Abuse of animals Essay

Most of us, grew up taking family trips to the circus, zoo, marine park or rodeo. Seeing animals held captive for human amusement was part of life. We never questioned it. While it is assumed that all humans, unless they have committed crimes against society, deserve freedom, we are not used to making that assumption for members of other species. We should ask ourselves why not. What have the animals in a zoo or marine park done to deserve their jail sentences, or the elephants in a circus done to deserve lives spent mostly in chains? For thousands of years, animals have been used to entertain humans in sporting events, rodeos, hunting and in circuses. They have been hurt and many have even died. Using animals in sports raises concerns for animals rights.1 Therefore, the use of animals for entertainment or sport should be banned. Now days there are many things other than animals to entertain humans such as computers, phones, games and so on. So why do we need animals? When animals are used in circus’ they have to travel in some sort of truck where they will be kept in a cage. The circus might be poor or unpopular. So the poorer the less the animals will be fed and the less they’re paid attention to. For some entertainment animals are killed, this is wrong. We need more wild life not less. Animals should not be treated like this it is wrong and really not at all necessary! To take part in circuses, animals have to be taken away from their families and their natural habitats, put inside dark trucks and put inside cages. We then take them to the circus or the rodeo to fight and many often do not care if the animal dies, It is just for their satisfaction. We need to stop this and save our wildlife, not destroy it. Why should animals be caged in the first place? They are wild and uncivilized creatures. They have very narrow aims; eat, sleep, breed , die. The most dominant reason for caging animals or birds is for personal entertainment, whether it is a lion in a circus forced to jump through loops or if it is a macaw kept in a cage as a pet or â€Å"companion†. They are kept in inadequate spaces, wild animals have ranges that stretch for miles on end. They need space to run and act out there instincts. With wild animals just like pets when they are restricted in space, exercise and stimulation they get frustrated. This leads to physiological problems, such as pacing in cages and gnawing at bars. This can also lead to violent attacks on the trainer and/or the audience. Most people, seeing tigers jumps through hoops of fire, or elephants stand on their heads, never think about what is behind those unnatural acts. The circus would like us to believe that the animals are trained with positive reinforcement. If that were true then we would see trainers in the ring with bags of treats. Instead they carry whips and bullhooks? Even Ric O’Barry, who once made his living capturing and training the dolphins who played Flipper, now works against dolphin captivity. He is now the marine mammal specialist for the leading French animal protection group, â€Å"One Voice.† That group has shared a horrifying account of the annual dolphin slaughter in Japan, as thousands of dolphins are rounded into a bay and hacked up with machetes. Representatives of marine theme parks from around the world watch the carnage and pay the killers for the best looking dolphins for the tourist industry.2 Animals are harmed when used as objects of entertainment, no matter how innocent that entertainment is. The circus is another arena in which human beings abuse other animals. Animals are trained to perform tricks using whips, electronic goads, sticks, food-deprivation etc. Wild animals such as lions, tigers, and elephants are kept in shamefully inadequate conditions in tiny spaces. The necessity of regular transportation means that the circus can never provide an appropriate home for wild animals. These animals are forced to travel thousands of miles in cramped and squalid conditions and frequently end up physically and mentally ill. And what for? Purely for the entertainment of we arrogant exploitative humans. What sort of lesson does it teach our children about non-human animals to take them to the circus and see these great creatures demeaned and controlled by force to perform silly tricks? The history of animal cruelty has been traced back as far as the 12th Century, for example fighting dogs for sports. Dogs are use in pit fights against larger animals like wild boar and bulls. Cockfighting in some countries may still be legal and part of the cultural norm.3In most counties the act of two or more animals fighting each other, such as cockfighting, is seen as cruel and is therefore illegal such as cow fighting and camel fighting. There are also some legal forms of sport where humans fight animals, such as bullfighting which has a long history in Spanish and Portuguese tradition.4 There are several other blood sports in history that were intended as entertainment. The use of animals in sport demeans humans as Peter Singer arguments that other animals may not have the same level of sapience as humans, but they feel fear, stress, exhaustion and pain just as we do. It is immoral to derive pleasure either from the suffering or forced performance of another living being, especially when that being is under one’s power and control. It would of course be absurd to suggest that animals should have equality with humans on the level of having the right to vote or of criminal responsibility, but they should have equality with us on terms of equal consideration of interests, that is, pain and suffering should be equally significant whether it is a human or an animal that feels it.5nHorses and dogs are among the principle victims of exploitation in human sporting activities. The main purpose of horse- and dog-racing is for human beings to indulge their penchant for gambling. The welfare of the animals involved is at best a secondary concern. The Riverside (Washington)Suicide Race67, where horse often die from the nearly 400 foot steep grade of the suicide hill, the riders trying to make it down and through a river. As for the conditions the animals are kept in, these may be good for the top dogs and horses, but in the main conditions are poor, and once the animals cease to win races they are likely to be neglected, abandoned, or slaughtered. Horses are also forced to take part in the dangerous contact sport of polo in which collisions and a hard, fast-moving puck pose serious danger to the animals who, unlike their riders, have no choice in whether they take part. Pet owners can argue that they love the pets they keep as a part of their family, they provide them with food and shelter, something far better than that which they could have ever seen in the wild. Medical attention is provided and ample enjoyment to accompany that â€Å"perfect† life, The pet technically lives like a king. research also accounts to animals being caged along with education of the youth through zoos, what education could a zoo provide if the animal is far from its natural habitat?, the only knowledge a child could squeeze out of a zoo is that monkeys like to throw things and they also like shout an awful lot at observers. Why should the animals be allowed to live in the wild? without a cage and unsupervised? Simply put, animals are also living creatures with souls, they also feel pain therefore they also deserve to have rights of their own. They may lack wisdom or intellectual resources which allow them to discover at a rate comparable to humans however it is logical to say that animals only attack when they are threatened. They don’t search for human flesh. P.T. Barnum created a form of staged Wild West show as early as 1843s, when he presented a mock â€Å"Grand Buffalo Hunt† in Hoboken, New Jersey. The show was not a great success. The 15 buffalo calves used in the show broke through the barriers and escaped from thes with what they believe is â€Å"better† for them? would a human live as a pet or prefer to be free ? A sane answer would be to protest and a human would probably kill the entire race of ali arena, causing panic among the crowd because they feels threatened.8 Consider the following anomaly for the sake of argument, If there was to be an alien invasion and those aliens were more intelligent and sophisticated than humans, do they have the right to capture humans and keep them as pets in their home planet? by feeding humanens if given the opportunity. Fighting bulls have a better quality of life than meat-producing bulls. If animal welfare is the primary concern then consistency requires that if one accepts the raising and slaughter of animals for meat then one should also accept the raising and slaughter of animals for entertainment. Some thinks that thorough bred animal which lives to a minimum age of four, roaming wild, feasting on Spain’s finest pasture, never even seeing a man on foot, is far superior to that of the many thousands of British bulls whose far shorter lives are spent entirely in factory conditions and killed in grim abattoirs so that we can eat beefburgers.† 9 To condemn bull fighting is to fail to be sensitive to cultural differences and to the true nature of the sport such as the traditional Spanish culture that should therefore be respected in the same way that any other minority activity such as the slaughtering of animals according to certain Jewish or Muslim ritual laws would be. Secondly, the bull fight is a symbolic enactment of the battle between man and beast; the matador is a highly trained and highly skilled artist and fighter and takes his life in his hands when he enters the ring – it is a match between man and animal. Finally, since the bull would be killed anyway, it is of little consequence how it is kill. But it is consistent to oppose both uses of the animal. Moreover, Bull fighting is probably the most barbaric exploitation of animals that is still legally practised (in Spain, Portugal, parts of France, Mexico, and, illegally, in the United States). The idea that there is a fair match between the bull and the matador is laughable. The bull dies at the end of every single bullfight (it is either killed by the matador or slaughtered afterwards if it survives); for a matador to be seriously injured is rare and it is very rare indeed for a matador to die as the result of a bull fight. During bull fights the animals are taunted and goaded, and have sharp spears stuck into their bodies until eventually they collapse from their injuries and exhaustion. Matadors are not heroes or artists, they are cruel cowards. If humans are so desperate for companions, We have other humans for that purpose. Hence i conclude that animals are not to be kept caged, if the expansion of human settlement is a necessity then animal sanctuaries are also a necessity. The balance of nature is something which should not be offset by simple ignorant behavior. In conclusion, the use of animals for entertainment or sport should be banned as there are other alternatives for entertainment and sport.

