Japanese Management Essays - Employee Relations, Management

Japanese Management Abstract As we know, Japan's economy, situation, and condition was totally destroyed during the World War II. But surpassingly, Japan now become one of the powerful countries in the world especially in the economic in only took for less than fifty years. This the reason why I choose this topic. In this Paper we will look at how are the Japanese managing their company that is one of the key of their success in the business. Also I will comparing the Japanese way with what the western country way of how to manage. The possibility of us in putting in the Japanese Theory in our (western) world are also discussed in this paper. 1.0. INTRODUCTION As we know, Japan had a very amazing growth in economy in the 70's and 80's. We remembered that before Japan had this growth, Japan's economy was really destroyed by the World War Two. Japanese bounced back from disaster to one of the most powerful countries. Two reasons Japanese firm became so successful is how h well managed their firms are. They blend their own culture with others in operating their firms, as a result, they come out with their own unique way of management. They are also successful in the way they develop their human resources. The Japanese business and management system is strongly rooted in Japanese culture and tradition. Japanese have a very unique relationship between institutions and state , between individuals and the state, and between individuals and individuals. These relationships are linked to culture and traditional values. The Japanese is a plural homogeneous society. They have varieties of people but instead of individualism, they tend to form a group and there are no competition between group. They have very good loyalty in a group. Lee and schwendian wrote in their book," When a Japanese man asked his occupation, he will usually answer that he is a Sony or Hitachi man, not that he is an accountant, sales person, or business manager. (Japanese Management, 1982. pp 9). The Japanese also tend to look a non-Japanese as an outsider. They will treated non Japanese differently until they are learned how Japanese culture works. The Japanese often refer to their nation as our country (waga ku! ni) and non Japanese as outside people (gaijin). (Lee and Schwendiman, 1982. pp. 7). In the Japanese psyche is a concept of inside (uchi) and outside (soto) that not only defines one's membership, in a group but determines how one speaks to and interact with others. (Iwata 1977, pp. 60-65). 1.1. CULTURE INFLUENCE The Japanese have a very unique culture. They are good at mixing other cultures with their own. As a result of this blending, they come out with their own identity. China was the most importantly influenced. Buddhist and Confucian philosophy are the basic framework the Japanese use to develop their way of thinking. Buddhist was contributing the way of life. The Confucian taught the Japanese about traditional value, external values, and harmony within the society, while at the same time emphasizing the collective aspect of the social order. These systems are the most important thoughts of Japanese management system. The Japanese used these influences to reject individualism. They prefer the natural order represented by people living in human community, rather than by individual living in the state of nature. Even though Japanese culture had a lot of influence by others, Japanese still use their own culture to develop their management system. One of the Japanese traditional values is the samurai. Samurais are a leader in a society. They have three codes: first, giri, social obligation, second, on, the concept of benevolence and thus obligation to the lesser status, third, ninjo, a human felling- a kind of tolerance for human nature. These three characteristics are known as the code of ethics in a professional's life. Beside these three, samurai are also known for the loyalty to their landlord. Today's Japanese dedicate their life to a corporation for their work. These system in their society are well known and apparently will be used as long as this form of elitism justified itself through legitimate behavior. Japanese firms used ringi-sei to make a decision regarding firm decisions. Ringi-sei is a document circulated from

