Examination of the Education System in Idiot Nation, by...

In his essay, â€Å"Idiot Nation,† Michael Moore directly conveys the horrid truth behind American education when he utters the sheer words, â€Å"the knowledge (students) acquire in school is not going to serve them throughout their lifetimes. Many of them will have four to five careers in a lifetime. It will be their ability to navigate information that will matter† (Moore 141). According to Moore, American education today is by no means preparing students for the real world of work. In fact, he infers that students must acquire the acute skill of navigating through information that will guide them into the career they will eventually pursue. The American school system not only teaches students unnecessary material, but also does not stimulate principle qualities that students need in order to develop into bright, innovative, and independent individuals. Structured public education does not breed entrepreneurial spirit; but rather, it destroys it. For what seems like endless years, students are programmed to obey rules, to do homework, to accept discipline rather than learn. They simply learn to submerge their unique personalities under the sort of â€Å"totalitarian dictatorship,† which the American school has come to represent implicitly (Moore 147). Because they don’t promote intelligence, creativity, and individuality, current-day American schools fail to prepare their students for the modernized, competitive world of labor, where an idea parallel to Herbert Spencer’s â€Å"survival ofShow MoreRelatedThe 7 Doors Model for Designing Evaluating Behaviour Change Programs13191 Words   |  53 Pagesillegal to use for drinking water, and people lacked strategies for how and when to use rainwater. So, before you start, dont take the adoptability of your action as given. Try it out for yourself, and if its anything other than simple, easy and idiot-proof, consider going back to the drawing board. TRIGGERING FACTORS 5. Social influencers 6. Change spaces In the 7 Doors model, change is a social phenomenon. Virtually no one adopts a new change in a private bubble. Family, friends and workmatesRead MoreHbr When Your Core Business Is Dying74686 Words   |  299 Pages90 The Leadership Team: Complementary Strengths or Conï ¬â€šicting Agendas? Stephen A. Miles and Michael D. Watkins 100 Avoiding Integrity Land Mines Ben W. Heineman, Jr. 20 33 FORETHOUGHT HBR CASE STUDY Why Didn t We Know? Ralph Hasson 45 FIRST PERSON Preparing for the Perfect Product Launch THOU SHALT †¦page 58 James P. Hackett 111 TOOL KIT The Process Audit Michael Hammer 124 BEST PRACTICE Human Due Diligence David Harding and Ted Rouse 138 144 EXECUTIVERead MoreProject Managment Case Studies214937 Words   |  860 Pageson acid-free paper. @ Copyright O 2006 by John Wiley Sons, Inc. All rights reserved. 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To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, IncRead MoreDeveloping Management Skills404131 Words   |  1617 PagesAssistant: Ian Gold Senior Managing Editor: Judy Leale Senior Production Project Manager: Kelly Warsak Senior Operations Supervisor: Arnold Vila Operations Specialist: Ilene Kahn Senior Art Director: Janet Slowik Interior Design: Suzanne Duda and Michael Fruhbeis Permissions Project Manager: Shannon Barbe Manager, Cover Visual Research Permissions: Karen Sanatar Manager Central Design: Jayne Conte Cover Art: Getty Images, Inc. Cover Design: Suzanne Duda Lead Media Project Manager: Denise VaughnRead MoreOrganisational Theory230255 Words   |  922 PagesDuberley Birmingham Business School, The University of Birmingham Phil Johnson The Management School, The University of Sheffield . 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Speech Communities - 1429 Words

In the New Merriam-Webster Dictionary a speech community is defined as a socially distinct group that develops a dialect; a variety of language that diverges from the national language in vocabulary, pronunciation, and grammar. Gumperz, Dorian, Fishman, Labov, Hymes, and Corder helped define a speech community. This essay will touch on the basis of multiple aspects of a speech community depending on their similarities and differences as well as how the concepts of these speech communities relate to such articles written by Heller and Jackson. Speech communities are formed by language and social behaviors. Linguistics defines a speech community through many ways. All speech communities have a set of grammatical rules, phonology, syntax,†¦show more content†¦The French and English speaking communities studied by Heller is an example of this. Monica Hellers article, Negotiation of language choice in Montreal took place in Montreal, Canada. She worked with a bilingual speech community of French and English. During her studies and observations, she has come to the realization that Montreals interaction and socialization of individuals living in Montreal has become a political act. She says that even buying a pair of socks has become a problem. She quotes, In the place of unconscious, or semi-conscious, use of language in everyday life is an extreme awareness of language, a new way of holding conversations that involves the negotiation of language choice in every interaction. That awareness of language comes from the symbolic