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QUESTION ONE (14 MARKS) compulsory a. Discuss the features of object oriented programming languages. [5 marks] b. A perfect square is a number that can be expressed as the product of two equal integers. Draw a flowchart, and write a corresponding class oriented program to check if any entered number is a perfect square integer number. [6 marks] c. The world is experiencing paradigm shift from structured programming approach to object oriented programming approach. Explain the reasons that justify this scenario. [3 marks] QUESTION TWO (14 MARKS) a. Explain the relationship between C and C++ programming. [2 marks] b. A class is required to determine the number of bytes for each data type entered into the program. Write a class oriented program that displays the corresponding bytes for each data type in the program. [6 marks] QUESTION THREE (14 MARKS) a. Explain how reusability is achieved in object oriented programming. [2 marks] b. By use of an example, explain how single inheritance can be achieved in the program [6 marks] c. How is pass by reference implemented in the program. Write a function oriented program to compute the compound interest for the sum invested for any number of years using the concept of pass by value. [6 marks] QUESTION FOUR (14 MARKS) a. How are control structures important in program development? Explain [2 marks] b. goto control structure is not widely used in programming. Justify the statement. [2 marks] c. With the help of syntax and a flowchart, explain the switch case control structure. [5 marks] i. Switch case control structure d. Using the do … while loop control structure, write a class oriented program to find the sum of the digits of any input integer number. [5 marks] QUESTION FIVE (14 MARKS) a. Discuss the importance of arrays in a program. [2 marks] . b. With the help of syntax, explain how arrays are initialized outside the class. [3 marks] c. Write a class oriented program to display an identity matrix of order 3. [6 marks] d. Discuss any three rules for overloading operators in a program. [3 marks] . QUESTION SIX (14 MARKS) a. With the help of an example, discuss how user defined data types are initialized in object oriented programming. [5 marks] b. Write short notes on the following types of constructors: [3 marks] i. Parameterized constructors ii. Default constructors c. How is an exception handled in C++? Explain by use of the syntax and an example of class oriented program. [6 marks] QUESTION SEVEN (14 MARKS) a. Write a menu driven program that performs the following: [14 marks] i. Checks if any entered number is a palindrome number ii. Checks if any entered number is an Armstrong number iii. Checks if any entered number is a prime number. start Page 3 of 3 ...

Educação

[2 marks]
b. A class is required to determine the number of bytes for each
data type entered into the program. Write a class oriented
program that displays the corresponding bytes for each data
type in the program.
[6 marks]
QUESTION THREE (14 MARKS)
a. Explain how reusability is achieved in object oriented
programming.
[2 marks]
b. By use of an example, explain how single inheritance can be
achieved in the program
[6 marks]
c. How is pass by reference implemented in the program. Write
a function oriented program to compute the compound interest
for the sum invested for any number of years using the concept
of pass by value.

[6 marks]
QUESTION FOUR (14 MARKS)
a. How are control structures important in program
development? Explain
[2 marks]
b. goto control structure is not widely used in programming.
Justify the statement. [2 marks]
c. With the help of syntax and a flowchart, explain the switch
case control structure.
[5 marks]
i. Switch case control structure
d. Using the do … while loop control structure, write a class
oriented program to find the sum of the digits of any input
integer number.
[5 marks]
QUESTION FIVE (14 MARKS)

a. Discuss the importance of arrays in a program.
[2 marks]
.
b. With the help of syntax, explain how arrays are initialized
outside the class. [3 marks]
c. Write a class oriented program to display an identity matrix
of order 3.
[6 marks]
d. Discuss any three rules for overloading operators in a
program.
[3 marks]
.
QUESTION SIX (14 MARKS)
a. With the help of an example, discuss how user defined data
types are initialized in object oriented programming.
[5 marks]
b. Write short notes on the following types of constructors:
[3 marks]
i. Parameterized constructors
ii. Default constructors

c. How is an exception handled in C++? Explain by use of the
syntax and an example of class oriented program.
[6 marks]
QUESTION SEVEN (14 MARKS)
a. Write a menu driven program that performs the following:
[14 marks]
i. Checks if any entered number is a palindrome number
ii. Checks if any entered number is an Armstrong number
iii. Checks if any entered number is a prime number.
start
Page 3 of 3

