Investigating mass surveillance

Investigating mass surveillance (How) Is Big Brother Watching Us? Big Brother is a fictional character in George Orwells dystopian novel Nineteen Eighty-Four, which tells the story of one mans attempt to rebel against the totalitarian state in which he lives. In the society that Orwell describes, everybody lives under complete twenty-four hour surveillance by the governing authorities. Since the publication of Nineteen Eighty-Four, the phrase Big Brother has entered the English language, to describe any attempts by governments to use mass surveillance.[1] The main surveillance tool described in Orwells novel is the imaginary telescreen, a cross between a television and a security camera[2], and in the past decade growing comparisons have been drawn between the imaginary telescreen and the Internet-connected personal computer that is in many modern homes. The purpose of this essay is to investigate the mass surveillance of Internet communications carried out by western governments today, and the technologies used to carry out that surveillance. The essay will first look at the current privacy landscape in the USA, the European Union, and the UK, in terms of policies and legislation. Then it will discuss some of the most interesting technical methods used to carry out mass Internet communications surveillance. The terrorist attacks on New Yorks World Trade Centre, of September 11th 2001, heralded the dawn of a new global political era. Following those atrocities and subsequent attacks in Egypt, the United Kingdom, Spain, Bali, Russia, Morocco, and Saudi Arabia, governments around the world have responded by tightening existing legislation and creating new anti-terror laws. Many of the countries that changed their laws to combat terrorist threats also increased the powers of their law enforcement and national security organisations to perform communications surveillance and carry out electronic data search and seizure. The Uniting and Strengthening America by Providing Appropriate Tools Required to Intercept and Obstruct Terrorism Act of 2001, more commonly known as The Patriot Act, was signed into law less than seven weeks after the Twin Towers attacks. The Act is organised into ten titles, including Title II: Enhanced Surveillance Procedures, and Title IX: Improved intelligence. The Patriot Act, which was Americas legislative response to the September 11th attacks, hugely increased American law enforcement and national security services authority both in the USA and abroad. The Patriot Act strengthened immigration, banking, and money laundering laws. The Patriot Act also amended the Foreign Intelligence Surveillance Act (FISA) of 1978, which includes subchapters covering electronic surveillance and trap and trace devices (used to capture non-content information regarding electronic communication). FISA was also expanded by the Intelligence Reform and Terrorism Prevention Act of 2004.[3] In July of 2002 the European Union passed the Directive on Privacy and Electronic Communications'[4]. This directive was amended in 2005 by the Electronic communications: personal data protection rules and availability of traffic data for anti-terrorism purposes directive.[5] These directives will lead to European telecom firms being required to store data regarding the time and duration of all fixed line, internet, and mobile telephone calls, the location of mobile telephone calls, and details of all internet connections and e-mail messages (although e-mail content is not recorded). The UK government was the prime mover in lobbying for this directive, stating that data was the golden thread in terrorist investigations.[6] We have seen then that current privacy landscape has been heavily influenced by the changing global political situation with specific reference to global terrorism. We know that legislation exists that allows western governments to carry out mass surveillance, but what do they actually do and how do they do it? Mass surveillance can take many forms, including physical surveillance in the form of identity systems, audio, video, RFID and satellite surveillance. Data surveillance can also be used in the areas of electronic commerce and public records.[7] For the purpose of this essay we will look specifically at some of the most interesting technologies (allegedly) used by government organisations to carry out mass surveillance of Internet communications. One of the most infamous alleged mass electronic communication surveillance technologies is ECHELON, a top-secret Anglo-American collaboration tasked with gathering signals intelligence around the world. Although its existence is still officially denied the European Parliament commissioned a report in 2001 entitled on the existence of a global system for the interception of private and commercial communications (ECHELON interception system)'[8]. They were sufficiently convinced of ECHELONs capabilities to recommend that European citizens and businesses should routinely encrypt their communications in order to maintain privacy[9]. The idea of the ECHELON network was supposedly agreed between London and Washington as far back as 1948, although its existence was not brought to public attention until the publication of New Statesman article in 1988. ECHELONs capabilities are the subject of much debate; some estimates report that it can sift through 90% of Internet traffic, though the European Union found that the technical capabilities of the system are probably not nearly as extensive. The hardware used to collect the information also remains something of a mystery, with some sources claiming that ECHELON controls over one hundred satellites and dozens of ground based listening stations. Others point out that very little (

