Three Stages of Thunderstorm Formation Essay -- Exploratory Essays Res

Three Stages of Thunderstorm Formation The kind of thunderstorms that produce our summer rains are called ordinary thunderstorms, or air mass thunderstorms. They form when warm, humid air rises in an unstable atmosphere. Warm air cools down as it rises, and once it becomes colder than the air around it, it will begin to fall back down. In an unstable atmosphere, the temperature of the surrounding air decreases faster with height than the temperature of the rising warm air. This causes the warm, moist air to continually be warmer than the atmosphere, and continue rising to large heights. When this happens, we have the basis for a thunderstorm. Thunderstorm formation occurs in three stages - the cumulus stage, the mature stage, and the dissipating stage. The updraft of humid, warm air into the atmosphere starts the cumulus stage. The air cools as it rises and condenses into one cumulus (small puffy) cloud, or cluster of cumulus clouds. At first, these clouds cannot get very tall because the air surrounding the cloud is very dry, and causes the water droplets to evaporate quick...

The Manhattan Project Essay -- American History

The Manhattan Project The Manhattan Project was the code name of the America’s attempt to construct an atomic bomb during World War II. It was named after the Manhattan Engineer District of the U.S. Army Corps of Engineers, because a lot of it’s earlier research was done in New York City. An atomic bomb is a weapon that uses the energy from a nuclear reaction called Fission for its destruction. The idea that mass could be changed into energy was predicted by Albert Einstein in the earlier part of the 1900’s. John D. Cockcroft and Ernest Walton confirmed this by experiments in 1932. Then in 1938, nuclear fission was discovered by German scientists, and it was feared by many of the U.S. scientists, that Hitler would try to build a fission bomb. Three Hungarian-born physicists, Leo Szilard, Eugene Wigner, and Edward Teller asked Albert Einstein to send a letter to Franklin Roosevelt. Compelled by the letter in late 1939, Roosevelt ordered an effort to obtain an atomic weapon before Germany. At first, this program was led by Vannevar Bush, head of the National Defense Research committee and the Office of Scientific Research and Development. Then it came under control of Leslie Groves of the Army Corps of Engineers. Groves quickly bought a site in Oak Ridge, Tennessee, as a place for processing the Uranium-235 from the more common Uranium-238. Uranium-235 is used because it is fissionable, it releases many neutrons, and does not capture many. However, 99.3% of uranium in nature is the U-238 isotope, and only .7% is the lighter, more â€Å"fissionable† isotope U-235. Next, he gathered and combined research from many East Coast universities under direction of Arthur Compton, at the University of Chicago. He appointed theoretical physicist, J. Robert Oppenheimer as the director of the weapons laboratory, which was built on an isolated mesa located at Los Alamos, New Mexico. After much work, a porous barrier that could separate the isotopes of uranium was made, and it was installed in the Oak ridge gaseous diffusion plant. In 1945, uranium-235, pure enough for use in a bomb was produce and sent to Los Alamos, where it was made into a gun-type weapon. One small piece of Uranium-235, which was not big enough to hold a chain reaction itself, was fired at another small piece. This was done by means of a explosive charge, inside a cylinder shaped tube, which for... ...he U.S. built thousands of atomic bombs, and different types of smaller of fission weapons. A much more powerful bomb, the Hydrogen Bomb, became the leader of the U.S. nuclear arsenal. In general, the Hydrogen Bomb was like an atomic bomb with a Hydrogen fuel. The fuel would fusion (opposite of fission) from the bomb’s fission explosion, which would further strengthen the original fission, causing a much larger chain reaction. The United States was the only nation that had atomic weapons in 1945. Then in 1949, the USSR learned how to make them. Great Britain followed in 1952, France in 1960, the People’s Republic of China in 1964, and India (it was claimed that they were for peaceful purposes only) in 1974. In 1968, the Nuclear Non-Proliferation Treaty which was signed by the U.S., the USSR, and Britain. It set up precise requirements for any â€Å"non-nuclear† nations that want to build nuclear energy industries. However, several other countries are believed to have some nuclear weapons, like Israel and South Africa. North Korea, Iran , and Pakistan may be on the verge of nuclear discovery. When the Soviet Union broke up it added to risks of the spreading of nuclear power.