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1-Racism: Consider the two films shown in class "Night and Fog", and "Mr. Tanimoto's Journey". What do you think are the salient similarities, if any? What are the crucial differences? Why? 2- Slavery New & Old Bales notes that New Slavery is very different from Old Slavery. What are some of the differences he describes? What are the links between New Slavery and the Globalized Economy? Bales also notes that there are things we each can do to end slavery, but that this requires taking a "very dispassionate look at slaves as a commodity" (Bales 250). Why? Finally, he suggests that activism without a broad-based explanatory framework is worse than none at all. Why does he think so? Do you agree? Why or why not? 3- Human- The Film How, if at all, does the film "Human" resonate with or reflect themes explored in What Matters? Which of the characters was most compelling to you, and why? 4- Culture and Power Create Scarcity Recognize that power and culture are inseparable, one does not exist without the other, and currently the dominant form of culture is based upon industrial production requiring essentially infinite energy supplies – which do not in fact exist. So we collectively face a terrible problem. And yet the greatest burden of this problem is being borne by those least able to do anything about it, while at the same time those who benefit most from the economic inequalities imposed by the culture of industrial production and imposed scarcity are unwilling or unable to recognize that things cannot continue as they are. This is our dilemma; one we must solve now or ignore and risk facing unimaginable chaos later. Concerned about the ultimate implications of his theories about space, time and energy, Einstein pointed out that 20th century problems would never be solved by 19th century thinking. Indeed, by the same token, 21st century problems will not be solved with 20th century thinking either. The same can be said for oversimplified false dichotomies between 'conservatives' and 'liberals' and particularly 'capitalism' and 'communism'. The latter pair of binary opposites are 19th century ideas while the former are legacies of the 20th century. We are well beyond the political and economic circumstances that informed such artificially limited conceptualizations of the human condition in many, many ways. And yet, these same tired inaccurate philosophical cages are still supposed to encompass the almost infinite variety and subtleties of contemporary global and local political economies? This is essentially the problem Einstein was concerned with when he noted the conceptual poverty of such willed ignorance. Our technological capacity has outstripped our cultural mechanisms of maintaining social control (consider greed: how much is enough?) and exacerbated our ability to impose physically violent solutions to complex and entirely negotiable problems. Our challenge now is to reassert the primacy of compassion and respect for differenc.

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1-2 December 2015 | Geneva, Switzerland WHO INFORMAL CONSULTATION MEETING REPORT Anticipating Emerging Infectious Disease Epidemics AE_meetingReport_FINAL.indd 1 07/11/16 13:20 © World Health Organization 2016 All rights reserved. Publications of the World Health Organization are available on the WHO website (www.who.int) or can be purchased from WHO Press, World Health Organization, 20 Avenue Appia, 1211 Geneva 27, Switzerland (tel.: +41 22 791 3264; fax: +41 22 791 4857; e-mail: [email protected] who.int). Requests for permission to reproduce or translate WHO publications –whether for sale or for non-commercial distribution– should be addressed to WHO Press through the WHO website (www.who.int/about/licensing/copyright_form/en/index.html). The designations employed and the presentation of the material in this publication do not imply the expression of any opinion whatsoever on the part of the World Health Organization concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. Dotted and dashed lines on maps represent approximate border lines for which there may not yet be full agreement. The mention of specific companies or of certain manufacturers’ products does not imply that they are endorsed or recommended by the World Health Organization in preference to others of a similar nature that are not mentioned. Errors and omissions excepted, the names of proprietary products are distinguished by initial capital letters. All reasonable precautions have been taken by the World Health Organization to verify the information contained in this publication. However, the published material is being distributed without warranty of any kind, either expressed or implied. The responsibility for the interpretation and use of the material lies with the reader. In no event shall the World Health Organization be liable for damages arising from its use. WHO/OHE/PED/2016.2 AE_meetingReport_FINAL.indd 2 07/11/16 13:20 Foreword Executive summary 01 Introduction 02 Opening Session 03 Session 1: Back to the future: Learning from the past 04 Session 2: Future epidemics: moving and blurry targets 05 Session 3: Science and technology: opportunities and challenges 06 Session 4: Making the most of Big Brother 07 Session 5: Curing and not harming: that is the question 08 Session 6: Preventing the spread of infectious diseases in a global village 09 Closing session: Convergence and looking forward 10 Major discussion themes Annex 1: List of Participants Annex 2: Agenda at a glance Annex 3: Speakers by session Annex 4: Ideas Wall and Ideas Box 4 5 10 13 14 21 26 33 38 45 50 54 57 61 63 64 TABLE OF CONTENTS AE_meetingReport_FINAL.indd 3 07/11/16 13:20 One of the greatest threats to global health is the spread of uncontrolled epidemics due to highly pathogenic infectious diseases, espec.