Using a BSN Nursing School Essay Sample to Help Write Your Essay

Using a BSN Nursing School Essay Sample to Help Write Your EssayThere are many excellent nursing school essay samples available online, and one of the most popular is the BSN nursing school essay sample. The website that offers this sample includes a series of questions and answers that are designed to guide a student through the process of writing an essay. The student is encouraged to enter the questions and answers and search the numerous resources that the website provides in order to find the essay sample that will best suit their needs. The BSN nursing school essay sample can easily be downloaded into a text editor or word processor program.There are several guidelines that are explained to the student before beginning to write their BSN nursing school essay. It is recommended that the student first read through the example questions and answers in order to familiarize themselves with the way the sample is presented. After doing so, it is recommended that the student use a whit e board or a chalkboard to help them brainstorm ideas for the essay. Using a simple essay question to begin with, will help the student to start building their thoughts. As they come up with these ideas, they should add them to the already-written essay.This is a wonderful tool for those who need to begin writing their BSN nursing school essay sample. Because the essay prompts are so similar, it is not difficult to read and follow all of the prompts within the first few pages. For those students who are just beginning to write their essays, the prompt is designed to provide a simple, short outline for the entire essay. The sample prompts are intended to help guide the student as they draft the entire essay.The BSN nursing school essay sample contains answers to a variety of basic essay prompts that help a student to organize their thoughts. Many of the prompts are for reading comprehension. They also are meant to provide the student with multiple choice questions that will help them learn more about how to construct an effective essay.Prompts such as 'What is your goal in writing the essay?' and 'Tell me about yourself' are common. Another prompt that is commonly used is 'Tell me about your career goals.' Other prompts that are helpful for the writing process include 'How did you learn to write an essay?' and 'Describe yourself as a person.'Students are encouraged to make use of as many examples as possible when learning how to format their own essays. Examples of how to use good grammar, spelling, and sentence structure are included as well. Taking a look at the samples and using the prompts provided is an excellent way to gain a better understanding of the specific areas that the student needs to work on. A good BSN nursing school essay sample is an excellent tool for writers looking to gain knowledge about the ways that effective essay writing can benefit them.Once the student has a good grasp of the prompt, they are encouraged to take the time to think abo ut each sentence carefully. The second part of the essay also is often referred to as the 'secondary analysis.' In this section, the student will focus on exploring the first part of the essay. The student will then turn to a variety of other examples to help with the creation of their final product. With a strong understanding of the different parts of the essay, the student is ready to create their own BSN nursing school essay sample.

Platos defence of philosophy understood as critical thinking, as it is represented in Socrates trial in the Apology Essays

