Computer-aided learning within education

Computer-aided learning within education CAL stand for Computer Aided Learning and in many cases referred to as Computer Aided Instruction as well [Bachman, 1998]. An in depth review of the literature suggests that there is no concrete definition of CAL as such. Many researchers have explained what can be achieved by CAL and how it can be done but no one has really tried to define CAL. Computer Aided Learning in simple terms can be described as an aid or assistance towards the learning process using a computer. It is very important to note here that we are using the word aid. Here aid is important because while using computers in the learning process no attempt is being made to replace the teacher or lecturer and the computer is used as an aid only. Computer aided Learning has been promoted in a number of ways for teaching and learning purpose. Some of these include Problem Based Learning [Schor et al, 1995], teaching basic anatomy [Stanford et al, 1994], supplementing lectures and tutorials [Shannon, 1990] etc. It is important to note that CAL should not be considered as a single program or application that fulfils a certain task as desired by the user. CAL can be a single or series of programs or application which acts as an aid to the overall learning process. Historically, it was in the early fifties during the last century that human beings used any kind of electronic device to perform a mathematical calculation. As soon as this was realized a series of developments took place and soon the computer came into being. People realized the immense potential computers had and started to use it in almost every field. Researchers openly stated that the use of computer for educational purpose would change the face of education in a very short span of time. Schittek (2001) points out that it was not until august 1981, when IBM presented the microcomputer IBM PC (personal computer) that the use of computers for educational purpose started to develop. Researchers like Papert (1994) then suggested the use of classroom computers and abandon the worksheet curriculum. As a common belief the researchers in favor of CAL believed that computer had the potential to stimulate and support various educational goals. The crucial question at that time and even n ow is that which goal/s should be selected? It was very important to select the goals appropriately as the choices made would have an immense effect on the childrens minds, their learning styles and on the education process overall. The educational goals that could be achieved using computers 20 years back were limited due to technological barriers. With an exponential growth in technological breakthroughs and growing experience in using these computers for education the statements made during the last quarter of the 19th century makes a lot of sense now. Technology is no more a barrier today and it is up to the academicians to use it appropriately to meet the desired educational goals.There were many detractors for the use of computers in education as well. One of the primary reservations was the concept that computers will eventually replace the traditional teacher or lecturer. Other reasons include the reluctance to change their mindset to accommodate something new in the curricu lum. These researchers felt that computers were a challenge to the existent educational practices at the intellectual, social, economic and pragmatic levels and hence favored the traditional methods over the use of computers. The supporters of CAL argue that we never questioned the fact that blackboard or books will replace the teacher then why are we so opposed to the use of computers in education? Even today these groups of people are outnumbered by the detractors and are continuing their effort to justify the numerous advantages that computers can bring in to the educational curriculum. This is even more evident from the fact that there are today a number of CAL programs available on the market, However it seems that the development of CAL is based on the work of very few individuals rather than being a part of the facultys ICT strategies [Plasschaert et al, 1995] 1. Game-based learning: Generally, games satisfy the basic requirements of learning environments identified by Norman (1993) and can provide an engaging environment for learning. Games should provide possibilities for reflectively exploring phenomena, testing hypotheses and constructing objects.2. Computer simulations: Grimes et al.(1988) studied the effects of a textbook-based software package in two classes of the Introductory Macroeconomics course. Their results indicate no statistically significant difference in learning between the experimental (software users) and control (non-users) groups. Finally, Grimes and Wiley (1990) conducted an experiment using a textbook-based simulation package in the Introductory Macroeconomics course. Their results indicate a statistically significant difference in overall attitude and performance between students who did and did not use the simulation software.3. Animations: One particularly promising capability of computer based learning is the a bility to integrate animation as part of instruction. Authoring application programs have made animation readily accessible to any educator who has the patience to learn how to use the application (Sturman, 1998).Some other forms of Computer based instruction include Virtual Seminars/ Video conferencing, Drill and Practice and Problem Solving. The role of CAL in education is recognized and appreciated by more and more people as time passes by. CAL has taken