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DeVry HIS 415 Entire Course

IF You Want To Purcahse A+ Work then Click The Link Below For Instant Down Load

http://www.acehomework.net/?download=devry-his-415-entire-course

IF You Face Any Problem Then E Mail Us At [email protected]

week 1 discussion

Westerners Reading Overseas History (graded)

Most people, most of the time, know their own national history better than they know that of other nations, even their neighboring nations. Even though we know our own history better than that of others, we often learned it during our secondary education through factual information about dates, places, and leading personalities.

The study of history is much more than memorizing sets of facts and inferences based on facts. The boundary of what constitutes history is a vague one, and it is driven by the broad or narrow viewpoint that is chosen by authors. Every author has a viewpoint, and the authors are motivated to research and write by considerations that are often not made known but which are operating nonetheless. The boundary also intersects a great many academic disciplines to establish the context in which the facts occur and the factors operate.

As viewpoints drive authors, so our own viewpoints drive our work as readers and discoverers. As people of "the West," our perspective is limited by our own experience of living in our own time and place –limits known individually as persons, and collectively as citizens of nations. We discover just how foreign we are as Westerners when we venture across boundaries of time, distance, culture, and language to learn about what happened overseas. What a telling word "overseas" is!

So, let's go on a treasure hunt.

What do we need to know that we do not (yet!) know in order to make progress as we begin our study of Vietnam and the 20th-century experience? What do we need to know and discover in order to analyze the history in an expansive sense of that part of Southeast Asia that became known as French Indochina a half century ago?

Having thought that through, go hunting to find those things and bring them back to class to tell your classmates about them.

This section lists options that can be used to view responses.

Rising Tide of Nationalist Expectations (graded)

The history and identity of the Vietnamese people reaches very far back. Their hopes and expectations for their own future do not just begin where our class textbook begins (at the end of World War II), nor do their often troubled relations with their neighbors in Southeast Asia.

For all the horrors of global warfare, World War II brought such disruption to world order that long-repressed hopes of colonized people found opportunity for new expression and leaders rose to the opportunities for change.

Our course is about the whole of 20th-century experience, with the Vietnam War being the centerpiece. For our discussion, let’s start here with TCO #4: How can we best understand how the agrarian Vietnamese people could come together during and after global warfare to restore their national identity and raise up leaders to meet their challenges?

Week 2 discussion

Failure of Diplomacy in 1954 (graded)

The readings and lecture have identified several formative activities that defined the American understanding of world history from 1946 to 1989 (and American activity during that period): Baruch's labeling of world conflict as the Cold War in 1947, the Truman Doctrine of 1947, and Eisenhower's figure of speech about falling dominoes.

As World War II began, the Vietminh formed as a guerilla army to resist French influence in the Vietnamese portion of Indochina. French respect for the Vietminh was so low that they called it "the barefoot army" – and yet the Vietminh organized over time to defeat much more sophisticated French forces by 1954 at Dien Bien Phu.

Let's discuss how the operating assumptions of conflicting parties and other related nations prohibited constructive discussion at the Geneva Accords meetings of 1954 and brought about the continued failure of the diplomatic process to bring settlement in Vietnam.

From diplomatic effort in general and the 1954 Geneva negotiations in particular, what lessons can we learn about necessary conditions and understandings that are essential for conflict negotiations to succeed?

Issues of Collective Security (graded)

An antecedent to the world situation at the time of the Vietnam War was the first collective security agreement: the League of Nations (1919–1946). President Woodrow Wilson had broken new ground in international relations when he proposed the League of Nations concept in 1919 at the Treaty of Versailles negotiations that followed World War I – known at the time as The Great War. Other collective security agreements relating to the situation in Southeast Asia include the UN, Warsaw Pact, NATO, and SEATO. There were also other agreements elsewhere in the world. The United States was involved in the creation of all these agreements except the Warsaw Pact.

What were the purposes to be achieved in collective security agreements? What were the dangers to be avoided, and what were the fears?

And what was going on at their creation that made them differ so sharply in form, authority, decision-making ability, and military response capability? Our special concern is the case of SEATO. Treaties and alliances go back as far as written history will take us, but in the 20th century we start something altogether new with collective security agreements.

Week 3 discussion

Cold War Always Lurking (graded)

The Cold War ran from the end of World War II in 1945 to the fall of the Berlin Wall in 1989. That is a lot of history, and a great many events occurred in the world during those 44 years. One of them, but only one of them, is the proxy war that we call the Vietnam War.

There was always a danger that a rather low-level proxy war could escalate and even rise to the level of nuclear confrontation and war. The dangers were perceived as great – that the Cold War could get hot and out of control.

To start, what other events of the Cold War years fit this idea of “proxy war?” What kind of steps did world leaders take to keep Cold War proxy wars from heating up? What were such leaders thinking?

Shifting from Advisors to Combatants (graded)

Not long before the Vietnam War is considered to have started – around the time period we focus on this class week, 1963 and 1964 – Dag Hammarskjøld of Sweden was serving as Secretary General of the United Nations. He is quoted to have said, “Peacekeeping is not a soldier’s job, but only a soldier can do it.” This quote is often the driving logic behind what came to be known as mlitary operations other than war.

With the years prior to this week’s discussions, American forces in southern Vietnam were relatively few and were called “advisors.” They brought American expertise with them for the purpose of training. From 1950 onward, the MAAG and later Special Forces trained Vietnamese forces to serve as a modern combatant force, but in this course week period, American forces moved beyond a partnership arrangement and took on direct combat roles.

Such a shift called for decisions at the highest levels. What can we learn about the minds and concerns of American senior leaders that allow for difficult decisions and commitments at such moments – what we might call “turning points?”

Week 4 discnn

Trying to Succeed in Limited War (graded)

Limited war as an ideology depended on a number of assumptions that limited what results could be achieved at the practical level.

The standing rules of engagement (ROE) were the practical expression of limited war ideology at the battlefield command and execution level. Think expansively and generatively about the impact of limited war ideology and then discuss these questions with other students:

• Within the concept of limited war, what would constitute the "winning" of the Vietnam War?

• What sort of successful outcomes would measure the win?

• How would we ever know if we had won it?

And then, what was the glue that held the lmited war concept together with all its difficulties of thought and application?

Formless” and “Frontless” Warfare (graded)

The Vietnam War was often described as a "formless war" and a "frontless war." It resembled no other war in history as seen by military theorists and historians.

Thinking expansively, what sorts of assumptions needed to be made and what sorts of values had to be honored in order to make such a formless and frontless war even possible – let alone sustainable? Discuss that issue within our classroom to understand the impact of that situation fully before we discuss what sort of tactics could be effective there.

Be thinking ahead a few days as this discussion evolves; be clear in your mind what sort of activities are described by words such as "strategy," "tactics," "logistics," and “attrition."

Week 5 discnn

Making Presidential Decisions (graded)

President Harry Truman, the first Cold War President, had a sign on his desk saying “The Buck Stops Here.” The Webliography contains a link to the photo and story. Indecisive people can pass on their responsibilities and “pass the buck,” and advisory people can propose their concepts and lobby for acceptance, but the President can ultimately turn to nobody else. Presidents must make the hard decisions. It is a heavy mantle to bear on those presidential shoulders. It is lonely at the top.

President Johnson’s “wise men” possessed depth in their areas of expertise beyond that of the President, who was a master mover of legislation to accomplish domestic social programs but very much out of his league in military matters and international relations.

To begin, evaluate this question: To what extent was the March 1968 reevaluation of the Vietnam War, as a function of Cold War ideology, accomplished to satisfy domestic concerns rather than international concerns? In a time of mixed obligations, how can we differentiate what is domestic from what is international in American politics?

Impact of News Photography (graded)

When the dissolution of European colonialism began after World War II, the news media technology of the day was called a "newsreel." To see the faces and hear the voices of world leaders and reports of events, you would watch one or two short films at the movie theaters along with the movie previews. These newsreels would be weeks or even months old, but they were the closest one could get to witnessing the events that we can see instantaneously on television today. If, as they say, "a picture is worth a thousand words," then the photographs in newspapers and the filmed newsreels taught powerful lessons. Our textbook contains some powerful photographs that still rivet our attention today.

• Page 68 Figure 3.1 – President Eisenhower greeting President Ngo Dinh Diem at Washington National Airport in 1957 • Page 105 Figure 4.3 – The Buddhist monk immolating himself on a Saigon street in 1963 • Page 232 Figure 8.5 – Brigadier General Nguyen Ngoc Loan executing a Viet Cong member on a Saigon street in 1968 • Page 340 Figure 12.2 – President Nixon greeting returning POW LCDR John McCain in 1973

Your assignment is to go on a field trip through the Internet and bring back two photographs for discussion of their impact: one from Vietnam activity (not necessarily combat-related) and one from any other source that you think made significant impact on the public. Be sure to give the URLs in your discussion post for others to go and see them. Then, with each one, write a paragraph about why that photo made significant impact on the public perception of events. Okay, off you go on your field trip. We will await your return.

