Norma Rea essays

Norma Rea essays Norma Rae was seen in many different ways by people. In the beginning Norma's qualities were different than those at the end. Norma Rae changes and it is for the better. One of Norma's bad qualities is that she is dependent on men. As for seen with George. He treats he like a hoe and, gives her no respect. He is very abusive towards her, like when they were in the hotel room and he slapped her across the face. Her father treats her as a little girl. He is always in her business, he is always wanting to know where she is going, when she is coming home and who she is seeing. Norma has some good qualities; she is a very hard worker. She works at a textile factory for many hours and then she goes home and cleans and takes care of the house. She is also a very outspoken women. If she doesn't like someone or something they say, she lets them know how she feels about it. Her boss is a major jerk. He doesn't care about their health or feelings. To give an example, when her and mother went to him because her mother couldn't hear, he was not interested, and he just brushed them off. Norma is a strong woman, but people just take advantage of her. Changes. Norma Rae definitely went through many changes. Ruben I think was her first change. Ruben was the young man from the union. I think she made her first change when he told her "your too smart for what's happing to you." I believe this is when she gave her self more respect. Ruben got her to also join the union. She than starts getting relay involved in it and during all this she meets a man named sonny. Sonny and her become very close and fall in love and end up marring. She persuades her other co-workers to also join the union. One day her father dies. This was a major change in Normas life. She loved her father dearly. If things couldn't get better, she is fired from her job. Norma was outraged by this, and caused a scene. She stood on a machine and held ...

Self Analysis Personal Statement Example | Topics and Well Written Essays - 750 words

Self Analysis - Personal Statement Example I just wanted to experience the culture of the United States. I had been fascinated by American movies since I was a kid and something just clicked. And thanks to the strong Japanese Yen (not good for our exporters, but good for me); I had more than enough funds. So I spent the next year applying to colleges and planning for the next few years in the United States. The big day finally arrived; I took from the Tokyo Airport and landed in Los Angeles Airport. I was very excited. I had meticulously planned everything, my first visit to the United States was nothing like I expected. It was extremely exciting. My housing was already arranged. It was a house, off campus and I had three room mates, one from California, one from Singapore and one from India. It was a most interesting combination and it seemed we had a little U.N. going. My room mates were very helpful. Naresh from India was pursuing his Masters in Engineering; Li Kwon from Singapore was also doing his Phd in Biotechnology. And Chris Adams from San Diego was a fifth year senior pursuing his degree in liberal Arts. I had already arranged for a purchase and pick up of a car before I left from Tokyo. Chris dropped me of at the dealership. Though I had an international driver's license1, I decided against driving the car out of the dealership that day. I took some driving lessons for a week and got accustomed to driving on the opposite side. Having such a varied group of room mates also was a learning experience and various perspectives. I had taken a few cultural orientation classes in Tokyo before coming here, and there was some preparation given to us to expect a few people in the U.S. (a very small minority of people.) who could be xenophobic or racist. It did stick in my mind; however I could not find these xenophobic racist people at the classes I enrolled for and even at the cafeteria where I joined to work a few hours a week. After the first week I wondered if such people existed or if they were relics of a bygone area. I asked my room mates. Naresh said that most people he met held Indians in high regard. One time someone did yell at him out of a driving car when he was trying to cross the road calling him a "camel jockey" which was slightly misplaced racism as that is a derogatory term for Arabs. Lee Kwon said, he definitely did not encounter any. Chris who was a Caucasian said, generally African Americans encountered a lot of racism, but most of it was overt and not too blatant. It was of course illegal to discriminate on race at work or school. But Chris said an over proportionate percent of the African American Population would be arrested or sent to Prison.2 "There is a long and bitter history between blacks and whites in this country" he said. "Perhaps like between us and the Chinese or us and the Koreans". Both Nar esh and Chris almost exclaimed at the same time, how can you tell the difference between Chinese, Japanese and a Korean. I was taken slightly aback. I told them that the difference between Japanese and Chinese was like between Night and Day. Chinese tended to have smaller features, while the Japanese had a much redder tinge; the Chinese had more of a yellowish tinge. However one day as I was walking in the park, an older gentleman walked by me and just said "go back jap" I was shocked , this gentleman must have been in his eighties, he lived a couple of blocks down

What Impact did Brown v. Board of Education Supreme Court case have on Coursework