North Country Auto, Inc Essay

Each of the departments of North Country Auto, Inc. namely, the new cars sales and used cars sales, service, parts, body shop and oil change â€Å"operated as part of one business† before George Liddy bought into the dealership. The Department Managers were paid salaries and a year-end bonus. However, feeling that this system would not motivate employees, he devised a system wherein he could track effectively the departmental performance. For this, he developed a system for so that each department will be treated as decentralized profit centers. This new system requires that cost be broken down per department. Also, the bonuses per each department head will be based on departmental gross profits. So far as the outcome of the new system is concerned, a recent new car purchase sparked friction and disagreements among division heads on the matter of setting of transfer prices and allocation of costs and profits. It was important that as one department aims to maximize profit, it does not negatively affect other departments. Issues that needed to be resolved include setting of transfer prices between departments, formalizing intercompany transactions, the divisional structure (use of profit or cost center), and the proper allocation of company profits among departments. Problem The different departments of North Country Auto, Inc. must choose between three pricing systems: base on market price, full retail better than others, and based on book value. Also, the company must decide whether they should continue treating each department independently in order to gain huge profits considering that the manager’s incentives are determined upon the department’s earnings. Point of View In this case, we take the point of view of George Liddy, owner of North Country Auto, Inc. Analysis In examining the issues faced by the company, the car purchase discussed in the interdepartmental meeting is used as illustration. †¢ Company’s current operation Comparison: -retail full price considered (new car sold for $5200 without any repairs) -book value considered (used car sold for $5200) Revenue Costs Profit new car (full retail price) $14,150 , $11,4 , 20 , $2,7, 30, used car (book value) , 5200, 4800 , 400 †¢ Price-transfer shown by profits guide book value at wholesale and assumed market Price $3,500 , retail price 5200 , trade in allowance 4800 The trade in allowance of $4800 is the value that is essentially believed by the new and used car sales force believes that the car can be sold. Considering the market price of $3500, the calculated profit is $1700. But, it should be recognized that this profit is at the expense of the $1300 profit from the initial transaction. This is due to the difference between the car’s trade value ($4800) and the market price ($3500). With this, the used car manager must receive the credit or consequences for the profit or loss. This is due to the fact that the used car managers are the appropriate ones to receive incentives in selling the used cars. On the other hand, the new car managers are the ones to receive the incentives in increasing the trade-in value of the cars above the market value. This in turn, makes it easier for people to buy new cars. The illustration above brings up the issue of having the used car manager receive incentives because of the car’s value determined by the new car manager Explanation on $59000 loss on wholesaling of used cars The loss may have occurred because new car owners are pushing for trade-in car values above market valuations on their used cars. For example, if new cars are sold for $4800 and used cars for $3500, the used car group would have a difficult time making a profit. This is because they may have sold the car for $5200 (as shown in the example above). Most of the time, it will be hard for the used car department to sell the used cars above its book value of $3500. Thus, the used car division may incur loss since they are using cost for the used cars that is too high. Recommendations Incentives should be based on company profits. A better system should be established such that managers of the two departments are given incentives based not on the gross profits of their respective departments but on the  profits of the company as a whole. This would help ensure that conflicts of the two departments will be lessened and that the two departments will no longer compete but will work together to enrich the value of the firm. In order to be more profitable, the firm could use blue book values for the trade-in value and use that as the cost to the used car division. However, if it is better for the firm to provide added incentive to customers to trade in their cars, the firm could allow for higher trade-in values but responsibility for those added costs should reside in the new sales division. Regarding the issue of costs, whether it should be at wholesale or retail, it should be considered that North Country is a company offering more on services. The cost of service of making the cars sellable differs minimally from the market price. And these service costs should be added to the cost of used cars in wholesale. The profit on repairs must be akin to competitor’s values as well as to the industry. QUESTION and ANSWERS 1. Using the data in the transaction, compute the profitability of this one transaction to the new, used, parts, and service departments. Assume a sales commission of $250 for this trade-in on a selling price of $5000. (note : use the following allocations [new,$385; used,$665; parts,$32; service,$114] for overhead expense while computing the profitability of this one transaction. These overhead allocations are also shown as Note 13 in Exhibit 3.) Using the data in the transaction , compute the profitability of this one transaction to the new, used, parts and service departments. Assume a sales commission of $250 for the trade in on a selling price of $5000 2. How should the transfer – pricing system operate for each department (market price, full retail, full cost, variable cost)? The transfer pricing system should be operated at full retail . But at the same time care should be taken that the retail transfer price of the repairs should not encourage the used car sales manager to avoid the possibility of losses in her department by wholesaling trade in cars that  could be resold at a profit for the dealership. This cud hurt the dealership by making its deals less attractive for new car customers. Hence while maximizing profits in one’s department it should not affect the other departments negatively. 3. If it were found one week later that the trade-in could be wholesaled for only $3000, which manager should take the loss? If the used car is sold at auction for $3,000 after the trade-in value was set at $4,800, the company should note a loss of $1,800. However, if the new car salesman only gives $3,500 of value to the new customer based on the Blue Book value, then the loss reflected on the income statement and balance sheet should only be $500. In the case of the $1800 loss, responsibility should fall on both the new car salesman and the used car salesman. The new car salesman is at fault for giving the customer $4,800 in value when the car was only worth $3,500. The used car salesman is responsible for the additional loss of $500 for being unable to receive market value for the car. If the used car had a trade-in value at Blue Book of $3,500, then the used car salesman alone would be responsible for the loss of $500 in this transaction. 4. North Country incurred a year-to-date loss about $59.000 before allocation of fixed cost on the wholesaling of used cars (see note 2 in Exhibit 3). Wholesaling of used cars is the theoretically supposed to be a break-even operation. Where do you think the problem lies? It is possible that this loss occurred because new car owners were giving customers looking to trade-in existing cars above market valuations on their used cars. If new owners were providing credit for $4,800 for a used car that is worth $3,500, the used car group would have a difficult time making a profit. While there would be times (like the example above) where they could sell the car for $5,200 and still make a profit despite the inflated prices, most of the time they will have difficulty selling the used car above its Blue Book value of $3,500. Therefore, the used car division may be operating at a loss because the cost they are using for the used cars is too high. 5. Should profit centers be evaluated on gross profit or â€Å"full cost: profit? Incentives should be based on company profits. A better system should be established such that managers of the two departments are given incentives based not on the gross profits of their respective departments but on the profits of the company as a whole. This would help ensure that conflicts of the two departments will be lessened and that the two departments will no longer compete but will work together to enrich the value of the firm. 6. What advice do you have for the owners? The owners of the business should make sure the managers of their various groups are properly incented to do what is most profitable for the firm as a whole. Probably, the firm should use blue book values for the trade-in value and use that as the cost to the used car division. However, if it is better for the firm to provide added incentive to customers to trade in their cars, the firm could allow for higher trade-in values but responsibility for those added costs should reside in the new sales division. On the other hand, if a case can be made that the used cars are worth more to this organization than to the market as a whole because they have an ability to consistently sell used cars above blue book value or because the service organization can increase those used cars more than other organizations can at similar cost, the additional costs of allowing trade-ins above Blue Book value might be appropriately split between both the new car and used car divisions.

An Overview Of The Body Shop Marketing Essay

An Overview Of The Body Shop Marketing Essay Introduction Background The Body Shop it has more than 2070 tree brands and offer service for 7700.000 consumers all over the world. The founder was a great woman who was called Anita Ruddick. She travelled though South America in two years. Then she collected her experience in her long journey and found that many women used the natural way to keep their skin. She also was interested in this field. She tried to use the vegetable, fruit or plant to concoct the natural formula. In March 1976, the Ruddick founded her first store at Birmingham; the store sold 15 kinds of products such as jojoba oil, rascal and mud. In April 1984, The BODYSHOP became a listed company and started selling the products to all over the world. The BODYSHOP was a business which has conscience and credit. The BODYSHOP has five principles in its retail and production, they are: Against Animal Testing (The BODYSHOP never do the animal testing, they only used the scientific instruments to do testing on some mode led body of animal.(Ruth,2006) Support Community Trade (the BODYSHOP selling the product at reasonable price. The BODYSHOP brought their resources from some special place such as Brazil, Kenya, and Samoa. They often set up the factory in origin and employed local people who need a job to save their life. It also brought their materials in a fair price. The BODYSHOP helped a lot of people. It also can say it is a charity (Ruth, 2006). Improve Self Esteem (In the advertisement of The BODYSHOP, It is difficult to see models who have beautiful face and thin stature. The Body Shop uses some ‘special’ woman. For example, the advertisement of the total energy pulse point it employed a black lady. Defend Human Right (The BODYSHOP support equality. especially between black and white. The Body Shop made great contribution in support ECPAT(The International Campaign to End Child Prostitution in Asian Tourism) Protect the Plant (Protect plant is an aim of this green company . The BODYSHOP published a book, called the Green Book in order to call all the people to protect the plants. Theories Marketing Mix: Marketing Mix was related to a company’s marketing strategy. Marketing mix include 4 parts, place, promotion, price and product. There are often called the four ‘PHS. Product: Paying attention to the features of the product is easier to attract the consumers. Some consumers focus on the after sales service, appearance, packing faction and brand more than before. For example, red is standing for lucky in china. This color always appears in spring festival. Consumers who want to buy some clothes during spring festival think this color may bring lucky for them, so they may willing chose this red clothes more than the other color. Some telephone firm willing offer sales service to consumers to create their credit. Price: Make high profit is the aim of the all the businessman. There are many factors effect the price, such as cost, rent, and capital. These factors affect the producer to adjust the product’s price. The price also affects the consumers. For example, customers attract by discount.

