Environmental Issues and Policies at General Motors Essay

Environmental Issues and Policies at General Motors - Essay Example This essay discusses the General Motors (GM) organization, that was founded in 1908 and currently, it is the second largest automaker in the world. General Motors has been the global leader in the automotive industry since its inception, but recently it was overtaken by Japanese automaker Toyota. The giant automaker employs over 284,000 people globally and its global headquarters is located in Detroit, US. The automaker manufactures trucks and cars in 35 countries distributed in all continents around the world. In 2007, the giant automaker sold over 8.3 million units globally under the wide brand range of its products in the car and truck portfolio. In the recent history, the motor industry has undergone many transformations arising from the changing supply and demand of energy and the increasing environmental concerns attributed to extensive use of petroleum products in the industry. These developments have made it necessary for the automakers develop and review environmental polici es in their strategic plans in order to adapt with the current economic and environmental needs. To mitigate these effects, different organizations, including General Motors have formulated environmental policies to address the emerging and future environmental changes. In conclusion, the researcher states that General Motors environmental policy is strategically formulated to comply with modern environmental laws, reduce pollution, minimizing energy consumption, wastes and promoting recycling, and reuse practices.

Death Penalty in the US Term Paper Example | Topics and Well Written Essays - 2000 words

Death Penalty in the US - Term Paper Example In the year 2004, the New York Supreme Court also ruled that the prevailing methods of death penalty were in conflict with the Constitution of the New York. The death penalty in New York was effectively eliminated since the legislature did not attempt to alter the procedures of death penalty. Significance of Death Penalty The theoretical significance of implementing the laws of death penalty comprises three fundamental themes, namely incapacitation, retribution, and deterrence. Incapacitation is the containment of the criminals that keeps them from causing harm to the public as they are in the correctional monitoring. Execution of the criminals in the death penalty is the proper way to ensure incapacitation. Deterrence comprises the direct as well as the indirect advantages of executing the criminals. Retribution includes the philosophical and theoretical tenets of the reason and the way of execution (Grimes, 2010, p. 181). Retribution is a complicated punishment psychology (Bohm, 19 92) and asserts that criminals must be punished for their crime and the severity of punishment must accord with the gravity of the crime committed. It means the payback or requital for the criminal’s action. â€Å"The death penalty has been and continues to be defended on the grounds in which society has the ethical responsibility to protect the welfare and security of its citizens from the heinous crimes which justify such a sentence† (Weatherby et al., 2012). ... Some of these methods are described below: Electrocution New York built the electric chair for the first time in the year 1888 in an attempt to use a more human method of death penalty as compared to hanging (Death Penalty Information Center, 2012). Today, many states in the US use electrocution to give the death penalty to the criminals. To cause the criminal’s death through electrocution, the criminal is shaved and tied to a chair with the help of belts all across the body including the chest, arms, and legs. An electrode in the shape of a skull is attached with the forehead and the scalp upon a sponge that is made sprayed with saline. Conductive jelly is used to moisten another electrode that is attached to the leg of the prisoner. After this, the prisoner is blindfolded. â€Å"After the execution team has withdrawn to the observation room, the warden signals the executioner, who pulls a handle to connect the power supply. A jolt of between 500 and 2000 volts, which lasts for about 30 seconds, is given† (Death Penalty Information Center, 2012). After it has been confirmed that the inmate’s heart has stopped beating, the current is turned off. Lethal Injection Lethal injection is used by 36 states of the US today as the method of execution. In this method, the criminal is bound to a gurney. The execution team places a number of heart monitors upon the individual’s skin. They inset two needles into usable veins in the arms of the inmate. One of the needles is a back-up. The needle is connected with long tubes to numerous intravenous drips. The first drip consists of a saline solution that is harmless and starts immediately. When the warden signals, the inmate is exposed to the witnesses who have gathered in the

