Description
- Read the case Lawn King, Inc. Case.pdf and download the case Excel workbook: Case Study_LAWNKING.xlsm
- Begin the written report with a summary of the critical operations or supply chain management issues in the case.
- Prepare answers to case questions at the end of the case.
- Identify any other operations or supply chain management issues found in the case.
- Recommend alternative courses of action to resolve the issues identified.
Focus primarily on issues related to chapter readings in this part (Introduction, Process, Quality, Capacity, Inventory) - Proofread your report and submit it for consideration.
Unformatted Attachment Preview
FILENAME: LAWNKING
/PPRA21.G36~GLLRA41.G60~GPR
USE THIS PROGRAM TO ASSIST IN YOUR ANALYSIS OF THE
LAWN KING, INC. CASE.
THIS SPREADSHEET WILL CALCULATE THE COSTS OF ANY GIVEN
AGGREGATE PLANNING STRATEGY THAT YOU CHOOSE TO INPUT. YOU
CAN INPUT THE CHASE STRATEGY, LEVEL STRATEGY, ETC. FIRST,
YOU MUST MAKE A FORECAST OF DEMAND FROM THE CASE. THEN ENTER
INPUTS FOR PRODUCTION, COSTS, AND OTHER VALUES REQUESTED.
THE SPREADSHEET WILL DO THE ARITHMETIC TO CALCULATE THE
TOTAL COSTS OF YOUR STRATEGY.
DETERMINE THE FIRST STRATEGY YOU WISH TO ANALYZE, THEN ENTER THE
APPROPRIATE DATA WHEREVER YOU SEE HIGHLIGHTED "NA"'s IN THE
WORKSHEET. THEN REPEAT THIS STEP FOR OTHER STRATEGIES AND MODELS.
USE THE "TAB" KEY TO SEE THE LAST SEVEN MONTHS OF EACH STRATEGY.
PRESS "ALT" AND "P" FOR A PRINTOUT
PRESS "PgDn" TO BEGIN.
FILENAME: LAWNKING
NAME: *************
*************
SECTION: *************
DATE:
19-Jun
BASIC INPUT DATA
===================
MONTHLY PROD. RATE (UNITS/WORKER/MONTH):
BEGINNING INVENTORY (UNITS):
BEGINNING NUMBER OF WORKERS:
HIRING COST PER WORKER:
LAYOFF COST PER WORKER:
INVENTORY HOLDING COST ($ PER UNIT PER MONTH):
INVENTORY SHORTAGE COST (COST/UNIT SHORT) :
REGULAR HOURLY WAGE RATE:
OVERTIME HOURLY WAGE RATE:
HOURS/MONTH:
#N/A
#N/A
#N/A
#N/A
#N/A
#N/A
#N/A
#N/A
#N/A
#N/A
UNITS
UNITS
WORKERS
PRESS "PgDn" TO VIEW THE AGGREGATE PLANNING WORKSHEET, THEN ENTER DATA
FOR ALL 12 MONTHS IN THE WORKSHEET. GO TO COLUMN A & PRESS "PgDn"
AGAIN FOR THE TOTAL COST OF THE STRATEGY YOU ENTERED IN THE WORKSHEET.
TA B FOR
MONTHS:
SEPT.
OCT.
NOV.
DEC.
JAN.
FEB.
FE B THRU AUG
--------------- --------------- --------------- --------------- --------------- --------------Sales Forecast:
#N/A
#N/A
#N/A
#N/A
#N/A
#N/A
Units Produced:
#N/A
#N/A
#N/A
#N/A
#N/A
#N/A
Ending Inventory:
#N/A
#N/A
#N/A
#N/A
#N/A
#N/A
Number of Workers:
#N/A
#N/A
#N/A
#N/A
#N/A
#N/A
Overtime Percent:
0%
0%
0%
0%
0%
0%
Total Equivalent
number of workers:
#N/A
#N/A
#N/A
#N/A
#N/A
#N/A
(# workers + O.T.)
