Financial Analysis And Assessment Of Countrywide Financial...

This paper intends to provide a financial analysis and assessment of Countrywide Financial Corporation. The financial evaluations are based on the numbers calculated from the data on Countrywide Financial Corporation’s Financial Performance Worksheets. This paper covers three areas. The first part of the paper contains a brief history of Countrywide and the position of the corporation in the market of real estate mortgage. The second part is a SWOT analysis of Countrywide s performance and the reasons for their success’s and failures. Finally, a recommendation for Countrywide Financial Corporation and a conclusion. According to Eastburn (2010), Countrywide Financial Corporation became a $400 billion home loan machine in 2006. By 2007, the company had 661 branches in 48 states. As the mortgage market boomed beginning in 2000, no company pursued growth in home loans more aggressively than Countrywide. Countrywide’s fall was as spectacular as its rise. After nearly collapsing into bankruptcy as their financing dried up, Bank of America acquired the company in 2008. When Bank of America took over the company in July 2008, Mr. Mozilo was allowed to retire. According to Fraser (2008), he took home a total compensation package of $48,133,155. Stated Strategies and Plans Angelo Mozilo, the founder and Chairman of Countrywide Financial Corporation, was the driving force behind the company’s zealous plan to become the largest real estate mortgage originator in the United States.Show MoreRelatedForensic Accounting1945 Words   |  8 Pagestheir columns. Fraud in the financial community is consistently hidden in style. Since its beginnings in the great depression, to now, the great recession fraud has undoubtedly taking many forms and styles. Subsequently, many non suspecting patrons have been severely damaged as result of this greed and corruption. Many of Americas largest and most established companies are not exempt from this form of style manipulation. As we will soon see, many corporations, including Enron, have both theRead Morelending market and its aftermath reflec Essays4750 Words   |  19 Pagesaliber-paradigm. Using the paradigm to explain problems in stock market and housing bubble burst. The Leir Center For Financial Bubble Research Working Paper #1 THE KINDLEBERGER-ALIBER-MINSKY PARADIGM AND THE GLOBAL SUBPRIME MORTGAGE MELTDOWN William V. 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Based on the analysis most commonly words used around sustainability are like resources, future generations, community, development etc. Well known scholar’s define sustainability as: â€Å"Sustainability means transforming our ways of living to maximize the chancesRead MoreThe Solution of New Century Financial Corporation9616 Words   |  39 PagesCASE 1.11 New Century Financial Corporation It is well enough that people of the nation do not understand our banking and monetary system, for if they did, I believe there would be a revolution before tomorrow morning. Henry Ford From 1962 to 1992, Ed HAI LÚA served as the quintessential sidekick and straight man Johnny Carson to Johnny Carson on the long-running and popular television program The To- night Show. After leaving that program, HAI LÚA stayed in the television spotlightRead MoreBarclays Strategic Analysis6105 Words   |  25 PagesBarclays Strategic Analysis | | | | | | | | Barclays Bank HQ, Docklands, London Contents Page No Introduction 3 History of Barclays 3 Company’s Structure, Planning and Control 4 SWOT Analysis 5 Five Forces Framework 9 The PESTEL Framework 11 BCG Matrix 13 Competitive Advantages 17 Present and Future Strategies 17 Conclusion 19 References 20 Barclays Strategic Analysis In this report –Read MoreDebt and Exchange Rate4733 Words   |  19 PagesUniversity of Toronto ECO 349 Money, Banking and Financial Markets G. Georgopoulos Student name: Kaiji Lin Student number: 997800535 Assignment 1. Find a recent  Ã‚  (August 2011†Ã‚  Ã‚  present) money and banking related article in the media (the Economist, Globe and Mail, National Post, New York Times, etc.,), and attempt to explain parts or all of it using the tools we learned in class. 