What Impact did Brown v. Board of Education Supreme Court case have on the reduction of racial discrimination in America - Coursework Example ideration of the rights of every American citizen thereby overturning the discriminative legislations that existed in the country’s education system before as the discussion below portrays. The Supreme Court ruling declared that other previous laws that informed the institution of separate schools for both black and white communities null and void. Apparently, American laws sustained discrimination in every sector of the economy with the country’s education system having systematic laws banning the integration of the two communities. An 1879 Kansas law permitted the creation and operation of separate elementary schools among other educational facilities for both the whites and the blacks1. The law however did not restrict the formation and composition of the schools. This portrayed the state’s recognition of the discriminative social structure thus the creation of equally discriminative social structures. In the ruling, the Warren court made a unanimous ruling overturning such laws by stating "separate educational facilities are inherently unequal†. The ruling was fundamental since it determined that the de jure  racial segregation  was a violat ion of the Equal Protection Clause  in the country’s Fourteenth constitutional amendment. The ruling was a major success to most of the civil rights activists and the abolitionist campaigners thereby setting stage for integration of communities in the country. The plaintiffs in the case were a group of thirteen parents who instituted the case against the Board of Education in Topeka, Kansas. The parents represented twenty children who experienced various instances of racial discrimination in the city. Oliver Brown joined the case thereby becoming the main plaintiff in the case after deliberation with the other thirteen parents. Apparently, Brown’s daughter Linda studied at Monroe Elementary school situated about two kilometer away2. The young girl would walk for more than six blocks before boarding a bus to

