Read all pages carefully, selected topic, intro & must be follow format according to Sample Paper (3-3 Para each Article)? ?
Read all pages carefully, selected topic, intro & must be follow format according to Sample Paper (3-3 Para each Article)
Must be 100% Original
I hv already attached PDF file of Article, u must be use this 3 articles
Wk 2 Discussion (Due in 2 days) Urgent/..Wk 2 Discussion (Required Assignment).docx
1
Must be 100% Original Work Assignment must be follow Rubric Superior Criteria
Plz read My Note, Important tips (Wrote on 2nd Page) and also sample paper attached.
Must be use attached Three Article
NOTE: I hv attached 3 Articles & include each Article have (3 para) three paragraph summary, Analysis and application to the study.
Selected topic: Sustainable supply chain management in Rosewood trade (Annotated Bibliography must be write on related this topic & Apply)
MY Notes: (Must see sample paper)
Sample Annotated Bibliography attached so must be follow & minimum 3 pages required & three (3) peer-reviewed sources (no older than 5 years).
(4-5 Pages required )Must be include Abstract/Intro like in sample
Course: DDBA – Doctoral Study Mentoring
Selected topic: Sustainable supply chain management in Rosewood trade
Discussion 2: Annotated Bibliography
In each week of this course, you will research and select three (3) peer-reviewed (not older than 4 years),, scholarly sources to develop an annotated bibliography that you can use in your Doctoral Study. You will need to take the three sources and synthesize the references into a single narrative annotated bibliography that compares/contrasts or supports your study. For example, you may develop three references that will fit into the Nature of the Study (or any other component) and then the synthesized version will help you in developing your Prospectus/Proposal. Please see this week’s Learning Resources for the Sample Annotated Bibliography Template, which you should use to complete your annotated bibliography.
By Day 3
Post your synthesized annotated bibliography narrative that includes an explanation of how these references relate to one or more components of your Doctoral Study and incorporates specific references to the Doctoral Study Rubric.
Refer to the Week 1 Discussion 2 Rubric for specific grading elements and criteria. Your Instructor will use this rubric to assess your work.
Important tips: Include each Article annotated bibliography have three paragraph summary, Analysis and applies to the study
Walden's recommendations for formatting an AB includes three areas, typically formatted in three paragraphs:
This first paragraph of the annotation summarizes the source. It outlines the main findings and primary methods of the study.
Summary: What did the author do? Why? What did he/she find?
This second paragraph of the annotation analyzes the source. It explains the benefits of the source but also the limitations.
Analysis: Was the author’s method sound? What information was missing? Is this a scholarly source?
This third paragraph of the annotation applies the source. It explains how the source’s ideas, research, and information can be applied to other contexts.
Application: Does this article apply to the literature? How would you be able to apply this method/study to your particular study? Is the article universal?
In general, annotated bibliographies should avoid referring to the first or second person (I, me, my, we, our, you, and us). Instead, students should aim to be objective and remove themselves from annotations. However, there may be some exceptions to this guideline. Check with your instructor if you are unsure about whether he/she will allow you to use “I” in your annotated bibliography.
Must be use Below Three Article for Annotated Bibliography & related intro & topic
Andersson, R., & Pardillo-Baez, Y. (2020). The six sigma framework improves the awareness and management of supply-chain risk. The TQM Journal, 32(5), 1021–1037. https://doi.org/10.1108/tqm-04-2019-0120
Mangla, S. K., Kusi-Sarpong, S., Luthra, S., Bai, C., Jakhar, S. K., & Khan, S. A. (2020). Operational excellence for improving sustainable supply chain performance. Resources, Conservation and Recycling, 162, 105025. https://doi.org/10.1016/j.resconrec.2020.105025
Sarkis, J. (2020). Supply Chain Sustainability: Learning from the COVID-19 pandemic. International Journal of Operations & Production Management, 41(1), 63–73. https://doi.org/10.1108/ijopm-08-2020-0568
Assignment must be follow Rubric Superior Criteria
Rubric Detail
|
Superior |
Excellent |
Satisfactory |
Marginal |
Unsatisfactory |
Not Submitted |
Element 1: Annotated Bibliography (post and attach document) |
6.6 (30%) Student posts and includes an attachment of his/her annotated bibliography which includes three peer-reviewed, scholarly sources that are thoroughly synthesized into a single, well-written narrative annotated bibliography that explicitly compares/contrasts or supports his/her study. A thorough and detailed explanation of how the sources relate to his/her study is evident. |
6.27 (28.5%) Student posts and includes an attachment of his/her annotated bibliography which includes three peer-reviewed, scholarly sources that are thoroughly synthesized into a single, well-written narrative annotated bibliography that explicitly compares/contrasts or supports his/her study. A detailed explanation of how the sources relate to his/her study is evident. One or two minor details are missing or lack clarity. |