several forms depending on the available technology available as described earlier. Hence its role in education has also varied over time. In its infancy CAL was used as a knowledge bank of questions and the students could self-assess themselves. Apart from this other computer related activities were not really adding to the learning process of the students. With the advent of multimedia the role of CAL was extended and it was used to display simulations and animations to the students which were otherwise not possible for the students too see in real-time. This was seen as one of the most important reason to include computers in the classroom lecture as far as the teachers were concerned. Apart from this the teachers and the lecturers are generally very reluctant to incorporate CAL due to several reasons as discussed by Heywood and Norman (1988). First of all they feel that the available software does not match their exact criteria to meet specific curriculum goals. Secondly it is very time consuming process for them to learn the technology first and then convert the existing material they have in CAL format. Heywood and Norman (1988) found that the second factor was not a result of added workload but was more due to the confidence in their own abilities in the use of the technology. This essentially means that while the government is actively promoting the use of CAL in the curriculum it should also lay the guideline on how to do it and train the educators in the first instance.There is little doubt about the growing importance of CAL in education as research shows that CAL can have positive influence on the student learning [Devitt and Palmer, 1998]. Devitt further added that providing study material in computer format can improve knowledge on the subject. Ideally the role of CAL in education lies in the hands of the academicians. The role that these Educators give to CAL will determine the limits of its achievement. What makes a successful CAL?Some of the main pedagogical and economical forces that have driven the push for universities and schools to adopt and incorporate computer aided learning include:Greater information access The World Wide Web has made it possible for people to access primary sources of information on demand. Mastery of this tool has become essential in order to gain access to an ever-growing body of recent and up-to-date knowledge available electronically.Greater Communication facilities Interaction between academic staff, colleagues and students can be structured and managed through electronic communications to provide greater access and flexibility (Bates 2000)The quality of teaching New technologies have gained much attention from academic staff as they perceive their use will lessen their problems of high workloads, increased student to teacher ratio and use of inexperienced staff to teach (Bates 2000). There is ample evidence that well designed multimedia software can be more effective than traditional classroom methods, where students are able to interact with the software and learn at their own pace. Integrated effectively into the classroom environment, ICTs can facilitate higher order thinking skills and develop new ways of learning (Barron Ivers, 1996; Bates, 2000)Asynchronous learning This initiative has enabled institutions to cater for a variety of students by removing the barriers of time and distance. Students who are normally geographically disadvantaged have access to a variety of resources not usually at their disposal (McNaught et al., 1999; Bates, 2000).Pedagogical Improvement and staff renewal Teaching staff are able to preset information using a variety of tools in order to better relate to the content to the concrete realities of a given field of study. Innovative hands-on learning experiences are also made possible for students through computer simulation software. Advantages of CALOne of the main advantages of Computer aided learning concerns the time, the place and the pace with which one can learn. A few more advantages of CAL identified by other researchers and authors are listed below:1. Provision of alternative teaching techniques. The computer can utilize a number of teaching methods and materials that may not be viable to use in a traditional setting. For example, a graphics display terminal using animated characters on a screen is a stimulating tool [Deaton, 1991].2. Individualized instruction. Learning is significantly more effective and efficient when instruction can be tailored to the unique needs of each learner. CAL enables students to go through specific lessons at their own pace [Semb et al, 1991].3. Ability to conduct simulations. In a national survey on the use of CAL in Dutch institutions of higher education, de Jong et al (1992) found that the most popular form of CAL was simulation. One of the reasons that simulation is so popular could be that it is the only type of CAL in which the program adds something to the curriculum that a teacher cannot offer.4. Providing instructions on demand. The computer can provide virtually unlimited accessibility to educational material. The computer’s availability is not constrained by the same factors that place a limit on a teacher’s time. Whereas a teacher is available only during specific hours, in a specific place, and usually for group lessons, a computer is available for use at all times and on an individual basis and in many places [Stern and Stern, 1983; Telfer and Probert, 1986].5. Flexibility is another reported strength of CAL (Petrides, 2002; Schrum, 2002). Petrides (2002) stated that participants reported it was easier to work in