Contemporary Social Structures Essay Example for Free

Contemporary Social Structures Essay Define and explain the concept ‘Contemporary Social structures’ and the role of such structures and the role of such structures in regulating life and beliefs. Structures are both the medium and the outcome of the practices which constitutes social systems- Anthony Giddens (1938) in simpler terms people shape structure, but structure determines what people do. Contemporary Social structures are restraints that affect the lives all members of society. Whether we are aware of it or not, we live in societies that consist of social structures, every society has its own set of social structures such as religion, class, gender and ethnicity. We also have the social structures that interlink such as the educational political social structure as public schools, colleges and universities depend on the government for their funds. social structures are embodied in our everyday actions, thoughts and beliefs as human beings, there are effective in controlling as well as organizing the behaviour of an individual or individuals as the main purpose of a social structure is to maintain a co-operative regime for all members of society, however there are consequences for certain groups in society. Every society has its own set of contemporary social constructions for an example class; gender and ethnicity are all constraints that all societies experience. An example of a social structure is class, a class structure is found in most if not all societies, it is one of the main sources of economic inequality, certain individuals would identify there being to classes in society: the Bourgeoisie who own all the means of production and the Proletariat who are exploited by the Bourgeoisie. As mentioned above Gender is also a constraint when regarding social structures, the term ‘gender roles’ has been commonly used to describe the prescribed roles of a male and female in society. In the past females have struggled to be accepted in to the workforce, even though this has changed dramatically during recent years equal opportunities are not the same for men and women due to the social structures and the way they regulate our life and beliefs, for an example a man is given 6 weeks maternal leave as society believes it is the males role to the ‘breadwinner’ while the female receives a years maternal leave as she is seen as the ‘homemaker’ that stays home taking responsibility for the children and all the homely duties. Although this may not apply to all societies some would describe Ethnicity as playing a part on what we as individuals can achieve in life by affecting our positions in the labour market. A social structure is formed by the distribution of wealth, power and prestige. They consists of beliefs about the world and both compel and regulate our actions, as mentioned previously religion , gender and ethnicity are social structures, they are all created within society itself , each and every group share common attitudes , views, values, social norms, lifestyle and in some cases material goods. Individuals in society stay within the prescribed guidelines of the social structures they were born and socialised into, that refers to being rich or poor, male or female or being young middle aged and old. Class structure determines our life chances and is the basic structure for all modern societies. According to McGregor (1989) class is the main cause of inequality. He explains that different clas s groups begin their lives with unequal opportunities which effects the type of education an individual will receive , the social connections an individual will make and the way that individual will speak ad behave. He also argues that the class that an individual belongs to is determined by various factors such as power, family background, wealth, lifestyle, mannerisms, social interactions, and employment; he also describes class as being separated in to three different groups which are the upper class, middle class and lower class. Abercrombie (2000), states that the upper-class is distinguished from others, by their wealth and power. In contrast to the other classes the upper class only consists of a few people, the individuals included in this group are employers who own large amounts of land and others who are self-employed, have careers as managers or professionals. Wealth is distributed among the wealth in many ways such as inheritance, with wealth individuals are given the opportunity to live the life they will lead. The educational system reinforces many inequalities insuring that those of the highest class have access to better opportunities and better chances of reaching success. Memb ers of the upper class attend private school together. From sharing educational experiences the upper class learn how to interact with each other; form long lasting relationships with each other which gives them an advantage, a series of events are created meaning that when their children go to private school their lives will follow the same path. From these important contacts the upper class make simply by going to school they have formed very powerful contacts who have the potential to enhance their career prospects and greater opportunities of success in which ever career they wish to pursue. In most societies there is a clear division of labour between men and woman and in general women are always in the inferior position. Gender plays a role in the way we are treated by other members of society. We are also taught to behave in certain ways depending on whether we are male or female. Males are typically expected to feel, think and behave in a ‘masculine way’ and females in a ‘feminine’ way. Some examples of this are girls playing with dolls, preparing for when they will be mothers and boys playing with action figures, learning the male traits such as aggression and dominance. In some societies a woman is born into a certain social structure that includes a life of housework, cooking and child rearing. Women are less likely to be offered positions in the labour market in comparison to men and are unable to attain positions of power with a high income such as men do. Women are employment but in some cases will still earn a lower income than the male dominated position. Conclusion: As explained in the essay, social structures are restraints that affect that will affect all members of society. Class is a basic contributing factor of all social structures to the unequal economy and affects the life of all members of society. Those who are at the top of the economy ladder come from wealthy family backgrounds. These people benefit in many ways such as promotional opportunities and job security. Migrants with non-English speaking backgrounds have difficulty in finding quality employment however its far more difficult for the women in this group, As gender is a factor in employment opportunities, women who are from an ethnic group of the minority have the least opportunity in the labour market, the limited education and training, poor health and nutrition, lack of freedom and denied access to resources are all factors that reduce the quality of life and hinder economic efficiency and growth for women, people of diverse ethnic groups and people with poor family backgrounds. Social structures unquestionably have an impact on our lives and depending on the circumstances the impact for some is usually one that is undesirable. Society cannot be blamed for the social structures that it has created, it is a gradual process, it has taken many years to create these constraints and it will take many more to break them down. References /Bibliography Fulcher,C . J.,Scott, 2007, Sociology,3RD ed, Oxford Abercrombie, N., 2000, The Penguin Dictionary of Sociology, 4TH ed, Penguin Books, London McGregor, C., 1989, `Class, in Four Dimensional Social Space, Jatenburg P.DAlton, Harper Row, Sydney Webb,W. Westergaard,H. Trobe.K Steele.L ,2008,AS SOCIOLOGY,2ND ed,Napier Press,Brentwood

