Small Business and Forms of Business Ownership http://www.wileybusinessupdates.com Chapter 5 1 Discuss why most businesses are small businesses. Determine the contributions of small businesses to the economy. Discuss why small businesses fail. Identify the available assistance for small businesses. 1 Learning Objectives Outline the forms of private business ownership. Describe the public and collective ownership of business. Discuss organizing a corporation. Explain what happens when businesses join forces. 2 3 4 7 8 5 6 2 99.7% of all U.S. companies are considered small businesses. These firms have generated 65% of new jobs in the past two decades They employ half of all private sector workers Most Businesses are Small Businesses 3 The Small Business Administrationdefines a small business to be a firm that is independently owned and operated and is not dominant in the field. Manufacturing business: fewer than 500 workers Wholesalers: fewer than 100 workers Retailers: less than $7 million in annual sales Agricultural business: less than $750,000 What is Small Business? 4 Typical Small-Business Ventures 5 Major Industries Dominated by Small Businesses 6 Creating New Jobs Creating New Industries Innovation Contributions of Small Business 7 3 in 10 businesses close permanently within two years. 50% of businesses fail within five years. By the 10-year mark, 66% of all small businesses have closed permanently. Small Business Failure 8 Management Shortcomings Inadequate Financing Government Regulation Reasons Why Small Business Fail 9 Government agency concerned with helping small business firms Financial Assistance Loan Guarantees Microloans Small Business Investment Companies (SBICs) Small Business Administration 10 More than 40% of U.S. businesses are owned by women (10 million businesses) The number of businesses owned by minorities outpaced the growth in the number of U.S. businesses overall. Women and minorities still face challenges: Opportunities for Women & Minorities 11 Minority-Owned Businesses 12 Forms of Private Business Ownership Figure 5.4 Forms of Business Ownership 13 Domestic, foreign, alien S Corporation Limited Liability Companies Employee-Owned Corporations Not-for-Profit Corporations Types of Corporations 14 Public ownership – a unit or agency of government owns and operates an organization. Parking structures, water systems, turnpike authority. Collective Ownership– collective ownership of a production, storage, transportation or marketing organization is a cooperative. Public and Collective Ownership of Business 15 Stockholders – acquire stocks in exchange for ownership Preferred Stock Common Stock Board of Directors – elected by stockholders to oversee corporation Corporate Officers & Management – make major corporate de.

1. Small Business and Forms of Business Ownership
http://www.wileybusinessupdates.com
Chapter
5
1
Discuss why most businesses are small businesses.
Determine the contributions of small businesses to the economy.
Discuss why small businesses fail.
Identify the available assistance for small businesses.
1
Learning Objectives
Outline the forms of private business ownership.
Describe the public and collective ownership of business.
Discuss organizing a corporation.

2. Explain what happens when businesses join forces.
2
3
4
7
8
5
6
2
99.7% of all U.S. companies are considered small businesses.
These firms have generated 65% of new jobs in the past two
decades
They employ half of all private sector workers

3. Most Businesses are Small Businesses
3
The Small Business Administrationdefines a small business to
be a firm that is independently owned and operated and is not
dominant in the field.
Manufacturing business: fewer than 500 workers
Wholesalers: fewer than 100 workers
Retailers: less than $7 million in annual sales
Agricultural business: less than $750,000
What is Small Business?
4

4. Typical Small-Business Ventures
5
Major Industries Dominated by Small Businesses
6
Creating New Jobs
Creating New Industries
Innovation

5. Contributions of Small Business
7
3 in 10 businesses close permanently within two years.
50% of businesses fail within five years.
By the 10-year mark, 66% of all small businesses have closed
permanently.
Small Business Failure
8
Management Shortcomings
Inadequate Financing
Government Regulation

6. Reasons Why Small Business Fail
9
Government agency concerned with helping small business
firms
Financial Assistance
Loan Guarantees
Microloans
Small Business Investment Companies (SBICs)
Small Business Administration
10
More than 40% of U.S. businesses are owned by women (10
million businesses)
The number of businesses owned by minorities outpaced the
growth in the number of U.S. businesses overall.