role it has in political life, and from the social value it has acquired as an obvious characteristic of the social groups involved in sifting relationships. Not only do people have to know the different types of implicit and explicit strategies to be able to hold a conversation, but they also have to know the individuals ethnic background. Montreal has gone through many changes due to hisShow MoreRelatedSpeech Communities2972 Words   |  12 PagesSpeech Communities Language is both an individual possession and a social possession. We would expect, therefore, that certain individuals would behave linguistically like other individuals: they might be said to speak the same language or the same dialect or the same variety, i.e., to employ the same code, and in that respect to be members of the same speech community, a term probably derived from the German Sprachgemeinschaft. Indeed, much work in sociolinguistics is based on the assumption thatRead MoreA Speech On Discourse Community1174 Words   |  5 PagesHashani De Silva Professor Shepherd ENGL2089 Intermediate Composition 11/02/2014 Discourse Community Teaching has always been an occupation that amazed me. I believe it to be one of the most important jobs that anyone could ever embrace. A person choosing their career to be a teacher is essentially choosing to take on the role that is similar to DNA. Teachers are the group of people that pass on knowledge (which is what DNA does in our bodies), through education to the rest of us. Imagine the pressureRead MoreThe Franklin Road Church Youth Groups Are More Than Just a Religion1681 Words   |  7 Pagesexplaining how the Senior Youth Group is a discourse community. Franklin Road’s SYG consists of the ages 11-18. Within the group we do various things such as going to youth retreats, youth conferences, and many more; just to name a few. The group has been around for many years, all the way back to when my parents were kids. I have been a member of SYG ever since I was a baby; therefore I have enough knowledge about how this group in fact is a discourse community according to J ohn Swales six criteria. BeforeRead MoreReflection Of A Discourse Community1591 Words   |  7 Pagesknows that his or her achievement depends on a community of persons working together.† We do not often realize how important it is for everybody to work together to achieve a goal. A community is a group of individual people gathered together to form a whole, like a school, local church, government entity, non-profit organization, sport team, etc. This whole can make reference to a discourse community. According to John Swales, discourse communities are unions where individuals have a common purposeRead MoreUse And Manipulation Of The English Language1394 Words   |  6 Pagesskills so difficult to learn, reap a great deal of power when mastered. 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Equality, Diversity And Inclusion In Work With Children And Young People Free Essays

string(86) " perhaps with stories and wall displays about their way of life and cultural beliefs\." Dominic might be feeling excluded, lonely, confused and have low self esteem as he could feel that the children he sees attending the school have a higher status in society as they are allowed to attend the school. He is old enough to have probably attended school in his home country before moving to Britain and may be missing it and may make him feel anger towards the country/system he has moved to. He will be worried for his Uncle in prison without understanding why he is there. We will write a custom essay sample on Equality, Diversity And Inclusion In Work With Children And Young People or any similar topic only for you Order Now Dominic may also feel an amount of resentment to his parents as he might not understand why they have not tried to get him into the school if this has not been discussed with him. He may feel disempowered as at such a young age he might not feel able to express his feelings succinctly to his parents. 4. How might the discrimination affect other children in the setting? If there are other children within the hostel who are attending the school they might feel that Dominic is different as he doesn’t go to school like them. This can lead to them not wanting to socialise with him as children have a propensity to shy away from people/situations that are different to their â€Å"norm†. The children that are living in the surrounding area would wonder why this child is not going to school like most of their peers. This could lead to them thinking that Dominic, and other asylum seekers are different to them and perhaps lower in the social sector. They may not want to socialise if they see him outside school in a park or play area for instance. This can perpetuate the problem. 