Political Systems of Tribes

Political Systems of Tribes The importance of a tribe as a political system and its reluctance to subdue to the state efforts to erase it INTRODUCTION The tribe is an important political system that existed in the world mainly in the area of the Middle East. The Rwala and the Pathans are two examples of existing tribes that play a major role in the area in which they are located, proved by the fact that their tribal system coexist within the states boundary. The two tribes not only do they exit in one country but they maintain their existence within different countries. Due to their geographical location in which the two tribes live, the border zone, each country left them alone with their political system without interference from the central government. The Rwala have good relations within the countries they lived in its borders with the exception of Iraq, while the Pathans were free from state control until recently, when the US invaded Afghanistan and pressured Pakistan to take control of the tribal areas of Pakistan as they harbor Taliban. Why does the tribal political system still exist in the era of the Westphalian state sys tem? And why are the tribes resilient towards the state actions to take control of their area? These are the questions that this research paper is going to investigate. The research paper is divided into three parts. The first one is devoted to giving background information about the two tribes of Pathans and Rwala. The second part explores the reasons behind the strength of the tribes and the last part probes the reasons behind the reluctance of tribes towards the policies of the state to detribalize them. Background Information about the Rawala and the Pathans In order to understand the reasons behind the coexistence of the tribe as a political system with the current political system of the state, a basic definition for the tribe in needed. The tribe is: a notional form of human social organization based on a set of smaller groups having temporary or permanent political integration, and defined by traditions of common descent, language, culture, and ideology.[1] The members of a tribe share many characteristic with each other that make them similar and the most important one is common descent which denotes having relation to the family of the prophet, his companions or his tribe Quraish. For a tribe to legitimize its rule and survive it must trace its geology to the prophet. Any connection to the prophet or his surroundings serves as the basic instrument to justify the rule of the tribe. This can be both true and fictive, for instance many Berber tribes in Northern Africa changed their names from Berber to Arabic to point to their relatio ns to the prophet. While in the Ottomans were using such names as Ali and Hussein to justify their rule of Islamic empire to the extent that in any mosque in Turkey the name Hussein and Ali are engraved which make people to mistake the mosque for a Shiite one, which is not. Without lineage to the prophet, the tribe will lose ground and cannot legitimate its power within its population, therefore honor lies in lineage. The tribe exists because its members insure its existence by following a particular code that serves as the base of order and law. This code might change from one tribe to another but the basic idea is that the code insures that each member of the tribe is abiding by the customs of the tribe; this is done through the participation of individuals in decision-makings that are done through consensus. For instance, the tribal code within the Rwala is very different from the Islamic law to the extent that when a case involves a man and a women the tribal court tend to favor women, while among the Pathans the tribal code Pukhtunwali tend to be influenced by Islamic law to the extent that both the tribal law and Islamic law are two face of one coin. The Rwala are a tribe that is divided into five sections: the Murath, the Doghman, the Ga`adza`a, the Frejje and the Kwatzbe[2] that live in the border zone of four countries: Jordan, Saudi Arabia, Syria and Iraq. While the Pathans are a tribe that live in both Afghanistan and Pakistan, particularly in the border zone between the two countries, both the Pathans that live in Afghanistan and those that live in Pakistan do not recognizes the physical border and regard themselves as one united tribe. For example, whenever their fellow tribes are in trouble they immediately help them as it is shown in the movie, the Pathans Disappearing World, the Pakistani Pathans gathered to help their fellow Pathans in Afghanistan during the Soviet invasion, and one of the Pathans justified this act as helping their brother in time of need. This sense of brotherhood is not only present among Pathans but also among the Rwala, this help is a responsibility that each person in tribe is required to fulfill for his family members, this responsibility is not obligatory. For example, a person may refuse to help his uncle and be scot-free; however his reputation is going to be tarnished. The Political Importance of the Tribe The political importance of the tribe lies in the way of life of tribal people which values consensus, solidarity, reputation and revenge. There is no person with utmost authority in the tribe nor is power hereditary. Each tribe has a chief but this chief cannot oblige his tribe to do certain actions without going through consensus, as every person in the tribe has a right to express an opinion over matter that concerns the tribe. This need for consensus among tribal people makes it hard for any state to control the tribe or influence it, because when the tribes perceive its chief as being a government agent or accepting bribes from government his reputation will be unsavory and will the population will elect a new chief; and even when tribes are being outstripped of their heads, they still remain intact. Reputation is in an important aspect of tribal people because chiefs cannot coerce or compel his population; however the only political force available to him is to influence decisi on making. And in order for a chief to influence his population he needs four factors: good information, the ability to give good advice, a reputation for sound counsel and an audience to influence,[3] the sources of reputation for the Rwala come from Lineage, honor, raiding, generosity, bravery, hospitality. Besides, the fact of having a consensus in which every individuals opinion is valued which makes it hard to reach a unified view about any matter, to the extent that the tribe is being under the tyranny of the minority. The consensus involves major issues such as helping those who are at war or a very small matter such as a domestic scuffle between a father and his son. In the movie, the Jirga, the body responsible for making consensus among the Pathans, gather to make his opinion about the father that complained about his son not paying him enough. The result of the consensus was interesting because even though the son did not like the decision, in the end he subdue to the dec ision of the Jirga by kissing the white bribe of his father. The Islamic influence helps to explain the decision made by the Jurga as parents are giving special status in Islamic law. The absence of a central power in the tribal structure makes it hard to control the tribe because no individual has political power, no group has political power and no family has political power; power is restricted to the workings of public opinion. Even public opinion has no formal coercive power; co-operation can be withdrawn and that is all.[4] The tribal population does have loyalties to their tribe but not to the state, because the state is a resented system by the both Pathans and Rwala for one reason: it interferes in their lifestyle and tribal people do not like to be interfered with. Even when the tribal population exerts loyalty to a particular state it does so with the idea of paying tribute to the ruling family and not to the state itself. For instance, the Rwala members who are in the soil of Saudi Arabia pledge their loyalty outside the tribe to the family of Al Saud and not the state of Saudi Arabia.