aggregate total number of Multiracial students enrolled
aggregate total number of Native American students enrolled
aggregate total number of Native Hawaiian students enrolled
aggregate total number of Unknown/Not Reported students enrolled
aggregate total number of White students enrolled
aggregate total number of Asian student completers
aggregate total number of Black students completers
aggregate total number of Hispanic students completers
aggregate total number of Multiracial students completers
aggregate total number of Native American students completers
aggregate total number of Native Hawaiian students completers
aggregate total number of Unknown/Not Reported students completers
aggregate total number of White students completers
program number (3624)
total number of students enrolled in the program
total number of student completers in the program
total number of female students enrolled in the program
total number of male students enrolled in the program
total number of unknown/not reported gender students enrolled in the program
total number of female student completers in the program
total number of male student completers in the program
total number of unknown/not reported student completers in the program
total number of Asian students enrolled in the program
total number of Black students enrolled in the program
total number of Hispanic students enrolled in the program
total number of Multiracial students enrolled in the program
total number of Native American students enrolled in the program
total number of Native Hawaiian students enrolled in the program
total number of Unknown/not reported ethnicity students enrolled in the program
total number of White students enrolled in the program
total number of Asian student completers in the program
total number of Black student completers in the program
total number of Hispanic student completers in the program
total number of Multiracial student completers in the program
total number of Native American student completers in the program
total number of Native Hawaiian student completers in the program
total number of Unknown ethnicity student completers in the program
total number of White student completers in the program
program number (5651)
total number of students enrolled in the program
total number of student completers in the program
total number of female students enrolled in the program
total number of male students enrolled in the program
total number of unknown/not reported gender students enrolled in the program
total number of female student completers in the program
total number of male student completers in the program
total number of unknown/not reported student completers in the program
total number of Asian students enrolled in the program
total number of Black students enrolled in the program
total number of Hispanic students enrolled in the program
total number of Multiracial students enrolled in the program
total number of Native American students enrolled in the program
total number of Native Hawaiian students enrolled in the program
total number of Unknown/not reported ethnicity students enrolled in the program
total number of White students enrolled in the program
total number of Asian student completers in the program
total number of Black student completers in the program
total number of Hispanic student completers in the program
total number of Multiracial student completers in the program
total number of Native American student completers in the program
total number of Native Hawaiian student completers in the program
total number of Unknown ethnicity student completers in the program
total number of White student completers in the program
program number (6635)
total number of students enrolled in the program
total number of student completers in the program
total number of female students enrolled in the program
total number of male students enrolled in the program
total number of unknown/not reported gender students enrolled in the program
total number of female student completers in the program
total number of male student completers in the program
total number of unknown/not reported student completers in the program
total number of Asian students enrolled in the program
total number of Black students enrolled in the program
total number of Hispanic students enrolled in the program
total number of Multiracial students enrolled in the program
total number of Native American students enrolled in the program
total number of Native Hawaiian students enrolled in the program
total number of Unknown/not reported ethnicity students enrolled in the program
total number of White students enrolled in the program
total number of Asian student completers in the program
total number of Black student completers in the program
total number of Hispanic student completers in the program
total number of Multiracial student completers in the program
total number of Native American student completers in the program
total number of Native Hawaiian student completers in the program
total number of Unknown ethnicity student completers in the program
total number of White students completers in the program

(Use any numbers for .TXT)

This is a 2-year timeline of Microsoft's stock prices:

Explain why the company’s stock price has changed using cash flow language for 4-5 major price changes. Hint: watch the news, use that info regarding the company to make assumptions about implied future cash flow expectations.  