An Investigation of Safety Practices in the Saudi Arabia Construction Research Paper - 1

An Investigation of Safety Practices in the Saudi Arabia Construction Industry - Research Paper Example accidents 17 2.6.2 Continuous safety practices by top management 19 2.6.3 Continuous safety practices by safety professionals 20 2.7 Measurement of safety performance 20 3. Project Plan, Methods and Techniques 24 3.1 Project Plan 24 3.2. Methods and Techniques 24 3.2.1. Sampling 24 3.2.2. Data Collection 25 3.2.3. Data Analysis 25 3.3. Skills and Experience 26 3.4. Time Scale 26 List of References 27 1. Introduction 1.1 Background Saudi Arabia has experienced rapid growth over the last few decades. In 2011, the GDP growth rate was 3.8% (TradingEconomics, 2011). This is roughly an average for the 21st century with lows having occurred during 2002-2003 and 2010 and highs during the mid 2000s. Exports at present are over 200,000 million SAR and over 90% of these are oil exports, which account for 75% of government revenue. The rapid growth is therefore mainly due to increases in the kingdom’s oil revenues. ... The construction industry engages in designing, constructing and maintaining unique buildings. In Saudi Arabia, its growth in recent years has been remarkable, especially due to increased foreign investment from international companies seeking to expand their businesses. According to Saudi Arabia’s Infrastructure Report for the second quarter of 2011, Saudi’s construction industry is set to grow by 4% in 2011, and it will continue to grow at this rate for the next four years (Roberts, 2011). In particular, during the period 2011 to 2015, Saudi Arabia’s residential building construction is set to grow at a rate of 7.2% (Saudi Entrepreneurship, 2011). The Saudi construction sector is the largest and fastest growing in the Gulf region. The government is completing the establishment of six economic cities; it has invested almost SR513.8 billion during the period October 2008 to April 2009, and it is expected to spend around SR1.5 trillion over the next half decade (U S-SA Business Council, 2010). However, the construction industry is also one of the most highly hazardous industries. Its unique nature, difficult work-site conditions, human behaviour, and poor safety management are the main causes of accidents (Koehn and Chih-Shing 1995, 261). Unfortunately, despite the construction evolution in Saudi Arabia, the work methods, equipment and procedures are still unsafe. As an example, in a recent incident in Riyadh in January 2011, it was reported that three workers were killed and eleven were left injured when scaffolding collapsed (Abbas, 2011). Several other highly publicised accidents at construction sites have also taken place in Saudi Arabia in recent years. Regulations do exist but many

MANAGING CONFLICT IN A DIVERSE WORKPLACE REPORT Case Study

MANAGING CONFLICT IN A DIVERSE WORKPLACE REPORT - Case Study Example According to the research conducted by Kirchmayer (1993 cited in Syed & Ãâ€"zbilgin, 2010) it has been found that conflict in the workplace is likely to arise when people belong to different cultural background. In a culturally diverse workplace each player has different attitudes towards conflict management and decision-making approach. Complications and misunderstandings are integral parts of culturally different workplace. The purpose of this paper is to discuss the cases of various types of conflicts in the workplace that have arisen from differences that ranges from gender to nationality and from sexual orientation to issues of pregnancy. The underlying reasons behind the problems and their implications have been discussed. The given case can be treated as a classic example of a misreading of signals. The approach taken by Strong was not outright wrong and the reaction of Mayer was not fully unjustified. It is difficult to point out the culprit per se. However, it can be argued that Mr. Strong should have â€Å"known better† by considering the reaction he had from Ms. Mayer for the first time they had interacted in the parking lot. Ms. Mayer had shown initial signs of irritation in the first meeting which should have provided the hint for Mr. Strong. In the research conducted by Corr and Jackson (2001) had shown that the perception of males of females of what constitutes sexual harassment are quite different. In the research that has been conducted in relation to sexual harassment it has been found that sexually-oriented behavior in non-work relationship is more acceptable than the same behavior in work relationships (Browne, 1997). This situation is more likely in the present case. The reaction of Miss. Bliss to the behavior of Mr. Law should have been more formal and stern. Miss. Bliss should have confronted about the situation

Cultural Differences Research Paper Example | Topics and Well Written Essays - 1000 words

Cultural Differences - Research Paper Example   According to Royce (1982), there exist differences among all cultures of the world; these differences emanate from the fact that each group has its own norms, belief system, and values. The cultural differences prevalent in most parts of the world mean that people behave in accordance with their culture. Moreover, people tend to hold dear their values, morals, and ways of life. As a result, the traditions of any group of people are held sacred and should be adhered to by the members of the ethnic group. Those who violate the laid down norms may face punishment from the entire society. Therefore, a society may apply some sanctions for undesirable behavior; for example, wrongdoers may be ostracized or alienated from the other members of the society. However, the amount of punishment differs from society to society due to the varying cultural beliefs. Ethnic Identity Ethnic identity is a diverse term which has no universally accepted meaning. However, scholars have advanced the defi nition of ethnic identity to mean the relationship of a person as he or she relates to his or her society. Specifically, ethnic identity refers to a construct that affiliates the individual to the rest of the group. Ethnic identity refers to the view of a person by themselves and others as belonging to a certain group. A person chooses to identify with a group that tends to be available for him or her whenever he or she needs the group or a group, which acknowledges him. For example, a person can choose to affiliate with a group that has the same ethnic heritage (Banks, 1996). According to Banks (1996), in ethnic identity, the affiliation with a group can be in terms of cultural, natal, racial, and symbolic factors. Natal factors can be regarded as the ancestral attributes of a person; for example, the homeland of a person, origin of parents, and the origin of kin. Racial factors entail the use of physical characteristics as well as physiognomic attributes. On the other hand, symbol ic factors refer to the characteristics that tend to be typical of a certain ethnic group. Examples of symbolic factors include clothing, foods, holidays, artifacts, among other attributes shared by a group of persons. Cultural factors involve the behavior patterns exemplified by the group; it may also include the shared values and customs of a group. For most people in the world, ethnic identity forms the basis of national identity; as such, people tend to identify themselves with their ethnic groups. People belonging to the same ethnic group tend to share some attributes which are distinct from other ethnic groups. Moreover, ethnicity signals some form of physical traits, cultural similarities, an enduring descent, and a blood relationship. Apart from these similarities, people belonging to the same ethnic group tend to have some commonalities which include a common language, similar traditions, common religion, and a history that they can share (Royce, 1982). To a large extent, e thnic identity forms the basis for understanding the diverse differences among cultures. People tend to strongly identify with their respective ethnic groups. By belonging to an ethnic group, a person declares a certain ethnic identity and continues to demonstrate acceptable behavior which is characteristic of that group.  Ã‚  

Management Essay Example | Topics and Well Written Essays - 1500 words - 24

Management - Essay Example odel, which has since long dominated the people management strategies adopted by managers in workplaces to constantly keep their employees motivated in order to derive better performances. However, during the past couple of years organizational management has undergone significant transformation in the manner in which it seeks to motivate its employees. The traditional methods of offering extrinsic rewards or economic benefits to the employees in order to keep them motivated and garner higher productivity and hence revenues, has become obsolete ever since the introduction of the concept of intrinsic motivation, which is required in today’s workplace. One of the most commonly discussed economic ideologies is the fact that it emphasizes on the aspect of personal economic gain as a key motivating factor within an organizational environment. Various eminent theorists and authors such as Ed Schein, Abe Maslow and the likes have stated that employees have a higher-order personal needs which govern their behavior. There is a wide amount of literature which claims economic rewards as a key motivator however the evidence on higher employee productivity on account of intrinsic rewards has been mounting in the past couple of decades (Thomas, 20022). Extrinsic benefits or rewards commonly include monetary compensation as a primary tool of enhancing employee performance. However, despite its widespread acceptance, especially among the managers who view it as a most effective means of improving worker productivity, this method has attracted severe criticisms recently. A significant proportion of these criticisms are mainly on account of wide spread research, which offers empirical evidence regarding the failure of extrinsic motivation to ensure and sustain, long term organizational performance (Perry et al. 20093; Ingraham 19934; Kellough and Lu 19935; Milkovich and Wigdor 19916). Furthemore, it has also been observed in past researches that debates concerning employee

Business Management Techniques (Manage work activities) Essay

Business Management Techniques (Manage work activities) - Essay Example ining an organizations objectives, establishing an overall strategy for achieving those objectives, and developing a comprehensive chain of command of plans to integrate and coordinate activities. The plan of action is, at one and the same time, the result predicted, the line of action to be followed, the stages to go through and the methods to be used. Organizing is the translation of goals and objectives into a structure of responsibilities and authority. To organize a business is to provide it with everything useful to its functioning- raw material, tools, capital, personnel’ (Fayol, 53). In other words it includes the determination of what tasks are to be done, which has to do them, how the tasks are to be grouped, who reports to whom, and where decisions are to be made. The engineering organization, having been formed, must be set going and this is the mission of command. This insures a successful process of the organization. A manager in command - knows his people, understands all agreements binding the firm, sets a good example, uses a meeting to focus efforts in a single direction, does not become occupied in minute details, and instills unity, energy, initiative and loyalty in the employees. Harmonizing is to integrate the actions of all aspects of the firm in order to increase the efficiency of the organization. To harmonize is to co-ordinate all the activities of concern so as to facilitate its working, and its success. Control consists in confirming everything takes place in conformity with the plan implemented, the directions issued and principles established. It also points out weakness and errors in order to rectify then and prevent recurrence. Typical operations that could be subjected to control, measured in order to monitor progress, included: Business Engineering Organization usually use flat organizational structure where their is hierarchy of authority and becomes easy for supervision, their is segregation of duties and every

