Diciplinary procedures report Essay Example | Topics and Well Written Essays - 1500 words

Diciplinary procedures report - Essay Example Protection which is required by the company from lawsuits coming from employees against whom disciplinary actions were taken and protection of the employees themselves from other employees (Armstrong, 2003). This is because there are certain legal requirements which have been placed on our company by various national and local bodies in terms of how they can and how they should respond to disciplinary issues within the organisation. For instance, an employee who has suffered sexual harassment within the company needs to be handled very carefully with the full application of the law. Similarly, an employee who has a grievance concerning racial discrimination may quickly turn to the law in order to seek redress. In these situations as well as others, documented formal disciplinary procedures can show the courts that the company did its part in ensuring an amicable settlement. As discussed by Mullins (2004), grievance and disciplinary related policies may have a certain differentiation between the level of which it is applied and these can be informal or formal. For minor lapses in judgement by employees, the company may have to trust the management or the immediate supervisor in considering the breach of discipline a minor one for which verbal warnings or a quite conversation over lunch can be considered disciplinary action enough. However, in some situations there may be aggrieved parties who need to see some action being taken against an individual where a formal disciplinary policy becomes necessary. In such cases, a formal disciplinary policy has to outline what action will be taken by the management for a violation of the code of ethics, the company policies, and bylaws of the company as well as the laws under which the company operates. While the documentation and procedural adherence for smaller disciplinary issues should be done as a matter

Marketing Plan Assignment Example | Topics and Well Written Essays - 1500 words

Marketing Plan - Assignment Example Additionally, in terms of distribution strategy, it will be effectively necessary to engage with existing supply chains rather than utilize or create a dedicated LynLicious supply chain for the company. Once again, the underlying reason behind this has to do with the fact that the creation of dedicated supply chain and distribution strategy would create an unnecessary cost burden on the firm; especially in the opening stages of business development and growth. Within this dynamic, it is easy to understand why the firm would be fundamentally fearful of accruing an unmanageable level of cost with respect to a dedicated distribution network as opposed to seeking to contract existing distribution suppliers to fulfill the needs as they are exhibited by the market. Lynlicius will be competing with some of the most well represented and powerful shoe and fashion designers within the current market (Shi & Liu, 2012). For instance, New Balance, Esprit, Clark’s, and a litany of others already compete within the market for fashionable shoes that exhibit at least some certain level of comfort. Naturally, comparing this to which competitor is able to maximize both of these goals, the reader can adequately understand that the competitors strengths and weaknesses very commensurately. For instance, Clark’s focuses most heavily upon comfort with only a small level of focus on style; shifting or varying different product lines only minimally from season to season or year-to-year. By means of contrast, new balance is more of a workout and training fashion and shoe provider; one that does not necessarily place a high level of focus upon form and fashion with respect to the professional woman (He et al., 2014). Lastly, Esprit is perhaps the most relevant competition that exists within the market; due to the fact that the company places a high level of focus both upon form and fashion. However, the relatively low quality and high cost that this particular brand

The Importance of Early Childhood Education in the Development of Jamaican Children Essay Example for Free

The Importance of Early Childhood Education in the Development of Jamaican Children Essay As parents of young children, we often ponder which Early Childhood Program to enroll our children in. At one point in time they were non-existent. As early childhood educators emerged, programs were created. Interestingly, the Montessori approach is a specialized method created by Maria Montessori. The Montessori Method; which is widely used today was created with the focus of children learning from their environment (Morrison, 2009). Montessori’s are not aimed at talented and gifted children; this method is expressed in public and private school settings in conjunction with children attending up to age 18. In addition, Montessori serves the needs of children of all levels of mental and physical abilities (Stephenson, 2011). In 1870, Maria Montessori, the first Italian woman to secure a medical degree (Stephenson, 2011). With her degree she entered the fields of psychiatry, education and anthropology. She had a passion for young minds. She believed that children educate themselves. Montessori became a physician in 1896, attending the University of Rome psychiatric clinic. During her tenure, Dr. Montessori developed an enthusiasm for the study of children with special needs; where she also spoke on their behalf. Twenty-six years later, Maria relocated to San Lorenzo, Rome to study children without disabilities. There she observed fifty children which resulted in success. This success was recognized and spread all over, attracting travelers from all over to this remarkable case study. An in-depth explanation of what a Montessori truly is, Stephenson (2011) clearly states: A Montessori can be defined as a revolutionary method of observing and supporting the natural development of children. Montessori educational practice helps children develop creativity, problem solving,  critical thinking and time-management skills to contribute to society and the environment, and to become fulfilled persons in their particular time and place on Earth. The basis of Montessori practice in the classroom is mixed age group (3 ages- 6 ages in one class), individual choice of research and work, and interrupted concentration. Group lesson are seldom found in a Montessori classroom, but learning abounds. Since Montessori’s death, educators all over continue to implement and notice this method has worked all over the world with all kinds of children (wealthy, poor, gifted, normal, learning disabled, etc.) and environments (from slums, to elegant schools, etc. ). Maria agreed that when physical, mental, spiritual and emotional needs are met, children glow with excitement and a drive to play and work with enthusiasm, to learn, and to create. In conjunction, children exude a desire to teach, help and care for others and for their environment (Stephenson, 2011). During her lectures and travels, Maria Montessori was nominated twice for the Nobel Peace Prize. In addition to the explanation of a Montessori, the following is the Montessori Method. This method meticulously exemplifies how Montessori educators implement the method in various programs across the country. There are five basic principle associated with the Montessori Method. They are: Respect for the child, The Absorbent child, Sensitive periods, The Prepared environment and Auto-education. Respect for the children occurs when educators assist children with new projects, allowing them to learn for themselves. Giving the child room to explore their boundaries flourishes abilities for positive self- esteem (Morrison, 2009). Montessori also believed having respect for the child is a key element. She said (Morrison, 2009), As a rule, however we do not respect children. We try to force them to follow us without regard to their special needs. We are overwhelming with them, and above all, rude; and then we expect them to be submissive and well-behaved, knowing all the time how strong is their instinct of imitation and how touching their faith in and admiration of us. They will imitate us in any case. Let us treat them, therefore, with all the kindness which we would wish to help to develop in them. When it comes to a child’s mind; it can be described as a sponge. Their young minds continuously â€Å"absorb† information. Unintentionally, children cannot help but learn. In their own environments and in shared environments. The Absorbent mind refers to the idea that the minds of young children are receptive to and capable learning (Morrison, 2009). From birth to age six, these are the most important years of the absorbent mind. Shortridge (2003), compiled an essay about the absorbent mind in which Montessori states that the child learns by unconsciously taking in everything around him and actually constructs himself. Using his senses, he incarnates, or creates himself by absorbing his environment through his very act of living. Morrison (2009) adds, â€Å"What they learn depends greatly on their teachers, experiences, and environments†(Ch. 9). In the sensitive periods; learning is most likely to occur (Morrison, 2009). In our text (2009), Montessori recalls a sensitive period: A sensitive period refers to a special sensibility which a creature acquires in its infantile state, while it is