Explain in detail why stress is a normal reaction to a demanding Essay

Explain in detail why stress is a normal reaction to a demanding situation - Essay Example In any demanding situation, we find ourselves having anxiety, fear or being nervous for one reason or the other. The body will respond to these situations by producing a hormone adrenaline, which increases the blood pressure, breathing rate, heart rate, and metabolism in addition to muscle tension. The brain identifies or senses these conditions and then sends a message to the organs such as the liver and other tissues to release energy necessary for overcoming such conditions. Continued stressful conditions have negative side effects while simple doses of stress improve one’s ability to work under pressure. Our bodies have the ability to adapt to environmental changes that may lead to stress. According to Davis et al, (Davis, 1995) a relaxation response always sets in when the brain considers a situation as not dangerous anymore. At this point, he brain stops sending messages to various organs and tissues in the

AtlantiCare and the “Voice of the Customer” Essay Example for Free

AtlantiCare and the â€Å"Voice of the Customer† Essay Introduction Located in southeastern New Jersey, AtlantiCare is a nonprofit organization that provides acute and chronic health care services in the following areas: cancer, trauma, cardiac care, stroke, behavioral health, urgent care, hospice, home care, family medicine, occupational medicine, child care, early learning, and mission care for the homeless. Because of the nature of the services it provides quality is essential at AtlantiCare, and the organization delivers it. In fact, AtlantiCare applies the principles of total quality so comprehensively and consistently that the organization has received the prestigious Malcolm Baldrige National Quality Award. At the core of AtlantiCare’s quality program is a process the organization calls the â€Å"Voice of the Customer.† This is a five-phase process used to make the organization’s patients partners in its continual-improvement efforts. Voice of the Customer identifies patient requirements and then makes sure that AtlantiCare’s services satisfy these requirements. The company’s customer focus does not stop with external customers. It also includes internal customers-employees (Goetsh Davis, 2011). Total quality is not a concept anymore in day to day operations at AtlantiCare. It is part of the management team work ethic and philosophy, and the rest of the nonprofit company staff. AtlantiCare applies the principles of total quality in such a way that not only takes care of its customers, but also its internal customers. By doing so, the company has achieved organizational excellence. The case that follows is about the steps taken by the administration at AtlantiCare and also the lessons learned by the executives and the staff to become a world-class health care provider. Questions AtlantiCare has learned how to apply the principles of effective communication in a Total Quality setting. If total quality is the engine, communication is the oil that keeps it running. Much of what total quality is all about depends on effective communication. Without it, total quality breaks down. Some of the key elements of the total quality concept are customer focus (internal and external), total employee involvement and empowerment, leadership, teamwork, decision making, problem prevention, problem solving, and conflict resolution (Goetsh Davis, 2011). The core of the AtlantiCare’s Total Quality system is a process called the â€Å"Voice of the Customer.† This is a five-phase process used to make the organization’s patients partners in its continual-improvement efforts. Voice of the Customer identifies patient requirements and then makes sure that AtlantiCare’s services satisfy these requirements. The part that AtlantiCare applies perfectly well is the focus in its internal and external customers. This approach has giving the nonprofit company the information necessary to fix its mistakes and to reengineer its process, so AtlantiCare keeps its customers satisfied. Basically, what AtlantiCare does is to listen to all the stakeholders, following the principles of effective communication: message received, message understood. To listen responsively, managers and employees must learn to simultaneously use their ears, eyes, brains, and hearts. Responsive listening can pay substantial dividends for managers in a total quality setting (Goetsh Davis, 2011). PepsiCo and IKEA are among the top companies were people wants to work at. It is not only because these companies have a recognized name or they are multinational companies. It is basically because these two companies also apply Total Quality programs where listening the suggestions and concerns of its employees and customers is a very big component. According to IKEA Welcome Inside 2012 report they in many markets we are the employer of choice, and latest results from our co-worker satisfaction survey, VOICE, show a very high level of satisfaction among our co-workers. The VOICE result also identifies areas where we can improve. IKEA is listening actively. They paid attention to their employees. They are sensitive to the information they receive, and also they act in consequence. They are being creative by developing programs to help their employees to grow and develop. In 2012, PepsiCo was listed among the Top 25 ‘World’s Best Multinational Workplaces’ by the Great Place to Work Institute  (PepsiCo, 2012). PepsiCo is always looking for talent and sustainability for them it means to invest in their associates to help them succeed; providing a safe and inclusive workplace globally; and respecting, supporting and investing in the local communities where they operate. In all of their markets, they are developing the talent of associates, preparing them to lead PepsiCo into the future. Through PepsiCo University and online courses offered by their global functions, more than 8,000 of their associates completed more than 11,500 courses in 2012. The professional development they offer to their associates enables them to develop the skills, capabilities and mindsets needed to drive sustainable financial performance and value creation. PepsiCo is combating the inhibitors of listening by providing to its employees with opportunities of professional development. Conclusion In order to have a Total Quality program that works effectively it is important to put at the core of the program the communication piece. Especially the information that is brought and communicated by the customers is the piece that has to have a mechanism that assures that it is inputted in to the Total Quality program. In the case of AtlantiCare, the nonprofit company has a system in place that voices the suggestions, complains, and demands of both customers: external and internal. The core of the AtlantiCare’s Total Quality system is a process called the â€Å"Voice of the Customer.† This is a five-phase process used to make the organization’s patients partners in its continual-improvement efforts. Voice of the Customer identifies patient requirements and then makes sure that AtlantiCare’s services satisfy these requirements. The part that AtlantiCare applies perfectly well is the focus in its internal and external customers. In the case of IKEA, the company has its own program called the â€Å"VOICE.† The VOICE result also identifies areas where we can improve. IKEA is listening actively. They paid attention to their employees. They are sensitive to the information they receive, and also they act in consequence. The area where this program could improve is in the external customer. According to this program they are only surveying the employees, but they are not taking in consideration the important information that the external customers have and can be used in the company’s advantage. On the other hand, in 2012, PepsiCo  was listed among the Top 25 ‘World’s Best Multinational Workplaces’ by the Great Place to Work Institute (PepsiCo, 2012), which means PepsiCo takes care of its internal customers. In all of their markets, they are developing the talent of associates, preparing them to lead PepsiCo into the future. Through PepsiCo University and online courses offered by their global functions, more than 8,000 of their associates completed more than 11,500 courses in 2012. PepsiCo provides for its employees professional developing opportunities and career growth, but they do not have a program in place that assures that its employees are providing information that could help the company. Less say they are not putting communication at the core of its Total Quality program. Finally, both companies could learn something from AtlantiCare by implementing Total Quality programs that included their external customers. Especially in the case of IKEA that sells directly to the final consumer. References David L. Goetsch, Stanley B. Davis. (2011) Quality Management for Organizational Excellence: Introduction to Total Quality, (7th Ed.) Upper Saddle River, NJ: Pearson Education IKEA Group (2012). Welcome inside 2012. Retrieved from http://www.ikea.com/ms/en_US/pdf/yearly_summary/ys_welcome_inside_2012.pdf PepsiCo (2012). Annual Report. Retrieved from http://www.pepsico.com/download/PEP_Annual_Report_2012.pdf