Reg. Labor Costs:
#N/A
#N/A
#N/A
#N/A
#N/A
#N/A
O.T. Labor Costs:
#N/A
#N/A
#N/A
#N/A
#N/A
#N/A
Change in # workers
from last month:
Hiring Cost:
Layoff Cost:
End-Inv. Hold. Cost:
End-Inv. Short. Cost:
#N/A
#N/A
#N/A
#N/A
#N/A
#N/A
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#N/A
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#N/A
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#N/A
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#N/A
#N/A
#N/A
#N/A
#N/A
--------------- --------------- --------------- --------------- --------------- --------------MONTHLY TOTAL COST: #N/A
#N/A
#N/A
#N/A
#N/A
#N/A
IN THE SPACE BELOW, ENTER A DESCRIPTION OF THE STRATEGY YOU USED
IN DEVELOPING THE ABOVE WORKSHEET. ALSO ENTER WHETHER YOUR DATA
REPRESENTS ALL MODELS OR ONE SPECIFIC MODEL, AND ANY OTHER ASSUMPTIONS
YOU MADE IN DEVELOPING YOUR STRATEGY OR INPUT DATA. THEN PRESS "ALT" &
"P" AT THE SAME TIME TO GET PRINTED OUTPUT. THEN GO BACK TO THE
WORKSHEET AND ENTER NEW DATA FOR ANOTHER STRATEGY AND/OR MODEL.
STRATEGY DESCRIPTION & ASSUMPTIONS
=================== ======== ========
#N/A
TOTAL COST OF THIS STRATEGY
/PPRA21.G36~GLLRA41.G60~GPRH41.N60~GLLRA68.G80~GPQ
MAR.
APR.
MAY
JUNE
JULY
AUG.
--------------- --------------- --------------- --------------- --------------- --------------#N/A
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0%
0%
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--------------- --------------- --------------- --------------- --------------- --------------#N/A
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1
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ITC 3303 Columbia Southern University Role of Knowledge Management Systems Discussion
Instructions
Choose ONE of the scenarios below (A or B):
Scenario A
You are the business owner of a local small engi ...
ITC 3303 Columbia Southern University Role of Knowledge Management Systems Discussion
Instructions
Choose ONE of the scenarios below (A or B):
Scenario A
You are the business owner of a local small engine repair shop, and you have been thinking about implementing a knowledge management system for your customer service technicians. You are thinking about this because there were times when one of your technicians knew how to fix certain engine problems and others did not. Providing a central knowledge repository could help share troubleshooting and repair knowledge among your technicians.
Scenario B
You are the business owner of a local cleaning service, and you have been thinking about implementing a knowledge management system for your cleaning technicians, especially for those that troubleshoot and solve cleaning problems such as removing certain carpet and water stains or addressing mold and selecting the proper tools and products to use for other types of cleaning issues. You are thinking about this because there were times when one of your cleaning technicians knew how to properly clean carpets and others did not. Providing a central knowledge repository could help share cleaning knowledge among your cleaning technicians.
After you chose your scenario (A or B), compose a paper in response to the following items:
Explain the role of knowledge management systems.
Explain what is meant by expert systems.
Explain what is meant by content management systems.
Discuss how the business in the selected scenario could benefit from an expert system and a content management system and provide two examples for each type of system.
Discuss how the business in the selected scenario could benefit from business intelligence and provide two examples of these benefits.