5. What could be done to prevent the discrimination? The managers of the hostel, who will be getting income from the government to house the family, should have information on a notice board or in a folder in the room, for example, in many different languages about local authority contact details. It would also be hoped that they would notice that Dominic is not attending school and, if they could not communicate effectively with his parents, contact the nearby school and explain the situation. As it is the governments’ policy to provide education for all children of compulsory school age, it is the LEA’s legal duty to ensure this happens. Therefore, when the family applied for asylum and they listed Dominic as being 7, the LEA should have been notified and have contacted Dominic’s parents. This is irrespective of the asylum status. Equality, Diversity and Inclusion in work with children and young people Case Study 2 1 Who is being discriminated against? The travelling community are being discriminated against. This case study highlights Sally in particular within the school setting. 2 What kind of discrimination is taking place? Cultural discrimination 3 How might the child experiencing the discrimination feel? Sally might be feeling a loss of motivation as she does not have a progress file, she may feel it is not worth trying her best as she may feel that there is no point as it is not cherished in the same way as her peer’s work is. This could also lead to resentment and anger. A child in this situation could feel depressed and confused, and that her work, and therefore herself as an individual, is not as valued as the other children in her class. This could bring on low self esteem. 4 How might the discrimination affect other children in the setting? The fact that Sally has settled into the nursery school well and that she is enjoying certain activities suggests that the discrimination is stronger amongst the adults in the setting rather than the children. As it is a nursery school the children will be younger and, to a certain extent, less likely to discriminate against Sally because she is a traveller. Another factor to this is that Sally has been there for 3 months which is a long time for children in this age range (normally 0-5 years old) to create friendship bonds, this however may be challenged if the other children notice that she is not being treated in the same way by not having a progress file. One very negative aspect is that it is stated that the local community have started a campaign to get the travellers removed from the area. The children within the homes of adults with this view may hear discussions and opinions that have a negative impact on how they see travellers themselves. This could be made worse if they learn that Sally, who is a traveller, is attending the same nursery as their own children and they may see her as someone they wish their children should stay away from. 5 What could be done to prevent the discrimination? The most obvious course of action would be that Sally’s key worker is challenged and reprimanded for her comments and for not having created a progress file for Sally. It should be explained to the key worker how this may make Sally feel and that especially as her key worker, it is the key workers role to make Sally feel included. Colleagues should have questioned why there was not a progress file for Sally, and a discussion, perhaps involving the parents of Sally, as to whether a progress file could be made for her to take with her if she did end up moving out of the area. This could be given to another nursery school as part of continuity in monitoring her progress in key stage 1. It can be difficult in an area where there is a lot of local opposition to a group in society but it would be the responsibility of the nursery to try to educate the children attending, about the travelling community, perhaps with stories and wall displays about their way of life and cultural beliefs. You read "Equality, Diversity And Inclusion In Work With Children And Young People" in category "Papers" This could help to break the cycle of prejudice and the children may then challenge their parents views, making the parents stop and think about their own actions. Equality, Diversity and Inclusion in work with children and young people Case Study 3 1 Who is being discriminated against? Daniel 2 What kind of discrimination is taking place? Stereotyping 3 How might the child experiencing the discrimination feel? Daniel might be feeling a sense of disempowerment as he might believe that he is unable to challenge the practice of the playgroup even if there are other children who would prefer not to the run around game before snack time as it is insinuated that the children are not asked what they would like to do. There may be other reasons why Daniel doesn’t enjoy the afterschool club that are not explained in the text. He may have hearing problems and more sensitive to noise, this could be made worse by there not being a separate room for the children to go to for some peace and quiet. It may be simply that he needs some quiet time after a long day at school but feels ostracised to a certain extent as, for him to do what he wants he is not only physically, but socially put outside the group to the corners of the room. Although Daniel is happy to play by himself at home, he is of an age and maturity, where he may feel that this is socially unacceptable when in a large group. This may lead Daniel to feel depressed. How might the discrimination affect other children in the setting? There are probably other children in the setting that, like Daniel would benefit from some quiet time after school, they may be physically and mentally tired but feel that the expectation to join in with the group activity it too much to say no. This can, like Daniel, lead to them feeling disempowered as the playworkers will be encouraging them to conform to the rest of the groups activities. There may also be children with other disabilities, whether they are physical or behavioural that excludes them from joining in the activity. They might then feel depressed or angry that they are not able to participate in something that is done every day. The exclusion could then give them a sense of lowered self esteem. 