Black Representation in Postbellum Era Art

Black Representation in Postbellum Era Art Heroes in art and imagery in post-bellum 19th century America Following the abolition of slavery in 1865, it took a substantial amount of time for the representation of African-American people in American art to establish itself beyond the grotesque and the caricatured. Before slavery and the plantations were outlawed due to the civil war, American representation of blacks were shown as cartoon caricatures; as generic, racial stereotypes with no individuality of their own. This is demonstrated by a number of artworks prevalent at the time. Blackness was either relegated to the sidelines of the paintings, sculpture and engravings, or else excluded completely from the image. And although the outlawing of slavery was done in order to generate equality and liberty across the United States, racism was still prevalent, and it would also take some time before the actual identity of blackness in the United States managed to transcend that of an oppressed, racial stereotype, and began to take on and represent a history and a culture of its own, instead of merely providing the negative for the representation of whiteness. A great many critics argue that this breakthrough was made ironically by a sculpture made and funded by white people, in the Shaws Memorial by Augustus Saint-Gaudens. Despite Saint-Gaudens obvious inclinations towards racial stereotyping in words (his memoirs justify this statement), thanks to a number of coincidences, his artistic credibility, and the amount of time he was given to produce this sculpture, he managed to represent blackness not as caricatured, but as a disparate but unified whole. But some critics of the Shaw Memorial still uphold the belief that it is inherently racist. In the following essay, I will look briefly at the history of black representation in the art of post-bellum America, than engage in a closer analysis of the Shaw Memorial, in order to see exactly what is being represented and how. Monumental sculpture in particular had a great history in providing people with allusions to the real, held as less of an illusion than the representations made in other arts, such as painting. The representation of Apollo in the famous sculpture had provided people with a benchmark for human aesthetic beauty for thousands of years, and sculpture seemed conducive to the production and the replication of this ideal human form. This has serious implications for the evolution of how Black American slaves in postbellum America were represented. Kirk Savage suggests that: â€Å"Sculptures relation to the human body had always been more direct and intimate than paintings: the sculptors main task was not to create illusions on a flat surface but to reproduce three-dimensional bodies in real space.†[1] Additionally, because of the importance by which public sculpture was held at the time, as a monument dedicated to, rather than imposed upon the community, the development of a realisti c representation of the African American body in the art of the time is not to be underestimated. Savage goes on to say: â€Å"The sculpture of antiquity thus became an authenticating document of a normative white body, a race of white men.†[2] The fair representation of blackness in sculpture was therefore central to the cause of representing blackness as equal in America. However, it would still be some time before the representation of the hero would be anything but white. This white hero occurred on both sides of the slavery divide, as those from the South would paint a picture of the generous, selfless plantation owner, whereas those from the North would paint an equally white picture of figures fighting for the liberty of black slaves. From the Journal of Popular Culture: â€Å"In the postbellum reminiscences, a slaveholders chivalric spirit was manifested through feats of selfless generosity.†[3] Also, representations of the South didnt differ: â€Å"refusing to concede an exclusive grant of heroic title to the friends and relatives of slaveholders, those who had gloried in the 1865 Union victory demanded an equal chance to create their own champions of popular culture. In the manner of their southern counterparts, they sought to rescue from oblivion the true history of an unpretending, liberty-loving and Christian people.†[4] So, despite the liberal intentions of the North, their representations of blacks were still stuck in a post-plantation world: the blacks were to be represented as symbols of otherness – of cartoon caricatures, and only there to represent their emancipation by the heroes of white culture that had freed them. Sculpture is also a particularly difficult medium with which to represent skin colour, because the tone of the skin cannot directly be represented: â€Å"Since sculpture was understood then to be monochromatic, sculptors could not represent skin color directly.†[5] How then, was skin colour represented in the medium? In John Rogers Slave Auction (1859) blackness is represented as a series of facial features. He is identified by his position in front of the stand, but also by his curly hair and his full lips. By representing the Negro as defiant, with arms crossed, â€Å"the work attracted the attention of some local abolitionist newspapers and acquired a limited public reputation.†[6] However, the problem was still unresolved: of how to represent an image of blacks in sculpture that wasnt patronising, denigrating or clichà ©d, which still represented the identity of blackness in what was essentially a monochromatic medium. Savage continues: â€Å"artists after the Civ il War faced the great challenge of representing a society recently emancipated from slavery, that brought to the task various assumptions and images that had been deeply ingrained by the system of slavery and by the long campaign to abolish it.