7. Women and minorities still face challenges:
Opportunities for Women & Minorities
11
Minority-Owned Businesses
12

8. Forms of Private Business Ownership
Figure 5.4 Forms of Business Ownership
13
Domestic, foreign, alien
S Corporation
Limited Liability Companies
Employee-Owned Corporations
Not-for-Profit Corporations
Types of Corporations
14
Public ownership – a unit or agency of government owns and
operates an organization. Parking structures, water systems,
turnpike authority.
Collective Ownership– collective ownership of a production,
storage, transportation or marketing organization is a
cooperative.

9. Public and Collective Ownership of Business
15
Stockholders – acquire stocks in exchange for ownership
Preferred Stock
Common Stock
Board of Directors – elected by stockholders to oversee
corporation
Corporate Officers & Management – make major corporate
decisions and handle ongoing operations
Organizing a Corporation
16
Mergers and Acquisitions (M&A)
Merger – combination of two or more firms to form one

10. company
Vertical
Horizontal
Conglomerate
Acquisition – procedure in which one firm purchases the
property and assumes the obligations of another
Joint Venture – partnership between companies for a specific
purpose
When Businesses Join Forces
17
Purpose
SNAPPS is a learner-centered approach to case presentation in
the clinical setting. This model allows the student to take an
active role in their educational encounter by discussing the
patient encounter beyond the facts, verbalizing their clinical
reasoning, asking questions, and engaging in follow-up learning
pertinent to the educational encounter. This exercise is designed
to develop the student’s ability to organize patient information
in a meaningful way and guide the student in their oral patient
presentations in the clinical setting.
Requirements:
1. Using a patient seen in their clinical setting, students will

11. give an oral presentation (via Kaltura) using the 6-step learner-
centered SNAPPS model to mimic a real life presentation to the
preceptor by:
· Briefly summarizing the relative history and findings;
· Narrowing the differential to three relevant possibilities using
the pertinent positive and negative findings;
· Analyzing the differential by comparing and contrasting the
possibilities;
· Probing the preceptor by asking questions about uncertainties,
difficulties, or alternative approaches;
· Identifying a treatment plan for the patient; and
· Select a case-related issue for self-directed learning
2. In addition to the oral presentation, the student will submit
the written findings of their research for the case-related, self-
directed learning topic that was identified in the presentation.
ONLY DO THE WRITING PORTION OF THE ASSIGNMENT
AS THE SAMPLE PROVIDED
3. The written portion of this assignment will be submitted on
the “SNAPPS Template for Written Assignment” using
appropriate evidence-based, scholarly references and using
appropriate APA reference and in-text citations.
4.
The written portion of this assignment should be prepared using
the following guidelines:
· The student’s findings of the self-directed learning topic must
be completed on the “SNAPPS WRITTEN ASSIGNMENT
TEMPLATE”
· The report should be between 5-7 paragraphs in
length, discussing something learned from the student’s
research about the self-directed learning topic.
· Correct grammar, punctuation, and spelling should be
observed.
· In-text citations and reference page should be written in APA
format and scholarly evidence-based medicine (EBM)
references must be used.

12. NR511 W5 SNAPPS Presentation Rubric
NR511 W5 SNAPPS Presentation Rubric
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeSummarize the
H&P in a brief and concise manner. The summary includes the
chief complaint (CC), history of present illness (HPI), and
subjective and objective findings that are relevant to the case.
The summary should not contain additional unnecessary data (4
critical elements required).
10.0 pts
Exceptional- Student presents a brief and concise oral summary
AND All 4 critical elements are present.
9.0 pts
Exceeds- Student presents a brief and concise oral summary
AND 1 critical element is missing.
8.0 pts
Meets- Student presents a brief and concise oral summary AND
2 critical elements are missing.
4.0 pts
Needs Improvement- Student presents a wordy or scanty oral
summary OR 3 critical elements missing.
0.0 pts
Developing- The presentation is difficult to follow or not
logical OR 4 critical elements are missing.
10.0 pts
This criterion is linked to a Learning OutcomeNarrow the
differential diagnosis. The student identifies 3-4 reasonable
diagnoses as part of the differential
20.0 pts
Exceptional- A minimum of 3 but no more than 4 reasonable
diagnoses are presented in the differential.
18.0 pts
Exceeds-3-4 diagnoses are presented in the differential BUT 1