Diabetes Management Education for a Hispanic female patient Term Paper

Diabetes Management Education for a Hispanic female patient - Term Paper Example Evaluation Tool- Collected Data 8 B. On Whether the Goal Was Achieved or Not, and Why 8 C. How Nurse and Client Will Know Whether Learning Occurred or Not 8 D. Encountered Barriers 9 E. On Whether Methods Choice Address Learning Need 9 F. What Went Well, What to Do Differently Next Time 9 References 10 PART ONE A. Learning Needs Identification The patient is a Hispanic female with diabetes. Given the nature of the disease, a large part of any intervention protocol needs the knowledge and active participation of the patent in order to succeed. Nutrition and the management of the patient pharmacology ate important aspects of that protocol, and form part of the learning needs. There is a good rationale for this one-on-one learning intervention in the literature, given the findings on the ability of conventional individual education or IE to improve patient outcomes for those with diabetes. At the same time, findings on the non-sustainability of those outcomes indicate that there is a ne ed for continuous education, follow-up and monitoring (Sperl-Hillen et al., 2013, p. 104). There is also an identified need for health education among the Hispanic populations in the United States due to the growing prevalence of the disease among this group, in greater numbers than in the rest of the population and greater than the national average, indicating the need for educational intervention (Chukwueke and Cordero-MacIntyre, 2010). Meanwhile the value of culture-specific education on a sustained short-term basis in improving health outcomes among Hispanics with diabetics has also been proven in the literature, indicating that there is hope in a learning program such as this one (Ojo et al., 2010). The perspective on a teaching protocol or intervention that is sensitive to the unique cultural perspectives of Hispanics is also presented in the literature as being of great value in treating Hispanics with diabetes and in radically increasing the effectiveness of such teaching in terventions and protocols (Cutillli, 2006). In this latter regard a study on the use of a culturally relevant presentation form, a fotonovela, in the relaying and effective education of diabetes care and management among Hispanics with diabetes has indeed proven the value of culturally sensitive educational interventions for managing the disease (Unger et al. 2009, pp. 145-147). B. Needs Identification- Assessment Information Employed The diabetes knowledge scale employed in Unger et al. (2009) is used for this program for educating the Hispanic female patient on self-care and management of diabetes. This is appropriate given that even for high school students, the knowledge scale was effective in assessment. As an aside the intentions on behavior consisting of four key questions on behavior are also kept as potential assessment questions for intent in behavior (Unger et al., 2009, pp. 146-147). C. Learning Needs Assessment There is an assessed readiness on the part of the patient t o learn and to improve with regard to being able to treat the disease and keep the consequences under check. The motivation level is high, and given this there is hope that the health outcomes for the patient will be better than in the studies over time. Moreover, with the positive attitude established, there is hope that the educational interventions will yield the effective transfer of knowledge to the patient, resulting in the increase in the

History of education Essay Example for Free

History of education Essay As a student, I have read â€Å"On the Use of a Liberal Education: As Lite Entertainment for Bored College Students† written by Mark Edmundson many times. Edmundson’s article is now published in textbook (for example: from Inquiry to Academic writing) and taught in English university education. Edmundson argues that nowadays liberal education is as lite entertainment for bored college students; education is product and universities are suppliers that satisfy the expectation of consumer students. In any aspect, I agree with him. The education now is changing in bad way. The students do no longer care about what they need to learn in the school except for their point. But why does this happen? This article just show one side of students. What about teacher? School? Family? Or society? Generally, there are some points I consider make me not believe or agree with this article absolutely. First, he wrote this article after many-year teaching. This is based on his be-teacher experience. He is in the point of view of teacher. But despite teaching many years, how many student he taught? What percentage in the total number of students in USA or the world does it hold? It is unfair and unbelievable when he draws the conclusion about all students with only students he has taught. Maybe he is right but he is also possible to be wrong. Because that number of student may be very high, maybe hold 70%, 80%, even 90% but also just 20%. There are no researches given in the article. No one knows the exact number so can’t give that conclusion. But the only thing we can believe is that many is not total; that many students are as consumers. Secondly, he says education is as lite entertainment for bored students. What is meant by bored students? How bored? A teacher comments that students are bored so what did he/she do to improve them. I know learning is responsibility of own student but school or teacher is instructor leading them to what they need to explore themselves. They now are just in the wrong way, so it doesn’t mean they will be so forever. They now need a person to lead them in the right way. Besides, he just shows their present that they are bored but not shows the reasons. Why doesn’t he/she ask the question about himself, about his lessons. To each student, their ability to take lessons is very different so with a lesson, just some student feel interested. In his essay, Edmundson claim that most student today consume their education than interact with it. He says he wanted his student connect with him, but it doesn’t mean they have to like or dislike him. He says that â€Å" I don’t teach to amuse, to divert, or even, for that matter, to be merely interesting. He also says â€Å" I think many of my student have imbibed their sense of self from consumer culture and in general from the tube in particular†. That not only shows his lack of native passion of a teacher but also that he become accept education’s business. Next, when he assume that teacher do anything to make them satisfied, interested, I wonder just only students feel that. That time, did teachers feel satisfied? The answer is, of course, YES. Both teachers and students feel comfortable and facile. So why don’t make lesson colorful, instead, boring and not effective. Each teacher has different ways of teaching to help students understand lessons. One of them is that make it interesting. That means both create interesting atmosphere and help student easy to understand. Students are young people, no experience; they just learn what they care. If schooling is bored, they can’t both study and find the right way to go in the future. But if the school is an interesting thing that they take everyday, they feel life to open, to explore and persue. The second view is clearly better that the first and why does he consider all such lesson as product standard for consumer students. The last thing I wonder is the reason why education is changing. Nowadays, society is developing with high technology and opening economy. Society requires people that are excellent or really good. How does society realize such people? In general, it is evaluated based on the point of student at school. So, that students are always care about their point because they are worried about their future is grossly. Moreover, education system always evaluate their performance and achievement. Because of that, they always worry that they can lose, they can in the bottom at school and hope they are in the top. Some can make effort to reach it, but not all is the same. To some student, it is motive power to be better themselves but to the rest, it is pressure make them in stress. Besides, not all teachers is good. Some requires presents and they â€Å"sell the mark†. To students, this is a good way to improve their mark not trying to study. That is small gap in education system. In the end, Edmundson’s article is not researched and have a few logical fallacies but warn us the status of education as product. Although there are something I disagree with him, evidence of his argument is not denied; it is difficult for anyone to argue that consumerism has not poured in the university to some degree. [That is my personal point of view. Maybe it is not right absolutely. ]

Fiscal Policies: Relationships between Housing and Economy

Fiscal Policies: Relationships between Housing and Economy The government uses two types of policies to evaluate economic activity and set interest rates in balance with inflation and deficiencies. It is a governmental orthodox that housing market play a significant role in the structuring the economic stability and causes inflation consequent of low prices. According to an economic research, rise in construction costs and uncertainty in housing investment is the real cause of two-third decrease in house construction cycles since 1970. Fiscal policy is used in evaluation of economic activity, to assess the level of taxation requirement, and establishing what fraction of taxation will be spent on public expenditure. There are two types of fiscal policy: expansionary and deflationary fiscal policy. Under the expansionary fiscal policy, the government aim is to encourage greater spending to boost the economy. Conversely, deflationary fiscal policy aim to assist in the reduction of inflation through decease in the level of economic demand. Fiscal policy is used by government as an instrument to control economics and to support monetary policy. Conversely, fiscal policy aims to preserve the growing of the economy along with the perseverance of low level of unemployment. In the event of excessive debt or deficiency, fiscal policy will face difficulty to operate accurately. Whereas, monetary police is used for assessing the supply of money and interest rates to achieve desired economic policy objectives. If the economy is in recession, the government would aim to boost economic activity, through expansionary monetary policy by reducing interest rates whereby growth of money supply will increase. Adversely, if there is a need for reduction in economic activity, due to fast growth causing inflation, the government will put in operation deflationary monetary policy to increase interest rates and reduce rate of growth in money supply. In broad terms, most of the problems adversely effecting the economy of Britain, over the last fifty years, have been led or influenced by housing market. To particular degree, there has been an unacceptable imbalances in the large demand for housing along with the limited supply of housing, consequent to the fluctuating housing market. In the contrary, the housing market remains strong, as alertness for economic recovery continues to be at the core of alleviation of the housing market, in parallel with the economy. A sudden increase in house prices came to a screaming peak in 19894. Subsequently, the economy halted and the interest rates increased dramatically to 15% to compensate for the rise in inflation and to shield the British currency. Escalation in net savings was triggered by the dramatic stagnation in house prices. In the event of continuous decline in house prices, the economy inevitably faces growth in recession in parallel with the anticipated decrease in lending. Substantially, this will result in a collapse of the economy, giving rise to increased levels of unemployment and economic diminution. Government is proposing new measures to increase the supply of housing, promote flexibility in the housing market, and streamline and simplify the planning regime. The interaction between housing and the economy is pervasive. Fluctuation of house prices, contribute significantly on consumersà ¢Ã¢â€š ¬Ã¢â€ž ¢ expenditure. The responsiveness of new housing construction to demand changes is weak. Fall in house prices attract construction then rise in prices; this is the factor which resulted in recent recession in construction. National Income is the total annual income of a state, consisting of employee wages and the profits of companies. Conversely, national income equates to the value of the output of all goods and services during the same period8. In wider terms, national income is valued by gross national product (GNP) which is the amount of a countrys total output subtracted by an allowance for replacement of ageing capital stock. The primary factors effecting the construction industry have been the rise in building materials, profitability of development, interest rates and the economic growth as opposed to land prices which had little effect on the number of new houses being built10. The evidence from a recent research of the house building cycle, have proved that private building activity such as building of offices, warehouses and shops operate relatively different and move in opposite direction to a house building cycles. Hence, this indicates the adverse reflection on new levels of housing caused by other private sector building crowding out house building. Inevitably, depreciation in one sector is inadvertently means withdrawal of supply from the other sector. Furthermore, the impulsiveness of construction costs renders it more competitive for house builders to challenge with other sectors, in parallel lines. The current situation is that overall national economic fluctuations appear to synchronise with the fluctuations in housing investments. Whereas, in early 1970s, the economy stabilised as the fluctuation in national economy did not coincide with the changes in housing investment. Adversely, there are other problems facing house building as we are running out of land suitable for new housing12 (Kelvin Hopkins the UK Parliament). Nevertheless, government is planning to tackle this recession in the economy caused by downturn in house building cycle. In effect, increase in housing investment effectively improves national income. Since the housing market is in the era of recession, the government got its hands full as it faces the reality of decline in national income. National income has faced a large decline as the house prices rise along with interest rates decreasing demand for house building market. According to relevant figures, since 1960, the UK has invested a lower proportion of its national income in housing than any other EU country. On the one hand of the spectrum, the governments goal to set high interest rates as a means of controlling inflation. On the other hand, this is clearly exposing prospective house investors to high interest rates which contributes to making the UK housing market much more volatile, which itself adds a potential volatility to the wider economy. In conclusion, it is the time of volatility for the house building market as the government stretch its legs to establish the exact fiscal and monetary policy for the development and stability of our economy. However, it is the house building cycle, which is paying a high price for the increased interest rates in mortgages, as public demand in the housing market is threaten by increased house prices. In Fact, there is no easy solution for this, expect from anticipation of interest cuts and reduction in cost of construction materials.

