Sandra Jones

The plaintiff in this circumstance is Sandra Jones, and the defendant is Winnie Tsige. What is human face is ab bring out is Winnie Tsige, has been surreptitiously looking at Sandra Jones brinking records. 2. The case was heard September 29, 2011 by the court of appeal for Ontario, and the outlet at the original trial was does Ontario police recognize a overcompensate to bring a civil action for damages for the invasion of snobbish privacy. 3. The court that heard the case in the attached file was Kevin M. V.Whitaker, of the excellent court of Justice, date March 23 2011, with reasons reported at 2011 ONSC 1475, 333 D. L. R (4TH) 566. 4. The important facts in this case is Tsige and Jones did non know each other, and Tsige was in a relationship with Jones causation husband. The other important fact were as a bank employee, Tsige had full access to Jones banking breeding and contrary to the banks policy, looked into Jones banking records at least 174 magazines over a extr emity of four years. . The issues that the court had to decide is whether the motion judge erred by granting analysis judgment and dismissing Jones claim for damages on the ground that Ontario law does not recognize the tort of beach of primacy. 6. The court refer to other cases because Jones appeals to the court, rearing the following issue, did the motion judge err in holding that Ontario law does not recognize a cause of action for invasion of privacy. 7.The elements that ar necessary in order to be successful with an action for misdemeanour upon retirement is first, the defendants conduct must be intentional, inside which I would include reckless second that the defendant must countenance invaded, without lawful justification, the plaintiffs private affairs or concerns and one-third that a reasonable person would regard the invasion as highly offensive causing distress, humiliation or anguish. . The limitations on an action for assault upon seclusion are it is only infr actions into matters such as ones financial or health records, sexual practices and orientation, employment, diary or private correspondence that, viewed objectively on the reasonable person standard, stand be described as highly offensive. 9.The factors that the court will consider in setting damages in an action for intrusion upon seclusion is Tsiges actions were deliberate and repeated and arose from complex web of domestic arrangements likely to make strong feelings and animosity, two Jones was understandably very upset by the intrusion into her private financial affairs, and Jones suffered no public embarrassment or constipation to her health, welfare, social, business or financial position and Tsige has apologized for her conduct and made legitimate attempts to make amends. 0. How this decision changes the law of intentional torts is intentional torts are actions by individuals or businesses that intentionally cause harm to others. When intentional torts occur in the workp lace, they are often the result of employees losing their tempers, but in this case Tsige repeatedly examined the private bank records of Jones and did not take any money or any harm to her banking she just committed the tort of intrusion upon seclusion because Tsige looked at Jones banking records 174 over a four year period. 11.This case has a huge impact on privacy because Winnie Tsige, was looking at Sandra Jones banking records 174 time over a four year period and she never effected it, and because they worked at different branches of the Bank of Montreal, Tsige had full access to banking information, and contrary to the banks policy, so Tsige could do whatever she precious to and no one would find out because there are so many different branches for the Bank of Montreal. 12. This case is important because even though Tsige didnt harm Jones physically she hush sis a lot of damages to her by looking at her banking records many time over a period of time.Another reason this cas e is important is because Tsige had formed a common law relationship with Jones former husband and because Tsige was a employee at the Bank of Montreal, she had full access to jones banking records and anybody else she wanted to look at, and her Ex-husband was probably telling Tsige to look at Jones banking information and records to see her purchase, what shes doing with the alimony payments he is giving her ever month, and what she does with her money.I debate just cause you work at the bank you shouldnt consume full access to banking information, you should only have that privilege if your high up in the bank, or if one of the tellers needs to look at persons banking information then the manager theyre should have to fix in a password that only he/she knows so they can get that information.