Platos defence of philosophy understood as critical thinking, as it is represented in Socrates trial in the Apology Essays Platos defence of philosophy understood as critical thinking, as it is represented in Socrates trial in the Apology Paper Platos defence of philosophy understood as critical thinking, as it is represented in Socrates trial in the Apology Paper Essay Topic: Critical Thinking This essay will firstly, ascertain and examine what exactly critical thinking is. Secondly, it will provide a brief outline of Platos Apology, and then it will outline and assess how Platos defence is represented and understood as critical thinking. Finally, there will be a conclusion of what exactly being a critical thinker entails and a short paragraph explaining how the module has improved and expanded my own capacity for critical thinking. Young (1996, p. ) states that critical thinking is the capacity people have to question beliefs and presuppositions (their own and those of others) with a view to giving reasons for them or for amending them. Put more simply, critical thinking is the procedure for understanding and evaluating the evidence which supports a certain claim or view. Critical rationality which is the capacity to criticise, that is, to assess goals, rules and presuppositions themselves and where appropriate change them is a distinctively unique human trait, which gives human beings the power to engage critical thinking (Rationality Handout). It also involves rational decision making in whether to believe or discount a point, and it also involves accepting or rejecting certain evidence. It is not simply an exchange of opinions, but a critical and vigorous attempt to find ones way through discussion and argumentation. The Apology is Platos version of the speech given by Socrates as he defends himself against the charges of being a man who corrupted the young, refused to worship the gods, and created new deities (Schofield, 1998, p. 1). Young (1996, p. ) states that Plato sees philosophy itself as namely a style of thinking which is distinctively different from, for instance, science or religion or indeed anything else. So, philosophy for Plato is not a distinctive set of conclusions or of finished truths, but a distinctive style of thinking. For Plato, Socrates embodies this distinctive way of thinking and living that is philosophy, which Young (1996, p. 2) adds is not just another way of theorizing about life but also a new attitude toward life, even a new way of living life. Socrates begins by stating that the accusations against him began because people confused him with intellectuals who claim to have expert knowledge either in the natural sciences (cosmogonists), or in the social sciences or humanities (sophists). Socrates says There is a wise man called Socrates who has theories about the heavens above and has investigated everything below the earth, and can make the weaker argument defeat, the stronger (Young, 1996, p. 2). Socrates is, in the Apology, the very embodiment of philosophy or critical thinking, so by stating the differences he is stating that philosophy does not provide expert knowledge, but instead gives a different kind of human or limited knowledge. Socrates says of himself that it seems he really possesses this. And he hints that, limited though it be, the knowledge or wisdom that can be secured via philosophy is of decisive importance for human beings (Young, 1996, p. 3). The vital knowledge Socrates talks about is the abilities and vital skills philosophy learns people of questioning everything, being inquisitive in life and not accepting things for how they are. Socrates then goes on to tell a tall story about himself, which, as with all of the Apology, it isnt just the words spoken but the action and setting plus words left unspoken, which determine the texts meaning. Socrates tells the story of his friend Chaerephon who went to Delphi and through the oracle there asks the god if anyone was wiser than Socrates. The god said that there was no one. Socrates claims to have been astonished and then states that it was reverence toward the gods which led him by his questioning activity to challenge the leaders of the State (Young, 1996, p. 3): I knew I was making myself disliked, but felt compelled to put my duty to the god before all else And by the dog, Athenians! as I pursued my questioning at the gods command, it seemed to me that those with the greatest reputations for being wise were amongst the stupidest of all; others supposed to be their inferiors were wiser, and better people too. (Young, 1996, p. 3)) An important part of critical thinking is then, according to Socrates, having the ability and open mind to listen to and question everyones views. Socrates differentiates between the all-seeing knowledge of the gods and normal knowledge which humans can gain, and states that the wisest people are those who know that they can never have this definitive and ultimate knowledge. Young (1996, p. ) adds Socrates wisdom or knowledge consists in part in the fact that he (unlike his powerful interlocutors) knows the limits of his own knowledge (or the extent of his own ignorance), whereas they do not: a person who is ignorant of x but knows herself to be ignorant of it, is to that extent wiser than someone who does not know it either but mistakenly thinks she does. Socrates gets his accusers to admit that they are ignorant and proud; to use Platos language, they are lovers of status, power and wealth, as opposed to lovers of knowledge and truth (Young, 1996, p. ) and states they will only ever become wise and less ignorant if they change their will and desire. Translating Socrates words, Young (1996, p. 4) comments Philosophical knowledge or wisdom, then, depends upon on the will at least as much as the intellect; upon desire and upon the direction of desire at least as much as abstract intellectual ratiocination; upon practice at least as, much as theorizing. Critical thinking then is an intellectual effort aiming at acquiring human self-knowledge or self- understanding. (Young, 1996, p. 4). In order to strive to achieve this, a person must have courage, be prepared to question and challenge oneself, and to continue on even though it may be upsetting some people, just as Socrates upset those in power through his philosophy of questioning and debating. Critical thinking is a way of living which one embodies in their attitudes and practices, it is also about taking others views and beliefs into consideration, and then challenging the very presuppositions that these beliefs rest on. To be a critical thinker is to be tolerant, not take things at face value and to realise that as humans our knowledge will always be limited. This should spur one on to be open-minded and to question ones thoughts and views. However, Socrates recognises that some people may be unwilling to do this out of fear of losing their credibility and reputation. One should not automatically assume what a person says is true just because they are in power, in the same way Socrates tells the youth to think for themselves and not believe everything politicians say. Young (1996, p. ) sees philosophy as a second-order study; first-order studies being those, such as sciences that deal with facts, where as second-order study focuses on the concepts using which first-order studies study the real world and its facts with a view to clarifying the structure and role of these concepts; or again instead of engaging in first-order evaluation of the world we focus on the evaluations and judgements whereby first-order evaluating is done; and so forth. Socrates was willing to die for philosophy and the distinctive way of thinking and living it entails; the statement he made he unquestioned life is not worth living (Platos Apology, p. 12) sums up his life and beliefs perfectly. He believes that critical thinking is good for both individuals and society, and that the freedom to think in this way should be defended. In asking what the good life was and how we could attain it, Socrates made critical thinking the patrimony of potentially every person who was willing to follow his leadership. His simple call to critically examine oneself and the world would both empower and challenge his followers throughout the ages. To be fully human after the example set by the life of Socrates would require any serious person to engage in the examined life (Polelle, 2008, p. 91). Socrates was the very embodiment of what it is to be a critical thinker, and he saw it as being such a crucial part of being a human being that he was willing to die for it. The very idea of critical thinking needs defending because there will always be people who are annoyed by it and who will try to take away others freedom to practice it, just as happened to Socrates in the Apology. I must admit that I have never had time for either religion or god. When I was younger I could not understand why people spent so much time out of their lives worshipping something that has never even been proved exists. It seemed very unusual to me that people would pray to a god when things got bad because how do they even know someones listening? It seemed obvious to me at the time that surely there is no higher being because if there really was, would this almighty god allow all of the suffering that goes on in the world to continue? Can there really be a god that created our earth? After studying the critical thinking module I no longer think this way. Im open to everything, even something that cant be proved, like god. I still question the ideas on which ideas and beliefs are based, but I am now more open to all ideas, no matter how strange they seem to me at the time. Instead of just ignoring the Jehovahs Witnesses at the door, I now say hi, collect some brochures from them and have a chat, although I cant see myself ever becoming a follower of Jehovah. I am open to ideas, such as god creating the world, however I do feel this is very unlikely. I have thought there must be something out there listening to gods worshippers, and surely he must exist otherwise he would not have so many followers. But then again, perhaps the bible is a hoax. I feel more inclined to believe that a big bang created the earth, mainly because there seems proof to support the fact. To be a critical thinker means to consider and debate all ideas and beliefs and I feel I am developing my ability to think critically. However, this does not mean I have to agree with everything or everyones points of view.

