Trident log401 full course 2016 (all case +slps+ discussion)

Module 1 - Home

Module Overview

Many of the topics of interest to logisticians, such as scheduling, training, supervision and feedback, are covered in general management courses. Others, such as warehouse planning and selecting transportation modes, are covered in other logistics courses. This course is specifically about global logistics; that is, the challenges involved in moving goods across national boundaries, and sometimes halfway around the world.

We’ll look at topics drawn from four areas.

· What drives global logistics?

· What are the effects of global logistics?

· How do cultural differences affect logistics?

· What obstacles and barriers do international logisticians have to overcome?

We begin by discussing globalization. It’s trivially true that the world is becoming a smaller place. The ever- increasing flow of goods, services and money across national borders is profoundly affecting consumer choice, jobs and careers, cultural perceptions, and even individual savings (owing to the effect of globalization on capital markets).

Persut (2009) characterizes globalization as

· Growing interdependence through increasing volume and variety of cross-border transactions

· International trade, mobility of capital, tourism, rapid and widespread diffusion of technology

· Changing patterns of trade, location choices at the regional and global level, institutional organization and structural shifts in the world economic order

More pertinent to this discussion, Persut goes on to list the trends that specifically affect transport.

Dye & Stephenson, (2010). the core drivers of globalization are

· growth in emerging markets

· labor productivity and talent management.

· global flow of goods, information and capital

· natural resource management.

· increasing role of governments

An important concept the links most of the topics considered under the heading of logistics is friction (Rodrigue, 2012). This is, simply put, the aggregate effect of all the factors that slow down the movement of goods, information, and capital. Friction is, of course, higher when moving goods longer distances, through customs boundaries, and across multiple transportation models. Most of the topics we will discuss in this course have some bearing on friction.

From this starting point, we’ll go on, in subsequent modules, to consider the following sources of friction: culture, national politics, and security issues, which have been prominent ever since the 2001 terrorist attacks.

Module 1 - Background

Drivers of Globalization

The sources listed below provide a starting point; you should search the Web for additional information. Follow some of the links embedded in the sources. Use a search engine, such as Google or Bing, to locate sources containing key words and concepts.

Many sources can be found at several sites. If a URL listed below no longer works, try searching the Trident Online Library by author, subject and date. Please see Rensvold (2014) for hints about how to do that.

When citing a source in either your Case or SLP, be sure to enter the current retrieval date; that is, the date that you viewed the source online.

Sources followed by an asterisk [*] are included in the Presentations. If used, these should still be cited, using the information given on this page.

Required Reading

Dye, R. & Stephenson, E. (2010). Five forces reshaping the global economy; McKinsey Global Survey results (McKinsey Insights and Publications). Retrieved on 16 March 2015 fromhttp://www.mckinsey.com/insights/globalization/five_forces_reshaping_the_global_economy_mckinsey_global_survey_results

Pesut, M. (2009). Global supply chains, transport and competitiveness (PPT deck; United Nations Economic Commission for Europe). Retrieved on 16 March 2015 fromhttp://www.unece.org/fileadmin/DAM/trans/doc/2009/itc/Conf_01_Pesut.pdf

Rodrigue, J-P. (2012). Supply chain management, logistics changes and the concept of friction. Retrieved on 16 March 2015 fromhttp://people.hofstra.edu/jean-paul_rodrigue/downloads/Chapter%204%20Supply%20Chain%20Management_Rodrigue.pdf

TUI Guide (n.d.) Trident University International writing style guide for GE, BSBA, BSCS, BSHRM, BSL, BSHS and BSITM. Retrieved on 26 January 2015 fromhttps://mytlc.trident.edu/files/Writing-Guide_Trident_2014.pdf

Additional

OWL (2015). APA Style (Purdue Online Writing Lab). Retrieved on 26 Jan 2015 fromhttps://owl.english.purdue.edu/owl/section/2/10/

Rensvold, R. (2014). Finding sources in ProQuest (V2). Trident University teaching material. Available from Trident University International, 5757 Plaza Drive, Cypress, CA 90630.*

Module 1 - Case

Drivers of Globalization

Case Assignment

Respond to one of the following two essay assignments:

1. Discuss the core drivers of globalization as identified by Dye & Stephenson (2010), with respect to logistics. Which have the greatest effect on the logistics function? What effect do the others have? Are these effects mainly positive, negative, or a mixture of both? Explain.

2. Rodrigue (2012) discusses the concept of friction with respect to supply chain management. Compare and contrast the sources of friction experienced by a firm engaged in international logistics, with the sources experienced by a firm operating strictly within the borders of one country.