Liberal Arts Essay

An education conducted in a spirit of free inquiry undertaken without concern for topical relevance or vocational utility. This kind of learning is not only one of the enrichments of existence; it is one of the achievements of civilization. It heightens students’ awareness of the human and natural worlds they inhabit. It makes them more reflective about their beliefs and choices, more self-conscious and criticising, speaking, critical and logical thinking. Law schools report that by the yardsticks of law review and grades, their top students come from math, classics, and literature, with political science, economics, â€Å"pre-law â€Å"and† legal studies† ranking lower. In today’s fast evolving world, leaders across the spectrum of vocations and professions need a broad imaginative and critical capacity, not a prematurely narrow point of view. In terms of the actual world, a solid liberal arts and sciences education will generally prove the most practical preparation for many demanding, high-level careers, or for the several careers that an increasing number of adults will eventually pursue. No particular concentration or area of study is inherently a better ticket to security, leadership, or personal satisfaction than another. Students should be encouraged to follow their passions and interests, not what they guess (or what others tell them) will lead to a supposedly more marketable set of skills. Of course, higher education has a utilitarian function. In that regard, as Robert Bellah states, it possesses â€Å"its own legitimacy.† Yet, it is crucial to combine and integrate that function with other aims and ends, with what Bellah calls â€Å"education for the development of character, citizenship, and culture.† A healthy system of higher education offers many rewards: scientific discoveries, eventual and even unforeseen applications, thoughtful political leadership, intelligent public discourse, cultural vitality, and an educated workforce. Higher learning serves several goals in coordination, goals that are mutually reinforcing. The aims are at once personal and social, private and public, economic, ethical, and intellectual. Harvard College exists to serve all these goals and offers a broad array of concentrations and courses for the purpose of educating the whole individual. Why? Because that kind of education, and not one aimed at certain occupational targets, is, in the long run, the best preparation for advanced achievement. The very broad, capacious form of education that we call the liberal arts is rooted in a specific curriculum in classical and medieval times. But it would be wrong to assume that because it has such ancient roots, this kind of education is outdated, stale, fusty, or irrelevant. In fact, quite the contrary. A liberal-arts education, which Louis Menand defined in The Marketplace of Ideas as â€Å"a background mentality, a way of thinking, a kind of intellectual DNA that informs work in every specialized area of inquiry,† lends itself particularly well to contemporary high-tech methods of imparting knowledge. We all wrestle with the challenges of educating students who are used to multitasking, doing their homework while listening to music and texting on their iPhones. For such students, the Web-based facilities of exciting liberal-arts courses are particularly salient. What would Aristotle or Erasmus or Robert Maynard Hutchins not have given for a technique that allows one to tour the world’s greatest museums, looking closely at the details of countless masterpieces; explore the ruins of ancient castles and pyramids and forums; join archaeological digs at your desk, turning objects around to see all sides of them; visualize problems in geometry or astronomy or mathematics in several dimensions and work out their solutions. An excellent example of the power of multimedia coupled with the liberal arts is â€Å"Imaginary Journeys,† a general-education course sometimes taught at Harvard University by Stephen Greenblatt. The course is described as being â€Å"about global mobility, encounter, and exchange at the time that Harvard College was founded in 1636. Using the interactive resources of computer technology, we follow imaginary voyages of three ships that leave England in 1633. Sites include London’s Globe Theatre, Benin, Barbados, Brazil, Mexico.† With this kind of course in mind, it seems that the liberal arts could almost have been designed for sophisticated online learning, so far from being stale or fusty are these ways of knowing. This kind of education has become more and more appealing to students and teachers at universities around the world. Donald Markwell, the warden of Oxford’s Rhodes House, recently gave a series of lectures in Canada entitled â€Å"The Need for Breadth.† He referred to a â€Å"surge of interest† in liberal education in â€Å"many other countries.