Trabecular Bone Structure of the Distal Radius

Trabecular Bone Structure of the Distal Radius Background information The distal end of the radius forms two palpable points, radially the styloid process and Listers tubercle on the ulnar side. Many studies have been carried out using a variety of methods to evaluate bone strength, mineralisation and architecture. Using skeletal remains to identify degradation of the trabecular bone in both male and female of various ages at death. Previous research in the field of forensic anthropology has shown that regional variation across such sections may be masked through use of a global analysis provides good results but with room to improve as technology becomes increasingly available (Boyd, S. 2015). Sode et al carried out a study that looked at sectioning the distal radius into axial sections and using high resolution peripheral quantitative computed tomography (HR-pQCT) to conclude whether similar results were obtained through global analysis and sectional analysis. The distal end of the radius forms two physical points, the styloid process on the radius side and Listers tubercle on the ulnar side. A medullary cavity is enclosed in a strong wall of compact bone, which is thickest at the interosseous border and thinnest at the extremities. The trabeculae of the spongy tissue arch at the upper end and pass from the compact layer of the shaft to the articular head. The radius has a body and two extremities. Sectioning the distal radius and taking images that can be analysed, measured and averages taken will provide higher accuracy and minimise artefacts found in other studies. HR-pQCT is a non-invasive, method for assessing bone microarchitecture and volumetric bone mineral density in cortical and trabecular compartments of the distal radius that has a low radiation risk. Its use in clinical research has increased enormously in recent years and has changed the understanding of age-related changes and sex differences in bone microarchitecture. Changes in bone structure across a wide range of bone metabolic disorders, fracture risk have also benefitted from this method. The accessibility of HR-pQCT has made it viable to gage three-dimensional bone microarchitecture and volumetric bone mineral density in vivo, with an accuracy that had yet to be achieved with other methods ( ). Recent studies using this new imaging tool has amplified understanding of age-related changes and sex differences in bone microarchitecture. The use of finite element analysis modelling to non-invasively estimate bone strength and predict fractures using reconstructed three-dimensional images is a great benefit and more suitable than invasive techniques using stronger doses of radiation. Regional analysis, by dividing the HR-pQCT images of the radius cross-section, provides corresponding information about the core structural diversity of trabecular structure that is coupled with underlying biomechanical conditions. We hypothesize that trabecular bone structure varies spatially across the trabecular compartment at the distal radius, and the degree of differences due to gender and age depend on the region. Gordon et al suggests the increased sensitivity achieved by their indices suggests that an in vivo assessment of trabecular bone structure can contribute significantly to the identification of persons at risk of fracture in the living (Gordon, C., Webber, C., Adachi, J. and Christoforou, N.2017). AIM OF PROPOSED RESEARCH Regional variation in trabecular structure across axial sections is often obscured by the conventional global analysis, which takes an average value for the entire trabecular compartment. The objective of this study is to use in vivo HR-pQCT to investigate regional variations in trabecular structure at the distal radius and its differences due to gender and age. HYPOTHESIS As age progression occurs, the bone volume fraction in trabecular bone of the distal radius will decrease as age increases. The null hypothesis concur that the bone volume fraction will show no change as age increases. RECRUITMENT       Access to a large, modern, well documented bone collection is available. Provenance, age, sex and cause of death are known. Radial bones will be sourced from this collection to include individuals ranging from 18 78 years of age. Two groups, male and female will be used. Statistical values were calculated and are shown in table 1. Table 1: Results of the statistical calculations used on the data set. An estimation of 278 samples is needed for this study. However, for research to progress, this data and calculation will again be confirmed to ensure the figures are correct for valid results. INCLUSION AND EXCLUSION CRITERIA Bones from the radius will be used from the collection and taken from individuals of both genders aged 18 -78 at time of death. Any specimens indicating pathology will be void from this study. ASSUMPTIONS AND PRECAUTIONS Based on a previous study, carried out by Boyd et al states that HR-pQCT is a non-invasive, low-radiation method for the analysis of bone specimens meaning that very limited exposure will result. Health and safety will be witnessed while using the apparatus necessary to obtain the images. In agreement with guidelines published by the health and safety executive in 2012 the doses of radiation will also be monitored and recorded. Personal protective equipment to include a laboratory coat, gloves and goggles will be worn to prevent contamination or damage to the bone collection. As demonstrated in numerous studies conventional global analysis can obscure regional differences. MATERIALS Equipment required for this study is based on the study using HR-pQCT led by Sode et al (Sode et al., 2008) High-resolution peripheral quantitative computed tomography (HR-pQCT)- the XtremeCT Image Processing Language (Scanco Medical AG, Brà ¼ttisellen, Switzerland) Matlab Finite element analysis (FEA) modeling   Ã‚   The x-ray source potential was 