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Southwestern University case studies section

Prompt: Answer the three questions at the end of the “Southwestern University: (A)” in the Case Studies
section of Chapter 3.
Requirements: A 250-word minimum, APA compliant response, answering the three questions as well as an
analysis of the situation from the standpoint of your Christian Worldview.
Southwestern University (SWU), a large state college in Stephenville, Texas, 30 miles southwest of the
Dallas/Fort Worth metroplex, enrolls close to 20,000 students. In a typical town-gown relationship, the school is
a dominant force in the small city, with more students during fall and spring than permanent residents. A
longtime football powerhouse, SWU is a member of the Big Eleven conference and is usually in the top 20 in
college foot- ball rankings. To bolster its chances of reaching the elusive and long-desired number-one ranking,
in 2009, SWU hired the legendary Phil Flamm as its head coach.
One of Flamm’s demands on joining SWU had been a new stadium. With attendance increasing, SWU
administrators began to face the issue head-on. After 6 months of study, much political arm wrestling, and
some serious financial analysis, Dr. Joel Wisner, president of Southwestern University, had reached a decision
to expand the capacity at its on-campus stadium.
Adding thousands of seats, including dozens of luxury sky- boxes, would not please everyone. The influential
Flamm had argued the need for a first-class stadium, one with built-in dormitory rooms for his players and a
palatial office appropriate for the coach of a future NCAA champion team. But the decision was made, and
everyone, including the coach, would learn to live with it.
The job now was to get construction going immediately after the 2015 season ended. This would allow exactly
270 days until the 2016 season opening game. The contractor, Hill Construction (Bob Hill being an alumnus, of
course), signed his contract. Bob Hill looked at the tasks his engineers had outlined and looked President
Wisner in the eye. “I guarantee the team will be able to take the field on schedule next year,” he said with a
sense of confidence. “I sure hope so,” replied Wisner. “The contract penalty of $10,000 per day for running late
is nothing compared to what Coach Flamm will do to you if our opening game with Penn State is delayed or
canceled.” Hill, sweating slightly, did not need to respond. In football-crazy Texas, Hill Construction would be
mud if the 270-day target was missed.
Back in his office, Hill again reviewed the data (see Table 3.6) and noted that optimistic time estimates can be
used as crash times. He then gathered his foremen. “Folks, if we’re not 75% sure we’ll finish this stadium in
less than 270 days, I want this project crashed! Give me the cost figures for a target date of 250 days—also for
240 days. I want to be early, not just on time!”
Discussion Questions
Develop a network drawing for Hill Construction and determine the critical path. How long is the project
expected to take?
What is the probability of finishing in 270 days?
If it is necessary to crash to 250 or 240 days, how would Hill do so, and at what costs? As noted in the case,
assume that optimistic time estimates can be used as crash times.
My current textbook is Heizer, J., Render, B., & Munson, C. (2020). Operations management: Sustainability
and supply chain management (13thed.). Pearson

Sample Solution

Potential Outcomes of Skipping Classes at School GuidesorSubmit my paper for investigation playing hooky memeThe times when guardians were answerable for their kids' scholastic achievements—and understudies themselves—appear to have gone. These days, numerous individuals trust it is the secondary school organization, educators, and the administration that are answerable for understudies getting passing marks. Previously, when you got a F, your folks would accuse you; today, they would prefer to go to your school and request your instructor to give you a superior evaluation. Such a methodology prompts reckless conduct: understudies imprudent about their evaluations and begin skipping classes, believing them to be exhausting. Furthermore, in spite of the fact that there is apparently nothing amiss with avoiding an exhausting class you figure you would not require in future, in certainty doing so has various negative effects on your future. To begin with, guardians of an understudy who plays hooky lose tremendous measures of cash (given that it isn't the understudy who pays for considering). In the United States, free training is an uncommon benefit; each and every class skipped merits a specific measure of cash. Regardless of whether an understudy learns at secondary school, school, or college, it doesn't make a difference—the normal expense of a played hooky is in the range between $50 to $100 (IFR). On the off chance that an understudy decides to skip classes routinely, it will cost the person in question or their folks a great deal of cash every year, without getting the outcome: instruction and information. The likeliness to get lower grades when skipped classes is another result. While the individuals who remain in class get probably some information, regardless of whether they are not brilliant, an individual who skips classes is at higher dangers of getting no information by any means. Plus, instructors may have a predisposition toward such an understudy, and will treat the person in question unjustifiably despite the fact that this individual may be splendid and examined the subject on their own. Obviously, this circumstance can prompt a disappointment during tests or getting ousted from an instructive foundation (FRI). As per inquire about, just five unlucky deficiencies is typically enough for an understudy's scholarly presentation to drop. Five additional nonappearances would in all likelihood lead to a diminished opportunity to graduate a specific instructive foundation: all things considered, captains are about 20% less inclined to effectively graduate. In the event that an understudy learns at secondary school, the individual has a 25% less opportunity to enter any sort of advanced education organization. They are likewise 2.5 occasions bound to need to live on welfare contrasted with their progressively trained friends (Middle Earth). Skipping classes has one more not really clear result: an understudy is bound to get occupied with exercises that neither the American culture nor the administrative framework would favor. Skipping classes doesn't generally infer remaining at home; almost certain, an understudy would invest their energy outside, and opportunities to engage in introverted conduct (substance misuse, shoplifting, betting, etc) increment. No compelling reason to state it can make an individual enter jail in the long run. Skipping classes isn't so innocuous as it would appear. It is an immediate misuse of cash for each one of the individuals who need to pay for the instruction—and such individuals are the dominant part. Understudies who skip classes are bound to get lower evaluations and face a one-sided disposition from their educators; additionally, they have lower opportunities to effectively graduate, and try out a school—of any kind. Such understudies are likewise bound to live on welfare, and get occupied with introverted conduct. Subsequently, this issue ought to be treated with all conceivable consideration from instructors, guardians, and specialists. References "The Impact of Skipping School." Middle Earth. N.p., 16 Oct. 2012. Web. 23 Sept. 2015. "Why Skipping Classes is Bad." IFR. N.p., n.d. Web. 23 Sept. 2015. "Skipping Classes? Have some good times While You Can." FRI. N.p., 12 June 2014. Web. 23 Sept. 2015.

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