5.61 (25.5%) Student posts and includes an attachment of his/her annotated bibliography which includes three peer-reviewed, scholarly sources that are synthesized into a single narrative annotated bibliography that explicitly compares/contrasts or supports his/her study. An explanation with some details of how the sources relate to his/her study is evident. |
4.95 (22.5%) Student posts and includes an attachment of his/her annotated bibliography which includes three peer-reviewed, scholarly sources that are somewhat synthesized into a single narrative annotated bibliography that compares/contrasts or supports his/her study. A cursory statement of how the sources relate to his/her study is evident. |
3.3 (15%) Does not meet minimal standards and/or is posted late. |
0 (0%) Did not submit element. |
Element 2: Follow-up Responses |
8.8 (40%) On Day 5 and on Day 7, student's responses fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, and/or additional resources related to peers' annotated bibliography. Student demonstrates active engagement with more than one peer on at least two days in the discussion forum (or with Instructor if there are no other peers/posts). |
8.36 (38%) On Day 5 and on Day 7, student shares some constructive critique, suggestions, in-depth questions, and/or additional resources related to peers' annotated bibliography, but more depth and/or clarity around ideas is needed. Student demonstrates active engagement with more than one peer on at least two days in the discussion forum (or with Instructor if there are no other peers/posts). |
7.48 (34%) Student did not post on Day 5 and on Day 7, but he/she did engage with at least one peer (or with Instructor if there are no other peers/posts) during the week offering constructive feedback related to peers' annotated bibliography. |
6.6 (30%) Student posts to at least one peer (or with Instructor if there are no other peers/posts) but response is cursory and/or off topic. |
4.4 (20%) Does not meet minimal standards and/or student posted late. |
0 (0%) Did not submit element. |
Element 3: Written Delivery Style & Grammar |
3.3 (15%) Student consistently follows APA writing style and basic rules of formal English grammar and written essay style. Student communicates in a cohesive, logical style. There are no spelling or grammar errors. |
3.13 (14.25%) Student consistently follows APA writing style and basic rules of formal English grammar and written essay style. Student communicates in a cohesive, logical style. There are one or two minor errors in spelling or grammar. |
2.81 (12.75%) Student mostly follows APA writing style and basic rules of formal English grammar and written essay style. Student mostly communicates in a cohesive, logical style. There are some errors in spelling or grammar. |
2.48 (11.25%) Student does not follow APA writing style and basic rules of formal English grammar and written essay style and does not communicate in a cohesive, logical style. |
1.65 (7.5%) Does not meet minimal standards. |
0 (0%) Did not submit element. |
Element 4: Formal and Appropriate Documentation of Evidence, Attribution of Ideas (APA Citations) |
3.3 (15%) Student demonstrates full adherence to scholarly reference requirements and adheres to APA style with respect to source attribution, references, heading and subheading logic, table of contents and lists of charts, etc. There are no APA errors. |
3.13 (14.25%) Student demonstrates full adherence to scholarly reference requirements and adheres to APA style with respect to source attribution, references, heading and subheading logic, table of contents and lists of charts, etc. There are one or two minor errors in APA style or format. |
2.81 (12.75%) Student mostly adheres to scholarly reference requirements and/or mostly adheres to APA style with respect to source attribution, references, heading and subheading logic, table of contents and lists of charts, etc. Some errors in APA format and style are evident. |
2.48 (11.25%) Student demonstrates weak or inconsistent adherence scholarly reference requirements and/or weak or inconsistent adherence to APA style with respect to source attribution, references, heading and subheading logic, table of contents and lists of charts, etc. Several errors in APA format and style are evident. |
1.65 (7.5%) Does not meet minimal standards. |
0 (0%) Did not submit element. |
Exit
Wk 2 Discussion (Due in 2 days) Urgent/.Sample_Annotated_Bibliography.doc
PAGE
1
Sample Annotated Bibliography
Student Name Here
Walden University
Sample Annotated Bibliography
Autism research continues to grapple with activities that best serve the purpose of fostering positive interpersonal relationships for children who struggle with autism. Children have benefited from therapy sessions that provide ongoing activities to aid autistic children’s ability to engage in healthy social interactions. However, less is known about how K–12 schools might implement programs for this group of individuals to provide additional opportunities for growth, or even if and how school programs would be of assistance in the end. There is a gap, then, in understanding the possibilities of implementing such programs in schools to foster the social and thus mental health of children with autism.
