Supportive leadership is the same as which of the following .pdf

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Supportive leadership is the same as which of the following leader stykes? ditective people- criented task-oriented achievament sriented Question 45 Which of the following is a leadership style identified in path-goal theory? achicument-orientec leadership servant laadership transformational la=dershis shared leadershia Question 46 Which of the following statements abcut emotsonal inteligence and leadership is TRUE? Emotiorsal intel genra is ore of the most franuently identified contingencias af employeas vatar chousing the aest leadership style: Emational intel gence is one of the desired competencles of effective bosders: Emutional intalipence is the psychobgira condition that makes peupe want to believe that leaders make a diuference. Enotional intelligence refers to the leade's abuve-nuarage cognitive ahility to proces intarmiation..

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Jonas's job is to attach sereens onto tablet computers. He has done this routine for five years. He is confident in his work. He knows that he is responsible for his autput rather than luck or chance' Which of the following would you recommend to Jonas' manager L acy as the appropriate leadership styles for this situation? achievement oriented and particiaative achiewement-oriertod and suppartise participative and supeo trive participativn and directive Question 42 Which of the foliowing statements is most consistent with the view of shared leadership? Shared leadership coerates out of one focmally assignad pasition shared by two enplopees. Loatiors should share their pawe- anly with other formally recognized leaders: Leadership of an orgarization Ls broady distribated rather than assigned to ane person. Employees lead one another as the occasion arises. Question 43 The erspective of leadership identifes drive, integrity, and emotional intelligance as qualities of effective leaders. subsbitutes for leadership transforimatsarish leaderstip atributes contingencies in path-goal theory.

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Background Info Dichotomous keys can be used to help identify and classify a set of unfamiliar organisms. In a dichotomous key, paired statements offer choices about the presence or absence of characteristics. Background Info Dichotomous keys can be used to help identify and classify a set of unfamiliar organisms. In a dichotomous key, paired statements offer choices about the presence or absence of characteristics. Purpose To we a dichotomeus key to dassify fish beloeging to the timnomic dass Ohondrirthyes asd te opestrux a dichotomous key to dasuly intect. Procedure - Part A 1) Pefer to Figure 1 to help you becume familiar wiah the bedy structures of arelapious fos fiah without a boty skeletsa). This will help you use the dichotomous key later on. 2) Carefully examine the images of eanilizginous fah in " Part A of your obiervations pagy. 3) Use the dichotismoes key (Tahle 1) te ideabty each of the siv artilygines fish skewn in the Part A Obiervations (Figure 2.7). - Start by reading step (i) of the dichotomous bey - Chose which of the tuo statements in step fof best applies to fah you ane trying te identify - Follow the "Ge to" initruations that match your dhosent stanement - Continue making cboices until yoa have identibed the fah 4) Recont the order asd species name of each fith in the talle peonided (Table 21 . 5]. Repest stepw 3 and 4 for each of the remaining fish.Table 2 - 5pecies ldentification Mevults [7 marks A] Part A= Analysas Questions 2) Hew de mentern of arder Myapbatifurmes difier trem menbers af arder Selathes [t maek 7) reaseaine. [2 marks 7] itiagev? Eylein why er why pit. [2 marka T]Procedure - Part B 1) Eamine the images pravided in Part B of the observabions page. 2) Create a creative binomial species aame for each spedimen. frecond this information in Tahle 3 . 3) On a lined piece of pager, create a didhotoenous kry that eould be ised to ilenity eadh roeder: (Figure 8-13) in Part 8 of the observations, Make sure to set ap your dichotomoes key ao that in is organized and rasy to follow. [3 marks [6 marks A] 4) Exchange your dichotomous key with a partaer and try te vese each other's krys ta gnogerty identify the species aceording the names assegned to the species by your partier. Table 4 - Species Names [ 3 marks C] Part B - Analysis Questions 1) Exptain the process that you used to rease your dichoqomes key. Be sure to mencien ilidi characteristios of the specimens were useful for dassilying them and explain yoor raticeule. [3 murios i] 2) Hon suecesufbl was the dichoqomens key of your partane If ir was succesdul idenofy one reatea why. If it was wnswecessful, idcatify one reasen wtyy. [2 maris T]Observations - Part A Figure 2 Figure 3 Figure 4 Figure 5 Figure 6 Figure 7Observations - Part B.

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At the beginning of the video Lead like the great conductors by Itay Talgam, what do you see as the role of the conductor? By the end of the video, how has your view changed of that role? Connect your perspective in this to the leadership styles of others you work with and whom you find effective. Will the music sound the same from each conductor and which is the right style choice? In other words, who chooses the correct style, the music, the orchestra, or the conductor (or the audience)? Consider the approach that Heifetz takes to understanding "leadership in context", both as a positional power authority based on title and as a an adaptive leader, "leading through change". Can one be both types of a leader? Is one better that the other? How much does the environment impact your answer?.

