Monday, September 16, 2019
Origins of the Modern world
Robert B. Marks', The Origins of the Modern World: A Global and Ecological Narrative is a useful tool for exploring the new concepts in the History of the World and make the scholars visualize the global world from the new perspective. Mark gives an amiable account of the Industrial revolution and its direct effects on the trade networks and International trade between 1400 to 1850, along with that he connects each element between nations involved in world trade. Marks end his history book with the events of 2001.From the beginning only Marks makes the readers understand the elements of a non-Eurocentric study and â€Å"polycentric†world –view on the major trends in the world trade. Robert B. Marks who was popular as an environmental historian of China, enlightens the historians and students of history on the development that took place between 1400 and 1900 in the modern world's and about the important traits. In 1400, the world especially the most advanced so cieties across the Eurasian continent was predominated by two basic economic structures: the one is the â€Å"biological old regime,†i.e. the agriculture was dependent on the organic sources of energy with the sun's yearly supply, and other are the trading networks.The most advanced societies of the Eurasian continent including China and England were running their economy on the similar ecological constraints of the biological old regime.  He said that, â€Å"During those 1100 years [650 – 1750], the Indian Ocean was arguably the single most important crossroads of trade and generator of merchant wealth in the world†. 1  In the period of just 200 years where on one hand Asians dominate the trade regime, and now these are the Western countries and Japan who are leaders in the game of economics.FOOTNOTES1.  Marks B. Robert (2002) The Origins of the Modern World: A Global and Ecological Narrative,  pp. 49  When The Europe introduced t he Armed Trade, it had incredible impact on the Asian traders also  who endeavored to purchase their own cannons and guns. In fact Acheh built his own navy to block the Portuguese trade and capture their ships and arms. In 1500, Acheh imported several large and well-made guns from Ottomon Empire, not only to defend themselves from the Portuguese but also to post threaten Malacca. â€Å" Portuguese armed trading may have altered much in the Indian Ocean, but dar-al-Islam continued to limit what Europeans could and could not do in the world.†It was in 1500 that the first time concept of Globalization became materialized when, â€Å"Two new links drew the entire globe into a single world for the first time.†Then by 1700, England had a government that, in the words of one British historian, ‘was prepared to subordinate all foreign policy to economic ends.†3.In the year 1775, Asia was the maximum producer of goods in the world, â€Å"Asia produced about 80% of everything in the world, probably an increase from 1500. In other words, though Asians constituted two-thirds of the world’s population yet they produced four-fifths of the world’s goods and Europeans, constituted one-fifth of the world’s population, produced one-fifth of the world’s goods and too share with Africans and Americans. Asia thus had the most productive economies, which lasted three centuries after 1500.China, India, and other eastern areas had developed large empires at the center of the world, and along with the new economic system, competition and constant warfare had led to the establishment of several small European nation-states.FOOT NOTES1 Marks B. Robert (2002) The Origins of the Modern World: A Global and Ecological Narrative,  PP. 632. Marks B. Robert (2002) The Origins of the Modern World: A Global and Ecological Narrative, pp. 67.3. Marks B. Robert (2002) The Origins of the Modern World: A Global and Ecological N arrative,  pp. 88.4. Marks B. Robert (2002) The Origins of the Modern World: A Global and Ecological Narrative,  pp. 81The discovery of Silver helped Hapsburg to consolidate their empire in 1500 and to initiate the trade of the Europe with China. Between the years 1500 to 1800, around three-quarters of the silver from the New World wound up in China, which was known as â€Å"the  engine of the world's economy†.Industrial development because of the conjunction of European nations with development, mercantilist policies, and coal were responsible for the building of empires around 1800. India around 1700 boasted of being the largest exporter of cotton textiles in the world. It supplied textiles not only to England but also all over the world. Moreover the Southeast Asia, East and West Africa, the Middle East, and Europe too were the major export markets. â€Å"No wonder that the demand for Indian cotton in the eighteenth century was ‘greater than all the weavers in the country can manufacture’ and that India accounted for fully one quarter of the world manufacturing output in 1750,†1 but the steam powered gun boats, guns and other weapons and production of cotton with the machines overpowered the economy of India and China and turned India into an importer of cotton goods. â€Å"By 1900, India accounts for barely 2% of world manufacturing output, China about 7%, while Europe alone claims 60% and the United States 20%.