Apple organization like any other business organization is required by the law to function according to the stipulated ethics so as to respond effectively to both internal and external triggers of change. These ethics are important in an organization since it expresses the values an organization has to its workers and to the general public. The elements which have contributed to this organizations excellent performance in the competitive market include respect for the clients, honesty and trust among other ethics. These ethics have contributed to Apple’s organization overall performance through influencing its employees ways of thinking, building trust within the organization and their customers and developing goal oriented culture in the organization hence, its excellent performance in the electronics market (Ferrell et al. 2008). Upholding of the labor and human rights to promote dignity are some of the ethical principles of the Apple organization. This is achieved through treating its employees with dignity and respecting their varied needs and backgrounds to promote organization’s productivity and unity at the workplace. Other ethical codes in this organization include, antidiscrimination (basing on race, age gender or color), fair remuneration, prevention of forced labor, prevention of under-aged labor, provision of adequate working hours( 60hours per week), freedom of association within the organization among other ethics which govern the behavior of the employees in the organization (Peng, 2009). Despite these reputations linked with the Apple organization, the organization has been associated with various unethical behaviors which have contributed negatively to the company’s provision of their products and services to their customers. The company should function in a way that is acceptable in the society and engage in organization’s activities which contribute to the overall economic stability and protection of the environment (Lusted, 2012). Therefore, this paper tries to analyze in detail the unethical behaviors which have been associated with the Apple Company, and try to identify some of the effects which are likely to contribute to these unethical behaviors. The analysis is done taking into consideration the MAN2100 which stipulates the ethical responsibilities which the organization should uphold. One of the unethical behaviors of the Apple Company is the violation of their employees’ rights and labor laws. This is evidenced by the long working hours its employees have to perform their tasks. For instance, audits done in the company revealed that the employees were working in the company for a duration of more than 60 hours a week and some employees working in the organization for a duration of more than six days in a week. Additionally, the company is involved in the employment of children who are less than 15 years and providing false information in their records. The employees are paid less wages as compared to the duration of their working hence, violating their rights which is unethical (Zimmerli, 2006). Additionally, the company engages in innovations which are considered unethical according to the MAN2100 regulation on organization’s responsibilities. The employees responsible for marketing these innovations are required by the organization work for long periods of time causing burn out and exhaustion to these employees. Employees have faced incidences of injuries such as motion injuries, injuries due to exposure to toxic chemical substances and the provision of unhealthy working conditions at the pretext of promoting innovations contributing to the violation of the employees’ labor rights hence, engaging in unethical behaviors (Creemer, 2009).

For this text : Find a solution to Apple Company to solve this Unethical issue

Analysis it then provide Findings and Analysis

then provide a Recommendation

and a conclusion

Case 1: During her first visit to a Caribbean country, Margaret McKenzie, a 35 year-old woman, decided to try snorkeling over a local coral reef. Although she enjoyed the· fascinating plants and fishes, she found the taste of salt water unpleasant and was having trouble maintaining her orientation and position in the waves. Margaret lifted her head up and noticed that she was drifting further and further from shore. With a start, she realized that the tide was going out. She could hear her breath whistling through her snorkel, and she noticed that her breathing rate was fairly fast and getting faster. Shortly thereafter, she noticed that her heart had begun to pound. Margaret decided to swim in to shore. Although not usually a strong swimmer, Margaret found unexpected reserves of strength that enabled her to swim against the outgoing tide. When she arrived on the beach she was pale, breathing hard, and her heart was racing. Over the next few moments her color, and her heart and respiratory rates began to return to normal.

Case 2: Matthew was a first-year student in a medical illustration program. As part of his education, he was required to attend an autopsy with his class. This was to be his first experience viewing a dead human body, and he was apprehensive about it for days in advance. As he was attempting to sketch the great vessels of the heart, he noticed that his breathing rate was fast and getting faster. At the same time, he noticed that his heart had begun to race, that he was sweating despite the cool temperature, and that he was feeling lightheaded and nauseous. His professor, noticing that Matthew was pale and his pupils were dilated, led him to a chair outside the autopsy room. She handed Matthew a paper bag and recommended that he breathe into it for a few minutes. Soon Matthew's lightheadedness and nausea began to subside and his respiratory and heart rates began to return to-normal.