Annotated Bibliography
Kenny , M. C., Dinehart, L. H., & Winick, C. B. (2016). Child-centered play therapy for children with autism spectrum disorder. In A. A. Drewes & C. E. Schaefer (Eds.), Play therapy in middle childhood (pp. 103–147). Washington, DC: American Psychological Association.
In this chapter, Kenny, Dinehart, and Winick provided a case study of the treatment of a 10-year-old boy diagnosed with autism spectrum disorder (ADS). Kenny et al. described the rationale and theory behind the use of child-centered play therapy (CCPT) in the treatment of a child with ASD. Specifically, children with ADS often have sociobehavioral problems that can be improved when they have a safe therapy space for expressing themselves emotionally through play that assists in their interpersonal development. The authors outlined the progress made by the patient in addressing the social and communicative impairments associated with ASD. Additionally, the authors explained the role that parents have in implementing CCPT in the patient’s treatment. Their research on the success of CCPT used qualitative data collected by observing the patient in multiple therapy sessions .
CCPT follows research carried out by other theorists who have identified the role of play in supporting cognition and interpersonal relationships. This case study is relevant to the current conversation surrounding the emerging trend toward CCPT treatment in adolescents with ASD as it illustrates how CCPT can be successfully implemented in a therapeutic setting to improve the patient’s communication and socialization skills. However, Kenny et al. acknowledged that CCPT has limitations—children with ADS, who are not highly functioning and or are more severely emotionally underdeveloped, are likely not suited for this type of therapy .
Kenny et al.’s explanation of this treatments’s implementation is useful for professionals in the psychology field who work with adolescents with ASD. This piece is also useful to parents of adolescents with ASD, as it discusses the role that parents can play in successfully implementing the treatment. However, more information is needed to determine if this program would be suitable as part of a K–12 school program focused on the needs of children with ASD .
Stagmitti, K. (2016). Play therapy for school-age children with high-functioning autism. In A.A. Drewes and C. E. Schaefer (Eds.), Play therapy in middle cildhood (pp. 237–255). Washington, DC: American Psychological Association.
Stagmitti discussed how the Learn to Play program fosters the social and personal development of children who have high functioning autism. The program is designed as a series of play sessions carried out over time, each session aiming to help children with high functioning autism learn to engage in complex play activities with their therapist and on their own. The program is beneficial for children who are 1- to 8-years old if they are already communicating with others both nonverbally and verbally. Through this program, the therapist works with autistic children by initiating play activities, helping children direct their attention to the activity, eventually helping them begin to initiate play on their own by moving past the play narrative created by the therapist and adding new, logical steps in the play scenario themselves. The underlying rationale for the program is that there is a link between the ability of children with autism to create imaginary play scenarios that are increasingly more complex and the development of emotional well-being and social skills in these children. Study results from the program have shown that the program is successful: Children have developed personal and social skills of several increment levels in a short time. While Stagmitti provided evidence that the Learn to Play program was successful, she also acknowledged that more research was needed to fully understand the long-term benefits of the program.
Stagmitti offered an insightful overview of the program; however, her discussion was focused on children identified as having high-functioning autism, and, therefore, it is not clear if and how this program works for those not identified as high-functioning. Additionally, Stagmitti noted that the program is already initiated in some schools but did not provide discussion on whether there were differences or similarities in the success of this program in that setting.
Although Stagmitti’s overview of the Learn to Play program was helpful for understanding the possibility for this program to be a supplementary addition in the K–12 school system, more research is needed to understand exactly how the program might be implemented, the benefits of implementation, and the drawbacks. Without this additional information, it would be difficult for a researcher to use Stigmitti’s research as a basis for changes in other programs. However, it does provide useful context and ideas that researchers can use to develop additional research programs.
Wimpory, D. C., & Nash, S. (1999). Musical interaction therapy–Therapeutic play for children with autism. Child Language and Teaching Therapy, 15(1), 17–28. doi:10.1037/14776-014
Wimpory and Nash provided a case study for implementing music interaction therapy as part of play therapy aimed at cultivating communication skills in infants with ASD. The researchers based their argument on films taken of play-based therapy sessions that introduced music interaction therapy. To assess the success of music play, Wimpory and Nash filmed the follow-up play-based interaction between the parent and the child. The follow-up interactions revealed that 20 months after the introduction of music play, the patient developed prolonged playful interaction with both the psychologist and the parent. The follow-up films also revealed that children initiated spontaneously pretend play during these later sessions. After the introduction of music, the patient began to develop appropriate language skills.
