The immediate social environment is a very important source of inf.docx

The immediate social environment is a very important source of
information because individuals use it to construct reality and
formulate attitudes, behavior and perception (Dastmalchian,
Blyton & Adamson, 2014). Research shows that a stronger
social influence takes place in a work team because individuals
are more likely to identify most closely with their work team
and are more willingly to comply with the team norms. I have
adequate experience having worked in different teams some
with a positive climate and others operating under negative
climate and I realized that there was big difference between the
two team climates. I realized that team climate significantly
influences individual’s normative believes, perceptions and
technological usage. Unlike a team operating in a negative work
climate, a team that operates in positive climate creates an
environment in which sharing of knowledge is encouraged.
A positive work climate as opposed to a negative one results
from good communication between the team members (Xue,
Bradley & Liang, 2011). In my case, the team members trusted
each other and they were willing to accept their vulnerability
based on confident expectations of teammates’ integrity and
competence unlike in the negative work environments whereby
there was no trust among the teammates and communication
between members was not good. In the team that operated in a
positive work climate there was immense innovativeness as the
emphasis was on learning and reasonable risk taking. Members
of this team approved innovations and provided practical
support to their peers’ innovative initiatives. The other team in
the negative work climate was not innovative and feared to take
risks. In addition, there was no learning of new ideas and there
was no open information flow and things were difficulty to
handle in this team. I therefore encourage all teams working in
organization or their respective institution to learn how to
operate in a positive climate where they will share their
knowledge and encourage each other.

References
Dastmalchian, A., Blyton, P., & Adamson, R. (2014). The
Climate of Workplace Relations (Routledge Revivals).
Routledge.
Xue, Y., Bradley, J., & Liang, H. (2011). Team climate,
empowering leadership, and knowledge sharing. Journal of
knowledge management,15(2), 299-312.
Your 418829 Project was returned to you without a grade
because it is not complete.
Your Pseudocode along with the Flowchart do not have the
required menu as mentioned
in the project instructions.
Please review the programs and figures in Chapter 11 to assist
you with your assignment.
Please revise your work and submit the updated files for
grading.

The flowchart and pseudocode are not correct for your projects.
Visual Basic statements are not acceptable forms of
pseudocode.
Your Flowcharts do not actually take us through the logic flow
of the program.
Please review the examples in your textbook, revise your work,
and submit the updated
files for grading.
You did not create the required brake and accelerate functions
in your Pseudocode
and your flowchart asmentioned in the project instructions.
Please review Chapter 14
in your textbook to assist you witht the assignment.
grading.

You did not create the required Car class in your Pseudocode
and your flowchart as
mentioned in the project instructions. Please review Chapter 14
in your textbook
to assist you witht the assignment.
grading.
Your Pseudocode along with the Flowchart do not have the
required menu as mentioned
in the project instructions.
Please review the programs and figures in Chapter 11 to assist

you with your assignment.
grading.
because you did not include
Part 2 of the assignment.
Please review the project instructions and submit the required
files for grading.
Your Pseudocode along with the Flowchart do not provide
validation to see if the
fat grams and calories being entered is less than zero. Please
check out the
programs and figures in Chapter 7 to assist you with your
assignment.

grading.
Final Graded Project
Introduction to
Programming
1
INTRODUCTION
Congratulations! You’ve completed all the text materials for
this course. All you have left to do is to complete this final
graded project, which will demonstrate the programming and
logic skills you’ve acquired. This graded project will be similar
to the ones you’ve worked on throughout the course. If you’ve
successfully completed the assignments and graded project
for each lesson, you should have no problem completing the
tasks for this project.
MICROSOFT VISIO
You’ve already installed Microsoft Visio, but if you for some
reason need to reinstall the program, visit the Getting Started
Guide at http://visio.microsoft.com.
1. You can download a free 60-day trial version by following
these steps:
http://visio.microsoft.com and click Download Free
Visio Trial.

