Culture, ideology, politics and economics are linked in the output of media organisation in way that is true for no other sector of capitalist enterprise The WritePass Journal

Culture, ideology, politics and economics are linked in the output of media organisation in way that is true for no other sector of capitalist enterprise Introduction Culture, ideology, politics and economics are linked in the output of media organisation in way that is true for no other sector of capitalist enterprise IntroductionCritical AnalysisConclusionBibliographyRelated Introduction Although some might believe otherwise, the media is not a neutral or objective institution. It is rather a disputed space that can be manipulated to serve certain interests. McNair (2007:103) affirms that â€Å"culture, ideology, politics and economics are linked in the output of media organisation.† This statement is especially true of the UK newspaper industry. McQuail (2008:7) also argues that power structures social relationships and that this has an effect on the way the mass media is organized. Both historically and presently the influence of the media can be observed. Newspapers promote certain ideologies, create and reinforce cultural patterns, and greatly influence views on politics. Media products that are made for mass consumption are often controlled by a handful of wealthy owners. This is very similar to what Karl Marx calls the ‘bourgeoisie’ or the owners of the means of production. They are in control of factories and the livelihoods of workers. How ever, in much the same way, media production serves the interests of the few, and not those of the masses. The ruling class often determines the content of widely distributed newspapers. In support of McNair, I will argue that media output is very closely linked to culture, ideology, and politics, in a way that is advantageous to those who own the means of production. In order to show this, I will discuss all factors (culture, ideology, politics, and economics) in relation to each other and analyse the influence that the newspaper industry has had historically on political, economic, and cultural affairs. The paper will mainly look at 18th century, 19th century, and present press and media output in Britain. Critical Analysis The struggle over control of newspaper content is also an economic struggle between the bourgeoisie and the workers or the lower classes. This is a conflict that mirrors the Marxist notion of class struggle. Starting as far back as the 18th century, the UK ruling class has fought to destroy radical newspapers of the time, such as Poor Man’s Guardian, Twopenny, and Republican. The aims of the radical press were to promote class organisations through the development of a critical political analysis. Class organizations and unions were meant to earn workers better wages and more rights. Thus, by developing radical newspapers, the working class sought to improve their economic condition. This is an example of the struggle between the aristocracy and the workers who were criticising corruption and the repressive taxation which was impoverishing them (Curran 2010:13). Here, politics is also interrelated to the media and to economics. It was only through adopting a critical political analysis that workers could advocate for their rights. On the other hand, the politics of the right (or the wealthy owners) represent their economic interest of keeping the wealth and control of the press in the hands of few. The emergence of more progressive publications in the early 1800s showed how the ideology of the ruling classes was in opposition of radicalism. Their politics served to prevent the workers from gaining more control of the media output. Between 1830 and 1836 there was an increase in circulation of radical newspapers. In London alone, the readership grew from half a million to 2 million. Dr Philmore,   a member of Parliament, complained that â€Å"these infamous publications [†¦] inflame working people’s passions, and awaken their selfishness, contrasting their present condition with what they contented to be their future condition- a condition incompatible with human nature, and with those immutable laws which providence has established for the regulation of human society â€Å" (Curran 2010 : 14). In other words, the rich believed that it is their right to maintain their social and economic standing. In response to radicalism, they sought to pass regulations that wou ld control the media output. This implied that they could promote the views that would benefit their own economic and social condition.   