Thursday, September 3, 2020
Brief - Case Study Example While the offended party doesn't have her palimony understanding recorded as a hard copy, since she documented her case before the order of the new governing body, the adjudicator controlled the revision doesn't concern her case. In doing such, the adjudicator further controlled to deny the defendantÃ¢â¬â¢s movement to excuse the protest and the defendantÃ¢â¬â¢s counterclaims. Barbara A. Botis is the sweetheart of the late Gary A. Kudrick. Botis claims herself and Kudrick were in a Ã¢â¬Å"marriage-type relationshipÃ¢â¬ for most of 32 years after Kudrick separated from his significant other. Botis further cases that Kudrick vowed to deal with her after his demise despite the fact that he didn't place her in his will. Accordingly, Botis looks for palimony-or pay made by one individual from an unmarried couples to another part after division. Bequest of Gary A. Kudrick denies that Botis and Kudrick were ever in a Ã¢â¬Å"marriage-type relationshipÃ¢â¬ and, along these lines, the offended party isn't qualified for any remuneration. Moreover, the Estate looks for its own remuneration from the offended party for unapproved withdrawals from a home value line on one of the deceasedÃ¢â¬â¢s habitations, expelling effects from one of the living arrangements, and declining to return taken budgetary reports. What's more, the litigant later mentioned to grow the later counterclaim to incorporate misrepresentation, prevarication, lawyer expenses, and correctional harms. Offended party stands that her and the late Gary Kudrick met in secondary school in around 1954. In spite of the fact that they at first wedded others, after both of their separate relationships finished, they started a serious relationship. In 1976, Kudrick moved into BotisÃ¢â¬â¢s living arrangement while as yet keeping up his own different habitation. They at that point lived respectively for around eight years before selling her home and moving into his extended home in 1984 of which she guarantees she contributed $17,000. At that point, in 1995, they apparently buy another home
Saturday, August 22, 2020
Candide as a Typical Enlightenment Work Ã Ã Ã¢ Ã¢ Candide on a superficial level is a clever story. Anyway when examined further it is a philippic composing against individuals of an uneducated status. Candide is a model of these idiocracies, for he needs reason and has positive thinking that is really infuriating, accepting this is the most ideal everything being equal. In this way Voltaire utilizes a clever, bantering story on a superficial level, yet inside and out a remorseless rant against the blockheads of his occasions. Ã Ã Ã¢ Ã¢ Ã¢ Ã¢ Ã¢ Ã¢ Ã¢ Ã¢ Ã¢ Ã¢ Candide has reason just as a buddy whereupon he depends for exhortation. His buddy is Dr. Pangloss. He reliably spills to Dr. Pangloss about what ought to be finished. In the long run Pangloss is slaughtered by being hanged. In any case, this implies Candide's explanation is likewise dead! Candide proceeds to locate another partner, Lacking him [Pangloss], we should counsel the elderly person (37). He before long loses her, benefits another, looses him, and afterward increases another. In this manner we see that Candide can possibly think on the off chance that he has a friend. Voltaire is in this manner saying that all the nobles are truly dolts and says they are just sma...
Friday, August 21, 2020
Music can influence us from various perspectives. It can bring out feeling or bring back a since quite a while ago overlooked memory. It is available in almost every part of life. Anyplace you travel, you come into contact with music. Regardless of whether it is on the radio in the vehicle, in the market, or on TV, there is no getting away from the steady nearness of music. Music is made for different reasons and purposes. Here and there, arrangers are constrained to make a melodic work to communicate their feelings, or even assessments. Music is additionally made to communicate the social perspectives. Since there are such a large number of reasons music is made and purposes it is utilized for, how is it conceivable to know music and in what ways would music be able to be known? As per the International Baccalaureate Theory of Knowledge, there are a few explicit methods for realizing that permit information professes to be assessed. The infinitive, to know, can be assessed by utilizing reason, language, discernment, and feeling. These ways can be used while assessing the case Ã¢â¬Å"I know this music. Ã¢â¬ Also, the majority of these referenced methods for knowing can be applied to different subject matters other than expressions of the human experience. To start, realizing music can be assessed by utilizing reason as rationale. Clearly, on the off chance that somebody where to make this case, he could essentially be alluding to the way that he had heard it previously. In any case, coherently, looking on a more profound level, the case could imply that he had played through the music previously. Regularly when artists play a bit of music, or particularly when it is performed, it has more prominent importance to them and permits them to know it all the more personally. When playing a bit of music, specialists can place their very own inclination into it. They can shift certain perspectives, for example, rhythm and expressing. Not exclusively does playing music address a listening crowd, it addresses the craftsman. This makes playing music an exceptionally mental procedure, as it brings out specific emotions from audience and entertainer. Gifted artists are here and there ready to just glance at a bit of music, to break down each note and musicality, and have the option to guarantee they know the piece. Wolfgang Amadeus Mozart had the option to know music along these lines. He would create whole ensembles and concertos completely in his brain before regularly keeping in touch with them down. Furthermore, when he wrote them down, he never changed a note. Mozart never needed to genuinely hear a bit of music to realize what it seemed like; he could hear it in his psyche. In like manner, this was valid for Beethoven, who created and directed his ninth orchestra in the wake of getting hard of hearing. This procedure of knowing happens on a substantially more educated level at that point really playing music. Be that as it may, the two strategies present information on music. Other than utilizing reason as rationale, one can likewise consider the explanation in the motivation behind music so as to completely know it. Music is normally consistently made for some reason. Authors are roused and feel constrained to communicate their inventiveness. In any case, in spite of the author's underlying reason for the music, its motivation to society may turn out to be totally extraordinary. For example, numerous early traditional writers were recruited by courts and compelled to create music for the lord. Frequently they would simply compose to get paid and to spare themselves from neediness or execution. They could never have envisioned that their music would, after several years, be tuned in to in the homes of white collar class amilies as their kids intensely practice the present task from the piano instructor. Music can be composed to communicate assessments of society, culture, and authority. The well known rapper Eminem, continually censured for his straightforwardness, verbalizes his perspectives through his dubious verses. So also, the individuals from the overwhelming metal band Rage Against the Ma chine are known for their extreme perspectives on government and have even been captured a few times for fighting on the means of the capital. Fury utilizes their music to impart their suppositions and address other people who feel the equivalent. Out and out, the reason for music can be utilized to assess how it is known. Next, the case can likewise be assessed by investigating certain parts of language. Semantics is a term regularly applied to the investigation of significance in language. So as to contemplate language, one needs to think about two parts of language: indication and undertone. Signification can be thought of as the manner by which a word is characterized, as in the word reference. Implication, then again, is thought of as the shade of the word, or what it suggests. Thusly, as indicated by the Merriam-Webster Online Dictionary, the meaning of the action word Ã¢â¬Ëto know' is: to see straightforwardly, or have direct comprehension of, to have comprehension of, to perceive the idea of, to perceive just like equivalent to something recently known, to be familiar or acquainted with, or to have understanding of. The indication of a word is clear and varies from the implication in that it needs feeling. For instance, when attempting to disclose love to a youngster, it does nothing more than a bad memory to give them a word reference definition. Then again, the meaning of knowing can be clarified in innumerable manners. For instance, the word can construe that there is a forceful enthusiastic association, regardless of whether it be certain or negative. The meaning likewise includes numerous different zones other than simply the word, for example, the manner of speaking it is said in, or the setting wherein it is set. While assessing a case, one can't completely rely upon a solitary part of semantics. Both signification and implication should be considered so as to assess information claims. What's more, observation is another method for knowing. Observation fluctuates between all people. Observation makes every individual extraordinary. In this way, it is hard to offer a summed up expression about recognition other than the way that it can radically change the manner in which indistinguishable occasions are deciphered. Observation can be affected by a wide range of components, for example, culture, financial status, and religion. These variables can be depicted as channels through which the world is seen. At the point when applied to an information guarantee, recognition chiefly changes between people's perspectives on knowing something. Take, for example, the individual creation the information guarantee, Ã¢â¬Å"I know this music. One individual's impression of knowing could change from the view of the individual being told. The best way to overcome this issue in observation, is to get lenient of others' perspectives. Applied to others subject matters, these methods for breaking down information claims are substantial yet now and then superfluous. For example, the techniques work for hypothetical, language, and imagination based territories, for example, legislative issues and human expressions. In any case, when applied to progressively real territories like arithmetic and the common sciences, the above techniques are not appropriate. For these zones, procedures, for example, proofs and the logical strategy are utilized.