Media Images Essay -- Body Image, Beauty

I confess that I am one of those women who look forward to monthly magazines telling me the new month’s facade of â€Å"beauty†. Starting at a very young age, women are convinced that in order to be happy, accepted, respected, successful, sexy or beautiful; they must fit a particular mold that society has formed for them. The media defines the accepted and changing representation of beautiful and perfect that women feel they must achieve. As mentioned in the video Killing Us Softly 4, we’re told that women are acceptable only if they’re young, thin, white, perfectly groomed and polished, plucked and shaved. Any deviation from this is not ideal or acceptable. This standard of attractiveness for women that is portrayed in the media is not only unrealistic, but unattainable by most women. This body type that we see in advertisements as acceptable or desirable is one that fewer than 5% of American women have, According to Juan-Hwan & Lennon (2007). Women enga ge in a comparison between their bodies and these unrealistic images on beauty. There are so many images of â€Å"beautiful† women, which people try very hard to mimic. These images are everywhere and hard to ignore as the average woman sees 400 to 600 advertisements per day. According to Millard (2009), â€Å"advertising heavily influences beauty standards and that women in particular compare themselves with models despite the gap between retouched perfection and reality.† (p. 147). These standards emphasize unrealistic body types and because most women are not gifted with the ideal body size and shape, conforming to these ideals of female beauty is difficult. These messages of ideal beauty are difficult to ignore. Millard’s article on Dove’s â€Å"Real Beauty† Campaign stated the following: When... ...of beauty and women are oppressive in that they contribute to the limitation and restriction of women. In advertising, women are portrayed as being inferior which is false and objectifying. The obsession with thinness, the ideal image of beauty and oppression of women are all public problems that affect us all, man or woman. Inner beauty is forgotten and deemed unimportant in our society. The problems leave us with nothing but a shallow, depressed, miserable, unrealistic society with standards that leave people feeling inadequate and rejected. The media should give a more realistic body type for women to look up to. Women need to work together to help change attitudes, and neutralize the negativity that society and the media create. We can refuse to take the media so seriously and try to challenge the idealistic images in advertising and their demeaning messages.

The Romantic Movement :: Rationalism Romanticism Landscape

The Romantic Movement (1800-1850) Art as Emotion The goal of self-determination that Napoleon imported to Holland, Italy, Germany and Austria affected not only nations but also individuals. England's metamorphosis during the Industrial Revolution was also reflected in the outlook of the individual, and therefore in the art produced during the first half of this century. Heightened sensibility and intensified feeling became characteristic of the visual arts as well as musical arts and a convention in literature. Exposing Rationalism Romanticism in Landscape This tendency toward images of impassioned or poignant feeling cut across all national boundaries. Romanticism, as this movement became known, reflects the movement of writers, musicians, painters, and sculptors away from rationalism toward the more subjective side of human experience. Feeling became both the subject and object of art. Conscious of being propelled into the future, Europe began to take a long and wistful look at the past and embarked on a series of revivals. Classicism, which had gone in and out of style at regular intervals, was joined with revivals of Gothic art, Egyptian art, and the art of the Renaissance. The Classical Tradition By the mid-nineteenth century,much of Europe had become industrialized, and the generation of artists who had inaugurated the Romantic movement were dead. But much of the romantic spirit lived on. In their emphasis on individual genius and subjective experience, arts of the Romantic era handed future generations the basis for their own developement and provided a point of view that coloured their understanding of the past. Characteristics of Romanticism Resulting in part from the libertarian and egalitarian ideals of the French Revolution, the romantic movements had in common only a revolt against the prescribed rules of classicism. The basic aims of romanticism were various: a return to nature and to belief in the goodness of humanity; the rediscovery of the artist as a supremely individual creator; the development of nationalistic pride; and the exaltation of the senses and emotions over reason and intellect.

Affirmative Action Essay -- Race Racism

Affirmative Action The Webster dictionary defines affirmative action as an â€Å"active effort to improve the employment or educational opportunities of members of minority groups†¦Ã¢â‚¬  This paper will discuss the history of affirmative action and its effects on education and the work force in our society. I will argue why affirmative action is necessary for minorities to gain equal opportunities educationally and economically and how affirmative action is morally required as reparation for past discrimination. I will also discuss why many people believe that affirmative action is a step in the wrong direction and point out several arguments as to why we should get rid of affirmative action and try to validate their claims. Affirmative action requires that supervisors in charge of economic and educational opportunities take into consideration a candidate’s sex, disabilities, and ethnic background when accepting positions, especially if the candidate’s ethnic affiliation has had a history of racial discrimination. These minority groups are entitled to special considerations, typically viewed as payments made by the government to settle past discrimination. The effects of affirmative action have been well seen in economic and educational systems where educators and employers have long been pressured into giving preference to minorities even if they lesser qualifications, to help write off past discrimination. Affirmative action was established on the basis that because of the past discrimination of races, our nation was unable to flourish into what it should have become- a nation which provided equal opportunity regardless of a person’s race. It is in my opinion that had our country n ever oppressed colored people to such a great exten... ...nathan. Long Way to Go: Black and White in America. New York: Atlantic Monthly Press, 1998. Thomas D. Boston, Affirmative Action and Black Entrepreneurship. New York: Routledge, 1999. Geiger, H Jack. "Race and Health Care-An American Dilemma?" New England Journal of Medicine 335(11):815-816 (1996) Gould, Stephen Jay. The Mismeasure of Man. New York: Norton & Co., 1981. Curry, George. The Affirmative Action Debate. Massachusetts: Addison Wesley, 1996. Wise, A.E., Darling-Hammond. Effective teacher selection: From recruitment to retention. R-3462-NIE/CSTP, Washington, DC: RAND Corporation., 1987 Rosenfeld, Michel. Affirmative Action and Justice: A Philosophical and Constitutional Inquiry. New Haven: Yale University Press, 1991. Rothman, Stanley; Lipset, Seymour Martin & Nevitte, Neil, "Racial Diversity Reconsidered," The Public Interest Spring 2003.

