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    [>Mechanical Engineering homework help](https://www.sweetstudy.com/fields/engineering-mechanical-engineering) I have 7 page assignment due in 8hrs **files (2)** – ## MOD003628Assignment2026.pdf – Engineeringmanagementsystems.docx **## MOD003628Assignment2026.pdf** Module: Engineering Management Syst…

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    I have 7 page assignment due in 8hrs

    **files (2)**

    – ## MOD003628Assignment2026.pdf

    – Engineeringmanagementsystems.docx

    **## MOD003628Assignment2026.pdf**

    Module: Engineering Management Systems (MOD003628)

    Submission Date: 17th April 2026

    Weighting: 90% of Module assessment

    Grading of the Assignment:

    Any work extracted from texts must be clearly annotated as must all figures and diagrams.
    The work must be referenced and be divided into suitable sections.

    The typed report should be around 2,500 words (excluding tables).

    Part Requirement Marks

    Part 1. APL
    Ltd Exercise APL Ltd MRP 20

    Part 2.
    Murray Rock
    Drilling Ltd
    Case Study

    1. Identify and analyse the operational issues facing Murray Rock Drilling
    Ltd. 15

    2. Discuss the actions you would propose to improve delivery
    performance and reduce lead time, (provide all the details, calculations
    and justifications for your answer)

    20

    3. Build a Witness model of the traditional drills production system,
    validate the model and comment on how the throughput could be
    improved with minimal investment.

    (Please look at the simulation notes at the bottom of the case study.)

    25

    4. With the world’s manufacturing move towards Industry 4.0, discuss
    how Murray Rock Drilling Ltd could bring about further new
    improvements in view of a move towards Industry 4.0.

    10

    Parts 1 & 2 Structure and presentation of report 10

    Part 1: APL Ltd Exercise (20 marks)

    APL has a demand of a total of 3,300 lamps to be delivered within the coming six months as in the
    following table. Additionally, 1200 spare parts of Shell (item 219) are ordered for week 21. Determine the
    planned order releases of the tube (item 186) and base insulator (item 222) showing all the steps.

    Table 1: lamps orders to be delivered by APL in the next 6 months

    Week 14 15 16 17 18 19 20 21 22 23 24 25 26

    Due
    Quantity 500 300 500 300 500 500 300 500

    Table 2: Starting inventories and data for APL lamp production

    Item (Item No.) Opening
    Inventory Lot Size Safety Stock Lead time

    (weeks)

    Lamp (314) 0 Lot – 1

    Socket Assembly (418) 700 1200 . 1

    Shell (219) 2,800 4,000 . 2

    Purchased tube (186) in ft. 3,000 12,000 3,000 8

    Shell Insulation (220) 800 1,000 300 3

    All other items (respective
    units) 1000 1,000 5,000 1

    Figure 1: APL lamp Bill of Materials

    Part 2: The Murray Rock Drilling Ltd case study (80 marks)

    The Murray Rock Drilling Ltd case study is attached. You are requested to read it, analyse it and respond
    to the following requirements.

    INTRODUCTION

    Murray Rock Drilling Ltd is a subdivision of the Murray Engineering Group, part of the large conglomerate
    PH Holdings PLC. Murray manufactures a range of machined steel products, designed to drill rock for
    mining semi-precious ores and general quarrying. Murray shares certain functions with other parts of the
    group, but it has its own production engineering, purchasing and production control functions. Murray's
    Production Manager accepts sales orders from Quick Tools Ltd, the direct sales arm of Murray's, and from
    two main customer s, Kerhandt (a German company, also a member of PH Holdings) and Barstrom (a large
    international manufacturing and distribution group). Barstrom is Murray 's principal customer and
    comprises 80 per cent of sales by volume.

    The Murray manufacturing group has two production units located adjacent to one another. The main unit
    produces around 90 per cent of output, concentrating on catalogue items with batch sizes of ten units or
    more. The smaller unit concentrates on 'specials', bespoke tools and volumes of nine units or less. The
    current lead time from order receipt to dispatch is in excess of twelve weeks. Management believes this to
    be unacceptably high; a figure of six weeks should be achievable. One of the main areas o! concern is the
    amount of time spent setting up the various machines between batches. Management believe that this is
    primarily due to the wide range of products manufacture and the consequent small average batch size. The
    Managing Director, Sid Beckett, feels that the introduction of group technology methods may help.

    THE PRODUCT

    The product range is basically a drill bit, usually called a tool, plus a range of drill rods, couplings, adaptors,
    etc. The drill bits, shown generally in the Appendix, have two main features, a head and a shank and without
    exception the tools are produced from steel bars and then turned/milled and heat-treated after which
    carbide inserts are added to give the finished product. The carbide inserts may be of rectangular section,
    which are brazed into position, or they may be small and cylindrical, which are inserted into circular holes
    and retained by the interference fit between hole and carbide. Where rectangular type inserts are used only
    two or four per tool are fitted, but where the cylindrical type are used the number may vary from 10 on a 50-
    mm diameter tool to 120 on a 200-mm diameter tool. This latter type of bit accounts for 70 per cent of
    production and is called a button bit whilst the other is called a cross bit and is a more traditional design.

    The product range, whilst limited in its geometric variations Is very large with some 1,000 catalogue items
    to which must be added a wide variety of specials to suit particular needs. The grade of carbide, number
    and pattern of buttons, design of flushing hole, etc. are all varied to enable the tool to perform better in
    varying geological conditions. Thus, in reality the product range consists of 2,000 to 3,000 items.

    The variations are:

    • Shank types:
    o Splined: 4 types; Head diameter range 115-200 mm
    o Threaded: 6 types; Head diameter range 46-100 mm

    • Head diameters: Range 38-200 mm; Number of diameters 42
    • Carbide grades: 4 ;
    • Steel types: 1

    THE MANUFACTURING PROCESS

    The process is predominantly a flow batch process. The vast majority of the product range, tools, follow
    virtually identical routes (see Appendix). Set-up time accounts for approximately 26 per cent of capacity of
    the machines. Keeping set-ups to a minimum is currently achieved by both grouping identical product
    orders together to form larger batch sizes and using the current set-up on any machine as a sequencing
    guide, that is do all the jobs that require the same setting first and then change the setting.

    MANUFACTURING FACILITIES

    Murray recently purchased most of the machines from Barstrom's old plant in Bristol. The transfer of the
    machines took three months. Some machines are still not in their final positions, and a number are still
    giving problems – one grinding machine has never run properly. This resulted in a substantial increase in
    the number of employees, the number of machines to be operated, the volume of the material to be
    processed and the complexity of the whole operation. The layout of the machines is consistent with the
    stages of the manufacturing process. Infrastructure, such as industrial engineers, maintenance, plant
    engineers, accounts, etc. is shared with other parts of the group.

    MANUFACTURING STRATEGY

    Murray believes that their competitive advantage in tool-bit manufacturing lies in the price at which they
    can provide a wide range of tool-bit products. Their strategy is to use economies of ·scale to achieve lower
    costs. To this end, they have created a small plant within plant to produce low volume items (less than ten
    off), allowing the main plant to concentrate on the higher volume orders. Hard state operations, however,
    were all grouped together.

    BARSTROM AGREEMENT

    Barstrom used to have their own production facility in Bristol but closed it in favour of a sole supplier
    agreement with Murray for a substantial discount on list price. The agreement on order quantities is that
    the minimum order quantity should be thirty units, unless annual demand is less than thirty, in which case
    the minimum quantity is twelve units. Approximately 40 per cent of orders are for the minimum quantity of
    twelve. However, there are many instances where a series of orders for twelve off have been placed in
    consecutive months for the same product. Therefore, there is room for improvement at Barstrom. Orders
    are processed on a make-to- order basis and usually go into stock at Barstrom.

    QUICK TOOLS LTD

    Although part of Murray Group, Quick Tools Ltd is run as a separate company. Order intake at Quick Tools
    is handled separately and delivery dates are quoted by Quick Tools salesmen without reference to Murray
    where the parts are manufactured.

    The standard lead time for Quick Tools orders is only eight weeks, because work pack drawings and route
    cards are put together by Quick Tools and are ready for loading at Murray.

    INVESTIGATION OF LEAD TIME

    The Managing Director

    'Our biggest problem here is the amount of time spent setting up.' complained Sid Beckett, the new MD of
    Murray. 'Our average batch size is only thirty bodies. If only we could reduce the set-up times and introduce
    cellular manufacturing, the released capacity could be used to shift all this inventory faster and bring our
    lead times down.' Commenting on the high level of WIP, Beckett stated that the latest report suggested
    around 10,000 bodies and added, 'We've not been reaching our output targets recently. We were aiming for
    1,000bodies per week but only seem to be managing around 700. You should have seen the WIP inventory
    earlier in the year, we were up to our waists in the stuff!' Asked if sales had been bit by the recession yet,
    Beckett commented that Murray sales this month were down on the previous months, but it was difficult
    to say whether or not this was due to the recession. Commenting on the twelve weeks quoted lead time,
    Beckett informed: 'Some jobs are still here after four or five months but, usually, they are non- urgent jobs.
    We can push a job through in just over a week when we have to. But, in general, most jobs are going through
    in twelve weeks, two to three weeks in the office and nine to ten weeks on the shop floor.' 'We use a
    standard costing system, so we do not really know what each item costs because we do not have a
    standard set-up time. Standards are only calculated for run times. We are having our costing system looked
    at by our accountant$. They are due to report in a couple of months. 'Lost time can be determined from the
    operators' time sheets. Scrap and rework are recorded each day in the Inspection logbook. Inspection also
    log the work going to and from subcontractors and into stores.

    The Production and Materials Controller

    The WIP report produced on the computer system was out of date and not regarded as reliable by any of
    the staff, including Fred Pearse, the Production and Materials Controller (PMC): 'Many of the entries for
    batches of one and two units are items which have been scrapped but not yet taken off the system. Also,
    some of the items on the list have been dispatched but the records have not worked their way through the
    system yet.' Overall, the computer report overestimates WIP by about 10 %.

    The report was produced weekly and comprised a list of part numbers with quantities sorted by due date
    and then by location. For example:

    Due Date Location Part No. Description Quantity

    Week 17 Off Soft State 972364222 150 DTH Spline 2

    It was normally only printed out for due dates which had already passed. It was, therefore, being produced
    to monitor arrears rather than to monitor material flow through the plant. Maintaining delivery performance

    proved to be a difficult task, which required a special exercise to be carried out. When asked about a record
    of lost time, Pearse replied that the Senior Foreman kept the operator time sheets and that they would
    contain that sort of data but that he did not monitor lost time: 'The Industrial Engineers occasionally
    monitor it. As for scrap and rework, that is monitored. Speak to Phil Johnson, the Production Manager, he
    has the figures.

    The Production Manager

    On receipt of order enquiries from Barstrom, Kenhandt or Quick Tools, a 'due date' would be issued in line
    with capacity and the order entered into a register by due date. Over a period of three to four weeks, the
    register would be checked for orders of identical part numbers and, where found, a single larger batch
    created. This would then be issued to the shop floor.

    'lt would probably take about forty-eight hours to machine an average tool, if you include set-ups, but that
    would be for an average batch, which is around thirty bodies,' commented Phil Johnson, the Production
    Manager. Asked about capacity calculations, Johnson said: 'From our dispatch figures, it would appear that
    our capacity is around 800bodies per week at present. Prior to the Barstrom deal, we were making around
    700 per week. We should be capable of reaching 1,000 per week but some of the foremen aren't pulling
    their weight and some of the new machines aren't capable of producing what Barstrom said they would.

    “We've had a lot of trouble with the machines we bought from Barstrom. They have been breaking down a
    lot and we have been unable to reach the output levels we expected. Also, we are short of setter operators,
    so some of the younger lads have to wait for a setter operator before they can proceed with their set-up. A
    ·few months ago, we also had a problem with a shortage of inspectors, but we have solved this by reducing
    the amount of inspection required. During the early months of the year, when we were installing the new
    machines, we had higher than usual scrap and rework levels, but this is now under control”.

    Capacity Calculation

    It was possible to analyse the output history of both of the main sections of the plant (Soft State and Hard
    State). The Inspection Logbook logged jobs out of Soft State to heat treatment and shotblast, and they were
    also logged out of Hard State to Inspection and then to Stores. The average through-put for Hard State, that
    is logged to Stores, was around 700 bodies per week – less than the figure of 800 quoted by Phil Johnson.
    At no point had output reached 1,000 bodies per week. Appendix 3 was prepared to show the machine
    hours needed for an average batch size of twenty-six in soft machining and an average batch size of twenty-
    three in hard machining. These were based on an analysis of the route cards of the most common products,
    covering 80 per cent of the previous eight months' output and some supporting data.