still in a process of evolution. It is a transient disposition and limited to the acquisition of a particular trait. Once this trait or characteristic has been acquired, the special sensibility disappears. It is imperative for an educator to observe and ascertain sensitivity periods and sustain the proper environment. Many theorists believe this stage is considered the critical period. The critical period and the sensitive period contain a sensitive difference. The critical period mildly describes a child not receiving the â€Å"right† or enough stimuli during the window; they will be stagnant in learning in the future (Oswalt, 2008). However, theorists who believe in the sensitive period noted it would post difficulty for the childcare giver to attain what was not learned during the learning window of opportunity, still there is room for the child to learn at a later time (Oswalt, 2008). In a prepared environment it is believed children learn best. In an environment where children can do things for themselves; children are at liberty to explore materials of their own choosing. Within these prepared environments, are six principles: Freedom, Structure and Order, Beauty, Nature and Reality, Social environment and Intellectual environment (Irinyi, 2009). Freedom environment includes freedom of movement, the child must experience freedom of exploration. All of these freedom movements lead to a greater freedom (Irinyi, 2009). Structure and order in the classroom mirrors the sense of structure and order in the universe (Irinyi, 2009). A beautiful environment should suggest harmony and should invite the worker to work. Nature and reality strongly influenced Maria Montessori and believed children should actively interact with nature. Social environment promotes the freedom of children socially interacting with one another and also develop a sense of compassion and empathy for others (Irinyi, 2009). Briefly, auto-education is last principal of the Montessori Method. The prepared environment also stimulates auto-education which is the idea that children teach themselves through appropriate materials and activities (Morrison, 2009). Children who decide to â€Å"work† in the â€Å"kitchen† are able to role play as chefs and are able to make themselves and their peers something to eat. In the Early Childhood Education field, Montessori’s are not the only education program developed to focus on children’s developments. The High- Scope theory is based on Piaget, constructivism, Dewey and Vygotsky (Morrison, 2009). Children help establish curriculum. Experiences guide the programs of studies in promoting children’s active learning (Morrison, 2009). The Reggio Emilia approach founded by Loris Malaguzzi (1920-1994), a city in northern Italy, based on the philosophy and practice; that children are active of their own knowledge (Morrison, 2009). Curriculum is project oriented and learning is active. The Waldorf Education founded by Rudolf Steiner (1861-1925) highlights the teaching of the whole child-head, hands, and heart (Morrison, 2009). Steiner strongly believed that education should be holistic. The study of myths, lores, and fairy tales promotes the imagination and multiculturalism (Morrison,2009). Combining all of the early childhood education programs, there is no one perfect curriculum. Today, there is a combination of all four education types being taught in school districts. Each approach is important and critical. Personally, I would agree that The Montessori Method best serves the needs because this approach allows children to grow and learn at their pace. They are not forced to retain information if the brain is not processing at the pace that is requested and required for children. Also, the environment plays a serious role in this learning and teaching process. If a child is in a stressed environment, the child is less likely to participate and socialize with his or her peers. When a child is in a peaceful or beautiful environment, the child is more inclined to interact with the world with a clear mind. Indeed, while there are multiple Early Childhood Education programs available, the Montessori Method was created with the focus of children learning from their environment (Morrison, 2009). Not to say that this particular method is paramount, but beneficial results have emerged from this program. In Head Start facilities, High- Scope, Reggio Emilia Approach, the Montessori Method and the Waldorf Education should be integrated in facilities today and for the future. References Irinyi, M. (2009, March 18). Principles of the montessori prepared environment. Retrieved from http://montessoritraining. blogspot. com/2009/03/principles-of-montessori-prepared. html Morrison, G. S. (2009). Early childhood education today. (11th ed. ). Upper Saddle River, New Jersey: Pearson Education, Inc. Oswalt, A. (2008, January 17th). Senisitive periods in mental health. Retrieved from http://www. mentalhelp. net/poc/view_doc. php? type=docid=7923cn=28 Shortridge, P. D. (2003). The absorbent mind and the sensitive periods. Retrieved from http://www. pdonohueshortridge. com/children/absorbent. html Stephenson, S. M. (2011). The international Montessori index. Retrieved from http://www. montessori. edu.

Coffee and Starbucks Essay Example for Free

Coffee and Starbucks Essay had enjoyed phenomenal growth and become one of the great retailing stories of recent history by making exceptional coffee drinks and selling dark-roasted coffee beans and coffee-making equipment that would allow customers to brew an exceptional cup of coffee at home. The Starbucks brand was regarded as one of the best known and most potent brand names in America and the company had firmly established itself as the dominant retailer, roaster, and brand of specialty coffee in North America. It already had over 1,500 stores in North America and the Pacific Rim and was opening new ones at a rate of more than one per day. Sales in fiscal year 1997 were a record $967 million and profits reached an all-time high of $57. 4 million. The companys closest competitor had fewer than 300 retail locations. And since going public in 1992, Starbucks has seen its stock price increase nearly ninefold. Exhibit 1 contains a summary of Starbucks key performance statistics for the 1992–97 period. Company Background Starbucks began in 1971 when three academics—English teacher Jerry Baldwin, history teacher Zev Siegel, and writer Gordon Bowker—opened a store called Starbucks Coffee, Tea, and Spice in the touristy Pikes Place Market in Seattle. The three partners shared a love of fine coffees and exotic teas and believed they could build a clientele in Seattle much like that which had already emerged in the San Francisco Bay area. Each invested $1,350 and borrowed another $5,000 from a bank to open the Pikes Place store. Baldwin, Siegel, and Bowker chose the name Starbucks in honor of Starbuck, the coffee-loving first mate in Herman Melvilles Moby Dick(so company legend has it), and because they thought the name evoked the romance of the high seas and the seafaring tradition of the early coffee traders. The new companys logo, designed by an artist friend, was a two-tailed mermaid encircled by the stores name. The inspiration for the Starbucks enterprise was a Dutch immigrant, Alfred Peet, who had begun importing fine arabica coffees into the United States during the 1950s. Peet viewed coffee as a fine winemaker views grapes, appraising it in terms of country of origin, estates, and harvests. Peet had opened a small store, Peets Coffee and Tea, in Berkeley, California, in 1966 and had cultivated a loyal clientele. Peets store specialized in importing fine coffees and teas, dark-roasting its own beans the European way to bring out their full flavor, and teaching customers how to grind the beans and make freshly brewed coffee at home. Baldwin, Siegel, and Bowker were well acquainted with Peets expertise, having visited his store on numerous occasions and spent many hours listening to Peet expound on quality coffees and the importance of proper bean-roasting techniques. All three were devoted fans of Peet and his dark-roasted coffees, going so far as to order their personal coffee supplies by mail from Peets. The Pikes Place store featured modest, hand-built nautical fixtures. One wall was devoted to whole-bean coffees; another had shelves of coffee products. The store did not offer fresh-brewed coffee by the cup, but samples were sometimes available for tasting. Initially, Siegel was the only paid employee. He wore a grocers apron, scooped out beans for customers, extolled the virtues of fine, dark-roasted coffees, and functioned as the partnerships retail expert. The other two partners kept their day jobs but came by at lunch or after work to help out. During the start-up period, Baldwin kept the books and developed a growing knowledge of coffee; Bowker served as the magic, mystery, and romance man. 1 The store was an immediate success, with sales exceeding expectations, partly because of a favorable article in the Seattle Times. In the early months, each of the founders traveled to Berkeley to learn more about coffee roasting from their mentor, Alfred Peet, who urged them to keep deepening their knowledge of coffees and teas. For most of the first year, Starbucks ordered its coffee beans from Peets, but then the partners purchased a used roaster from Holland and set up roasting operations in a nearby ramshackle