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Full file at PART I INTRODUCTION Contemporary Logistics 9th edition is a student-oriented text and every attempt has been made to make the subject “come alive.” Students who pre-tested the manuscript have liked its readability as well as the use of examples, illustrations, and cartoons to illustrate particular concepts. There are no “right” ways to teach an introductory logistics class and the pedagogy may reflect a variety of factors. A classroom-based course with 30 students might be taught far differently than a classroom-based course with 250 students. Similarly, an introductory logistics course delivered over the Internet will likely differ in style from classroom-based instruction. If feasible, the use of guest speakers and class field trips to a warehouse or distribution center are especially recommended. An important characteristic of logistics is that it is a “real world” discipline with increasing organizational and inter-organizational visibility. 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 managers, government officials, and third-party personnel. Each can provide a unique and valuable perspective. Field trips can be quite valuable. They can turn a “good” student experience into a truly “memorable” one. Having said this, a university’s “location, location, location” likely impacts the potential viability of class field trips. Paul is fortunate enough to be located in a major metropolitan area that offers a plethora of opportunities for field trips. As such, his 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 ability to turn what some students perceive as “dull, academic, and too theoretical” material into something with which she/he can more readily identify. With respect to assigning chapters for a full 15-week semester, the instructor might try to cover one chapter and one case per week. However, for a 10-week quarter, the instructor might assign three chapters and three cases every two weeks. Other course lengths, such as five or six week sessions, should assign no more than three chapters and two cases per week. The remainder of the Instructor’s Manual is organized in the following manner: Part II presents answers to the end-of-chapter questions, while Part III consists of multiple choice and true-false questions for each chapter. Finally, Part IV provides suggested answers for the end-of-chapter cases. Unlike previous Instructor’s Manuals for Contemporary Logistics, the Instructor’s Manual for the 9 th edition of Contemporary Logistics does not contain a separate section with transparency masters. These have been replaced—and hopefully enhanced—by PowerPoint slides that are available on Prentice Hall’s Web site (

Full file at Any comments, queries, and/or suggestions concerning this Instructor’s Manual can be addressed to: Professor Paul R. Murphy Boler School of Business John Carroll University University Heights, OH 44118 216.397.4532

Solution manual contemporary logistics 9th edition murphy  

solution manual contemporary logistics 9th edition murphy. Full file at

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