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Examine Case Study: A Young Caucasian Girl with ADHD You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamics processes. At each decision point stop to complete the following: Decision #1 Which decision did you select? Why did you select this decision? Support your response with evidence and references to the Learning Resources. What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources. Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different? Decision #2 Why did you select this decision? Support your response with evidence and references to the Learning Resources. What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources. Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different? Decision #3 Why did you select this decision? Support your response with evidence and references to the Learning Resources. What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources. Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different? Also include how ethical considerations might impact your treatment plan and communication with clients. Note: Support your rationale with a minimum of recent five academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement. Attention Deficit Hyperactivity Disorder Girl BACKGROUND Katie is an 8 year old Caucasian female who is brought to your office today by her mother & father. They report that they were referred to you by their primary care provider after seeking her advice because Katie’s teacher suggested that she may have ADHD. Katie’s parents reported that their PCP felt that she should be evaluated by psychiatry to determine whether or not she has this condition. The parents give the PMHNP a copy of a form titled “Conner’s Teacher Rating Scale-Revised”. This scale was filled out by Katie’s teacher and sent home to the parents so that they could share it with their family primary care provider. According to the scoring provided by her teacher, Katie is inattentive, easily distracted, forgets things she already learned, is poor in spelling, reading, and arithmetic. Her attention span is short, and she is noted to only pay attention to things she is interested in. The teacher opined that she lacks interest in school work and is easily distracted. Katie is also noted to start things but never finish them, and seldom follows through on instructions and fails to finish her school work. Katie’s parents actively deny that Katie has ADHD. “She would be running around like a wild person if she had ADHD” reports her mother. “She is never defiant or has temper outburst” adds her father. SUBJECTIVE Katie reports that she doesn’t know what the “big deal” is. She states that school is “OK”- her favorite subjects are “art” and “recess.” She states that she finds her other subjects boring, and sometimes hard because she feels “lost”. She admits that her mind does wander during class to things that she thinks of as more fun. “Sometimes” Katie reports “I will just be thinking about nothing and the teacher will call my name and I don’t know what they were talking about.” Katie reports that her home life is just fine. She reports that she loves her parents and that they are very good and kind to her. Denies any abuse, denies bullying at school. Offers no other concerns at this time. MENTAL STATUS EXAM The client is an 8 year old Caucasian female who appears appropriately developed for her age. Her speech is clear, coherent, and logical. She is appropriately oriented to person, place, time, and event. She is dressed appropriately for the weather and time of year. She demonstrates no noteworthy mannerisms, gestures, or tics. Self-reported mood is euthymic. Affect is bright. Katie denies visual or auditory hallucinations, no delusional or paranoid thought processes readily appreciated. Attention and concentration are grossly intact based on Katie’s attending to the clinical interview and her ability to count backwards from 100 by serial 2’s and 5’s. Insight and judgment appear age appropriate. Katie denies any suicidal or homicidal ideation. Diagnosis: Attention deficit hyperactivity disorder, predominantly inattentive presentation Decision Point One Begin Wellbutrin (bupropion) XL 150 mg orally daily RESULTS OF DECISION POINT ONE Client returns to clinic in four weeks Katie’s parents inform you that they stopped giving Katie the medication because about 2 weeks into the prescription, Katie told her parents that she was thinking about hurting herself. This scared the parents, but they didn’t want to “bother you” by calling the office, so they felt that it would be best to just stop the medication as they would be seeing you in two weeks Decision Point Two Educate the parents that Bupropion sometimes causes suicidal ideation in children and that this is normal, and re-start the drug at the previous dose RESULTS OF DECISION POINT TWO Client returns to clinic in four weeks Katie's parents again report that after about a week of treatment with the Bupropion, Katie began telling her parents that she wanted to hurt herself and began having dreams about being dead. This scared her parents and they stopped giving her the medication At this point, they are quite upset with the results of their daughter’s treatment and are convinced that medication is not the answer Decision Point Three Refer the parents to a pediatric psychologist who can use behavioral therapy to treat Katie’s ADHD Guidance to Student Bupropion is used off-label for ADHD and is used more commonly in adults. It’s mechanism of action results in increasing the neurotransmitters norepinephrine/noradrenaline and dopamine. Since dopamine is inactivated by norepinephrine reuptake in frontal cortex, (which largely lacks dopamine transporters) bupropion can increase dopamine neurotransmission in this part of the brain, which may explain its effectiveness in ADHD. However, Bupropion as well as other antidepressants have been linked to suicidal ideation in children and adolescents- despite the fact that it was being used initially to treat ADHD, it is still an antidepressant. At this point, the parents are probably quite frustrated as no parent wants to hear their child talking about hurting themselves or having dreams about being dead. If the parents are adamant about no more medications, referral to a pediatric psychologist or similar therapist skilled in the use of behavioral therapies to treat ADHD in children. However, it should be noted that behavioral therapies work best when combined with medication, however, if the parents are insistent, then behavioral therapy may be the only alternative left in the treatment of Katie. In terms of the pathophysiology of ADHD, whereas it may be true that increasing age may demonstrate some improvement in symptoms (some people will actually experience complete resolution of symptoms by adulthood), it is not helping Katie in the here and now. Katie still needs help with her symptoms which are causing academic issues. The PMHNP should attempt to repair the rupture in the therapeutic alliance (the parents now believe that medications are not the answer) by explaining rationale for the use of Bupropion (many people like to start with Bupropion because it has a low-risk for addiction). The family should be encouraged to allow the PMHNP to initiate Adderall as it has a very good track record in terms of its efficacy in treating ADHD.
