8 requisitos visas J-1 maestros para trabajar en EE.UU.

8 requisitos visas J-1 maestros para trabajar en EE.UU. Los maestros extranjeros que desean trabajar en Estados Unidos en las escuelas de primaria o de secundaria pueden obtener distintos tipos de visas para trabajar, como la H-1B para profesionales o la J-1, tambià ©n conocida como de intercambio. En este artà ­culo se explica quà © debe saberse del programa J-1 para docentes, incluida la obligacià ³n de residir fuera de Estados Unidos al finalizar el programa  y quà © agencias estn autorizadas para patrocinar una visa de este tipo.   Asimismo se explican los requisitos mà ­nimos que se piden para obtener la visa, quà © gastos corren de cuenta del maestro solicitante, quà © familiares pueden viajar a Estados Unidos con lo que se se conoce como visa derivada y, finalmente, si econà ³micamente compensa trabajar con una visa J-1. Pasos para J-1 para maestros extranjeros Obtener patrocinio a travà ©s de una agencia o un organismo oficialObtener el DS-2019Pagar SEVISAcudir a un consulado estadounidense para obtener visa J-1 Caracterà ­sticas de las visas para docentes J-1 Tiempo de vigencia La J-1 es una visa ampliamente utilizada por los que desean ejercer de profesores de primaria o secundaria en EE.UU. Su periodo de vigencia es de entre uno y tres aà ±os.   Cabe destacar que para enseà ±ar en una universidad se puede obtener este mismo tipo de visa, pero en otro programa.   Materias Puede enseà ±arse cualquier materia, desde Ciencias y Matemticas a Mà ºsica. Pero lo cierto es que todos los aà ±os se ofertan muchas plazas para docentes del idioma espaà ±ol. Obligacià ³n de salir de EE.UU. Al finalizar el contrato, el maestro debe necesariamente regresar a su paà ­s de origen. Adems, debern pasar al menos dos aà ±os antes de que pueda solicitar otra visa, como por ejemplo la H-1B, para entrar de nuevo en Estados Unidos. Incluso es posible solicitar de nuevo participar en el programa J-1. La visa J-1 no permite que se busque intencionadamente obtener una oferta de trabajo en EE.UU. o emigrar permanentemente a EE.UU. mediante la obtencià ³n de una tarjeta de residencia permanente. Aunque hay excepciones – conocidas como waiver– a esta regla de estancia fuera de EE.UU. por un periodo de dos aà ±os, lo cierto es que en la mayorà ­a de los casos es muy difà ­cil conseguir anular la obligacià ³n de regresar al paà ­s de origen por un par de aà ±os. Es fundamental entender esta restriccià ³n ya que sorprende a muchos maestros extranjeros ya que aplica incluso en casos en los que la persona con una visa J-1 se casa de buena fe con un ciudadano americano que a continuacià ³n pide los papeles para su cà ³nyuge extranjero. Este matrimonio no es suficiente para levantar la obligacià ³n de residir fuera de los Estados Unidos por dos aà ±os al acaba el programa. Patrocinador de profesores para enseà ±ar en EE.UU. El docente extranjero puede trabajar en una escuela pà ºblica, privada o una charter, es decir, una escuela pà ºblica gestionada privadamente. La à ºnica condicià ³n es que està ©n acreditadas con el programa. En este tipo de visas es fundamental la figura del patrocinador. Esta es una lista de 10 agencias autorizadas por el Departamento de Estado para contratar maestros extranjeros. No todos los patrocinadores son iguales y algunos estn especializados en determinadas materias o en determinados estados, por lo que se recomienda solicitar informacià ³n de varios de ellos y comparar antes de decidirse por uno de ellos. Los patrocinadores y la escuela proporcionarn al maestro toda la documentacià ³n necesaria, entre ellos el formulario DS-2019, para comenzar el proceso de peticià ³n de visa ante el consulado estadounidense correspondiente, que puede denegarla  por ser inelegible si no se cumplen todos los requisitos y tambià ©n si no se cumplen los requisitos para ser admitido a los Estados Unidos. Adems, el patrocinador ser el punto de contacto principal del maestro durante su estancia en EEUU y deber resolver cualquier problema que pueda surgir. 8 requisitos para obtener la visa J-1 para maestros Para que un maestro extranjero pueda trabajar en EE.UU. con una visa J-1 es necesario cumplir, como mà ­nimo, con los siguientes requisitos. Fluidez en inglà ©s. Pueden exigir un puntaje mà ­nimo en el TOEFL o pueden comprobarlo en una entrevista o ambas cosas.Tà ­tulo que de maestro de primaria o secundaria en su paà ­sCumplir con los requisitos de certificacià ³n para enseà ±ar que exija el estado de la Unià ³n americana en el que quiere enseà ±ar.Experiencia profesional mà ­nima de dos aà ±os (24 meses) como maestro o en una actividad relacionada.Disponibilidad para trabajar a jornada completa.  En muchos casos se pide que el maestro tenga licencia de manejar con una antigà ¼edad mà ­nima de dos aà ±os.Acreditacià ³n de los credenciales educativos por una organizacià ³n aprobada por el patrocinador de la visa.Finalmente, el candidato debe ser una persona de buen carcter moral. Es decir, bsicamente, que nunca haya sido condenado por un delito. Una condena puede hacer imposible conseguir una visa en un Consulado estadounidense. Viajar con familiares El maestro que obtenga una J-1 puede viajar a EEUU acompaà ±ado por su cà ³nyuge y sus hijos solteros menores de 21 aà ±os de edad. Los familiares obtendrn una visa J-2, de naturaleza derivada, esto es, si la J-1 es cancelada o expira, tambià ©n lo har la J-2. El marido o la mujer del maestro, que tendr una visa J-2, podr trabajar en EEUU siempre y cuando pida permiso al Servicio de Inmigracià ³n (USCIS, por sus siglas en inglà ©s) y le sea concedido. Para solicitarlo debern probar que los ingresos se destinarn a mantenerse a sà ­ mismo y a hijos menores de edad, si los hubiese, pero no al titular de la J-1. Si à ©ste fuera el caso, el USCIS denegar el permiso. El formulario para pedir el permiso es el I-765 y que en la actualidad tiene un costo $410  para procesarlo y que puede incrementarse en cualquier momento. El permiso expirar al mismo tiempo que la visa. Los hijos de un maestro con J-1 y que tienen a su propio nombre una visa J-2 pueden estudiar en escuelas pà ºblicas o privadas de EE.UU. Quà © gastos pagan los docentes titulares de visas J-1 En primer lugar, se debe pagar la denominada tasa SEVIS por un importe de $220 para cubrir los gastos de gestià ³n del programa de intercambio. La excepcià ³n son los programas de intercambio con patrocinio federal. En estos casos no se paga tarifa por SEVIS y son los programas cuyos cà ³digos comienzan por G-1, G-2, G-3 o G-7. No se paga tarifa SEVIS para el cà ³nyuge e hijos del maestro que recibe la visa J-1. El pago de SEVIS debe hacerse directamente al Departamento de Seguridad Interna (DHS) antes de acudir al consulado a obtener la visa. Si el maestro viaja a EEUU con su familia, la tasa no aplica ni para los hijos ni para el cà ³nyuge. Es decir, sà ³lo la paga el titular de la J-1. A continuacià ³n deber pagarse un arancel de $160 por tener la visa estampada en el pasaporte. Cada uno de los familiares que acompaà ±e al maestro deber abonar otros $160 por cada visa derivada J-2 que se emita. Adems, algunos consulados exigen pequeà ±os gastos adicionales, como pago de hasta $20 por cerrar una cita por telà ©fono o abono por el envà ­o por correo de documentacià ³n. En el momento de acudir al Consulado o Embajada para ser entrevistado y obtener la visa hay que enfatizar que algunos consulados piden al solicitante una gran cantidad de documentacià ³n para probar que no tiene intencià ³n de quedarse en EEUU. Los requisitos varà ­an de paà ­s a paà ­s, hay que estar preparado para ello y lo cierto es que se pide ms documentacià ³n en los paà ­ses con un nà ºmero alto de nacionales que han violado los tà ©rminos de sus visas al no abandonar EEUU cuando tenà ­an que hacerlo. Salarios de maestros en Estados Unidos Trabajar en Estados Unidos como maestro brinda conocidas ventajas, como conocer otro paà ­s y practicar inglà ©s. Pero es tambià ©n importante saber  cunto ganan los maestros en Estados Unidos. Las cantidades varà ­an enormemente segà ºn el estado, la ciudad, la especialidad y los aà ±os trabajados. Adems, es importante conocer el monto de los impuestos y de la canasta alimenticia en el lugar donde se piensa trabajar. Puede suceder que se gane mucho ms que en el paà ­s de origen pero que, desde el punto de vista econà ³mico teniendo en cuenta los gastos, no resulte ventajoso. Este es un artà ­culo informativo. No es asesorà ­a legal.

