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Supporting Lectures: Review the following lecture: Medicare and Medicaid Introduction: Medicare and Medicaid are federal programs that cover a large proportion of the US population with healthcare. The two have similar objectives in the area of providing care, but there are significant differences in them that concern reimbursement. Tasks: Describe each program, Medicare and Medicaid. Provide the major features of each program. Discuss how these programs differ from each other. Briefly describe the process of how to bill for each program. Submission Details: Submit this topic as a 2- to 3-page Microsoft Word document. Use APA standards for citations and references. Cite a minimum of three outside peer-reviewed sources to support your assertions and save it as SU_HCM1201_W4_Project_LastName_FirstInitial.doc. Submit the report to the Submissions Area by the due date assigned. Cite any sources using correct APA format on a separate page. .

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Cite a minimum of three outside peer-reviewed sources to
support your assertions and save it as
SU_HCM1201_W4_Project_LastName_FirstInitial.doc. Submit
the report to the
Submissions Area
by
the due date assigned.
Cite any sources using correct APA format on a separate page.

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Week 2 Discussion 1- 5/14/15 Social Versus Human Capital This week’s first discussion forum will focus on the population of abused individuals. Abuse is a pervasive problem in our society. Although the forms of abuse, as well as the intensity and duration can vary from case to case, each abused person is tasked with dealing with the scars left from the abuse. As you can imagine, this task can be very challenging to say the least. Using research to help you form an opinion, which form of capital (social or human capital) do you feel will have a greater influence over resources accessible to the abused? Discuss which form of capital you would rely on for emotional support and help through difficult times if abused. Explain your rationale. Chapter 3 of the course text defines these terms in more detail. Your initial contribution should be 250 to 300 words in length. Your research and claims must be supported by a minimum of two scholarly sources beyond your course text. Use proper APA formatting for in-text citations and references as outlined in the Ashford Writing Center. Week 2 Discussion 2- Due 5/14/15 Continuum of Care Evaluation and Analysis This week’s second discussion forum focuses on the populations of the chronically ill and the disabled. You may be familiar with the common quote “An ounce of prevention is worth a pound of cure.” In reality, however, you may know of a person, family, or group who is not receiving adequate preventive or medical care due to a lack of resources and funds. Choose one specific chronic illness or disability of your choice. Select two resources in your community that address issues related to the chronic illness/disability and describe the services offered. Select two national resources that address issues related to the chronic illness/disability and describe the services offered. Analyze whether or not the continuum of care services are adequate for the population with the chosen chronic illness/disability. Explain why or why not. Your initial contribution should be 250 to 300 words in length. Your research and claims must be supported by a minimum of two scholarly sources beyond your course text. Use proper APA formatting for in-text citations and references as outlined in the Ashford Writing Center. Week 2 Assignment Due 5/18/15 Assignment To complete the following assignment, go to this week's Assignment link in the left navigation. Vulnerable Population Summary and Proposed Program The first of your two written assignments for the course will provide a beginning framework that you will utilize in the development of your Final Project: a proposal for a community-based program in your area. For this first written assignment, you will select one of the vulnerable groups identified in the text that will serve as your target population of interest throughout the duration of your next written assignment and Final Project. Select one among the following groups from Chapter 1: Vulnerable mot.

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Locating Resources Locate a minimum of three community or national resources for your illness group chosen in Week 1 , preferably in your community. Study these resources and write a report about them in a 4- to 5-page Microsoft Word document. Include in your response all the information the patient should know about them (the specific services they offer, fee schedules, if and when appropriate, criteria for eligibility, and any other important information). Discuss potential advantages and disadvantages for vulnerable populations in seeking these resources. Support your responses with examples. Assignment 2 Grading Criteria Maximum Points Identified and discussed three community or national resources for your chosen illness group. 32 Summarized the resources' benefits, specific services, fees, criteria for eligibility, application process, and transportation available for patients. 32 Discussed how you will integrate these resources into your plan of care. 28 Discussed potential advantages and disadvantages for vulnerable populations in seeking these resources. 28 Used correct spelling, grammar, and professional vocabulary. Cited all sources using APA format. 20 Total: 140 ...

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Locating Resources Locate a minimum of three community or national resources for your illness group chosen in Week 1 , preferably in your community. Study these resources and write a report about them in a 4- to 5-page Microsoft Word document. Include in your response all the information the patient should know about them (the specific services they offer, fee schedules, if and when appropriate, criteria for eligibility, and any other important information). Discuss potential advantages and disadvantages for vulnerable populations in seeking these resources. Support your responses with examples. Cite any sources in APA format. Assignment 2 Grading Criteria Maximum Points Identified and discussed three community or national resources for your chosen illness group. 32 Summarized the resources' benefits, specific services, fees, criteria for eligibility, application process, and transportation available for patients. 32 Discussed how you will integrate these resources into your plan of care. 28 Discussed potential advantages and disadvantages for vulnerable populations in seeking these resources. 28 Used correct spelling, grammar, and professional vocabulary. Cited all sources using APA format. 20 Total: 140 .