building. Baldwin and Bowker experimented with Alfred Peets roasting procedures and came up with their own blends and flavors. A second Starbucks store was opened in 1972. By the early 1980s, the company had four Starbucks stores in the Seattle area and could boast of having been profitable every year since opening its doors. But the roles and responsibilities of the cofounders underwent change. Zev Siegel experienced burnout and left the company to pursue other interests. Jerry Baldwin took over day-to-day management of the company and functioned as chief executive officer; Gordon Bowker remained involved as an owner but devoted most of his time to his advertising and design firm, a weekly newspaper he had founded, and a microbrewery he was launching (the Redhook Ale Brewery). Howard Schultz Enters the Picture In 1981, Howard Schultz, vice president and general manager of U. S. operations for Hammarplast—a Swedish maker of stylish kitchen equipment and housewares—noticed that Starbucks was placing larger orders than Macys was for a certain type of drip coffeemaker. Curious to learn what was going on, he decided to pay the company a visit. The morning after his arrival in Seattle, Schultz was escorted to the Pikes Place store by Linda Grossman, the retail merchandising manager for Starbucks. A solo violinist was playing Mozart at the door, with his violin case open for donations. Schultz immediately was taken by the powerful and pleasing aroma of the coffees, the wall displaying coffee beans, and the rows of red, yellow, and black Hammarplast coffeemakers on the shelves. As he talked with the clerk behind the counter, the clerk scooped out some Sumatran coffee beans, ground them, put the grounds in a cone filter, poured hot water over the cone, and shortly handed Schultz a porcelain mug filled with the freshly brewed coffee. After three sips, Schultz was hooked. He began asking the clerk and Grossman questions about the company, about coffees from different parts of the world, and about the different ways of roasting coffee. Next, Schultz met with Jerry Baldwin and Gordon Bowker, whose offices overlooked the companys coffee-roasting operation. The atmosphere was informal. Baldwin, dressed in a sweater and tie, showed Schultz some new beans that had just come in from Java and suggested they try a sample. Baldwin did the brewing himself, using a glass pot called a French press. Bowker, a slender, bearded man with dark hair and intense brown eyes, appeared at the door and the three men sat down to talk about Starbucks. Schultz was struck by their knowledge of coffee, their commitment to providing high-quality products, and their passion for educating customers about the merits of dark-roasted coffees. Baldwin told Schultz, We dont manage the business to maximize anything other than the quality of the coffee. 2 Starbucks purchased only the finest arabica coffees and put them through a meticulous dark-roasting process to bring out their full flavors. Baldwin explained that the cheap robusta coffees used in supermarket blends burn when subjected to dark roasting. He also noted that the makers of supermarket blends prefer lighter roasts because they allow higher yields (the longer a coffee is roasted, the more weight it loses). Schultz was struck by the business philosophy of the two partners. It was clear from their discussions that Starbucks stood not just for good coffee, but rather for the dark-roasted flavor profiles that the founders were passionate about. Top-quality, fresh-roasted, whole-bean coffee was the companys differentiating feature and a bedrock value. It was also clear to Schultz that Starbucks was strongly committed to educating its customers to appreciate the qualities of fine coffees, rather than just kowtowing to mass-market appeal. The company depended mainly on word-of-mouth to get more people into its stores, then relied on the caliber of its product to give patrons a sense of discovery and excitement. It built customer loyalty cup by cup as buyers of its products developed their palates. On his trip back to New York the next day, Howard Schultz could not stop thinking about Starbucks and what it would be like to be a part of the Starbucks enterprise. Schultz recalled, There was something magic about it, a passion and authenticity I had never experienced in business. 3 Living in the Seattle area also had a strong appeal. By the time Schultz landed at Kennedy Airport, he knew he wanted to go to work for Starbucks. Though there was nothing in his background (see Exhibit 2) that prepared him for the experience, Schultz asked Baldwin at the first opportunity whether there was any way he could fit into Starbucks. The two quickly established an easy, comfortable rapport, but it still took a year of numerous meetings and a lot of convincing to get Baldwin, Bowker, and their silent partner from San Francisco to agree to hire Howard Schultz. Schultz pursued a job at Starbucks far more vigorously than Starbucks pursued him. There was some nervousness at Starbucks about bringing in an outsider, especially a high-powered New Yorker, who had not grown up with the values of the company. Nonetheless, Schultz continued to press his ideas about the tremendous potential of expanding the Starbucks enterprise outside Seattle and exposing people all over America to Starbucks coffee—arguing there had to be more than just a few thousand coffee lovers in Seattle who would like the companys products. Schultz believed that Starbucks had such great promise that he offered to take a salary cut in exchange for a small equity stake in the business. But the owners worried that by offering Schultz a job as head of marketing they would be committing themselves to a new direction for Starbucks. At a spring 1982 meeting with the three owners in San Francisco, Schultz once again presented his vision for opening Starbucks stores across the United States and Canada. He flew back to New York thinking a job offer was in the bag. But the next day Baldwin called Schultz and indicated that the owners had decided against hiring him because geographic expansion was too risky and because they did not share Schultzs vision for Starbucks. Schultz was despondent; still, he believed so deeply in Starbucks potential that he decided to make a last-ditch appeal. He called Baldwin back the next day and made an impassioned, though reasoned, case for why the decision was a mistake. Baldwin agreed to reconsider. The next morning Baldwin called Schultz and told him the job of heading marketing and overseeing the retail stores was his. In September 1982, Howard Schultz took on his new responsibilities at Starbucks. Starbucks and Howard Schultz: The 1982–85 Period In his first few months at Starbucks, Schultz spent most of his waking hours in the four Seattle stores—working behind the counters, tasting different kinds of coffee, talking with customers, getting to know store personnel, and educating himself about the retail aspects of the coffee business. By December, Jerry Baldwin decided that Schultz was ready for the final part of his training—roasting coffee. Schultz spent a week at the roaster examining the color of the beans, listening for the telltale second pop of the beans during the roasting process, learning to taste the subtle differences among Baldwin and Bowkers various roasts, and familiarizing himself with the roasting techniques for different beans. Meanwhile, he made a point of acclimating himself to the informal dress code, blending in with the culture, and gaining credibility and building trust with colleagues. Making the transition from the high-energy, coat-and-tie style of New York to the more casual ambience of the Pacific Northwest required a conscious effort on Schultzs part. One day during the busy Christmas season that first year, Schultz made real headway in gaining the acceptance and respect of company personnel at the Pikes Place store. The store was packed and Schultz was behind the counter ringing up sales when someone shouted that a customer had just headed out the door with some stuff—two expensive coffeemakers it turned out, one in each hand. Without thinking, Schultz leaped over the counter and chased the thief up the cobblestone street outside the store, yelling Drop that stuff! Drop it! The thief was startled enough to drop both pieces and run away. Schultz picked up the merchandise and returned to the store, holding up the coffeemakers like trophies. Everyone applauded. When Schultz returned to his office later that afternoon, his staff had strung up a banner that read Make my day. 4 Schultz was overflowing with ideas for the company. Early on, he noticed that first-time customers sometimes felt uneasy in the stores because of their lack of knowledge about fine coffees and because store employees sometimes came across as a little arrogant. Schultz worked with store employees on developing customer-friendly sales skills and produced brochures that made it easy for customers to learn about fine coffees. Schultzs biggest idea for Starbucks future came during the spring of 1983 when the company sent him to Milan, Italy, to attend an international housewares show. While walking from his hotel to the convention center, Schultz spotted an espresso bar and went inside to look around. The cashier beside the door nodded and smiled. The barista (counter worker) greeted Howard cheerfully, then gracefully pulled a shot of espresso for one