As already seen, those who can control media output use this resource to promote their ideology, culture, and politics. In this way, they also maintain their wealth. In order to silence the voice of radical newspapers in the 1800s, the government decided to introduce the stamp duty, which meant that publications were redefined to include political periodicals. Curran and Seaton (2010) also note that during those days, the government sought to increase press taxation. This was to ensure that those in charge of the press are wealthy men of high social standing. Curran and Seaton explain that the reason behind stamp duty was â€Å"to restrict the readership to a well to do by raising the cover price; and to restrict the ownership to the propertied class by increasing the publishing cost â€Å" (Curran and Seaton 2010:11). This shows how economics plays a big role in restricting those who do not have the necessary means from promoting their own ideology, politics, and culture. The example clearly illustrates the link between economics, culture, and politics that McNair talks about. It also portrays, once again, how those who own the means of produc tion can promote the ideologies that benefit them. Over time, those who were financially in control of the media used this to their advantage and slowly began to take radicalism out of the picture. It became the norm that only those who have enough capital could have a say in politics and influence the ideology of the masses. In the late 19th century, when   some control methods failed and stamp laws were repealed, the press establishment embarked on a â€Å"sophisticated strategy of social control†, where the radical newspapers were replaced by apolitical, commercial publications, read by mass audiences and controlled by capital (McNair 2009:87). According to McNair (2009), the radical publications of the end of the 19th century had either been forced out of existence, moved right politically, or become small specialist publications. As newspapers became cheaper and the market expanded, capital investment and running costs increased beyond the capacity of radical publishers. Thus, radical voices were once again silenced. Th is shows that the output of news is greatly influenced by the ownership and capital, as only the wealthy are powerful enough to determine the course of media production. Currently, it can be said that media output in the newspapers is still dependant on who owns the enterprise, what are their politics, and what kind of ideology and culture they want to promote. Oftentimes, the output does not necessarily reflect the truth, but rather takes the form that is best suited to serve the interests of the few. It is not uncommon for stories to be censored or even not published at all. To illustrate this, Anthony Bevins (1997:47) argues that â€Å"Journalists cannot ignore the pre-set ‘taste ‘of their newspapers, use their own sense in reporting the truth of the any event, and survive. They are ridden by news desks and backbenches executives, have their stories spiked on a systematic basis, they face the worst sort of newspaper punishment –byline deprivation.† Conclusion The history of newspaper publishing in the UK shows that economic interests influence media output immensely. I have argued that, historically, culture, ideology, politics, and economics are all interrelated influences on the content of media. In order to show this, my paper has looked at historical events that have had an impact on the course that the media (especially newspapers) has taken during the past few hundred years. Starting with the 18th century, the press has been a battlefield between the rich and the poor. Radical newspapers fought to have a say in politics. Unfortunately, those who had more wealth and invested more capital were the ones able to take control of the press. With the control of the press also came the promotion of certain ideologies. The ruling class favoured the politics that went against the interests of the workers. Politicians and capitalists alike strived to protect their standing.   The stamp duty is an example of measures that they were taking to ensure that radical media output does not grow enough to influence political views. Even though this measure did not last, the effect that commercialization has had on newspapers and media output, in general, is still evident. Those who own media corporations prefer an apolitical and commercial approach. Over time, the voices of workers with radical demands have stopped being heard in the mainstream media. Moreover, even the practices of journalists nowadays are influenced by this approach to media as a profit driven enterprise. The relevance of stories is often determined based on commercial appeal and sensationalism, rather than facts. Stories can be censored and facts hidden. Economics, as well as politics are mainly to blame for these developments. McNair (2009) sums up this interrelationship perfectly through his work. The fact that politics, economics, culture, and ideology play a big role in determining media output is undeniable. Although this is unlikely to change in the ne ar future, it is important to know whose politics and interests influence what we read, hear, and see in the media. Bibliography Curran, J. and Seaton. Power Without Responsibility : Press, Broadcasting and the Internet in Britain. Routledge, Abingdon, 2010. McNair, B. News and Journalism In the UK . Routlege, London, 2003. McQuail D. Mass Communication. SAGE, London, 2008. Tumber H. News : A Reader. Oxford University Press, Oxford, 1999. Wahl-Jorgensen, K. Hanitzsch, T. The Handbook of Journalism Studies. Taylor Francis, Abingdon, 2009.

