HR Development Read The Case Study Below And Answer The Ques

HR Developmentread The Case Study Below And Answer the Questions That

HR Developmentread The Case Study Below And Answer the Questions That

HR Developmentread The Case Study Below And Answer the Questions That

HR Development Read the case study below and answer the questions that follow. National HRD in Finland, Russia, and South Africa Finland HRD practice in Finland is diverse as it is primarily the responsibility of the employer with some steering from government through legislation and government-led initiatives such as the Finnish Workplace Development Programme. The labour market in Finland is characterised by high levels of education. Since the mid-1990s adult education and training has become an increasingly important feature of national policy and is available in over 1000 institutions although the majority of adult learning takes place within organisations in the form of training provision or workplace learning.

For young people who decide upon a vocational route after comprehensive school there are a wide range of training options to choose from: there are 75 initial vocational qualifications. This type of training is offered by education institutions and as apprenticeship schemes. Training is a mix of theoretical studies and practical sessions plus on-the-job training in actual workplaces. Higher education is studied at universities or polytechnics with the latter having a vocational orientation. Finland has been able to realise the benefits of a knowledge-based economy achieving excellent levels of productivity, innovation, and competitiveness.

National VET has been heavily influenced by the EU commitment to the development of a learning society and competence –based training, particular in the public sector. SMEs in Finland demonstrate high levels of innovation which reflect the country’s prioritisation of investing in research and development. This has also been reflected in the past in HRD practice in Finnish organisations which has been regarded as being quite innovative; drawing upon a wide range of HRD interventions including the implementation of new types of training course, the facilitation of workplace learning and the utilisation of organisational intranets. Russia Today Russia is no longer characterised by Soviet-era practices or a labour market that is under the direct control of central government.

Instead, Russian enterprises are being forced to improve their ability to recruit and retain human capital. Since the early 1990s there has been a significant reduction in state-sponsored vocational training and a consequent increase in opportunities for private training and education companies, along with the setting up of their own training and development facilities by subsidiaries of foreign companies. The once world class higher education sector is now run down but still produces every year over 200000 science and technology graduates (there are some 3500 universities and research institutes in the country). However, access to a good education can often depend on parental connections and corruption is rife.

South Africa The situation in South Africa has been deeply influenced by recent political, social, and economic developments and the legacy of apartheid. A significant proportion of the population is unemployed and has low skill levels. The country is also experiencing skills shortages at the high and intermediate levels. National government is committed to developing the country’s human capital and has used legislation to promote vocational education and training. In 1995 the South African Qualifications Act was introduced with the aim of promoting national standards for training through transferrable qualification and the accreditation of prior learning.

In 1998 the Skills Development Act was an attempt to make employers treat training more seriously and included the introduction of a training levy and a requirement that firms produce and submit an organisational skills development plan. Since the ending of apartheid the government has introduced measures to address racial imbalances in education, high levels of unemployment, and skills shortages in science and technology QUESTION 1 (50) Individuals and organisations are entering an era where adapting to a developing learning society and a knowledge economy forge the way for many organisations. In the case above, Finland has realised the benefits of a knowledge-based economy. Bearing this in mind: 1.1 Critically discuss how effective HRD practices and an effective HRD strategy in the workplace can provide the levers of control for the future of a growing knowledge-economy in countries like South Africa, Russia and the country in which you reside. ( word response) 1.2 Discuss the impact of linking HRD to the key strategic drivers of an organisation’s macro- and micro-environment in order to deliver the advantageous returns of HRD. ( word response) Subrina Thompson Spring 2016 Final Project: Hangman University of Bridgeport Spring 2016 Instructor: Subrina Thompson 1/7 General Instructions: Create a simple hangman game.

Hangman is played as follows: 1. One player chooses a secret word, then writes out a number of dashes equal to the word length. 2. The other players begin guessing letters. If a player guesses a letter that's in the word, the first player reveals all instances of that letter in the word.

Otherwise, the guess is incorrect. 3. The game ends either when all the letters in the word have been revealed or when the guessers have run out of guesses. Specific Instructions: The entire logic for this program should be written in a User-defined class. You should run your program until the user decides to end the game.