13. diagnosis is not relevant to the scenario.
16.0 pts
Meets- 3-4 diagnoses are presented in the differential BUT 2
diagnoses are not relevant to the scenario.
8.0 pts
Needs Improvement- A broad (>5) or insufficient (<3) number
of diagnoses are presented in the differential OR 3 or more of
the diagnoses are not relevant to the scenario.
0.0 pts
Developing- There are no identified or specific diagnoses that
are presented as part of the differential.
20.0 pts
This criterion is linked to a Learning OutcomeAnalyze the
differential using key positive and negative findings to argue
for or against a diagnosis, and rank diagnoses in order from
most to least likely in the oral presentation (2 critical elements
required)
20.0 pts
Exceptional- Student uses both key positive and negative
findings to argue for or against each diagnostic hypothesis AND
The differential is appropriately ranked from most likely to
least likely.
18.0 pts
Exceeds-Student uses only key positive or negative findings
(not both) to argue for or against each diagnostic hypothesis
AND The differential is appropriately ranked from most to least
likely.
16.0 pts
Meets- Student uses unrelated findings (non-key data) to argue
for or against each diagnostic hypothesis OR The differential is
not appropriately ranked from most to least likely.
8.0 pts
Needs Improvement- Student uses unrelated findings (non-key
data) to argue for or against each diagnostic hypothesis AND
The differential is not appropriately ranked from most to least

14. likely.
0.0 pts
Developing- Diagnostic hypotheses are not supported with any
data
20.0 pts
This criterion is linked to a Learning OutcomeProbe the
preceptor/instructor with self-identified knowledge gaps, points
of confusion or dilemmas in the oral presentation. Student
verbalizes three (3) questions that were addressed to preceptor
regarding knowledge gaps, points of confusion or dilemmas
AND All questions are directly related to the case study (2
critical elements required).
10.0 pts
Exceptional- Student verbalizes knowledge gaps, points of
confusion or dilemmas by identifying three (3) appropriate
questions for the preceptor AND All questions are directly
related to the case study.
9.0 pts
Exceeds- Student verbalizes knowledge gaps, points of
confusion or dilemmas by identifying two (2) appropriate
questions for the preceptor AND All questions are directly
related to the case study.
8.0 pts
Meets-Student verbalizes knowledge gaps, points of confusion
or dilemmas by identifying one (1) appropriate question for the
preceptor AND The question is directly related to the case
study.
4.0 pts
Needs Improvement- Student verbalizes knowledge gaps, points
of confusion or dilemmas by identifying one (1) or more
inappropriate questions for the preceptor OR The nature of one
(1) or more of the questions were not relevant to the case study.
0.0 pts
Developing- Student does not verbalizes knowledge gaps, points
of confusion or dilemmas by asking questions of the preceptor.

15. 10.0 pts
This criterion is linked to a Learning OutcomeAt a novice level,
the student proposes an appropriate management Plan in the oral
presentation. The plan addresses: 1) how the student confirmed
or established the diagnosis, 2) medications chosen (OTC or
RX) with dosages noted, 3) patient education and 4) follow-up
for the problem AND 5) Consideration to cost, availability, or
patient preferences are mentioned in regards to treatment
considerations. (5 critical elements required).
20.0 pts
Exceptional- All 5 critical elements are present and the plan is
presented clearly
18.0 pts
Exceeds- 1 of the critical elements are missing BUT The plan is
presented clearly.
16.0 pts
Meets- 2 critical elements are missing BUT The plan is
presented clearly.
8.0 pts
Needs Improvement- 3-4 critical elements are missing OR
Student proposes a plan that is unclear or irrelevant to the
problem.
0.0 pts
Developing- All 5 critical elements are missing.
20.0 pts
This criterion is linked to a Learning OutcomeIdentify a self-
directed learning topic. Student verbalizes at least one issue for
self-directed learning in the oral presentation AND Provides
written research on the self-directed learning topic AND
Research is fully supported by at least three (3) appropriate,
EBM, scholarly references (3 critical elements required)
10.0 pts
Exceptional- Student identifies at least one issue for self-
directed learning related to the case study in the oral