5 What could be done to prevent the discrimination? The play group should look into finding a separate â€Å"chill out† area for the children to use. Ideally it would be a room adjacent to the hall so that the noise levels would be greatly reduced, but failing this, a partitioned area that had a television and perhaps a games console would be useful. There could be soft furnishings like bean bags and oversized comfortable pillows for the children to relax on and perhaps read a book at the opposite end of the â€Å"chill out† area to the television. There should also be a weekly rota as to what group activity happens, this could be based on asking the children themselves what group activities, if any, they would like. This could mean that the children who like taking part in a fun quiz, or craft session for example, would be able to participate in a group activity. This would still allow the children who enjoy the run around games the opportunity burn off some energy. Daniel should be assigned a key worker who should notice the difference in his attitude between the morning and afterschool club. If he is assigned a different person or the key worker does not work both sessions, then there should be discussion between the staff. It should then be raised gently with Daniel and his parent/carer to find out what was wrong. Question 2 Consider how your own attitudes, values and behaviour could impact on work with CYP. My own culture, background and upbringing can have an effect on my attitude towards the children I am working with. It would be important to understand and recognise this as any personal prejudices may lead to me discriminating against certain groups or individuals. It is my legal duty to protect the rights of children and young people. I could overcome this by researching different cultures and disabilities, especially of those children I am working with and by knowing and understanding any special educational needs it would enable me to help and communicate better with the children. If I find out about their own back grounds, abilities and individual needs, it will enable me to be more effective and provide more appropriate and personalised support for those children. It would also be personally empowering when dealing with a new situation I hadn’t expected. Question 3 Describe what is meant by the term ‘inclusion’ and how this is implemented in schools. Inclusion or inclusive practice is a method of identifying and understanding barriers to participation and belonging. It is then being able to breakdown these barriers to ensure that the children are able to fully participate in all aspects of their school. In a school where inclusion is practiced everyone feels valued. It is not about viewing everyone as the same, or providing everyone with the same equipment, but giving them all the same opportunities to achieve their best through a high quality of education and understanding. Differences and similarities are understood, accepted and celebrated. Pupils should be educated along side their class mates and not segregated when they need support. An example of this could be a child with a sight disability having a magnifier on hand for work books, or the same information in large print ready for him for each lesson. How to cite Equality, Diversity And Inclusion In Work With Children And Young People, Papers

Toyota Subsidiary in the United States

Question: Discuss about theToyota Subsidiary in the United States. Answer: Toyota is the eighth largest and the leading automotive company in the world. Toyota Motor Incorporation was founded in 1937 in Japan (CHAMBERS 2008, p76). The company engages in the manufacture, design, sale and assembly of passenger cars, commercial vehicles, minivans as well as related parts in United States(North America), Asia and Europe. Its current brands include Lexus, Hino, and Daihatsu. Its annual revenue as of March 2013 was $213 billion with 333,498 employees (CHAMBERS 2008, p76). The purpose of the paper is to analyze Toyotas subsidiary in the United States. It involves evaluation of the company's market share and market strategies in the United States. The paper also recommends appropriate strategies that the company should adopt to improve its performance in the foreign market. Toyotas Organizational Structure The organizational structure of Toyota Motor Corporation is based on disparate business operations around the world. Being one of the major automobile manufacturers in the world, the company has adopted a suitable organizational structure to support its strategic direction and business goals (FUJIMOTO 1999, p84). Moreover, the company has applied its organizational structure to maintain its global presence through capacity utilization. Briefly, Toyotas effective organizational structure has played a key role in its success in the global market. Toyota Motor Incorporation had operated on a centralized