Mera.Net Cafe Essay Example | Topics and Well Written Essays - 1500 words

Mera.Net Cafe - Essay Example The large initial capital investment will allow Mera.Net to provide its customers with a full featured Internet cafe. A unique, upscale, and innovative environment is required to provide the customers with an atmosphere that will spawn socialization. Mera.Net, soon to be located near at Sacred Heart College on 10th of March, will offer the community easy and affordable access to the Internet. Mera.Net will provide full access to email, WWW, FTP, Usenet and other Internet applications. Mera.Net will appeal to individuals of all ages and backgrounds. The instructional Internet classes, and the helpful staff that MeraNet provides, will appeal to the audience that does not associate themselves with the computer age. This educational aspect will attract younger and elderly members of the community who are rapidly gaining interest in the unique resources that online communications have to offer. Mera.Net's customers can be divided into two groups. The first group is familiar with the Internet and desires a progressive and inviting atmosphere where they can get out of their offices or bedrooms. The second group is not familiar with the Internet, yet, and is just waiting for the right opportunity to enter the online community. Mera.Net's target market falls anywhere between the ages of 18 and 50. This extremely wide range of ages is due to the fact that the Internet appeal to a variety of people. In addition to these two broad categories, Mera.Net's target market can be divided into more specific market segments. The majority of these individuals are students and business people.Potential Customers University Students Office Workers Seniors Teenagers IV. Required Capital 4.1 Start-up Summary Mera.Net's start-up costs of P200,000 that will cover for site renovation and modification and the communications equipment necessary to get its customers online. The communications equipment necessary to provide Mera.Net's customers with a high-speed connection to the Internet and the services it has to offer make up a large portion of the start-up costs. These costs will include the computer terminals and all costs associated with their set-up. Costs will also be designated for the purchase of two laser printers and a scanner. V. Equipments and Facilities List of Startup Equipments and facilities. Cost at least P200,000 of capital. 10 computer set P150 000 1 aircon

Death Penalty in the US Term Paper Example | Topics and Well Written Essays - 2000 words

Death Penalty in the US - Term Paper Example In the year 2004, the New York Supreme Court also ruled that the prevailing methods of death penalty were in conflict with the Constitution of the New York. The death penalty in New York was effectively eliminated since the legislature did not attempt to alter the procedures of death penalty. Significance of Death Penalty The theoretical significance of implementing the laws of death penalty comprises three fundamental themes, namely incapacitation, retribution, and deterrence. Incapacitation is the containment of the criminals that keeps them from causing harm to the public as they are in the correctional monitoring. Execution of the criminals in the death penalty is the proper way to ensure incapacitation. Deterrence comprises the direct as well as the indirect advantages of executing the criminals. Retribution includes the philosophical and theoretical tenets of the reason and the way of execution (Grimes, 2010, p. 181). Retribution is a complicated punishment psychology (Bohm, 19 92) and asserts that criminals must be punished for their crime and the severity of punishment must accord with the gravity of the crime committed. It means the payback or requital for the criminal’s action. â€Å"The death penalty has been and continues to be defended on the grounds in which society has the ethical responsibility to protect the welfare and security of its citizens from the heinous crimes which justify such a sentence† (Weatherby et al., 2012). ... Some of these methods are described below: Electrocution New York built the electric chair for the first time in the year 1888 in an attempt to use a more human method of death penalty as compared to hanging (Death Penalty Information Center, 2012). Today, many states in the US use electrocution to give the death penalty to the criminals. To cause the criminal’s death through electrocution, the criminal is shaved and tied to a chair with the help of belts all across the body including the chest, arms, and legs. An electrode in the shape of a skull is attached with the forehead and the scalp upon a sponge that is made sprayed with saline. Conductive jelly is used to moisten another electrode that is attached to the leg of the prisoner. After this, the prisoner is blindfolded. â€Å"After the execution team has withdrawn to the observation room, the warden signals the executioner, who pulls a handle to connect the power supply. A jolt of between 500 and 2000 volts, which lasts for about 30 seconds, is given† (Death Penalty Information Center, 2012). After it has been confirmed that the inmate’s heart has stopped beating, the current is turned off. Lethal Injection Lethal injection is used by 36 states of the US today as the method of execution. In this method, the criminal is bound to a gurney. The execution team places a number of heart monitors upon the individual’s skin. They inset two needles into usable veins in the arms of the inmate. One of the needles is a back-up. The needle is connected with long tubes to numerous intravenous drips. The first drip consists of a saline solution that is harmless and starts immediately. When the warden signals, the inmate is exposed to the witnesses who have gathered in the