[5] Solidarity is another aspect that explains the strength of the tribe. Each member of the tribe is responsible for his family members and the tribe is responsible for its members. This solidarity does not only involve crucial issues but also mundane and quotidian ones like re-sewing a tents, as it is stated by William Lancaster: resewing a tent is a good example of how co-operation is achievedit would be a formidable task for one or two people, but it is always a co-operative effort.[6] This presence of solidarity does not mean that tribal people do not have problems or that they do not create troubles between themselves, problems and disagreements exist within tribes. However, the ways problems are resolved differ in a way that they are resolved but not to the extent of requiring interference outside the tribe. Because the tribe needs always to show strength and that its members are not divided, as it is pointed by William Lancaster The struggle between the two brothers for the smugg ling franchise was resolved, on the surface at least, by the need to present a united face towards intervention.[7] Revenge is an important characteristic of the tribe; this vindictiveness is allowed when a person from the tribe is killed. Therefore his family members have the duty to take his revenge not necessarily by killing the culprit but by killing any member of the family or the tribe of the culprit. Nobody can stop revenge or prevent the killing from taking place, unless the family of the bereaved accepted a financial retribution for the death of her family member.[8] The revenge process involves a cycle that is hard to stop without blood to the extent that the reason behind the feud might be forgotten. As it is pointed out by William Lancaster: the Mu`abhil have been involved in a single feud for fifteen twenty years. It started with a row over a camel or a sheep, no one can remember A Mu`abhil killed a Sabih. A settlement was arranged and the Mu`abhil paid about forty-five camels in compensation.[9] However, the problem did not completely end because the dead man left a son who was 4-ye ar old at the time of the compensation deal and when he grew up he demanded for his share that the Mu`abhil refused to pay due to the rising prices of camel. Revenge is best understood that none of the tribes members blood is cheap and that killing its population will involve a long fight before being it resolved. The tribes are reluctant to follow the bureaucracy of the state by going to civil courts to get their right as it will take time and probably the ruling will not be something they expected. Therefore, they prefer to take revenge instead. This is another reason which makes the state unattractive to the tribal population. The Reasons behind the Failure of the State in Subduing Tribes One of the reasons behind the reluctance of tribes to be urbanized and fall under the rule of the state lies in its distrust of interference. While the Rwala and Pathan both welcome new ideas they, however, dislike any change exerted by force. According to William Lancaster changed imposed from outside is another matter and they will resist it bitterly, not because its imposition does not allow them to react and partake in accordance with other factors.[10] The same thing goes for the Pathans, the United States of America is influencing Pakistan to get hold of the areas where Pathans live. However, the Pathans are not willing to subdue because they do not like any change to be imposed on them from the outside.[11] The two tribes of Rwala and Pathans both live in very sensitive areas to the extent that countries do not try to impose state rule their areas and allow them have their tribal law, not because both Jordan and Pakistan (before the US-Afghan war) are not able to destroy them but because simply suppressing them is not worth it; it would just bring more troubles than benefits. Furthermore, both tribes have relations with the states they live in. For instance, the Rwala maintain good relations with Saudi Arabia through marriage relations to the family of Al Saud while in Syria they are representatives in the parliament, therefore serving the interest of their tribe. Regarding the Pathans, the current present of Afghanistan Hamid Karazai is Pathan from the Durrani section. The economic autonomy of the tribal people is also one of the reasons that give a state a hard time when dealing with tribes. Especially as the means used by tribes are not illegal. For instance, the livelihood of many Rwala Population lies on smuggling which works well for the tribe as it is situated in a border area. Although this smuggling is much resented by states such as Jordan, it is tolerated for two reasons. First, the state gives certain autonomy as long as they patrol the border. Second, even smuggling can be beneficial to countries such Iraq during the Gulf War where the embargo prevented its population from getting its basic needs such as tires, while Saudi Arabia gets fruits from Styria in return for cars. As it is discussed above revenge is an important aspect that defines a tribe, it is one of the most misunderstood terms about the tribes, because revenge does not necessitate the killing the person who committed the murder. But killing anybody from his family, tribe or country is sufficient to quench the need for revenge. When Americans bomb areas in Waziristan and Swat Valley and kill many people, the Pathans feel the need to take revenge for the killings of their family members by killing any American soldier that they come across, and this revenge cycle is hard to stop as long as any person dead requires a revenge, save in case the family accepts a financial retribution. Other options of detribalizing the tribes lies on either urbanizing them or make them kill each other but then the questions rise of whether it is worth it and who will patrol the border in case of the border zone between Jordan, Syria , Iraq and Saudi Arabia. The British tried to introduce education in the Pathan tribal areas but they failed and so did the Pakistani government which succeeded in just including Pakistani national anthems in schools. However, the Pathans were keen on not letting the central government make them dependent on their education and health system. The Pathans revere the Islamic law which is the cornerstone of Pukhtunwali and want to maintain their autonomy health by basing it on the prophet`s medicine practices through herb and Koran. Conclusion The tribe is a political system that has survived within the epoch of the nation -state. The social equality and the political importance that the tribe gives to its individual make the tribe a powerful entity that proved to be hard for states to erase. Tribal people are proud of their tribe due to their lineage to the prophet and cherish the qualities of solidarity, reputation, hospitality, and honor in addition to revenge. The failure of understanding the tribal traits makes it hard to suppress them let alone communicate with them. For instance, the reason why the Taliban refused to turn in Osama Bin Laden to the US is rooted in the fact that he was a guest, therefore turning him in is a transgression of one of the components of their Pukhtunwali: hospitality. And going further to suppressing them through military actions will just exacerbate matters as the American do not understand how revenge is dealt with, which would make any person with an American military uniform a revenge target. Bibiliography Lancaster, William. The Rwala Bedouin Today(Second Edition). Long Grove, Illinois: Waveland Press, 1981. Summer, Andrew, Director. The Pathans Disappearing World. Akbar, Ahmed anthropologist, Discovery Channel, 1988. tribe. Encyclopà ¦dia Britannica. Encyclopà ¦dia Britannica Online. Encyclopà ¦dia Britannica, 2010. Web. 7 Apr. 2010 .