Week 6 discnnn

How Diplomacy Involves Saving Face (graded)

The class lectures and readings from Dr. Moss' book speak about how presidents get personally invested in the results of their work, and how that investment impacts the decisions they make. Presidents do not, however, engage in diplomatic negotiations directly. They send ambassadors and negotiators who may be as senior as the Secretary of State, in the example of Dr. Henry Kissinger at the Paris Peace Talks. Diplomats also get personally involved. They get involved with their own desires for career success, as well as their desires for positive outcomes for their own countries. Doing poorly and conceding often requires that negotiators not be embarrassed; that is, that they "save face" for themselves personally and for their governments at home. Let's start this discussion with the famous leaders mentioned so far in the course: In the Week 6 readings you see their own need to "save face" for themselves and their countries. What are some of the great examples shown so far of "saving face" on the part of diplomats? What does "saving face" mean in diplomatic situations?

Welfare of Those Who Serve (graded)

By 1968, over one million Americans were stationed outside the United States on their country's business, wearing the uniform and trying to accomplish the missions of their commander-in-chief. Of that number, over a half million served in and near Vietnam, with that number capped at 549,500 in April 1968.

Vietnam assignments "in country" were generally limited to thirteen months fixed duration. Service members reported in and departed individually on fixed departure dates called DEROS (date of rotation) rather than with their whole unit together.

How can we assess the impact that deploying individually rather than by unit had on those who served those tours? How might that differ between those who had joined the Army voluntarily and those who had been conscripted for service by the Selective Service System?

Week 7 discnn

Coping with After-effects of Combat (graded)

Everyone reacts to experiences, often for a lifetime. The scars of warfare are not all physical ones. The deepest scars are not seen; they are psychological and well hidden. People who live and work with combat veterans often cope with those effects also, because they relate to those veterans who struggle with their memories and harsh experiences. The Vietnam War differed from other wars, in that the experiences were highly individualized and personalized. Divisions and support units were deployed to Vietnam for many years, and individuals would transfer in and out for tours of specified length, most commonly for 13 months. They would fly in for transfer to replace somebody who had been there for 13 months, or who had been wounded or killed, and then fly out alone to other assignments at the end of their own tour. This system was very destructive to both unit integrity and personal welfare. Perhaps you are, or know some combat veterans from Vietnam. With great care to not violate the privacy of people or divulge their names, what can be understood and applied from the stories of those who served and left their commands and teams to return home individually, as opposed to the experiences of other war veterans?

American Foreign Relations After the War (graded)

Cold War ideology after World War II fostered the developing viewpoint that the American military was invincible, even as a viable and dangerous enemy worked toward global superiority: the Soviet Union.

The practical application of this ideology was the policy of containing the expansionist intentions of global communism as attempted by the Soviet Union in locations of opportunity. The most notable of these proxy confrontations was the attempt to contain the communist threat in Vietnam– the subject of this course.

President Nixon and Secretary of State Kissinger labored long and hard to achieve "peace with honor" and end American involvement in Southeast Asia in the Paris Accords of 1973. The failure of that peace to endure is the story that ends our course.

Looking beyond the fall of Saigon in April 1975, we will consider how the domino theory ultimately proved false, as President Johnson had speculated: There was no global Communist surge of expansion, and the United States, with its NATO allies and its worldwide interests, did not collapse. How has American ability to act worldwide been affected by the fact that some of the most dire claims made in support of the war ultimately proved wrong?

Homework 1

NOTE: The basic directions that apply to all the written assignments are available in Doc Sharing.

Although the Viet people have a long history, our course begins in the 19th century with Vietnam as part of a larger area called French Indochina, a colony of France. The colonization took decades, but for our purposes the process of French control was complete in 1893.

Many nations of historic significance matured to the point where they sent out colonial settlers to faraway lands and over time eventually extended dominion over those lands. The United States also came into possession of faraway territories but without the same process of sending talented citizens to those lands with an agenda of establishing domination over them or of establishing an empire.

Your assignment is to write a short paper of two or three double-spaced pages on the topic listed below. Follow the directions carefully, and for this first week also explain carefully what you are saying.

The Week 1 Topic: Explain why it is both necessary and helpful to study the context of prior history, especially the experiences of participants in that history, in order to understand what is valued by these participants. Also, what resources will be most helpful to you as a student of history?

Submit your assignment to the Dropbox located on the silver tab at the top of this page.

homework 2

NOTE: The basic directions that apply to all the written assignments are available in Doc Sharing.

In a paper limited to three pages double-spaced, answer one of the following two questions:

In the context of the Vietnamese society as the course has presented it through the online textbook so far, what evaluation can be made about the leadership styles and personal examples of Ho Chi Minh and Ngo Dinh Diem that would enable both of them to tap into the hearts and minds of the Vietnamese people and mobilize support for their initiatives? Why, in Vietnam, was personal leadership so very important? Refer to specific examples.

Given the emerging role of the United States in mid-20th century world affairs as described on the online textbook, what evaluation can be made of the leadership styles Presidents Dwight Eisenhower and John Kennedy that made them effective or inhibited their effectiveness? Why in the United States is the direct leadership of the President so very important?

Submit your assignment to the Dropbox located on the silver tab at the top of this page

NOTE: The basic directions that apply to all the written assignments are available in Doc Sharing.

While history often appears to be a continuous stream of events and decisions, there are some that are so dramatic that historians sometimes call them “turning points.” Sometimes the term “tipping points” is also used. These are the moments when the whole future of events hangs in the balance.

There were several such turning points in this week’s readings and discussions: the Buddhist riots of 1963, the coup d’etat against Diem in 1963, the assassination of President Kennedy in 1963, the attack on USS MADDOX in 1964, the Gulf of Tonkin Resolution of 1964, and the 1964 presidential elections.

In a short paper of two pages double-spaced (maximum), take one of those turning points of your choice and write about it, answering these three questions:

Why is your chosen turning point actually a turning point and not just another event?

Why were the events immediately preceding the turning point necessary and essential in preparing for the turning point?

What subsequent event or events were dependent on the action of the turning point; also, what possible event or events became impossible because the turning point occurred?

Give your paper a filename that includes your name in this format:

Homework 5

This is the first of two written assignments that will deal with the lessons to be learned from the American experience of the Vietnam War. This assignment deals specifically with military lessons learned.

By your own orientation to cooperative work in a mission-driven organization like the armed forces, do you consider yourself to be a strategic thinker, a tactical planner, or a logistician? How do you determine that, and how does your own daily life and work demonstrate that?

Then, with your own understanding of what cooperation and support you need from others involved, what do you need from others in their roles to accomplish your own work successfully?

Finally, what strictly military lessons have you learned from the course so far that would help you accomplish your mission more effectively?

Submit your assignment to the Dropbox located on the silver tab at the top of this page

Homework6

This is the first of two written assignments that will 6deal with the lessons to be learned from the American experience of the Vietnam War. This assignment deals specifically with military lessons learned.

Then, with your own understanding of what cooperation and support you need from others involved, what do you need from others in their roles to accomplish your own work successfully?

Finally, what strictly military lessons have you learned from the course so far that would help you accomplish your mission more effectively?

Submit your assignment to the Dropbox located on the silver tab at the top of this page

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#HIS 415dqdiscussionquestionassignmentmidterm examquizStrayerLatestNewProjectKellerHomeworkPhoenixAshford

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famousstudenttimetravelme-blog · 8 years

Text

DeVry HIS 415 Complete Course

IF You Want To Purcahse A+ Work then Click The Link Below For Instant Down Load

http://www.acehomework.net/?download=devry-his-415-complete-course

IF You Face Any Problem Then E Mail Us At [email protected]

DeVry HIS 415 Complete Course – Discussions And Homework

week 1 discussion

Westerners Reading Overseas History (graded)

As viewpoints drive authors, so our own viewpoints drive our work as readers and discoverers. As people of “the West,” our perspective is limited by our own experience of living in our own time and place –limits known individually as persons, and collectively as citizens of nations. We discover just how foreign we are as Westerners when we venture across boundaries of time, distance, culture, and language to learn about what happened overseas. What a telling word “overseas” is!

So, let’s go on a treasure hunt.

Having thought that through, go hunting to find those things and bring them back to class to tell your classmates about them.

This section lists options that can be used to view responses.

Rising Tide of Nationalist Expectations (graded)

Week 2 discussion

Failure of Diplomacy in 1954 (graded)

The readings and lecture have identified several formative activities that defined the American understanding of world history from 1946 to 1989 (and American activity during that period): Baruch’s labeling of world conflict as the Cold War in 1947, the Truman Doctrine of 1947, and Eisenhower’s figure of speech about falling dominoes.

As World War II began, the Vietminh formed as a guerilla army to resist French influence in the Vietnamese portion of Indochina. French respect for the Vietminh was so low that they called it “the barefoot army” – and yet the Vietminh organized over time to defeat much more sophisticated French forces by 1954 at Dien Bien Phu.

Let’s discuss how the operating assumptions of conflicting parties and other related nations prohibited constructive discussion at the Geneva Accords meetings of 1954 and brought about the continued failure of the diplomatic process to bring settlement in Vietnam.

Issues of Collective Security (graded)

What were the purposes to be achieved in collective security agreements? What were the dangers to be avoided, and what were the fears?

Week 3 discussion

Cold War Always Lurking (graded)

Shifting from Advisors to Combatants (graded)

Week 4 discnn

Trying to Succeed in Limited War (graded)

Limited war as an ideology depended on a number of assumptions that limited what results could be achieved at the practical level.

· Within the concept of limited war, what would constitute the “winning” of the Vietnam War?

· What sort of successful outcomes would measure the win?

· How would we ever know if we had won it?

And then, what was the glue that held the lmited war concept together with all its difficulties of thought and application?