Charles Dickens Essay

Examine the presentation of the three spirits and Marley’s ghost in â€Å"A Christmas carol† and show the differences and similarities in their appearance, attitude towards Scrooge and the effect upon him. Consider also the spectre in â€Å"The Signalman† In a Christmas carol by Charles Dickens, the four ghosts are all described differently. They all help to change scrooge into a nicer person. The ghosts all act disparately and look disparately. Scrooge has a different effect on each one of the ghosts, two of the ghosts he likes and one of the ghosts he dislikes. Scrooge is also treated dissimilar, some ghosts care for him, and others are forceful. The ghost of Marley appears first, he is described as ‘In his pigtail, usual waistcoat, tights and boots; the tassels on the latter bristling, like his pigtail, and his coat-skirts, and the hair upon his head. ‘ Marley also had a chain around his middle, which was long and wound about him like a tail. The chain was made of cash boxes, keys, padlocks, ledgers, deed and heavy purses wrought in steel. Marleys body was transparent, so Scrooge could see the 2 buttons on his coat behind. He also had a handkerchief wrapped around his head and chin which held his jaw up. The ghost of Christmas past turns up next. He is described as ‘a strange figure-like a child; yet not so like a child as like an old man, viewed through some supernatural medium. Which gave him the appearance of having receded from the view, and being diminished to a Childs proportions. ‘ The ghost’s hair hung about its neck and down its back. His hair was white, as if with age; but his face wasn’t old, and didn’t have any wrinkles in it. He had long and muscular arms, like his hands. Its legs and feet were delicately formed. The ghost wore a white tunic, and round its waist was a lustrous belt. ‘It held a branch of fresh green holly in its hand; and in singular contradiction of that wintry emblem, had its dress trimmed with summer flowers. ‘ The strangest thing about the ghost was that from the crown of its head sprang a clear jet of light, which by all was visible to see ‘ and was doubtless the occasion of its using, in its duller moments, a great extinguisher for a cap, which it now held under its arm. ‘ The next ghost was the ghost of Christmas present, he was clothed in one simple deep green robe, which was bordered with white fur. ‘This garment hung so loosely on the figure, that its capacious breast was bare, as if disdaining to be warded or concealed by any artifice. ‘ His feet was also bare, and on its head it wore no other covering than a holly wreath with shining icicles. ‘Its dark brown curls were long and free; free as its genial face, its sparkling eye. Its open hand, its cheery voice, its unconstrained demeanour, and its joyful air. ‘ Around the ghosts middle was an antique scabbard; but there wasn’t a sword in it, and the ancient sheath was eaten up with rust. The last of the ghosts to meet Scrooge was the ghost of Christmas yet to come. You couldn’t see any of its facial features because ‘it was shrouded in a deep black garment, which concealed its face, its head and its form, and left nothing of it visible, save one outstretched hand. ‘ Because of this it would have been difficult to detach its figure from the night, and separate it from the darkness by which it was surrounded. The spectre in the signalman by Charles Dickens isn’t described very well in the story, all we know is that the spectre is a man and he has a sleeve over his arm. His voice was hoarse with shouting ‘halloa, below there! ‘ In the Christmas carol, Marley is a friendly ghost and he is very nice, he enjoys being in the company of Scrooge, Scrooge says ‘you were always a good friend to me. ‘ He obviously cares about Scrooge because he wouldn’t have gone there to warn him about the three ghosts and what would happen to him if he kept hating Christmas. Marley was the only true friend Scrooge has had. The ghost of Christmas past is nice, friendly and reasonable. The ghost cared for Scrooge, he once asked him ‘what’s the matter? ‘ Even though he is nice and friendly, he forces Scrooge into seeing things that he doesn’t want to see. For example Scrooge says ‘leave me, take me back, haunt me no longer. ‘ ‘But the relentless ghost pinched him in both arms and forced him to observe what happened next. ‘ The ghost of Christmas present is a kind and jolly ghost. The ghost and Scrooge were cheerful when they visited homes. ‘The spirit stood besides sickbeds, and they were cheerful and they were patient in their greater hope, by poverty and it was rich. ‘ The ghost makes Scrooge more relaxed around him, he isn’t frightened, and he is calm in the ghost’s presence. Like the ghost of Christmas past, this spirit is also forceful and makes him see what he doesn’t want to see. The ghost of Christmas yet to come doesn’t speak at all, this ghost is the one Scrooge is scared of most. ‘Scrooge feared the silent shape so much that his legs trembled beneath him, and he found that he could hardly stand when he prepared to follow it. Scrooge is frightened of him the most because he doesn’t know what his personality is like; with the other ghosts they were kind and caring. This ghost just points to places. But when Scrooge saw his grave then he got worried and cried ‘hear me! I am not the man I was, I will not be the man I must have been but for this intercourse. Why show me this if I am past all hope? ‘ When Marley visits Scrooge, he is scared at first, because he doesn’t know who it is, until the ghost got a bit closer, Scrooge was surprised to see his old friend, when Marley walked off to the window ‘it beckoned Scrooge to approach, which he did.

Toyota Production System and Kanban System

This article was downloaded by: [210. 212. 186. 193] On: 17 July 2012, At: 23:18 Publisher: Taylor & Francis Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK International Journal of Production Research Publication details, including instructions for authors and subscription information: http://www. tandfonline. com/loi/tprs20 Toyota production system and Kanban system Materialization of just-in-time and respect-for-human system Y.SUGIMORI , K. KUSUNOKI , F. CHO & S. UCHIKAWA a a a a a Production Control Department, Toyota Motor Co. , Ltd, 1 Toyota-cho, Toyota-shi, 471, Japan. Version of record first published: 28 Mar 2007 To cite this article: Y. SUGIMORI, K. KUSUNOKI, F. CHO & S. UCHIKAWA (1977): Toyota production system and Kanban system Materialization of just-in-time and respect-for-human system, International Journal of Production Research, 15:6, 553-564 To link to this article: h ttp://dx. doi. org/10. 1080/00207547708943149PLEASE SCROLL DOWN FOR ARTICLE Full terms and conditions of use: http://www. tandfonline. com/page/terms-and-conditions This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date.The accuracy of any instructions, formulae, and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material. INT. J. PROD. RES. , 1977, VOL. 15, No. 6, 553-564 Toyota production system and Kanban sy stem Materialization of just-in-time and respect-for-human system Y. SUGIMORIt, K. KUSUNOKIt, F.OHOt and 8. UOHIKAWAt The Toyota Production System and Kanban System introduced in this paper was developed by the Vice-President of Toyota Motor Company. Mr. Taiichi Ohno, and it was under his guidance that these unique production systems have become deeply rooted in Toyota Moter Company in the past 20 years. There are two major distinctive features in these systems. One of these is the' just-in-time production I, a specially important factor in an assembly industry such as automotive manufacturing. In. this type of production,