†[7] Blackness was, in effect, so heavily linking to its white-established origins of slavery, that it was a seemingly impossible task to represent it in any other way, never mind to represent blackness in a heroic light. Due to the uniform way in which blackness was represented, it was impossible to reconcile the image of a black hero with this symbol of the homogenised masses, either there to be emancipated, or else enslaved by the dominant white society that controlled politics, society and the power mechanisms of postbellum America. If blacks were represented at all, they would be seen as stereotypes of a series of white-defined black assumptions concerning black facial imagery. Fryd suggests that: â€Å"It is possible that because of the continuous threat of disunion from slavery, both northerners and southerners felt that they needed to banish blacks from the artworks.†[8] Because of the knotty subject matter concerning black autonomy, it took a while before blacks could be represented as heroic even in the slightest. This representation is epitomised by the painting Cornwallis Sues for Cessation of Hostilities under the Flag of Truce (1857). In it, a black man is seen hiding in the far r ight corner of the painting, his face obscured by a hat, wedged behind two white officials. The dark background, coupled with his dark clothing and dark face disguises his presence in the picture. He is also seen with an earring, curly black hair and thick lips; a typically stereotypical representation of blackness. Fryd suggests that: â€Å"The figure is barely visible given the prominence of the three central figures, and the importance of Washington in this ceremonial painting celebrating the generals astute ploy to force the British surrender.†[9] So, the image of the hero is used here to grab the attention and, while the other white people rally round and bask in the nobility and the light of Washington, the black man is confined to the far right of the page, looking somewhat sheepish, and ostracised from the composition by his colour and his position in the painting. So, postbellum art, in the immediate aftermath of the Civil War, was still primarily concerned with representing blackness as something passive; something to which things had to be done, whether this thing was emancipation or else slavery. The development of Shaws Memorial, and the numerous copies that Saint-Gaudens later made in an attempt to perfect his masterpiece, in many ways marks a turning point in the development of an autonomous series of black characters, noted for their individuality, as well as their allegiance to a particular racial and socio-economic group. However, the presence of Shaw, and the titling of the monument (the Shaw Memorial dictates that Shaw is the most important character), as well as his composition, leads us into thinking about the following question: Is the Shaw Memorial a sophisticated representation of blackness in post-bellum art, or is it simply a similar propagation of the racist values of whiteness held previously? Of course, it is impossible to divorce the Shaw Memorial entirely from perceiving the African Americans as an oppressed group because, historically, they were. Savage argues that: â€Å"The Shaw Memorial introduced the element of black recognition into the more conventional worship of white heroism.†[10] Indeed, the depiction of heroism is intrinsic to the understanding of this piece: although the African-Americans are seen as a group of people, they are also, thanks to the meticulous and painstaking sculptural perfectionism of Saint-Gaudens, seen as individuals, as Saint-Gaudens used models found on the streets of New York to develop a realistic depiction of a great variety of black people. However, Saint-Gaudens choice of developing and individuating the black soldiers at the bottom of the piece was also due to economics and artistic integrity, more than actually consciously trying to represent blackness: he says in his memoirs that â€Å"through my extreme interest in it and its opportunity, [I] incre ased the conception until the rider grew almost to a statue in the ground and the Negroes assumed far more importance than I had originally intended.†[11] The prejudices of the sculptor was also clear, and releases all manner of underlying problems with the authenticity behind how blackness is represented in the piece: â€Å"It is fascinating that this exploration of black diversity came from the hands of a white man who shared the common racial prejudices of the white elite. In his memoirs, Saint-Gaudens writes quite disparagingly about his black models, who are brought into the story merely as comic relief. They come odd as foolish, deceptive, and superstitious, though Saint-Gaudens is careful to say that he likes them for their imaginative, though simple, minds.†[12] Indeed, Saint-Gaudens textual representation of Negroes was as fraught in stereotype as the average member of the white elite, but somehow, due to the nature of his artistic perfectionism, as well as the conditions for producing a statue with the singular intention of promoting racial awareness, he managed to transcend these barriers of personal prejudice and made something that helps not simply to represent blackness as a patronising simulacrum of white values, but represents blacks as they are, in a way that is not patronising or denigrating. It is also fair to assume that the economic conditions of the artwork surpassed the actual intentions of the master sculptor, which was, at least according to early drafts, simply to represent Shaw as a great leader, without any direct or detailed representation of blackness. But, as time passed, Saint-Gaudens became more interested in representing blackness: â€Å"Deciding instead to represent the soldiers as distinct individuals, he became fascinated with the material reality of their own diversity. He wanted the defy military uniformity, on the one hand, and racial caricature on the other; both in their own ways were strategies of standardization. For the sculptor, blackness did not become a leveling trait but a field in which to create a rich interplay of internal differences.