Guided questions for Case 1.

1. Describe the "Fight or Flight" reaction?

Phase 1: What general CNS structure is responsible for perception of fear and how are activating signals sent to the body (targets)?

Phase 2: Discuss neural and endocrine response to the activation of the fight or flight response.(bonus- Is there a difference in half-life of substances? If so, which one lasts longer?)

Phase 3. Describe effects on muscle, liver, heart and lungs. Bonus (what other changes may occur?

2. Describe mechanisms responsible for Margaret's circulatory changes e.g. cardiac and vascular; receptors and signaling pathway?

3. How can Margaret's increase in energy be explained?

4. What mechanisms caused Margaret's respiratory changes?

Guided Questions for Case 2:

5. Why was Matthew pale and sweating e.g. relate autonomics to control of cutaneous blood flow?

6. Why did Matthew feel lightheaded hint- breathing rate and CO2?

7. How did breathing into a paper bag relieve Matthew's symptoms?

In what follows use any of the following tests/procedures: Regression, multiple regression, confidence intervals, one sided T-test or two sided T-test. All the procedures should be done with 5% P-value or 95% confidence interval.Some answers are approximated, choose the most appropriate answer.Open Brains data. SETUP: Scientists speculate that the heavier body the larger the human brain (Volume). Given the data your job is to confirm or disprove this assertion.

I. What test/procedure did you perform? (6.66 points)

• a. One sided T-test
• b. Two sided T-test
• c. Regression
• d. Confidence interval

II. Statistical interpretation? (6.66 points)

• a. Since P-value is small we are confident that the slope is not zero.
• b. Since P-value is small we are confident that the averages are different.
• c. Since P-value is too large the test is inconclusive.
• d. None of these.

III. Conclusion? (6.66 points)

• a. Yes, we can confirm the assertion.
• b. No, we cannot confirm the assertion.

  CCMIDSA: Corpus Collasum Surface Area (cm2)     FIQ: Full-Scale IQ      HC: Head Circumference (cm)     ORDER: Birth Order      PAIR: Pair ID (Genotype)        SEX: Sex (1=Male 2=Female)      TOTSA: Total Surface Area (cm2) TOTVOL: Total Brain Volume (cm3)        WEIGHT: Body Weight (kg)
  8.42    96      57.2    1       6       1       1806.31 1079    61.236
  7.44    88      57.2    1       7       1       2018.92 1104    79.38
  6.84    85      57.2    1       8       1       2154.67 1439    99.792
  6.48    97      57.2    1       9       1       1767.56 1029    81.648
  6.43    124     58.5    1       10      1       1971.63 1160    72.576
  7.62    101     57.2    2       6       1       1689.6  1173    61.236
  6.03    93      57.2    2       7       1       2136.37 1067    83.916
  6.59    94      55.8    2       8       1       1966.81 1347    97.524
  7.52    114     56.5    2       9       1       1827.92 1100    88.452
  7.67    113     59.2    2       10      1       1773.83 1204    79.38
  6.08    96      54.7    1       1       2       1913.88 1005    57.607
  5.73    87      53      1       2       2       1902.36 1035    64.184
  6.22    101     57.8    1       3       2       2264.25 1281    63.958
  5.8     103     56.6    1       4       2       1866.99 1051    133.358
  7.99    127     53.1    1       5       2       1743.04 1034    62.143
  7.99    89      54.2    2       1       2       1684.89 963     58.968
  8.76    87      52.9    2       2       2       1860.24 1027    58.514
  6.32    103     56.9    2       3       2       2216.4  1272    61.69
  6.32    96      55.3    2       4       2       1850.64 1079    107.503
  7.6     126     54.8    2       5       2       1709.3  1070    83.009

            It is not uncommon to develop the logic of a program as a console application (NO GUI) and then graft a GUI on to it later. There are also many reasons for separating the GUI of the program from the rest of the code logic. (This is part of a common design pattern called Model View Controller (MVC) where the GUI represents the View aspect.) For instance, you might have a Web-based or mobile device GUI in addition to a Desktop Application one…

            So for this lab, I want you to recode the 2-player Tic Tac Toe game (as we did in CP I) previous lab to use a Java Swing GUI. You can use the same internal data representation (board) and much of the code from the previous version. If you were not with me for CP I, you can get a copy of the Tic Tac Toe console program code from Bb.

