The Metamorphosis Essay Example

The Metamorphosis Essay . Groups of three identified in the book: The number three plays a considerable role in the story. The story is divided into three parts. There are three doors to Gregor’s room. His family consists of three people. Three servants appear in the course of the story. Three lodgers have three beards. Three Samsas write three letters. The clock chimes three times. Gregor appears 3 times outside his room. Three women imitate Mr. Samsa as he thanks the Lord. Three family members had to work after Gregor’s metamorphosis 2. In the book, The Metamorphosis, Grete’s behavior changes dramatically as she becomes cold hearted and uncaring. In the beginning of the story Gregor’s younger sister is the only one who seems to understand that Gregor is suffering and she â€Å"weeps in her bedroom. † She demonstrates that she cares about her brother by bringing him his favorite food â€Å"milk. † She is the only one in the family who is courageous to enter Gregor’s room to clean it. However, by the end of the book she is so exhausted by her job that she does not even bother to look in to his room. Grete has come to detest her brother to such an extreme that he refers to him as if he were an animal and exclaims, â€Å"we must get rid of it,† so she rejoices when she finds out about his death. We will write a custom essay sample on The Metamorphosis specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Metamorphosis specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Metamorphosis specifically for you FOR ONLY $16.38 $13.9/page Hire Writer In the end of the story, her parents â€Å"see their daughter become more and more vivacious [for] she had blossomed into a lovely and shapely girl. † Her parents view her as the link that will help them resolve their financial burdens by marrying a rich man. The servant (Ana) becomes so terrified with Gregor’s appearance that she resolves to quit her job as does the cook. The â€Å"plead mercifully to be dismissed,† and demonstrate gratification when they are allowed to leave. They both leave a bigger burden for the family creating a metamorphosis in the role that the family plays in their own house. Their absence obligates the women in the family to perform difficult tasks. Another change occurs in Mr. Samsa and Mrs. Samsa. The family who was accustomed to a lifestyle that was envied by lower class individuals is taken away from them as all three family members have to sacrifice their possessions to survive. The father who used to â€Å"lay on the couch† and â€Å"read his newspaper† has to go back to work. The mother who was enjoying her luxurious life sacrifices her pride as she is forced to sew individual’s underwear. The parents who are supposed to be enjoying their lderly years in accommodation must now input all of their strength in order to provide the family with enough money just to â€Å"pass by. † 3. Through the peculiar events in the story the author helps the reader understand that capitalism harbor work-related obsessions and increases rates of stress related diseases. After Gregor becomes a bug the mother and the sister become the main providers for the family. Gregor’s parents owned a big debt, and he used all of his strength to become the best worker and would devote all of his time in accomplishing the demands from his job. However one day, exhausted from all his work he discovers that he has become an insect and he feels trapped because he ran too hard to meet the demands of business. The author is trying to explain how capitalism imprisons people driving them to become individuals that scurry on the ground and eat whatever is available. His irreversible illness leads to his death, but his family continues to be affected by capitalism. They become heartless individuals who place more emphasis on money than on helping Gregor. They become so cold hearted that they do not demonstrate that they love each other anymore. Instead of mourning Gregor’s death they view it as a blessing from the heavens because he is just a reminder of the consequences of capitalism. The sister â€Å"found a job as a salesgirl† and the mother â€Å"would be sewing fine lingerie for a fashion boutique† while still being responsible for maintaining a spotless home. So, the cycle continues as the family’s priority is meeting their financial needs. Therefore, capitalism drives people to become obsessed with their work, separates family, affects the daily activities including the eating habits, and creates unrecognizable creatures trapped in the claws of their work. . The story can be viewed as an attack on political and personal tyranny through the description of the Chief (Gregor’s boss). Gregors boss at work is the great symbol of everything wrong with tyranny. He sits behind his desk, talking down to his employees. Gregor knows that if he calls in sick for the first time in five years, his chief would come in person to call him lazy. The Chief Clerk is the Chiefs mouthpiece. He himself arrives at Gregors house when the former is late to work and thus throws the entire family into disorder. When Gregor does not unlock his room, the Chief Clerk ells Gregor, in front of the family, that he is under suspicion of having stolen money and that his work is very unsatisfactory, though this isnt true. The story also attacks personal tyranny because according to the author when a man controls himself and drives himself too hard the man becomes imprisoned. In the story Gregor feels like he â€Å"c[ould] not move† because he had been trapped by his activities to such an extent that he had become like a bug. He crawled from place to place to accomplish his tasks, but he never worried about the things that distinguish humans from animals. He felt that it was more important to make a sale and bring money for his family than to increase the bond among family members through love. Therefore, personal tyranny created an animal out of Gregor. 5. The story, The Metamorphosis, is a biblical allusion to Jesus. In the story the main character Gregor transforms into a â€Å"beetle† with â€Å"six legs;† an insignificant insect. When Jesus came to earth he had to abandon his perfect supernatural state to transform into a human body full of imperfections and insignificant in comparison to his perfect previous state. In the story, Gregor becomes despised by his own family members how attempt to kill him. Gregor’s horrifying state serves as a painful reminder to the family of the consequences that come when a person becomes too involved in his job, so they hate him for it. Jesus was despised because he was perfect and humans were reminded of their sinful state, so they could not stand his presence. Gregor’s father roles â€Å"the rotten apple in his back† and â€Å"pushes him into the room. † The bible relates how Jesus’ family was ashamed of him and would make fun of him because they did not believe that he was God’s son. As Jesus’ death approaches his burden increases as he realizes that he has to carry the sins of the world in his back and take them to the cross. In the same manner, Gregor’s believes that he â€Å"is a burden for his family† and his appetite decreases. Both Jesus and Gregor die with an empty stomach, and with great grief. Gregor sacrifices his life to provide his family with â€Å"such a life in such a beautiful department. † Jesus gave his life so that people could live a happier life by getting to know God through him. Like Gregor, Jesus back was whipped by the Roman soldiers who despised him because he claimed that he was the â€Å"King of the Jews. Gregor’s death occurs in â€Å"March† which is the same time that Jesus was crucified on the cross. Gregor dies when the clock â€Å"chimes three times† and according to scripture Jesus died at three p. m. Therefore, the story is an allusion to Jesus life which is represented through t he main character Gregor. 6. Gregor’s transformation represents how everyman is in our society today. Due to human’s desire to expand their economic status they become too involved in their work to the extent in which they neglect their own family members. Gregor like many men places more emphasis in accomplishing job and making his boss happy than in doing anything else. Even though he â€Å"hates traveling, worrying, and meeting temporary acquaintances that never become more than that† he believes that his job has come to represent who he is. His identity is no longer Gregor, but salesman. Today, many individuals identify themselves through their jobs, rather than expressing who they are as individuals because they have made their jobs their priority. When Gregor becomes an insect he scurries in his room eating â€Å"whatever† he can â€Å"find. † In today’s society there is a big problem with society since many people often eat whatever they find on the road that will be easy and fast to consume, because they do not want to waste precious time to do their jobs. For many people today their job is more important than their health. In the story the chief clerk claims, â€Å"we men of business-fortunately or unfortunately- very often simply have to ignore any slight indisposition since business must be attended to. He expresses how many people feel today that personal illness is unimportant, what is important is that an employee wastes important company money, but business should be attended to at all costs. This is the fundamental crisis that Gregor, as so many human beings in the modern age, must face. This crisis is the conflict between freedom and ones responsibility to oneself on one side, and guilt and the demands posed by society and family on the other. Both sets of values are essential for human beings, but the clash between them is often obscured. Perhaps this conflict is obscured for the best, because there seems to be no way out of it. One cannot be free without guilt, yet one cannot fulfill ones obligation to others and remain true to oneself. 