11–1 You have been asked to develop a work breakdown structure

11–1 You have been asked to develop a work breakdown
structure for a project. How should you go about accomplishing
this? Should the WBS be time-phased, department-phased,
division-phased, or some combination?
11–2 You have just been instructed to develop a schedule for
introducing a new product into the marketplace. Below are the
elements that must appear in your schedule. Arrange these
elements into a work breakdown structure (down through level
3), and then draw the arrow diagram. You may feel free to add
additional topics as necessary.
Production layout
Review plant costs
Market testing
Select distributors
Analyze selling cost
Lay out artwork
Analyze customer reactions
Approve artwork
Storage and shipping costs
Introduce at trade show
Select salespeople
Distribute to salespeople
Train salespeople
Establish billing procedure
Train distributors
Establish credit procedure
Literature to salespeople
Revise cost of production
Literature to distributors
Revise selling cost
Print literature
Approvals*

Sales promotion
Review meetings*
Sales manual
Final specifications
Trade advertising
Material requisitions
(*Approvals and review meetings can appear several times.)
12–1 Should a PERT/CPM network become a means of
understanding reports and schedules, or should it be vice versa?
12–2 Should PERT networks follow the work breakdown
structure?
Case study:
Teloxy   Engineering (A)
Teloxy Engineering has received a onetime contract to design
and build 10,000 units of a new product. During the proposal
process, management felt that the new product could be
designed and manufactured at a low cost. One of the ingredients
necessary to build the product was a small component that could
be purchased for $60 in the marketplace, including quantity
discounts. Accordingly, management budgeted $650,000 for the
purchasing and handling of 10,000 components plus scrap.
During the design stage, your engineering team informs you that
the final design will require a somewhat higher-grade
component that sells for $72 with quantity discounts. The new
price is substantially higher than you had budgeted for. This
will create a cost overrun.

You meet with your manufacturing team to see if it can
manufacture the component at a cheaper price than buying it
from the outside. Your manufacturing team informs you that it
can produce a maximum of 10,000 units, just enough to fulfill
your contract. The setup cost will be $100,000 and the raw
material cost is $40 per component. Since Teloxy has never
manufactured this product before, manufacturing expects the
following defects:
% defective 0 10 20 30 40
probability of occurrence (%) 10 20 30 25 15
All defective parts must be removed and repaired at a cost of
$120 per part.
QUESTIONS
Using expected value, is it economically better to make or buy
the component?
Strategically thinking, why might management opt for other
than the most economical choice?
Teloxy   Engineering (B)
Your manufacturing team informs you that it has found a way to
increase the size of the manufacturing run from 10,000 to
18,000 units, in increments of 2,000 units. However, the setup
cost will be $150,000, and defects will cost the same $120 for
removal and repair.
QUESTIONS
Calculate the economic feasibility of make or buy.
Should the probability of defects change if we produce 18,000
units as opposed to 10,000 units?
Would your answer to question 1 change if Teloxy management
believes that follow-on contracts will be forthcoming? What

would happen if the probability of defects changes to 15
percent, 25 percent, 40 percent, 15 percent, and 5 percent due to
learning-curve efficiencies?
8/19/22, 10:48 PM WGU Performance Assessment
https://tasks.wgu.edu/student/000529722/course/26740010/task/
3419/overview 1/9
UVM1 — UVM1 TASK 2: COMMUNITY OUTREACH
COMMUNITY HEALTH AND POPULATION-FOCUSED
NURSING — C228
PRFA — UVM1
COMPETENCIES
7019.1.3 : Community Advocacy
The graduate develops culturally sensitive and relevant
strategies to advocate for populations, based on knowledge of
community health systems.
7019.1.4 : Community Health Promotion
The graduate proposes health promotion initiatives and services
to promote disease and injury prevention.
7019.1.6 : Global Health
The graduate analyzes past and present initiatives meant to
improve the health of the global community.
7019.1.7 : Emergency Response

The graduate plans for the preparation, response, and recovery
of communities from natural and human-caused emergencies
and disasters.
7019.1.9 : Communicable Disease
The graduate analyzes the impact of communicable diseases on
the health of individuals, families, and communities in a global
environment.
INTRODUCTION
With the increased mobility of human populations, diseases can
quickly spread around the world. In addition, changes in
vaccination practices have
led to an increase in communicable diseases that were once
thought to be under control. These global health issues present
new problems for
community health officials.
In the Bentonville simulation completed in Unit 9, you learned
how an influenza virus impacted the community. In this task,
you will submit the
Bentonville Completion Certificate PDF report with task
components outlined here. You will select a disease topic from
the “C228 Field Activities
List,” which will be the focus topic for the written portion of
the task and the required field experience activities. To
document the field experience
activities, you will submit your completed “C228 Community
Health Field Experience Time Log,” attached below. The
activities you complete in your