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Assignment: How Funding and Competing Budgeting Priorities Impact Higher Education At one time, state and federal sources provided a large percentage of funding for many public and private institutions of higher education. However, this has changed so that even many public institutions receive only small percentages of funding from government sources. As these funding sources change, institutions must reconsider their programs, their models, and their priorities. A full budget at a large institution could be hundreds of pages in length and require a large, dedicated team of professionals to develop. To analyze a full budget is beyond the scope of this course, but it is typically part of the responsibilities for anyone in a leadership position. While you review budget documents, look for information about specific funding priorities. To prepare: Consider the relationship between funding and priorities. Then, do the following: Select an institution and research any publicly available documentation on its fiscal year budgets. Check with the Walden Library for resources. To complete: Write a 4- to 5-page paper in which you analyze how the budget impacts competing priorities. Explain how you would decide these issues, and include the following: A brief description of the institution you have selected and the size and scope of its budget A description of at least two funding priorities at the institution and, as best as you can determine, the rationale for such priorities An analysis of the budget to identify at least two potential competing priorities that might result from the budget plan A description of any public comments from legislators, the public, or other stakeholders A proposal for how you would resolve competing priorities An explanation of how you would reach out to stakeholders who have expressed public concerns Your paper should be written in a scholarly manner using APA formatting. Provide URL links to information about the institution you selected and its budget. .

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Supporting Developmentally Appropriate Practices Supporting Developmentally Appropriate Practices. Due by Day 7 . For this assignment, you will return to the resources from the center you selected in Week 1 and your personal core values shared early in this course to write a response paper. For this paper, complete the following: Part I (this should be in narrative form) Referencing your personal core value, and the values, vision, and mission you obtained from the center you selected in Week 1, address the following in detail: Describe how the program does or does not meet DAP guidelines. Provide one action and three strategies of how the DAP is/can be implemented. Part II (this can be a continuation of the document created in Week 2 of the course) According to NAEYC Standard 5 (Links to an external site.) , a program promotes the nutrition and health of children and protects children and staff from illness and injury. Children must be healthy and safe in order to learn and grow. Programs must be healthy and safe to support children’s healthy development. More specifically NAEYC outlines the following as “what to look for in a program” (see below). Create a document/table with at least one example of how the following guidelines are communicated: Teaching staff have training in pediatric first aid. Infants are placed on their backs to sleep. The program has policies regarding regular hand washing and routinely cleans and sanitizes all surfaces in the facility. There is a clear plan for responding to illness, including how to decide whether a child needs to go home and how families will be notified. Snacks and meals are nutritious, and food is prepared and stored safely. The Supporting Developmentally Appropriate Practices paper Must be at least two double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.) . (This should include the Part I narrative and Part II table) Must include a separate title page with the following: Title of paper Student’s name Course name and number Instructor’s name Date submitted Must use at least two outside sources in addition to the course text. The Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.) table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment. Must document all sources in APA style as outlined in the Ashford Writing Center. Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center. Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your ass.

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Supporting Developmentally Appropriate Practices. For this assignment, you will return to the resources from the center you selected in Week 1 and your personal core values shared early in this course to write a response paper. For this paper, complete the following: Part I (this should be in narrative form) Referencing your personal core value, and the values, vision, and mission you obtained from the center you selected in Week 1, address the following in detail: Describe how the program does or does not meet DAP guidelines. Provide one action and three strategies of how the DAP is/can be implemented. Part II (this can be a continuation of the document created in Week 2 of the course) According to NAEYC Standard 5 , a program promotes the nutrition and health of children and protects children and staff from illness and injury. Children must be healthy and safe in order to learn and grow. Programs must be healthy and safe to support children’s healthy development. More specifically NAEYC outlines the following as “what to look for in a program” (see below). Create a document/table with at least one example of how the following guidelines are communicated: Teaching staff have training in pediatric first aid. Infants are placed on their backs to sleep. The program has policies regarding regular hand washing and routinely cleans and sanitizes all surfaces in the facility. There is a clear plan for responding to illness, including how to decide whether a child needs to go home and how families will be notified. Snacks and meals are nutritious, and food is prepared and stored safely. The Supporting Developmentally Appropriate Practices paper Must be at least two double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center . (This should include the Part I narrative and Part II table) .

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Supporting Developmentally Appropriate Practices Supporting Developmentally Appropriate Practices. Due by Day 7 . For this assignment, you will return to the resources from the center you selected in Week 1 and your personal core values shared early in this course to write a response paper. For this paper, complete the following: Part I (this should be in narrative form) Referencing your personal core value, and the values, vision, and mission you obtained from the center you selected in Week 1, address the following in detail: Describe how the program does or does not meet DAP guidelines. Provide one action and three strategies of how the DAP is/can be implemented. Part II (this can be a continuation of the document created in Week 2 of the course) According to NAEYC Standard 5 (Links to an external site.) , a program promotes the nutrition and health of children and protects children and staff from illness and injury. Children must be healthy and safe in order to learn and grow. Programs must be healthy and safe to support children’s healthy development. More specifically NAEYC outlines the following as “what to look for in a program” (see below). Create a document/table with at least one example of how the following guidelines are communicated: Teaching staff have training in pediatric first aid. Infants are placed on their backs to sleep. The program has policies regarding regular hand washing and routinely cleans and sanitizes all surfaces in the facility. There is a clear plan for responding to illness, including how to decide whether a child needs to go home and how families will be notified. Snacks and meals are nutritious, and food is prepared and stored safely. The Supporting Developmentally Appropriate Practices paper Must be at least two double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined (This should include the Part I narrative and Part II table) Must include a separate title page with the following: Title of paper Student’s name Course name and number Instructor’s name Date submitted Must use at least two outside sources in addition to the course text. The Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.) table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment. Must document all sources in APA style as outlined Must include a separate references page that is formatted according to APA style as outlined Recommended Resources Book Aronson, S.S. (Ed.). (2014). Model child care health policies (5th ed.). Elk Grove Village, IL: Academy of Pediatrics. This comprehensive resource provides practical advice and guidelines describing how you can p.