60 kVp with a current of 900 ÃŽÂ ¼A. A two-dimensional detector containing 3072 ÃÆ'- 256 CCD elements was used to acquire 750 projections at a 100 ms integration time per projection. The 12.6 mm field of view was reconstructed across a 1536 ÃÆ'- 1536 matrix, yielding 82 ÃŽÂ ¼m isotropic voxels. The images were segmented and managed in agreement with the standard patient-style analysis protocol using Image Processing Language (Sode et al., 2008). ANALYSIS The HR-pQCT systems have been thoroughly tested for both accuracy and precision using ÃŽÂ ¼CT of ex vivo bone as the gold-standard (Sode et al., 2008). The distal radius of each subject was imaged using an in vivo HR-pQCT scanner. A 10mm section of the radius was imaged on both sides to avoid dominant hand Bias. Acquisition time per image was 3 minutes per scan and images were instantly reviewed for artifacts and repeated if any were detected (Boyd, 2015). 9 images were excluded due to artifacts. A semi-automated edge-defining algorithm was applied to mark areas of cortical bone and the target trabecular bone on the surface. The cortical and trabecular regions were sectioned automatically by the analysis protocol as described in detail by Laib et al (Laib et al,1996). Using MATLAB, the trabecular region was divided into inner and outer sub regions. Additionally, inner and outer trabecular compartments were divided into bony quadrants at each section based on the defined reference line from MATLAB to give 8 sub regions in total. Statistical analysis was undertaken using a Shapiro-Wilk test to predict the normality of the data. Due to separation and standard deviation of trabecular separation the data was not normally distributed so non-parametric statistical analysis was carried out. RECOMMENDATIONS FOR FUTURE WORK This method of analysing trabecular bone thickness will be a valuable tool both with cadaveric material and living individuals due to the low radiation risk associated. In terms of research to aid the living many fields could gain invaluable knowledge of the risk of fractures and the development and tracking of disease such as osteoporosis. The repeatability of this study will enable others to repeat with greater sample numbers. However, at present its high cost means HR-pQCT is still a research tool, the high resolution and efficiency of this method exposes advantages over the methods used at present for bone assessment which will in time prove an invaluable clinical tool. In the future, regional differences in age-related changes of trabecular structure at the distal radius should be examined in a longitudinal study using slighlty larger radial cross sections. References Boutroy, S., Van Rietbergen, B., Sornay-Rendu, E., Munoz, F., Bouxsein, M. and Delmas, P. (2007). Finite Element Analysis Based on In Vivo HR-pQCT Images of the Distal Radius Is Associated with Wrist Fracture in Postmenopausal Women. Journal of Bone and Mineral Research, 23(3), pp.392-399. Boyd, S. (2015). High resolution imaging of bones by high-resolution peripheral quantitative computed tomography. Bone Abstracts. Clarke, B. (2017). Normal Bone Anatomy and Physiology. [online] Clinical journal of the American society of nephrology. Available at: http://cjasn.asnjournals.org/content/3/Supplement_3/S131.full [Accessed 19 Mar. 2017]. Dalzell, N., Kaptoge, S., Morris, N., Berthier, A., Koller, B., Braak, L., van Rietbergen, B. and Reeve, J. (2009). Bone micro-architecture and determinants of strength in the radius and tibia: age-related changes in a population-based study of normal adults measured with high-resolution pQCT. Osteoporosis International, 20(10), pp.1683-1694. Dixon, A. and Jamieson, E. (1937). Dixons manual of human osteology. 1st ed. Oxford: University Press. GENANT, H. (2006). Advanced Imaging Assessment of Bone Quality. Annals of the New York Academy of Sciences, 1068(1), pp.410-428. Gordon, C., Webber, C., Adachi, J. and Christoforou, N. (2017). In vivo assessment of trabecular bone structure at the distal radius from high-resolution computed tomography images. Kalpakcioglu, B., Engelke, K. and Genant, H. (2011). Advanced imaging assessment of bone fragility in glucocorticoid-induced osteoporosis. Bone, 48(6), pp.1221-1231. Laib, A., Hildebrand, T. and Rà ¼egsegger, P. (1996). In vivo assessment of trabecular bone structure with 3D computed tomography and local reconstruction. Bone, 19(3), p.147. Li, H., Zhang, A., Bone, L., Buyea, C. and Ramanathan, M. (2014). A Network Modeling Approach for the Spatial Distribution and Structure of Bone Mineral Content. The AAPS Journal, 16(3), pp.478-487. MacNeil, J. and Boyd, S. (2007). Accuracy of high-resolution peripheral quantitative computed tomography for measurement of bone quality. Medical Engineering Physics, 29(10), pp.1096-1105. McDonald, J. (2012). Standardisation in Standards. Radiation Protection Dosimetry, 148(4), pp.387-388. Melton, L., Riggs, B., van Lenthe, G., Achenbach, S., Mà ¼ller, R., Bouxsein, M., Amin, S., Atkinson, E. and Khosla, S. (2007). Contribution of In Vivo Structural Measurements and Load/Strength Ratios to the Determination of Forearm Fracture Risk in Postmenopausal Women. Journal of Bone and Mineral Research, 22(9), pp.1442-1448. Moore, K., Agur, A. and Dalley, A. (2015). Essential clinical anatomy. 1st ed. Philadelphia: Wolters Kluwer Health. Popp, A., Buffat, H., Eberli, U., Lippuner, K., Ernst, M., Richards, R., Stadelmann, V. and Windolf, M. (2014). Microstructural Parameters of Bone Evaluated Using HR-pQCT Correlate with the DXA-Derived Cortical Index and the Trabecular Bone Score in a Cohort of Randomly Selected Premenopausal Women. PLoS ONE, 9(2), p. e88946. Sode, M., Burghardt, A., Kazakia, G., Link, T. and Majumdar, S. (2010). Regional variations of gender-specific and age-related differences in trabecular bone structure of the distal radius and tibia. Bone, 46(6), pp.1652-1660. Sode, M., Burghardt, A., Nissenson, R. and Majumdar, S. (2008). Resolution Dependence of the Non-Metric Trabecular Structure Indices. Bone, 42(4), pp.728-736. White, T. and Folkens, P. (2005). The human bone manual. 1st ed. Amsterdam: Elsevier Academic, pp.31-48.