collaborative groups in an online course without rearranging everyones schedule as one might do in a traditional face-to-face course.In a study conducted by Coyner and McCann (2004), learners feedback on four cours es was taken and different advantages and challenges associated with learning and teaching online were noted. Computer-aided learning can be considered as a part of online learning. The acronym ACCOMMODATE signifies the advantages identified (Coyner and McCann, 2004).A Accessibility. Computer aided learning provides the students with access to the material 24 hours a day.C -Convenience. Students can work and study according to their own time schedule and their convenience.C Critical Thinking. Critical thinking techniques are enhanced as the students have the associated data and information available to them 24 hours a day.O Offers. Students are aware of all the components of the course and they can compare themselves with others.M Model. Future use can be enhanced with CAL.O Organization. Course can be organized much before the starting of the particular course.D Dependence. All the necessary resources are available to the students and sot he dependence on the teachers is decr eased.A Accountability. Any online course provides a lot of information about the users and so the students accountability can be checked easily.T- Technology. Students acquire good technological skills.E Encourages. Students can work in teams and it encourages more participation. Some people feel that if students spend the bulk of their time interacting with a terminal, rather than with people, they can lose touch with what others are doing and feel isolated and alienated [Telfer and Probert, 1986; Chambers and Sprecher, 1990]. Even though the costs of hardware and software have significantly decreased in the last few years, an extensive capital investment is still required for implementing and using CAL [Shlechter, 1991]. The results of several studies have shown that teachers lack time to get to know CAL programs [Cox et al, 1988], prepare and integrate CAL [DAmico, 1990], develop software, and set up or maintain equipment [Hammond et al, 1992]. Inadequate training of teachers has contributed to a lack of computer use. Training should not be about computer or technology alone but about how computers can help in teaching the subject matter [Brancum, 1992]. A survey conducted by Plomp et al (1990) revealed that the resistance of teachers against computers was a constraining factor to implementing CAL. Participants in Hara and Klings (1999) qualitative case study of a Web-based course at a major U.S. university reported lack of immediacy in getting responses back from the instructor, and as a result they felt frustrated. Recent studies indicate similar results. For example, in Vonderwells (2003) study, one reported disadvantage of an online course was the delay of immediate feedback from the instructor. Comparison of traditional learning skills and CAL skills What traditional classroom learning achieves: The teaching strategy that has been used for centuries is lecturing an expert telling the students what they should know. A teachers personal enthusiasm for a subject can be transmitted through non-verbal behaviors such as eye contact with students, voice projection, body language and story telling (Stephenson, 2001). The physical presence of the lecturer in the classroom creates a sense of responsibility to the students towards the subject and they can be provoked and stimulated by observing an expert teaching and demonstrating them. One of the major advantages of lectures is that the learners can get response to their queries there and then. While in Online learning this is not the case. Some studies have shown that students complain about the workload required by self-study in the Web-based instruction (Nachmias et al, 2000). What Computer-Aided Learning achieves Generally classroom teaching has a high teacher-to-learner ratio which leads to less interaction between teacher and learner. One to one relationship is emphasized more in Online learning than in classroom lectures. According to Tiffin Rajasingham (1995), the traditional classroom teaching means that besides organizing a place for learning, it is necessary to organize when teachers and learners meet and how they use their time. Typically, classroom instruction provides a set group of students with a set chunk of instruction on set sates for set period of time. Here one can visualize the importance of online learning by comparing the efficiency of this scenario with providing the information the individual learner wants, when the learner wants, at the pace the learner wants, for the length of time and with the frequency that suits the learner. In a study conducted at the University of Akron (Coyner McCann, 2004), several advantages of conductin g an online course were analyzed. According to their study, the learners can access the online course information at any time of the day and they can work at times/locations convenient to their lifestyle. They are no longer instructor dependent for information, resources and materials. Emphasis on threaded discussions, chats and forums encouraged learners to work together. According to a study on improving online learning (Song et al, 2004), participants reported that it was helpful not to have to travel to the campus. The ability to complete assignments and tasks at anytime was another reported strength. The benefits of CAL are many including cost-effectiveness, enhanced responsiveness to change, consistency, timely content, flexible accessibility, and providing customer value (Rosenberg, 2001). Most of the studies on the assessment of students attitudes towards online computer-aided instruction have concluded that such courses compare favorably with classroom-based instruction and enjoy high student satisfaction (Phipps Merisotis, 1999). Also some potential value can be added to online learning by providing the opportunity for guest experts from around the world to share and contribute to a class by posting excerpts of articles, statements and so on (Paulsen, 1995). According to a study conducted by Ross and Schulz (1999), it was concluded that computer aided instruction is not suitable for all learners. Studies show that some learners have difficulty adapting to computer aided learning. Hoffman and Water (1982) stated that computer aided learning is suited for individuals who have the ability to quietly concentrate, are able to pay attention to details and have an affinity to memorizing details. According to Gregorc (1985), a computer cannot represent a teacher who may be able to troubleshoot and modify the lesson according to the students needs. He adds that students who cannot meet the demands of the system are denied access to the content and goals and are vulnerable to possible psychological damage. Children can therefore become victims of a medium which is offensive to them. They are at the mercy of the machine. Also Regular lecture meetings provide structure to the working day, and some implicit information about the rate at which factual material can reasonably be covered and assimilated.Advocates of CAL claim it gives students control over when and where they learn and the pace of their learning (Smart, 1997; Adnanes Ronning, 1998). One of the main features of computer-aided Learning is its capacity to individualise instruction to meet the specific needs of the learner (Rasmussen and Davidson, 1996). According to a study conducted by Dewhurst et al (2000), Students moved more towards agreeing with the proposition that the Computer aided learning would allow them to work at their own pace, perhaps favouring their own particular learning style, and that it offered greater flexibility, enabling them to choose where and when they studied. CAL constitutes an appropriate and acceptable alternative to conventional classroom learning and the students having little previous practical experience with such learning and study approach can appropriate it readily.Whether CAL is better than traditional classroom learning is a d ebatable question. According to a study conducted by Tjaden and Martin (1995), it is important to get direction from and interact with an instructor for introductions to topics and question-answer periods. But some phases of the learning process could be carried out more efficiently, at least time wise, with the aid of a computer program, whether it be hypermedia, multimedia or simpler tutorials. Many studies have shown that many students retain a preference for a `mixed economy’ in which the CAL plays a part alongside more conventional approaches. This is called Blended Learning which is discussed in detail in the next section. A variety of teaching methods exist in this society, (lectures, audiotapes, purely online, a mixture of both online and traditional classroom teaching) and it may be possible that students choice of the best teaching method varies with their personality differences. In such a case, the teachers should use a variety of methods to cater for the differences between the students. This is not easy but it is one of the strong reasons of supporting a mixture of both computer-based and traditional classroom teaching. There is no doubt that the physical environment has a surprisingly powerful influence on teaching. But, sometimes, lectures are relatively ineffective to inspire interest in a subject and are relatively ineffective for personal and social adjustment (Bligh, 1998). Thus, it has given way to blended environment in which the large lecture theatres are equipped with networked computers through which vast range of digitized information can be accessed. Even online learning environmen t is just another physical environment with more complexity and with more use of technology. But learners are not able to accept this environment fully because apart from making possible some kinds of activities like one to one communication with many different people it also restricts some activities like spontaneous spoken conversation.At its simplest, blended learning is the integration of traditional classroom face-to-face teaching with online computer based teaching. At the same time, there is considerable complexity in its implementation with the challenge of virtually limitless design possibilities and applicability to so many contexts (Garrison Kanuka, 2004). Rosenberg (2001) emphasizes that people learn more effectively when they interact and are involved with other people participating in similar endeavors. CAL is powerful when both training and knowledge management are integrated, but even more powerful when integrated with classroom training in a learning architecture ( p. 117). He defines a learning architecture as the design, sequencing, and integration of all electronic and non-electronic components of learning to derive optimum improvement in competence and performance. Cross (2000) reports the learning process breaks down when untouched by human hands. CAL is not training by robot. Till now we have discussed about the existing technologies and its application related to CAL and how they are affecting or changing the process of education in general. In order to predict the future of CAL we