OPS 5095 – Service Operations Management Online FormatI. I.docx

OPS 5095 – Service Operations Management
Online Format
I. INSTRUCTOR
Instructor:
Name: Refer to section listing.
E-mail: Refer to section listing
Position: Refer to section listing
Phone: Refer to section listing
II. COURSE DESCRIPTION
This course focuses on services management in general and
service operations in particular. It explores the elements that
unite services, that differentiate service processes from non-
service processes and that differentiate various types of services
from each other. Customers generally participate in the service
process, often with direct and uncensored interactions with
employees and facilities. The resulting variations in demand
present a challenge to the operations manager to use effectively
the perishable service capacity. This results because production
and consumption occur simultaneously and thus the inability to
inventory services. The course covers strategic and tactical
issues associated with designing and managing service
operations. It provides tools to help assess operations, redesign
processes, and establish systems to ensure an excellent customer
experience. Student operations service learning experience is
reinforced with case studies. Prerequisites: ECN 5050, FINP
5008 or equivalent, and QNT 5040.

IV. COURSE COMPETENCIES
1. Describe services and service operations (CC1).
2. Analyze the service concepts and strategies adopted by an
organization (CC2).
3. Apply process design and management techniques to practical
business problems (CC3).
4. Analyze the role of the customer in the delivery of services
(CC4).
5. Analyze the role of information systems in process
management and the delivery of services (CC5).
6. Analyze the role of human resources in the delivery of
services (CC6).
7. Use effective writing organization and format (including
APA style) (CC7).
V. COURSE MATERIAL
A. Required Materials
Fitzsimmons, James A., and Mona J. Fitzsimmons, Service
Management: Operations, Strategy, Information Technology,
7th Ed., Irwin/McGraw-Hill, 2011. ISBN 978-0-07-340335-9.
Cases and Readings - CoursePack Title: OPS 5095: Service
Operations Management. CoursePack must be purchased from
NSU Bookstore (see ordering information below).
APA Manual
The APA Manual 6th Edition is a recommended textbook for all
courses as APA style is **required. **
Note: APA has published an APA Style Guide to Electronic
References (2007). It has (1) information on how
to format new media including blogs, podcasts, wikis, and
YouTube and (2) has changed the rules for citing scholarly
articles retrieved electronically.
The Alvin Sherman Library has obtained an institutional
subscription available to all faculty and students at

http://www.nova.edu/library/dils/teachinghandouts/APAchanges
.htm. The PDF file attached to the library link provides a
revised and updated version of section 4.16 of the fifth edition
of the Publication Manual of the American Psychological
Association (2001, pp. 268–281).
Many of the changes require an understanding of the changing
nature of electronic resources and methods of
accessing scholarly resources. For example, Digital
Object Identifiers (DOIs) are to be included in the
citations when available.
NSU Bookstore: Textbooks and Case Studies may be purchased
from the NSU Bookstore (located in the University Park Plaza)
by calling 1-800-509-2665 or online at
http://www.nsubooks.bkstore.com.
B. Recommended Materials
The NSU libraries comprise the Alvin Sherman Library,
Research, and Information Technology Center, East Campus
Branch Library, Health Professions Division Library, Law
Library and Technology Center, North Miami Beach Branch
Library, University School Library Media Centers, and the
William S. Richardson Ocean Science Library. Students are
strongly encouraged to visit one of the physical locations and/or
take advantage of the vast electronic library available for
research. For more information, please visit
http://www.nova.edu/library.
Please note that all required and recommended materials should
be referenced in APA style.
VI. GRADING SCALE
A. Grading Scale for this course
94-100 A
93-89 A-

88-85 B+
84-82 B
81-78 B-
77-74 C+
73-70 C
<70 F
B. Grade expectations
Not all students can expect an A grade for this course! Being
awarded an A indicates that the student has an excellent grasp
of the various topics and has demonstrated an ability to apply
them accurately, precisely, and with a clear understanding of
their implications on the situation. Being awarded a B indicates
proficiency in applying the topics, but not as clear an
appreciation of the subtleties of the topics. Being awarded a C
indicates that the student has a limited understanding of the
topics, but has failed to apply them accurately or properly
interpret their meaning. An F indicates that the student has not
grasped the topics and has not demonstrated an ability to apply
them to solving problems.
C. Grade Components
Deliverable
Date Due
% of Grade
Quizzes (Total of 5 quizzes)
Bi-Weekly
18%
Individual Cases (Total of 2 cases)
Upload before end of Week 4 and end of Week 6
40%
Group Case (Total of 1 case)
Upload before end of Week 8
22%

Graded Discussion Boards
Weekly
20%
Total
100%
VII. SCHEDULE OF ASSIGNMENTS
There is no substitute for daily preparation. The content of this
course is designed to maximize faculty-student engagement
from the beginning of the term and before the first class
meeting. Independent of course format and location, students
are required to be fully prepared to meet the course objectives.
This includes but is not limited to, reading assignments
(textbooks, articles), electronic postings, and homework
problems. Depending on the first class meeting, students are
required to complete all pre-class assignments which will take
as few as 7 days or as many as 21 days prior to the first class
meeting date.
A. Online Class Schedules
Week One
Learning Objectives
1. Become familiar with classmates and class requirements.
2. Identify traits that all services have in common. (CC1)
3. Describe the role of services in an economy. (CC1)
4. Describe the features of the new experience economy. (CC1)
5. Identify the sources of service sector growth. (CC1)
6. Explain what is meant by a service-product bundle. (CC2)
7. Identify and critique the five distinctive characteristics of a
service operation and explain the implications. (CC2)
8. Describe a service using the five dimensions of the service
package. (CC1)
9. Use the service process matrix to classify a service. (CC1)
10. Explain the role of a service manager from an open-systems
view of service operations. (CC2)