Assignment Expectations

· Write a well-constructed essay. Feel free to use tables and bulleted lists, if appropriate.

· The readings may not provide specific answers. In that event, will need to “fill in the gaps,” using your understanding of the material presented in the Module, and the background sources.

· Style and format must comply with the Writing Style Guide. (TUI Guide, n.d.) This is not an English course; however, errors in spelling, grammar and style will be penalized.

· Provide citations and references. Use of APA style is encouraged, but not required. Please see the TUI Writing Guide, or visit the Purdue Online Writing Lab (OWL, 2015).

· There is no page requirement. Write what you need to write, neither more nor less.

Module 1 - SLP

Drivers of Globalization

About the Session-Long Project

During this Session-long project, you will analyze a logistics firm such as UPS, FedEx, Maersk Line (ocean shipping), DHL Aviation, Landstar System (trucking), CSC (railroad), or Kinder Morgan (pipelines). Almost every company uses logistics in some way, but in a logistics course, companies that specialize in it are more useful as case studies.

Please select a publicly traded, for-profit corporation. Such organizations are required to publish annual reports, and make other information available to the general public. They are also more likely to have a strong presence on the Web.

Please do not select a company whose main activity is transporting passengers, such as United Airlines or Greyhound Corp. Owing to the high value and unique requirements of their “cargo,” transportation companies are different in many ways from other logistics firms. Further, do not select a company whose primary activity is the movement of information, rather than goods. Telecoms and online services are also in a world of their own.

For this course in global logistics, two additional restrictions are imposed. The company you choose must be active in international logistics, and not merely logistics within one country. (It need not be an American company; in the short list above, for example, Maersk Line is Danish, and DHL is German.) Further, the company must have been around for at least 50 years. That’s because some of the analyses involve the company’s responses to globalization, a relatively recent phenomenon.

If possible, choose a company with which you have some experience, either as a customer, employee, or the friend or relative of an employee. Further – and this is important -- you should read all four SLP assignments in advance, and choose a company for which you can find the required information.

SLP1 Assignment:

This assignment has two parts. Please respond to both of them.

Part 1: Please give a brief, yet comprehensive description of the company you’ve selected. Your essay should include the following information (not necessarily in this order):

· The industry segment to which it belongs.

· The overall condition (size, strength, trends) of the segment.

· The company’s position within the segment; dominant, competitive, or bit player?

· The services provided by the company.

· The company’s core technologies

· Its position and reputation in the wider community

· Its financial position; profitable, unprofitable, indebted, self-financing, etc.

· Its trajectory; expanding, contracting, struggling, looking for a buyer, etc.

· Its relevant history. Is it new, well-established, recently spun off, a recent IPO?

A valuable sources of information about any publicly-traded company is its annual report, available online from The Public ter (Bay Tact, 2014). Another service, which offers overviews and analyses of industries and industry segments, is the International Business Information Service, or IBIS (2015). Anyone studying any company should begin by consulting these two sources.

Part 2: Using the Background Info on globalization, plus information gleaned from your company-specific sources, please discuss one of the following:

(1) How one phenomenon associated with globalization has most strongly affected your company, with respect to the services they offer, and the way they do business.

(2) The biggest effect your company, and those like it, have had on the process of globalization.

SLP Assignment Expectations

· Don’t write in checklist form. Integrate the information you find into a well-constructed essay.

· You may not find specific information relating to this assignment. In that case, you will need to “fill in the gaps,” using your understanding of the company you’re analyzing, plus the sources listed on the Background Info page.

· Style and format must comply with the Writing Style Guide. (TUI Guide, n.d.) This is not an English course; however, errors in spelling, grammar and style will be penalized.

· Provide citations and references. Use of APA style is encouraged, but not required. Please see the TUI Writing Guide, or visit the Purdue Online Writing Lab (OWL, 2015).

· There is no page requirement. Write what you need to write, neither more nor less.

· Upload your SLP before the end of the Module.

Module 2 - Home

Logistics and Culture

Modular Learning Outcomes

Upon successful completion of this module, the student will be able to satisfy the following outcomes:

· Case

o Identify and discuss the effects of cultural differences upon logistics.

· SLP

o Discuss how an international logistics company manages cultural differences.

· Discussion

o Identify and discuss salient cultural differences that may exist within a country.

Module 2 - Background

Logistics and Culture

The sources listed below provide a starting point; you should search the Web for additional information. Follow some of the links embedded in the sources. Use a search engine, such as Google or Bing, to locate sources containing key words and concepts.