Cash Flow:

Cash Flow

All numbers in thousands

bash-3.2$ git init
Initialized empty Git repository in /Users/terry/Documents/Udel/teaching/275/275-Spring2018/gitPlay/.git/
bash-3.2$ git add *.txt
bash-3.2$ git commit -m "all"
[master (root-commit) f7a22b3] all
4 files changed, 27 insertions(+)
create mode 100644 dog.txt
create mode 100644 gitquiz.txt
create mode 100644 spam.txt
create mode 100644 spam2.txt
$ <edit spam.txt>
bash-3.2$ git add spam.txt
bash-3.2$ git commit -m "mod"
[master 8885fb1] mod
1 file changed, 2 insertions(+)
bash-3.2$ git branch feature
bash-3.2$ git checkout feature
Switched to branch 'feature'
bash-3.2$ cat >> spam2.txt
a new feature
bash-3.2$ git status
On branch feature
Changes not staged for commit:
(use "git add <file>..." to update what will be committed)
(use "git checkout -- <file>..." to discard changes in working directory)

   modified: spam2.txt

no changes added to commit (use "git add" and/or "git commit -a")
bash-3.2$ git commit -m "new feature to spam2"
On branch feature
Changes not staged for commit:
   modified: spam2.txt

no changes added to commit
bash-3.2$ git add spam2.txt
bash-3.2$ git commit -m "new feature to spam2"
[feature 3fbd9c3] new feature to spam2
1 file changed, 1 insertion(+)
bash-3.2$ git log --graph --all --simplify-by-decoration
* commit 3fbd9c356a36619a540920f8402a03f50d64f106 (HEAD -> feature)
| Author: Terry Harvey <[email protected]>
| Date: Mon Mar 19 10:25:30 2018 -0400
|
| new feature to spam2
|
* commit 8885fb16b61c8aeaf806bbbf3e8995f13f8f47e9 (master)
| Author: Terry Harvey <[email protected]>
| Date: Mon Mar 19 09:55:01 2018 -0400
|
| mod
|
* commit f7a22b3a9ebbd4dbc98ac9ac355b51022c6f2216
Author: Terry Harvey <[email protected]>
Date: Mon Mar 19 09:54:02 2018 -0400
  
all
bash-3.2$ cat spam2.txt
hooray for spam
second line
third line.
a feature
a new feature
bash-3.2$ git checkout master
Switched to branch 'master'
bash-3.2$ cat spam2.txt
hooray for spam
second line
third line.
a feature
bash-3.2$ ls
dog.txt       gitquiz.txt   spam.txt   spam2.txt
bash-3.2$ git rm spam2.txt
rm 'spam2.txt'
bash-3.2$ git commit -m "removed spam2.txt"
[master 4ee3d92] removed spam2.txt
1 file changed, 4 deletions(-)
delete mode 100644 spam2.txt
bash-3.2$ git checkout feature
Switched to branch 'feature'
bash-3.2$ ls

1. WHAT PRINTS HERE? Be sure you understand!

bash-3.2$ git checkout master
Switched to branch 'master'
bash-3.2$ ls

2. WHAT PRINTS HERE? Be sure you understand!

bash-3.2$ git tree //this is my alias for the log command above - put in your .gitconfig!
* commit 4ee3d92d15daa195bcdc89ccdc70b35d02981811 (HEAD -> master)
| Author: Terry Harvey <[email protected]>
| Date: Mon Mar 19 10:29:17 2018 -0400
|
| removed spam2.txt
|   
| * commit 3fbd9c356a36619a540920f8402a03f50d64f106 (feature)
|/ Author: Terry Harvey <[email protected]>
| Date: Mon Mar 19 10:25:30 2018 -0400
|   
| new feature to spam2
|
* commit f7a22b3a9ebbd4dbc98ac9ac355b51022c6f2216
Author: Terry Harvey <[email protected]>
Date: Mon Mar 19 09:54:02 2018 -0400
  
all

bash-3.2$ git checkout feature
Switched to branch 'feature'
bash-3.2$ git branch
* feature
master
bash-3.2$

