The statement accurately describes the fundamental principle of the object-oriented (OO) approach. In this paradigm, a program is modeled as a collection of discrete, interacting "objects." These objects are instances of "classes," which serve as blueprints defining their structure (attributes) and behavior (methods). The power and structure of an OO program derive from the "interrelationships" between these classes and objects, such as inheritance, association, and composition, which allow them to communicate and work together to achieve the program's goals.

B. False: This is incorrect. The statement is a concise and accurate definition of the object-oriented paradigm. A program lacking interrelated objects and classes would not be considered object-oriented but would likely follow a different paradigm, such as procedural programming.

1. Booch, G., Maksimchuk, R. A., Engle, M. W., Young, B. J., Conallen, J., & Houston, K. A. (2007). Object-Oriented Analysis and Design with Applications (3rd ed.). Addison-Wesley Professional.

Section 2.1, "The Object Model": The authors state, "The object model is the collection of principles that form the foundation of object-oriented development... Stated simply, object-oriented development is a new way of thinking about software based on abstractions that exist in the real world. In this context, we view a system as a set of cooperating objects..." (p. 26). This supports the concept of a program consisting of interrelated (cooperating) objects.

2. Massachusetts Institute of Technology (MIT) OpenCourseWare. (2016). 6.005 Software Construction, Lecture 10: Abstract Data Types.

Section "Objects": The course notes explain, "An object is a combination of data and procedures that work on the data... A key idea of object-oriented programming is to bring together data and the operations that use or modify that data." The lecture further discusses how systems are built by composing these objects, which inherently means they are interrelated.

3. Weisfeld, M. (2019). The Object-Oriented Thought Process (5th ed.). Addison-Wesley Professional.

Chapter 2, "How to Think in Terms of Objects": The text explains, "When you approach a problem in an OO fashion, you are really modeling a system... An object-oriented application is a collection of these objects sending messages to each other." (p. 23). This directly affirms that an OO program consists of a collection of interrelated (messaging/interacting) objects.

The statement is correct. In management theory, decision-making and control are typically structured in a three-level hierarchy. At the top is Strategic Planning, which involves long-range, high-level decisions about the organization's objectives. At the bottom is Operational Control, which concerns the efficient and effective execution of specific, day-to-day tasks. Managerial Control (also known as Tactical Control) occupies the middle level. Its primary function is to ensure that resources are obtained and used effectively and efficiently to accomplish the organization's strategic objectives. It translates broad strategic goals into specific plans and policies for operational units, thus falling squarely between strategic and operational activities.

B. False: This is incorrect. The hierarchical model of management control, famously articulated by Robert N. Anthony, explicitly positions managerial control as the intermediate layer between strategic planning and operational control.

1. Anthony, R. N. (1965). Planning and Control Systems: A Framework for Analysis. Harvard University, Graduate School of Business Administration. (This foundational text establishes the three-level framework: strategic planning, management control, and operational control, with managerial control as the intermediate level).

2. Laudon, K. C., & Laudon, J. P. (2016). Management Information Systems: Managing the Digital Firm. Pearson. In Chapter 2, "Global E-Business and Collaboration," the text discusses the different levels in a firm (senior, middle, and operational) and the types of decisions made at each level, aligning with the concept of strategic, managerial, and operational control.

3. MIT OpenCourseWare. (2004). 15.561J Information Technology I, Lecture 2: Organizational Context. Massachusetts Institute of Technology. The lecture notes discuss Anthony's Triangle (or the Management Pyramid), which visually represents strategic decisions at the top, tactical (managerial) in the middle, and operational at the base. This confirms the hierarchical relationship described in the question.

In object-oriented programming and design, a class is a blueprint or template for creating objects. It defines a set of common attributes (properties) and methods (behaviors) that all objects of that type will share. Therefore, a class serves as the definition for a group of objects with similar properties and functionalities. Each object created from the class is an instance of that class, inheriting its structure and behavior. This concept of classification is fundamental to organizing complex software systems.

B. Objects: An object is an individual instance of a class; it is a member of the group, not the description of the group itself.

C. Links: A link represents a specific connection or relationship between individual objects, not a classification of objects based on shared properties.

D. Procedures: This term belongs to the procedural programming paradigm and refers to a sequence of computational steps, not a grouping of objects.

1. Bruegge, B., & Dutoit, A. H. (2010). Object-Oriented Software Engineering: Using UML, Patterns, and Java (3rd ed.). Prentice Hall. In Chapter 2, Section 2.2.2, "Classes and Objects," it is stated: "A class is an abstraction that describes a group of objects with the same properties (attributes), operations (methods), relationships, and semantics." (p. 32).