2. Follow the on-screen prompts to download the trail.
3. Open Visio from the Start Menu. It may appear in the
Microsoft Office menu.
4. Activate your trial version after you open Visio.
Note: The system requirements for the Visio trial are Windows
7,
Windows Vista, Windows XP with Service Pack (SP) 2,
Windows Server 2003 with SP1, or another later operating
system.
Introduction to Programming
Introduction to Programming2
YOUR ASSIGNMENT
This final graded project is divided into two parts.
Part 1
Turn to page 223 of your textbook and locate Programming
Exercise 2—Calories Burned. Create a program that calcu-
lates the number of calories burned while running on a
treadmill. An individual running on this particular treadmill
burns 3.9 calories per minute.
Design a program that uses a loop to display the number of
calories burned after running 10, 15, 20, 25, and 30 minutes.
To complete Part 1,
1. Create a flowchart for this program using the data provided.
2. Create pseudocode for this program using the data provided.

Part 2
Turn to page 427 of your textbook and locate Programming
Exercise 6—Golf Scores. You’ll create a program for a Golf
Club that
n Reads each player’s name and golf score as keyboard
inputs, and saves these records as golf.dat.
n Reads the golf.dat records and displays them.
To complete Part 2,
1. Create a flowchart for this program using the data provided.
2. Create pseudocode for this program using the data provided.
SUBMITTING YOUR WORK
Congratulations! Now that you’ve completed the final graded
programming project, you’re ready to apply all you’ve learned
about programming to your own projects. All you must do
now is inspect your completed project files one last time
before you e-mail the files to your instructor for grading.
Introduction to Programming 3
Be sure to submit these four files for grading:
1. Part 1: Flowchart
2. Part 1: Pseudocode
3. Part 2: Flowchart

4. Part 2: Pseudocode
Follow this procedure to submit your assignment online:
1. On your computer, save a revised and corrected version
of your project. Make sure to include the project number
(41800600) to identify the project.
2. Go to http://www.pennfoster.edu and log in.
3. Go to Student Portal.
4. Click on Take Exam next to the lesson on which
you’re working
5. Enter your e-mail address in the box provided. (Note:
This information is required for online submission.)
6. Attach your file or files as follows:
n Click on the Browse box.
n Locate the file you wish to attach.
n Double-click on the file.
n Click on Upload File.
7. Click on Submit Files.
Your instructor will use these guidelines to grade your project:
Part 1
n Created the pseudocode for the program 10 points
n Created the main module 10 points

n Created the end module 10 points
n Created the flowchart for the program 10 points
n Created the loop in the flowchart 10 points
TOTAL POINTS FOR PART 1 50 points
Introduction to Programming4
Part 2
n Created the pseudocode for
the program 10 points
n Created the main module 10 points
n Created pseudocode to open and
display the input file 10 points
n Created the flowchart for the program 10 points
n Created the flowchart to open and
display the input file 10 points
TOTAL POINTS FOR PART 2 50 points
Study Guide
Introduction to

Programming
By
Lisa T. Cordeiro
About the Author
Lisa T. Cordeiro served in the Marines Corps in Okinawa,
Japan,
working in telecommunications. She later earned two bachelor
degrees from the University of Massachusetts at Amherst and a
master’s degree from Harvard University’s Extension School.
Ms.
Cordeiro has worked as a Web manager and technical writer and
editor for 13 years. She has written several study guides for
Penn
Foster on topics such as the Internet, Microsoft Office, and
Adobe
products. In addition, Ms. Cordeiro has written articles and
books.
Copyright © 2015 by Penn Foster, Inc.
All rights reserved. No part of the material protected by this
copyright may be
reproduced or utilized in any form or by any means, electronic
or mechanical,
including photocopying, recording, or by any information
storage and retrieval
system, without permission in writing from the copyright owner.
Requests for permission to make copies of any part of the work
should be
mailed to Copyright Permissions, Penn Foster, 925 Oak Street,