customer and handcrafted a foamy cappuccino for another, all the while conversing merrily with those standing at the counter. Schultz judged the baristas performance as great theater. Just down the way on a side street, he entered an even more crowded espresso bar, where the barista, whom he surmised to be the owner, was greeting customers by name; people were laughing and talking in an atmosphere that plainly was comfortable and familiar. In the next few blocks, he saw two more espresso bars. When the trade show concluded for the day, Schultz walked the streets of Milan exploring espresso bars. Some were stylish and upscale; others attracted a blue-collar clientele. What struck Schultz was how popular and vibrant the Italian coffee bars were. Most had few chairs, and it was common for Italian opera to be playing in the background. Energy levels were typically high, and the bars seemed to function as an integral community gathering place. Each one had its own unique character, but they all had a barista who performed with flair and exhibited a camaraderie with the customers. Schultz was particularly struck by the fact that there were 1,500 coffee bars in Milan, a city about the size of Philadelphia, and a total of 200,000 in all of Italy. His mind started churning. Schultzs first few days in Milan produced a revelation: The Starbucks stores in Seattle completely missed the point. Starbucks, he decided, needed to serve fresh-brewed coffee, espresso, and cappuccino in its stores (in addition to beans and coffee equipment). Going to Starbucks should be an experience, a special treat; the stores should be a place to meet friends and visit. Re-creating the Italian coffee-bar culture in the United States could be Starbucks differentiating factor. Schultz remained in Milan for a week, exploring coffee bars and learning as much as he could about the Italian passion for coffee drinks. In one bar, he heard a customer order a caffe latte and decided to try one himself—the barista made a shot of espresso, steamed a frothy pitcher of milk, poured the two together in a cup, and put a dollop of foam on the top. Schultz concluded that it was the perfect drink, and thought to himself, No one in America knows about this. Ive got to take it back with me. 5 Schultzs Growing Frustration On Schultzs return from Italy, he shared his revelation and ideas for modifying the format of Starbucks stores with Baldwin and Bowker. But instead of winning their approval, Schultz encountered strong resistance. Baldwin and Bowker argued that Starbucks was a retailer, not a restaurant or bar. They feared that serving drinks would put them in the beverage business and dilute the integrity of Starbucks mission as a coffee store. They pointed out that Starbucks was a profitable small, private company and there was no reason to rock the boat. But a more pressing reason for their resistance emerged shortly—Baldwin and Bowker were excited by an opportunity to purchase Peets Coffee and Tea. The acquisition took place in 1984; to fund it, Starbucks had to take on considerable debt, leaving little in the way of financial flexibility to support Schultzs ideas for entering the beverage part of the coffee business or expanding the number of Starbucks stores. For most of 1984, Starbucks managers were dividing their time between their operations in Seattle and the Peets enterprise in San Francisco. Schultz found himself in San Francisco every other week supervising the marketing and operations of the five Peets stores. Starbucks employees began to feel neglected and, in one quarter, did not receive their usual bonus due to tight financial conditions. Employee discontent escalated to the point where a union election was called, and the union won by three votes. Baldwin was shocked at the results, concluding that employees no longer trusted him. In the months that followed, he began to spend more of his energy on the Peets operation in San Francisco. It took Howard Schultz nearly a year to convince Jerry Baldwin to let him test an espresso bar. After Baldwin relented, Starbucks sixth store, which opened in April 1984, became the first one designed to sell beverages and the first one in downtown Seattle. Schultz asked for a 1,500-square-foot space to set up a full-scale Italian-style espresso bar, but Jerry agreed to allocating only 300 square feet in a corner of the new store. There was no pre-opening marketing blitz and no sign announcing Now Serving Espresso—the lack of fanfare was part of a deliberate experiment to see what would happen. By closing time on the first day, some 400 customers had been served, well above the 250-customer average of Starbucks best-performing stores. Within two months the store was serving 800 customers per day. The two baristas could not keep up with orders during the early morning hours, resulting in lines outside the door onto the sidewalk. Most of the business was at the espresso counter; sales at the regular retail counter were only adequate. Schultz was elated by the test results; his visits to the store indicated that it was becoming a gathering place and that customers were pleased with the beverages being served. Schultz expected that Baldwins doubts about entering the beverage side of the business would be dispelled and that he would gain approval to take Starbucks to a new level. Every day he went into Baldwins office to show him the sales figures and customer counts at the new downtown store. But Baldwin was not comfortable with the success of the new store; he believed that espresso drinks were a distraction from the core business of selling fine arabica coffees at retail and rebelled at the thought that people would see Starbucks as a place to get a quick cup of coffee to go. He adamantly told Schultz, Were coffee roasters. I dont want to be in the restaurant business . . . Besides, were too deeply in debt to consider pursuing this idea. 6 While he didnt deny that the experiment was succeeding, he didnt want to go forward with introducing beverages in other Starbucks stores. Schultzs efforts to persuade Baldwin to change his mind continued to meet strong resistance, although to avoid a total impasse Baldwin finally did agree to let Schultz put espresso machines in the back of two other Starbucks stores. Over the next several months, Schultz—at the age of 33—made up his mind to leave Starbucks and start his own company. His plan was to open espresso bars in high-traffic downtown locations that would emulate the friendly, energetic atmosphere he had encountered in Italian espresso bars. Schultz had become friends with a corporate lawyer, Scott Greenberg, who helped companies raise venture capital and go public. Greenberg told Schultz he believed investors would be interested in providing venture capital for the kind of company Schultz had in mind. Baldwin and Bowker, knowing how frustrated Schultz had become, supported his efforts to go out on his own and agreed to let him stay in his current job and office until definitive plans were in place. Schultz left Starbucks in late 1985. Schultzs Il Giornale Venture Ironically, as Schultz was finalizing the documents for his new company, Jerry Baldwin announced he would invest $150,000 of Starbucks money in Schultzs coffee-bar enterprise, thus becoming Schultzs first investor. Baldwin accepted Schultzs invitation to be a director of the new company, and Gordon Bowker agreed to be a part-time consultant for six months. Bowker urged Schultz to make sure that everything about the new stores—the name, the presentation, the care taken in preparing the coffee—was calculated to lead customers to expect something better than competitors offered. Bowker proposed that the new company be named Il Giornale (pronounced ill jor-nahl-ee ) Coffee Company, a suggestion that Schultz accepted. In December 1985, Bowker and Schultz made a trip to Italy during which they visited some 500 espresso bars in Milan and Verona, observing local habits, taking notes about decor and menus, snapping photographs, and videotaping baristas in action. Greenberg and Schultz then drew up plans to raise an initial $400,000 in seed capital and another $1. 25 million in equity—enough to launch at least eight espresso bars and prove the concept would work in Seattle and elsewhere. The seed capital was raised by the end of January 1986, primarily from Starbucks and two other investors who believed in Schultz and his ideas, but it took Schultz until the end of the year to raise the remaining $1. 25 million. He made presentations to 242 potential investors, 217 of whom said no. Many who heard Schultzs hour-long presentation saw coffee as a commodity business and thought that Schultzs espresso-bar concept lacked any basis for sustainable competitive advantage (no patent on dark roast, no advantage in purchasing coffee beans, no way to bar the entry of imitative competitors). Some noted that consumption of coffee had been declining since the mid-1960s, others were skeptical that people would pay $1. 50 or more for a cup of coffee, and still others were turned off by the companys hard-to-pronounce name. Being rejected by so many potential investors was disheartening (some who listened to Schultzs presentation ? didnt even bother to call him back; others refused to take his calls). Nonetheless, Schultz continued to display passion and enthusiasm in making his pitch and never doubted that his plan would work. He ended up raising $1. 