Since the publication date for this case study is 1999, the results are dated. Although this technique is useful, emerging research in the field has undoubtedly changed in the time since the article was published. Wimpory and Nash wrote this article for a specific audience, including psychologists and researchers working with infants diagnosed with ASD. This focus also means that other researchers beyond these fields may not find the researcher’s findings applicable.
This research is useful to those looking for background information on the implementation of music into play-based therapy in infants with ASD. Wimpory and Nash presented a basis for this technique and outlined its initial development. Thus, this case study can be useful in further trials when paired with more recent research.
�The format of an annotated bibliography can change depending on the assignment and instructor preference, but the typical format for an annotated bibliography in academic writing is a list of reference entries with each entry followed by an annotation (hence the name, “annotated bibliography”).
However, APA does not have specific rules or guidelines for annotated bibliographies, so be sure to ask your instructor for any course-specific requirements that may vary from the general format.
�An introduction is a helpful addition to your annotated bibliography to tell your reader (a) your topic and focus for your research and (b) the general context of your topic.
Although your assignment instructions may not explicitly ask for an introduction, your instructor might expect you to include one. If you are not sure, be sure to ask your instructor.
�Use a Level 1 heading titled “Annotated Bibliography” or any other wording your instructor has given you to indicate to your reader that the annotations will go next and separate this section from the introduction paragraph above.
�Format your reference entries per APA, as well as follow APA style when writing your paragraphs. However, as mentioned above, this is the extent of the formatting requirements APA has for annotated bibliographies.
The content of the paragraphs and how many paragraphs you include in each annotation follows academic writing conventions, your assignment guidelines, and your instructor preferences.
�This first paragraph of the annotation summarizes the source. It outlines the main findings and primary methods of the study.
�This second paragraph of the annotation analyzes the source. It explains the benefits of the source but also the limitations.
�This third paragraph of the annotation applies the source. It explains how the source’s ideas, research, and information can be applied to other contexts.
In general, annotated bibliographies should avoid referring to the first or second person (I, me, my, we, our, you, and us). Instead, students should aim to be objective and remove themselves from annotations. However, there may be some exceptions to this guideline. Check with your instructor if you are unsure about whether he/she will allow you to use “I” in your annotated bibliography.
Wk 2 Discussion (Due in 2 days) Urgent/Operational excellence for improving sustainable.pdf
Contents lists available at ScienceDirect
Resources, Conservation & Recycling
journal homepage: www.elsevier.com/locate/resconrec
Editorial
Operational excellence for improving sustainable supply chain performance
1. Introduction
Planning and synchronizing operations are fundamentally essential to ensure sustainability in Supply Chains (SCs) (Bag et al., 2020). Tra- ditionally operations management is primarily focused on efficiency, effectiveness, and economy of SCs. However, growing pressures from governments and SC stakeholders are forcing organizations to recali- brate their operations strategies to include environmental and social sustainability perspectives. There is greater impetus since proposed Sustainable Development Goals (SDGs) for 2030 by the United Nations (United Nations Development Programme, 2015). Research in opera- tions management has also started embracing sustainability from an operational excellence perspective in SCs (Mani and Gunasekaran, 2018; Sehnem et al., 2019).
The Sustainable Supply Chain (SSC) is a concept that concurrently integrates ecological, economic, and societal measures of operations in an SC. The Triple Bottom Line (TBL) concept clubs all these three me- trics of sustainability. Organizations need to evaluate not just their own operations, but also operations across the supply chains, considering all the three metrics of sustainability. A localized and short term approach to sustainability is not appropriate (Jabbour et al., 2019). The opera- tional performance of the SCs needs to be evaluated based on their trade-offs with TBL model of sustainability.
Sustainability in operations is a significant emerging challenge for organizations (Bhandari et al., 2019; Ghadimi et al., 2019). SC opera- tions such as quality management, lean manufacturing, six sigma, In- formation Technology (IT) implementation, material sourcing, in- ventory management, and reversed logistics operations are frequently studied in SSCs (Li, 2013; Gaustad et al., 2018; Farias et al., 2019). Most existing works on SSCs discuss strategies such as corporate social re- sponsibility, green sourcing and supplier selection (Luthra et al., 2017), the various R's of sustainability- reduce, recycle, reuse, remanufacture, redesign (Scur and Barbosa, 2017). However, in recent years, a number of operational excellence based paradigms have been integrated in the SSC literature, such as big data (Bag et al., 2020), blockchain, Circular Economy (CE) (Gaustad et al., 2018), Inter-organizational Information Technologies, Internet of Things (Zhao et al., 2019), Industry 4.0, Theory of Constraints (Koh et al., 2017), Business Process Re- engineering (Kumar and Rahman, 2014), etc.
