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Module 3 Assignment 2: LASA 1—Case Study for Research of an Emerging Market

In this assignment, you will research an emerging market and create a PowerPoint presentation for your manager.

Review the following scenario:

You have been hired as business analyst and have been given a project to research an emerging market. Your manager wants you to select an emerging market from the Business Perspectives for Emerging Markets 2012–2017 Report for this task. Your manager wants to evaluate your research skills, critical thinking skills, and your ability to analyze data and report on the data with the creation of a PowerPoint presentation that covers the specific requirements of the task (see below):

You may refer to the following Web sites for research:

Instructions:

Part 1: Overview of the Nation

Provide the following information about the country you selected:

  • Brief History
  • Geography
  • People and Society
  • Government
  • Economy
  • Military

Part 2: Detailed Analysis of the Nation

Provide information that covers the following criteria:

  • Examine the components, such as liquidity of debt, equity markets, existence of some form of market exchange, and regulatory body, that explain why the country you selected is considered an emerging market.
  • Identify techniques that were used to classify the country you selected as an emerging market.
  • Explain at least three factors that would lead an investor to invest in the country you selected as an emerging market.

Develop a PowerPoint presentation with 10–12 slides with detailed speaker notes. In addition, include Title, Summary, and Reference slides. Use the country’s flag and colors to best represent the country. Use three or more scholarly resources when preparing your presentation. Apply APA standards to the citation of sources.

Use the following file naming convention: LastnameFirstInitial_M3_A2.ppt.

Make sure you write in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources; display accurate spelling, grammar, and punctuation.

Click here to download the APA guidelines document. Use these guidelines to format your assignment.

By Wednesday, March 29, 2017, deliver your assignment to the M3: Assignment 2 LASA 1 Dropbox.

CIA World Fact Book. (n.d.). https://www.cia.gov/library/publications/the-world-factbook/geos/bg.html

FindTheBest. (2013). http://country-facts.findthedata.org/

InfoPlease. (2013). http://www.infoplease.com/countries.html

LASA 1 Grading Criteria

Assignment Components Proficient Max Points
Provide specifics about the country you selected:

  • Brief History
  • Geography
  • People and Society
  • Government
  • Economy
  • Military

[CO: 5
PO: 3.2, 4.2
ILO: 1, 3, 6]

The nation’s history, geography, society, government, economy, and military are accurately identified and described in both the slides and the speaker notes. 36
Examine the components that explain why the country you selected is considered an emerging market.

[CO: 6
PO: 3.2, 4.2
ILO: 1, 3, 6]

All relevant components used to determine whether a market is emerging are examined. A complete and accurate description is provided for each component in both the slides and the speaker notes. 40
Identify techniques that were used to classify the country you selected as an emerging market.

[CO: 3
PO: 3.1, 4.2
ILO: 1, 3, 6]

Identification and justification of techniques used to classify the specific country are accurate in both the slides and the speaker notes. 40
Explain at least three factors that would lead an investor to invest in the country you selected as an emerging market.

[CO: 4
PO: 3.2, 4.2
ILO: 1, 3, 6]

Obvious and subtle factors that would lead to investing in the market are described and justified in both the slides and the speaker notes. 40
Presentation Standards
Organization (12)
Usage and Mechanics (12)
APA Elements (16)
Style (4)

[CO_O
PO: 3.a
ILO: 2]

Presentation is concise with a logical flow of thought. Content includes clearly articulated key points that are free of major errors. Presentation is visually appealing and addresses audience considerations adequately.

Use of scholarly sources aligns with specified assignment requirements.

44
Total: 200

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W3 Assignment “Gillette: Why Innovation May Not Be Enough”

Case Analysis: “Gillette: Why Innovation May Not Be Enough”

To help you better understand the concepts of Marketing Analysis, you will be asked to complete a case study for each weekly assignment.  To prepare for this level of analysis, first read “How to Analyze a Case” in the W1 lesson folder.

This Week’s Case

“Gillette: Why Innovation May Not Be Enough”  (located in textbook appendix)

After reading, reviewing, analyzing and evaluating the case study, pretend you are the Executive Marketing Director for Gillette. Develop a 3-5 minute video that will be shared with the newly formed New Product Development Team. You may use any video recording device that will produce an MP4 video. When you write your script for the presentation, be sure to cite at least two outside sources to back up your arguments. Your presentation should address the following questions (at a minimum). Feel free to include insights gleaned from our study of marketing analysis so far.