need to look back at the past with two different view points, namely technological and educational. As far as technology is concerned, it is far ahead of the educational developments in terms of pedagogy. Today technology is talking in terms of virtual Universities and will soon be ready for deployment but development in educational policy to incorporate such technology is moving at a snails pace. There are many institutions that still use computers in education because they are supposed to do so as per the national curriculum. This by no means is of any help for the future of CAL and education in general. This can be primarily attributed to the difference of opinion that still exists between the educators in the use of CAL.The author of this report feels that technology is at a point where it can deliver most of the educational requirements but the problem lies in the educational process. Presently CAL is undergoing a transition from the acceptable state to the accepted state. In order to be referred as widely accepted and successful in the future, CAL has to be actively incorporated and effectively used in the curriculum to benefit and enhance the overall learning process. In February 2004, HEFCE (Higher Education funding Council for England) commissioned Glenaffric Ltd e-Learning consultants to undertake an initial analysis of the responses to consultation on the HEFCE (2004) e-learning strategy and produce a summary report. This report says: There is an overwhelming request for the strategy to emphasize blended learning approaches rather than wholly e-based learning, as this remains the most appropriate use of technology for learning in campus-based institutions. However, one response urges caution about the assumption that the currently fashionable term blended learning will be a long term concept of any value. There is still much debate about whether wholly computer aided learning will replace blended learning. Cross (2000) notes that the magic is in the mix but blended learning still has some aspects of traditional classroom learning which is often viewed as old fashioned, static and expensive to deliver.This research and discussion shows that not only is CAL of benefit to the students, but it can be used as a vital source of feedback to the lecturers if they are willing to accept it. Also CAL programs can be modified to provide greater assistance in the understanding of particular problems. CAL will definitely form an integral part of the education process in the future. Adnanes, M., Ronning, W. M. (1998). Computer-networks in education à  a better way to learn? J. Computer. Assisted Learning, 14, 148 157.Bachman, M. W. Lua, M. J. Clay, D. J. Rudney, J. D. (1998) Comparing traditional lecture vs. computer-based instruction for oral anatomy. J Dent Educ 1998: 8: 587-591.Barron, A., Ivers, K. (1996, June). An Internet Research Model. 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E., The effectiveness of microcomputer simulations in the principles of economics course.Computers Educ. 14, 81-86 (1990).Hammond et al., Blocks to the effective use of information technology in higher education. Computers Edue. lg, 155-162 (1992).Hara, N., Kling, R. (1999). Students frustrations with a web-based distance education course. First Monday, 4(12). http://www.firstmonday.dk/issues/issue4_12/index.htmlHara, N., Kling, R. (2000). Students distress with a web-based distance education course. Information, Communication Society 3(4): 557-579. [Online]Available at: http://www.slis.indiana.edu/CSI/WP/wp00-01B.htmlHeywood, G. Norman, P. (1988) Problems of educational innovation: the primary teachers respo nse to using microcomputers, Journal of Computer Assisted Learning, 4, pp. 34-43Hoffman, J. L., Waters, K.(1982).Some effects of student personality on success with computer-assisted instruction.Educational Technology, 22(3),20-21.Nachmias, R., Mioduser, D., Oren, A., Ram, J. 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Agile Strategiesf

Every company's objective is to make profits. In order to achieve this fundamental goal, production has to be efficient. This will enable companies to incur minimum and manageable losses. For them to achieve this, seemingly, companies need to review their production strategies. Over years, agile production mechanisms have been proposed to be the most efficient.According to Dimancescu (1997), Lean manufacturing refers to a method of producing more valuable products with fewer resources. He further asserts that there are two approaches to this concept. The first refers to a set of tools that assist in identifying and continuously removing wastes from a manufacturing process. Steady waste removal makes the quality of the end product better.Meanwhile, the time used in producing goods as well as the cost is lowered. The second approach focuses on making work flow smooth and hence eliminating inconsistency throughout the system.The process of lean manufacturing was initiated by Henry Ford, who also initiated the complete process of production (Warmack, Jones & Roos, 1990). In 1913, he put together interchangeable segments that had standard work and conveyance in motion. He referred to this as flow production.He then put in to a line order fabrication steps in process sequence wherever it deemed possible. He used specific machinery and gauges to bring together the different vehicle parts to meet the needs of the customer.Warmack et al. (1990) agrees that this was a major step especially because the American market had machines meant for general purpose and were grouped according to the process. In addition, they were more tiresome