Colobus Monkey :: essays papers

Colobus Monkey In Africa there are many types of animals, one of them is the Colobus Monkey. There are different types of Colobus Monkeys: there is the white Colobus, the red Colobus, and the olive Colobus. The Colobus Monkey is a long tailed tree living primate. The Colobus Monkey can be found all over Africa. The Monkey’s hair color varies from were the live. The Colobus Monkey is very unique. It comes in many types of color, is very active in social behavior and is very smart as shown in their lifestyle. The Colobus Monkey comes in many unique colors. The black and white Colobus is found across the equator of Africa. There are five species, among which the color varies from all black to a skunklike black and white pattern. Black and white Colobus monkeys weigh up to nine kg, or twenty pounds. They live in small social groups of about ten animals, that includes one adult male plus females and their offspring. The red Colobus Monkey is found across Africa from Zanzibar to Senegal. Their color is highly variable, ranging from a bright white and red in the monkeys of Eastern Africa to a dark gray and orange in Western African monkeys. They also weigh up to nine kg, or twenty pounds. Males are usually bigger than females. The red Colobus lives in large groups of up to one hundred individuals, including mostly males. It is a major prey of the chimpanzee in forest, where they both live. The olive Colobus is found in the forest of coastal West Africa. It is the most drably colored of the African Colobus Monkey, being a fairly uniform gray-brown. It weighs only ten pounds and lives in groups of six to eight individuals. After giving birth, the females sometimes carry their infants in their mouths. The red Colobus is a little bit smaller than the black and white group. The olive Colobus is the smallest of all at only four hundred fifty-mm. head and body length. â€Å"The Colobus Monkey doesn’t live in very many places. The Colobus Monkey lives in the tropical areas and forest. They are found in the tropical region of Africa.† (mcsd.org/webmac/schools/ogs/colobusmonk.htm) This backups information on where the primate is located.

The Presentation of Jocelin in Chapter One Essay -- Dean Jocelin Willi

The Presentation of Jocelin in Chapter One Dean Jocelin is a priest at St Mary’s Cathedral in Salisbury. He has a vision that God has chosen him to erect a great spire on his cathedral. During Chapter 1 we see many different qualities of Jocelin. The first account we meet of him is a visual picture of a laughing man; this represents a joyful, exhilarant person. It shows that this is the beginning of his vision and everything is taking place before him. In the second sentence our view shifts and we see what he sees, the sunlight exploding through the glass, lifting up the images of Abraham, Isaac and God. Our sense of seeing through his eyes is strengthened with ‘additional spokes and wheel’. Each time the sunlight appears inside the cathedral Jocelin recreates his vision, and it reinforces the rightness of what he is doing. There is a various repetition of Jocelin ‘laughing chin up’, this begins to sound a little insane, however ‘chin up’ shows he is a very confident and proud man who thinks he has all authority over everybody else. He also thinks that St Mary’s Cathedral belongs to him, as he uses the repetition of ‘my’ this would signify, that it is his territory. ‘My place, my house, my people.’ The cathedral and the spire becomes an obsession to Jocelin as he describes it as a living, breathing building. He describes the building like a man lying on his back. ‘The nave was his legs placed together, the transepts on either side were his arms outspread. The choir was his body; and the Lady Chapel where now the services would be held, was in his head.’ He describes the spire as ‘the crown and the majesty.’ The great one of all! Jocelin seems to be a very religious man because when he enters the ... ...erson who Jocelin has great affection for is his ‘daughter in God’, Goody Pangall. Jocelin thinks that she ‘is entirely women’ and she is the one topic of conversation that he discusses with interest with Pangall. For example when Pangall is worried about the builders, the first question Jocelin asks is, ‘Is your good wife? Do they work too near her?’ and Pangall reply’s no, ‘Do they treat her as some men will treat women in the street? Call after her? Speak lewdly?’ In conclusion to this essay, Jocelin has become obsess ional over the spire because he has forgotten that the vision is from God and when he thanks God, it shows he is grateful that god has given this vision to him however it is not for Jocelin, it is for God. Jocelin also does not listen to anybody else’s comments. All he cares about is himself and how he looks rather than the cathedral.

