Tag: Model Answer

  • [Solved] Strategic planning

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    **Scenario:** Sunset Harbor Medical Center is a nonprofit regional healthcare system that provides hospital care for a five-county rural area. Its vision and mission are: **Vision**: Sunset Harbor Medical Center envisions a community in which all its citizens live healthy lives to their optimal leve…

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    **Scenario:**

    Sunset Harbor Medical Center is a nonprofit regional healthcare system that provides hospital care for a five-county rural area. Its vision and mission are:

    **Vision**: Sunset Harbor Medical Center envisions a community in which all its citizens live healthy lives to their optimal level of well-being across their lifespan. We work in partnership with our valued patients as creators of a healthy and thriving community.

    **Mission**: To provide comprehensive, quality, and safe healthcare to the citizens of the Gulf coast region through collaborative and evidence-based best practices and innovative modalities of care. We are committed to making your healthcare experience extraordinary from your point of first contact to beyond discharge.

    The recent global healthcare crisis created an enormous strain on hospital nurse staffing across the country. The nursing shortage that began with the crisis has progressed over the past twelve months. Sunset Harbor used agency nurses during the height of the crisis, but now it has reached a critical point, and the hospital is facing the possibility of unit closures. The following conditions now exist at Sunset Harbor.

    1. **Retention rates** have decreased by 15% from 70% to 55%: In addition to some nurses taking early retirement, others are leaving due to poor patient-staff ratios and unsafe working conditions.
    2. **Recruitment pool** has diminished by 40% from 60 to 24 people: Inability to recruit newly graduated or experienced nurses due to a short supply of qualified applicants.
    3. **New market competition**: A state-of-the-art healthcare facility opened recently within 50 miles of Sunset Harbor offering sign-on bonuses and certification training for nurses desiring to specialize in certain clinical areas.

    As the Chief Nursing Officer, you know that these contributing factors for the nursing shortage are integral to one another and that addressing one could have a positive collateral effect on the others. You also know that the response to an intervention may take some time due to the pervasiveness of the nursing shortages across the area.

    For this you will select one of the above factors contributing to the nursing shortage at Sunset Harbor and create a strategic plan aligned with the vision and mission of the medical center to address it. Your strategic plan will include all phases of the process and all the elements outlined under the Requirements section. For areas of the needing data, such as the SWOT analysis, use your own facility’s location for context and data gathering..

    – [\
    \
    templateweek3.docx](https://www.sweetstudy.com/files/templateweek3-docx-10226325 "templateweek3.docx")

    – 2 years ago

  • [Solved] Jo1

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  • [Solved] AL DETECTOR

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  • [Solved] cybersecurity

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    Review the following articles: [https://journalofethics.ama-assn.org/article/making-policy-augmented-intelligence-health-care/2019-02](http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=134591218&site=eds-live&scope=site) [P](http://libdatab.strayer.e…

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    Review the following articles:

    [https://journalofethics.ama-assn.org/article/making-policy-augmented-intelligence-health-care/2019-02](http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=134591218&site=eds-live&scope=site)

    [P](http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=147971016&site=eds-live&scope=site) DF 1

    PDF 2

    Explain why certain employees and organizations have a deeper level of information assurance (IA) policy compliance.

    Examine the factors that increased the individual's level of propensity for compliance.

    Determine the internal and external factors affecting IA policy compliance.

    Explain which of the organizational requirements poses difficulty in adopting technical features to enhance security policy.

    Explain why factors related to IA and policy compliance are affected by government regulations.

    Identify ways you can assess the cyber capability of an organization as a manager.

    Use at least three quality (e.g., peer-reviewed journal articles, credible web resources, valid security policy documents) resources in this assignment.

    – [\
    \
    PDF1.pdf](https://www.sweetstudy.com/files/pdf1-pdf-10226825 "PDF1.pdf")
    – [\
    \
    PDF2.pdf](https://www.sweetstudy.com/files/pdf2-pdf-10226827 "PDF2.pdf")

    – 2 years ago

  • [Solved] Discuss

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    [>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management) Tell me more about this – 2 years ago

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    [>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management)

    Tell me more about this

    – 2 years ago

  • [Solved] Applied Sciences SPC 4445- Johari Window Assignment

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    In this assignment, you will also write a 3-5 page analysis explaining your results, and follow the instructions on the first page. However, the way you complete the Johari Window will be a little different. Step 1: Go through the adjectives below and identify which ones are open- you are aware you …

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    Assignment Prompt & Instructions

    In this assignment, you will also write a 3-5 page analysis explaining your results, and follow the instructions on the first page. However, the way you complete the Johari Window will be a little different.

    Step 1: Go through the adjectives below and identify which ones are open- you are aware you showcase; hidden- you keep to yourself; Unknown- these are generally the ones you did not pick for any of the categories.

    Step 2: Interview two to three people- the more you interview, the better your results. They should be people that know you. Give them the same list of adjectives below. Then:

    **Open, or Arena**

    Place adjectives that both you and your interviewees select go in this cell  (or _quadrant_) of the grid. These are traits that you and peers perceive.

    **Blind Spot**

    Here place the adjectives you did not select, but your interviewees did. These  represent what others perceive but the you do not.

    **Hidden, or Façade**

    In this quadrant, place the adjectives you selected, but not by any those that you  interviewed, go in this quadrant. These are things the those around you are either  unaware of, or that are untrue but for only your perception.

    **Unknown**

    The adjectives that neither you nor your interviewees selected go here. They  represent your  behaviors or motives that no one participating recognizes—either  because they do not apply or because of collective ignorance of these traits.

    ## Johari adjectives

    A Johari window uses the following 56 adjectives as possible descriptions of the participant. [[6]](https://en.wikipedia.org/wiki/Johari_window#cite_note-6)

    · able

    · accepting

    · adaptable

    · bold

    · brave

    · calm

    · caring

    · cheerful

    · clever

    · complex

    · confident

    · dependable

    · dignified

    · empathetic

    · energetic

    · extroverted

    · friendly

    · giving

    · happy

    · helpful

    · idealistic

    · independent

    · ingenious

    · intelligent

    · introverted

    · kind

    · knowledgeable

    · logical

    · loving

    · mature

    · modest

    · nervous

    · observant

    · organized

    · patient

    · powerful

    · proud

    · quiet

    · reflective

    · relaxed

    · religious

    · responsive

    · searching

    · self-assertive

    · self-conscious

    · sensible

    · sentimental

    · shy

    · silly

    · spontaneous

    · sympathetic

    · tense

    · trustworthy

    · warm

    · wise

    · witty

    My Johari Window Results:

    Your Johari Window results indicate:

    – **Solicits Feedback: 35**

    This means you are relatively open to receiving feedback from others. You likely seek input from peers, mentors, and colleagues to understand how others perceive you. Your openness suggests a desire for self-improvement and interpersonal awareness.