7. Toward the end of the story Grete makes a speech which becomes the climax of the novel. She refers to Gregor as if â€Å"it† because she refuses to accept the idea that he is her brother. Grete insists that the â€Å"creature† cannot understand them though the family has never tried to find out. She is certain that Gregor is persecuting them and wants to drive them out of the apartment. She has changed from the tender loving sister that brought him milk to an ambitious young woman who does not care about anything but money and her economic status. Internally she has filled her heart with the desires that are acceptable by society which accepts the degrading of human characteristics through a job. In the end of the story, when the family is discussing their future plans, the parents â€Å"upon seen the daughter becoming more and more vivacious realized almost in unison that lately, despite the sorrows that left her cheeks pale she had blossomed into a lovely and shapely girl t was high time they found a descent husband for her at the end of their ride the daughter was the first to get up stretching her young body. † Grete through her hard work has come to be like the leader in the family. Her desire to strive and her ambition to lead a more prosperous life makes her parents feel that she is the family’s only hope to continue with a life that can be just as comfortable as the previous one. She undergoes a â€Å"metamorphosis† that unlike Gregor’s will benefit the family and accommodate them in a place where they will enjoy a luxurious life, and leave behind the pain and sacrifices they once had in the apartment. . Identify and discuss the possible symbolism involved in the following: a) The Picture In the story Gregor â€Å"clung to his picture, refusing to surrender it. † When his family is taking the furniture out Gregor is trying to remain calm by explaining telling himself that it was not a major concern, yet he feels extremely uncomfortable. When he sees the emptiness of his room he clings to the picture of the woman in furs representing love interest for Gregor and desire to keep something from the lifestyle he once led. He dedicated the best of his years to his job in order to provide his family with the finest lifestyle. In consequence, he is unable to raise his own family and never finds a partner. The way he clings on to the woman in fur represents his desire to be with someone, but never being able to do it. The picture was like Gregor’s escape route that made him forget about his loneliness and he finds comfort through a companion that despite its inability to speak does not flee in terror from his presence. He feels that by holding on to the picture he will have some evidence of the luxurious life that he once had, but is unable to prove due to his appearance. Gregor feels that he is able to keep a piece of his past belongings then his hope of returning to normal will not perish. b) Father’s Uniform The uniform is a symbol of economic order. The father looks â€Å"as if he were ready for service at any moment and even here only at the beck and call of his superior. † Due to the family’s financial condition he has to reincorporate to the work force and has lost his own volition. The fact that he wears his uniform even at home represents that he is a slave to his job even at home. The only part of his uniform that is polished is the brass buttons which represent his absorption into the dehumanizing capitalist system. They stand out in his dirty uniform which symbolizes the degradation of the individual human core behind a job that is admired by society yet demolishes individuals personality. Just as humanity decays behind the demands of an exhausting job the uniform becomes covered with greasy stains behind the shining brass buttons. In the uniform, Mr. Samsa sleeps â€Å"in extreme discomfort yet quite peacefully. † The uniform causes discomfort and loss of individuality. Therefore, the uniform also represents how an individual by ignoring his own humanity and sacrificing himself entirely to the economic order can feel â€Å"at peace† at the cost of no longer being human. c) Gregor’s transformation One of the most insignificant creatures for human beings are the insects. If a person calls another individual â€Å"fly, ant, or insect† it is the same as stating that they are not important. Gregor’s transformation into an insect represents a reflection of his pre-existing feeling of insignificance. Gregor becomes despised by all of the humans that surround him including his family. Insects are repellent and filthy, and are viewed as something for the exterminator to take care of. Gregor’s transformation causes repulsion all around. He is not simply feared and loathed but he actually evokes disgust in others. Therefore, Gregor’s transformation symbolizes the degrading state that comes when an individual becomes too involved in their job they lose their human characteristic; because they are driven by ambition they do not realize what is truly important. His job has demanded so much from him that Gregor is unable to continue working because he has given everything he had to offer. What is left of him is unusable, so everybody despises him. d) Gregor’s Big Boss In the story the big boss is tyrannical and Gregor would gladly have quit his job if it had not been for his parent’s debt. The big boss â€Å"sits behind his desk, talking down to his employees. † He symbolizes the main controllers of capitalism who push humans to work hard until their strength is absolutely gone and then hire other employees to destroy their life in the same manner. Whenever they feel that a person has served their best they begin to threaten them and create false accusations in order to fire them from their jobs. . Kafka is able to make something that is impossible seem plausible by including details in the story that humans can connect with. For example, Gregor’s metamorphosis becomes reasonable through the internal conversation that he has with himself. He says, â€Å"Oh what a strenuous profession I’ve picked! Day in day, day out on the road. Is a lot more stressful than the work in the home office and along with everything else I also have to put up with these agonies of traveling † He expresses his hatred for a job that makes him travel a lot, causes stress on him, and makes him lose awareness of who he truly is. The reader can identify himself with Gregor’s situation since many people today feel that they are insignificant like bugs due to their loss of identity created by a job that they despise. The story also seems rational due to the sequence of events that follow Gregor’s transformation. For example, the mom â€Å"faints† when she is exposed to Gregor’s presence and the father become irate. Society views females as weak and males of bad tempered therefore their reactions seem very plausible to the reader. The fact that the family is worried about financial burdens helps the reader believe that the story is possible as well. The distance that exists among family members also serves as a detail that helps the reader believe that the story can be true. 10. The story, The Metamorphosis, is can be interpreted as biblical allusion to Jesus. There are several episodes that occur throughout the story in which the reader is reminded of Jesus death. For example, when Gregor’s dad roles â€Å"the rotten apple in his back† the story is alluding to the way that Jesus was whipped by the Roman soldiers who despised Jesus. Gregor’s dad repudiates his son’s appearance and attacks him. Mr. Samson represents the people who despised Jesus for being different. Gregor dies when the clock chimes three times, and according to biblical interpretation Jesus dies at three pm. According to the bible Jesus did not eat anything before he died, and Gregor decides to starve himself because he feels that he is a burden to his family. The charwoman â€Å"tried to tickle him† but when she saw that this had no effect she â€Å"poked him. † The way in which the corpse is violated reminds the reader of the way in which Jesus body was mutilated by the Roman soldiers after his death. Gregor’s death occurred in late March, which is the time in which Jesus was executed. Therefore the story can be interpreted by some to be a religious allegory by connecting it to Jesus death. 11. Grete represents and emerging artist who despite the obstacles that are placed before her she able to develop a skill that helps Gregor gain his human characteristics despite his physical condition. In the story when Gregor hears the violin he us touched in a completely new way. Kafka explains, â€Å"Gregor, drawn to the playing, had ventured a bit further out, so that his head was already sticking into the parlor. Only a true musician has the ability to capture the audience’s attention to the extent of having the desire of leaving their comfort zone. Though Gregor is literally an insect he is the only one who understands and feels the redeeming power of art. When he hears the violin his past and his love for his sister come back to him. Art saves him from his apathy remindin g him of what he has been missing his family. Unlike the insect Gregor in whom music bring out the best it is the other in failing to appreciate art, that are something less than human. 12. The economic effect on human relationships explained makes the story universal. Many families throughout the world view the person who provides for their financial needs as a source of income rather than a family member that needs love. In the story Gregor loses his identity because he has become imprisoned by his job. When he is no longer able to work he is neglected and despised. Once the family begins working they also have a difficult time communicating with each other. The evenings became â€Å"usually very hushed† and they would eat dinner â€Å"in silence. Many modern families throughout the world are unable to share dinner and converse with their family members due to demands of their jobs or school work. Some children view their over-working parents as a means for obtaining their materialistic desires rather than their dose of love and care. The exhaustion as a consequence of a dehumanizing job and the belief that people are valuable as long as they earn a salary kee ps anyone who works isolated from others and unable to establish human relations with them.