Topics
1. Chapter 1 - The Role of Services in an Economy
2. Chapter 2 - The Nature of Services
Assignments for Week One
1. Post a brief bio of yourself to the BlackBoard “Bio” section
(“Discussions”) by Wednesday of Week One. Photo is optional
but encouraged.
2. Read chapters 1 and 2 in text.
3. Read assigned articles:
a. Sampson, S. E., & Froehle, C. M. (2006). Foundations and
implications of a unified service theory. Production and
Operations Management, 15(2), 329-343. Retrieved from
http://proquest.umi.com.ezproxylocal.library.nova.edu/pqdweb?
did=1081945051&sid=3&Fmt=2&clientId=17038&RQT=309&V
Name=PQD
b. Schmenner, R. W. (2004). Service businesses and
productivity. Decision Sciences, 35(3), 333-347. Retrieved from
Name=PQD
4. View Video 2 – Evolution of the U.S. Economy from
Manufacturing to Services. (Note: Video 1 is not used.)
5. Review PowerPoint slides for chapters 1-2.
6. Review weekly Discussion Board Question and post one
question-response message by Thursday 11:55pm and one reply
message by Sunday 11:55pm. (Refer to Section VII-B-2,
“Graded Discussion Boards”, for further explanation.)
Week Two
Learning Objectives
1. Formulate a strategic service vision. (CC2)
2. Describe how a service competes using the three generic
service strategies. (CC2)
3. Explain what is meant by qualifiers, service winners, and

service losers. (CC2)
4. Explain the concept of the virtual chain and its role in service
innovation. (CC2)
5. Describe the four structural and four managerial elements of
service design. (CC2)
6. Describe the components of the customer service value
equation. (CC2)
7. Describe the sequences and the enablers of the new service
design process. (CC2)
8. Prepare a blueprint for a service operation. (CC2)
9. Explain how intellectual property rights protect a service
brand. (CC2)
Topics
1. Chapter 3 - Service Strategy
2. Chapter 4 - New Service Development
Assignments for the Week Two
1. Read chapter 3 and 4 in text.
2. Read assigned article:
a. Frei, F. X. (2008). The four things a service business must
get right. Harvard Business Review, 86(4), 70-80. (Included in
your coursepack)
3. View Video 3 – Using Services as a Competitive Advantage.
4. View Video 4 – Innovation in Services.
6. Review the textbook video “The Service System Design
Matrix, featuring Chase Bank delivery channels” at the textbook
website at www.mhhe.com/fitzsimmons7e and then click on
"Student Edition" and "List of Videos", then scroll to find the
Chase Bank Video.
8. Individual Case 1 (Refer to Section VII-B-1, “Case
Assignments”) – instructor to discuss case to be turned in for

grade by Sunday of Week Four.
9. Student Groups to be assigned by instructor. Group Case
(Refer to Section VII-B-1, “Case Assignments”) – instructor to
discuss case to be turned in for grade by Sunday of Week Eight.
10. Take Quiz 1. (Refer to Section VII-B-4, “Quizzes”, for quiz
coverage and time allowed.) This quiz must be completed
between Saturday 8am and Sunday 11:55pm of Week Two.
During this period, go to Blackboard and open the assignment
“Quiz 1”. It is open book/notes, but not to be completed with
any other collaboration.
Week Three
Learning Objectives
1. Describe and illustrate the five dimensions of service quality.
(CC2)
2. Use the service quality gap model to diagnose quality
problems. (CC2)
3. Describe quality design and monitoring tools (Taguchi, poka-
yoke, QFD, WtA, SPC) (CC3)
4. Describe a “house of quality” as part of a quality function
deployment project. (CC3)
5. Construct a statistical process control chart for a service
operation. (CC3)
6. Discuss the concept of service recovery. (CC2, CC6)
Topics
1. Chapter 6 - Service Quality
Assignments for Week Three
1. Read chapter 6 in the text.
2. View Video 5 – Control Charts.
3. Review PowerPoints for chapter 6.

5. In text, work exercises 6.4, 6.6, and 6.8 and check your
answers against the correct answers which will be posted by the
instructor on Friday. If your answers are not correct, then
recheck your work and be sure to work through the solved
problems on pages 140-142.
Week Four
Learning Objectives
1. Describe the impact of the “servicescape” on the behavior of
customers and employees. (CC2, CC4, CC6)
2. Recommend facility design features to remove the anxiety of
disorientation. (CC2, CC4)
3. Draw a process flow diagram and calculate performance
metrics such as throughput time and direct labor utilization.
(CC3)
4. Identify the bottleneck operation in a product layout, and
regroup activities to create new jobs that will increase the
overall service capacity. (CC3)
5. Describe the role of information flow in process management.
(CC5)
6. Use quality tools for process analysis and problem solving.
(CC3)
7. Describe and contrast corporate quality improvement
programs. (CC2)
8. Describe the philosophy of lean management. (CC2, CC3)
Topics
1. Chapter 7 - Supporting Facility and Process Control
2. Chapter 8 - Process Improvement
Assignments for Week Four
1. Read chapter 7 and 8 in the text.
2. View Video 6 – Bottlenecks and Line Balancing.
3. View Video 7 – Lean Management.

