Proposition 215 Essays - Cannabis, Neurochemistry, Medicine

Proposition 215 Essays - Cannabis, Neurochemistry, Medicine Proposition 215 There should have been a NO vote on Proposition 215! Marijuana is NOT a medicine! There currently exists controversy concerning smoking marijuana as a medicine. Many leaders and members of the public have been misled, by the well financed and organized pro-drug legalization lobby, into believing there is merit to their argument that smoking marijuana is a safe and effective medicine. A review of the scientific research, expert medical testimony and government agency findings shows this to be false. There is no justification for using marijuana as medicine. The California Narcotics Officers' Association consists of over 7,000 criminal justice professionals who are dedicated to protecting the public from the devastating effects of substance abuse, whether cocaine, methamphetamine or marijuana. They have seen firsthand the hurting and often tragic results, both psychologically and physically, for those who chose intoxication as part of their lifestyles. They have studied the medicinal use of marijuana issue, compiling information from medical experts to present to those we are sworn to protect. It is their firm belief that any movement that liberalizes or legalizes substance abuse laws would set us back to the days of the '70s, when we experienced this country's worst drug problem and the subsequent consequences. In the '80s, through the combined and concerted efforts of law enforcement and prevention and treatment professionals, illegal drug use was reduced by 50 percent. Teenagers graduating from the class of 1992 had a 50 percent lesser chance of using drugs than did those who graduated in the class of 1979. Substance abuse rises whenever public attitude is more tolerant towards drugs (i.e., they are safe and harmless.) Other factors that contribute to a rise in use include increased availability, reduced risk with using or selling and lower prices. In 1993, for the first time in 12 years of steady decline, illegal drug use rose and continues to climb. A major contributing factor is a message that drugs "aren't so bad." To counter this "just say yes" campaign, all of us should feel compelled to provide the facts on the use of marijuana as medicine. These documented facts will prove beyond a doubt that MARIJUANA IS NOT MEDICINE. FACT: The movement to legitimize marijuana as medicine is not encouraged by the pharmaceutical companies, Federal Food and Drug Administration, health and medical associations of medical experts; but instead by groups such as the National Organization for the Reform of Marijuana Laws (NORML) and the Drug Policy Foundation (DPF). These organizations have little medical expertise and favor various forms of legalizing illegal drugs. FACT: The majority of the marijuana advocates' "evidence" comes from unscientific, non-examined or analyzed illustrative statements from people with a variety of illnesses. It is unknown whether these individuals used marijuana prior to their illnesses or are using marijuana in combination with other medicines. It is also unknown if they had a recent thorough medical exam or are justifying there use of marijuana, experiencing a remedy effect or experiencing the intoxicating effect of smoking marijuana. FACT: The psychoactive ingredient in marijuana (THC) is already available in pharmaceutical capsule form by prescription from medical doctors. This drug, Marinol, is less often prescribed because of the potential adverse effects and there are effective new medicines currently available. FACT: The manufacturers of Marinol, Roxane Laboratories inc., do not agree with the pro-marijuana advocates that THC is safe and harmless. In the Physicians Desk Reference, a good portion of the description of Marinol includes warnings about the adverse effects. FACT: Common sense dictates that it is not good medical practice to allow a substance to be used as medicine if that product is 1) not FDA approved, 2) ingested by smoking, 3) made up of hundreds of different chemicals, 4) not subject to product liability, 5) exempt from quality control standards, 6) not governed by daily dose criteria, 7) offered in unknown strengths (THC) from 1 to 10 percent, 8) self prescribed and self administered by the patient. FACT: Since the pro marijuana lobby has been unsuccessful in dealing with the federal government before, they targeted state and local governments to legitimize smoking marijuana as a medicine. A careful examination of their legislative and/or ballot proposals reveals they are written to effectively neutralize enforcing most marijuana laws. Crude, intoxicating marijuana, under their proposals, would be easier to obtain and use than even the most harmless, low level prescription drug. FACT: Major medical and health organizations, as well as the vast majority of nationally recognized expert medical doctors, scientists and researchers, have