Black Segregation Movements

Black Segregation Movements Free Online Research Papers Black segregation movements had a positive impact on the world. The black community was forced to suffer through acts of violence and hate due to the belief that race accounts for differences in human character. Restaurants, bus stops, and companies throughout the southern United States of America practiced total seclusion of races. The whites looked at the segregation as a way of life, while the blacks felt the need for a dramatic change. The black community demanded equality and respect by organizing black segregation movements which halted the suffrage. Black segregation movements imposed a positive impact on the world through bus boycotts, â€Å"sit-ins†, marches, and civil rights groups, which ended discrimination problems in the United States. To begin, blacks had to overcome difficult challenges to be rid the beliefs behind racism. The white community in the south had the idea that blacks were inferior and uneducated, which caused racism in every public place. The blacks were unable to vote or take any political position in America. Also, black men were forced to step aside to let a white man and were prohibited to look at a white woman. If a white child played with a black child, the parents would whip him until he understood that blacks were not good people. The country made education for blacks difficult to obtain by keeping schools open for only 3 hours daily during crop times. Black segregation was a way of life that people accepted as a normal occurrence. The black children believed that whites were better and often wished they were born into white families. Both children and adults were often offensively referred to as â€Å"niggers† or â€Å"colored.† Thus, black life was extremely difficult in times of segregation. The most integrated public place provided an excellent start to end segregation towards the black community. The southern buses were completely segregated, yet the most popular place to find a combination of both blacks and whites. The blacks paid the same amount of money as a white at the front of the bus, but were ordered to get off and re-enter through the back. At the front of the bus, seats were reserved for whites, while the blacks were forced to move to the back. If the bus was full, and no seats remained for a white person, a black was ordered to get up from his seat and walk to his destination. The blacks became frustrated by the acts of hate, and realized the need for change. On December 1, 1955, an elderly black woman named Rosa Parks refused to give up her seat to a white man. Parks was arrested, yet left a lasting impression on the United States. To show the country the hate needed to stop, the black people organized several bus boycotts. Before the boycotts, forty thous and black people rode the buses, while only twelve thousand whites were found on the popular way of transportation. As the bus incomes began to plummet, the country realized an agreement was necessary. The politicians offered a first-come-first-serve policy, and the blacks accepted. The bus boycotts were important to the end of segregation because the whites began to realize that the black people were a part of the community, and they help the country to grow. The boycotts also shook up the whites, and led them to believe that the blacks were educated and able to come up with intelligent ideas. Also, these boycotts helped the blacks to feel that they could end segregation if they put their mind to it. The people began to realize that segregation only happened if they allowed it to. Therefore, bus boycotts helped stop segregation in the Southern United States. Next, to end segregation, four college students began to â€Å"sit-in† at college counters, despite the â€Å"whites only† signs. Franklin McCain, Joseph McNeil, Ezell Blair, and Davis Richmond became furious when they were constantly told they were not allowed to sit at a popular food counter. The four students decided they would participate in the local scene, just like any white could do. The undergraduates â€Å"sat-in† at the counter, even when ordered to leave. However, the men did not move, for they were tired of being mistreated. The students were arrested, but later freed. The community was shocked at the bravery of the men, and began to take after them. Soon, many blacks, and few whites who joined them, were sitting at the â€Å"white only† counters. In the attempt to end the discrimination, the blacks had to suffer through terrible conditions. The whites poured food and itching powder on their heads, shouted hurtful words at the blacks, and shov ed them out of the food joints. However, the difficult times of pain and sadness brought times of joy and relief to the black community. The blacks performed a cycle where they â€Å"sat-in†, went to jail, got out, sat again, marched, picketed, went to jail, and got out. The endless cycle proved that they could not be stopped, and that the segregation could be ended. The â€Å"sit-ins† gave other black people the strength to protest that they did not have before because they realized it was beginning to become effective. The â€Å"sit-ins† also showed the white community that they can not stop the blacks from trying to protest against the hate. As a result, discrimination was beginning to be defeated. In order to demolish segregation, the black community organized several marches to show the world that discrimination needed to end immediately. Adults asked children to march in order to show the world that the offspring were suffering too. The children marched from the church in Birmingham, signing songs about freedom to support their parents who were attempting to end the hate. Police halted them, putting 959 children into the jails. The children were released, and attempted to march the following day. However, while marching, firemen sprayed the young black children with 100 pounds of pressure per square inch. The hoses slammed the young crowd into parked cars, buildings, and sidewalk curbs. Also, Selma became the center for a major civil protest and focus of national attention. The black community organized a march to Selma, where they could register to vote. They organized â€Å"Freedom Day† in Selma, where two hundred and fifty blacks waited outside of the County Courth ouse with signs at eleven o’clock in the morning. The local officials took the signs away from the protestors and snapped photographs of each black, hoping the photos would result in job losses. The marches helped aid to the end of the hate. The several marches allowed the entire community to participate in the act to end segregation. Also, the marches led the community to register to vote, which gave the blacks more freedom then ever. Hence, as the black community organized marches, segregation began to deteriorate. The black community created civil rights groups in order to organize black segregation movements. For example, the SNCC was one group that worked to better the community. The group walked with high school and college students, visited churches, met with the young and the old, and looked for national leaders. Also, the popular group promised to better the community by getting black neighborhood streets paved, trashed picked up, and the group forced the government to give more money to schools in order to better education. The groups often tested new laws to make sure that they were truly being enforced to enable equality between the races. Another popular group that fought segregation was the NAACP. The assembly forced improvements in black schools by fighting for more money and better conditions. Also, the group realized that the white teachers had fewer students to teach yet made a better income than the black teachers. The organization ordered that black and white teachers must be hired for their skills instead of the color of their skin. Both civil rights groups imposed a positive effect on the strive towards freedom. The groups were often in charge of organizing black segregation movements such as bus boycotts, marches, and â€Å"sit-ins.† Also, the groups bettered education for the black children by requesting more money for black schools. Lastly, both groups promoted better job availability for blacks, and less violence in the communities. Therefore, black segregation was ended with the help important civil rights groups. In conclusion, black segregation movements portrayed a positive image of the black community in the world. Black segregation movements imposed a positive impact onto the world through bus boycotts, â€Å"sit-ins†, marches, and civil rights groups, which ended discrimination problems in the United States. The blacks came together to find ways to put an end to the segregation that was apparent in the country. Thus, the segregation movements helped blacks to regain strength and the country to maintain order and equality. Research Papers on Black Segregation MovementsWhere Wild and West MeetComparison: Letter from Birmingham and Crito19 Century Society: A Deeply Divided EraHonest Iagos Truth through DeceptionThe Hockey GameHip-Hop is ArtCapital PunishmentThe Masque of the Red Death Room meaningsThe Effects of Illegal ImmigrationQuebec and Canada