The computer does not play the game but facilitates two human players enforcing the rules for the game and determining ties and wins. It should prompt the user to play again when a game ends.

1. Create a java Swing GUI application in a new Netbeans project called TicTacToeGUI. Your project will have a TicTacToeFrame.java class and a java main class: TicTacToeRunner.java.
2. The game is the same in every respect to the previous lab from CP I (where we refactored Tic Tac Toe console code from the text) except that there is now a GUI to handle the display of the game state and the input from the user. Starting with X each player alternates making a move by clicking on a square. The game blocks until a legal move is entered and then switches to receive input from the other player. The game should check for wins after each move starting with the 5^th and should check for a tie (7^th move).
3. Use JOptionPane to msg the user as needed for illegal moves and when the game is won or tied, or the user quits. Do not use any console (System.out.print…) output as this is a GUI program.
4. Use grid layout to create a 3 X 3 matrix of JButton objects for the Tic Tac Toe board.   Provide a quit button as well. Hint: use an Array of JButton objects for the squares. IF you do this in a clever way as a 2D array, it will interface nicely with your previous code for the game. I suggest that you sub-class the JButton to create a TicTacToeButton class that holds the state of the button.
5. You also want to create a single listener instance for all the Buttons on the board. It should determine the row col position of the Button and interface with the code for the game logic.
6. Provide many screen shots that establish that your game works correctly:

• Win dialog
• Tie dialogs (Full board tie and the not full board tie)
• Looping until user enters a valid move
• Prompt to play another game.
    

7. Package your entire Netbeans folder into an archive called LastnameFirstname _Ass01.zip (using your actual name instead of LastnameFirstname) and submit your file using the Bb assignments mechanism.

Research online law libraries and the Internet for sources concerning information on Americans with Disabilities Act (ADA), Americans with Disabilities Act Amendments Act (ADAAA), state and federal medical marijuana laws, privacy for drug testing, and drug testing in the workplace

Discuss the case study including all of its relevant topics;

Analyze whether a reasonable accommodation is appropriate or inappropriate.

ADA Accommodation for Medical Marijuana Case Study

An Arizona woman was fired from her job for using medical marijuana, which was legally obtained for medical reasons related to a diagnosis of post-traumatic stress disorder (PTSD). She is considering whether to sue her former employer for discrimination under the Americans with Disabilities Act and ADAAA. She had been in a serious car accident just over a year ago and the Jaws of Life were used to extricate her from her demolished vehicle. When she came out of her coma and after she was released from the hospital, she suffered from tremors and panic attacks. She informed her former employer before being hired that she had the required certification from her physician allowing her to purchase marijuana under her state’s voter-approved medical marijuana law and had a registration card for verification. The medical marijuana aids her in alleviating anxiety and keeping her in a calm state necessary for her to function steadily in any work she maintains. She does not use the substance during the work day, but uses it before she goes to work and at bedtime. She claims she does not sense the proverbial “high” that most people associate with smoking marijuana. She advised her former employer that if drug testing was required, she would test positive for the medical marijuana. The employer hired her anyway, leading the woman to believe that her use of medical marijuana was not an issue for the employer. The employer maintains the company has a zero-tolerance workplace. Within a month of her employment as a data entry clerk, she was randomly selected to be drug tested. Again, she advised her employer of her allowed medical marijuana use, and also informed the testing site lab where she signed a consent form to be tested. As expected and as she advised, she tested positive for marijuana and resultantly was terminated. She contacted the Human Resource Department to protest her termination claiming she should be given an ADA accommodation, but the HR representative informed her the company follows federal law in this regard to medical marijuana use because they conduct business with the federal government. Arizona treats employees using medical marijuana as a protected class. The woman is contemplating suing the company for wrongful termination and discrimination under the Americans with Disabilities Act (ADA) and ADAAA, and violations of her state rights as a protected class employee under Arizona law. She believes she should be reinstated in a same or similar position with back pay and an accommodation given to excuse her from drug testing due to her medical disability, which interferes with basic and daily life and work-related activities unless she is able to take her prescribed medical marijuana.