Formless” and “Frontless” Warfare (graded)

The Vietnam War was often described as a “formless war” and a “frontless war.” It resembled no other war in history as seen by military theorists and historians.

Be thinking ahead a few days as this discussion evolves; be clear in your mind what sort of activities are described by words such as “strategy,” “tactics,” “logistics,” and “attrition.”

Week 5 discnn

Making Presidential Decisions (graded)

Impact of News Photography (graded)

When the dissolution of European colonialism began after World War II, the news media technology of the day was called a “newsreel.” To see the faces and hear the voices of world leaders and reports of events, you would watch one or two short films at the movie theaters along with the movie previews. These newsreels would be weeks or even months old, but they were the closest one could get to witnessing the events that we can see instantaneously on television today. If, as they say, “a picture is worth a thousand words,” then the photographs in newspapers and the filmed newsreels taught powerful lessons. Our textbook contains some powerful photographs that still rivet our attention today.

Week 6 discnnn

How Diplomacy Involves Saving Face (graded)

The class lectures and readings from Dr. Moss’ book speak about how presidents get personally invested in the results of their work, and how that investment impacts the decisions they make. Presidents do not, however, engage in diplomatic negotiations directly. They send ambassadors and negotiators who may be as senior as the Secretary of State, in the example of Dr. Henry Kissinger at the Paris Peace Talks. Diplomats also get personally involved. They get involved with their own desires for career success, as well as their desires for positive outcomes for their own countries. Doing poorly and conceding often requires that negotiators not be embarrassed; that is, that they “save face” for themselves personally and for their governments at home. Let’s start this discussion with the famous leaders mentioned so far in the course: In the Week 6 readings you see their own need to “save face” for themselves and their countries. What are some of the great examples shown so far of “saving face” on the part of diplomats? What does “saving face” mean in diplomatic situations?

Welfare of Those Who Serve (graded)

By 1968, over one million Americans were stationed outside the United States on their country’s business, wearing the uniform and trying to accomplish the missions of their commander-in-chief. Of that number, over a half million served in and near Vietnam, with that number capped at 549,500 in April 1968.

Vietnam assignments “in country” were generally limited to thirteen months fixed duration. Service members reported in and departed individually on fixed departure dates called DEROS (date of rotation) rather than with their whole unit together.

Week 7 discnn

Coping with After-effects of Combat (graded)

American Foreign Relations After the War (graded)

President Nixon and Secretary of State Kissinger labored long and hard to achieve “peace with honor” and end American involvement in Southeast Asia in the Paris Accords of 1973. The failure of that peace to endure is the story that ends our course.

Homework 1

NOTE: The basic directions that apply to all the written assignments are available in Doc Sharing.

Submit your assignment to the Dropbox located on the silver tab at the top of this page.

homework 2

NOTE: The basic directions that apply to all the written assignments are available in Doc Sharing.

In a paper limited to three pages double-spaced, answer one of the following two questions:

1. In the context of the Vietnamese society as the course has presented it through the online textbook so far, what evaluation can be made about the leadership styles and personal examples of Ho Chi Minh and Ngo Dinh Diem that would enable both of them to tap into the hearts and minds of the Vietnamese people and mobilize support for their initiatives? Why, in Vietnam, was personal leadership so very important? Refer to specific examples.

2. Given the emerging role of the United States in mid-20th century world affairs as described on the online textbook, what evaluation can be made of the leadership styles Presidents Dwight Eisenhower and John Kennedy that made them effective or inhibited their effectiveness? Why in the United States is the direct leadership of the President so very important?

Submit your assignment to the Dropbox located on the silver tab at the top of this page

NOTE: The basic directions that apply to all the written assignments are available in Doc Sharing.

In a short paper of two pages double-spaced (maximum), take one of those turning points of your choice and write about it, answering these three questions:

1. Why is your chosen turning point actually a turning point and not just another event?

2. Why were the events immediately preceding the turning point necessary and essential in preparing for the turning point?

3. What subsequent event or events were dependent on the action of the turning point; also, what possible event or events became impossible because the turning point occurred?

Give your paper a filename that includes your name in this format:

Homework 5

Then, with your own understanding of what cooperation and support you need from others involved, what do you need from others in their roles to accomplish your own work successfully?

Finally, what strictly military lessons have you learned from the course so far that would help you accomplish your mission more effectively?

Submit your assignment to the Dropbox located on the silver tab at the top of this page

Homework6

Then, with your own understanding of what cooperation and support you need from others involved, what do you need from others in their roles to accomplish your own work successfully?

Finally, what strictly military lessons have you learned from the course so far that would help you accomplish your mission more effectively?

Submit your assignment to the Dropbox located on the silver tab at the top of this page

#HIS 415dqdiscussionquestionassignmentmidterm examquizStrayerLatestNewProjectKellerHomeworkPhoenixAshford

0 notes

famousstudenttimetravelme-blog · 8 years

Text

Devry GSCM 530 Entire Course

IF You Want To Purchase A+ Work then Click The Link Below For Instant Down Load

http://www.acehomework.net/?download=devry-gscm-530-entire-course

IF You Face Any Problem Then E Mail Us At [email protected]

All Discussions All Assignments And All Quizes

week 1

Demand Management and Forecasting From a Systems Perspective (graded)

Explain the operations planning and demand management activities across the supply chain.

Compare Various Options and Approaches to Forecasting (graded)

Differentiate among demand planning, demand forecasting, and demand management activities.

week 2

Sales and Operations Planning (graded)

Explain the sales and operations planning process and describe why it needs to be a dynamic process.

Aggregate Planning for Production and Services (graded)

Define the contents of aggregate plans and explain the differences between aggregate planning for manufacturing versus service companies.

week 3

Master Production Scheduling (MPS) (graded)

Explain the master production scheduling process and describe information and data inputs and outputs.

Bills of Material (BOM) and Material Requirements Planning (MRP) (graded)

Define different bills of material (BOMs) structures and explain the MRP process and when it should be used.

week 4

Master Production Scheduling (MPS) (graded)

Explain the master production scheduling process and describe information and data inputs and outputs.

Bills of Material (BOM) and Material Requirements Planning (MRP) (graded)

Define different bills of material (BOMs) structures and explain the MRP process and when it should be used.

week 5

Project Management (graded)

What are the different types of projects and organization structures used in supply chain environments?

Project Scheduling (graded)

Calculate the critical path in a project and the duration of the project.

week 6

Process Mapping and Analysis (graded)

Explain the relationships between processes and value.

Customer Service Management (graded)

Describe how operations and supply chain management balance supply and demand to exceed customer expectations.

week 7

Inventory Strategies and Policies (graded)

Explain the advantages and disadvantages of the different inventory strategies and policies.

Inventory Financial Impacts and Service Levels (graded)

Explain and calculate asset productivity and customer service as they relate to the measures of inventory performance.

ALL ASSIGNMENTS

GSCM 530 Week 1 Homework assignment

Assignment

Assignment: page 431, Problems 2, 8, and 12

2. Given the series of demand data below

a. Calculate the forecasts for periods 7 through 11 using moving average models with n = 2, n = 4, and n = 6.

b. Calculate the bias and MAD for each set of forecasts. Which moving average model is the best?

8. The owner of an online video rental service has recorded the following rentals each week:

a. Use a three-week moving average to forecast sales for each of the weeks 4 through 9.

b. Use a four-week moving average to forecast sales for each of the weeks 5 through 9.

c. Compare the forecasts created by these two methods using mean absolute deviation. Which forecasting method would you recommend?

12. Monthly usage data for pallets used in a distribution center are as follows:

a. Calculate the monthly usage index for each month.

b. Use simple linear regression to forecast total usage of pallets for year 5.

c. Forecast the seasonally adjusted usage for pallets for each month in year 5.

Links to sample guide for homework assignment below:

12-02 http://www.viddler.com/embed/67f127aa/?f=1&autoplay=0&player=full&disablebranding=0

12-12 http://www.viddler.com/embed/4061df8c/?f=1&autoplay=0&player=full&disablebranding=0

12-17 http://www.viddler.com/embed/2f463df5/?f=1&autoplay=0&player=full&disablebranding=0

2. Given the series of demand data below

a. Calculate the forecasts for periods 7 through 11 using moving average models with n = 2, n = 4, and n = 6.

b. Calculate the bias and MAD for each set of forecasts. Which moving average model is the best?

8. The owner of an online video rental service has recorded the following rentals each week:

a. Use a three-week moving average to forecast sales for each of the weeks 4 through 9.

b. Use a four-week moving average to forecast sales for each of the weeks 5 through 9.

c. Compare the forecasts created by these two methods using mean absolute deviation. Which forecasting method would you recommend?

12. Monthly usage data for pallets used in a distribution center are as follows:

a. Calculate the monthly usage index for each month.

b. Use simple linear regression to forecast total usage of pallets for year 5.

c. Forecast the seasonally adjusted usage for pallets for each month in year 5.