†2 and â€Å"It was as if the British had subjugated the Indian peninsula simply in order to use its resources against China.†3  .The rapid Industrialization saw the diminishing use of the renewable (solar) sources of energy towards the mass reproduction of raw materials, which were solely dependent on the non- renewable sources of energy. The prior role that the economies played in the trades also radically lead to destruction and change in the environments. Robert B. Marks describes the world as the Industrially developed, FOOTNOTES1 Marks B. Robert (2002) The Origins of the Modern World: A Global and Ecological Narrative,  pp. 96-972 Marks B. Robert (2002) The Origins of the Modern World: A Global and Ecological Narrative,  pp. 1233 Marks B. Robert (2002) The Origins of the Modern World: A Global and Ecological Narrative,  pp. 117the nation states, characterized by interstate warfare, regional disparities relating to their economic position and the world which has escaped from the biological old regime.†He explained these changes taking into consideration the discovery of the New World and the comparability of the most advanced regions of China, India, and Europe. He also explained the reasons behind England’s success in able to escape from common ecological constraints facing these regions in century; and he cited the main reason behind the change in the today’s world due to the conjuncture of human and natural force s which became a most contributing factor in filling the gap between the industrialized and non-industrialized parts of the world.Though the book has established link between ancient world and us fruitfully but book did not focus on the roles played by African and American peoples in creating the modern world. It also did not present any information about the changes of intercontinental and international trade among African nations during this entire period. It is also not appropriately true that the people of the Americas before the Columbia engaged in very little manufacturing or international trade. Marks emphasized that the Americas after European conquest were the important raw material suppliers to the Asian and European manufacturing growth nations while engaging the biological ancient regime, but they lacked much evidential proof. According to Mark this modern world emerges from the tension that was created between two forces, which came into being after 1400. These two f orces were the nation states and global capitalism.Marks also depend on three concepts to present history. First is contingency, shaped by contingent factors like discovery of America by Columbus's, which lead to the large quantity of silver available to Europe. Secondly, his dynamic narrative like the examples of climate and the location of certain grades of coal and thirdly is the conjuncture and with the continuous flow of historical process, creating situations that favor one outcome over another, he makes his position persuasive.WORKS CITED1.               Marks B. Robert (2002) The Origins of the Modern World: A Global and          Ecological Narrative Lanham, Md.: Rowman & Littlefield Publishers, Inc.2.               Ringrose David (December 2004) Book Review Journal of World History Vol. 15          No. 4 Retrieved May 18, 2007 from W.W.W:          http://www.historycooperative.org/journals/jwh/15.4/br_1.html3.               Schleisgner-Watrous Mary (2004) Book Review: The Origins of the Modern          World: A Global and Ecological Narrative, World History Connected Retrieved          May 18, 2007 from W.W.W:          http://worldhistoryconnected.press.uiuc.edu/2.1/br_schlesinger.html4.               Todd N. Edmund (2004) Book Review: The Origins of the Modern World: A          Global and Ecological Narrative, History Cooperative Vol. 9 No. 3 Retrieved May          18, 2007 from W.W.W: http://www.historycooperative.org/journals/eh/9.3/br_1.html
Sunday, September 15, 2019
Biochem Ppt 56