† He cites a major address in London by Yale’s Richard Levin in which Levin noted that â€Å"Asian leaders are increasingly attracted to the American model of undergraduate curriculum,† specifically because of the two years of breadth and depth in different disciplines provided before a student chooses an area of concentration or embarks on professional training. Levin described liberal-arts honors programs at Peking University, South Korea’s Yonsei University, and the National University of Singapore; he also referred to liberal-arts curricula at Fudan University, Nanjing University, and the University of Hong Kong. Yet, as we know, the trends in the United States are in the opposite direction, and this is not just a recent problem. Menand cites evidence that in the United States, â€Å"the proportion of undergraduate degrees awarded annually in the liberal arts and sciences has been declining for a hundred years, apart from a brief rise between 1955 and 1970, which was a period of rapidly increasing enrollments and national economic growth.† Thus, paradoxically, as a liberal-arts education becomes more appealing to leaders and families in Asia and elsewhere in the world, it is losing ground in our own country. At least three factors are at work in this decline: a) the creation of increasingly specialized disciplines, and the rewards for faculty members for advancing knowledge in those areas; b) the economic premium that is thought to reside in a highly technical form of preparation for careers; and c) a growing focus on graduate education from the early 20th century to the present day. T hese developments have clearly not been beneficial for American undergraduate education. â€Å"Liberal education in crisis† is a tiresomely familiar theme, and countless commissions, reports, and study groups have attempted to address it. I am under no illusions that I have the magic key to resolve a problem that has stumped so many brilliant educators. But these are not just theoretical quandaries, they are the issues we confront almost every day: How do we defend liberal education against the skeptics—parents, potential students, the media, the marketplace, even some trustees and students? The first, most practical defense is that the liberal arts (and sciences) are the best possible preparation for success in the learned professions—law, medicine, teaching—as well as in the less traditionally learned but increasingly arcane professions of business, finance, and high-tech innovation. So my first defense of liberal learning is what you are taught and the way you learn it: the materials a doctor or financial analyst or physicist or humanist ne eds to know, but taught in a liberally construed fashion, so that you look at the subject from many different dimensions and incorporate the material into your own thinking in ways that will be much more likely to stay with you, and help you later on. This way of learning has several distinct advantages: It’s insurance against obsolescence; in any rapidly changing field (and every field is changing rapidly these days), if you only focus on learning specific materials that are pertinent in 2012, rather than learning about them in a broader context, you will soon find that your training will have become valueless. Most important, with a liberal education you will have learned how to learn, so that you will be able to do research to answer questions in your field that will come up years from now, questions that nobody could even have envisioned in 2012, much less taught you how to answer. The second, slightly less utilitarian defence of a liberal-arts education is that it hones the mind, teaching focus, critical thinking, and the ability to express oneself clearly both in writing and speaking—skills that are of great value no matter what profession you may choose. It’s not just that you are taught specific materi als in a liberally designed context, but more generally, the way your mind is shaped, the habits of thought that you develop. These skills were well described by a former dean of the Harvard Law School, Erwin Griswold, cited in a recent speech by the current dean, Martha Minow. Griswold was discussing an ideal vision of the law school, but his arguments fit a liberal education wherever it is provided: â€Å"You go to a great school not so much for knowledge as for arts or habits; for the art of expression, for the art of entering quickly into another person’s thoughts, for the art of assuming at a moment’s notice a new intellectual position, for the habit of submitting to censure and refutation, for the art of indicating assent or dissent in graduated terms, for the habit of regarding minute points of accuracy, for the art of working out what is possible in a given time; for taste, for discrimination, for mental courage, and mental soberness.† My third argument is that a liberal-arts education is the best education for citizenship in a democracy like ours. In her book, Not for Profit, M artha Nussbaum points out that from the early years of our republic educators and leaders have â€Å"connected the liberal arts to the preparation of informed, independent, and sympathetic †¦ citizens.† Nussbaum argues that democracies need â€Å"complete citizens who can think for themselves, criticize tradition, and understand the significance of another person’s sufferings and achievements.