These research paradigms explores different dimensions of SSCs and contribute further by providing decisions support such as routing de- cisions, production scheduling, integration mechanisms in SSCs, risk mitigation, sustainable performance indicators, lean strategies, policy enablers, and barriers, thus, enhancing performance and excellence across SSC operations (Jabbour et al., 2019). There is a great focus given towards the impact assessment and management of SC
operations, using impact assessment techniques such as Life cycle as- sessment, environmental management system, and carbon footprint assessment (Farias et al., 2019). There is also a growing literature that contributes towards sustainable performance measurement in SCs, especially using the TBL concept. Research in these dimensions of op- erations management can help managers implement sustainable op- erational strategies and better understand the trade-offs by applying a holistic sustainable business perspective. The theoretical contributions from these researches help managers adopt innovative approaches to- wards sustainability in SC operations.
Still, research in SSCs has a long way to go. The up-scaling of supply chain sustainability will require managers and practitioners to tackle complexities and potential challenges with holistic and systemic focus. Expounding the role of operational excellence activities is crucial for SC sustainability. The journey towards sustainability in SCs will require managers to tap on operational excellence approaches to influence various sustainability performance dimensions such as SSC flexibility, business competitiveness, coordination and collaboration, dynamic and relational capabilities, SC transparency, technology management and innovation (Mangla et al., 2019). However, there is a growing need to understand how operational excellence can be leveraged to improve and transform SSC structures significantly, to further enhance these SC sustainability performance dimensions. The present Virtual Special Issue (VSI) seeks to contribute in the same direction by encouraging researchers to develop an understanding of how initiatives and strate- gies for operational excellence will advance sustainability in SCs.
2. The virtual special issue
Enabling value chain sustainability requires a holistic and sys- tematic focus help managers and practitioners manage the complexities and potential challenges in the SC operations. This VSI sheds light on this issue, by identifying how organizations can use excellence in supply chain operations such as IT implementations, information management, sales and marketing, logistics, etc. to mitigate the challenges of SSCs. The issue was motivated by the role such operations play in the sus- tainability strategy of an organization, why and how such operational excellence practices are adopted in a SSC. There is a need to study the theoretical and methodological aspects of such operations using Analytical methods including Multi-Criteria Decision Making (MCDM) models, network decisions, simulation and optimisation models, case based, and empirical studies.
Potential Topics for the VSI included, but were not limited to the following:
• Operational excellence approaches (e.g. Lean, Six-Sigma, Reverse https://doi.org/10.1016/j.resconrec.2020.105025
Resources, Conservation & Recycling 162 (2020) 105025
Available online 08 July 2020 0921-3449/ © 2020 Elsevier B.V. All rights reserved.
T
Logistics, Interorganizational Information Technologies, Internet of Things, Blockchain, Industry ., Theory of Constraints, G technology) and sustainable supply chain performance and other mediator/ moderator relationships.
• TBL business frameworks and models, and their implications on emergent sustainable supply chain performance dimensions.
• Drivers/enablers/critical success factors and problems/barriers/ challenges of operational excellence approaches for sustainable supply chains and their performance improvement.
• Operational excellence approaches and knowledge management models in sustainable supply chain flexibility, collaboration, dyna- mism, transparency, relational capabilities and innovation perfor- mance.
• Contradictory and unexpected outcomes and relationships, as op- erational excellence may upset some aspects of ecological or social sustainability.
• Empirical and decision support based business models in opera- tional excellence for upscaling the sustainable supply chain perfor- mance to manage the complexities and potential paradoxes of these relationships.
• Human expertise and stakeholder commitment in operational ex- cellence for upscaling sustainable supply chain performance
3. Contributions of VSI
A number of excellent research articles were submitted for the VSI, however, owing to the thematic and space restrictions, 11 articles were finally accepted after a thorough review process. The research articles accepted for the VSI are summarized as follows:
Kuo et al. (2019) proposes a sustainable product-service system based on the life-cycle cost analysis and product design model. It compares the selling and leasing deign model for a product. Such an analysis is essential to balance the customer requirements with the tradeoff for sustainable performance and cost of a product.
Dev et al. (2020) uses a case-bases analysis to propose a road map for joint implementation of industry 4.0 (I4.0) and ReSOLVE model of CE. The economic and environmental performance of I4.0 is assessed in a reverse logistics set up, imparting real-time information sharing with green product diffusion in SC. The effectiveness of sustainability ap- proaches is studied on the excelle
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