| BARRY UNIVERSITY COLLEGE OF HEALTH SCIENCES COURSE SYLLABUS SPRING 2013| COURSE NUMBER:BMS 528 SEC 01 COURSE NAME:BIOCHEMISTRY II TERM/YEAR:Spring 2013 (Jan. 9th, 2013 – May 3rd, 2013) LECTURE ROOM:Hollywood Rm 2 LECTURE SCHEDULE:Friday, 9:00 – 12:00 p. m. INSTRUCTOR NAME:Graham Shaw, Ph. D. Professor OFFICE ADDRESS: Wiegand 229 OFFICE TELEPHONE: 305-899-3264 EMAIL: [email protected] barry. edu OFFICE HOURS:Tuesday, 12. 30 – 3 p. m. Thursday, 12. 30 – 3 p. m. All other times by appointment COURSE DESCRIPTION:Biochemistry at Barry University is taught over two semesters, Biochemistry I in the Fall and Biochemistry II in the Spring. These courses have been designed so that when integrated they provide the necessary biochemical knowledge for those in the medical and health related professions. The structure, function and metabolism of biologically important molecules were reviewed in biochemistry I. Biochemistry II serves to build on this material whilst considering the application of biochemistry to disease etiology, diagnosis and treatment.Biochemistry II starts with a review of two areas crucial to normal, healthy cellular functioning. The structure and function of biological membranes, in particular the variety of cell signal transduction paradigms and the biochemistry of hormones. The structure, function and replication of the cell’s genetic material. This information is reviewed in a series of lectures on DNA, the genetic code, protein synthesis and aspects of molecular biology. The digestion and absorption of biomolecules is reviewed and the consequences of malfunction considered.A number of disease states are used to illustrate selected principles including the relationship between nutrition and disease; atherosclerosis, hyperlipidemia, obesity and diabetes. The application of clinical biochemistry techniques to disease diagnosis is described and the biochemistry of exercise and aging visited. ARTICULATION TO MISSION OF THE UNIVERSITY: This course is offered by the College of Health Sciences, which is grounded in the liberal arts tradition and is a part of Barry University’s scholarly community, committed to the highest academic standards in graduate education.This Biochemistry course addresses both the university mission statement as well as the strategic plan adapted by the College of Health Sciences. This is accomplished by offering a high quality student-centered curriculum in an environment, that encourages Christian and ethical values and promotes intellectual growth and curiosity. Throughout the semester students will be encouraged to visit with faculty and demonstrate their critical thinking skills by offering opinions on current scientific theories and research reviews as they relate to Biochemistry.Case studies will be incorporated into lecture material and used to encourage student pursuit of knowledge and truth. Students in this course will develop an awareness of health issu es that impact those living within and outside of our community as they analyze nutrient deficiency diseases. The course will also stimulate awareness for the wellbeing of others as the prevalence and etiology of metabolic disorders is addressed. COURSE GOALS: At the end of this course, students should be able recall and apply biochemical principles to other courses throughout the curriculum, e. g. Pharmacology, Physiology. Students should be able to rationalize the significance of biochemistry in health and disease. COURSE OBJECTIVES: At the end of the course, the student will be able to: [1] Evaluate the structure and function of the plasma membrane. [2] Discriminate between the variety of signal transduction mechanisms. [3]Explain the principles of DNA transcription and translation and evaluate the mechanisms by which protein synthesis is regulated. [4]Discuss the digestion and absorption of biomolecules. [5]Summarize the principles of clinical biochemistry and organ function tes ts. 6]Appraise the importance of biochemistry to disease etiology and diagnosis. TEACHING METHODS: Each lecture will be presented using Powerpoint. Topical material not covered in the text may be addressed in class as appropriate, and is examinable. Where possible, time will be allowed for informal discussion of clinical scenarios and questions at the end of each class. Additional class materials, including case studies, and e-learning materials may also be posted to the Blackboard learning environment as the course progresses, and students are also responsible for this material.An atmosphere of mutual respect will be reflected in all teaching/learning experiences COURSE TEXTS: REQUIRED TEXT(S) Shaw, G. P. Biochemistry for Health Professionals. Third Edition, John Wiley. New York. 2011. EVALUATION CRITERIA: There will be three (3) quizzes and two (2) unit tests, a mid-term and a final. QUIZ I Jan 18th 10% QUIZ II: Feb 22nd 10% QUIZ III April 12th 10%MID-TERM TEST (Lecs 1 – 7)Mar 1st 35% FINAL EXAM (Lecs 8 – 14)May 3rd 35% TOTAL 100% DETERMINATION OF GRADE: Biochemistry II will be assessed by 3 quizzes, a mid-term examination and a final non-cumulative examination as indicated in the course schedule. Tests will be of one hour duration, and may contain material from class discussion, the Blackboard learning environment (including case studies) as well as the course text. Any questions you wish to challenge either from a quiz or a test, MUST BE IN WRITING and documented within 1 week of the key being posted.Tests and quizzes will not be returned and grades will not be rounded. GRADING SCALE: 100 – 90%A 89. 