The Prison-Industrial Complex

The Prison-Industrial Complex Is prison overcrowding a vexing problem or a tempting opportunity? It depends on whether you see the  nearly 2  million Americans locked in prison cells  as  a  tragic  collection of misspent lives or a  vast self-sustaining supply of cheap labor. To be sure, the growing prison-industrial complex, for better or worse, views the inmate population as the latter. Derived from the  Cold War-era  term â€Å"military-industrial complex,† the term â€Å"prison-industrial complex† (PIC) refers to a combination of private-sector and government interests that profit from  increased  spending on prisons, whether it is truly justified or not. Rather than a covert conspiracy, the PIC is criticized as a convergence of self-serving special interest groups that openly encourage new prison construction, while discouraging the advancement of reforms intended to reduce the inmate population. In general, the prison-industrial complex is made up of: Politicians who play on fear by running on â€Å"get tough on crime† platforms.State and federal  lobbyists  who represent prison industries and the companies that profit from cheap prison labor.Depressed rural areas that depend on prisons for their economic survival.Private  companies that view the  $35 billion spent each year on corrections  as creating a lucrative market, rather than imposing a drain on taxpayers. Influenced by prison industry lobbyists, some members of Congress may be persuaded to press for  harsher federal sentencing laws  that will send more non-violent offenders to prison, while opposing prison reform and inmate rights legislation. Prison Inmate Jobs   As the only Americans not protected from slavery and forced labor by the  Thirteenth Amendment  to the U.S. Constitution, prison inmates have historically been required to perform  routine prison maintenance jobs. Today, however, many inmates take part in work programs that make products and provide services for the private sector and government agencies. Typically paid far below the  federal minimum wage, inmates now build furniture, make clothing, operate telemarketing call centers, raise and harvest crops, and produce  uniforms for the U.S. military. For example, the signature line of jeans and t-shirts Prison  Blues  is produced by inmate-workers at the Eastern Oregon Correctional Institute. Employing more than 14,000 inmates nationwide, one government-managed prison labor agency produces equipment for the U.S. Department of Defense. Wages Paid to Inmate Workers   According to the U.S. Bureau of Labor Statistics (BLS), inmates in prison work programs earn from 95 cents to $4.73 per day. Federal law allows the prisons to deduct up to 80% of their wages for taxes, government programs to assist crime victims, and the costs of incarceration. Prisons also deduct small amounts of money from inmates required to pay child support. In addition, some prisons deduct money for mandatory savings accounts intended to help convicts become re-established in the free community after their release. After deductions, participating inmates netted about $4.1 million of the $10.5 million total wages paid by prison work programs from April to  June  2012, according to the BLS. In privately-run prisons, inmate workers typically make as little as 17 cents per hour for a six-hour day, a total of about $20 per month. As a result, inmate workers in federally-operated prisons find their wages quite generous. Earning an average of $1.25 an hour for an eight-hour day with occasional overtime, federal inmates can net from $200-$300 per month. The Pros and Cons   Proponents of the prison-industrial complex argue that rather than unfairly making the best of a bad situation, prison work programs contribute to the inmates’ rehabilitation by providing job training opportunities. Prison jobs keep inmates busy and out of trouble, and money generated from the sales of prison industries products and services help maintain the prison system, thus easing the burden on taxpayers. Opponents of the prison-industrial complex  contend  that the typically low-skill jobs and minimal training offered by prison work programs simply do not prepare inmates to enter the workforce in the communities to which they will eventually return after their release. In addition, the growing trend toward privately-operated prisons has forced states to pay for the cost of contracts for outsourced incarceration. Money deducted from wages paid to inmates goes to increase the profits of the private prison companies rather than decreasing the cost of incarceration to taxpayers. According to its critics, the effect of the prison-industrial complex can be seen in the stark statistic that while the violent crime rate in the  United States has fallen by about  20% since 1991, the number of inmates in U.S. prisons and jails has grown by 50%. How Businesses View Prison Labor   Private sector businesses that use inmate workers profit from significantly lower labor costs. For example, an Ohio company that supplies parts to Honda pays its prison workers $2 an hour for the same work regular union  auto  workers  are paid $20 to $30 an hour. Konica-Minolta pays its prison workers 50 cents an hour to repair its copiers. In addition, businesses are not required to provide benefits like vacations, health care, and sick leave for inmate workers. Similarly, businesses are free to hire, terminate, and set pay rates for inmate workers without the collective bargaining limitations often imposed by  labor unions. On the downside, small businesses often lose manufacturing contracts to prison industries because they are unable to match the low production costs of a vast pool of low-paid convict workers. Since 2012, several small companies that had historically produced uniforms for the U.S. military have been forced to lay off workers after losing contracts to UNICOR, a government-owned prison labor program. Civil Rights Civil rights groups argue that the practices of the prison-industrial complex  lead to the building, expanding prisons mainly for the purpose of creating employment opportunities utilizing prisoner labor at the expense of the inmates themselves. For example, the American Civil Liberties Union (ACLU) contends that the prison-industrial complex’s drive for profit through privatization of prisons has actually contributed to the continued growth of America’s prison population. In addition, the ACLU argues that the construction of new prisons solely for their profit potential will ultimately  result  in  the often unjust and lengthy imprisonment of  millions  of additional  Americans, with a disproportionately high number of the poor and people of color being jailed.