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Supporting Lectures: Refer to the following lecture: Nutrition and Health Nutrition and Health Using data gathered from the course textbooks, the South University Online Library , and websites (World Health Organization, United Nations, etc.), create a profile of the nutrition habits of two countries. On the basis of your research, create a 2- to 3-page report that answers the following questions: What are the main sources of food for these countries? What are gaps in nutrition for these countries? How do social, political and cultural factors affect access to adequate nutrition in each country? Are there groups within the populations of each country that are affected at greater rates? Who are they? Why do you think this is? Does this affect other health issues in each country? How? Be sure to support your points for each of the components in parentheses with data from the program and outside research. Submission Details: Name your document SU_PHE4015_W3_Project_LastName_FirstInitial.doc. Submit your document to the Submissions Area by the due date assigned. Support your responses with examples. .

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supporting docu- mentation. In 2005, the more than 70 agencies of the con- solidated city-county government used 14 different document management systems, none of which could communicate or interact with each other. The Information Technology department supervised multiple autonomous IT units with their own systems and standards. This decentralization created problems not just with document sharing, but also with document security and the ability to audit record keeping functions, particularly scanned contracts and financial records. Employee productivity was negatively impacted through time wasted in locating required documents from other agencies, duplication of IT functions, and cumbersome document scanning appli- cations. Mayor John Hickenlooper, a proponent of government transparency and efficiency, created a central- ized IT group and assigned it the task of conceiving an integrated strategy to unify and streamline IT functions. Scrapping the 14 document management systems was an obvious first cost-saving action. The enterprise content management (ECM) system adopted would need to revamp the city’s contract record system so that it no longer needed a nightly reboot, met security standards, and was easily searchable for employees across agencies. Described by Al Rosabal, Deputy CIO Denver City and County, as an “end-of-life” system, the existing system had poor search capabilities and overall feeble perfor- mance. Initially, the Technology Services Group was stymied in locating a cost-effective solution that could be implemented without any interruption in service. Then it discovered Alfresco. Alfresco’s all-Web-based, open source ECM system was not only affordable to implement, but would conservatively save Denver approximately $1.5 million over five years. CIO Rosabal estimates that, over time, the open source model could save the city up to $1 million a year in recurring licensing, deployment, and maintenance costs as opposed to a proprietary system. Alfresco’s ECM capabilities include document, record, and image management, document version- ing, multi-language support, support for multiple client operating systems (Windows, GNU/Linux, and Solaris), Web content management, and integration with MySQL, which Denver used for its relational database management system. With a browser-based graphical user interface and integration with the most commonly used Microsoft Office suites, Alfresco ECM was a perfect fit to economically meet Denver’s needs. Implementation began in 2009 and took place in 6- to 12-week cycles over 15 months’ time. Each cycle also included employee training. This gradual phase-in encouraged employee cooperation and allowed time for feedback before the next learning curve began. For the auditor and controller offices, Alfresco was integrated with the current PeopleSoft Financial Management software so that employees could view contracts and associated content .

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Support or oppose the statement: “Young people do too much cell phone texting these days.” Take an analytical approach. In other words, be logical in making your points. Discuss why texting is so popular. What’s good about it? Also, examine some of the negative aspects of texting: What’s bad about it. Wrap up your presentation with a conclusion that summarizes your opinion about texting. Be creative! (Length: 2-3 pages) .

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Supply and Demand Guide To solve the homework problems do the following: 1. Identify the determinant change 2. Shift the appropriate curve in the correct direction 3. Change price appropriately 4. Move along the other curve (the one that did not shift) in response to the price change. The following information will tell you the determinants and how the change, as well as definitions of the key terms. Demand Demand: The amount that consumers are willing and able to purchase at various prices. Law of Demand: Price and Quantity Demanded vary inversely. Quantity Demanded: The amount that consumers are willing and able to buy at a particular price. Change in Quantity Demanded: Changes in price change the quantity demanded. This is a Movement Along a Demand Curve in Response to a Price Change. Change in Demand: This is a shift in the position of the demand curve, either upward or downward. If the curve shifts upward, consumers are saying they will pay more for all quantities of the good or service. If it shifts downward, consumers are saying they will pay less for all quantities of the good or service. Determinants of Demand: The Demand Curve will shift only when one (or more) of the Determinants of Demand changes. These determinants are: 1. Size of Market: the number of consumers in the market for the good or service. If this factor increases, the curve shifts upward (increase in demand). If this decreases, the curve shifts downward (decrease in demand). 2. Consumer Tastes and Preferences: if these shift in favor of a product, the demand curve shifts upward (demand increases); if these shift against a product, the demand curve shifts downward (demand decreases). 3. Consumer Income: as the income of consumers increase, consumers purchase more of all normal goods (assume all the goods in the homework are normal goods), this shifts the demand curve upward (demand increases); if income decreases, then consumers buy less of all normal goods, this shifts the demand curve downward (demand decreases). 4. Prices of Related Goods: a. Complimentary Goods: These are goods that are used to together like peanut butter and jelly. If the price of peanut butter goes up, the Quantity Demanded of peanut butter will decrease (a movement along a demand curve in response to a price change). However, the Demand for jelly will decline (decrease in demand) as fewer people buy it to go with the peanut butter, since they are buying less peanut butter. b. Substitute Goods: These are goods that are used in place of each other. If the price of Coke Cola goes up, the Quantity Demanded of Coke does down (a movement along the demand curve). But the Demand for Pepsi – the substitute good – goes up as people substitute the lower priced Pepsi for the higher priced Coke (the Pepsi demand curve shifts upward). 5. Expectations about the Future: If people have a positive view of the future they will consumer more and save less. This shifts th.