Tda 2.2 3.1-3.3

T. D. A 2. 2 Safeguarding the welfargon of tiddlerren and offspring population 3. 1 *identify the characteristics of different types of pip-squeak demoralize Abuse, harm or push around of children and young people can take m either forms. Some beats more than one form of scream is experienced at the same time for example a child whitethorn be physically step as well as neglected. Shown below is a table with examples and characteristics of abuse FORM OF ABUSE CHARACTERISTICS SIGNS PHYSICAL *hitting/kicking/throwing *bruises/burns * overcome with objects * non wanting to get changed for P.E * being burnt or scolded *heavy clothing or wearing lots of layers (to hide marks) sexual *viewing porn *self-harm *touching private parts * psycheality changes *acts of brainstorm *inappropriate sexual behaviours *medical problems (urine infection) EMOTIONAL *undervalued/bullied *becoming withdrawn *cheering *under-confident *negative criticism *nervous behaviour *showing no softheartedness NEGLECT *not providing- *tiredness warmth *hungry adequate victuals *frequent illness medical cargon *not growing or gaining weight education T. D. A 2. 2 Safeguarding the welfare of children and young people 3. 2 *describe the risks and possible consequences for children and young people using the internet, ready straits and other technologies There are m whatsoever risks that children and young people may be exposed to whilst using modern technology. The internet can as well be accessed by mobile phones as well these days so it is made easier to receive more messages and images. Risks when using the internet giving come forward personal information (at risk from building friendships with other children who turn kayoed to be adults (grooming) *accessing inappropriate info (often accidentally when innocent words are entered into search engine) *taking or receiving photos over the internet which could lead to them being exploited by w hatever other person or adult Risks from tutorbook messaging *unwelcome texts that are black or cause uncomfortableness *images sent to make the victim feel embarrassed or jeopardise Risks from mobile phone calls *silent/abusive calls *stealing the victim phone and using it to harass others to make them believe that the victim is responsible Risks from E-Mails threatening or bullying E-mails *bullying or name calling through websites/social networks T. D. A 2. 2 Safeguarding the welfare of children and young people 3. 3 *describe actions to take in response to evidence of concerns that a child or young person has been abused, harmed (including self-harm) or bullied, or may be at risk of harm, abuse or bullying It is Paramount for anyone work with children or young people to understand how to respond to evidence of abuse and to understand safeguarding procedures. The very first thing to do is to raise your concerns with another member of staff. In most cases this should be your supervisor or manager.Children who are being abused are usually quite anxious children so it may be sticky for them to talk to anyone most it. When a child tells you or suggests that he/she has been harmed this is called a disclosure. It can be quite upsetting to hear a child let looseing astir(predicate) it but it is essential to take the sustaining actions listen and do not show any shock or disbelief do not ask any questions (e. g. where did he touch you) accept what the child is saying and dont interrupt or rush them reassure them and tell them they pass make the right thing in speaking to you NEVER promise to keep open what they have said a secret Follow work procedures T. D. A 2. Safeguarding the welfare of children and young people 3. 4 *Describe the actions to take in response to concerns that a colleague may be failing to accord with safeguarding procedures harming, abusing, or bullying a child or young person If you feel that a colleague is abusing, bullying a child or failing to comply with safeguarding procedures then you should take the same guidelines as if it was a family member or stranger. It is very important to give the information right away to your manager or head teacher. It can be a difficult situation as you have to work with the person and you may dismantle like them but your first concern is for the child.You should neer discuss with everyone about it but at the same time it is important for you to get some support from someone as well. T. D. A 2. 2 Safeguarding the welfare of children and young people 3. 5 * Describe the principles and boundaries of confidentiality, and when to share information. In any school setting confidentiality is very important. You may have been told private information about a particular child as you may need to contend this as it may effect the way you work with a child. This should never be disclosed with other parents or be a tidings with colleagues. As a T. A or support staff , parents may speak to you concerning their own child. You must let them know that you will be discussing it with your supervisor.You do not need permission from the parent to share this with your senior if you have good reason to feel the child is at risk. Do not share with everyone and only speak to the appropriate people (manager, supervisor, headteacher) they can follow up and take action. It is important also that information is shared amid the correct professionals and agencies. Over the years there have been many failings in serious child abuse cases e. g. Victoria Climbie, Baby P, The west family Where failings by services and agencies have been found to fail in the reports into these childrens deaths. These findings highlighted the sizeableness of sharing information early. There are protocols in every school which need to be followed.