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Reconciling the Complexity of Human DevelopmentWith the Real.docx

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Reexamine the three topics you picked last week and summarized. Now, break out each case into a list of ethical and legal considerations that might help to analyze each case—summarize the considerations in two paragraphs for each case. For each case, also ask one legal and one ethical question that might present. Consider the principles of ethics from Week 1 and the laws addressed this week. You should also use outside references to dig deeper into each case for your list. 3 topics identified in paper below from last week · The Principal of Justice · Autonomy · Non-maleficence Health Care Ethics Health care ethics is a set of beliefs, moral principles and values that guide health care centers and related institutions to make choices with regard to medical care. Some health ethics include: respect for autonomy, justice and non-maleficence (Percival, 1849). The principle of justice in health care ensures that there is respect for people’s rights, fair distribution of health resources and respect for laws that are morally acceptable. There are mainly two elements in this principle; equity and equality. Equity ensure that are all cases have equal access to treatment regardless of the patients’ status in ethnic background, age, sexuality, legal capacity, disability, insurance cover or any other discriminating factors. It is important to study this ethical issue of justice since there have been an increasing report of doctors and medical staff failing to administer certain treatment services to certain kind of patients. Consequently, there have been debates in countries such as the UK over the refusal to give expensive treatment to patients who are likely to benefit from the treatment but cannot afford it. One ethical in the principle of justice is as to whether the health care center is creating an environment for sensible and fair use of health care resources and no particular type of patients are shun away or stigmatized. The legal question is whether the health care center is breaking the law against inequality and discrimination particularly racism, tribalism, gender insensitivity and other discrimination noted and prohibited in the country’s constitution. The second area of health care ethics is respect for autonomy. Autonomy means self-determination or self-rule. Hence, this principle stipulates that one should be allowed to direct their health life according to their personal rationale. The patients have a right to determine their own destiny freely and independently as well as having their decision respected (Pollard, 1993). This principle is important for study because not many people would not want to be treated as those with dementia; a disease involving loss of mental power. Many people are afraid of the prospect of not being able to decide their own fate and exercise self-determination. An ethical question in this principle of respect for autonomy is whether the health care center ensures that the patient is provided with ...

Reexamine the three topics you picked last week and summarized. No.docx

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Reconstruction Dates: The Civil War?_________ Reconstruction? ________ 9-9-12 * * 9/7/2010 Foner Chapter 15 "What Is Freedom?": Reconstruction, 1865–1877 * After the Civil War, freed slaves and white allies in the North and South attempted to redefine the meaning and boundaries of American freedom. Freedom, once for whites only, now incorporated black Americans. By rewriting laws, African-Americans, for the first time, would be recognized as citizens with equal rights and the right to vote, even in the South. Blacks created their own schools, churches, and other institutions. Though many of Reconstruction’s achievements were short-lived and defeated by violence and opposition, Reconstruction laid the basis for future freedom struggles. Introduction: Sherman Land From the Plantation to the Senate * After the Civil War, freed slaves and white allies in the North and South attempted to redefine the meaning and boundaries of American freedom. Freedom, once for whites only, now incorporated black Americans. By rewriting laws, African Americans, for the first time, would be recognized as citizens with equal rights and the right to vote, even in the South. Blacks created their own schools, churches, and other institutions. Though many of Reconstruction’s achievements were short-lived and defeated by violence and opposition, Reconstruction laid the basis for future freedom struggles. Click image to launch video Q: Chapter 15 includes a new comparative discussion on the aftermath of slavery in various Western Hemisphere societies. You see important commonalities in the struggle over land and labor in post-Emancipation societies. How do you situate the experiences of former slaves in the United States in this borrowed content. A: Well, just as slavery was a hemispheric institution, so was emancipation. It’s useful for us in thinking about the aftermath of slavery in the United States, the Reconstruction era and after to see what happened to other slaves in places where slavery was abolished. What you see is a similar set of issues and conquests taking place everywhere slaves desire land of their own—this is the No. 1 thing, they want autonomy, they want independence from white control. All of these regions are agricultural, everywhere former slaves demand land. In some places they get land fairly effectively, like in Jamaica, West Indies, where there’s a lot of unoccupied land they can take. In some places they don’t, but that battle to who’s going to have access to land and economic resources is a commonality in the aftermath of slavery. So too is the effort of local plantation owners trying to get the plantation going again and to force slaves to work back on the plantations, or if not, to bring labor from somewhere else—in the West Indies they bring workers from China, from India, from southeast Asia to replace slaves who were moving off on land of their own. They can’t quite do that in the United States—they tried to bring ...