and generated great volumes of waste before a product could finally reach the market.However, James and Daniel (2003) affirm that Ford's work lacked variety. This was his major challenge. According to James and Daniel (2003), his Model T was not only limited to one color, but also to one stipulation. This meant that all his models were simil ar.When the world demanded for different variations of automated machines in the market, other auto manufactures stepped in with different ideas. With time, the market was filled with more convenient designs that were larger and operated faster. With each step, the costs and wastes from the same were reduced.In the early 1930's, Mondem (1988) explains that the Toyota company, not being satisfied with what the market was offering revisited the earlier principles applied by Ford and invented the Toyota Production System (TPS).Basically, this system changed the focus of engineers in the manufacturing sector from specific machines and their use to product flow through the manufacturing process.Toyota concluded that that by sizing the machines for the required volume, introducing machines that had the capacity to perform self monitoring for purposes of quality, putting the machines in sequence ass the process stipulates, initiating faster set ups so that each machine could create small a mounts of various part numbers and having each step  Ã‚   that is set up notifying the previous step of its current material requirements, would lead to obtaining cheaper, wide variety, best quality and faster machines to meet the dynamic customer requirements.In addition, it found out that management of past information is mandatory to achieve this as past records could be simpler and accurate (Fujimoto, 1999).Today, the basics of lean manufacturing are taking root and spreading so fast. Every company in the near future will be pressurized to reduce wastes and increase production in order to realize profits and be able to compete favorably. Besides, the world now is changing to green production and companies do not have an option.Leaders are also beginning to appreciate the importance of lean production, especially in these hard economic times. It is obvious that every leader would desire his company to be economically efficient by lowering costs and enhancing the quality of prod uction.The service industry is also coming on board with all the leaders realizing the importance of incorporating lean principles in its delivery. For example, in the education sector, parents are overwhelmingly going for learning institutions that give the best quality education.Likewise, the health sector is adopting the same principles. Most companies prefer low cost labor (Fine, 1998). Elimination of wastes if adopted by such companies will be instrumental in assisting them avoid the impacts of solely depending on low cost labor. The answer for this lies in the fundamentals of lean production.With an increase in the demand and delivery manufactured products, it will be mandatory to adopt lean principles in their supply. Besides, Kanigal (1997) argues that the assimilation of lean principles in people's lifestyles will enable them to be creative, conquer the obstacles and look forward to new and advanced production methods in all sectors. The future of lean manufacturing is henc e promising as most companies are now adopting the trend.Nakajima (1988) defines mass production as a way of producing standardized goods in large amounts and at a low cost per unit. Lean production contrasts to mass production in so many ways. Mass production focuses on specialized and expensive machines that produce goods in huge quantities.Its employment of many people to keep the costly machines occupied justifies their high cost of the final products. Lean production on the other hand gives manufacturers a chance to produce fewer products with minimal defects and that address the requirements of the customer (James and Daniel, 2003).For instance, in the production of cars, mass produced cars would be many and virtually identical while lean produced cars would be fewer and to the needs of the customer. They would not then be similar.Products from lean production reach the market earlier than mass produced products. It is because the products are less than those produced through mass. As a result, lean produced products are sold off faster than the mass produced products.This is not only because of the quantities produced, but also because lean produced goods are customized. Individual needs of customers differ and lean production pays special attention to this.For example, a car produced through lean production would have every detail a customer really expects unlike to that from mass production where the specific needs of customers are not considered. In the case of catering, mass produced meals contain the same type of ingredients while lean produced varied depending on the needs of the customer.With regard to leadership, Warmack et al (1990) argues that in mass production, the command strategy is commonly used while in lean production; leadership is mainly participative and consultative.For a company to satisfy the demands of their customer, different specialists are employed and consultation and full participation is mandatory in order to get the views of every individual, which have equal chances of being necessary. With mass production, commanding is employed more often as skills are also limited. In addition, running a certain machine would involve just pressing certain buttons, and then the job rolls on.External relations in lean production are long-term as opposed to