†[13] It was this rich interplay that served to develop the heroic quality of blackness in art in 19th century American art. As the statue stands, the individuation of blacks serves to treat them as heroes, albeit heroes of a group, rather than a singular hero held in noble esteem. The white officer, however, is still glorified over and above the black soldiers that march underneath. Despite his lowly position in the ranks of the army, he is glorified simply because of his position leading the â€Å"despised race†. This is a problematic issue: â€Å"racial difference [of making Shaw representative of a group of black soldiers] made this idea of representation problematic at best. Could Shaw, a high-born white man, represent a regiment of black troops?†[14] Thus, the position of Shaw as hero, towering above the distinct blacks, renders the usage of the standard equestrian imagery slightly uncomfortable. However, Saint-Gaudens also uses rhythm in a sense to convey that Shaw does not dominate the black soldiers, but leads them instead. Shaw holds a sword that is angled in rhythm to the marching soldiers. The horse is strained, but Shaw holds it back, and the whole image is composed to generate both diversity, and homogeneity. In the representation of blackness, for instance: â€Å"we see the drummer boy juxtaposed with the sergeant behind him, the youngest member of the group with the oldest, smooth skin with beard, short stature with height; but if we read into depth, other more subtle contrasts emerge too, of facial hair, cheekbone, nose and eye shape. [] In this way the overall impression of uniformity – of identically clad soldiers marching perfectly in step, rhyming each others body movements – is changed and enriched by a kind of contrapuntal rhythm of diversity.†[15] In postbellum art, the concern was primarily with establishing the autonomous and individuated identity of a previously oppressed group of people, while maintaining the traditional structures of the depiction of the hero, with respective notions of beauty, leadership and nobility, that proved to be a problematic mix to endeavour to achieve. Thus, the South turned to the plantation owners for their heroes – the chivalric and generous heroes, displaying their generosity towards the blacks, and treating their assumed inferiority with compassion and grace. Similarly, in the North, the contemporary hero of postbellum art was the white emancipator of the blacks, fighting for the freedom of this oppressed race of people. The result was that the hero didnt particularly change race, and that common perceptions of human aesthetic beauty, a notion that went back to Greek times, remained largely the same. However, despite taking on the traditional format of the equestrian hero statue, the Shaw Memorial assists in combining these two glaringly contrasting issues, by depicting both the individuality and the homogeneity of the black cause, as well as preserving the image of the white hero – Saint-Gaudens does this using subtle techniques of composition, by combining rhythm, and by representing a great swathe of meticulously studied, and strikingly different black faces, that ultimately combine to produce â€Å"interplay† in racial profiling. Savage comments that: â€Å"In this monument Saint-Gaudens was able to elevate the white hero without demoting the black troops.†[16] and it is testament to his genius that, despite his personal prejudices, he managed to fully articulate and display through the medium of monumental art, the autonomy, yet the solidarity of an entire race of people, within the context of the traditional white hero monument. Bibliography Berlin, I., Slaves Without Masters, Oxford University Press, Oxford, 1974 Burchard, P., One Gallant Rush, St. Martins Press, New York, 1965 Deburg, W. L. V., The Battleground of Historical Memory: Creating Alternative Culture Heroes in Postbellum America, from Journal of Popular Culture, vol. 20, pp. 49 62 Dryfhout, J. H., The Work Of Augustus Saint-Gaudens, University Press of New England, London, 1982 Fryd, V. G., Art and Empire: The Poltics of Ethnicity in the United States Capitol, 1815-1860, Yale University Press, London, 1992 Saint-Gaudens, A., Reminiscences, Vol 1., Century Co, New York: 1913 Savage, K., Standing Soldiers, Kneeling Slaves: Race, War, and Monument in Nineteenth-Century America, Princeton University Press, Princeton, 1997 Appendix: Images referred to the text: The Slave Auction (1859) by John Rogers Cornwallis Sues for Cessation of Hostilities under the Flag Of Truce (1957) by Constantino Brumidi Robert Gould Shaw Memorial (1897) by Augustus Saint-Gaudens 9 Footnotes [1]Savage, K., Standing Soldiers, Kneeling Slaves: Race, War and Monument in Nineteenth-Century America, Princeton University Press, Princeton, 1997, p. 8 [2]Ibid. [3]Deburg, W. L. V., The Battleground of Historical Memory: Creating Alternative Culture Heroes in Postbellum America, from Journal of Popular Culture, Vol. 20, p 51 [4]Ibid. p. 53 [5]Savage, K., 1997, p. 17 [6]Ibid., p. 17 [7]Ibid. p. 21 [8]Fryd, V. G., Art and Empire: The Politics of Ethnicity in the United States Capitol, 1815-1860, Yale University Press, London, 1992, p. 208 [9]Ibid. p. 207 [10]Savage, K., Standing Soldiers, Kneeling Slaves: Race, War and Monument in Nineteenth-Century America, Princeton University Press, Princeton, 1997, p. 197 [11]Saint-Gaudens, A., Reminiscences Vol. 1., Century Co., New York: 1913, p. 333 [12]Savage, K., Standing Soldiers, Kneeling Slaves: Race, War and Monument in Nineteenth-Century America, Princeton University Press, Princeton, 1997, p. 201 [13]Ibid. [14]Ibid. p. 196 [15]Ibid. p. 201 [16]Savage, K., Standing Soldiers, Kneeling Slaves: Race, War, and Monument in Nineteenth-Century America, Princeton University Press, Princeton, 1997, p. 204