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Support or refute this statement: “[T]he Declaration functioned to mobilize certain groups of Americans, ignoring others. Surely, inspirational language to create secure consensus is still used, in our time, to cover up serious conflicts of interest in that consensus, and to cover up, also, the omission of large parts of the human race”. I support this statement because the Declaration list was made by listing anything from quartering troops inn colonial homes to imposing taxes without the colonists’ agreement.[footnoteRef:1] Jefferson also stated in the second paragraph of the Declaration that “all men are created to be equal” and that everyone was born with natural rights that no government could take them away and if they ever did, the people have the right to destroy it (the government).[footnoteRef:2] The old ways of freedom will no longer be in use but instead people were to create their own kinds of freedom by self fulfillment and shape the society as they will.[footnoteRef:3] Also Jefferson raised an idea of cutting slave trades for the King because he was afraid of a potential slave riots against the colonies but this was brought down by the Congress because the slave owners did not want to give up the slaves. So this Declaration was not for blacks and the slaves at all.[footnoteRef:4] The statement that “all men are created equal” was not benefitting women much. Politically women were invisible although they gained some power in households, farms, and on the fields. The whole Declaration was to benefit white men of authority.[footnoteRef:5] Also the last part of the Declaration was that the rich could avoid military draft by paying for the substitute while the poor absolutely had to serve.[footnoteRef:6] [1: Foner, Eric, Give Me Liberty!, An American History, Seagull Fourth Ed., Vol 1, (W. W .Norton & Company : New York 2014), 196] [2: Foner, 197] [3: Ibid., 197] [4: Zinn, Howard. "History Is a Weapon., A People's History Of The United States." The Meaning of July Fourth for the Negro by Frederick Douglass. http://www.historyisaweapon.com/defcon1/zinntyr4.html.] [5: Zinn, Howard. "History Is a Weapon., A People's History Of The United States." The Meaning of July Fourth for the Negro by Frederick Douglass. http://www.historyisaweapon.com/defcon1/zinntyr4.html.] [6: Zinn, Howard. "History Is a Weapon., A People's History Of The United States." The Meaning of July Fourth for the Negro by Frederick Douglass. http://www.historyisaweapon.com/defcon1/zinntyr4.html.] .

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SUPPLEMENTARY LOW SPEED AERODYNAMICS (DEN233)  Thin Boundary Lauer Equations 0 y V x U     0 1 2 2   y P y U x P y U V x U U              Momentum Integral Equation: 2 2 2 f e we e C U )H( xd Ud Uxd d     Thwaites Method xdu45.0 u x 0 5 e 6 e 2    xd Ud m e   2  09.0mseparation  0750.mstag  2 e w f u 2 C     xu Re ex  )m(S ue w    088.2 m14.0 0731.0 )m(H m107.0 m018.0 m402.122.0)m(S 0.0m0.1For       2m24.5m75.361.2)m(H 2m8.1m57.122.0)m(S 1.0m0For     Transition, Michel’s Method 4092 . trxtrx Re.)(Re   tre trx xU Re     eURe   Turbulent wall shear stress, you may assume this equation is valid for transitionxx  202028850 .xeW ReUρ.τ   Blasius Solution )(fUx)y,x( e   x U y e    y U    x V      δη)η(fη e δ e * U xν yd) U U (δ 0 0 1     δ ee yd) U U ( U U θ 0 1   δ η )η(f)η(f)η(f)η(f U xν e 0 2   * H  = ∂ ∂ = y U μτ x e Re fUρ 12  ν xU Re ex  ρ μ ν  f f  f  0 0 0 0.33206 0.2 0.00664 0.06641 0.3319 0.4 0.02656 0.13277 0.33147 0.6 0.05974 0.19894 0.33008 0.8 0.10611 0.26471 0.32739 1.0 0.16557 0.32979 0.32301 1.2 0.23795 0.39378 0.31659 1.4 0.32298 0.45627 0.30787 1.6 0.42032 0.51676 0.29667 1.8 0.52952 0.57477 0.28293 2.0 0.65003 0.62977 0.26675 2.2 0.78120 0.68132 0.24835 2.4 0.92230 0.72899 0.22809 2.6 1.07252 0.77246 0.20646 2.8 1.23099 0.81152 0.18401 3.0 1.39682 0.84605 0.16136 3.2 1.56911 0.87609 0.13913 3.4 1.74696 0.90177 0.11788 3.6 1.92954 0.92333 0.09809 3.8 2.11605 0.94112 0.08013 4.0 2.30576 0.95552 0.06424 4.2 2.49806 0.96696 0.05052 4.4 2.69238 0.97587 0.03897 4.6 2.88826 0.98269 0.02948 4.8 3.08534 0.98779 0.02187 5.0 3.28329 0.99155 0.01591 5.2 3.48189 0.99425 0.01134 5.4 3.68094 0.99616 0.00793 5.6 3.88031 0.99748 0.00543 5.8 4.07990 0.99838 0.00365 6.0 4.27964 0.99898 0.00240 6.2 4.47948 0.99937 0.00155 6.4 4.67938 0.99961 0.00098 6.6 4.87931 0.99977 0.00061                                              2 2 2 2 11 11 0 1 1              rr r rr )V( rr )rV( r )V( r )rV( r V, r V r V, r V r z r r r 2 2 2 2 2 0 yx y U x V y V x U y V, x U x V, y U z                                  Elementary Flows Uniform Flow   cosrUxU sinrUyU     Source/Sink rln π2 λ )yx(ln π4 λ φ θ π2 λ x y arctan π2 λ ψ 22 =+=.