TASK OVERVIEW SUBMISSIONS EVALUATION REPORT
3419/overview 2/9
community should relate to your selected disease topic and
focus on prevention. For the written portion of the task, you
will analyze two outbreaks
of a specific global communicable disease: an outbreak that
occurred in the last 50 years in your CDC region, selected from
the web link found below,
and a community outbreak that occurred in a country outside of
U.S.
REQUIREMENTS
Your submission must be your original work. No more than a
combined total of 30% of the submission and no more than a
10% match to any one
individual source can be directly quoted or closely paraphrased
from sources, even if cited correctly. The similarity report that
is provided when you
submit your task can be used as a guide.
You must use the task requirements and rubric to direct the
creation of your submission because it provides detailed criteria
that will be used to
evaluate your work. Each requirement below may be evaluated
by more than one rubric aspect. The rubric aspect titles may

contain hyperlinks to
relevant portions of the course.
Tasks may not be submitted as cloud links, such as links to
Google Docs, Google Slides, OneDrive, etc., unless specified in
the task requirements. All
other submissions must be file types that are uploaded and
submitted as attachments (e.g., .docx, .pdf, .ppt).
Part I: Time Log Submission
A. Submit a completed “C228 Community Health Field
Experience Time Log,” attached, by following the guidelines
outlined on the attached “C228
Field Experience Activities List” and doing the following:
1. Include the date of each activity (dd/mm/yy).
2. Include a unique description for each appropriate activity
that supports the time spent.
3. Include the following contact/site information for each entry
line:
• the name of the contact person associated with the site
• the contact person’s title or affiliation with the site
• a working phone number or email address for the contact
person
• site name
• a full physical address for the site
Note: Audits and verification of time log activities do occur.
WGU may contact the listed contact person to verify dates,
hours, and activities.
The contact person should be made aware of this validation

process. Violation of the WGU Code of Student Conduct or the
Academic
Authenticity Policy could result in disciplinary action.
4. Provide the number of actual hours spent on each activity
(not including preparation time).
5. Describe how each activity relates to the prevention of your
selected communicable disease.
6. Record a total of 25 experience hours that meet each of the
following requirements:
3419/overview 3/9
• 10 hours assigned from Sentinel City and Bentonville
simulations
• 15 student-planned activity hours, based on the attached
“Field Experience Activities List”
• no prep time hours (i.e., do not include prep time in reported
hours)
• no paid work hours or work-related training hours
Part II: Community Outbreak
B. Select one of the given communicable diseases that has had
a regional outbreak in your local region according to the
“National Center for Chronic
Disease Prevention and Health Promotion Regions” in the Web

Links section. The outbreak must have occurred in the last 50
years:
• influenza
• measles
• respiratory syndrome coronavirus
• HIV/AIDS
• Ebola virus
• tuberculosis
• Zika virus
C. Describe the outbreak of the disease selected in part B,
including each of the following:
• the name of the disease
• the name of your CDC region impacted by the outbreak
• the date (i.e., month and year) the outbreak was discovered
in your CDC region
• the other CDC regions impacted by the outbreak
1. Describe two risk factors associated with the selected
outbreak, the route of transmission of the disease, and one
epidemiological
determinant for the selected outbreak.
D. Discuss how an outbreak of the disease from part B would
impact your community at a systems level (e.g., the functioning
of schools, local
government, businesses, hospitals).
1. Compare a community outbreak that occurred in a country
outside of the U.S. at a systems level.

2. Explain the reporting protocol for the community from local
levels to the CDC if an outbreak of the selected disease were to
occur in your
CDC region.
3. Discuss two strategies (e.g., patient education, community
vaccine promotion) that you would recommend to prevent an
outbreak of the
selected disease in your CDC region and include why each
strategy is recommended.
E. Submit your score summary from Bentonville in PDF
format, including each of the following completed activities:
• "Influenza in Bentonville"
• “Community Advocacy”
• “Emergency Response”
• “Communicable Disease”
3419/overview 4/9
Note: For an example of how your score sheet should look, refer
to the attached “Sample Final Results Report: Influenza in
Bentonville.”
F. Acknowledge sources, using in-text citations and
references, for content that is quoted, paraphrased, or
summarized.

