Remove built-in supply chain weak points to more effectively balance supply and demand Demand-Driven Inventory Optimization and Replenishment shows how companies can support supply chain metrics and business initiatives by removing the weak points built into their inventory systems. Beginning with a thorough examination of Just in Time, Efficient Consumer Response, and Collaborative Forecasting, Planning, and Replenishment, this book walks you through the mathematical shortcuts set up in your management system that prevent you from attaining supply chain excellence. This expanded second edition includes new coverage of inventory performance, business verticals, business initiatives, and metrics, alongside case studies that illustrate how optimized inventory and replenishment delivers results across retail, high-tech, men's clothing, and food sectors. Inventory optimization allows you to avoid out-of-stock situations without impacting the bottom line with excessive inventory maintenance. By keeping just the right amount of inventory on hand, your company is better able to meet demand without sacrificing the cost-effectiveness of other supply chain strategies. The trick, however, is determining "just the right amount" and this book provides the background and practical guidance you need to do just that. * Examine the major supply chain strategies of the last 30 years * Remove the shortcuts that prohibit supply chain excellence * Optimize your supply/demand balance in any vertical * Overcome systemic weaknesses to strengthen the bottom line Inventory optimization is benefitting companies around the world, as exemplified here by case studies involving Matas, PWT, Wistron, and Amway. When inefficiencies are built into the system, it's only smart business to identify and remove them and implement a new streamlined process that runs like a well-oiled machine. Demand-Driven Inventory Optimization and Replenishment is an essential resource for exceptional supply chain management.

This text offers a major reassessment of the life and thought of the distinguished 19th century industrial philanthropist and educational reformer, Robert Owen. In a period when Owen's radical new visions for learning and teaching, adult and vocational pedagogy and social transformation are receiving fresh and global attention, Robert Davis and Frank O'Hagan place Owen's thought right at the heart of the Enlightenment advocacy of popular, democratic mass education. Tracing both the ancestry and the legacy of Owen's reforming spirit, they also offer a critical appraisal of the relevance of his ideas for the development of education at all levels and stages in the challenging contexts of international 21st century education.

This title offers the most coherent account of Owen's educational thought. Robert Owen is indisputably a major thinker in education. Bob Davis and Frank O'Hagan's volume offers the most coherent account of Owen's educational thought. This work is divided into: Intellectual Biography; Critical Exposition of Owen's Work; and, The Influence and Relevance of Owen's Work Today. This title comes from a major international reference series providing comprehensive accounts of the work of seminal educational thinkers from a variety of periods, disciplines and traditions. It is the most ambitious and prestigious such project ever published - a definitive resource for at least a generation. The thinkers include: Aquinas, Aristotle, Bourdieu, Bruner, Dewey, Foucault, Freire, Holt, Kant, Locke, Montessori, Neill, Newman, Owen, Peters, Piaget, Plato, Rousseau, Steiner, Vygotsky, West and Wollstonecraft.

Society for Educational Studies Annual Book Prize winner: 2nd Prize This ground-breaking volume draws upon a rich and variegated range of methodologies to understand more fully the practices, policies and resources available in and to religious education in British schools. The descriptions, explanations and analyses undertaken here draw on an innovative combination of policy work, ethnography, Delphi methods, Actor Network Theory, questionnaires, textual analysis as well as theological and philosophical insight. It traces the evolution of religious education in a post-religious age from the creation of policy to the everyday experiences of teachers and students in the classroom. It begins by analysing the way in which policy has evolved since the 1970s with an examination of the social forces that have shaped curriculum development. It goes on to explore the impact and intentions of a diverse group of stakeholders with sometimes competing accounts of the purposes of religious educations. It then examines the manner in which policy is, or is not, enacted in the classroom. Finally, it explores contradictions and confusions, successes and failures, and the ways in which wider public debates enter the classroom. The book also exposes the challenge religious education teachers have in using the language of religion.

Society for Educational Studies Annual Book Prize winner: 2nd Prize This ground-breaking volume draws upon a rich and variegated range of methodologies to understand more fully the practices, policies and resources available in and to religious education in British schools. The descriptions, explanations and analyses undertaken here draw on an innovative combination of policy work, ethnography, Delphi methods, Actor Network Theory, questionnaires, textual analysis as well as theological and philosophical insight. It traces the evolution of religious education in a post-religious age from the creation of policy to the everyday experiences of teachers and students in the classroom. It begins by analysing the way in which policy has evolved since the 1970s with an examination of the social forces that have shaped curriculum development. It goes on to explore the impact and intentions of a diverse group of stakeholders with sometimes competing accounts of the purposes of religious educations. It then examines the manner in which policy is, or is not, enacted in the classroom. Finally, it explores contradictions and confusions, successes and failures, and the ways in which wider public debates enter the classroom. The book also exposes the challenge religious education teachers have in using the language of religion.