3. What is HEAD?

4. What is master?

5. In this example, what is feature?

6. How would you take changes from a branch and apply them to master?

7. How would you remove a branch you no longer need?

bash-3.2$ git init
Initialized empty Git repository in /Users/terry/Documents/Udel/teaching/275/275-Spring2018/gitPlay/.git/
bash-3.2$ git add *.txt
bash-3.2$ git commit -m "all"
[master (root-commit) f7a22b3] all
4 files changed, 27 insertions(+)
create mode 100644 dog.txt
create mode 100644 gitquiz.txt
create mode 100644 spam.txt
create mode 100644 spam2.txt
$ <edit spam.txt>
bash-3.2$ git add spam.txt
bash-3.2$ git commit -m "mod"
[master 8885fb1] mod
1 file changed, 2 insertions(+)
bash-3.2$ git branch feature
bash-3.2$ git checkout feature
Switched to branch 'feature'
bash-3.2$ cat >> spam2.txt
a new feature
bash-3.2$ git status
On branch feature
Changes not staged for commit:
(use "git add <file>..." to update what will be committed)
(use "git checkout -- <file>..." to discard changes in working directory)

   modified: spam2.txt

no changes added to commit (use "git add" and/or "git commit -a")
bash-3.2$ git commit -m "new feature to spam2"
On branch feature
Changes not staged for commit:
   modified: spam2.txt

no changes added to commit
bash-3.2$ git add spam2.txt
bash-3.2$ git commit -m "new feature to spam2"
[feature 3fbd9c3] new feature to spam2
1 file changed, 1 insertion(+)
bash-3.2$ git log --graph --all --simplify-by-decoration
* commit 3fbd9c356a36619a540920f8402a03f50d64f106 (HEAD -> feature)
| Author: Terry Harvey <[email protected]>
| Date: Mon Mar 19 10:25:30 2018 -0400
|
| new feature to spam2
|
* commit 8885fb16b61c8aeaf806bbbf3e8995f13f8f47e9 (master)
| Author: Terry Harvey <[email protected]>
| Date: Mon Mar 19 09:55:01 2018 -0400
|
| mod
|
* commit f7a22b3a9ebbd4dbc98ac9ac355b51022c6f2216
Author: Terry Harvey <[email protected]>
Date: Mon Mar 19 09:54:02 2018 -0400
  
all
bash-3.2$ cat spam2.txt
hooray for spam
second line
third line.
a feature
a new feature
bash-3.2$ git checkout master
Switched to branch 'master'
bash-3.2$ cat spam2.txt
hooray for spam
second line
third line.
a feature
bash-3.2$ ls
dog.txt       gitquiz.txt   spam.txt   spam2.txt
bash-3.2$ git rm spam2.txt
rm 'spam2.txt'
bash-3.2$ git commit -m "removed spam2.txt"
[master 4ee3d92] removed spam2.txt
1 file changed, 4 deletions(-)
delete mode 100644 spam2.txt
bash-3.2$ git checkout feature
Switched to branch 'feature'
bash-3.2$ ls

1. WHAT PRINTS HERE? Be sure you understand!

bash-3.2$ git checkout master
Switched to branch 'master'
bash-3.2$ ls

2. WHAT PRINTS HERE? Be sure you understand!

bash-3.2$ git tree //this is my alias for the log command above - put in your .gitconfig!
* commit 4ee3d92d15daa195bcdc89ccdc70b35d02981811 (HEAD -> master)
| Author: Terry Harvey <[email protected]>
| Date: Mon Mar 19 10:29:17 2018 -0400
|
| removed spam2.txt
|   
| * commit 3fbd9c356a36619a540920f8402a03f50d64f106 (feature)
|/ Author: Terry Harvey <[email protected]>
| Date: Mon Mar 19 10:25:30 2018 -0400
|   
| new feature to spam2
|
* commit f7a22b3a9ebbd4dbc98ac9ac355b51022c6f2216
Author: Terry Harvey <[email protected]>
Date: Mon Mar 19 09:54:02 2018 -0400
  
all

bash-3.2$ git checkout feature
Switched to branch 'feature'
bash-3.2$ git branch
* feature
master
bash-3.2$

3. What is HEAD?

4. What is master?

5. In this example, what is feature?

6. How would you take changes from a branch and apply them to master?

7. How would you remove a branch you no longer need?

17. If a person consumes fewer units of a good, will marginal utility of the good increase as total utility decreases? a. Yes b. No

18. "If we take $1 away from a rich person and give it to a poor person, the rich person loses less utility than the poor person gains." This is an example of: a. The law of increasing marginal utility b. The law of demand in reverse c. The law of decreasing minimal utility d. The law of interpersonal utility comparison

19. Is it possible to get so much of a good that it turns into a bad? (If so be ready to give an example) a. No, you can never consume too much of a good thing b. Yes, you can consume too much of a good such that it becomes a bad.