If a source mentioned in either the Homepage discussion or the assignments does not appear below, please consult the Background Info of previous Modules, or the Course Bibliography (Syllabus).

Many sources can be found at several sites. If a URL listed below no longer works, try searching the Trident Online Library by author, subject and date. Please see Rensvold (2014) for hints about how to do that.

When citing a source in either your Case or SLP, be sure to enter the current retrieval date; that is, the date that you viewed the source online.

Sources followed by an asterisk [*] are included in the Presentations. If used, these should still be cited, using the information given on this page.

Required Reading

Cohen, D., Nisbett, R., Bowdle, B. & Schwartz, N. (1996). Insult, aggression, and the Southern culture of honor; An “Experimental ethnography.” Journal of Personality and Social Psychology, 70(5); pp. 945-960. [Available through ProQuest.] Retrieved on 18 March 2018 fromhttp://www.simine.com/240/readings/Cohen_et_al_(2).pdf

Harps, L. (2003). Global logistics: Bridging the cultural divide. Retrieved on 18 March 2015 fromhttp://www.inboundlogistics.com/cms/article/global-logistics-bridging-the-cultural-divide/

Hofstede (2015). National culture dimensions (Index page: The Hofstede Center).http://geert-hofstede.com/national-culture.html

Krishnan, S., Smark, C. & Pepper, M. (n.d.) The influence of national culture on third-party logistics outsourcing: An Asia-Pacific focus (Working paper, University of Wollongong, Australia)https://business.uow.edu.au/content/groups/public/@web/@gsb/documents/doc/uow157349.pdf

Provenmodels (2015). Five dimensions of culture. Retrieved on 18 March 2015 fromhttp://www.provenmodels.com/11/five-dimensions-of-culture/geert-hofstede

Additional

Hooker, J. (2008). Cultural differences in business communication. Retrieved on 18 March 2015 fromhttp://web.tepper.cmu.edu/jnh/businessCommunication.pdf

Rodrigues, J-P (n.d.) Topic 6 –Logistics and supply chain management. Retrieved on 18 March fromhttp://people.hofstra.edu/jean_paul_rodrigue/downloads/GE120 Topic 6.pptx.*

Salacuse, J. (2005). The top ten ways that culture can affect international negotiations. retrieved on 18 March 2015 fromhttp://iveybusinessjournal.com/publication/the-top-ten-ways-that-culture-can-affect-international-negotiations/

Module 2 - Case

Logistics and Culture

Case Assignment

Many studies have examined the effect of culture on specific industries and activities; for example, Hooker (2008) analyzes the effects of culture on business communication, while Salacuse (2005) examines the way culture can affect business negotiation. Krishnan et al. (n.d.) discuss culture in the context of one specific logistical problem, which is the hiring a third-party logistics firm. (If you were Amazon, sending a book to a customer, then the “third party” would be either FedEx, UPS, or the USPS.)

For this Case, you’re asked to cast the net wider. Based upon your detailed understanding of both logistics and culture, and with the support of judiciously chosen sources, write an essay answering the following question: Which cultural factors have the greatest effect upon the operations of an international logistics firm?

Why those? Why would the others factors have lesser effects? Explain in detail.

Assignment Expectations

· Write a well-constructed essay. Feel free to use tables and bulleted lists, if appropriate.

· The readings may not provide specific answers. In that event, will need to “fill in the gaps,” using your understanding of the material presented in the Module, and the background sources.

· Style and format must comply with the Writing Style Guide. (TUI Guide, n.d.) This is not an English course; however, errors in spelling, grammar and style will be penalized.

· Provide citations and references. Use of APA style is encouraged, but not required. Please see the TUI Writing Guide, or visit the Purdue Online Writing Lab (OWL, 2015).

· There is no page requirement. Write what you need to write, neither more nor less.

Module 2 - SLP

Logistics and Culture

Refer to the company you chose in SLP1. Choose one of Hofstede’s cultural differences. What rules, processes or procedures have your company put into place, to deal with the effects of that one difference?

Be specific. Make full use of sources pertaining both to culture, and to your company.

SLP Assignment Expectations

· Don’t write in checklist form. Integrate the information you find into a well-constructed essay.

· You may not find specific information relating to this assignment. In that case, you will need to “fill in the gaps,” using your understanding of the company you’re analyzing, plus the sources listed on the Background Info page.

· Style and format must comply with the Writing Style Guide. (TUI Guide, n.d.) This is not an English course; however, errors in spelling, grammar and style will be penalized.

· Provide citations and references. Use of APA style is encouraged, but not required. Please see the TUI Writing Guide, or visit the Purdue Online Writing Lab (OWL, 2015).