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I am always really impressed and excited by the girlstudents wearing Ao Dai coming out of schools every where in the city at the end of class time. That image is indeed beautiful and so rich in the Vietnamese culture! However, we may be forgetting such a lovely image because of the current tendency for cultural intergration . The white Ao Dai has been gradually replaced by the self-designed skirts matched with shirts as usually seen in the Korean or Japanese movies . We will write a custom essay sample on Best Friend or any similar topic only for you Order Now Seeing this reality, we, highschool students support the concept of maintaining the Ao Dai as the official uniform for highschool girlstudents. Introduce members of group) So why do we should keep using Ao Dai as school girls’ uniform? 1. First of all, the Ao Dai is a kind of dress that represents most deeply the nationality of the Vietnamese people. People never take the Vietnamese Ao Dai for the Japanese Kimono, for the Korean Hanbok or the Chinese Xam gown. With a long history related to that of the development of the Vietnamese people, the Ao Dai has become a typical tradition, rich in national cultural essence. In other words, the Ao Dai is the national costume for the Vietnamese women. That is why female delegates, leaders’ Ladies dress themselves in Ao Dai at the national or international conferences in order to affirm the sense of national superiority. The contestants for the global beauty contests always wear Ao Dai to promote the Vietnamese image. Right in our country, every day, every hour do we see the Vietnamese women in the national Ao Dai at hotels, restaurants, banks, post offices, schools and offices as well. The Ao Dai bears in itself the image of a country, Vietnam with an abundant cultural core. . The Ao Dai not only symbolizes the national tradition, but also glorifies the beauty of the Vietnamese women, especially the white Ao Dai has been connected with the softness and purity of the Vietnamese girlstudents for long time. With the simple but fine features, the purely white Ao Dai brings about the sense of nobility for highschool girlstudents. No one can forget the image of the girlstudents of Dong Khanh Highschool on their way back home. Tha t image has been the endless inspirations for writers and poets since then. Young girlstudents may like the youngness and the modernity of the new fashionable uniforms, but the Ao Dai is always the best choice for the dress that represents the dynamic and modern aspects of present-time girlstudents, but still keeps the non-mistakable of the Vietnamese women. 3. Finally, the Ao Dai honors not only the external beauty but also the internal beauty of the Vietnamese girls’soul more than any other costumes. To some extents, the dress we wear influences our behavior. In this sense, the Ao Dai has educational value. In the white, charming Ao Dai, the girls’ conducts, speech, attitudes and manner are even more valued. That is the thought of holding a representative,and national image ,the preservation and the development of the cultural values for the nation. The educational aspect of the Ao Dai not only spreads over the grirlstudents but also over the community . Every day, at any time we can happen to see the Ao Dai on any streets in the city: that is not just a beautiful image , but it is a symbol that reminds people of the typical, traditional, cultural beauty and profound, national sense of superiority. Consequently, for its national, educational and aesthetic values, represented in the girlstudents’ Ao Dai, we strongly recommend the Ao Dai to be the official uniform for highschool girlstudents. Vietnam being in its process of renovation and intergration; we may easily leave the traditional beauties behind. For