Become a Better Driver

In every major city accidents happen in which people are injured or killed. These unintended injurious events are caused by a â€Å"mistake† made by the parties involved (Hughes). Many people are good drivers, but it would be good for people to learn to be better drivers. It will help people if they have to retake their license test when they renew their license. This will help them follow the road rules, be more respectful to other drivers, and avoid other distractions while driving. If people follow the road rules, they will learn to become better drivers. There are many different rules that drivers have to learn in order to get their license. If they follow the same rules they learned in the beginning, then there shouldn’t be as many wrecks today as there are. If everyone has to retake their license test when their license expires, then that will help them remember the road rules. An article states, â€Å"U-turns account for over 19 deaths and 654 serious crashes between the year 2004 and 2008† (Road Safety). Recently there have been some changes in the road rules because there have been so many wrecks. In, â€Å"Five Thousand Teenagers Die Annually in Crashes† it states, â€Å"In 2004, more than 2,500 teens were in fatal crashes because of failing to yield or veering out of their lanes† (Hughes). Mistakes like this cause a lot more crashes. So it is important the people retake the license test so they learn to become better drivers so not so many accidents happen. Drivers should learn to be more respectful toward other drivers. When driving, people don’t pay attention to other drivers. Such as at four way stops you need to make sure you wait until it’s your turn to go. Don’t just go because you don’t feel like waiting. â€Å"Intentionality can be seen in a range, from deliberate carelessness (hope no one gets hurt) to recklessness (too bad for them if they don’t get out of the way)† (Hughes). When drivers don’t care about other drivers on the road, more than likely, there are going to be accidents. An article states, â€Å"Weekly, there are stories reported of â€Å"accidents† that are really events based on bad decisions, which have predictable results† (Hughes). Drivers pay too much attention to other distractions. There are cell phones, radios, GPS’s, billboards, etc. A lot of drivers have wrecks because the distractions cause them to pay attention to something else other than driving. Devices aren’t the only distractions. When teenagers have friends in the car with them it is also a distraction. When teenagers drive with their friends, it causes them to not pay as much attention to the road as they should. â€Å"44% of teens acknowledge they drive more safely without friends in the car† (Hughes). Drivers need to pay attention to the road and other drivers instead of everything else going on. Many people consider themselves good drivers. There are always ways that someone can become a better driver, even if you think you already are. In an article it states, â€Å"In the United States, an average of 5,000 teens die every year in car crashes- an average of 14 teenage lives lost every day† (Hughes). If everyone was as good of a driver as they think they are then that many teens would not die yearly. That is why everyone should have to retake their license test when they have to renew their license. Sometimes accidents can just happen regardless of how good of a driver the person is. There is really no way of stopping these kinds of accidents except for trying to avoid them in all possible ways. But even if you try to avoid them, the accident might still happen. If drivers have to retake their license test it would help them keep aware of their surroundings and how to avoid accidents. Everyone can learn to be a better driver by following the rules of the road, respecting other drivers, and by not getting distracted by other things. Although almost everyone says they are good drivers there is always room for improvement. Become a better driver so there will be fewer accidents yearly.