    The average batch size in Hard State is lower, due to the inclusion of the small batches from the low volume
    plant.

    Shop floor scheduling

    Shop floor scheduling was carried out by looking first at the set-up of a particular machine and then at the
    requirements of the various jobs in the queue. If there was a job with similar set-up requirements close to
    the front of the queue, it would be pulled forward. If not, the next job in sequence was loaded and the
    machine re-set. The due dates on the route card were often no help to the foremen, since they had often
    expired. In the foremen's office was a large board with 'T'-cards slotted into it for each batch going through

    the plant. These cards were inserted under the particular machine heading at the top of the board and had
    the dispatch date for the batch marked on the card.

    The foremen had no information on what works orders were going to be released next and only the 'T'-card
    board information on which jobs were waiting upstream of Hard State. The sequence of work the foremen
    had given to the machine operators was frequently changed by instructions given by the MD and Production
    Manager. These instructions were usually issued in response to calls from customers trying to expedite
    overdue orders.

    Asked about the lack of Information, the foremen agreed the system was chaotic, but what could they do?
    The Hard State Foreman mentioned that previously they used a report which listed the complete WIP
    inventory. by plant section, subcontracted activities, etc. but had stopped using it because it was so
    unreliable, and anyway priorities were always being altered. So now they just planned from day to day using
    due dates as a basis and tried to reduce the number of set-ups where they could.

    Sales discipline

    Sales were received in two ways. First, Barstrom would send an order to the Production Manager each
    week. He would allocate a date by which the work could be completed. ln theory, this was based on a
    twelve-week lead time plus or minus a few weeks, depending on the quantity of tool-holders due for delivery
    at that time. The same approach was used for Kerhandt orders. Second, Quick Tools would top up the
    Barstrom orders if they could or raise an additional order for those products not ordered by Barstrom. Quick
    Tools were supposed to be supplying their customers from stock, but this was often not possible because
    of shortages. Thus, many of the Quick Tools orders were required by customers as soon as possible. lf a
    competitive delivery time could not be given, the customer would often phone around for a faster delivery

    This prompted the salesmen to quote unrealistic delivery dates in the hope that Production would rush
    them through: 'Oh, but we can't turn down £6,000s' worth of business because they wanted delivery in four
    weeks. I know that is less than the normal lead time, but if we push it through, we can make the due date.
    Anyway, we can't afford to refuse important customers. If we don't have the stock, we have to rush it
    through.' Phil Johnson often accepted this situation, and this resulted in orders going through with due
    dates that were impossible to achieve or had even passed.

    An analysis of orders received against bodies logged to stores (the nearest measurement available to
    orders dispatched) showed that there was virtually no correlation between the two, even allowing for a
    twelve-week or longer lead time. By physically counting the WIP on the shop floor and extrapolating the
    order input/output data back to the beginning of the year, historical WIP inventory and order backlog could
    be plotted (see figure below). (Due to the lack of any records of works order releases to the shopfloor, Soft
    State WlP inventory cannot be separated from the order backlog.)

    Lead time

    With a measure of capacity and WIP Inventory, it was now possible to make an estimate of manufacturing
    lead time. By making a rough assumption that the through-put of 800 bodies per week was the same for
    each machining stage in Soft State and 700 per week for each Hard State stage, the lead time broke down
    to roughly four weeks' administrative lead time (office processing and hatching up) plus nine weeks'
    manufacturing lead time. Eighty per cent of the manufacturing lead time was due to queueing and 75 per
    cent of the administrative lead time due to the practice of delaying works order releases in the hope of
    creating larger batches.

    Final assembly

    Another area where lead time was increased was in final assembly. Finished bodies were often delayed
    due to the lack of carbide inserts and packaging materials. The system employed was for the PMC to order
    the bought-in parts when ordering· the raw material for the bodies and to place works orders for any in-
    house components at the same time as placing the works order for the bodies themselves. Often the
    quantities were small and therefore the placement of the orders would be delayed to increase the order
    size – and occasionally forgotten or lost. The same often applied to in-house· works orders.

    The information system

    Information was gathered and passed on by several individuals: the Managing Director, the Production
    Manager, the PMC and the Senior Foreman. All did so separately, on hand-written sheets of paper which
    they used at progress meetings. The PMC used computer system reports, but system data were not kept
    up to date. No one had definitive information and even when the Managing Director passed photocopies of
    his sheets round, no sooner where they Issued than they were changed. In effect, Murray had no single
    systematic method of processing the information necessary to run the factory effectively.

    Figure 2: BareStrom Late Deliveries Distribution

    Figure 3: Alternative shank styles for rock drills

    Table 3: set-up times, run times, manning levels and machine hours

    Notes: Table 3 uses the available data for set-up times, run times, manning levels and machine hours,
    available to calculate the machine loading factors at each stage of the process. The average through-put
    of the Hard State is around 700 bodies/week, significantly lower than the 1,000 bodies/week the company
    would like to achieve. Weighted average run times were averaged from product route cards weighted in
    accordance with the volumes produced of each product over the previous eight months. A day or night
    shift is thirty-nine hours per week. Overtime amounted to four hours per week.

    Figure 4: Manufacturing Process flow for Button and Taper Socket rock drills

    Assumptions and considerations for Modelling of the Murray System

    Please read the following assumptions before you attempt to model the process of this case
    study.

    Main Assumptions:

    1. Simulation is to consider only the "Splined type" and the "Threaded type" drills;

    2. There are only a total of 4 milling machines and 4 turning machines. The quantity of other
    machines is to be reasonably selected based on this.

    3. For the original model, the lot sizes of both soft state and hard state are 26. The current output
    as per the company data is around 700 bodies/ week but Murray would like to raise the output to
    1000/week with minimal cost.

    4. The original setting follows a functional (process) layout as it is a batch process. Similar
    machines are positioned together as a centre (such as a milling centre). Same machine types
    will only be split if similar consecutive operations must be done by the same type of machine.
    For example, the turning machines could be split into two adjacent stations of 2 lathes each to
    accommodate the consecutive ''Turn" operations at the beginning of the process.

    5. You can add buffers of capacity up to 7 between stations, as appropriate.

    Note: where there are cyclic flows of parts (returning parts) remember to give priority to the more
    advanced parts. This helps to avoid clogging.

    The first step on this project would be to produce a diagram with a functional layout showing the
    flow of parts clearly.

    **Engineeringmanagementsystems.docx**

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    **Engineeringmanagementsystems.docx**

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    **## MOD003628Assignment2026.pdf**

    Module: Engineering Management Systems (MOD003628)

    Submission Date: 17th April 2026

    Weighting: 90% of Module assessment

    Grading of the Assignment:

    Any work extracted from texts must be clearly annotated as must all figures and diagrams.
    The work must be referenced and be divided into suitable sections.

    The typed report should be around 2,500 words (excluding tables).

    Part Requirement Marks

    Part 1. APL
    Ltd Exercise APL Ltd MRP 20

    Part 2.
    Murray Rock
    Drilling Ltd
    Case Study

    1. Identify and analyse the operational issues facing Murray Rock Drilling
    Ltd. 15

    2. Discuss the actions you would propose to improve delivery
    performance and reduce lead time, (provide all the details, calculations
    and justifications for your answer)

    20

    3. Build a Witness model of the traditional drills production system,
    validate the model and comment on how the throughput could be
    improved with minimal investment.

    (Please look at the simulation notes at the bottom of the case study.)

    25

    4. With the world’s manufacturing move towards Industry 4.0, discuss
    how Murray Rock Drilling Ltd could bring about further new
    improvements in view of a move towards Industry 4.0.

    10

    Parts 1 & 2 Structure and presentation of report 10

    Part 1: APL Ltd Exercise (20 marks)

    APL has a demand of a total of 3,300 lamps to be delivered within the coming six months as in the
    following table. Additionally, 1200 spare parts of Shell (item 219) are ordered for week 21. Determine the
    planned order releases of the tube (item 186) and base insulator (item 222) showing all the steps.

    Table 1: lamps orders to be delivered by APL in the next 6 months

    Week 14 15 16 17 18 19 20 21 22 23 24 25 26

    Due
    Quantity 500 300 500 300 500 500 300 500

    Table 2: Starting inventories and data for APL lamp production

    Item (Item No.) Opening
    Inventory Lot Size Safety Stock Lead time

    (weeks)

    Lamp (314) 0 Lot – 1

    Socket Assembly (418) 700 1200 . 1

    Shell (219) 2,800 4,000 . 2

    Purchased tube (186) in ft. 3,000 12,000 3,000 8

    Shell Insulation (220) 800 1,000 300 3

    All other items (respective
    units) 1000 1,000 5,000 1

    Figure 1: APL lamp Bill of Materials

    Part 2: The Murray Rock Drilling Ltd case study (80 marks)

    The Murray Rock Drilling Ltd case study is attached. You are requested to read it, analyse it and respond
    to the following requirements.

    INTRODUCTION

    Murray Rock Drilling Ltd is a subdivision of the Murray Engineering Group, part of the large conglomerate
    PH Holdings PLC. Murray manufactures a range of machined steel products, designed to drill rock for
    mining semi-precious ores and general quarrying. Murray shares certain functions with other parts of the
    group, but it has its own production engineering, purchasing and production control functions. Murray's
    Production Manager accepts sales orders from Quick Tools Ltd, the direct sales arm of Murray's, and from
    two main customer s, Kerhandt (a German company, also a member of PH Holdings) and Barstrom (a large
    international manufacturing and distribution group). Barstrom is Murray 's principal customer and
    comprises 80 per cent of sales by volume.

    The Murray manufacturing group has two production units located adjacent to one another. The main unit
    produces around 90 per cent of output, concentrating on catalogue items with batch sizes of ten units or
    more. The smaller unit concentrates on 'specials', bespoke tools and volumes of nine units or less. The
    current lead time from order receipt to dispatch is in excess of twelve weeks. Management believes this to
    be unacceptably high; a figure of six weeks should be achievable. One of the main areas o! concern is the
    amount of time spent setting up the various machines between batches. Management believe that this is
    primarily due to the wide range of products manufacture and the consequent small average batch size. The
    Managing Director, Sid Beckett, feels that the introduction of group technology methods may help.

    THE PRODUCT

    The product range is basically a drill bit, usually called a tool, plus a range of drill rods, couplings, adaptors,
    etc. The drill bits, shown generally in the Appendix, have two main features, a head and a shank and without
    exception the tools are produced from steel bars and then turned/milled and heat-treated after which
    carbide inserts are added to give the finished product. The carbide inserts may be of rectangular section,
    which are brazed into position, or they may be small and cylindrical, which are inserted into circular holes
    and retained by the interference fit between hole and carbide. Where rectangular type inserts are used only
    two or four per tool are fitted, but where the cylindrical type are used the number may vary from 10 on a 50-
    mm diameter tool to 120 on a 200-mm diameter tool. This latter type of bit accounts for 70 per cent of
    production and is called a button bit whilst the other is called a cross bit and is a more traditional design.

    The product range, whilst limited in its geometric variations Is very large with some 1,000 catalogue items
    to which must be added a wide variety of specials to suit particular needs. The grade of carbide, number
    and pattern of buttons, design of flushing hole, etc. are all varied to enable the tool to perform better in
    varying geological conditions. Thus, in reality the product range consists of 2,000 to 3,000 items.

    The variations are:

    • Shank types:
    o Splined: 4 types; Head diameter range 115-200 mm
    o Threaded: 6 types; Head diameter range 46-100 mm

    • Head diameters: Range 38-200 mm; Number of diameters 42
    • Carbide grades: 4 ;
    • Steel types: 1

    THE MANUFACTURING PROCESS

    The process is predominantly a flow batch process. The vast majority of the product range, tools, follow
    virtually identical routes (see Appendix). Set-up time accounts for approximately 26 per cent of capacity of
    the machines. Keeping set-ups to a minimum is currently achieved by both grouping identical product
    orders together to form larger batch sizes and using the current set-up on any machine as a sequencing
    guide, that is do all the jobs that require the same setting first and then change the setting.

    MANUFACTURING FACILITIES

    Murray recently purchased most of the machines from Barstrom's old plant in Bristol. The transfer of the
    machines took three months. Some machines are still not in their final positions, and a number are still
    giving problems – one grinding machine has never run properly. This resulted in a substantial increase in
    the number of employees, the number of machines to be operated, the volume of the material to be
    processed and the complexity of the whole operation. The layout of the machines is consistent with the
    stages of the manufacturing process. Infrastructure, such as industrial engineers, maintenance, plant
    engineers, accounts, etc. is shared with other parts of the group.