Classroom Grading Essay Example | Topics and Well Written Essays - 500 words

Classroom Grading - Essay Example Teachers struggle to balance achievement, effort, talent, student background, and context, and seem hesitant to make their criteria explicit and public for fear of losing the ability to individualize their grading practices. However, in their struggles to be fair to individual students and to use grades for motivational purposes, teachers may not realize that they are not holding all students to the same standards. Blanke (1999) admits "The ethics of grading begins with a determination of the educator's goals" (136). According to Marzano (2000), grades are needed for: (a) administrative purposes to control students' performance; (b) for instructional planning, (c) feedback for students; (d) "guidance to students about future course work" (e) motivational purposes (45). Concerns about consistency of grading have received the most empirical attention in large scale programs rather than in classroom assessments. Marzano (2000) explains that: "there is no right way or wrong way to design grades, there are ways that fit best with a given set of assumptions or beliefs" (47). The grades should include academic achievements of the students and their efforts during the course. The grades should evaluate thinking and reasoning skills, work completion and participation (Marzano 35).

Cultural competency in nursing Assignment Example | Topics and Well Written Essays - 250 words

Cultural competency in nursing - Assignment Example Such ensures that nurses can listen to patients effectively in order to learn about their illness and health status. This demands that nurses acquire the knowledge, which makes them learn about the culture of other groups in terms of shared values and traditions. Hence, individuals are able to understand the ethnicity of other persons and their cultural beliefs. Attitude is an integral value for the caregivers in different cultural settings. This is because attitude influences the thinking and behavior that nurses may develop with respect to cultural practices of individuals in different health care environments. Finally, skills aid nurses to have the best cultural competency level. This is in terms of communications and comprehending the means of providing effective patient care and planning for the same. Hence, nurses are able to establish a neutral environment for delivering quality care to the patients in an effective

Raney :: Essays Papers

Raney In my opinion, I did not like this book. I do not like books, which involve racist notions. How could she be so narrow-minded? Her parents taught her everything when it came to treating people who were different as different, and she could not manage to ignore their advice. She was a very racist woman, which caused a conflict between her and her husband, whose best friend was a black man named Johnny Dobbs. Raney believed that if her mother could be racist that she could be too. This caused conflict with Charles because she believed she could eaves drop on Charles’s phone conservations through the heating vent in the bedroom. Charles and Raney had very different beliefs and that is why they have trouble getting along with each other sometimes. Raney comes from a family who has strong family and religious ties. Charles is not a serious church attendant, and his family is very spread out across the nation, preventing him from seeing them on a regular basis. Charles is a highly educated man, whereas Raney has only a High School degree. The only things that they have in common are that they both have respect for each other and they both like music. This is not a very strong basis for a relationship between two people who are supposed to be in love. In the beginning, Raney is a mama’s girl who wants to do everything that her mother did when she was young. On the honeymoon she was upset with Charles because he didn’t do exactly what he was supposed to do, which means that he did not do exactly what Raney’s father did on his honeymoon. On his honeymoon, he just stood there in his Fruit of a Loom underwear drinking champagne out of a plastic cup. She was probably told how the honeymoon went from her mother. One of the biggest conflicts the couple had was the fact that Raney was very racist and Charles best friend was black. Charles was upset because he did not agree with Raney’s feelings towards Mr. Dobbs. This is another thing that Raney was taught by her parents to be racist. At one point, it appears that Raney is getting over her racist views when Johnny Dobbs is named the godfather of her child. The only thing that keeps it the same way, racist, is that he still stays at the Ramada Inn.

