Lean Manufacturing Philosophy and Principles

Lean Manufacturing Philosophy and Principles Research for manufacturing systems: Introduction to report: Prior to the popular adoption of Lean Manufacturing, the demand for variety was not met. Customers wanted variety, including different models and diverse options. Lean manufacturing was invented in order to make it possible to provide continuity in process flow and a variety in product offerings (Womack et al., 1990). Lean techniques were then applied in order to provide the customer what they want, when they need it without any excess costs (Conner, 2004). This report aims to convey the ideas and philosophy of Lean Manufacturing. Moreover, the background of the origins of Lean Manufacturing shall be explored. Furthermore, Muda, Kaizen, the 5Ss, and station organization will be explained. Finally, a practical example that aids to visualize the principles of Lean Manufacturing is going to be given. Ideas and philosophy The definition of lean manufacturing is a systematic approach to identify and eliminating waste (non-value-added activities) through continuous improvement by flowing the product at the pull of the customer in pursuit of perfection. (Kilpatrick, 2003) Furthermore, lean manufacturing is a method that can be defined, refined, and duplicated. It must focus on eliminating waste. Muda, the Japanese term for waste, includes many forms generally overlooked when walking through the plant. The idea of perfection is the waste-free cost of manufacturing a product. Identifying and eliminating waste is a Non-value-added activity, this means that it requires, action, time, or resources, but adds nothing in the eyes of the customer. The purpose of applying Lean manufacturing is to provide the customer with just what they want when they need it, with no excess cost. (Conner, 2004) Moreover, lean manufacturing is a method that depends greatly on flexibility and organization, it is ideal for companies that want new and fresh manufacturing methods. Additionally, lean techniques eliminate large capital outlays for dedicated machinery until automation becomes completely necessary. (Bosh Rexroth Corporation, 2009) Lean manufacturing represents a major change from automation. The less is better approach to manufacturing leads to a vastly simplified, uncluttered environment that is adjusted to the manufacturers demands. Products are manufactured one at a time in response to the customers requirements rather than batch manufactured. The goal is to produce only the quantity required and no more. Although, the lean approach is not the solution for all manufacturing problems, it does offer a flexible solution for assembling more complex products. (Bosh Rexroth Corporation, 2009) Origins of lean manufacturing (Akdeniz, 2015) The Toyota production system not only presently embodies lean manufacturing methodologies, but is ultimately behind the development of the lean business philosophy. Without the Toyota production system, we would not have lean manufacture. At the heart of the Toyota productions systems are two central concepts: Jidoka (intelligent automation) and Just in Time Manufacturing. The origins of Jidoka can be traced back to looms invented by Sakichi Toyoda, the founder of the Toyota group. Traditionally, weaving was extremely labour intensive, manual work, since the weaver constantly had to feed the weft (horizontal yarn) back and forth between the vertical yarns. Sakichi Toyodas mother worked for a loom, and as he used to watch her at work, his mind would ceaselessly churn out new ideas of how to make this a simpler and more efficient process. In 1890 at the age of 24, Sakichi invented an original, easy-to-use wooden hand loom that was almost 50 % more efficient than existing models that existed at the time. A key feature of this loom that led to this increased productivity was the ability of the weaver to use one hand to move the yarn back and forth so that they could feed in the weft simultaneously without interruption. Sakichi continued to experiment with new ideas, created more inventions and in 1924 he and his son Kiichiro developed the Model G, the worlds first high-speed loom that fed in new weft without interruption of work. Later on Kiichiro took control of Toyota and he led Toyota into automotive manufacture. In 1937 Kiichiro Toyoda commenced work on a Toyota vehicle manufacturing plant, and he began to develop his ideas behind Just in Time manufacturing. He wanted to establish a system that produced only what was needed, when it was needed, and in the amount required to meet the demand in order to save time, money, and workspace. As the Toyota Production system (TPS) matured and Toyota began to excel as a corporation, the rest of the world began taking notice. Through implementation of Jidoka and Just in Time manufacture- Toyota was able to become the standard for many companies around the world. In 1984 The TPS was translated into English and General Motors approached Toyota to negotiate a contract that lead to a joint venture. The Toyota-GM plant quickly became the highest ranked in US for quality. The term lean was used to describe the Toyota Production System by a research group led by James Womack, and later on the term was coined as lean manufacture. This was later on shared with the world when a book outlining the researchs findings, The Machine that Changed the World, was released. Nowadays, lean system and methodologies, first developed by Toyota, have been widely adapted and spread to all forms of industry ranging from hospitals, offices, and government administration to retail, the service industry and the military. In each incarnation, lean manufacturing has proved as innovative successful as the last. References: Akdeniz, C. (2015) Lean Manufacturing Explained Can Akdeniz Google Books. Bosh Rexroth Corporation (2009) Lean Manufacturing: Principles, Tools and Methods, (2.5). Available at: http://www13.boschrexroth-us.com/Catalogs/Lean_Manufactuting_Guidebook.pdf (Accessed: 7 March 2017). Conner, G. (2004) Lean Manufacturing: Certification Workshop Participant Guide Gary Conner Google Books. Kilpatrick, J. (2003) Lean Principles. Available at: http://mhc-net.com/whitepapers_presentations/LeanPrinciples.pdf (Accessed: 7 March 2017). Womack, J. P., Jones, D. T., Roos, D. and Sammons Carpenter, D. (1990) Machine that Changed the World James P. Womack, Daniel T. Jones, Daniel Roos, Massachusetts Institute of Technology Google Books. Rawson Associates Scribner. Available at: https://books.google.com.mt/books?id=_n5qRfaNv9ACprintsec=frontcoverdq=the+machine+that+changed+the+worldhl=mtsa=Xredir_esc=y#v=onepageq=the machine that changed the worldf=false (Accessed: 8 March 2017).