The Definition of Suburban Sprawl

The Definition of Suburban Sprawl Suburban sprawl, also called urban sprawl, is the spread of urbanized areas into the rural landscape. It can be recognized by low-density single-family homes and new road networks spreading into the wild lands and agricultural fields outside of cities. As the popularity of single-family houses rose during the 20th century, and as mass ownership of cars allowed people to get to homes located far outside of city centers, new streets spread outwards to serve large housing subdivisions. Subdivisions built in the 1940s and 1950s consisted of relatively small homes built on small lots. Over the next few decades, the average house size increased, and so did the lot they were built on. Single-family homes in the United States are now on average twice the size of those inhabited in 1950. One or two-acre lots are now common and many subdivisions now offer homes each built on 5 or 10 acres - some housing developments in the western US even boast lots 25 acres in size. This trend leads to a hungry demand for land, accelerating road construction, and further spilling into fields, grasslands, forests, and other wild lands. Smart Growth America ranked US cities along criteria of compactness and connectivity and found that the most sprawling large cities were Atlanta (GA), Prescott (AZ), Nashville (TN), Baton Rouge (LA), and Riverside-San Bernardino (CA). On the flip side, the least sprawling large cities were New York, San Francisco, and Miami which all have densely populated neighborhoods served by well-connected street systems allowing residents close access to living, working, and shopping areas.   Environmental Consequences of Sprawl In the context of land use, suburban sprawl takes agricultural production off from fertile lands forever. Natural habitats like forests get fragmented, which has negative consequences for wildlife populations including loss of habitat and increased road mortality. Some animal species benefit from the fragmented landscapes: raccoons, skunks, and other small scavengers and predators thrive, driving down local bird populations. Deer become more abundant, facilitating the spread of deer tick and along with them, Lyme disease. Exotic plants are used in landscaping, but then become invasive. Extensive lawns require pesticides, herbicides, and fertilizers that contribute to nutrient pollution in nearby streams. The housing subdivisions making up most of the sprawl are generally built well away from industry, business, and other employment opportunities. As a result, people need to commute to their workplace, and since these suburbs are generally not well served by public transportation, commuting is most often done by car. When using fossil fuels, transportation is a major source of greenhouse gases, and because of its reliance on commuting by car, sprawl contributes to global climate change. There Are Social and Economic Consequences of Sprawl Many municipal authorities are finding out that low density, large-lot suburban areas are a bum deal for them economically. The tax revenue from a relatively small number of residents may not be enough to support the construction and maintenance of the miles and miles of roads, sidewalks, sewer lines, and water pipes needed to service the scattered homes. Residents living in the denser, older neighborhoods elsewhere in town often need to essentially subsidize the infrastructure on the outskirts. Negative health outcomes have also been attributed to living in suburban sprawl. Residents of outlying suburban areas are more likely to feel isolated from their community and be overweight, in part because of their reliance on cars for transportation. For the same reasons, fatal car accidents are most common for those who have longer commutes by car. Solutions to Combat Sprawl Sprawl is not necessarily one of those environmental issues against which we can identify a few simple steps. However, awareness of some of the potential solutions can be enough to make you a supporter of important change initiatives: Be a supporter of smart growth programs at the county and municipal levels. This includes programs that revitalize development in already built-up areas. Reinvesting in neglected city centers is part of the solution, as is taking care of an abandoned property. For example, an abandoned shopping mall can be turned into a medium-density housing development without the need for new water pipes, road access, or sewage lines.Support mixed-used development. People like to live in close proximity to where they can shop, recreate, and send their kids to school. Building these types of neighborhoods around public transportation hubs can create very desirable communities.Support your local land use planning efforts. Consider volunteering for the town’s planning board and advocate for smart growth. Attend fund-raising activities for your regional land trust, as they work hard to protect prime farmland, working waterfronts, exceptional wetlands, or intact forests.Support sensible transpor tation policies that complement smart growth. This includes affordable and dependable public transportation options, investments in maintaining the existing road network instead of expanding it, building bike paths, and developing programs to make business districts pleasant places to walk. Make a personal decision to live in a less environmentally impactful way. Choosing higher density housing can mean lower energy needs, a more active lifestyle, and proximity to work, interesting businesses, art venues, and a vibrant community. You will be able to fulfill most of your transportation needs by walking, bicycling, or public transit. In fact, in a comparison of the environmental virtues of city vs. rural living,  urban dwellers have the edge.In a paradoxical but very understandable way, many people choose to move to low density, outlying suburban areas to be closer to nature. They feel that these large lots close to agricultural lands or forests would put them in close proximity to wildlife, with more birds visiting their feeders and ample opportunity for gardening. Perhaps this appreciation of nature makes them predisposed to finding other ways to reduce their carbon footprint.

Application of National Labor Relations Act Essay

Application of National Labor Relations Act - Essay Example Consequently, the Act is aimed at encouraging collective bargain and curtailing the possibility of the private sector management and labor practices harming business, workers and consequently harming the economy of the United States. In the case study, the activities pursued by the Chief Executive officer and by the Board of Directors in terminating the employment contract of Kayte Clark harms her welfare as an employee and also of the business since she holds the position of deputy vice president of DanskinZ Inc. In affirmation Section 1[ §151.] of the Act avows that inequality in a bargain between organizing corporate bodies of employers and employees who lack the freedom of association violates free flow of commerce and thus serves as a viable litigation as pertains to NLRA. This is evident in the case study since the CEO and the BOD used their organized structure by their legal counsel terminating Kayte Clarks’ employment in her quest to enable the employees to be member s of a union. This is a violation against the right of association of employees  Sec. 7 [ § 157.] and in the right of Kayte Clarks exercising her powers as the vice president of the organization (NLRA 29 U.S.C.  §Ã‚ § 151-169). Employment Retirement Income Security Act is another federal law that confers powers to Kayte Clark filing a claim for compensation against her employers. ERISA asserts that any employee should get his or her full social security contribution upon retirement. However, this is a clause that was violated by the legal counsel by giving Kayte Clark a retirement package that does not pay her social security till 59 years yet her employment is unfairly terminated at 53years prior to her retirement age. Moreover, Title VII is designed to protect employees from employers who have ill intentions as pertains to their contractual obligations.  

Transport Essay Example | Topics and Well Written Essays - 1750 words

Transport - Essay Example Overall, the air travel industry provides an opportunity, which is facilitated by more than tourism. It also incorporates economic development, global trade and international investments, thus being one of the best investment opportunities (Brennan, 2009, p. 212). As a small-scale entrepreneur, the number of tourists entering France provides any investor with the opportunity of establishing a low cost international or local flight service. In Europe, the connection between the UK and France presents a lucrative venture for business. The route that I choose as an investor is between the Heathrow, London and Charles De Gaulle, Paris airports. One of the strongest reasons why this choice makes economic sense to me is that the two stations represent the hubs of business in the regions (Doganis, 2001, p. 90). The two airports are located within two of the busiest cities in Europe. These cities have an intricate transportation network in which the passengers can get to the airports in a nu mber of transportation choices. One of the most preferred choices of transport happen to be the train, closely followed by the cab. Transport between the centers and the airport has some merits as well as demerits. One of the challenges that the surface transport modes face is the case of jams. In both the UK and Paris, traffic congestion is a common occurrence, especially during the rush hours (Fleisher. and Bensoussan, 2007, p. 62). The jams are common in the railway stations as well as the motor ways. These characteristic is one that lowers the convenience of this mode of transport. This is however, it is an occurrence prominent in certain hours, but the intricate network is quite useful when there is little traffic on the road and rail networks. The car, either in a private or cab company capacity provides another choice of transport in the centers to the airports routes. As the preferred choice of transport, the car is one of the best choices in transportation, when convenience is involved, but this is dependent on the profile of the passenger. Where luggage is involved, the car might be the best operational choice, since it provides a better means of transport from the house to the terminal as opposed to public transportation. The train, though high speed faces an inconvenience in that it is public transport and is located at strategic points for a community (Frechtling, 2001, p. 31), in which the travellers have to walk or take a car to the service stations as well as from the terminals to the airports. With the train and buses being restricted to certain routes, the inconvenience lays mostly in the distance between the public terminals and the airport terminals, for they are not the same though close, in some instances. Another challenge with the public surface transport is the challenge introduced by the complexity of the transport network, especially for a nonlocal (Duncan, 2012, p. 134). Some of the competitors in the route chosen include the Eurost ar. The train is one of the modes of transport between the two centers i.e. Paris and London. There are several favorable elements associated with the train such as speed, lower costs and the interactive nature of the travel. The car is another competitor to the mode of transport between the two terminals, since the intricate transport network provides a motorway that links the