Communication And Professional Relationships With Children Essay

1. Establishing respectful, professional relationships with children and young people: 1.1 When working with young children we need to adjust our behaviour and communication to the situation we are in for example going down to a child’s level when speaking to them so they don’t feel intimidated by you. Coming across as approachable to a child is very important so they can feel confident around you and feel like they trust you. All children need to feel they are safe and appreciated and when we interact with them we should make sure we demonstrate this. It is important that we establish these relationships early on and that we continually behave this way with them, praising children is very important. All children of all abilities and cultures need to feel they are valued and are in a valued and a secure environment, you should exhibit this when interacting with them. It is important that your relationship with the children you work with starts off right! This means implementing ground rules and mutual respect from the start. You need to show interest and concern when interacting with children this can help to build trust. For example if a child is playing with building blocks on the floor I would ask them an open question that included praise like â€Å"that’s interesting, can you tell me what’s going on in the picture?† This encourages autonomy for the child to think for themselves and explore their own ideas and use of vocabulary. Offering choice to the child is important because more independent thinkers, and when they choose something they thrive at and enjoy this improves their self-esteem. 1.2 Appropriate behaviour for stages of development: Behaving appropriately with children and young people whilst they develop is important. When communicating with children and young people it is important that you remember what stages of development they are. Lots of children of different ages and needs will need different levels of support and attention you have to mould their needs and their concentration level. As I begin to work with different age groups and ability’s I can recognise the different features  within the children. When working with SEN children it is important I talk to my co-workers who have assessed the child’s stages of development so I know which areas to focus on most. Children in foundation stages and key stage 1 (age 4 to 6) This is a very young age range and they are still developing their language and communication skills. Little things like when you are speaking to a child make lots of eye contact and come down to their level so you don’t come across as intimidating and don’t tower over them. In my afterschool club we have a talking session where the children take it in turns to talk using our talking stick, I still have to remind the children not to talk over one and other and to listen to each other. This activity helps them learn communication skills. After giving a child instructions to do something i.e. please tidy up the Lego, I ask them to repeat it back to me so I know they understand what I’ve asked of them. This is the age group I work with and we have to factor in that the children struggle to concentrate for long periods of time and that young children excite easily so we are prepared if we change from the routine they know. Children in Key stage 2 (age 7 to 11) When children start key stage 2, a lot of the children will have matured when they communicate. They will be able to converse with you having become used to the social structure of conversation and will be less ‘self- orientated’. Some children will have more consideration and ask others to speak first. But, some pupils still have to be reminded about taking turns when talking. Children in Key stage 3 and 4 (age 11 to 16) Children at this age should be used to formal and informal language, they will understand how to communicate with others and know how to use social media like texting and Facebook to keep in touch with each other. Teenagers can become shy and self-conscious when speaking out loud so to help them regain confidence have them speak out loud in smaller groups. It is more than likely that children whose first language isn’t English will take longer to develop and understand English. So their speech pattern may be different to others. Children’s development won’t be stopped because they  are learning another language but you need to handle the child in a sensitive way so their identity is valued. 1.3 Dealing with disagreements between children and young people: Dealing with disagreements between children and their classmates is a regular occurrence especially in early years and key stage 1. Managing their arguments you need to get both sides of the story from the beginning. It is important that the other child gets to share what happened and that they feel they have been herd. When dealing with disagreements you need to find out who is in the wrong and if they need to apologise to one and other. If the arguments continues after it was settled refer to another staff member. It’s important to lead by example so the children learn the value of compromise. It is important that children are able to understand how their behaviour can be affected by their own feelings it is good to talk with them about this they have a better understanding. For example saying to a child â€Å"I know its upset you that you couldn’t do ceramics today â€Å" this will help them see the connection between emotion and behaviour. This will help them understand about thinking of others and consideration. Where I work a useful activity called ‘circle time’ helps the children understand others feelings and turn taking. Sometimes our younger children struggle sitting for long periods of time so we don’t make the sessions to long however this activity can be used with older children too. 1.4 A) Promote effective interactions with children and young people: Children will constantly look up to adults and will follow the lead of the adults around them. When we show good behaviour children will take this in and start to show good behaviour as well. You must follow the guidelines and rules of your work place, be polite and respectful towards colleges and pupils, dress in an appropriate manner. Treat everyone with fairness and be aware of your approach to situations being co-operative and offering help to others is important when building relationships. B) Impact negatively on interactions with children and young people Children are going to be watching and listening and always taking in what you say.  