Sunday, June 7, 2020
Work Measurement on Katsa Bag Production (Gifts and Graces: Cainta, Rizal) I. Rationale Environmental issues and problems started to arise last decade. Awareness and drive to solve these problems has grown to 89% (NIHERST, 2008) sinceÃ 2008. This has resulted to different campaigns and movements such as the Earth Hour Campaign, where everyone is encouraged to switch off household lights for an hour and the birth of eco-friendly products into the market. One of the most in demand and popular eco-friendly products is the cloth or katsa bags. Several big companies such as RustanÃ¢â¬â¢s and SM have invested and promoted the use of this product not only because of its earth friendly feature but also due to the convenience and cost-saving advantage it gives to them and to their customers. Katsa bags have widened its range of usability. Before it is only used when people go to wet markets. Now, it is seen and used not only in supermarkets but in high end malls and places as well. Wit h the continuous expansion of its market and increasing demand,Ã production of katsa bags is now seenÃ as a critical process as its production cost and market value is now a concern of the public. II. Problem Statement Without an existing time standard for the production of katsa bags, the management allocates extensive time allowance for the completion of job orders. This results to excessive avoidable delays taken by the workers. III. Objectives This study is an application of the theories learned in the IE32: Methods Engineering Class. It aims to utilize the problem solving toolsÃ and work measurement techniquesÃ discussed in the course. Moreover, this study intends to help Tahanang Walang Hagdanan by accomplishing the following specific objectives: * To improve the productivity and efficiency of Tahanan Walang Hagdanans katsa bag productionÃ * To determine the time standard for producing a katsa bag using time study * To improve systems and procedures for select ed processes IV. Scope and Limitations PRODUCT SCOPE The study focuses on the processes involve in the manufacturing of Tahanang Walang Hagdanans katsa bags. Since there are different varieties of katsa bags, production of Antipolo katsa bags will be the premiere focus. TIME STANDARD SCOPE Even though Antipolo katsa bag production will be observed in this study, standard time for all the all other processes except silkscreening will be applicable for other katsa bag variety with the same dimensions. Silkscreening is the source of variation as different imprints are processed in different durations. SILKSCREEN PROCESS LIMITATION Different customers require different imprints on the katsa bags. The time it takes to produce patterns differ depending on the number of colors that will be seen on the imprint. A pattern can be reused once it has been created. Returning customers with the same imprint design do not need to be prepared a new silkscreen template. Since Antipolo katsa ba g is a returning customer, creation of the silkscreen template will not be observed by this study. V. Methodology The group conducted visits to the actual site of katsa bag production in Cainta. Interviews with the operations director, Lita Evangelista, marketing officer, Lolit Tuazon and sewing department supervisor, Leizel Tabocolde, were done every visit to familiarize the process and to be aware of the problems that they encounter. The actual operators were also asked about their assigned tasks. Basic questions such as how the processes are done, how many operators are involved in the assembly and the like were asked to give the researchers a background on the nature of making katsa bags. Familiarization of the process was done before conducting an actual time study on the operators. The current system was documented by means of flowcharting. Moreover, problem solving tools were used to identify the sources of production inefficiencies and to recognize where to focus in solvi ng the above mentioned problem. Time study was the work measurement tool used to determine the standard time for producing a bag. Through this, the time required for an operator to carry out a specific process was obtained at a defined rate of performance. the group also took into consideration the working conditions during the actual observation and see how these affects the workers performance. VI. Project Documentation COMPANY BACKGROUND Tahanang Walang Hagdanan Inc. is a center that equips the disabled with skills and knowledge for their integration into the mainstream of the society. People in this center are trained in different fields such as metalcraft, woodcraft, needlecraft, information technology, paper-making and packaging. The products produced by these trained workers are sold to local distributors and exported abroad. Tahanang Walang Hagdanan, providing different services and merchandise, is divided into different departments. One of these is the sewing departme nt. Here, different kinds of bags, graduation caps, and doll caps are produced. One of the kinds of bags created in this section is called a katsa bag, also known as eco friendly bag. PROCESS FLOW The production of katsa bag begins by simultaneously preparing the strap and the body of the bag. The strap is prepared by one of the operators by cutting it to its proper length (123 inches) and burning the edges with the use of a candle. Three straps can be produced in one cycle while a strapÃ¢â¬â¢s edge is burned on at a time. The body of the bag is simultaneously done with the straps. Preparing the body of the bag can be broken down into 3 sub-processes. First, 3 people layout the fabric for both the main body and the bagÃ¢â¬â¢s sidings. For the main body, the katsa cloth is folded several times until it reaches a pile of 25Ã cloths (Figure 1). One fold measures 87 inches in length. The same process is done for the sidings of the bag but this time, the fabric is folded at 8 5 inches. After layout, the body and siding patterns are traced on the topmost fabric. Four bodies can be produced from an 87-inch fold while twenty sidings are created for the 85-inch fold. Lastly, the fabric is cut by one of the three workers using the cutting machine while the fabric is held in place by the other two (Figure 2). Figure 1. Workers Layout Katsa Cloth Figure 2. Cutting Katsa Cloth for Body The body of the bag is thenÃ silkscreened (Figure 3). The main silkscreen process is done by only a disabled person who consequently has limited movements. For efficiency purposes, assistance is provided to the main operator in the arranging of the printed cloths. Since the bag has two different designs for each side, the printing of the first design on one side is finished first before moving on to the other design. After doing the first print, the fabric is placed on top of a board with an adhesive by a helper. The adhesion of the cloth to the board or wood plate is done in order to maintain alignment of the pattern and print when the second color of a design is imprinted. Given that the second design of this model of katsa bag requires two colors, the first color is applied first before proceeding to the next one. Meanwhile,Ã the ends of the 123-inch strap are sewn together (Figure 4). Markings are also placed on the middle of the strap for alignment purposes. Meanwhile,Ã the ends of the 123-inch strap are sewn together (Figure 4). Markings are also placed on the middle of the strap for alignment purposes. When the print on the cloth is dry, markings are drawn on it to identify the spot where the strap is going to be placed (Figure 5). After the strap and body preparations, a running stitch using a high speed machine is done to connect the strap to the body (Figure 6). Once it is done, the sidings are sewn together with the body creating the actual form of the bag. Following this step is the serging of the edges of the fabric using the edgi ng machine (Figure 7). Since the stitches are performed on the wrong side of the fabric, the bags are then inverted and the sides