9 – 80%B 79. 9 – 70%C less than 70%F Grades will be posted on Blackboard. ACADEMIC DISHONESTY POLICY: Cheating or plagiarism will not be tolerated. A student who is caught either giving or receiving information or assistance during a testing session, quiz or examination will automatically receive the F grade and 0% on either the quiz or examination. The same consequence will apply to any proven case of plagiarism or communicating material on an examination to students in another section of the course.Furthermore, that individual[s] will be referred to the Dean for appropriate disciplinary action. DISABILITY STATEMENT: Students with documented special learning needs may want to inform the instructor so that accommodations may be made, or contact Barry Office of Services for students with Disabilities (305) 899-3489. STUDENT BEHAVIOR: All Barry students are expected to behave according to accepted norms that ensure a climate wherein all can exercise their right to learn. Disruptive behavior is not acceptable in the classroom.Students engaging in such behavior may be asked to leave or may be removed from the class by security personnel. Actions such as violence, shouting, use of cell phones and/or beepers, using profanity, interrupting, and any other behavior that the instructor believes creates an unplea sant environment in the classroom will be grounds for withdrawal from the course, judicial proceedings and/or failure in the course. FOOD/BEVERAGES: Barry University has a policy of prohibiting eating and drinking within classroom space. PUNCTUALITY: Students are expected to be on time for class. If you arrive later than 10 inutes after class has started, there is a possibility that the door will be locked. COURSE-SPECIFIC POLICIES: Attendance: Students are expected to attend all lectures and to take all tests and quizzes at the regularly scheduled time. Students should have completed the assigned reading in advance of class, and be prepared to discuss this at class time. Only by participating in class can the student gain a complete understanding of the concepts presented in the course objectives, course text and recommended readings. Attire for all lectures and examinations should be professional. Academic Assistance:After the first exam those students receiving a grade below a C must make an appointment with Dr. Shaw within one week of grade posting, for academic counseling. Excused absences from exams: If any student is unable to attend an exam due to illness (or other circumstances) he/she should notify Dr Shaw prior to the examination (or shortly after) if at all possible. The student is responsible for submitting a physician's excuse. An excuse may be refused for chronic absentees. Once the absence has been excused, the student is also responsible for contacting the Dr Shaw to arrange a date and time to take the make-up exam.NOTE: FAILURE TO OBTAIN AN EXCUSE WILL RESULT IN A GRADE OF 0% FOR THE EXAM. LACK OF PREPARATION IS NOT CONSIDERED A VALID EXCUSE FOR MISSING AN EXAM. CHALLENGE POLICY: Faculty will review all examinations in class with students, usually within 1 week of the grades being posted. This will not be a discussion session and any questions you wish to challenge either from a quiz or a test, MUST BE IN WRITING and documented within 1 week of the key being posted; verbal challenges will not be accepted at any time. In the case of a challenge the final authority for accuracy will be the course text.Tests and quizzes will not be returned though they may be viewed by students with faculty approval. Make-Up Exam Policy: Make-up exams can be of many types at the discretion of the instructor. Make-up exams will be given after (not before) the regularly scheduled exam. If more than one person misses an exam, the make- up exams will be given simultaneously. Videotape: Video and audiotape of Biochemistry classes is not permitted unless approved by faculty and the Office of Disability Services. Online lectures and e-learning materials will be available for review from the Blackboard website.COURSE SCHEDULE Lecture No. | Date Friday| TOPIC| READING(Shaw) Chapter| 1| 11th Jan| Membrane structure and functionCystic fibrosisG proteins, Signal transduction| 34 – 36| 2| 18thJan| Quiz I (Lecture 1 plus e-learning materials) (10 %)Deoxyribonucleic acidPreparation for DNA replicationDNA replication| 37 – 39| 3| 25th Jan| Mutations and DNA repairRNA and transcriptionThe genetic code| 40 – 42| 4| 1st Feb| Protein synthesisRegulation of protein synthesis in prokaryotesRegulation of protein synthesis in eukaryotes| 43 – 45| 5| 8th Feb| CancerInvestigating DNA| 46 – 47| | 15th Feb| Principles of nutritionCalcium and osteoporosis| 48| 7| 22nd Feb| Fed, fasting & starvingIntegration of metabolism Digestion of dietary fatQUIZ II Lecture 6 plus e-learning materials) (10%)| 49 – 51| 8| 1st Mar| MID-TERM EXAMINATION (35%) (Lectures 1 – 7)Obesity Lipoproteins| 52 – 53| SPRING BREAK MARCH 4th – 8th| 9| 15th Mar| Atherosclerosis and hypercholesterolemiaDigestion of carbohydratesDiabetes mellitusDiabetic complications| 54 – 57| 10| 22nd Mar| Protein digestion and absorptionIron metabolismHeme metabolism & Jaundice| 58 – 60| | 29th Mar| Easter No Class| | 1| 5th Apr| Collagen Growth factors and wound healingBlood clotting & Clot dissolutionBlood tests and clinical scenario| 61 – 64| 12| 12th Apr| Plasma proteinsOrgan function testsQUIZ III (Lecture 11 plus e-learning materials) (10%)| 65 – 66| 13| 19thApr| Enzyme diagnosticsAlcohol metabolism| 67 – 68| 14| 26th Apr| Exercise metabolismAging| 69 – 70| | May 3rd| FINAL EXAMINATION(Lectures 8 – 15) 35 %3:00 pm| | â€â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€œ [ 1 ]. Subject to change in extenuating circumstances
Saturday, September 14, 2019
IT Strategy and Network Design Proposal Essay
The GFK School of Motoring was established in 1960. Since then, the school has grown steadily and now has a several offices in the London area. However, the Organization is expanding and a new branch is to be built that will link with the existing network and also utilise the latest technologies such as simulators, the internet and the World Wide Web. Furthermore, improvement is needed in the communications and sharing of information between offices spread around the London. The Director wants to take advantage of the Internet to change the way the company operates. The new branch will allow prospective clients to browse the website and make an initial registration. Interview and the checking of documents can then be arranged on-line. Once a client has been registered any payments due can also be made on-line via any of the various credit and debit cards. Flexibility in the provision of services to clients also requires that once registered, a client can take a driving lesson at any of the centres. Hence an integrated and up-to-date database system is to be implemented. The Director of the organization feels that too many mistakes are being made with the current system and that the success of the organization will be short-lived if he does not do something to overcome the situation. He knows that a good IT strategy and network design could help in part to solve the problem and has approached our team to help create a new branch and implement an efficient and reliable information system to support the running of the organization as a whole. 1.3 DESCRIPTION OF GFK OPERATIONS. Each office has a manager (who tends to be a senior instructor), Several senior instructors, instructors and administrate staffs. The staff hierarchy is as follows: – Manager – Senior instructors – Instructors – Office personnel. The manager is responsible for the day-to-day running of the office. Clients must first register on-line or at an office and this requires that they complete an application form, which records their personal details. Before the first lesson, a client is requested to attend an interview with an instructor to assess the needs of the client and to ensure that the client holds a valid provisional driving license. A client is free to ask for a particular instructor or to request that an instructor be changed at any stage throughout the process of learning to drive. After a successful interview, the first lesson is booked. A client may request individual lessons or book a block of lessons for reduced fee. An individual lesson is for one or two hours which begins and ends either at the client’s home or at the office. A lesson is with a particular instructor in a particular car at a given time. Lessons can start as early as 6a.m. and as late as 8p.m. After each lesson, the instructor records the progress made by the client and notes the mileage used during the lesson. The Organization has a pool of cars, which are adopted for the purpose of teaching. Each instructor is allocated to a particular car. As well as teaching, the instructors are free to use the cars for personal use. The cars are inspected at regular intervals for faults. Once ready, a client will be given a test date by the instructor. It is the responsibility of the instructor to ensure that the client is best prepared for all parts of the test. The instructor is not the responsible for testing the client and is not in the car during the test but should be available to drop off and pick up the client before and after the test at the testing centre. If a client fails to pass, the instructor must record the reasons for the failure. 1.4. AIMS OF THE PROJECT. 1. To design and implement a network solution for the new Barking branch . 2. To redesign or upgrade the company’s existing network system. 3. To connect GFK to the Internet and provide full internet service. 4. To design a desktop and its delivery to all GFK’s client computers. 5. To address security and back-up issues. 