† Among the skills a liberal-arts education fosters, she notes, are the ability â€Å"to think about the good of the nation as a whole, not just that of one’s local group,† and â€Å"to see one’s own nation, in turn, as part of a complicated world order.† At a time when democracy is struggling to be born in countries around the world, and countries that have long enjoyed democracy are struggling to sustain it against pressures of multiple varieties, this may be the best of all the arguments for a liberal-arts education. My fourth argument I borrow from Michel de Montaigne, who thought of his own mind as a kind of tower library to which he could retreat even when he was far from home, filled with quotations from wise people and experimental thoughts and jokes and anecdotes, where he could keep company with himself. In his essay â€Å"Of Solitude,† he suggested that we all have such back rooms in our minds. The most valuable and attractive people we know are those who have rich and fascinating intellectual furniture in those spaces rather than a void between their ears. Virginia Woolf used a different spatial image to make a similar point in her book Three Guineas, when she talked about the importance of cultivating taste and the knowledge of the arts and literature and music. She argues that people who are so caught up in their professions or business that they never have time to listen to music or look at pictures lose the sense of sight, the sense of sound, the sense of proportion. And she concludes: â€Å"What then remains of a human being who has lost sight, and sound, and a sense of proportion? Only a cripple in a cave.† So my fourth argument for a liberal-arts education is that it allows you to furnish the back room of your mind, preparing you for both society and solitude. My final argument is that the liberal arts admit you to a community of scholars, both professional a nd amateur, spanning the ages. Here I would quote one of my predecessors at Wellesley, Alice Freeman (later Alice Freeman Palmer). When she presided over Wellesley in the last part of the 19th century, it was quite unusual for girls to go to college (as indeed it still is today in some parts of the world). In a speech she gave to answer the repeated question she got from girls and their families, â€Å"Why Go to College?† she said: â€Å"We go to college to know, assured that knowledge is sweet and powerful, that a good education emancipates the mind and makes us citizens of the world.† The sweet and powerful knowledge imparted by a liberal-arts education is specifically designed to fulfill this promise. But how can college presidents today best go about making the case for the liberal arts? First and most obvious, they should use the bully pulpit of the college presidency deliberately and effectively—at convocations, commencements, groundbreakings for new buildings, in speeches to the local Rotary Club or the state 4-H club convention, and addresses to alumni clubs. This is a truly precious opportunity that few other leaders have, to address the community in situations where there is likely to be respectful attention to their message, at least for a while! They should use the opportunity with zest! The second way is by using their fund-raising skills and obligations to raise money for exciting programs like Greenblatt’s â€Å"Imaginary Journeys.† They can make this case effectively to foundations and generous alumni who remember their own liberal-arts education fondly, and thus enhance the resources available for this purpose. Presidents can demonstrate their support of the liberal arts in how they honor faculty members. With the teaching awards and other distinctions their colleges offer, they should single out for praise and support those who have been most effective in advancing the liberal-arts mission. And then they can ensure that these awards and recognitions are appropriately highlighted in college publications and in messages to parents and prospective students. And perhaps the most effective way presidents can use their leadership to offer support is to speak from a liberal-arts perspective in their own discourse, both formal and informal, by citing examples of fine literature, drawing on instances from history, referring to the arts, and describing learning in the sciences in liberal terms. Rhetoric was one of the original artes liberales, and it can still be one of the most transformative. Taking my own advice about larding language with liberal learning, I will conclude with a poem by Imam Al-Shafi’i, which I discovered in a brochure on a recent visit to the Georgetown University School of Foreign Service, in Doha, Qatar: According to the measure of hardship are heights achieved, And he who seeks loftiness must keep vigil by night; As for he who wants heights without toil, He wastes his life seeking the impossible— So seek nobility now, then sleep once more (finally), He who seeks pearls must dive into the sea. As this poem reminds us, a liberal-arts education is not always easy; it involves paying close attention, taking risks, exploring uncharted territory, diving into the sea. But despite these challenges, the deep rewards of a liberal education are surely worth our best efforts on its behalf.