Vocab In Context Questions and Strategies for SAT Reading

Vocab In Context Questions and Strategies for SAT Reading SAT / ACT Prep Online Guides and Tips What are "vocab in context questions" and what are the best ways to approach answering them? In this article, I'll go over the basics of what vocab in context questions are, then transition into more in-depth discussions of each of the two types (complete with examples, both official and homemade). Finally, I'll end with suggesting strategies to use when tackling these types of questions. feature image credit: Sopa de letras by srgpicker, used under CC BY 2.0/Cropped from original. Note: This article is about the Vocabulary in Context questions on the old, out-of-2400 SAT, which had five answer choices (instead of four) and were worded slightly differently. If you're looking for advice on these kinds of questions for the new SAT Reading and Writing and Language sections, we recommend reading our article on Words in Context questions instead! What Are Vocab In Context Questions? Vocabulary in context questions are the questions on SAT Reading passages that question you directly about vocabulary in the context of a paragraph. While having vocab knowledge can help you with other types of questions, for the purposes of this article, I've focused on the types of questions where knowing vocabulary is essential to being able to get the right answer. (Note: This article is not about sentence completion questions, which are no longer part of SAT Reading with the new 2016 SAT.) From my reviewing ofofficial SAT practice tests, I've come to the conclusion that there are two types of ways the SAT Reading passages will question you on vocabulary: #1: Based on how the word is used in the passage, what does that word mean? #2: How would you sum up the meaning of a few lines or a paragraph, using one word as your answer? Read on for a more detailed look at each of these types of vocab in context questions. Question Type 1: What’s The Meaning Of The Word In Context? These questions are probably among the most straightforward of all the SAT Reading questions. I like to think of them as asking â€Å"Here’s the word- what’s the definition?† Of course, just because the questions are straightforward doesn’t mean that they can't be tricky, but the way the questions are phrased themselves are pretty simple. In fact, they are almost always asked in one of the following ways: As used in line 42, â€Å"stake† most nearly means†¦ In the context of line 42, the phrase â€Å"dark husband to the midnight† means†¦ (I've altered the actual words asked by official SAT questions here, but you get the picture). Why does the SAT use the phrase "most nearly," rather than always just straight up asking "what does this word mean?" I believe there are two reasons: #1: The phrase is designed to trick you into picking an answer that kind of works (after all, stake only has to nearly mean the answer choice, right? #2: It's the SAT’s way of covering its butt (nope, you can't just pick an answer that works, you have to pick the best answer out of the available choices). Most often, these "Here's the word, what's the definition?" questions are about words that have multiple meanings. Since the SAT wants to trick you into rushing into thinking you know the answer, the test often will include an answer choice that is accurate for SOME definition of the word, just not the way it’s used in the passage. Here’s an example, taken verbatim from an official SAT practice test. Just going off the top of my head, the word â€Å"follow† can probably be used to mean any of the answers, depending on context. In order to figure out what it means in line 34, you're going to have to go back to the passage. The source sentence for this question reads as follows: â€Å"I came to realize that if I were able to record part of the dance- that is, the spoken part- and reenact it, the rest of the body would follow.† (lines 31-34; underline mine) How would you solve this question? First, replace the word with your own definition so that you have a preconception of what you're looking for: "I realized that if I could record the spoken part of the dance and reenact it, the rest of my body would be able to do it, too." As you can see, the rephrasing does not have to be super elegant, just accurate. Next,substitute answers into your rephrased sentence. The answer should look something like what you rephrased in the first step. For this question, only â€Å"join in† works ("I realized that if I could record the spoken part of the dance and reenact it, the rest of my body would join in"). Want to see another example? No problem! Here’s a trickier example I’ve based on an actual SAT question (although I took some liberties with the topic). Example A: â€Å"The relationship of the vampire and his assistant seemed to have been reversed, and Igor, now in his early twenties, was the authoritative one; since boyhood he had been taking on one responsibility after another, until he had left the vampire with nothing to perplex him but how to while away the hours when the servants were busy and Igor was out searching for brains.