    – **Willingness to Self-Disclose/Gives Feedback: 16**

    This lower score suggests that while you are receptive to feedback, you may not frequently share personal insights, emotions, or constructive feedback with others. You might be more reserved in discussing personal matters or hesitant to offer critiques to others.

    ### Interpretation:

    Your Johari Window likely has:

    – A **larger Blind Spot** (things others see in you that you might not see yourself) since you actively solicit feedback.
    – A **smaller Open Area** (what both you and others know about you) if you’re not frequently disclosing information about yourself.
    – A **larger Hidden Area** (things you know about yourself but keep private).
    – An **Unknown Area** that remains largely unexplored, though self-reflection and new experiences may uncover hidden traits.

    If you're writing an analysis on this, you should:

    – Reference **relevant theories** (such as interpersonal communication models or self-awareness frameworks).
    – Discuss **how this affects your relationships** (e.g., work, friendships, leadership).
    – Suggest **strategies to expand your Open Area**, like sharing more about yourself or being more proactive in giving feedback to others.

    – [\
    \
    EssayJohariWindowAssignment_JD2019.docx](https://www.sweetstudy.com/files/essayjohariwindowassignment-jd2019-docx "EssayJohariWindowAssignment_JD2019.docx")

    – 2 years ago

  • [Solved] paragraph

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) paragraph- no minimum no references – 2 years ago **files (2)** – ## UnitV.pdf – UnitVpart1.pdf **## UnitV.pdf** PHI 4301, Business Ethics 1 Course Learning Outcomes for Unit V Upon completion of this unit, st…

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

    paragraph- no minimum no references

    – 2 years ago

    **files (2)**

    – ## UnitV.pdf

    – UnitVpart1.pdf

    **## UnitV.pdf**

    PHI 4301, Business Ethics 1

    Course Learning Outcomes for Unit V

    Upon completion of this unit, students should be able to:

    5. Formulate ethical solutions for real-world situations using ethical theories and concepts.
    5.3 Determine whether an organization’s hiring practices should consider diversity.

    Required Unit Resources

    Chapter 6: Ethical Decision Making: Employer Responsibilities and Employee Rights
    It is not required to read the Questions, Projects, and Exercises at the end of the chapter.

    Unit Lesson

    The lesson for Unit II, in the discussion of principle-based moral perspectives, mentioned Kant’s ethics. An
    important principle in Kant’s ethics is known as respect for persons. It is so important that Kant himself
    thought all of morality is ultimately derived from this principle. In his Groundwork of the Metaphysics of Morals
    (1785), Kant says, “Act in such a way that you treat humanity, whether in your own person or the person of
    any other, never simply as a means but always at the same time as an end” (p. 429). An end is simply the
    thing we want to achieve. In business, which means revenue, profit, capital, growth, etc. Means are the things
    we use to get the things we want. For example, advertising is a means to increase sales, which means to
    increase revenue. What Kant is saying is that it is always, and in all circumstances, wrong to treat a person
    (including yourself) as a means to an end—as having only instrumental value. As rational, autonomous
    individuals, persons possess intrinsic value.

    The respect for persons’ principle is an assumption that pervades business ethics, particularly with regard to
    issues of employer responsibilities and employee rights. Because employees work for businesses, it is natural
    to infer that any individual employee is simply a means by which the business succeeds. Countless examples
    lurk throughout history, such as in the Gilded Age, where businesses regarded employees as a collection of
    more-or-less interchangeable bodies to be put to work as cheaply as possible. Similar practices persist to this
    day in sweatshops across the developing world. As Arnold and Bowie (2003) suggest, respect for persons is
    the moral principle behind our strong moral intuition that such practices need to change.

    As noted in the textbook, in the United States today, the employer-employee relationship recognizes respect
    for persons variously through the legal enforcement of due process, civil rights, and just cause (Hartman et
    al., 2024). The situation is by no means perfect, as the controversial legal doctrine of employment at will
    attests; however, employees are now more protected from arbitrary use of the power employers have over
    their employees. When worker exploitation does occur, employees have greater access to resources for
    seeking remedy.

    We can see the principle of respect for persons play out in the context of downsizing, which is one of the most
    difficult decisions a business can make. If eliminating a portion of the workforce were simply a means for
    cutting costs and increasing profitability, then it would not be a moral issue. It is respect for persons that
    makes downsizing a moral issue. “When a firm decides to downsize…it is critical to lessen the impact as
    much as possible and to allow the terminated employees to depart with dignity” (Hartman et al. 2024, p. 205).
    This entails giving notice of intent to downsize, careful management of the downsizing process, and sensitivity
    to the employees affected.

    Employee health and safety is another area where respect for persons has come to dictate business practice
    in the United States. Many occupations entail a certain amount of risk for bodily injury, mental distress, or
    other harms. On the face of it, allowing employees to decide whether or not to engage in risky occupations

    UNIT V STUDY GUIDE

    Employer Responsibilities
    and Employee Rights

    PHI 4301, Business Ethics 2

    UNIT x STUDY GUIDE

    Title

    suggests a respect for their autonomy (Hartman et al., 2024). However, employers have an unfair advantage
    when it comes to controlling job information and options available, and thus can (and do) seriously constrain
    what employees can choose to do. If your choice is between dangerous factory job A and dangerous factory
    job B, is your personal autonomy really respected? Because the unbridled free market often fails to respect
    employee health and safety, regulations and standards are the responsibility of government.

    Diversity is undoubtedly the most controversial issue, where respect for persons arises in the workplace.
    Suppose a company institutes a hiring program with the purpose of increasing the racial diversity of its
    workforce, based on the premise that companies with a more diverse workforce are more profitable. The
    dominant racial category in the workforce will find its proportional representation decreasing as a result.
    Applicants from the dominant racial category will be disadvantaged compared to applicants from other racial
    categories currently underrepresented in the workforce. Individual applicants who have been disadvantaged
    in this way might feel the hiring program violates respect for persons, specifically their own persons; however,
    the company argues the program promotes respect for persons by addressing implicit biases in its current
    system of hiring. Further, the hiring program serves a legitimate business good (profitability), and the rights of
    all applicants are respected in the process. If applicants for a position are well qualified but do not get the job,
    this does not amount to a violation of their rights; no one has the right to be offered a particular job in the first
    place.

    On a final note, the relationship between employers and employees is another area in business ethics, where
    the commitment to moral principles and the commitment to good consequences both point in the same
    direction. We have seen how the principle of respect for persons shapes our understanding of how employers
    ought to treat their employees. As the principle has been observed more consistently, both in this country and
    abroad, it has proven to be good for business (Edmans, 2016). Humans like to associate themselves with
    organizations where they are respected. In business, this natural affinity translates to a more productive and
    resilient workforce.