ReconstructionDatesThe Civil War_________ Recons.docx

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Record, Jeffrey. "The Mystery Of Pearl Harbor." Military History 28.5 (2012): 28-39.Academic Search Complete. Web. 10 Dec. 2013. According to the article "The Mystery of Pearl Harbor," it briefly examines the reason why Japan starts a war with the United States. On December 7th, 1941, Japan with about 182 aircrafts from the first assault invade U.S. Pacific fleet of Pearl Harbor. Japan's ultimate goal was to overthrow East Asia. The main point of this article is mainly for Japan's goal for economic security and determined to achieve their goal to conquer East Asia. Moreover, they wouldn't let U.S. stop them. Japan was humiliated to be dependent on the United States, including American imported oil. Ultimately, they fought a war that could not won since U.S. was more superior. United States outproduce Japan in every category of ammunition and armaments. If someone were to ask me what this article was about, I would say that this article is an inevitable defeat from Japan. I believe this source was definitely helpful. This article made me realize how important Pearl Harbor is. If anything, we could have lost to the Japanese and everything would change. Personally, I believe our army played a significant role during the war between Japan and United States. I believe that this source is reliable. This source can be slightly biased because in the article, it says “If the Pacific War was inevitable, was not Japan's crushing defeat as well? If so, then why did Japan start a war that, as British strategist Colin Gray has argued, it "was always going to lose?” This article can clearly be used for a American history classes. Several of the first paragraphs include a clear understanding and a great topic for students to discuss. This would benefit students who does not know anything about Pearl Harbor. This would be appropriate for students to realize what America has been through during the 1940’s. I admit I now have a better understanding of Pearl Harbor, this article enhanced my perspective and changed the way I view it. Hanyok, Robert J. "The Pearl Harbor Warning That Never Was." Naval History 23.2 (2009): 50-53. Academic Search Complete. Web. 11 Dec. 2013. This article particularly argues that Americans believe that the surprising attack from Japan Navy planes could not have happened without some sort of conspiracy or warning. Without a doubt, Americans thought that U.S. political and military leaders kept this serious warning from Pearl Harbor’s commanders. Furthermore, the National Security Agency Documentary, “West Wind Clear seemed to be not found. Robert Hanyok’s attempted to clear up the issue and as a result, the warning for the chief Navy doe- breaker was just a figment of his imagination. I believe that this article offers reliable sources. Hanyok provides source documents for historical scholars and researchers. This article was extremely helpful due to the controversy with the “West Wind Clear. The goal of this article was basically des ...