    MANUFACTURING STRATEGY

    Murray believes that their competitive advantage in tool-bit manufacturing lies in the price at which they
    can provide a wide range of tool-bit products. Their strategy is to use economies of ·scale to achieve lower
    costs. To this end, they have created a small plant within plant to produce low volume items (less than ten
    off), allowing the main plant to concentrate on the higher volume orders. Hard state operations, however,
    were all grouped together.

    BARSTROM AGREEMENT

    Barstrom used to have their own production facility in Bristol but closed it in favour of a sole supplier
    agreement with Murray for a substantial discount on list price. The agreement on order quantities is that
    the minimum order quantity should be thirty units, unless annual demand is less than thirty, in which case
    the minimum quantity is twelve units. Approximately 40 per cent of orders are for the minimum quantity of
    twelve. However, there are many instances where a series of orders for twelve off have been placed in
    consecutive months for the same product. Therefore, there is room for improvement at Barstrom. Orders
    are processed on a make-to- order basis and usually go into stock at Barstrom.

    QUICK TOOLS LTD

    Although part of Murray Group, Quick Tools Ltd is run as a separate company. Order intake at Quick Tools
    is handled separately and delivery dates are quoted by Quick Tools salesmen without reference to Murray
    where the parts are manufactured.

    The standard lead time for Quick Tools orders is only eight weeks, because work pack drawings and route
    cards are put together by Quick Tools and are ready for loading at Murray.

    INVESTIGATION OF LEAD TIME

    The Managing Director

    'Our biggest problem here is the amount of time spent setting up.' complained Sid Beckett, the new MD of
    Murray. 'Our average batch size is only thirty bodies. If only we could reduce the set-up times and introduce
    cellular manufacturing, the released capacity could be used to shift all this inventory faster and bring our
    lead times down.' Commenting on the high level of WIP, Beckett stated that the latest report suggested
    around 10,000 bodies and added, 'We've not been reaching our output targets recently. We were aiming for
    1,000bodies per week but only seem to be managing around 700. You should have seen the WIP inventory
    earlier in the year, we were up to our waists in the stuff!' Asked if sales had been bit by the recession yet,
    Beckett commented that Murray sales this month were down on the previous months, but it was difficult
    to say whether or not this was due to the recession. Commenting on the twelve weeks quoted lead time,
    Beckett informed: 'Some jobs are still here after four or five months but, usually, they are non- urgent jobs.
    We can push a job through in just over a week when we have to. But, in general, most jobs are going through
    in twelve weeks, two to three weeks in the office and nine to ten weeks on the shop floor.' 'We use a
    standard costing system, so we do not really know what each item costs because we do not have a
    standard set-up time. Standards are only calculated for run times. We are having our costing system looked
    at by our accountant$. They are due to report in a couple of months. 'Lost time can be determined from the
    operators' time sheets. Scrap and rework are recorded each day in the Inspection logbook. Inspection also
    log the work going to and from subcontractors and into stores.

    The Production and Materials Controller

    The WIP report produced on the computer system was out of date and not regarded as reliable by any of
    the staff, including Fred Pearse, the Production and Materials Controller (PMC): 'Many of the entries for
    batches of one and two units are items which have been scrapped but not yet taken off the system. Also,
    some of the items on the list have been dispatched but the records have not worked their way through the
    system yet.' Overall, the computer report overestimates WIP by about 10 %.

    The report was produced weekly and comprised a list of part numbers with quantities sorted by due date
    and then by location. For example:

    Due Date Location Part No. Description Quantity

    Week 17 Off Soft State 972364222 150 DTH Spline 2

    It was normally only printed out for due dates which had already passed. It was, therefore, being produced
    to monitor arrears rather than to monitor material flow through the plant. Maintaining delivery performance

    proved to be a difficult task, which required a special exercise to be carried out. When asked about a record
    of lost time, Pearse replied that the Senior Foreman kept the operator time sheets and that they would
    contain that sort of data but that he did not monitor lost time: 'The Industrial Engineers occasionally
    monitor it. As for scrap and rework, that is monitored. Speak to Phil Johnson, the Production Manager, he
    has the figures.

    The Production Manager

    On receipt of order enquiries from Barstrom, Kenhandt or Quick Tools, a 'due date' would be issued in line
    with capacity and the order entered into a register by due date. Over a period of three to four weeks, the
    register would be checked for orders of identical part numbers and, where found, a single larger batch
    created. This would then be issued to the shop floor.

    'lt would probably take about forty-eight hours to machine an average tool, if you include set-ups, but that
    would be for an average batch, which is around thirty bodies,' commented Phil Johnson, the Production
    Manager. Asked about capacity calculations, Johnson said: 'From our dispatch figures, it would appear that
    our capacity is around 800bodies per week at present. Prior to the Barstrom deal, we were making around
    700 per week. We should be capable of reaching 1,000 per week but some of the foremen aren't pulling
    their weight and some of the new machines aren't capable of producing what Barstrom said they would.

    “We've had a lot of trouble with the machines we bought from Barstrom. They have been breaking down a
    lot and we have been unable to reach the output levels we expected. Also, we are short of setter operators,
    so some of the younger lads have to wait for a setter operator before they can proceed with their set-up. A
    ·few months ago, we also had a problem with a shortage of inspectors, but we have solved this by reducing
    the amount of inspection required. During the early months of the year, when we were installing the new
    machines, we had higher than usual scrap and rework levels, but this is now under control”.

    Capacity Calculation

    It was possible to analyse the output history of both of the main sections of the plant (Soft State and Hard
    State). The Inspection Logbook logged jobs out of Soft State to heat treatment and shotblast, and they were
    also logged out of Hard State to Inspection and then to Stores. The average through-put for Hard State, that
    is logged to Stores, was around 700 bodies per week – less than the figure of 800 quoted by Phil Johnson.
    At no point had output reached 1,000 bodies per week. Appendix 3 was prepared to show the machine
    hours needed for an average batch size of twenty-six in soft machining and an average batch size of twenty-
    three in hard machining. These were based on an analysis of the route cards of the most common products,
    covering 80 per cent of the previous eight months' output and some supporting data.

    The average batch size in Hard State is lower, due to the inclusion of the small batches from the low volume
    plant.

    Shop floor scheduling

    Shop floor scheduling was carried out by looking first at the set-up of a particular machine and then at the
    requirements of the various jobs in the queue. If there was a job with similar set-up requirements close to
    the front of the queue, it would be pulled forward. If not, the next job in sequence was loaded and the
    machine re-set. The due dates on the route card were often no help to the foremen, since they had often
    expired. In the foremen's office was a large board with 'T'-cards slotted into it for each batch going through

    the plant. These cards were inserted under the particular machine heading at the top of the board and had
    the dispatch date for the batch marked on the card.

    The foremen had no information on what works orders were going to be released next and only the 'T'-card
    board information on which jobs were waiting upstream of Hard State. The sequence of work the foremen
    had given to the machine operators was frequently changed by instructions given by the MD and Production
    Manager. These instructions were usually issued in response to calls from customers trying to expedite
    overdue orders.

    Asked about the lack of Information, the foremen agreed the system was chaotic, but what could they do?
    The Hard State Foreman mentioned that previously they used a report which listed the complete WIP
    inventory. by plant section, subcontracted activities, etc. but had stopped using it because it was so
    unreliable, and anyway priorities were always being altered. So now they just planned from day to day using
    due dates as a basis and tried to reduce the number of set-ups where they could.

    Sales discipline

    Sales were received in two ways. First, Barstrom would send an order to the Production Manager each
    week. He would allocate a date by which the work could be completed. ln theory, this was based on a
    twelve-week lead time plus or minus a few weeks, depending on the quantity of tool-holders due for delivery
    at that time. The same approach was used for Kerhandt orders. Second, Quick Tools would top up the
    Barstrom orders if they could or raise an additional order for those products not ordered by Barstrom. Quick
    Tools were supposed to be supplying their customers from stock, but this was often not possible because
    of shortages. Thus, many of the Quick Tools orders were required by customers as soon as possible. lf a
    competitive delivery time could not be given, the customer would often phone around for a faster delivery

    This prompted the salesmen to quote unrealistic delivery dates in the hope that Production would rush
    them through: 'Oh, but we can't turn down £6,000s' worth of business because they wanted delivery in four
    weeks. I know that is less than the normal lead time, but if we push it through, we can make the due date.
    Anyway, we can't afford to refuse important customers. If we don't have the stock, we have to rush it
    through.' Phil Johnson often accepted this situation, and this resulted in orders going through with due
    dates that were impossible to achieve or had even passed.

    An analysis of orders received against bodies logged to stores (the nearest measurement available to
    orders dispatched) showed that there was virtually no correlation between the two, even allowing for a
    twelve-week or longer lead time. By physically counting the WIP on the shop floor and extrapolating the
    order input/output data back to the beginning of the year, historical WIP inventory and order backlog could
    be plotted (see figure below). (Due to the lack of any records of works order releases to the shopfloor, Soft
    State WlP inventory cannot be separated from the order backlog.)

    Lead time

    With a measure of capacity and WIP Inventory, it was now possible to make an estimate of manufacturing
    lead time. By making a rough assumption that the through-put of 800 bodies per week was the same for
    each machining stage in Soft State and 700 per week for each Hard State stage, the lead time broke down
    to roughly four weeks' administrative lead time (office processing and hatching up) plus nine weeks'
    manufacturing lead time. Eighty per cent of the manufacturing lead time was due to queueing and 75 per
    cent of the administrative lead time due to the practice of delaying works order releases in the hope of
    creating larger batches.

    Final assembly

    Another area where lead time was increased was in final assembly. Finished bodies were often delayed
    due to the lack of carbide inserts and packaging materials. The system employed was for the PMC to order
    the bought-in parts when ordering· the raw material for the bodies and to place works orders for any in-
    house components at the same time as placing the works order for the bodies themselves. Often the
    quantities were small and therefore the placement of the orders would be delayed to increase the order
    size – and occasionally forgotten or lost. The same often applied to in-house· works orders.

    The information system

    Information was gathered and passed on by several individuals: the Managing Director, the Production
    Manager, the PMC and the Senior Foreman. All did so separately, on hand-written sheets of paper which
    they used at progress meetings. The PMC used computer system reports, but system data were not kept
    up to date. No one had definitive information and even when the Managing Director passed photocopies of
    his sheets round, no sooner where they Issued than they were changed. In effect, Murray had no single
    systematic method of processing the information necessary to run the factory effectively.

    Figure 2: BareStrom Late Deliveries Distribution

    Figure 3: Alternative shank styles for rock drills

    Table 3: set-up times, run times, manning levels and machine hours

    Notes: Table 3 uses the available data for set-up times, run times, manning levels and machine hours,
    available to calculate the machine loading factors at each stage of the process. The average through-put
    of the Hard State is around 700 bodies/week, significantly lower than the 1,000 bodies/week the company
    would like to achieve. Weighted average run times were averaged from product route cards weighted in
    accordance with the volumes produced of each product over the previous eight months. A day or night
    shift is thirty-nine hours per week. Overtime amounted to four hours per week.

    Figure 4: Manufacturing Process flow for Button and Taper Socket rock drills

    Assumptions and considerations for Modelling of the Murray System

    Please read the following assumptions before you attempt to model the process of this case
    study.

    Main Assumptions:

    1. Simulation is to consider only the "Splined type" and the "Threaded type" drills;

    2. There are only a total of 4 milling machines and 4 turning machines. The quantity of other
    machines is to be reasonably selected based on this.

    3. For the original model, the lot sizes of both soft state and hard state are 26. The current output
    as per the company data is around 700 bodies/ week but Murray would like to raise the output to
    1000/week with minimal cost.

    4. The original setting follows a functional (process) layout as it is a batch process. Similar
    machines are positioned together as a centre (such as a milling centre). Same machine types
    will only be split if similar consecutive operations must be done by the same type of machine.
    For example, the turning machines could be split into two adjacent stations of 2 lathes each to
    accommodate the consecutive ''Turn" operations at the beginning of the process.

    5. You can add buffers of capacity up to 7 between stations, as appropriate.

    Note: where there are cyclic flows of parts (returning parts) remember to give priority to the more
    advanced parts. This helps to avoid clogging.

    The first step on this project would be to produce a diagram with a functional layout showing the
    flow of parts clearly.