6. To design a network monitoring policy to maintain and/or improve performance in the future. This particular aspect of the group work is investigated in detail by Student number: 0212251 in Part B. 1.5 BUSINESS REQUIREMENTS FOR THE PROPOSED NETWORK SYSTEM. The design of the Local Area Network for the new branch and its communication with the rest of the GFK network will be approached in view of satisfying two fundamental business functions: – Information sharing: refers to having users access the same data files, exchange information via email, or use the internet. – Resource sharing: refers to one computer sharing a hardware device (e.g., printer) or software package with other computers on the network to save costs. The main benefit of information sharing is improved decision making, which is one of the goals of the GFK School of Motoring. Any application, e.g. a web browser, on the GFK LAN will have the following functions: 1. data storage 2. data access logic 3. application or business logic 4. presentation logic Based on these functions we will be implementing client/server network architecture at the new branch. We will be using 3-tier client/server architecture to spread the load between the clients (microcomputers) and the servers (more powerful microcomputers). This is illustrated in the diagram below: (FitzGerald & Dennis, page 46, top). In this case, the software on the client computer is responsible for presentation logic, an application server is responsible for the application logic and a separate database server is responsible for the data access logic and data storage [1, page 45]. Since the main advantage of a client/server architecture is also its weak point i.e. enabling software and hardware from different vendors to be used together, we will recommend a middleware software such as CORBA (Common Object Request Broker Architecture). It will perform two vital functions: 1. It enables a standard way of communication by translating between software from different vendors 2. It manages the message transfer from clients to servers (and vice versa) so that clients need not know the specific server that contains the application’s data. The application software on the client sends all messages to the middleware, which forwards them to the correct server. The application software on the client is therefore protected from any changes in the physical network. If the network layout changes (e.g., a new server is added), only the middleware must be updated [1, page 44]. By choosing this architecture for the new branch, we have achieved two things: 1. Better load balancing between the servers on the network 2. Scalability. In the future, if due to business demands the system needs to be extended, this can be easily done by adding one or more servers. 1.6 REQUIREMENTS ACQUISITION. In order to obtain valuable information about the GFK School of Motoring, the group decided to send out questionnaires to members of the organization who uses the old system regularly and have a good knowledge of it. We decided on questionnaires because we believe that the users, being under no pressure as they answer questions about the existing system, will provide a reliable feedback. 1.6.1 QUESTIONNAIRE 1. User: Mr A. Patel. Position: Instructor. Time at Company: 3 years. Branch: Stratford Branch. 1. Question: How often do you use the system? Answer: Daily. As many as 20 times a day, when at work. 2. Question: Are you comfortable using the company network? Answer: Sort of. 3. Question: What do you normally use the system for? Answer: Browsing the internet, enquiring about client information, entering client details, sending and receiving emails etc. 4. Question: Which of these tasks do you found most daunting and why? Answer: No doubt, it is obtaining information about clients. The process is very slow and frustrating especially during peak hours. For some reasons the system is sluggish and it slows down the business. 5. Question: From question 4, do you sometimes have to abort the task? Answer: No, because a client details got to be entered. It’s frustrating, but you wait until it’s done before moving on. As a result we tend to record client details at the whenever the system tend to be responsive. This might be a couple of days later. 6. Question: Which of these tasks do you find easiest to do and why? Answer: No doubt, surfing the internet, sending emails, registering clients on-line. 7. Question: Have you had experiences of viruses causing disruption on the system and how? Answer: Certainly on many occasions. I can remember on one occasion a few of my clients and me couldn’t use our computers because it was totally corrupted and my section had to be closed down while the techie people sorted it out. We lost most of the files on our computers. 8. Question: From question 7, on how many occasions did this happen? Answer: I’ve experienced it about 6 or 7 times. 