Record, Jeffrey. The Mystery Of Pearl Harbor. Military History 2.docx

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REE6932_Case Study 2 Outline.docx Case Study 2 The “Holt Lunsford Commercial” Case Read the “Holt Lunsford” case study and answer the below questions. Please submit your write up as a Word file labeled as well as your calculations in an Excel file You are required to write at least 3 pages (font: 12; line spacing: 2). · Based on the information provided in the case study, do you recommend Staton Tees to remain in the Welch building, irrespective of financing method, or relocate to a newly built facility in a different location? Discuss your rationale based on considerations, for example, with regard to the long-term strategy, operational needs of the firm and property market conditions. · Assuming that Staton Tees decides to remain in the Welch building, which financing method should they choose? To make your recommendations, discuss 1) Strategic considerations with regard to the financing options. 2) Financial considerations by conducting a (simplified) DCF for each financing option: · Use the information provided in the case study and following the outline of the lease vs. buy analysis in the textbook (page 62 to 65). · Lease option: Assume a 10-year NNN lease with occupancy cost of $4.5 per SF ($3/SF rent; operating expenses of $1.5/SF) and a 3% inflation adjustment every 3 years. There are no initial transaction costs related with leasing. · Buy option: Assume a purchase price of $4,048,300 purchase price and short-term debt financing with a 75% LTV mortgage (2% closing costs) at 4.5% interest only for 5 years. The going out cap rate is 7.5% and 2% closing costs occur at the time of sale. · Staton Tees’ pre-tax required rate of return is 20% (opportunity cost). Assume a discount rate of 10%. · Staton Tees does not account for the impact of depreciation and interest expenses on taxable income. Without calculating it, briefly discuss how accounting for tax savings could impact the decision to lease vs. buy. 1 Case #2 Holt Lunsford Document.pdf 9 - 8 0 4 - 0 1 2 R E V : A P R I L 2 2 , 2 0 1 3 ________________________________________________________________________________________________________________ Professor Arthur I Segel and John H. Vogel, Jr, Adjunct Professor at the Tuck School of Business at Dartmouth College, prepared this case. For a related case, see “Shady Trail,” HBS No. 899-143. HBS cases are developed solely as the basis for class discussion. Certain details have been disguised. Cases are not intended to serve as endorsements, sources of primary data, or illustrations of effective or ineffective management. Copyright © 2003, 2004, 2005, 2006, 2008, 2010, 2012, 2013 President and Fellows of Harvard College. To order copies or request permission to reproduce materials, call 1-800-545-7685, write Harvard Business School Publishing, Boston, MA 02163, or go to http://www.hbsp.harvard.edu. No part of this publication may be reproduced, stored in a retrieval system, used in a spreadsheet, ...

REE6932_Case Study 2 Outline.docxCase Study 2The Holt Lunsf.docx

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Reasons for Not Evaluating Reasons from McCain, D. V. (2005). Evaluation basics. Arlington, VA: ASTD Press, pp. 14-16. Below are reasons to not evaluate, but there are things you can do to overcome these reasons! · Click Edit (upper right on the tool bar) to get into edit mode. · Add at least 2 ideas to the page to overcome one or more of these reasons for not evaluating. Please explain in enough detail that someone reading this wiki will be able to understand it! · Add your name in parenthesis after your idea so we know who contributed which idea! · Click Save (upper right on tool bar) to save your changes. 1. Evaluation requires a particular skill set. · Doing evaluation requires no particular skill. It only requires a desire to look into it a course or program and ask the right questions that would answer the whether or not the course was effective. There are many tools that would help in doing an evaluation. (D. Clark) · Skills can be learned. Learning to evaluate is simply another avenue of training. If the skills to evaluate do not exist in your organization then the training may need to start at the Trainer level before moving on to more organizational specific training, (D Casper) 2. Evaluation is not a priority. · In order to make progress in any learning environment, it is necessary to initiate check points and measurements producing an evaluation of knowledge (Valle) · Evaluation is never a priority until things are going bad and the reason is not clear, Evaluation helps us understand where the issues are. (Jim K) 3. Evaluation is not required. · Currently, as students we are being evaluated to check in our progress ion order to measure our understanding of the tasks given. We get a grade, it is required for this course.(Valle) · Why are you only providing what is required? Why not go a little further and make the training better? (J. Sprague) 4. Evaluation can result in criticism. · In order to grow as a person or a company we all need criticism, of course this needs presented in a positive light and in a way that people can learn and grow. (Jim K) · In today's culture where everybody gets a trophy or everybody gets an "A" no matter how they perform it is not "PC" to criticize someone and hurt their feelings! Criticism is what motivated me to succeed and go beyond just what is normal! We need to stop equating "Criticism" with "Fault Finding" and realize we do more harm than good by not pointing out shortcomings and errors. (D Casper) 5. You can't measure training. · In my place of work in the industry, we had to measure training. Time was spent in educating employees into new ways to create a product, cost effectiveness, supply management chain and distribution. Measuring effectiveness of the training was in direct correlation with the success of the given product into market.(Valle) · You can always measure whether or not the training was successful. The key is to look for the right types of measurements. It may be measured ...