Theories and Principles Unit 4 Dtlls

In psychology and education, learning is commonly defined as a process that brings together cognitive, behaviour and Humanists elements. This assignment shows the concept of the relevant theories and principles of learning and communication; select and critically analysed of how I plan to deliver these strategies in my own teaching; and reflect on the impact that these insights have had on my own practice and professional development. What is the definition of theory?To me theory is something which is explained to you, a system of ideas intended to explain something, one based on general overview. A definition of principles, to me is to be opinionated on how I feel towards chosen topic. Geoff Petty (2009) states that, `every teacher and every learner has a theory about learning. ’ To able to conclude my own theories and principles on planning and enabling learning I need to learn what is accepted to others. Research I understand there are many different theories relating to te aching and learning.Those that I have looked at are Behaviourist, Cognitive and Humanists elements. These are not new concepts. Although that some of these theorists are descended their work is still use into practices. Behaviourism is primarily associated with Pavlov (classical conditioning) in Russia; and with Thorndike, Watson and particularly Skinner in the United States (operant conditioning). In educational surroundings, behaviourism implies the dominance of the teacher, as in behaviour modification programmes. It can, however, be applied to an understanding of unintended learning.Classical conditioning in its simplest form is a type of conditioning associates by an external stimulus; in Pavlov original experiment this was a bell, with the arrival of a second stimulus which was the food, this resulted in a response to the bell which would have been achieved previously by the food. Frederic Skinner’s work was influenced by Pavlov’s experiment and the ideas of John Watson, father of behaviourism. His interest in stimulus-response of how humans reacted to various situations became fascinating. Skinner developed teaching machines, so students could learn, uncovering answers for an immediate â€Å"reward†.Humanistic, humanism and humanist are terms in psychology relating to an approach which studies the whole person and the uniqueness of each individual by emphasizing the study of the person overall. This behaviour clarifies the ability of learners to respond to the lesson. John Holt, How Children Fail (1964) states that â€Å"the school system could destroy the minds and emotions of young children. His blistering attack accused schools of inducing fear in pupils, and humiliating, ridiculing and devaluing them† This is a very generalised point of view due, to the fact that Holt is tarnishing all schools with the same reputation.However, it is important not to completely dismiss his views, as the point he makes about fear of failure is something we must be aware of in our teaching. In another humanistic approach which also fits within the humanistic spectrum is that proposed by Malcolm Knowles (1913-1977) his studies focus on adult education which was formed in 1946. Formal programs were for those sponsored by educational institutions, such as universities, high and trade schools in America. He implemented that adult education was pointed to the friendly and informal surroundings.This enhanced adult learners to take more responsibility for their destiny as they mature through the learning process. Cognitive learning theory is about how to learn rather than what to learn i. e. how to write a report, how to recall specific facts, how to use learning to solve problems or be creative. Cognitivism is â€Å"the psychology of learning which emphasizes on how we think and gain knowledge. Theorists are intrigued and want to understand how problem solving changes throughout childhood, how cultural differences affect th e way we view our own achievements, language development.Theories such as Jerome Bruner (1915) and Lev Vygostsky (1896) expressed the view that `expository teaching’ deprived learners of the chance to think for them, however Vygostsky approach `Zone of proximal development’ focused on the concept that what a learner could do today with they could do alone tomorrow. The behaviourist approach can encourage me to understand what motivates my learners and to challenge them on what goals they wish to achieve through their learning.These techniques can influence and can allow me to shape and enhance my learners into behaving in an acceptable way through Skinner’s theory of `Positive or Negative Reinforcement’. As a research a bi product of this will develop my learner way of analysing. This encourages a comfortable learning environment for all learners. Negative reinforces are ones that increase the chance that a behaviour will occur when it is removed. Punishm ents are events that decrease the frequency of behaviour that it follows (Skinner, 2003) Take the learner in the classroom that ontinually talk s to his neighbour; it reinforces his behaviour to continue, but if the teacher punishes him by having him stand up in front of the whole class and apologies, he will be more likely to refrain on talking again. Skinner believes that behaviour could be altered by using positive and negative types of reinforcement. Remember negative reinforcement is not punishment. If I have not covered everything on the original lesson plan, learning can however be measured making assessment and planning for next session easier.By constantly revisiting certain topics and using Question