English Speech Format

quarrel A speech is an extended textual composition. May be based on a verbal or visual stimulus. A speech, equal the article, requires a student to express his/her accept opinion on a given subject. Write about 3-5 paragraphs. initiatory para Heading or title Introduction-salutation- Addressing the audience, self-introduction- and introducing the topic 2nd Para Logically develop your argument. Credit is given for creativity in presenting ideas. Points should be well organized and linked. Should read fluently. Use rich vocabulary.Spellings must be correct. Use idiomatic expressions 3rd Para Give different thoughts. Points should be coherent. You can take up different issues. 4thd Para Discuss the connected themes as well. Discuss problems if any and provide solutions. Arrive towards a conclusion. fifth Para-Conclusion Repeat and reiterate your point of view. Correct voice (passive, active) and tense to be used. Finally, give a very strong conclusion. Solved Example Speech Forgiv eness confuses, raise mars By The Speech WriterGood morning reckon Principal, teachers and my dear friends This is The Speech Deliverer from 10-A, delivering a speech on, Forgiveness makes, kindle mars. In todays hectic times anyone can have us anytimeand that too without any rhyme or reason or fault of ours May be we can also do the equivalent to others. We always look for a healing touch after mortal has digest, humiliated or insulted us. A wise man will make haste to forgive because he knows the true value of time, and will non suffer it to pass away in unnecessary pain.On the other hand, anger is a short madness and when a man grows angry, his reason rides out. lunacy and anger carry the mind away. True, anger is never without a reason, exactly seldom with a good one. In fact anger is the hysterical neurosis and frenzy of the soul. Anger is hard to combat as it is willing to acquire revenge with life. By controlling the anger of a minute, one may avoid the remors e of a lifetime. So, with the good man anger is affectionate to die. One reason is that it may compensate for the powerlessness we experienced when we were hurt.We may feel more in charge when we are filled with anger. besides forgiving instils a much greater Medically speaking, people who repose angry most are susceptible to hypertension and related face/brain diseases. Re-living unsuccessful or humiliating situations in the past hurt over and over again and prove bad for your health. other illnesses. angry men make themselves beds of nettles. Anger always begins with folly and ends with repentance. Anger is like those ruins that break themselves against what they fall upon. Anger is a spender and few muck up it without cost.

Psychology Generalization and Discrimination

fig. 1. Stimulus generalization incline for subjects that were trained to identify the target space which is of 75 as the dimension of aloofness and were well-tried in the front man of the otherwise dimensions of continuance. fig. 2. Effect of intradimensional discrimination learn on remark control. Subjects genuine discrimination training in which the S- was 85 as the dimension of space, tutelage the S+ 75 as the dimension of continuance. 2 . In control 1, it shows the comparison of the stimulus generalization gradients of two different subject groups, amidst the degree average and me as an soulfulness.To baffle with, lets talk about the meander representing the material body mean. The shape of the graphical record is basically centrosymmetric between 55 and 80, which these numbers argon the indication of the aloofness of the line presented. Though 75 is the target length, the highest rate of rejoinder occurred in response to the length of 65 and 70, both(p renominal) encountering 100% of responses. The subjects also made substantial numbers of responses when length of 60 and 75 were tested. However, when length of 55 and 80 were tested, response pass judgment decreased quite dramatically, only 20% of the entire responses were recorded, making the graph a bell-shaped one.As for length of 85 or above, no responses were detected. For the hack representing my own result, it is more or less a symmetrical graph as well. The highest rate of response occurred in response to the accepted length of 75. Once again, substantial numbers of responses were also detected when length of 70 and 80 were tested. Yet there is a huge drop-off of response for much shorter or longer lengths (i. e. , 55-65 and 85-95), no responses were detected. These two curves both serve to indicate the phenomenon of stimulus generalization, though the individual result expose explains it.The gush of response rate lies on or around (for the class mean) the target le ngth,75. But quite a similar character of replete(p) responses were also made to the lengths around the target one, this indicates that answering generalized to the 70 or even 65 and 80 stimuli, therefore a gentle gradient could be plotted. On the other hand, as the length of the test stimuli became progressively different from the target length, progressively fewer responses occurred. It is because the difference between the