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1. 1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities I work for Dorset County Council (DCC) as an Area Youth Worker, where I run a Youth Centre in North Dorset. The centre provides a variety of provision and projects within the local community. As part of DCC we are governed by various legislations, regulatory requirements and codes of practice. This could relate in a variety of situations such as the buildings or staff we manage, working with young people in groups or lone working or even with the activities and provisions we provide.These guidelines and requirements are put in place to help protect not just those that we work with but also my staff, visitors and myself. It is important to have a good working understanding of these factors as the below legislation is there to help promote inclusion within the work place and for those that we teach and work with. I will endeavour to go over the key legislat ion that affects my work place below. The Children Act 1989 – The current child protection system is based on the Children Act 1989, which was introduced in an effort to reform and clarify the existing plethora of laws affecting children.Hailed at the time as â€Å"the most comprehensive and far-reaching reform of child law which has come before Parliament in living memory† by the then Lord Chancellor Lord Mackay of Clashfern, it enshrined a number of principles. The paramountcy principle means that a child’s welfare is paramount when making any decisions about a child’s upbringing. The Children Act 1989 sets out in detail what local authorities and the courts should do to protect the welfare of children. It charges local authorities with the â€Å"duty to investigate †¦ f they have reasonable cause to suspect that a child who lives, or is found, in their area is suffering, or is likely to suffer, significant harm† (section 47). Local authorit ies are also charged with a duty to provide â€Å"services for children in need, their families and others† (section 17). It is section 31 of the Children Act 1989 that sets out the NSPCC’s â€Å"authorised person status† which means the NSPCC has the power to apply directly for a court order if it believes a child is suffering or likely to suffer significant harm.The Special Educational Needs and Disability Act 2001 – This makes it unlawful to discriminate against people in respect of their disabilities in relation to employment, the provision of goods and services, education and transport. It also imposes upon public authorities a positive duty to promote disability equality. This will ensure the inclusion of disabled students within all group activities, and also to ensure that their disabilities are fully considered when planning such activities.They must receive full and equal access to education and all associated activities and resources. The Human Rights Act 1998 – (also known as the Act or the HRA) came into force in the United Kingdom in October 2000. It is composed of a series of sections that have the effect of codifying the protections in the European Convention on Human Rights into UK law. All public bodies (such as courts, police, local governments, hospitals, publicly funded schools, and others) and other bodies carrying out public functions have to comply with the Convention rights.This means, among other things, that individuals can take human rights cases in domestic courts; they no longer have to go to Strasbourg to argue their case in the European Court of Human Rights. The Equality Act 2010 – simplifies the old? laws and puts them all together in one piece of legislation. Also, it makes the law stronger in some areas. So depending on your circumstances, the new Act may protect you more. The Equality Act 2010 protects you from things like racial or religious discrimination, harassment, sexual orien tation, gender discrimination or if you have a disability.The Health & Safety at Work Act (1974) – Every individual must be mindful of the following responsibilities. They must take reasonable care for the health and safety of him/her and of other persons who may be affected by his/her acts or omissions at work. They must Co-operate with employers or other persons so far as is necessary to enable them to perform their duties or requirements under the Act. They must not intentionally or recklessly interfere with or misuse anything provided in the interests of health, safety or welfare.It is clearly vitally important for a teacher/tutor to be vigilant and mindful of health and safety issues. Some hazards and the issues which surround them will be constant to all environments. Examples include tripping hazards (laptop cables, bags), and fire safety hazards. Other hazards are going to be very much dependant on the type of environment in which training is taking place and the lear ner group with which the tutor is working. The Education & Skills Act (2008) – was introduced and aimed to increase participation in learning for young people and adults.It puts in place a right for adults to basic and intermediate skills, giving adults a second chance to gain the skills they need to thrive in society and throughout their working lives. As a worker we deal with a number of details regarding the young people and families we work with DCC have use the below guidelines with regards to data protection. The Data Protection Act 1998 (amended 2003). This act covers the protection of personal data.The most important elements to be aware of are the following data protection principles outlined in the act: Data may only be used for the specific purposes for which it was collected. Data must not be disclosed to other parties without the consent of the individual whom it is about, unless there is legislation or other overriding legitimate reason to share the information. Individuals have a right of access to the information held about them, subject to certain exceptions (for example, information held for the prevention or detection of crime).Personal information may be kept for no longer than is necessary and must be kept up to date. Personal information may not be sent outside the European Economic Area unless the individual whom it is about has consented or adequate protection is in place. The departments of an organisation that is holding personal information are required to have adequate security measures in place. Those include technical measures (such as firewalls) and organisational measures (such as staff training). Subjects have the right to have factually incorrect information corrected. . 2 Explain own responsibilities for promoting equality and valuing diversity As a Youth Worker a core value of our work is not only dealing with promoting equality and diversity but also teaching others how to understand and work alongside those with dif fering opinions and values. These values are at the core of the work undertaken within youth work and underpin the standards; recognising that at the heart of all youth work is a young person led approach. The National Youth Agency describes the key purpose of youth work is to†¦Ã¢â‚¬ ¦ Enable young people to develop holistically, working with them to facilitate their personal, social and educational development, to enable them to develop their voice, influence and place in society and to reach their full potential’ The following statements, views and vaules are underpinned by the principles of equity, diversity and interdependence, Participation and active involvement Young people choose to be involved, not least because they want to relax, meet friends, make new relationships, to have fun, and to find support.The work starts from where young people are in relation to their own values, views and principles, as well as their own personal and social space, It seeks to go b eyond where young people start, to widen their horizons, promote participation and invite social commitment, in particular by encouraging them to be critical and creative in their responses to their experience and the world around them, ? Equity, diversity and inclusion: Youth workers teach and treat young people with respect, valuing each individual and their differences, and promoting the acceptance and understanding of others, whilst challenging oppressive behaviour and ideas.We promote as well as learn to respect values individual differences by supporting and strengthening young people’s belief in themselves, and their capacity to grow and to change through a supportive group environment. Partnership with young people and others Youth workers actively respond to the wider networks of peers, communities, families and cultures which are important to young people, and through these networks seek to help young people to achieve stronger relationships and collective identitie s, through the promotion of inclusivity.We work in partnership with young people and signposting to other agencies which contribute to young people’s social, educational and personal development. In turn we are able to recognise the young person as a partner in a learning process, complementing formal education through informal education leading to, promoting access to learning opportunities, which enable them to fulfil their potential, ? Personal, social and political development: How young people feel, and not just with what they know and can do, It is through facilitating and empowering the voice of young people, encouraging and? nabling them to influence the environment in which they live. We help promote and lead on safeguarding issues of young people, and provide them with a safe environment in which to ? explore their values, beliefs, ideas and issues. 1. 3 Explain own role and responsibilities in lifelong learning My key role in the LLS will be to help promote youth w ork and deliver items such as 1st aid training. I will help to provide a set of skills, knowledge, understanding and behaviours necessary for any function that a youth work role is likely to perform.This is also underpinned by a set of agreed values and a key purpose in learning. I would hope to promote good practice for my learners so that they would have transferable skills and the confidence to sell themselves positively to employers, education establishments and their peers, setting a benchmark for the experience and competence that is required for them to grow as an individual. 1. 4 Explain own role and responsibilities in identifying and meeting the needs of learners How? As a trainer in the LLS we have a key responsibility in educating others.It takes more than just a well typed up lesson plan with all the fancy thrilly bits and bobs. In order to educate others we need to go through several steps as educators ourselves. I have been on courses where the tutor â€Å"talks the talk† but then doesn’t follow up or put into practice what they are teaching. They are fixed by timings, curriculum’s and other pressures faced when teaching and forget the fundamentals of teaching. By using the above Training Needs Analysis (TNA) as an example of process, it clearly helps us as trainers to identify areas of need and training delivery needed for pupils to succeed.Stage 1 – this stage allows us to gather the information needed on each learner and class sizes. It also allows us to look into appropriate venues and training aids. It would also allow us to signpost to other agencies if you could not meet their needs. Stage 2 – This is for me where the fun begins. As a trainer using stage 1 I’m able to explore and think of new and different techniques and delivery styles, to mix and match activities that I haven’t tried before using the information to hand. This not only revives me as a trainer but I would hope this would al so promote a practical learning environment.Other key areas to consider would be resources need, H&S issues and timings Stage 3 – My preferred way of training style is EDIP; Explanation, Demo, Imitate and Practice. I find this helps promote learning and evolves repetition. I believe repletion is the key to getting students to understand what the aims and objectives are We must also make sure that is inclusive to all, that best engages students, ensuring that ground rules are established and maintained that helps to provide a safe, friendly teaching environment that inspires and motivates students to learn and take part.By using ice breakers enables a safe learning enviroment and back up plans/lessons, as each group will be different. Stage 4 – This is the area that keeps me up all night. It’s not the thought of evaluating, as it is key to get the views and opinions of others; peers and students. Its’ the reflective work I undertake, even when I’m b uzzing from delivering a great session. When using evaluating tools (and there’s 100’s out there) in my experience it’s only a small majority that give you the information needed to improve. Most will tick boxes quickly at the end and put N/A or â€Å"great session† or even â€Å"no lunch provided† in boxes for comments.The best form of evaluation is to try and spend some time at the end or during the course to meet your students and hear what they have to say, this could even happen during a session where you will go off topic or away from your thrilly lesson plan as it meets the current learning needs of the group, but being mindful not to stray to far. The reflection work is key to progression as it allows you to work on improvements, you can also help students with progressive areas or even pat yourself on the back once in a while. 2. Explain the boundaries between the teaching role and other professional roles Working alongside other agencies or governing bodies can create professional barriers. In my opinion governing bodies are there to help maintain good standards within your profession as well as promote good quality assurance. It’s when changes are made/forced upon workers and learners where professional barriers become indistinct. Making sure communication is clear between others is key. Another factor which some professionals are unwilling to admit, is the fear of change. Change can be good if managed well.Unfortunately even if the change is managed well if the workers involved are not inclined to accept this, boundaries and relationships can be fragile. 2. 2 Describe points of referral to meet the needs of learners Within our organisation there are various referral points for learners or people that access our centres. These referral points are a valuable part of what we offer as a service to users of the centre. I would also offer extra help and support to those that I work with by outlining at the start and the end that there is additional support and help to suit your needs.We would try and be as flexible as possible and help with further progression if learners would need it. Likewise some learners are unable to see their potential and I would encourage further learning if I deemed this necessary and appropriate. 2. 3 Summarise own responsibilities in relation to other professionals When working within other professional work places, I work to a very professional standard keeping all parties aware of what it happening. I act in a way that I would expect other workers to conduct themselves if they came to my work place.I would strive to meet all needs required by other professional such as contracts or learning agreements made. Having the title â€Å"professional† doesn’t mean I or others aren’t infallible. We all make mistakes, it’s how we as â€Å"professionals† deal with those mistakes and what learning can be taken from any mistakes made. Lik ewise it is important to share successes with other professionals. 3. 1 Explain own responsibilities in maintaining a safe and supportive learning environment As a trainer you are responsible for a number of key areas as mentioned in from 1. through to this section. Without a safe and supportive environment learning can not take place effectively. To give you an example of this Maslow introduced a ‘Hierarchy of Needs’ (Below) in 1954 after rejecting the idea that human behaviour was determined by childhood events. He felt that there are five needs which represent different levels of motivation which must be met and he also believed that people should be able to move through these needs to the next level provided they are given an education that will promote growth.Self-actualization – morality, creativity, problem solving, etc. Esteem – includes confidence, self-esteem, achievement, respect, etc. Belongingness – includes love, friendship, intimacy, family, etc. Safety – includes security of environment, employment, resources, health, property, etc. Physiological – includes air, food, water, sex, sleep, other factors towards homeostasis, etc. 3. 2 Explain ways to promote appropriate behaviour and respect for others This is an important part of any work that I undertake with students of all ages.I’m sure that at every training session you go to there will be the â€Å"ground rules flipchart†. Now although ground rules are important, this exercise cannot just promote a healthy and safe learning environment, it can act as an ice breaker too. But how many times has the ground rules sheet been referred to again. With adults very rarely as we should all be aware of the boundaries needed with a group situation. With young learners you may need to refer to the ground rules chart on more than one occasion.But with a whole list that the learners came up with at the start of a daunting first session, will they remember what was said? A process that I have found to be highly successful is after the learners have come up with their long list of do’s and don’ts is to summarize this process with an easy process that is not only practical but effective as well. HARmony – â€Å"For people to get along with one another† is just one definition If you take the 1st three letters of harmony you have Honesty – if your honest with yourself and othersAwareness – If you aware of your feeling or what you say and aware of other thoughts, opinions and beliefs Responsibility – take responsibility for yourself and others Just these 3 key words can summarize any ground rules and allow you as a trainer to refer to these key words within any positive or negative situation and also allows others to get on with one another. References: NSPCA – http://www. nspcc. org. uk/Inform/research/questions/child_protection_legislation_in_the_uk_pdf_wdf48953. pdf The Da ta Protection Act 1998 (amended 2003) – http://www. legislation. gov. k The Equality Act 2010 – http://www. homeoffice. gov. uk/equalities/equality-act/ Special Educational Needs and Disability Act 2001 – http://www. ukcle. ac. uk/resources/directions/previous/issue4/senda/ Education & Skills Act (2008) – http://www. legislation. gov. uk Employment Equality (Sexual Orientation) Regulations 2003 – http://www. legislation. gov. uk The Gender Recognition Act 2004 – http://www. legislation. gov. uk Health & Safety at Work Act (1974) – http://www. hse. gov. uk/legislation/hswa/ National Youth Agency http://www. learning-theories. com/maslows-hierarchy-of-needs. html