African Minkisi and American Culture Essay -- essays research papers

African Minkisi and American Culture I. Introduction African Minkisi have been used for hundreds of years in West Central Africa, This area where they are traditionally from was once known as the kingdom of Kongo, when Europeans started settling and trading with the BaKongo people. Kongo was a well-known state throughout much of the world by the sixteenth and seventeenth centuries. The BaKongo, however, had probably long used minkisi before ethnographers and anthropologists ever recorded them. Minkisi are complex items that are used to heal and to harm people, and there is no equivalent term for nkisi in any European language. A seventeenth century Dutch geographer first wrote of the nkisi, and said that, â€Å"These Ethiopians [that is, the BaKongo] call moquisie [minkisi] everything in which resides, in their opinion, a secret and incomprehensible virtue to do them good or ill, and to reveal event of past and future† (Williams, 13). The term illness, in this context, is quite different than what we refer to illness. Illne ss, to the BaKongo, meant anything from sickness, to loss of property, and the inability to succeed in things like school and work. . â€Å"The perpetual struggle with the unseen forces that cause illness and misfortunes was (and is) called â€Å"war† in Kongo† (MacGaffey, 98). A war is ended when one side of the struggle proves that they have better magic. The objects themselves are extremely complex, and most of them require hours of, â€Å"painstaking labor to construct† (MacGaffey, 33). â€Å"All minkisi, whether in the form of wooden figures, snail shells, raffia bags, or clay pots, are containers for â€Å"medicines† that empowers them† (MacGaffey, 43). â€Å"The usual containers included the shells of large snails, antelope horns, cloth bags, gourds, and clay pots. Although minkisi in museums are usually wooden figurines and statues, containers of this kind may well have been the minority† (MacGaffey, 63). Without medicines, the minki si are nothing, they are not alive, nor can they perform their functions. â€Å"To BaKongo, all exceptional powers result from some sort of communication with the dead† (MacGaffey, 59). Chiefs, witches, diviners/prophets, and magicians could all do this, especially through and with the help of the minkisi. There are rules and ways of doing things with them, to them, that exemplify so many aspects of Kongo cultu... ...t, with a mirror-stoppered cow horn of clairvoyance (vititi mensu), musical instruments used in sacred ritual, and elaborate beaded artwork. A red flag with protective signs hangs on the wall behind the nkisi to protect the altar, its owner and his family from harm. The basic Kongo cosmogram is a cross within a circle, dikenga, that is a symbolic chart of the voyage of the soul. As a miniature of the sun, the soul is thought to have four moments -- birth, efflorescence, fading and the return in the dawn of a coming day. Triangles, diamonds, spirals, or crisscrosses denote this cyclical movement. The soul, which is thought by the Bakongo to reside in the forehead, is often represented in diamond form and can be seen on many African masks. The exhibition includes such masks -- 19th century Punu, Teke (Tsaaye), and Chokwe masks, and a 20th century Vili mask ringed with feathers. In addition, a fully feathered Mardi gras "Wild Man" costume from New Orleans, reminiscent of Kongo feather masks and headdresses worn by healers, is a living example of the creolized Kongo traditions found in the United States. http://www.art3st.com/various_pages/faceofthegods.html

Schindlers List Essay -- Thomas Keneally Nazi Germany Literature Essa

Schindler's List In 1933 the most evil of all political parties, the National Socialist Party, came to power in Germany. Led by Defuhrer Adolf Hitler, these Nazis began to implement policies aimed at restricting the Jewish population of Germany. This is where Thomas Keneally begins the story of Oskar Schindler; a simple German businessman who would, in the end, come to symbolize hope and life to all the Jews who knew of him. Oskar Schindler, the son of Hans and Louisa Schindler, was born on April 28, 1908 in Austria. He grew up in Zwittau, a rather large and industrial city. Twenty years later he was wed to a young farmer's daughter named Emilie. It was not until the Fall of 1939 that Schindler moved to the Polish city of Cracow. When Schindler came to Poland he had hoped to set up a business there. His desires led him to seek the advice of an enslaved Jewish accountant named Itzhak Stern. Though Stern is suspicious of Schindler, he sees that perhaps Oskar could serve as a buffer against the other Nazi soldiers. Soon after this encounter Schindler opens his factory, Emalia. In this shop mess kits were created for the German army. Oskar uses Jews to get free labor, but in turn provides them with protection and security. Through the years he manages to keep this good treatment secret, despite two arrests for being over-friendly with his Jews. Throughout all of this the restrictions on Poland's Jews became more and more harsh. They were herded ...

Earlier Teen Years :: Personal Narrative Growing Up Essays

Earlier Teen Years My little sister's all grown up now, but she's only ten years old. She looks like a teenager. She thinks like a teenager. And you could say she acts like one because teenagers themselves are not very mature. She loves to hang around me, and she tries to persuade me to act more like a typical 18-year-old girl because she wants to be one herself. She begs me to take her shopping and let her do my hair. She wants to be just like me. At first, I thought it was because she's the youngest in the family, and she wanted to be like her big sister and brother. However, I realized I didn't look like the typical teen. In fact, she dresses more like a typical teenager than I do. Many of her friends are the oldest children in their families yet try to present the image of a teenager. They all seem to wish they were older. Girls these days just seem to want to, and do, grow up sooner and sooner. It seems the "teenage years" have changed, starting well before the age of thirteen. As I have said, my sister and her friends are prime examples of this change. For instance, they have sleep-overs and stay up till dawn. Their many sleep-over activities include gossiping about boys and discussing fashions, painting nails, and experimenting with make-up. I never did such things at that age. My friends and I had to go to bed by one or two at the latest, and we played games and watched movies. My sister also thinks that she should have the same privileges that I do at age eighteen when she's only ten. She thinks she can stay up late, till ten or eleven o'clock. I was in bed by eight when I was her age. Not only does she want to stay up late, but she also thinks that she can watch any movie she wants. It's hard to pick a movie the whole family will like that's rated PG these days, so many times we choose a PG-13 movie (sometimes even R) and let her watch with us. This has given her the idea that she is mature enough to watch anything she wants. She likes the TV show Fr iends, but at her age she doesn't completely understand the adult content in the show, nor does she need to.