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Supply Market Analysis for a Competitive Advantage David A. Hargraves, C.P.M., Director Strategic Sourcing University of Pittsburgh Medical Center 412/334-3713 [email protected] 93rd Annual International Supply Management Conference, May 2008 Abstract. Supply management professionals should use supply market analysis in their sourcing process to establish and maintain a competitive advantage while also reducing supply risk. Supply market analysis includes developing a commodity profile, examining cost structures, researching suppliers, and identifying key market indicators. Supply Market Analysis vs. Market Intelligence Market Intelligence is a term currently experiencing rapid growth and broader acceptance within professional supply chain management organizations. In a supply chain management context, market intelligence can be defined as the process of gathering and analyzing information relevant to a company’s supply markets specifically for the purpose of supporting accurate and confident decision making in the procurement process. The concepts of “supply market analysis” and “market intelligence” are closely related and while each can be conducted independently, supply market analysis should be understood to be a key element and integral part of any robust market intelligence program. Both concepts involve the gathering, recording, and analyzing of data and information about customers, competitors, and the market at large in order to facilitate better decisions. The key distinction that should be drawn between these two concepts is that a market intelligence program, while drawing on secondary research like a supply market analysis, should itself be active, dynamic and constantly undergoing revision. Supply market analysis and “market research” are more static terms which may conjure up images of dated documents and not the vibrant living concept that supply chain professionals should think of when they think of a robust market intelligence program. Yet being able to complete a supply market analysis is a skill that is essential for every supply chain professional to master, irrespective of whether or not that individual or company can afford to fully fund and charter a market intelligence program. This article focuses on the essential elements of supply market analysis. Supply Chain Professionals Need Intelligence, Not Information Intelligence is a collection of information pieces that have been filtered, distilled, and analyzed. A properly executed and insightful supply market analysis requires that significant and disparate amounts of research materials be collected and examined. Because of this requirement, it is important to briefly explore the two different types of research that should be used to develop your analysis. Primary research is information gathered through interactions with other people typically through meetings, one-on-one interviews, focu.

Supply Market Analysis for a Competitive Advantage Davi.docx

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Supply Chain Management A LOGISTICS PERSPECTIVE 9e JOHN J. COYLE The Pennsylvania State University • C. JOHN LANGLEY, JR. The Pennsylvania State University • ROBERT A. NOVACK The Pennsylvania State University • BRIAN J. GIBSON Auburn University Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. This is an electronic version of the print textbook. Due to electronic rights restrictions, some third party content may be suppressed. Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. The publisher reserves the right to remove content from this title at any time if subsequent rights restrictions require it. For valuable information on pricing, previous editions, changes to current editions, and alternate formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for materials in your areas of interest. Supply Chain Management: A Logistics Perspective, Ninth Edition John J. Coyle, C. John Langley Jr., Robert A. Novack, Brian J. Gibson Vice President of Editorial, Business: Jack W. Calhoun Editor-in-Chief: Joe Sabatino Senior Acquisitions Editor: Charles McCormick, Jr. Developmental Editor: Daniel Noguera Editorial Assistant: Courtney Bavaro Marketing Manager: Adam Marsh Senior Marketing Communications Manager: Libby Shipp Design Direction, Production Management, and Composition: PreMediaGlobal Media Editor: Chris Valentine Rights Acquisitions Specialist, Text and Image: Deanna Ettinger Manufacturing Planner: Ron Montgomery Senior Art Director: Stacy Shirley Cover Designer: Mike Stratton Cover Image: ©iStock Photo © 2013, 2009 South-Western, Cengage Learning ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be reproduced, transmitted, stored, or used in any form or by any means graphic, electronic, or mechanical, including but not limited to photocopying, recording, scanning, digitizing, taping, web distribution, information network.