    1. Present an evaluation of the history of Gillette. Explain and summarize their competition, innovation and razor wars.
    2. What actions would you present and suggest to the new product development team to help maintain its dominance in the shaving market?
    3. Evaluate and present what products, pricing and strategies you would recommend to the team for consideration over the next 5 years.

The requirements below must be met as you write the script for your video presentation :

 

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wk2d2_jackson Amanda Jackson 3/15/2017 12:19:13 PM
Single Subject Curriculum with Nested Social Skills

Content Area or Developmental Focus: Literacy
Nested Skills: Social Skills
Age of Children: 5 to 7 years old (Kindergarten)
Length of Lesson: 30 minutes over several different days
Goal: To teach the beginning, middle, and end of the story
Objective: Each child will be able to retell and recognize the beginning, middle, and end of the story while socially interacting with each other to work on social skills.
Pre-Assessment: We will assess if the children understand the different parts of the story by reading a book, and questioning what happened in the beginning, middle, and end. The class will do this together before breaking down into smaller groups to complete the lesson.
Standards Included: 

Standard 1: With prompting and support, ask and answer questions about key details in a text (NCSCoS-ELA).

Standard 2: With prompting and support, retell familiar stories, including key details (NCSCoS-ELA).
Materials: Book “The Little Red Hen”, pictures of farm, red chicken/hen, dog, cat, duck, seeds, wheat, bread, etc., felt story board, pointer, crayons, coloring pages from the book, glue, and construction paper.
Introduction: Hello class! Today, we are going to read “The Little Red Hen” while focusing on the beginning, middle, and end of the story through retelling. We will be working in small groups of six to complete our lesson. Those not working on “The Little Red Hen” will be assigned to another center
Lesson Development: We will read through the story completely one time. Then we will reread each part  of the book, (beginning, middle, & end). We will use the felt story board to retell the story with the pictures. After reconstructing the story on the story board, each child will use the pointer to retell the story using their own words after of the story board. The children will be working on social skills of listening to others, taking turns, and engaging one another by offering peers help if they need it.
Differentiation: To help Johnny, he could recreate the story by drawing the pictures out instead of coloring the pages. For Maya and Jane we will focus on putting whole sentences together while retelling the story. Caleb can help each child that may need help. Kayla and Jack will have to put more focus and time on social skills, and I will help with that by modeling the desired behavior of working with others. Asking them questions to get them to interact with each other, while working with one another.
Assessment (Checking for Understanding): The children will use the crayons to color the coloring pages from the book. After coloring, they will glue their pictures on construction paper in the correct sequence from the story. They will share the story they put together on the construction paper, and I will be checking for accuracy.
Closing: At the end of each day each group will share their stories they reconstructed on the construction paper for everyone to see. Sharing with the class will help build self-confidence in each of the children, and give them the chance to interact with each other to help build their social skills.

 

Reference

State-by-state [Interactive map]. (2014). Retrieved from the Center on Enhancing Early Learning Outcomes website: http://ceelo.org/state-information/state-map/

 

 

Respond

Single Subject Curriculum with Nested Social Skills Veronica Brooks 3/15/2017 8:47:39 PM
Developmental Focus: Literacy

Nested Skills: Social and Emotional Development

Age: Preschool (4-5)

Length of Lesson: Approximately 45 Minutes each day for one week

Goals/Objectives:

After reading this story, the children will be able to identify things that make bread, who makes the bread and how do they get bread to the stores and people. Each child will then have a role in running their own bakery while learning about responsibility, working together and positive end results. Goals include children learning what bread is made from, how to measure ingredients to make bread and how to count product and money.

Standards Included: http://www.tn.gov/education/article/early-learning-development-standards

Materials:

The Little Red Hen by Jean Horton Berg

Baking tools including mixing bowls of varying sizes, measuring spoons and cups, baking sheets, bread loaf pans and big wooden spoons.

Also needed, flour packaging, sugar packaging, salt packaging, wheat, butter container, milk containers, aprons, chef hats, tablecloths, and napkins

Introduction:

Educator has introduced the book to the children twice within the week and has placed items directly related to the story throughout the classroom. (i.e. Little Red Hen Math Grids in the Manipulatives Center, Wheat Stalks in the Sensory Center, Flour and Seeds in the S.T.E.M Center…) Educator will encourage discussion with the children concerning how the other animals can help the hen and ask open-ended questions about who loves bread and what types of bread they have tried.