† In this sentence, â€Å"perplex† most nearly means†¦ (A) trouble (B) bewilder (C) astonish (D) entangle (E) embarrass If you replaced the word â€Å"perplex† with any of the answer choices, with any of the answer choices, it would make thematic sense. After all, since Igor’s taking over all the responsibilities there it’s possible there could be nothing to bewilder, astonish, entangle, or embarrass the vampire. In addition, doesn’t â€Å"perplex† sometimes have something to do with bewilder or astonish? Danger! Danger! This is all part of the SAT’s Cunning Planâ„ ¢ (not actually trademarked) to trap you! It’s a trap by Mike Knell, used under CC BY-SA 2.0/Cropped from original. Do not answer the question based on things that â€Å"could be right,† depending on information you do not know. Imagine you're a cranky English teacher, grading student interpretations of a book read for class. You're not a generous teacher who’s looking for reason to give a student points any way you can because she argued the point. No, you're looking for reasons to mark answers as wrong. Take that mindset into the SAT Reading with you: Only the answer that is directly supported by the context of the passage is acceptable.In this case, the answer is (A) trouble: the vampire has no responsibilities to worry about and so has nothing to bother, or trouble, him. Even though all the other answer choicestechnically mean "perplex," no other answer choice fits in the context of this sentence. This is the key point of this class of question. Sometimes, instead of asking about individual words, the SAT Reading will question you about multiple words, making the question more like "Here's the phrase, what's the meaning?" See example B: In these cases, you're being asked to define a phrase with another phrase. Either way, however, both word in context and phrase in context questions should be approached in the same way: always, always go back to the line in which the word or phrase appears- don’t let the SAT fool you into answering without checking! Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! Question Type 2: What Word Is Defined By The Passage? These questions ask you to recognize the definition in the passage and relate it to the answer choice that matches it. In contrast to the previous question type of vocab-in-context questions, I think of these as asking â€Å"Here’s the definition, what’s the word?† The SAT has more varied ways of asking these questions than the â€Å"here’s the word, what’s the meaning?† questions. I've written up below a short list of examples that I've come across in my reviewing of SAT practice tests. Disclaimer: I have edited the questions so that they all refer to the same subject matter; these are not questions that appeared on the actual SAT (yet). The public’s response described in line 42 most strongly suggest that Dracula’s acts were†¦ Based on the description in the last sentence, Dracula could best be characterized as†¦ In line 42, Dracula is portrayed as†¦ The author uses the word â€Å"monster† (line 42) to convey the narrator’s sense of†¦ The author characterizes a â€Å"vampire† (line 42) as something†¦ In line 42, the author describes vampires as†¦ The information in the second paragraph indicates that the vampire’s â€Å"modern reputation† is†¦ The second paragraph indicates that Dracula believes the â€Å"proper state† would be one of†¦Ã¢â‚¬  "What word is defined by the passage?" questions can actually be easier than the "here's the word, what's the definition?" questions. Why? Because since the definitions are in paragraph form, you may be able to gather more information to help answer the question. Here's another actual SAT example (this time unmodified): If you know the definition of the word â€Å"elitist,† that can be an easy shortcut to the answer: Plato was an elitist, which probably means he was characterized by (E) snobbishness. If you don’t know what elitist means, however, the author goes on to explain further in the rest of the paragraph: Plato wanted to ban things for being free, accessible, and popular†¦that sounds snobby. Okay, (E) snobbishness it is. Plato by Tilemahos Efthimiadis, used under CC BY-SA 2.0/Cropped from original. Plato†¦the first hipster? Strategies To Master Vocabulary In Context Questions So what strategies can you use to master these two types of SAT Reading questions? I've put together a three-step strategy guide below. Strategy 1: Rephrase the information given. For questions that ask about words in context, define the word first in your head (or on scrap paper, whichever is easier) in the context of the sentence or paragraph, without looking at the answer choices. Remember, your rephrasing does not have to be elegant as long as it conveys the meaning. For instance, take a look at example C: "This article effectively concedes that Stoker’s magnificent story cannot be recovered from the misuse and distortion it has suffered since his death." In this line, "suffered" most nearly means†¦ My thought process: Let me replace the word with one that keeps the meaning of the sentence. â€Å"This article effectively concedes that Stoker’s magnificent story cannot be recovered from the misuse and distortion it has had to deal with (in a negative and painful sense) since his death.