Elements of Drama Essay

The Essential elements of drama are present in any play that you see, but the ideas have changed slightly over the years. Aristotle was the first to write about these essential elements, more than two thousand years ago, yet we still discuss his list when talking about what makes the best drama. Aristotle considered six things to be essential to good drama. Plot, Character, Theme, dialogue, music/rhythm and spectacle. In modern theater, this list has changed slightly, although many of the elements remain the same. The list of essential elements in modern theater are: * Character * Plot * Theme * Dialogue * Convention * Genre * Audience Plot: It is the sequence of events or incidents of which the story is composed. It refers to the action; the basic storyline of the play. Characters: They are the figures that acts in a play. a Flat character is known by one or two traits; a Round character is complex and many-sided; a Stock character is a stereotyped character; a Static character remains the same from the beginning of the plot to the end; and a Dynamic (developing) character undergoes permanent change. This change must be 1. within the possibilities of the character; 2. sufficiently motivated; and 3. allowed sufficient time for change. Theme: While plot refers to the action of the play, theme refers to the meaning of the play. Theme is the main idea or lesson to be learned from the play. In some cases, the theme of a play is obvious; other times it is quite subtle. Conflict: It is a clash of actions, ideas, desires or wills. A conflict is a person against person, a person against environment or a person against herself/himself. Spectacle: It refers to the visual elements of a play: sets, costumes and special effects. Spectacle is everything that the audience sees as they watch the play. Genre: Genre refers to the type of play. Some examples of different genres include, comedy,  tragedy, mystery and historical play. Dialogue: This refers to the words written by the playwright and spoken by the characters in the play. The dialogue helps move the action of the play along. Music/Rhythm: While music is often featured in drama, in this case Aristotle was referring to the rhythm of the actors’ voices as they speak. Convention: These are the techniques and methods used by the playwright and director to create the desired stylistic effect. Audience: This is the group of people who watch the play. Many playwrights and actors consider the audience to be the most important element of drama, as all of the effort put in to writing and producing a play is for the enjoyment of the audience.