Lesson Development: The book, “The Little Red Hen” will be read twice in the week. After the book is read the first time, we will discuss the ingredients the hen used to make the bread, if the dog, cat and duck could have helped the hen and what was the end result of them not helping the hen. After reading the book the second time, real wheat seeds, wheat stalks, flour, milk and water will be introduced to the children. The children will have the opportunity to see how all of the different ingredients blend together to make bread and what a person who bakes bread is called.

Differentiation:

In creating the bakery in the dramatic play area, Maya and Jack will be responsible for gathering the ingredients for the bread and making it. Kayla will create the menu cards and pricing in the design of her choosing. Johnny will decorate the tables for the bakery with tablecloth, vase, flowers and napkins he chooses. Jane will be the cashier and responsible for collecting the money from the customers and swiping credit cards. Caleb is the salesman and will be responsible for welcoming people into the bakery. Children will be encouraged to help each other and switch roles when they feel like they need to.

Post Assessment:

Children will engage socially with their other classmates in running their bakery and also with children in the classroom who are working in other discovery centers. The other children in the classroom will also have opportunities to engage in activities that relate back to the story by also verbally interacting with each other, analyzing items that create bread, count out ingredients for bread and feel the texture of those ingredients.  Informal observation will be conducted during play time.

Management and Guidance:

Educator will encourage and praise children for working together and switching out “job” positions when the children feel they need to. Because the children took ownership of their bakery, they were reminded the bakery is theirs and they are responsibility for the positive end results. Children have learned that responsibility is unique to them and it always positive to work together to get something done.

Resource:

http://www.tn.gov/education/article/early-learning-development-standards

 

 

 

Respond

 

(an instructor response)

RE: Single Subject Curriculum with Nested Social Skills Instructor DeBiase 3/16/2017 10:43:51 AM
Veronica and Class,
Another idea is to have students demonstrate their knowledge of the story through a puppet show. Before students will be able to put on a puppet show, they will need to be able to sequence events in the story.  The teacher could have them individually place pictures/events from the story in order on paper or on the flannel board. This way, they will demonstrate knowledge of the events before actually putting on the show.  Could this activity work in your lesson plan prior to teaching the students about the ingredients for the bread?

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Global Business Plan – Part 3

Continue to use the Henka Marketing and Legal Consultancy with the Home country of America and expansion country of Japan.

Create 1,400-word report of how you conduct a human and capital budget analysis to support your global venture. You must calculate NPV and IRR for your venture.

Format your paper consistent with APA guidelines.

 

Purpose of Assignment

 

The purpose of this assignment is to allow students to demonstrate people, profit and planet (Human and Financial capital) knowledge and apply the knowledge / skills in the development of a human and financial capital plan. The focus must be on a human / capital budget and breakeven analysis. Students need to demonstrate competency in calculating NPV and IRR.

 

Grading Guide

 

Content

 

Met

 

Partially Met Not Met

 

Comments:
The student creates a report based on the industry and countries selected in their Global Business Plan.

 

 

       
The student describes how they conduct a human and capital budget analysis to support a global venture.        
The student calculates NPV and IRR for their venture.

 

       
The paper is 1,400 words in length.        
    Total Available Total Earned  
    8.5 #/8.5  
Writing Guidelines

 

Met

 

Partially Met Not Met

 

Comments:
The paper—including tables and graphs, headings, title page, and reference page—is consistent with APA formatting guidelines and meets course-level requirements.        
Intellectual property is recognized with in-text citations and a reference page.        
Paragraph and sentence transitions are present, logical, and maintain the flow throughout the paper.        
Sentences are complete, clear, and concise.        
Rules of grammar and usage are followed including spelling and punctuation.        
    Total Available Total Earned  
    3.5 #/3.5  
Assignment Total # 12 #/12  
Additional comments:

 

 

 

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W5 Assignment “Work Instructions”

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  • Review the article “8 ways electronic work instructions are transforming the shop floor” from this week’s reading assignment. This article discusses the importance of work instructions and how these instructions have improved a company that runs a shop floor environment. Assume that you are a manager for the company in this article. Considering the methods that have been used in the past and that are currently being used as mentioned in the article, explain what you feel the pros and cons are to electronic work instructions. Using outside research, what other work instructions might you introduce to the work place? You should include a minimum of two additional techniques not mentioned in this article. Use your course materials and outside research to generate a solid analysis on why these methods would be helpful. Your analysis should be supported by research.