Technology and Bullying Essay Example for Free

Technology and Bullying Essay I don’t know much about the topic I chose and I have never personally experienced bullying or cyber bullying myself. I have, however, seen on the news and read about cyber bullying and the growing trend it is becoming. I remember a very specific case that happened two years ago at Rutgers University where a closeted-gay college student’s roommate secretly videotaped him performing sexual acts. The roommate then released the video on the Internet and the gay college student committed suicide two days later. The case had just finished last month and the defendant was found guilty of a hate crime and sentenced to 30 days in jail. This definitely caught my interest toward cyber bullying and I started to take notice that it is happening frequently across the nation. I also know that currently forty-nine states have an anti-bullying law in effect. Part II – What I Want to Find Out From the research, I want to find out how technology is contributing to cyber bullying, or bullying. * How frequently do students bully other students? * When and where did the first cases of cyber bullying take place? * Is it just in the United States that cyber bullying exists? * Can bullying be prevented, and if so, how? Part III – The Search The word â€Å"bullying† is defined as using strength or influence to intimidate someone, forcing them to do what one wants. It is also used as a theme in many children and adolescent books such as Oliver Twist and The Chocolate War. Bullying has been around for as long as anyone can remember, possibly since the age of humanity began. However, only recently has bullying caught the attention of the public and scientific community. Dan Olweus, a Norwegian researcher, emerged with the first scientific studies on bullying in the 1970s. Bullying is now acknowledged throughout the world as an issue among children and youth, and research on the topic is increasing (Hymel, and Swearer). There is still scientific dispute as to the nature of bullying and why it begins. There are a multitude of reasons why someone feels the need or want to bully another person. Nevertheless, most researchers believe the aggression starts with wanting to cause deliberate harm to the victim, having the bullying occur repeatedly, and the difference of power between the bully and the victim (Olweus 422). One of the reasons may be because the person behind the bullying feels a â€Å"sense of power† when they harass someone. They like to become dominant in this situation and if the victim does become submissive, the bully feels as if they’ve fulfilled their goal and may repeat this process for a long time. Another reason may be that the bully wishes to befriend and feel close with the victim; to have a sense of belonging. As Dagmar Strohmeier states in her article Bullying and its Underlying Mechanisms, â€Å"If this wish for affiliation is a motive for bullying, the victim pl ays an important role in establishing and maintaining group coherence. If the harassment of the victim leads to a closer bond within the bullying group, the perpetrator reaches his goal and the negative behavior is reinforced.† As long as the victim is still submissive, the bully will constantly harass them until the bully is content (Strohmeier). When thinking of bullying, usually people think of a sort of physical interaction – the big kid picking a fight with a smaller kid. However, there are cases where numbers come into play; groups of students will pick on one individual. This is not uncommon and in fact, happens as often as one-on-one bullying (Hymel, and Swearer). There are, essentially, two types of bullying: physical and mental. Physical bullying is direct contact between the aggressor and the victim, and includes punching, kicking, pushing, or any physical contact with the bully and victim. The bully will not stop the violence until his or her victim is unable to retaliate back. Physical bullying is also not limited to school, and can occur at home, the office, or anywhere the bully chooses. Mental bullying may seem less harsh than physical bullying and may not physically damage the victim, but it can emotionally. Mental, or verbal, bullying involves name calling, making fun of a person’s appearance, a nd making offensive remarks to the victim. Making verbal threats of violence is also verbal bullying. There is also indirect bullying where the person will spread rumors and stories about someone else although it may not be true. This type of bullying accounts for 18.5% of bullying. Social alienation is another where the bully will intentionally exclude another from a group. But the type of bullying that is gaining ground is cyber bullying (Time for Tolerance). Cyber bullying is when a child or teen is being harassed, threatened, or embarrassed by usually another teen, and the bully is using the Internet, cell phones, or any other technologies. It includes sending threats or cruel messages to a person’s email account and cell phone. Cyber bullies also spread rumors online or through texts, and post unkind messages on web sites or social networking sites. Pretending to be another person using someone else’s account or making a fake account and sending harmful messages is another form of cyber bullying. Boys are more prone to take part in tradition bullying, physical bullying, whereas girls are more likely to cyber bully. (Bullying Statistics). Most cyber bullies and their victims are teens, and there are numerous cases where the victim being cyber bullied will harm themselves, and even commit suicide. Cyber bullying â€Å"has to have a minor on both sides, or at least have been instigated by a minor against another minor. Once adults become involved, it is plain and simple cyber-harassment or cyber stalking. Adult cyber-harassment or cyber stalking is NEVER called cyber bullying† (â€Å"Stop Cyberbullying†). In 2007, a mother created a fake account and posed as a boy to befriend a former friend of her daughter. The mother then began posting insults and creating posts about the daughter’s former friend which were hurtful and untrue. The teen, who was battling depression, soon committed suicide. It is hard to believe a parent or adult will do that to a child but there have been several cases where a parent will actually be the person cyber bully. Majority of the reason why a parent will cyber bully anoth er teen is because they believe they are protecting their children, but are, instead, harming another (â€Å"Stop Cyberbullying†). There are various reasons as to why teens feel the need to cyber bully someone. Sometimes the cyber bully is motivated by resentment or jealousy, and sometimes they do it for entertainment. Another reason may be because they are bored and have nothing to occupy themselves with. Some may do it unintentionally, and others do it for torment and to get a reaction from the victim. Although traditional bullying still occurs more than cyber bullying, the amount of cyber bullying happening in today’s world is consistently growing because of all the technologies being available. This means that cyber bullying happens worldwide and cyber bullies are sometimes strangers from halfway around the globe. (Patchin). Despite the seriousness and harmful effects of cyber bullying, it is common among teens and youth. According to a study done by the i-SAFE foundation in 2003, more than one in three teens have received and experienced cyber threats, and over 23 percent of teens are repeatedly through their cell phones or the Internet. Cyber threats are when teens post messages about harming themselves or another person and are sometimes followed by actual acts of violence. There have also been reports that cyber bullies will make FaceBook pages or web pages dedicated to insulting and bashing their victim, and 75 percent of teens have visited these sites. According to a UCLA study on cyber bullying, one in five teens report having been cyber bullied by someone they know or a complete stranger, and the study also found that 85 percent of teens that were bullied online are still bullied at school. Still, only 1 in 10 teens who have been cyber bullied tell a parent or adult and only 1 in 5 cyber bullying incidents are reported to law enforcement (Cyber Bully Alert). Currently, forty nine states have passed anti-bullying laws, and a number of state legislatures are proposing laws to require schools to have anti-bullying policies and programs. If someone is charged and convicted of bullying someone, they are charged with a misdemeanor and possibly serve time in jail. Cyber bullying is against the law but most of the laws in many states are not enforced because cyber bullying usually takes place outside of school. Still, that hasn’t stopped lawmakers from trying to enact and stiffen cyber bullying laws. At least five states want to add penalties to cyber bullying, and in 2009 North Carolina passed a law that criminalizes cyber bullying, making it a misdemeanor for youth under 18. Senator Jeffrey Klein of New York is one of the law makers that want to make sure cyber bullying can be punishable by law. Klein stated that â€Å"When I was growing up, you had a tangible bully and a fight after school. Now you have hordes of bullies who are terrorizing over the Internet or other forms of social media.† Under his proposed law, anyone that uses technologies to harass or stalk someone could be convicted of a misdemeanor or felony and face prison time. Some, however, oppose these laws believing that it limits freedom of speech (Alcindor). Although it may seem unlikely for anyone to not support anti-bullying laws, there are a few groups that are no in favor with the law at all. A group called Focus on the Family, a global Christian ministry, believes that these anti-bullying laws cross â€Å"the line in a lot of ways beyond bullying into indoctrination, just promoting homosexuality and transgenderism† (Hall). Focus on the Family has been a supporter anti-anti-bullying laws because they believe that these laws are a reason to teach children about gay marriage and not about bullying. Most of the groups that oppose anti-bullying laws are religious groups, and most agree with Focus on the Family. There have been a few states that have passed or tried to pass anti-bullying laws that protect bullies who use their religion as to why they bully others. This caused outrage among the public and most of these supposed anti-bullying laws have since been voted out or the specific clause has been removed (Hall). There are several ways to prevent bullying, or cyber bullying, from happening. First is beginning an educational campaign with children and teens, and informing others what exactly is cyber bullying and the steps to prevent it from happening to them. Teaching youth how not to unintentionally become part of cyber bullying will help slow down cyber bullies. Children need to be taught that being silent while another is being hurt is not alright, and if they stand up with the victims, cyber bullies can be stopped. Another way is keep personal information private. Children and teens should not share passwords with friends or strangers to keep themselves safe. Sharing this personal information can give cyber bullies the opportunity to hack into personal emails and social sites, and post damaging things online. And once things are posted on the Internet, it may be impossible to delete it permanently. Adolescents should also know that if they are targeted by a cyber bully to not respond and instead block the cyber bully and inform a parent or adult that can help them. Checking to see who they are sending messages and emails to is another way of preventing cyber bullying. Making sure that they are sending it to the right person and place will help stop cyber bullies from receiving private messages. Also, teens should know that it is not alright to forward and send other people’s emails and personal information without their permission. Teenagers also should not send emails or post messages online if they are angry. If they do, they may provoke the cyber bully and turn into a cyber bully themselves (â€Å"Stop Cyberbullying†). Part IV – What I Learned Through this research, I learned that cyber bullying is persistently becoming more known, and although traditional bullying still happens, cyber bullying is growing. Because of all the new technology becoming available to people of all ages, especially adolescent teens, it is easier for someone to become a cyber bully victim. Cyber bullying is also common in the lives of teens today, and happens worldwide. There are several effective ways to prevent cyber bullying and states in the United States are recognizing that bullying is a serious matter. Although bullying and cyber bullying cannot be stopped in a day, it is possible to stop bullies from hurting another person. Works Cited Alcindor, Yamiche. States look to enact cyberbully law. USA TODAY. Gannett Co. Inc., 19 Mar 2012. Web. 9 Jun 2012. http://www.usatoday.com/news/nation/story/2012-03-18/state-cyberbullying-laws/53626736/1 Cormier, Robert. The Chocolate War. New York: Dell Publishing, 1974. Print. Cyber Bully Data, Statistics, and Facts. Cyber Bully Alert. Vanden Corporation, 23 May 2012. Web. 7 Jun 2012. http://www.cyberbullyalert.com/blog/2012/05/cyber-bully-data-statistics-and-facts/ Cyber Bully Statistics. Bullying Statistics. Bullying Statistics, 2009. Web. 7 Jun 2012.