Links to sample guide for homework assignment below:

12-02 http://www.viddler.com/embed/67f127aa/?f=1&autoplay=0&player=full&disablebranding=0

12-12 http://www.viddler.com/embed/4061df8c/?f=1&autoplay=0&player=full&disablebranding=0

12-17 http://www.viddler.com/embed/2f463df5/?f=1&autoplay=0&player=full&disablebranding=0

week 2

4. The current aggregate demand requirements for a firm are shown below for the next six months:

The firm always plans to meet all demand. The firm currently has 120 workers capable of producing 120 units in a month (1 unit/worker). The workforce can be increased (at a cost of $500 per worker) or decreased (at a cost of $1,000 per worker). Inventory holding cost is $100 per unit per month. The firm currently has 40 units of inventory on hand, and it would like to have 40 units available at the end of each month. Regular production cost is $3,000 per unit.

a. What should the aggregate plan be if the inventory holding cost is to be minimized?

b. What is the cost of this plan?

6. JokersRWild makes playing cards in several different styles, but a “standard” deck of cards is used for planning purposes. The average worker at JokersRWild can make 10,000 sets of decks of cards per month at a cost of $1.00 per deck during regular production and $1.30 during overtime. The company currently employs 25 workers. Experience shows that it costs $500 to hire a worker and $500 to fire a worker. Inventory carrying cost is $.25 per deck per month. Given the following demand estimate, develop a six-month production plan based on level production, chase using overtime (no workers will be fired and inventory increases if necessary), and chase by changing workforce level. The beginning inventory is 50,000, and at least that amount is desired each month.

The citation provided is a guideline. Please check each citation for accuracy before use.

8. Appliances Inc. is preparing an aggregate production plan for washers for the next four months. The company’s expected monthly demand is given below in the chart. The company will have 500 washers in inventory at the beginning of the month and desires to maintain at least that number at the end of each month. Below is other critical data:

Production cost per unit = $300

Inventory carrying cost per month per unit = $50 (based on ending month inventory)

Hiring cost per worker = $1,000

Firing cost per worker = $2,000

Beginning number of workers = 10

Each worker can produce 100 units per month

Complete the tables and determine the cost of the two plans

week 3

4. Based on the BOM shown below, how many units of part F will be needed if 15 units of end item A are needed? If the company decided to purchase part D from suppliers, how would the BOM change? Assuming part D is purchased, how many units of part F are needed to make 15 units of end item A?

8. Using the information in problem 7, develop an indented BOM

7. Based on the BOM shown below, how many of part D will be needed if 100 units of end item A are needed? How many of part F

12.Complete the MRP record for a bicycle seat

13.Given the BOM and the MPS for end item A, complete the MRP schedule for items A, C, D, and E.

Week 4

Assignments

Assignment: page 83, Problems 8 and 9

Assignment: page 491, Problems 18 and 19

Problem 8

New Time Videos (NTV) is a new online video rental service. In the field, it is trying to compete by offering its customers access to all of the major new video releases in one business day. That is, if you order a video from NTV, you can expect it in one business day from the time when you placed the order. When you are done with the video, you simply drop it in the prepaid mailing envelope and return it. All videos arrive in a sorting facility located in the Midwest where envelopes with the videos are opened, checked (right video with the right sleeve, no scratches, no cracks, no dirt on the videos), and made ready to be sent out again. As the manager of this facility, your goal is to turn the returned videos around in 6 hours (a shift is 8 hours long). You have the following information:

Top of Form

a. Calculate the expected average flow time (hint: Use Little’s Law).

b. What changes would you recommend to meet the goal of processing a returned video within 6 hours?

PizzaTime Restaurants is building a new pizza place and needs to determine how big to make the various parts of its facility. It wants to be able to accommodate a maximum of 500 customers per hour at its peak times. PizzaTime has collected the following information: the average time to place and receive an order is 1.1 minutes, 20 percent of the customers have cars and require parking spots, and the average length of time at the restaurant is 20 minutes per customer. Assuming a capacity cushion of 20 percent, find:

a. The number of cash registers required. (assume an average of 4 customers per group)

b. The number of parking spaces needed.

c. The number of seats/tables needed. (assume 4 seats per table)

d. Which of these operations are likely to be bottlenecks?

18.

Calculate the processing load and develop the load profile for the computer assembly process. As the planner, what concerns do you have (if any)? What changes might you consider?

19.

Calculate the processing load and available capacity, and develop the load profile for the stereo speaker subassembly. Two employees work the assembly process for 40 hours e

week 5

4. Answer the following questions for the following network. Times shown are in days.

a. What is the length of the critical path?

b. What are the earliest start and latest start for E?

c. What is the latest start for B?

d. If all other tasks are completed in their expected durations, will the project length be affected if task B actually takes five days instead of the expected three?

6. Consider the following information about a small project:

a. Draw a network diagram.

b. Identify the critical path, earliest start and finish, and slack for each task.

c. Which of these activities should the project manager track most closely?

d. What would happen if a new estimate for task D increases its expected duration from two days to six days? Would the project take longer? Would anything else change?

4. Annie is planning a large surprise party for her sister Gwendolyn. She has developed the plan below, including estimates of the time (in hours) and cost necessary to perform each of the activities required at the currently planned pace and at the crashed pace.

a. Annie is most interested in reducing the time associated with creating the guest list. What is the crash cost per hour for that activity?

b. Annie will save $40 for every hour she can reduce from her plan. Annie has decided to crash her project and use the money she saves to purchase a larger gift for Gwendolyn. Which activity should she crash first?

c. Annie has now crashed activity A by four hours at a cost of $110. What other activity could she crash to further reduce the project?

d. Annie has now crashed activity A by four hours at a cost of $110 and activity E by two hours at a cost of $75. What other activity could she crash to further reduce the project?

e. How much money did Annie save by crashing the project?

f. What is the duration of the fully crashed project?

Week 6

GSCM 530 Week 6 homework

2. Your eyeglass frame-making firm is considering one of two distribution alternatives. The first is to make all shipments from your Chicago plant to one of three regional warehouses located in Philadelphia, Chicago, and Reno. All orders from eyeglass retailers would be shipped from these sites. The second alternative would be to create one warehouse in Memphis, Tennessee, and ship all orders via Federal Express.

a. Prepare a process flow diagram of each alternative.

b. What additional information would you need to ascertain which alternative will provide the best value to your customers?

c. Is this different from a lower cost solution? Why?

2. The following quarter, Aldo’s senior executive was interested in knowing whether performance had improved. The following table presents order and shipping data collected for the next quarter. How would you answer the senior executive?

3. Suppose a firm, in discussions with customers, learns that customers identify eight factors that they evaluate for every order they receive from suppliers. The firm then finds that its performance is 95 percent on six of these factors and 92 percent on the other two factors. What is the firm’s probable perfect order performance?

4. In problem 3, suppose performance on two of the factors that had been 95 percent falls to 90 percent. What is the impact on perfect order performance?

week 7

2. The following table contains data about the inventory for five items at Jones Corporation. Complete the missing items in the table.

3. Suppose Jones Corporation in the above problem determined that its annual inventory carrying cost = 18 percent. The item unit cost was as follows:

Item 1 = $25.00

Item 2 = $60.00

Item 3 = $5.00

Item 4 = $10.00

Item 5 = $1.00

Compute the dollar values for the information in the above table, determine the annual inventory carrying cost for each item, and the total annual inventory carrying cost.

4. Again, using the data for Jones Company in problems 2 and 3, suppose Jones believes that in the upcoming year, the rate of sales expected for each of the five items is as follows:

Item 1 = 4,000 units per day

Item 2 = 2,000 units per day

Item 3 = 15,000 units per day

Item 4 = 7,000 units per day

Item 5 = 2,000 units per day

Compute the days of supply for each item.

QUIZESQUIZES WEEK 1 - 7

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Substantiate the Importance of Operations and Supply Chain Management (graded)

What is operations and supply chain management?

Competitive Dimensions of Operations and Supply Chain Strategies (graded)

What are the competitive dimensions and specific parameters of operations and supply chain strategies?

WEEK 2

Forecast Planning for Supply Chain Management (graded)

Does forecasting sometimes seem to be a little like magic? Where do all these plans and figures come from? In this week’s lesson, we learn about developing forecasts to predict materials, resources, and services. Why is forecasting so strategically important for operations and supply chains? Give examples of current forecasts you use at work or at home.

Strategic Capacity Management (graded)

How important is it to manage capacity for operations and supply chains? Is managing capacity different in manufacturing companies versus a service organization? Exactly how do we plan capacity within these organizations?

WEEK 3

Quality Management and Six Sigma (graded)

Discuss how quality is measured and explain the different dimensions of quality.

Lean Supply Chains (graded)

Define lean production and explain the advantages companies can obtain using lean methods and principles in the supply chains.

WEEK 4

Manufacturing Processes (graded)

Explain the production process and describe the different types of process designs.

Service Processes (graded)

Explain the characteristics of service processes and how they are different from manufacturing processes.

This section lists options that can be used to view responses.

WEEK 5

Sales and Operations Planning (graded)

Explain the sales and operations planning process. How does this process improve manufacturing, logistics, service, and marketing planning and execution?

Material Requirements Planning (graded)

What inputs of information go into the MRP calculations? Please explain the explosion process. What do MRP systems produce as outputs?

WEEK 6

Inventory Management (graded)

Global Sourcing (graded)

Why is global sourcing an important consideration for supply chain management?

WEEK 7

Location Decisions (graded)

Describe the factors and challenges of making location decisions.

Logistics and Distribution (graded)

Explain the opportunities for improving distribution and logistics functions, and explain the challenges of transportation and logistics in supply chain management.

Case Study

Week 1

Case—The Tao of Timbuk2 (p. 43)

In a three-page paper, answer the following.