this reason, we should not allow the imported foreign fashions or styles to bring the Ao Dai into decadence. Beautify ourselves and our city with your white alluring Ao Dai! Toi v? n luon ? n tu? ng va xuc d? ng khi m? i gi? tan tru? ng, nh? ng ta ao dai tr? ng c? a cac b? n n? sinh ua ra kh? cac n? o du? ng thanh ph?. Hinh ? nh ? y th? t d? p va d? m ch? t Vi? t Nam bi? t bao. Th? nhung, v? i xu hu? ng van hoa h? i nh? p hi? n nay, chung ta dang d? n m? t di m? t hinh ? nh d? p nhu th?. Chi? c ao dai tr? ng dang d? n b? thay th? b? i nh? ng b? d? ng ph? c t? thi? t k? , di? n hinh nhu cac ki? u vay k? t h? p v? i ao so mi ma ta v? n thu? ng th? y trong cac b? phim Han Qu? c hay Nh? t B? n. Tru? c th? c tr? ng nay, nhom h? c sinh chung toi mu? n th? hi? n quan di? m v? vi? c chung ta nen duy tri vi? c s? d? ng ao dai nhu d? ng ph? c c? a h? c sinh trung h? c. (Gi? i thi? u nhom) V? y t? i sao chung ta ph? i duy tri vi? c s? d? ng ao dai nhu d? ng ph? c c? a cac n? sinh? 1. Tru? c h? t, ao dai la trang ph? c th? hi? n tinh dan t? c sau s? c c? a ngu? i Vi? t Nam. Ngu? i ta khong th? nh? m l? n ao dai c? a ngu? i Vi? t v? i kimono c? a ngu? i Nh? t, hanbok c? a ngu? i Han hay su? n xam c? a ngu? i Trung Hoa. V? i l? ch s? lau d? i g? n li? n v? i l? ch s? phat tri? n c? a dan t? c VN, ao dai da tr? thanh m? t net truy? n th? ng d? c trung, d? m da b? n s? c van hoa dan t? c. Noi cach khac, ao dai chinh la qu? c ph? c c? a ngu? i VN. Do la ly do vi sao ? cac h? i ngh? qu? gia hay qu? c te, cac n? d? i bi? u hay phu nhan cac nha lanh d? o v? n m? c ao dai d? kh? ng d? nh s? t? ton dan t? c. Cac d? i di? n tham gia cac cu? c thi s? c depk toan c? u luon mang tren minh chi? c ao dai VN d? qu? ng ba hinh ? nh Vi? t. Ngay ? d? t nu? c chung ta, hang ngay, hang gi? chung ta d? u co th? nhin th? y hinh ? nh ph? n? Vi? t trong chi? c ao dai dan t? c ? cac khach s? n, n gan hang, buu di? n, tru? ng trung h? c va cac co quan khac. Nhu v? y, co th? noi r? ng ao dai da mang tren no hinh ? nh c? a c? m? t d? t nu? c Vi? t Nam d? m da b? n s? c van hoa. 2. Ao dai khong ch? ang d? m tinh dan t? c ma ao dai con ton vinh v? d? p c? a ngu? i ph? n? Vi? t Nam va ao dai tr? ng da g? n li? n v? i s? d? u dang, net trong sang c? a ngu? i n? sinh Vi? t t? r? t lau r? i. V? i s? don gi? n nhung tinh t? , chi? c ao dai tr? ng tinh khoi mang d? n c? m giac thanh thoat cho cac n? sinh trung h? c. Khong ai co th? quen du? c hinh ? nh n? sinh D? ng Khanh ngay xua m? i khi tan tru? ng v?. Hinh ? nh ? y cung la ngu? n c? m h? ng cho r? t nhi? u cac thi si tru? c day cho t? i t? n bay gi?. Co th? net hi? n d? i va tr? trung c? a nh? ng ki? u d? ng ph? c m? i khi? n cac b? n n? inh yeu thich, nhung d? v? n v? a th? hi? n tinh nang d? ng, hi? n d? i c? a n? sinh th? i nay ma v? n gi? du? c net d? p khong th? nh? m l? n c? a ngu? i ph? n? Vi? t, ao dai v? n luon la s? l? a ch? n t? i uu nh? t. 3. Cu? i cung, hon b? t c? m? t lo? i trang ph? c nao, ao dai khong ch? ton vinh v? d? p ben ngoai ma con nang cao cai d? p tam h? n ben trong c? a ngu? i con gai Vi? t. B? ng cach nay hay cach khac, trang ph? c ta m? c luon co ? nh hu? ng t? i hanh vi c? a ta. Ao dai co tinh giao d? c theo cach nay. Trong nh? ng ta ao dai tr? ng d? p nh? nhang, y th? c v? c? ch? , thai d? cach di d? ng va l? i noi c? a cac b? n n? sinh cung du? c nang cao. Do chinh la y th? c v? vi? c gi? gin m? t hinh ? nh d? i di? n c? a m? t dan t? c, la b? o t? n va phat huy nh? ng gia tr? van hoa c? a d? t nu? c. Tinh giao d? c c? a ao dai con co tinh ch? t lan t? a b? i khong ch? rieng cac n? sinh ma toan th? xa h? i d? u du? c giao d? c y th? c. B? i l? , hang ngay, c? m? i gi? d? n tru? ng hay tan h? c, ngu? i ta d? u co th? b? t g? p m? t ta ao dai tr? ng nao do tren b? t ki m? t n? o du? ng nao trong thanh ph?. Do khong ch? la m? t hinh ? nh d? p ma con la bi? u tu? ng nh? c nh? m? ng u? i v? cai d? p van hoa truy? n th? ng d? c trung va long t? ton dan t? c sau s? c. Nhu v? y, b? i tinh dan t? c, tinh th? m m? , va tinh giao d? c th? hi? n ro qua chi? c ao dai n? sinh, chung toi d? cao vi? c duy tri s? d? ng ao dai nhu d? ng ph? c h? c sinh ? tru? ng THPT. D? t nu? c cang d? i m? i va h? i nh? p, chung ta cang d? dang m? t di nh? ng net d? p truy? n th? ng. V? y nen d? ng d? nh? ng thi? t k? th? i trang ngo? i nh? p lam ao dai n? sinh c? a chung ta b? lang quen. Hay t? lam d? p chinh chung ta va lam d? p c? thanh ph? nay v? i nh? ng chi? c ao dai tr? ng c? a cac b? n! 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Diagnosis and Management of Community †MyAssignmenthelp.com