and Answers learners have an understanding on what they are learning and why. This would not be the case for all, based on behaviour modification there are also disadvantages to this approach. Repetitive learning may encourage some learners to remember information but it doesnà ¢â‚¬â„¢t necessary mean they have understood the concept. Some learners will not be confident to admit this and just produced the required answers without knowing how they got to the answers. How do we include rewards and why the reason for them?As a teacher I tried to implement these when suitable for all learners. If this is not done then the whole process will become confusing and motivation will be lost. This theory can tend to lead myself towards the `pedagogical approach to learning’. As covering that the Humanistic approach is relied for individuals to explore their own interest and curiosities this will assure them to grow into fully functioning, self-trusting, and independent people. All individuals are unique and have an inborn drive to achieve their maximum potential.This I can relate too with the learners that I teach, once they have discovered their own personality this will generally relate to their chosen career options this will give learners to have free will in the learning experience and can effect on the change of their knowledge. I use the Humanistic approach to learning within my classroom as practical is a massive contribute to my teaching. Carl Rogers, in freedom to learn (1969) states that self-directed learning delivers the considerable educational advantages of independent learning.Advantages which I find to this are that by meeting learners needs, each learner will feel valued and respected. This will help build up a level of trust between the learner and teacher resulting to excellent communication. When planning and delivering lessons, I include various activities to allow this to happen. At the end of each lesson I find that group discussions give the learners freedom to induce new ideas and to listen to their peers opinions. This gives them the tools to feel empowered and have control over how they learn.This sounds like a perfect andragogical approach but could have some disadvantages. We know that Bruner’s cognit ivists approach to learning is basis on emphasizing active restructuring of knowledge through own experience of life. With this theory the learner draws on his/her own past experience and acknowledges new facts, relationships and truths. Students interact with the world by exploring; asking questions and interpretation what is relevant to the subject. I. e. when tackling new ideas the learner relies on the teacher to give them the correct answer, assuming the teacher is in their comfort zone.To allow learners to achieve this transformation is by working in groups which encourages them to socially interact with one another which will then lead to process of learning, As a result this method students may be more likely to remember the concept and knowledge discovered on their own. Another strategy often used in my classroom involves embedding questions, which allows the learners to find out the answers to the problem before setting their task. This may again relate to their personal e xperience. Often organising school trips (exhibition, real life theatre) can allow the learners to interact with real life situations.I allow for discussion/debates around specific questions relating to that topic that I have structured to initiate points that are relevant to their learning. These theories have made me think differently to my own practise in the way I plan my lessons, which methods of delivery I use as well as how I assess what types of learning has taken place. I teach in a secondary school environment, where the learners go thought a transition from KS3, KS4 & KS5. The course is practical, but there are some elements of theoretical methods which gives learners the chance to demonstrate skills in a performance environment.I agree that planning for lesson is a strong area for me and my learners. As a result, I will always construct the delivery of my own teaching including the three learning domains. I found that the Bruner strategy had the most impact on my teachin g from both a practical and professional point of view. This has enabled me to encourage my learner’s involvement by utilising these methods. It has now become a natural part of my lessons, which involves incorporating Q&A as well as discussions to assess that learning has taken place in the Affective domain.My confidence has developed as a result, as well as my learner’s needs and communication is now at an all time high in the classroom. These areas are now a massive part as to how I deliver a lesson, as well as ensuring that communication flows both ways. After conducting research into the theories of learning, I have realised there are some improvements that need be made. One of these involves giving my learners more freedom and responsibility with the answers, rather than prompting them. I believe this simple change can breed confidence and progress for both me and the learners.Bibliography Skinner, B. F (Reprint 2003). The Technology of Teaching. Cambridge, MA: B . F. Skinner Foundation Petty, G (Reprint 2009). A Practice Guide Teaching Today. N. Thornes Forth Edition Holt, J C 1923- 1985 (revised edition) Classics in child development Knowles, M. and Swanson R. A, The Adult Learner: The definitive classic in adult education and human resources Harkin, J. , Turner, G. and Dawn, T. (2001). Teaching Young Adults. London, Routledge. Rogers. C and J. H Freiberg (Third Edition) Freedom to learn

