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The purpose of this paper is to present an integrated philosophical foundation for Kaizen.

The study is based on triangulation (and integration) of six philosophies: the Traditional Values, the Process-Oriented Philosophy, Edification, Completeness, Improving Perfection and True-Mindfulness. In addition, the Power of One integrates these philosophies into one solid foundation for Kaizen.

A framework, called The Kaizen Wheel, is created to represent the integrated philosophical foundation for Kaizen. It shows the big picture and the close knit of the six philosophies for facilitating Kaizen. It also suggests that Kaizen can serve as a new philosophical paradigm for the unification of action and knowledge.

Although empirical contents are implicitly embedded in each of the six philosophies, the paper’s main contribution is to provide a conceptual framework for the integration of Kaizen philosophies. Since this is a conceptual paper, further research and more empirical studies will help facilitate the understanding and practices of Kaizen.

The Kaizen Wheel provides a big picture of the Kaizen philosophies. It is a useful mechanism for practitioners to review their own values so as to provide guidelines for not only their thoughts and behaviors regarding Kaizen activities, but also the design and implementation of Kaizen programs.

This is an original paper. It provides a valuable conceptual framework for providing an integrated foundation for Kaizen research and practice.

A successful hotelman once said that there are only three rules for profitable hotel operation: location, location, location. Although we may regard this as a somewhat over simplified prescription for success in the hotel business, it draws our attention to the prirnary importance of location in a business with a high investment in fixed capital, which cannot transport its product to the market. An hotel is an outstanding example of location in relation to the market; once an hotel is built, it cannot change its location or follow its customers, as the principal product it sells—hotel accommodation—has to be bought and consumed at the place of production.

Gema Dari Menara (1968) was intended as a mode of da’wah (the propagation of Islamic teachings) in response to the situation faced by the local community in Brunei at that time. Following its status as a medium of disseminating the Islamic values, the film embodies Islamic teachings that guide Bruneian Muslims to fully embrace Islam. This current study aims to unravel the meaning of the Islamic value of Amar Ma’ruf Nahi Mungkar (enjoining good and forbidding wrong) that is strongly depicted in the film and perceived as the enlightening Islamic value from the film. Therefore, this study examines the extent of the manifestation of Amar Ma’ruf Nahi Mungkar in the film. It is found that the portrayal of da’wahism using Amar Ma’ruf Nahi Mungkar is imbued in education, social interaction, clothing, and one’s upbringing which is the most influential factor. By applying the Islamic requisites, the scenario and sentiments in the film also encourage the audience to ponder upon the cause and effect of the characters’ actions and deeds.

THE PRAYERFUL UTTERANCE, ‘May we never want a friend in need, nor a bottle to give him,’ has been widely publicized on a poster celebrating a rare Scotch whisky. The man who originated that delectable expression, however, was Captain Edward Cuttle, the delightful old mariner in Dombey and Son, who spoke in riddles and made a practice of winnowing moral precepts from the good Book for the guidance and edification of his young friend and protege, Walter Gay.

IT is accorded a central role in Malaysian Industrial Master Plan 2 (IMP2), not only as the foundation for the future development of the manufacturing sector, but also, as the engine of development and growth of other sectors of the economy. To fulfill this central role, what should be the value of IT Products and IT Services? We have computed the necessary capital stock of IT Products at RM21.556 billion in 1978 prices, each unit of which is to produce five times its value in output in the year 2005, for a start. The targeted output of IT Services would be another RM 21.556 billion in 1978 prices, for a total of RM43.112 billion for IT industry in 2005. Bill Gates, Chairman and CEO of Microsoft Corporation, holds that Broadband Network Technology (BNT) indispensable to implement the Information Highway would not be available to most US homes for at least a decade. No matter when BNT arrives, an overriding question is: what will be the UTILIZATION of the exploding multimedia content of the Information Superskyway. How will people USE 1,000 times the current content, arriving 1,000 times as fast? The raison d'etre of the Information Superskyway is the Matrix of Learning, with Content as the rows, Context as the columns, and Learning as the Cells. The user has to identify his (her) context of use (entertain‐ment, education, enlightenment, edification). Investment in input (con‐tent) will depend on the answer to the question: By how much will the context be impaired by delay or deficiency of the content (data)? As the capacity of chips increases exponentially, the price drops dramatically — already it is down to $0.14 per megabyte! In the future, a holographic memory of the size of one's fists could hold the contents of the entire Library of Congress. With fast and furious developments in transfer and transformation of multi‐media content, how should one go about investing in IT to reap the bounty of BNT? We have no guarantee of success; we can increase the probability of success in the long‐run using seven IT investment Considerations/Criteria: (1) Choose the “Long‐run” that is realistic: Consider the odds against surviving one year, let alone 10 years; and choose wisely. (2) Choose Your Segment of the IT Industry: Are you most competent in: communications, computers, or content industries? What is your primary product: information, education, enlightenment, shopping, or e‐mail? (3) Choose Your CONCOL competitor/collaborator in the IT Industry: No matter how powerful you are in your chosen segment of the industry, it is almost mandatory that you collaborate with some other(s) in your own industry, and/or in another of the C3 industries. Bill Gates says: “companies must be able to partner on some projects and compete vigorously in others. Few companies in the computer and communications industries are purely friends or purely foes.” (4) Choose the Technology/Territory Area for CONCOL: How will the CONCOLs be formed and dissolved‐in: (1) Technology, (2) Territory? The choice of future technology would depend on the territory: How long would it take for the particular technology to develop a mass market? In IT parlance, should we back advances in: (I) transfer of data, or (2) transformation of data? (5) Choose the Technology Transformation Profile: Visualizing technology say, five generations ahead would indeed be quite hard and hazardous. But we would choose linear extensions of performance characteristics over Quantum jumps. However, PC industry experience suggests that each successive computer generation tended to provide Quantum jumps, little of the earlier models being useable with the new generation. (6) Choose the Technology Transfer Sequence: By establishing a relationship with the techtransferor over the long‐term, and scrupulously observing the mutually‐agreed conditions of techtransfer, the transferee can steadily increase its technical competence. (7) Fiercely Focus on the UTILIZATION of the Exploding Multime‐dia Content: To make IT win in the marketplace, the mere increase in the volume of content or the mere increase in the speed of its transmission is quite inadequate. What will make the difference is the learning that is made possible by the multimedia content and communication.