· There is no page requirement. Write what you need to write, neither more nor less.

· Upload your SLP before the end of the Module.

Module 3 - Home

Module 3 - Background

Logistics and Politics

The sources listed below provide a starting point; you should search the Web for additional information. Follow some of the links embedded in the sources. Use a search engine, such as Google or Bing, to locate sources containing key words and concepts.

If a source mentioned in either the Homepage discussion or the assignments does not appear below, please consult the Background Info of previous Modules, or the Course Bibliography (Syllabus).

Many sources can be found at several sites. If a URL listed below no longer works, try searching the Trident Online Library by author, subject and date. Please see Rensvold (2014) for hints about how to do that.

When citing a source in either your Case or SLP, be sure to enter the current retrieval date; that is, the date that you viewed the source online.

Required Reading

AFGI (2011). 5 Reasons Americans should oppose free trade. Retrieved on 18 March 2015 fromhttp://afgj.org/5-reasons-americans-should-oppose-free-trade

Driskill, R. (2007). Deconstructing the argument for free trade (Vanderbilt Univ. working paper). Retrieved on 19 March 2015 fromhttp://www.vanderbilt.edu/econ/faculty/Driskill/DeconstructingfreetradeAug27a2007.pdf

FedEx (2015). Understanding duties and taxes. Retrieved on 19 March 2015 fromhttp://www.canadacustomer.fedex.com/ca_english/customsguide/understanddutytax.html

Grainger, A. (2007). Customs and trade facilitation: From concepts to implementation. World Customs Journal, 2(1): 17-30. Retrieved on 19 March 2015 fromhttp://www.worldcustomsjournal.org/media/wcj/-2008/1/customs_and_trade_facilitation_from_concepts_to_implementation.pdf

Hanson, D; Batten, D; & Harrison, E. (2013). It’s time to end the senseless embargo of Cuba (Forbes Opinion; 16 Jan). Retrieved on 19 Mar 2015 fromhttp://www.forbes.com/sites/realspin/2013/01/16/its-time-for-the-u-s-to-end-its-senseless-embargo-of-cuba/

MacLean, W. & Blanchard, B. (2013). Exclusive: Chinese trader accused of busting Iran missile embargo. (Reuters, 1 Mar). Retrieved on 19 March 2015 fromhttp://www.reuters.com/article/2013/03/01/us-china-iran-trader-idUSBRE9200BI20130301

Palmer, B. (2013). Is there anything left to sanction in North Korea? (Slate: 23 Jan). Retrieved on 18 March 2015 fromhttp://www.slate.com/articles/news_and_politics/explainer/2013/01/north_korean_trade_restrictions_is_there_anything_left_for_the_u_s_or_u.html

Pearson (2015). Infoplease: The argument for free trade. Retrieved on 18 March 2015 fromhttp://www.infoplease.com/cig/economics/argument-free-trade.html

Additional

EcEdWeb (n.d.). EcEdWeb Economics Lesson: Limiting trade (Council for Economic Education). Retrieved on 18 March 2015 fromhttp://ecedweb.unomaha.edu/lessons/feoga.htm

OccupyTheory (2014). List of pros and cons of NAFTA (28 Dec). Retrieved on 18 March 2015 fromhttp://occupytheory.org/list-of-pros-and-cons-of-nafta/

Module 3 - Case

Logistics and Politics

Case Assignment

Trade restrictions affect logistics firms directly. In many cases, the firms are not only complying with government policy, but working as de facto government agents; distributing forms, collecting fees in advance, and so forth. A logistician cannot avoid making difficult decisions about these issues.

The bare-bones options are as follows:

· Comply, by

o Helping block restricted trade.

o Trying to make controlled trade as cheap and painless as possible for everyone

o Circumvent restrictions by

§ Using legal channels, such as transshipment through a third country

§ Using questionable procedures, such as shell companies

§ Ignoring restrictions, and hoping for the best.

These decisions aren’t straightforward. Consider two extreme cases.

1. A shadowy company tells you, quite candidly, that it wants you to help them send Stinger anti-aircraft missiles to the so-called Islamic State, and will pay you a fortune in exchange for running the risk of hard time in a Federal prison. Are you even tempted?

2. Pfizer Pharmaceuticals and the Gates Foundation want your help in getting critically needed drugs to victims of an epidemic. The epidemic is located in a war-torn corner of Africa. The local militia chieftains, who are the closest thing to a national government, are demanding massive bribes, plus carte blanche to give the drugs only to the people who support them. The UN is helpless. Assuming you have contacts and assets in Africa, do you assist?