†Yeah, that works (aside: well, I can see why the author used just one word). For questions that ask you to take a paragraph and choose the best answer that describes it, answer the question in your own words before looking at the answer choices. See example D: My thought process: Question is asking about the education described in these lines. Okay, what does the paragraph say? In college there’s assigned reading, but the important thing is when students discover books on their own and jump back and forth across history, languages, and cultures. That sounds like a diverse education to me. Okay, I’ve got that, now I can look at the answer choices. Strategy 2: Cross out answers that clearly don’t fit. Sometimes, you can get to the right answer just by knowing what the wrong answers are. This is an especially useful strategy if there's an answer choice with a word that you don't know the meaning of. If you know that the other three answers are definitely wrong, it doesn't matter that you don't know what the meaning of the fourth answer is; by process of elimination, it must the correct choice. Let's take a look at this strategy in the context of example C, from before: My thought process: Okay, the choices are endured, felt, prolonged, tolerated, and lamented. Which of these are close to â€Å"had to deal with (in a negative and painful sense)?† Endured: yes. Felt: no. Prolonged: not really. Tolerated: not really negative. Lamented: no. The answer is probably (A) endured. This strategy still works if you are trying to sum up the meaning of a paragraph in one word. I'll copy and paste example D again, so you don't have to scroll back up: My thought process: The choices are elitist, philanthropic, eclectic, methodical, or rudimentary. Which of these are close to meaning diverse? Elitist: I don’t think so. Philanthropic: doesn’t that have something to do with giving money to people? Maybe? Eclectic: someone with eclectic interests has a lot of different interests. Hmm. Seems more likely! Methodical: no. Rudimentary: looks like rude, but who knows [note: I know].The right answer is probably (C) eclectic [Second note: Even with process of elimination, this question would be pretty tricky if you didn’t know the meaning of eclectic, philanthropic, or rudimentary. For more on how to study vocab effectively, click here]. Strategy 3: (Optional) Plug the definition back in. This strategy works best for the "here's the word, what's the meaning?" questions, because word-for-word substitutions are a lot simpler than word-to-sum-up-entire-paragraphs-of-information substitutions. Let's take one more look at example C, a "here's the word, what's the meaning?" question: "This article effectively concedes that Stoker’s magnificent story cannot be recovered from the misuse and distortion it has suffered since his death." In this line, "suffered" most nearly means†¦ My thought process: Substitution time! â€Å"This article effectively concedes that Stoker’s magnificent story cannot be recovered from the misuse and distortion it has endured since his death.† Yep, that’s right. Just to double check with the maybes: â€Å"This article effectively concedes that Stoker’s magnificent story cannot be recovered from the misuse and distortion it has prolonged since his death.† haha what that doesn’t make any sense â€Å"This article effectively concedes that Stoker’s magnificent story cannot be recovered from the misuse and distortion it has tolerated since his death.† I mean, sort of? But why bother with "sort of" when I have a definite yes? (answer: do not bother with "sort of" if you have a definite yes) Get Plugged In by Rennett Stowe, used under CC BY 2.0. Whew. Where Do I Go From Here? Are these strategies fine in theory, but hard to put into practice because you always run out of time before finishing? Discover how to avoid that terrible time crush with our article on time management on SAT Reading. Want more in depth guides like this? Use our ultimate guide to SAT reading for links to more articles on the other types of SAT Reading questions. What are the other types of questions you’ll find on the SAT, and what’s the best way to read the passage to answer them? We have strategies for reading passages effectively here. What are the skills you’ll need to excel on the SAT Critical Reading? Read our overview of what's actually tested on SAT Reading for the answer. Want to improve your SAT score by 160 points? Check out our best-in-class online SATprep program. We guarantee your money back if you don't improve your SATscore by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Reading lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Quantative problem solving Essay Example | Topics and Well Written Essays - 2500 words