are marked in preparation of making the hemline. The final stitches on the side are made. Figure 6. Sewing the Strap and Body Together Figure 5. Drawing Markings on the Body Figure 7. Serging of Edges For the finishing touches, the bag is trimmed and checked for defects. Once it has already passed quality control, it is now ready to be packed and be delivered to the customer. The complete process flow of katsa bag production is described in the flowchart below (Figure 8). Figure 8. Process Flowchart of Katsa Bag Production WORK DISTRIBUTION | LTC| Silkscreen| Prep| Sew| Finish| Layout| Trace| Cut| 1st Coat (1)| Install| 1st Coat (2)| 2ns Coat (2)| Remove| Cut| Burn| Connect| Mark| mark| Attach| RS| Werge| Invert| Mark| Fold/Hem| Trim| Pack| 1| Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | 2| Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | 3| Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | 4| Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | 5| Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | 6| Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | 7| Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | 8| Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | 9| Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | 10| Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | 11| Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | 12| Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | 13| Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | 14| Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | 15| Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | 16| Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Table 1. Work Distribution The ne edlecraft department of Tahanang Walang Hagdanan is composed of 16 employees. The table above shows the specific work assigned to each worker. This was only based on how the supervisor, Ms. Leizel Tabocolde described her staff. The layout, trace and cut process are done by four people as a group. After these processes are complete, two of them proceed to sewing while the other two have nothing left to do. In the silkscreen process, one person does the main procedure of coating while two assists him with the other sub-steps. After printing, the preparation of the strap, siding and body is done before sewing them together. The majority of the processes in this stage is assigned to a single person. For the sewing part, a total of 11 out of the 16 employees work since 11 hi speed machines are available in the department. Furthermore, only one person does the edging despite the availability of two machines because she is the only one skilled to use it. To illustrate more clearly the w ork distribution of the 16 workers, a pie chart was used (Figure 9). Each number described in the legend is a specific worker. It can be observed from this chart that half of the complete process is done by only five workers. Moreover, 8 workers are assigned to work on a quarter of the whole production. Table 2 shows the actual work percentage of each worker. Figure 9. Work Distribution Pie Chart worker| Work distribution percentage| 1| 0. 086207| 2| 0. 086207| | 0. 051724| 4| 0. 051724| 5| 0. 051724| 6| 0. 034483| 7| 0. 034483| 8| 0. 086207| 9| 0. 068966| 10| 0. 068966| 11| 0. 068966| 12| 0. 068966| 13| 0. 068966| 14| 0. 068966| 15| 0. 068966| 16| 0. 034483| Table 2. Work Distribution Percentage VII. Work Measurement Results and Analysis After familiarization of the katsa bag process, the group used the time study method to gather information for the evaluation of the katsa bag operation and to establish time standards. The snapback method was used in timing each of the processes i dentified in the flowchart (Figure 8). The processes were identified with the help of THWÃ¢â¬â¢s sewing department supervisor. The time study observation form found in the appendix shows the data gathered from the examination. For the determination of sample size, the group used the recommended sample size from NiebelÃ¢â¬â¢s Methods, Standards, and Work Design book. The book states that for an operation with _____ cycle time ____ cycles are enough. For this reason, ___ cycles were used in the study. Five cycles were taken for each of the following processes: layout, trace, cut (LTC). On the other hand 10 cycles were taken for the remaining processes. Only five observations were taken for LCT because the workers can produce approximately 100 units of the bag during these processes. The allowances for personal needs, basic fatigue, variable fatigue, and special allowances were also taken from the recommended allowance from the NiebelÃ¢â¬â¢s book. These allowances were give n to normal operations. *add duration of time study *add how we got performance rating EFFICIENT BUT NOT PRODUCTIVE Table X shows the summary of the results from the time study that was conducted. Based on the table, each process is performed efficiently by the worker. However during company visits wherein the researchers observed for almost the whole working day, the group observed that even at this efficiency the workers werenÃ¢â¬â¢t productive. When the operator starts working on her assigned tasks, she finishes it quickly. However, production time was lengthened/prolonged due to observed avoidable delays. During the period where the processes were timed, the workers performed the tasks continuously but after a while some of the workers didnÃ¢â¬â¢t have tasks to accomplish. Process| | | % efficiency| | Layout (body)| 256| 241. 304| 94. 259| 5. 741| Trace (Body)| 146| 141. 848| 97. 156| 2. 844| Cut (Body)| 2044| 2034. 312| 99. 526| . 474| Layout (Side)| 219| 218. 568| 99. 8 03| . 197| Trace (Side)| 132| 128. 688| 97. 491| 2. 509| Cut (Side)| 567| 564. 144| 99. 496| . 504| First Coating (side 1)| 99| 98. 952| 99. 952| . 048| Katsa Installation on Plate| 203| 203. 112| 100. 055| -. 055| First Coating (side 2)| 98| 97. 272| 99. 257| . 743| Second Coating (side 2)| 87| 88. 256| 101. 444| -1. 444| Katsa Removal from Plate| 69| 67. 816| 98. 284| 1. 716| Cut| 141| 140. 56| 99. 330| . 670| Burn Edges| 23| 22. 960| 99. 826| . 174| Connect Ends/Mark| 268| 266. 224| 99. 337| . 663| Marking Body| 1660| 1630. 944| 98. 250| 1. 750| Mark Sidings| 265| 256. 984| 96. 975| 3. 025| Attach Strap| 1686| 1684. 760| 99. 926| . 074| Running Stitch| 1291| 1280. 496| 99. 186| . 814| Serge Side| 459| 451. 696| 98. 409| 1. 591| Invert| 85| 89. 488| 105. 280| -5. 280| Mark Side| 262| 255. 640| 97. 573| 2. 427| Fold/Hem| 1105| 1104. 208| 99. 928| . 072| Top Stitch| 1422| 1415. 400| 99. 536| . 464| Trim| 2483| 2481. 976| 99. 959| . 041| Pack| 505| 497. 784| 98. 571| 1. 429| STREAM D IAGNOSTIC CHART| Man| Method| Management| Overtime Last minute production High idle time Undermanned Processes Low quality control Excessive avoidable delays Hiring of extra workers Extended production process | | | Following the flow of the cause and effect arrows in the stream diagnostic chart (Figure 10), it can be observed that the most number of outgoing arrows comes from excessive avoidable delays. This indicates that having too many avoidable interruptions in the method of making katsa bags causes majority of the problems. The presence of too much avoidable delays causes the high idle time of workers. This consequently leads to last minute production for meeting their customerÃ¢â¬â¢s deadlines. Moreover, cramming the production of the bags causes the employees to work overtime and this in turn will be the reason for low quality control; since while chasing their deadline, it is highly probable that their skill of making the bags will be of poorer quality. Because of t he existence of these problems, one of the actions taken by the management is the hiring of extra workers which just adds to labor cost. Furthermore, extension of the production process is also a step done by the management as an effect of excessive avoidable delays. From the stream diagnostic chart, it was identified that the main problem in the production of the katsa bags is too much avoidable delays. The