The class room teacher and the teaching assistant and the rest of the teaching staff are important to the children and big influences. Lots of children idolise their teachers so it’s important the teachers have good qualities that affect the child that they can then imitate and achieve good behaviour e.g. if you swear in front of your child this teaches them that foul language is okay. Another example is a teacher who favourites particular students could make another student feel left out and alone this will defiantly affect their self-esteem. Another example is if there is a teacher that comes across as angry and unhappy this can have a negative impact on the child. 2.1 How to establish respectful, professional relationships with adults: Working with adults whether it be in or outside of school, you need an environment to work in that has openness and support from one and other. In the school environment you won’t be able to work solitarily or independently to others, also it wouldn’t be very realistic to think that you could. Although you will need to keep up professionalism in the school environment, you should also support your colleges, parents of pupils and any other adults in a professional and sensitive way. The relationships you have with adults may be: your co-workers, volunteers, members of the school team. You will work with parents and guardians, and with other professionals who support children with additional needs such as speech therapists. As a teaching assistant I come in to contact with a variety of professionals who are involved with children’s education and welfare whilst at school, from dinner staff, school club staff to social care workers and school nurses. I will have different relationships with these groups of people but must maintain a professional manner regardless of the situation. Depending on the circumstances and who you are talking to your behaviour will change. For example if you bump into a college at the supermarket you will be less formal when talking with them. As a teaching assistant I am in contact with many people and I am like to be seen and heard by those in my community who know me in the capacity of a teaching assistant, it is part of my responsibility to behave in an appropriate manner even when not at work 2.2 Adult relationships as role models for children and young people: It should always be remembered that when you are constantly working with young children you are regarded as a role model in their eyes whether you like it or not. Social learning theory means the people learn from one another through observation, imitation and modelling. We (teaching assistants) can put this into practice as role models, by displaying, kind, compassionate behaviour in hopes that the children we teach will observe imitate and model the behaviour. For example as a teaching assistant I prise the children when their behaviour is good i.e. when tidying up which encourages them to continue. They in turn mimic this good work / behaviour and praise pattern when interacting with their peers. By leading as a positive role model, I am well placed as a teaching assistant to demonstrate to the children how collaboration, negotiation, effective communication and team work make for a success. 3. Know how to communicate with children, young people and adults 3.1 Communication across different age ranges and stages of development: Whilst children grow older the way in which we communicate with them grows as well. From teaching babies their first words, to thoughtful in-depth discussions with young adults. As a teaching assistant I can change how I communicate with different age ranges, for example with my year 1 class I am very direct and use clear language they will understand so they have a good grasp of the topic or the task. And with older children I can have a more in-depth conversations and let them find and figure out things with less assistants. 3.2 Describe the main differences between communication with adults and communication with children and young people: When communicating with children in my care I will try to communicate as clearly as possible by using words and phrases their age group understand, listening and taking in what the children say, responding positively, verbal and non-verbal communication such as nodding, eye contact, hand gestures etc. Smiling, encouraging and praising always, giving support to the children whilst communicating. When communicating with adults I work with I use language we  both understand, try to support other adults and be professional, make eye contact, respect other people’s ideas even though I may not agree with them. The school I work in we only go by are first names this was made to make communication between parents and carers and the children more affective. So there would be less of a gap between the staff and parents and to be seen as more approachable. Some people do not agree with being on first name basses with their pupils and see that being addressed by their last name is a sign of respect. 