Womens suffrage movement

Womens suffrage movement BY raider2014 Victoria Woodhull- The first woman to declare herself as a candidate for president, Woodhull announced her run on April 2, 1870, by sending a notice to the New York Herald. This was an absolutely astounding thing to do: women only recently received the right to vote in the two relatively obscure territories of Wyoming and Utah, and it would be another fifty years before the ratification of the 19th Amendment that assured the ballot to all American women. Moreover, she took this step without contacting any leading uffragists, who by then had been well organized for more than two decades.Susan B. Anthony and others were stunned by the action of this controversial woman, whose â€Å"open marriage† was the talk of New York City. The next presidential election was two years away, and Woodhull used this time to bring attention to women's issues, including the right to vote. Undaunted by the fact that women could not vote and that she was not ye t old enough to legally become president, Woodhull traveled the country campaigning. Her speeches not only advocated the vote, but also birth ontrol, â€Å"free love,† and other positions that were a century ahead of her time.Many listeners were surprised to find themselves more sympathetic than they had expected: her beauty, soft voice, and reasoned arguments took the edge off of such shocking statements as her belief that marriage was â€Å"legalized prostitution. † Woodhull and her sister, Tennie C. , were in Jail, however, when the 1872 presidential election occurred. Because they wanted to draw attention to the era's hypocrisy on sexual matters, their newspaper published the facts about an adulterous affair between the nationally popular Rev. Henry Ward Beecher and a leader of the women's movement, Elizabeth Tilton.It was true, but not politically correct, and the sisters were indicted for both libel and obscenity. The charges eventually were dropped, but the scan dal was enough to end Woodhull's presidential aspirations, as she spent election day in Jail. Belva Lockwood- Belva Ann Bennett McNall Lockwood was a self-made woman who adopted bold positions in support of equal opportunity for women. She lived her life fighting to ensure that women had the same opportunities as their male counterparts, both by xample and in her law practice.Lockwood was set to graduate from law school in 1873, but was notified that she would not receive her degree. She appealed to President Ulysses S. Grant and he intervened on her behalf. Later she refused to take no for an answer again when she lobbied Congress for the right to argue in front of the federal courts and helped get the bill passed in 1879. She also Joined the National Women's Suffrage Association (NWSA) lecture circuit, which made her money and gave her recognition.She would upset the NWSA, though, with her decision to un as a presidential candidate for the National Equal Rights Party in 1884. Susa n B. Anthony and others felt that Lockwood's decision was self-serving and distracting from their greater mission, but she saw it as a way to bring attention to women as genuine citizens. Although always a fringe group, the party had its strongest support in Calitornia, where San Franciscan Marie tta Stowe served as the vice- presidential nominee.The party's platform was not Just limited to feminism: it included positions on foreign affairs, civil service reform, and other issues, including n innovative proposal for federalization of