· Consider the two categories of products that Timbuk2 to makes and sells. For the custom messenger bag, what are the key competitive dimensions that are driving sales? Are their competitive priorities different for the new laptop bags sourced in China?

· Compare the assembly line in China to that in San Francisco along the following dimensions: (1) volume or rate of production, (2) required skill of the workers, (3) level of automation, and (4) amount of raw material and finished goods inventory.

· Draw two diagrams, one depicting the supply chain for those projects sourced in China and the other depicting the bags purchased in San Francisco. Show all the major steps, including raw material, manufacturing, finished goods, distribution inventory, and transportation. Other than manufacturing costs, what other course should Timbuk2 consider when making the sourcing decision?

The Tao of Timbuk2

Review the The Tao of Timbuk2 case study on page 43 in the textbook. You can find the questions for this case study in Doc Sharing.

Compose an APA-formatted Word document, no more than three pages in length; please answer each of the questions in the presented case study.

You might want to use Microsoft Visio software for the final question of this case. See the Syllabus for tips on using MS Visio. You may already have Visio installed on your computer; if not, you can access the software from the iLab under Course Home.

Submit your assignment to the Dropbox located on the silver tab at the top of this page. For instructions on how to use the Dropbox, read thesestep-by-step instructions or watch this Tutorial Dropbox Tutorial.

See the Syllabus section "Due Dates for Assignments & Exams" for due date information.

WEEK 2

Case Study

Shouldice Hospital—A Cut Above

Review the Shouldice Hospital case study on page 115 in the textbook. You can find the questions for this case study in Doc Sharing.

Compose an APA-formatted Word document, no more than three pages in length; please answer each of the questions in the presented case study.

Submit your assignment to the Dropbox located on the silver tab at the top of this page. For instructions on how to use the Dropbox, read thesestep-by-step instructions or watch this

Week 2

Case—Shouldice Hospital—A Cut Above (p. 115)

In a three-page paper, answer the following.

· How well does the hospital currently utilize its beds?

· Develop a similar table to show the effects of adding operations on Saturday. (Assume that 30 operations would still be performed each day.) How would you affect the utilization of the bed capacity? Is this capacity sufficient for the additional patients?

· Now look at the effect of increasing the number of beds by 50%. How many operations could the hospital perform per day before running out of bed capacity? (Assume operations are performed 5 days per week, with the same number performed on each day.) How well will the new resources be utilized relative to the current operation? Could the hospital really perform that many operations? Why? (Hint: look at the capacity of the 12 surgeons and the five operating rooms.)

WEEK 3

Case Study

Select one of the following.

Quality Parts Company

Review the Quality Parts Company case study on page 426 in the textbook, and refer to the questions noted in Doc Sharing.

Value Stream Mapping

Review the Value Stream Mapping case study on page 428 in the textbook, and refer to the questions noted in Doc Sharing.

Pro Fishing Boats

Review the Pro Fishing Boats case study on page 428 in the textbook, and refer to the questions noted in Doc Sharing.

You might want to use Microsoft Visio software to create a Value Stream Map. See the Syllabus for tips on using MS Visio. You may already have Visio installed on your computer; if not, you can access the software from the iLab under Course Home.

Compose an APA-formatted Word document, no more than three pages in length; please answer each of the questions from the presented case study of your choice.

See the Syllabus section "Due Dates for Assignments & Exams" for due date information.

Week 3

Case—Quality Parts Company (p. 426)

In a three-page paper, answer the following.

· Which of the changes being considered by the manager of Quality Parts Company are counter to the lean philosophy?

· Make recommendations for lean improvements in such areas as scheduling, layout, kanban, task groupings, and inventory. Use quantitative data as much as possible; state necessary assumptions.

· Sketch the operation of a pull system for running Quality Parts Company’s current system.

· Outline a plan for introducing lean at Quality Parts Company.

Week 3

Case—Value Stream Mapping (p. 428)

In a three-page paper, answer the following.

· Eliminating the queue of work dramatically quickens the time it takes a part to flow through a system. What are the disadvantages of removing those cues?

· How do you think the machine operators would react to the change?

· What would you do to ensure that the operators were busy?

Week 3

Case—Pro Fishing Boats—A Value Stream Mapping Exercise (p. 428)

· Create a value stream map (VSM) of this supply chain. What other information is needed?

· Where are there risks for supply chain disruptions or stoppages to the flow of materials?

· Where do opportunities reside in improving supply chain operations, and how has VSM helped to reveal these?

Case Study

Toshiba’s Notebook Computer Assembly Line

Review the Toshiba’s Notebook Computer Assembly Line case study on page 199 in the textbook and refer to the questions noted in Doc Sharing.

Compose an APA-formatted Word document, no more than three pages in length; please answer each of the questions from the presented case study.

Submit your assignment to the Dropbox located on the silver tab at the top of this page. For instructions on how to use the Dropbox, read thesestep-by-step instructions or watch this

Week 4

Case—Toshiba’s Notebook Computer Assembly Line (p.

199)

In a three-page paper, answer the following.

· What is the daily capacity of the assembly-line

design by the engineers?

· When it is running at maximum capacity, what is the efficiency of the line relative to its use of labor? Assume that the supporter is not included in efficiency calculations?

· How should the line be redesigned to operate at the initial 250 units per day target, assuming that no overtime will be used? What is the efficiency of your new design?

· What other issues might Toshihiro consider when bringing a new assembly line up to speed?

Case Study

Select one of the following.

Bradford Manufacturing

Review the Bradford Manufacturing case study on page 270 in the textbook and refer to the questions noted in Doc Sharing.

Brunswick Motors

Review the Brunswick Motors case study on page 300 in the textbook and refer to the questions noted in Doc Sharing.

Compose an APA-formatted Word document, no more than three pages in length; please answer each of the questions from the presented case study of your choice.

See the Syllabus section "Due Dates for Assignments & Exams" for due date information.

Week 5

Case—Bradford Manufacturing (p. 270)

· Prepare an aggregate plan for the coming year, assuming that the sales forecast is perfect. Use the spreadsheet Bradford Manufacturing. In the spreadsheet, an area has been designated for your aggregate plan solution. Supply the number of packaging lines to run and the number of overtime hours each quarter. You will need to set up the course calculations in the spreadsheet.

· Review your solution carefully and defend your answers.

Week 5

Case—Brunswick Motors (p. 300)

· Assume that Phil wants to minimize his inventory requirements. Assume that each order will be only for what is required for a single period. Using the forms in the case, calculate the net requirements and planned order releases for the gearboxes and input shafts. Assume that the lot sizing is done using a lot for lot.

· Calculate a schedule using lease-total-cost lot sizing. What are the savings with this new schedule?

Case Study

Select oneof the following.

Inventory Management at Big10 Sweater

Review the Inventory Management at Big10 Sweater case study on page 395 in the textbook and refer to the questions noted in Doc Sharing.

Grainger: Reengineering the China/U.S. Supply Chain

Review the Grainger: Reengineering the China/U.S. Supply Chaincase study on page 455 in the textbook and refer to the questions noted in Doc Sharing.

Compose an APA-formatted Word document, no more than three pages in length; please answer each of the questions from the presented case study of your choice.

Submit your assignment to the Dropbox located on the silver tab at the top of this page. For instructions on how to use the Dropbox, read thesestep-by-step instructions or watch this

Week 6

Case—Inventory Management at Big10Sweater (p.395)

Please address the following.

· Using the data provided in the text, calculate how much Rhonda and Steve made for taxes last year.

· What was your reasoning behind using the aggregate demand forecasts when determining the size of your order rather than the individual school forecasts? Should you rethink this or is there a sound basis for doing it this way?

· How many sweaters should you order this year? Write down your order by individual school. Document your calculations in your spreadsheet. Calculate this based on the aggregate forecasts and also the forecast by individual school.

· What do you think they could make this year? They are paying for $40,000 and you expect your benefit package addition would be about $1000 per year. Assume that they ordered based on the aggregate forecasts.

· How should the business be developed in the future?

Week 6

Case—Grainger: Reengineering the China/U.S. Supply Chain (p.457)

Please address the following.

· Evaluate the current China/Taiwan logistics costs. Assume a current total volume of 190,000 CBM and that 89% is shipped direct from the supply is plants in containers. Using the data from the case and assume that the supplier-loaded container is 85% full. Assume that consolidation centers are run at each of the four port locations. The consolidation centers only use 40-foot containers and fill them to 96% capacity.

· Assume that it costs $480 to ship a 20-foot container and $600 to ship a 40-foot container. What is the total cost to get the containers to the United States? Do you include U.S. port costs in this part of the analysis?

Case Study

Distribution Center Location—Grainger

Review the Distribution Center Location—Graniger case study on page 477 in the textbook and refer to the questions noted in Doc Sharing.

Compose an APA-formatted Word document, no more than three pages in length; please answer each of the questions in the presented case study.

Submit your assignment to the Dropbox located on the silver tab at the top of this page. For instructions on how to use the Dropbox, read thesestep-by-step instructions or watch this

Week 7

Case—Distribution Center Location-Grainger (p.477)

Please address the following:

Relative to the U.S. distribution network, calculate the costs associated with running the existing system. Assume that 40% of the volume arrives in Seattle and 60% in Los Angeles, and the port processing fee for federal processing at both locations is $5.00 per CBM. Assume that everything is transferred to the Kansas City distribution center by rail, where it is unloaded and quality checked. Assume that all volume is then transferred by truck to the nine existing warehouses in the United States.