G. Demonstrate professional communication in the content and
presentation of your submission.
File Restrictions
File name may contain only letters, numbers, spaces, and these
symbols: ! - _ . * ' ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf,
txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg,
wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png,
zip, rar, tar, 7z
RUBRIC
A1:ACTIVITY DATE
A2:ACTIVITY DESCRIPTION
NOT EVIDENT
A date for each activity is not provided in the
“Community Health Field Experience Time
Log.”
APPROACHING COMPETENCE
The date is incomplete or not an appropriate
date for any activity in the “Community

Health Field Experience Time Log.”
COMPETENT
A complete date for each activity is provided
in the “Community Health Field Experience
Time Log,” and each date is appropriate.
NOT EVIDENT
The submission does not describe each
activity.
The submission describes each activity, but 1
or more activities are not appropriate. Or 1 or
more descriptions are not unique or do not
support the hours spent.
COMPETENT
The submission includes a unique description
for each appropriate activity, and each de-
scription supports the hours spent.

3419/overview 5/9
A3:CONTACT AND LOCATION INFORMATION
A4:NUMBER OF ACTIVITY HOURS SPENT
A5:RELEVANCY TO DISEASE
A6:RECORD OF ACTIVITY HOURS
NOT EVIDENT
No contact and site information is provided.
1 or more entries is missing the information
for the contact person or the site. Or 1 or
more of the 5 required components is
missing.
COMPETENT
The information for each of the entries for the
contact person and the site is complete. And
all required components for each entry are
complete.

NOT EVIDENT
The number of hours spent on each activity is
not provided.
Not applicable.
COMPETENT
The number of hours spent on each activity is
provided.
NOT EVIDENT
A description of the relevance of any activi-
ties to the selected disease is not provided.
The description provided is missing key de-
tails or does not logically address the rele-
vance of each activity to the prevention of the
selected communicable disease.
COMPETENT
The description provided is complete and logi-

cally addresses the relevance of each activity
to the prevention of the selected communica-
ble disease.
NOT EVIDENT
A record of 25 total hours is not provided.
The record includes less than 25 hours, or the
record does not meet 1 or more of the given
COMPETENT
The record of 25 total hours is complete and
meets all the given documentation
3419/overview 6/9
B:COMMUNICABLE DISEASE
C:DESCRIPTION OF OUTBREAK
C1:EPIDEMIOLOGICAL DETERMINANTS AND RISK
FACTORS

D:COMMUNITY IMPACT
documentation requirements. requirements.
NOT EVIDENT
A communicable disease is not selected.
The selected communicable disease is not
from the given list. Or the selected disease
did not occur within the last 50 years or did
not occur in the learner’s CDC region.
COMPETENT
The selected communicable disease is from
the given list and occurred within the last 50
years and occurred in the learner’s CDC
region.
NOT EVIDENT
A description of the disease outbreak from
part B is not provided.

The description of the disease outbreak from
part B is missing 1 or more of the required
components. Or the description of the out-
break does not apply to the selected disease.
COMPETENT
The description of the disease outbreak from
part B includes all of the required components,
and the description of the outbreak applies to
the selected disease.
NOT EVIDENT
A description of the risk factors, the route of
transmission, and the disease outbreak’s epi-
demiological determinant is not provided.
The description does not accurately identify 1
or both risk factors associated with the se-
lected outbreak, or the route of transmission
of the disease, or 1 epidemiological determi-

nant for the selected outbreak.
COMPETENT
The description accurately identifies 2 risk
factors associated with the selected outbreak,
the route of transmission of the disease, and 1
epidemiological determinant related to the se-
lected outbreak.
3419/overview 7/9
D1:GLOBAL COMPARISON
D2:REPORTING PROTOCOL
D3:PREVENTION STRATEGIES
NOT EVIDENT
A discussion of how an outbreak of the dis-
ease from part B would impact the commu-
nity at a systems level is not provided.

The discussion does not logically explain how
the learner’s community would be impacted
at a systems level by an outbreak of the se-
lected disease, or the discussion does not
identify the system level the outbreak would
impact.
COMPETENT
The discussion logically explains how the
learner’s community would be impacted at a
systems level by an outbreak of the disease se-
lected in part B and identifies the system level
it would impact.
NOT EVIDENT
A comparison of how an outbreak impacted
an international community is not provided.
The comparison does not accurately identify

an international community impacted by an
outbreak of the selected disease. Or the com-
parison does not logically explain how the in-
ternational community was impacted at a sys-
tems level by the outbreak. Or the compari-
son does not explain how the impact com-
pares with the discussion on impact in part D.
COMPETENT
The comparison accurately identifies an inter-
national community impacted by an outbreak
of the selected disease and logically explains
how that international community was im-
pacted at a systems level by the outbreak. The
comparison explains how the impact compares
with the discussion on impact in part D.
NOT EVIDENT
An explanation of reporting protocol is not
provided.