4. Complete and upload Individual Case 1 before Sunday
11:55pm of Week Four. (This case was discussed by the
instructor during Week Two.)
7. In text, work exercises 7.4 and 7.5 and check your answers
against the correct answers which will be posted by the
8. Individual Case 2 (Refer to Section VII-B-1, “Case
Assignments”) – Instructor Assigned – instructor to discuss case
to be turned in for grade before end of Week Six.
between Saturday 8am and Sunday 11:55pm of Week Four.
“Quiz 2”. It is open book/notes, but not to be done with any
other collaboration.
Week Five
Learning Objectives
1. Use the service encounter triad to describe a service firm’s
delivery process. (CC2, CC3)
2. Explain how the culture and level of employee empowerment
in an organization affect the service encounter. (CC6)
3. Differentiate four organizational control systems for
employee empowerment. (CC5, CC6)
4. Describe the classification of customers into four groups
based on their attitudes and expectations. (CC2, CC4)
5. Describe how the creation of an ethical climate leads to job
satisfaction and service quality. (CC6)

6. Discuss the role of scripts in customer coproduction. (CC4)
7. Describe the strategies for matching capacity and demand for
services. (CC2)
8. Explain the overbooking strategy for service companies.
(CC2)
9. Describe yield management strategies. (CC2)
Topics
1. Chapter 9 – The Service Encounter
2. Chapter 11 – Managing Capacity and Demand
Assignments for Week Five
2. Read assigned article:
Frei, F. X. (2006). Breaking the trade-off between efficiency
and service. Harvard Business Review, 84(11), 92-101.
(included in your coursepack)
3. View Video 8 – Understanding Organizational Capacity.
4. Review PowerPoint slides for chapters 9 and 11.
Week Six
Learning Objectives
1. Describe the economics of waiting lines using examples.
(CC1, CC3)
2. Describe how queues form. (CC4)
3. Apply Maister’s two “laws of service”. (CC4)
4. Describe the psychology of waiting lines and suggest
strategies to deal with each. (CC6)
5. Describe four principles of waiting line management with
examples. (CC2)
6. Describe the essential features of a queuing system. (CC3)

7. Describe the strategic role of capacity planning. (CC2)
8. Describe a queuing model using the A/B/C/ notation. (CC3)
9. Use queuing models to calculate and evaluate system
performance measures. (CC3)
Topics
1. Chapter 12 – Managing Waiting Lines
2. Chapter 16 – Capacity Planning and Queuing Models
Assignments for Week Six
2. View Video 9 – Psychology of Waiting.
3. View Video 10 – Making Sense of Queuing Models.
4. Complete and upload Individual Case 2 before Sunday
11:55pm of Week Six. (This case was discussed by the
instructor during Week Four.)
7. In text, work exercises 16.3, 16.7, 16.9 and check your
answers against the correct answers which will be posted by the
8. Review Group Case assignment – originally discussed during
Week Two – to be submitted for grade before Week Eight.
between Saturday 8am and Sunday 11:55pm of Week Six.
Week Seven

Learning Objectives
1. Describe the five roles of technology in the service
encounter. (CC5)
2. Give industry examples of the evolution of self-service from
human contact, to machine assisted, to electronic service. (CC4,
CC5)
3. Describe the eight uses of Web sites. (CC5)
4. Describe the managerial issues associated with the adoption
of new technology. (CC5, CC6)
5. Define and contrast the following terms: information
technology, information system, and information flow. (CC5)
6. Explain the relationship between enterprise information
systems and business processes. (CC5)
7. Contrast the supply chain for physical goods with service
supply relationships. (CC1)
8. Identify the sources of value in a service supply relationship.
(CC1)
9. Discuss the managerial considerations to be addressed in
outsourcing services. (CC2)
10. Describe the role of information flow in supply chain
optimization. (CC5)
Topics
1. Chapter 5 – Technology in Services
2. Chapter 13 – Service Supply Relationships
Assignments for Week Seven
1. Read chapters 5 and 13.
2. View Video 11A: Evolution of Information Systems.
3. View Video 11B: Social Media and Virtual Communities.
4. View Video 12: Supply Chains and the Bullwhip Effect.

Week Eight
Learning Objectives
1. Describe the nature of project management. (CC3)
2. Illustrate the use of a Gantt chart and discuss its limitations.
(CC3)
3. Construct a project network. (CC3)
4. Perform critical path analysis on a project network. (CC3)
Topics
1. Chapter 15 – Managing Service Projects
Assignments for Week Eight
1. Read chapter 15 in text.
2. View Video 13: PERT Charts and Critical Path Method.
3. Complete and upload Group Case before Sunday 11:55pm of
Week Eight. (Group case assignment was discussed by the
instructor during the Week Two and Week Six.)
4. Review PowerPoint slides for Chapter 15.
6. In text, work exercise 15.2 and check your answers against
the correct answers which will be posted by the instructor on
Friday. If your answers are not correct, then recheck your work
and be sure to work through the solved problems on pages 394-
395.
between Saturday 8am and Sunday 11:55pm of Week Eight.
“Quiz 4”. It is open book/notes, but not to be done with any
other collaboration.

Week Nine
Learning Objectives
1. Explain the difference between competitive clustering and
saturation marketing. (CC2)
2. Explain the impact of the Internet on location decisions.
(CC1, CC2)
3. Describe how a geographic information system is used in
service location decisions. (CC5)
4. Describe the function, characteristics, and costs of an
inventory system. (CC3)
5. Determine the order quantity for various inventory
applications (CC3).
6. Determine the reorder point and safety stock for inventory
systems with uncertain demand. (CC3)
7. Conduct an ABC analysis of inventory items. (CC3)
Topics
1. Chapter 10 - Service Facility Location
2. Chapter 18 - Managing Service Inventory
Assignments for Week Nine
2. View Video 14 – Location, Location, Location.
3. View Video 15 – Inventory Management.
4. Review PowerPoint slides for Chapters 10 and 18.
6. In text, work exercises 10.4, 10.5, 10.6, and 18.4 and check
your answers against the correct answers which will be posted
by the instructor on Friday. If your answers are not correct,
then recheck your work and be sure to work through the solved
problems on pages 254-256 and 500-502.