Present Simple Lesson Plan for Adult English Learners

Present Simple Lesson Plan for Adult English Learners Teaching the present simple tense is one of the first, and most important tasks when teaching beginners. Its a good idea to teach the present simple of the verb to be to begin with, and introduce simple adjectives to help students expand their understanding of the verb to be. After English learners are comfortable with the present and past forms of the verb to be, teaching the present simple and past simple will be much easier. 5 Steps for Introducing the Present Simple Start by Modeling the Present Simple Most English learners are false beginners. In other words, they have already studied English at some point. Begin teaching the present ​simply by stating some of your routines: I get up at six-thirty in the morning.I teach at the Portland English School.I have lunch at one oclock. Students will recognize most of these verbs. Model some questions for the students as well. At this point, its a good idea to ask yourself a question and provide the answer. When do you have dinner? - I have dinner at six oclock.When do you come to school? - I come to school at two oclock.Where do you live? - I live in Portland. Continue by asking students the same questions. Students will be able to follow your lead and answer appropriately. Introduce the Third Person Singular Once the students are comfortable speaking about their own basic daily activities, introduce the third person singular for he and she which will prove the most difficult for students. Again, model the present simple third person ending in s for the students. When does Mary have dinner? - She has dinner at six oclock.When does John come to school? - He comes to school at two oclock.Where does she live? - He lives in Portland. Ask each student a question and ask another for a reply, creating a chain of questions and answers changing from you to he and she. This will help students memorize this crucial difference. Where do you live? - (Student) I live in Portland.Where does he live? - (Student) He lives in Portland. Introduce the Negative Introduce the negative form of the present simple in the same manner as above. Remember to continually model the form to the students and immediately encourage a similar answer. Does Anne live in Seattle? - No, she doesnt live in Seattle. She lives in Portland.Do you study French? - No, you dont study French. You study English. Introduce Questions Up to this point, students have been answering questions so they should be familiar with the form. Make sure to point out the difference between yes/no questions and information questions. Start with yes/no questions encouraging students to answer in the short form. Do you work every day? - Yes, I do./No, I dont.Do they live in Portland? - Yes, they do./No, they dont.Does she study English? - Yes, she does/No, she doesnt. Once students are comfortable with short yes/no questions, move on to information questions. Make sure to vary the subjects up to help students become familiar with the tendency to drop the s.   Where do you live? - I live in Seattle.When do you get up in the morning? - I get up at seven oclock.Where does she go to school? - She goes to school at the University of Washington. Discuss Important Time Words Once students become comfortable with the present simple, introduce important time words such as everyday and adverbs of frequency (usually, sometimes, rarely, etc.). Contrast these with common time words used in the present continuous such as now, at the moment, etc.   She usually takes the bus to work. Today, she is driving.My friend sometimes goes out for dinner. At the moment, hes cooking dinner at home.Jennifer rarely talks to strangers. Right now, shes talking to a friend. 3 Strategies for Practicing the Present Simple Explaining the Present Simple on the Board Students will now recognize the present simple tense and be able to respond to simple questions. Its time to introduce the grammar. Use a present simple tense timeline on the board to stress the fact that this tense is used to express routines. I also like to use simple charts showing the underlying structure of this tense. Comprehension Activities Once you have introduced the tense and used the whiteboard to explain forms, continue teaching the present simple tense through activities which use the present simple in context.   Continued Activity Practice Students have learned to recognize the present simple, as well as understand the form in comprehension activities. Its time to continue by having students use the present simple to describe their own lives in both spoken and written form. This detailed lesson on daily routines will help you continue the practice. Expected Problems Here are the most common challenges for students when using the present simple: Confusing with the present continuous for actions occurring at the moment of speaking.Use of s in the third person.Auxiliary verb usage in the question and negative form, but NOT in the positive form.Placement of adverbs of frequency.

Reclassification of marijuana Essay Example | Topics and Well Written Essays - 500 words

Reclassification of marijuana - Essay Example Just so, considering the fact of a great number of painful diseases, marijuana has the cure for this problem, that is, â€Å"†¦cannabidiol, a non-psychoactive component that has been shown to have a number of therapeutic benefits, including those that limit seizure activity† (Drugs.com). In a condition of single application a person feels relieved condition, relaxing effect, improving of appetite and general well-being. Moreover, the most efficient cannabinoid in cannabis is Tetrahydrocannabinol, known in medicine as a contributing component in the treatment of cancer for relieving of symptoms (nausea, vomiting) while anticancer chemotherapy. In fact, marijuana has a benefit for treatment of mental illnesses, such as prolonged depression or panic disorders. One way or another, different forms of cannabis (extracts, oils) help to heal or ease numerous health problems, so positive effect of marijuana is of no doubt, and, surely, it must be reclassified. Talking about general mends as a result of occasional use of marijuana, â€Å"†¦there is evidence pointing to slight increases in lung air flow rates as well as enhancements in lung volume †¦Ã¢â‚¬  (Barrett). So, it is obvious that its equating to tobacco use in harmful scales is senseless. Naturally, the aspect of lasting period is of a great importance. Still, knowing the results of even somewhile smoking, it goes without question that cannabis is useful. Notably, it becomes evident from the last researches, which were aimed to investigate particular healing results of cannabis use for medical purposes. So, among vivid positive effects are: decrease of arthritis painful feelings, pain relief of multiple sclerosis and other muscle spasms, treatment of glaucoma, reversion of tobacco use impact and gain in lung health, control over epileptic seizers, decrease of symptoms of Dravet Syndrome, stop of cancer spreading, recession of Alzheimer disease,

Contextual studies Essay Example | Topics and Well Written Essays - 2000 words

Contextual studies - Essay Example Human skill, mindset and imagination, are critical variables in the defining works of human creation, inclusive of the aspect of ornamentation. Trilling (1991), provides an impressive variety of ornament (artwork), defining human history; from the Paleolithic era, to the present; thus enabling human appreciation. The reader or audience is thus appreciative of both the historical importance, and the inherent aesthetic value of human architecture and ornament (85). Although the prevailing modernist emphasis, on the unadorned art form, pushed art ornamentation to the very margins of the West’s taste and preference during the 20th Century, a revival of the same is underway. This may be informed by the essence of human appreciation for art in terms of aesthetic beauty, ornament, heritage and functionality (Trilling, 1991:88). The selected authors are critical to the evaluation and understanding of ornament utility (ornamentation), concerning architecture and design. Their relevance is derived from accomplished work, data collection and research carried out. These select authors include James Trilling, Pevsner, Read and Worringer, amongst others. There will be a development of the thesis, formulated around the argument that ornament use is a right, and not a crime. This will entail a discussion of the pros and cons of the argument, through the thesis statement, which will be criticized in the form of an antithesis. Following will be a synthesis of findings, to be conclusively ended in a reflective way. A bibliography, will round up the work, basing it on the right of ornament use in architecture, and human design. A debate exists, as to whether ornament is a right, or a crime. It is the intention of this paper, to further provide proof, of ornament as a right; concerning architecture and design. This is from the past eras to the present, displaying various examples