65 million from about 30 investors; most of this money came from nine people, five of whom became directors of the new company. One of Howard Schultzs earliest moves during the start-up process was to hire Dave Olsen, who in 1974 had opened a coffee bar, Cafe Allegro, near the busiest entrance to the University of Washington campus. Olsen was a long-standing Starbucks customer, having discovered the quality of Starbucks coffee beans, gotten to know the owners, and worked with them to develop a custom espresso roast for use in his cafe. Olsens successful Cafe Allegro had become known for cafe au lait, a concoction equivalent to the Italian caffe latte. When Olsen heard of Schultzs plans for Il Giornale, he called Schultz and expressed an interest in being part of the new company—he was intrigued by the Italian coffee-bar concept and was looking for a more expansive career opportunity. Olsen not only had coffee expertise but also had spent 10 years in an apron behind the counter at Cafe Allegro. Schultz immediately picked up on the synergy between him and Olsen. His own strengths were in forming and communicating a vision, raising money, finding good store locations, building a brand name, and planning for growth. Olsen understood the nuts and bolts of operating a retail cafe, hiring and training baristas, and making and serving good drinks. Plus, Olsen was fun to work with. Schultz put Olsen in charge of store operations, made him the coffee conscience of the company, and gave him the authority to make sure that Il Giornale served the best coffee and espresso possible. The first Il Giornale store opened in April 1986. It had a mere 700 square feet and was located near the entrance of Seattles tallest building. The decor was Italian, the menu contained Italian words, and Italian opera music played in the background. The baristas wore white shirts and bow ties. All service was stand-up—there were no chairs. National and international papers hung from rods on the wall. By closing time on the first day, 300 customers had been served, mostly in the morning hours. Schultz and Olsen worked hard to make sure that all the details were executed perfectly. For the first few weeks, Olsen worked behind the counter during the morning rush. But while the core idea worked well, it soon became apparent that several aspects of Il Giornales format werent appropriate for Seattle. Some customers objected to the incessant opera music, others wanted a place to sit down, and many didnt understand the Italian words on the menu. These mistakes were quickly fixed, without compromising the style and elegance of the store. Within six months, Il Giornale was serving more than 1,000 customers a day and regulars had learned how to pronounce the companys name. Because most customers were in a hurry, it became apparent that speedy service was a competitive advantage. Six months after opening the first store, Il Giornale opened a second store in another downtown building. A third store was opened in Vancouver, British Columbia, in April 1987. Vancouver was chosen to test the transferability of the companys business concept outside Seattle. To reach his goal of opening 50 stores in five years, Schultz needed to dispel his investors doubts about geographic expansion. By mid-1987 sales at the three stores were equal to $1. 5 million annually. Il Giornale Acquires Starbucks In March 1987 Jerry Baldwin and Gordon Bowker decided to sell the whole Starbucks operation in Seattle—the stores, the roasting plant, and the Starbucks name. Bowker wanted to cash out his coffee-business investment to concentrate on his other enterprises; Baldwin, who was tired of commuting between Seattle and San Francisco and wrestling with the troubles created by the two parts of the company, elected to concentrate on the Peets operation. As he recalls, My wife and I had a 30-second conversation and decided to keep Peets. It was the original and it was better. 7 Schultz knew immediately that he had to buy Starbucks; his board of directors agreed. Schultz and his newly hired finance and accounting manager drew up a set of financial projections for the combined operations and a financing package that included a stock offering to Il Giornales original investors and a line of credit with local banks. While a rival plan to acquire. Starbucks was put together by another Il Giornale investor, Schultzs proposal prevailed and within weeks Schultz had raised the $3. 8 million needed to buy Starbucks. The acquisition was completed in August 1987. After the papers were signed, Schultz and Scott Greenberg walked across the street to the first Il Giornale store, ordered themselves espresso drinks, and sat at a table near the window. Greenberg placed the hundred-page business plan that had been used to raise the $3. 8 million between them and lifted his cup in a toast—We did it, they said together. 8 The new name of the combined companies was Starbucks Starbucks as a Private Company: 1987–92 The following Monday morning, Schultz returned to the Starbucks offices at the roasting plant, greeted all the familiar faces and accepted their congratulations, then called the staff together for a meeting on the roasting-plant floor. He began: All my life I have wanted to be part of a company and a group of people who share a common vision . . . I’m here today because I love this company. I love what it represents . . . I know you’re concerned . . . I promise you I will not let you down. I promise you I will not leave anyone behind . . . In five years, I want you to look back at this day and say I was there when it started. I helped build this company into something great. 9 Schultz told the group that his vision was for Starbucks to become a national company with values and guiding principles that employees could be proud of. He indicated that he wanted to include people in the decision-making process and that he would be open and honest with them. Schultz said he believed it was essential, not just an intriguing option, for a company to respect its people, to inspire them, and to share the fruits of its success with those who contributed to its long-term value. His aspiration was for Starbucks to become the most respected brand name in coffee and for the company to be admired for its corporate responsibility. In the next few days and weeks, however, Schultz came to see that the unity and morale at Starbucks had deteriorated badly in the 20 months he had been at Il Giornale. Some employees were cynical and felt unappreciated. There was a feeling that prior management had abandoned them and a wariness about what the new regime would bring. Schultz determined that he would have to make it a priority to build a new relationship of mutual respect between employees and management. The new Starbucks had a total of nine stores. The business plan Schultz had presented investors called for the new company to open 125 stores in the next five years—15 the first year, 20 the second, 25 the third, 30 the fourth, and 35 the fifth. Revenues were projected to reach $60 million in 1992. But the company lacked experienced management. Schultz had never led a growth effort of such magnitude and was just learning what the job of CEO was all about, having been the president of a small company for barely two years. Dave Olsen had run a single cafe for 11 years and was just learning to manage a multistore operation. Ron Lawrence, the company’s controller, had worked as a controller for several organizations. Other Starbucks employees had only the experience of managing or being a part of a six-store organization. When Starbucks’ key roaster and coffee buyer resigned, Schultz put Dave Olsen in charge of buying and roasting coffee. Lawrence Maltz, who had 20 years of experience in business and eight years of experience as president of a profitable public beverage company, was hired as executive vice president and charged with heading operations, finance, and human resources. In the next several months, a number of changes were instituted. To symbolize the merging of the two companies and the two cultures, a new logo was created that melded the Starbucks and Il Giornale logos. The Starbucks stores were equipped with espresso machines and remodeled to look more Italian than Old World nautical. The traditional Starbucks brown was replaced by Il Giornale green. The result was a new type of store—a cross between a retail coffee-bean store and an espresso bar/cafe—that became Starbucks’ signature format in the 1990s. By December 1987, employees at Starbucks had begun buying into the changes Schultz was making and trust had begun to build between management and employees. New stores were on the verge of opening in Vancouver and Chicago. One Starbucks store employee, Daryl Moore, who had voted against unionization in 1985, began to question his fellow employees about the need for a union. Over the next few weeks, Moore began a move to decertify the union. He carried a decertification letter around to Starbucks stores and secured the signatures of employees who no longer wished to be represented by the union. After getting a majority of store employees to sign the letter, he presented it to the National Labor Relations Board and the union representing store employees was decertified. Later, in 1992, the union representing Starbucks’ roasting plant and warehouse employees was also decertified. Expansion into Markets Outside the Pacific Northwest Starbucks’ e.