9. Question: What advice were you given about using the systems in terms of avoiding virus infection? Answer: The normal stuff. Don’t open email you don’t the source, log-off the system before you close for the day, etc. But despite taking these measures, we still have the problem. 10. Question: Do you normally back-up your files yourself and how often? Answer: Yeah, files are supposed to be backed up on cd-roms at the end of every working day but not everybody does it. 11. Question: Do you case of lost customer files and how often? Answer: Yeah, we do. I know a few of my mate who do. We just try to re-acquire it from the customer without the knowledge of management. Someone has been reprimanded for it in the past. Sometimes, it’s the fault of the system. As I said earlier, it can be frustratingly slow. 12. Question: If you can change the system, what will you change and why? Answer: Definitely, it will be the enquiry procedure. Anything that makes the process faster will do.
Friday, September 13, 2019
Comparison of Quality Philosophies Research Paper
Comparison of Quality Philosophies - Research Paper Example While Deming has stressed on the importance of worker involvement and statistical quality control, Juran’s emphasis focuses more on quality planning, measurement and control. On the other hand, Crosby relies on zero tolerance to defects, cost of quality and organizational motivation to explain quality management (Koontz, 2006). In terms of overlapping arguments, all three experts emphasize the importance of defect prevention and mitigation over detection besides promoting quality as a strategic competitive tool for organizations. Each also explains the crucial role of management in total quality improvement. However, there are numerous differences in their approaches over aspects such as the definition of quality, quality measurement, standards, roles of management and determining potential targets for quality improvements. Despite their unique arguments, my research has led me to conclude that Deming’s philosophy offers the best overall approach to quality management i n comparison to other thinkers. The reasons for arriving at this conclusion are discussed below. Deming defines quality as a state with ‘zero defects’ whereby similar products or services have incomparable or minimal variations. Thus, quality according to Deming is a visionary pursuit towards a product with no deficiencies, which ultimately leads to total satisfaction for the customer. On the other hand, Juran and Crosby define quality as ‘fitness for use’ and ‘conformance to requirements’ (Buhler, 2007). While both definitions are customer-centric and view quality as a set of criteria defined by the customer’s expectations, there is no attention to the fact that the customer’s requirements may themselves contain potential deficiencies. In other words, Deming’s theory suggests that companies should evaluate the product for potential deficiencies and try to be innovative in identifying hidden vulnerabilities. By taking a com paratively restricted approach as suggested by Juran and Crosby, firms are in an inhibited position to service their customers (Migliore, 2009). Deming also deviates from the traditional approach by analyzing every aspect from the perspective of quality. He suggests that quality should be the benchmark, which firms should seek to optimize, which will ultimately lead to better productivity, competitive advantage and lower costs (Paulson, 2008). In contrast, Juran and Crosby focus on improving parameters such as productivity, innovation, cost reduction and defects as drivers for improving quality. Thus, quality serves as the ultimate objective in their case, which is estimated by the collective realization of these parameters (Hartman, 2005). While utilizing statistical techniques such as those suggested by Juran
Thursday, September 12, 2019
Progressive Thinking and Mismanagement in the Development of America Essay
Progressive Thinking and Mismanagement in the Development of America Before the American Revolution - Essay Example It is evident from the study that the ability of Americans to create productive things and ideas develops their society before the Revolution even takes place. In the words of Butler, despite the fact that British mainland colonies in America during the eighteenth-century were not considered as fully developed modern societies, those can still be considered sustainable. The British colonies in mainland America were able to show developments in their trade, transportation, education, press, government, and social structure. The advancement in these aspects shapes the culture of British colonies in America. As a British colony, the economy of America depended on the products of its lands. Britain imposes total domination on all its colonies including both political and economic superiority; subordination is a must for these newly acquired