The essence of the concept of a process lies in a sequence of interdependent and related procedures that at each stage consume one or more resources (time, energy, money) to achieve some initially planned result. This result, however, is often used as a component in the next step until a goal or an end result is achieved. The general concept of a process is inextricably linked to the result.
In business
A business process or business method is a set of related, structured actions or tasks that, in a certain sequence, create a service or product (serves a specific business goal) for a particular client or clients. The concept of a process in business can often be visualized (modeled) in the form of a flowchart of a sequence of actions with decision points, alternating steps or displaying a sequence with relevance rules. Benefits of using business methods include improved customer satisfaction and increased flexibility in responding to rapid market changes. Organizations focused on the concepts of the process in business break down the barriers of structural units in enterprises or organizations.
The business process begins with a mission (external event) and ends with the achievement of the goal in the form of providing a specific result that provides customer value. In addition, it can be divided into subprocesses, displaying its specific internal functions.
Generally speaking, they can be organized into three types:
- Operating rooms that make up the core business and create a stream of value, for example, taking orders from customers, opening an account, and producing a component.
- Management that monitors operational processes, including corporate governance, budgetary oversight, and employee oversight.
- Supportive, which support the basic operational processes, such as accounting, recruitment, call center, technical support and security training.
A slightly different approach to these three types is suggested by Kirchmer:
- Operational, which are aimed at the proper implementation of the operational tasks of the organization.
- Management processes that ensure the proper conduct of operational tasks. This is where managers provide effective and working solution methods.
- Management processes that ensure that the company operates in full compliance with the necessary legal standards, guidelines and shareholder expectations. Managers enforce rules and guidelines for business success.
- Complex. It can be decomposed into several subprocesses that have their own attributes, but also contribute to the achievement of a common goal.
- Analysis of business processes usually involves comparing or modeling them up to the level of activity / task.
Processes can be modeled using a large number of methods. Some of them can be visualized using drawing and schematic drawing. Although decomposing them into types and categories may be useful, caution should be exercised, since one can be confused with one another. Ultimately, they are all part of a unified result, which is the concept of the goal of the process - creating value for customers. Achieving this goal is approaching thanks to the management of business processes, the task of which, among other things, is the analysis, improvement and adoption of programs.
The concept of system processes
In computing, a process is an instance of an executable computer program. It contains code defining its current activities. Depending on the operating system (OS), a process may consist of several threads of execution that execute commands simultaneously.
The definition of the process is given, first of all, by the presence of a certain sequence. Although a computer program is a passive collection of instructions, this term includes their actual execution. Some of them may be associated with the same program, for example, opening several instances of the same application often leads to the execution of several processes.
Multitasking is a method that allows multiple processes to share processors (CPUs) and other system resources. Each processor (core) performs a separate task at a time. However, multitasking allows each of them to switch between the functions performed, without waiting for their completion. Depending on the implementation of the operating system, switches may be activated when input and output operations are performed, or when a task indicates that it can be switched on hardware interrupts.
A common form of multitasking is time sharing. This is a method that provides high responsiveness for interactive user applications. In time-sharing systems, context switches work very quickly due to the fact that several processes are simultaneously running on the same processor. This is called concurrency.
To ensure the safety and reliability of most modern operating systems, developers prevent direct communication between independent processes, providing them with strictly mediated and controlled communication functionality.
The concept and types of civil process
The civil process is a set of laws that sets out the norms and standards that the court applies in considering civil claims (as opposed to procedures in criminal matters). These rules govern the proceedings or cases, for example:
- type of process (if any);
- types of statements in the case, petitions and orders permitted in civil cases;
- terms and procedure for making or disclosing;
- litigation;
- judgment process;
- various remedies available;
- how courts and clerks should function.
The difference between a civil process and a criminal one
Some systems, including English and French, allow government officials to prosecute another person. The state uses almost every opportunity to punish the accused. On the other hand, civil actions are initiated by individuals, companies or organizations for their own benefit. In addition, governments (or their units and agencies) can also be participants in civilian actions. Usually they take place in different courts.
In jurisdictions based on English common law systems, the party creating the criminal charge (in most cases the state) is called the “criminal prosecutor”, and the party initiating most forms of civil action is the plaintiff. In both forms of action, the other side is known as the “defendant.” For example, in the United States, a criminal case against a person named Ms. Sanchez will be described as “People vs. Sanchez,” “State (or Commonwealth) vs. Sanchez,” or “[Name of State] vs. Sanchez.” But the civil action between Ms. Sanchez and Mr. Smith would be called “Sanchez v. Smith” if it was launched by Sanchez, and “Smith v. Sanchez” if it would have begun by Mr. Smith. The basic concepts of the process in American law include the aforementioned regulated names.