Please discuss the issues involved in how an international logistics company deals with trade restrictions. Make full use of sources.

Assignment Expectations

· Write a well-constructed essay. Feel free to use tables and bulleted lists, if appropriate.

· The readings may not provide specific answers. In that event, will need to “fill in the gaps,” using your understanding of the material presented in the Module, and the background sources.

· Style and format must comply with the Writing Style Guide. (TUI Guide, n.d.) This is not an English course; however, errors in spelling, grammar and style will be penalized.

· Provide citations and references. Use of APA style is encouraged, but not required. Please see the TUI Writing Guide, or visit the Purdue Online Writing Lab (OWL, 2015).

· There is no page requirement. Write what you need to write, neither more nor less.

Module 3 - SLP

Logistics and Politics

Refer to the company you selected in SLP1. Discuss how the company facilitates the passage of its customers’ goods through customs, and helps them comply with other trade restrictions. Make full use of relevant sources.

SLP Assignment Expectations

· Don’t write in checklist form. Integrate the information you find into a well-constructed essay.

· You may not find specific information relating to this assignment. In that case, you will need to “fill in the gaps,” using your understanding of the company you’re analyzing, plus the sources listed on the Background Info page.

· Style and format must comply with the Writing Style Guide. (TUI Guide, n.d.) This is not an English course; however, errors in spelling, grammar and style will be penalized.

· Provide citations and references. Use of APA style is encouraged, but not required. Please see the TUI Writing Guide, or visit the Purdue Online Writing Lab (OWL, 2015).

· There is no page requirement. Write what you need to write, neither more nor less.

· Upload your SLP before the end of the Module.

Module 4 - Home

Module 4 - Background

Logistics and Security

The sources listed below provide a starting point; you should search the Web for additional information. Follow some of the links embedded in the sources. Use a search engine, such as Google or Bing, to locate sources containing key words and concepts.

If a source mentioned in either the Homepage discussion or the assignments does not appear below, please consult the Background Info of previous Modules, or the Course Bibliography (Syllabus).

Many sources can be found at several sites. If a URL listed below no longer works, try searching the Trident Online Library by author, subject and date. Please see Rensvold (2014) for hints about how to do that.

When citing a source in either your Case or SLP, be sure to enter the current retrieval date; that is, the date that you viewed the source online.

Sources followed by an asterisk [*] are included in the Presentations. If used, these should still be cited, using the information given on this page.

Required

Fidler, D. (2006). International law, infectious diseases, and globalization. (Appendix B: The impact of globalization on infectious disease emergence and control: Exploring the consequences and opportunities. US Institute of Medicine.) Retrieved on 19 March 2015 fromhttp://www.ncbi.nlm.nih.gov/books/NBK56586/*

Hadal, R. (2010). People crossing borders: An analysis of U.S. border protection policies,
Congressional Research Service, retrieved fromhttp://fas.org/sgp/crs/homesec/R41237.pdf

IM (2010). Infectious disease movement in a borderless world (Institute of Medicine Workshop). Retrieved on 21 March 2015 fromhttp://www.nap.edu/catalog/12758/infectious-disease-movement-in-a-borderless-world-workshop-summary*

Khosla, S. (2014). The planet’s deadliest infectious diseases, by country (Salon.com., Nov. 1) Retrieved on 21 March 2015 fromhttp://www.salon.com/2014/11/01/the_planets_deadliest_infectious_diseases_by_country_partner/

POTUS (2007). National Strategy for Aviation Security (Office of the President). Retrieved fromhttp://www.dtic.mil/docs/citations/ADA470339*

SIU (2014). Overview of potential agents of biological terrorism (Southern Illinois University School of Medicine). Retrieved on 21 March 2015 fromhttp://www.siumed.edu/medicine/id/bioterrorism.htm

Palin, P. (2014). Johnson Testimony: Worldwide threats to the Homeland. Homeland Security Watch. Retrieved fromhttp://www.hlswatch.com/2014/09/18/johnson-testimony-worldwide-threats-to-the-homeland/

Parfomak, P. &Frittelli, J. (2007).Maritime security: Potential terrorist attacks and protection priorities (CRS Report). Retrieved on 21 Mar 2015 fromhttp://www.au.af.mil/au/awc/awcgate/crs/rl33787.pdf *

WHO (2005). Infectious diseases of potential risk for travelers (International Travel and Health, Chap. 5). Retrieved on 21 March 2015 fromhttp://whqlibdoc.who.int/publications/2005/9241580364_chap5.pdf*

Module 4 - Home

Logistics and Security

Modular Learning Outcomes

Upon successful completion of this module, the student will be able to satisfy the following outcomes:

· Case

o Discuss the threat of disease transmission via international trade.