Change from Qualitative to Quantitative Article

Change from Qualitative to Quantitative - Article Example Tanya L. Rogers (2010) carried out a qualitative study to further explore the aforementioned issue and elucidate the factors underlying success of students enrolled in an entry level nursing program, the findings of which have been described in the article named â€Å"Prescription for success in an associate degree nursing program (Rogers, 2010).† The current study was important as it addresses and underscores a very important issue and adds to the existing body of knowledge in this regard. However, this study has certain limitations which require further exploration, such as the degree of association between the identified factors for success and the academic performance of the students, as this would be a more objective indicator of whether there is any causal relationship or association between the identified factors underlying success and actual success, as reflected by academic performance and test scores. A quantitative study would go one step beyond the qualitative stud y by ascertaining the level of association and the degree of impact of each of the identified factors on the success in program completion and NCLEX-RN results and, thus will help in overcoming these shortcomings in the existing knowledge base. Research Purpose The qualitative study conducted by Rogers (2010) aimed at elucidating the factors underlying successful program completion and the NCLEX-RN results amongst students enrolled in an associate degree nursing (ADN) program. However, a qualitative approach would not enable researchers to objectively determine the level of association between each of the identified factors and successful program completion and the NCLEX-RN results. The best way to elucidate an association between different variables or the existence of a causal relationship and to prove or disprove a hypothesis is to conduct a quantitative study (Shuttleworth, 2008). Thus, in this case, a quantitative study is required which would enable determination of the relati onship between the factors identified for success and actual indicators of success, i.e. program completion and NCLEX-RN results. Informed Consent and Ethical Considerations The informed consent and ethical considerations would be the same as described by Rogers (2010). The study will be conducted after obtaining approval from Institutional review board (IRB) of the concerned institution. Written informed consent will be signed by each participant at the commencement of the study and complete confidentiality will be maintained throughout using pseudonyms for all participants to mask their true identities. Design The study design used by Rogers (2010) was a qualitative study design using interviews and document analysis. The current quantitative study would be a cross sectional study, i.e. observational quantitative study design (Hopkins, 2008).This design will enable the determination of an association between the identified factors for success such as experience, faculty involvemen t, study habits, etc and performance indicators including successful program completion and NCLEX-RN scores. Sample A sample comprising of 6 seniors and 3 faculty members was used by Rogers (2010) for the qualitative study. However, the quantitative study, being cross sectional in nature will use a much larger sample size. The sample size will be calculated using a 95% confidence level and 80%