My Educational Goals and Philosophy Statement Essay -- Philosophy of E

My Educational Goals and Philosophy Statement I believe that each child is a unique individual who needs a secure, caring, and stimulating atmosphere in which to grow and mature emotionally, intellectually, physically, socially, and academically. It is my desire as a future educator to help students meet their fullest potential by providing an environment that is safe, supports risk-taking, and invites a sharing of ideas. There are two elements that I believe are essential to establishing such an environment, (1) allowing the child’s natural curiosity to direct his/her learning, and (2) promoting respect for all things and all people. Giving children the opportunity to study things that are meaningful and relevant to one’s life and interests is what progressivism is all about. I believe education should be child-centered and focused on having students acquire problem solving skills. For a child to have a successful educational experience, their curriculum must be individualized to meet their needs and interests. Children should be encouraged to improve, but not pushed to achieve past the level appropriate for them at a particular time. If curriculum is related to life experiences that a child understands, it will be easier for them to comprehend and it will have more lasting meaning to them. Another aspect of progressivism that I will incorporate in my classroom, is teaching my students about multiculturalism, including peop... My Educational Goals and Philosophy Statement Essay -- Philosophy of E My Educational Goals and Philosophy Statement I believe that each child is a unique individual who needs a secure, caring, and stimulating atmosphere in which to grow and mature emotionally, intellectually, physically, socially, and academically. It is my desire as a future educator to help students meet their fullest potential by providing an environment that is safe, supports risk-taking, and invites a sharing of ideas. There are two elements that I believe are essential to establishing such an environment, (1) allowing the child’s natural curiosity to direct his/her learning, and (2) promoting respect for all things and all people. Giving children the opportunity to study things that are meaningful and relevant to one’s life and interests is what progressivism is all about. I believe education should be child-centered and focused on having students acquire problem solving skills. For a child to have a successful educational experience, their curriculum must be individualized to meet their needs and interests. Children should be encouraged to improve, but not pushed to achieve past the level appropriate for them at a particular time. If curriculum is related to life experiences that a child understands, it will be easier for them to comprehend and it will have more lasting meaning to them. Another aspect of progressivism that I will incorporate in my classroom, is teaching my students about multiculturalism, including peop...

Deutsche Allgemeinversicherung(Dav)

FORM B (specific course information) |Course Name/Title |Process Management in Manufacturing/ OPIM 656 | |Program |MBA | |(e. g. MBA or Ph. D. | | |Required or elective |Elective | |Instructor(s) Name and email address |Anita Tucker [email  protected] upenn. du | | | | |Number of Class sessions in course |26 | |Duration of each class (minutes) |80 | |Typical number of students enrolled in recent |37 | |course offerings. | |Textbook Used |No | |Misc. Instructor comments about course | | OPIM 656 /SYS 522 Process Management in Manufacturing Fall 2004 Monday-Wednesday, 3:00-4:30 p. m. (JMHH 255) Revision date: 9/7/04 Professor Anita L. Tucker [email  protected] upenn. edu JMHH 551 (215) 573-8742 Office Hours: M 9:30-12:00; W 10:30-12:00 (or by appointment) Brief Course DescriptionThis 26-session course builds on the concepts introduced in OPIM 631 and OPIM 632 to examine how organizations can develop and leverage excellence in process management. This course uses a diverse set of ca se studies from manufacturing and service organizations in the United States, Australia, Japan, and Europe. Two modules comprise this course. The first 13 sessions focus on operations strategy. In these classes, we examine what constitutes an operations strategy and how organizations can create value by managing complexity, uncertainty, and product development.We also examine issues related to scaling up a company’s operations and challenges to capturing the value created through operations. In the second half of the course, we discuss recent developments in both manufacturing and service industries, with an emphasis on the importance of process excellence in achieving and maintaining competitive advantage. Specifically, we examine initiatives in quality (i. e. 6-sigma) and Time-Based Competition/JIT. As applications, the course considers important recent advances in enterprise-wide planning (ERP) systems, supply chain contracting and B2B interfaces.These may be viewed as att empts to align enterprise processes with customer needs and market structures and to assure continuous improvement of these processes once designed. In manufacturing, these developments have led to restructuring of the manufacturing and logistics system to provide adaptive and time-responsive supply chains, new product development processes and support functions. The results of this on-going restructuring have important implications for globalization of operations.The course is recommended for those interested in consulting or operations careers, as well as students with an engineering background who wish to develop a better understanding of managing the manufacturing process. Prerequisites and Follow-on Courses The course builds on OPIM 631 and 632, which are prerequisites. Other students must have permission of the instructor to enroll. The course is a useful precursor for OP1M 657, OPIM 658 and OPIM 762. Permission of the instructor is required to enroll under SYS 522.For either of these, basic courses in probability and statistics must have been completed prior to enrollment. Grading Your grade for this course will be based on written exercises (10%), two case write-ups (20%), class participation (30%), and a final exam (40%). Written exercises: You may work in groups to prepare the exercises, but each person must turn in his or her own hard copy (not electronically, please) set of answers. Late exercises will NOT be accepted. Date 1: Nov 24thTopic: Attribute Control charts Date 2: Dec 1st Topic: 6-sigma Case Write-ups:In groups of 3 or 4 people (or individually if you prefer), please prepare a case write up (maximum of 4 pages, including exhibits) for two cases that interest you and turn in a hard copy to me at the start of the class in which we cover that case. Please indicate the contribution made by each individual. Late write-ups will NOT be accepted. Final Exam: The final exam will be a take home case. Details TBA. Text and Materials for the Course T here is no required text for the course. Most of the readings will be found in the Course Bulkpack, which will be distributed through Wharton Reprographics.The course assignments, lecture notes and various supporting materials can be obtained from the WebCafe. Detailed Course Outline Part I: The Concept of Operations Strategy Class 1. Wednesday: September 8 (Introduction to Operations Strategy) This course introduces a common framework for the bases for operations strategy—four competitive priorities of cost, quality, flexibility, and delivery. In the first class, we consider the fundamental questions: What is operations strategy? Can an organization create a competitive advantage through its production processes?For class, please read the following articles and be prepared to discuss in class †¢ Skinner, W. 1974. â€Å"The focused factory. † Harvard Business Review May – June: 52(3):113. †¢ Hayes, R. H. and D. M. Upton. 