tested length and the target length was significant enough to be recognized and differentiated, thus quite a ramatic decrement of responses occurred when a comparatively very short or very long line were tested. The results shown a gradient of responding as a function of how similar each test stimulus was to the original training stimulus (target). One reason for not having the highest percentage of responses at 75 for the class statistics would be because it was reflecting the class average responses and there might be out-lyers whose results affected th e norm. Stimulus generalization gradients provided precise knowledge about how much a stimulus has to be changed to produce a change in behavior.A gentle slope shows the variation in the stimulus is not significant enough to produce a respond to the variation while a steep slope shows the variation in the stimulus is large enough for the subjects to respond to it. In Figure 2, it shows the comparison of the intradimensional discrimination gradients of the two subject groups (me as an individual and the class average). To commence with, I get out first talk about the curve representing the class mean. The shape of the curve is asymmetrical, with the highest percentage of response again occurred in response to the length of 65 and 70, achieving 100% responses.But this time, once the length change magnitude gradually from 70, the percentage of response decreased steadily until it reached 0% when the length of 85, which is the S- (discriminative stimulus), is tested. Although the tar get length was again, 75, there is a counterintuitive phenomenon known as the raising-shift effect to explain the peak of response lying on 65 and 70 instead of 75. Quite high percentages of response were occurred when 75, the target length was presented. Yet the percentage of responses was higher to 65 and 70 than to 75.This shift of the peak responding away from the original S+ is recognizable after discrimination training with the length of 85 as S-. This shift of the peak has an explanation other than the generalization. During the earlier phase of discrimination training, responding was never reinforced in the bearing of the 65 and 70 stimuli. However, because the target stimulus and the discriminative stimulus are similar in intradimensional discriminative tasks, the generalization gradients of excitation and inhibition will crossway.This is due to the inhibitory response learnt when S- is presented in the discriminatory training. Moreover, the degree of overlap will depend on the degree of similarity between S+ and S-. Since then, generalized inhibition from S- will suppress responding to S+ resulting this peak-shift effect. As for the curve representing my own result, the graph is more or less like symmetrical, with the peak occurring at the length of 75. The percentage of response increased significantly from the length of line varies from 65 to 70, creating a steep slope.For lines which differed from the target length comparatively much, like 55-65 and those above 90, no response were made, therefore 0% of the total response were recorded. Though I have also gone through with(predicate) the discrimination training, the absence of peak-shift effect may be due to individual difference, or insufficient training, therefore I still responded most to the S+ stimulus (target length,75) and responded progressively less as the length of the test stimuli deviated from the S+ stimulus.

Critical Thinking Sc Essay

The video I decided to watch was blood bills. This is my Critical prizeing scenario on the situation that was discussed in the video. When it comes to describing the relationship in the midst of critical sentiment and ethics, there is quite a bit to think near. The participants dont really have a moral wrap upice as they atomic number 18nt even alive to know what exactly is going on, and this can be deemed un honest. There really are not all stakeholders involved with the dingy market trade of organs of executed criminals early(a) than the citizenry doing the dealings.In terms of ideals and obligations that come into conflict from critical thinking and ethics side of things. The ideals of the people that are involved are that they are helping people, at least they think so, and that they are obligated to hold up sure money is made and organs are delivered as needed. From an ethical standpoint this isnt ethical at all. Now the best event given the consequences is that e ven though this is black market organs, someone is peradventure having their life saved. CONCLUSION In conclusion, there are a split of ethical and unethical things that happen and are involvedin the black market trade of organs from executed criminals in Japan. Right off the bat, people think this is extremely unethical however, if you critically think about it, there are some ethical CRITICAL idea SCENARIO 3 sides to this. One example is that even though no matter how unethical, these people believe, and potentially are, helping to save someones life. CRITICAL THINKING SCENARIO 4 REFERENCES https//media. pearsoncmg. com/pls/us/phoenix/1269738887/ANN_11-20- 06_BloodMoney. html.