Quantative problem solving - Essay Example On the other hand, Carol recommends the Exer-Trim program of the XYZ Fitness Club which offers a daily pass and use of gym and other health facilities worth $2.56 inclusive of supplements at a fixed annual cost of $307. As a challenge to herself, Tanya has to decide on the option that would enable her to lose weight and save money on the first 60 days prior to their out-of-the-country vacation. A. Analyze the cost of each option algebraically – Each cost equation may be written in the slope-intercept form y = mx + b, Assuming that the value of the daily set meal under the U-Light program is not subject to change, then Tanya would have to pay a constant rate of $5.13 if she chooses to diet without workout and agree to cover the $145-annual fee. Hence, the cost of enrolment for the U-Light package may be set, depending on the number of days (t) signed up for, as: C(t) = 5.13*t + 145 (in which the slope (m) is the rate $5.13 charge per day and the y-intercept (b) assumes the fixe d cost of $145 (on a yearly basis)). Considering the Exer-Trim program, nevertheless, Tanya has the alternative of visiting the XYZ club for an extensive workout that can make her thoroughly fit even in the absence of restricting diet on food. She just needs to pay a uniform daily rate of $2.56 that comes with fixed settlement of $307 for supplementary items such that, depending also on the number of days (t) enrolled for, it would cost her: C(t) = 2.56*t + 307 (in which the slope (m) is the rate $2.56 charge per day and the y-intercept (b) is given by the fixed cost of $307 (on a yearly basis)) C(t) stands for ‘cost in dollars’ whereas ‘t’ represents the number of days (diet and exercise) and to find solution where the values of C(t) and t are the same for both schemes, equate 5.13*t + 145 = 2.56*t + 307 which becomes 2.57*t = 162 (on combining like terms) ---? t ? 63.035 days (upon division of each side by 2.57) Then, substituting this value of ‘tâ €™ into one of the original equations: C(63.035) = 5.13*(63.035) + 145 ---? C(63.035) ? $468.37 This means that the solution is approximately at: B. Depict the real-world problem on a single graph – Sketch of the Graph: Total Workout or Diet Meal Cost (per package) C(t) t-days (diet or exercise) C. Discuss a decision-making process that is based on both mathematical reasoning and non-financial, or situational, considerations. After solving the system of equations and sketching each linear graph on the xy-plane, Tanya can now decide according to the following outcomes: At t > 63.035 days, it would cost Tanya too much to go on a south beach diet with U-Light program whereas at t < 63.035 days, it is rather expensive to go after extensive workout with Exer-Trim program. Since Tanya’s priority is to save money for the first 60 days of her weight loss scheme, she must then opt for the U-Light program and go on south beach diet that merely includes one pass to the gym. T he graph shows that she can save more for the Bali-getaway if she agrees to pay $5.13 a day for a south beach diet meal with fixed annual service charge of $145. In that case, she would

Psycho-pharmacology review Research Paper Example | Topics and Well Written Essays - 500 words

Psycho-pharmacology review - Research Paper Example When taken by pregnant women, the drug is known to cause various birth defects. Studies reveal that sertraline is very effective in the treatment of some subtypes of depression and panic disorder but not in the treatment of obsessive-compulsive disorder (O'Kearney). Although the drug is used to treat social phobia and posttraumatic stress disorder, it leads to only modest improvement in these conditions. 2. Ritalin: The generic name of this drug is methylphenidate hydrochloride which is a central nervous system stimulant. Ritalin is used in the treatment of attention-deficit hyperactivity disorder (ADHD) in children and adults. It is also used in the symptomatic management of narcolepsy. Ritalin can become addictive. Some of the common side effects of this drug include nervousness, agitation, anxiety or irritability, trouble sleeping (insomnia), loss of appetite, headache, stomach ache, nausea, dizziness and heart palpitations. It is also known to cause some serious side effects like slowing of growth in children, seizures and eyesight changes or blurred vision. Although there is no information regarding the safety and effectiveness of long-term Ritalin treatment in children, it has been found to be very effective in the treatment of ADHD (St. Louis Psychologists and Counseling Information and Referral).