    **Engineeringmanagementsystems.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/engineeringmanagementsystems-docx)

    **## MOD003628Assignment2026.pdf**

    Module: Engineering Management Systems (MOD003628)

    Submission Date: 17th April 2026

    Weighting: 90% of Module assessment

    Grading of the Assignment:

    Any work extracted from texts must be clearly annotated as must all figures and diagrams.
    The work must be referenced and be divided into suitable sections.

    The typed report should be around 2,500 words (excluding tables).

    Part Requirement Marks

    Part 1. APL
    Ltd Exercise APL Ltd MRP 20

    Part 2.
    Murray Rock
    Drilling Ltd
    Case Study

    1. Identify and analyse the operational issues facing Murray Rock Drilling
    Ltd. 15

    2. Discuss the actions you would propose to improve delivery
    performance and reduce lead time, (provide all the details, calculations
    and justifications for your answer)

    20

    3. Build a Witness model of the traditional drills production system,
    validate the model and comment on how the throughput could be
    improved with minimal investment.

    (Please look at the simulation notes at the bottom of the case study.)

    25

    4. With the world’s manufacturing move towards Industry 4.0, discuss
    how Murray Rock Drilling Ltd could bring about further new
    improvements in view of a move towards Industry 4.0.

    10

    Parts 1 & 2 Structure and presentation of report 10

    Part 1: APL Ltd Exercise (20 marks)

    APL has a demand of a total of 3,300 lamps to be delivered within the coming six months as in the
    following table. Additionally, 1200 spare parts of Shell (item 219) are ordered for week 21. Determine the
    planned order releases of the tube (item 186) and base insulator (item 222) showing all the steps.

    Table 1: lamps orders to be delivered by APL in the next 6 months

    Week 14 15 16 17 18 19 20 21 22 23 24 25 26

    Due
    Quantity 500 300 500 300 500 500 300 500

    Table 2: Starting inventories and data for APL lamp production

    Item (Item No.) Opening
    Inventory Lot Size Safety Stock Lead time

    (weeks)

    Lamp (314) 0 Lot – 1

    Socket Assembly (418) 700 1200 . 1

    Shell (219) 2,800 4,000 . 2

    Purchased tube (186) in ft. 3,000 12,000 3,000 8

    Shell Insulation (220) 800 1,000 300 3

    All other items (respective
    units) 1000 1,000 5,000 1

    Figure 1: APL lamp Bill of Materials

    Part 2: The Murray Rock Drilling Ltd case study (80 marks)

    The Murray Rock Drilling Ltd case study is attached. You are requested to read it, analyse it and respond
    to the following requirements.

    INTRODUCTION

    Murray Rock Drilling Ltd is a subdivision of the Murray Engineering Group, part of the large conglomerate
    PH Holdings PLC. Murray manufactures a range of machined steel products, designed to drill rock for
    mining semi-precious ores and general quarrying. Murray shares certain functions with other parts of the
    group, but it has its own production engineering, purchasing and production control functions. Murray's
    Production Manager accepts sales orders from Quick Tools Ltd, the direct sales arm of Murray's, and from
    two main customer s, Kerhandt (a German company, also a member of PH Holdings) and Barstrom (a large
    international manufacturing and distribution group). Barstrom is Murray 's principal customer and
    comprises 80 per cent of sales by volume.

    The Murray manufacturing group has two production units located adjacent to one another. The main unit
    produces around 90 per cent of output, concentrating on catalogue items with batch sizes of ten units or
    more. The smaller unit concentrates on 'specials', bespoke tools and volumes of nine units or less. The
    current lead time from order receipt to dispatch is in excess of twelve weeks. Management believes this to
    be unacceptably high; a figure of six weeks should be achievable. One of the main areas o! concern is the
    amount of time spent setting up the various machines between batches. Management believe that this is
    primarily due to the wide range of products manufacture and the consequent small average batch size. The
    Managing Director, Sid Beckett, feels that the introduction of group technology methods may help.

    THE PRODUCT

    The product range is basically a drill bit, usually called a tool, plus a range of drill rods, couplings, adaptors,
    etc. The drill bits, shown generally in the Appendix, have two main features, a head and a shank and without
    exception the tools are produced from steel bars and then turned/milled and heat-treated after which
    carbide inserts are added to give the finished product. The carbide inserts may be of rectangular section,
    which are brazed into position, or they may be small and cylindrical, which are inserted into circular holes
    and retained by the interference fit between hole and carbide. Where rectangular type inserts are used only
    two or four per tool are fitted, but where the cylindrical type are used the number may vary from 10 on a 50-
    mm diameter tool to 120 on a 200-mm diameter tool. This latter type of bit accounts for 70 per cent of
    production and is called a button bit whilst the other is called a cross bit and is a more traditional design.

    The product range, whilst limited in its geometric variations Is very large with some 1,000 catalogue items
    to which must be added a wide variety of specials to suit particular needs. The grade of carbide, number
    and pattern of buttons, design of flushing hole, etc. are all varied to enable the tool to perform better in
    varying geological conditions. Thus, in reality the product range consists of 2,000 to 3,000 items.

    The variations are:

    • Shank types:
    o Splined: 4 types; Head diameter range 115-200 mm
    o Threaded: 6 types; Head diameter range 46-100 mm

    • Head diameters: Range 38-200 mm; Number of diameters 42
    • Carbide grades: 4 ;
    • Steel types: 1

    THE MANUFACTURING PROCESS

    The process is predominantly a flow batch process. The vast majority of the product range, tools, follow
    virtually identical routes (see Appendix). Set-up time accounts for approximately 26 per cent of capacity of
    the machines. Keeping set-ups to a minimum is currently achieved by both grouping identical product
    orders together to form larger batch sizes and using the current set-up on any machine as a sequencing
    guide, that is do all the jobs that require the same setting first and then change the setting.

    MANUFACTURING FACILITIES

    Murray recently purchased most of the machines from Barstrom's old plant in Bristol. The transfer of the
    machines took three months. Some machines are still not in their final positions, and a number are still
    giving problems – one grinding machine has never run properly. This resulted in a substantial increase in
    the number of employees, the number of machines to be operated, the volume of the material to be
    processed and the complexity of the whole operation. The layout of the machines is consistent with the
    stages of the manufacturing process. Infrastructure, such as industrial engineers, maintenance, plant
    engineers, accounts, etc. is shared with other parts of the group.

    MANUFACTURING STRATEGY

    Murray believes that their competitive advantage in tool-bit manufacturing lies in the price at which they
    can provide a wide range of tool-bit products. Their strategy is to use economies of ·scale to achieve lower
    costs. To this end, they have created a small plant within plant to produce low volume items (less than ten
    off), allowing the main plant to concentrate on the higher volume orders. Hard state operations, however,
    were all grouped together.

    BARSTROM AGREEMENT

    Barstrom used to have their own production facility in Bristol but closed it in favour of a sole supplier
    agreement with Murray for a substantial discount on list price. The agreement on order quantities is that
    the minimum order quantity should be thirty units, unless annual demand is less than thirty, in which case
    the minimum quantity is twelve units. Approximately 40 per cent of orders are for the minimum quantity of
    twelve. However, there are many instances where a series of orders for twelve off have been placed in
    consecutive months for the same product. Therefore, there is room for improvement at Barstrom. Orders
    are processed on a make-to- order basis and usually go into stock at Barstrom.

    QUICK TOOLS LTD

    Although part of Murray Group, Quick Tools Ltd is run as a separate company. Order intake at Quick Tools
    is handled separately and delivery dates are quoted by Quick Tools salesmen without reference to Murray
    where the parts are manufactured.

    The standard lead time for Quick Tools orders is only eight weeks, because work pack drawings and route
    cards are put together by Quick Tools and are ready for loading at Murray.

    INVESTIGATION OF LEAD TIME

    The Managing Director

    'Our biggest problem here is the amount of time spent setting up.' complained Sid Beckett, the new MD of
    Murray. 'Our average batch size is only thirty bodies. If only we could reduce the set-up times and introduce
    cellular manufacturing, the released capacity could be used to shift all this inventory faster and bring our
    lead times down.' Commenting on the high level of WIP, Beckett stated that the latest report suggested
    around 10,000 bodies and added, 'We've not been reaching our output targets recently. We were aiming for
    1,000bodies per week but only seem to be managing around 700. You should have seen the WIP inventory
    earlier in the year, we were up to our waists in the stuff!' Asked if sales had been bit by the recession yet,
    Beckett commented that Murray sales this month were down on the previous months, but it was difficult
    to say whether or not this was due to the recession. Commenting on the twelve weeks quoted lead time,
    Beckett informed: 'Some jobs are still here after four or five months but, usually, they are non- urgent jobs.
    We can push a job through in just over a week when we have to. But, in general, most jobs are going through
    in twelve weeks, two to three weeks in the office and nine to ten weeks on the shop floor.' 'We use a
    standard costing system, so we do not really know what each item costs because we do not have a
    standard set-up time. Standards are only calculated for run times. We are having our costing system looked
    at by our accountant$. They are due to report in a couple of months. 'Lost time can be determined from the
    operators' time sheets. Scrap and rework are recorded each day in the Inspection logbook. Inspection also
    log the work going to and from subcontractors and into stores.

    The Production and Materials Controller

    The WIP report produced on the computer system was out of date and not regarded as reliable by any of
    the staff, including Fred Pearse, the Production and Materials Controller (PMC): 'Many of the entries for
    batches of one and two units are items which have been scrapped but not yet taken off the system. Also,
    some of the items on the list have been dispatched but the records have not worked their way through the
    system yet.' Overall, the computer report overestimates WIP by about 10 %.

    The report was produced weekly and comprised a list of part numbers with quantities sorted by due date
    and then by location. For example:

    Due Date Location Part No. Description Quantity

    Week 17 Off Soft State 972364222 150 DTH Spline 2

    It was normally only printed out for due dates which had already passed. It was, therefore, being produced
    to monitor arrears rather than to monitor material flow through the plant. Maintaining delivery performance

    proved to be a difficult task, which required a special exercise to be carried out. When asked about a record
    of lost time, Pearse replied that the Senior Foreman kept the operator time sheets and that they would
    contain that sort of data but that he did not monitor lost time: 'The Industrial Engineers occasionally
    monitor it. As for scrap and rework, that is monitored. Speak to Phil Johnson, the Production Manager, he
    has the figures.

    The Production Manager

    On receipt of order enquiries from Barstrom, Kenhandt or Quick Tools, a 'due date' would be issued in line
    with capacity and the order entered into a register by due date. Over a period of three to four weeks, the
    register would be checked for orders of identical part numbers and, where found, a single larger batch
    created. This would then be issued to the shop floor.

    'lt would probably take about forty-eight hours to machine an average tool, if you include set-ups, but that
    would be for an average batch, which is around thirty bodies,' commented Phil Johnson, the Production
    Manager. Asked about capacity calculations, Johnson said: 'From our dispatch figures, it would appear that
    our capacity is around 800bodies per week at present. Prior to the Barstrom deal, we were making around
    700 per week. We should be capable of reaching 1,000 per week but some of the foremen aren't pulling
    their weight and some of the new machines aren't capable of producing what Barstrom said they would.

    “We've had a lot of trouble with the machines we bought from Barstrom. They have been breaking down a
    lot and we have been unable to reach the output levels we expected. Also, we are short of setter operators,
    so some of the younger lads have to wait for a setter operator before they can proceed with their set-up. A
    ·few months ago, we also had a problem with a shortage of inspectors, but we have solved this by reducing
    the amount of inspection required. During the early months of the year, when we were installing the new
    machines, we had higher than usual scrap and rework levels, but this is now under control”.

    Capacity Calculation

    It was possible to analyse the output history of both of the main sections of the plant (Soft State and Hard
    State). The Inspection Logbook logged jobs out of Soft State to heat treatment and shotblast, and they were
    also logged out of Hard State to Inspection and then to Stores. The average through-put for Hard State, that
    is logged to Stores, was around 700 bodies per week – less than the figure of 800 quoted by Phil Johnson.
    At no point had output reached 1,000 bodies per week. Appendix 3 was prepared to show the machine
    hours needed for an average batch size of twenty-six in soft machining and an average batch size of twenty-
    three in hard machining. These were based on an analysis of the route cards of the most common products,
    covering 80 per cent of the previous eight months' output and some supporting data.

    The average batch size in Hard State is lower, due to the inclusion of the small batches from the low volume
    plant.

    Shop floor scheduling

    Shop floor scheduling was carried out by looking first at the set-up of a particular machine and then at the
    requirements of the various jobs in the queue. If there was a job with similar set-up requirements close to
    the front of the queue, it would be pulled forward. If not, the next job in sequence was loaded and the
    machine re-set. The due dates on the route card were often no help to the foremen, since they had often
    expired. In the foremen's office was a large board with 'T'-cards slotted into it for each batch going through

    the plant. These cards were inserted under the particular machine heading at the top of the board and had
    the dispatch date for the batch marked on the card.