Biochemistry

The first semester of the two part series covers the topics chemistry, histology, genetics and inheritance, and the integument, skeletal, muscular, digestive, and reproductive systems. General objectives: 1. To discuss a basic understanding and working knowledge of the human body. 2. To outline the concepts of homeostasis and interdependence of all body systems. 3. To provide an Introduction to the disruption of homeostasis (pathology) as contrasted with normal processes, particularly as they apply to the allied health occupations.Course learning outcomes: As part of the requirements of accreditation Course Learning Outcomes (COOL) have been developed that represent examples of capstone outcomes that each course of Anatomy and Physiology 101 needs to become skilled at and evaluated in a standardized format. The three CLOSE for this class are listed below. You will have a test on these as either a quiz during the semester or as part of the comprehensive examination. SKIN, MUSCLES, DIG ESTION 1 . Describe the typical anatomy and physiology of the Integument (skin) Including epidermal derivative, sensory receptors, and appropriate glands. . Describe the anatomy and physiology muscle contraction including the events in the excitation and contraction coupling of skeletal muscle. 3. Outline the events of the digestion of a cheeseburger including the mechanical and chemical modes of digestion and the various means of absorption within the gut for the various nutrients Included. Master (102) Recommended preparation: High school or college biology and/or chemistry are strongly recommended. Format: Classes meet two days per week. One and one half hours of theory (lecture) followed by three hours of laboratory.A. Be prepared for a short quiz every Monday that will typically cover the previous weeks' lecture material. These will start at the beginning or end of class so it will be important to be in class on time and remain for the entire period. B. During the semester ther e will be at least four midterm examinations. C. A comprehensive final examination will be given n the last day of class and is a requirement to receive a passing grade. D. Please read over the textbook and lab assignments BEFORE coming to class.Several laboratory sessions will involve the study and use of cadavers and preserved specimens. Students not wishing to work with these specimens for ethical or health concerns should contact the instructor so an alternative assignment can be determined. Attendance: If you cannot make it to class, it is your responsibility to check which assignments are due when returning back to class. Exchange telephone numbers and use the buddy system. Please do not call or e-mail for an excused absence. All absences hurt your chances of being successful in this fast paced class and the quizzes cannot be made up.If you need to contact me because of extended absence please e-mail me in this regard. Drop Policy: It is the instructor's responsibility to drop students that are a â€Å"no show'. This is accomplished prior to the census date. A â€Å"no show' is someone who never attended a single class session. In addition you will be dropped for excessive absences. Excessive absences are typically more than four class sessions in a row. Exceptions may be made depending on circumstances and the student's chances of being successful.Makeup's and late work: Quizzes cannot be made up. Labs and Tests can be made up at the discretion of the instructor in extenuating circumstances with official documentation (medical note, police report, etc. ) No tests can be made up after two weeks of the initial test date and no make-ups are given during the last two weeks of class. Extra credit: Extra credit may be given at the instructor's discretion Laboratory credit: Lab credit is based solely on the practical exam. There will be 4 racial exams and each exam is worth 10% of your grade.Blackboard material: During the semester there may be extra materia l on blackboard. Be sure to check it regularly. Grading policy: 5 Written Exams (including final) worth 10% each = 50% 10 Quizzes worth 1% each = 10% 4 Lab Practical Exams Worth 10% each = 40% The point percentage for a particular grade is as follows: â€Å"D† Grade—- â€Å"F† Grade———-less than 60% â€Å"C† Grade———– 70-79% The grade of â€Å"F† is given to a student who obtains less than 60% of the points possible in class and/or is found cheating in class.See Policy) The grade of â€Å"D† is given to those students who satisfactorily obtained at least 60% of all the points possible in class. The grade of â€Å"C† is given to the student who can assimilate the lecture and lab material and is able to obtain 70% of all the points possible in class. The grade of â€Å"B† is given to the student, who in addition to fulfilling 80% of the previous objectives, is also able to display that he or she can satisfactorily answer questions beyond those discussed in lecture material. Other sources of information include the textbook and blackboard reading recommendations.The grade of â€Å"A† is given to the student who fulfills the previous objectives and is also able to integrate information to solve novel situations thereby clearly demonstrating the concept of critical thinking. Cheating policy: Cheating is any activity that gives an unfair advantage to a particular student. These activities include but are not limited to: using notes or books on examinations of any kind, looking at or copying someone else's paper, changing graded papers for credit, not putting â€Å"late† on papers requiring that designation, or falsifying documents.If someone is caught cheating, he r she will receive an automatic zero for whatever work was being completed. A report called the â€Å"Violation: Student Code of Conduct† will be generated within 5 days of the inci dent . If a student is caught cheating a second time the student will receive an â€Å"F† in the class. This report is electronically submitted to Dean Patrick Springer. He will contact you and explain the actions decided at that point in time. I suggest you check the college catalog for the current policy regarding due process and student discipline.Cheating in a flagrant manner may also be exposed to student disciplinary action as warranted. During the test you must not have a cell phone or other electronic device. A device that is within reach and turned on during the test constitutes cheating and you will receive a zero on the test at hand and the appropriate notifications submitted. If you are assigned to a group you may not change your group designation without permission. Non-participation in a group is cheating. It is the responsibility of the group to enforce this and act as professionals. A nonparticipating needs to be informed early on and given an opportunity to c hange.As a last resort it is up to the group to inform me as early as possible where corrective action will take place. Americans with Disabilities Act: Mat. San Action College abides by the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973 that prohibits federal and state agencies or programs from discriminating against qualified individuals with disabilities. If you have a documented disability that limits a major life activity which may have some impact on your work in this class and for which you may require accommodations, please see me or Disabled Students Programs and Services.If there is any accommodation that you require prior to being in the program please let me know and I will do my best to accommodate your needs. Safety: Safety is the most important issue in the laboratory. Always work in a safe manner. Many labs deal with sharp objects, flammable material, and toxic or infectious substances. If you are ever in doubt about a procedure, as k, never assume. Note the proper disposal of wastes and the location or the floor. All food items must be in a backpack or on top of or in the refrigerator. Kibbutz's Hot Buttons: 1 . Eating or drinking in class.Please keep your food stored in your backpack or the refrigerator in the classroom. Every day the refrigerator is cleaned out so that other course sections may have room for their food. You will lose safety percentage points if you have food or food containers on the floor or under the cabinet. 2. Not putting the microscopes away clean and with the arm facing outwards. 3. Cell phones and pagers that go off during lecture times. Testing during lecture is rude and will not be allowed. 4. Students who ask me if it is okay to leave early. If you want to leave class early you do not need my permission.This is a fundamental difference between high school and college. Also do not ask if you will miss anything. Use the buddy system. 5. Smoking on campus especially near doorways, hal lways, and near the A&P building. If you must destroy your lungs then please walk the short distance to the street sidewalk and please pick up your butts. Privacy: Students have a right to privacy. Anyone not wanting their papers to be returned in the out box can get their papers returned to them in person during the office hours directly following the class. Final comment: I wish all of you the best of earning.To learn how your own body works can be very interesting. It is unfortunate that all of these rules must be spelled out. It is a sign of the times but is still not representative of how the class functions. In large part students accommodate to the rules and procedures and the class in general runs smoothly without incidents. For those of you that have taken the time to read this syllabus you will be rewarded. The first quiz will contain questions regarding its content. In general any material that is handed out should be read and considered â€Å"testable material†.