Week Ten
Learning Objectives
1. Identify and differentiate the four domestic growth and
expansion strategies. (CC2)
2. Discuss the nature of franchising from the point of view of
the franchiser and franchisee. (CC2)
3. Differentiate between three generic international strategies.
(CC1, CC2)
4. Discuss the three factors to be considered in planning
transnational operations. (CC1, CC2)
5. Discuss the five C’s that must be balanced in a borderless
world. (CC1, CC2)
6. Identify and differentiate the five global service strategies.
(CC1, CC2)
Topics
1. Chapter 14 - Globalization of Services
Assignments for Week Ten
1. Read chapter 14 in text.
2. Review PowerPoint slides for chapter 14.
between Saturday 8am and Sunday 11:55pm of Week Ten.
B. Details on Assignments
1. Case Assignments
General
For each case assignment, your job will be to investigate the
firm’s problem(s) as they relate to Service Operations and

prepare a written paper for each case. The format of your paper
should be as follows and not to exceed 5 pages (Either 2 or 1.5
spaces between lines) excluding the Appendices section:
Executive summary – a couple of short paragraphs which
summarize the remainder of the report
Background – use this section to lead in to your Problem
Statement; identify symptoms, critical factors and the current
state
Problem Statement – a succinct statement of the
problem/dilemma/issue, preferably in a single declarative
sentence; be careful to identify the real problem and not the
symptoms of the problem
Analysis – apply operational models, course content, and
outside research to support your position; logically discuss
options, implications and tradeoffs
Recommendations and Conclusions – these should be your
recommendations regarding how the organization should deal
with the problem; they should be fully supported by the
Analysis section
Appendices – References and Charts – does not count towards
the 5 pages
Citations must be referenced according to APA style.
Appropriate references: This is a library research paper and
you must use at least 3 different sources, not including
textbooks. These sources should be company websites, industry
sources, periodicals, such as the Wall Street Journal, Business
Week, and so on, and governmental sources such as the SEC.
Wikipedia and other similar sources are not to be used in this
course.
The rubric to be used for grading all cases is shown below
(refer to “Case Grading Rubric”). (Rubric point values will
vary for the group case – refer to the Blackboard site, “Case
Grading Rubrics”.)

Individual Cases
The two individual cases must be completed by each student and
submitted for grade by the due date listed in the course
schedule. The individual cases will be assigned early in the
term.
Group Case
The group case must be completed by each group and submitted
for grade by the due date listed in the course schedule. The
group case will be assigned early in the term.
Each student will be assigned to a case team early in the term.
Group work is facilitated through the use of Blackboard
software making it quite easy for students to send work back
and forth and to collaborate on a final product. Early in the
term, each group will designate a team leader who will be the
primary liaison with the instructor for the group case. This
person will coordinate the timeline for project work and be
responsible for submitting the final group paper.
A single grade will be assigned for the group report. Each
student in the group will receive the group grade if they have
sufficiently participated in the project. However, insufficient
individual participation and teamwork may result in an
individual point deduction as described below. Individual
participation and teamwork is judged based on the instructor’s
observations along with the results of individual peer
review/TAPE forms which are to be completed and submitted
confidentially by each student when the group project is
finished. The peer review/TAPE form is contained in this
syllabus on page 10. A teamwork grade will be assigned by the
instructor to each individual as follows:
Individual teamwork grade Percentage grade
deduction
A 0%

B 0%
C 10%
D 20%
E 30% or more
2. Graded Discussion Boards (Weekly Participation): At the
beginning of each week, the Instructor will post a discussion
question on the weekly Discussion Board. Some of these will
be “research questions” which require some outside research
(e.g. reviewing the current queue configurations at Burger
Kings). Others will be “opinion questions” which require a
thoughtful response. Every week, each student must enter at
least one question-response message and at least one reply
message. The question-response message should respond to the
discussion question from the Instructor and must be posted by
Thursday. The reply messages should provide comments and
critiques of other student messages and must be posted by
Sunday. A rule of thumb is that each message should be at least
250 words. Please reference any outside information that you
use in answering your questions using APA style. Post your
answers to the week’s discussion question as a single post and
then post at least one reply to other student messages – all in
the weekly Discussion Board for the week.
Grade Rubric for Participation in
Weekly Discussion Board
Weight
Factors
Question-response message and reply message are appropriate,
coherent and logical
50%
Question-response message is supported by outside research as
needed

20%
Proper grammar, punctuation, APA references (if applicable)
15%
Messages are of sufficient length (250 words each or more)
15%
Total Weight Factors
100%
3. Textbook and Video assignments
For each class, you will have textbook and video assignments
that you are expected to have completed before attending that
class. Note that the Blackboard site contains a set of Content
Videos that are integrated with the textbook materials and class
activities. These videos, like the reading assignments, will be
well-represented on the exams. Note that the PowerPoints used
in the videos are available on your Blackboard website by
clicking on Video PowerPoints. You are also advised to review
the textbook PowerPoints found under My Course Content in
your Blackboard site.
4. Quizzes
There will be five timed online quizzes required for both online
and classroom students. Each quiz will include 17 multiple-
choice questions which must be completed within 40 minutes.
The content coverage for each quiz is listed below. Students
will have an availability period during which they can schedule
each timed quiz. The specific availability dates are provided in

the Syllabus and Schedule section on Blackboard. All quizzes
will be open books/notes but are not to be completed with any
other form of collaboration.
Quiz 1
Chapters 1, 2, 3 and 4 and related videos
Quiz 2
Chapters 6, 7 and 8 and related videos
Sampson, S. E., & Froehle, C. M. (2006). Foundations and
implications of a unified service theory. Production and
Operations Management, 15(2), 329-343. Retrieved from
Name=PQD
Quiz 3
Chapters 9, 11, 12 and 16 and related videos
Schmenner, R. W. (2004). Service businesses and productivity.
Decision Sciences, 35(3), 333-347. Retrieved from
Name=PQD
Quiz 4
Frei, F. X. (2008). The four things a service business must get
right. Harvard Business Review, 86(4), 70-80. (available from
coursepack)
Quiz 5
Frei, F. X. (2006). Breaking the trade-off between efficiency
and service. Harvard Business Review, 84(11), 92-101.
(available from coursepack)