Japanese Industrial Revolution And The Toyota Industries Corp History Essay

Japanese Industrial Revolution And The Toyota Industries Corp History Essay It all begin in 1937 when Sakichi Toyoda became the father of the Japanese Industrial Revolution after he founded Toyota Industries Corp. Who knew that with the partnership with his son Toyota would become the second in line as being one of the most successful and largest car business companies around the world. The purpose of this paper is to answer the question of how did Toyota became more successful over other countries around the world and to determine what other businesses can learn from Toyotas success. We plan to examine the culture of Japan, and the positive and negative effects technology has on the government, the economy, and the educational and religious system. A brief description of the culture of the selected country, e.g. its government, economy, educational and religious systems, and its status as a high-tech or low-tech nation (2 pages) History of Japan By Micheal Gonzales The history of Japan begins with their Asian decedents who are believed to have traveled to Japan through Korea. Japan rests in the Pacific Ocean and is separated by the Sea of Japan from the east coast of Asia. In 1542 a Portuguese ship made the first contact with Japan. This was an accidental finding due to the fact that the ship was off course in the Japanese waters. Japan history is traditionally believed to have started in 400 A. D. when the Yamato clan gained control of other family groups in central and western Japan. At this time, Buddhism was introduced to Japan by Korea. In the 700s A.D. Japan was influenced by China and set up an imperial court and government similar to theirs. Samurai and shotguns were also a distinct class known. (Japan, 2008) Japanese Emperor Meiji transformed Japan from an agricultural country to a modern industrial country after a civil war in 1868. In 1870s the Japanese business flourished. Many shipyards, mills, and railways manufacturing businesses were created. The first Japanese newspaper was published in 1871 (Lambert, 2010). In 1872 Education started in Japan and the western calendar was adopted following year. (Lambert, 2010) In 1878 military dramatically changed by modeling the techniques of the German armies and Britain navy. Japan captured Korea in 1910. In 1941 Japan perceived the United States as a threat so they cutoff oil supply to them and attacked the Pearl Harbor. Japan refused to give in to Truman and Churchill with prompt and utter destruction, but When the United States dropped an atomic bomb into Hiroshima and Nagasaki, Japan surrendered to their allies. The Liberal Democratic Party took power in 1955 and it ruled Japan from from 1955 to 2009. Japans Profile Tokyo is the capital city of Japan: approximated size is 145,882 Sq. Mi. Japan has four main islands; Honshu, Hokkaido, Kyushu, and Shikoku. Japans official language is Japanese which has similarities to the Turkish and Mongolian languages. Some Japanese citizens are also fluent in Korean and Japanese Sign Language as well as other languages. English, Chinese and the Philippine are just a few languages that immigrated into Japan over time. Government Japan is governed by a Constitutional Monarchy (or head of state); Japanese General, Prince Komatsu Akihito is the 125th  Emperor of Japan and he currently shares political power over the Japan with the Prime Minister Naoto Kan. Economy Japan is third in line after the United States as having the largest economic system. Japan has a capitalistic (free market system) economic system. The foundation of an economic system states (all): Citizens have the right to own private property Citizens have the right to own their own business and to keep the profit Citizens have the right to the Freedom of competition Citizens have the right to the freedom of choice (pg 35 cite). Japans currency is the Yen. The exchange rate for eighty-three yen is equal to one United States dollar. Japanese economy boomed during the 1950s and 1960s . Japanese industry exported huge numbers of electronic goods and vehicles. The Japanese people saw a great improvement in their standard of living. Japan continued a rapid economic growth in the 1970s and 1980s while the rest of the world was in a recession. In the 1990s the period of rapid economic growth ended and a long recession began, although Japan remained a rich country. (Lambert, 2010) In 2000 Japan became the largest car producing nation in the world but lost its position to China in 2009. (Automotive industry in Japan, 2010) Japanese automotive manufacturers include Toyota, Honda, Nissan, Suzuki, Mazda, Mitsubishi, Subaru, Isuzu, Kawasaki, Yamaha, and the Mitsuoka (http://www.malaysiaminilover.com/japanese-car-market). In January 1896 First motor vehicle appeared in Japan was an imported motorcycle from plagiarized Germany. In February 1898 first automobile began to run in Japan French Panhard et Levassor from a French Trader. The first automobile made in Japan was a 1904 Yamabas omnibus, steam engine, and 1905 Yoshidas omnibus, gas engine. (Iwatate, 1995). During the 1960s, Japanese automakers launched new kei cars in their domestic market to keep taxes much lower. Rapidly increasing demand, Japanese automobile manufacture expanded around the world. 2. A brief history of the technologys development (2 pages) The History of Automotive Development in Japan By: Bruce Hudson Japan is one of the worlds leaders in development of automobiles. One of the first automobiles made in Japan was by a man named Komanosuke Uchiyama in 1902. He used a gasoline engine that had been bought by the United States. Japanese automakers have been established as a world class operation. Their innovations in manufacturing systems, management systems and materials are at levels that would not be matched by other nations until the mid 1990s. One of Japan biggest focus was safety. Car safety became an issue almost immediately after the invention of the automobile. Japan continues to make tremendous inroads in the world as the manufacture of automobiles.   Just as Henry Ford mass produce cars to lower the price by interchangeable parts, work flow, division of labor, and reducing wasted effort, these principles are also at work in the way Japanese are mass producing cars today. It seems as though the Japanese can produce products and make them look and work better. Companies in the United States are unable or unwilling to do the same, which is one of the main reasons why car companies in the United States are failing. Companies in the United States could learn a great deal from Japanese automakers. If the car companies in the United States could have adopted the ways of the Japanese work ethics 30 or 40 years earlier, maybe those companies would be in a better situation than they are today. In addition, had they implemented some of Japans ideals, maybe car companies would not be enduring the financial crisis that they are in now.   As an example, General Motors was one of the largest car companies in the United States, and now the government owns more than half of the company. General Motors once reigned as the worlds top producer in the auto industry for 70 years, yet now has gone through bankruptcy, restructuring and new management. Who would have expected such a dramatic change? However, 30 years ago, nobody could have guessed that this would be a global industry and would be significantly linked with the fate of our new civilization at the beginning of the twenty-first century.   The Japanese takes pride in making the best product possible, which is one reason why the people of Japan is one of the worlds best in the development of automobiles. Who would have thought that Henry Ford invention would be out produced and better made by the Japanese car companies? 3. The specific impact (both positive and negative) that the technology has had upon the culture of the country, e.g. upon its government, economy, educational and religious systems (8-10 pages) The Impact of the Technology on the Government, the Economy, Educational and Religious System By: Jennifer Hawthorne and Jamerson Holloway Japan has one of the worlds most dynamic economies. Second only to the US, Japans GDP was a whopping $5.068 trillion in 2009 (Google.com. (2010). Gross Domestic Product Japan. Retrieved 12/3/10 from http://www.google.com/publicdata?ds=wb-wdimet=ny_gdp_mktp_cdidim=country:JPNdl=enhl=enq=japan+gdp). Japans economy is very dynamic in the sense that for two consecutive decades after World War II Japans economic growth exploded with rates as high as 10%. Although from 1980s to 2000s Japans economy hasnt performed quite as well. Japans GDP grew steadily at only 0.8% annually. Japan has had to endure major retractions as high as 5%, in 2009, to its GDP in the periods between 2000 and the present. These retractions seem to be in line with the current economic situations facing many of the worlds economies. We are currently under a global economic crisis however; Japan is poised to withstand this test on its countries economic resolve. Post World War II Japan was less concerned with promoting its war machine. With global sanctions in place and limits on Japans military numbers Japan looked to solidify its historic existence by improving its science and technology industries. In the 1960s The Industrial Structure Council was formed by the government. The major objectives of this organization were to execute research and development projects. Japan wanted to be perceived by the world as a science and technology leader. Therefore, Japans objective during the post war period was to recognize technological innovations and exploit these innovations thus increasing its competitiveness and generating economic growth. Japan realized that it had to identify the weaknesses within its industry. If Japan was going grow into the economic powerhouse it dreams of becoming it will have to own the patent rights of its technological discoveries. Because of its sponsorships of the engineers technology research and development, many of these discoveries were owned by the Japanese government. Japan wanted to develop new technologies, not just in the private sector but sheared with government assistance. Japan was especially interested is high risk and high cost technologies. The Japanese government was very instrumental with the advancement of technology early on and lawmakers allocated billions of dollars in government funding in pursuit of many of Japans technological endeavors. The Japanese realized that the pay offs for development of these long term investments would be exponential. Eventually the private sector took over the research and development supports of new technologies yet Japan still asserted i tself as the chief benefactor. Japan has invested heavily in biotechnical research and was the world leader with