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ETHC 445 Assignment Week 1

ETHC Quiz Week 1

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Ethics 455 Assignment Week 3

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ETHC 445 Week 3 DQ 2 Living in Our State of Nature

ETHC Week 3 DQ 1 Applying the Death Penalty

ETHC 445 Week 4 DQ 1 Ethics of Controlling Environmental Innovation

ETHC 445 Week 4 DQ 2 Kant

ETHC 445 Week 5 DQ 1 Life

ETHC 445 Week 5 DQ 2 Dealing With Emergencies and Outcomes

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Week 1 Quiz

(TCO 1) What is the exchange of oral, written, and nonverbal messages among people working to accomplish common tasks and goals?

(TCO 1) Maintaining candor, avoiding deception, keeping messages accurate, and maintaining consistent behavior are some guidelines for sustaining:

(TCO 1) Evaluate the following goal in terms of the goal setting guidelines discussed in the chapter: "I want to complete the weekly schedule at least three days before it is due."

(TCO 1) Trading favors, appearing successful at tasks, associating with the "right" people, and making concessions to obtain others' compliance are some political strategies you should use only after asking yourself:

(TCO 1) When you show that you are interested in what another person has to say by being receiver-oriented, receptive, and responsive to his or her message, you are demonstrating:

(TCO 1) What are some of the advantages of communication openness?

(TCO 1) Internal communication includes understanding all of the following elements:

(TCO 1) Why is an understanding of communication anxiety so important to the strategic communication process?

(TCO 1) What is the first step in the goal-setting process?

(TCO 1) Next week, Clark will give his most important budget proposal presentation. He knows that now, more than ever, he must carefully practice the presentation several times if he hopes to have the proposal accepted. Which component of the model of strategic communication is most applicable to this scenario?

(TCO 2) Communication between the British Prime Minister and the German Chancellor would be considered:

(TCO 2) Tom leaves work early to Christmas shop for his niece and nephew. He does not have children himself, but he thinks he is safe buying his niece a doll and his nephew a fire truck. The above is an example of which negative stereotype below?

(TCO 2) In the broadest sense, sexual harassment in the workplace includes:

(TCO 2) Self perspectives, organizational contexts, and discourse from conflict are all important components of:

(TCO 2) Total knowledge and complete understanding of another culture is:

(TCO 2) Virginia recognized that one of her shortcomings identified in last quarter's performance appraisal was that she seldom seemed to listen well to others. At this quarter's appraisal, she is planning to describe to her manager the ways she has tried to improve her listening habits. Virginia is considering which strategic communication component?

(TCO 2) Prejudice is a negative preconception about:

(TCO 2) What is the study of cultural communication between representatives of different nations?

(TCO 2) Unaddressed sites of conflict:

(TCO 2) Culture is:

Week 2 Assignment-Outline Complete Activity 5, page 382

Week 3 Homework

This week, you will create and record an informative miniPowerPoint presentation. Your audience is a group of company colleagues who follow the stock market and take turns keeping each other informed on what’s new with the Fortune 1,000. Choose IBM, Disney, or Wal-Mart. Then, create a thesis statement that….

Week 3 Quiz

(TCO 4) In adapting to listeners, speakers have to take into account the __________ levels of the audience.

(TCO 4) Which type of presentation is designed to answer "How" questions, such as "How does this work?"

(TCO 4) What presentations share information, shape perceptions, and set agendas?

(TCO 4) What type of presentation educates listeners to help them gain or improve on specific skills?

(TCO 4) Descriptive presentations seek to satisfy audience members' need to:

(TCO 4) Successful informative presentations:

(TCO 4) How does the chronological pattern organize main points?

(TCO 4) Which criterion should a speaker rely on in choosing the best pattern of organization for a presentation?

(TCO 4) What type of informative presentation addresses "what" questions?

(TCO 4) Which of the following actions can a speaker take to help listeners best overcome their physiological noise?

(TCO 5) Which type of persuasive presentation serves to maintain the status quo and strengthen the audience's attitudes, values, and beliefs?

(TCO 5) Maslow's system of needs is based on the argument that __________ level needs must be satisfied before __________ level needs can be motivating factors.

(TCO 5) What does the use of the listener's perspective in a persuasive presentation mean?

(TCO 5) __________ means an audience can be persuaded on the basis of who the source is or what the source said.

(TCO 5) Of the three components of source credibility, which deals with the way a source is perceived, in terms of being honest, friendly, warm, agreeable, or safe?

(TCO 5) One important way a speaker gains extrinsic credibility is through:

(TCO 5) Speeches for special occasions in the workplace always require:

(TCO 5) Which of the following components is found in a persuasive presentation but should not be incorporated in an informative presentation?

(TCO 5) In all public speaking situations, it is important to do which of the following?

(TCO 5) When preparing an introduction, what question should the introducer always keep in mind?

Week 4 Assignment Informative Outline

Title of Presentation: How Viral Marketing Can Improve a Company’s Sales

Week 4 Homework Ball Corporation

A small margin for error makes communication on a project critical, especially when the project is as complex as the projects being developed by Ball Aerospace (O’Hair, Friedrich & Dixon, 2011). Communication must be precise, clear, and timely so that everyone…

Week 5 Informative Speech Power Point Presentation

13 Slides with Speaker Notes

Week 6 Assignment

Complete Activity #1, located on page 257 in our eBook or page 256 in our printed textbook.

For this activity, please construct a series of questions that you would ask in the opening portion of the following types of interviews:

Week 6 Quiz

(TCO 8) More than 90 percent of business organizations provide training in ___________ for their employees.

(TCO 8) Which of the following could be an obstacle to the achievement of goals in the interview?

(TCO 8) What three concepts bear on question meaning?

(TCO 8) The interviewer who asks him or herself such questions as "Will the interviewee know what the interview is about?" and "Will the interviewee want to participate in the interview?" is addressing which two components of the interview's opening?

(TCO 8) What three concepts bear on question meaning?

(TCO 8) What form of question is the following: Do you believe that women should be allowed to take combat roles in the military?

(TCO 8) Which of Carl Rogers's five response categories seeks to reassure, pacify, or reduce the interviewee' s intensity of feeling?

(TCO 8) In a highly scheduled interview, the interviewer prepares an interview schedule that contains:

(TCO 8) Possible obstacles to a successful interview process may include:

(TCO 8) __________ is (are) the process of finding a job through personal contacts at other organizations.

(TCO 8) Many companies receive as many as two hundred applicants for a job. Of that pool, ___________ candidates will be called for a first interview.

(TCO 8) __________ of the 1964 Civil Rights Act prohibits discrimination in employment on the basis of color, race, religion, sex, or national origin.

(TCO 8) In preparing for an interview, what does the interviewee do to learn as much about the potential employer as possible?

(TCO 8) The interviewee designs the résumé and cover letter based on __________ and on research about the company.

(TCO 8) If an applicant thinks she or he has been asked an illegal or discriminating question during an interview, what course of action should the applicant take?

(TCO 9) What type of feedback is most effective in motivating employees?

(TCO 9) Which of the following discriminatory questions is considered illegal?

(TCO 8) What makes an interview question effective?

Week 7 Persuasive Outline

Title of Presentation: Proposal for Additional Company Network Security and Firewall Protection Measures

Week 7 Assignment Practicing Business Communications: Tootsie Roll Industries, Inc.

TRI (Tootsie Roll Industries) communicates its values to suppliers and employees by keeping the communication lines open between them and the company’s management team. For example, employees are allowed to join or sit in on meetings of…

Week 8 Persuasive Speech 13 Power Point Slides with Speaker Notes

Week 1 Discussions 1 Communication 28 Pages

How do organizations establish goals? How can communication help an organization achieve its goals? In your opinion, does the success--or failure--of an organization depend on how effectively its members communicate, or not? Week 1 Discussions 2 Language Culture 25 Pages

What does the term “language culture” include, and how might you analyze your language culture? Who could help you? Which research or library sources could be informative? Every human being has a unique, personalized "language culture." Your own language culture is built from all your life experiences, locations lived, groups spent time around, occupations, majors, hobbies, and more. (1) Can you explain your own language culture? (2) How can any language culture--your own or someone else's--be analyzed and understood?

Week 2 Discussions 1 Business Presentations 28 Pages

What are some common reasons for presentations in a business or professional setting? What are some of the benefits of making or listening to presentations in the workplace? Why is public speaking frightening to you? List the techniques you use to overcome your fear of public speaking?

Week 2 Discussions 2 Public Speaking 26 Pages

How might you handle the following situations? You arrive to give your speech and are asked to speak for an hour instead of for thirty minutes because a second speaker has canceled. Someone interrupts you, saying that you are not speaking on the subject the audience has come to hear. What do you consider as “good” delivery? What delivery techniques work for you?

Week 3 Discussions 1 Informative Speaking 27 Pages

Why are informative presentations useful? Describe and give examples of the three major functions of informative presentations.Why is knowing your audience important? How does the audience affect how you shape your message and the information you share? Can anyone think of other types of audiences? Week 3 Discussions 2 Ethics and Persuasive Speaking 25 Pages Imagine that you are trying to persuade your employer to buy a particular Brand X portable computer for employees to use for business trips. You are to make a presentation to a management committee, and you want to give members convincing evidence for your recommendation. You also want to make the presentation in an ethical fashion. You like the selected model for a variety of reasons, including the fact that your spouse works part time for Brand X and has told you a lot of good things about it.As you think through the presentation, what, if any, ethical issues will you encounter? What are some possible ways of dealing with them? Which will you choose?Might your answer change if you or your family owned stock in Brand X? Why or why not?