JUST now I am trying, for my private edification, and also because of an allotted task, to retire into the past about a quarter of a century. That is not far back. I was alive then, and most likely very interested in life. It struck me, as soon as I decided to go back to see how things looked then, that it could be done as easily as just turning over the memory in regular leaves. Yet I had not turned back far before I was lost; the years seemed mostly alike; there was but a grey and vacant expanse with apparently few outstanding features in it.

The term “socially disadvantaged pupils” defines those children from family environments that have low social and economic standards and are potentially endangered by socially pathological phenomena. Romani children make up the largest such group in the Czech Republic. Whereas in the 1991 census 33,489 Romani declared their Romani nationality, only 11,746 did so in the 2001 census, representing only approximately 0.3% of the total population. In fact the actual numbers are higher, as many hesitate to declare their Romani nationality for various reasons. NGOs estimate there are about 275,000 Romani, which represents approximately 2.7% of the total population. Czech law forbids public administration institutions (which include schools) to maintain evidence of national minorities, or to obtain, administer or make use of personal data that is somehow related to national minority inclusion. The authors attempted to analyze the circumstances of Romani pupils both in schools and families. The data was gained through all involved parties: Romani assistants, as well as teachers and students tutoring Romani families during the course of the Home Tutor project. This approach allowed us to view the problems of Romani pupil education in its natural background. The analysis is presented in the form of open coding; it describes key categories that were identified, using longer text analysis

I DON'T KNOW whether you are yet straight in your minds about the present location of the various parts of my erstwhile, present and embryonic business empires, but it will certainly clear my mind of confusion if I try to set it down here once and for all—and you are welcome to photocopy it (without comeback) for the edification of your colleagues!

We are reaching the tail‐end of this season's annual meetings and conferences, and a very wide field, as is usual, has been covered : political, industrial, social and scientific. When the subjects discussed are not perhaps in one's own particular orbit of interest there is a tendency to think that certain people enjoy an orgy of verbosity, especially when they can make their own personal contribution. Certain it is that on occasion there is little or no heeding of the injunction of the Scriptures to avoid “ vain repetition ”; but even on this point it is wise to remember that the oldest of stories is always new to some listener. The type of gathering to which is given the grandiose description of “symposium”, usually includes a proportion of old material, but it serves a very useful purpose. Originally the word denoted a drinking party, but this not quite respectable past has now been safely left behind (at least as far the official agenda disclose), and in the scientific field there have been a number of symposia in recent years that have succeeded in bringing together experts in various related fields of knowledge and investigation, and in producing exchanges of information and experience, the hearing or reading of which have been to the great edification of many less proficient but equally interested.

This essay furthers cross-cultural exchange, and understanding. Written for a general audience by a teacher educator, it argues for accepting all others into the academic conversation. Using varied examples, the purpose of this paper is to illustrate both lifelong learning and the power of connecting across difference.

The author draws upon experience as a teacher and professor and his engagement with Kingdom of Saudi Arabia (KSA) for examples of edification and engagement.

The author cites both the current period and a mid-twentieth-century American major event, the civil rights March on Washington to illustrate possibilities for connection, clarity and symbiosis.

Written for this journal, this essay uses an original and skeletal theoretical and empirical frame as well as field examples to argue for inclusiveness, exchange and acceptance of all learners.