Your program should do the following: 1. Prompt the user for a word length, re-prompting as necessary until the user enters a number such that there's at least one word that's exactly that long. That is, if the user wants to play with words of length -42 or 137, since no English words are that long, you should re-prompt her. 2. Prompt the user for a number of guesses, which must be at an integer greater than zero.

3. Print out how many guesses the user has remaining, along with any letters the player has guessed and the current blanked-out version of the word. 4. If the player has run out of guesses, display the secret word. 5.

If the player correctly guesses the word, display congratulations. Expectations: 1. Your work should be properly documented. 2. A user-defined class is used to implement your solution Please personalize your program.

Sample Runs: run: Enter a word length: 4 Enter number of guesses: 6 Enter guess: a You have 5 guess(es) left. Used letters: A Word: _ _ A _ Enter guess: e You have 4 guess(es) left. Subrina Thompson Spring 2016 Final Project: Hangman University of Bridgeport Spring 2016 Instructor: Subrina Thompson 2/7 Used letters: A E Word: _ _ A _ Enter guess: o You have 3 guess(es) left. Used letters: A E O Word: _ O A _ Enter guess: r You have 2 guess(es) left. Used letters: A E O R Word: _ O A _ Enter guess: t You have 1 guess(es) left.

Used letters: A E O R T Word: _ O A _ Enter guess: l You have 0 guess(es) left. Used letters: A E O R T L Word: L O A _ You lose. Word is: loaf Play again? 'y' or 'n': y Enter a word length: 5 Enter number of guesses: 6 Enter guess: e You have 5 guess(es) left. Used letters: E Word: _ _ _ _ _ Enter guess: r You have 4 guess(es) left.

Used letters: E R Word: _ _ _ _ _ Enter guess: o You have 3 guess(es) left. Subrina Thompson Spring 2016 Final Project: Hangman University of Bridgeport Spring 2016 Instructor: Subrina Thompson 3/7 Used letters: E R O Word: _ _ _ _ _ Enter guess: l You have 2 guess(es) left. Used letters: E R O L Word: _ _ O O _ Enter guess: n You have 1 guess(es) left. Used letters: E R O L N Word: _ _ O O _ Enter guess: s You have 0 guess(es) left. Used letters: E R O L N S Word: S _ O O _ You lose.

Word is: spook Play again? 'y' or 'n': y Enter a word length: 4 Enter number of guesses: 15 Enter guess: a You have 14 guess(es) left. Used letters: A Word: _ _ _ _ Enter guess: e You have 13 guess(es) left. Used letters: A E Word: _ _ _ _ Enter guess: i You have 12 guess(es) left. Used letters: A E I Word: _ _ _ _ Enter guess: o You have 11 guess(es) left.

Subrina Thompson Spring 2016 Final Project: Hangman University of Bridgeport Spring 2016 Instructor: Subrina Thompson 4/7 Used letters: A E I O Word: _ _ O _ Enter guess: n You have 10 guess(es) left. Used letters: A E I O N Word: _ _ O _ Enter guess: m You have 9 guess(es) left. Used letters: A E I O N M Word: _ _ O _ Enter guess: r You have 8 guess(es) left. Used letters: A E I O N M R Word: _ _ O _ Enter guess: s You have 7 guess(es) left. Used letters: A E I O N M R S Word: _ _ O _ Enter guess: p You have 6 guess(es) left.

Used letters: A E I O N M R S P Word: _ _ O P Enter guess: b You have 5 guess(es) left. Used letters: A E I O N M R S P B Word: _ _ O P Enter guess: d You have 4 guess(es) left. Used letters: A E I O N M R S P B D Word: _ _ O P Enter guess: c You have 3 guess(es) left. Subrina Thompson Spring 2016 Final Project: Hangman University of Bridgeport Spring 2016 Instructor: Subrina Thompson 5/7 Used letters: A E I O N M R S P B D C Word: _ _ O P Enter guess: g You have 2 guess(es) left. Used letters: A E I O N M R S P B D C G Word: _ _ O P Enter guess: k You have 1 guess(es) left.