Supply ChainManagementA LOGISTICS PERSPECTIVE9e.docx

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Summative Productivity Lab Maxi Widjojo IB S1 ESS Mrs. Henard Research Question (RQ): What is the effect of Temperature on productivity at the Southern shore of Lake Borodun? Variables: Variable(s): Independent: Temperature of the water extracted from Lake Borodun Dependent: Oxygen concentration in the water from the lake Raw Data: Displays the data of initial amounts of oxygen concentration in Lake Borodun in dark and light based on the given temperatures. Month: January March May June July September November Temperature (Celsius) 8 12 16 17 18 15 9 Initial amount of dissolved oxygen: (mg/l) 13.22 12.81 12.44 12.12 11.83 12.8 12.45 Trial 1: (Light) 14.65 17.00 17.21 18.08 17.91 17.12 16.23 Trial 2: (Light) 14.21 16.26 17.34 18.00 17.88 17.34 16.21 Trial 3: (Light) 14.44 16.55 17.68 17.86 17.77 17.15 16.11 Trial 4: (Light) 14.35 16.69 17.7 17.88 17.42 17.78 16.38 Trial 1: (Dark) 11.67 10.97 10.78 10.61 10.42 11.21 10.14 Trial 2: (Dark) 11.88 11.11 10.56 10.79 10.10 10.88 10.56 Trial 3: (Dark) 11.92 11.28 10.72 10.65 10.44 10.56 10.72 Trial 4: (Dark) 11.65 11.07 10.32 10.37 10.57 10.38 10.32 Processed Data Table: Displays the relationship between the amount of productivity and the given temperatures. Sample average calculation for 12℃℃ = (12℃℃ for light): 17.00 + 16.26 + 16.55 + 16.69 = 66.5 = 66.5 / 4 = 16.63 Month: January March May June July September November Temperature (Celsius) 8 12 16 17 18 15 9 Initial amount of dissolved oxygen: (mg/l) 13.22 12.81 12.44 12.12 11.83 12.80 12.45 Trial 1: (Light) 14.65 17.00 17.21 18.08 17.91 17.12 16.23 Trial 2: (Light) 14.21 16.26 17.34 18.00 17.88 17.34 16.21 Trial 3: (Light) 14.44 16.55 17.68 17.86 17.77 17.15 16.11 Trial 4: (Light) 14.35 16.69 17.78 17.88 17.42 17.78 16.38 Average (Light): mg/l 14.41 16.63 17.53 18.00 17.75 17.35 16.23 Trial 1: (Dark) 11.67 10.97 10.78 10.61 10.42 11.21 10.14 Trial 2: (Dark) 11.88 11.11 10.56 10.79 10.10 10.88 10.56 Trial 3: (Dark) 11.92 11.28 10.72 10.65 10.44 10.56 10.72 Trial 4: (Dark) 11.65 11.07 10.32 10.37 10.57 10.38 10.32 Average (Dark): mg/l 11.78 11.12 10.60 10.61 10.38 10.76 10.44 Processed data table for the relationship between temperature and productivity: Sample calculations for data table below: NPP: Light - Initial E.g. for 8℃℃: 14.41 - 13.22 = 1.19 R: Dark - Initial E.g. for 8℃℃: GPP: NPP + R E.g. for 8℃℃: Temperature (℃) NPP (Net Primary Production) R (Respiration) GPP (Gross Primary Production) 8 1.19 -1.44 -0.25 12 3.82 -1.69 2.13 16 5.09 -1.84 3.25 17 5.88 -1.51 4.37 18 5.92 -1.45 4.47 15 4.55 -2.04 2.51 9 3.78 -2.01 1.77 Calculations for processed data table for average oxygen concentrations according to varying temperatures: (mg/) Sample average calculation for 12℃℃ = (12℃℃ for light): 17.00 + 16.26 + 16.

Summative Productivity Lab Maxi Widjojo IB S1 ESS Mrs. .docx

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Summative Discussion Board Review and reflect on the knowledge you have gained from this course. Based on your review and reflection, write at least 3 paragraphs on the following: What were the most compelling topics learned in this course? How did participating in discussions help your understanding of the subject matter? Is anything still unclear that could be clarified? What approaches could have yielded additional valuable information? The main post should include at least 1 reference to research sources, and all sources should be cited using APA format. .

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Sun, sea, sand and tsunami: examining disaster vulnerability in the tourism community of Khao Lak, Thailand Emma Calgaro1 and Kate Lloyd2 1Department of Human Geography, Macquarie University, Sydney, Australia and Stockholm Environment Institute – Asia Centre, Bangkok, Thailand 2Department of Human Geography, Macquarie University, Sydney, Australia Correspondence: Emma Calgaro (email: [email protected]) The impact of the 2004 Indian Ocean tsunami on coastal tourism communities highlights the vulnerability of tourism destinations to external shocks. Based on fieldwork conducted in Thailand in the wake of this disaster, this paper addresses one fundamental question: what sociopolitical and environmental conditions contributed to the vulnerability of the affected tourism community of Khao Lak in the southern Phang Nga Province. We argue that an understanding of the root causes of destination vulnerability is vital not only for the successful implementation of regional recovery plans, but also for building long-term resilience against future shocks. In the absence of an appropriate tourism vulnerability framework, this paper analyzes Khao Lak’s vulnerability through an innovative theoretical framework comprised of the sustainability vulnerability framework, relational scale and place. The findings reveal that Khao Lak’s vulnerability is shaped by 13 interlinked factors. These are the complex outcomes of social norms and developmental and dynamic governance processes driven by the competing agendas and scaled actions of key government and industry stakeholders. The identification and understanding of the drivers of Khao Lak’s vulnerability and a strong vulnerability framework have significant implications for the wider tourism community. First, the empirical findings provide tourism communities with a blueprint for understanding the foun- dations of their vulnerability to external shocks. Second, the tourism vulnerability framework presented here provides destination communities and government stakeholders with an analytical tool through which to analyze their unique sociopolitical conditions. Together, these empirical and theoretical contributions bring us closer to securing sustainable livelihood futures for tourism dependent communities. Keywords: coastal hazards, place, relational scale, sustainable development, tourism, vulnerability assessment Introduction The World Tourism Organization (WTO) and nongovernment organizations (NGOs) such as Tourism Concern and the Netherlands Development Programme have endorsed tourism as having the capacity to stimulate development, economic growth, new oppor- tunities for poverty alleviation and self-governance, particularly in regions that are resource-scarce and have limited livelihood options. (Ashley et al., 2000; WTO, 2005a). Such endorsements have enticed many developing countries to embrace tourism as a viable livelihood alternative where fragmented small economies, .