3.3 Communication Difficulties: In my work there are a number of families who have English as an additional language so my body language becomes more relevant when communicating with them. Many children are bilingual in my work place. For some parents written communication is preferred as they have little contact with the school or myself. Electronic communication is a fundamental part of school life, the school even has a Facebook page. 3.4 Adapting Communication: In a previous placement of mine we had a child who wore a hearing aide so a one on one was hired to teach her sign language so she could further her communication skills however lots of children won’t get this opportunity so it’s important to have a clear communication by doing little things like putting the deaf child at the front of the class so they have better visuals. 3.5 Dealing with Disagreements: Disagreements in schools unfortunately are quite common occurrence. Time and time again the disagreements are down to miscommunication, these disagreements should be handled with care so that people don’t carry bad feelings towards the other person for a long time. Sometimes in the work place and with other adults we can misunderstand or misread the wrong thing when someone has communicated with us when they haven’t. Sometimes we can blame others for things we’ve interpreted as something else or being argumentative and not agreeing for their point of view. If an argument occurs with other adults it is important to resolve the situation with sensitivity on both parts and try and the problem as soon as possible. If the problem is left to stew and there is nothing done about it, it will only  get worse. If the problem cannot only be resolved by you ask your line manager to ‘help out’ and act as the mediator. Working in an atmosphere of tension is horrible and very hard almost impossible to work in, it is important to take action as soon as you can because the problem won’t go away on its own. It is inappropriate and you shouldn’t get in to an argument with the child or young person you work with. If a child is persistent and wants to argue with you, you should both take yourself away from the situation for a ‘time out’. If the problem continues seek advice from your colleges who may have worked with child previously or who have been in similar situations. 4. Know about current legislation, policies and procedures for confidentiality and sharing information, including data protection 4.1 legal requirements and procedures:   If you work with children and young people you should have some understanding of the current legislation as it will affect your work in the context of the area you are working in. Young adults for instance have different legislation, when it comes to them being able to make choices , Gilick competent young adults are empowered to make choices for themselves that may be in opposition to their careers / parents etc. For younger children such as where I work, there is a broad range of legislation to protect children; The Children’s Act 2004 focused on an integrated approach to children’s services so that a streamlined service for children would protect them and allow for their use of social and medical services to be standardised and able to cover children even when they move from one geographical area to another. Communication between agencies such as schools, police, social care and the NHS was supposed to be improved by the Childrens Act. The common assessment framework (CAF) was devised to help with this process. As a teaching assistant I may be asked to contribute to information when assessing a childs, needs this could be used for the childs CAF chart. As a teaching assistant I am in a position of responsibility and just as I have a right to confidentiality so do the children in my care. The Data protection Act 1998 was designed to protect the individual from the vulnerabilities of having personal information shared inappropriately to unconnected agencies or business or for criminals to be able to exploit  someone by having access to private information. Only relevant information should be asked for and stored in a secure manner from the parents and cares of the children. As a teaching assistant I have to respect their privacy and the sensitive nature of the information that I may come into contact with. When children’s plan of education is being discussed at school meetings, only relent confidential information should be discussed. There is an obligation on schools, nurseries and school clubs to only keep the information for as long as is necessary. 4.2 Reassuring children, young people and adults about confidentiality: Children need to know that their confidence is important to me as a teaching assistant, however I also have an obligation to report information to relevant people such as the police, social services the head teacher or other relevant person, for instance should a child reveal that they are victims of abuse. It may be that as a teaching assistant I am asked to advise children on how to keep themselves safe when on the internet, by teaching then to keep their personal information confidential. Sometimes information has to be shared, should a child in my care become ill it may be relevant to share the information of an allergy to a doctor. Most information that is confidential would require the consent of the child’s parent before being shared but emergency care and where there is a legal obligation to disclose information would override this. Parents and carers also need to know that the teaching assistant is an honest responsible person who is able to take the information that is confidential and only share it when necessary. 4.3 Breaching confidentiality: In certain circumstances it is necessary to breach confidentiality and tell others, such as, cases of a child or young person who is suspected of being abused or at risk of harm. It must be remembered that you cannot tell a child/young person you can keep their confidence a secret if they say something of concern, this is to keep you and them safe.