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ITC 3303 Columbia Southern University Role of Knowledge Management Systems Discussion
Instructions
Choose ONE of the scenarios below (A or B):
Scenario A
You are the business owner of a local small engi ...
ITC 3303 Columbia Southern University Role of Knowledge Management Systems Discussion
Instructions
Choose ONE of the scenarios below (A or B):
Scenario A
You are the business owner of a local small engine repair shop, and you have been thinking about implementing a knowledge management system for your customer service technicians. You are thinking about this because there were times when one of your technicians knew how to fix certain engine problems and others did not. Providing a central knowledge repository could help share troubleshooting and repair knowledge among your technicians.
Scenario B
You are the business owner of a local cleaning service, and you have been thinking about implementing a knowledge management system for your cleaning technicians, especially for those that troubleshoot and solve cleaning problems such as removing certain carpet and water stains or addressing mold and selecting the proper tools and products to use for other types of cleaning issues. You are thinking about this because there were times when one of your cleaning technicians knew how to properly clean carpets and others did not. Providing a central knowledge repository could help share cleaning knowledge among your cleaning technicians.
After you chose your scenario (A or B), compose a paper in response to the following items:
Explain the role of knowledge management systems.
Explain what is meant by expert systems.
Explain what is meant by content management systems.
Discuss how the business in the selected scenario could benefit from an expert system and a content management system and provide two examples for each type of system.
Discuss how the business in the selected scenario could benefit from business intelligence and provide two examples of these benefits.
Discuss how the business in the selected scenario can use social media to not only obtain information and knowledge but to share it as well, and provide two examples of how the business might use social media information systems.
Zeynep Tufekci's TED Talk
This week will continue watching videos attached to our unit on Social Media and Activism. Watch the TED Talk. After you h ...
Zeynep Tufekci's TED Talk
This week will continue watching videos attached to our unit on Social Media and Activism. Watch the TED Talk. After you have watched the TED Talk, answer the following questions in reply.
Here is the TED Talk if you need to follow along or use it when you are working on your answers to the discussion questions:
https://www.ted.com/talks/zeynep_tufekci_how_the_internet_has_made_social_change_easy_to_organize_hard_to_win?language=en
Questions:
What is the speaker's main argument? Or what is her thesis? How did she come to argue this claim? What evidence led her to her conclusions?
Name at least 3 specific examples/pieces of evidence she uses to support her argument?
What was the biggest takeaway that you had from this video? What interested you the most?
Who is the intended audience of her talk? What is her purpose?
What is her tone? How does she sound when she talks? Is her tone successful in reaching her audience?
Rasmussen Threats to Privacy & Security Posed by Technological Advancement Discussion
In this unit, you explored the effect of technological advancements on personal privacy and safety. For this assignment, y ...
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All American Career College Young Caucasian Girl with ADHD Case Study Discussion
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All American Career College Young Caucasian Girl with ADHD Case Study Discussion
Examine Case Study: A Young Caucasian Girl with ADHD You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamics processes. At each decision point stop to complete the following: Decision #1 Which decision did you select? Why did you select this decision? Support your response with evidence and references to the Learning Resources. What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources. Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different? Decision #2 Why did you select this decision? Support your response with evidence and references to the Learning Resources. What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources. Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different? Decision #3 Why did you select this decision? Support your response with evidence and references to the Learning Resources. What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources. Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different? Also include how ethical considerations might impact your treatment plan and communication with clients. Note: Support your rationale with a minimum of recent five academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement. Attention Deficit Hyperactivity Disorder Girl BACKGROUND Katie is an 8 year old Caucasian female who is brought to your office today by her mother & father. They report that they were referred to you by their primary care provider after seeking her advice because Katie’s teacher suggested that she may have ADHD. Katie’s parents reported that their PCP felt that she should be evaluated by psychiatry to determine whether or not she has this condition. The parents give the PMHNP a copy of a form titled “Conner’s Teacher Rating Scale-Revised”. This scale was filled out by Katie’s teacher and