The creation of a technology actually a communal operation? How is the nature of technology?what must we as humans, living in a shared environment, consider in the creation of technology? Have we lost sight of the wonder of technology?

There is no better, more easily understood, and more fun explanation of the complexity of markets than Leonard Read’s “I, Pencil.” It ought to give considerable pause when we listen to the arrogance of politicians who tell us they can manage an economy better than millions, perhaps billions, of independent decision makers in pursuit of their own goals. Its message to would-be planners is to bug out!

Leonard Read’s delightful story, “I, Pencil,” has become a classic, and deservedly so. I know of no other piece of literature that so succinctly, persuasively, and effectively illustrates the meaning of both Adam Smith’s invisible hand—the possibility of cooperation without coercion—and Friedrich Hayek’s emphasis on the importance of dispersed knowledge and the role of the price system in communicating information that “will make the individuals do the desirable things without anyone having to tell them what to do.”

We used Leonard’s story in our television show, “Free to Choose,” and in the accompanying book of the same title to illustrate “the power of the market” (the title of both the first segment of the TV show and of chapter one of the book). We summarized the story and then went on to say:

“None of the thousands of persons involved in producing the pencil performed his task because he wanted a pencil. Some among them never saw a pencil and would not know what it is for. Each saw his work as a way to get the goods and services he wanted—goods and services we produced in order to get the pencil we wanted. Every time we go to the store and buy a pencil, we are exchanging a little bit of our services for the infinitesimal amount of services that each of the thousands contributed toward producing the pencil.

“It is even more astounding that the pencil was ever produced. No one sitting in a central office gave orders to these thousands of people. No military police enforced the orders that were not given. These people live in many lands, speak different languages, practice different religions, may even hate one another—yet none of these differences prevented them from cooperating to produce a pencil. How did it happen? Adam Smith gave us the answer two hundred years ago.”“I, Pencil” is a typical Leonard Read product: imaginative, simple yet subtle, breathing the love of freedom that imbued everything Leonard wrote or did. As in the rest of his work, he was not trying to tell people what to do or how to conduct themselves. He was simply trying to enhance individuals’ understanding of themselves and of the system they live in.That was his basic credo and one that he stuck to consistently during his long period of service to the public—not public service in the sense of government service. Whatever the pressure, he stuck to his guns, refusing to compromise his principles. That was why he was so effective in keeping alive, in the early days, and then spreading the basic idea that human freedom required private property, free competition, and severely limited government.Professor Friedman, the 1976 Nobelist in Economic Science, is Senior Research Fellow at the Hoover Institution, Stanford, California.

The Donner Party: Natural Selection in Action The Donner Party is the name of emigrants who travelled in covered wagons from Illinois to California in 1846 and became trapped in the Sierra Nevada Mountains when the region was hit by heavy snows in late October. By the time the survivors were rescued in April, 1847, 40 out of 87 had died from famine and exposure to severe cold. Some of those that survived did so by resorting to cannibalism, according to newspapers reporting at that time. Data on the survivorship of the party members may be used to gain some insight into human behavior and natural selection under extreme stress. For example, some questions of interest are whether males are better able to withstand harsh conditions than females and the extent to which the chances of survival vary with age. The data in the lab assignment come from Grayson, (1990), “Donner Party Deaths: A Demographic Assessment,” Journal of Anthropological Research, v.46. The data are also available in the StatCrunch file lab3.txt located on the STAT 151 Laboratories web site at http://www.stat.ualberta.ca/statslabs/stat151/index.htm (click Stat 151 link, and Data for Lab 3). The data are not to be printed in your submission. The following is a description of the variables in the data file: Variable Name Description of Variable NAME full name of the passenger, GENDER gender (female or male); FAMILY family name, POSITION member status within the family, AGE estimated age (in years) as of July 31, 1846; CHILD child (yes or no) SURVIVAL survived or died, ORDER order of death, ALONE Yes if travelling alone (no family, no close accompanying persons), GROUP SIZE Number of group members. 1. Is it an observational study or a randomized experiment? Can the data be generalized to a broader population? If females in the study turned out to be more apt to survive than males, could this be used as proof that, in general, females are better able than males to withstand harsh conditions? 4. In this question, you will examine the relationship between survival and gender. (a) Were the chances of survival different for females than for males? In order to answer the question, obtain the contingency table of survival by gender. Make sure that Row percent, Column percent, and Percent of Total as well as Chi-Square test for independence are selected. Paste the table into your report. (b) Using α = 0.05, test that there was no relationship between survival and gender. State the null and alternative hypotheses. Report the value of the appropriate test statistic, the distribution of the test statistic under the null hypothesis, and the P-value of the test to answer the question. State your conclusion. (c) Refer to the output in part (a) to answer the following questions: What percent of the survivors were females? What percent were female survivors? (d) Using α = 0.05, is there evidence that there was a difference in the survival rate for females and males? Carry out the appropriate two-sample proportion test. State the null and alternative hypotheses. Report the value of the appropriate test statistic, the distribution of the test statistic under the null hypothesis, and the P-value of the test to answer the question. State your conclusion. (e) What is the relationship between the tests in parts (b) and (d)? 3 (f) Obtain and interpret a 95% confidence interval for the difference in survival rates of females and males?