Henry Ford Paper

This paper will go into detail about the young life, career and adult life of Henry Ford. Henry ford’s young life, in this paper will consist of his childhood. The paper will then describe all of his education and early jobs. Finally, this paper will conclude with Henry Ford’s adult life and home life (what he did when he wasn’t working), his career’s work and the impact Henry had on American History. This paper should help the reader better understand the life of Henry Ford: Who he was? Who he is? And why he was so vital to our American History.Henry Ford, born July 30, 1863, was the first of William and Mary Ford’s six children. He grew up on a prosperous family farm in what is today Dearborn, Michigan. Henry enjoyed a childhood typical of the rural nineteenth century, spending days in a one-room school and doing farm chores. At an early age he showed an interest in mechanical things and a dislike for farm work. He instead preferred to work with m echanical objects, particularly watches. He repaired his first watch when he was thirteen. Fixing watches was something he continues to do as sort of a hobby for the rest of his life.Being a farm boy and working on a farm for most of his childhood taught Ford that working hard and being responsible was of great value. Henry attended school until the age of fifteen. He had little interest in school and had poor grades as a child. He never learned to spell or read well, so when he wrote he used extremely simple words in his sentences. At the age of sixteen, Henry left home for the nearby city of Detroit to work as an apprentice machinist, although he did sometimes return to do work on the family farm. Ford eventually went back to apprentice and stayed that way for 3 years until he returned to Dearborn.As an apprentice he received 2. 50 a week. He later worked for Westinghouse, locating and repairing road engines. Henry’s dad was persistent that his son should be a farmer and of fered him forty acres of timberland, provided he would give up machinery. Henry accepted his dad’s offer, but didn’t use the acres for farming. He built a first-class machinist’s workshop on the property. His father was disappointed, but Ford did use the two years on the farm to win a bride, Clara Bryant. They had one child:  Edsel Ford  (1893–1943). Ford began to work for the Edison Illuminating Company in Detroit.In 1891 he was gone and had left the farm for good. 1n 1893, he became chief engineer at Detroit Edison Company, where he met Thomas Edison who eventually became one of Henry’s closest friends. Ford used all of his money, from the promotion to chief engineer, and spare time in experimenting on an internal combustion engine. This engine was a type of engine where a combination of fuel and air is burned inside of the engine to produce mechanical energy to perform useful work. Ford completed his first car in 1896. It was a small car dri ven by a two-cylinder, four-cycle motor and by far the lightest made at the time weighing only 500 ponds.His first car was mounted on bicycle wheels and had no reverse gear. In 1899 Henry Ford was forced with the decision of choosing between his job and automobiles by the Detroit Edison Company. Without hesitation Ford chose cars and in that same year Ford formed the Detroit Automobile Company, which collapsed after he had a disagreement with his financial helpers. After the collapse of the Detroit Automobile Company, Ford tried again in the unsuccessful Henry Ford Automobile Company. Ford only had none successful car venture and that was through his racing cars, about 999 were sold one driven by the famous Barney Oldfield.After two unsuccessful attempts to establish a company to manufacture automobiles, Henry incorporated the Henry Ford Company in 1903 with himself as Vice President and Chief Engineer. At the start of the company it only produces a few cars a day. Groups of men, ab out two or three per group, were to work on each car one at a time. Henry Ford then realized the future of transportation was his dream and destiny. He later introduced the Model T, a reliable, easy to maintain vehicle that could handle off roads and immediately became a huge success.By 1918 half of the cars in America were Model T’s. The amount of cars being sold was so high that he had to build another factory in Michigan in 1910, to supply enough Model T’s to the customers. In Michigan is where Henry Ford combines precision manufacturing, standardized and interchangeable parts, a division of labor and, in 1913 a continuous moving assembly line. The assembly line was an essential part in revolutionizing American history. The assembly line was a way of manufacturing multiple cars all at once without having groups of men working on one car all at once.Workers remained in place, adding one component to each automobile as it moved past them on the line. Delivery of parts by conveyer belt to the workers was carefully timed to keep the assembly line moving smoothly and efficiently. The assembly line significantly reduced assembly time per vehicle, thus lowering costs. Ford’s production of Model T’s made his company the largest automobile manufacturer in the world. The company began construction of the world’s largest industrial