Sun, sea, sand and tsunami examiningdisaster vulnerability .docx

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Summary  1271 Words second hand smoke 55%SIMILARITY SCORE5 PLAGIARISM ISSUES22 GRAMMAR ISSUES Int ernet Source 0% Inst it ut ion 55% Second Hand Smoke  Student: Submitted to Grand Canyon University 2… Grand Canyon Universit y: NRS 434VN Second hand smoke is smoke coming from a burning cigaret t e or smoke breat hed out Smoke breat hed out from smokers Thousands of chemicals-approximat ely 7000 Toxic Cancer Risk No risk free levels Second Hand Smoke Second hand smoke is defined as t he smoke coming from a burning cigaret t e, or t he smoke breat hed out by a person smoking a cigaret t e. It cont ains more t han 7,000 chemicals; hundreds of which are t oxic and at least 70 t hat cause cancer. There is no level of exposure considered t o be risk-free (CDC, 2017).  Three successive sentences begin ...: Second 2 Healt h problems such as; Ast hma At t acks Breat hing Infect ions Ear Infect ions Deat h associat ed wit h t he SID syndrome Crib deat h Ment al condit ion such as; At t ent ion deficit hyperact ive disorder How it affect s infant s Second hand smoke causes many healt h problems in infant s. An increased risk of ast hma and severe ast hma at t acks, more infect ions in t he respirat ory t ract such as pneumonia, bronchit is, and coughs and colds; because t he lungs of t he infant are st ill developing, ear infect ions, and Sudden Infant Deat h Syndrome or SIDS. Parent s and caregivers who smoke only out side are st ill exposing t heir babies t o t he harmful effect s of smoking t hrough t hird hand smoke on t he hands and clot hing. Infant s and children who are sick lose t ime at school or daycare causing t he parent s t o lose t ime at work (Healt hychildren.org, 2017).  Student: Submitted to Grand Canyon University 2…  Unpaired braces, brackets, quotation m...: ( Smoking during pregnancy has been linked wit h At t ent ion Deficit Hyperact ive Disorder (Zhu et al., 2014). 3  Spelling mistake: Healthychildren Growt h and Development Educat ion on; Nut rit ion and diet s Oral hygiene Physical Act ivit y Disease Prevent ion Educat ion management Healt h Promot ion plan The first visit is an assessment , is conduct ed t o evaluat e t he baby and t he family. Dat a is gat hered t o discover t he needs of t he family. At t achment behaviors will be assessed t o det ermine emot ional connect ion bet ween caregiver and infant . During t his part of t he assessment , quest ions are asked regarding feeding, t he caregiver’s emot ional st at e, whet her t he caregiver has st art ed smoking again, and t he caregiver’s abilit y t o calm her crying infant (CDC, 2018). The baby’s current weight , lengt h and head circumference are measured and plot t ed on a growt h chart . Typical weight gain for an infant is around 2/3 of an ounce per day. Lengt h increases 1” t o 1 ½” in t he first mont h and an inch per mont h t hereaft er. Head circumference increases by an inch t he first mont h. Development al mil.

Summary 1271 Wordssecond hand smoke55SIMILARITY.docx

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Superior Electrical (Superior) was in the business of installing electrical wiring and related components at new construction sites. Because some employees were assigned company vehicles equipped with company tools and materials and were expected to drive those vehicles to the work sites, Superior required all employment applicants to hold a valid driver’s license. Employees who were assigned a company vehicle were expected to drive for the company during the workday in order to transport job materials and company tools that were kept on the vehicle to job sites. These employees were expected to take the company issued vehicle home at the end of the work day. Superior hired Cory Jones as an apprentice electrician. Jones had completed an employment application in which he stated that he had a valid driver’s license and had not been cited for any traffic violations. These statements were untrue. His license had been suspended because of numerous traffic violations, including careless driving and driving without a license. Superior did not check on his driving record at the time he was hired because, as an apprentice electrician, he was not being assigned a company vehicle and was not expected to drive for the company during the work day. About a year after hiring Jones, Superior promoted him to electrician and assigned Jones a company vehicle equipped with a rack for transporting wiring and other materials to and from the work sites. Superior intended that Jones drive during the day for the company and to take the vehicle home after the end of the work day. On a later date, when Jones’s work hours had ended and he was driving home in the company vehicle, he collided with two cars. The collision resulted solely from Jones’s negligence. Carolyn Carson and her son were severely injured in the collision and they sued Superior. The Carson’s alleged two theories of recovery against Superior: respondeat superior and negligent hiring. Write a four- to five-page paper (not including title and references pages) that addresses the following: Identify and discuss the legal elements of negligent hiring. Apply those elements of negligent hiring to the facts given in the case. Analyze whether Superior would be liable for negligent hiring. Identify and discuss the legal elements of respondeat superior. Apply those elements of respondeat superior to the facts given in the case. Analyze whether Superior would be liable on respondeat superior grounds. .