territories. In the words of Newell, American farmlands are considered as subject to agricultural experiments, a source of raw materials and crops th at would be transported to England as property of the Crown. Success in trade was carried out through fast transportation systems and favorable relationships with neighboring lands. In 1630s, for instance, the success of the tobacco production in Chesapeake and sugar in the West Indies ensure that food production is sufficient enough for exportation and consumption of the colony. Aside from the fact that American colonies amass wealth and strategic advantage for England, it also serves as a place of exile for slaves, prisoners, religious dissidents and ethnic groups. With this in mind, it can be said that America is, initially, a diverse society as its settlers came with different social orientations. While this diversity creates conflicts, it also helps settlers to respect each other. For the reason that they are considered enemies of the Empire of Britain, they share a common goal, to be free and build their own government and economic system. For instance, trade develops as a res ult of successful business relations with settler groups. Effective trade relation is one of the factors affecting the economic development of Colonial America. Education Other than the development of economy through trade and transportation, British in America establishes schools for their children and natives. Although illiteracy is widespread in America, parents took the effort of teaching their children essential skills such as reading, writing, counting, and household tasks. In addition, local teachers and parsons organized schoolhouses for both boys and girls. While this system of education is not considered formal, this also contributes to the spread of knowledge and increase in literacy progress.
Wednesday, September 11, 2019
Information Technology Project Essay Example | Topics and Well Written Essays - 500 words
Information Technology Project - Essay Example The business recognizes the need and importance of a diversified portfolio by ensuring that they maintain a balance sheet that is always healthy and therefore enhancing the stakeholder’s value. It is undoubted that Zad Holding Company has recorded an impressive performance in the last 5 years as indicated. The firm’s net income has increased with minimal quarterly decrease. The last quarter of March 2015 saw the company record a impressive USD252, 1221,101 as compared to the last quarter of 2014 that recorded USD891871316. Analysts have projected further better performance in the current second quarter of 2015. Return on equity measures how efficient a firm can use the money obtained from the shareholders to generate their income to ensure that the firm expands. The statistical figure of 0.261112911 shows that the company has recorded impressive positive results and for every investment injected in the firm, the company makes 26 dollars a profits. Both the P/E and P/B are statistically significant meaning that the company has recorded an impressive performance in the past. R2 is the coefficient of a multiple determination. It explains the percentage by which the profitability of the company is explained by the injections. Any injection into the firm returns to a positive yield intro the company’s operations. The significance positive value of F shows that the return on equity has been positive and every injection in the company results into positive
Tuesday, September 10, 2019
Learning Team Paper Essay Example | Topics and Well Written Essays - 250 words
Learning Team Paper - Essay Example This paper shall seek to answer that question. In the case of the supply chain, there has to be a critical look at ones suppliers. The company deals with material of a delicate nature and one must ensure that the suppliers also adhere to the highest standards possible. The molding company must also manage its supply chain such that so as to only undertake the tasks that are logistically sound. In other words, the supply chain must function at optimum capacity. Capacity management is also critical. The final expected return from the sale of the health parts should determine the necessary capacity. The company must ensure that the right numbers of people are at hand for a specific product. Some products are used in large numbers and so the target market shall determine the necessary capacity in that case. Excessive capacity will underutilize the workforce and lead to overproduction. Lean production is not to be ignored either. The engineer should be close to suppliers so as to minimize on transport costs. The watchword as far as lean production is concerned is waste. Cutting wastage of raw materials, wastage of stock and time wastage before delivery must be cut. After all, these are medical products and they need to be produced
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