THOMAS JEFFERSON :: Essays Papers

THOMAS JEFFERSON In the thick of party conflict in 1800, Thomas Jefferson wrote in a private letter, "I have sworn upon the altar of God eternal hostility against every form of tyranny over the mind of man." This powerful advocate of liberty was born in 1743 in Albermarle County, Virginia, inheriting from his father, a planter and surveyor, some 5,000 acres of land, and from his mother, a Randolph, high social standing. He studied at the College of William and Mary, then read law. In 1772 he married Martha Wayles Skelton, a widow, and took her to live in his partly constructed mountaintop home, Monticello. Freckled and sandy-haired, rather tall and awkward, Jefferson was eloquent as a correspondent, but he was no public speaker. In the Virginia House of Burgesses and the Continental Congress, he contributed his pen rather than his voice to the patriot cause. As the "silent member" of the Congress, Jefferson, at 33, drafted the Declaration of Independence. In years following he labored to make its wor ds a reality in Virginia. Most notably, he wrote a bill establishing religious freedom, enacted in 1786. Jefferson succeeded Benjamin Franklin as minister to France in 1785. His sympathy for the French Revolution led him into conflict with Alexander Hamilton when Jefferson was Secretary of State in President Washington's Cabinet. He resigned in 1793. Sharp political conflict developed, and two separate parties, the Federalists and the Democratic-Republicans, began to form. Jefferson gradually assumed leadership of the Republicans, who sympathized with the revolutionary cause in France. Attacking Federalist policies, he opposed a strong centralized Government and championed the rights of states. As a reluctant candidate for President in 1796, Jefferson came within three votes of election. Through a flaw in the Constitution, he became Vice President, although an opponent of President Adams. In 1800 the defect caused a more serious problem. Republican electors, attempting to name both a President and a Vice President from their own party, cast a tie vote between Jefferson and Aaron Burr. The House of Representatives settled the tie. Hamilton, disliking both Jefferson and Burr, nevertheless urged Jefferson's election. When Jefferson assumed the Presidency, the crisis in France had passed. He slashed Army and Navy expenditures, cut the budget, eliminated the tax on whiskey so unpopular in the West, yet reduced the national debt by a third. He also sent a naval squadron to fight the Barbary pirates, who were harassing American commerce in the Mediterranean.