    References

    Arnold, D., & Bowie, N. (2003). Sweatshops and respect for persons. Business Ethics Quarterly, 13(2), 221–

    242.
    https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire
    ct=true&db=bsu&AN=9975527&site=ehost-live&scope=site

    Edmans, E. (2016, March 16). 28 years of stock market data shows a link between employee satisfaction and

    long-term value. Harvard Business Review.
    https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire
    ct=true&db=bsu&AN=118706360&site=ehost-live&scope=site

    Hartman, L. P., DesJardins, J., & MacDonald, C. (2024). Business ethics: Decision making for personal

    integrity and social responsibility (6th ed.). McGraw-Hill Education.
    https://online.vitalsource.com/#/books/9781265810153

    Kant, I. (1785). Groundwork of the metaphysics of morals. Longmans, Green, and Co.

    Suggested Unit Resources

    In order to access the following resources, click the links below.

    The following article examines the responsibilities of multinational enterprises when using offshore
    manufacturing facilities.

    Arnold, D., & Bowie, N. (2003). Sweatshops and respect for persons. Business Ethics Quarterly, 13(2), 221–

    242.
    https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire
    ct=true&db=bsu&AN=9975527&site=ehost-live&scope=site

    [https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=9975527&site=ehost-live&scope=site](https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=9975527&site=ehost-live&scope=site)

    PHI 4301, Business Ethics 3

    UNIT x STUDY GUIDE

    Title

    The following article examines the long-term value of stock returns among companies with high employee
    satisfaction.

    Edmans, E. (2016, March 16). 28 years of stock market data shows a link between employee satisfaction and

    long-term value. Harvard Business Review.
    https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire
    ct=true&db=bsu&AN=118706360&site=ehost-live&scope=site

    [https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=118706360&site=ehost-live&scope=site](https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=118706360&site=ehost-live&scope=site)

    [https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=118706360&site=ehost-live&scope=site](https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=118706360&site=ehost-live&scope=site)

    – Course Learning Outcomes for Unit V
    – Required Unit Resources
    – Unit Lesson

    – References

    – Suggested Unit Resources

    **UnitVpart1.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/unitvpart1-pdf)

    **UnitVpart1.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/unitvpart1-pdf)

    **## UnitV.pdf**

    PHI 4301, Business Ethics 1

    Course Learning Outcomes for Unit V

    Upon completion of this unit, students should be able to:

    5. Formulate ethical solutions for real-world situations using ethical theories and concepts.
    5.3 Determine whether an organization’s hiring practices should consider diversity.

    Required Unit Resources

    Chapter 6: Ethical Decision Making: Employer Responsibilities and Employee Rights
    It is not required to read the Questions, Projects, and Exercises at the end of the chapter.

    Unit Lesson

    The lesson for Unit II, in the discussion of principle-based moral perspectives, mentioned Kant’s ethics. An
    important principle in Kant’s ethics is known as respect for persons. It is so important that Kant himself
    thought all of morality is ultimately derived from this principle. In his Groundwork of the Metaphysics of Morals
    (1785), Kant says, “Act in such a way that you treat humanity, whether in your own person or the person of
    any other, never simply as a means but always at the same time as an end” (p. 429). An end is simply the
    thing we want to achieve. In business, which means revenue, profit, capital, growth, etc. Means are the things
    we use to get the things we want. For example, advertising is a means to increase sales, which means to
    increase revenue. What Kant is saying is that it is always, and in all circumstances, wrong to treat a person
    (including yourself) as a means to an end—as having only instrumental value. As rational, autonomous
    individuals, persons possess intrinsic value.

    The respect for persons’ principle is an assumption that pervades business ethics, particularly with regard to
    issues of employer responsibilities and employee rights. Because employees work for businesses, it is natural
    to infer that any individual employee is simply a means by which the business succeeds. Countless examples
    lurk throughout history, such as in the Gilded Age, where businesses regarded employees as a collection of
    more-or-less interchangeable bodies to be put to work as cheaply as possible. Similar practices persist to this
    day in sweatshops across the developing world. As Arnold and Bowie (2003) suggest, respect for persons is
    the moral principle behind our strong moral intuition that such practices need to change.

    As noted in the textbook, in the United States today, the employer-employee relationship recognizes respect
    for persons variously through the legal enforcement of due process, civil rights, and just cause (Hartman et
    al., 2024). The situation is by no means perfect, as the controversial legal doctrine of employment at will
    attests; however, employees are now more protected from arbitrary use of the power employers have over
    their employees. When worker exploitation does occur, employees have greater access to resources for
    seeking remedy.

    We can see the principle of respect for persons play out in the context of downsizing, which is one of the most
    difficult decisions a business can make. If eliminating a portion of the workforce were simply a means for
    cutting costs and increasing profitability, then it would not be a moral issue. It is respect for persons that
    makes downsizing a moral issue. “When a firm decides to downsize…it is critical to lessen the impact as
    much as possible and to allow the terminated employees to depart with dignity” (Hartman et al. 2024, p. 205).
    This entails giving notice of intent to downsize, careful management of the downsizing process, and sensitivity
    to the employees affected.

    Employee health and safety is another area where respect for persons has come to dictate business practice
    in the United States. Many occupations entail a certain amount of risk for bodily injury, mental distress, or
    other harms. On the face of it, allowing employees to decide whether or not to engage in risky occupations

    UNIT V STUDY GUIDE

    Employer Responsibilities
    and Employee Rights

    PHI 4301, Business Ethics 2

    UNIT x STUDY GUIDE

    Title

    suggests a respect for their autonomy (Hartman et al., 2024). However, employers have an unfair advantage
    when it comes to controlling job information and options available, and thus can (and do) seriously constrain
    what employees can choose to do. If your choice is between dangerous factory job A and dangerous factory
    job B, is your personal autonomy really respected? Because the unbridled free market often fails to respect
    employee health and safety, regulations and standards are the responsibility of government.

    Diversity is undoubtedly the most controversial issue, where respect for persons arises in the workplace.
    Suppose a company institutes a hiring program with the purpose of increasing the racial diversity of its
    workforce, based on the premise that companies with a more diverse workforce are more profitable. The
    dominant racial category in the workforce will find its proportional representation decreasing as a result.
    Applicants from the dominant racial category will be disadvantaged compared to applicants from other racial
    categories currently underrepresented in the workforce. Individual applicants who have been disadvantaged
    in this way might feel the hiring program violates respect for persons, specifically their own persons; however,
    the company argues the program promotes respect for persons by addressing implicit biases in its current
    system of hiring. Further, the hiring program serves a legitimate business good (profitability), and the rights of
    all applicants are respected in the process. If applicants for a position are well qualified but do not get the job,
    this does not amount to a violation of their rights; no one has the right to be offered a particular job in the first
    place.

    On a final note, the relationship between employers and employees is another area in business ethics, where
    the commitment to moral principles and the commitment to good consequences both point in the same
    direction. We have seen how the principle of respect for persons shapes our understanding of how employers
    ought to treat their employees. As the principle has been observed more consistently, both in this country and
    abroad, it has proven to be good for business (Edmans, 2016). Humans like to associate themselves with
    organizations where they are respected. In business, this natural affinity translates to a more productive and
    resilient workforce.

