Indiana-Based Frank Pianki Industries Essay Case Assignment
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Indiana-Based Frank Pianki Industries Essay Case Assignment
The following Table details the tasks required for Indiana-based Frank Pianki Industries to manufacture a fully portable industrial vacuum cleaner. The times in the able are in minutes. Demand forecasts indicate a need to operate with a cycle time of 10 minutes.
Activity Activity Description Immeduate Predecessors Time
A Attach Wheels to Tub ___ 5
B Attach motor to lid ___ 1.5
C Attach battery pack B 3
D Attach safety cutoff C 4
E Attach Filters B 3
F Attach Lid to Tub A,E 2
G Assemble Attachments ___ 3
H Function Test D,F,G 3.5
I Final Inspection H 2
J Packing I 2
A) Draw the appropriate precendence diagram for this production line.
B) Assign tasks to workstations and determine how much idle time is present in each cycle.
C) Discuss how this balance could be improved to 100%
D) what is the Theoretical minimum number of workstations
Are Colleges Greenwashing? By Chelsea Jones
When I began my undergraduate education years ago, the concept of sustainability was not wide-spread or such a buzz
word as it is today. Now an increasing number of colleges and universities are publicizing themselves as “sustainable” campuses. But given that there are numerous opinions of what defines sustainability, what do institutions really mean by these claims? Are campuses becoming guilty of greenwashing or are they truly embracing
sustainable initiatives that are reflective of the school’s values? If the former, should there be any governmental oversight of this behavior? Greenwashing is defined as “disinformation disseminated by an organization so as to present an environmentally responsible public image.” It is typically associated with businesses
who want to portray their products and/or practices as environmentally friendly, but either the “green” claims of the product are misleading or the business as a whole is incompatible with sustainable ideals. For example, Wal-Mart announced in 2005 that it would incorporate sustainability into its corporate strategy. The
company has since stated that it is working on a goal to be supplied by 100% renewable energy and promised in 2010 to double its selection of “local” produce in stores from 4.5% to 9% within six years. As of 2011 less than 2% of Wal-Mart’s electricity consumption in the U.S. comes from renewable energy. It would take the
company 300 years with this current pace to reach its 100% renewable energy goal. Additionally, Wal-Mart defines “local” as within the same state, meaning fruit grown around San Francisco, California could be labeled “local” in San Diego, California. These two initiatives heavily marketed by Wal-Mart are not in reality that
sustainable and are very misleading. Before Wal-Mart announced its sustainability campaign, 38% of Americans reported having an unfavorable view of the company – a peak for Wal-Mart. As of 2010 that number dropped by almost half to 20%. Its revenue has increased nearly 35% from 2005 to 2010 without changing much else of its
business model or practices – from $312 billion to $419 billion. That is the power of greenwashing.
Are colleges trying to benefit from greenwashing as well? A company starts to engage in greenwashing when its practices “don’t match up to the image they would like to have.” Theoretically, colleges could behave in this way as well – in order to attract more students or to obtain higher rankings, they may try to “green” their
image without making any firm commitment to doing so. In April 2012, the Michigan State University (MSU) Board of Trustees adopted the “Energy Transition Plan (ETP),” declaring that MSU plans to have its energy needs met by 100% renewable energy and that it aims to be a leader in sustainability. Interestingly, MSU has the
nation’s largest on-campus coal-burning power plant (the T.B. Simon Power Plant) and it burns 250,000 tons of coal each year. MSU’s power plant was named by the U.S. Environmental Protection Agency (EPA) in January 2012 as the 25th biggest polluter in Michigan. In 2008, MSU was fined $27,000 by the EPA for high priority
violations of excess sulfur dioxide emissions and nitrogen oxide emissions by the power plant. Could MSU be trying to combat this negative environmental image by touting lofty and unlikely to be realized sustainability goals? A group of its students think so. They claim that MSU is engaging in greenwashing by highly publicizing the ETP
with its 100% renewable energy goal when it does not set a timeline to close the power plant. According to the ETP, the campus currently gets less than 2% of its power from renewable energy. The ETP presents a goal to have 40% of the campus’ energy be produced by renewable energy sources by 2030.
So is MSU actively engaging in greenwashing? While MSU’s ETP presents a schedule for increasing renewable energy use, unlike Wal-Mart, the timeline is still only tentative. MSU is not bound by this plan and it is subject to review and revision every five years according to the ETP. It also appears that it will take at least several decades
before MSU will near its proclaimed goal of 100% of its energy be from renewable energy sources. To be fair, MSU has to start somewhere and it is unrealistic to expect them to reach their 100% renewable energy goal within the next few years. According to MSU’s President, Mary Sue Coleman, the University has embraced
“With the pressing challenge of climate change, we are elevating our emphasis on sustainability at Michigan. From teaching and research, to hands-on engagement, we are going to leverage our many strengths so we can make significant contributions to solving a genuinely complicated problem.”
However, the problem with greenwashing is that the perpetrator is portraying itself as something it is not. Simply publicizing that the university is committed to sustainability and has a plan to be run by 100% renewable energy could make it appear to the average person that this goal will be attainable in the near future, when in reality it will
not. Operating under the ETP is arguably contradictory when the view out of most campus classrooms is the nation’s largest campus coal power plant.
Surprisingly, MSU received a B+ on the College Sustainability Report Card (CSRC) in 2011. The CSRC is an independent evaluator of campus and endowment sustainability activities in colleges and universities and seeks to encourage sustainable initiatives on campuses in nine categories. Shockingly, MSU’s score in the Climate Change
& Energy category was an A. One possible explanation is that the information gathered to evaluate each school is done on a voluntary reporting basis where CSRC sends each school several surveys to complete. The CSRC gives a brief explanation for MSU’s A rating, stating that MSU decreased its green house gas emissions
by 7% and is committed to a 15% reduction by 2015. But this seems to pale in comparison to what other schools have been doing (e.g. Carleton College has installed its second campus wind-turbine and the turbines can meet approximately 40% of the campus’ annual electricity demand). The arbitrariness of various sustainability
rankings has left many schools frustrated. If you look for a more detailed explanation for this grade in the survey that MSU completed, the CSRC notes that
Indiana-Based Frank Pianki Industries Essay Case Assignment
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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