Choosing a Career in the Medical Field Essay

â€Å"A man who has never gone to school may steal from a freight car; but if he has a university education, he may steal the whole railroad.† ~Theodore Roosevelt (Graduation Quotes, Commencement Sayings, Advice For Graduates, 2012). Education is something one could say gives you a better understanding of the world. Without Education in this day and time you may find a job but a career is much harder to obtain. Although the job market and economy are still suffering quite a bit and there are worries of whether or not you will find employment after college, it is thought to be the best option for obtaining a great career. Choosing what to go to school for after graduation can seem challenging. The medical field is rapidly growing career field that is increasing in demand every year, with higher patient demands and growing technology. As long as we are here, the demand for medical field careers will continue to be here as patients need to be taken care of by medical personnel. The medical field has many careers to choose from and is not solely limited to nurses and doctors. Some examples of the career choices in the medical field are a Registered Nurse (RN), a Licensed Vocational Nurse (LVN), a Licensed Practical Nurse (LPN), a Medical Assistant, and a Certified Nursing Assistant. The growth in these careers all have grown in the last several years and is expected to continuously grow over the next four years, with some fields having more drastic growth than others. Registered Nursing jobs are expected to grow by 23% between the years of 2006-2016, with just an associate’s degree in this field. Registered Nurses assess incoming patient’s symptoms and the severity of them. They can also offer advice on care to stay healthy as well as administer some forms of treatment or care. They are often overseen or supervised by Physicians. LVN’s and LPN’s are expected to grow approximately 14% from 2006-2016. The schooling on average for a career as a LVN or LPN is anywhere from 10-16 months. The duties or tasks in this field involve taking care of sick or injured persons in many different facilities. They are often supervised by Registered Nurses (O*NET ONLINE, 2011).Medical Assistant jobs are expected to have a 35% increase over the next ten years. Programs to become a Medical Assistant can range from eight months to receiving an associate’s degree in medical assisting. Medical Assistants can work in the clinical part of a medical field or the administrative part. They are often supervised by Physicians but can also be supervised by medical office managers as well as registered nurses. Clinical duties in medical assisting may include but not be limited to taking vitals, getting a patient’s past medical history, assisting a physician in treatment, and drawing blood. Administrative duties in medical can include medical billing and coding, checking patients in and scheduling patient appointments to general secretarial duties (O*NET ONLINE, 2011). Certified Nursing Assistant Programs are expected to gain 265,000 jobs over the next 10 years. A certified nursing assistants daily duties can include bathing a patient, to dressing and feeding a patient, changing a patients bedding to even moving a patient to or from their bed. Certified Nursing Assistants are supervised by Registered Nurses and Physicians. Most Certified Medical Assistant programs range from 8-12 weeks and require no licensing or board certification (Lang, 2009). The medical career field is a very desirable field with continuous growth, short periods of training or school and also may have benefits with competitive wages. Advancement in technology continues almost daily in the medical field keeping patients healthy and alive longer. This increases the demand for health care and in turn increases the demand for qualified employees. As long as there are advancements in technology the medical field will continue to grow in technology and continue to have a demand for employment. With a steady career in the medical field you may have a better chance at benefits and may also be offered some kind of retirement or 401k plan. Average salaries in the medical field may also be something that is more desirable than the minimum wage employment that you may find without a college degree or trained education. The average median salaries for health care field careers can average from 28,860 yearly for a medical assistant to an LPN or LVN making an average of 40, 380 per year. Certified nursing assistants make an average of 24,010 a year and a Nurse makes an average of 64,690 a year (US Bureau of Labor Statistics,2012). Choosing a career in the medical field can be beneficial to your career future and your retirement future. There is not only job stability that is offered; there are also competitive wages and benefit packages with full time position within reach. The advancement in technologies that are continuing can help guarantee continuous job growth in the medical field industry. Health careers can also be a rewarding career field, when helping patients with a problem or illness they cannot overcome on their own you may have a feeling of self-accomplishment or fulfillment in your career. â€Å"Find a job you like and you add five days to every week.† ~ H. Jackson Brown, J.R (H. Jackson Brown, Jr. Quotes-BrainyQuote, 2012). References Graduation Quotes, Commencement Sayings, Advice For Graduates.(2012).The Quote Garden. Retrieved from http://www.quotegarden.com/graduation.html. H. Jackson Brown, Jr. Quotes-BrainyQuote.(2012). BrainyQuote. Retrieved from http://www.brainyquote.com/quotes/authors/h/h_jackson_brown_jr.html Lang, Janell.(2009). Academic Search Premier. The outlook in the health sciences. New Directions For Community Colleges, (146), 53-62. O*NET OnLine.(2011).O*NET. Retrieved from http://www.onetonline.org. US Bureau of Labor Statistics. (2012). United States Department of Labor. Retrieved from http://www.bls.gov/.

Synopsis US Stroller Is A Manufacturer - 1595 Words

Synopsis U.S. Stroller is a manufacturer and distributor of a line of baby strollers. The company makes three types of strollers in a typical batch production system. Recently, profits are down and competition is entering the market that the company dominates. Proposals have been made to go to a JIT production system or to a Cell approach for production. The purpose of this case is to show how a batch system can be dramatically improved by JIT or Cellular concepts. The case clearly describes the changes that must be made in the production system to achieve the benefits desired. This amounts to a complete change in layout of the production floor and a substantial overhaul of the MRP system. The case nicely ties together some of the†¦show more content†¦While U.S. Stroller has been supplying the customers from its finished goods warehouses, the shorter lead time will provide advantages for promotions, special orders or other customer changes. Option 1 will also improve quality through faster correction of problems in the plant. This will not only result in less rework and scrap, but will result in a better product being delivered to the customer. If the cost of quality, for example, is 30% of sales at U.S. Stroller and is reduced to 20% of sales, a savings of $456,000 per year will be realized. Thus, the quality savings could be even greater than the inventory savings. Of course, quality can be improved without JIT, but the two approaches reinforce each other. Cons Option 1 will cost $200,000 to implement in new assembly equipment, plus a large amount of time and other costs (including training, lost production time during changeover, management time, etc.). Nevertheless, these costs could be paid off in one or two years depending on what savings are assumed for quality improvement, and inventory reduction. The effort in implementing Option 1 should not be underestimated. Top management will have to be involved, everyone will have to be retrained, a lot of changes will be needed in procedures and systems by all departments. If this is not done with a careful and dedicated approach, a con could be failure to achieve the promised benefits of this option or failure