IX. MEETING DATES AND LOCATIONS
Varies according to the format of your class. See your Course
Website.
Team Assignment Participation Evaluation (TAPE form)
Assignment:
For this assignment, please indicate the proportion of
contribution made by each team member (including yourself).
Team Member
% of Contribution
Total
100%
Please describe your personal contribution to this assignment:
Name:

Student Number:
Date:
CASE GRADING RUBRIC
TITLE OF RUBRIC: OPS 5095 Student Case Grading Rubric
Course: OPS 5095
LEARNING OUTCOME/S: CC1, CC3, CC7
Date: November 4, 2011
PURPOSE: Apply OPS Theory to Business Practice
Name of Participant: Student
VALIDITY: Best Practices in OPS Management
Name of Rate: Professor
COMPANION DOCUMENTS: Individual Cases, Assigned
Articles and APA Style Manual

Earning maximum points in each box in ‘PROFICIENT’ column
and / or points in columns to the right of ‘PROFICIENT’ meets
standard.
<<<<<<<<<< less quality . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . more quality >>>>>>>>>>
Performance Criteria
Basic (2 pt)*
Developing (3.25 pts)*
Proficient (4.0 pts)*
Accomplished (4.5 pts)*
Exemplary (5 pts)*
Score
Identifies and describes problem/s effectively (CC1)
Does not state problem(s) or identify symptoms, critical factors
and current state in Background discussion.
Somewhat states problem(s) in multiple sentences. May identify
symptoms, critical factors and current state in Background
discussion.
States problem(s) in multiple sentences. Identifies symptoms,
critical factors and current state in Background discussion.
States problem(s) clearly in one sentence. Identifies symptoms,
critical factors and current state in Background discussion.
States problem(s) clearly and concisely in one sentence.
Effectively and completely identifies symptoms, critical factors
and current state in Background discussion.
Applies operational management models (CC3)
Does not apply operational models, course content, and outside
research to support position.
Applies some operational models, course content, and outside
Applies operational models, course content, and outside
Applies most operational models, course content, and outside

Completely and effectively applies operational models, course
content, and outside research to support position.
Analyzes case, and recommends actions (CC3)
Does not discuss options and/or implications and tradeoffs. May
not support position with research.
Somewhat discusses options, implications and tradeoffs
logically. Some research supports position.
Discusses options, implications and tradeoffs logically.
Supports position with research. Flows smoothly into
Recommendations
Discusses most options, implications and tradeoffs logically.
Position well- supported with research. Flows smoothly into
Recommendations
Completely and effectively discusses options, implications and
tradeoffs logically. Fully supports position with research. Flows
smoothly into Recommendations.
Uses effective writing organization and format (CC7)
Does not communicate in clear, logical, and grammatically
correct language. Uses more than 5 pages, excluding charts
graphs, appendices, and references. Does not use primary
research sources and/or incorrect APA format.
Communicates in ambiguous, and/or and grammatically
incorrect language. Uses more than 5 pages, excluding charts
graphs, appendices, and references. Uses marginal primary
research sources and/or partially correct APA format.
Communicates in clear, logical, and grammatically correct
language. Uses 5 pages or less, excluding charts graphs,
appendices, and references. Uses adequate primary research
sources and correct APA format.
Communicates in exceptionally clear, logical, and
grammatically correct language. Uses 5 pages or less, excluding
charts graphs, appendices, and references. Uses substantial
research sources and correct APA format.

Communicates in exceptionally clear, logical, and
grammatically correct language. Uses 5 pages or less, excluding
charts graphs, appendices, and references. Uses significant
primary research sources and correct APA format.
OVERALL GRADE (20 total possible points)*:
*Point values are different for the group case – refer to course
Blackboard Website.
IX. POLICIES
Plagiarism, academic dishonesty, and other forms of
misconduct.
Webster’s defines plagiarism as stealing or passing off ideas or
words of another as one’s own; use, without crediting the
source; committing literary theft; presenting as new and original
an idea or product derived from an existing source. NSU
students sign a statement verifying the authenticity of
authorship with each written assignment. Plagiarism is not
acceptable, so care must be taken to credit any sources used in
preparing term papers, theses, or dissertations. Additionally, the
submission of written assignments and papers for one course
originally submitted and receiving a grade for another course is
unacceptable. Students should study the APA Style Manual; it
explains how to credit sources.
Be sure that if you are using the ideas or work of someone else,
that you credit that person, book, article, etc. This must be done
regardless of whether you use direct quotes or whether you
paraphrase someone else's work. Further, any time you use more
than three words in a row that came from someone else, you
must use quotation marks. (If you copy someone else’s work
and then put the source at the end of the copied material, this is
still plagiarism.) Also, do not overuse quotes in your work. It
is the job of the graduate student to read material, synthesize it,
and put it in your own words while acknowledging the source.
Remember that APA references require that if you quote

material, you must add the page or paragraph number of that
quote to your citation (author, year, page). All referencing
should be in APA style unless directed otherwise by the
instructor (such as using the heading Introduction) Please note
that the instructor regularly uses an online plagiarism checker,
Turnitin.com.
Course withdrawals will not be permitted to avoid the academic
consequences of plagiarism levied by the faculty and/or
associate dean. These consequences may include reduced or
failing course grades.
Late submission of assignments will not be accepted unless by
prior arrangement and permission from the instructor.
Additional work to improve grades will not be allowed.
Following is the Huizenga School’s policy on Academic
Misconduct.
General Academic Misconduct Policy of the H. Wayne
Huizenga School of Business and Entrepreneurship
The H. Wayne Huizenga School of Business and
Entrepreneurship (Huizenga School) is strongly committed to a
policy of honesty in academic affairs. Students are expected to
do their own academic work. Students are awarded degrees in
recognition of successful completion of academic coursework in
their chosen fields of study. Each student, therefore, is expected
to earn his or her degree on the basis of individual personal
effort. Consequently, any form of cheating or plagiarism
constitutes unacceptable academic dishonesty. Such academic
misconduct will not be tolerated at the Huizenga School, and
thus will be penalized according to the seriousness of the
infraction, in conformity with the standards, rules, and
procedures of the Huizenga School and NSU. Accordingly,
students are well advised to keep in mind that suspension and
expulsion from the Huizenga School are among the sanctions
that may be imposed for violations of the Academic Misconduct
Policy.