Freud's Psychoanalytic Theory and Existential Psychology Essay

Freud's Psychoanalytic Theory and Existential Psychology - Essay Example Freud thinks that the human mind is made up of three components—the id, the ego, and the superego. Through his actual experience with mentally ill individuals, Freud realized that unconscious needs and childhood experiences determine behavioral patterns. From these observations, Freud created a theory that portrayed development in the form of psychosexual stages. Freud’s theory explains that as children grow or mature, they move through psychosexual stages. At every stage, the pleasure-oriented drive of the libido is concentrated on a specific body part. The effective completion of every stage results in a stable, strong personality later in life. But if a conflict stays unsettled at any specific stage, the person may stay absorbed or trapped at that specific developmental stage (Mitchell & Black 49). An obsession may arise. For instance, an individual with an ‘oral obsession’ is thought to be trapped at the oral developmental stage. Indications of an oral obsession may involve too much dependence on oral activities like eating or smoking (Cavell 214). Freud believes that conflicts in every stage can have a permanent impact on behavior and personality (Guntrip 33). ... Freud’s psychoanalytic theory had a massive influence on twentieth-century knowledge, influencing the field of psychology and mental health. Although a large number of his ideas are criticized or treated with skepticism nowadays, his impact on or contribution to psychology is unquestionable. Psychoanalytic theory was very influential at the time and until now. Those influenced by the ideas of Freud tried to expand his theory and create their own. The theories of Erik Erikson, who is considered a neo-Freudian, have been possibly the most widely recognized. Erikson’s psychosocial development stages explain change and progress all over the lifespan, placing emphasis on conflicts and social relations that emerge during each stage of development (Guntrip 29). One of the Freudian psychoanalytic concepts that was very influential was the structure of personality—the id, the ego, and the superego. According to Freud’s psychoanalytic theory, the mind is composed of two major components—the unconscious and conscious. The unconscious part involves all those external to an individual’s awareness, such as memories, impulses, desires, and aspirations that reside outside the awareness but keep on affecting behavior. On the contrary, the conscious part involves those things that an individual is aware of (Mitchell & Black 48). Freud thinks that the mind is like an iceberg. The visible part of the iceberg, which is the tip, comprises only a small fraction of the mind, while the massive portion of submerged ice embodies the much bigger unconscious part. Besides these two key portions of the mind, Freud classifies human personality into three key parts—the id, the ego, and the superego. The id is the basic component of personality that