1) Which of the following statements is true?

• A. A change in the market price can only shift the demand curve.
• B. A decrease in supply causes equilibrium price to rise; the increase in price then results in a decrease in demand.
• C. If both demand and supply increase there must be an increase in equilibrium price; equilibrium quantity may either increase or decrease.
• D. If demand decreases and supply increases one cannot determine if equilibrium price will increase or decrease without knowing which change is greater.
• E. An increase in demand causes a change in equilibrium price; the change in price does not cause a further change in demand or supply.

2)

Two researchers estimated how the price elasticity of demand for coal in China has changed from 1998 to 2012. Without reading their peer-reviewed paper, can you predict their findings?

• A. Yes, price elasticity of demand became more elastic over time.
• B. Yes, price elasticity of demand became less elastic over time.
• C. Yes, price elasticity of demand became less elastic as coal has more substitutes.
• D. No, without knowing the initial elasticity classification we are unable to determine how elasticity changed.

3) Since November 2016, Arabica coffee bean prices have continually fallen. Brazil is the world's leading producer of Arabica beans. What would happen in the labor market for Brazilian coffee bean farmers.

• A. Labor demand shifts rightward due to increased human capital resulting in a higher marginal revenue product (MRP). Equilibrium wage and equilibrium quantity of labor both increase.
• B. Labor supply shifts rightward due to increased population. Equilibrium wage decreases and equilibrium quantity of labor increases.
• C. Labor demand shifts leftward due to decreased inputs resulting in a lower marginal revenue product (MRP). Equilibrium wage and equilibrium quantity of labor both decrease.
• D. Labor supply shifts leftward due to a change in demographics. Equilibrium wage increases and equilibrium quantity of labor decreases.
• E. Labor demand shifts leftward due to decreased prices resulting in a lower marginal revenue product (MRP). Equilibrium wage and equilibrium quantity of labor both decrease.

-----------------------------------------------------------------------------------------------------------------------------------

Use for 4-5

4) (TABLE)

According to the table above, from February 2018 to November 2018 the U.S. dollar has ________ in value compared to the Chinese yuan and the Chinese yuan has ________ compared with the U.S. dollar which is ________ with the United States increasing tariffs on imports from China.

• A. appreciated; depreciated; consistent
• B. appreciated; depreciated; inconsistent
• C. depreciated; appreciated; consistent
• D. depreciated; appreciated; inconsistent
• E. appreciated; appreciated; consistent

5) (TABLE)

Ceteris paribus, IF the U.S. dollar appreciates relative to the Chinese yuan, then tourists from China are ________ likely to visit the U.S., Chinese exports will ________, Chinese imports will ________, and Chinese net exports will ________.

• A. less; increase; decrease; decrease
• B. less; decrease; increase; increase
• C. more; decrease; increase; increase
• D. less; increase; decrease; increase
• E. None of the above.