Week 4 Discussions 1 Hearing and Listening 24 Pages What’s the difference between hearing and listening? Please provide experiences or examples. What other differences do you know of between hearing and listening?

Week 4 Discussions 2 Verbal and Nonverbal Skills 25 Pages

Describe a situation in which a coworker’s nonverbal communication contradicted his or her words. Which message was stronger? What might be some reasons for the lack of alignment?

Week 5 Discussions 1 Leadership Tactics 28 Pages Management has always used fear to some degree. Although most leadership books ignore this tool altogether, in favor of more accommodating techniques, many highly successful executives use terror to lead their employees. Scott Snook, a Harvard Business School professor of… Do you think it is ethical for an organization to allow its leaders to use fear as a communication tactic? What have your experiences with fear as a leadership tool been?

Week 5 Discussions 2 Leadership Styles 24 Pages

Do you believe that there is a single leadership style that is effective in most situations? If you do, explain what that style is and why it is effective. If you don't, please explain your position. Do you consider yourself a leader? Have you had the opportunity to be a leader in the workplace? If not, tell us about other situations where you have been a leader? How would you describe your leadership style?

Week 6 Discussions 1 Job Interviews 25 Pages

In today's computer driven business world, job interviews may likely occur online in a series of e-mail exchanges. How do you believe you might perform in an online interview, compared to a traditional face-to-face interview? Can you imagine that you might feel at an advantage or a disadvantage? Why? Do you believe these three characteristics exist in an online or e-mail interview? Why/Why not? Week 6 Discussions 2 Employee Appraisal & Disciplinary Interview 26 Pages

Why are effective performance appraisal interviews critical to healthy supervisor-employee relations? Can disciplinary interviews improve relations? How does communication competence come into play in both scenarios?

Week 7 Discussions 1 Manager-Employee Relationship 24 Pages

Cherie is an accountant for a large advertising agency. After receiving notice of a prospective, large account, she thinks of a creative advertising campaign and tells her idea to Charles, her manager. Charles shoots down her idea and reminds her that her job is accounting. Several days later, the design team visits Charles and asks him for more details on his brilliant campaign idea. Cherie realizes that the campaign being discussed is her idea. What does this outcome indicate about the communication climate and power holding in the agency? If you were Cherie, would you approach Charles about stealing your idea, or would you show support for your manager? Why?

Week 7 Discussions 2 Coworker Relationship 24 Pages

When it comes to coworkers, why are strong interpersonal relationships important in business?

How do you build and maintain those relationships while keeping professionalism at the forefront? What are some challenges you face in doing so?

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WEEK 1

Exploring the Course Themes (graded)

The four course themes of education, technology, family, and health and wellness are topics that touch each of our lives in some way. In this discussion, practice exploring the themes as a researcher would: by creating problem statements.

How do you do this? Ask and then answer the question using a sub-topic (see below). Here’s an example. “For whom is [school bullying] a problem?“ In your post, provide the question and then the answer to the question. For example, “School bullying is a problem for victims of bullying because. . . .” Complete the statement based on your experience and knowledge.

Topic Selection (graded)

To prepare for your topic selection and the research process, conduct an Internet search to find at least two articles that have been posted in the last year on one of the "themes" topics (i.e., bullying). The goal is to find articles that take clear positions on the topic. Share what you find and include the URL links to the articles. After you’ve posted, assess a classmate’s links, indicating whether you’d like to read or hear more about the topic and why.

WEEK 2

Argumentative Strategies (graded)

In research writing, what exactly do we mean by argument? Do we mean taking an extreme position and standing our ground, whether or not the facts support our position? Or do we mean instead convincing our audience by taking a reasonable stance on an issue and supporting our position with appropriate evidence? Define and explain the difference using examples.

Internet Reliability (graded)

How reliable is the Internet as a source of information for your research? What are the ways you can validate information that you find on the Internet? Why is this necessary? Use examples from the Information Literacy module you reviewed this week.

This section lists options that can be used to view responses.

WEEK 3

Presenting Ideas (graded)

Persuasive presenters have several traits in common. Browse through TED talks http://www.ted.com/talks or American Rhetoric Website at http://www.americanrhetoric.com/ to find notable speakers who demonstrate strong communication traits. Compare and contrast the ways these speakers meaningfully communicate ideas to their audiences. Include the URL link of the speaker you choose to write about. In a short paragraph, respond to a classmate’s post, indicating whether you agree or disagree with his or her choice, and why.

Preparing the Research Proposal (graded)

How important is it to be personally invested in an idea? Can you sell an idea that you have no stake in? Why or why not? Using one of the resources from the Course Readings, provide an example of an author who is communicating in a way that tells a reader that the author is credible and is a trustworthy source.

WEEK 4

Annotated Bibliography Entries (graded)

In your textbook (pp. 325–326), you’ll find a model of an annotated bibliography. Review the model, focusing on the components of the entry: (1) the reference citation, (2) the summary, and (3) the assessment. Then draft one reference entry and two paragraphs from one of your sources. We’ll use the rest of the week to peer review the entries to prepare you for this week’s assignment.

This section lists options that can be used to view responses.

Argumentative Strategies (graded)

In presenting an argument, should a writer strive to be the final authority or a reasonable voice on an issue? Review Chapter 22 to understand the difference. Then, using your topic and one or more of your sources, define and provide an example of an arguable claim as opposed to a personal judgment.

WEEK 5

Analyzing a Sample Argument (graded)

In the textbook, review the student essay on p. 199, “Allowing Guns on Campus Will Prevent Shootings, Rape.” In an abbreviated format, the sample contains the elements that you will be including in your Course Project. The controversial subject matter (the content) may engage you right away. This is a sign that the writer is applying an argumentative strategy. Focus on the organization. What do you notice about the way the topic is introduced? How will your draft be similar or different?

Organizational Patterns in Argument (graded)

Let’s look at samples of research-based writing: “Nervous Nellies” on p. 328; “From Degrading to De-Grading” on p. 254; and “How Many Zombies Do You Know?” on p. 290.

Review each selection and include in your post responses to these questions. What do you notice about how each is organized and presented? What kinds of appeals to the audience does each author use? How are sources used in text?

Reading Strategy Note: Unlike summary and paraphrase, which require close reading, for this discussion use the reading strategy of skimming. Carefully read the introductory paragraph, but then move quickly, reading only the topic sentence of each paragraph. The goal is to compare and contrast the differences in the presentation of the information in the document. Skim and review until you have an impression you can share in the discussion.

WEEK 6

Rebuttals and Refutations (graded)

Anticipating readers’ objections is one way to determine what other sections to include and support in your paper. Practice writing a rebuttal or a refutation by taking your thesis and considering the point of view of someone who believes differently or even the opposite of the argument you are making. To do this, review Chapter 10, pp. 449–452 and post a paragraph that summarizes an oppositional point of view to your thesis and then refutes it. As peers, reply to one another explaining whether or not your classmates are presenting the opposition objectively and whether the refutation is logical. Give one another ideas or suggestions for points that may be left out or might need to be further developed. The paragraph you draft here can be used in a section of your Second Draft this week.

Designing Your Course Project (graded)

While APA-style citation and format is required, you do have the flexibility in the design of your Course Project to include a visual element. Review Chapter 17, pp. 382–387. How does the use of visual elements enhance or detract from the presentation of research? Will you add graphs, charts, or images to your draft? Why or why not?

WEEK 7

APA Workshop (graded)

Each academic area of study has a particular style for documenting the ideas of other scholars. The standards of formatting document you’ve been using is from the American Psychological Association (APA). This is the preferred style in the social sciences. As you’ve noticed, there is a strong emphasis on the publication date. Why do you think there is such an emphasis on the date? As you work on revising your Course Project, what questions do you have about how to incorporate standard APA format and documentation guidelines into your essay? Are there any sources you are having a hard time documenting? Any questions about your reference entries?

Peer Review Team A (graded)

This week, we’ll be sharing our writing in a class peer review. In order to make this process run smoothly, please be sure to follow the instructions noted below.

Find your name on the peer review assignment list provided by your professor to determine whether you are in Group A, B, C, or D.

Once you have located your assigned group, join that discussion area and hit “reply” to the initial prompt. In your reply, leave feedback for your classmates with general information about your draft. Explain the current state of your draft, your plans to add content, and your revision plans. If you have specific questions for the peers who will review your draft, or want to provide them with any additional information, please do so in your initial post.

Attach your current draft to your initial post. This must be completed no later than Tuesday night.

Find the two peers who have posted after you in terms of time. Read their attached essays and any notes they left to accompany the draft. Find the Week 7 Peer Review Checklist in Doc Sharing and download it. Complete the form separately for each of the two peers whose drafts you will be reviewing.

Return your completed Peer Review Worksheet as an attachment in a response post to each of your peers separately. This must be completed no later than Friday night.

Continue to check into your group Discussion area in the event your peers pose any follow-up questions.

**Please note: If you are the last to post in your group before the Tuesday deadline, you should review the students who post in the #1 and #2 slot. If you are second last to post in your group, please review the students who post in the last and #1 slot.