Question: Discuss about the Diagnosis and Management of Community. Answer: Introduction: The case study under review is for patient John aged 20 years, with clinical presentation of pneumonia. Physical exams reveal the patient is dry and pale, signs of dehydration. The origin background of the patient is that she is Chinese female student. Studying at the university of Tasmania, Sydney, a second year student and lives in Inverk apartments. Her original home is Shanghai China. She apparently arrived in Sydney few days ago before developing the medical condition symptoms that are currently facing her. Upon admission she was complaining of having chest pain, cough and the feeling of tiredness, (Son , Yoo Kim, 2014). The patient has a history of hypertension for a period of 2 years and he is undergoing medication. Current drugs for hypertension are aspirin. The pressure measurement upon arrival are at 140/80mmHg. Her symptoms reveal that she has episodes of vomiting and shaking chills during the night time. Upon admission at the hospital emergency unit, her vitals measurements reveals that her pressure is at 130/80mmHg. Her pulse rate 110 beats / minute. Her temperature 39 oc respiration rate is at 24 beats per minute, barely 2 hours later her vitals are; blood pressure is at 140/70 mmHg, pulse rate is at 70 beats / minute and her temperature level s at 70 beats/ minute. Pneumonia is often an infection of those results from the inflammation of sacs of air in the lungs. The sacs may be filled with fluid, causing cough, caused by bacteria, viruses and fungi, (Eccles, Pincus, Higgins Woodhead, 2014). The changes in the vitals signs is an indicative of pneumonia, blood pressure are usually low with high pulse rate as seen from the impression observed from the assessment of the vitals and is usually accompanied by low oxygen saturation,(Nair, 2011). There is higher respiratory rate above the normal levels seen earlier on before manifestation of other clinical symptoms, (Postma et al., 2015). Chest exam exams show normal however there is little expansion on the left side. Breathing sounds may be harsh due to the cough and the larger air ways that is transported via the larger inflamed lung and can be physically distinguished through auscultation with the use of stethoscope, (Murray Nabel, 2010). When coughing crackles may be evident. There is the occurre nce of percussion in the lungs. The change in the voice is a clear indication for distinction between pneumonia and pleural effusion. Processing the information The pneumonia disease is can portray fatal conditions which is characterised by infection and inflammation in the lungs and the lower respiratory tract, it can be caused by bacteria and viruses, usually streptococcus or pneumonia, (Huijskens et al., 2014). The disease is frequently characterised by high fever which is associated with shortness of breath,. With rapid breathing, chest pains which are sharp and cough characterised with phlegm. Pneumonia that arises from outside the hospital like for this case is referred to as community acquired pneumonia, (Wyrwich et al., 2013). Pneumonia develops within 48 hours or later after admission to the hospital. The goal of treatment is to cure the infection of the diseases. The patient is having symptoms which are the clinical symptoms are persist not dry cough which the patient is having is like however the low grade fever her displayed, the patient is having high