Descartes Essay Essay

None of the proposed philosophical theories is exact, not even a combination of two or more theories (Sayre, 2011). However, Descartes has unique way of metaphysical argument concerning existence of God. Descartes’ Discourse on the Method (Part IV) ends surprisingly with a claim of God’s existence, which can be deduced from the interrelationship between mind, soul and our existence. Descartes began the fourth section by discussing about himself. The reading up to the point where he gives credit to a supreme being, God, could only suggest that Descartes was discussing about his philosophical thought about his being as a man. However, the discourse twist came when he inferred, â€Å"something indeed having every perfection of which I could have any idea, that is—to explain myself in one word—by God† (Bennett, 2007, p. 16). After this inference, the discourse changed to one that discussed the existence of God. It was at this point that it became clear that the ending would be more of God’s existence rather than a conclusion of Descartes as a human being. The change of discourse from exploration of self to a proof of God’s existence through personal evaluation was indeed an ingenious thought. Most of the times we try to prove existence of God or lack thereof by evaluating what are outside us. However, Descartes made a self-evaluation on intrinsic values of himself as a human being. By deconstructing his strengths and limitations, he was able to realize a fair conclusion about the existence of a supreme being, which we refer to as God. Therefore, the ending was different but offered a concise conclusion on God’s existence despite starting on a different discourse. References Bennett, J. (2007). Discourse on the Method of Rightly Conducting one’s Reason and Seeking Truth in the Sciences. Retrieved from http://www. earlymoderntexts. com/pdf/descdisc. pdf Sayre, H. (2011). The Humanities Culture, Continuity, and Change: New York: Pearson College Div.

Nutrition for Children Essay

If a parent or carer says that their child cannot eat a particular food it is important that the practitioners take note of this and make sure they respect the parent or carer’s instructions. Quite often there will be a noticeboard with the details of what children can and can’t eat, and it is usually kept in the kitchen. There could be numerous reasons as to why the child is not allowed to eat a particular food, so any wishes should be followed regardless of the reason. For example, it may be against the family’s religion or culture to eat particular foods; some religions believe that certain animals are sacred so eating the animal would be extremely offensive. This is important to respect because if a practitioner tries to feed a Jewish child pork, for example, when the parents find out they will be extremely offended that the practitioner went against their religion, as that is what they believe in. It may also be a personal choice; the parent or carer might just prefer their child not to eat particular foods. For example, in my setting one boy is not allowed to have sweets or chocolate because the parents have decided they don’t want their child to have a sweet tooth. Therefore the parents have been respected in their decision, because again they may get offended if the practitioners decide not to listen to them. Another, very important, reason a child will not be able to eat something is if they are allergic or have an intolerance to it. Therefore, if a child with an allergy or intolerance eats something containing the particular food it would mean the food will cause harm to their body, and sometimes very severely. For example, another boy at my setting is severely allergic to nuts; he must not come into any kind of contact with any kind of nut, because it will cause his throat to swell up and stop him from breathing. As a result of this any food that is provided for their snack must be approved by his mother, and if there is anything new the practitioners do not risk giving it to him, as they are not absolutely certain if it is completely nut free.