Be sure to ask your professor if you have any questions about the peer review process.

Peer Review Team B (graded)

This week, we’ll be sharing our writing in a class peer review. In order to make this process run smoothly, please be sure to follow the instructions noted below.

Find your name on the peer review assignment list provided by your professor to determine whether you are in Group A, B, C, or D.

Attach your current draft to your initial post. This must be completed no later than Tuesday night.

Return your completed Peer Review Worksheet as an attachment in a response post to each of your peers separately. This must be completed no later than Friday night.

Continue to check into your group Discussion area in the event your peers pose any follow-up questions.

Be sure to ask your professor if you have any questions about the peer review process.

Peer Review Team C (graded)

This week, we’ll be sharing our writing in a class peer review. In order to make this process run smoothly, please be sure to follow the instructions noted below.

Find your name on the peer review assignment list provided by your professor to determine whether you are in Group A, B, C, or D.

Attach your current draft to your initial post. This must be completed no later than Tuesday night.

Return your completed Peer Review Worksheet as an attachment in a response post to each of your peers separately. This must be completed no later than Friday night.

Continue to check into your group Discussion area in the event your peers pose any follow-up questions.

Be sure to ask your professor if you have any questions about the peer review process.

WEEK 2

Information Literacy Assignment (35 points)

The purpose of this assignment is to learn about information literacy by exploring the concept of peer review. You may be familiar with peer review in prior writing courses, but what does it mean when you talk about peer review in relation to academic source material?

Click on the following link to a DeVry University Library presentation of Peer Reviewed Journals: The Creation of New Knowledge.http://library.devry.edu/pdfs/Peer_Review_PPT.pdf

The PDF presentation contains 20 slides that will introduce the peer review cycle.

After reviewing the presentation, compose a 2-paragraph response in which you address each of the following points:

In your own words, identify points in the peer review cycle that seem especially important and explain why.

How does an editor differ from a peer reviewer? Use at least two points to support your response.

Based on this information, explain whether your article for this week was peer reviewed? How can you determine this information?

As you work on your research in this class, where specifically can you look to find peer-reviewed information?

Submit your completed assignment to the Week 2 Dropbox. For instructions on how to use the Dropbox, read these step-by-step instructions or watch this TutorialDropbox Tutorial.

WEEK 3'

Week 3 APA Module Assignment

For this assignment, you will review materials in the DeVry library to help gain a better understanding of APA citations.

a. Click https://hub2.devry.edu/node/272 b. Listen to the tutorial or download and review the transcript on APA and answer the questions below

After reviewing the presentation, compose a 2-paragraph response in which you address each of the following points:

1. Why is APA style used to document ideas in writing? What is the purpose of the in-text citation? Demonstrate your understanding of the in-text citation by providing an in-text citation for the article you summarized for the week 2 assignment. (15 points) 2. In the article that you summarized in week 2, you may have found some information that you want to quote directly. To demonstrate the process for citing a direct quote, provide an example of properly quoted material. (20 points)

Submit your completed assignment as a Word Document to the Week 3 APA Module Drop box. For instructions on how to use the Dropbox, read these step-by-step instructions

Course Project

Objectives

The objectives of the Course Project are to fulfill this course’s terminal course objectives:

Given an essay or scholarly article in any media, develop an informed opinion which includes external evidence and personal experience.

Given persuasive rhetorical strategies, such as appeals to reasoning, credibility and emotion, demonstrate the strategies to advance an argument.

Given a student-selected topic, organize ideas through prewriting tasks and prepare a persuasive draft.

Given strategies for determining the quality of source material, evaluate scholarly articles and other types of source material to assess their appropriateness for a research project.

Given various strategies for presenting research, compare and contrast the ways to communicate research findings to an audience.

Given the conventions for attributing source material, create appropriate citations, such as through summary, paraphrase, in-text, and reference citations.

Given a sample of writing requiring revision, refine and develop ideas in order to convey new knowledge that reflects original thought.

Guidelines

Introduction

Through the Course Project, students will engage in writing about a real-world topic that is aimed at a specified reader in the form of an argument.

Skillful argument-based writing will serve you well, in many ways, beyond this class. Both in other classes and on the job, the research paper you learn in this class will take on new forms, such as analytical reports, proposals, reports, and white papers. Writers who achieve success through these important kinds of documents know how to present an argument and support it logically and persuasively using relevant, attributed source material.

The Course Project will address a topic within one of four course themes: education, technology, family, or health and wellness. Each topic encompasses the potential for controversy, which means there is more than one valid way of looking at the issue and presenting the issue to an audience. The paper will introduce the topic, provide background information, present a main argument with evidence, and conclude in a way that clearly leads a reader to take desired or recommended action.

Assignment

After thoroughly reading and researching a topic, complete the weekly assignments addressing a topic from one of the course themes, leading to two drafts that are revised in a final 8- to 10-page research project.

The purpose of the assignment is to present an argument and support it persuasively with relevant, properly attributed source material. The primary audience for the project will be determined in prewriting tasks. The secondary audience is an academic audience that includes your professor and fellow classmates.

Course assignments will help you develop your interest in a theme and topic, engage in discussion with your professor and classmates, and then learn to apply search strategies to retrieve quality sources.

By the end of the course, you will submit a Course Project that meets the requirements for scope and which includes the following content areas.

Assignment Requirements

Original writing of 8–10 pages created during this course

Attributed support from outside research with in-text citations that correspond to the five required sources listed on the References page; a minimum of one source must be included from the Course Theme Reading List

APA 6th edition use of Title page and running headers, in-text and parenthetical citations, and References for all sources used in the project

Final draft addresses all professor and peer content and citation revision suggestions and concerns from earlier drafts; final draft of the Course Project is the result of revision and represents consistent improvement over the first draft

Research Project Topics

Course Theme Reading List

Research on your topics begins with the Course Theme Reading List, which is linked under the Textbook section of the Course Syllabus. Be sure to click the word here to open the document. While you are not required to read all of the resources, you should plan to dedicate sufficient time to retrieve, preview, and critically analyze sources on topics that are of interest to you. The list of readings has been selected to help you narrow a topic, and it also will help you generate search terms you can use to continue your independent research.

Two readings are available for each of the topics listed below. Start your research process by reviewing the Course Theme Reading List. Note: All students will be required in their final Course Project to include at least one source from the Course Theme Reading List. Once you are introduced to library search strategies, you will then search for the remaining number of sources required for inclusion in-text and on the References page of the final assignment. The table below lists the themes and topics for the Course Project.

Education

Technology

Family

Health and Wellness

School Bullies

Multitasking and Technology

Sexualization of Girls

College Students and Weight Issues

No Child Left Behind Act/Race to the Top

Technology and Social Isolation

Gender Discrimination

Childhood Obesity

Grade Inflation

Perils of Social Networking

Unequal Rights in Marriage, Children

Fad Diets

College Students and Underage Drinking

Online Dating/Online Predators/Sex Offenders

Children of Divorce

Junk Food

Student Debt

Illegal Downloading of Protected Content

Domestic Violence

Sedentary Lifestyles

College Students, Cheating, and Plagiarism

Internet Censorship/Classified Information Leaks

Cyberbullying

Teenage Pregnancy

College Dropout Rates

Identity Theft

Life-Work (Im)balance/Flexible Work Schedules

Concussions in Athletes

High School Dropouts

Texting and Driving

Insurance Premiums for Smokers and Obese Employees

The full list of Course Theme Readings is linked from the Course Syllabus. To access the readings, you will use the library databases or the Course textbook. For help accessing the library databases, please click on the following Accessing the DeVry Library Database tutorial.

Grading Rubrics

Central Idea and Focus: The topic, purpose, and thesis are clear and identifiable in the introduction; all ideas consistently address the main argument without off-topic or irrelevant ideas. Presentation of central idea or focus reflects revision and refinement from prior drafts.

Support and development of ideas:Ideas are sufficiently developed for each section. Fifteen points may be earned for each of the five sections of the document. Introduction must have attention-grabbing story, topic, purpose, credibility, and why the topic is important; the thesis is graded above in the central idea. Sections II, III, and IV must contain a main idea, indicated by a topic sentence and followed by properly attributed support from sources. Development of ideas anticipates reader objections and responds appropriately. Evidence is varied and effective. Uses argumentative strategies and appeals to improve the logic and credibility of the presented ideas. Conclusion contains memorable ideas and does not rely on repetition of earlier content. Body of project reflects improvement from earlier drafts or else points will be deducted from each section accordingly.

Organization and Structure: The internal structure of a piece of writing, the thread of central meaning. All ideas are organized well without any missing or incomplete components. Organization responds to feedback on earlier drafts and presents an improved version from prior drafts. Points are deducted for organization that has not been revised based on feedback.

Milestones

Best Practices

Access the DeVry Library resources for the bulk of your research. You can access the online library by clicking on the Student Resources tab in Course Home.

APA-style citations do not use footnotes or URLs (i.e., http:// or www.) for in-text citations. URLs are in the References page as specified in the textbook or APA manual.

Use of Turnitin is part of this class. Avoid all forms of plagiarism. Plagiarism is a serious offense and violates our academic integrity policy. Do not use any information from “paper mills,” or sites that offer papers on a number of topics; these sites are among the first to be flagged as plagiarized. Additionally, do not turn in any paper previously used in any course, because self-plagiarism is also not allowed.

Sample Documents and Grading Criteria

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