· SLP

o Discuss logistical security concerns at the company level.

· Discussion

o Discuss personal implications of international security.

Module Overview

Although international transportation modes have changed from camel and galley to jet and container ship, one thing has remained constant: trade spreads disease. Between 165 and 180 AD, smallpox killed millions of Romans after its arrival from Asia. In the 14^th century the Black Death, spread by rats that stowed away on ships, killed half of Europe. There have been no comparable outbreaks in modern times, but the threat remains acute, as shown by the recent (2014), barely contained epidemic of Ebola hemorrhagic fever in West Africa.

Another form of “contagion,” that has achieved vast importance since the terrorist attacks of November 2001, is international terrorism. A huge amount of thought, effort and money has been spent in various attempts to prevent a recurrence. Interdicting the flow of dangerous people falls under the various headings of diplomacy, political science, social psychology, military tactics and criminology, but preventing bombs from arriving in airplane holds and shipping containers is a logistics responsibility. For a recent overview of the terrorist threat, see the September 2014 testimony of the Secretary of Homeland Security before Congress (Palin, 2014).

Defending the homeland at the border costs billions of dollars annually. For an overview, see Hadal (2010). For discussions of aviation and maritime security, see POTUS (2007) and Parfomak&Frittelli (2007).

Evaluating the threat of infectious disease as a terrorist weapon requires the consideration of several factors. First is the incidence of various infectious diseases worldwide (Khosla, 2014). A case of cholera is less likely to be detected if the patient has recently returned from a country in which diarrheal diseases are commonplace. Next is the existence of routine preventative measures (WHO, 2005). Further, one should consider the issue of individual versus total mortality; a virulent disease like Ebola, that kills almost every patient, is more likely to be detected and contained than an influenza mutant that could infect millions and kill thousands. Finally, there’s virulence; however many people may eventually die, the “shock and awe” of a disease such as Ebola, deliberately introduced as an act of terror, would be enormous (SIU, 2014).

Chapter 2 of the Institute of Medicine book “Infectious Disease Movement in a Borderless World” (IM, 2010) provides an excellent overview. (The entire book is linked to this course. It’s too much to be assigned in toto, but you should skim through it.)

Given the intense regulatory environment, there’s little opportunity for corporate creativity in the area of homeland security, particularly protection against bioterrorism. Given the importance the topic, however, it’s important for logisticians to appreciate the threat, know where the regulations come from, and be proactive in enforcing those regulations. The assignments in this Module are intended to extend your knowledge of the threat, increase your understanding, and exercise your analytical skills.

Module 4 - Background

Logistics and Security

The sources listed below provide a starting point; you should search the Web for additional information. Follow some of the links embedded in the sources. Use a search engine, such as Google or Bing, to locate sources containing key words and concepts.

If a source mentioned in either the Homepage discussion or the assignments does not appear below, please consult the Background Info of previous Modules, or the Course Bibliography (Syllabus).

Many sources can be found at several sites. If a URL listed below no longer works, try searching the Trident Online Library by author, subject and date. Please see Rensvold (2014) for hints about how to do that.

When citing a source in either your Case or SLP, be sure to enter the current retrieval date; that is, the date that you viewed the source online.

Sources followed by an asterisk [*] are included in the Presentations. If used, these should still be cited, using the information given on this page.

Required

Fidler, D. (2006). International law, infectious diseases, and globalization. (Appendix B: The impact of globalization on infectious disease emergence and control: Exploring the consequences and opportunities. US Institute of Medicine.) Retrieved on 19 March 2015 fromhttp://www.ncbi.nlm.nih.gov/books/NBK56586/*

Hadal, R. (2010). People crossing borders: An analysis of U.S. border protection policies,
Congressional Research Service, retrieved fromhttp://fas.org/sgp/crs/homesec/R41237.pdf

IM (2010). Infectious disease movement in a borderless world (Institute of Medicine Workshop). Retrieved on 21 March 2015 fromhttp://www.nap.edu/catalog/12758/infectious-disease-movement-in-a-borderless-world-workshop-summary*

Khosla, S. (2014). The planet’s deadliest infectious diseases, by country (Salon.com., Nov. 1) Retrieved on 21 March 2015 fromhttp://www.salon.com/2014/11/01/the_planets_deadliest_infectious_diseases_by_country_partner/