    Directions for obtaining the file: Login to the Grantham University library by clicking on the Resources tab from the main page. You will then log into EBSCOHost. Once you have accessed the database, simply copy and paste the title of the article and press enter to search and you should now have the file accessible to review.

The requirements below must be met for your paper to be accepted and graded:

    • Write between 750 – 1,250 words (approximately 3 – 5 pages) using Microsoft Word in APA style, see example below.
    • Use font size 12 and 1” margins.
    • Include cover page and reference page.
    • At least 80% of your paper must be original content/writing.
    • No more than 20% of your content/information may come from references.
    • Use at least three references from outside the course material, one reference must be from EBSCOhost. Text book, lectures, and other materials in the course may be used, but are not counted toward the three reference requirement.
    • Cite all reference material (data, dates, graphs, quotes, paraphrased words, values, etc.) in the paper and list on a reference page in APA style.

References must come from sources such as, scholarly journals found in EBSCOhost, CNN, online newspapers such as, The Wall Street Journal, government websites, etc. Sources such as, Wikis, Yahoo Answers, eHow, blogs, etc. are not acceptable for academic writing.

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LEARN 105

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Please respond 350 words or more APA & REF

For years, Publix Grocery Stores have attempted to develop a strong brand image and has recently started to develop a strong brand relationship. How can Publix use social media to assist in the development of brand relationships?

Include in your discussion post personal observations as well as concrete examples to support your views. Initial posts should be at least two paragraphs and include direct references to the readings and/or additional articles. Word choice and sentence structure should be suitable for professional level work, and all sources should have appropriate

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references and citations.

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 Research Report Assignment Sheet

PowerPoint with text equivalent of 7 pages, 20%

(“messy draft” text to be turned turned in by all students)

Instructor:_______

 

 

Goal: Write an informational research report (not a persuasive one—it will not contain “recommendations”) from at least 7 substantial sources using PowerPoint to create a multimodal version (version that employs more than text to communicate its ideas e.g. images, graphs, font colors, etc.).

 

Topic: Chose any topic related to business about which you are interested in knowing more. [Note: do NOT use any topic you have used in another class project without my permission! For this assignment, you need to learn how to find information on topics, not reproduce a case study or other paper.]

 

Process:

 

  1. Once you have a topic, contemplate its potential business implications then create a scenario that includes an audience (a hypothetical boss) who would be interested in your topic and imagine a purpose (make up who and why they would ask you to write an informational report— what is the business problem or opportunity that your boss needs information on in order to respond. This information will handed in with your assignment via BB and will appear on your title slide)
  2. Draft the report in Word with this audience in mind (consider questions related to purpose and audience, such as how much background your boss might need, what kind of language and tone you should use, how formal if your business discourse, whether you should define certain terms for this boss, etc.) However, don’t spend a lot of time on wording or formatting at this stage—e.g. don’t worry about sentence structure, word choices, formatting, etc and take advantage of bullets, outlines, notes, copy/pasting from other documents etc. (with the latter, make sure you include a link to give credit where credit is due and so that you don’t lose track of the source when you need to cite it in the final report). You will submit this draft to BB with your multimodal version, however, the messy draft will not be graded. Because you are grappling with new the challenges posed by new modalities, you are at risk for cognitive overload, where the basics suffer as you reach beyond your usual experiences. Given this, it is important to craft the main messages and plan the organization before getting into the process of employing other modalities. Your messy draft will serve as evidence that you thought carefully about the content of the report before you composed the multimodal version. You MUST write a draft before you compose the multimodal version.
  3. Transpose the report to PowerPoint by creating pages that effectively employ the multimodal devices available through this software (e.g. fonts, color, text, the integration of images or video, use of bullets and headings to organize information, links to other sites, etc.). Remember: this is NOT a presentation to a live audience; it’s a research report only! You will never present this, but will ONLY turn it in.