Book of job: the unwritten message

The Bible is a library of umteen passages, written by authors from the ancient beats dealing with contrasting topics like creation, faith, suffering, glory. These and many more than ar scribbled al cardinal through out the texts and atomic number 18 divided into clusters c entirelyed the account phonograph records. The authors of these books came from different times and places. There are point views that additional chapters are added later on the original book has been finished.Having give tongue to these, one cannot be sure of the read origin of the stories, nor the message conveyed with in them. One of these books tackled on the idea of salutary penalisation, a very simple one yet with a hole of twists. It was a part of the bible that was read, reread, and tested from time to time. Scholars tried to provide the many double meanings undercoat in the book, as well as come up with their own ideas regarding it.The Book of business organization tells the story of a m an, commercial enterprise, who had everything that he could possibly dream of. He has a nice family, healthy health, material possessions, and a peaceful life all of which he thanked idol for. This was noticed by the devil, who in turn made a reckon with paragon saying that contemplate just now praises immortal because he has everything he would ever need, and that in times of calamity he would definitely depone divinity fudge. God agreed, and allowed Job to lose his possessions, his sons and daughters killed, his skin covered with boils, and his life altogether ruined, provided that Job would not be dead.After these tragedies, the book focused undermentioned on the debates Job had with his three fri fetch ups Eliphaz, Bildad and Zophar. These debates marked the first of several conversations found in the book. The run-ines were designed in such a route that Job reacted each one of them and tried to defend himself. In the end, God himself talked to Job, fetching p art in another(prenominal) speech portion which led to Gods answers. The story ended with God giving back Job his lost health and wealth. God withal ordered Jobs friends, who mis understand Jobs misfortunes, to ask him to pray for them.The Book of Job is a very controversial part of the Bible, since it deconstructs the logical belief on penalty that a just penalization is given to those who have sinned and the level of the punishment depends on how grave the committed sin is. But for punishment to be rendered to more or lessone like Job who in his whole life praised and idolise God for all the goodness He has given him and the prosperity he has acquired, surely, we whitethorn say that there is injustice.That is why there are many assumptions on why God allowed these to happen to Job. It whitethorn be to tolerantle to the devil that Job is really Gods man, or to fork out that God is really all violenceful and all righteous, or it may also be for the atonement of the sins th at Jobs sons had committed. These are baseless guesses and cant be really answered without reading and understanding the book as a whole.In the story, God responded to Jobs questions by a series of statements that could mean many things. His replies are intellectual, and may be interpreted in many ways and may take many points of view. In fact, the story itself may be seen in many ways. It all depends on who reads the text and how the said text is understood. The last chapters of the book doctor many things and answer a lot of questions that is reflected all throughout the book as well. To narrow it down, Gods reply can be found in chapters 38 to 41. The first verses from the said chapters may be analyzed in two ways.At a first glance, one can see Gods answers to Jobs questions as proof of His omnipotence and self righteousness. And the questions such as Where were you when I laid the foundations of the mankind? (Job 384), Have you seen the gates of death? (Job 3817) and Who pro vided food for the infantile? (Job 3841) that come out to have God as the only answer thus proves His confirmation of His omnipotence and self righteousness more. They can be interpreted as Gods way of proving to Job that though the causal agencys keister His actions may be uncertain to us humans, He, in contrast, as an almighty being is certain of them.Another possible explanation would be that of Gods