its robotics technology. The oil crisis of the 1980s caused Japan to look at the countries dependency on foreign oil. Japan realized that this dependency posed an enormous threat to its sovereignty as a nation. The Japanese government was very instrumental in providing the funding needed to pursue clean and alternative energy source technologies. The government provided its full support with its energy conservation efforts. To protect its sovereignty it had to employ a diversified energy plan and develop the technology which would provide itself with the protections for full self sufficiency. Japan was been supportive of these high cost long term research and development endeavors because they realized that many of the technological discoveries would have massive implications within society and the reward versus the risk would be extremely great for the patent holder. During the 1970s Japanese technology dotted the technology landscape the world over. Japanese innovations were being utilized all over the globe. The Japanese were instrumental with leading research and development in aeronautics, mass production of durable goods, super express train motorization, and seismic and earthquake engineering. Japanese innovations in steel technology production nearly decimated the US steel industry. However Japans automobile industry would prove to be the crown jewel of its technological superiority. The history of automobile manufacturing may have roots in the US but the Japanese took the technological aspects of automobile technology to the next level. Japan is the 10th most populated country on the planet. Tokyo, with over 29 million residents, is the most densely populated area on Earth. The Japanese have the highest life expectancy rate of any group or country on Earth. With a population of over 125 million and a labor force of over 65 million, findings support the fact that Japan has a 51% employee to population ratio and only a 5.6% unemployment rate. It is a Japanese tradition to expect more from less. The Japanese not only examined current technologies and how to improve them, but they also looked at their individual selves and studied ways on how to self improve. The Japanese society is living and working longer and that gives the Japanese a competitive edge. Japan wanted to have a society of people where self motivation, drive and dedication to the countries core beliefs were the morale for its technological competitive superiority. Kaizen is a method or philosophy where continuous incremental improvements can be monitored and analyzed to discover where there may be needed improvement. The Japanese discovered that continuous improvements along with incremental adjustments over long periods of time resulted in measurable improvements in the production process. Teamwork, discipline, morale, quality and input are the five founding elements within this kaizen technology tool. Total quality management along with the Kaizen philosophy is the technology the Japanese instilled upon itself to expose inefficiencies and make adjustments to put itself at a more competitive position. Using this precise and formulated technique the Japanese made tremendous improvements on its production process technologies. Japan continues to be a world leader in its process production ratios. Japan is a highly motivated society of people. The Japanese worker has a longer work week on average than the US worker. Their dedication and disciplines are evident at all levels of society. The Japanese consistently lead the world in education. This nation ranks among the highest in the world. Japanese students at the university level out perform their peers in mathematics and science. This desire or pursuit of achievement is embedded in the very culture of Japanese society. And the Japanese as a people reap the bounty of these efforts. After their defeat at World War II the Japanese conditioned themselves to be a much more disciplined society. Japans philosophy was it took no more than it needed, and would produce much more with less. This philosophy is what fueled the Japanese. Its the cornerstone of their societal beliefs. The Japanese are a very competitive society and this is evident with a research report by Yuko Harayama titled, Japan Technology Policy: History and a New Perspective. (Harayama, Y. (2001). Research Institute of Economy, Trade and Industry. Japanese Technology Policy: History and a New Perspective. Retrieved 11/25/10 from http://www.rieti.go.jp/jp/publications/dp/01e001.pdf). Produced in 2001, this report shows the actual action plans to how the Japanese planned to propel itself atop the science and technology world. This next report examines the will of the Japanese people, JILPT Research Report No. 76, Japanese Automotive Industrys Labor-Management Relations and International Competitiveness From Production, Production Technology and R D Perspectives Summary. (Akiko, O., Atsushi, S., Mitsuru, Y., Mitsuo, I., Naoki, M., Yoshinori, T. (2005). Japanese Automotive Industrys Labor Management Relations and International Competitiveness From Production, Production Technology and R D Perspectives Summary. JILPT Research Report No. 76. Retrieved 12/3/10 from. http://www.jil.go.jp/english/reports/documents/jilpt-research/no76.pdf). This latter study was conducted in 2003 and its shows the continued resolve of the Japanese people to continually examine ways to be more productive. Japan has provided the world with great instruments of technology. This island nation has been instrumental in the development of technologies which have enhanced our global existence, challenged our minds and brightened our future. Japan has taken the lead in developing technologies which help us better to understand seismic activities, improved aerodynamics and environmental protection. Japans contribution to the world economy explains why its the second largest economy behind the US. Two of Japans most successful companies are Toyota and Honda. These two automobile companies have proven in the global marketplace that technology and innovation go hand in hand with consumer needs. The two automobile manufacturers collectively represent nearly 1/3 of the total global automobile market. That shows the will and determination of a people and a country with a long tradition of innovating technologies. The Japanese can be proud of their many technological achievements. Toyota is truly a star performer for the Japanese. It is one of the best selling automobile brands in history. Toyotas reputation for durability and product longevity also leads the way with innovative automotive technology. For the past five years its popular Prius model has had the highest mpg rating by the EPA. The car company is doing its part to protect the environment by introducing and mass manufacturing the first plug-in hybrid vehicles. Toyota has been testing the durability of these hybrid electric vehicles in real world markets for several years and was the first automobile manufacturer to bring this product to the market. As global sentiment reflects changes in our consumption habits, Toyota is proving that you can do so much more with less. Its hybrid electric technology will define the next generation and help us reduce our carbon footprint. Toyota is convinced that the way of the automotive future is t heir plug-in hybrid technology. Japan Religion Amazingly enough religion does not play a great role in the life of the Japanese. Everyone has the choice of what religious views they want. Japanese have a very broad range of religions such as; Shinto, Buddhism, Confucian, Taoist, and even Christianity. Japan religion has a history that goes back over two thousand years. Shinto was most popular in the prehistoric times and centered around sacred powers. At the beginning of the Kamakura period, the most typical Japanese forms of Buddhism began. This occurred because Japanes court society was disrupted and people longed for assurance in faith and protection in a time of confusion and the state of being degenerate in mental or moral qualities. Christianity entered into Japanes religion by Fracis Xavier from 1506-1552. Within a hundred years Christianity rapidy became accepted by most and then destroyed.Christians were forced underground to continue their faith. Whith the threat joined with Christianity, all foreign influences were closed to Japan and Buddhism became formalized. The Association of Shinto Shrines (independent of the government) came from Japans defeat in the Second World War. This once again allowed new religions and practices to develop. Most of the spiritual heritage of Japan has been lost between the changing of modern life. Today, there is full religious freedom in Japan, allowing any religion or belief to be practiced. Japan Education In Japan, almost all students progress, voluntarily, to the upper secondary level at the elementary and lower secondary levels. Private education is most popular in the upper secondary and university levels. Following the end of World War II, Japans education system plays a huge role in Japans recovery and rapid economic growth. German and French models were used to design the Japanese education system because experts found them to be most suitable and most benefitial to the students. After World War II, in 1947, the Fundamental Law of Education (also known as The Education Constitution) and the School Education Law were enacted. The Law mandates six years of elementary school, three years of junior high, three years of high school, and two to four years of college. In Japan, the school year starts in April and has three terms. They are alloted short holidays in spring and winter and one month summer break. Entrance exams are required for most high schools and universities as well as some private junior high and elementary schools. Before a student can even take an entrance exam, they must attend special preparation schools outside of their regular classes. According to the Japanese Educational Reform they focus on three major points: Emphasis on Idividuality (focuses on themselves and helps them become more creative), Emphasis on Life Long Learning (helps them learn at a higher level of thinking), and Emphasis on preparing students with information that will help them cope with change and succeed in society (helps them acquire and apply skills that they learn). With the education levels rising, companies now expect more from their employees. This also allows for higher incomes than before, which in turn allows for a better lifesyle. By having a higher income, the standard of living rises. To reverse roles, because of the rising education levels, employers are expected to provide a lot more. Stable employment, and opportunities for training are of most importance to an employee. For an employee that has no education, they are apt not to say too much about it, but for an educated person, expectations are higher. In reference to education, even the automobile industry is interesting in making sure everyone has one. The Japan Automible Manufacturer Association (JAMA) sponsor advance level language programs around the world. Forbes named Sakichi Toyoda the 13th most influential businessman of all times (Forbes, 2005). What can other business learn from the success of Toyotaà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦. 