16. presentation AND The student provides written research on the
self-directed learning topic AND The student’s research is fully
supported by using at least three (3) appropriate, EBM,
scholarly references.
9.0 pts
Exceeds- Student identifies at least one issue for self-directed
learning related to the case study in the oral presentation AND
The student provides written research on the self-directed
learning topic BUT The student’s research is only partially
supported (i.e., contains at least two (two) appropriate, EBM,
scholarly references).
8.0 pts
Meets- Student identifies at least one issue for self-directed
learning related to the case study in the oral presentation AND
The student provides written research on the self-directed
learning topic BUT The student’s research is only partially
supported (i.e., contains only one (1) appropriate, EBM,
scholarly reference).
4.0 pts
Needs Improvement- Student identifies at least one issue for
self-directed learning related to the case study in the oral
presentation AND The student provides written research on the
self-directed learning topic BUT The student’s research is not
supported with any appropriate, EBM and scholarly references.
0.0 pts
Developing- Student does not identify at least one issue for
self-directed learning related to the case study in the oral
presentation OR The student does not provide written research
on the self-directed learning topic.
10.0 pts
This criterion is linked to a Learning OutcomeThe student’s oral
presentation is a minimum of five (5) but no more than seven
(7) minutes in length AND The written research of the self-
directed learning topic is five (5) to seven (7) paragraphs in
length AND The research is submitted on the SNAPPS written

17. template AND All in-text citations and references are written in
correct APA format (4 critical elements required).
10.0 pts
Exceptional- The student’s oral presentation is a minimum of
five (5) but no more than seven (7) minutes in length AND The
written research of the self-directed learning topic is five (5) to
seven (7) paragraphs in length AND The research is submitted
on the SNAPPS written template AND In-text citations and
references are all written in correct APA format.
9.0 pts
Exceeds- The student’s oral presentation a minimum of five (5)
but no more than seven (7) minutes in length AND The written
research of the self-directed learning topic is five (5) to seven
(7) paragraphs in length AND The research is submitted on the
SNAPPS written template BUT There are one to two (1-2)
errors in APA format.
8.0 pts
Meets- The student’s oral presentation is a minimum of five (5)
but no more than seven (7) minutes in length AND The written
research of the self-directed learning topic is five (5) to seven
(7) paragraphs in length AND The research is submitted on the
SNAPPS written template with three (3) or less errors in APA
format.
4.0 pts
Needs Improvement- Oral presentation is less than five (5) or
more than seven (7) minutes in length OR The written research
of the self-directed learning topic is less than five (5) or more
than seven (7) paragraphs in length BUT The research is
submitted on the SNAPPS written template with five (5) or less
errors in APA format.
0.0 pts
Developing-Oral presentation is less than five (5) or more than
seven (7) minutes in length OR The written research of the self-
directed learning topic is less than five (5) or more than seven
(7) paragraphs in length AND The written research is not
submitted on the SNAPPS written template.