root causes of this problem were determined using the ishikawa diagram above. There are three main categories in which these factors fall under: management, human and methods. I. Management a. Extensive allowances for production process The management treats the normal? workers the same way they do with the disabled workers thus giving them extra allowances. b. Lack of supervision c. Improper work distribution The weights of work of workers are not evenly distributed. Some workers have too many tasks as compared to their co-workers. d. Lack of policies In the current system, there no? are strict policies regarding proper work execution and time management. e. Ineffective scheduling II. Human f. Lack of discipline During work hours, the workers are continuously communicating with each other. g. Lack of responsibility During the entire production process for a specific job order, there are workers who do not go to work for several days and just work during crunch time. (there are workers who do not go to work for several days and who just works when the deadline is near) III. Methods h. No standard time per process Workers are free to carry out their work on their own paces as they finish the required job orders. i. Undermanned stations With uneven work distributions, there are processes that lack manpower j. Processes not performed continuously Since the allowances given are too much, workers tend to stop every now and then to take a break even if a task in not yet done k. Dependent on the available number of workers Not all the workers go to work all the time thus the number of processes performed are limited to the ability and number of those who came. Insert Pareto chart Figure 13. Gantt Chart The gantt chart (Figure 13) is used to give an overview of the tasks that should be done simultaneously. Moreover, it shows which among these processes have relative short and long processing times. The time index used is neither the conventional hours of a day nor days of a week. Instead, the time index in Figure 13 is the fraction of minutes of a single cycle. This is because Tahanan Walang Hagdanan does not follow a standardized scheduling of work. Workers and operators start their workday based on the unfinished task the previous day. Based on the gantt chart, preliminary processes of the cloth and strap are independent of each other as they can be performed without the output of the other. Folding of the layout and tracing, cutting, silk-screening and marking of the cloth should be done at the same time with cutting, edge bur ning, stitching and marking of the strap. Ensuring that these processes are performed in order avoids delays and pile up of unwanted inventory. Delays are probable to happen if succeeding processes do not occur because of unfinished outputs from the succeeding processes. This will also cause idle time for the workers of the succeeding processes as they will have no material no work on. Moreover, pile up of unwanted inventory will happen if either of the two preparatory processes is not executed on time. This will cause an additional liability since there will be a need to temporary store these inventory. Furthermore, evident in the gantt chart as well is the short processing time involving the inverting of the bag. This process is done by another operator different from the operator from the preceding and succeeding processes. This is a potential area of improvement as this process can be merged to either the preceding or succeeding process. Difficulty of performing this task is at minimum as no specialization and training is needed to complete it. Implementation Plan Figure X shows the groupÃ¢â¬â¢s suggested implementation plan if the recommendations were to be carried out by Tahanang Walang Hagdanan. APPENDIX LTC Time Study Observation Form| Study No: 1| Date: March 11, 2010| Page: 1 of 2| | Operation: LTC| Operator:| Observer:| Element No. and Description| Layout (Body)| Trace (Body)| Cut (Body)| Layout (Side)| | | | | | Note | Cycle| R| W| OT| NT| R| W| OT| NT| R| W| OT| NT| R| W| OT| NT| Ã | 1| 80%| Ã | 53| 42. 4| 95%| Ã | 27| 25. 65| 90%| Ã | 400| 360| 75%| Ã | 52| 39| Ã | 2| 90%| Ã | 47| 42. 3| 75%| Ã | 34| 25. 5| 90%| Ã | 415| 373. 5| 90%| Ã | 43| 38. 7| Ã | 3| 100%| Ã | 44| 44| 105%| Ã | 24| 25. 2| 85%| Ã | 422| 358. 7| 90%| Ã | 44| 39. 6| Ã | 4| 75%| Ã | 57| 42. 75| 85%| Ã | 30| 25. 5| 95%| Ã | 382| 362. | 95%| Ã | 43| 40. 85| Ã | 5| 80%| Ã | 55| 44| 80%| Ã | 31| 24. 8| 85%| Ã | 425| 361. 3| 100 %| Ã | 37| 37| Ã | 6| Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | 7| Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | 8| Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | 9| Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | 10| Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | | Ã | Summary| Total OT| 256| 146| 2044| 219| Rating| Ã | Ã | Ã | Ã | Total NT| 215. 45| 126. 65| 1816. 35| 195. 15| No. Observations| 5| 5| 5| 5| Average NT| 43. 09| 25. 33| 363. 27| 39. 03| % Allowance| 12%| 12%| 12%| 12%| Elemental Std. Time| 48. 2608| 28. 3696| 406. 8624| 43. 7136| No. f Occurences| 5| 5| 5| 5| Standard Time| 241. 304| 141. 848| 2034. 312| 218. 568| Total Standard Time (sum standard time for all elements):| 3329| Foreign Elements| Time Check| Allowance Summary| Sym| W1| W2| OT| Description| Finishing Time| 2:32:50 PM| Personal Needs| 3| A| 0| 5| 5| checked| Starting Time| 1:35:50 PM| Basic Fatigue| 2| B| 0| 3| 3| stopped| Elapsed Time| 57 mins| Variable Fatigue| 3| C| 0| 3| 3| stuck| TEBS| 0. 3| Ã | Special| 1| D| 0| 6| 6| checked| TEAF| 0. 3| | Total Allowance| 9| E| 0| 4| 4| stuck| Total Check Time| 0. 6| | Remarks:| F| 0| 3| 3| checked| Effective Time| 3364| | | G| Ã | Ã | Ã | Ã | Ineffective Time| 24| | | H| Ã | Ã | Ã | Ã | Total Recorded Time| 3388| | I| Ã | Ã | Ã | Ã | Unaccounted Time| 0| | J| Ã | Ã | Ã | Ã | Recording Error %| Ã | | Rating Check| Ã | | Synthetic Time| Ã | Ã | | | Observed Time| Ã | | | | Time Study Observation Form| Study No: 1| Date:| Page: 2 of 2| | Operation: LTC| Operator:| Observer| Element No. and Description| Trace (Side)| Cut (Side)| Ã | Ã | | | | | | Note | Cycle| R| W| OT| NT| R| W| OT| NT| R| W| OT| NT| R| W| OT| NT| Ã | 1| 95%| Ã | 24| 22. 8| 90%| Ã | 114| 102. 6| Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | 2| 100%| Ã | 23| 23| 95%| Ã | 104| 98. 8| Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | 3| 80%| Ã | 29| 23. 2| 85%| Ã | 116| 98. 6| Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | 4| 90%| Ã | 26| 23. | 85%| Ã | 120| 102| Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | 5| 75%| Ã | 30| 22. 5| 90%| Ã | 113| 101. 7| Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | 6| Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | 7| Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | 8| Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | 9| Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | 10| Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Summary| Total OT| 132| 567| Ã | Ã | Rating| Ã | Ã | Ã | Ã | Total NT| 114. 9| 503. 7| Ã | Ã | No. Observations| 5| 5| Ã | Ã | Average NT| 22. 98| 100. 74| Ã | Ã | % Allowance| 12%| 12%| Ã | Ã | Elemental Std. Time| 25. 7376| 112. 8288| Ã | Ã | No. of Occurences| 5| 5| Ã | Ã | Standard Time| 128. 688| 564. 144| Ã | Ã | Total Standard Time (sum standard time for all elements):| Ã | Ã | Foreign Elements| Time Check| Allowance Summary| Sym| W1| W2| OT| Description| Finishing Time| Ã | Personal Needs| Ã | A| Ã | Ã | Ã | Ã | Starting Time| Ã | Basic Fatigue| Ã | B| Ã | Ã | Ã | Ã | Elapsed Time| Ã | Variable Fatigue| Ã | C| Ã | Ã | Ã | Ã | TEBS| Ã | Ã | Special| Ã | D| Ã | Ã | Ã | Ã | TEAF| Ã | | Total Allowance| Ã | E| Ã | Ã | Ã | Ã | Total Check Time| Ã | | Remarks:| F| Ã | Ã | Ã | Ã | Effective Time| Ã | | | G| Ã | Ã | Ã | Ã | In effective Time| Ã | | | H| Ã | Ã | Ã | Ã | Total Recorded Time| Ã | | I| Ã | Ã | Ã | Ã | Unaccounted Time| Ã | | J| Ã | Ã | Ã | Ã | Recording Error %| Ã | | Rating Check| Ã | | Synthetic Time| Ã | Ã | | | Observed Time| Ã | | | | Silkscreen Time Study Observation Form| Study No: 1| Date: March 12, 2010| Page: 1 of 2| | Operation: Silkscreening| Operator:| Observer| Element No. and Description| First Coating (side 1)| Katsa Installation on Plate| First Coating (side 2)| Second Coating (side 2)| | | | | | Note | Cycle| R| W| OT| NT| R| W| OT| NT| R| W| OT| NT| R| W| OT| NT| Ã | 1| 105%| Ã | 8| 8. 