    The foremen had no information on what works orders were going to be released next and only the 'T'-card
    board information on which jobs were waiting upstream of Hard State. The sequence of work the foremen
    had given to the machine operators was frequently changed by instructions given by the MD and Production
    Manager. These instructions were usually issued in response to calls from customers trying to expedite
    overdue orders.

    Asked about the lack of Information, the foremen agreed the system was chaotic, but what could they do?
    The Hard State Foreman mentioned that previously they used a report which listed the complete WIP
    inventory. by plant section, subcontracted activities, etc. but had stopped using it because it was so
    unreliable, and anyway priorities were always being altered. So now they just planned from day to day using
    due dates as a basis and tried to reduce the number of set-ups where they could.

    Sales discipline

    Sales were received in two ways. First, Barstrom would send an order to the Production Manager each
    week. He would allocate a date by which the work could be completed. ln theory, this was based on a
    twelve-week lead time plus or minus a few weeks, depending on the quantity of tool-holders due for delivery
    at that time. The same approach was used for Kerhandt orders. Second, Quick Tools would top up the
    Barstrom orders if they could or raise an additional order for those products not ordered by Barstrom. Quick
    Tools were supposed to be supplying their customers from stock, but this was often not possible because
    of shortages. Thus, many of the Quick Tools orders were required by customers as soon as possible. lf a
    competitive delivery time could not be given, the customer would often phone around for a faster delivery

    This prompted the salesmen to quote unrealistic delivery dates in the hope that Production would rush
    them through: 'Oh, but we can't turn down £6,000s' worth of business because they wanted delivery in four
    weeks. I know that is less than the normal lead time, but if we push it through, we can make the due date.
    Anyway, we can't afford to refuse important customers. If we don't have the stock, we have to rush it
    through.' Phil Johnson often accepted this situation, and this resulted in orders going through with due
    dates that were impossible to achieve or had even passed.

    An analysis of orders received against bodies logged to stores (the nearest measurement available to
    orders dispatched) showed that there was virtually no correlation between the two, even allowing for a
    twelve-week or longer lead time. By physically counting the WIP on the shop floor and extrapolating the
    order input/output data back to the beginning of the year, historical WIP inventory and order backlog could
    be plotted (see figure below). (Due to the lack of any records of works order releases to the shopfloor, Soft
    State WlP inventory cannot be separated from the order backlog.)

    Lead time

    With a measure of capacity and WIP Inventory, it was now possible to make an estimate of manufacturing
    lead time. By making a rough assumption that the through-put of 800 bodies per week was the same for
    each machining stage in Soft State and 700 per week for each Hard State stage, the lead time broke down
    to roughly four weeks' administrative lead time (office processing and hatching up) plus nine weeks'
    manufacturing lead time. Eighty per cent of the manufacturing lead time was due to queueing and 75 per
    cent of the administrative lead time due to the practice of delaying works order releases in the hope of
    creating larger batches.

    Final assembly

    Another area where lead time was increased was in final assembly. Finished bodies were often delayed
    due to the lack of carbide inserts and packaging materials. The system employed was for the PMC to order
    the bought-in parts when ordering· the raw material for the bodies and to place works orders for any in-
    house components at the same time as placing the works order for the bodies themselves. Often the
    quantities were small and therefore the placement of the orders would be delayed to increase the order
    size – and occasionally forgotten or lost. The same often applied to in-house· works orders.

    The information system

    Information was gathered and passed on by several individuals: the Managing Director, the Production
    Manager, the PMC and the Senior Foreman. All did so separately, on hand-written sheets of paper which
    they used at progress meetings. The PMC used computer system reports, but system data were not kept
    up to date. No one had definitive information and even when the Managing Director passed photocopies of
    his sheets round, no sooner where they Issued than they were changed. In effect, Murray had no single
    systematic method of processing the information necessary to run the factory effectively.

    Figure 2: BareStrom Late Deliveries Distribution

    Figure 3: Alternative shank styles for rock drills

    Table 3: set-up times, run times, manning levels and machine hours

    Notes: Table 3 uses the available data for set-up times, run times, manning levels and machine hours,
    available to calculate the machine loading factors at each stage of the process. The average through-put
    of the Hard State is around 700 bodies/week, significantly lower than the 1,000 bodies/week the company
    would like to achieve. Weighted average run times were averaged from product route cards weighted in
    accordance with the volumes produced of each product over the previous eight months. A day or night
    shift is thirty-nine hours per week. Overtime amounted to four hours per week.

    Figure 4: Manufacturing Process flow for Button and Taper Socket rock drills

    Assumptions and considerations for Modelling of the Murray System

    Please read the following assumptions before you attempt to model the process of this case
    study.

    Main Assumptions:

    1. Simulation is to consider only the "Splined type" and the "Threaded type" drills;

    2. There are only a total of 4 milling machines and 4 turning machines. The quantity of other
    machines is to be reasonably selected based on this.

    3. For the original model, the lot sizes of both soft state and hard state are 26. The current output
    as per the company data is around 700 bodies/ week but Murray would like to raise the output to
    1000/week with minimal cost.

    4. The original setting follows a functional (process) layout as it is a batch process. Similar
    machines are positioned together as a centre (such as a milling centre). Same machine types
    will only be split if similar consecutive operations must be done by the same type of machine.
    For example, the turning machines could be split into two adjacent stations of 2 lathes each to
    accommodate the consecutive ''Turn" operations at the beginning of the process.

    5. You can add buffers of capacity up to 7 between stations, as appropriate.

    Note: where there are cyclic flows of parts (returning parts) remember to give priority to the more
    advanced parts. This helps to avoid clogging.

    The first step on this project would be to produce a diagram with a functional layout showing the
    flow of parts clearly.

    **Engineeringmanagementsystems.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/engineeringmanagementsystems-docx)

  • [Solved] respiratory and cardiovascular assessment

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    #### **Debriefing: Discover and Deepen** 1. You are encouraged, but not required, to complete at least one i-Human Virtual Patient Encounter attempt before participating in the debriefing. 2. Include a citation from the weekly lesson (Explore pages) in your response and reference list. – Here is an …

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    Assignment Prompt & Instructions

    #### **Debriefing: Discover and Deepen**

    1. You are encouraged, but not required, to complete at least one i-Human Virtual Patient Encounter attempt before participating in the debriefing.
    2. Include a citation from the weekly lesson (Explore pages) in your response and reference list.

    – Here is an example of how to cite the lesson:

    – Chamberlain University College of Nursing. (2024). NR-305 Week 2: Conducting a Holistic Assessment [Online lesson]. https://chamberlain.instructure.com/login/canvas
    3. Answer all questions below with explanations and details.

    **Paragraph one:** Reflect on your experience conducting cardiovascular, respiratory, or peripheral vascular assessments. Discuss challenges and barriers when performing these assessments in a clinical setting and describe how you can address them effectively. Reflect upon a time you encountered an unexpected assessment finding and describe what you learned from that experience related to the assessment.

    **Paragraph two:** Answer the questions based on the first letter of your last name below.

    **Last Name Question to Answer** A – G How would you approach a cardiovascular physical assessment differently if you were assessing an adolescent female experiencing anxiety in the clinic setting? Address inspection, palpation, and auscultation.

    **Paragraph three:** Provide an example of something you learned from the simulation and/or this week’s lesson, and how you will apply this to your nursing practice. How will your new knowledge of health promotion help you advocate for early recognition and intervention in your nursing practice?

  • [Solved] I need help

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  • [Solved] quizz 4

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  • [Solved] week 4, response 2

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    see attachment 1-2 paragraphs. disagreeing/agreeing and adding to it **files (1)** – ## CaseScenario3Markisa5-year-oldmalewhowasbroughtin.pdf **## CaseScenario3Markisa5-year-oldmalewhowasbroughtin.pdf** Case Scenario 3: Mark is a 5-year-old male who was brought into the clinic today for a well-child…

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    see attachment

    1-2 paragraphs. disagreeing/agreeing and adding to it

    **files (1)**

    – ## CaseScenario3Markisa5-year-oldmalewhowasbroughtin.pdf

    **## CaseScenario3Markisa5-year-oldmalewhowasbroughtin.pdf**

    Case Scenario 3: Mark is a 5-year-old male who was brought into the clinic today for a

    well-child exam. His mother reports that she is concerned that Mark wets his bed at

    night 3 to 4 times per week. She is at her wit’s end and does not know what to do.

    What does the APRN need to know about Mark’s condition?
    There are a few questions that must be asked about Mark’s condition to get a better

    understanding about it, such as the voiding characteristics if there is urgency, dysuria,

    or dribbling. The APRN should question what time of the day Mark drinking fluids is and

    if there has been a family history of enuresis. If there is a family history, then the APRN

    should question what treatment was started and how long it took to resolve. They

    should also question how the parents are handling the current situation and what they

    have tried to treat Mark with. Mark should also be asked about sleep patterns and if

    there is anything abnormal that has happened recently.

    What are some of the possible causes for Mark’s condition?
    There are many different causes for enuresis in children. The most common cause for

    enuresis is a urinary tract infection. Another common reason is due to diabetes mellitus.

    If the patient has a high blood sugar, this will lead to more sugar being leaked into the

    patient’s urine. Therefore, the kidneys will produce more urine in order to excrete the

    excess sugar. Other reasons for enuresis can also be a structural abnormality, sleep

    apnea, psychiatric problems, or pinworms.

    What strategies should the APRN share with Mark’s mother to help him stay dry

    at night?
    A few strategies to help Mark stay dry at night include removing any guilt associated

    with enuresis, having a schedule for regular voidings, regular drinking habits, and

    having a correct voiding position (Nevéus, 2022). The focus for keeping Mark dry at

    night is behavioral modification. By getting the patient used to voiding regularly during

    the day, he will than have a better chance of avoiding enuresis. Furthermore, the patient

    should be treated for any underlying condition before correcting enuresis, such as

    urinary dysfunction or constipation. Drug therapy, such as desmopressin, can also be

    used but only has a short term success rate and can cause many side effects in

    children.

    References
    Maaks, D.L. G., Starr, N., & Gaylord, N. (2019). Burns' Pediatric Primary Care (7th ed.).

    Elsevier – Evolve. https://online.vitalsource.com/books/9780323581967Links to an

    external site.

    [https://online.vitalsource.com/books/9780323581967](https://online.vitalsource.com/books/9780323581967)

    [https://online.vitalsource.com/books/9780323581967](https://online.vitalsource.com/books/9780323581967)

    Nevéus, T. (2022). Problems with enuresis management—A personal view. Frontiers in

    pediatrics, 10, 1044302. https://doi.org/10.3389/fped.2022.1044302Links to an external

    site.

    [https://doi.org/10.3389/fped.2022.1044302](https://doi.org/10.3389/fped.2022.1044302)

    [https://doi.org/10.3389/fped.2022.1044302](https://doi.org/10.3389/fped.2022.1044302)

    **## CaseScenario3Markisa5-year-oldmalewhowasbroughtin.pdf**

    Case Scenario 3: Mark is a 5-year-old male who was brought into the clinic today for a

    well-child exam. His mother reports that she is concerned that Mark wets his bed at

    night 3 to 4 times per week. She is at her wit’s end and does not know what to do.

    What does the APRN need to know about Mark’s condition?
    There are a few questions that must be asked about Mark’s condition to get a better

    understanding about it, such as the voiding characteristics if there is urgency, dysuria,

    or dribbling. The APRN should question what time of the day Mark drinking fluids is and

    if there has been a family history of enuresis. If there is a family history, then the APRN

    should question what treatment was started and how long it took to resolve. They

    should also question how the parents are handling the current situation and what they

    have tried to treat Mark with. Mark should also be asked about sleep patterns and if

    there is anything abnormal that has happened recently.

    What are some of the possible causes for Mark’s condition?
    There are many different causes for enuresis in children. The most common cause for

    enuresis is a urinary tract infection. Another common reason is due to diabetes mellitus.

    If the patient has a high blood sugar, this will lead to more sugar being leaked into the

    patient’s urine. Therefore, the kidneys will produce more urine in order to excrete the

    excess sugar. Other reasons for enuresis can also be a structural abnormality, sleep

    apnea, psychiatric problems, or pinworms.