1998. â€Å"Operations-based s trategy. † California Management Review 40(4):8-25. Class 2. Monday: September 13 (A more detailed look at two companies’ different operations strategies within the same industry) †¢ Read American Connector (A), HBS case 9-693-035. Case Synopsis: American Connector Company and DJC Corporation are two companies in the electrical connector market which have chosen different competitive and operating strategies.The case focuses on how American Connector should respond to the potential threat by DJC’s entry into the U. S. market. Assignment: Please come to class prepared to discuss the following questions: 1. How serious is the threat of DJC to American Connector Company? 2. How big are the cost differences between DJC’s plant and ACC’s Sunnyvale plant? Consider both DJC’s performance in Kawasaki and its potential in the United States. 3. What accounts for these differences? a. How much is due to the slumping demand in the U. S. (Hint: Look at depreciation) b.How much of the difference is inherent in the way the two companies compete? (Hint: Can you roughly graph their two competitive positions (x-axis flexibility, y-axis price charged) c. How much is strictly due to differences in the efficiency of the operations? (Hint: consider materials, labor, and fixed costs) 4. What should American Connector’s management at the Sunnyvale plant do? Class 3. Wednesday: September 15 (Three views of operations strategy: Tradeoffs, Cumulative capability, Integrative) Read the following articles: †¢ Porter, M. E. 1996. â€Å"What is Strategy? † Harvard Business Review (Nov-Dec 1996):61-78. Hayes, R. and G. Pisano. 1996. â€Å"Manufacturing Strategy: At the Intersection of Two Paradigm Shifts. † Production and Operations Management 5(1):25-41. Assignment: Please come to class prepared to discuss the following questions: 1. What is the main point made by Porter, 1996? Do you agree with him? Is there anything in his article you disagree with? 2. Can you reconcile the conflicting views expressed in Porter’s 1996 article with those expressed in Hayes and Pisano, 1996? Class 4. Monday: September 20 (Tradeoffs: The value of focus) †¢ Read: Rapid Rewards at Southwest Airlines. HBS Case # 9-602-065Case Synopsis: Southwest Airlines had been consistently profitable every year for 28 years, but with firms cutting back on travel and airlines increasingly trying to cut costs and lure customers away from competitors, it might rethink its egalitarian strategy. For example, frequent fliers wanted rules changed so they could receive preferential treatment, such as being guaranteed first boarding regardless of the time they arrived at the airport, and being able to change tickets without paying upgrade fees. The case considers the implications that changing these rules might have on Southwest Airlines operating strategy.Assignment: Please prepare the following questions for case discussion. 1. What is Southwest Airline’s value proposition? What are Southwest’s sources of competitive advantage? 2. Consider the economics of the airline industry. From Exhibit 2 and Exhibits 9-15, what do you see as driving the difference in financial performance across airlines? How important are frequent fliers to airline performance? 3. From your experience, how does Southwest’s service philosophy compare to the rest of the major players in the airline industry? What are the obstacles to its successful execution?POLL QUESTIONS: Please answer the following questions on the WebCafe poll. 1. Should Southwest save a few low-numbered boarding cards for its most frequent fliers? Thought questions for class discussion: What is the key motivation for your opinion? What are the tradeoffs that Southwest must consider in making this decision? 2. Should Southwest allow its most frequent fliers who have missed their flights to take the next available flight with an empty seat or s hould these customers have to wait for the next available flight with an empty seat within the same fare class? Thought question for class discussion:What drives your decision? Class 5. Wednesday: September 22 (Cumulative view of developing operating capabilities) †¢ Read: Micom Caribe (A) HBS Case 9-692-002 Case Synopsis: Micom Caribe examines both quality improvement and the development of flexibility in a satellite manufacturing unit based in Puerto Rico. This change has been brought about through commitment of the workforce and the adoption of simple, yet effective production technologies. The aim of the case is to explore the sources of Caribe’s improvement. Assignment: Prepare the following questions for class discussion of the Micom Caribe Case: 1.What accounted for the quality crash in 1987? To what extent was the geographical location of manufacturing relevant, and what would you have done differently, as MCC, to avoid the crisis? Why were people at MCC unable t o see your solution? 2. What were the most important steps taken to reconfigure MCC’s Puerto Rican manufacturing operation and what capabilities did each build? 3. What specific capabilities does Caribe now have, and, as Moshetti, how would you develop MCC’s manufacturing strategy? Class 6. Monday: September 27 (Using capabilities to enable entry into new markets) Case: Australian Paper Manufacturers (A) HBS 9-691-041Case Synopsis: Australian Paper Manufacturers (APM) dominated the domestic paper packaging market in a long-standing industry relationship that divided the Australian paper market neatly and cordially among the country's three main paper companies. In 1987, APM invaded the fine papers market, once the sole domain of the Paper Company of Australia (PCA). Haunted by its environmental record, PCA initially found itself paralyzed, unable to modernize and expand capacity to repel its new rival. By December 1991, Ken McRae, APM's group general manager, was consi dering his options, now that APM had established a reputation for quality and nvironmental sensitivity in the fine papers market. Assignment: Please come to class prepared to discuss the following questions: 1. What opportunities and risks did Ken McRae face as he contemplated taking APM into the fine papers market? Be specific with respect to technological, operations, and capital investment (as well as other considerations). 2. As Ken McRae, what technology and operations strategy options `are available? Which do you think he ought to pursue? Why? Class 7. Wednesday: September 29 (Summary discussion) Read the following articles in preparation for class discussion †¢ Wheelwright, S. C. and K. B.Clark. 2003. â€Å"Creating Project Plans to focus product development. † Harvard Business Review September: 2-15. †¢ Thomke, S. and D. Reinertsen. 1998. â€Å"Agile product development: Managing development flexibility in uncertain environments. † California Manageme nt Review 41(1): 8-30. Part II: Creating and Capturing Value Class 8. Monday: October 4 (Managing New Product Development) Case: We’ve got rhythm! Medtronics Corporation’s cardiac pacemaker business. HBS Case 9-698-004 Case Synopsis: Medtronics manufactures implantable cardiac pacemakers. The company’s market share has eroded from about 70% in the early 1970s to below 30% in 1986.The decline stems from the way the company’s executives managed the process of defining and developing new products. The case outlines the steps the company took to try to rebuild its product development capabilities and market share. Assignment: Please come to class prepared to discuss the following questions: 1. What are the reasons behind why Medtronic nearly lost its position as market leader in the 1970s and 1980s? 2. Which of the improvements in the new product development process that the Medtronic management team implemented strike you as having been particularly crucial to turning the company around? . What do the concepts product line architecture and train schedule mean in the pacemaker business? What are the costs and benefits of having implemented these concepts as the Medtronic management team has done? What elements of Medtronic’s approach could be applied in very different business settings? 4. Evaluate the nature of senior management involvement in Medtronic’s implementation of its product development system. Which elements of the system does senior management need to be intimately involved in, and which can it delegate or pay less attention to? Class 9. Wednesday: October 6 (Managing Uncertainty)Case: Delamere Vineyard HBS 9-698-051 Case Synopsis: Delamere Vineyard is a small, integrated winemaking business in Tasmania. Richard Richardson, Delamere’s winemaker and owner, confronts a choice among three potential quality improvement projects, the merits about which customers and industry experts offer conflicting advice. Assignment: Please come to class prepared to discuss the following questions: 1. What are Delamere’s strengths and weaknesses? What does it deliver to customers that other vineyards do not? What does it take to be outstanding in the wine business? 2. What types of uncertainty does Richardson face? . What does quality mean in winemaking? 