2. Liskov, B., & Guttag, J. (2008). Program Development in Java: Abstraction, Specification, and Object-Oriented Design. Addison-Wesley. Chapter 5, "Defining Data Abstractions," explains that a class is used to implement a data abstraction, defining a set of objects and the operations on them.

3. MIT OpenCourseWare. (2016). 6.005 Software Construction, Fall 2016. Massachusetts Institute of Technology. Lecture 15, "Abstract Data Types," notes: "A class is a set of objects that share a common structure and a common behavior." Retrieved from https://ocw.mit.edu/courses/6-005-software-construction-fall-2016/resources/lecture-15-abstract-data-types/

In Data Flow Diagrams (DFDs), the flow of data is universally represented by a directed line, or an arrow. The arrowhead indicates the direction of data movement. This symbol connects other DFD components, such as external entities, processes, and data stores, illustrating the path data takes through a system. The arrow is labeled with the name of the data it carries. This notation is standard across different DFD methodologies, including both Gane & Sarson and Yourdon/DeMarco.

A. Square: A square (or rectangle) represents an external entity, which is a source or destination of data outside the system's boundary, not the flow of data itself.

B. Rectangle: Similar to a square, a rectangle is used to depict an external entity. A rounded rectangle is typically used to represent a process that transforms data.

D. Data Store: A data store, usually shown as two parallel lines or an open-ended rectangle, represents a repository where data is held for later use, not the movement of data.

1. Hoffer, J. A., George, J. F., & Valacich, J. S. (2011). Modern Systems Analysis and Design (6th ed.). Prentice Hall. Chapter 7, "Structuring System Process Requirements," Figure 7-3, p. 211, explicitly defines a data flow as "Data in motion, moving from one place in a system to another" and its symbol as an arrow.

2. University of Texas at Austin, McCombs School of Business. (n.d.). Data Flow Diagramming (DFD) Symbols. Retrieved from https://www.mccombs.utexas.edu/~/media/Files/MSB/Depts/IROM/MIS-Cases/Fall2012/dfdsymbols.pdf. This document shows both Gane & Sarson and Yourdon & DeMarco notations, where the "Data Flow" is represented by an arrow in both systems.

3. Yourdon, E. (1989). Modern Structured Analysis. Prentice-Hall. Chapter 9, "The Dataflow Diagram," pp. 137-140, defines the data flow as a "pipeline through which packets of information of known composition flow" and illustrates it with a directed arrow.

Knowledge is widely recognized as a primary strategic resource for organizations. According to the resource-based view (RBV) of the firm, resources that are valuable, rare, difficult to imitate, and non-substitutable can provide a sustainable competitive advantage. Organizational knowledge, especially tacit knowledge embedded in processes, culture, and employee expertise, often meets these criteria. By effectively managing and leveraging this knowledge, organizations can foster innovation, improve decision-making, and enhance operational efficiency, thereby securing a superior market position.

B. False: This is incorrect. It contradicts foundational management theories like the resource-based view and the knowledge-based view of the firm, which explicitly identify knowledge as the most critical strategic asset in the modern economy for achieving competitive advantage.

1. Grant, R. M. (1996). Toward a Knowledge-Based Theory of the Firm. Strategic Management Journal, 17(S2), 109–122. In the introduction (p. 110), Grant states, "If the resource-based approach is to offer a theory of the firm, we must be more precise as to what kinds of resources are important. The resources which are of overwhelming importance are those which are knowledge-based." DOI: https://doi.org/10.1002/smj.4250171110

2. Barney, J. (1991). Firm Resources and Sustained Competitive Advantage. Journal of Management, 17(1), 99-120. This seminal paper on the resource-based view (p. 101) defines firm resources to include "all assets, capabilities, organizational processes, firm attributes, information, knowledge, etc. controlled by a firm that enable the firm to conceive of and implement strategies that improve its efficiency and effectiveness." This explicitly includes knowledge as a key resource. DOI: https://doi.org/10.1177/014920639101700108

3. MIT Sloan School of Management. (2005). 15.390 New Enterprises, Lecture Notes, Session 3: Strategy. MIT OpenCourseWare. On page 10, under the "Resource-Based View of the Firm," the notes list "Know-how" and "Trade secrets" as examples of resources that can be a source of sustainable competitive advantage, reinforcing that knowledge is a strategic resource. Retrieved from https://ocw.mit.edu/courses/15-390-new-enterprises-spring-2005/resources/lecture3strate/