 

Tips:

  1. Like any good report, include an introduction, a body, and a conclusion.
    1. The introduction should provide a thesis and a forecast (e.g. Tesla is poised to change the market for electric cars [thesis] because they _____, consumers _____, and the manufacturing is ______. [forecast/”preview”]) Keep in mind that the elegant rule of three for the forecast/subarguments is often a great way to structure academic assignments and other documents, but sometimes it doesn’t fit what you need to cover in a document in the real world!
    2. The body should use headings heavily, as they function like topical sentences. You will still need to use transitions to help your reader understand how the information hangs together. E.g. with the Tesla report, Tesla breaks into the ___ market! works as a heading that functions as a way to signal to the reader that now the discussion will be about (will change or transition into) subargument #2.
    3. Also include a conclusion that recaps your thesis and main argument (bullets are great here). Don’t forget to leave your reader with something to ponder (so they can integrate this new information into what they already know) or circle back to something engaging from the introduction (so they feel a sense of closure).

 

 

  1. Include the following slides:
    1. Title Slide (with your name and a short description of who the report is for and why you are writing it. E.g. Tesla, Wave of the Future. A Report for New Products Division at Acme Innovations by Joe Smith. November 22, 2014)
    2. Table of Contents Slide (with titles of slides and their slide number)
    3. Executive Summary Slide (with the major points of your report clearly and succinctly presented)
    4. References Slide (include at least 7 substantial references)

 

  1. Guidelines for Formatting a Multimodal Report:
    1. Use detailed, explanatory text that allows your research report to stand alone; check that you have enough evidence to prove your message. (As in any piece of writing, use evidence to assert your claims. E.g. anecdotes, statistics, facts, quotes from experts, convincing images, etc. Be sure to use APA citation format.)
    2. Use business fonts, sizes 11-16 (All text, other than headings, should be in 11-12 point font. Remember, your reader will be close to the screen, not sitting in a large room as part of a large audience)
    3. Use bullets instead of paragraphs when information can be listed; check for parallel phrasing/syntax within lists, and check for proper alignment under bullets. However, do NOT use bullets for discussion; never place a single bullet on the page, as one item does not make a LIST.
    4. Main points may be reinforced on each page in summative, eye-catching text or images that capture the idea.
    5. Chose background and font colors carefully. A white background improves readability; check contrast by printing in both color and black and white. (You can experiment with alternative colors for this assignment, but consider that color has elements of both appropriateness and effectiveness in any document.)
    6. Consider “talking headings” to describe the main point in full sentences that employ sentence capitalization rules. When read in sequence across the report, these talking headings convey a cohesive argument (e.g. Tesla may have the technological advantage, but do they have the market?).
    7. Critical: use transition sentences BEFORE headings to give readers a heads up on the new direction the discussion is taking.
    8. More critical: use topic sentences AFTER headings to introduce chunks of argument. Topic sentences set context by introducing/summarizing the point you are getting ready to discuss— they function like forecasts to keep a reader’s head in the game. [Yes, you will announce a new topic 3 times!]
    9. Even MORE critical: before all bulleted lists, provide an explanation that sets the context. Do NOT leave a list of items “widowed” in your report. This is NOT an oral presentation; you won’t be there to explain the significance/relevance of the list. Conventions for reports require that bulleted points are introduced and their significance is explained.
    10. Use a mix of text and visuals (e.g. fonts, bullets, spacing, images, graphics etc.) on every page, and use them consistently. Make sure the graphics you chose are relevant (e.g. don’t use photos just for visual appeal but as evidence or as examples of what you are asserting in the text). Be sure to refer to the visuals in the text, as these need to be meaningfully connected.
    11. Avoid an overly informal journalistic or conversational style—it’s a fine line, as conventions in tone are always changing. Get a second opinion about how conversational you can be in your organizational context and err on the formal side, when in doubt.
    12. Number all pages (except for the title page).
Rubric, Business Improvement Proposal      
Traits Very Strong Strong Weak
Function

(e.g. uses formal business discourse related to the industry in which the business operates; demonstrates focus of purpose in a thesis designed to inform a specific audience/reader; presents relevant information effectively and appropriately by employing graphical tools, such as headings, bullets, etc.

