Business Textbook Supply Chain
Dave Eisenhart, senior editor for Mountain Publishing, Inc., looked out his window as he considered the opera- tional implications of the changes he had just heard dis- cussed in the company’s annual strategic planning meeting. The future looked to be both exciting and scary. As an edi- tor for Mountain’s business textbook division, Dave had recently witnessed major changes in his primary market. First, the body of knowledge in business school curricula had exploded over the past decade. It was getting harder and harder to cover all the content that any professor might want in a single textbook, while keeping the size of the book manageable. Second, Dave had noted that more and more schools were moving to modular course structures, including many shorter courses, sometimes as short as a week long. Third, a growing number of students preferred to buy their books from sources other than traditional bookstores, such as Amazon.com and other online sources. At the same time, new technologies were changing the way that textbook content could be produced and delivered. Print technologies were improving the  speed  and qual- ity of printing, so that it was easy to envision a day when books could be printed one copy at a time, “on demand.” Mountain and other companies had already started to offer custom published books for professors who wanted to com- bine chapters and cases from several different sources into a single readings packet for their students. While the quality of these “books” (packets) did not match that of traditional hardbound texts, many professors and students valued  the
flexibility associated with this option.
Finally, e-books were slowly making an entrance into the market. While the percentage of books purchased in elec- tronic form was currently very small, the potential seemed to be very large, if and when a standardized reader technol- ogy ever became widely accepted in the marketplace.
Dave began to think about the operational activities dispersed across Mountain’s supply chain for traditional textbooks. On the upstream (input) side, Mountain worked with authors (usually professors), text editors, graphic artists, commercial printers, and other suppliers to edit, design, and produce books. After typically large print runs (up to three years of forecasted demand) were produced, transportation suppliers delivered the books to Mountain’s distribution centers located around the country. Orders from bookstores and online retailers were filled from these distribution centers. For traditional textbooks, each of these players in the supply chain played a fairly clear role in cre- ating value through the goods and services they provided. However, as Dave considered the market and technologi- cal changes currently under way, the operational value that each of these players provided became less clear.
 
Questions
1.       Draw a diagram that illustrates the textbook supply chain from the publisher’s point of view.
2.       Who are the various customers for textbooks? What do these customers want in terms of goods and ser- vices related to textbooks? From the publisher’s point of view, who is the critical customer?
3.       Who are the major players in the supply chain? What operational roles do they play in terms of creating value for the critical customers?
4.       Given the anticipated changes in the market and in product and process technologies, how do you envision each supply chain player’s role changing in the future?
5.       What advice would you give to Dave Eisenhart regard- ing long-term operational changes the firm should consider?
 
 
 
 

PLEASE I NEED A PROFESSIONAL LETTER.
NURSING PHILOSOPHY
FOR ARNP
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MLO 2- Module 2
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You are the nursing supervisor of an assisted living facility (ALF). Recently you have received multiple complaints from several residents about the lack of assistance and care they receive from one of the day shift nursing assistants (NAs). You are surprised because this NA received the “Employee of Year” award just last year. As the nursing supervisor, you must approach and discuss these complaints with the NA. 
Related question #1
Nonverbal communication is very powerful.
a) Identify at least four types of nonverbal communication.
b) Describe how your nonverbal behavior should be congruent with your verbal communication in this scenario.
Related question #2
Explain how you will communicate effectively with the NA who is a different gender than yourself.
Respond to two classmates.
The communication process is indicated as “the exchange of thoughts, messages, or information by speech, signals, writing or behavior.” (Marquis & Huston 2017). Nonverbal cues fall under the umbrella of behavior pertaining to communication. Facial expressions, physical contact, gestures, and head or body movements are all various forms of nonverbal communication. Because nonverbal communication is extremely powerful, it remains one of the main culprits in creating disputes or verbal altercations. One effective way to improve nonverbal communication is to “manage stress better and develop your emotional awareness” (Segal, Smith, Robinson, & Boose 2018). This is the importance of congruency between nonverbal cues and verbal communication. What one feels on the inside, may not be communicated appropriately to another individual outwardly.
There are two main concepts that come into play when communicating with anyone regardless of an individual’s gender or position in a work environment. Those concepts are respect and dignity. In the scenario of having to communicate with a NA whose gender is different from mine, I would practice these same core concepts.
Communication is defined as “the exchange of thoughts, messages, or information, by speech, signals, writing, or behavior”, and can be broken into two parts—verbal and nonverbal (Marquis & Houston 2015). The mode of communication is critical to the perception of the message so picking the right mode of communication is very important. Most of the time people will believe nonverbal clues over verbal communication when the body language does not match the message. There are several types of nonverbal communication including space, eye contact, posture, and facial expression and timing. Ineffective communication is a common cause of conflict (Henry 2016). As the nursing supervisor, I would need to maintain composure verbally and non-verbally and be professional, direct, and honest with the nursing assistant. This is called assertive communication and the goal for me would be to get the message across clearly without bringing tension to any supervisor-staff-client relationships.
Communicating effectively with the anyone different than yourself always starts with respect, but men and women do communicate differently. In healthcare, women usually do not have administrative positions. Marquis & Houston state “differences in gender, power, and status significantly affect the types and quality of organizational and unit-level communication (2015).” When talking to the NA, stay objective and assertive but give the NA his opportunity to communicate as well. Open communication, good interpersonal communication, and assertive communication are all aspects needed to communicate effectively as a nursing supervisor in this situation.

The assignment is to read the article that is attached and comment on it and provide sources to support your position. Need two resources. Orginal work in APA format. Needs to be two pages double spaced.
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