mass production where the relations are largely based on the price of the product. It is because in the lean production, manufacturers follow up the needs of the customers and in the process, long term relations develop (Warmack et al, 1990).For example, in the textile industry, lean production ensures that the customer chooses the design and in the case of any alteration, the customer's views are taken in to consideration. Then, long term relations develop as the customer will be consulted on several occasions before the production process ends.According to James and Daniel (2003), the organizational make up in mass production is usually hierarchical and highly encourages taking orders and discourages flow of vital information. Those in senior positions usually give orders and challenging them is not tolerated. Juniors are expected to obediently take orders.This practice is prevalent in large mass manufacturing companies where supervisors have the duty to give orders and not to be challenged in any way. In the lean production, flat structures are employed hence the flow and information sharing is highly encouraged.The views of all the stakeholders rather than shareholders are given equal consideration. Information sharing is key in designing perfect products and avoiding obstacles that the team might encounter as they progress.Customer satisfaction in lean production is assured than in mass production because in the former, goods produced have lesser defects as their design is customized. In the latter, customer satisfaction is lower as their views are not considered during production (Warmack, et al, 1990). Any product designed to addres s the specific requirements of the customer will always be more satisfying than those produced to meet the needs of the market.With regard to engineering, James and Daniel (2003) argue that mass production usually employs the genius models with minimal customer input and respect for the goods provided. Machines are fixed and expected to perform accordingly.Specialists are employed and more often, customers are perceived to be poorly informed about the product. Lean manufacturing on the other hand is team based with maximum in put from the customer. All the complaints, praises and recommendations from customers are vital in lean manufactured products.Manufacturing schedules in the mass production are specific, adhered to and very difficult to adjust. Orders from the authorities are strictly followed without fail. This is unlike in the lean manufacturing where schedules are very flexible and can be adjusted accordingly depending on the demands of customers.For example, if a customer d emands that the product ordered be ready within a specified period of time, this will be strictly followed and other orders would be put on hold (Warmck et al, 1990).Quality assurance in mass production is done through sampling. At certain intervals during as production progresses, products are picked and assessed to determine if they conform to the expected standards. However, in lean production, quality is guaranteed from the source and the product being let out to the market usually has very few or no defects.The products are usually thoroughly checked to ensure they meet the customer's demands (James and Daniel, 2003).

Reality and Crash Essay

I would like to start by saying that, I really enjoyed watching the movie CRASH, some of the things shown in the movie are very realistic and much of it can’t even be put into words. Two of the behaviors that I noticed most, are prejudice and stereotyping. It was the cause of where all the events eradicated from. These behaviors are viewed as thoughts and feelings that almost everyone has felt more than once. This movie shows us the different point of view of people in our society; it gives us an insight of the stereotypes that have built within our society and within the world. It invites us to see and understand how such a small stereotype and negative attitude can go a long way and affect people differently. In the movie Crash it is apparent that emotions run high with racial and ethnic inequality such as frustration, aggression, and authoritative personalities. According to Diana Kendall in Social Problems In a Diverse Society, the frustration-aggression hypothesis is â€Å"Individuals who are frustrated in their efforts to achieve a highly desired goal tend to develop a pattern of aggression toward others (51). † In other words, when people feel as though they are being prevented from achieving a goal, their frustration will usually turn into aggression. In the movie Crash, Farhad, the Iranian/Persian storeowner tried to live his best to pursue the American dream by running his own store. He hired a Latino locksmith named Daniel to have the lock at his store changed but conflict emerged between the Sas 2 two and in the end, Daniel didn’t change the lock. Later, the store gets robbed and trashed. Farhad was already a frustrated middle aged man who struggled to make ends meet, and now having his store robbed has him act out aggressively without anyone to blame. So, he decides to lash out his anger towards Daniel, hoping it would help him feel better. Expectations of Arabs to be violent terrorists, Farhad is not even Arab. Technically, he is Persian, but what the shop owner expects from him, he eventually gets when Farhad â€Å"shoots† the little Hispanic girl. Farhad believes the Hispanic man is ripping him off so when his shop is looted, the Hispanic man is blamed although he had nothing to do with the destruction. Crash is full of many other sociological concepts, examining issues of race, social