complex along the banks of the Rouge River in Dearborn, Michigan, during the late 1910s and early 1920s.This massive plant included all the elements necessary to produce automobiles: a steel mill, glass factory, and the famous automobile assembly line. By 1926, flagging sales of the Model T finally convinced Henry to make a new model. He pursued the project with a great deal of technical expertise in design of the engine, chassis, and other mechanical necessities, while leaving the body design to his son. Edsel also managed to prevail over his father's initial objections in the inclusion of a sliding-shift transmission.The result was the successful  Ford Model A, introduced in December 1927 and produced through 1931, with a total output of more than 4  million. Subsequently, the Ford Company adopted an annual model change system similar to that recently pioneered by its competitor General Motors (and still in use by automakers today). Ford, like other automobile companies, entered the aviation business during  World War I, building Liberty engines. After the war, it returned to auto manufacturing until 1925, when Ford acquired the  Stout Metal Airplane Company.Ford's most successful aircraft was the  Ford 4AT Trimotor, often called the â€Å"Tin Goose† because of its corrugated metal construction. It used a new alloy called  Alclad  that combined the corrosion resistance of aluminum with the strength of  duralumin. Ford was a pioneer of â€Å"welfare capitalism†, designed to improve the lot of his workers and especially to reduce the heavy  turnover  that had many departments hiring 300 men per year to fill 100 slots. Efficiency meant hiring and keeping the best workers. Ford astonished the world in 1914 by offering a $5 per day wage ($120 today), which more than doubled the rate of most of his workers.The move proved extremely profitable; instead of constant turnover of employees, the best mechanics in Detroit flocked to Ford, bringing their human capital and expertise, raising productivity, and lowering training costs. Ford had opposed America's entry into World War II  and continued to believe that international business could generate the prosperity that would head off wars. Ford â€Å"insisted that war was the product of greedy financiers who sought profit in human destruction†; in 1939 he went so far as to claim that the torpedoing of U.S. merchant ships by German submarines was the result of conspiratorial activities undertaken by financier war-makers. The financier to whom he was referring was Ford's code for J ews; he had also accused Jews of fomenting the First World War. Following a series of strokes in the late 1930s he became increasingly debilitated and was more of a figurehead; other people made the decisions in his name. [47]  After Edsel Ford's premature death, Henry Ford nominally resumed control of the company in 1943, but his mental ability was fading.In reality the company was controlled by a handful of senior executives led by  Charles Sorensen, an important engineer and production executive at Ford, and  Harry Bennett, the chief of Ford's Service Unit, Ford's paramilitary force that spied, and enforced discipline, on employees. As Ford became increasingly sidelined, he grew jealous of the publicity Sorensen received; Ford forced Sorensen out in 1944. Ford's philosophy was one of economic independence for the United States. His River Rouge Plant became the world's largest industrial complex, pursuing  vertical integration  to such an extent that it could produce its own steel.Ford's goal was to produce a vehicle from scratch without reliance on foreign trade. He believed in the global expansion of his company. He believed that international trade and cooperation led to international peace, and he used the assembly line process and production of the Model T to demonstrate it. In ill health, Ford ceded the presidency to his grandson  Henry Ford II  in September 1945 and went into retirement. He died in 1947 of a  cerebral hemorrhage  at age 83 in  Fair Lane, his Dearborn estate. A public viewing was held at Greenfield Village where up to 5,000 people per hour filed past the casket.Funeral services were held in Detroit's  Cathedral Church of St. Paul  and he was buried in the Ford Cemetery in Detroit. Henry Ford had at least three major impacts on society. First, he introduced the assembly line. By breaking down production into very simple tasks, he lowered the skill level needed to work in a factory (any factory not just automobile s). This allowed huge amounts of products to be created at lower prices. Second, just as importantly, he introduced the living wage concept. Before Ford, most large companies based their pay structure on immediate cost needs.They paid their employees the bare minimum they could to get workers and control costs. Third, an unpleasant impact was that he reinvigorated anti-Semitism in America. Ford deeply disliked Jews. Before WWII, Hitler actually gave Ford a medal and celebrated Ford's birthday. Until America entered the war, Ford refused to produce or sell to the British war effort. His bigotry was oddly contradictory in that he was a great patron of Detroit's black community. Still, Ford was the most high-profile anti-Semite in the country.