Medicine and law

Kong-lung, Consultant Forensic Pathologist (Kowloon) Forensic Pathology Service, Department of Health Introduction Obviously, this was to protect the public from quackery. Fees for the doctors were paid by the State. If unsatisfactory results followed a course of treatment that had departed from the orthodox, the doctor responsible would be liable to punishment, which could be very harsh. Similar legal restrictions on medical practice were also found in other early civilizations such as Babylon and India.It is now a firmly established belief that legal and ethical considerations are integral to medical practice in the planning for the care of the patient. With the advances in medical sciences and growing sophistication of the legal framework in modern society as well as increasing awareness of human rights and changing moral principles of the community at large, doctors and other healthcare workers alike are now frequently caught in difficult dilemmas in many aspects arising from dai ly practice.Examples are plenty such as the duty to respect informed onset, truth-telling, breach of confidentiality, disclosure of medical errors, rationing of scarce health resources, biomedical research, organ donation, etc. Besides, there is also growing anxiety both within the medical profession and in the community regarding increasing trends of complaints and lawsuits against doctors. From the bitter experience of many doctors who were engaged in complaint or lawsuits in the past, many of them had resulted from failing of their doctor-patient communication skill or inadequate ability to comprehend and resolve dilemmas in clinical settings.Throughout the history of mankind, medical legislation has continuously evolved to regulate the practice of medicine. The fundamental objective is to safeguard the standards of the medical profession and to protect the public against unskilled vendors of medicine who would be as injurious to the community as other criminals. The Justinian Co de of the Byzantine Empire in 529 AD is probably the earliest law code found to contain clauses to require educational standard and proof of competence of doctors by examinations.It also restricted the number of doctors in each town and penalties were imposed for alphabetic. By 12th century, there were well established medical legislations in Italy, namely the edict of Roger II of Sicily in 1140 and Frederick II in 1224, to prescribe organized medical teaching, set courses, examinations and qualifications. 3 Medical ethics has developed into a well based discipline which acts as a â€Å"bridge† between theoretical bioethics and the bedside. L The goal is â€Å"to improve the quality of patient care by identifying, analyzing, and attempting to resolve the ethical problems that arise in practice†. In addition to our moral obligations, doctors are also bound y laws and official regulations which form the legal framework regulating medical practice. It is now a universal c onsensus that legal and ethical considerations are inherent and inseparable parts of good medical practice across the whole spectrum. The disciplines of law and ethics in medical practice overlap in many areas and yet each has its unique parameters and distinct focus. In Hong Kong, laws on public health and medical practice, essentially an adoption of the English Acts, had been introduced from the early days.The monumental principles that apply generally to medicine or health care at large are: (a) respect of patient's autonomy; (b) the principle of malefaction, I. E. , the duty to avoid harm or injury to patients; (c) the principle of beneficence, I. E. , the duty to do good to your patients, relieve their pain and suffering and to save life if you can; and (d) the principle of justice and act fairly. Meaning of Law and Medical Ethics in a Nutshell The values that encompass the four fundamental principles in medical ethics are self-evident.They are considered to be doctor's prima f acie duties to the patients and society. It is necessary for a doctor to take all of them into account when they are applicable to the clinical case under consideration. Not infrequently, when two or more principles apply, they may be in conflict. For instance, the decision to operate on a case of acute appendicitis involves at least two competing prima facie duties on the part of the doctor. At one end, the doctor is obliged to provide the greatest benefit to the patient by performing an immediate appendectomy.At the other end, surgery and general anesthesia carry risks and the doctor is under the obligation to avoid causing harm to the patient. The solution adopted must base on a balance between the demands of the competing principles by determining which carries more weight in the particular case. In the case of appendicitis, a generally accepted rational calculus holds that the patient is in far greater risk of harm from a ruptured appendix if the doctor do not act, than from th e operation and anesthesia if the doctor proceed to surgery.In its simplest context, law can be defined as enforced rules devised by the State to govern the behavior of its members for the mutual benefits of all. Observance of the rules must be guaranteed by some kinds of sanction erected against the rule breakers. In addition to laws for the general public, doctors are bounded by certain specific rules stipulated in statutes as well as code of professional conduct laid down by the official regulating authority, namely the Medical Council, and administrative codes set by the institutions.Together, they form the legal framework regarding the practice of medicine, violation of which may lead to criminal or civil liability, or disciplinary actions. In addition to legal obligations, there are also expectations of society for the doctors and the goal of the profession eased on long established moral principles of self-evident value, which define the moral framework of medical practice. M edical ethics can be defined as a self-imposed code of conduct accepted voluntarily within the medical profession, the observance of which depends on one's conscience and moral values.Law and Medicine Law and medical ethics are both dynamic and are in a constant state of change with time due to changing circumstances and societal values. Thus, new legislation and court decisions give rise to changes of the law and new ethical issues emerge in response to challenges rated by new technology, law or other influence. There is also wide difference in law from country to country because of factors regarding religion, culture, traditions, political systems and social standards.Broadly speaking, medical matters come into interaction with law in four aspects: (a) legislation and administrative regulations affecting medical practice; (b) court Judgments on problematic or controversial ethical issues in medicine; (c) medical matters or personnel may become subjects of lawsuits when issues of m edical malpractice or alleged medical negligence arise; and (d) use of medical matters s evidence in courts for other criminal or civil proceedings such as cases of homicide, rape, wounding, workman's compensation, insurance claims and the like.Fundamental Principles in Medical Ethics Medical ethics is an applied ethics which involves examining specific controversial issues such as abortion, breach of confidentiality, end-of-life care, rationing of scarce medical resources. The objective is to try to identify the issue concerned, analyze it with reasoned ideas and arguments and arrive at a viable and morally acceptable resolution for it.In the realm of medical practice, it is official to hold rules or principles that are absolute in view of the many variables that exist in the context of clinical cases as well as new issues that arise as a result The Interaction of Law and Ethics in Medical Practice Despite their distinctive roles, law and medical ethics overlap in many areas. It is indeed difficult to dissociate the legal and ethical basis of the professional duties of doctors. For instance, both law and medical ethics address to issues of confidentiality, euthanasia, abortion, use of dangerous drugs, medical malpractice and the like. 4 Volvo. 8 NO. 6