 

Clear sense of audience and purpose evident in word choices; in focused, bounded content, and in choice of substantive, value-added information rather than common knowledge. Audience and purpose are present but could be stronger Audience and purpose are less clear, and weak parts remain
Form

& content

(e.g. report includes sections that are identified by headings, banners, bullets, font sizes, etc. and used to serve a specific informational purpose; a clear and cohesive argument builds over the course of the report; includes an introduction with a thesis and forecast of its main points; uses transitions from one section to another; includes a conclusion that restates the main points

Organization of paper is clear. Each major section contributes to the overarching argument; the author has made this clear by tying discussion sections and assertions back to the main argument during the course of the research report (e.g. ____ is how Tesla is changing electric car market. For subarg #2: The outstanding performance of Tesla’s cars is permanently reshaping customers’ expectations for electric cars.)

 

Organization is mostly clear. Most major sections contribute to the overall argument, but author is less consistent at connecting assertions back to the overarching argument. Organization is confusing. Major sections are missing or are not tied back to the overarching argument. Description and detail seem present but do not support a coherent point.
Effectiveness

(e.g. provides well-articulated, detailed claims supported by evidence (examples, narratives, statistics, quotes, etc); retains tone of authority and objectivity)

Paper is richly detailed and culminates in a convincing argument. Paper culminates in an argument but is less convincing than it could be. Some inconsistencies in sections remain. Paper does not culminate in a convincing argument. Lacks detail and coherence. Several weaknesses need attention or revision
Grammar & mechanics

(e.g. business fonts, equivalent to 7 pages of text, includes title, table of contents, executive summary, references page, all pages except title are numbered, grammatically correct and free of typos)

Writer follows all guidelines for spelling, grammar, usage, mechanics, etc. Wording is strong and sentences have a varied structure/syntax employing a formal tone; meets basic formatting requirements for academic papers Writer follows most guidelines, but wording in some sections is unclear, uneven, informal in tone, or contains errors, leaving some passages difficult to understand. Some basic formatting requirements are not met. Writer follows  some  guidelines,  but wording in many sections is unclear, uneven,  informal in tone, or contains errors, leaving the paper generally difficult to understand. Basic formatting requirements are not met.

 

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Assignment help_Operations Management and the Supply Chain 2016-2017


THE UNIVERSITY OF NORTHAMPTON

NORTHAMPTON BUSINESS SCHOOL

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MODULE:  Operations Management and the Supply Chain    2016-2017

Module Code Level Credit Value Module Tutor
BUS3008 6 20  

 

Assignment Brief

 Assignment title:

  Supply Chain  Design – Timber
Weighting:

 

60% of overall assessment
Deadline:

 

24th March
Feedback and Grades due:

 

21st April
Resit Date 14th July

 

 

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Purpose of the Assessment

 

The purpose of this assignment is to test your ability to apply operations management thinking to a real world problem, in order to identify practical and implementable steps that balance the differing needs of multiple stakeholders.

 Assessment Task

Boughton Green is a long-established building products company with its headquarters in Northampton. The principal activities of the company concern the operation of a number of retail superstores.

The company’s operations are presently concentrated in the East Midlands. The majority of stock is held in the superstores themselves; there is one central distribution facility in Northampton.

The company has been approached by one of its suppliers with a proposal to develop a range of sustainable timber products for the wider UK construction market. The proposed products (roof trusses, etc.) are not suitable for transport with the company’s existing stock; a new logistics solution is required.

You are to prepare a report outlining the potential impact of the new product line on the distribution footprint of the company.

Deliverables and Assessment Breakdown

You have been provided with a set of sales data identifying the geographical distribution of historic sales of the new products. You are to analyse the data, identifying the concentration of likely customers, and propose a supply chain network to serve them.

(a) Develop a Problem Statement and state your Solution Design Principles     (10%)

(b) Use a Territory Design tool (Open Door Logistics is recommended) to identify the suitable depot locations to serve the anticipated market.

Consider a centralised solution (1-2 depots) and a decentralised solution (5-7 depots). What are the advantages and disadvantages of each?                                   (40%)

(c) Explore the practical options for siting warehouses/depots in the locations identified by the modelling exercise. Present your final site selection, explaining the reasons for any changes from your initial result.                                                   (20%)

(d) In your view, what strategies should the company follow to ensure that the supply chain solution is as sustainable as the products themselves?                          (30%)

The maximum permitted word count for this assignment is 2500 +/- 10%. Tables, figures and references are not included in the word count.