Professional Development Assignment Essay

The various kinds of health professionals are educated in separate schools but with considerable overlap in curricula and training requirements. They are, however, expected to integrate their training and work together after graduation. Identify the advantages and disadvantages of this approach to professional education in terms of costs, educational efficiency, and patient care quality. List one advantage and one disadvantage for each. The structure of the U.S heath care system is certainly a topic greatly debated. Whether it is discussing the cost of health care, poor outcomes, shortages in health care workers, underutilization of other health care workers, the lack of access to care, or growing demand by consumers for health care that offers choice, quality, convenience, affordability and personalized care. It is not a secret that the United States spends more money than any other nation on health care, but only ranks 34th in the world in life expectancy and has higher mortality rates in infants than any other nation that is developed. Our health workforce was described as dysfunctional in public and private health workforce policy and infrastructure putting the health of Americans at risk. Could it be the lack of integrated education and teamwork from those that are involved in the care of our patients? Health care professionals are educated in differing schools of thought. If there were overlapping curricula and raining requirements integrating their training there would be both advantages and disadvantages involved. Physicians, nurses, and other health care professionals ultimately work together with the common goal of serving an individual patient. Yet few have developed the essential team skills to  help them work productively with their colleagues, analyzing outcomes and processes of care to improve continuously, by using each person’s skills to the fullest. To realize these benefits, we need to infuse the value of teamwork into the medical education culture through specific curriculum changes. An advantage to overlapping and integrating training would not only be to benefit, but students from diverse disciplines, such as physician assistant, nursing, and medical students, could take some classes together. Eventually, this type of broad restructuring would be cost-effective. As a purposefully designed additional benefit, students would learn to know and respect those in other disciplines, fostering teamwork. As students advance, they need to be offered more opportunities to learn and work side-by-side in realistic, interdisciplinary settings. A disadvantage or problem to this topic is the financing of the integrated medical education. Good teaching, whether it is conducted in the classroom, clinic, or hospital, requires time. Innovative approaches to teaching, progressive skills instruction, multitier assessment, and support of the development of professionalism all require teachers who have the time to observe, instruct, coach, and assess their students and who also have time for self-reflection and their own professional development. Although the educational mission is expensive, many medical schools already possess the funds to support teaching properly, if they choose to use the funds for this purpose (Cooke, Irby, Sullivan, Ludmerer, 2006). An oversupply of physicians in many urban regions contrasts with continuing problems of access in rural and inner-city areas. Why does the mal-distribution of physicians persist in spite of the number of physicians graduated? Access to healthcare in the United States is affected dramatically by where a physician is located. The current misdistribution of physicians, which exists in rural and inner city areas, is of great concern. Out of the 300,000 primary care physicians nationwide, only 11 percent practice in rural areas, making the total number of practicing physicians per person much lower in rural areas compared to urban areas (General Accounting Office, 2003). There are two main measures of medical underservice in the  U.S., health professional shortage areas and medically underserved areas and some special need populations. Both measures require communities to apply for designation. These designations allow the government to target resources to those determined to be most in need (Colwill and Cultice, 2003). There are two principal conditions leading to physician shortages in rural communities according to Wright and colleagues. They are â€Å"demand-deficient†, meaning they have insufficient populations and resources to support a physician practice, they are â€Å"ambiance-challenged,† meaning they are isolated, lack quality services and amenities, and/or are in geographically unattractive settings, or a combination of the two sets of conditions. Inner-city physician shortages are a more recently recognized issue. They are affected by the same conditions, though the specifics are different (Wright, Andrilla, and Hart 2001). Living in rural Iowa this is an issue and a problem I have seen and experienced far too many times. One example I can think of would be my grandmother was in her seventies and was as spry as she had been in her fifties. She was in charge of anything and everything she could be in charge of. She spent her life working as an administrator in a popular com pany and was very prominent in her small community. She was popular with her peers and kind to everyone her path crossed. When she turned 72 she began having headaches. She went to her local small farm town community doctor. He prescribed her â€Å"prescription-strength† ibuprofen and told her to slow down. She took his advice and slowed down to the best of her ability. The headaches continued and she returned to ole â€Å"doc Jamison† as she would say. When he told her it was stress, she believed him and tried to â€Å"de-clutter and de-stress† her life. When that didn’t work she talked herself out of returning because she was embarrassed. He ran no test, he asked few questions, he was a poor communicator, and he lacked resources or challenging cases to compare patients to. My grandmother died shortly after seeing him of a brain tumor. Another example was my father-in-law suffering a heart attack. He went to the ER in his small community with chest pain. When I arrived he was in the ICU on a nitro and morphine drip. I said, wait why is he still here. He was in pain, on a morphine drip, EKG changes, and receiving nitro. It didn’t make sense to me. The doctor said, â€Å"the cardiologist comes on  Wednesday†. WHAT? Yes. Small town Iowa was going to hold onto my father-in-law until the cardiologist came two days later. These are only a couple of the thousands of examples of poor care, limited recourses, and limited providers in rural communities. The health care delivery system now places increased emphasis on maintaining wellness and on promoting disease avoidance through healthy behaviors and lifestyles. What challenges does this new orientation pose for our existing system of medical education and training? In 1991 the Pew Charitable Trusts published a report that outlined what was expected to drive future health care. They concluded that a health-oriented approach that stresses disease prevention would characterize future health care systems. They emphasized, â€Å"that health concerns will be addressed at the community level and that medical schools will require that learning in a community environment will be a part of physician training. Physicians will need to be well versed in social and environmental health determinants. Focusing on preventative care and treatment techniques that use technology to the patient’s advantage is the challenge facing the new physician† (Inwald and Winters, 1995). Medical education does not always go hand in hand with health promotion and disease prevention. The United States ranks poorly to other industrialized countries on most important health indicators. Chronic disease in particular is affecting the nation’s health. Chronic illness, such as diabetes, cancer, and heart disease, and their underlying cause such as obesity and tobacco use, affect more than 130 million Americans (Wu and Green, 2000). Health promotion is not a priority in the United States. â€Å"Although practicing preventive medicine is a cost saving mechanism, nationwide we spend most health care dollars treating preventable diseases† (Inwald and Winters, 1995). In order to improve our nation’s health and spend our nation’s resources most effectively we must put greater emphasis on efforts to keep people healthy as opposed to only treating them once they become ill. Prevention  is one of the best ways to help Americans live longer, healthier lives and increase our nation’s productivity. Preventing disease requires more than providing people with information to make healthy choices. While knowledge is critical, communities must reinforce and support health, for example, by making healthy choices easy and affordable. Health care providers should implement policies and systems to support the delivery of high-impact clinical preventive services and enhance linkages between clinical and community prevention efforts. For example, a health care system can adopt a decision support system that prompts clinicians to deliver appropriate clinical preventive services to patients. Medical students are overwhelmed with the amount of information and classes they have to take. There is so much for them to learn with all of the rotations they have to take. It is important to remember that these students have so many disease processes and pharmacology to learn that disease prevention and health promotion is sometimes not in their realm of thinking. This is why it is important for us to be sure they understand the importance of this topic and for physicians to adhere to the guidelines they are given. The successful integration of disease prevention and health promotion principles into medical student education does not depend on new curriculum, curriculum coordination and integration, or the use of new educational technology. Ultimately, the academic health sciences centers and schools of medicine must reconnect with the health needs of people, forming alliances with community groups and programs that focus on prevention. This reconnection demands a shift in core institutional values—from the paradigm of healing to the paradigm of health. References: Colwill, J., Cultice, J, (2003). The Future Supply of Family Physicians: Implications for Rural America. Health Affairs, 22:190-198. Cooke M., Irby D., Sullivan W., Ludmerer K. (2006). American medical education 100 years after the Flexner report. New England Journal of Medicine. 355(13):1339-1344. General Accounting Office (1999). Physician Shortage Areas: Medicare Incentive Payments Not an Effective Approach to Improve Access. Report to Congressional Requesters. Greiner A., Knebel E. (2003). Health Professions Education: A Bridge to Quality Washington, DC: National Academies Press. Inwald, S., Winters, F. (1995). Emphasizing a preventive medicine orientation during primary care/family practice residency training. Journal of American Osteopathic Association. 95:268. Wright, G., Andrilla, C., Hart, L (2001). How Many Physicians Can A Rural Community Support? A Practice Income Potential Model for Washington State. WWAMI Rural Health Research Center, University of Washington School of Medicine. Seattle, WA. Wu S, Green A. (2000). Projection of Chronic Illness Prevalence and Cost Inflation. RAND Corporation.