class, and gender, as well as many others. In this movie, we can see the theories of Durkheim and Marx for sure as well as many other concepts. Crash is one of those movies that make us rethink even what we think we know about the world we live in. Another sociological concept that Crash demonstrates is the Thomas Theorem. Basically, this theorem tells us that if we believe situations to be real, they become real to us. Our own subjective reality becomes our objective reality. It follows then that if we believe certain things about an individual, he/she begins acting in exactly that way. It also follows that certain crimes or problems do not have an objective realities. Using drugs would be one example of that sort of victimless crime. The best example of this in the movie might be when Jean Cabot grips her purse when passing by Anthony (Luda cris) and Peter on the street. She believes black people to be a threat. Her subjective reality becomes real in the next minute when the two young Sas 3 black men carjack them. What the characters believe about others has become real in these instances. Another sociological term demonstrated in Crash is the theory of micro-aggression. Microaggressions would be defined as â€Å"Microaggressions are subtle insults (verbal, nonverbal, and/or visual) directed toward people of color, often automatically or unconsciously. † While the individual effects of these particular instances may be small, the cumulative effects can be devastating. In Crash, I believe the character that most exemplifies this is the film director. Examples of these subtle insults would be things such as people telling him that he just isn’t really black to them or the comments about language on the set of the movie. He advises him to tell the black character to make his language â€Å"more black. † These are subtle but insults nonetheless. These kinds of comments, combined with the powerlessness he feels when his wife is sexually assaulted lead to the blow-up where he almost gets himself killed. He has endured these subtle forms of racism his whole life, and he reaches a breaking point where he just isn’t going to take it The last concept that is displayed in Crash is the sociological concept of ethnocentrism. This means that we judge other cultures by the standards of our own. Not only that, but we also believe that our own culture is superior to everyone else’s. Graham and his Latina girlfriend fight and he pokes fun at her culture by calling her Mexican even though she isn’t. Asian Americans speech patterns are made fun of, like the term â€Å"blaking† for braking. These characters don’t celebrate or even accept the characteristics of other cultures. They only mock them, assuming the superiority of their own culture. They fail to try to understand one another through Sas 4 ethnocentrism. Officer Ryan makes fun of the name Shaniqua, a more common name of African American culture. All in all, Crash is a movie full of sociological concepts. Many more could be analyzed in cry, sometimes at almost the same time. When we laugh, however, we must question the underlying sociological assumptions or concepts that make us laugh. Are we laughing at some of the racist jokes because of our own ethnocentrism. Are we failing to see the microaggressions directed at members of minority groups all the time. Are we as guilty as Jean Cabot at making our own realities our truths? Do we have beliefs about certain groups of people and essentially make them come true for ourselves? Crash asks us to question all of these things.

An Unsung Hero in the Story of Americas Independence

An Unsung Hero in the Story of America’s Independence Thomas Paine was a political philosopher, a solider, an abolitionist, and one of the most significant supporters of the American war for independence. Thomas Paine is most notably recognized for his pamphlet, Common Sense, which he wrote during the early stages of the American Revolution as a call to the colonists to join together and support the fight for independence. Unfortunately, besides this pamphlet, Paine is often unknown, forgotten, and not someone who comes to mind immediately when one thinks of the original founding fathers of American Democracy. When Thomas Paine passed away, it is said that he died in obscurity and only a few people attended his funeral and burial. It is as if Thomas Paine’s life, significance, and what he meant to the American Revolution were unappreciated. However, Thomas Paine should forever be remembered for his enormous support and contributions to American democracy and freedom; Th omas Paine was not only a supporter of the American Revolution, but also a significant contributor who should be remembered as such. Born on January 29, 1737 in Norfolk, England, Thomas Paine spent most of his childhood in that region with his mother and father. As a child, Paine had an adventurous spirit, though his early career involved following in his father’s footsteps of staymaking. Twice, while still a young boy, Paine ran away from home in order to satisfy his curiosityShow MoreRelatedNursing Essay41677 Words   |  167 PagesProducing a health care system that delivers the right care—quality care that is patient centered, accessible, evidence based, and sustainable—at the right time will require transforming the work environment, scope of practice, education, and numbers of America’s nurses. KEY MESSAGES As a result of its deliberations, the committee formulated four key messages that structure the discussion and recommendations presented in t his report: 1. Nurses should practice to the full extent of their education and training