family law. The Lockwood/Stowe ticket won Just over 4,000 votes in six states, but Lockwood was not discouraged and ran again in 1888. â€Å"Women should not merely talk about what needed to be done†, she said, â€Å"but should do it†. Margaret Chase Smith- Margaret Chase Smith served 32 years in Congress and was the first woman elected to both the House and Senate.Although a champion for women's issues, she was always clear about being se en as a U. S. Senator and not a woman Senator. In 1964, she became the first credible female candidate for president. Unlike her predecessors, she had legislative experience. A liberal Republican closely associated with her native state of Maine, Margaret Madeline Chase was born to a blue-collar Skowhegan family in 1897. Her entry into politics began when her employer suggested that she be added to the Skowhegan Town Committee.She still was carrying out traditional wifely duties, however, as this helped husband, Clyde Smith, be elected the U. S. House in 1936. She moved to Washington and served as his aide, doing research on pending bills and assisting with speeches. When Clyde died in 940, Margaret won the special election to succeed him, and three months later, Maine voters elected her to the first of four full House terms. Smith moved up to the Senate in 1948, defeating both Maine's current governor and a former governor.Her 1960 re-election was a milestone for women, as it was t he first time that two women were nominated for a U. S. Senate seat: Smith easily defeated Democratic nominee Lucia Cormier. Nationally respected by 1964, Smith ran for president. Most states did not yet conduct primaries, but she ran credibly in those that did, and won the votes f 27 delegates at the Republican National Convention that nominated the more conservative Barry Goldwater. At 66, ageism Joined sexism as a factor in her loss.She was not credited for her greater experience; instead pundits speculated about whether Senator Smith was menopausal. Her point that â€Å"l haven't seen the age played up in the case of the men candidates† was in vain. Patsy Takemoto Mink- Patsy Takemoto Mink was the first woman of color to serve in the United States Congress, but it was the work that she did there that should be remembered. Mink epresented many groups that, prior to her election, had been absent from national politics, working tirelessly to serve women, minorities and the p oor.She brought attention to issues that others ignored. Takemoto learned first-hand that she could not take citizenship and the promise of the U. S. Constitution for granted: her family was put under surveillance after the attacks on Pearl Harbor, and her father was taken from their home for interrogation. Like most Hawaiians of Japanese descent, the Takemotos were not sent to an internment camp, but the awareness that most ainland Japanese Americans were incarcerated was an important factor in Patsy's development.She graduated from law school in 1951, however no Chicago law firms wou d hire her, which sne initially thought was due to her ethnicity, but her gender and married status were also negative factors. Instead of allowing herself to be defeated, she and her husband moved to Hawaii. She opened her own law practice, becoming the first female Japanese-American lawyer in Hawaii. Active in the territorys Democratic Party, she also was a founder of the Young Democrats of America. This led to her election to the Territorial House of Representatives in 1956 and to the Hawaii Senate in 1958.