    References

    Arnold, D., & Bowie, N. (2003). Sweatshops and respect for persons. Business Ethics Quarterly, 13(2), 221–

    242.
    https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire
    ct=true&db=bsu&AN=9975527&site=ehost-live&scope=site

    Edmans, E. (2016, March 16). 28 years of stock market data shows a link between employee satisfaction and

    long-term value. Harvard Business Review.
    https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire
    ct=true&db=bsu&AN=118706360&site=ehost-live&scope=site

    Hartman, L. P., DesJardins, J., & MacDonald, C. (2024). Business ethics: Decision making for personal

    integrity and social responsibility (6th ed.). McGraw-Hill Education.
    https://online.vitalsource.com/#/books/9781265810153

    Kant, I. (1785). Groundwork of the metaphysics of morals. Longmans, Green, and Co.

    Suggested Unit Resources

    In order to access the following resources, click the links below.

    The following article examines the responsibilities of multinational enterprises when using offshore
    manufacturing facilities.

    Arnold, D., & Bowie, N. (2003). Sweatshops and respect for persons. Business Ethics Quarterly, 13(2), 221–

    242.
    https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire
    ct=true&db=bsu&AN=9975527&site=ehost-live&scope=site

    [https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=9975527&site=ehost-live&scope=site](https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=9975527&site=ehost-live&scope=site)

    PHI 4301, Business Ethics 3

    UNIT x STUDY GUIDE

    Title

    The following article examines the long-term value of stock returns among companies with high employee
    satisfaction.

    Edmans, E. (2016, March 16). 28 years of stock market data shows a link between employee satisfaction and

    long-term value. Harvard Business Review.
    https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire
    ct=true&db=bsu&AN=118706360&site=ehost-live&scope=site

    [https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=118706360&site=ehost-live&scope=site](https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=118706360&site=ehost-live&scope=site)

    [https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=118706360&site=ehost-live&scope=site](https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=118706360&site=ehost-live&scope=site)

    – Course Learning Outcomes for Unit V
    – Required Unit Resources
    – Unit Lesson

    – References

    – Suggested Unit Resources

    **UnitVpart1.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/unitvpart1-pdf)

    **## UnitV.pdf**

    PHI 4301, Business Ethics 1

    Course Learning Outcomes for Unit V

    Upon completion of this unit, students should be able to:

    5. Formulate ethical solutions for real-world situations using ethical theories and concepts.
    5.3 Determine whether an organization’s hiring practices should consider diversity.

    Required Unit Resources

    Chapter 6: Ethical Decision Making: Employer Responsibilities and Employee Rights
    It is not required to read the Questions, Projects, and Exercises at the end of the chapter.

    Unit Lesson

    The lesson for Unit II, in the discussion of principle-based moral perspectives, mentioned Kant’s ethics. An
    important principle in Kant’s ethics is known as respect for persons. It is so important that Kant himself
    thought all of morality is ultimately derived from this principle. In his Groundwork of the Metaphysics of Morals
    (1785), Kant says, “Act in such a way that you treat humanity, whether in your own person or the person of
    any other, never simply as a means but always at the same time as an end” (p. 429). An end is simply the
    thing we want to achieve. In business, which means revenue, profit, capital, growth, etc. Means are the things
    we use to get the things we want. For example, advertising is a means to increase sales, which means to
    increase revenue. What Kant is saying is that it is always, and in all circumstances, wrong to treat a person
    (including yourself) as a means to an end—as having only instrumental value. As rational, autonomous
    individuals, persons possess intrinsic value.

    The respect for persons’ principle is an assumption that pervades business ethics, particularly with regard to
    issues of employer responsibilities and employee rights. Because employees work for businesses, it is natural
    to infer that any individual employee is simply a means by which the business succeeds. Countless examples
    lurk throughout history, such as in the Gilded Age, where businesses regarded employees as a collection of
    more-or-less interchangeable bodies to be put to work as cheaply as possible. Similar practices persist to this
    day in sweatshops across the developing world. As Arnold and Bowie (2003) suggest, respect for persons is
    the moral principle behind our strong moral intuition that such practices need to change.

    As noted in the textbook, in the United States today, the employer-employee relationship recognizes respect
    for persons variously through the legal enforcement of due process, civil rights, and just cause (Hartman et
    al., 2024). The situation is by no means perfect, as the controversial legal doctrine of employment at will
    attests; however, employees are now more protected from arbitrary use of the power employers have over
    their employees. When worker exploitation does occur, employees have greater access to resources for
    seeking remedy.

    We can see the principle of respect for persons play out in the context of downsizing, which is one of the most
    difficult decisions a business can make. If eliminating a portion of the workforce were simply a means for
    cutting costs and increasing profitability, then it would not be a moral issue. It is respect for persons that
    makes downsizing a moral issue. “When a firm decides to downsize…it is critical to lessen the impact as
    much as possible and to allow the terminated employees to depart with dignity” (Hartman et al. 2024, p. 205).
    This entails giving notice of intent to downsize, careful management of the downsizing process, and sensitivity
    to the employees affected.

    Employee health and safety is another area where respect for persons has come to dictate business practice
    in the United States. Many occupations entail a certain amount of risk for bodily injury, mental distress, or
    other harms. On the face of it, allowing employees to decide whether or not to engage in risky occupations

    UNIT V STUDY GUIDE

    Employer Responsibilities
    and Employee Rights

    PHI 4301, Business Ethics 2

    UNIT x STUDY GUIDE

    Title

    suggests a respect for their autonomy (Hartman et al., 2024). However, employers have an unfair advantage
    when it comes to controlling job information and options available, and thus can (and do) seriously constrain
    what employees can choose to do. If your choice is between dangerous factory job A and dangerous factory
    job B, is your personal autonomy really respected? Because the unbridled free market often fails to respect
    employee health and safety, regulations and standards are the responsibility of government.

    Diversity is undoubtedly the most controversial issue, where respect for persons arises in the workplace.
    Suppose a company institutes a hiring program with the purpose of increasing the racial diversity of its
    workforce, based on the premise that companies with a more diverse workforce are more profitable. The
    dominant racial category in the workforce will find its proportional representation decreasing as a result.
    Applicants from the dominant racial category will be disadvantaged compared to applicants from other racial
    categories currently underrepresented in the workforce. Individual applicants who have been disadvantaged
    in this way might feel the hiring program violates respect for persons, specifically their own persons; however,
    the company argues the program promotes respect for persons by addressing implicit biases in its current
    system of hiring. Further, the hiring program serves a legitimate business good (profitability), and the rights of
    all applicants are respected in the process. If applicants for a position are well qualified but do not get the job,
    this does not amount to a violation of their rights; no one has the right to be offered a particular job in the first
    place.