Krav Maga Essay Example for Free

Krav Maga Essay Krav Maga is a self-defense system developed for military in Israel and Slovakia that consists of a wide combination of techniques sourced from boxing, Muay Thai, Wing Chun, Judo, jiu-jitsu, wrestling, and grappling, along with realistic fight training. Krav Maga is known for its focus on real-world situations and extremely efficient and brutal counter-attacks. in the mid-to-late 1930s. In the late 1940s, following his immigration to Palistine, he began to provide lessons on combat training to what was to become the IDF, who went on to develop the system that became known as Krav Maga. It has since been refined for civilian, police and military applications. Krav Maga has a philosophy emphasizing threat neutralization, simultaneous defensive and offensive maneuvers, and aggression. Krav Maga is used by Israeli Defense Forces, both regular and special forces, and several closely related variations have been developed and adopted by law enforcement and intelligence organizations, Mossad and Shin Bet. There are several organizations teaching variations of Krav Maga internationally. Etymology The name in Hebrew can be translated as contact combat. The root word krav means battle or combat and maga means contact. Basic principles Krav Maga encourages students to avoid confrontation. If this is impossible or unsafe, it promotes finishing a fight as quickly as possible. Attacks are aimed at the most vulnerable parts of the body, and training is not limited to techniques that avoid severe injury. Drills provide maximum safety to students by the use of protective equipment and the use of reasonable force. Students learn to defend against all variety of attacks and are taught to counter in the quickest and most efficient way. Ideas in Krav Maga include: Counter attacking as soon as possible . Targeting attacks to the bodys most vulnerable points, such as: the eyes, neck/throat, face, solar plexus, groin, ribs, knee, foot, fingers, etc. Maximum effectiveness and efficiency in order to neutralize the opponent as quickly as possible. Maintaining awareness of surroundings while dealing with the threat in order to look for escape routes, further attackers, objects that could be used to defend or help attack, and so on. Training can also cover situational awareness to develop an understanding of ones surroundings, learning to understand the psychology of a street confrontation, and identifying potential threats before an attack occurs. It may also cover ways to deal with physical and verbal methods to avoid violence whenever possible. History Imrich Lichtenfeld was born in 1910 in Budapest, Hungary and grew up in Bratislava . Lichtenfeld became active in a wide range of sports, including gymnastics, wrestling, and boxing. In 1928, Lichtenfeld won the Slovakian Youth Wrestling Championship, and in 1929 the adult championship . That same year, he also won the national boxing championship and an international gymnastics championship. During the ensuing decade, Imis athletic activities focused mainly on wrestling, both as a contestant and a trainer.