Kiswana Browne Essay

â€Å"She stared at the woman she had been and was to become.† — Kiswana Browne Mother-daughter relationships are complex and diverse. Some mothers and daughters are best friends, and others talk once a week. Some see each other weekly while others live in different cities or states. Kiswana Browne and her mother have a relationship like other mothers and daughters. She only wants the best for her daughter. They may fuss and they may argue, but they are more alike than they realize. Kiswana Browne, whose real name is Melanie, was born and raised in an affluent black suburb called Linden Hills. Like most people that graduate from high school, Kiswana went on to college to further her education. While in college, Kiswana was discovering her blackness and protesting for equality amongst black people. She changed her name and tried to wear an Afro, but her hair was so thin and fine-textured. She had to use lacquer so it would not lay flat. But before she had the chance to graduate from college, she dropped out and decided to move to Brewster Place to live with her p eople. Kiswana’s mother unexpectedly came to visit her at her new place. Kiswana is still afraid of her mother despite the fact that she has left her house and rejected her parents’ way of life. This is shown when she says, â€Å"Oh, God, it’s Mama!† She still feels the guilt that all the kids have when they do something against their parents will. Kiswana and he mother was not seeing eye-to-eye. Her mother did not want her to live in the poor community, but Kiswana has her mind set on being there with her people. She picks to live in a poor area of town, because she is trying to retaliate from the oppressions of the government and her families’ standards. In the beginning of the story, she sees her mother as distant and different. She believes that her mother is a sell out to her African heritage. Her mother assures her that she and Kiswana’s father are as concerned about the poor as much as she is. She also explains that they do not have t o live in Brewster Place to prove themselves to anyone. She cautions Kiswana that the long-awaited revolution will not materialize because society has moved to another phase. Instead, she suggests Kiswana to work within the system by becoming an assemblywoman or a civil liberties lawyer or by opening a freedom school in the neighborhood. She provides Kiswana with various ways of using her talents instead of allowing them to waste away in dead-end jobs. As Kiswana and her mother continue to argue about her new life in the poor area of town, it confirms all of Kiswana’s expectations of her mother’s disapproval. When her mother tells her she lives in a world of fantasy, Kiswana says that she is proud of her heritage and accuses her mother of being â€Å"a white man’s nigger who’s ashamed of being black†. Her mother then became angry with Kiswana and started to tell her about her family history. Yet after her mother explains her beliefs and concerns about her family, Kiswana begins to see the similarities between herself and her mother. After Mrs. Browne gave Kiswana a lesson about her family, she took off her shoe because they were hurting her feet. Bright red nail polish glared at Kiswana through the stockings. Her mother never really wore nail polish, but her husband talked her into. In the beginning of the story, Kiswana talked about how her friend was a foot man and how often she changed the color of her polish. Kiswana then thought, â€Å"I’ll be damned the young woman thought, feeling her whole face tingle. Daddy’s into feet! And she looked at the blushing woman on her couch and suddenly realized that her mother had trod through the same universe that she herself was now traveling. Kiswana was breaking no new trails and would eventually end up just two feet away on that couch. She stared at the woman she had been and was to become.† She learns that she is more like her mother than she ever imagined. Mothers and daughters go through situations similar to this a lot. The child thinks that they know everything, and things are to be done their way. They are not always right. Some individuals think that their parents are always against them and that they do not care about what they are doing in their life, but most of the time they are wrong. Some individuals also think that their parents have not gone through the things that they are going through, but some parents do. There is a saying â€Å"The apple does not fall far from the tree† and â€Å"L ike Mother, Like Daughter.† More than likely, you will act somewhat like your mother or father; you may also go through things that they went through. You never know.