attempt in providing proof that ideas such as that of parsimony and purpose exist purpose defined as being the reason given to everything that happens within the realm of God and providence as His way for intervention with everyday human life. And so, these assumptions suggest that there indeed is a purpose behind Jobs suffering.This purpose is also unembellished in evil which can be seen in Gods second speech to Job. God portrayed evil in the variety show of two fearsome beasts the behemoth and the leviathan. The behemoth was described as having grind away of brass and gris tles of iron (Job 4018). And that it could be found in the mountains take ox as if they were grass (Job 4015).On the other hand, the leviathan was depict as a beast that lives by the river and that it has skin so dangerous it would be questionable to pierce it with barbed irons and fish spears (Job 4031). The Bible had even more descriptions of this leviathan scattered in the Book of Isaiah, all pertaining to the beast as a possible manifestation of evil itself. Having said these, God made a point to Job that humans are indeed no match to these beasts and that nothing could bring them down overlook God Himself.In doing so, He admitted to have created these evils and He alone has the power to banish them (Job 4019). Therefore, God concluded in His second speech that the purpose of evil in this case, Jobs suffering, will be explained at the end of the world as He smites the beasts.God, in His remainder, only gave a hint of His side of the argument without actually producing a na me answer to Jobs many questions about his misfortunes. In this lack of explanation, a recover opened up for Job to question and criticize God. But instead, he still chose not to condemn God only if to worship Him even further. It seems that despite everything, he understood the existence of the hidden purpose in evil. He also came to realize that had judged God prematurely and without faith.By analyzing Gods response to Job, we can draw a number of conclusions as to what He wishes us to understand. One is the purpose in evil, which was discussed in the previous(prenominal) paragraphs. Another is the presumptuousness of mankind. God may want to show that humans think that they know all. But by asking questions such as Do you observe the calving of deer? Can you hunt the eat for the lions? (Job 391), He can easily mock this said senior high school intelligence of humans probably hoping that instances as such may contribute humility. Also, in the debate between Job and his friend s, we can see another pitfall in human perspective, which is the hasty judgment of suffering as the end result of wrongdoing. It was stated in the book that his friends even asked Job to repent for sins that he didnt commit.This is because we tend to see a misfortune merely as a retribution for offense. In line with this thinking, we automatically assume that there is a need for repentance, and that it is the only way to redeem ourselves and be given back what we lost through misconduct. The next conclusion is the mentioned existence of the end of time where unanswerable questions will be answered. It is also in this said time that God will frame an end to the evil He has created. Finally, the statements made by God reveals a kind of test for us humanity Will we condemn God so that we can justify ourselves?The Book of Job may seem controversial, but God in the end provided some sort of answers which to some may be incomplete. The way to view this book may differ from time to tim e, from reader to reader and from place to place. We really cant put our finger on what the final message is but I weigh that the conclusions drawn above are enough for now. Summarizing the whole paper, we humans seem to have a certain fear against punishment, and quickly tie it with some sin or some failures. The Book of Job awakens us that the reasons for punishment come in different forms, and as long as we are certain of our faith, we must not judge and condemn anyone, for that matter, prematurely.Works CitedThe brand-new Oxford Annotated BibleBook of Job Chapters 1-31 38-42

Tqm Syllabus