18. 10.0 pts
Total Points: 100.0
SNAPPS WRITTEN ASSIGNMENT TEMPLATE
What is the self-directed learning issue that was identified in
your oral presentation?
Management in a patient who has to frequently self-catheterize.
Research the self-directed learning issue and provide a summary
of your findings which is fully supported by appropriate,
scholarly, EBM references.
SNAPPS Assignment
Student name
University
NR511

19. “Neurogenic bladder is defined as the dysfunction of the
bladder, causing one to lack bladder control” (Engelke, &
Schub, 2017). It can be caused due to neurologic disorders of
the central nervous system (CNS) or peripheral nerves that
controls micturition. Spinal cord injury (SCI), spina bifida,
Parkinson’s disease, multiple sclerosis, diabetes, brain tumors,
cerebrovascular accident, neural tube defects and other diseases
cause dysfunctional bladder (Engelke, & Schub, 2017). Urologic
problems cause an alternation of the lower urinary tract
function, which have been a huge cause of morbidity and
mortality in patients with SCI (Edokpolo, Stavris, & Foster,
2013).The bladders storage and emptying is affected causing
persistent urinary retention. SCI plays an effect on the “urethral
sphincter and the function of the detrusor muscle causing
neurogenic voiding dysfunction” (Edokpolo, Stavris, & Foster,
2013).
Patients with dysfunctional bladders require intermittent
catheterizations in which the bladder is emptied several times
throughout each day, usually every four to six hours. There are
many barriers that may occur with intermittent catheterizations,
such as managing the occurrences, engaging in proper technique
during each catheterization, inconvenience of catheterizing,
inaccessible bathrooms, restrictions in traveling, and lack of
optimal catheter supplies (Wilde, Fairbanks, Parshall, Feng,
Miner, Thayer, McMahon, 2015). Complications include urine
leakage and urinary tract infection (UTI). The most common
complication in SCI patients is UTI. These patients are at risk
that may develop “bladder over distention, outlet obstruction,
detrusor sphincter dyssynergia, increased intravesical pressure,
vesicourecteral reflux, and large post void residuals”
(Edokpolo, Stavris, & Foster, 2013).
As providers, it is important to teach patients with
intermittent catheterization that self-management skills are
required. It is important to learn how to The important to learn
how to follow a daily regime, monitor fluid intake and output,
prevent leakage and stay hydrated. Patients should also be able

20. to recognize the early symptoms of UTI (Wilde, et al, 2015).
“Some signs and symptoms of UTI include fever, chills,
lethargy, lower abdominal pain, back pain, flank pain, urgency,
painful urination, hematuria, and change in mental status”
(Engelke, & Schub, 2017).
Education should be given for basic intermittent catheter
self management. Patients should drink more water, limiting
coffee and sodas. Limit fluids in the evening. Keep an intake
and output diary avoiding bladder distention as well as noticing
how often one catheterizes. Note the color and consistency of
urine and if there are any changes. Patients should be cautious
of changes in activity levels, stress, and overall health (Wilde,
et al, 2015). Patients should adhere to single use protocols using
sterile technique. Eating foods containing lactobacillus, such as
yogurt and taking vitamin C may prevent a UTI (Engelke, &
Schub, 2017). Hand washing is most important for patients who
self catheterize. Hand washing with soap and water prevents the
spread of bacteria and prevent infection.
A study was conducted to evaluate a web-based approach as
an intervention for people who frequently use intermittent
catheterizations. Reports provide practitioner’s pertinent
information about how patients self manage using graphs and
tables to monitor intake and output. Specific topics on the
website include optimal fluid intake, promote best intermittent
catheterization interval, prevent leaking, urine output etc. The
interactive diary allows peer led discussions, educational
journals and goals (Wilde, et al, 2015). This is a beneficial
intervention that patients could use who is using long-term
intermittent catheterizations.

21. REFERENCES
Edokpolo, L. U., Stavris, K. B., & Foster, H. E. (2013).
Intermittent catheterization and recurrent urinary tract
infection in spinal cord injury. Retrieved from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3584766/p
df/sci-18-187.pdf
Engelke, Z. R. M., & Schub, T. B. (2017). Pateint education:
Home care—Teaching intermittent self catheterization in
adults. CINAHL Nursing Guide.
Wilde, M. H., Fairbanks, E., Parshall, R., Feng, Z, Miner, S.,
Thayer, D., McMahon, J. M. (2015). A web-based self-
management intervention for intermittent catheter users.
Urologic Nursing, 35(3), 127-138. http://doi-
org.chamberlainuniversity.idm.oclc.org/10.7257/1053-
816X2015.35.3.127
Starting Your Own Business
http://www.wileybusinessupdates.com
Chapter
6