What Do Private School Teachers Earn

There is no doubt that private school teachers are worth their weight in gold. Nonetheless, generally, private school teachers earn less than public school teachers. Recent data from PayScale show that teachers at private high schools earn about $49,000 on average, while their counterparts at public schools earn an average of $49,500. Public school teachers in large urban districts, such as Chicago and New York City, can earn close more than double that amount, pulling in close to or well over $100,000. The Bureau of Labor Statistics also keeps data about salaries in private and public K-12 education. Check out these stats from Payscale.com: Median Salary by Job - Industry: Non-Religious Private K-12 Education (United States)Median Salary by Job - Industry: Public K-12 Education (United States) Historically, private school teachers have made less than public school teachers. That is especially true at boarding schools, where teachers have significant benefit packages that include complimentary housing in addition to a salary. Regardless, teachers at both public and private schools would likely argue that they should earn more. After all, they are critical in creating tomorrow’s leaders, and it has been shown that teachers can have a life-long effect on their students. Public school teachers are often members of unions that advocate for them, while private school faculty are not usually part of unions. While teachers are valuable and should, in an ideal world, be paid well, teachers often accept lower pay at private schools because the work environment can be more supportive than that at some public schools. In general, private school teachers have more resources than public school teachers do, and they also enjoy smaller class sizes and other benefits. In general, classes at private schools are about 10-15 students (though they may be larger and generally have two teachers in lower schools), and this size allows teachers to understand their students more completely and how to reach them. It is beneficial and rewarding for a teacher to be able to reach a student in a small class and to foster discussion and participation that encourages learning. In addition, private school teachers may be able to teach a specific elective or coach a team, adding to their enjoyment and sometimes to their salary, as private school teachers can often earn a stipend for additional duties at their scho ols. Who Earns More Among Private School Teachers? For the most part, teachers at parochial schools earn less, as it has generally been accepted that they teach at these schools for spiritual rewards, in addition to earning a living. Teachers at boarding schools generally earn less than those at private day schools because part of their salary is in the form of room and board, which accounts for about 25-35% of their income. Teachers at schools with large endowments, which are usually older schools with a sizeable alumni and alumnae body and a good development program, generally earn more. In addition, teachers at private schools sometimes are able to apply for grants or other types of gifts to allow them to travel, earn advanced education, or carry out other types of activities that improve their teaching. Headmasters’ pay, unlike that of the average private school teacher, can be quite high. The average pay of a private school headmaster is about $300,000, and many of the headmasters at competitive boarding and day schools more than $500,000 a year, in part because they have extensive responsibilities, including fundraising and the financial stewardship of the school. In addition, headmasters often receive free housing and sometimes other forms of compensation such as retirement plans. Their salaries have climbed in recent years, as the top schools vie for the leadership of the top administrators in the field. While teaching in a private school can be rewarding, it does pay, quite literally, for parents and students to remember that their teachers are not always well compensated. While gifts are not necessary (though a few teachers might disagree with me on this point) and may in fact even be discouraged by the school, it is worthwhile to reward your hard-working teachers with a handwritten note at the end of the year. Most will treasure such forms of compensation. Article updated by Stacy Jagodowski.

The Life and Writings of John Steinbeck Essay - 1107 Words

â€Å"It is true that we are weak and sick and ugly and quarrelsome but if that is all we ever were, we would millenniums ago have disappeared from the face of the earth.† John Steinbeck said this of all humankind. He thought highly of us as a species, just as Dr. Stockmann did in Henrik Ibsen’s play Enemy of the People. Both men had problems in their societies, Stockmann in his town and Steinbeck in America, and both believed that humans were capable of seeing the problem and fixing it. The rest of the population did not see this as the case. They believed he was an enemy of the people and a threat to their way of life. Because of how Steinbeck expressed his views, people felt threatened by what he wrote and they called him a threat to†¦show more content†¦With a shortage of funds, items that were once considered non-usable found a use. Old and unwanted fabric shreds became new incorporated things in quilts and clothes all over the place. (The Postwar Econom y:1945-1960) A trip to the toy store was now reserved for the wealthy children, who were still limited because of the times (US History, Country Studies). The depression was a major effect on both the people in Steinbeck’s books and people in America. In this time of depression, the looks of a new type of government looked golden to some people. A select few people saw the downfall of the economy to the fault of capitalism. They believed the system of communism to be the solution of all the mess made. The people wrote and gained popularity among some individuals and it started to be come a bit more menacing to the way of life, as seen by other people (Shannon). Many people fought this idea and did not want a new government system (Anti-Communist Crusade and the rise of McCarthyism). Americans saw Steinbeck to be a supporter of the idea of communism and perceived the application of it in his books. They did not like to see such a subject in anything they sought to read The political situation of the time was complicated. The leaving president, Herbert Hoover, was not a crowd favorite. Many blamed him for the crash of the market and the development of all the ‘Hoovervilles’ around the country. Then in came the new president,Show MoreRelatedEssay about The Life Journey of John Steinbeck 1264 Words   |  6 PagesThe Life Journey of John Steinbeck Every great writer had their own influences, John Steinbeck was no exception. Steinbeck’s influences cam from family, friends, and his environment to write detailed descriptions to involve or influence the reader. Whenever someone reads one of John Steinbeck’s works they are in immersed in the scene he is describing, he makes you feel as if you are right there experiencing everything there first hand. 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