Most countries make a clear distinction between civil and criminal procedures. For example, a criminal court may force a convicted accused to pay a fine as a punishment for his crime and legal costs for both the prosecution and the defense. But the victim of the crime usually pursues his claim for compensation in a civil rather than criminal act. However, in France and England, a victim of a crime may receive compensation by decision of a criminal judge. Signs of the concept of a process include, among other things, differences between Anglo-Saxon and continental law.
Evidence of criminal proceedings is generally admissible as evidence in civil proceedings on the same issue. For example, a victim of a traffic accident has no direct benefit if the driver who harmed him was found guilty of an offense. The victim still has to prove his case in a civil proceeding if the doctrine of concomitant estoppel does not apply, as is done in most American jurisdictions. In fact, he can win his civil case, even when the driver is found not guilty of a criminal trial, because the standard for determining guilt is higher than the standard for determining error.
If the plaintiff has shown that the defendant is responsible, the main remedy in a civil court is the amount of money that the accused must pay the plaintiff. Alternative remedies include restitution, or transfer of property.
The state as the main prosecutor
The standards of proof are higher in a criminal case than in a civil case, since the state does not want to risk punishing an innocent. In English law, the prosecution must prove the guilt of the offender “beyond reasonable doubt”, but the plaintiff in civil action must prove his case “on a balance of probabilities”. Thus, in a criminal case, a crime cannot be proved if the person or persons judging him doubt the guilt of the suspect and have a serious reason (and not just a feeling or intuition) for this doubt. But in a civil case, the court will weigh all the evidence. The essence of the concept of the process is partly this.
Anatomy
In anatomy, a process is the projection or growth of tissues from a larger body. For example, in the spine, the process can occur to attach the muscles and shoulder (as in the case of transverse and spinous processes), or to form the synovial joint. The word is used even at the microanatomical level. Depending on the tissue, processes may also be called other terms, such as apophysis.
In training
In 1972, Donald M. Murray published a short manifest called "Learning to write as a process, not a result." This phrase expressed the pedagogical approach of many written teachers. Ten years later, in 1982, Maxine Hairston claimed that the teaching of writing underwent a “paradigm shift” from the focus on writing to writing. For this reason, in our time it is difficult to give one clear description of the concept of the learning process, which would suit everyone.
Over the years, it has been suggested that training typically involves three to five “steps”. What is now called “post-process” research demonstrates that it is rarely possible to accurately describe these “steps” as fixed steps in the truest sense of the word. Rather, they are more accurately conceptualized as overlapping parts of a complex whole or parts of a recursive process that are repeated multiple times throughout the training. Thus, authors usually find that, for example, editorial changes in the learning process are misunderstandings and overstrain students.
The social model of the writing process
Even grammar has a social turn in writing. Perhaps in order to fully explain the contempt caused by some mistakes in the use of the language by some people, we need to better understand how we make the connection between the language, order and those deep mental forces that perceive linguistic disturbances. Therefore, one cannot simply say that everything is right or wrong.
Use for Autistic Work
Using written processes is effective in working with autistic students, as it allows them to write down their life history in the context of their disability, which favorably affects their mental and mental health. Creating descriptive identities in the ordinary sense is quite difficult for them because of their problems with interpersonal communication. The stories of autistic students can sometimes bother neurotic peers with whom they share a common class. Here is a quote from an impromptu autobiography of one of these students: “Sometimes communication is not easy for me — it can bring sadness and regret. “My family and friends, having read the manuscript of this book, were deeply saddened to learn how I see this world.”
The benefits of socialization
A researcher named Rose points to the famous work of Temple of Grandin and Donna Williams as examples of autistic autobiographies and compares them with the usefulness of female autobiographies advocated by Susan Stanford Friedman to show the relationship between women. She writes that such work can minimize the “pathologization of differences” that can easily occur between autistic students and neurotic peers, but is gradually eroded by such autobiographies. Awareness of the social significance of writing helps autists understand other people, themselves, their place in life and the essence of their inborn disorder. The process of writing autistic autobiographies is an excellent therapeutic tool that has helped more than one child.
From a rhetorical point of view, the use of this method for working with students with disabilities (and not just with autistic people) seems promising. This would apparently contribute to a sense of unity among students with disabilities and help them feel at home. The basic concepts of the learning process should be reduced not only to attempts to load students (especially those who suffer from mental disorders) with a variety of information, but also to learning social skills.