Russia and Japan - 1271 Words

During the nineteenth century, Western Europe went through a marvelous era of industrialization and imperialism. This period of social, political, and territorial advancement caused a dramatic ripple-effect around the world, giving other countries such as Russia and Japan motivation to modernize. By 1914 Russia and Japan had managed to launch significant programs of industrialization and to make other changes designed to strengthen their political and social systems. These two nations defied the common pattern of growing Western domination during the nineteenth century. In the process, Japan pulled away from other Asian societies, while Russia ultimately enhanced its power in world affairs. Japan and Russia did have some common†¦show more content†¦It helped create a larger urban work force. Local rulers called zemstvoes regulated roads, schools, and regional policies. Military officers were chosen based on meritocracy, an idea adopted from the West. Increased literacy and l ooser values of sex were installed. Russian culture remained traditional and did not completely westernize. The tsar still viewed peasants as serfs that were inferior. The process of Russification spread the Russian language and Eastern Orthodox religion throughout the empire creating feelings of nationalism that united Russia as its own empire separate from the West. Russia’s attempt to industrialize created a stir in its heterogeneous society. Russia’s empire of many ethnic and revolutionary groups were not able to work together to modernize. A lack of food from inadequate farming technology led to frequent famines that angered peasants along with hefty redemption payments. The Intelligentsia group was most radical. Their intellectual radicalism inspired terrorism. They assassinated Tsar Alexander II and set out Pogroms against the Jews in Russia. The Intelligentsia wanted to industrialize but not become materialistic like the West. The anarchists wanted to abolish all formal government, especially the tsar. Marxists wanted a proletarian revolution without a middle class phase. Revolution was inevitable but these groups were not united and could be penalized harshly by Russia’sShow MoreRelatedDowntrodden Empires: Japan and Russia547 Words   |  2 PagesJapan and Russia both downtrodden empires under the shadow of Eur ope, industrialized to become global powers. After European’s show-off of force and political change, Russia used local resources and foreign loans while Japan used its own treasure and imported metals. Both industrialized in response to growing European dominance. Russia made its changes after the Crimean War. Not only did it lose but it lost to the inferior Ottomans who were backed up Europeans powers with rifles, cannons, and heavyRead MoreComparison Between Japan and Russia13811 Words   |  56 PagesCultural differences A comparison of Russia and Japan Kristina Aksakova Exchange student Virrat, 2011 [pic][pic] Table of contents General information about Russia and Japan 4 Japan 4 Background 4 Tsunami Devastates Japan 5 History 6 Geographical facts 8 Demographical facts 9 Economic facts 11 FOREIGN RELATIONS 13 Governmental facts 15 Infrastructural facts 16 Russia 18 Background 18 History 18 Geographical factsRead MoreIndustrialization Expansion in Russia and Japan Essay1050 Words   |  5 Pagesresources in a state. Some nations industrialized a while after Great Britain and were falling behind. Two of these states were Russia and Japan. These countries experienced change in governments, economic power, and social structure as a result of industrialization. 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Japan did win the war, but it was a difficult was for both countries involved. It was a war fought for expansion, power, and economic gain. Background Information: Japan was a rising power. It was a country getting more powerful mainly because of the Meiji restoration, which lasted from 1868 to 1912. It had recently won a war against China that lastedRead MoreThe Rise Of The Late And Early 20th Century1693 Words   |  7 PagesCountries such as Japan, Russia, as well as Europe’s scramble for Africa are prime examples of existing legacies from the imperialistic era of the late 19th century and onto the early 20th century. A balance of imperial expansion and their eventual collapse were the key components utilized by Western nations to modernize and westernize the world between the periods of 1850 and 1950. 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