Toyota V.S Ford

MGMT 341 Toyota Motor Corporation Vs. Ford Motor Corporation (Past to Present) THE GBAS MODEL Prepared for: Dr. Reed Nelson Prepared by: Jeremie J. Martin SOUTHERN ILLINOIS UNIVERSITY CARBONDALE SPRING 2011 Introduction This paper will be structured to focus on two of the leading automobile manufacturers in the industry to date. Toyota is the number one automobile manufacturer in terms of production and sales. Toyota is a foreign vehicle manufacturer located out of Japan founded in 1937. Ford is the second largest vehicle manufacturer in the United States and fifth largest worldwide.Ford was the eighth ranked overall vehicle manufacturer on the 2010 Fortune 500 list. Ford is known for producing the â€Å"Model T† in 1908 which will forever be known as the first affordable automobile in the United States. Each company will be introduced and described separately. After providing substantial information about each organization, a comparison will follow to highlight the difference s between the two. This comparison is imperative for the GBAS model. I will also make an assessment of the four facts or organization life, fit, trade-offs, opposites and if the elements come in packages.Toyota Motor Corporation Toyota Motor Corporation is a foreign vehicle manufacturer based in Aichi, Japan. Toyota Motor Corporation came to the forefront in 1937; (TMC) is a variation of what originally used to be Toyota industries. Kiichiro Toyoda always envisioned creating a multinational automobile manufacturer and his dreams came to fruition three years earlier, when still with Toyota Industries, they created their first product which was the â€Å"Type A† engine and in 1936 came their first vehicle the â€Å"Toyota AA†.Today Toyota Motor Corporation group companies include Scion, Lexus,  Daihatsu  and  Hino Motors Toyota stepped into the national spotlight in the 1980’s when people started to realize that there was something different about their vehi cle. What stood out most was the exceptional quality and efficiency of Toyota vehicles. Japanese cars were lasting longer than American cars and also required less maintenance. At the time, there were several Japanese manufacturers competing in the market, but Toyota stood out the most.Toyota did not provide the most exciting designs, but what they did was design automobiles that were very consistent and more reliable than most vehicles at an affordable price. Also, Toyota had a canny ability to troubleshoot all of their problems and come back even stronger when one of their weaknesses was exposed. While stock prices of the Big 3 were falling in 2003, Toyota shares increased 24% over 2002. Toyota’s capitalization was higher than the combined capitalization of Ford, General Motors and Chrysler. (The Toyota Way, Pg 4) Toyota has the fastest product development process in the world.New cars and trucks take 12 months or less to design, while competitors typically take two years. Toyota is benchmarked as the best in its class by all of its peers and competitors throughout the world for high quality, high productivity, manufacturing speed and flexibility. (The Toyota Way, Pg 5) Toyota had a unique way of manufacturing their vehicles which is what helped them create differentiation from themselves and the market. The Toyota Production System and Lean production has dominated the industry for the last 10 years along with Six Sigma.During and before WWII, Toyota knew that mass production was not their strength. They were too small and disjointed to support high production values. Toyota decided to produce roughly 900 vehicles a month while on the other hand; Ford was about 10 times more productive. Toyota managers knew that if they were to survive, they would have to adapt to the mass production for the Japanese market. The problem was that they didn’t know how. The Toyota production system used many conceptions from those of Henry Ford, but the Japanese were determined to stick to the principles that Ford didn’t abide by.One very important principle was the concept of the â€Å"pull system†, which originated from American supermarkets. This system meant that Toyota would not replenish its parts until the next step in the process used up all of the original parts from the previous step. This directly relates to eliminating waste. At every step of the manufacturing process, Toyota uses â€Å"Kanbans† to signal the previous step when more parts need to be made. This creates the â€Å"pull† which continues back to the beginning of the cycle. Toyota also implements the philosophy of JIT into their manufacturing process.JIT is a set of principles that allows a company to produce and deliver products in small batches. This directly cuts down the lead time and allows them to meet specific customer needs. JIT allows Toyota to be responsive to customer demands; it also allows them to deliver the right items at the right time. â€Å"Kaizen† is also another principle Toyota stands on. The philosophy reaches for perfection and sustains TPS on a daily basis. Toyota refined their manufacturing process using these principles to make their organization more productive and less wasteful.What they didn’t know is that they also created a new paradigm in manufacturing that all types of businesses would eventually adopt. A common phrase around Toyota is â€Å"Before we build cars, we build people. † Toyota seeks to develop people so that they are strong contributors to the company culture and organizational development. The focus is to build a learning organization that seeks continuous improvement. That’s how they will ensure a guaranteed long term success hundreds of years from now. TMC management techniques’ goal is to develop their individuals, but at the same time promote effective teamwork.This technique is necessary for TPS to work. Creating a great culture comb ined with teamwork is the focal point of solving problems. The concept of bottom-up management is something that Toyota takes very seriously. Team leaders typically have about four to eight workers that they support and group leaders have about three or four groups. Toyota strongly believes in motivation theories when it comes to managing their employees. Their managers implement both internal and external management techniques.For example internally, Toyota applies Maslow’s Hierarchy of needs to them by providing their employees with job security, good pay, safe working conditions and a culture of continuous improvement. Externally, behavior modification has group leaders constantly on the production floor supervising employees and providing reinforcement. Toyota invests in their employees and in return they get committed individuals are willing to grow the company. Ford Motor Company Ford Motor Company is a multinational automobile manufacturer based out of Detroit, Michiga n. It is the second largest automobile manufacture in the United States.Henry Ford founded and incorporated the organization in 1903. Under the Ford umbrella is the Lincoln brand and internationally Ford has some stake in Mazda and Aston Martin. There used to be several more brands associated with the company but due to harsh economic times in the United States, they were either discontinued or sold. Henry Ford is known for making the most affordable automobile (the â€Å"Model T†) and transcending the American auto industry. Most people think that he actually invented the automobile as well as the assembly line. Those are not the facts.Henry Ford did however use the assembly line to produce his â€Å"Model T†. From 1909-1927, he sold 15 million Model T vehicles at a cost of $829 dollars each. During World War One Ford in 1925 also manufactured aircrafts, but after the war ended they returned to only manufacturing autos. Ford’s mission is to be the worldwide lea der in the automotive industry and in other industries such as financial services. Ford values its people, products and profits. Some of their principles include commitment to the quality of the business they conduct, customer focus, continuous improvement, employment involvement and teamwork.Ford strategy is predicated by its vision of being a low-cost, high quality manufacturer in all of their products while simultaneously providing the best customer service possible. In the United States, Fordism was the system of  mass production and consumption characteristics of highly developed economies during the 1940’s-1960s. It was a philosophy that  aimed  to  achieve  higher productivity  by standardizing the  output, using conveyor assembly lines and breaking the  work  into small de-skilled tasks. It is a contrast from Taylorism, which is based off Fordism, which seeks to improve efficiency of machines and workers.Fordism combines them as one unit and looks ac hieve minimal cost and maximum profit. (Source: businessdisctionary. com/Fordism) An assembly line  is a  manufacturing  process in which parts are added to a product in a sequential manner in order to create a finished product. The immediate benefit of an assembly line is that it allows you to produce more products faster than if you were to handcraft them. Henry Ford made the assembly line famous in 1908 when he began the mass production of Model T’s. With the implementation of the assembly line, Ford was able to improve other aspects f the company such as reducing the labor hours it takes to produce a single vehicle as well as increased production numbers and parts (Wikipedia. com/assembly_line). The use of assembly lines and mass production processes forced Ford to start using large factories for manufacturing. They were the first automobile manufacturer to use large factories. During the late-2000’s recession when auto sales dropped 37%, Ford requested bailo ut money. They requested $9 billion dollars from the government and an additional $5 million for the department of energy.With this money, Ford vowed to make smaller, more gas efficient, vehicles as well as close down dealerships and sell Volvo. Ford didn’t need the money nor did they receive any money, but simply requested for funds because they did not want their competition to have a financial advantage over them. During the auto bailout, Ford was in a better financial position than Chrysler and GM which is the reason they didn’t receive any government funding. Ford’s approach to management organization was the mirror image of their assembly line: specialized, hierarchical and tightly controlled.Ford has always operated on a pressure system with middle management. The old Ford hierarchy was mechanistic in the sense that it was made to be modified, to be able to be adjusted over time. The structure was designed to be reactive to a slow changing environment. Fo rd’s management was very authoritarian, regimented and driven by fear. In light of Japanese competition, Ford shifted gears from the mechanistic theme of management to focus on participative management and product development. Narrative ComparisonToday, most companies try to implement some type of lean production or six sigma quality functions into their manufacturing processes. Initially, that was not the focus when it came to manufacturing vehicles. Toyota was the first organization to implement that strategy due to Japan being desecrated by two atomic bombs and not having the money or supplies to mass produce. Post WW II, Ford’s mass production system was designed to make large quantities and a limited number of models; they had no flexibility with their system. This is why all Model T’s were all black.The Japanese market was very small and fragmented for high production. Toyota needed to manufacture low volumes of several different models using the same asse mbly line to survive in the market. The demand for vehicles was not high enough to use individual assembly lines for each vehicle type. Ford had ton of cash after the war and they invested it all in large equipment and large factories to house the equipment. This was to support the strategy of mass production. However, there was an issue with all the large volumes being produced, which caused Toyota to take a similar, but opposing manufacturing strategy to Ford.Ford’s processes were detached from each other due to the large volumes. This cause delays in the process and allowed large amounts of material to sit and become work in progress inventory. Also, workplaces were disorganized and out of control, some Ford factories looked like warehouses. Toyota had the idea of â€Å"one-piece flow† where one piece of a product moves from one stage to the next stage, one piece at a time. This was opposite to what was happening over at Ford where several pieces of a product were b eing made simultaneously at one stage, then moved on to the next stage.Toyota used Ford’s ideology of a continuous process of materials throughout the manufacturing cycle while at the same time eliminating waste. Toyota didn’t have a lot of money or factories after the war so that had to be very precise in their manufacturing. They didn’t produce large volumes of just one type of vehicle. One-piece flow allowed Toyota the flexibility to change their process according to the demand of the market. Toyota adopted Ford’s manufacturing process, but made it more efficient and flexible. Toyota’s management philosophy was to develop their employees to become leaders within the company.This was their method of growing the company. Toyota knew that making all of their employees and integral part of the organization was the best way to build commitment within the company and a sure way to achieve all of its objectives. Ford on the other hand implemented a mor e authoritarian management philosophy where all of the pressure was put on middle management and not as much attention was given to the employees who were the key to their day to day operations. Ford primary focus was on production and the bottom line numbers.Mass production to make as many vehicles as possible is what drove them to implement such management techniques. The Discussion of goals, boundaries and activity systems. (GBAS Model) After the comparisons and noting the differences between Ford Motor Company and Toyota Motor Company, the GPAS model can be applied to see how effective both companies are at managing fit, trade-offs, packages and opposites. BOUNDARIES: In terms of customers, the Japanese market was very small, so Toyota knew that they would have produce small numbers of vehicles in various different models.Mass production wouldn’t work for them in the market because the customer demand was not high enough for that type of production system. Ford had a larg e U. S. market as well as an international market at the time so they were producing