Total Quality Management Techniques Essay Example | Topics and Well Written Essays - 1000 words

Total Quality Management Techniques - Essay Example The latter enhance the satisfaction of their clients through enhanced quality. This is realized through workforce empowerment and operational efficiencies. Since the contemporary customer is very discriminating in their choices, oganizations ought to offer what they expect or the organization will take the hit of losing share to competitors. 2) Describe the four challenges and four essentials in details, described in the article The first challenge of organizations is legislation in which companies are increasingly asked to comply with requirements on the environment, employee well-being and safety. In addition, Nagaprasad & Yogesha (2009) assert that numerous organizations stay complacent and expect sales to effortlessly come their way despite defective product or inefficient service. The authors share that this is likely to lead to their closure. Moreover, they say that companies must realize the existence of cut-throat competition, acknowledging that they are no longer a monopoly. The Four Esssentials espoused by Nagaprasad & Yogesha (2009) suggest that organizations should strive to eliminate their defects, and this implies a drastic decrease in the number of errors committed in their processes. Enterprises must also strive to increase productivity while containing their expenses. They must struggle to increase the bar of customer service – this is applicable to all organizations without exeption. To be authentically competitive, they must also adapt to the innovation requirements of competition. 3) Explain how TQM works and Benefits of TQM Programs Total Quality Management (TQM) is a method that seeks quality improvement which shall meet or exceed the expectations of customers (Murray, 2011). It is a philosophy that involves everyone in the organization in continuously improving quality, eventually resulting to customer satisfaction (Stevenson, 2007, p. 416). Total Quality Management Technique are are used to identify potential problems and ways to control them. Total Quality Management Techniques include Continuous Improvement, Competitive Benchmarking, Six Sigma, Lean Manufacturing, Lean Six Sigma, Total Productive Maintenance, and 5S of Housekeeping (World Class Manufacturing, 2011). Continuous improvement is a philosophy that seeks to make ceaseless improvements to processes in converting inputs to outputs. It covers man, machines, methods and materials. It became a cornerstone of the Japanese approach to production. Japanese use the term â€Å"kaizen† to refer to continuous improvement. The philosophy of â€Å"kaizen† is based on the following principles. First, waste is an enemy that needs to be ridden off; second, that improvement should also be done slowly and continuously; and that involvement of everyone in the company including the top managers is important. It does not require high costs on technology investment. It can be applied anywhere at any time and focuses on value creation. It likewise process oriented and lastly, its essence is learning while doing (Stevenson, 2007, p. 417). One problem that can be encountered in implementing this philosophy is the assurance of its continuity. People might lose the motivation to continuously improve their processes (Kotelnikov, n.d.). Competitive benchmarking involves identifying and studying other organizations that are the best. It includes studying their operations and