4| 80%| Ã | 23| 18. 4| 95%| Ã | 9| 8. 55| 90%| Ã | 9| 8. 1| Ã | 2| 95%| Ã | 9| 8. 55| 80%| Ã | 23| 18. 4| 80%| Ã | 11| 8. 8| 80%| Ã | 10| 8| Ã | 3| 90%| Ã | 10| 9| 90%| Ã | 21| 18. 9| 85%| Ã | 10| 8. 5| 100%| Ã | 8| 8| Ã | 4| 90%| Ã | 10| 9| 120%| Ã | 15| 18| 90%| Ã | 10| 9| 105%| Ã | 7| 7. 35| Ã | 5| 80%| Ã | 11| 8. 8| 105%| Ã | 17| 17. 85| 80%| Ã | 11| 8. 8| 75%| Ã | 11| 8. 5| Ã | 6| 90%| Ã | 10| 9| 75%| Ã | 24| 18| 90%| Ã | 10| 9| 100%| Ã | 8| 8| Ã | 7| 80%| Ã | 11| 8. 8| 110%| Ã | 16| 17. 6| 90%| Ã | 10| 9| 115%| Ã | 6| 6. 9| Ã | 8| 80%| Ã | 11| 8. 8| 80%| Ã | 22| 17. 6| 95%| Ã | 9| 8. 55| 90%| Ã | 9| 8. 1| Ã | 9| 100%| Ã | 9| 9| 75%| Ã | 25| 18. 75| 95%| Ã | 9| 8. 55| 90%| Ã | 9| 8. 1| Ã | 10| 90%| Ã | 10| 9| 105%| Ã | 17| 17. 85| 90%| Ã | 9| 8. 1| 80%| Ã | 10| 8| Summary| Total OT| 99| 203| 98| 87| Rating| Ã | Ã | Ã | Ã | Total NT| 88. 35| 181. 35| 86. 85| 78. 8| No. Observations| 10| 10| 10| 10| Average NT| 8. 835| 18. 135| 8. 685| 7. 88| % Allowance| 12%| 12%| 12%| 12%| Elemental Std. Time| 9. 8952| 20. 3112| 9. 7272| 8. 8256| No. of Occurences| 10| 10| 10| 10| Standard Time| 98. 952| 203. 112| 97. 272| 88. 256| Total Standard Time (sum standard time for all elements):| 555| Foreign Elements| Time Check| Allowa nce Summary| Sym| W1| W2| OT| Description| Finishing Time| 10:12:00 AM| Personal Needs| 3| A| 0| 5| 5| check, compare| Starting Time| 8:42:30 AM| Basic Fatigue| 2| B| 0| 73| 73| stuck| Elapsed Time| 89. 5 mins| Variable Fatigue| 3| C| 0| 6| 6| check alignment| TEBS| 0. 7| Ã | Special| 1| D| 0| 6| 6| remove thread| TEAF| 0. 3| | Total Allowance| 9| E| 0| 8| 8| remove thread| Total Check Time| 1| | Remarks:| F| 0| 45| 45| remove thread| Effective Time| 556| | | G| 0| 3| 3| talk| Ineffective Time| 157| | | H| 0| 4| 4| talk| Total Recorded Time| 713| | I| 0| 3| 3| talk| Unaccounted Time| 0| | J| 0| 4| 4| talk| Recording Error %| Ã | | Rating Check| Ã | | Synthetic Time| Ã | Ã | | | Observed Time| Ã | | | | Time Study Observation Form| Study No: 1| Date: March 12, 2010| Page: 2 of 2| | Operation: Silkscreening| Operator:| Observer| Element No. and Description| Katsa Removal from Plate| Ã | Ã | Ã | | | | | | Note | Cycle| R| W| OT| NT| R| W| OT| NT| R| W| OT| NT| R| W | OT| NT| Ã | 1| 65%| Ã | 10| 6. 5| Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | 2| 110%| Ã | 5| 5. 5| Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | 3| 100%| Ã | 6| 6| Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | 4| 85%| Ã | 7| 5. 95| Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | 5| 90%| Ã | 7| 6. 3| Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | 6| 90%| Ã | 7| 6. | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | 7| 100%| Ã | 6| 6| Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | 8| 95%| Ã | 6| 5. 7| Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | 9| 75%| Ã | 8| 6| Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | 10| 90%| Ã | 7| 6. 3| Ã | Ã | Ã | Ã | Ã | Ã | | Ã | Ã | Ã | | Ã | Summary| Total OT| 69| Ã | Ã | Ã | Rating| Ã | Ã | Ã | Ã | Total NT| 60. 55| Ã | Ã | Ã | No. Observations| 12| Ã | Ã | Ã | Average NT| 6. 055| Ã | Ã | Ã | % Allowance| 12%| Ã | Ã | Ã | Elemental Std. Time| 6. 7816| Ã | Ã | Ã | No. of Occurences| 10| Ã | Ã | Ã | Standard Time| 67. 816| Ã | Ã | Ã | Total Standard Time (sum standard time for all elements):| | Ã | Foreign Elements| Time Check| Allowance Summary| Sym| W1| W2| OT| Description| Finishing Time| Ã | Personal Needs| Ã | A| Ã | Ã | Ã | Ã | Starting Time| Ã | Basic Fatigue| Ã | B| Ã | Ã | Ã | Ã | Elapsed Time| Ã | Variable Fatigue| Ã | C| Ã | Ã | Ã | Ã | TEBS| Ã | Ã | Special| Ã | D| Ã | Ã | Ã | Ã | TEAF| Ã | | Total Allowance| Ã | E| Ã | Ã | Ã | Ã | Total Check Time| Ã | | Remarks:| F| Ã | Ã | Ã | Ã | Effective Time| Ã | | | G| Ã | Ã | Ã | Ã | Ineffective Time| Ã | | | H| Ã | Ã | Ã | Ã | Total Recorded Time| Ã | | I| Ã | Ã | Ã | Ã | Unaccounted Time| Ã | | J| Ã | Ã | Ã | Ã | Recording Error %| Ã | | Rating Check| Ã | | Synthetic Time| Ã | Ã | | | Observed Time| Ã | | | | Bag preparation Time Study Observation Form| Study No: 1| Date: March 12, 2010| Page: 1 of 2| | Operation: Preparation| Operator:| Observer| Element No. and Description| Cut| Burn Edges| Connect Ends/Mark| Marking Body| | | | | | Note | Cycle| R| W| OT| NT| R| W| OT| NT| R| W| OT| NT| R| W| OT| NT| Ã | 1| 90%| Ã | 14| 12. 6| 90%| Ã | 2| 1. 8| 85%| Ã | 28| 23. 8| 85%| Ã | 171| 145. 4| Ã | 2| 95%| Ã | 13| 12. 35| 80%| Ã | 3| 2. 4| 100%| Ã | 22| 22| 90%| Ã | 164| 147. 6| Ã | 3| 80%| Ã | 16| 12. 8| 110%| Ã | 2| 2. 2| 95%| Ã | 26| 24. 7| 85%| Ã | 172| 146. 2| Ã | 4| 85%| Ã | 14| 11. 9| 100%| Ã | 2| 2| 85%| Ã | 29| 24. 65| 95%| Ã | 153| 145. 4| Ã | 5| 90%| Ã | 13| 11. 7| 105%| Ã | 2| 2. 1| 100%| Ã | 24| 24| 75%| Ã | 193| 144. 8| Ã | 6| 90%| Ã | 14| 12. 6| 70%| Ã | 3| 2. 1| 75%| Ã | 31| 23. 25| 100%| Ã | 145| 145| Ã | 7| 85%| Ã | 15| 12. 5| 100%| Ã | 2| 2| 85%| Ã | 28| 23. 8| 90%| Ã | 155| 139. 5| Ã | 8| 100%| Ã | 13| 13| 95%| Ã | 2| 1. 9| 80%| Ã | 29| 23. 2| 95%| Ã | 156| 148. 2| Ã | 9| 90%| Ã | 14| 12. 6| 95%| Ã | 2| 1. 9| 90%| Ã | 27| 24. 3| 75%| Ã | 196| 147| Ã | 10| 85%| Ã | 15| 12. 75| 70%| Ã | 3| 2. 1| 100%| Ã | 24| 24| 95%| Ã | 155| 147. 3| Summary| Total OT| 141| 23| 268| 1660| Rating| Ã | Ã | Ã | Ã | Total NT| 125. 05| 20. 5| 237. 7| 1456. 2| No. Observations| 10| 10| 10| 10| Average NT| 12. 505| 2. 05| 23. 77| 145. 62| % Allowance| 12%| 12%| 12%| 12%| Elemental Std. Time| 14. 0056| 2. 296| 26. 6224| 163. 0944| No. of Occurences| 10| 10| 10| 10| Standard Time| 140. 056| 22. 960| 266. 224| 1630. 944| Total Standard Time (sum standard time for all elements):| 2317| Foreign Elements| Time Check| Allowance Summary | Sym| W1| W2| OT| Description| Finishing Time| 2:35:30 PM| Personal Needs| 3| A| 0| 14| 14| check alignment| Starting Time| 11:02:30 PM| Basic Fatigue| 2| B| 0| 53| 53| fixed katsa, stopped| Elapsed Time| 153 mins| Variable Fatigue| 3| C| 0| 62| 62| talked, stopped| TEBS| 0. 3| Ã | Special| 1| D| 0| 7| 7| blown small fire| TEAF| 0. 4| | Total Allowance| 9| E| 0| 45| 45| fixed katsa| Total Check Time| 0. 7| | Remarks:| F| Ã | Ã | Ã | Ã | Effective Time| 2357| | | G| Ã | Ã | Ã | Ã | Ineffective Time| 181| | | H| Ã | Ã | Ã | Ã | Total Recorded Time| 2538| | I| Ã | Ã | Ã | Ã | Unaccounted Time| 0| | J| Ã | Ã | Ã | Ã | Recording Error %| Ã | | Rating Check| Ã | | Synthetic Time| Ã | Ã | | | Observed Time| Ã | | | | Time Study Observation Form| Study No: 1| Date: March 12, 2010| Page: 2 of 2| | Operation: Preparation| Operator:| Observer| Element No. and Description| Mark Sidings| Ã | Ã | Ã | | | | | | Note | Cycle| R| W| OT| N T| R| W| OT| NT| R| W| OT| NT| R| W| OT| NT| Ã | 1| 95%| Ã | 24| 22. 8| Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | 2| 100%| Ã | 23| 23| Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | 3| 80%| Ã | 29| 23. 2| Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | 4| 90%| Ã | 26| 23. 4| Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | 5| 75%| Ã | 31| 23. 25| Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | 6| 90%| Ã | 25| 22. | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | 7| 85%| Ã | 26| 22. 1| Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | 8| 75%| Ã | 31| 23. 25| Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | 9| 100%| Ã | 23| 23| | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | 10| 85%| Ã | 27| 22. 95| Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Summary| Total OT| 265| Ã | Ã | Ã | Rating| Ã | Ã | Ã | Ã | Total NT| 229. 45| Ã | Ã | Ã | No. Observations| 10| Ã | Ã | Ã | Average NT| 22. 945| Ã | Ã | Ã | % Allowance| 12%| Ã | Ã | Ã | Elemental Std. Time| 25. 6984| Ã | Ã | Ã | No. of Occurences| 10| Ã | Ã | Ã | Standard Time| 256. 