Learning Story Example in Child Care

Learning Story Example in Child Care Di Zheng Introduction Children have their own learning story as they explore their social and natural environment. They have their own ways of solving problems and dealing with the issues they face. This makes them unique from one person to another. Furthermore, it helps adult understand the importance of seeing things lightly-no matter how difficult life may seem. Sometimes, it is better to learn from children because their innocence enlightens the adults-through the way they see ideas and things from their perspectives. In early childhood education, teachers are considering even the most basic aspect of childs learning. They identify and strengthen the flourishing skills and abilities of children based on each childs behaviour, actions, and words. Teachers are taking the opportunity to expand the ideas, thoughts, feelings, and abilities of each child when they see interesting events or behaviour. To further understand these ideas, several authors on childhood education provide learning stories. These le arning stories illustrate the journey of toddlers in solving problems and accomplishing tasks. The purpose of this report is to discuss Rubys shopping. This paper aims to explore Rubys demonstrated skills and abilities in her imaginary world. Understanding Rubys capabilities, skills, and personality enable teachers to use different strategies to nurture Rubys experience and understanding. Learning Story Ruby is playing the sandpit making puddings, but she wants to have other ingredients to finish her tasks. She wants apples, bananas, chocolate, and ice cream, but she cannot have it all in the centre so she needs to go shopping. Her teacher assist her in finding the toy fruits and other things, which she enjoys doing. After getting all the things she needed, Ruby talks to her teacher about the experience and she says that she loves buying things. The next day, another teacher joins her to go to a real supermarket to buy things they need. To add more to their shopping list, Ruby asks other teachers what they want her to buy. It gives her more responsibilities than her typical needs. When they reach the supermarket, the teacher, Ruby, and another child, Miller, start to buy everything. They return to the centre after completing their errands and talk about what they learn. The teacher asks Ruby about what she learns and feels while shopping. Ruby says that she loves shopping. During th e first and second activity, the teacher identifies the skills and abilities of Ruby when it comes to money and shopping sequencing. She also knows what to consider and she is firm with her shopping list. Though she tends to forget some things in her list, she shows determination in completing everything. She is also patient in exploring her social environment. Furthermore, she is open to assistance and help when needed. She accepts suggestion and works with it to complete her tasks successfully. The teachers working with her perceive these opportunities and skills in nurturing the mind and wellbeing of the child. Learning Assessment Ruby shows significant interest in her social environment-and she does not simply create things according to rules. She demonstrates her creativity by looking for more resources within her reach. It is true that Rubys make-believe play provides an information exchange within a responsive social context. Rubys use of language in her play as she responds, imagines, questions, describes, creates, and decides shows her independence, confidence, and sense of responsibility for her own learning (p.8). This statement justifies Rubys desire to learn and to explore the resources available for her. As she explores, she learns new things. This can be a form of scientific inquiry wherein she conducts observation, classification, experimentation, prediction, drawing conclusions, and communication of ideas (Neil, 2009). With her teachers help, Ruby is able to accomplish her tasks the scientific way. In this manner, Ruby demonstrates different feelings and emotions that justify her disposition. It is correct to say that her discussion with her teacher going on a trip to the supermarket enabled Ruby to take responsibility for her learning and to express her ideas and feelings, two very significant learning dispositions (p.9). This statement is true because Ruby does not stress herself in finding solution to her problems. She takes one step at a time and completes them successfully. Another important to consider is Rubys mathematical abilities. In the first activity, Ruby knows how to pay for the things she buys to the supermarket. She is aware that everything taken from the supermarket should be paid immediately. This practice is also shown in her journey to the real supermarket. This mathematic ability may not be unique, but interesting to see from a young child. Ruby can have a significant advantage in mathematical concepts and learning because she is aware of numbers and mathematical ideas. It is true that to be good or proficient at mathematics, children must know more than the content. They must be able to communicate the knowledge, connect that knowledge to other mathematical ideas and to other subject areas, represent their understanding, use that knowledge as they solve problems and reason (Copley, 2010, p.29). From this sense, it can be said that mathematics should not only be practiced inside the classroom, but also in everyday life (Peters Rameka, 2 010). In Rubys case, these ideas are perceived because she uses her mathematical knowledge in the real world. She uses math to buy things in the supermarket-not only in money, but also sequencing. It is also important to note that children need to demonstrate a disposition that think flexibility and with persistence about mathematic to solve problems (Copley, 2010, p.29). This thought occurs in Ruby in the first activity. She demonstrates the ability to solve problems by finding more resources. She does not simply complete the pudding; instead, she finds other things to make the pudding better in taste, smell, and appearance. These thoughts show how Ruby is able to apply mathematics in everyday life. Linking to Te Whaariki The Te Whariki is the Ministry of Education in New Zealand providing early childhood curriculum policy statement. This ministry plays an important role in shaping and nurturing early childhood curriculum to help early learners and educators in expanding knowledge, abilities, skills, personality, and identity. The goals of the early childhood curriculum under the Te Whariki include empowerment, holistic development, family and community, and relationships (Ministry of Education, 1996). Empowerment aims to see how children empower their skills and abilities to grow and learn. Holistic development aims to show childrens holistic growth and learning. Family and community aims to expand the knowledge and emotional stability of children with their family and community. Relationships encourage children to establish and learn the different kinds of relationships that they can use in their social connection and interaction. The Te Whariki curriculum aims to establish connection with people an d understand childrens