    What strategies should the APRN share with Mark’s mother to help him stay dry

    at night?
    A few strategies to help Mark stay dry at night include removing any guilt associated

    with enuresis, having a schedule for regular voidings, regular drinking habits, and

    having a correct voiding position (Nevéus, 2022). The focus for keeping Mark dry at

    night is behavioral modification. By getting the patient used to voiding regularly during

    the day, he will than have a better chance of avoiding enuresis. Furthermore, the patient

    should be treated for any underlying condition before correcting enuresis, such as

    urinary dysfunction or constipation. Drug therapy, such as desmopressin, can also be

    used but only has a short term success rate and can cause many side effects in

    children.

    References
    Maaks, D.L. G., Starr, N., & Gaylord, N. (2019). Burns' Pediatric Primary Care (7th ed.).

    Elsevier – Evolve. https://online.vitalsource.com/books/9780323581967Links to an

    external site.

    [https://online.vitalsource.com/books/9780323581967](https://online.vitalsource.com/books/9780323581967)

    [https://online.vitalsource.com/books/9780323581967](https://online.vitalsource.com/books/9780323581967)

    Nevéus, T. (2022). Problems with enuresis management—A personal view. Frontiers in

    pediatrics, 10, 1044302. https://doi.org/10.3389/fped.2022.1044302Links to an external

    site.

    [https://doi.org/10.3389/fped.2022.1044302](https://doi.org/10.3389/fped.2022.1044302)

    [https://doi.org/10.3389/fped.2022.1044302](https://doi.org/10.3389/fped.2022.1044302)

  • [Solved] discussion

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  • [Solved] Diver in adv health pract

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    _**Caring for Chinese, Filipino, and Vietnamese Populations**_ * * * Discuss the following: 1. Evaluate health and illness practices that may affect hypertension treatment for Chinese American clients, incorporating current data on hypertension prevalence and disparities. 2. Analyze the locus-of-con…

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    _**Caring for Chinese, Filipino, and Vietnamese Populations**_

    * * *

    Discuss the following:

    1. Evaluate health and illness practices that may affect hypertension treatment for Chinese American clients, incorporating current data on hypertension prevalence and disparities.
    2. Analyze the locus-of-control variable that some Filipino Americans have that may influence health-seeking behavior in relation to SDOH such as access, education, and insurance coverage.
    3. Evaluate the importance of folk medicine and folk healers to Vietnamese Americans **and discuss how nurses can advocate for culturally inclusive care models within healthcare systems**.

    **Submission Instructions:**

    – Your initial post should be at least 500 words, formatted, and cited in current APA style with support from at least 2 academic sources

  • [Solved] help with 2 disc due in 24 hours

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    attached **files (5)** – ## 19–Tejanos.pdf – ## 20–AfricanAmericansinTexas.pdf – ## 18–TexasFrontier.pdf – ## 17–PostwarCivilWarTexasSociety.pdf – ## Lesson4and5Discussion.docx **## 19–Tejanos.pdf** 1 19—Tejanos I. Tejano Life A. Demographics B. Economics C. Religion D. Folklore and Music E. So…

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    attached

    **files (5)**

    – ## 19–Tejanos.pdf

    – ## 20–AfricanAmericansinTexas.pdf

    – ## 18–TexasFrontier.pdf

    – ## 17–PostwarCivilWarTexasSociety.pdf

    – ## Lesson4and5Discussion.docx

    **## 19–Tejanos.pdf**

    1

    19—Tejanos

    I. Tejano Life
    A. Demographics

    B. Economics

    C. Religion

    D. Folklore and Music

    E. Social Life

    2

    II. Community
    A. Politics

    B. Education

    C. Community

    III. Conclusions
    A. Faced prejudice and discrimination from Anglo majority

    B. Responded primarily through politics, sometimes self defense
    C. Tried to retain economic status
    D. Maintained sense of community, culture, and church for support

    **## 20–AfricanAmericansinTexas.pdf**

    1

    20—African Americans in Texas

    I. Discrimination and Response
    A. Population

    B. Politics
    1. Disfranchisement

    2. Republican Party & Black conventions

    C. Violence

    D. Economics
    1. Rural

    2. Urban

    3. Frontier

    II. Culture
    A. Education

    1. Public Schools

    2. Colleges

    B. Literature
    1. Newspapers

    2. Books

    2

    C. Family & Community
    1. Family life

    2. Fraternal organizations

    3. Churches

    III. Conclusions

    **## 18–TexasFrontier.pdf**

    1

    18—The Texas Frontier

    I. Pre-Civil War Frontier
    A. Violence

    1. Scalping & violence by both sides [describe scalping]
    2. Captives

    a) Cynthia Ann Parker (Comanches)

    B. Reaction
    1. Forts (1849-1861)
    2. Reservations and Indian Agents (1855-1859) (Graham, TX)

    a) Robert Neighbors
    3. Cavalry and Ranger Campaigns (1857 & 1860)

    a) Civil War Frontier
    • Dove Creek

    II. Post-Civil War Frontier
    A. Occupation

    1. Forts Reoccupied
    2. Medicine Lodge Creek Treaty (KS, 1867)—govt agents met w/ various native (Comanche, Kiowas,

    Cheyennes)

    B. Continued Conflict

    2

    III. Violence & Lawlessness
    A. Forms of Violence

    1. Agrarian Discontent

    2. Community feuds

    3. Outlaw Activity

    4. Racial Conflict

    B. Other Problems
    1. Finances in decline

    a) Prison system

    3

    C. State Police

    D. The Texas Rangers

    **## 17–PostwarCivilWarTexasSociety.pdf**

    1

    17—Post-Civil War Texas Society
    I. Texas in the Larger Picture

    A. Industrialization
    1.
    2.

    Big business

    Immigration

    3.

    Railroads

    4.

    Labor Unions

    5.
    a) Growth of Cities

    Urbanization

    b) Texas Cities Lag Behind

    II. Social Life
    A. Demographic Shifts: Population = 1860 = 600K & 1900 = +3 million

    2

    B. Social Life
    1. Rural

    2. Urban entertainment

    II. Texans’ World
    A. Women

    B. Literature and Arts
    1. Literature

    2. Arts

    C. Health

    III. Conclusions
    A. Frontier passing, urban life beginning on larger scale
    B. More organizations developed (women, team sports)
    C. Literature and arts reflected settling society with romantic view of the past

    – I. Texas in the Larger Picture
    – A. Industrialization
    – II. Social Life

    **## Lesson4and5Discussion.docx**

    **Lesson 4 Discussion**

    After reading the lesson chapters, respond to the following questions:

    1. What impact did the evolving frontier and its eventual closing have on the culture of Texas?

    2.  What role did Texas play in the Agrarian Revolt?

    3. What about the state that allowed it to take a leadership role?

    4. How did the frontier and rural areas influence the culture of Texas at the turn of the century?

    Guidelines:

    · Be specific in your details. Give examples.

    · Use your own words. You can paraphrase briefly, but give credit where credit is due.

    · Do not simply summarize the information but provide the analysis (explain why the information is important).

    · Discuss any reflection you might have on what you learned.

    · You are required to write a minimum of 200 words for your discussion answer and post a 100-word response to a fellow student.

    · Do
    **NOT** submit anything as an attachment since some people cannot open certain formats. See the "Discussion Board Rubric" forum for further details.

    · These recorded lecture videos cover information from the chapters listed in the lesson. Included are lecture outlines that you can use to take notes while you watch. To make access easier there are two links to the videos and lecture outlines. They contain the same videos and lecture outlines.

    ·
    **Lecture 17:  Postbellum Texas Society**

    ·
    [https://youtu.be/LmHAdWRdfJ0](https://youtu.be/LmHAdWRdfJ0)

    ·
    **Lecture 18: Texas Frontier**

    ·
    [https://youtu.be/oEsLTcaEwRc](https://youtu.be/oEsLTcaEwRc)

    ·
    **Lecture 19: Tejano Life**

    ·
    [https://youtu.be/Qz2VC3upYyQ](https://youtu.be/Qz2VC3upYyQ)

    ·
    **Lecture 20: African Americans in Texas**

    ·
    [https://youtu.be/3NaN-i0sUwU](https://youtu.be/3NaN-i0sUwU)

    ·
    **Lecture 21: Texas Politics After Reconstruction**

    ·
    [https://youtu.be/tpDJRFkeh3I](https://youtu.be/tpDJRFkeh3I)

    ·
    **Lecture 22: Cattle Ranching in Texas**

    ·
    [https://youtu.be/3F7DlhqmWcU](https://youtu.be/3F7DlhqmWcU)

    **Lesson 5 Discussion**

    After reading the lesson chapters, respond to the following questions:

    1. What was the economic impact of events such as the 1900 Galveston Hurricane and the development of the oil industry in Texas? Explain fully.

    2. Pick a significant historical event and describe the effect on the Texas economy in the 20th century.

    3. Summarize the event and contrast the "before and after" effects on the Texas economy.

    Guidelines:

    · Be specific in your details. Give examples.

    · Use your own words. You can paraphrase briefly, but give credit where credit is due.

    · Do not simply summarize the information but provide the analysis (explain why the information is important).

    · Discuss any reflection you might have on what you learned.

    · You are required to write a minimum of 200 words for your discussion answer and post a 100-word response to a fellow student.

    · Do
    **NOT** submit anything as an attachment since some people cannot open certain formats. See the "Discussion Board Rubric" forum for further details.

    · These recorded lecture videos cover information from the chapters listed in the lesson. Included are lecture outlines that you can use to take notes while you watch. To make access easier there are two links to the videos and lecture outlines. They contain the same videos and lecture outlines.

    ·
    **Lecture 24:  Progressivism in Texas**

    ·
    [https://youtu.be/SfhnT12Euho](https://youtu.be/SfhnT12Euho)

    ·
    **Lecture 25: Texas Oil Industry**

    ·
    [https://youtu.be/EbZZ-a9lYws](https://youtu.be/EbZZ-a9lYws)

    ·
    **Lecture 26: Texas Economy will appear in the next lesson.**

    ·
    **Lecture 27: Texas Urbanization**

    ·
    [https://youtu.be/W7YDwkkvO-g](https://youtu.be/W7YDwkkvO-g)

    **## Lesson4and5Discussion.docx**

    **Lesson 4 Discussion**

    After reading the lesson chapters, respond to the following questions:

    1. What impact did the evolving frontier and its eventual closing have on the culture of Texas?

    2.  What role did Texas play in the Agrarian Revolt?

    3. What about the state that allowed it to take a leadership role?

    4. How did the frontier and rural areas influence the culture of Texas at the turn of the century?

    Guidelines:

    · Be specific in your details. Give examples.

    · Use your own words. You can paraphrase briefly, but give credit where credit is due.

    · Do not simply summarize the information but provide the analysis (explain why the information is important).

    · Discuss any reflection you might have on what you learned.

    · You are required to write a minimum of 200 words for your discussion answer and post a 100-word response to a fellow student.

    · Do
    **NOT** submit anything as an attachment since some people cannot open certain formats. See the "Discussion Board Rubric" forum for further details.

    · These recorded lecture videos cover information from the chapters listed in the lesson. Included are lecture outlines that you can use to take notes while you watch. To make access easier there are two links to the videos and lecture outlines. They contain the same videos and lecture outlines.

    ·
    **Lecture 17:  Postbellum Texas Society**

    ·
    [https://youtu.be/LmHAdWRdfJ0](https://youtu.be/LmHAdWRdfJ0)

    ·
    **Lecture 18: Texas Frontier**

    ·
    [https://youtu.be/oEsLTcaEwRc](https://youtu.be/oEsLTcaEwRc)

    ·
    **Lecture 19: Tejano Life**

    ·
    [https://youtu.be/Qz2VC3upYyQ](https://youtu.be/Qz2VC3upYyQ)

    ·
    **Lecture 20: African Americans in Texas**

    ·
    [https://youtu.be/3NaN-i0sUwU](https://youtu.be/3NaN-i0sUwU)

    ·
    **Lecture 21: Texas Politics After Reconstruction**

    ·
    [https://youtu.be/tpDJRFkeh3I](https://youtu.be/tpDJRFkeh3I)

    ·
    **Lecture 22: Cattle Ranching in Texas**

    ·
    [https://youtu.be/3F7DlhqmWcU](https://youtu.be/3F7DlhqmWcU)

    **Lesson 5 Discussion**

    After reading the lesson chapters, respond to the following questions:

    1. What was the economic impact of events such as the 1900 Galveston Hurricane and the development of the oil industry in Texas? Explain fully.

    2. Pick a significant historical event and describe the effect on the Texas economy in the 20th century.

    3. Summarize the event and contrast the "before and after" effects on the Texas economy.

    Guidelines:

    · Be specific in your details. Give examples.