4. What principle and concepts should one apply to improving a production system such as winemaking? 5. What should Richardson do? How will his experience and personality shape his decision? Class 10. Monday: October 11 (Managing Complexity) Case: Ellis Manufacturing. HBS Case # 9-682-103 Case Synopsis: Ellis, a leading producer of small kitchen appliances has seen its market share steadily eroding over the last few years, and internally has experienced increasing conflict among sales and production groups over control of production for local markets.James Cassals, the top operations executive at Ellis has been asked to rationalize the multip lant network. Assignment: Please come to class prepared to discuss the following questions: 1. What problems does EMC face? What are the causes of these problems? 2. What is the cost of producing an average mixer at the Barnstable plant? At Georgetown? At Flower Springs? What insights do these calculations provide as to how product lines should be assigned to plants? 3. How should EMC’s multiplant network be organized? Class 11. Wednesday: October 13 (Capturing Value: Scalability) †¢ Read Fresh Connections HBS Case 5-600-108Case Synopsis: Fresh Connections is a start-up food manufacturer that hopes to exploit the growing enthusiasm of Americans for â€Å"home meal replacements†, prepared food purchased in supermarkets and eaten in the home. A startup Fresh Connections could manage operations on an order-by-order basis, as it grows the company finds it needs more formalized systems. But which system should they adopt? Assignment: Please come to class prepared to di scuss the following questions: 1. What are the most important operating and strategic issues facing Fresh Connections? (Hint: Try to estimate how many new products are developed each month. 2. Which segment(s) of the prepared foods business do you think is most attractive for Fresh Connections? 3. What choices must Fresh Connections make in developing an operations strategy? What is the effect of complexity on Fresh Connections’ operations? (Hint: Try to estimate the cost of having to change over between every batch as opposed to being able to make long runs of the same product, which wouldn’t require complete clean-outs between batches. ) 4. How will growth impact Fresh Connections’ operations? 5. What capabilities should Fresh Connections emphasize in its strategy? Class 12.Monday: October 18 (Value Capture versus Value creation) Case: McDonald’s Corporation (Abridged) HBS Case 9-603-401 Case Synopsis: McDonald’s is rightly seen as one of the gre at growth stories in American business history. The company offered outstanding consistency, service speed, and price to its customers. For almost half a century, the formula seemed unbeatable. But in the 1990s growth had stalled. New competitors entered the fast-food industry, and were apparently better able than McDonald’s to react to shifting customer preference. Can McDonald’s meet this challenge while keeping its operating system intact?Assignment: Please come to class prepared to discuss the following questions: 1. What characteristics of McDonald’s production system have been most important in building its record of success and growth in the industry? 2. What are the downsides of their operating strategy? (i. e. what things does McDonald’s NOT do well) 3. What are the primary new challenges McDonald’s faces at the start of the 21st century? 4. How would you adapt the system to accommodate these changes in the U. S.? 5. How can McDonaldâ€⠄¢s lay the basis for future growth? Class 13. Wednesday: October 20 (Summary discussion)Read the following papers: †¢ Enterprise Resource Planning (ERP), HBS Technical Note 9-699-020. †¢ T. H. Davenport, â€Å"Putting the Enterprise into the Enterprise System,† Harvard Business Review, July-August 1998 Assignment: For a company of your choice, think through the costs, benefits and risks of implementing an ERP-based solution to providing the transactions-based infrastructure for materials management, manufacturing and distribution in the company. Monday: October 25: Break Part III: Managing the operations supply chain Class 14. Wednesday: October 27: (Implementing Enterprise Resource Planning, ERP) Read Cisco Systems: Implementing ERP. HBS Case 9-699-022 Case Synopsis: Upon arriving at Cisco in 1993, the Chief Information Officer, Pete Solvik, recognized that the manufacturing systems that were unstable and needed replacement Although initially hoped to replace the suite of legacy systems at a slower, more deliberate rate, the instability of the company’s systems were an obstacle to sustaining the rapid growth of the company. Thus, Pete and his fellow managers aggressively attacked the problem with an ERP approach. Assignment: Please come to class prepared to discuss the following questions: 1.At the start of the case, Cisco’s information systems are failing, yet no one steps forward to lead the effort to replace them. Why is this? Why were no managers eager to take on this project? 2. Cisco was highly successful with its enterprise resource planning (ERP) effort. What accounts for this success? What were the most important things that Cisco did correctly? 3. Did Cisco do anything wrong on this project? If so, what? 4. We often hear that senior management commitment is important for projects like Cisco’s ERP implementation, but senior management commitment to do what?What can top managers do to maximize chances for success here? 5. Cisco went live with ERP in a big bang fashion, which is inherently risky. How did Cisco mitigate this risk? 6. Was Cisco smart or lucky with its ERP implementation? Class 15. Monday: November 1: (Supply Chain Management and Design) The next two sessions provide a general introduction to and review of the following strategies employed in designing supply chains for flexibility, time and cost performance: Read: †¢ H. Lee, V. Padmanabhan, S. Whang, â€Å"The Bullwhip Effect in Supply Chains†. Sloan Management Review, Spring 1997, pp. 93 – 102. David Simchi-Levi, Philip Kaminsky and Edith Simchi-Levi, â€Å"Supply Chain Integration†, Chapter 5 in Designing & Managing the Supply Chain, 2nd Edition, McGraw-Hill Irwin, New York, 2003, pp. pp. 119-142. Assignment: Please come to class prepared to discuss the following questions: 1. What is the â€Å"Bullwhip or Whiplash Effect† in industries, can you give some additional examples other than those cited in the Lee et al. paper? According to Lee et al. , what are the causes of the Bullwhip Effect? Do you agree or disagree? Can you think of additional causes other than those discussed in the paper? . Why information distortion brings inefficiencies in Supply Chains? What do you think of the value of information sharing? What are the benefits of supply chain coordination? Can you give us some fresh examples from reality? How can we mitigate the Bullwhip Effect? What are additional mechanisms you think can be used for Supply Chain Coordination? 3. Based on the previous question (2), how can ERP and Business Intelligence Technology be used to develop an electronic supply chain? 4. What are the emerging business opportunities for B2B marketplaces (see Lee 2001, Simchi-Levi et al. 2003)? Class 16. Wednesday: November 3: (Business-to-business supply chains) †¢ Read Quantum Corporation: supply Chain Group. HBS Case 9-601-099 Assignment: Please come to class prepared to discuss th e following questions: 1. What are the biggest challenges facing HDDO? How can Information Technology help with these? 2. Why is time so critical in this business? What efforts should the eSupplyChain group advocate to allow Quantum to reduce the lead-time for its products? 3. How should the eSupplyChain group best accomplish its mission within Quantum’s organizational structure? 4.How should Quantum and HDDO use the new eHITEX consortium? If we think of the adoption of eHitex by high-tech companies as a kind of implementation process, what kinds of pitfalls with this implementation face? 5. The new IT-enabled product allocation process, which is described on p. 12 of the case, has the potential to be an improvement over the current one. What difficulties, if any, do you think there will be in moving to the new process? What organizational groups might not be enthusiastic about moving to the new process? 6. How much financial benefit will a 1-day TOO reduction realize for HDD G?Class 17. Monday: November 8: (Management of process technology in a global plant network) †¢ Read ITT Automotive. HBS Case 9-601-099 Assignment: Please come to class prepared to discuss the following questions: 1. What are the implications for both cost and flexibility of automation? Do you agree with the assertion made by one of the managers in the case: â€Å"If you automate, you stagnate†? 