Free Essays - The Trap Motif in Hamlet :: Shakespeare Hamlet Essays

The Trap Motif in Hamlet Hamlet, William Shakespeare's greatest tragedy, is a story of murder and deceit. The "trap" is a major motif in Hamlet because it is set by various characters, it is motivated by a variety of reasons and the results are often ironic. The first trap is set by Hamlet for the king. Hamlet is enraged by his fathers murder and is seeking vengeance. Hamlet sets a trap by persuading the actors to re-enact his fathers murder on stage. * He sets this trap because he wants to be sure that Claudius is the killer; Hamlet is delighted to see Claudius's reaction to the play. Ah, ha! Come, some music; come, the recorders. For if the King like not the comedy, Why then, belike, he likes it not, perdy. Come, some music. (3.2) It scares Claudius and makes him afraid of Hamlet. * Hamlet is now sure that Claudius is the murderer, but Claudius is so worried that he sends Hamlet to England with Rosencrantz and Guildenstern with an order for Hamlet to be killed. I like him not, nor stands it safe with us to let his madness range. Therefore prepare you. I your commission will forthwith dispatch, And he to England shall along with you. (3.3) The next trap Hamlet sets takes place at sea. While Hamlet is on his way to England he boards another ship during a battle and he sets a trap for Rosencratnz and Guildenstern. Hamlet leaves a letter with the Kings seal on it ordering them to be executed when they arrive in England. Hamlet does not like Rosencrantz and Guildenstern because they worked so closely with the King and were always troubling Hamlet. Why, man, they did make love to this employment. They are not near my conscience. Their defeat by their own insinuation grow. `Tis dangerous when the baser nature comes Between the pass and fell incensed points of mighty opposites. (5.2) When Rosencrantz and Guildenstern arrive in England they are executed. The final trap is set by Claudius and Laertes. * When Claudius gets word from Hamlet that he is coming back from England alone he decides to set a trap for Hamlet, at the same time, Laertes is seeking revenge on Hamlet for killing his father. Free Essays - The Trap Motif in Hamlet :: Shakespeare Hamlet Essays The Trap Motif in Hamlet Hamlet, William Shakespeare's greatest tragedy, is a story of murder and deceit. The "trap" is a major motif in Hamlet because it is set by various characters, it is motivated by a variety of reasons and the results are often ironic. The first trap is set by Hamlet for the king. Hamlet is enraged by his fathers murder and is seeking vengeance. Hamlet sets a trap by persuading the actors to re-enact his fathers murder on stage. * He sets this trap because he wants to be sure that Claudius is the killer; Hamlet is delighted to see Claudius's reaction to the play. Ah, ha! Come, some music; come, the recorders. For if the King like not the comedy, Why then, belike, he likes it not, perdy. Come, some music. (3.2) It scares Claudius and makes him afraid of Hamlet. * Hamlet is now sure that Claudius is the murderer, but Claudius is so worried that he sends Hamlet to England with Rosencrantz and Guildenstern with an order for Hamlet to be killed. I like him not, nor stands it safe with us to let his madness range. Therefore prepare you. I your commission will forthwith dispatch, And he to England shall along with you. (3.3) The next trap Hamlet sets takes place at sea. While Hamlet is on his way to England he boards another ship during a battle and he sets a trap for Rosencratnz and Guildenstern. Hamlet leaves a letter with the Kings seal on it ordering them to be executed when they arrive in England. Hamlet does not like Rosencrantz and Guildenstern because they worked so closely with the King and were always troubling Hamlet. Why, man, they did make love to this employment. They are not near my conscience. Their defeat by their own insinuation grow. `Tis dangerous when the baser nature comes Between the pass and fell incensed points of mighty opposites. (5.2) When Rosencrantz and Guildenstern arrive in England they are executed. The final trap is set by Claudius and Laertes. * When Claudius gets word from Hamlet that he is coming back from England alone he decides to set a trap for Hamlet, at the same time, Laertes is seeking revenge on Hamlet for killing his father.