 

Assessment Submission

To submit your work, please go to the ‘Submit your work’ area of the Module NILE site. It is important that you submit your work to the correct module NILE site, and that your work is submitted on time.

Assessment Guidance

Familiarise yourself with the data provided. Identify the key information within it. The data manipulation involved is not hard – though you will need to learn new digital skills.

The key is to find a simple but effective way of representing the analysis. Whilst the exercise can be undertaken using a simple spreadsheet, you will find the capabilities of specialist software to be much more powerful, especially in terms of mapping.

We will explore one such package – Open Door Logistics – in our seminars.

Any literature search should be up to date. Unless a reference is absolutely seminal, I would not expect material over eight years old to be included.

Academic Practice

This is an individual assignment, in that the final submission will be made individually. However, group discussion of the solutions to the various sub-questions is encouraged. In practice, this means that you will be able to work together to build the models required.

The University of Northampton policy will apply in all cases of copying, plagiarism or any other methods by which students have obtained (or attempted to obtain) an unfair advantage. Support and guidance on assessments and academic integrity can be found from the following resources

SkillsHub: http://skillshub.northampton.ac.uk

CfAP: http://tinyurl.com/UoNCfAP

 

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Learning outcomes

The learning outcomes being addressed through this assignment are:

Knowledge and Understanding

 

a)       Analyse the purpose and value of operations management in the logistics context.

 

b)       Compare and contrast the key operations management concepts.

 

Subject-specific Skills

 

c)       Apply and reflect critically on the Operations Management Models as a basis for effective resource management.

 

d)       Distinguish between and apply key concepts and techniques for controlling and planning operations including the principles of Lean Management.

 

e)       Interpret and synthesis the various definitions of quality in an operational context and justify the effectiveness of measuring operational performance and identify opportunities for improvement.

 

Key Skills

 

f)       Use IT to apply statistical techniques to solve operational problems.

 

g)       Select an appropriate format for effectively presenting written work.

 

h)       Identifies key elements of operations management problems.

 

i)        Develops autonomy with individual study tasks.

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Buy your research paper online -Communication Process


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Communication Process

Complete the following table.

  • Review the steps of the communication model on in Ch. 1 of Business Communication. (See Figure 1.3).
  • Identify one personal or business communication scenario.
  • Describe each step of that communication using your personal or business scenario. Use detailed paragraphs in the boxes provided.

 

Steps of communication model Personal or business scenario
1.      Sender has an idea.  
2.      Sender encodes the idea in a message.  
3.      Sender produces the message in a medium.  
4.      Sender transmits message through a channel.  
5.      Audience receives the message.  
6.      Audience decodes the message.  
7.      Audience responds to the message.  
8.      Audience provides feedback to the sender.  

Additional Insight

  • Discuss how mobile technology is changing the practice of business communication.
  • Define ethical communication. In the digital age, explain how the widespread use of social media has increased the attention given to the issue of transparency.