    On a final note, the relationship between employers and employees is another area in business ethics, where
    the commitment to moral principles and the commitment to good consequences both point in the same
    direction. We have seen how the principle of respect for persons shapes our understanding of how employers
    ought to treat their employees. As the principle has been observed more consistently, both in this country and
    abroad, it has proven to be good for business (Edmans, 2016). Humans like to associate themselves with
    organizations where they are respected. In business, this natural affinity translates to a more productive and
    resilient workforce.

    References

    Arnold, D., & Bowie, N. (2003). Sweatshops and respect for persons. Business Ethics Quarterly, 13(2), 221–

    242.
    https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire
    ct=true&db=bsu&AN=9975527&site=ehost-live&scope=site

    Edmans, E. (2016, March 16). 28 years of stock market data shows a link between employee satisfaction and

    long-term value. Harvard Business Review.
    https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire
    ct=true&db=bsu&AN=118706360&site=ehost-live&scope=site

    Hartman, L. P., DesJardins, J., & MacDonald, C. (2024). Business ethics: Decision making for personal

    integrity and social responsibility (6th ed.). McGraw-Hill Education.
    https://online.vitalsource.com/#/books/9781265810153

    Kant, I. (1785). Groundwork of the metaphysics of morals. Longmans, Green, and Co.

    Suggested Unit Resources

    In order to access the following resources, click the links below.

    The following article examines the responsibilities of multinational enterprises when using offshore
    manufacturing facilities.

    Arnold, D., & Bowie, N. (2003). Sweatshops and respect for persons. Business Ethics Quarterly, 13(2), 221–

    242.
    https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire
    ct=true&db=bsu&AN=9975527&site=ehost-live&scope=site

    [https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=9975527&site=ehost-live&scope=site](https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=9975527&site=ehost-live&scope=site)

    PHI 4301, Business Ethics 3

    UNIT x STUDY GUIDE

    Title

    The following article examines the long-term value of stock returns among companies with high employee
    satisfaction.

    Edmans, E. (2016, March 16). 28 years of stock market data shows a link between employee satisfaction and

    long-term value. Harvard Business Review.
    https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire
    ct=true&db=bsu&AN=118706360&site=ehost-live&scope=site

    [https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=118706360&site=ehost-live&scope=site](https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=118706360&site=ehost-live&scope=site)

    [https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=118706360&site=ehost-live&scope=site](https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=118706360&site=ehost-live&scope=site)

    – Course Learning Outcomes for Unit V
    – Required Unit Resources
    – Unit Lesson

    – References

    – Suggested Unit Resources

    **UnitVpart1.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/unitvpart1-pdf)

  • [Solved] Applied Sciences COM 4430- Weekly Assignment 7 (Ch.9) Business and Social Customs

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    Read Chapter 9 and answer each question individually, referencing and citing the book. 1. Compare and contrast hiring and firing practices of the United States to Japan. 2. Explain how​ high-context societies differ from​ low-context societies in​ male/female relationships. 3. How is knowledge of…

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    Read Chapter 9 and answer each question individually, referencing and citing the book.

    1.  Compare and contrast hiring and firing practices of the United States to Japan.

    2.  Explain how​ high-context societies differ from​ low-context societies in​ male/female relationships.

    3.  How is knowledge of holidays and holy days helpful when conducting business with another​ culture?

    4.  How do you say​ "Good day" in​ French, German, and​ Spanish?

    5.  How are women treated in Mexico compared to the United​ States?

    – [\
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    – 2 years ago

  • [Solved] Detailed

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    See attachment – 2 years ago **files (1)** – ## Economics.docx **## Economics.docx** Assignment Questions: **“What do individuals need to do to be prepared economically for their older years?”** · Identify the age that you are starting from and how long this individual will be able to plan for retir…

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    **files (1)**

    – ## Economics.docx

    **## Economics.docx**

    Assignment Questions:

    **“What do individuals need to do to be prepared economically for their older years?”**

    · Identify the age that you are starting from and how long this individual will be able to plan for retirement, etc.

    · Be specific in your responses. Utilize information available on-line, from investment firms, from older relatives/friends, etc.

    Using
    **Census data** respond to the following questions and/or activities. Please provide a 1-2 paragraph discussion of each topic. Be sure and provide as much detail as possible.

    **What is the annual median or average income for a person over 65 years of age?**

    · What are the monthly expenses based on the income listed.

    · Provide as much detail as possible and be sure to include all medical expenses, withholdings/taxes/insurance costs, etc. Don't be afraid to use tables to present your information.

    **What is the initial assessment of an average elderly individual's financial situation?**

    · Illustrate the economic impact of having a significant other versus the death of a significant other.

    **What are your conclusions after completing this exercise and reviewing your text? What surprised you the most about this assignment?**

    Assignment Framework:

    · 2 pages in length. You may submit a response longer than this minimum.

    · Continue to work on removing the use of first person in your research writing. Use phrases like….The average income of an individual over 65 in Alabama is…….The elderly's expenses vary when compared to individuals in their 20's, 30's, or 40's……..

    · Support your information by citing all sources.

    · Use APA style .

    · You should have a minimum of three references.

    · Double space the document, one-inch margins

    · Use 12-point font, Times New Roman

    · Consider the use of headings and focus on the organization of your information and thoughts.

    **## Economics.docx**

    Assignment Questions:

    **“What do individuals need to do to be prepared economically for their older years?”**

    · Identify the age that you are starting from and how long this individual will be able to plan for retirement, etc.

    · Be specific in your responses. Utilize information available on-line, from investment firms, from older relatives/friends, etc.

    Using
    **Census data** respond to the following questions and/or activities. Please provide a 1-2 paragraph discussion of each topic. Be sure and provide as much detail as possible.

    **What is the annual median or average income for a person over 65 years of age?**

    · What are the monthly expenses based on the income listed.

    · Provide as much detail as possible and be sure to include all medical expenses, withholdings/taxes/insurance costs, etc. Don't be afraid to use tables to present your information.

    **What is the initial assessment of an average elderly individual's financial situation?**

    · Illustrate the economic impact of having a significant other versus the death of a significant other.

    **What are your conclusions after completing this exercise and reviewing your text? What surprised you the most about this assignment?**

    Assignment Framework:

    · 2 pages in length. You may submit a response longer than this minimum.

    · Continue to work on removing the use of first person in your research writing. Use phrases like….The average income of an individual over 65 in Alabama is…….The elderly's expenses vary when compared to individuals in their 20's, 30's, or 40's……..

    · Support your information by citing all sources.

    · Use APA style .

    · You should have a minimum of three references.

    · Double space the document, one-inch margins

    · Use 12-point font, Times New Roman

    · Consider the use of headings and focus on the organization of your information and thoughts.