personality, identity, and skills at an early age. Using different teaching strategies and methods, teachers are able to unleash the innate skills of children. After unleashing these skills, the teachers are able to nurturing and mould them according to the desires and personalities of children. In Rubys case, it shows that the teachers are responding to the goals and principles of Te Whariki in empowering, holistically developing, establishing community, and encouraging relationships. Rubys simple journey to the supermarket with Miller and her teacher creates a significant impact to her being because it demonstrates her skills and help her identify the different things available around her. These understandings correspond to Te Whariki. Linking to New Zealand Curriculum In the case of the New Zealand curriculum, Rubys learning story demonstrates her abilities and skills at a young age. In early childhood curriculum, this is an important development because not all children are able to progress as fast as Ruby. This is the reason why numerous childhood education programs and services are available throughout New Zealand-to help and encourage young children to unleash their skills, talents, and knowledge innate to them. It is important to note that early childhood care and education in New Zealand cover the years from birth to school entry age. Although participation is voluntary, attendance levels within early childhood education services continue to increase for all ages (Ministry of Education, 1996, p.17). This statement justifies that early childhood education programs and services reveal that early childhood learners are increasing in population over the years. The probable reason behind this is due to the increasing desire of parents to expose t heir children to the real world (Ministry of Education, 2007). Aside from the fact that some parents do not have sufficient time for their children, encouraging toddlers to communicate and explore their social environment will shape their personality, identity, and way of life (Ministry of Education, 2007). This is the reason why the New Zealand curriculum is imposing strict policies in nurturing and educating young learners. According to the Ministry of Education (1996), Early childhood education services are committed to ensuring that learning opportunities are not restricted by gender, locality, or economic constraints (p.17). This statement argues that the New Zealand curriculum is devoted to provide learning opportunities to any toddle from all walks of life. They do not disregard children according to gender, locality, or economic constraints because they want to provide education for all. This principle of the curriculum is shown in the second activity of Rubys journey to the supermarket wherein the teacher includes Miller into the activity. Two children, a boy and a girl, enjoy the activity as they both want to learn about things. Evaluation Considering Rubys learning story, it can be said that early childhood education is both fun and complicated. Children nowadays need real situations, occurrences, and events to clearly shape their knowledge and abilities (Dunn Stinson, 2012). Due to this, numerous early childhood programs and services are moving beyond the four corners of the classroom and explore the real world with these young learners. However, the prgrams and services provided to these children are related, connected, and in accordance to the standard academic curriculum of early childhood education. The Ministry of Education (1996) emphasizes that many early childhood education services exist as part of a national organisation which provides their philosophical rationale and direction. The particular approach of each organisation to curriculum is an essential part of its identity, and some organisations run specialised training programmes to assist in developing a curriculum appropriate for their particular phil osophy (p.17). From this sense, it can be said that early childhood education should not only be fun, enjoyable, and light. It should also provide extensive learning and exploration according to the goals of early childhood curriculum. The Te Whariki is doing its best to shape the curriculum based on the needs and demands of the children for their innocence is wide and great (Alvestad, Duncan, Berge, 2009). Therefore, they want to explore the world differently-using real experiences, things, and environment. This judgment supports the Ministry of Educations (1996) claim saying that the early childhood curriculum recognises that there can be wide variations in the rate and timing of childrens growth and development and in their capacity to learn new things in new places (p.20). The early childhood curriculum is more complicated than any curriculums because it does not only consider the age and condition of the students, but also their learning abilities, mood, and desires for them t o successfully grow and develop (Blaiklock, 2011). In Rubys case, it is shown that the teachers in the centre are doing their best to provide children the best environment. They show children the real world with great guidance and assistance. Through these things, children would be able to explore their social environment without being vulnerable or hesitant because they know that someone is there to support them. Conclusion Rubys learning story is interesting because she demonstrates strong abilities and skills at an early age. However, not only her abilities and personalities should be considered, but the role and competency of the educators as well. The learning story reveals that the teachers are aware of the importance of the real world-and they go extra mile to provide children their needs in holistic development. As they physically, mentally, and emotionally develop through experiences, children are also able to establish communication and relationships with their community. All these things are shown in Rubys learning story-and they all correspond to the principles and goals of Te Whariki and New Zealand early childhood education curriculum. Reference List [Example] Alvestad, M., Duncan, J., Berge, A. (2009). New Zealand teachers talk about Te WhÄ riki.New Zealand Journal of Teachers Work, 6(1), 3 19. Blaiklock, K. (2011). Te WhÄ riki, the New Zealand early childhood curriculum: Is it effective? International Journal of Early Years Education, 18 (3), 201à ¢Ã¢â€š ¬Ã‚ 212. Copley, J. (2010). The young child and mathematics (2nd ed., pp. 29à ¢Ã¢â€š ¬Ã‚ 44). Washington, DC: National Association for the Education of Young Children. Dietze, B., Kashin, D. (2012). Playing and learning in early childhood education (pp. 320à ¢Ã¢â€š ¬Ã‚ 329). Ontario, Canada: Pearson Canada. Dunn, J. Stinson, M. (2012). Dramatic play and drama in the early years: Re-imagining the approach. In Wright, S. (Ed.), Children, Meaning Making and the Arts (2nd ed, pp. 115-134). Frenchs Forest, Australia: Pearson. Ministry of Education. (1996). Te Whariki. Wellington, New Zealand: Learning Media Limited. Ministry of Education. (2007). The New Zealand Curriculum. Wellington, New Zealand: Learning Media Limited. Peters, S. Rameka, L. (2010). Te kakano (the seed): Growing rich mathematics in ECE settings. Early Childhood Folio, 16(2), 8-14.