Superior Electrical (Superior) was in the business of installing ele.docx

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Superstorm scenario: –a so-called “Superstorm” is predicted to affect the New York City–Long Island, New York area, having travelled up the Atlantic seaboard. Long Island is particularly vulnerable to flooding from the storm if it occurs during the Spring-to-Autumn season; if the storm is predicted during the Fall-to-Spring months, particularly during the winter, the Island is vulnerable to heavy snowfall amounts since it is bounded on both sides by water. In either case, evacuation off of the island is a challenge given that all vehicular traffic must flow through New York City. While this scenario focuses on the response and recovery phases of the Disaster Management Cycle for a single entity, there are numerous such facilities located within Suffolk County. Given the vulnerability of the Island to such extreme weather, mitigation and preparedness issues should be reviewed prior to writing the Collaborative Report deliverable and should likewise inform the After-Action Report deliverable. APA format, in-text citation, references include, finish the template attached to this assignment ONLY THE YELLOW HIGHLIGHT PART Report it as clear, specific and details.Pretend that you are preparing recommendations to the Executive Director that will ultimately inform decisions by the Board of Directors. Fill out the Part 1 Template. If you use references, there will be a place in the Template Part 2 for listing your references as well as including additional, optional information. ➢ Address the following questions at each phase of the disaster – Initial Response, Short-Term Response, and Early Recovery and Restoration. For each area of responsibility, which activities are critical to perform as a part of the responses as it progresses (You will need to make inferences from the status information given above as well as use your imagination to create status information). What resources will you need? Consider organizations, people, information, equipment, materials and supplies. Are there recommendations or decisions that need to be made by the Board of Directors? ➢ Prepare the report to the Executive Director by phase. Use the template provided. Remember, reports need to be direct, specific and very clear. ➢ Each Person is to be the primary contributor to the role that he or she has selected (e.g. one of the operations branches, the command staff officers, or the sections). In addition, review and provide constructive feedback to the other members of the study group (e.g. law enforcement can comment on public works and vice versa). Contributions and comments on all areas are expected. .

Superstorm scenario–a so-called Superstorm” is predicted to affe.docx

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Supply Chain Management STRATEGY, PLANNING, AND OPERATION Fi f t h E d i t i o n Sunil Chopra Kellogg School of Management Peter Meindl Kepos Capital Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo Editorial Director: Sally Yagan Editor in Chief: Donna Battista Senior Acquisitions Editor: Chuck Synovec Editorial Project Manager: Mary Kate Murray Editorial Assistant: Ashlee Bradbury Director of Marketing: Maggie Moylan Executive Marketing Manager: Anne Fahlgren Production Project Manager: Clara Bartunek Manager Central Design: Jayne Conte Cover Designer: Suzanne Behnke Credits and acknowledgments borrowed from other sources and reproduced, with permission, in this textbook appear on the appropriate page within text. Copyright © 2013, 2010, 2007, 2004, 2001 by Pearson Education, Inc., publishing as Prentice Hall. All rights reserved. Manufactured in the United States of America. This publication is protected by Copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions Department, One Lake Street, Upper Saddle River, New Jersey 07458, or you may fax your request to 201-236-3290. Many of the designations by manufacturers and sellers to distinguish their products are claimed as trademarks. Where those designations appear in this book, and the publisher was aware of a trademark claim, the designations have been printed in initial caps or all caps. Library of Congress Cataloging-in-Publication Data Chopra, Sunil, Supply chain management : strategy, planning, and operation / Sunil Chopra, Peter Meindl.—5th ed. p. cm. ISBN-13: 978-0-13-274395-2 (alk. paper) ISBN-10: 0-13-274395-7 (alk. paper) 1. Marketing channels—Management. 2. Delivery of goods—Management. 3. Physical distribution of goods— Management. 4. Customer services—Management. 5. Industrial procurement. 6. Materials management. I. Meindl, Peter. II. Title. HF5415.13.C533 2013 658.7—dc23 2011037269 10 9 8 7 6 5 4 3 2 1 ISBN 10: 0-13-274395-7 ISBN 13: 978-0-13-274395-2 Microsoft and/or its respective suppliers make no representations about the suitability of the information contained in the documents and related graphics published as part of the services for any purpose. All such documents and related graphics are provided “as is” without warranty of any kind. Microsoft and/or its respective suppliers hereby disclaim all warranties and conditions with regard to this information, including all warranties and conditions of merchantability, whether express, implied or statutory, fitness for a particular.

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