The explanation does not logically describe
the reporting protocol for the selected dis-
ease from the local level to the CDC level.
COMPETENT
The explanation logically describes the report-
ing protocol for the selected disease from the
local level to the CDC level.
NOT EVIDENT APPROACHING COMPETENCE
COMPETENT
3419/overview 8/9
E:BENTONVILLE ACTION REPORT
F:SOURCES
G:PROFESSIONAL COMMUNICATION
A discussion of strategies to prevent an out-
break in the CDC region is not provided.

The discussion does not provide 1 or both
strategies to prevent an outbreak of the se-
lected disease in the CDC region, or 1 or both
strategies are not plausible or relevant. Or
the discussion about why each strategy is rec-
ommended is not logical.
The discussion provides 2 plausible and rele-
vant strategies to prevent an outbreak of the
selected disease in the CDC region. The dis-
cussion about why each strategy is recom-
mended is logical.
NOT EVIDENT
A PDF of the Bentonville score summary is
not provided.
The Bentonville score summary PDF is miss-
ing 1 or more of the 4 required activities, or 1
or more of the required activities is not

completed.
COMPETENT
The Bentonville score summary PDF includes
each of the 4 required activities, and each re-
quired activity is completed.
NOT EVIDENT
The submission does not include both in-text
citations and a reference list for sources that
are quoted, paraphrased, or summarized.
The submission includes in-text citations for
sources that are quoted, paraphrased, or
summarized and a reference list; however,
the citations or reference list is incomplete or
inaccurate.
COMPETENT
The submission includes in-text citations for
sources that are properly quoted, para-

phrased, or summarized and a reference list
that accurately identifies the author, date, ti-
tle, and source location as available.
NOT EVIDENT
Content is unstructured, is disjointed, or con-
tains pervasive errors in mechanics, usage, or
grammar. Vocabulary or tone is unprofes-
sional or distracts from the topic.
Content is poorly organized, is difficult to fol-
low, or contains errors in mechanics, usage, or
grammar that cause confusion. Terminology is
misused or ineffective.
COMPETENT
Content reflects attention to detail, is orga-
nized, and focuses on the main ideas as pre-
scribed in the task or chosen by the candidate.
Terminology is pertinent, is used correctly, and

https://lrps.wgu.edu/provision/147882373
https://lrps.wgu.edu/provision/27641407
3419/overview 9/9
WEB LINKS
National Center for Chronic Disease Prevention and Health
Promotion Regions
SUPPORTING DOCUMENTS
Sample Final Results Report Influenza in Bentonville.pdf
C228 Community Health Field Experience Time Log.docx
Field Experience Activities List.docx
effectively conveys the intended meaning.
Mechanics, usage, and grammar promote ac-
curate interpretation and understanding.
https://www.cdc.gov/coordinatedchronic/docs/nccdphp-Regions-
map.pdf
Centers for Disease Control and Prevention (CDC)

CDC’s National Center for Chronic Disease Prevention and
Health Promotion (NCCDPHP) is strengthening
the consistency and quality of the guidance, communications,
and technical assistance provided to
states to improve coordination across our state programs.
NCCDPHP divided the 50 states and D.C. into
10 regions, loosely based on the Department of Health and
Human Services regions. Each region is
composed of four to seven states.
Region A: (7 states)
Region B: (7 states)

Region C: (4 states)
ina
Centers for Disease Control and Prevention (CDC)
Region D: (4 states)
Region E: (6 states)

Ohio
Region F: (5 states)
Region G: (4 states)
Region H: (6 states)

akota
Region I: (4 states)
Region J: (4 states)

UVM1: Community Health Field Experience
UVM1: Community Health Field Experience Time Log
WGU Community Health Field Experience Time Log for C228
Use this form to document Community Health (CH) Field
Experience hours, totaling 25 hours. You will receive 10 hours
prepopulated on entry line 1 for the Sentinel City and
Bentonville simulation. The remaining 15 hours will be self-
selected based on the C228 Field Experience Activities List.
Entries containing unacceptable activities or incomplete
documentation may result in the time log being returned for
revisions, including re-doing activities deemed unacceptable,
and resubmission.Time Log Overview
The purpose of this field experience is to expose you to local
and global community health responses to communicable
disease and outbreak prevention. In this field experience, you
are expected to engage with community health professionals to
learn about care from their perspectives.
WGU may contact the listed contact person to verify
dates, hours, and activities. The contact person should be made
aware of this validation process. Violation of the WGU Code of
Student Conduct or the Academic Authenticity Policy could
result in disciplinary action.
Time Log Information
Date:
Student Name:
Selected Community: Approved Communicable Diseases
Influenza

