Economics, Quality and Organisation Essay Example | Topics and Well Written Essays - 3000 words

Economics, Quality and Organisation - Essay Example A further stream of concepts such as total quality management (TQM), statistical process control, quality control, quality assurance, quality system and quality management will form the basis upon which manufacturing organization quality will be discussed to link firm’s success and achievement to attainment of an organization’s quality. Cost minimizing an output maximum remains the objectives of profit-oriented firms and this can only be achieved based on a good manufacturing organization. It is upon these bases that the paper lays its framework upon which a modern firm draws its competitive advantage by being efficiently organized. Consumer perception is a key in sales of any particular commodity, firm that are efficient in their organization will ensure a customer’s is nagged into buying through satisfaction of his perception of a commodity. A consumer post purchase evaluation determines his loyalty to the purchased brand and this will help a firm’s bran d sell since a satisfied customer will promote the firm’s product to his colleagues and relative at no pay. This was conducted by New Mexico Manufacturing Extension Partnership based on the analysis and review of the production process and the layout of the company’s production area. The researchers applied the Value Mapping Process and realized that ACs was able to rid out excess movement, materials and tooling which resulted to establishment of a greater streamlined commodity flow. The reported indicated a reduction in the company costs by 65% with its production being raised to 45 units from the initial 20 units per shift. Another remarkable benefit was a reduction in production facility size by 73% as well as scrap rates declined to 18% from the original figure of 24%. A research conducted by NC State University Industrial assessment Center and the NC state industrial Extension Service’s

Literature review Assignment Example | Topics and Well Written Essays - 1500 words

Literature review - Assignment Example Students that learn English as a foreign language naturally come from countries where English is not the native tongue that is spoken. These countries often speak other languages and therefore have cultures that are diverse and different from the basic English culture. But as students of the English language, can their understanding of it be complete without a proper cultural understanding? And if not, how much culture do they need to be functionally taught, and more so, in what manner? The conflict over the syllabus design used to teach English as a foreign language is divided over one basic difference. Some writers argue that the target language's culture should be incorporated into the syllabus, while others argue that culture may be incorporated into the learning process, but through additional activities, not necessarily as an integral part of the syllabus design itself. To investigate the debate, it is first necessary to explain what culture in terms of languages actually is. I n fact it is this definition, and thereby the methods of incorporating it, where the debate arises from. The four integral part of learning any foreign language, English naturally being no exception, are listening, speaking, reading and writing. Grammar, vocabulary, sentence structure and other such sub-clauses are divided across all four categories, with each category playing its part in teaching each sub-category. Culture is considered the fifth skill. But should this skill be taught independently of all other skills, or should all four incorporate culture into themselves? Those such as that support incorporating culture into English as foreign language curriculum support that culture is an integral part of any language: so much as to say that language is basically verbal depiction of a particular culture (Damen, 1997). To simply learn the vocabulary and grammar of a language does not necessarily enable one to be able to use that language (Vernier et all, 2005). Furthermore, accor ding to According to Brown (2000), the basic purpose behind learning a language is to be able to communicate effectively, and that arises not only from studying a language, but also from fluency and accuracy in a particular context, outside of a classroom setting. So much so, that it is not something that can be taught independently but rather it should be the core of all other lessons (Kramsch, 1993). The basic methodology adopted when teaching was that of Segregated-Skill Instruction (SSI) where each skill, reading, writing, speaking or listening, was independently taught, with specific emphasis on the clauses and specifics of each, in technical terms, rather than actually teach how the skills would be used in a practical situation (Brown, 2000). But over the decades, this is being seen as an obsolete system of teaching and instructors are looking to move towards Intergrated-Skill Instruction (ISI). ISI is further divided into two sub-schools of thought, Content-Based Language Ins truction (CBLI) and Task-Based Instruction (TBI). The former is when the lanugage itself is not the focus of interest, but rather just a medium through which other content is explained (Brinton, Snow & Wesche, 1989). Whether this is a successful approach is debated however, but Oxford (2001) states that if the content is at a level directly proportional to the skill of the learners, then it