    · Use your own words. You can paraphrase briefly, but give credit where credit is due.

    · Do not simply summarize the information but provide the analysis (explain why the information is important).

    · Discuss any reflection you might have on what you learned.

    · You are required to write a minimum of 200 words for your discussion answer and post a 100-word response to a fellow student.

    · Do
    **NOT** submit anything as an attachment since some people cannot open certain formats. See the "Discussion Board Rubric" forum for further details.

    · These recorded lecture videos cover information from the chapters listed in the lesson. Included are lecture outlines that you can use to take notes while you watch. To make access easier there are two links to the videos and lecture outlines. They contain the same videos and lecture outlines.

    ·
    **Lecture 24:  Progressivism in Texas**

    ·
    [https://youtu.be/SfhnT12Euho](https://youtu.be/SfhnT12Euho)

    ·
    **Lecture 25: Texas Oil Industry**

    ·
    [https://youtu.be/EbZZ-a9lYws](https://youtu.be/EbZZ-a9lYws)

    ·
    **Lecture 26: Texas Economy will appear in the next lesson.**

    ·
    **Lecture 27: Texas Urbanization**

    ·
    [https://youtu.be/W7YDwkkvO-g](https://youtu.be/W7YDwkkvO-g)

    **## 19–Tejanos.pdf**

    1

    19—Tejanos

    I. Tejano Life
    A. Demographics

    B. Economics

    C. Religion

    D. Folklore and Music

    E. Social Life

    2

    II. Community
    A. Politics

    B. Education

    C. Community

    III. Conclusions
    A. Faced prejudice and discrimination from Anglo majority

    B. Responded primarily through politics, sometimes self defense
    C. Tried to retain economic status
    D. Maintained sense of community, culture, and church for support

    **## 20–AfricanAmericansinTexas.pdf**

    1

    20—African Americans in Texas

    I. Discrimination and Response
    A. Population

    B. Politics
    1. Disfranchisement

    2. Republican Party & Black conventions

    C. Violence

    D. Economics
    1. Rural

    2. Urban

    3. Frontier

    II. Culture
    A. Education

    1. Public Schools

    2. Colleges

    B. Literature
    1. Newspapers

    2. Books

    2

    C. Family & Community
    1. Family life

    2. Fraternal organizations

    3. Churches

    III. Conclusions

    **## 18–TexasFrontier.pdf**

    1

    18—The Texas Frontier

    I. Pre-Civil War Frontier
    A. Violence

    1. Scalping & violence by both sides [describe scalping]
    2. Captives

    a) Cynthia Ann Parker (Comanches)

    B. Reaction
    1. Forts (1849-1861)
    2. Reservations and Indian Agents (1855-1859) (Graham, TX)

    a) Robert Neighbors
    3. Cavalry and Ranger Campaigns (1857 & 1860)

    a) Civil War Frontier
    • Dove Creek

    II. Post-Civil War Frontier
    A. Occupation

    1. Forts Reoccupied
    2. Medicine Lodge Creek Treaty (KS, 1867)—govt agents met w/ various native (Comanche, Kiowas,

    Cheyennes)

    B. Continued Conflict

    2

    III. Violence & Lawlessness
    A. Forms of Violence

    1. Agrarian Discontent

    2. Community feuds

    3. Outlaw Activity

    4. Racial Conflict

    B. Other Problems
    1. Finances in decline

    a) Prison system

    3

    C. State Police

    D. The Texas Rangers

    **## 17–PostwarCivilWarTexasSociety.pdf**

    1

    17—Post-Civil War Texas Society
    I. Texas in the Larger Picture

    A. Industrialization
    1.
    2.

    Big business

    Immigration

    3.

    Railroads

    4.

    Labor Unions

    5.
    a) Growth of Cities

    Urbanization

    b) Texas Cities Lag Behind

    II. Social Life
    A. Demographic Shifts: Population = 1860 = 600K & 1900 = +3 million

    2

    B. Social Life
    1. Rural

    2. Urban entertainment

    II. Texans’ World
    A. Women

    B. Literature and Arts
    1. Literature

    2. Arts

    C. Health

    III. Conclusions
    A. Frontier passing, urban life beginning on larger scale
    B. More organizations developed (women, team sports)
    C. Literature and arts reflected settling society with romantic view of the past

    – I. Texas in the Larger Picture
    – A. Industrialization
    – II. Social Life

    **## Lesson4and5Discussion.docx**

    **Lesson 4 Discussion**

    After reading the lesson chapters, respond to the following questions:

    1. What impact did the evolving frontier and its eventual closing have on the culture of Texas?

    2.  What role did Texas play in the Agrarian Revolt?

    3. What about the state that allowed it to take a leadership role?

    4. How did the frontier and rural areas influence the culture of Texas at the turn of the century?

    Guidelines:

    · Be specific in your details. Give examples.

    · Use your own words. You can paraphrase briefly, but give credit where credit is due.

    · Do not simply summarize the information but provide the analysis (explain why the information is important).

    · Discuss any reflection you might have on what you learned.

    · You are required to write a minimum of 200 words for your discussion answer and post a 100-word response to a fellow student.

    · Do
    **NOT** submit anything as an attachment since some people cannot open certain formats. See the "Discussion Board Rubric" forum for further details.

    · These recorded lecture videos cover information from the chapters listed in the lesson. Included are lecture outlines that you can use to take notes while you watch. To make access easier there are two links to the videos and lecture outlines. They contain the same videos and lecture outlines.

    ·
    **Lecture 17:  Postbellum Texas Society**

    ·
    [https://youtu.be/LmHAdWRdfJ0](https://youtu.be/LmHAdWRdfJ0)

    ·
    **Lecture 18: Texas Frontier**

    ·
    [https://youtu.be/oEsLTcaEwRc](https://youtu.be/oEsLTcaEwRc)

    ·
    **Lecture 19: Tejano Life**

    ·
    [https://youtu.be/Qz2VC3upYyQ](https://youtu.be/Qz2VC3upYyQ)

    ·
    **Lecture 20: African Americans in Texas**

    ·
    [https://youtu.be/3NaN-i0sUwU](https://youtu.be/3NaN-i0sUwU)

    ·
    **Lecture 21: Texas Politics After Reconstruction**

    ·
    [https://youtu.be/tpDJRFkeh3I](https://youtu.be/tpDJRFkeh3I)

    ·
    **Lecture 22: Cattle Ranching in Texas**

    ·
    [https://youtu.be/3F7DlhqmWcU](https://youtu.be/3F7DlhqmWcU)

    **Lesson 5 Discussion**

    After reading the lesson chapters, respond to the following questions:

    1. What was the economic impact of events such as the 1900 Galveston Hurricane and the development of the oil industry in Texas? Explain fully.

    2. Pick a significant historical event and describe the effect on the Texas economy in the 20th century.

    3. Summarize the event and contrast the "before and after" effects on the Texas economy.

    Guidelines:

    · Be specific in your details. Give examples.

    · Use your own words. You can paraphrase briefly, but give credit where credit is due.

    · Do not simply summarize the information but provide the analysis (explain why the information is important).

    · Discuss any reflection you might have on what you learned.

    · You are required to write a minimum of 200 words for your discussion answer and post a 100-word response to a fellow student.

    · Do
    **NOT** submit anything as an attachment since some people cannot open certain formats. See the "Discussion Board Rubric" forum for further details.

    · These recorded lecture videos cover information from the chapters listed in the lesson. Included are lecture outlines that you can use to take notes while you watch. To make access easier there are two links to the videos and lecture outlines. They contain the same videos and lecture outlines.

    ·
    **Lecture 24:  Progressivism in Texas**

    ·
    [https://youtu.be/SfhnT12Euho](https://youtu.be/SfhnT12Euho)

    ·
    **Lecture 25: Texas Oil Industry**

    ·
    [https://youtu.be/EbZZ-a9lYws](https://youtu.be/EbZZ-a9lYws)

    ·
    **Lecture 26: Texas Economy will appear in the next lesson.**

    ·
    **Lecture 27: Texas Urbanization**

    ·
    [https://youtu.be/W7YDwkkvO-g](https://youtu.be/W7YDwkkvO-g)

    **## 19–Tejanos.pdf**

    1

    19—Tejanos

    I. Tejano Life
    A. Demographics

    B. Economics

    C. Religion

    D. Folklore and Music

    E. Social Life

    2

    II. Community
    A. Politics

    B. Education

    C. Community

    III. Conclusions
    A. Faced prejudice and discrimination from Anglo majority

    B. Responded primarily through politics, sometimes self defense
    C. Tried to retain economic status
    D. Maintained sense of community, culture, and church for support

    **## 20–AfricanAmericansinTexas.pdf**

    1

    20—African Americans in Texas

    I. Discrimination and Response
    A. Population

    B. Politics
    1. Disfranchisement

    2. Republican Party & Black conventions

    C. Violence

    D. Economics
    1. Rural

    2. Urban

    3. Frontier

    II. Culture
    A. Education

    1. Public Schools

    2. Colleges

    B. Literature
    1. Newspapers

    2. Books

    2

    C. Family & Community
    1. Family life

    2. Fraternal organizations

    3. Churches

    III. Conclusions

    **## 18–TexasFrontier.pdf**

    1

    18—The Texas Frontier

    I. Pre-Civil War Frontier
    A. Violence

    1. Scalping & violence by both sides [describe scalping]
    2. Captives

    a) Cynthia Ann Parker (Comanches)

    B. Reaction
    1. Forts (1849-1861)
    2. Reservations and Indian Agents (1855-1859) (Graham, TX)

    a) Robert Neighbors
    3. Cavalry and Ranger Campaigns (1857 & 1860)

    a) Civil War Frontier
    • Dove Creek

    II. Post-Civil War Frontier
    A. Occupation

    1. Forts Reoccupied
    2. Medicine Lodge Creek Treaty (KS, 1867)—govt agents met w/ various native (Comanche, Kiowas,

    Cheyennes)

    B. Continued Conflict

    2

    III. Violence & Lawlessness
    A. Forms of Violence

    1. Agrarian Discontent

    2. Community feuds

    3. Outlaw Activity

    4. Racial Conflict

    B. Other Problems
    1. Finances in decline

    a) Prison system

    3

    C. State Police

    D. The Texas Rangers

    **## 17–PostwarCivilWarTexasSociety.pdf**

    1

    17—Post-Civil War Texas Society
    I. Texas in the Larger Picture

    A. Industrialization
    1.
    2.

    Big business

    Immigration

    3.

    Railroads

    4.

    Labor Unions

    5.
    a) Growth of Cities

    Urbanization

    b) Texas Cities Lag Behind

    II. Social Life
    A. Demographic Shifts: Population = 1860 = 600K & 1900 = +3 million

    2

    B. Social Life
    1. Rural

    2. Urban entertainment

    II. Texans’ World
    A. Women

    B. Literature and Arts
    1. Literature

    2. Arts

    C. Health

    III. Conclusions
    A. Frontier passing, urban life beginning on larger scale
    B. More organizations developed (women, team sports)
    C. Literature and arts reflected settling society with romantic view of the past

    – I. Texas in the Larger Picture
    – A. Industrialization
    – II. Social Life

    **## Lesson4and5Discussion.docx**

    **Lesson 4 Discussion**

    After reading the lesson chapters, respond to the following questions:

    1. What impact did the evolving frontier and its eventual closing have on the culture of Texas?

    2.  What role did Texas play in the Agrarian Revolt?

    3. What about the state that allowed it to take a leadership role?

    4. How did the frontier and rural areas influence the culture of Texas at the turn of the century?

    Guidelines:

    · Be specific in your details. Give examples.

    · Use your own words. You can paraphrase briefly, but give credit where credit is due.

    · Do not simply summarize the information but provide the analysis (explain why the information is important).

    · Discuss any reflection you might have on what you learned.

    · You are required to write a minimum of 200 words for your discussion answer and post a 100-word response to a fellow student.

    · Do
    **NOT** submit anything as an attachment since some people cannot open certain formats. See the "Discussion Board Rubric" forum for further details.

    · These recorded lecture videos cover information from the chapters listed in the lesson. Included are lecture outlines that you can use to take notes while you watch. To make access easier there are two links to the videos and lecture outlines. They contain the same videos and lecture outlines.