Iso Guideline Document

Project Manager’s Guide ISO 9001:2008 Implementation  © 2008 The 9000 Store www. the9000store. com Page 1 of 10 Table of Contents Introduction †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3 Project Plan†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 4 Scheduling and Conducting the Gap Analysis †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 6 The Planning Meetings †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 8 Holding Task Group Team Meetings†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Project Plan Template †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Appendix A Planning Meeting Agenda and Handout†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Appendix B Task Group Meeting Agenda and Handout†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Appendix C  © 2008 The 9000 Store www. the9000store. com Page 2 of 10 Introduction This project manager’s guide is designed to help you plan and manage your ISO 9001:2008 Project using The 9000 Store Documented Quality System. (All items in blue text are available at www. The9000Store. com) The Documented Quality System includes a Quality Manual, Procedures and Forms for an ISO 9001:2008 Quality Management System.If you purchased the Complete Documentation and Training Package you also received the Online Training Session, Training Mater ials Package and Gap Analysis. All of the documents in the Documented Quality System are in Microsoft Word or Excel, and are very easy to edit. You will make this system your own by reviewing and editing the procedures, manual and forms. You will also be making changes to your existing processes so you meet the requirements of the ISO 9001:2008 Standard. This project plan will help you manage these changes. The basic steps we recommend are: 1. 2. 3. 4. The Project Manager completes the Online Training Session.The Project Manager prepares a Project Plan. Management and the Project Manager identify an ISO 9001 Steering Team. The Project Manager and others conduct a Gap Analysis with the Gap Analysis Checklist. 5. The ISO 9001 Steering Team assign responsibilities for customizing each procedure to a team or individual. 6. Document measurable for each process. 7. Team leaders hold team meetings to revise processes and procedures based on the results of the Gap Analysis and the prepared Procedures. 8. The Project Manager trains employees on ISO 9001:2008 using the Training Materials Package. . The ISO 9001 Steering Team reviews the procedures as they are completed. 10. The Project Manager trains internal auditors using the Internal Auditor Training Materials Package available at www. The9000Store. com 11. The system is used for several months while records are collected and improvements are made. 12. The Registrar comes to audit.  © 2008 The 9000 Store www. the9000store. com Page 3 of 10 This guide outlines these steps in more detail, and provides forms and templates to help you. This is a recommended plan, and you may change it to suit your organization. Project Plan A.Determine the project goals (Use the Project Plan Template in Appendix A) In order to start planning, you will need to determine what your goals are for the project. Answer these questions: 1. When will you start your project? Consider the start of your project as the date of the Gap Analysis. Whe n will you be ready to conduct the Gap Analysis? Recommended steps to be completed before conducting the Gap Analysis: a. Identify one or more people to conduct the Gap Analysis; it is helpful if they have some quality system experience or audit experience. b. Print the Gap Analysis Checklist. c.Schedule the Gap Analysis, and communicate to all employees what is being done, and why. You will want to be able to make the employees comfortable with answering your auditor’s questions. (The auditor is the person conducting the gap analysis. It may be an audit team or one individual) 2. When does your company want to have an ISO 9001:2008 certificate in hand? The answer to this question will determine your timeline. a. The shorter time frame allowed for the project, the more resources the project will demand during implementation. b. It is important to know what your goal is because other dates will be determined by this information. c.Find out if there are company goals, are there clients that are requesting certification or other circumstances that will determine the date? d. Your date may be revised later. You will use this as a target date, and as we move along to the gap analysis and creating the task list you will be able to determine if the date is realistic. It will depend on what you currently have in place for your quality system, and how many resources you have available for the project.  © 2008 The 9000 Store www. the9000store. com Page 4 of 10 The Project Plan B. Identify Project Responsibilities It is important to determine who will be leading this project.Are you the person leading the charge? If so, you would be the project manager. You do not need to identify the management representative at this point. You will need to clarify who makes up â€Å"Top Management†. The standard has requirements to be fulfilled by Top Management, and the sooner they are involved in this project the better. 1. Who is your project manager? 2. Who makes up Top Management at your organization? 3. Who should be on the ISO 9001 Steering Team? (This team will play an important role in planning, coordinating and providing resources for the ISO 9001 project. See Appendix B for team responsibilities. C. Begin to fill in the Project Timeline 1. When will you conduct your Gap Analysis and how long will it take to complete? a. A Gap Analysis can typically take anywhere from 2 days to 5 days to perform. It will depend on the size of your organization, the number of auditors, the state of your current quality system and the experience of your auditors. 2. Assign responsibilities a. This will take one or two meetings. The project manager and top management should be involved. Choose a date after the task list has been completed. You will use this information to assign responsibility. See section 2 â€Å"Planning and Holding the Planning Meetings†) 3. Target a date for Introductory training for all employees. a. You will want your employees to be aware of the project, what will need to be done, who will be involved, and why you are implementing ISO 9001:2008. Choose a date that is after the meeting discussed above. That way you can decide if some people that will be involved in the project need more detailed training, and you can let employees know who will be working on the project. Use the Training Materials Package to conduct the training sessions.  © 2008 The 9000 Store www. the9000store. om Page 5 of 10 The Gap Analysis Scheduling and Conducting the Gap Analysis A. Schedule the Gap 1. Review the project plan: a. Who did you identify to conduct the gap? b. Schedule the Gap Analysis, and communicate to all employees what is being done, and why. You will want to be able to make the employees comfortable with answering your auditor's questions. c. You may want to consider sending out a newsletter to inform employees that the Gap will be performed, by whom, when and why the Gap is being performed. 