  • [Solved] algebra leneal + coding in python

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    – 2 years ago **files (1)** – ## exam-2024-fall.pdf **## exam-2024-fall.pdf** Selected Algorithms in Linear Algebra Home Exam Sivan Toledo February 2025 General Instructions 1. Submission of a solution to this exam constitutes a statement that you followed these instructions. If you failed to follo…

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    **files (1)**

    – ## exam-2024-fall.pdf

    **## exam-2024-fall.pdf**

    Selected Algorithms in Linear Algebra
    Home Exam

    Sivan Toledo

    February 2025

    General Instructions
    1. Submission of a solution to this exam constitutes a statement that you followed these instructions.

    If you failed to follow some of the instructions for whatever reason, explain at the top of the exams
    which instructions you failed to follow, how you solved the relevant parts of the exam, and why.

    2. The exam is individual. You may not discuss the exam, your solutions or other solutions, or anything
    having to do with the algorithms and computations that the exam focuses on with any person except
    Sivan Toledo. You must follow this rule before, during, and after you solve the exam (including in the
    periods before you start the exam and after you submit your solution, since different students may
    solve it at different times).

    3. You may only discuss this exam with persons other than Sivan Toledo after the grades are published.

    4. You may use any publicly-accessible non-human resource to solve the exam, but you must cite every
    resource that you use. For books, articles, web sites, and so on, cite the title, author, and URL, and
    explain how you used the resource. For AI tools and other responsive resources, give the name of the
    tool (and URL if not well known) and the prompts. If the interaction was complex, just summarize
    the interaction. In both cases, explain how you used the results.

    5. Include all the code that you used, and mark clearly code that you wrote, code from other sources
    (static or responsive/AI). If you fixed or corrected existing or generated code, indicate your changes
    or fixes clearly.

    6. All code must be clearly documented using comments.

    7. Use diagrams and graphs where appropriate to clarify and/or enhance your answers.

    1 Efficient and Stable Factorization of Anti-Symmetric Matrices
    (40 points)

    We can solve a linear system of equation with an <-by-< symmetric positive-definite matrix � using the
    Cholesky factorization using 1

    3<
    3 + =(<3) arithmetic operations. The algorithm is backward stable and it is

    about twice as efficient as an !* factorization with partial pivoting, which is also usually backward stable,
    but does not exploit symmetry. In some vague way it makes sense that Cholesky would be twice as efficient,

    1

    ראינו בשיעור 2

    because due to the symmetry of the matrix, we can represent it using its upper and lower half, so we do not
    need to update the entire trailing submatrix after every elimination step.

    In this problem we want to factor in a backward-stable a real matrix that is not symmetric, but satis-
    fies the constraint �) = −�. In other words, its elements satisfy �7 8 = −�87. We will call such matrices
    anti symmetric. Such matrices are fully defined by about <2/2 real values, not <2, so we hope to achieve
    computational savings similar to the savings in Cholesky.

    The main building block in our new algorithm will be to zero most of the first column by subtracting
    a multiple of the second row of � from rows 3 : <. We will then zero most of the first row by subtracting
    the same multiples of the second column from columns 3 : <. We continue with the trailing submatrix in the
    same way, until we reduce � to a tridiagonal matrix) , in only sub- and super-diagonal elements)7+7,7,)7,7+1
    are nonzero, and which is also anti symmetric.

    1. Implement this algorithm and test it on random matrices with Gaussian elements. The algorithm
    should return twomatrices, a lower triangularmatrix !with 1s on the diagonal and an anti symmetric
    matrix ) , such that � satisfies � = !)!) (but a weaker condition in floating point). For simplicity,
    operate on all the elements of � and the trailing submatrices, not only on one triangle. Try to make
    the code as efficient as possible (while operating on both triangles). Test that it works correctly and
    explain how you performed the tests. Hint: As in !* with Gaussian elimination, if you eliminate
    column 8 with using a matrix !8 with ones on the diagonal and the negation of the multipliers below
    the diagonal in one column (which one?), thematrix ! should have themultipliers in the same position,
    but not negated.

    2. Roughly how many arithmetic operation does your code perform? The answer should be given as an
    explicit multiple of <3; you can ignore low order terms. Please relate your answer to the number of
    operations that the !* factorization performs. Explain the result.

    3. If you were to modify the algorithm and the code from Part 1 so that it would only operate on one
    triangle, say the lower one, howmany operations would the improved algorithm perform? How does
    this relate to the number of operations performed by the !* factorization?

    4. The main motivation for this algorithm is that we can incorporate into it partial pivoting. Show that
    the algorithm, as presented up to now, can fail, and explain why it might be unstable even in cases
    where it does not fail.

    5. We can avoid these problems by exchanging before we eliminate column 8 and row 8 two rows and the
    same two columns so that the element in position 8+1, 8 in the trailing submatrix has the largest mag-
    nitude among elements 8 + 1 : <, 8. We can express the overall factorization as %�%) = !)!) ,where
    % is a permutation matrix. Explain how these exchanges affect the matrix !. How do you think we
    can characterize the trailing submatrices and) if we perform these exchanges, both in the worst case
    and in practice? You only need to provide a reasonable characterization and to justify it from what
    we know about !* with partial pivoting; you do not need to provide a formal analysis.

    6. We can make this algorithm even more efficient by noticing that the matrix � = )!) is upper Hes-
    senberg (elements �7 8 with 7 > 8 + 1 are zeros). Prove that this is indeed the case and explain how
    elements of ) relate to elements of � (so that we can construct ) from �).

    7. Modify your code from Part 1 so that it computes ! and � . You can again update the entire trailing
    submatrix.

    2

    8. Explain how this modification reduces the number of arithmetic operations and give an estimate for
    the number of operations that the algorithm performs if it exploits the anti-symmetry (the leading
    term only).

    9. To solve a system �F = %)!)!)%F = 1, we need to solve linear systems with a anti-symmetric tridi-
    agonal matrix) . Explain howwe can do that in a backward-stable way in$(<) arithmetic operations
    and storage.

    2 Benchmarking Linear Solvers (30 Points)
    The aim of this problem is to benchmark a number of exiting solvers of linear equations. The focus is on
    producing valid and robust results and on presenting them well. For this problem, it is important that the
    solvers be efficient. Matlab is considered the gold standard for this problem. All its solvers are good enough
    (if used correctly); you can use some other programming environment (e.g., Python), but if one or more of
    its solvers is inefficient, you may lose points.

    1. Implement a function lap2d that creates the Laplacian of an <-by-< two dimensional grid. Theweight
    of all edges should be 1, and the row-sums of all rows other than the first should be 0. The sum of
    the elements in the first row should be 1. The row/column ordering of the matrix should be a row-
    by-row ordering of the grid vertices (the so-called natural order). Thematrixmust be represented
    efficiently as a sparsematrix (inmatlab, the form S=sparse(i,j,a) is a goodway to construct the
    matrix from a set of nonzero values 07 8) Plot the nonzero structure of the matrix (spy) for a 10-by-10
    grid.