vehicles for everyone. When Henry Ford invented this inexpensive vehicle, there was a high demand for it and he sold millions of vehicles. Mass production worked well for high customer demand and the system made Ford a lot of money in a short amount of time. While Toyota remained in the automotive industry producing vehicles and engines, Ford tried its hand providing other services.Ford Motor Credit Company is the financial partner of Ford Motor Company. The purpose of the company was to handle automobile loans of Ford and also to offer loans and leases to other consumers. When it came to products, Toyota had an advantage. They designed they’re production system to be flexible due to the low customer demand in the Japanese market; therefore they were able to produce different types of vehicles at a faster pace than Ford. Although Ford produced more vehicles than Toyota they did not have the a bility to change the different models or colors of their vehicles within their assembly system.The mass production system was beneficial because it satisfied high customer demand, but it was limited in the way that it could only make huge quantities of one model. Originally Model T’s were only all black because Ford lacked the flexibility to change colors. Ford used its mass production system to make millions of Model T’s and later Model A’s. Ford also took its hand briefly in the aviation industry during the First World War building engines. Ford’s most successful airplane was the Ford 4AT Trimotor, but after the war was over Ford went back primarily to the utomotive industry. In terms of accessibility, Toyota was limited to the Japanese Market, they did not have the ability to manufacture vehicles elsewhere nor did they have the demand. After the atomic bomb Toyota had very little cash and lacked the infrastructure to compete outside of Japan. On the ot her hand, Ford had huge amounts of cash from the success of the Model T and they had a huge U. S and international market to sell too. Also, Ford had a huge supply system to support all of their manufacturing efforts. ACTIVITY SYSTEMS:Toyota’s activity systems were based around the central theme of their production system which was eliminating waste. When it came to manufacturing the company focused on continuous improvement, lean production and the Toyota Production system. Continuous Improvement also known as Kaizen, is a process that has lead Toyota to be a very lean and productive company. Kaizen strives for perfection and helps sustain the TPS system. The purpose of continuous improvement is to always become better, regardless whether the gains are large or small.Toyota felt that if they continually improved their processes, they would be able to eliminate as much waste as possible while remaining overly productive. Toyota formed small work groups within the workplace to ensure effective teamwork and to develop the skills of their employees. This also encouraged discussion amongst employees and it helped them make some of the decisions in the manufacturing process opposed to putting all the pressure on middle management. The Toyota Production System is a system that is composed of all of Toyota’s processes and principles in order to achieve a high level of quality production standards.JIT, Kaizen, One piece flow and continuous improvement theories combine to create a system that changed the way production standards were measured. Using many of the lessons preached by Henry Ford, Toyota evolved a system that helped them overcome challenges in a deplorable economy. At the same time they created a system that has been adapted in many other industries outside the automotive world. Ford, the American powerhouse, also believed in a continuous production flow, but they were not as cautious as the Japanese due to being in a better financial situatio n post WWII.They produced millions of model T’s with the help of assembly lines, large factories and a system of mass production to keep up with the high customer demand for the world’s most inexpensive automobile. Ford’s production system was an adaptation of their market and they took full advantage. They had access to complete systems supplies in combination with a lot of cash which tremendously increased their profit margins in 15 years. GOALS: Toyota’s goal was to create a system similar to Ford’s mass productions system, but at the same time adapt it to the Japanese market.The Japanese were producing automobiles for a market of customers who were not buying vehicles half as much as customers were buying autos in the United States. Even though there was a low demand for automobiles, the Japanese did demand different models, so their system had to be flexible enough to shift with the customers demand. In terms of creating the production system, Toyota aimed for a very lean system. A system that would be very cautious in using raw materials and cash in order to prevent being wasteful. Also, Toyota wanted a very clean and organized workplace in order to utilize all of the warehouse space that they did have.Toyota aimed to produce small quantities of quality products to meet specific customer needs. Ford was all about big business, money and power. Ford’s goal was to take over the automobile industry with the invention of the Model T. It was clear what their objective was by looking at the way they manufactured automobiles. Ford believed in standardization, but they never manufactured more than one type of motor car in the same facility. They were so focused on making the Model T a commodity that they did not focus on their other brand Lincoln. Ford’s customer base was broad.The Model T was marketed on a national level as a very inexpensive vehicle. Ford had the luxury of dealing with a high demand in the U. S and International market. Ford however, did not offer a variety of models to choose from. They only produced one vehicle in one color. Several years later they began producing the Model A. Due to the high demands at the time, customers did not pay attention to how inflexible Ford’s production system was. Although Ford may not have been as good as Toyota, they were also advocates of lean production and continuous improvement.Ford felt that their materials were more important than their employees, an opposing view of Toyota. Ford learned that wasted materials eventually became wasted money and frantically began to search for solutions to be more productive with their raw materials. Eventually Ford had the notion that they owed it to society to be more conservative of their materials. Summary of GPAS: ToyotaFord Boundaries: Narrow, Stable Broad, Stable Activity Systems: Simple, Flexible Complex, Inflexible Goals: Impermeable Permeable THE FOUR FACTS OF ORGANIZATIONAL LIFEDiscuss ion of fit: There is organizational fit between the boundaries, activity systems and goals of both Ford Motor Company and Toyota Motor Company. There are differences between the two companies, but both companies were competing in different markets therefore they had to adjust to the wants and needs of their customers. Ford has very permeable boundaries. Their complex and inflexible system which consisted of mass production, large factories, large machinery and assembly lines was imperative in order to satisfy the demand of their customers in the U. S and international market.Ford was able to establish a very credible and trustworthy relationship with its customers by satisfying their needs in a timely fashion. The permeable boundaries and complex activity system fit very tightly with customers who were in the market for a vehicle manufactured by Ford. Toyota Motor Company has significantly less permeable boundaries than does Ford, therefore their activity system is simple and more f lexible. The fact that Toyota had a significantly smaller market to manufacture vehicles for did not stop them working at a faster pace and creating higher quality vehicles.Their activity system was designed for customers who wanted different types of automobiles in different colors. They also wanted quality vehicles that would last for a long time to avoid high vehicle turnover. This flexible system was perfect for the struggling Japanese market post World War II. Things come in packages: Ford Motor Company was in a great position post WWII. They had tons of cash, access to a complete supply system, and a high demand for their products in the market and huge factories and equipment to make thousands of automobiles. Those resources helped reinforce their needs to make their automobiles a commodity worldwide.When comparing the two organizations, it is clear that Ford has more permeable boundaries than Toyota. On the contrary, less permeable boundaries made it more difficult for custo mers outside of the Japanese market to get a Toyota vehicle. They had not made their vehicles a commodity yet, but that was not their focus. After being desecrated by two atomic bombs, the Japanese manufacturing focused on making small amounts of quality vehicles. Making more quality vehicles using the one-piece flow process increased the skills and intelligence of the employees which directly helped grow the company.Having a lower customer demand allowed Toyota the time to perfect their craft and create a system that would change the manufacturing world. There are opposites: In terms of activity systems and boundaries, comparing Toyota to Ford is like comparing the tortoise to the hare. Ford was the automobile powerhouse with all its large equipment and mass production processes, producing vehicles at a very affordable price. On the other hand, Toyota was very conservative and waste less with their TPS system when it came to putting automobiles on the market.This was a classic exam ple of the â€Å"Quality vs. Quantity† argument. Ford had created a commodity; they became a pioneer in the automobile industry providing the masses with thousands of vehicles at a time. They had a huge customer base and the infrastructure to provide their products and services worldwide. Toyota had a flexible system that created quality vehicles in a timely manner as well, just not as in much bulk as did Ford. They had an advantage over Ford in the fact that could offer a variety of vehicles with shorter lead times.Ford had a very inflexible system and very long lead times, credited to their mass production system. Toyota’s system was more productive with their raw materials. They wanted to avoid work in progress inventories in their factories which lead to them incorporating a â€Å"pull system† into their manufacturing process. There are trade-offs: In comparing the two companies to each other, the trade-offs between the two become very obvious. Toyota offers a quality of vehicles that Ford can’t produce and Ford offers a price that Toyota can’t compete with.Ford offered lower prices because supplies were not scarce and they had complete access. Also, after the war Ford had a ton of cash so they could provide their automobiles at a cheap price in hopes of making it a commodity. Their activity system allowed them to only make standardized products without any customization. With the luxury of having a high customer demand, Ford remained efficient. Toyota’s system which used JIT principles which allowed them to manufacture products in smaller quantities, with shorter lead times to meet specific customer’s needs.This was a very flexible system which helped them offer an option of customization for their automobiles while still providing a high level of quality. CONCLUSION Ford paved the way for the automobile industry when they began the mass production of their Model T’s in 1908. The use of the assembly lines helped them sell thousands of vehicles and make millions of dollars in a short period of time. Toyota came along and used the same principles that Ford used, but refined their process to be more productive by using the ideology of continuous improvement.Toyota wanted to become less wasteful, produce smaller batches of automobiles and create higher quality products within a flexible system that would allow them to react to customer demands without long lead times. By creating this flexible system, Toyota put their company in a better position than Ford. In order to be a leader in the automobile industry you must be able to react quickly to the market demands and provide the customers with a quality product in a reasonable amount of time. The TPS system allows Toyota to do that, while Ford would be in a world of trouble with inventory concerns because of their mass production system.Even though both companies had very different beginnings, each has been successful in the automob ile industry. They will continue to use each other as benchmarks when trying to create the best automobile possible for their customers. Comparison of Differences ToyotaFord One-Piece Flow Mass Production Low market demand High Market Demand Flexible manufacturing Inflexible Manufacturing No cash Cash and Assets High Quality Standard quality Shorter lead times Extremely long lead timesHigher costs Very inexpensive automobiles Employees manufactured Assembly Lines No warehouses Huge Factories and Warehouses Multiple types of vehicles Two models (Model A & T) TPSManufacturing ideas set grounds for TPS Lean Manufacturing Very wasteful BIBLIOGRAPHY Liker, Jeffrey K. The Toyota Way: 14 Management Principles from the World's Greatest Manufacturer. New York: McGraw-Hill, 2004. Print. Liker, Jeffrey K. , and David Meier. Toyota Talent: Developing Your People the Toyota Way. New York: McGraw-Hill, 2007.Print Meyer, Stephen. The Five Dollar Day: Labor Management and Social Control in the Ford Motor Company, 1908-1921. Albany: State University of New York, 1981. Print. Ford, Henry, and Samuel Crowther. Today and Tomorrow,. Garden City, NY: Doubleday, Page ;, 1926. Print. Starkey, Ken, and Alan McKinlay. Strategy and the Human Resource: Ford and the Search for Competitive Advantage. Oxford: Blackwell Business, 1993. Print. â€Å"Toyota. †Ã‚  Wikipedia, the Free Encyclopedia. Web. 22 Apr. 2011. ;http://en. wikipedia. org/wiki/Toyota;. â€Å"What Is Fordism?Definition and Meaning, Business Dictionary. †Ã‚  BusinessDictionary. com – Online Business Dictionary. Web. 22 Apr. 2011. ;http://www. businessdictionary. com/definition/Fordism. html;. â€Å"Assembly Line. †Ã‚  Wikipedia, the Free Encyclopedia. Web. 22 Apr. 2011. ;http://en. wikipedia. org/wiki/Assembly_line;. Amadeo, Kimberly. â€Å"Auto Bailout – The Big 3 Bailout – Government Bailout of Auto Industry. †Ã‚  US Economy and Business – US Economic Indicators â€⠀œ US Economic News. 31 Dec. 2009. Web. 22 Apr. 2011. ;http://useconomy. about. com/od/criticalssues/a/auto_bailout. htm;.