20. Can a good be a good for you and a bad for someone else? a. Certainly, strawberries might be an example. Some people are allergic b. No, all people enjoy goods alike. For example, everyone loves shrimp!

21. Which of the following is an example of making an interpersonal utility comparison? a. Someone speeds by you on the interstate and you notice that they have their emergency lights flashing. b. You and your roommate are enjoying a pizza and beer watching the super bowl game. There’s only one slice of pizza left and you feel you should have it since you are still hungry. c. In the supermarket, you are rushing in to get one item and no one is at the check-out. You get your item and quickly go to the check-out, but now it is full and you have to stand in a line. d. You are on your way to church and are just a bit late, a large road construction vehicle has just pulled out in front of you on a two lane highway. (Doesn’t that just always happen to you when you are late? Never thought it could be economically explained, did you?) e. All of the above

Ivanhoe Co. provides music lessons to many clients across the city. The following information is available to be used in recording annual adjusting entries at the company’s September 30, 2021, year-end: 1. On October 1, 2020, the company had a balance of $1,990 in its supplies account. Additional supplies were purchased during the year totalling $1,790. The supplies inventory on September 30, 2021, amounts to $800. 2. On November 1, 2020, Ivanhoe purchased a one-year insurance policy for $3,120. 3. On January 2, 2021, a client paid $1,560 for six months of lessons starting April 2, 2021. 4. On February 1, 2021, Ivanhoe purchased a grand piano (to be used in music lessons) for $25,200. The piano’s estimated useful life is 12 years. 5. On May 1, 2021, Ivanhoe borrowed $29,400 from the bank and signed a 10-month, 8% note payable. Interest and principal are to be paid at maturity. 6. On August 1, 2021, Ivanhoe signed a contract with a neighbourhood school to provide weekly piano lessons to some of its students for a fee of $1,760 per month. The contract called for lessons to start on September 1, 2021. The school has not yet been sent an invoice for the month of September. 7. On August 15, 2021, the company paid $10,080 to Pinnacle Holdings to rent additional studio space for nine months starting September 1. Ivanhoe recorded the full payment as Prepaid Rent. 8. Ivanhoe’s instructors have earned salaries of $3,370 for the last week of September 2021. This amount will be paid to the instructors on the next payday: October 6, 2021. 9. Music lessons were provided to a local church group for $1,260 on September 30, 2021. Ivanhoe has not yet invoiced the group or recorded the transaction. 10. In early October 2021, Ivanhoe received an invoice for $910 from the utility company for September utilities. The amount has not yet been recorded or paid. Prepare the adjusting journal entries.

Mrs. Walker is an 87 year old widow recently discharged from the hospital following an incident of high blood glucose related to a chronic diagnosis of Type 2 Diabetes. She has returned for a follow up visit with her physician who asked you to join him/her during the examination as part of the health care team. Mrs. Walker lives alone and has a daughter who lives 30 miles away and visits once or twice a week. She no longer drives but does have a church family to help her attend religious events weekly. She tells the health care team that she has been “a little dizzy sometimes” but did read the pamphlet about how to manage her diabetes after she was discharged from the hospital 4 days ago and thinks she is doing “ok”. She brought her medications with her and it was noted during medication reconciliation that she has not taken her blood pressure medication since she was discharged from the hospital. When asked about her medications she answered that she was “not sure if that was the blue one or the big white one”. Her insulin pen is also full although she states that she is injecting herself “at least 4 times a day”.

Answer the following questions fully:

1. What are the health literacy issues present in this case study? Explain each fully.
2. What is the impact of poor communication on Mrs. Walker’s situation? How could this have been prevented?
3. How could communication be improved to result in better outcomes?
4. What open-ended questions would be valuable to obtain accurate information?
5. What technique would assure you that Mrs. Walker was able to test her blood glucose and administer her insulin correctly?
6. What alternate methods of communication would be helpful?
7. Address each of the parts of health literacy outlined on the Lecture 4 presentation as they relate to Mrs. Walker.