984| Ã | Ã | Ã | Total Standard Time (sum standard time for all elements):| | Ã | Foreign Elements| Time Check| Allowance Summary| Sym| W1| W2| OT| Description| Finishing Time| Ã | Personal Needs| Ã | A| Ã | Ã | Ã | Ã | Starting Time| Ã | Basic Fatigue| Ã | B| Ã | Ã | Ã | Ã | Elapsed Time| Ã | Variable Fatigue| Ã | C| Ã | Ã | Ã | Ã | TEBS| Ã | Ã | Special| Ã | D| Ã | Ã | Ã | Ã | TEAF| Ã | | Total Allowance| Ã | E| Ã | Ã | Ã | Ã | Total Check Time| Ã | | Remarks:| F| Ã | Ã | Ã | Ã | Effective Time| Ã | | | G| Ã | Ã | Ã | Ã | Ineffective Time| Ã | | | H| Ã | Ã | Ã | Ã | Total Recorded Time| Ã | | I| Ã | Ã | Ã | Ã | Unaccounted Time| Ã | | J| Ã | Ã | Ã | Ã | Recording Error %| Ã | | Rating Check| Ã | | Synthetic Time| Ã | Ã | | | Observed Time| Ã | | | | Sewing Time Study Observation Form| Study No: 1| Date: March 12, 2010| Page: 1 of 2| | Operation: Sewing| Operator:| Observer| Element No. and Description| Attach Strap| Running Stitch| Serge Side| Invert| | | | | | Note | Cycle| R| W| OT| NT| R| W| OT| NT| R| W| OT| NT| R| W| OT| NT| Ã | 1| 95%| Ã | 161| 153| 70%| Ã | 164| 114. 8| 100%| Ã | 40| 40| 90%| Ã | 9| 8. 1| Ã | 2| 95%| Ã | 156| 148. 2| 75%| Ã | 153| 114. 8| 90%| Ã | 44| 39. 6| 70%| Ã | 11| 7. 7| Ã | 3| 85%| Ã | 172| 146. 2| 85%| Ã | 135| 114. 8| 100%| Ã | 41| 41| 100%| Ã | 8| 8| Ã | 4| 100%| Ã | 153| 153| 75%| Ã | 153| 114. 8| 75%| Ã | 54| 40. 5| 115%| Ã | 7| 8. 05| Ã | 5| 80%| Ã | 193| 154. 4| 115%| Ã | 97| 111. 6| 90%| Ã | 43| 38. 7| 65%| Ã | 12| 7. 8| Ã | 6| 105%| Ã | 145| 152. 3| 85%| Ã | 141| 119. 9| 85%| Ã | 48| 40. 8| 135%| Ã | 6| 8. 1| Ã | 7| 70%| Ã | 200| 140| 110%| Ã | 103| 113. 3| 90%| Ã | 46| 41. 4| 90%| Ã | 9| 8. 1| Ã | 8| 100%| Ã | 156| 156| 75%| Ã | 154| 115. 5| 85%| Ã | 48| 40. | 100%| Ã | 8| 8| Ã | 9| 75%| Ã | 195| 146. 3| 115%| Ã | 103| 118. 5| 90%| Ã | 45| 40. 5| 100%| Ã | 8| 8| Ã | 10| 100%| Ã | 155| 155| 120%| Ã | 88| 105. 6| 80%| Ã | 50| 40| 115%| Ã | 7| 8. 05| Summary| Total OT| 1686| 1291| 459| 85| Rating| Ã | Ã | Ã | Ã | Total NT| 1504. 25| 1143. 3| 403. 3| 79. 9| No. Observations| 10| 10| 11| 12| Average NT| 150. 425| 114. 33| 40. 33| 7. 99| % Allowance| 12%| 12%| 12%| 12%| Elemental Std. Time| 168. 476| 128. 0496| 45. 1696| 8. 9488| No. of Occurences| 10| 10| 10| 10| Standard Time| 1684. 760| 1280. 496| 451. 696| 89. 488| Total Standard Time (sum standard time for all elements):| 4866| Foreign Elements| Time Check| Allowance Summary| Sym| W1| W2| OT| Description| Finishing Time| 4:05:50 PM| Personal Needs| 3| A| 0| 4| 4| fixed strap| Starting Time| 2:40:20 AM| Basic Fatigue| 2| B| 0| 4| 4| aligned strap| Elapsed Time| 85. 3 mins| Variable Fatigue| 3| C| 0| 6| 6| fixed strap| TEBS| 1. 8| Ã | Special| 1| D| 0| 12| 12| changed thread| TEAF| 1. 2| | Total Allowance| 9| E| 0| 8| 8| measured fold| Total Check Time| 3| | Remarks:| F| 0| 7| 7| checked stitch| Effective Time| 4888| | | G| 0| 5| 5| fixed thread| Ineffective Time| 52| | | H| 0| 6| 6| stopped| Total Recorded Time| 4940| | I| Ã | Ã | Ã | Ã | Unaccounted Time| Ã | | J| Ã | Ã | Ã | Ã | Recording Error %| Ã | | Rating Check| Ã | | Synthetic Time| Ã | Ã | | | Observed Time| Ã | | | | Time Study Observation Form| Study No: 1| Date: March 12, 2010| Page: 2 of 2| | Operation: Sewing| Operator:| Observer| Element No. and Description| Mark Side| Fold/Hem| Top S titch| Ã | | | | | | Note | Cycle| R| W| OT| NT| R| W| OT| NT| R| W| OT| NT| R| W| OT| NT| Ã | 1| 95%| Ã | 24| 22. 8| 85%| Ã | 114| 96. 9| 80%| Ã | 156| 124. 8| Ã | Ã | Ã | Ã | Ã | 2| 100%| Ã | 23| 23| 95%| Ã | 104| 98. 8| 80%| Ã | 164| 131. 2| Ã | Ã | Ã | Ã | Ã | 3| 80%| Ã | 29| 23. 2| 85%| Ã | 116| 98. 6| 85%| Ã | 147| 125| Ã | Ã | Ã | Ã | Ã | 4| 85%| Ã | 26| 22. 1| 80%| Ã | 120| 96| 85%| Ã | 152| 129. 2| Ã | Ã | Ã | Ã | Ã | 5| 80%| Ã | 30| 24| 85%| Ã | 113| 96. 05| 85%| Ã | 152| 129. 2| Ã | Ã | Ã | Ã | Ã | 6| 90%| Ã | 25| 22. 5| 90%| Ã | 109| 98. 1| 90%| Ã | 134| 120. | Ã | Ã | Ã | Ã | Ã | 7| 85%| Ã | 26| 22. 1| 95%| Ã | 105| 99. 75| 100%| Ã | 127| 127| Ã | Ã | Ã | Ã | Ã | 8| 75%| Ã | 30| 22. 5| 100%| Ã | 101| 101| 100%| Ã | 126| 126| Ã | Ã | Ã | Ã | Ã | 9| 105%| Ã | 22| 23. 1| 90%| Ã | 110| 99| 95%| Ã | 134| 127. 3| Ã | Ã | Ã | Ã | Ã | 10| 85%| Ã | 27| 22. 95| 90%| Ã | 113| 101. 7| 95%| Ã | 130| 123. 5| Ã | Ã | Ã | Ã | Summary| Total OT| 262| 1105| 1422| Ã | Rating| Ã | Ã | Ã | Ã | Total NT| 228. 25| 985. 9| 1263. 75| Ã | No. Observations| 10| 10| 10| Ã | Average NT| 22. 825| 98. 59| 126. 375| Ã | % Allowance| 12%| 12%| 12%| Ã | Elemental Std. Time| 25. 564| 110. 4208| 141. 54| Ã | No. of Occurences| 10| 10| 10| Ã | Standard Time| 255. 640| 1104. 208| 1415. 400| Ã | Total Standard Time (sum standard time for all elements):| | Ã | Foreign Elements| Time Check| Allowance Summary| Sym| W1| W2| OT| Description| Finishing Time| Ã | Personal Needs| Ã | A| Ã | Ã | Ã | Ã | Starting Time| Ã | Basic Fatigue| Ã | B| Ã | Ã | Ã | Ã | Elapsed Time| Ã | Variable Fatigue| Ã | C| Ã | Ã | Ã | Ã | TEBS| Ã | Ã | Special| Ã | D| Ã | Ã | Ã | Ã | TEAF| Ã | | Total Allowance| Ã | E| Ã | Ã | Ã | Ã | Total Check Time| Ã | | Remarks :| F| Ã | Ã | Ã | Ã | Effective Time| Ã | | | G| Ã | Ã | Ã | Ã | Ineffective Time| Ã | | | H| Ã | Ã | Ã | Ã | Total Recorded Time| Ã | | I| Ã | Ã | Ã | Ã | Unaccounted Time| Ã | | J| Ã | Ã | Ã | Ã | Recording Error %| Ã | | Rating Check| Ã | | Synthetic Time| Ã | Ã | | | Observed Time| Ã | | | | Finishing Time Study Observation Form| Study No: 1| Date: March 12, 2010| Page: 1 of 2| | Operation: Finishing| Operator:| Observer| Element No. and Description| Trim| Pack| Ã | Ã | | | | | | Note | Cycle| R| W| OT| NT| R| W| OT| NT| Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | 1| 105%| Ã | 210| 220. 5| 105%| Ã | 42| 44. 1| Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | 2| 85%| Ã | 254| 215. 9| 90%| Ã | 52| 46. 8| Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | 3| 80%| Ã | 271| 216. 8| 75%| Ã | 56| 42| Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | 4| 90%| Ã | 253| 227. 7| 75%| Ã | 5 9| 44. 25| Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | 5| 85%| Ã | 260| 221| 95%| Ã | 46| 43. 7| Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | 6| 85%| Ã | 266| 226. 1| 90%| Ã | 52| 46. 8| Ã | Ã | Ã | Ã | Ã | Ã | Ã | | Ã | 7| 90%| Ã | 243| 218. 7| 85%| Ã | 54| 45. | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | 8| 80%| Ã | 277| 221. 6| 80%| Ã | 54| 43. 2| Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | 9| 105%| Ã | 212| 222. 6| 95%| Ã | 46| 43. 7| Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | Ã | 10| 95%| Ã | 237| 225. 2| 100%| Ã | 44| 44| Ã | Ã | | Ã | Ã | Ã | | Ã | Summary| Total OT| 2483| 505| Ã | Ã | Rating| Ã | Ã | Ã | Ã | Total NT| 2216. 05| 444. 45| Ã | Ã | No. Observations| 10| 10| Ã | Ã | Average NT| 221. 605| 44. 445| Ã | Ã | % Allowance| 12%| 12%| Ã | Ã | Elemental Std. Time| 248. 1976| 49. 7784| Ã | Ã | No. of Occurences| 10| 10| Ã | Ã | Standard Tim e| 2481. 976| 497. 784| Ã | Ã | Total Standard Time (sum standard time for all elements):| 2980| Foreign Elements| Time Check| Allowance Summary| Sym| W1| W2| OT| Description| Finishing Time| 5:05:45 PM| Personal Needs| 3| A| 0| 11| 11| checked other bags| Starting Time| 4:14:30 PM| Basic Fatigue| 2| B| 0| 5| 5| ribboned twice| Elapsed Time| 51. 15| Variable Fatigue| 3| C| 0| 7| 7| stopped| TEBS| 0. 8| Ã | Special| 1| D| Ã | Ã | Ã | Ã | TEAF| 0. 7| | Total Allowance| 9| E| Ã | Ã | Ã | Ã | Total Check Time| 1. 5| | Remarks:| F| Ã | Ã | Ã | Ã | Effective Time| 2978| | | G| Ã | Ã | Ã | Ã | Ineffective Time| 23| | | H| Ã | Ã | Ã | Ã | Total Recorded Time| 3001| | I| Ã | Ã | Ã | Ã | Unaccounted Time| 0| | J| Ã | Ã | Ã | Ã | Recording Error %| Ã | | Rating Check| Ã | | Synthetic Time| Ã | Ã | | | Observed Time| Ã | | | |
Sunday, May 17, 2020