POTUS (2007). National Strategy for Aviation Security (Office of the President). Retrieved fromhttp://www.dtic.mil/docs/citations/ADA470339*

SIU (2014). Overview of potential agents of biological terrorism (Southern Illinois University School of Medicine). Retrieved on 21 March 2015 fromhttp://www.siumed.edu/medicine/id/bioterrorism.htm

Palin, P. (2014). Johnson Testimony: Worldwide threats to the Homeland. Homeland Security Watch. Retrieved fromhttp://www.hlswatch.com/2014/09/18/johnson-testimony-worldwide-threats-to-the-homeland/

Parfomak, P. &Frittelli, J. (2007).Maritime security: Potential terrorist attacks and protection priorities (CRS Report). Retrieved on 21 Mar 2015 fromhttp://www.au.af.mil/au/awc/awcgate/crs/rl33787.pdf *

WHO (2005). Infectious diseases of potential risk for travelers (International Travel and Health, Chap. 5). Retrieved on 21 March 2015 fromhttp://whqlibdoc.who.int/publications/2005/9241580364_chap5.pdf*

Module 4 - Case

Logistics and Security

Case Assignment

Based upon your reading of the Background materials, and your own additional research, prepare an essay discussing the use of infectious disease as a weapon of international terror. You should address the following questions:

· What are the advantages and disadvantages of microbes, vis-à-vis destructive “hardware” such as guns and bombs?

· What would be the characteristics of an ideal “weapon bug?” Things to consider:

o Vector (i.e., carried by people, animals, in foodstuff, on other goods?)

o Lethality

o Transmissibility (ease with which it is spread)

o Mode of transmission (airborne, direct contact, indirect contact)

o Arrival mode (airplane, ship, on foot)

o Based upon the above, select an organism. Explain your selection.

o Describe the most effective countermeasures.

o What precautions, if any, should logistics companies take, in addition to those prescribed by government regulation? Explain.

Make full use of sources.

Assignment Expectations

· Write a well-constructed essay. Feel free to use tables and bulleted lists, if appropriate.

· The readings may not provide specific answers. In that event, will need to “fill in the gaps,” using your understanding of the material presented in the Module, and the background sources.

· Style and format must comply with the Writing Style Guide. (TUI Guide, n.d.) This is not an English course; however, errors in spelling, grammar and style will be penalized.

· Provide citations and references. Use of APA style is encouraged, but not required. Please see the TUI Writing Guide, or visit the Purdue Online Writing Lab (OWL, 2015).

· There is no page requirement. Write what you need to write, neither more nor less.

Module 4 - SLP

Logistics and Security

Refer to the company you selected in SLP1.

Discuss the security issues (in addition to simple customs requirements) that your company must consider when transporting customers’ goods across international borders. Do the markets your company usually serves make these issues major or minor concerns? Are particular customers or types of goods more problematical than others? Explain and discuss. Make full use of resources.

SLP Assignment Expectations

· Don’t write in checklist form. Integrate the information you find into a well-constructed essay.

· You may not find specific information relating to this assignment. In that case, you will need to “fill in the gaps,” using your understanding of the company you’re analyzing, plus the sources listed on the Background Info page.

· Style and format must comply with the Writing Style Guide. (TUI Guide, n.d.) This is not an English course; however, errors in spelling, grammar and style will be penalized.

· Provide citations and references. Use of APA style is encouraged, but not required. Please see the TUI Writing Guide, or visit the Purdue Online Writing Lab (OWL, 2015).

· There is no page requirement. Write what you need to write, neither more nor less.

· Upload your SLP before the end of the Module.

MOD1

• A philosopher once observed, “A fish doesn’t know the ocean is blue.” Most of us don’t realize the extent to which we live in a “global village.” Let’s step back and try to achieve that realization.

When your Course Developer was a boy, the only foreign car on the road was the VW Bug, and it was widely ridiculed. It was small, uncomfortable, and at a time when gasoline cost $0.17 per gallon, fuel efficiency was not an issue. Today, most of the cars on the road are built by companies we’d never heard of a half-century ago; Toyota, Hyundai, Audi, and so forth. Back in the day, we’d never heard of tofu, sushi, or moo goo gai pan, and pizza was “a big city thing.” Flying to Europe as a long, bumpy ordeal, with refueling stops in Newfoundland and Ireland. And so forth.

What changes have you seen in your life, that are attributable to globalization? Don’t think strictly in terms of products; review the drivers of globalization covered in the background information, and consider all of them. Pick a major change, and discuss it.

