ECON 214 Wall Street Journal Project
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
ECON 214 Wall Street Journal Project
Wall Street Journal Project Grading Rubric
Student Name: |
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Criteria |
Points Possible |
Article 1 |
Article 2 |
Article 3 |
Article 4 |
Article 5 |
Subject on approved list (not a duplicate), formatting of heading and document, all 1 page projects in 1 document. |
4 |
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Author’s purpose explained with correct terminology and analysis. |
5 |
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Correct summarization of concepts. |
10 |
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Discussion of unintended consequences. |
5 |
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Article Total |
24 |
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Instructor Comments: |
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Project Total |
/120 |
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T H E S Y N C H r O N O U S S U P P LY C H A I N 153
information of the US textile company Milliken with the Seminole Manufacturing Company (a manufacturer of men’s slacks) and the retailer Wal-Mart. Information on end-user demand was captured at the point-of-sale and rapidly fed back up the supply chain, enabling dramatic reductions in lead times to be achieved and hence substantial reductions in inventory. Another case from the US is provided by the chain of retail fashion stores, The Limited. Each of the several thousand stores in the chain tracks consumer pref- erences daily using their point-of-sale data. Based upon this, orders are sent by satellite links to the suppliers around the world. Using Hong Kong as a consolida- tion centre, goods are flown back to The Limited’s distribution centre in Columbus, Ohio. At the distribution centre the goods are price-marked and re-sorted for immediate onward shipment by truck and plane to the retail stores. The whole cycle from reorder to in-store display can be achieved in six weeks. Conventional systems take more like six months.
Production strategies for quick response
As the demand by all partners in the supply chain for a quick response increases, the greater will be the pressure placed upon manufacturing to meet the customer’s needs for variety in shorter and shorter time-frames. The answer has to lie in flexibility. As we have already observed, if it were pos- sible to reduce manufacturing and logistics lead times to zero then total flexibility could be achieved. In other words the organisation could respond to any request that was technologically feasible in any quantity. Whilst zero lead times are obvi- ously not achievable, the new focus on flexible manufacturing systems (FMS) has highlighted the possibility of substantial progress in this direction. The key to flexibility in manufacturing is not just new technology, e.g. robotics, although this can contribute dramatically to its achievement. The main barrier to flexibility is the time taken to change; to change from one level of volume to another and to change from making one variant to another. Typically we call this ‘set-up time’. It will be apparent that if set-up times can be driven as close as possible to zero then flexible response to customer requirements presents no problem. The Japanese, not surprisingly, have led the way in developing techniques for set-up time reduction. ‘Single minute exchange of die’, or SMED, is the goal in many Japanese plants. In other words continuous attention by management and the workforce is focused upon the ways in which set-up times can be reduced. Sometimes it will involve new technology, but more often than not it is achieved through taking a totally different look at the process itself. In many cases set-up times have been reduced from hours down to minutes, simply by questioning the conventional wisdom. What in effect we are seeing is a fundamental shift away from the economies of scale model, which is volume based and hence implies long production runs with few change-overs, to the economies of scope model, which is based upon pro- ducing small quantities of a wider range, hence requiring more change-overs.
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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