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A researcher for the EPA measured the amount of arsenic in the water near a sewage treatment plant. Over 12 days, he took n=40 measurements (in ppb). His sample data is summarized in the frequency distribution polygon shown below. The horizontal axis measures Arsenic in parts per billion (ppb) and the vertical axis measures the number of measurements. How many measurements taken in this time frame were less than 65 ppb? ans=.

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System Analysis Assignment: 4 Due date: See LEARN Max Marks: 20 Mode: Individual Study the rough requirements model on the following page and the brief business documentation provided below: Staff Login Staff must provide valid credentials to login that include a unique username and a password. Once logged in, their username is displayed on every screen for reference and a menu with the applicable system functions is made available. Create Client A teller can create a new client account with the necessary personal information. The creation process requires the client to provide a valid identification that must be verified by the bank manager. A scan of the identification is created by an administrative assistant and associated to the client record. A chequing or savings account (or both) are created for the client and associated to a bankcard that is issued to the client. The client can use the bankcard at an ATM to perform deposits, withdrawals, transfers, or to obtain the balance of their accounts. DELIVERABLES 1. Update the requirements model by adding requirements discovered from the business documentation. 2. Organize the requirements into Functional and Non-Functional and add IDs (use template provided). 3. Create a use case model diagram from the entire (updated and organized) requirements model. 4. Create use case model descriptions for StaffLogin and CreateClient (use template provided). Submit the following 1. A single PDF document containing the following items in the specified order: a. A title page as per assignment guidelines b. The complete (updated and organized) requirements model (starting on a new page) c. The use case model diagram (starting on a new page) d. The use case model descriptions (each one starting on a new page) 2. The single Astah file containing the use case model diagram (and only that diagram) 2 ROUGH REQUIREMENTS MODEL The system shall maintain personal client information (full name, address, and phone number) The system shall login bank staff that provide valid credentials The system shall logout bank staff at their request The system shall maintain client accounts with status active or inactive The teller shall be able to change account status of an account The teller shall maintain personal client information for clients The teller shall create new client records with personal client information The admin assistant shall create a scan of a client identification The admin assistant shall associate the scan to a client record The ATM shall authenticate the credentials provided by the client The bank manager shall validate client identification The system shall issue a bank card to a client with validated id The system shall set new client records to the "active" status The system shall require a valid client identification for account creation The system shall require a username and password as staff login credentials The ATM shall require a bankcard and PIN for authentication The system shall require eac.

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Sarah tiene 30 aos y es madre de dos nios pequeos, de 3 y 5 aos. Su esposo qued discapacitado recientemente en un accidente automovilstico y no ha podido trabajar durante seis meses. Sarah trabaja medio tiempo en el preescolar de sus hijos y su esposo recibe un cheque mensual por su discapacidad. Los gastos mdicos han acabado con los ahorros de la familia y los gastos mensuales a menudo superan los ingresos de la pareja. Sarah le dice a su amiga cercana que no puede proporcionar comidas balanceadas a su familia porque a menudo se queda sin algunos alimentos, como leche y productos frescos, antes del da de pago. Sus hijos reciben un almuerzo y una merienda saludables en el preescolar y un par de veces en el ltimo mes, Sarah y su esposo han tenido que escatimar en sus comidas en casa para asegurarse de que los nios estuvieran alimentados adecuadamente. Sarah est preocupada de que sus recursos limitados puedan estar afectando la salud nutricional de su familia. 1. Segn las clasificaciones de seguridad alimentaria del USDA, cmo clasificara a la familia? 2. La familia de Sarah se encuentra entre qu porcentaje de hogares estadounidenses que tienen una seguridad alimentaria baja o muy baja? 3. Sarah nota que las opciones de alimentos ms saludables tienden a ser ms caras. Tiene razn en esta observacin? 4. Qu condicin relacionada con la dieta est asociada con la inseguridad alimentaria, pero no con el hambre, que Sarah debera conocer? 5. Para qu programa de asistencia alimentaria es probable que Sarah califique, teniendo hijos en preescolar? 6. En qu programa de asistencia alimentaria puede participar Sarah una vez que sus hijos comiencen la escuela primaria? 7. Todas las siguientes son sugerencias para estirar los dlares para alimentos cuando Sarah recibe su cheque de pago, excepto: 8. El amigo de Sarah le recuerda que hay una despensa de alimentos local y un comedor de beneficencia local. Cul es la diferencia entre los dos? a. Comida insuficiente b. Alimentos seguros C. Seguridad alimentaria muy baja d. inseguridad alimentaria mi. Baja seguridad alimentaria.