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Buy Assessment 2_MBA-FP6008


Buy Assessment 2 – MBA-FP6008 – W
inter 2017 – Section 02

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ASSESSMENT 2
Growth: Economic Analysis 2
Overview
In 3–4 pages, analyze economic growth and its impact on a nation, the concepts of gross investment and
net investment, economic discrepancies between countries, and the factors that can result in recession and
economic expansion.
By successfully completing this assessment, you will demonstrate your proficiency in the following course
competencies and assessment criteria:
Competency 1: Analyze the economic environment and the role of the federal government in establishing
fiscal and monetary policies.
Analyze the economic discrepancies between countries.
Explain how a financial crisis can lead to a recession.
Explain how a major new invention can lead to economic expansion.
Competency 2: Analyze the impact of macroeconomic principles, theories, policies, and tools in real world
business situations.
Analyze the impact of a high rate of growth on a nation.
Use the concepts of gross investment and net investment to explain differences in specific economies.
Explain how it is impossible for gross investment to be less than zero.
Competency Map
Check Your Progress
Use this online tool to track your performance and progress through your course.
Context
Gross domestic product (GDP) is one measurement of the well­being of a nation, but it is not the only one.
GDP consists of what consumers buy, what businesses buy, what the government buys, and what is either
imported or exported. On the other side, everything a nation produces must be paid for, which represents
the national income—wages for labor, rents for land owners, and interest or return for capital owners.
Business cycles are the ups and downs of an economy, both nationally and globally. For example, we
recently experienced something called the Great Recession. Many jobs were lost. This followed a period of
economic growth. Global business leaders need to understand the factors that contribute to business
cycles, along with how the federal government manages business cycles through the use of taxes, debt,
and spending.
Questions to Consider
As you prepare to complete this assessment, you may want to think about other related issues to deepen
your understanding or broaden your viewpoint. You are encouraged to consider the questions below and
discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional
community. Note that these questions are for your own development and exploration and do not need to
be completed or submitted as part of your assessment.
Details
Attempt 1
Ava
ilable
1/31/2017
Assessment 2 – MBA-FP6008 – W
inter 2017 – Section 02
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Why do you think macroeconomics focus on just a few key statistics when trying to understand the health and
trajectory of an economy? Would it be better to try and examine all possible data?
Resources
Suggested Resources
The resources provided here are optional. You may use other resources of your choice to prepare for this
assessment; however, you will need to ensure that they are appropriate, credible, and valid. The
MBA­
FP6008 – Global Economic Environment
can help direct your research, and the Supplemental Resources
and Research Resources, both linked from the left navigation menu in your courseroom, provide additional
resources to help support you.
Internet Resources
Explainity. (2014).
Economic growth easily explained
[Video] |
Transcript
. Retrieved from
Romer, P. M. (2008).
Economic growth
.
Library of Economics and Liberty: The Concise Encyclopedia of
Economics
Global Finance School. (n.d.).
Gross investment and net investment
. Retrieved from
Bookstore Resources
These resources are available from the
Capella University Bookstore
. When searching the bookstore, select
“FlexPath” in the School category, and then select this course from the list.
McConnell, C., Flynn, S., & Brue, S. (2015).
Macroeconomics
(20th ed.). New York, NY: McGraw­Hill
Education.
Chapter 6, “An Introduction to Macroeconomics,” pages 135–147.
Chapter 7, “Measuring Domestic Output and National Income,” pages 150–168.
Chapter 8, “Economic Growth,” pages 172–192.
Chapter 9, “Business Cycles, Unemployment, and Inflation,” pages 195–214.
Assessment Instructions
This assessment examines national economics, economic growth, and financial crisis. The ability to analyze
these topics allows global business leaders to make sound economic decisions.
Requirements
There are four parts to this assessment. Be sure you have completed all four parts before submitting.
Part 1
Consider a nation in which the volume of goods and services is growing by 5% per year:
Analyze the impact of the high rate of growth on the nation.
Explain how the high rate of growth is likely to affect the power and influence of the nation’s government
relative to other nations experiencing slower rates of growth.
Explain how the 5% growth is likely to affect the nation’s living standards.
How does economic growth affect population growth?
Will living standards necessarily grow by 5%, given population growth?
Part 2
Use the concepts of gross investment and net investment to explain the differences between an economy that has a
rising stock of capital and one that has a falling stock of capital.
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Assessment 2 – MBA-FP6008 – W
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Explain how it is impossible for gross investment to be less than zero, even though net investment can be positive,
negative, or zero. What real world examples can you provide?
Part 3
Analyze the economic discrepancies between countries.
Explain why some countries today are much poorer than other countries.
Based on what you know and have learned about macroeconomic principles, are today’s poorer countries
destined to always be poorer than today’s wealthy countries?
If so, explain why.
If not, explain how today’s poorer countries can catch up to or even surpass today’s wealthy countries.
Part 4
Explain how, in general, a financial crisis can lead to a recession.
Explain how, in general, a major new invention can lead to an economic expansion.
Organize your assessment logically with appropriate headings and subheadings. Support your work with at least
3 scholarly or professional resources and follow APA guidelines for your citations and references. Be sure you
include a title page and reference page.
Additional Requirements
Include a title page and reference page.
Number of pages:
3–4, not including title page and reference page.
Number of resources:
At least 3 scholarly or professional resources.
APA format for citations and references.
Font and spacing:
Times New Roman, 12 point; double­spaced.
Assessment 2 Example
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How to use example assessments
Growth: Economic Analysis 2 Scoring Guide
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How to use the scoring guide
[U02a1] Growth: Economic Analysis 2
In 3–4 pages, analyze economic growth and its impact on a nation, the concepts of gross investment and net
investment, economic discrepancies between countries, and the factors that can result in recession and
economic expansion.
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