This is not just a trip down memory lane. In this posting, as in other postings, you should shamelessly flaunt your detailed understanding of the material covered in this Module. References aren’t required, but you should at least mention the sources you’re using; i.e., “According to Dye and Stephenson, growth in global markets is a major aspect of globalization. We’ve seen that in the company I work for … “etc.

MOD2

• Cultural Differences Aren't Just for Foreigners

Discussion Topic

Actions for 'Cultural Differences Aren't Just for Foreigners'

Updated

Cultural differences don’t only exist across national boundaries. Important differences exist right here in the United States. We could name several of them, but let’s take a look at what Cohen et al. (1996) termed the “Southern Culture of Honor.”

These authors were curious about one regional difference. In some Southern and Western regions, merely insulting a man can be punishable by death. As one wag styled it, “In the South, ‘He done needed killin’ is a viable defense in a murder trial.”

Cohen et al. (1996) conducted four experiments. In one of them, an assistant called a series of male subjects “an a--hole” in a contrived situation that made the insult seem both real and plausible. Most subjects from the North laughed it off ; “Same to you, buddy.” Most of those from the South responded with various degrees of anger. In some cases, the experimenters had to intervene to save their assistant getting a black eye.

Cohen et al. explained the results in terms of traditional culture that was brought to this country from the rocky slopes of Scotland, in the 18^th century. There, a man’s flock (sheep or cattle) was his life. Life was hard. Any threat, either real or perceived, had to be taken care of, and promptly.

Your Course Developer has some experience with this. If you cut another motorist off while driving the Jersey Turnpike, he may honk and flip you a “freeway salute.” One doesn’t do that in Mississippi. It’s too dangerous.

For this discussion, read Cohen et al.’s 1996 article. Then discuss its implications. Have you had experiences with other peoples’ behavior that would be inexplicable, were it not for some underlying regional or cultural difference? If not the “Southern Culture of Honor,” then what? Explain. And remember, strong language isn’t permitted

MOD 3

• "A Giant Sucking Sound…"

Discussion Topic

Actions for '"A Giant Sucking Sound…"'

Updated

One initiative that reduced trade restrictions was the North America Free Trade Agreement (NAFTA), signed by heads of state in 1992. The goal of NAFTA was to lower trade barriers among the three major North American countries; the US, Canada and Mexico. It was, and continues to be, enormously controversial in all three countries. In fact, on- time presidential candidate Ross Perot predicted that the loss of jobs to Mexico would produce “A giant sucking sound.”

Googling “Pros and cons of NAFTA” reveals a large number of sites, some reasoned and professional, some shrill and amateurish. One good list of pros and cons, reasonably well balanced despite the progressive agenda of its hosts, can be found at OccupyTheory (2014). There are many others.

What’s your opinion? Have you, or anyone you know, been affected by this pact? On balance, do you think it’s a good thing, or a bad thing? Explain.

MOD 4

• Is Your Health Everyone's Business?

Discussion Topic

Actions for 'Is Your Health Everyone's Business?'

Updated

Last week (in March 2015), your Course Developer had a routine appointment with his doctor, and was asked a non-routine question: “Have you been out of the country during the past 21 days?” I immediately knew why I’d been asked; Ebola, in West Africa. The world is now so small that even such a faraway threat cannot be dismissed as trivial.

What experiences have you had, with one or more procedures intended to stop the spread of disease? These could be things like (1) vaccinations you otherwise wouldn’t have taken, (2) areas you couldn’t visit, (2) fruit, vegetables and foodstuffs you couldn’t bring home, (4) intrusive questions by border control officials, or (5) etc. Tell us about them.

But again, this isn’t just a trip down Memory Lane. Please do some research. In addition to discussing the personal effects (if any) of what you experienced, tell us something about its history and rationale. Take, for example, a mandatory vaccination. Is it effective? Is it safe? Is it controversial? Did you perceive it as an infringement upon your right to privacy, or to manage your own health? Explain.

• Looking Back

Discussion Topic

Actions for 'Looking Back'

Updated

Please review the course as a whole. This is for your benefit, and also for ours; reviewing the topics covered in this course will help you fix them in your mind, and integrate them with what you already know. Reviewing the topics with a critical eye, and sharing your observations and suggestions, will help Trident improve the course, and provide a better learning experience for those coming after you.

Address the following points in a short posting. Review and comment on the postings of your fellow students.

· The extent to which you met your learning expectations.

· The perceived usefulness of the topics covered, and of the course as a whole.

· The relative difficulty of the various topics. Which were the most challenging? The least? Please explain.

· How the topics could have been presented differently. How could we make this course better? Please explain, in detail.