Reclaiming products from the end-user and returning them to the point where value can be retained will mean that other operations throughout the organization and supply chain will be affected. Consider the following supply chain functions:

• Procurement
• Manufacturing operations
• Distribution
• Inventory
• Transportation
• Logistics

In your initial post, choose two of the supply chain functions mentioned above and describe implications of reverse logistics for each, using resources that you have found in the Shapiro Library or online. What changes would need to be made within those functions to accommodate reverse logistics practices? How does reverse logistics affect workloads, process design, and other issues?

Find and share a real-world example to support your discussion of each function.

PowerPoint Presentation

Topic: Evidence-Based Practice

· Select Quality Improvement (QI) Project

· Deliver a 20 minute, 10 slide (excluding title and reference slide)

· Presentation on the research problem you have identified.

· Please include background date with statistical data that identifies the

problem, the purpose statement, research question, design, sample,

and analysis plan.

· Provide examples of evidence-based or best practices to improved

healthcare outcomes and/or recommendations for implementation.

· Provide visual aids (in addition to PowerPoint i.e. informational

handouts, scholarly videos, display boards)

· APA format

· Use a minimum of five scholarly references.

Please attend two different virtual cultural experience such as a virtual museum, digital opera performance or play, etc.After your visit write two separate paragraphs with 800 words minimum about each visit/experience and what you learned. Include photos or links that help convey the information. As always, be sure to document all sources MLA.

NOTE: Identify and use at least two tools that you have learned about in this class to talk about your visit. For example, if you visit a museum, you might point out how color works in one of the paintings, or if you go to a concert, how rhythm works in one of the songs. Make sure you are explicit in identifying the tools you are using and the learning resources your tools come from. Make sure to inform the reader about the tool through a quote or paraphrase from the learning resource. Then, make sure to tell the reader how you interpret some elements of your visit with the tools.

Provide a paragraph-long explanation that does three things: 1) clearly indicates the political or social outcome that the question is asking about (the dependent variable) and the political or social factor that the question suggests is related to that outcome (the independent variable); 2) explains the basic logic of how the factor leads to the outcome; and 3) provides a way to measure both the outcome and the factor leading to it. Your explanation should be 200-400 words.

EXAMPLE:

There are many possible causes to the presence or absence of civil wars across countries. In my argument, one necessary cause to the variation of occurrence of civil war is a frustration at the individual level that stems from political exclusion and violent repression. Freedom of expression is one of the fundamental rights of human beings. International bodies such as the United Nations, through the Universal Declaration of Human Rights in 1984, have proclaimed that all human beings are endowed with reason and conscience. Therefore, every human being has the right to acquire information, hold opinions, and share their thoughts and beliefs. Such ability to express opinions is fundamental to the advancement of knowledge and quality of living standard of any society in the world. Unfortunately, this right is sometimes restricted through practice of censorship, harassment, restrictive public assembly legislation. When the basic need is not met, people can become frustrated because they do not get what they deserve. Of course, frustration does not automatically lead to violence. It is only when the repression happens so intense that people become angry and eventually violent. In order to examine my hypothesis that the level of frustration leads to civil war, I will use a measure that scores the level of political rights each country’s population has. The higher the score, the freer the country and the less intense the frustration that people hold towards their government. The dependent variable, civil war, is defined as a war that:1) involves military action/violence by politically and militarily organized unit within that territory against the national government, and 2) causes between 500 to 1.000 combatants and civilians deaths in the first year of the conflict. Based on this definition of civil war, conflicts that satisfy all criteria will be coded 1, and those who do not will be coded 0. If my proposed hypothesis is correct, the lower the score of political rights, the higher the likelihood of civil war.

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