Definitions:
· Plagiarism, as defined by the Little, Brown Essential
Handbook for Writers, 4th edition, is “the presentation of
someone else’s ideas or words as your own. Whether deliberate
or accidental, plagiarism is a serious and often punishable
offense” (Aaron, 2001).
· Deliberate plagiarism is “copying a sentence from a source
and passing it off as your own and, summarizing someone else’s
ideas without acknowledging your debt, or buying a term paper
and handing it in as your own” (Aaron, 2001).
· Accidental plagiarism is “forgetting to place quotation marks
around other writer’s words, omitting a source citation because
you’re not aware of the need for it, or carelessly copying a
source when you mean to paraphrase” (Aaron, 2001).
GUIDELINES
The United States Naval Academy’s statement on academic
plagiarism (USNA, 2004) provides the following guidelines that
we will implement verbatim at the Huizenga School.
1. “Give credit where credit is due. Inevitably, you will use
other people’s discoveries and concepts. Building on them
creatively. But do not compromise your honor by failing to
acknowledge clearly where your work ends and that of someone
else begins. (USNA, 2004).
2. “Provide proper citation for everything taken from others.
Such material includes interpretations, ideas, wording, insights,
factual discoveries, charts, tables, and appendices that are not
your own. Citations must guide the reader clearly and explicitly
to the sources used, whether published, unpublished, or

electronic. Cite a source each time you borrow from it. A single
citation, concluding or followed by extended borrowing, is
inadequate and misleading. Indicate all use of another’s words,
even if they constitute only part of a sentence, with quotation
marks and specific citation. Citations may be footnotes,
endnotes, or parenthetical references. (USNA, 2004).
3. Recognize the work of others even if you are not borrowing
their words. Theories, interpretations, assessments, and
judgments are all intellectual contributions made by others and
must be attributed to them. (USNA, 2004).
4. Paraphrase properly. Paraphrasing is a vehicle for conveying
or explaining a source’s ideas and requires a citation to the
original source. A paraphrase captures the source’s meaning and
tone in your own words and sentence structure. In a paraphrase,
the words are yours, but the ideas are not. It should not be used
to create the impression of originality. (USNA, 2004).
5. Cite sources in all work submitted for credit. Your instructor
may also require you to identify the contributions of others in
drafts you submit only for review. Ask your instructor for his or
her citation requirements and any discipline-specific attribution
practices. (USNA, 2004).
6. Be cautious when using web-based sources, including
Internet sites and electronic journals. There is a common
misperception that information found on the Internet does not
need to be cited. Web-based information, even if anonymous,
must be appropriately cited. Do not cut and paste or otherwise
take material from websites without proper citation. (USNA,
2004).
7. Provide a citation when in doubt. Always err on the side of
caution. (USNA, 2004).

8. Cases may be submitted to www.turnitin.com for review.
Cheating by Plagiarism:
Plagiarism is a form of academic misconduct. The Huizenga
School views plagiarism as the representation of another’s
work, words, or ideas, statement of facts not generally known as
one’s own without use of an academically recognized method of
citation. Work submitted at the Huizenga School must be the
original work of the student. Original work may include the
words and ideas of others, but the source of these words and
ideas must be indicated in a manner consistent with an
academically recognized form, style, and citation manual.
Plagiarism subjects the student to penalties pursuant to the
Academic Misconduct Policy. Any student helping a student
plagiarize is considered as guilty as the student assisted.
Plagiarism involves using the words, information, insights, or
ideas of another without crediting that person through proper
citation. Proper documentation is required for all source
material as discussed in the individual course policy statement
which will be provided and explained by each instructor during
the first session of each course. It is your responsibility to know
the rules for proper citation – claiming ignorance of the proper
citation rules is not an excuse for cheating. One can avoid
plagiarism by fully and openly crediting all sources used.
In the absence of guidance from the instructor, reference “APA
Style Manual” (standards and rules to be followed when
referencing source material).
Cheating on Examinations and Assignments:

Academic misconduct consists of cheating of any kind with
respect to examinations and assignments as well as the
unauthorized possession and/or use of exams, papers, and
materials. Cheating is defined and characterized by copying
answers to examinations, quizzes, presentations, and projects
from a source not approved by the professor. This includes but
not limited to “crib” notes and “cheat” sheets, cell-phones,
PDA’s, I-Pods, and of course, collusion with your fellow
student (neighbor). In addition the use of test banks,
computers, answer keys, stolen exams, and instructor’s manuals
are expressly forbidden. (USNA, 2004).
Cheating subjects the student to penalties pursuant to the
Academic Misconduct Policy. Cheating includes, but is not
limited to, the following:
· The unauthorized submission of work previously presented in
another course.
· Having someone else write a paper for the student; purchasing
a paper from someone or through the Internet.
· Participating in an arrangement whereby work, classroom
activity, or an examination is done by another person.
· Unauthorized collaboration on assignments or work to be
presented.
· Arranging to have others take examinations or to do
assignments.
· Obtaining examinations prior to administration.
· Communicating or exchanging test information with other
students during an exam or quiz.
· The manipulating of recorded grades or other class records in
a grade book or on a computer system or the falsifying of such
information.
· Bribery.
Cheating in the H. Wayne Huizenga School of Business and
Entrepreneurship will not be tolerated.