global hierarchy until 2013 when the company changed to divisional organizational structure (LIKER 2004, p112). According to the companys old structure, all major decisions were made in its headquarter in Japan. Moreover, all other individual business units in other countries including the United States were not allowed to communicate with each other as all were required to go through the headquarter. However, the structure proved ineffective citing complains that it slowed down the response time (TOYOTA 2016). As such, the company reorganized itself leading to the adoption of a new structure characterized by geographic divisions, global hierarchy, and product-based divisions. Global Hierarchy Despite the 2013 reorganization, Toyota Motor Incorporation still maintains its global hierarchy. However, the new organizational structure has increased the power of decision making of business on unit heads and regional heads (LIKER 2004, p1117). As such, the company has broken down the decision-making process to become less centralized. Therefore, the heads of the subsidiaries like the United States can now make crucial decisions regarding the safety of its products. Nevertheless, the company requires all the heads of business units and regional heads to report to the global headquarter in Japan. Geographic Divisions Currently, Toyota Motor Incorporation operates in eight regional divisions including North America, Japan, East Asia and Oceania, Europe, Asian and Middle East, Asia, Africa, China, Latin America and the Caribbean. Every head of the regional divisions reports to the global headquarter. Regional divisions enable the company to customize its products and service based on the regional market conditions. For example, the regional head based in the United States is responsible for ensuring that Toyota cars suit the needs of the American market. Product-Based Divisions Toyotas organizational structure is also characterized by a set of product-based divisions including: Lexus International Toyota No. 1 for North America, Japan, and Europe operations. Toyota No. 2 for other regions operations Unit Center, responsible for transmission, engine as well as other related operations. The product-based division was established mainly to promote brand and product line development. Compared to the old structure, the new organizational structure has provided greater flexibility in the management of the firm (LIKER 2004, p121). It has enabled the company respond effectively to the regional market conditions thus improving the quality of its products. Despite that fact that control of the global head has been reduced, the new organizational structure enhances continued growth and business resilience. Toyota's United States' Subsidiary Analysis Toyotas success in the United States market is attributed to the significant cost advantage over the competitors such as General Motors and Volkswagen (PHELPS 1931, p43). The company developed an innovative Toyota Production System which resulted in the cost advantage. The local car manufacturers from Detroit were unwilling to adapt new techniques for manufacturing thus losing huge market share to Toyota. The company had enjoyed immense market share since 1982 when Japanese cars contributed to more 30% of cars sold in the United States. Toyota has since enjoyed great market share up to-to-date with projections of about 15.2% by 2016.Moreover, the company is the third largest car manufacturer in the country earning it a competitive advantage in the market. History of its Entry into the American Market Toyotas entry into America market was marked by its small car Toyopet which was introduced in 1947.The company then invested the small profits realized for Toyopet in research and development to adapt to the American roads. However, the first modification of its small car performed poorly in the road test in 1957 due to vibration and heat (TOYOTA ZAIDAN 2007, p131). The company then decided to start the development process from scratch and was able to make a new Toyopet capable of withstanding the local conditions in 1960. The following five years saw the company develop Toyota Corolla which sold more than six thousand models. Toyota later in 1965 invested in small car as a competitive advantage over its competitors from Detroit who made big cars with huge horse power. This gave the company a competitive edge over the American car makers. Their small cars were preferred by customers due to their speed, and this earned the company tremendous economies of scale. Moreover, the company targeted the middle class who composed a considerable portion of the American population. It gave its customers the fast mover value as opposed to big cars with expensive options offered by other manufacturers (TOYOTA ZAIDAN 2007, p135). Apparently, in efforts to leverage talent and diversify its leadership, Toyota is led by James Lentz as the senior executive officer of North America Region. Appointment of James Lentz is aimed at facilitating its efforts as a worldwide customer-focused company (CORPORATE NEWS 2016). Moreover, the company is further strengthening its presence and integration in North America for quick response to customer needs. Therefore, with Lentz at the top of its management, the company aims to improve its services in the region as a