4. And the moral and ethical issues brought about by the technology and how the country has dealt with these issues (4-5 pages). Moral and Ethical Issues By: Felicia Funches This paper will focus on the moral and ethical plans and actions in which Toyota has taken to ensure the viability of their Tsutsumi Prius Hybrid automobile plant and its environment in Japan. The specific focus will be the energy used in the plant, the plants manufacturing processes, and the natural environment around the plants. Upon completion of the plants focus to maintain viability we will then look at the plan of action to make as small a footprint on the earth as Toyota can by recycling. Toyotas recycling plans will include the development, production, use, and disposal of the automobile and all of its parts. Upon completion of this paper you will be able to see the broad strokes that Toyota has taken to morally and ethical assist in the environmental fight against global warming, reducing pollution, and waste throughout Japan and the world. Toyota has taken groundbreaking technology and pushed the envelope time and time again. Using the proven kaizen initiatives Toyota has developed the Prius Hybrid automobile plant in Tsutsumi Japan that has defied the way the things are done in buildings and manufacturing processes. The plant was developed to harmoniously exist well into the future with the environment which surrounds it by giving back and not just taking. We first look at the energy used in the plant and its affect on the environment. The plant is situated on as much green landscape as possible and powered by solar panels that sit within the environment and attached to the production buildings. The solar power generated reduces oil consumption by 2,500 two-liter drums per year to provide 2.000kw of power. http://www.toyota.co.jp/en/tech/hybrid/plant/index.html The outside of the plant is also covered by a paint that uses sunlight to create a chemical reaction which cleans the air at a rate of two thousand poplar trees for every area measured at 2,2000m2. The plants manufacturing process is equally situated to be proficient in every aspect of production. The plant used mechanical tools that function like robots to lessen mistakes. It also has incorporated rakuraku seats for employees who work in and outside of the cab of the vehicle. This seat allows them to move freely inside and outside of the vehicle reducing strain and the possibility of injuries do to repeated movements throughout the day. All tools are also kept in the exact same location to ensure ease of use by all employees. There are also recycling centers located at each production line to ensure no waste is left on the floors are the stations. With this streamlined process Toyota has been able to produce a Prius Hybrid every minute. The plants natural environment is also a major concern for Toyota who has set out to ensure the sustainability of their plant long into the future while by reducing their footprint. The plant is situated in way that it has as less impact on the environment as possible while also allowing the environment to gain from its previous processes. The grounds around the plant have trees and plants that are indigenous to the region planted strategically for the purpose of cleaning the air by absorbing nitro-oxides. The trees have been planted to be a forest around the plant. The plant life and vegetation are grown to cover the walls of the plant so that it also blends in with the environment. The trees used are the Evergreen Broadleaf, Camphor, Japanese Cleylera, and the Japanese Blue Oak. The plant is also situated near a river and uses 5,000 tons of water a day. This water is processed and released back into the river five times cleaner than the river water. This is helping to clean the riv er of pollutants and helping to ensure viability of fish and wildlife that drink from these rivers. In looking at the complete process from beginning to end, we see that Toyota is one of the major front runners in the race to improve our environment by creating new ways of sustainability with both it and technology harmoniously working together.

Strengths and weaknesses of using faith as a basis of knowledge in reli

According to Victor Hugo â€Å"Faith is a necessity to a man. Woe to him who believes in nothing† (Hugo). Faith, or the unquestioning belief in something, is crucial to the maintenance of society, and in fact makes up the majority of its foundations. Faith is more pervasive of one’s entire being than trust and, when exploited, can have both positive and negative effects on the individual and society. Faith’s consequences upon the human mind affect both reason and emotion, both of which are explored in this essay. Governments cannot successfully control their populations without a substantial amount of faith within them. Questioning a government’s every move exposes its flaws, which leads to chaos as citizens discover that their government is not the stable institution they had trusted. Faith is a quintessential part of controlling the masses and it exists in nearly every facet of society. History has shown that a lack of confidence in a government leads to a decline in its effectiveness in promoting the happiness of the average citizen, leading to civil unrest. The American and French revolutions, as well as the Arab spring, are all examples of this phenomenon. However, faith in government can have disastrous effects on the individual, as I have witnessed firsthand within my own country. The American people’s complete acceptance of the financial advice of their government in 2006 led to the recent housing bubble from which the lower and middle classes are still struggling to emerge. The government’s financial advisors, who practically ran Wall Street, twisted citizens’ perception by convincing them that buying a home was like building a mini bank and refinancing was investing in it. The Glass-Segall Act, which kept commercial an... ...re of the faith’s flaws, which could be considered dangerous by ardent believers. This essay seeks only to prompt discussion on the human need to believe, not insult it. Faith rules our society, from a domestic to international sense. This â€Å"trust without reservation† is necessary to keep relationships healthy, the soul pure, and the global community at peace. It’s role in areas of knowledge such as religion and science is essential to its maintenance and development. However, one is constantly at risk of being manipulated by that very institution. It is important to consider both the faults and benefits of faith in order to determine the role it plays in society today. Works Cited Victor, Hugo. "VIII: Faith and Law." Les Miserables. Trans. Fahnestock Lee and MacAfee Norman. New York, NY: Signet Classics, 1987. 521. Print.

Chinese Education Essay -- China Educating School History Essays

Chinese Education   Ã‚  Ã‚  Ã‚  Ã‚  The Education system in China although different than America’s has many good qualities. The view of Education in China has changed dramatically over the last forty years; it has gone from there being no real system to one that is held up to be one of the best in the world. In this paper I will go through the history of Chinese education and show how much it truly has changed. I will also look at how it is now and what China can expect for its future.   Ã‚  Ã‚  Ã‚  Ã‚  In 1949 The People’s Republic of China was formed by the Communist party. This happened after much struggle between the communists and the nationalists. The leader of the communist party and the new People’s Republic was Mao Zedong. When the communists took over China they implemented many new ideas that were supposed to bring China up to speed in regards to the industrial development. He started the five year plan in which the people and government of China was to focus on the development of industry and to challenge the old ways of thinking. The old ways were called â€Å"the four olds† these were habits, ideas, customs, and cultures. After three years Mao asked for feedback of all of the changes that had been occurring, this was called â€Å"The Hundred Flowers Campaign†. The people didn’t all like what had been happening; especially the educated and they gave bad feedback to Mao. He decided to purge the society of these †Å"poisonous weeds† as he called the educated because they challenged his authority. At this time all education was focused on redness which is the communist ideology. This is when the battle of the government verses the educated began and continued for many years. For many years the different plans that Mao thought of were not as successful as he had hoped. In 1959 Mao Zedong stepped down as the nation’s leader but remained as the communist’s party leader. He did this in order to take responsibility for the failures of the Great Leap Forward, and the other problems that had been caused under his leadership. Then in 1965 Mao took control of the government once again and this is when he established the Proletariat Cultural Revolution. Mao believed that the educated people were to blame for the many problems of China, he thought they hindered Marxism. So from 1966 to 1976 the entire education system was closed down in order to fix the problems caused and to focus m... ...tem different than the American Education system are mostly small things but there are some larger differences as well. Some of the small differences are that in China the students attend school six days a week, and that they have vacations in July and August. Some of the larger differences are that standardized tests are considered more important than grades when being considered for colleges, and that children are not supposed to ask questions in class they are only supposed to listen to lectures. In America questions are considered to be one of the major keys to understanding what you are learning. Questions are encouraged to broaden the thoughts of not only the students but also possibly the teachers as well. There are reasons that the Chinese education system is the way that it is and that is their choice to keep it that way. The government has major control over what is taught in schools and this effects what happens in them and what is learned. In America a school’s curriculum are made up by the local government and so it can vary from state to state. This is not to say that American education is right and China’s education is wrong I am just pointing out the differences.