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Rex y Felix son los nicos accionistas de Dogs and Cats Corporation (DCC). Despus de varios aos de operaciones utilizando el mtodo de acumulacin, decidieron liquidar la corporacin y operar el negocio como una sociedad. Rex y Flix contrataron a un abogado para redactar los documentos legales para disolver la corporacin, pero necesitan algunos consejos fiscales de usted, su contador de confianza. Esperan que usted encuentre una manera de liquidar la corporacin mientras minimiza su obligacin tributaria total. Rex tiene una base fiscal en sus acciones de $72,000 y Flix tiene una base fiscal en sus acciones de $36,000. El balance contable fiscal de la DCC a la fecha de liquidacin es el siguiente: (Los importes negativos se deben indicar con el signo menos. No dejar respuesta en blanco. Anotar cero si procede.) Tasa del impuesto sobre sociedades Requerido: A. Calcule la ganancia o prdida reconocida por Rex, Felix y DCC en una liquidacin completa de la corporacin suponiendo que cada accionista reciba una distribucin prorrateada de los activos de la corporacin y asuma una cantidad prorrateada de los pasivos. B. Calcule la ganancia o prdida reconocida por Rex, Felix y DCC en una liquidacin completa de la corporacin suponiendo que Felix recibe $35,000 en efectivo y Rex recibe el resto de los activos y asume todos los pasivos. Para las partes c y d: suponga que Flix recibi las cuentas por cobrar y el equipo y asumi las cuentas por pagar. C. Flix reconocer algn ingreso cuando cobre las cuentas por cobrar? D. Flix podr hacer una deduccin cuando pague las cuentas por pagar? Para las partes e y f: suponga que Rex es un accionista corporativo de DCC. E. Calcular la ganancia o prdida reconocida por Rex, Felix y DCC en una liquidacin completa de la corporacin suponiendo que cada accionista recibe una distribucin prorrateada de los activos de la corporacin y asume una cantidad prorrateada de los pasivos. F. Calcule la ganancia o prdida reconocida por Rex, Felix y DCC en una liquidacin completa de la corporacin suponiendo que Felix recibe $36,000 en efectivo y Rex recibe el resto de los activos y asume todos los pasivos. Base ajustada FMV Activos Dinero ps 34,000 ps 34,000 Cuentas por 11,000 11,000 cobrar Inventario 11,000 22,000 Equipo 34,000 22,000 Edificio 17,000 34,000 Tierra 13,000 50,000 Los activos ps 120,000 ps 173,000 totales Pasivo Cuentas por ps 5,000 pagar Hipoteca por 7,500 pagarEdificio Hipoteca por 7,500 pagarTerreno Responsabilida ps 20,000 d total Accionistas Acciones comunes: Rex ps 72,000 ps 118,000 (80%) Acciones comunes: Flix 36,000 35,000 (20%) Equidad total de los ps 108,000 ps 153,000 accionistas.

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please use only these Part 1: Organize the code (85%) : Following what we discussed on multiple file etiquette take the single source file provided, and divide it into appropriate header files and implementation files, one pair of files for each class. When complete the main function will be the only function in main. cpp. Make sure each file #includes the headers it needs. Each header file must have include guards. Only include header files when definitions are actually needed: declare objects in situations when the compiler only requires to "know" about the objects existence but not its definition. Now what about the global constants? Place them in their own header file named constants . h. Note that there are two versions of clearScreen depending on platform, do not break up the preprocessor directives; keep both versions. The first thing you should do is make sure that the single source compiles as is. Play around with it to get comfortable the program. The program implements Conway's Game of Life: hteps://conwaylifecom/wiki/Conway's Game of Lifs This is a simple simulation where cells are either alive or dead based simple rules based on under population or overcrowding. For those who are feeling adventurous look for some Life patterns and try to implement them. Part 2: Analysis (15%): You should notice that the class Simulation has the function report does not do anything useful other than printing "Hello World!" to the console. Replace "Hello World"' with a brief discussion addressing the questions below. This may require stepping through the code to get an overview of execution, hand tracing is an option but using the debugger with break points is much more efficient.Any code you submit must compile in VS2019, even if incomplete; any project that does not compile will receive a zero score.include sstringe Binclude scstditis include sehrongs include sthrede 1.1FCP MISC_VER // DO NOT BREAK APART THE PREPROCESSOR DIRECTIVES #include windows,hs Telse I/ DO NOT BREAK APART THE PREPROCESSOR DIRECTIVES II not Microsoft visual C++, so assume UNIX interface include siostreac Ainclude scstring finclude scstd AendIf I/ DO NOT BREAK APART THE PREPROCESSOR DIRECTIVES 1/ Global Constants const int COWras_noM =24; const int CANMAS_COL =24; const int SOUARE_SI2E =2i const int PEN_SIZE =3; const int BLINK4_SIze =9; const int SLIDER_STZE =3; const int KX STEPS =30; const char ALIVE = ' x '; const char DE AD=; II Type Definitions class World; class Sinulation; class Life { public: Int getcol( ) const f return acol; 3 int getRow() const t return m_row: 3 int getheight () const ? return aheight; 3 int getwldth() const t return muldth: 3 char getfigure(int r, int c ) const t.

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