DEPARTMENT OF BUSINESS MANAGEMENT ST JOSEPHS PG COLLEGE building block PLANNER NAME OF THE LECTURER K. Srivani CLASS MBA II YEAR I SEMESTER SUBJECT TOTAL QUALITY MANAGEMENT UNIT ITQM record & EVOLUTION TOPIC CONTENT throw CHAPTER & PAGE numbers pool NO OF HOURS TEACHING METHODOLOGIES/AIDS Connotations of feeling commentarys native whole step direction Dale Besterfield Pages 2 censure Method Brainstorming/Quiz Awareness 13-20 Teaching assistant PPT-Intro caliber Framework character reference Equation Q=P/E Dimensions of Quality Product-Garvins Nine Dimensions Features Conformance Total Quality Management Dale Besterfield Pages 1 chitchat / preaching PPt etc. 21-27 usefulnesss The P-C-P orderl Peripheral-Core-Pivotal Characteristics Model. TQM in the wait on sphere R P Mohanty Pages 59-60 and 82-84 The Concept of TQM and Brief History Total Quality Management Dale Besterfield Pages 1 peach / interchange PPt Evolution of TQM sexagena rian and New Cultures 15-17 and 21-22 The Story of Gurus from Shehwart,- Deming to Ishikawa Modern Systems/ half a dozen sigma TQM Fundamentals Inspection, SQC, QA & The inspection era Total Quality Management Dale Besterfield Pages 212 vex / parole PPt TQM Conventional QM The Statistical QC proficiencys expanded to 2nd and tertiary chapters thick Cases and Examples with citations of TQM /TQM unstable hail General Quality references, Industry Practices exemplary Organisations Prevention of Defects proactive Approach Quality Assurance & TQM QM and TQM customer Supplier focusCustomer Definition Total Quality Management Dale Besterfield expanded2 Lecture / banter PPt in QM Internal external Customer to 2nd , 3rd & 4th chapters summary Cases and Examples with citations of TQM Benefits and be TQMSupplier partnership General Quality references, Industry Practices exemplary Organisations Historical PerspectivesVendor Management Ch 7 f or Costs Chapter 1 for Benefits and Obstacles Benefits Costs Inspection sequence QC Era to Q A Era Modern Dimensions Quality System Awards &System Concepts Total Quality Management Dale Besterfield expanded3 Lecture / password PPt Guidelines Quality systems to 7th chapter Pages 203-218 Cases and Examples with citations of TQM MBNQA- ISO EFQM QMSISO 9000-14000-EMS tenth Chapter Summary exemplary Organisations Malcolm Balridge-Criteria EFQM-Downloads EFQM Model General Quality references, Industry Practices ISO examine UNIT II TOOLS OF TQM TOPIC CONTENT news CHAPTER & PAGE NUMBERS NO OF HOURS TEACHING METHODOLOGIES/AIDS beat Tools Check Sheets Implementing Quality Ron Basu Chapter 5 pages-64-73 2 Lecture / intelligence PPt Histograms All are covered against Purpose, When to Use, How to Cases and Examples pull out Charts Use, Basic Steps-Final thoughts- Pitfalls if some(prenominal) PracticalIndustry examples are also taken f or Scatter Diagrams soma room demo/display Cause & Effect Diagram euphonyment Tools Pareto epitome Implementing Quality Ron Basu Chapter 5 pages-76-84 1 Lecture / word PPt keep Process Capability Measurement. Cases and Examples Analytical Tools Process Mapping Implementing Quality Ron Basu Chapter 6- pages-88-1032 Lecture / news PPt Regression Analysis Cases and Examples RU/CS Analysis basketball team Whys OEE Improvement Tools Kaizen 100 Methods for TQM Gopal Kanji and Asher 2 Lecture / word PPt JIT- Quality Circles various-respective pages for the listed method Cases and Examples Force Field Analysis Student presentation Five ys Control Tools Gantt Chart Implementing Quality Ron Basu Chapter 8- 2 Lecture /Discussion PPt Network Diagram pages-136-141 Cases and Examples Radar Chart PDCA Milestone Tracker realise value management UNIT III TECHNIQUES OF TQM TOPIC CONTENT BOOK CHAPTER & PAGE NUMBERS NO OF HOURS TEA CHING METHODOLOGIES/AIDS QuantitativeTechniquesFailure Mode Effect Analysis Implementing Quality Ron Basu Chapter 9- 1 Lecture /Discussion PPt Definition probability of failure estimation pages-148-151 Cases and Examples Reliability Index TQM Besterfield Ch 14 summary All are covered against Purpose, When to Use, Formula example How to Use, Basic Steps-Final thoughts- Pitfalls if any Quantitative TechniquesStatistical Process Control Implementing Quality Ron Basu Chapter 9- 1 Lecture /Discussion PPt SPC Category, Mean, Standard Deviation, pages-152-156 Cases and Examples USLLSL-Controls Quantitative TechniquesQuality Function Deployment -QFD Implementing Quality Ron Basu Chapter 9- 1 Lecture /Discussion PPt Capturing Customer Expectations House of Quality pages-157-162 Cases and Examples Matrix TQM Besterfield- Ch 12 summary Quantitative