    2. Implement a similar function lap3d for 3-dimensional grids. Plot it for some convenient size for
    which the structure of the matrix is clear from the plot.

    3. Write a code that measures the performance of several linear solvers for �F = 1, where � is a Lapla-
    cian from Part 1 and 1 is a random vector. You The solvers that you need to implement are:

    (a) A dense Cholesky factorization. In Matlab, A=full(S) creates a dense representation of a
    sparse matrix.

    (b) A sparse Cholesky factorization, with a row/column permutation to enhance sparsity in the
    factor. In Matlab, help chol (or the more detailed doc chol) will tell you how to invoke the
    Cholesky factorization so that it can permute the rows and columns of a sparse matrix.

    (c) Conjugate gradients without a preconditioner (pcg in Matlab).

    (d) Conjugate gradients with an incomplete-Cholesky factorization with no fill (ichol in Matlab).

    4. Demonstrate that each of the solvers is correct. For the iterative solvers, explain their accuracy of the
    solution that they return and compare to the solution of the direct (Cholesky factorization) solvers.
    For the sparse solver, show the nonzero structure of the factor, to demonstrate that it is indeed sparse.

    5. Compare the performance of the 4 solvers by finding out the size of the largest grid they can handle
    (in both 2D and 3D) in 10s (only the linear solver should take 10s; exclude the time to construct the
    test problem). You will need to write code that finds these problem sizes. You are free to also present
    the performance of the 4 solvers in other ways. Make sure your results are statistically robust; the

    3

    actual running times are not deterministic even if the algorithm is. You need not perform a statistical
    analysis, but you need to account for the running-times variability and to explain how do you did it.
    In this part of the problem, do your best to ensure that the solver is using only 1 CPU core (in Matlab,
    maxNumCompThreads(1) should work); explain how you restricted the solvers to 1 core and how
    you checked that they are indeed using only one.

    6. Repeat Part 5, but with at as many cores as you can. Try to the speedups.

    3 Efficient Multiplication of Sparse Matrices (20 Points)
    This problem investigates the efficient multiplication of sparse matrices represented using a compressed
    sparse column (CSC) representations. In this representation, the nonzero values of elements each column
    are stored consecutively in an array, and the row indices of these elements are stored in the same order in
    an integer array. These arrays need not be sorted in increasing row order. A third array points to the two
    arrays representing each column; this array represents the columns in increasing index order.

    1. Given the CSC representation of two sparse matrices � ∈ R;×< and � ∈ R<×9, show how to create
    the CSC representation of the product �� in $(; + 9 + >) operations, where > is the number of
    arithmetic operations on nonzeros required to multiply the two matrices. Make sure you explain
    how to determine the size of each column in the product (that is, the size of the arrays that represent
    that column).

    2. Given the CSC representation a sparse matrix � ∈ R;×<, show how to create the CSC representation
    of the product �) �. Try tomake this as efficient as possible and analyze the total number of operations
    that the multiplication requires in terms of ;, <, and >.

    3. Suggest a mechanism to improve the efficiency of the solution of Part 1 in cases in which ; � >.
    That is, try to find a way to remove the dependence on ; from the running time.

    4 A Tradeoff in the LLL Basis Reduction Algorithm (10 points)
    The !!! algorithm ensures that in the output matrix ' satisfies��'7,8�� ≤ 1

    2
    ��'7,7��

    '27,7 ≥ H'27−1,7−1 − '27−1,7 .

    for some 1/4 < H < 1. That is, the client code that calls LLL sets H to some value in this range. Explain the
    tradeoff: what happens when we set H just above 1/4? What happens when we set H just below 1?

    4

    **## exam-2024-fall.pdf**

    Selected Algorithms in Linear Algebra
    Home Exam

    Sivan Toledo

    February 2025

    General Instructions
    1. Submission of a solution to this exam constitutes a statement that you followed these instructions.

    If you failed to follow some of the instructions for whatever reason, explain at the top of the exams
    which instructions you failed to follow, how you solved the relevant parts of the exam, and why.

    2. The exam is individual. You may not discuss the exam, your solutions or other solutions, or anything
    having to do with the algorithms and computations that the exam focuses on with any person except
    Sivan Toledo. You must follow this rule before, during, and after you solve the exam (including in the
    periods before you start the exam and after you submit your solution, since different students may
    solve it at different times).

    3. You may only discuss this exam with persons other than Sivan Toledo after the grades are published.

    4. You may use any publicly-accessible non-human resource to solve the exam, but you must cite every
    resource that you use. For books, articles, web sites, and so on, cite the title, author, and URL, and
    explain how you used the resource. For AI tools and other responsive resources, give the name of the
    tool (and URL if not well known) and the prompts. If the interaction was complex, just summarize
    the interaction. In both cases, explain how you used the results.

    5. Include all the code that you used, and mark clearly code that you wrote, code from other sources
    (static or responsive/AI). If you fixed or corrected existing or generated code, indicate your changes
    or fixes clearly.

    6. All code must be clearly documented using comments.

    7. Use diagrams and graphs where appropriate to clarify and/or enhance your answers.

    1 Efficient and Stable Factorization of Anti-Symmetric Matrices
    (40 points)

    We can solve a linear system of equation with an <-by-< symmetric positive-definite matrix � using the
    Cholesky factorization using 1

    3<
    3 + =(<3) arithmetic operations. The algorithm is backward stable and it is

    about twice as efficient as an !* factorization with partial pivoting, which is also usually backward stable,
    but does not exploit symmetry. In some vague way it makes sense that Cholesky would be twice as efficient,

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    ראינו בשיעור 2

    because due to the symmetry of the matrix, we can represent it using its upper and lower half, so we do not
    need to update the entire trailing submatrix after every elimination step.

    In this problem we want to factor in a backward-stable a real matrix that is not symmetric, but satis-
    fies the constraint �) = −�. In other words, its elements satisfy �7 8 = −�87. We will call such matrices
    anti symmetric. Such matrices are fully defined by about <2/2 real values, not <2, so we hope to achieve
    computational savings similar to the savings in Cholesky.

    The main building block in our new algorithm will be to zero most of the first column by subtracting
    a multiple of the second row of � from rows 3 : <. We will then zero most of the first row by subtracting
    the same multiples of the second column from columns 3 : <. We continue with the trailing submatrix in the
    same way, until we reduce � to a tridiagonal matrix) , in only sub- and super-diagonal elements)7+7,7,)7,7+1
    are nonzero, and which is also anti symmetric.

    1. Implement this algorithm and test it on random matrices with Gaussian elements. The algorithm
    should return twomatrices, a lower triangularmatrix !with 1s on the diagonal and an anti symmetric
    matrix ) , such that � satisfies � = !)!) (but a weaker condition in floating point). For simplicity,
    operate on all the elements of � and the trailing submatrices, not only on one triangle. Try to make
    the code as efficient as possible (while operating on both triangles). Test that it works correctly and
    explain how you performed the tests. Hint: As in !* with Gaussian elimination, if you eliminate
    column 8 with using a matrix !8 with ones on the diagonal and the negation of the multipliers below
    the diagonal in one column (which one?), thematrix ! should have themultipliers in the same position,
    but not negated.