Used letters: A E I O N M R S P B D C G K Word: _ _ O P Enter guess: l You have 0 guess(es) left. Used letters: A E I O N M R S P B D C G K L Word: _ _ O P You lose. Word is: whop Play again? 'y' or 'n': y Enter a word length: 5 Enter number of guesses: 25 Enter guess: i You have 24 guess(es) left. Used letters: I Word: _ _ _ _ _ Enter guess: o You have 23 guess(es) left.

Used letters: I O Word: _ _ _ _ _ Enter guess: r You have 22 guess(es) left. Used letters: I O R Word: _ _ R _ _ Enter guess: e You have 21 guess(es) left. Subrina Thompson Spring 2016 Final Project: Hangman University of Bridgeport Spring 2016 Instructor: Subrina Thompson 6/7 Used letters: I O R E Word: E _ R E _ Enter guess: n You have 20 guess(es) left. Used letters: I O R E N Word: E _ R E _ Enter guess: t You have 19 guess(es) left. Used letters: I O R E N T Word: E _ R E T Enter guess: c You have 18 guess(es) left.

Used letters: I O R E N T C Word: E _ R E T Enter guess: m You have 17 guess(es) left. Used letters: I O R E N T C M Word: E _ R E T Enter guess: s You have 16 guess(es) left. Used letters: I O R E N T C M S Word: E _ R E T Enter guess: d You have 15 guess(es) left. Used letters: I O R E N T C M S D Word: E _ R E T Enter guess: a You have 14 guess(es) left. Used letters: I O R E N T C M S D A Word: E _ R E T Enter guess: i Guess already used.

Subrina Thompson Spring 2016 Final Project: Hangman University of Bridgeport Spring 2016 Instructor: Subrina Thompson 7/7 You have 14 guess(es) left. Used letters: I O R E N T C M S D A Word: E _ R E T Enter guess: u You have 13 guess(es) left. Used letters: I O R E N T C M S D A U Word: E _ R E T Enter guess: b You have 12 guess(es) left. Used letters: I O R E N T C M S D A U B Word: E _ R E T Enter guess: p You have 11 guess(es) left. Used letters: I O R E N T C M S D A U B P Word: E _ R E T Enter guess: l You have 10 guess(es) left.

Used letters: I O R E N T C M S D A U B P L Word: E _ R E T Enter guess: g You have 9 guess(es) left. Used letters: I O R E N T C M S D A U B P L G Word: E G R E T Congratulations, you win! Play again? 'y' or 'n': n BUILD SUCCESSFUL (total time: 2 minutes 57 seconds) CS101 Spring 2016 University of Bridgeport Term Paper: Ethics in Computing Spring 2016 Instructor: Subrina Thompson 1/1 The Ethics of computing has been an important issue as computers have made their way into the workplace and into our homes. The complete ACM ethics are listed at the following web site.

There are four basic categories which define the code. They are 1. General Moral Imperatives 2. More Specific Professional Responsibilities 3. Organizational Leadership Imperatives 4.

Compliance with the Code Your assignment is to write a short scenario to demonstrate ethical and unethical actions. You will choose a section from either General Moral Imperatives or More Specific Professional Responsibilities. Based on the topic, create a realistic scenario in which there is an ethical issue to be dealt with. Then you should show two possible actions to your scenario. The first option would be an ethics violation and the second should be an ethical action.

The following excerpt is from the General Moral Imperatives. 1.3 Be honest and trustworthy “Honesty is an essential component of trust. Without trust an organization cannot function effectively. The honest computing professional will not make deliberately false or deceptive claims about a system or system design, but will instead provide full disclosure of all pertinent system limitations and problems. A computer professional has a duty to be honest about his or her own qualifications, and about any circumstances that might lead to conflicts of interest.

Membership in volunteer organizations such as ACM may at times place individuals in situations where their statements or actions could be interpreted as carrying the "weight" of a larger group of professionals. An ACM member will exercise care to not misrepresent ACM or positions and policies of ACM or any ACM units.†Your scenario should be a true ethics question, and should not be a case in which a clear-cut case where something illegal is happening. Therefore, your grade will depend on the fact that you can identify a subtle ethical question (not an obvious one). Your paper should be between 2 to 4 pages, single sided, double-spaced. Your grade will be based on your understanding of the ethics rule chosen and your ability to write clearly and succinctly.