She was born into a family of a long line of royal decedents. She became Queen at the age of twenty four. She was the first women to be on an US commutative coin. Who is this very accomplished person? Queen Isabella. Bold and daring, Queen Isabella accomplished many things in her thirty years of rein as Queen of Castile and Aragon. Queen Isabella was born on April 22, 1451 in Madrigal, Old Castile. Her mother was Isabella of Portugal and her dad was John the II of Castile. Her mom and dad were King and Queen of Castile. She had two brothers, Alfonzo and Henry (Ã¢â¬Å"Isabella of CastileÃ¢â¬ par13). At the age of three IsabellaÃ¢â¬â¢s father died. After his death He4nry became King of Castile. A few years after he was crowned King he sentÃ¢â¬ ¦show more contentÃ¢â¬ ¦When they finally got married it stopped many feud between Castile and Argon. For that reason it brought peace to the land (Ã¢â¬Å"Isabella of CastileÃ¢â¬ par1). Five years after their marriage, Henry d ied on December 10, 1474. Days later Isabella became Queen of Castile. Everything was great in Castile and Aragon till FerdinandÃ¢â¬â¢s father died in 1479. Isabella and Ferdinand where then named King and Queen of Aragon (Ã¢â¬Å"Isabella of castileÃ¢â¬ par 18). During their rein as King and Queen they had five children. They had four daughters, Juana, Catherine, Maria, and Isabella. In their life they only had one son, John. Sadly he died at a young age in 1497 (Foster 32). They now had a tough decision for who would be the heir to the throne. After a long while they chose Juana because her son was born on the eve of St. Mathis (Foster 285). Seven years after her son died, Isabella died on November 1504. She died in Medina del Campo due to an unknown reason. Later after her husband died he was laid to rest with her in Alhambra (Ã¢â¬Å"Queen Isabella I par2). Never the less Isabella left this world with accomplishing many things. One of the things she is known for i s the Spanish Inquisition. An Inquisition is a hunt to find non-Christians and convert them or make them leave. Tomas de Torquemada was the person who told Isabella that she could not run a country with religious differences. In order to keep her country strong she reestablished theShow MoreRelatedThe Discovery Of The Bahamas1522 Words Ã |Ã 7 Pages As far as I can recall my existing knowledge from kindergarten to high school, Columbus has always been described as a heroic figure who overcame countless obstacles fearlessly and finally found the Ã¢â¬Å"New World.Ã¢â¬ For a long time, there were numerous authors, poets, and painters praising ColumbusÃ¢â¬â¢s legendary journey and his extraordinary contribution to mankind. However, after reading Ã¢â¬Å"The Discovery of the Bahamas,Ã¢â¬ the sailing logs written by Columbus, I figured that Columbus may not be such a manRead MoreSpain Before the Golden Age: King Ferdinand and Queen Isabella 933 Words Ã |Ã 4 PagesAge? King Ferdinand and Queen Isabella ruled the kingdoms that eventually became the country of Spain. Ferdinand and Isabella were intent on having a kingdom free of any faith other than Christianity. Many people were killed or even banished from the country. King Ferdinand and Isabella moved their kingdom into a great age for Spain, but did not achieve this in the best way. The marriage of King Ferdinand and Queen Isabella joined their familyÃ¢â¬â¢s two kingdoms. Queen Isabella was the daughter of KingRead MoreChristopher Columbus : The True Agenda Essay1386 Words Ã |Ã 6 Pagesimpossible. After being humiliated and discouraged, Columbus attempted to convince King Ferdinand and Queen Isabella of Spain. But after his first meeting with the king and queen of Spain to discuss the journey he wished to make, both the king and queen found themselves with many unanswered questions. Fortunately for Columbus they did not reject his proposal. In fact, it is commonly known that Queen Isabella was rather impressed with ColumbusÃ¢â¬â¢s presentation and it is believed that she persuaded her husbandRead MoreSpanish Reconquista And The Formation Of Spanish National Identity1654 Words Ã |Ã 7 Pagesunderstanding of Spain as it is understood today did not exist. It was because of the Christianisation of the peninsula and the Reconquista that Iberia was reimagine d as something more similar to what we understand today as Spain and Portugal. In this essay I intend to explain how this happened, which historical figures were key to this event and what perception there is today of the whole process and their precursors. The Reconquista is a process of Christianization of the Iberian Peninsula that startedRead MoreChristopher Columbus Seeking a Royal Sponsorship896 Words Ã |Ã 4 Pageshe was working on. Christopher Columbus managed to escape on an ore, and floated for days until he reached the Portuguese coast. Portugal was the leader of ocean navigation during this time and this was a perfect place for Columbus. In this biography I plan on talking about how Christopher Columbus planned on seeking a royal sponsorship on his outrageous plan to discover a new route to China, but instead he stumbles upon a new world. Now Christopher Columbus is starting to contemplate this ideaRead MoreChristopher Columbus And The Columbus898 Words Ã |Ã 4 Pagesgrade school, I was taught this rhyme to learn about Christopher Columbus. Most of what I learned about Christopher Columbus then, was that he thought the world was round (and others didnÃ¢â¬â¢t); and that he wanted to sail to India, but messed up, and landed in America, calling the natives Ã¢â¬Å"Indians.Ã¢â¬ As I grew older, I learned a little bit more about ColumbusÃ¢â¬â¢s trips to the Americas. I was told that Christopher Columbus wasnÃ¢â¬â¢t as nice of a person as I was taught when I was younger. I learned that ColumbusÃ¢â¬â¢Read MoreThe Life of Katherine of Aragon1465 Words Ã |Ã 6 PagesKatherine of Aragon is famous for being the first of Henry VIIIÃ¢â¬â¢s many wives, the one who fought back and defended her papally sanctioned marriage; the mother of Mary I; and the daughter of Isabella of Castile and Ferdinand of Aragon, founders of the kingdom of EspaÃ ±a. These facts place her in the position of a traditional sixteenth century woman by defining her as wife, mother, and daughter. In these roles, many women have been overlooked as the subject of their own study, and it certainly makesRead MoreColonization of the New World3463 Words Ã |Ã 14 Pagesclaimed that what he proposed was impossible and after years of disappointment and broken promises he was finally compelled to turn to Spain for provision. He appealed to King Ferdinand and Queen Isabella. They were intrigued despite all their adviserÃ¢â¬â¢s and seamen s claims that it was impossible. Isabella and Ferdinand desired to break the Italian monopoly on spices and goods from the east and despite being skeptical decided to support the venture. Little did they know at the time the impactRead MoreLiterary Analysis : From Of Plymouth Plantation By Christopher Columbus904 Words Ã |Ã 4 PagesJournals for example, like Ã¢â¬Å"From Of Plymouth plantationÃ¢â¬ show the reader what the thoughts of the author were at the time of the writing; letters are written with a sense of urgency and a desire for something. The letter written to King Ferdinand and Queen Elizabeth by Christopher Columbus shows the reader how desperate Christopher Columbus is to be freed. Authors who use poems to convey their message are allowed a greater quantity of freedom over the aforementioned types of texts. The use of repetitionRead MoreChristopher Columbus s `` The Harp And The Shadow `` Essay1927 Words Ã |Ã 8 PagesHe begins Ã¢â¬Å"The HandÃ¢â¬ chapter immediately with Christopher Columbus on his deathbed, ready to confess the sins he has committed in his lifetime: Ã¢â¬Å"Since I already have one foot in the grave, IÃ¢â¬â¢ll use the time to marshal my thoughts, because IÃ¢â¬â¢m going to have to talk for a long time to say what I have to say, and IÃ¢â¬â¢m more daunted, perhaps, by how much I have experienced than by my illness itselfÃ¢â¬ ¦Ã¢â¬ (Carpentier 35). Alejo Carpentier harshly makes accusations about Christopher ColumbusÃ¢â¬â¢s lies to get his
Wednesday, May 6, 2020