Supply Chain Quality Management Practices

TOWARDS A BETTER UNDERSTANDING OF SUPPLY CHAIN QUALITY MANAGEMENT PRACTICES Article: International Journal of Production Research †¢This paper reports the result of a comparative study of quality tools and methods adaptation by operations and supply chain managers. †¢SCQM is defined as a system based approach to performance improvement that leverages opportunities created by upstream and downstream linkages with suppliers and customers. †¢Operation management is traditional been explained by some version of an ‘inputs-transformation process- outputs’ view of the productive capability of the firms.From Quality perspective, operation managers have focused on internal activities such as process control process improvement, product design improvement and design of experiment. As a result, more and more six-sigma improvement project evolved. †¢In addition experts like Deming have long emphasized importance of customers and supplier. †¢In this paper, i t explored the difference between quality management practice of operation managers and each type of managers emphasizes supply chain managers, including what quality tools.Tool can here mean the method such as benchmarking, an approach to improving quality such as process improvement team (PIT) and leadership. Literature review and hypothesis development †¢Supply chain management has developed as a field from the integration of operations and marketing management. As a result, a linkage with upstream firms – which was once the domain of purchasing – has been elevated in importance. †¢The quality management precedence for this is found in Deming’s fourth point, ‘End the practice of awarding business on the basis of price tag alone.Instead, minimize total cost. Move towards a single supplier for any one item, on a long-term relationship of loyalty and trust’. This has resulted in a merging of quality management and supply chain management p rinciples. †¢Supply chain management practices can result in operational benefits such as decreased production lead times, reduced costs, faster product development, and increased quality †¢In this article calling for integration of quality and supply chain management Theodorakioglu found a significant positive correlation between supplier management and total quality management.Quality has been one of the critical determines in choosing suppliers. Hence a hypothesis is developed t understand how managers differ in adopting quality tool. †¢57 quality tools are selected. Some of the tools are Benchmarking, Enterprise resource planning (ERP), Just in Time (JIT), lean, Quality awards, Six Sigma Black Belt DMAIC, Poka Yoke, basic seven tools of quality like flowcharts, Fish bone Diagram, Affinity diagram, 5-S, Problem evaluation and review technique (PERT), and Data analysis. Quality professional tools like control chart, computer aided testing (CAT), inspection, Gage R&R . †¢Some supply chain tools like customer relationship management, Complaint resolution, Supplier development, Supplier evaluation like ISO 9000, and customer benefit package. †¢Design tools like Quality Function Deployment (QFD), Computer Aided Design (CAD), Concurrent design, Quality assurance (QA), Failure mode and effects analysis(FMEA), Design of Experiment(DOE), Design for manufacture (DFM), Reliability Index, DMADV, and Robust design by Taguchi. Management tools like On the Job Training, Change Management, Human resource Management (HRM), Systems Thinking, Contingency Theory, Plan-do-check-act (PDCA) cycle, Crosby-managing quality concept, Malcolm Baldrige National Quality Award (MBNQA), Jurans – Trilogy of improvement, and Hoshin planning †¢However, these tools are a broad collection of approaches to improving quality that will provide insights to the differences between how operations and supply chain managers approach quality improvement. Methods Data for this study was gathered by inviting participants to complete a web-based survey. The survey included seven Likert scales that allowed respondent rank the extent to which they utilized various quality tools. †¢These lists are submitted to the panel of six supply chain and quality managers. Result in removal of one tool and addition of two tools in the survey. Total 57 tools are included in the survey. †¢The test was conducted with MBA students, APICS members, ISM members, and CSCMP members. Result Using SAS, it is examined difference in the utilization of quality tools between operation and managers and supply chain managers. It is computed and found the difference between mean responses of each manger. †¢A positive difference indicate – a particular tool is utilized to a greater extend between both managers. Negative differences indicate – operation managers tend to use the tool more than supply chain managers. †¢To test our hypothesis, we then ranked the quality tool means and performed a Kruskal Wallis test to analyze differences in ranks where the treatment was type of manager.Conclusion †¢Tools of high importance to both Supply Chain and Operation Managers: On the job training, Data Analysis, Supply chain management, Customer relationship management, Project Management and survey. †¢Tools important primarily to Supply Chain Mangers: Leadership, Benchmarking, Complaint resolution, Supplier management, Change management, ERP, Awards, Design for the environment, Six sigma, and Deming. †¢Tools important primarily to Operation Mangers: QFD, Computer Aided Design (CAD), Computer Aided Testing (CAT), Prototyping, ISO 9000, Design for Manufacture, PDCA, Gage R&R, and 5-S. Tools of low importance to both Supply Chain and Operations Managers: DMAIC, Crosby, DMADV, MBNQA, SERVQUAL, Juran, and Hoshin. †¢There are few surprises. The low rankings for the Baldrige award and the six-sigma methodologies were somewh at surprising. It could be that DMAIC and DMADV is more the domain of six sigma black belts. Since these black belts tend to be more specialized, both managers may not utilize these processes in daily problem solving and decision-making. Reflection on the identified differences reveals that operations managers tend to manage supply chain relationship through procedural methods such as ISO 9000 and supplier evaluation. Supply chain managers tend to adopt more collaborative approaches such as supplier development, awards, and complaint resolution processes. As the field of operations moves more in a supply chain direction, this could change. Supply chain professionals have long emphasized collaboration and this has become part of the supply chain culture.

Jennifer Kendall - ThoughtCo