The Unresponsive Bystander Essay Example for Free

The Unresponsive Bystander Essay In the chapter â€Å"Where There’s Smoke,† Latane and Darley (1970) narrate the proceedings and outcomes of their experiment employing the use of smoke as treatment which serves to illustrate further the validity of the authors’ contention that the presence of other people actually deters an individual from reacting decisively to a potential emergency. Through the â€Å"smoke experiment, Latane and Darley were able to observe the individual behavior of the bystander in a simulated emergency environment and later prove their thesis that â€Å"the constraints on behavior in public combined with the processes of social influence would lessen the likelihood that members of three-person groups would act to cope with the emergency. †   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The â€Å"smoke† research is primarily a social science experiment where the presence of other people is considered the variable in determining what Latane and Darley coin as the â€Å"bystander intervention in emergencies.† Under the guise of conducting an interview on the problems of urban life, the target respondents—male Columbia University students residing on or near the campus— are invited to participate in the experiment through a telephone call without any other means of contact with the experimenters. They are subsequently assigned into three categories: the alone group or the control group, where the respondents are left by themselves in the experiment room; the two-passive confederates group or the first variable group, where the respondents are joined in by two other men pretending to be respondents to the experiment; and the three naà ¯ve bystanders group or the second variable group, where there were three respondents all at once in the same room. All categories of respondents were made to answer a questionnaire supposedly on the problems of urban life and while they were doing this, smoke was slowly piped in through a small vent in the wall of the room as a stimuli; the basic assumption being that the smoke would â€Å"create   an ambiguous but potentially dangerous situation† or, as the title suggests, lead the respondents in the room into thinking that something was burning. The smoke, generated by the reaction of titanium tetrachloride and water vapor, was allowed to filter in a few minutes after the respondent had started on the questionnaire and continued to pour into the room until the respondent decides to report it. After four minutes it would fill the room â€Å"enough to obscure vision, produce a mildly acrid odor, and interfere with breathing.†   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Results of the research, although expected, were interesting. As predicted, the respondents in the Alone category â€Å"behaved in a very reasonable manner† in which, after moments of indecision and hesitation he promptly investigated and reported the presence of smoke to â€Å"somebody in the hall who looked as if he belonged there.† On the other hand, majority of those left in the room with the two passive confederates, â€Å"coughed, rubbed their eyes, and opened the window† but failed to report the incident even if it had filled the room to an uncomfortable level. Those in the three naà ¯ve bystanders group performed similarly to the two passive confederates group despite the fact that there should have been thrice as many chance that the smoke would be promptly reported as in the Alone category. In the post-experiment interview conducted later, the experimenters found out that those who did not report the smoke uniformly â€Å"rejected the idea that it was fire† and instead created â€Å"an astonishing variety of alternative explanations† which disregarded the potentially dangerous nature of the source of smoke.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   While the experiment proves their thesis, Latane and Darley warn the reader from jumping to conclusions or expecting similar results in predicting the individual behavior of human beings, or what they call bystanders, in times of emergencies when there are other people around but in distinctively different settings. They demonstrate, for instance, how the results of the smoke experiment may not be wholly applicable when fire breaks out in a theater or when any other emergency arises in a crowded place. They are quick, however, in pointing out that in a crowd of a thousand people, there would be a thousand chance that someone will react impulsively—or curiously—to the stimuli and report it promptly to the audience, creating a much bigger potential disaster such as a stampede.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The smoke experiment therefore affirms the applicability of the social impact theory by showing a possible explanation by which an individual, in the presence of other people, is more likely to restrain his or her reactions in the face of an emergency or a potential emergency. It enhances the theory further by showing how individuals tend to act in conformity with others, how individuals tend to act out what they believe is expected of them by others, and how society, in turn, is able to define the norms and rules by which human beings conduct their daily lives, their reactions, and their expectations of others.

Gas Pressure Lab :: Papers

Gas Pressure Lab We pumped air into the tube until the pressure was as high as possible, which was 3.4x105 Pa. We recorded the volume of gas; it was 16.0cm3. We then let the pressure down slightly and recorded the pressure and volume again. We repeated this about 15 more times, which was when the pressure reached 1.03x105 Pa. Here are the results: Gas Pressure (x105 Pa) Gas Volume (cm3) 3.4 16 3.23 16.9 3.09 17.8 2.91 18.8 2.78 19.7 2.62 21 2.48 22.1 2.31 23.7 2.15 25.7 1.97 28.1 1.73 31.9 1.6 34.9 1.41 39.1 1.28 43.3 1.12 50 1.03 56 EXPLANATION Boyle ¡Ã‚ ¦s law states that the volume of a fixed mass of ideal gas at constant temperature is inversely proportional to the gas pressure: P „f 1/v OR pv = constant This means that if p is doubled then v is halved, or, if p is halved then v is doubled. MOLECULAR EXPLANATION At room temperature and pressure, there are a certain number of gas molecules in 10cm3 of air. Each molecule exerts a pressure on the walls of a container. The molecules hitting the sides of the container cause this pressure. If you decrease the volume that the air occupies from 10 cm3 to 5 cm3, then there would be twice as many molecules per cm3 than before. This means twice as much pressure will be exerted due to twice as many molecules hitting the sides of the container at a certain time. ANALYSIS To analyse my results I will extend my table from before by adding 1/v and pv: p (x105 Pa) v (cm3) 1/v (cm-3) pv (x105 Pa cm3) 3.40 16.0 0.062 54.40 3.23 16.9 0.059 54.58 3.09 17.8 0.056 55.00 2.91 18.8 0.053 54.71 2.78 19.7 0.051 54.77 2.62 21.0 0.048 55.02 2.48 22.1 0.045 54.80 2.