    ·
    **Lecture 17:  Postbellum Texas Society**

    ·
    [https://youtu.be/LmHAdWRdfJ0](https://youtu.be/LmHAdWRdfJ0)

    ·
    **Lecture 18: Texas Frontier**

    ·
    [https://youtu.be/oEsLTcaEwRc](https://youtu.be/oEsLTcaEwRc)

    ·
    **Lecture 19: Tejano Life**

    ·
    [https://youtu.be/Qz2VC3upYyQ](https://youtu.be/Qz2VC3upYyQ)

    ·
    **Lecture 20: African Americans in Texas**

    ·
    [https://youtu.be/3NaN-i0sUwU](https://youtu.be/3NaN-i0sUwU)

    ·
    **Lecture 21: Texas Politics After Reconstruction**

    ·
    [https://youtu.be/tpDJRFkeh3I](https://youtu.be/tpDJRFkeh3I)

    ·
    **Lecture 22: Cattle Ranching in Texas**

    ·
    [https://youtu.be/3F7DlhqmWcU](https://youtu.be/3F7DlhqmWcU)

    **Lesson 5 Discussion**

    After reading the lesson chapters, respond to the following questions:

    1. What was the economic impact of events such as the 1900 Galveston Hurricane and the development of the oil industry in Texas? Explain fully.

    2. Pick a significant historical event and describe the effect on the Texas economy in the 20th century.

    3. Summarize the event and contrast the "before and after" effects on the Texas economy.

    Guidelines:

    · Be specific in your details. Give examples.

    · Use your own words. You can paraphrase briefly, but give credit where credit is due.

    · Do not simply summarize the information but provide the analysis (explain why the information is important).

    · Discuss any reflection you might have on what you learned.

    · You are required to write a minimum of 200 words for your discussion answer and post a 100-word response to a fellow student.

    · Do
    **NOT** submit anything as an attachment since some people cannot open certain formats. See the "Discussion Board Rubric" forum for further details.

    · These recorded lecture videos cover information from the chapters listed in the lesson. Included are lecture outlines that you can use to take notes while you watch. To make access easier there are two links to the videos and lecture outlines. They contain the same videos and lecture outlines.

    ·
    **Lecture 24:  Progressivism in Texas**

    ·
    [https://youtu.be/SfhnT12Euho](https://youtu.be/SfhnT12Euho)

    ·
    **Lecture 25: Texas Oil Industry**

    ·
    [https://youtu.be/EbZZ-a9lYws](https://youtu.be/EbZZ-a9lYws)

    ·
    **Lecture 26: Texas Economy will appear in the next lesson.**

    ·
    **Lecture 27: Texas Urbanization**

    ·
    [https://youtu.be/W7YDwkkvO-g](https://youtu.be/W7YDwkkvO-g)

  • [Solved] discussion replies

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    [>Accounting homework help](https://www.sweetstudy.com/fields/business-finance-accounting) reply to the 2 of them **files (3)** – ## DiscussionAssignmentInstructions20.docx – Screenshot2026-03-295.06.36PM.png – Screenshot2026-03-295.05.49PM.png **## DiscussionAssignmentInstructions20.docx** BUSI 301…

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    Assignment Prompt & Instructions

    [>Accounting homework help](https://www.sweetstudy.com/fields/business-finance-accounting)

    reply to the 2 of them

    **files (3)**

    – ## DiscussionAssignmentInstructions20.docx

    – Screenshot2026-03-295.06.36PM.png
    – Screenshot2026-03-295.05.49PM.png

    **## DiscussionAssignmentInstructions20.docx**

    BUSI 301

    **Discussion Assignment Instructions**

    Overview

    Discussions bring dialogue and communication into our learning experience. Unlike so much of the unsubstantiated opinion we see in the public square and social media, these discussions provide a space for in-depth analysis and application of the topics in our Learn readings and presentations. Each discussion is a mini-research paper developing conclusions that are supported by scholarly sources and critical analysis. The replies are expressly assigned to respond to classmates with different conclusions or analysis and require civil discourse to broaden understanding of the topics.

    Instructions

    Each discussion consists of 2 parts:

    1) a thread of at least 300 words in response to the provided prompt and

    2) replies of at least 150 words each to 2 classmates’ threads.

    Each thread and each reply must reference at least 2 scholarly sources other than the course textbook, cited in current APA format (including both in-text citations and a reference list). You must also support each thread and reply with thoughtful analysis (considering assumptions, analyzing implications, and comparing/contrasting concepts) and Biblical worldview integration.

    Well-developed, complete worldview analysis of the situation requires more than simply adding a Bible verse at the end of the post. Each thread and each reply must include at least 1 verse from Scripture, quoted and applied as an integral part of the discussion of the applicable issues in the context of a Biblical worldview.

    For each reply, read the threads posted by your classmates and reply to 2 threads that presented a different conclusion than your thread. Note that comments such as “I like what you said,” “that is a good comment,” and “I disagree with your comment” do not constitute complete replies. Rather, state reasons that support your conclusions with additional and/or alternate research/ideas/thoughts.

    Submit each thread by 11:59 p.m. (ET) on Thursday of the assigned Module: Week. Submit two replies by 11:59 p.m. (ET) on Monday of the same Module: Week.

    **Screenshot2026-03-295.06.36PM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2026-03-295-06-36pm-png)

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    **Screenshot2026-03-295.05.49PM.png**

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    **## DiscussionAssignmentInstructions20.docx**

    BUSI 301

    **Discussion Assignment Instructions**

    Overview

    Discussions bring dialogue and communication into our learning experience. Unlike so much of the unsubstantiated opinion we see in the public square and social media, these discussions provide a space for in-depth analysis and application of the topics in our Learn readings and presentations. Each discussion is a mini-research paper developing conclusions that are supported by scholarly sources and critical analysis. The replies are expressly assigned to respond to classmates with different conclusions or analysis and require civil discourse to broaden understanding of the topics.

    Instructions

    Each discussion consists of 2 parts:

    1) a thread of at least 300 words in response to the provided prompt and

    2) replies of at least 150 words each to 2 classmates’ threads.

    Each thread and each reply must reference at least 2 scholarly sources other than the course textbook, cited in current APA format (including both in-text citations and a reference list). You must also support each thread and reply with thoughtful analysis (considering assumptions, analyzing implications, and comparing/contrasting concepts) and Biblical worldview integration.

    Well-developed, complete worldview analysis of the situation requires more than simply adding a Bible verse at the end of the post. Each thread and each reply must include at least 1 verse from Scripture, quoted and applied as an integral part of the discussion of the applicable issues in the context of a Biblical worldview.

    For each reply, read the threads posted by your classmates and reply to 2 threads that presented a different conclusion than your thread. Note that comments such as “I like what you said,” “that is a good comment,” and “I disagree with your comment” do not constitute complete replies. Rather, state reasons that support your conclusions with additional and/or alternate research/ideas/thoughts.

    Submit each thread by 11:59 p.m. (ET) on Thursday of the assigned Module: Week. Submit two replies by 11:59 p.m. (ET) on Monday of the same Module: Week.

    **Screenshot2026-03-295.06.36PM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2026-03-295-06-36pm-png)

    **Screenshot2026-03-295.05.49PM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2026-03-295-05-49pm-png)

    **## DiscussionAssignmentInstructions20.docx**

    BUSI 301

    **Discussion Assignment Instructions**

    Overview

    Discussions bring dialogue and communication into our learning experience. Unlike so much of the unsubstantiated opinion we see in the public square and social media, these discussions provide a space for in-depth analysis and application of the topics in our Learn readings and presentations. Each discussion is a mini-research paper developing conclusions that are supported by scholarly sources and critical analysis. The replies are expressly assigned to respond to classmates with different conclusions or analysis and require civil discourse to broaden understanding of the topics.

    Instructions

    Each discussion consists of 2 parts:

    1) a thread of at least 300 words in response to the provided prompt and

    2) replies of at least 150 words each to 2 classmates’ threads.

    Each thread and each reply must reference at least 2 scholarly sources other than the course textbook, cited in current APA format (including both in-text citations and a reference list). You must also support each thread and reply with thoughtful analysis (considering assumptions, analyzing implications, and comparing/contrasting concepts) and Biblical worldview integration.

    Well-developed, complete worldview analysis of the situation requires more than simply adding a Bible verse at the end of the post. Each thread and each reply must include at least 1 verse from Scripture, quoted and applied as an integral part of the discussion of the applicable issues in the context of a Biblical worldview.

    For each reply, read the threads posted by your classmates and reply to 2 threads that presented a different conclusion than your thread. Note that comments such as “I like what you said,” “that is a good comment,” and “I disagree with your comment” do not constitute complete replies. Rather, state reasons that support your conclusions with additional and/or alternate research/ideas/thoughts.

    Submit each thread by 11:59 p.m. (ET) on Thursday of the assigned Module: Week. Submit two replies by 11:59 p.m. (ET) on Monday of the same Module: Week.

    **Screenshot2026-03-295.06.36PM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2026-03-295-06-36pm-png)

    **Screenshot2026-03-295.05.49PM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2026-03-295-05-49pm-png)

  • [Solved] final paper

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    [>Accounting homework help](https://www.sweetstudy.com/fields/business-finance-accounting) Prior to beginning work on this assignment, read Chapters 16 and 17 from your course textbook, _Accounting for Governmental and Nonprofit Entities_ (19th ed.). In your presentation, – Distinguish the key diffe…

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    Assignment Prompt & Instructions

    [>Accounting homework help](https://www.sweetstudy.com/fields/business-finance-accounting)

    Prior to beginning work on this assignment, read Chapters 16 and 17 from your course textbook, _Accounting for Governmental and Nonprofit Entities_ (19th ed.).

    In your presentation,

    – Distinguish the key differences in accounting and financial reporting for governmental and not-for-profit organizations compared with traditional for-profit corporations.
    – Select a specific state or local government (i.e. your city government, county government, or state government) and explain at least three unique accounting issues based on your selected government.
    – Recommend at least three internal controls to promote proper budget management and fund accounting for your selected state and local government.
    – Select a specific not-for-profit organization (i.e. healthcare organization, university, or other nonprofit organization) and analyze at least three unique accounting or financial reporting concerns for your selected organization.
    – Recommend at least three internal controls to promote integrity in financial reporting for your selected organization.
    – Evaluate two ways that stakeholders may use the financial reports issued by state and local governments, not-for-profit organizations, and federal government agencies.

    The Accounting and Financial Reporting for Governmental and Not-for-Profit Organizations final presentation

    – must be 12 to 15 slides in length (not including title and references slides and formatted according to [_APA Style_Links to an external site.](https://writingcenter.uagc.edu/apa-style) as outlined in the Writing Center’s [_How to Make a PowerPoint Presentation_Links to an external site.](https://writingcenter.uagc.edu/how-make-powerpoint-presentation)] resource.
    – must include a separate title slide with the following in title case:
    – title of paper in bold font
    – Space should appear between the title and the rest of the information on the title page.
    – student’s name
    – name of institution (The University of Arizona Global Campus)
    – course name and number
    – instructor’s name
    – due date
    – must utilize academic voice.
    – Review the [_Academic Voice_Links to an external site.](https://writingcenter.uagc.edu/academic-voice) resource for additional guidance.
    – must include an introduction and conclusion slide.
    – must use at least 5 credible sources in addition to the course text.
    – The [_Scholarly, Peer-Reviewed, and Other Credible Sources_Links to an external site.](https://content.bridgepointeducation.com/curriculum/file/e5359309-7d3c-4a21-a410-44d59303ccef/1/Scholarly%20Peer-Reviewed%20and%20Other%20Credible%20Sources.pdf) table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source.
    – To assist you in completing the research required for this assignment, refer to this [_Quick and Easy Library Research_Links to an external site.](https://ashford.mediaspace.kaltura.com/media/Ashford+University+Library+Quick+%27n%27+Dirty/0_bcsbcjee) tutorial, which introduces the University of Arizona Global Campus Library and the research process, and provides some library search tips. You can also refer to the [_How to Use Library OneSearch_Links to an external site.](https://ashford.mediaspace.kaltura.com/media/How+to+Use+Library+OneSearch/0_sijzep60) video and [_Advanced Search Techniques_Links to an external site.](https://content.bridgepointeducation.com/curriculum/file/7b861488-a943-4ca1-a604-a815cb63f323/1/Advanced%20Search%20Techniques%20accessible.pdf) tip sheet.
    – must document any information used from sources in APA Style as outlined in the Writing Center’s [_APA: Citing Within Your Paper_Links to an external site.](https://writingcenter.uagc.edu/apa-citing-within-your-paper) guide.
    – must include a separate references slide that is formatted according to APA Style as outlined in the Writing Center.
    – Refer to the [_APA: Formatting Your References List_Links to an external site.](https://writingcenter.uagc.edu/format-your-reference-list) resource in the Writing Center for specifications.