Measles
Respiratory Syndrome Coronavirus
HIV/AIDS
Ebola Virus
Tuberculosis
Zika Virus
Select a topic from the drop-down list below.
Communicable Disease Topic: Choose an item.
Row Number
Date
dd/mm/yy
Activity Description
Describe what was accomplished and confirm the
appropriateness of the activity.
Contact Person
First and Last Name, Title/Affiliation with the Site, and Phone
Number/Email
Site
Site Name, Street Address, City, and State
Hours
Relevance
Explain the importance of this resource to your selected
communicable disease topic
1
Simulation Hours from Sentinel City and Bentonville
Independent activities with documentation in the file

Independent activities with documentation in the file
10
Knowledge gained on community assessment with data
collection and understanding of a communicable disease
outbreak.
2
3
4
5

14
15
STUDENT: By typing your name below, you acknowledge that
my clinical time log and documented activities adhere to the
WGU standards of academic authenticity and may be subject to
audits of my time log and documented activities.
Student Name:
State RN License #:
Student ID #:
Date:
WGU may contact the listed contact person to verify
dates, hours, and activities. The contact person should be made

aware of this validation process. Violation of the WGU Code of
Student Conduct or the Academic Authenticity Policy could
result in disciplinary action.
PAGE 1
PAGE 2
image1.jpg
Field Experience Activity List pg. 1
pg. 2
UVM1: Field Experience Activity ListC228 Field Experience
Activities ListIntroduction
The purpose of this field experience is to expose you to local
and global community health responses to communicable
disease and outbreak prevention. In this field experience, we
want you to engage with licensed community health care
professionals (you are required to engage with at least 2
licensed healthcare professionals) to learn about the selected
communicable disease prevention from their perspectives.
Note: You may not log any work on your field project until you
have completed and passed C228 Task 1. Acceptable Activities
Types
Observation
Students are permitted to observe licensed community health
care professionals knowledgeable in preventing the selected
disease. Use the list below to help determine recommended
licensed community professionals.
Site Visit
Students are permitted to visit relevant sites to obtain
information on how the site assists with the primary prevention
of the selected disease. The listed contact person should be

someone in authority that is affiliated with the site.
Unacceptable Activities
Students are NOT permitted to document paid working time,
work related training, webinars/online courses/online training,
in-person training/classes, Continuing Education Units (CEUs),
research hours, time spent writing the paper, time spent
scheduling activities, site visits to grocery/retail establishments,
site visits to restaurants, site visits to physical activity
establishments, phone/email interviews, group interviews,
interviews with nonprofessionals/community members,
interviews with minors, independent observations of people,
park assessments, and participation/observation of sporting
events.Recommended Sites/Community Professionals
This is not a comprehensive list. Please reach out to your
Course Instructor for questions or clarification on selecting
appropriate sites or licensed community health care
professionals not listed below.
Influenza
Sites
Community Professionals
Public Health Department
School Nurse
Homeless Shelters
Primary Care Physician
Correctional Facility
Public Health Nurse
Mobile Clinics
Employee/Occupational Health Nurse
Skilled Nursing Facility
Visiting Nurse
Immunization/Vaccination Clinics
Pharmacy (Vaccinations)

Measles
Sites
School Nurse
WIC/Pregnancy Centers (Vaccinations)
Pediatrician
Public/Private Schools
Pediatric Nurse
Daycares
Public Health Nurse
Respiratory Syndrome Coronavirus
Sites
School Nurse

Public Health Nurse
Home Health Agencies
Parish Nurse
Mobile Clinics
Visiting Nurse
Skilled Nursing Facility
Hospice Nurse
Assisted Living Facility
Homeless Shelters
HIV/AIDS
Sites
College/University Student Health Department
Middle/High School Nurse
Public Health Nurse
Hospice Nurse
Home Health Nurse
Parish Nurse
Visiting Nurse

Ebola
Sites
Emergency Department Nurse
Airports
Infectious Disease Nurse/Physician
Immigrant or Refugee Centers
Public Health Nurse
Regional CDC
Tuberculosis
Sites
College/University Student Health Department

Immigrant or Refugee Centers
Public Health Nurse
School Nurse
Indian Health Services
Public/Private Schools
Zika Virus
Sites
WIC/Pregnancy Centers
Women’s Health Nurse
Water Sanitation Department
Obstetrician
Environmental Protection Agency
Public Health Nurse

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