Short Answer Responses

Short-Answer Responses 1. Based on your readings from Ch. 3 of the textbook and your personal experience, would you say that pop culture affects individuality? If so, how? Pop culture absolutely affects individuality. It permeates our society to where it shapes the actions and behaviors of whole communities. We are products of our environment for pop culture subversively guides our decisions, our morals, and influences heavily what we like and dislike.In reading the steps to starting to realize individuality from the book, oftentimes people do not stop to discern what values pop culture instills in society to be of their own true beliefs, and they are just going with what is popularly accepted (Ruggiero, 2009). It is a sort of voluntary conformity because of the desire to fit in, and pop culture’s influences are so subtle that many believe they are being individualistic when in fact they are living their lives per the dictates of pop culture. 2. Think back to your childhood an d the environment in which you were raised.How did those early childhood experiences influence the level of curiosity you have today? Considering that curiosity is an important element of creativity, identify techniques that can help you improve or regain your curiosity. Being raised in a large family meant there was usually someone available to answer questions as a child. If the first person was unavailable, the next was more accommodating. This encouragement of curiosity and the realization that persistence would lead to an answer is helpful in later life as it becomes the norm to question everything rather than accept it at face value.Although curiosity tends to wane as children grow into adulthood, there are several ways that people can regain their curiosity. Ruggiero (2009) stated â€Å"There are six specific techniques: a. Be observant b. Look for the imperfections in things c. Note your own and others dissatisfactions d. Search for causes e. Be sensitive to implications f. Recognize the opportunity in controversy† (p. 116). In other words: being aware of your surroundings and taking note of them, looking for ways that things could be improved, and recognizing that other people’s dissatisfaction probably means that a problem exists that needs a solution.To do this, the cause of the problem needs to be discovered and once a solution has been presented, the possible impact of the solution on the people involved should be taken into account. 3. One of the key controversies in psychology is nature versus nurture. Is this a problem or an issue? Explain. In psychology, nature versus nurture tends to be an issue more than a problem. Ruggiero (2009) declares that â€Å"A problem is a situation that we regard as unacceptable; where an issue is a matter about which intelligent, informed people disagree to some extent. Many psychologists believe that people behave as they do because of hereditary or inborn factors. This is where the â€Å"natureâ €  theory of human behavior comes into play. Other psychologists will argue that people think and behave as they do because of environmental factors, or simply put, because they were taught to do so. Nature versus nurture is clearly an issue because it is a matter that informed people, in this case psychologists, disagree to some extent as to what causes human behavior. 4. Identify three sources of information you may use when investigating a problem or issue.Compare steps you would take to refine the solutions to a problem with steps to refine resolutions of an issue. Three sources of information you may use when investigating a problem or issue include expert opinion, observational study, and research review. Because an issue and a problem are two different things, so are the steps taken to refine them. According to Ruggiero (2009), steps to refine your solution to a problem include: a. Working out the details b. Finding imperfections and complication c. Making improvement Step s to refine resolutions of an issue are: a.Deciding what action should be taken b. Recognizing and overcoming difficulties In both of these methods step one is similar, but it seems like deciding what action should be taken is more aggressive than working out the details. With step two, recognizing and overcoming difficulties seems like it would be more proactive in finding a resolution quicker than with finding imperfections and complications. Another comparative I noticed is that it takes more steps to refine a solution to a problem. Finding a resolution to an issue seems like an easier task than finding a solution to a problem. 5.Sometimes your ego can make it hard for you to receive criticism of your own solutions. Do you think some personality types are naturally better at receiving criticism than are others? What strategies can you use to be more receptive of criticism of your own ideas and solutions? Ego often gets in the way and makes it hard to receive criticism. There are multiple reasons this occurs. Once we have settled on an idea, we tend to take ownership with interest in that idea. The thought of someone finding flaw with it is often hard to swallow. However, criticism is an important part of problem solving because no solution is perfect.Additional, your perspective may be different from that of another person based on personal experiences, your interpretation of something you saw, read, or heard etc. Criticism, regardless of your personality type, is not easy for anyone to receive. What makes the difference is how a person responds to criticism. Perhaps an individual that has a high self-esteem would be more open to other ideas and be able to see the need to step back and review the idea objectively. There are two strategies that can be applied to overcome the natural reaction to defend your idea against criticism vs. ctively looking at it with an open mind. First, remind yourself that the feelings you may have to defend your idea are normal b ut you must disregard the initial reaction and force yourself to examine the idea critically. Second, use your ego to your benefit. When you are ready to give up and stop examining an idea, think about how you would feel if a flaw were to be pointed out. Visualize the situation, would you feel embarrassed. This visualization should provide a sufficient amount of motivation to subdue the ego in the â€Å"ME MONSTER† and continue to accept criticism and continue evaluating your deas. 6. When oversimplifying, a person distorts and misrepresents complex matters. How can you find and overcome oversimplifications in your arguments? To find oversimplifications in an argument, consider what important parts of the issue have not been addressed. Is the argument only focused on one point? To correct an oversimplification, state the argument in a way that considers all aspects of the matter accurately without distorting the facts to reflect a single point of view (Ruggiero, 2009).