African American Contributions to American History Essay

Many blacks contributed to the success of our country in every war that we as a people have ever fought. In order to properly thank them for their heroic effort, I as a Hispanic Caucasian must give credit where credit is due. In order to properly do so, I must begin with the contributions of â€Å"Black America† beginning with the American Revolution and continue up until the World War II. Make no mistake blacks made contributions well past World War II, but in the interest of time and accuracy I must stay within the confines of our earlier history. One main aspect that should be analyzed is the fact that no matter how hard the struggle, blacks have always overcome adversity no matter what the cost. Of course, contributions made by blacks are not limited to war alone, but include a wide spectrum of achievements that have advanced civilization as a whole. My personal respect and thanks go to all people who have served and continue to serve this country at any capacity. But we must never forget the contributions made by our black brothers and sisters who gave their lives fighting for a cause that so greatly affected their lives as well as our well being. Charles Dickens said it best in his book A Tale of Two Cities, â€Å"It was the best of times it was the worst of times†. The American Revolution was a time of great struggle for people of all races. But, Blacks in particular understood the literal meaning of patriot rhetoric, eagerly took up the cause of American freedom, fighting bravely in the early confrontations with the British. Though the revolution freed some blacks and set the country on a course toward the abolition of slavery, political accommodation to plantation owners forestalled emancipation for many blacks in the south for 90 more years. A black man was one of the first martyrs of the patriot cause. Crispus Attucks, apparently a slave who had run away from his owner 20 years before, died in the Boston Massacre in 1770. Though facts were disputed at trials then as now, witnesses said Attucks hit a British officer with a large piece of firewood, grabbed a bayonet and urged the crowd to attack just before the British fired. Attucks and two others were killed while eight were wounded, two mortally. Blacks served at the battles of Lexington and Concord. Peter Salem, a freed slave, stood on the green at Lexington facing the British when the first battle broke out with the shot that was heard around the world. One of the last men wounded in the battle as the British escaped to Boston was Prince Estabrook, a black man from West Lexington. At least 20 blacks, including Peter Salem, were in the ranks two months later when the British attacked an American position outside Boston in the Battle of Bunker Hill. Salem has been honored for firing the shot that killed Major John Pitcairn, the British officer who led the Redcoats when they had attacked his small unit at Lexington. Unable to venture outside Boston and then threatened with cannon surrounding the city, the British left Boston for New York. As the war changed from a Massachusetts endeavor to a broader conflict throughout the colonies, the politics of race changed dramatically. Blacks had been welcomed in the New England militia, but Congress initially decided against having them in the Continental army. Congress needed support from the South if all the colonies were to win their independence from England. Since southern plantation owners wanted to keep their slaves, they were afraid to give guns to blacks. Congress ordered all blacks removed from the army, but black veterans appealed directly to George Washington, who took up their cause with John Hancock, president of the Continental Congress. Blacks serving in the army were allowed to stay, but new enlistments were forbidden. Though the Declaration of Independence declared that â€Å"all men were created equal,† many blacks soon saw more opportunity on the British side. The British governor of Virginia promised immediate freedom and wages to any slave who would join the Kings army. Hundreds flocked to the standard of the governor, Lord Dunmore, but he was denied a base on the land by the American forces and many of the blacks who joined him died of smallpox on overcrowded ships. The loyalty of blacks was a serious issue for the American leaders because blacks made up one-fifth of the two million people in the colonies. With the British soldiers already outnumbering the American troops, and recruitment difficult for the patriots, the northern colonies soon again began to enlist blacks. Rhode Island made up a regiment almost entirely of blacks. As the war continued, colonies as far south as Maryland and Virginia were recruiting free blacks for the American cause. As the war spread into the South, Congress found it needed to recruit slaves. It offered to pay South Carolina slave owners $1,000 for able-bodied male slaves. The slaves would receive no pay, but would be given $50 and their freedom at the end of the war if they served â€Å"well and faithfully. † The South Carolina Assembly threatened to leave the war, dooming the plan in the southernmost colonies. Recruitment of blacks to the American cause continued further north, but the patriots had less success than the British. The offer of immediate freedom extended by Virginia’s unfortunate loyalist governor was eventually made by the British throughout the colonies. Slaves joined the British by the tens of thousands. The fate of the loyalist blacks varied considerably. Some were captured by Americans and either returned to their masters or treated as war loot and sold back into slavery. Approximately 20,000 were with the British at the end of the war, taken to Canada or the Caribbean. Some became the founders of the British colony of Sierra Leone in West Africa. Even though the British offered slaves a better deal, many blacks served on the American side. They made up a sizeable share of the men in the Continental navy, state navies and the large force of American privateers. Blacks had long been in the labor force on ships and at seaports. On the water, then as now, skill counted for more than politics. The precise role of blacks in the revolution is difficult to quantify. Blacks in those days generally did not write. The people who did write early histories of the revolution were whites and concentrated on the efforts of white men. Also, many participants in the revolution were not specifically identified by race in the documents of the time and historians now have no way of knowing whether they were black. When blacks were allowed to serve in the American military, they often did work as laborers, sometimes in addition to regular soldier duties. Usually they were privates, though a few rose to command small groups of men. The words of the Declaration of Independence were taken literally by blacks and some whites. In, 1780, Pennsylvania became the first colony to pass a law phasing out slavery. Children born to slaves after that date were granted their freedom when they reached 28. Other northern states followed. The Superior Court of Massachusetts held in 1783 that slavery violated the state constitution, and New Hampshire also ended slavery by a court ruling. Vermont outlawed slavery and Connecticut and Rhode Island passed gradual emancipation laws. New York outlawed slavery in 1799 and New Jersey followed in 1804. The international slave trade was outlawed in 1808. Progress then came to a stop. A boom in cotton production spread the slave economy into the lower Mississippi Valley. Slave states were careful to control at least half the political power in the federal government, blocking any national movement against slavery until the Civil War. The 54th Massachusetts Regiment On January 1, 1863, President Abraham Lincoln signed the Emancipation Proclamation, freeing the slaves in the rebelling territories of the confederacy and authorizing Black enlistment in the Union Army. Since the beginning of the Civil War, free Black people in general, and Black Bostonians in particular, were ready to gather arms on behalf of the Union, yet they were prevented from doing so. Popular racial stereotypes and institutional discrimination against Blacks in the military contributed to the prevailing myth that Black men lacked the intelligence and bravery necessary to serve their country. By the fall of 1862, however, the lack of White Union enlistment and confederate victories at Antietem forced the U. S. government to reconsider its racist policy. As Congress met in October to address the issue of Black enlistment, various troops of Black volunteers had already been organized, including the First South Carolina and the Kansas Colored Troops. It wasn’t until January 26, 1863; however, that secretary of war Edwin Stanton authorized the enlistment of Black troops. As a result, the 54th Regiment of Massachusetts Volunteer infantry was founded, becoming the first all-Black Union regiment raised in the north. Training began for Black volunteers at Camp Meigs in Reedville, MA on February 21, 1863. Although some members of the community voiced opposition to the prevention of Black men from achieving the rank of colonel or officer, most community activists urged Black men to seize the opportunity to serve in the Union forces. The fear many Black volunteers had about the potential racism of White officers and colonels was calmed when Massachusetts Governor John Andrew assured Bostonians that White officers assigned to the 54th Regiment would be â€Å"young men of military experience, of firm anti-slavery principles, ambitious, superior to a vulgar contempt for color, and having faith in the capacity of colored men for military service. † Andrew held to his word, appointing 25-year-old Robert Gould Shaw as colonel and George P. Hallowell as Lieutenant. The son of wealthy abolitionists, Shaw had been educated in Europe and at Harvard before joining the seventh New York National Guard in 1861. In 1862, when Governor Andrew contacted Shaw’s father about the prospect of commissioning his son as colonel of the soon-to-be organized fifty-fourth, Shaw was an officer in the Second Massachusetts Infantry. Although reluctant to accept the commission, Shaw eventually became colonel. By the time training began at Camp Meigs, Shaw and his officers began work with the soldiers whose bravery would forever change public perception of Black military skill and valor. Black community leaders across the country such as Frederick Douglass and William Wells Brown served as recruiting agents for the Union army. As a result, over 1000 volunteers enlisted in the 54th Regiment, a response so overwhelming that Massachusetts organized a second Black regiment, the fifty-fifth. Men of the fifty-fourth represented twenty-four states, the District of Columbia, the West Indies, and Africa. Approximately 25% of them had been slaves, over 50% were literate, and, although as civilians they had worked in forty-six different occupations, the overwhelming majorities (55%) were common laborers. Regardless of origin, occupation, or social class, the men of the 54th Regiment both inspired Boston’s Black community and provided a symbol of pride for abolitionists across the country. Activists such as William Lloyd Garrison and Frederick Douglass visited Camp Meigs to show their support. Although the organization of the 54th Regiment resolved the conflict over Black enlistment in the Union army, the struggle of Black soldiers to gain respect in the military was just beginning. Upon arrival in the south, the Black soldiers were often treated as common laborers and the potential for their valor on the battlefield was disregarded. Upon arriving in Georgia on June 11, they were ordered by Col. James Montgomery of the Department of the South to raid the town of Darien. Reports of Black soldiers burning buildings and ravaging the homes of townspeople confirmed stereotypes of Black soldiers as un-trainable brutes. Col. Shaw found the raid on Darien barbarous and distasteful, and sent a letter to Brigadier General George C. Strong, requesting that the men be used in the planned attack on Fort Wagner, South Carolina. On July 16, the 54th Regiment fought alongside White soldiers of the 10th Connecticut Infantry in a skirmish on James Island, SC. This battle redeemed the Black soldiers’ fighting ability in the eyes of White skeptics, including General Strong, who commanded the 54th Regiment to lead the assault on Fort Wagner, scheduled for July 18. Strategically, a successful attack on Fort Wagner would allow Union forces to seize control of Charleston Harbor. Located on Morris Island, Fort Wagner protected Battery Gregg overlooking Fort Sumter. Thus, seizure of Fort Wagner was valuable because it enabled the Union to shell Sumter and close the harbor to confederate blockade runners, thereby paving the way for further Union attack on Charleston. Fort Wagner was located at the northern tip of Morris Island, and was controlled by 1700 troops and 17 artillery guns. Depleted to just over 600 men by the skirmish two days previous, the men of the 54th Regiment were ordered to lead the assault on Fort Wagner with the backing of regiments from New York, Connecticut, Maine, and Pennsylvania. Before the charge commenced, Colonel Shaw ordered the regiment to â€Å"prove yourselves as men. † Within 200 feet of the Fort, the confederates began to attack as the brave men of the 54th Regiment struggled through darkness, four-foot deep water, and marshland. Colonel Shaw, accompanied by dwindling numbers of dying men, managed to reach the top of the parapet where a bitter hand-to-hand combat ensued, the Black Union soldiers with bayonets against the White Confederate soldiers with handspikes and gun rammers. Colonel Shaw was mortally wounded with a pierce through the heart, along with a dozen of his men. Meanwhile, members of the 54th Regiment – some wounded, some dying – began to retreat; those who refused to back down were taken prisoner. As the smoke cleared, evidence of Confederate victory was immediately apparent, with 174 Rebel casualties and 1515 Union soldiers dead or wounded. Of the eleven regiments who participated in the Union assault, the fifty-forth Regiment accrued the most casualties, with 256 of their 600 men dead or wounded. Despite the heavy losses, the assault on Fort Wagner proved to the nation and the world the valor of Black soldiers in general and the men of the 54th Regiment in particular. From the ranks of the fifty-forth came stories of unfailing patriotism and undying glory. The men of the 54th Massachusetts Regiment, their White officers, colonel, and allies, not only struck a blow for American freedom and unity, they also proved to the nation and the world the valor, bravery, and devotion of African American soldiers. In the sacrifice made by Col. Shaw and his soldiers, Americans witnessed, for the first time, the supremacy of equality over racism, discrimination, and ignorance. Upon his death at Fort Wagner, the body of Col. Shaw was placed in a mass grave on Morris Island along with the bodies of his soldiers. The lack of proper military burial for a man who had distinguished himself as a soldier and as a leader was intended to insult the honor of Shaw and his family, who were deemed as race traitors by Confederates and White unionists alike. However, upon learning that his son had been buried with his black soldiers, Francis Shaw stated, with dignity, that â€Å"We hold that a soldier’s most appropriate burial place is on the field where he has fallen. † This statement and the honor displayed by the Shaw family and veterans of the fifty-fourth helped immortalize Shaw and his men as symbols of the Civil War battle for unity and equality. As a result of the 54th Regiment, over 180,000 Black men enlisted under the Union flag between 1863 and 1865. AFRICAN AMERICAN MILITARY SERVICE from WWI through WWII. During the global conflicts of the first half of the 20th century, U. S. servicemen fought in Europe for the first time in the nation’s history. African Americans were among the troops committed to combat in World War I (WWI) and World War II (WWII), even though they and other black Americans were denied the full blessings of the freedom for which the United States had pledged to fight. Traditional racist views about the use of black troops in combat initially excluded African Americans from the early recruiting efforts and much of the actual combat in both wars. Nonetheless, large numbers of African Americans still volunteered to fight for their country in 1917-18 and 1940-45. Once again, many black servicemen hoped their military contribution and sacrifice would prove to their white countrymen that African Americans desired and deserved a fully participatory role in U. S. society. Unfortunately, the deeply entrenched negative racial attitudes prevalent among much of the white American population, including many of the nation’s top military and civilian leaders, made it very difficult for blacks to serve in the military establishment of this period. African-American servicemen suffered numerous indignities and received little respect from white troops and civilians alike. The historic contributions by blacks to the defense of the United States were usually ignored or downplayed, while combat failures similar to those of whites and violent racial incidents often provoked by whites were exaggerated into a condemnation of all African Americans. In the â€Å"Jim Crow† world of pre-1945 America, black servicemen confronted not only the hostility of enemies abroad but that of enemies at home. African-American soldiers and sailors had two formidable obstacles to deal with: discrimination and segregation. Yet, black servicemen in both world wars repeatedly demonstrated their bravery, loyalty, and ability in combat or in support of frontline troops. Oftentimes, they accomplished these tasks without proper training or adequate equipment. Poor communications and a lack of rapport with their white officers were two additional burdens hampering the effectiveness and efficiency of African Americans in the military. Too frequently, there was little or no recognition or gratitude for their accomplishments. One of the worst slights of both wars was the willingness of the white establishment to allow racism to influence the award of the prestigious Medal of Honor. Although several exceptionally heroic African Americans performed deeds worthy of this honor, not one received at the time the award that their bravery and self-sacrifice deserved. It took over 70 years for the United States to rectify this error for WWI and over 50 years for WWII. Despite the hardships and second-class status, their participation in both wars helped to transform many African-American veterans as well as helped to eventually change the United States. Though still limited by discrimination and segregation at home, their sojourn in Europe during WWI and WWII made many black servicemen aware that the racial attitudes so common among white Americans did not prevail everywhere else. The knowledge that skin color did not preclude dignity and respect made many black veterans unwilling to submit quietly to continuing racial discrimination once they returned to the United States. In addition, the growing importance of black votes beginning in the 1930s and 1940s forced the nation’s political and military leaders to pay more attention to African Americans’ demands, particularly in regard to the military. Although it was a tedious and frustrating process, one too often marked by cosmetic changes rather than real reform, by the end of WWII, the U. S. military establishment slowly began to make some headway against racial discrimination and segregation within its ranks. The stage was set for President Harry S Truman’s landmark executive order of 26 July 1948. Another main contribution of note would be the trails and tribulations of the Tuskegee Airmen. In the 1940’s, it was still believed that Blacks were incapable of flying aircraft. This myth was dispelled with the help of the U. S. Congress. On June 27, 1939 – THE CIVILIAN PILOT TRAINING ACT was passed. This solitary ACT helped to create a reserve of civilian pilots to be called in case of War. Young black pilots were given the opportunity to train with U. S. approved programs located at TUSKEGEE INSTITUTE. The SELECTIVE SERVICE ACT OF 1940 also increased the opportunity for a broader participation of Blacks in the military when it banned discrimination in the selection and training of all American citizens because of race and color. The success of the CIVILIAN PILOT TRAINING ACT helped put the 99TH PURSUIT SQUADRON OF TUSKEGEE on the map. It was said that â€Å"the success of Negro youth in the Army Air Force would be predicated upon the success of the ‘Tuskegee Experiment. ‘† HBO’s docudrama, THE TUSKEGEE AIRMEN, is a good depiction of this era of Black Americans seeking acceptance as military pilots. Because of the opportunity provided by the Civilian Pilot Training Act, the number of Blacks in the ARMY AIR FORCE jumped from 2,250 in 1941 to over 145,000 by 1944. The two major groups to see combat as AAF men were the 99TH PURSUIT SQUADRON and the 332ND FIGHTER GROUP. Out of the 332nd Group came the 100th, 301st, and 302nd Squadrons under the command of Lieutenant Colonel BENJAMIN O. DAVIS, SR. , who became America’s FIRST AFRICAN AMERICAN GENERAL on October 25, 1940. By 1944, the 99th was added to the 332nd and participated in campaigns in Sicily, Rome, and Romania. The 99th and 332nd earned many DISTINGUISHED UNIT CITATIONS. These historical examples are but a small sample of the many great contributions and sacrifices made by black people in order to secure freedom and prosperity for this great nation. We owe them a debt than can never be fully repaid. If anything these great contributions should curtail any negative or racial thoughts toward such a magnanimous people. You would think that with all that has transpired throughout history, that we as a people could live and coexist together with peace and harmony. My only hope is that with time people will come to realize that we are all not that different from one another and that we can thrive together for a better future for all of us.