competitive advantage. Next in the chain is Osamu as the president and chief executive of TEMA followed by Julie Hamp as the region's chief Communication Officer (CORPORATE NEWS 2016). According to the company's president, Akio Toyoda, it has invested in a diverse and experienced team of executives to enable it to serve its customers better. The team is composed of individuals with unique perspectives, fresh perspectives, and global mindset required improving its regional integration. For instance, as TEMA's president and executive officer, Osamu is responsible for promoting the One Toyota initiative aimed at integrating a single headquarter in North America through collaboration (CORPORATE NEWS 2016). Julie on the other hand ensures the company's global communication, overseas external affairs, and public affairs. Being the third largest automotive company in the United States, Toyota enjoys significant market share in the region. However, the company faces pressure for flexibility and innovation in manufacturing and development of the automobile in the United States (GRIFFIN 2014, p172). The department responsible for development is not only challenged by complex nature of the digital technology but also the reduced life cycle of products. Apparently, the automobile industry in the United States is characterized by parallel development where many companies such as General Motors, Tesla, and Voxwagen are developing more and more products for special groups (WHITEHURST 2011, p 64). The increased pressure thus threatens Toyotas position in the region as far as market share is concerned. Although the company aims at achieving a market share of more than 15% by the end of 2016, it is subject to challenge by other players. Moreover, other competitors like BMW have adopted the use of virtual reality development techniques to shorten development time thus adding to the market pressure. Therefore, the company needs to establish new development techniques to curb the existing pressure in the market The automotive market of United Stated is diversified thus open for new and existing players to outperform each other (GRIFFIN 2014, p 73). As such creates a competitive environment which makes it difficult for a company to remain competitive in a fast-transforming industry. Companies like Mercedes Benz, Voxwagen as well as the local players have a significant share in the market with innovations. Therefore, the main business requirement is to adapt in such an ever-changing environment. The company needs to identify the effective method and problem-solving tools and implement them efficiently. It is no doubt that Toyota has invested in a more experienced management team to ensure that it is resilient and responsive to the changing market. Therefore, the company stands a chance of surviving and promoting its presence in the country. Consumers now want a product that satisfies their unique needs as opposed to accepting standardized products. Several companies in the automobile industry have thus downsized target groups to enhance customer attraction to the available products (SHENKAR 2014, p 52). However, the increased global competition has made this impossible as customers are focused on price rather than brand loyalty. As a result, automobile companies are faced with new market requirements. Therefore, Toyota is challenged to make products matching the new market demands In conclusion, Toyota enjoys a significant presence in the North American market. This is attributed to its customer-focused strategy of product development, variability, and resilience. However, transformation and diversification of the market challenges its position. New customer needs require new technological, management, and development approaches. Therefore, the company needs to adopt new methods and strategies to maintain and improve its position in the market. References Whitehurst, K. (2011).Consumer groups' capacity to assess potential consumer impacts of policy proposals. Toronto, Ont, Consumers Council of Canada. https://www.deslibris.ca/ID/227680. Toyota, Financial Data, Accessed: October 15, 2016, from https://www.toyota-global.com/ Corporate News, North America Executive Committee, Accessed: October 15, 2016, from https://corporatenews.pressroom.toyota.com/corporate/biographies/ Toyota Global, History of Toyota Accessed: October 15, 2016, from https://www.toyota-global.com/company/history_of_toyota/ Chambers, K. D. (2008).Toyota. Westport, Conn, Greenwood Press. Liker, J. K. (2004).The Toyota way: 14 management principles from the world's greatest manufacturer. New York, McGraw-Hill. Toyota Zaidan. (2007).The Toyota Foundation: 30 years of history, 1974-2004. [Tokyo, Japan], Toyota Foundation. Management at Nissan and Toyota. Cambridge, Mass, Published by the Council on East Asian Studies, Harvard University and distributed by the Harvard University Press. Fujimoto, T. (1999).The evolution of a manufacturing system at Toyota. New York, Oxford University Press. https://www.books24x7.com/marc.asp?bookid=34084. Shenkar, O. (2014).International Business. Routledge. https://www.myilibrary.com?id=634424. Griffin, R. W. (2014).International Business. Pearson Education Limited. https://www.myilibrary.com?id=645695. Delorenzo, M. (2011).American cars: the past to present. Vercelli, Italy, VMB Publishers.