22. 1
Define what is an entrepreneur?
Describe the environment for entrepreneurs.
Outline the process of starting a new venture.
Summarize different ways to finance new ventures.
1
Learning Objectives
Explain why people choose entrepreneurship as a career path.
Identify the different categories of entrepreneurs.
Describe the franchising alternative.
Explain how organizations promote intrapraneurship.
2
3
4
5
6
7
8

23. 2
An entrepreneur is a person who seeks a profitable opportunity
and takes the necessary risks to set up and operate a business.
Differ from many small-business owners in their strong desire
to make their business grow.
Differ from managers through their overriding responsibility to
use the resources of the organization to accomplish their goals.
Willing to take risks.
What is an Entrepreneur?
3
The Environment for Entrepreneurs

24. 4
The rapid globalization of business has created many
opportunities for entrepreneurs.
Globalization
5
Education
100 U.S. colleges and universities offer entrepreneurship
majors.
Universities are helping students launch businesses.
Many programs teach entrepreneurship to young people.
Information Technology
Technology has given entrepreneurs tools that help them

25. compete.
Entrepreneurs have used information technology to
revolutionize industries.
Education and Information Technology
6
Selecting a Business Idea
Find something you love to do and are good at doing
Can your idea satisfy a need in the marketplace?
Entrepreneurs must be sure that the idea they choose has
interest in the marketplace.
Business Plan
Starting a New Venture

26. 7
58% of the most recent Inc. CEOs did not create a formal
written plan.
But business plans do help entrepreneurs prepare enough
resources and stay focused on key objectives.
Creating a Business Plan
8
Seed capital
Self-Financing
Debt Financing
Credit Cards
Family and Friends
Bank Loans (SBA backed)
Equity Financing
Venture Capitalists
Angel Investors
Crowd Funding

27. Financing Your Venture
9
Business Incubators are a key way government supports new
ventures
Clean Energy Incubator (CEI)
Enterprise Zones
Encourage entrepreneurship in specific geographic areas
Government Support for New Ventures
10
In a recent year, 560, 000 new businesses created in the United
States, with highest rate in construction and service industries
The past two decades have shown a heightened interest in
entrepreneurial careers.
People choose entrepreneurship for many reasons:
Heightened publicity surrounding celebrity entrepreneurs
Dissatisfaction with traditional work
Their ideas fulfill customer needs

28. Entrepreneurship as a Career
11
Reasons to Choose Entrepreneurship
Pursuing Your Vision
Entrepreneurs pursue their vision with relentless passion.
Being Your Own Boss
Self-management is the motivation that drives many
entrepreneurs.
Achieving Financial Success
Entrepreneurs are wealth creators.
12

29. Categories of Entrepreneurs
Classic Entrepreneurs
Serial Entrepreneurs
Social Entrepreneurs
13
Characteristics of Entrepreneurs
14

30. Vision - entrepreneurs begin with an overall idea for how to
make their business ideas successful
High Energy Level - a willingness to work hard
Need to Achieve - entrepreneurs work hard because they want to
excel
Self-Confidence - fearlessness in the face of difficult odds
Tolerance for Failure - entrepreneurs are not easily discouraged
Creativity - entrepreneurs devise innovative ways to overcome
difficult problems and situations
Tolerance for Ambiguity - entrepreneurs take in stride
uncertainties
Internal Locus of Control - entrepreneurs believe they can
control their own fates
Entrepreneurial Characteristics
15
Advantages:
Less risky than establishing entirely new firm
Business sectors currently experiencing the most growth are
quick-service restaurants, retail food, and personal and business
services.

31. The Franchising Alternative
16
Promoting innovation within organizational structures
An idea to promote creativity
Companies promote in a variety of ways
Skunkworks
Access to resources
Promoting Intrapreneurship
17