Strunk and Whites The Elements of Style

Strunk and Whites The Elements of Style Strunk and Whites The Elements of Style Strunk and Whites The Elements of Style By Maeve Maddox Strunk and Whites The Elements of Style receives frequent mention in articles about writing. Originating as a classroom study aid prepared by Cornell English Professor William Strunk in 1918, this widely-used desk reference of English usage, form, and style continues to influence writers after a hundred years. After Strunk died in 1946, essayist E.B. White was asked to augment and edit the guide for a wider audience. When White died in 1985, Elements was in its Third Edition. The current Fourth Edition has been, according to Whites stepson Roger Angell, modestly updated to include references to word processors and to acknowledge feminist concerns about pronoun usage. Elements has grown from Strunks original 43 pages to 105, but is still a compact, no-frills handbook for the writer in a hurry for answers to common questions. The guide is arranged in five sections: I. Elementary Rules of Usage II. Elementary Principles of Composition III. A Few Matters of Form IV. Words and Expressions Commonly Misused V. An Approach to Style The first four sections are easily skimmed, and the index will lead you quickly to the point of grammar you want. A 60-word glossary defines such basic terms as gerund and linking verb. The fifth section, An Approach to Style, provides a useful reminder that there is more to producing distinctive prose than just getting the grammar right: There is no satisfactory explanation of style, no infallible guide to good writing, no assurance that a person who thinks clearly will be able to write clearly, no key that unlocks the door, no inflexible rule by which writers may shape their course, According to White, style is a mystery, an entity that arises from the sum of an individuals writing: Style is an increment in writing. When we speak of Fitzgeralds style, we dont mean his command of the relative pronoun, we mean the sound his words make on paper. The Elements of Style deserves its long popularity as a concise guide to correct usage. It can equip a writer with the elements, but style must arise from the personality and mental furnishings of the writer. A searchable version of Elements (Third Edition) can be found at Bartleby.com. You can also find the book on Amazon.com Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Book Reviews category, check our popular posts, or choose a related post below:10 Rules for Writing Numbers and NumeralsList of Greek Words in the English LanguageComma After Introductory Phrases

Merry Christmas Quotations

Merry Christmas Quotations Want to wish your friends a Merry Christmas? Quotes can be a great vehicle to convey the seasons greetings. These merry christmas quotes express, what a thousand-word speech cannot. 11 Quotes to Wish Everyone a Meaningful Merry Christmas Never worry about the size of your Christmas tree. In the eyes of children, they are all 30 feet tall. Larry Wilde, The Merry Book of Christmas Somehow, not only for Christmas, But all the long year through, the joy that you give to others, is the joy that comes back to you. And the more you spend in blessing, the poor and lonely and sad, the more of your hearts possessing, returns to you glad. John Greenleaf Whittier Best of all, Christmas means a spirit of love, a time when the love of God and the love of our fellow men should prevail over all hatred and bitterness, a time when our thoughts and deeds and the spirit of our lives manifest the presence of God. George F. McDougall This is the message of Christmas: We are never alone. Taylor Caldwell As long as we know in our hearts what Christmas ought to be, Christmas is. Eric Sevareid The best of all gifts around any Christmas tree: the presence of a happy family all wrapped up in each other. Burton Hillis, Better Homes and Gardens The best Christmas trees come very close to exceeding nature. Andy Rooney Christmas is not in tinsel and lights and outward show. The secret lies in an inner glow. Its lighting a fire inside the heart. Good will and joy a vital part. Its higher thought and a greater plan. Its glorious dream in the soul of man. Wilfred A. Peterson, The Art of Living Christmas is most truly Christmas when we celebrate it by giving the light of love to those who need it most. Ruth Carter Stapleton Christmas, my child, is love in action. Every time we love, every time we give, its Christmas. Dale Evans Rogers Blessed is the season which engages the whole world in a conspiracy of love. Hamilton Wright Mabie

Agency Formation and Management Perspective Research Paper

Agency Formation and Management Perspective - Research Paper Example Agents must at all times work as per the instructions of their principals. You have clarified the areas where the law of agency plays critical role. For instance, regulating the principal-agent relationship, the external relationship between the agents and the third parties and the third parties and the principals in case the agents are purporting to deal on their behalf (Munday, 2008). The areas that you have said that the agency relationships are common are very sensitive as well. You have mentioned employment, financial advice and contract negotiation. All of these are very important areas in the economy and since agents are used in most cases, there must be some law so that the agents end up doing according to their principals and also as per the expectations of the third parties. Finally you have brought in the aspect of independent contractors. Like you have said, these play the same role as the agents only that they are used by small businesses. They are independent of the small businesses hence their