Discipline for Academic Misconduct
The professor/instructor has the authority to determine whether
plagiarism or cheating has occurred. She or he will take the
appropriate action depending upon the nature of the infraction.
Expulsion: Deliberate plagiarism is unethical and dishonorable!
In cases of deliberate plagiarism and cheating, the student is
subject to immediate dismissal from the program. In these
cases, due process is afforded through the appeals process.
Failing Grade: Accidental plagiarism, or sloppy scholarship, is
academically unacceptable. In cases of accidental plagiarism,
the professor/instructor has the authority to issue a failing grade
for the assignment or the course depending upon the severity of
the infraction. In these cases, the decision of the faculty
member is final.
NSU Student Handbook: Academic Standards
Huizenga School Handbook: Student Grievance Procedure
Disruption to Academic Process
Disruption of the classroom or the teaching environment is
unacceptable at the Huizenga School and is considered a form
of punishable academic misconduct. This includes email or any
other form of communication. Disruption of the academic
process includes act(s) or word(s) by a student in a classroom or
teaching environment that in the estimation of a faculty member
deflects attention from the academic matters at hand. Examples
of such disruption encompass: noisy distractions; persistent,
disrespectful, and/or abusive interruptions; improper language,
dress, and/or behavior; and actions that present a danger to the

health, safety, and/or well-being of a faculty member, student,
staff member, or guest. Disruption also includes tampering with,
defacing, or stealing library or online materials. Punishment for
such disruption can range from a verbal reprimand by the
faculty member, to dismissal of the student from class with a
grade of “F,” to suspension or expulsion from the school.
References
Aaron, J. (2001). The Little, Brown Compact Handbook. (4th
ed.) Needham Heights, MA: Pearson/Longman.
USNA, (2004). United States Naval Academy 9USNA)
Statement on Academic
Plagiarism. May 4, 2004 Faculty Senate Meeting. Retrieved on
February 21, 2008 from:
http://www.usna.edu/Library/Plagiarism/Plagiarism.html
15
Age of Anxiety and Uncertainty
Reading: Smith, et al., 913-921
Overview
World War I was really awful for most people
Technology had so transformed the face of the war that many

things were called into question.
Even before the war, there was tension as people were asking
questions and doubting that everything was so wonderful.
There was a crisis of modernity.
The idea that each generation was better off than the one before
was questioned.
Modern Philosophy
Nietzsche (1844-1900)
Western civilization has emphasized rationality at the expense
of passion and instinct.
Christianity glorified weakness, envy, and mediocrity
“God is dead”
Democracy isn’t working
Respectability stifles self-realization
People have no authenticity
Will to power
Jean-Paul Sartre (1905-1980)
Existentialism
God has nothing to do with giving life meaning.
Human beings simply exist.
There is no God to help them
There is no reason to help them.
“Man is forced to be free”
To be free, men and women must become engaged and choose
actions correctly.

Human beings are responsible for their own behavior.
Became really popular after World War II, a war in which
actions and consciousness induced men and women to either act
courageously or abominably
Science foundation of Enlightenment, reason and progress.
At the end of the 19th century, scientists found atoms not hard,
permanent little balls.
Atoms consists of many smaller fast-moving particles, including
electrons and protons
Marie Curie (1867-1934) and her husband found that radium
emits subatomic particles so it has no constant atomic weight.
Max Plank (1858-1947) found that subatomic energy is emitted
from vibrating electron in uneven spurts or “quanta”. Calls into
question old distinction of matter and energy.
He also called into question atoms as stable building blocks of
nature
New Physics
Albert Einstein (1879-1955)
Light propagated through space in the form of particles
(photons)
E=mc2
Special theory of relativity.
Time and space relative to the viewpoint of the observer
General theory of relativity
Newton’s universe three dimensional while Einstein’s universe
four dimensional space-time continuity

Rutherford (1871-1937)
Showed atom could be split into smaller particles.
Crucial for subsequent development of atomic weapons
Werner Heisenberg (1901-1927)
“Principle of Uncertainty”
Instead of Newton’s certainties, we now have a physics based
on tendencies and probabilities
Rutherford (1871-1937) and
Werner Heisenberg (1901-1927)
Freudian Psychology
Sigmund Freud (1856-1939)
Interested in unconscious behavior
Theory of psychoanalysis
His conclusion was that human behavior is basically irrational,
not rational behavior of Enlightenment thought.
Franz Kafka captured the sense of nightmarish 20th century
world in The Metamorphosis, as well as others.
Oswald Spengler wrote Decline of the West which was the
obituary of civilization.
Also two war novels were written:
Ernest Hemingway, A Farewell to Arms.
Erich Remarque, All Quiet on the Western Front
German expressionist films came out during this time period.
The Cabinet of Dr. Caligari (1919) which was trying to answer

the question, “Is the director of the insane asylum himself an
insane murderer?
Metropolis was about the madness of industrial capitalization.
Modern Literature and Modern Cinema
Modern Art--Overview
Camera invented in 19th Century.
Great images of U.S. Civil War—Matthew Brady’s photographs
Kodak personal camera introduced at the end of the century.
Why paint realistic paintings if camera can better capture
reality. No color photos yet.
Impressionism—French painters
French Painters
Claude Monet (1840-1926)
Camille Pissaro (1830-1903)
Auguste Renoir (1841-1919)
Their goal was to capture the overall picture of things by
capturing light falling on the scene before their eyes.

