Contemporary Logistics , 12th Edition Solution Manual

Master complex problems with Contemporary Logistics , 12th Edition Solution Manual, your go-to guide for step-by-step solutions.

Sarah Anderson
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PART I
INTRODUCTION

Contemporary Logistics, 12th edition is a student-oriented text that is designed for an
introductory course in logistics. Having said this, there are myriad ways to teach an
introductory logistics course and the appropriate pedagogy may reflect a variety of factors.
A classroom-based course with 30 students might be taught far differently from a
classroom-based course with 250 students. Similarly, an introductory logistics course
delivered online will differ in style from classroom-based instruction.

An important characteristic of logistics is that it is a real-world discipline with increasing
organizational and interorganizational visibility. Therefore, if feasible, the use of guest
speakers and field trips to a warehousing facility or freight transportation terminal are
especially recommended. With respect to guest speakers, students can learn a great deal
when they meet and discuss logistics with managers who work with its challenges and
opportunities on a daily basis. Guest speakers can include logistics or supply chain
managers, government officials, and third-party personnel. Each can provide a unique and
valuable perspective.

Field trips can also be quite valuable; they can turn a “good” student experience into a truly
“memorable” one. Having said this, the location of the university likely impacts the
potential viability of field trips. We, the authors, are fortunate enough to be located in
metropolitan areas that offer a plethora of opportunities for field trips. As such, our students
have been able to visit water ports, airports, railroad container yards, motor carrier
terminals, cross-dock facilities, warehouses, and distribution centers. Field trips have the
capability to turn abstract material into something with which students can more readily
identify.

With respect to assigning chapters for a semester-length course, the instructor might try to
cover one chapter and one case per week. However, for a quarter-length course, the
instructor might assign three chapters and three cases every two weeks. Other course
lengths, such as five- or six-week sessions, the instructor should assign no more than three
chapters and two cases per week.

The remainder of this Instructor’s Solutions Manual is organized in the following manner:
For each chapter, Part II presents answers to the end-of-chapter questions, and Part III
provides suggested answers for the end-of-chapter case.

Through the years, the end-of-chapter cases have generated a great deal of feedback from
previous adopters. We’ll spend several paragraphs discussing case-related issues. It’s
important to recognize that the cases vary in length, level of difficulty, and type of
problem addressed, and some students may struggle with them.

Instructors should develop their own techniques for using the cases; many can serve as
the basis for detailed and lengthy classroom discussions. Many of the cases can be used

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