Scranton,
Pennsylvania 18515.
Printed in the United States of America
All terms mentioned in this text that are known to be trademarks
or service
marks have been appropriately capitalized. Use of a term in this
text should not be
regarded as affecting the validity of any trademark or service
mark.
INSTRUCTION TO STUDENTS
1
LESSON ASSIGNMENTS
5
LESSON 1: INTRODUCTION TO PROGRAMMING
7
GRADED PROJECT—LESSON 1
15
LESSON 2: MAKING DECISIONS
17
27
LESSON 3: ARRAYS AND MENU-DRIVEN
PROGRAMS
29

37
LESSON 4: ADVANCED PROGRAMMING
39
51
iii
C
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s
C
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s

YOUR COURSE
Welcome to your course in computer programming. In this
course, you’ll learn the basics of computer programming and
logic. You won’t learn a specific programming language; rather,
you’ll examine the basic logic common to all programming
languages. You’ll come away from this course with solid
knowledge of how to create your own programs. You’ll also
learn guidelines on how to incorporate good design into your
programs. You’ll walk away from this course with a solid
understanding of programming concepts that you can use in
your own designs.
This course is designed for beginner programmers. You don’t
need any previous programming experience or an extensive
math background; the text is written in nontechnical lan-
guage, making it easy for beginners to follow the logic. You
also don’t need to focus on a specific programming language.
This course focuses on basic guidelines and best practices for
developing good programming skills.
OBJECTIVES
When you complete this course, you’ll be able to
n Describe basic programming steps
n Create modules and hierarchy charts
n Use Boolean expressions
n Create loops
n Add control breaks
n Create arrays

n Search and sort arrays
n Validate input
1
In
s
t
r
u
c
t
io
n
s
In
s
t
r
u
c
t
io
n
s

n Solve problems with recursion
n Use UML diagrams to design classes
n Design graphical user interfaces
n Write event handlers
YOUR TEXTBOOK
Your textbook for this course is Programming Logic and
Design,
Third Edition, by Tony Gaddis. The textbook contains the
material on which you’ll be tested. You should become familiar
with this text prior to beginning your studies.
Begin by skimming the brief contents on page v. Here, you’ll
see a list of the chapter titles, which give you an overall idea
of what you’ll learn in this course. The contents, which begins
on page vii, provides a more detailed listing of the topics
you’ll learn in each chapter. Read the preface beginning on
page xiii to explore how the text is organized.
The main part of your textbook (pages 1–583) is the study
material for the course. Each chapter begins with a list of
topics, followed by the study material itself. Each chapter
also includes checkpoints to make sure you understand the
content. At the end of each chapter are review questions and
exercises; you’ll find the answers to these questions and
exercises on your student Web site. Log in to the Student
Area at http://www.pennfoster.edu, go to Student portal,
and look for the

Solution
s link associated with your course.
Three appendices—A, B, and C—are located at the end of
the text. An index begins on page 601. A fourth appendix
is located on the CD included at the back of the textbook.
This appendix includes answers to the checkpoints in the
text. The index includes important topics covered in your
textbook, along with page references where you can locate
material relating to each term.
Instructions to Students2
Instructions to Students
COURSE MATERIALS
This course includes the following materials:
1. This study guide, which contains an introduction to your
course, plus

n A lesson assignments page with a schedule of
study assignments
n Assignment introductions emphasizing the main
points in the textbook
n Four graded projects, one for each of the lessons in
this course
2. Your course textbook, Programming Logic and Design,
Third Edition, which contains the assigned reading mate-
rial for this course
A STUDY PLAN
1. Note the pages for each assignment and read the intro-
ductory material in this study guide.
2. Study the assigned pages, paying attention to all details,
especially the main concepts.
3. Complete the checkpoints in the textbook. After answering
the checkpoints, check your answers with those provided
in Appendix D on the CD. If you miss any of the ques-

tions, review the pages in the textbook that cover those
questions. These questions are designed to reveal weak
points that you should review. Do not send the answers to
these questions to the school. They’re for only you to eval-
uate your understanding of the material.
3. Complete the review questions and all assigned exercises at
the end of the chapter to review the material. When you’re
finished, go to http://www.pennfoster.edu and log in to
your Student Area. Go to student portal and look for the

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