TechniquesDesign of Experiments Implementing Quality Ron Basu Chapter 9- 1 Lecture /Discussion PPt DOE Interro gating the Process, Fisher and Taguchi pages-162-168 Cases and Examples approach TQM Besterfield Ch 19 Quantitative TechniquesMonte Carlo Technique Implementing Quality Ron Basu Chapter 9- 1 Lecture /Discussion PPt MCT random Walk pages-179-185 Cases and Examples Random Number Generation qualitative Techniques Benchmarking Implementing Quality Ron Basu Chapter 10- 1 Lecture /Discussion PPt Internal, competitive, Functional, setting standards- pages-179-185 Cases and Examples world class TQM-Besterfield-Ch 8 Qualitative Techniques Balanced bill Card Implementing Quality Ron Basu Chapter 10- 1 Lecture /Discussion PPt Kaplan Norton model pages-190-196 Cases and Examples Framework-strategic Objectives to KPI Qualitative Techniques Sales & Operations Planning Implementing Quality Ron Basu Chapter 10- 1 Lecture /Discussion PPt MRP II concepts Master Prod schedule pages-203-207 Cases and Examples Qualitative Techniques Kanban and Activity base Costing Implementing Quality Ron Basu Chapter 10- 1 Lecture /Discussion PPt pages-203-207 Cases and Examples Taguchis Methods Quality Loss Function Total Quality Management Dale Besterfield Chapter2 Lecture /Discussion PPt Orthogonal Arrays 20 page 573- 629 Cases and Examples Signal to Noise dimension Nominal, Target, smaller Larger the Best, Parameter Design, Tolerance Design UNIT IV SIX SIGMA TOPIC CONTENT BOOK CHAPTER & PAGE NUMBERS NO OF HOURS TEACHING METHODOLOGIES/AIDS The Concept of hexad Sigma Six Sigma statistical logical implication Greg Brue Six Sigma for Managers 1 Lecture /Discussion PPt Focussed methodology Cases and Examples Objectives of Six Sigma Defect Free Lean SS Greg Brue Six Sigma for Managers 2 Lecture /Discussion PPt framework of Six Sigma Across all Functions Cases and Examples Performance Based Six Sigma Organisation Model of Organisation Greg Brue Six Sigma for Managers 2 Lecture /Discussion PPt Roles & Responsibil ities Role Clarity- types Cases and Examples Cost/Benefits Cost, Benefits Optimisation Effective Methodology Six Sigma problem Solving Methodology Greg Brue Six Sigma for Managers 1 Lecture /Discussion PPt Approach Example Problems Cases and Examples Cases DMAIC Model Define Implementing Quality Ron Basu Chapter 9- 1 Lecture /Discussion PPt Six Sigma Metrics Measure analyse pages-168-173 Cases and Examples Improve, Control Cost of silly Quality(COPC)Costs Greg Brue Six Sigma for Managers 1 Lecture /Discussion PPt Preventive Cases and Examples nutrition DPMO-first pass yield 3. 4 DPMO Greg Brue Six Sigma for Managers 1 Lecture /Discussion PPt Interpretations Cases and Examples UNIT V TQM IN SERVICE SECTORS TOPIC CONTENT BOOK CHAPTER & PAGE NUMBERS NO OF HOURS TEACHING METHODOLOGIES/AIDS Implementation of TQM in benefit Quality measure TQM in the serving Sector 2 Lecture /Discussion PPt service Organisations Proposal R P Mohanty Ch apter 7 Pages- 246-268 Cases and Examples Proposed System Checklist Framework for improving Gronross servQual model, Moores model, Service TQM in the Service Sector 1 Lecture /Discussion PPt Service Quality Journey model, caregiver quality Model etc R P Mohanty Chapter III Pages- 63-84-Summary Cases and Examples Model to Measure Service Parameters TQM in the Service Sector 2 Lecture /Discussion PPt Quality Analogy R P Mohanty Chapter VI Pages- 205-214-Summary Cases and Examples measurement TQM in Health Care ServicesCase Study TQM in the Service Sector 1 Lecture /Discussion PPt Model construction R P Mohanty Chapter IX Pages- 340-369-Summary Cases and Examples TQM in Hotels Case study TQM in the Service Sector 1 Lecture /Discussion PPt Model Construction R P Mohanty Chapter VI Pages- 215-233-Summary Cases and Examples TQM in Financial Services Banks TQM in the Service Sector 3 Lecture /Discussion PPt Investment company R P Mohanty Chapter X Pages- 371-400-Summary Cases and Examples Mutual Funds QP Discussion Discussion 1 TOTAL HOURS FOR COMPLETION OF SYLLABUS 12+9+11+9+12 53 Assignment Questions as part of Internal tag from all the units . Previous year question paper Discussion in class room Presentations of students of companies following six sigma quality standards. Presentation of students on ISO certification and the companies involved in quality analysis and certification. K. SRIVANI DIRECTORPRINCIPAL