The Catcher in the Rye and The Glass Menagerie The person someone becomes is influenced by the losses they have experienced in their life. In Catcher in the Rye the main character Holden Caulfield is devastated by the loss of his younger brother Allie to leukemia. The loss of Allie never leaves HoldenÃ¢â¬â¢s mind. It changes his perception of the world. In The Glass Menagerie Amanda WingfieldÃ¢â¬â¢s husband abandons her and their two children Tom and Laura. For Amanda the only way to deal with the loss is to escape into a dream world. She forces this delusion onto Tom and Laura Loss of anything a loved one, a friend or a cherished possession can affect the way a person feels. Loss can change a personÃ¢â¬â¢s reactions or attitude toward something. ThisÃ¢â¬ ¦show more contentÃ¢â¬ ¦nbsp;nbsp;nbsp;nbsp;nbsp;Holden becomes reluctant to change because of AllieÃ¢â¬â¢s death. The loss of Allie was a great change in HoldenÃ¢â¬â¢s life. Allie had always been there. This causes Holden to associate change with negative emotions. As Holden is walking to the Museum of Natural History he begins to recollect memories of the museum. Holden talks about the exhibits of Indians and animals but says the best thing was that the museum stayed the same. No matter how many times you visited it never changed, nobody would have moved or become different. Holden felt that certain things should stay the same. He goes on to say Ã¢â¬Å"you ought to be able to stick them in one of those big glass cases and just leave them aloneÃ¢â¬ . Amanda WingfieldÃ¢â¬â¢s life is turned upside down by her husbandÃ¢â¬â¢s departure. In her mind it shatters hope for a future. To cope with this predicament Amanda tries to relive her youth. Once, after eating dinner Amanda mentions how she received seventeen gentlemen callers in Blue Mountain. She boasts that her callers were the most prominent men of Mississippi. Amanda says she knew how to entertain company and that she had a pretty face and a graceful figure. The loss of her husband causes Amanda to develop a dependence on her children. She wants Tom and Laura to become successful. Amanda complains that Tom does not earn enough money at the shoe factory. She wants him to attend night school so he can attain a better career.Show MoreRelatedEssay Prompts4057 Words Ã |Ã 17 PagesVenice The Autobiography of An Ex-Colored Man Mrs. WarrenÃ¢â¬â¢s Profession The Awakening PÃ ¨re Goriot Billy Budd The Picture of Dorian Gray Crime and Punishment The Plague Faust Poccho Fences The Scarlet Letter The Glass Menagerie Silas Marner Great Expectations Sister Carrie The Great Gatsby Sula Heart of Darkness The Turn of the Screw Hedda Gabler Typical American 2002 (Form B): Often in literature a characterÃ¢â¬â¢s success in achieving goals dependsRead MoreBrief Survey of American Literature3339 Words Ã |Ã 14 PagesÃ¨Å½ ·Ã¥â¦ ¨Ã¥âº ½Ã¥âº ¾Ã¤ ¹ ¦Ã¥ ¥â" Philip Roth (1933- ) Goodbye, Columbus (1959)Ã¨Å½ ·Ã¥â¦ ¨Ã¥âº ½Ã¥âº ¾Ã¤ ¹ ¦Ã¥ ¥â" PortnoyÃ¢â¬â¢s Complaint (1969) The Ghost Writer (1979) The Counterlife (1986)Ã¨Å½ ·Ã¥â¦ ¨Ã¥âº ½Ã¥âº ¾Ã¤ ¹ ¦Ã¦â° ¹Ã¨ ¯âÃ§â¢Å'Ã¥ ¥â" SabbathÃ¢â¬â¢s Theater (1995)Ã¨Å½ ·Ã¥â¦ ¨Ã¥âº ½Ã¥âº ¾Ã¤ ¹ ¦Ã¥ ¥â" American Pastoral (1997) Ã¨Å½ ·Ã¦â¢ ®Ã¥Ë ©Ã§ â"Ã¥ ¥â" J.D. Salinger (1919-2010) The Catcher in the Rye (1951) Ã£â¬Å Ã© º ¦Ã§â °Ã©â¡Å'Ã§Å¡âÃ¥ ®ËÃ¦Å"âºÃ¨â¬â¦Ã£â¬â¹ Native American Writers N. Scott Momady (1934- ), The House Made of DawnÃ£â¬Å Ã¦â¢ ¨Ã¦âº ¦Ã¤ ¹â¹Ã¥ ±â¹Ã£â¬â¹ (1968)Ã¨Å½ ·Ã¦â¢ ®Ã¥Ë ©Ã§ â"Ã¥ ¥â" Leslie Marmon Silko (1948- ), CeremonyÃ£â¬Å Ã¤ » ªÃ¥ ¼ Ã£â¬â¹ (1977) Louise Erdrich (1954- ), Love Medicine (1984)Ã£â¬Å Ã§Ë ±Ã¨ ¯Ã£â¬â¹Ã¥â¦ËÃ¥ Å½Ã¨Å½ ·Ã¥ ¾â"Ã¥Å'â¦Ã¦â¹ ¬Ã¥â¦ ¨Ã¥âº ½Ã¥âº ¾Ã¤ ¹ ¦Ã¨ ¯âÃ¨ ® ºÃ§â¢Å'Ã¥ ¥â"Ã¥Å" ¨Ã¥â â¦Ã§Å¡â5Ã© ¡ ¹Ã¥ ° Ã¨ ¯ ´Ã¥ ¥â" ChineseRead MoreBelonging Essay4112 Words Ã |Ã 17 PagesPrichard, Katherine Coonardoo AF Rhys, Jean The wide Sargasso sea AF Rosoff, Meg Just in case YA Rosoff, Meg What I was YA Rushdie, Salman The satanic verses AF Sachar, Louis Holes JF http://www.louissachar.com/HolesBook.htm Salinger, J. D. The catcher in the rye AF YA http://en.wikipedia.org/wiki/The_Catcher_in_the_Rye Sartre, Jean Paul Nausea AF Sebold, Alice The lovely bones AF http://en.wikipedia.org/wiki/The_Lovely_Bones Shields, Carol Unless AF Shriver, Lionel We need to talk about Kevin AF http://www
Britain needed to keep the colonies in their control and they achieved this by passing numerous policies. While, these policies were intended to keep order and limit chaos, their result was the exact opposite. The Navigation Laws, for example, while established for mostly economic reasons, gave British control over trade in the colonies. Although Britain had the power to control trade they did not enforce it until 1763. Another policy Britain passed was the Declaratory Act, immediately after repealing the stamp act. This act allowed parliament to pass any policy without the consent of the colonies. The Coercive Acts or Intolerable Acts as the colonists called them punished the colonists for the Boston Tea Party. These policies interfered with the daily lives of the colonists that they got used to and angered them greatly. Britain imposed these policies to gain political power in the colonies; however, the period of Salutary Neglect left the colonists to govern and manage themselves, and when the lifestyle of the colonists changed as a result of the policies, they resulted in increased revolutionary fervor. We will write a custom essay sample on British Policies Lead to Revolution or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Due to the French and Indian War, Britain had a large debt.In order to overcome this large debt, it passed many policies. The Sugar Act, a tax on imported goods, Stamp Act, a tax on many printed materials, and Tea Act, a tax on tea, are all examples of economic policies imposed on the colonies to gain profit. The colonists for many years traded and farmed for profit, and this worked very smoothly. However, after Salutary Neglect ended, Britain began to impose policies that stole the colonists money, made the colonist pay for products they did not want and documents that should not have any tax.The colonists viewed these polices as unfair and rebelled against this injustice. They did not want to pay taxes to Britain, who ignored them for more than one-hundred years, and all of a sudden began torturing the colonies with harsh policies that might eventually cause them to become poor. An example of the colonists unhappiness toward the taxes is displayed in the Boston Tea Party. The Sons of Liberty dressed up as Indians and attacked and destroyed the tea supply of tea trading vessels.Another display of the colonists unhappiness is when James Otis stated No Taxation without Representation. By this he did not call for representation of the colonies in Parliament, but instead he wanted Britain to Stop interfering with the colonies and its affairs. All of the policies eventually lead to the American Revolution. These economic policies contributed the most to the revolution, because they created the most protest throughout the colonies. Britain treated them very harshly after Salutary Neglect ended. They forced the colonists to commit acts they scorned.The Quartering Act forced the colonists to house any soldiers stationed in the colonies. Many colonists revolted against this act, because it violated their rights guaranteed by the Bill Of Rights 1689. They questioned that since there was not a standing army being kept in the colonies before the French and Indian War, why was a standing army was needed after the French had been defeated. Another example of social oppression was the Intolerable Acts, in which the colonists ere harshly punished for the Boston Tea Party.With these Acts Britain hoped to reverse colonial resistance to Parliamentary authority, however due to the harshness of these acts the resistance only grew. The social oppression that was caused by these acts created even more revolutionary fervor among the colonies, and thus they were also a large contributor to the revolution. Through these harsh laws and policies, Britain hoped to gain a tighter grip on the colonies, but instead they created revolutionary fervor throughout the colonies, and ultimately caused the American Revolution.