Modern Artists
Painted what is in his mind
Increasingly form became more important than light
Paul Cezanne (1893-1906)
Henri Mattisse (1869-1954)
Pablo Picasso (1891-1973)
Cubism—all of these artists trying to capture in form inner
essence of things not superficial “surface”
Cubism
Dali and Surrealism
Salvador Dali (1904-1989) was involved in Surrealism which
exalted the irrational, the violent, and the absurd in human
experiences
Dali and Surrealism

Western music tradition since the Renaissance “major-minor”
system of tonality
New musicians began to explore polytonality.
Igor Stravinsky
Achieved effects through polytonality, dissonant harmonies, and
percussive rhythms
Rites of Spring was a pre-World War I ballet which undermines
common conventions of ballets with his jarring music. Dancers
engaged in representation of reproduction
Extremely shocking when first performed in Paris in 1913. It
became more popular after World War I
Arnold Schoenberg (1874-1951) abandoned traditional harmony
and tonality altogether and arranged the 12 notes of the scale in
an abstract mathematical pattern, the “tone-row” which stresses
disharmony
Modern Music
Bauhaus was an institution in Germany that brought together
architects, designers, and painters.
Walter Gropius (1883-1969) was the first director of Bauhaus.
He believed in functional designs, simplicity of shape, and lots
of glass.
Implemented philosophy “form must follow function”
Influenced Swiss-French Architect, Le Corbusier

Modern Architecture
Global Impact
Europeans searched for non-Western inspiration.
Paul Gauguin (1848-1903) searched the South Pacific for
unspoiled beauty and a primitive way of life.
Josephine Baker (1906-1975) was an African American who was
a dancer, singer, entertainer who was popular in 1930s Paris
Jazz was the music from the American Blacks which combined
gospels, African rhythms, and erotic blues. It was very popular
in Europe.
More on Global Impact
Trinidad was where Calypso was a popular music. Songs about
urban hunger, unemployment, and social upheaval.
Negritude Movement in France was closely connected to
surrealists.
The Democratization of Desire
Radio
Hollywood
Shopping
Modernism
A word to collectively describe these common features of

Western art and culture.
Form is emphasized at the expense of content.
A systematic and determined rejection of the classical models
Culture is increasingly global
The Democratization of Desire and Modernism
Consequences of the War in the 20th and 21st Centuries
Readings: Smith, et al., 904-913, 972-973, 1012-1014, 1045-
1048
Versailles Treaty

Really five separate treaties but can think of them as Versailles
Treaty
Two approaches:
Woodrow Wilson
Georges Clemenceau (French Premier)
Woodrow Wilson’s Approach
Fourteen Points
Guide to future peace
Open covenants of peace; openly arrived at
“National Self-Determination”
League of Nations
“The Peace to End All War”

Georges Clemenceau’s Approach
Punish Germany
Blamed Germany for the war
Disarm Germany
Demilitarize the Rhineland
Create buffer states in Eastern Europe
Make Germany pay for the war (“war reparations”)
Results of the Versailles Conference
Wilson got the League of Nations (but neither Germany nor
USSR were in it)—US Senate vetoed entire Versailles Treaty.
Punish Germany:
Germany blamed for war
No Army
Alsace-Lorraine to France
Rhineland demilitarized
No Armaments Industry
Germany pays for War and Reparations (5 billion +)

National Self-Determination
Eastern Europe
Austria-Hungary is dismantled
Austria becomes small country
Czechoslovakia
Yugoslavia
Poland
Treaty of Trianon
Hungary becomes a very small state, losing much territory and a
majority of the Hungarians
Romania (including large populations of Hungarians)
Prize: Ottoman Empire

England, France, Russia and Other Powers Seek Gains in
Middle East
Gallipoli
Armenian Genocide

The Husayn-McMahon Agreement, 1915
11
Middle East After Settlements
British Role:
Arab Revolts (Lawrence of Arabia)
Balfour Declaration
French Role:
Got Involved in Palestinian struggles to prevent British from

getting all Middle East as new colonies
The Sykes-Picot Agreement of 1916
13

14
Treaty of Sevres, August 10, 1920
Mandates (another name for colonies to please President
Wilson)
Jordon—mandate to British
Palestine—to British
Syria and Lebanon—French
Hijaz (Arab) independent
Attaturk and Turkish Nationalism

The Palestine Mandate
20
Poster Urging Jews to Settle in Palestine

UN Partition Plan of 1947
24
David Ben Gurion Announcing the Birth of Israel
Young Israelis

26
Palestine Refugee Camp, 1948
Palestinian Woman Watches as Her Home is Demolished

Syria and Iraq Problems
Actual Below
31
Syria is a nation that has long been a crossroads for the Middle
East, from its occupation during the Crusades to its conquest by
France after the downfall of the Ottoman Empire that lasted
until WWII. Since the creation of Israel, Syria has been a
constant enemy of the Jewish state, highlighted by Syria’s
participation in the 1967 and 1973 Arab-Israeli wars. In 1967,
Syria lost the Golan Heights to Israel, one reason why the
Syrian government refuses to recognize Israel.
Associated Press © 2005
Associated Press Interactive

Map of Present Day Iraq
35
Ethnic and Religious Makeup of Iraq

36
The Liberation of Kuwait
Kuwait, 1991
Burning oil fields, set ablaze by retreating Iraqis, provide an
eerie backdrop to motorized U.S. troops participating in
Operation Desert Storm, the high point of the Bush, Sr’s,
presidency.
38

The Sanctions Period (1991-2003)
39
Colin Powell and WMD
In February 2003 U.S. Secretary of State Colin Powell went
before the UN General Assembly to convince the international
community that Saddam Hussein was concealing chemical and
biological weapons, and to request the approval of the Security
Council to commence military action against Iraq. Here he holds
up a vial of anthrax, a life threatening infectious disease
reputed to be in the terrorist arsenal.

40
41
Consequences of “Peace to End All War”
World War II
Arab-Israeli Conflict
Iraq-Iran War
Persian Gulf War
Bosnia, Kosovo, Serbian crisis
Al Queda – 9/11
Iraq War - 2003

Other Consequences
Ho Chi Minh – Vietnam War
May 4th Movement – Chinese Communism
T H E H L J h l A N COST OF H I S T O I i L
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