2. The audit sched ule a. Determine if you will audit by process/procedure or by area of the facility.Our approach is usually to audit by area of the facility. b. Divide the facility into manageable areas. Schedule time to audit each section of the standard that applies to the area. c. If you are using an audit team, assign the team to cover the various areas of the facility. d. Arrange your Gap Analysis checklists so each auditor will have the sections of the standard that are applicable in the areas they will cover. e. Arrange your checklists so each auditor will have the sections of the standard that are applicable in the areas they will cover. B. Conducting the Audit 1.Follow the schedule that you have prepared. Go into each area of the facility to evaluate the current quality system. Focus on what is in place, and what is not in place. Remind auditors that you are not focusing on compliance or non compliance to the current system, but on the design of the current system, and how it matches the IS O 9001:2008 requirements. 2. Take notes on what is in place, and what will need to be developed and changed. Take complete notes, reference documents and examples. C. Reporting 1. Summarize the audit findings in the form of a task list. You will usually dentify several categories of tasks. †¢ †¢ †¢ †¢ Processes that comply with the standard and are documented. Processes that comply with the standard and must be documented. Processes that do not comply with the standard and must be redesigned. Processes required by the standard that are not currently in place.  © 2008 The 9000 Store www. the9000store. com Page 6 of 10 The Gap Analysis For each requirement (or set of requirements) of the standard you will want to identify the status of the current system. The ISO 9001 Steering Team will use this information as they assign responsibility and timelines to Teams.Teams will be assigned responsibility for development of a procedure.  © 2008 The 9000 Store www. the90 00store. com Page 7 of 10 The Planning Meeting The Planning Meetings A. Planning your meeting 1. Determine who should attend. Include top management. Answer these questions: a. Who will be able to decide which employees will be assigned tasks? b. Will they know whether the employees' workload will be able to accommodate the assigned tasks? c. Who is responsible for resources and can make resources available to the ISO 9001 project? d. This group should continue meeting as the â€Å"ISO 9001 Steering Team† 2.Create an Agenda, items to include: a. Explain the â€Å"Implementation Steps† to the group (see handout in Appendix B) b. Discuss Responsibilities of the ISO 9001 Steering Team (see handout in Appendix B) c. Assign the tasks to individuals or teams. (Use tables from Appendix B)  § Review the responsibilities to make sure that they are well dispersed, not assigned heavily to one group or one individual.  § For each team identify a team leader. It works very well to have a member of the ISO Steering Team as a leader for each of the Task Group teams.It provides good communication between the teams and the ISO Steering Team throughout the project. d. Determine resources required for completion of the tasks.  § Will teams or individuals need assistance with other responsibilities during the ISO 9001 project?  § What kind of technical guidance will be needed to allow these teams or individuals to complete the tasks efficiently and effectively? 1. Assistance from the management representative? 2. Prepared materials? 3. Special Training? e. Assign dates to tasks. (Use table from Appendix B)  § Stagger start dates according to resources available. Determine which tasks you need to complete in the beginning to allow others to build on, for example: Management Responsibility. Complete the Quality Policy and Quality Goals as well as identifying key processes and their interrelation early on in the project.  § Estimate the amount of time neede d to complete each task based on the amount of resources available to the task.  © 2008 The 9000 Store www. the9000store. com Page 8 of 10 The Task Group Meeting Holding Task Group Team Meetings The team leader is responsible for scheduling the first team meeting according to the plan on the Gantt chart. 1. An agenda is provided in Appendix C: a.Explain the â€Å"Implementation Steps† to the group (use the Task Group Team Handout in Appendix C) b. Discuss Responsibilities of the ISO 9001 Steering Team (use the Task Group Team Handout in Appendix C) c. Hand out the procedure that the team will be responsible for. d. Hand out the section of the Gap Analysis that applies to the team. e. Determine resources required for completion of the tasks.  § Will teams or individuals need assistance with other responsibilities during the ISO 9001 project?  § What kind of technical guidance will be needed to allow these teams or individuals to complete the tasks efficiently and effecti vely? . Assistance from the management representative? 2. Prepared materials? 3. Special Training? 2. Assign dates to tasks from the Gap Analysis using the start and finish date on the Gantt chart. The team leader should print copies of the section of the Gap Analysis that are relevant to the team. a. Explain to the team that the Procedure and your process must match. Some of your processes (the way you do things) will need to be changed to meet requirements of the standard, and parts of the procedure will need to be edited to accurately describe what you do. b.List the requirements from the Gap Analysis Checklist that you are not currently meeting. These will need to be evaluated to determine if you will change your process to match the procedure, or alter your process to meet the standard and edit the procedure. c. List the requirements from the Gap Analysis Checklist that you are meeting. Evaluate these against the procedure to see if edits are needed to the Procedure, or if the process documented in the procedure will work better for you. d. Schedule next meeting. During the next meetings you will work on the tasks that you have listed above. . Once the process has been determined the procedure will need to be finalized and sent for approval by the ISO 9001 Steering Team.  © 2008 The 9000 Store www. the9000store. com Page 9 of 10 The Task Group Meeting 3. Discuss the Next agenda: f. Read The 9000 Store Procedure (Or for the team responsible for the quality manual read The 9000 Store Quality Manual and compare to current processes. g. Assign tasks for implementing changes in your processes and editing prepared procedure. h. Set next agenda i. Schedule next meeting  © 2008 The 9000 Store www. he9000store. com Page 10 of 10 Appendix A The Project Plan Project Plan: ISO 9001:2008 Project goals: Start Date: Target Registration Date: Responsibilities: Project Manager: Management Representative: Top Management: ISO 9001:2008 Steering Team Project timeline: St ep Gap Analysis Create Task List Assign Responsibilities Introductory Training Design and Implementation System Complete Registration Audit Certificate Received Schedule Date Completion Date 1. 