The American Economy Service Oriented While The Us...

Introduction When reading the statement More than 70% of the US economy is service-oriented while the US manufacturing has shrunk 60% since just 1970 as a result only 1 in 10 Americans works in a manufacturing job. The US does not make, we take. (Fitz-Gerald) It made me realize how much our economy has evolved. Americans are more dependent on services while manufacturing jobs have become less attractive to job seekers. The demand for manufactured goods and products remains high; however, the service sector is getting the biggest chunk of the pie. Someone else is doing the work for us, therefore we feel comfortable giving away our hard-earned money for services and products that often times are not necessary but convenient. Development Our economy has gone through several changes over the years. During the early 1900s the United States was under a growing stage and manufacturing was necessary to accomplish this objective. One hundred years ago technology was not as advanced as it is today and man power was required throughout the manufacturing process. The growth of the railroad, manufacture of war equipment and growth of cities are only a few examples on how manufacture played an important role. Post World War II a trend that fueled industrial growth remained strong and it was not until the 1970s when we start to see a decline in the construction and manufacturing industry and a rise on real state, wholesale trade and healthcare. These latest service sectors continueShow MoreRelatedThe Problem Of Cyber Security1258 Words   |  6 Pagesour once dynamic nation at risk for disaster. Americans are a people dependent upon a meddling, incompetent government with its foot on the necks of its citizens. As incredible as it seems, our representatives allowed dictators and corrupt governments around the world to control nearly everything we need for survival. 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Why is that we as Americans feel like we have to right to deny another his or her god given rights. Many statistics indicate that the impact immigrants have on our country is mostly positive. We wi ll feel a much more negative hit if we were to deport them. Knowing all of thisRead MoreOutsourcing Of The New Strategic Asset829 Words   |  4 PagesIncreasingly, the companies are no longer just outsourcing basic support, but they are outsourcing activities integral to their operations, including such things as, customer sales and support, information technology, integrated product design and manufacturing, logistics, human resources and financial functions. Sometimes, the activities being performed by the outsider are replacing in-house operations. In other cases, they are new activities tied to the company s business growth and new markets. 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As a member of the management team in a growing business part of your responsibilities will be to analyze economic conditions and predict recessions and recoveries based on the business cycle. IfRead MoreWhy Scientific Management so Prevalent3192 Words   |  13 PagesIntroduction Scientific management was first developed by an American, Frederick Winslow Taylor in the1880s ~1910s and has evolved a lot since then. It is a theory or school of thoughts about process improvement and management. It aims at maximizing efficiency, productivity, output with least cost and minimizing wastes. It was criticized as inhuman by many organizational theorists. However, it is widely applied in manufacturing industry and service industry in both developing and developed countries nowadays