sent home to the parents so that they could share it with their family primary care provider. According to the scoring provided by her teacher, Katie is inattentive, easily distracted, forgets things she already learned, is poor in spelling, reading, and arithmetic. Her attention span is short, and she is noted to only pay attention to things she is interested in. The teacher opined that she lacks interest in school work and is easily distracted. Katie is also noted to start things but never finish them, and seldom follows through on instructions and fails to finish her school work. Katie’s parents actively deny that Katie has ADHD. “She would be running around like a wild person if she had ADHD” reports her mother. “She is never defiant or has temper outburst” adds her father. SUBJECTIVE Katie reports that she doesn’t know what the “big deal” is. She states that school is “OK”- her favorite subjects are “art” and “recess.” She states that she finds her other subjects boring, and sometimes hard because she feels “lost”. She admits that her mind does wander during class to things that she thinks of as more fun. “Sometimes” Katie reports “I will just be thinking about nothing and the teacher will call my name and I don’t know what they were talking about.” Katie reports that her home life is just fine. She reports that she loves her parents and that they are very good and kind to her. Denies any abuse, denies bullying at school. Offers no other concerns at this time. MENTAL STATUS EXAM The client is an 8 year old Caucasian female who appears appropriately developed for her age. Her speech is clear, coherent, and logical. She is appropriately oriented to person, place, time, and event. She is dressed appropriately for the weather and time of year. She demonstrates no noteworthy mannerisms, gestures, or tics. Self-reported mood is euthymic. Affect is bright. Katie denies visual or auditory hallucinations, no delusional or paranoid thought processes readily appreciated. Attention and concentration are grossly intact based on Katie’s attending to the clinical interview and her ability to count backwards from 100 by serial 2’s and 5’s. Insight and judgment appear age appropriate. Katie denies any suicidal or homicidal ideation. Diagnosis: Attention deficit hyperactivity disorder, predominantly inattentive presentation Decision Point One Begin Wellbutrin (bupropion) XL 150 mg orally daily RESULTS OF DECISION POINT ONE Client returns to clinic in four weeks Katie’s parents inform you that they stopped giving Katie the medication because about 2 weeks into the prescription, Katie told her parents that she was thinking about hurting herself. This scared the parents, but they didn’t want to “bother you” by calling the office, so they felt that it would be best to just stop the medication as they would be seeing you in two weeks Decision Point Two Educate the parents that Bupropion sometimes causes suicidal ideation in children and that this is normal, and re-start the drug at the previous dose RESULTS OF DECISION POINT TWO Client returns to clinic in four weeks Katie's parents again report that after about a week of treatment with the Bupropion, Katie began telling her parents that she wanted to hurt herself and began having dreams about being dead. This scared her parents and they stopped giving her the medication At this point, they are quite upset with the results of their daughter’s treatment and are convinced that medication is not the answer Decision Point Three Refer the parents to a pediatric psychologist who can use behavioral therapy to treat Katie’s ADHD Guidance to Student Bupropion is used off-label for ADHD and is used more commonly in adults. It’s mechanism of action results in increasing the neurotransmitters norepinephrine/noradrenaline and dopamine. Since dopamine is inactivated by norepinephrine reuptake in frontal cortex, (which largely lacks dopamine transporters) bupropion can increase dopamine neurotransmission in this part of the brain, which may explain its effectiveness in ADHD. However, Bupropion as well as other antidepressants have been linked to suicidal ideation in children and adolescents- despite the fact that it was being used initially to treat ADHD, it is still an antidepressant. At this point, the parents are probably quite frustrated as no parent wants to hear their child talking about hurting themselves or having dreams about being dead. If the parents are adamant about no more medications, referral to a pediatric psychologist or similar therapist skilled in the use of behavioral therapies to treat ADHD in children. However, it should be noted that behavioral therapies work best when combined with medication, however, if the parents are insistent, then behavioral therapy may be the only alternative left in the treatment of Katie. In terms of the pathophysiology of ADHD, whereas it may be true that increasing age may demonstrate some improvement in symptoms (some people will actually experience complete resolution of symptoms by adulthood), it is not helping Katie in the here and now. Katie still needs help with her symptoms which are causing academic issues. The PMHNP should attempt to repair the rupture in the therapeutic alliance (the parents now believe that medications are not the answer) by explaining rationale for the use of Bupropion (many people like to start with Bupropion because it has a low-risk for addiction). The family should be encouraged to allow the PMHNP to initiate Adderall as it has a very good track record in terms of its efficacy in treating ADHD.
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