Reasons for Not EvaluatingReasons from McCain, D. V. (2005). Eva.docx

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Recognize Strengths and Appreciate Differences Personality Dimensions® is the latest evolution in presenting Personality Temperament Theory. It builds on research conducted in Canada over a period or two decades, and the foundations established by the work of Carl Jung, David Keirsey, Linda Berens, as well as a history of Temperament that spans 25 centuries. The Personality Dimensions® system utilizes a convenient card sort and short questionnaire to reveal personality preferences. In addition to being the first Temperament assessment to incorporate the Introversion/Extraversion dichotomy, Personality Dimensions® also uses four colours along with short descriptors and symbols to represent the Temperament preferences: Inquiring Green, Organized Gold, Authentic Blue, Resourceful Orange. These combined aspects create a common language of understanding with a high level of retention.Know your Personality Dimensions to... · · Express yourself appropriately · Appreciate yourself & others · Negotiate more effectively · Narrow gaps and differences · Identify potential problems early · Elevate morale and enthusiasm · Optimize team performance · Support and encourage others · Organize efficient teams · Yield higher productivity · Influence others positively Analyzing Personality Demensions: Introverts: · Tend to get their energy by spending some time alone. · Prefer to think things through in their head before sharing their ideas with the larger group. They will often listen to other ideas, conversations and reactions, taking it all in, digesting it and then share their thoughts and ideas with the larger group. By the time they share an idea it has been given a lot of consideration -- they are not just thinking out loud. · Learn best when they have the time for quiet reflection and are able to work on their own. · May actually find that the standard brainstorming process shuts down their creative juices as it does not allow them the time they need to internally process information before building on it or reacting to it. · Often prefer to keep their thoughts and feelings to themselves until they are totally comfortable with the people they will be sharing them with. · Have a tendency to think through the consequences of a situation before acting. · Preferred mode of problem solving is to have some quiet time alone to think, reflect on the situation and formulate a solution. They often become energized by this process. · Project a sense of quiet and calmness. Their body language and tone of voice tends to be softer. · Tend to have a small circle of people who they call true friends. These are people with whom they are comfortable and are willing to share their thoughts and feelings with. What causes an Introvert stress at work Introverts tend to like things to be quieter than Extraverts. A noisy work environment can cause real stress for an Introvert. They can find it exhausting to work with Extraverts. If an Introvert has to work in situations ...

Recognize Strengths and Appreciate DifferencesPersonality Dimens.docx

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Real-World Decisions HRM/350 Version 2 1 University of Phoenix Material Real-World Decisions Read the following scenarios, which represent real-world decisions, and respond to each in 150 to 200 words. Scenario One You are the director of production at a multinational company. Your position is in Tokyo, Japan. Recently, this division experienced production quota problems. You determine that you must identify a team leader who will lead the work team to tackle the problem. You identify several possible team leaders, including Joan, a manager who is an expatriate US citizen and has recently arrived in your company’s Japanese office. You are also aware of Bob, a European national who has worked at the facility for about a year. His experience includes reengineering production processes at one of the company’s production facilities in Europe. The final candidate is Noriko, a Japanese national who has been at the facility for several years. Questions The team you assemble is composed of American expatriates and Japanese nationals. Compare the three candidates for the position. Based on cultural norms and traditions, what cultural factors and management styles may benefit or present obstacles for others on the team? Explain. Response Scenario Two You have been assigned to an overseas position with your company. The local government of the host country offers gifts periodically to senior management as a way of thanking them for opening a facility and employing locals. These gifts include cash or merchandise into the thousands of dollars. Typically, to refuse a gift is considered an insult. Your country’s policy is to prohibit employees from accepting anything from clients and customers of more than $50. Your employer values its relationship with the host country and government officials, and it intends to continue operating in the venue. Questions How would you address a situation where you are presented with a gift of more than $50? Explain your rationale. How could your actions affect your company? How could your decision affect your working relationship with your company’s and the host country’s officials? Response Scenario Three Christine, the leading expert in information technology (IT) organizational design, works for a large consulting firm and has been asked to work on a temporary assignment in Saudi Arabia. One of her firm’s biggest revenue-generating customers is embarking on an initiative to redesign the IT structure to improve efficiency and effectiveness, and to align the business unit’s output with the organization’s strategic objectives. The customer has read research reports and articles Christine has published, and the chief executive officer has asked Christine to handle this project. She is excited about the professional challenge of the assignment, but she is unsure of adopting customs and practices in a Muslim country. Questions Discuss the ethical considerations for Christine and her company. What implications m ...

Real-World DecisionsHRM350 Version 21University of Phoe.docx

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Real Clear PoliticsThe American Dream Not Dead –YetBy Ca.docx

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