UPS Delivers the Goods :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  When Jordan Colletta joined UPS in 1975, fresh out of school and newly married, he wasn’t thinking about building a career. He just wanted some security. Now not only is he still a faithful UPS employee, but the former tracking clerk has come a long way—he’s vice president of the shipper’s e-commerce sales team. His advancement in the company was steady, the result of careful planning though UPS’s career-development program. By putting resources into such programs and helping reps set goals and develop skills, businesses can allow employees to grow within their organizations and reduce turnover rates in the process, as UPS has found: Its turnover rate among full time managers in 4 percent.   Ã‚  Ã‚  Ã‚  Ã‚  Developing salespeople starts with a clear mission. At UPS, employees meet annually with managers to identify their strengths and decide what skills they need for a new job within the company. â€Å" We lay the foundation for future development and map out immediate, midterm, and future goals,† Colletta says. â€Å" When I was a tracing clerk, I told my supervisor that my goal was to became a district sales manager. I then became a driver, then a salesperson, and in 1986 I reached my goal.†   Ã‚  Ã‚  Ã‚  Ã‚  Career development entails implementing training programs and Internet career centers that can help companies grow their staffs. Employees take courses in order to acquire the pedigree that will make them candidates for management positions. But learning isn’t just in the classroom. Mentoring programs in which managers coach lower-level employees are also valuable. â€Å"Mentors are especially important,† Colletta says. â€Å"They help you understand the opportunities that are out there. They helped me see what I couldn’t because I couldn’t look that far ahead yet.†   Ã‚  Ã‚  Ã‚  Ã‚  Progress must be routinely monitored. Employee reviews and 360-degree reports are good ways to track improvement. So is a manager’s involvement. â€Å"Have an open door policy to keep the communication lines open,† he says. UPS Delivers the Goods :: essays research papers   Ã‚  Ã‚  Ã‚  Ã‚  When Jordan Colletta joined UPS in 1975, fresh out of school and newly married, he wasn’t thinking about building a career. He just wanted some security. Now not only is he still a faithful UPS employee, but the former tracking clerk has come a long way—he’s vice president of the shipper’s e-commerce sales team. His advancement in the company was steady, the result of careful planning though UPS’s career-development program. By putting resources into such programs and helping reps set goals and develop skills, businesses can allow employees to grow within their organizations and reduce turnover rates in the process, as UPS has found: Its turnover rate among full time managers in 4 percent.   Ã‚  Ã‚  Ã‚  Ã‚  Developing salespeople starts with a clear mission. At UPS, employees meet annually with managers to identify their strengths and decide what skills they need for a new job within the company. â€Å" We lay the foundation for future development and map out immediate, midterm, and future goals,† Colletta says. â€Å" When I was a tracing clerk, I told my supervisor that my goal was to became a district sales manager. I then became a driver, then a salesperson, and in 1986 I reached my goal.†   Ã‚  Ã‚  Ã‚  Ã‚  Career development entails implementing training programs and Internet career centers that can help companies grow their staffs. Employees take courses in order to acquire the pedigree that will make them candidates for management positions. But learning isn’t just in the classroom. Mentoring programs in which managers coach lower-level employees are also valuable. â€Å"Mentors are especially important,† Colletta says. â€Å"They help you understand the opportunities that are out there. They helped me see what I couldn’t because I couldn’t look that far ahead yet.†   Ã‚  Ã‚  Ã‚  Ã‚  Progress must be routinely monitored. Employee reviews and 360-degree reports are good ways to track improvement. So is a manager’s involvement. â€Å"Have an open door policy to keep the communication lines open,† he says.