2. What are your recommendations regarding the issue of standardizing process technology across all plants? Are there motives behind this proposal, other than those stated in the case? 3.As Juergen Geissinger, how would you go about implementing your recommendation? How would you overcome resistence from the plants? As Steve Dickerson, the plant manager at Asheville, North Carolina, what line of reasoning would you use to convince senior management that full automation is the less desirable alternative? 4. As Klaus Lederer, what option would you like to see pursued? How do variou s options fit into the broader corporate strategy of ITT Automotive? Class 18. Wednesday: November 10: (Vertical integration) †¢ Read Nucleon, Inc. HBS Case 9-692-041 Case Synopsis: Nucleon is a five-year old biotechnology company whose first harmaceutical product, CRP-1, is almost ready to be tested in human beings. The company has focused entirely on R&D since its founding and thus has no manufacturing capabilities of its own. It must decide whether or not to build a small-scale pilot plant to manufacture CRP-1 for early phases of clinical trials. Assignment: Please come to class prepared to discuss the following questions: 1. What are your recommendations regarding the manufacturing of CRP-1 for Phase I and Phase II clinical trials? What are your recommendations regarding manufacturing for Phase III clinical trials and commercialization? . How would you justify your recommendation to would-be investors in the company? 3. What is your recommendation regarding Nucleon’s long-term manufacturing strategy? What should this company look like in 10 years (e. g. an R&D boutique, an R&D boutique with pilot scale manufacturing capabilities, or an integrated manufacturing enterprise)? Class 19. Monday: November 15: (Outsourcing strategies) Read †¢ David Simchi-Levi, Philip Kaminsky and Edith Simchi-Levi, â€Å"Procurement and Outsourcing Strategies†, Chapter 7 in Designing & Managing the Supply Chain, 2nd Edition, McGraw-Hill Irwin, New York, 2003, pp. p. 119-142. †¢ Solectron. Stanford Case GS-24 Assignment: Please come to class prepared to discuss the following questions: 1. Why did IBM decide to use a contract manufacturer? Do you think there were any risks associated with their decision? 2. What strengths did Solectron have that made it an appropriate contract manufacturer for IBM? 3. What made Solectron a successful contract manufacturer in general? Note: Contract manufacturing and outsourcing have become vital ingredients of both hig h-tech sectors (e. g. aircraft manufacturing and electronics) as well as medium- and low-tech manufacturing, including that in emerging economies. Use the reading and the Case discussion to think through the basic ingredients (internal and external) for a company to survive and prosper using outsourcing and off-shoring. Class 20. Wednesday: November 17 (Managing a global network of suppliers) Case: Li & Fung (Trading) Ltd. HBS 5-396-386 Case Synopsis: Li & Fung is one of the largest trading companies specializing in low-cost, labor-intensive consumer goods from suppliers throughout east Asia.Its main work is to connect Asian factories with U. S. and European retailers and manufacturers who have their own designs for merchandise and need them turned into physical product. The case poses two decisions for students: a Li & Fung division manager must decide which supplier can best handle a particular customer order; and the Managing Director must determine whether or not to restructure all of the soft goods (textile products) divisions in a way that might dramatically change its service to its customers. Assignment: Please come to class prepared to discuss the following questions: 1.How does Li & Fung create value for its customers and suppliers? How do international differences in labor costs play into this value? 2. Should Charles Ho (Li & Fung’s division manager) send Classique’s order to Qingdao, China, or the Philippines? If he sends the order to China, should he ask the HV division to supervise it? If he sends it to China and has his own staff supervise it, how many visits should they make to the factory—two, three, or four? Consider the division manager’s personal interests, as well as those of the customer and of Li & Fung. 3.Assess Li & Fung’s internal structure, including its organizational structure and the ways in which it motivates its employees. How does it align employees’ interests with both customer satisf action and Li & Fung’s financial performance? 4. Should William Fung follow Danny Lau’s recommendation to extend the restructuring experiment to all soft goods divisions? 5. How do business-to-business services differ from business-to-individual consumer services? Part IV: Managing Internal Processes Class 21. Monday: November 22 (Introduction to Time Based Manufacturing) Read Hopp, W. J. and M. L. Spearman. 2004. â€Å"To pull or not to pull: What is the question? † Manufacturing and Service Operations Management 6(2):133-48. †¢ Spear, S. and H. K. Bowen. 1999. â€Å"Decoding the DNA of the Toyota Production System. † Harvard Business Review 77(5):96-106. Class 22. Wednesday: November 24 (Attribute Control Charts) Read the following pages out of Gitlow et al, Quality Management, 2005. †¢ Skim Chapter 6, pages 169, 170 †¢ Chapter 7, pages 184-223. †¢ Skim Chapter 8, pages 254-260; page 293. Assignment: Prepare and turn in answers to th e problems 7. and 7. 25. Prepare the following questions for class discussion: 1. What is the difference between attribute and variable control charts? When would one use one versus the other? 2. What is the difference between n, np, c, and u charts? When would one use one versus the others? 3. What, if anything, are the downsides of using control charts? What are their limitations? Can you think of alternative methods for controlling systems and improving processes? Class 23. Monday: November 29 (Application of p-charts ) †¢ Read Deutsche Allgemeinversicherung.HBS Case 9-696-084 Case Synopsis: Deutsche (DAV) is one of Europe’s largest insurance companies. To defend itself and to regain its traditional leadership position, DAV has begun a new quality initiative, focused primarily on some key processes it believed could be dramatically improved. Assignment: Please come to class prepared to discuss the following questions: 1. Why is DAV using SPC? What are the primary chal lenges in applying Statistical Process Control to a service industry compared with manufacturing? 2.If you were to explain the concept of a p-chart to a group of bank tellers without a background in SPC, in about 30 minutes, how would you do it? 3. How large should each sample be for the experiment Schoss and Kluck describe on page 7? 4. The first 12 weeks of the data in Exhibit 4 represent the diagnostic period for the Policy Extension Group. What are the 3-sigma control limits for the process? In which of the subsequent weeks is the process out of control (if any)? 5. Develop specific implementation plans for solving the problems facing Annette Kluck that are described on page 9 of the case. . How would you now begin improving the performance of the operation? Class 24. Wednesday: December 1 (6-sigma improvement programs ) Please read †¢ Chapter 10 in Evans, James R. and William M. Lindsay. 2005. The management and control of quality. 6th edition. Thomson South-western, Mason , Ohio. Pages 479-513. †¢ Dow, D. , D. Samson, and S. Ford. â€Å"Exploding the myth: do all quality management practices contribute to superior quality performance? † Production and Operations Management, 8(1), p 1-27. Please prepare the following questions to hand in at the start of class 1.What is a defect? Explain how to compute defects per million opportunities (dpmo). 2. Explain the theoretical basis for Six Sigma quality. 3. Problem # 1 on page 505. 4. Problem # 3 on page 505. Please be prepared to discuss discussion question #1 on page 504. †¢ Six-sigma has been criticized because a) The results often don’t have any noticeable impact on company financial statements. (90% of the companies that implement six-sigma don’t end up with higher stock values. ) b) Only early adopters can benefit c) Six Sigma focuses on defects, which are hard to objectively determine or service businesses d) Six Sigma can’t guarantee that your product will have a market. Class 25. Monday: December 6 (Transfer of learning) Read †¢ Pisano, G. P. , R. Bohmer, and A. C. Edmondson. 2001. â€Å"Organizational Differences in Rates of Learning: Evidence from the Adoption of Minimally Invasive Cardiac Surgery. † Management Science 47(6):752. †¢ M. A. Lapre and Luk N. Van Wassenhove, â€Å"Learning Across Lines: The Secret to More Efficient Factories†, Harvard Business Review, October, 2002, pp. 107-113. Class 26. Wednesday: December 8 (Course Summary) Final Examination: Take Home Case Date TBA