    2. Roughly how many arithmetic operation does your code perform? The answer should be given as an
    explicit multiple of <3; you can ignore low order terms. Please relate your answer to the number of
    operations that the !* factorization performs. Explain the result.

    3. If you were to modify the algorithm and the code from Part 1 so that it would only operate on one
    triangle, say the lower one, howmany operations would the improved algorithm perform? How does
    this relate to the number of operations performed by the !* factorization?

    4. The main motivation for this algorithm is that we can incorporate into it partial pivoting. Show that
    the algorithm, as presented up to now, can fail, and explain why it might be unstable even in cases
    where it does not fail.

    5. We can avoid these problems by exchanging before we eliminate column 8 and row 8 two rows and the
    same two columns so that the element in position 8+1, 8 in the trailing submatrix has the largest mag-
    nitude among elements 8 + 1 : <, 8. We can express the overall factorization as %�%) = !)!) ,where
    % is a permutation matrix. Explain how these exchanges affect the matrix !. How do you think we
    can characterize the trailing submatrices and) if we perform these exchanges, both in the worst case
    and in practice? You only need to provide a reasonable characterization and to justify it from what
    we know about !* with partial pivoting; you do not need to provide a formal analysis.

    6. We can make this algorithm even more efficient by noticing that the matrix � = )!) is upper Hes-
    senberg (elements �7 8 with 7 > 8 + 1 are zeros). Prove that this is indeed the case and explain how
    elements of ) relate to elements of � (so that we can construct ) from �).

    7. Modify your code from Part 1 so that it computes ! and � . You can again update the entire trailing
    submatrix.

    2

    8. Explain how this modification reduces the number of arithmetic operations and give an estimate for
    the number of operations that the algorithm performs if it exploits the anti-symmetry (the leading
    term only).

    9. To solve a system �F = %)!)!)%F = 1, we need to solve linear systems with a anti-symmetric tridi-
    agonal matrix) . Explain howwe can do that in a backward-stable way in$(<) arithmetic operations
    and storage.

    2 Benchmarking Linear Solvers (30 Points)
    The aim of this problem is to benchmark a number of exiting solvers of linear equations. The focus is on
    producing valid and robust results and on presenting them well. For this problem, it is important that the
    solvers be efficient. Matlab is considered the gold standard for this problem. All its solvers are good enough
    (if used correctly); you can use some other programming environment (e.g., Python), but if one or more of
    its solvers is inefficient, you may lose points.

    1. Implement a function lap2d that creates the Laplacian of an <-by-< two dimensional grid. Theweight
    of all edges should be 1, and the row-sums of all rows other than the first should be 0. The sum of
    the elements in the first row should be 1. The row/column ordering of the matrix should be a row-
    by-row ordering of the grid vertices (the so-called natural order). Thematrixmust be represented
    efficiently as a sparsematrix (inmatlab, the form S=sparse(i,j,a) is a goodway to construct the
    matrix from a set of nonzero values 07 8) Plot the nonzero structure of the matrix (spy) for a 10-by-10
    grid.

    2. Implement a similar function lap3d for 3-dimensional grids. Plot it for some convenient size for
    which the structure of the matrix is clear from the plot.

    3. Write a code that measures the performance of several linear solvers for �F = 1, where � is a Lapla-
    cian from Part 1 and 1 is a random vector. You The solvers that you need to implement are:

    (a) A dense Cholesky factorization. In Matlab, A=full(S) creates a dense representation of a
    sparse matrix.

    (b) A sparse Cholesky factorization, with a row/column permutation to enhance sparsity in the
    factor. In Matlab, help chol (or the more detailed doc chol) will tell you how to invoke the
    Cholesky factorization so that it can permute the rows and columns of a sparse matrix.

    (c) Conjugate gradients without a preconditioner (pcg in Matlab).

    (d) Conjugate gradients with an incomplete-Cholesky factorization with no fill (ichol in Matlab).

    4. Demonstrate that each of the solvers is correct. For the iterative solvers, explain their accuracy of the
    solution that they return and compare to the solution of the direct (Cholesky factorization) solvers.
    For the sparse solver, show the nonzero structure of the factor, to demonstrate that it is indeed sparse.

    5. Compare the performance of the 4 solvers by finding out the size of the largest grid they can handle
    (in both 2D and 3D) in 10s (only the linear solver should take 10s; exclude the time to construct the
    test problem). You will need to write code that finds these problem sizes. You are free to also present
    the performance of the 4 solvers in other ways. Make sure your results are statistically robust; the

    3

    actual running times are not deterministic even if the algorithm is. You need not perform a statistical
    analysis, but you need to account for the running-times variability and to explain how do you did it.
    In this part of the problem, do your best to ensure that the solver is using only 1 CPU core (in Matlab,
    maxNumCompThreads(1) should work); explain how you restricted the solvers to 1 core and how
    you checked that they are indeed using only one.

    6. Repeat Part 5, but with at as many cores as you can. Try to the speedups.

    3 Efficient Multiplication of Sparse Matrices (20 Points)
    This problem investigates the efficient multiplication of sparse matrices represented using a compressed
    sparse column (CSC) representations. In this representation, the nonzero values of elements each column
    are stored consecutively in an array, and the row indices of these elements are stored in the same order in
    an integer array. These arrays need not be sorted in increasing row order. A third array points to the two
    arrays representing each column; this array represents the columns in increasing index order.

    1. Given the CSC representation of two sparse matrices � ∈ R;×< and � ∈ R<×9, show how to create
    the CSC representation of the product �� in $(; + 9 + >) operations, where > is the number of
    arithmetic operations on nonzeros required to multiply the two matrices. Make sure you explain
    how to determine the size of each column in the product (that is, the size of the arrays that represent
    that column).

    2. Given the CSC representation a sparse matrix � ∈ R;×<, show how to create the CSC representation
    of the product �) �. Try tomake this as efficient as possible and analyze the total number of operations
    that the multiplication requires in terms of ;, <, and >.

    3. Suggest a mechanism to improve the efficiency of the solution of Part 1 in cases in which ; � >.
    That is, try to find a way to remove the dependence on ; from the running time.

    4 A Tradeoff in the LLL Basis Reduction Algorithm (10 points)
    The !!! algorithm ensures that in the output matrix ' satisfies��'7,8�� ≤ 1

    2
    ��'7,7��

    '27,7 ≥ H'27−1,7−1 − '27−1,7 .

    for some 1/4 < H < 1. That is, the client code that calls LLL sets H to some value in this range. Explain the
    tradeoff: what happens when we set H just above 1/4? What happens when we set H just below 1?

    4