2. 3. 4. 5. 6. 7. 8. Appendix A Appendix B ISO 9001:2008 Planning Meeting Planning Meeting HandoutsAgenda: Review the â€Å"Implementation Steps† (see handout attached) Discuss Responsibilities of the ISO 9001 Steering Team (see handout attached) Assign individuals to teams for each task group. (Use tables from Appendix B) Determine resources required for completion of the tasks. a. Will teams or individuals need assistance with other responsibilities during the ISO 9001:2008 project? b. What kind of technical guidance will be needed to allow these teams or individuals to complete the tasks efficiently and effectively?  § Assistance from the management representative? Prepared materials?  § Special Training? 5. Assign dates to tasks. (Use table from Appendix B) a. Stagger start dat es according to resources available. b. Determine which tasks you need to complete in the beginning to allow others to build on, for example: Management Responsibility and Document Control should start early in the project. Complete the Quality Policy and Quality Goals as well as identifying key processes and their interrelation early on in the project. c. Estimate the amount of time needed to complete each task based on the amount of resources available to the task.Refer to the Gap Analysis results to determine how much work each team has to complete. 6. Schedule employee training sessions using the Training Materials Package a. All employees need training on the ISO 9001:2008 Standard. Providing the training early on in the project makes everyone aware of the projects and its goals. 1. 2. 3. 4. *Keep minutes of all of the ISO 9001 Planning and Steering Team meetings. This helps demonstrate top management involvement in the development of the ISO 9001:2008 Quality Management System . Record attendees. Appendix B Appendix B ISO 9001:2008 Planning MeetingImplementation Steps 1. The team of people assigned responsibility will use the The 9000 Store Procedures, Quality Manual and Forms as a foundation for the process to address the requirements of the standard. The team will use the task list to identify what areas need changes to processes. 2. Each responsible team will evaluate the process presented in the procedure, determine if any changes are necessary for your organization, and make edits to the procedure and forms. 3. The team will finalize the procedure and send it to the ISO 9001 Steering Team for review and approval. . The team will train employees that are affected by or have responsibility for the procedure. 5. The employees will start following the documented process and maintaining records. ISO 9001:2008 Steering Team Responsibilities 1. 2. 3. 4. Identify team members for each procedure. Assign target start date and completion date for each team. Ide ntify training needs for employees and schedule training sessions for ISO 9001:2008 Meet on a regular basis to evaluate progress, answer questions for the teams and evaluate resource needs for the implementation. . Review and approve procedures as they are finalized. 6. Evaluate and choose a Registrar Appendix B Appendix B ISO 9001:2008 Planning Meeting Task Assignments Task Group Quality Manual Document Control Control of Quality Records Management Responsibility Competence, Awareness and Training Infrastructure Planning of Product Realization Processes Customer Related Processes Design and Development Purchasing Control of Production and Service Provision Identification and Traceability Customer Property Team MembersTeam Leader Appendix B Appendix B ISO 9001:2008 Planning Meeting Task Group Preservation of Product Control of Measuring and Monitoring Devices Monitoring, Measuring and Analysis of Customer Satisfaction Internal Audits Monitoring, Measuring and Analysis of Product and Realization Processes Control of Nonconforming Product Corrective Action and Preventive Action Team Members Team Leader Appendix B Appendix B ISO 9001:2008 Planning Meeting Project Gantt Chart (Change headings to the Months you expect your project to run.Then identify when each team will start and stop, shade the time that each team will run) Month 1 Month 2 Month 3 Month 4 Month 5 Month 6 Month 7 Month 8 Month 9 Task Group Document Control Control of Quality Records Management Responsibility Competence, Awareness and Training Infrastructure Planning of Product Realization Processes Customer Related Processes Design and Development Purchasing Control of Production and Service Provision Identification and Traceability Customer Property Appendix BAppendix B ISO 9001:2008 Planning Meeting Task Group Preservation of Product Control of Measuring and Monitoring Devices Monitoring, Measuring and Analysis of Customer Satisfaction Internal Audits Monitoring, Measuring and Analysis of Produc t and Realization Processes Control of Nonconforming Product Corrective Action and Preventive Action Month 1 Month 2 Month 3 Month 4 Month 5 Month 6 Month 7 Month 8 Month 9 Appendix B Appendix C Task Group Team Meeting Task Group Meeting Agenda: 1. 2. 3. 4. 5.Review the â€Å"Implementation Steps† to the group Review Responsibilities of the ISO 9001:2008 Steering Team Review procedure that the team will be responsible for. Review the section of the Gap Analysis that applies to the team. Determine resources required for completion of the tasks. a. Will the team need assistance with other responsibilities during the ISO 9001:2008 project? b. What kind of technical guidance will be needed to allow the team to complete the tasks efficiently and effectively? 1. Assistance from the management representative? . Prepared materials? 3. Special Training? 6. Assign dates to tasks from Gap Analysis using the start and finish date on the Gantt chart. 7. Schedule next meeting. 8. Next agen da: 1. Read The 9000 Store Procedure and compare to current processes. 2. Assign tasks for implementing changes in your processes and editing prepared procedure. Implementation Steps 1. The team assigned responsibility for each procedure will use the The 9000 Store Procedure as a foundation for the process to address the requirements of the standard.The team will use the task list to identify what areas need changes to processes. 2. Each responsible team will evaluate the process presented in the procedure, determine if any changes are necessary for your organization, and make edits to the procedure and forms. 3. The team will finalize the procedure and send it to the ISO 9001:2008 Steering Team for review and approval. 4. The team will train employees that are affected by or have responsibility for the procedure. 5. The employees will start following the documented process and maintaining records.Appendix C Appendix C Task Group Team Meeting ISO 9001:2008 Steering Team Responsibili ties 1. Identify team members for each procedure. 2. Assign target start date and completion date for each team. 3. Identify training needs for employees and schedule training sessions: a. Employee Introduction to ISO 9001:2008 using the Training Materials Package b. Internal Auditor Training using the Internal Auditor Training Materials Package 4. Meet on a regular basis to evaluate progress,