temperature. Fatigue and tiredness and the chest pains and the cough she is experiencing often characterised loss of appetite. For this case the pneumonia displayed is high. The occurrence of difficulty in breathing, exercise sweating and rapid breathing with increased rapid rate of the heart as displayed from the vital signs. The temperature values are high than normal typical of high fever for these diseases. The blood pressure is high above the normal values. This is observed form the high rate of respiration and heart beats. My assessment with the patient is that she is feeling weak on and the vitals keep changing on time basis, there is need for close monitoring of the patient. And to manage clinically the symptom she is facing. My assessment interaction with patient is that, measuring her vitals was paramount; getting the confidence and experience to do so is courage of good act which must be utilised effectively. The patient is so much worried on the progress of her diseases which she seems to deteriorate so much. In my measuring her vitals , the usage of the equipment are useful in the assessment, as poor use leads to lack of valid results test which reflect eventually on diagnosis as demonstrated by Shepherd , (2006). One thing which I didnt not manage effectively to do is the measurement of the pulse rate and respiration rates, having gotten the necessary theoretical procedure of doing it, it was not significant to be helpful in delivering the right results for the patient which are important in the assessment. The theoretical aspect in my class learning activities received in class were not application of knowledge to effectively handle the assessment effectively .If given the results nest time the approach will be to effectively get the basic concepts of relaxing the patient so as to get the ample time to measure. Also I will conduct the assessment in the morning just after the patient wakes up and before going out of bed for resting pulse assessment. The right procedure learnt in class will be applicable in this case, which is counting the beats in a set period of 20 seconds and multiplying the number to get the number in beats per minute. Thus in my future assessments I will be keen to manage external factors which influence my patient assessment effectively and take into consideration as valid results are obtained when done validly. References Eccles, S., Pincus, C., Higgins, B. and Woodhead, M., 2014. Diagnosis and management of community and hospital acquired pneumonia in adults: summary of NICE guidance. BMJ: British Medical Journal, 349. Huijskens, E.G., Koopmans, M., Palmen, F.M., van Erkel, A.J., Mulder, P.G. and Rossen, J.W., 2014. The value of signs and symptoms in differentiating between bacterial, viral and mixed aetiology in patients with community-acquired pneumonia. Journal of medical microbiology, 63(3), pp.441-452. Nair, GB; Niederman, MS (November 2011). "Community-acquired pneumonia: an unfinished battle". The Medical clinics of North America. 95 (6): 114361. doi:10.1016/j.mcna.2011.08.007. PMID22032432. Postma, D.F., Van Werkhoven, C.H., Van Elden, L.J., Thijsen, S.F., Hoepelman, A.I., Kluytmans, J.A., Boersma, W.G., Compaijen, C.J., Van Der Wall, E., Prins, J.M. and Oosterheert, J.J., 2015. Antibiotic treatment strategies for community-acquired pneumonia in adults. New England Journal of Medicine, 372(14), pp.1312-1323. Shepherd, C., 2006. Reflection on a patients airway management during a ward?based resuscitation. Nursing in critical care, 11(5), pp.218-223. Son, J.S., Oh, J.H., Yoo, J.H. and Kim, J.B., 2014. Acute Respiratory Distress during Impression Taking in a TMJ Dislocation Patient with Pneumonia. Journal of the Korean Dental Society of Anesthesiology, 14(2), pp.119-126. Wyrwich, K.W., Yu, H., Sato, R., Strutton, D. and Powers, J.H., 2013. Community-acquired pneumonia: symptoms and burden of illness at diagnosis among US adults aged 50 years and older. The Patient-Patient-Centered Outcomes Research, 6(2), pp.125-134.