Process Flow Chart

The Flow Process Chart In analysing processes, particular actions along the way are often significant, especially if you are looking to eliminate sources of waste (or muda, as the Japanese call it) such as having documents piling up in in-trays or materials being moved from pillar to post. How it works The Flow process Chart is a simple half-text, half-picture method of showing the steps in a process, using symbols to indicate the type of action being taken and text to give details of the action. The chart can selectively be used to show what happens to selected people, materials or equipment. [pic] Parts of a Flow Process Chart A particularly useful feature of the chart is that it can be drawn up as the process is happening. Thus you can follow a part around a factory floor, for example, noting how and when it is machined, stored, moved, etc. The table below shows many of the symbols that may be found in Flow Process Charts. |Symbol |Title |Description | |[pic] |Operation |A complex action or process (possibly described elsewhere), often | | | |changing something. |[pic] |Transport |Movement of people or things. May be accompanied by a distance | | | |measurement. | |[pic] |Delay |Idle time of people or machines, or temporary storage of materials. | |[pic] |Storage |Permanent storage of materials or other items. | |[pic] |Inspection |Checking of items to ensure correct quality or quantity. | [pic] |Combined operation |Overlay symbols for actions which combine types. Put the main activity | | | |outside. | |[pic] |Reject |Rejection of item. Parentheses show percentage of items rejected. Line to| | | |right l ead to consequent action. | |[pic] |Differentiated operation|Letter shows type of operation, e. g. C = clerical, | | | |M = machine, etc. |[pic] |State change |Description indicates change in state, for example a liquid cooling into | | | |a solid. | |[pic] |Alternating processes |Down-arrow indicates one of several possible actions. This can show | | | |alternative or simultaneous processes. | How to do it 1. Identify the process to be charted and the objective for charting it. 2. Identify the symbol set to be used. 3. Record the steps of the process as it happens, starting at the top of the page, with symbols on the left overlaying a vertical line with appropriate notes about what is happening to the right. Try to record significant activities which are generally of approximately equal size (unless the problem is at the detail level, do not try to capture too much detail). You can also make the diagram more useful by such tricks as numbering the different action types in sequence (for example so you can see how many times the item under examination was moved) and changing the direction of ovement arrows to show input or output activity. You can also put the time taken in each activity to the left of the symbol. [pic]Using the Flow Process Chart 4. If you are watching the process as it happens, you may want to repeat the analysis several times to ensure you have captured the normal chain of events. 5. Analyse the final chart, for example totalling times taken in non-value-adding activities such as storage, movement and inspection. Process Flow Chart The Flow Process Chart In analysing processes, particular actions along the way are often significant, especially if you are looking to eliminate sources of waste (or muda, as the Japanese call it) such as having documents piling up in in-trays or materials being moved from pillar to post. How it works The Flow process Chart is a simple half-text, half-picture method of showing the steps in a process, using symbols to indicate the type of action being taken and text to give details of the action. The chart can selectively be used to show what happens to selected people, materials or equipment. [pic] Parts of a Flow Process Chart A particularly useful feature of the chart is that it can be drawn up as the process is happening. Thus you can follow a part around a factory floor, for example, noting how and when it is machined, stored, moved, etc. The table below shows many of the symbols that may be found in Flow Process Charts. |Symbol |Title |Description | |[pic] |Operation |A complex action or process (possibly described elsewhere), often | | | |changing something. |[pic] |Transport |Movement of people or things. May be accompanied by a distance | | | |measurement. | |[pic] |Delay |Idle time of people or machines, or temporary storage of materials. | |[pic] |Storage |Permanent storage of materials or other items. | |[pic] |Inspection |Checking of items to ensure correct quality or quantity. | [pic] |Combined operation |Overlay symbols for actions which combine types. Put the main activity | | | |outside. | |[pic] |Reject |Rejection of item. Parentheses show percentage of items rejected. Line to| | | |right l ead to consequent action. | |[pic] |Differentiated operation|Letter shows type of operation, e. g. C = clerical, | | | |M = machine, etc. |[pic] |State change |Description indicates change in state, for example a liquid cooling into | | | |a solid. | |[pic] |Alternating processes |Down-arrow indicates one of several possible actions. This can show | | | |alternative or simultaneous processes. | How to do it 1. Identify the process to be charted and the objective for charting it. 2. Identify the symbol set to be used. 3. Record the steps of the process as it happens, starting at the top of the page, with symbols on the left overlaying a vertical line with appropriate notes about what is happening to the right. Try to record significant activities which are generally of approximately equal size (unless the problem is at the detail level, do not try to capture too much detail). You can also make the diagram more useful by such tricks as numbering the different action types in sequence (for example so you can see how many times the item under examination was moved) and changing the direction of ovement arrows to show input or output activity. You can also put the time taken in each activity to the left of the symbol. [pic]Using the Flow Process Chart 4. If you are watching the process as it happens, you may want to repeat the analysis several times to ensure you have captured the normal chain of events. 5. Analyse the final chart, for example totalling times taken in non-value-adding activities such as storage, movement and inspection.