The Concept of Efficiency Essay -- Efficiency Philosophy Essays

The Concept of Efficiency This article aims to give an analysis of the concept of efficiency. The importance of such an analysis lies in the fact that the role which efficiency plays in different sectors of our society leads to opposite evaluations resulting in a clash of opinions concerning this role. In order to clarify this situation, I first trace the historical roots of the concept. This brief historical reconnaissance shows that ‘efficiency’ is not a unitary concept. Moreover, I also argue that our use of the concept of efficiency presupposes the decisions which we make with regard to the kinds of costs we recognize. Such decisions do not come out of the blue; they relate to the opposite evaluations of efficiency mentioned above. The decisions concerning what we consider to be costly determine in part the actual content of the concept of efficiency. I argue that this content must be in harmony with the meaning of the different practices in which we are engaged, otherwise this concept can ea sily lead us astray. Therefore, a proper use of the concept of efficiency demands a clear and reliable view of these meanings. 1. Introduction Efficiency is a concept widely used by economists, engineers, organization theorists, consultants, politicians, managers and others. It figures large in the many vocabularies that abound in the world today and it seems that 'efficiency' is one of the focuses of Western culture. Efficiency has met with enthousiasm as well as critique. An early advocate of efficiency is Frederick Taylor (1911). (1) Shortly after, John Dewey made critical remarks on scientific management but considered efficiency to be a "servant of freedom" (Middle Works, Vol. 10, p. 119). Kotarbinsky (1968) defended e... ...8 R.Heilbroner An Inquiry into the Human Prospect. New York 1974. ———Business Civilization in Decline. New York 1977. ———Behind the Veil of Economics. New York 1988. T.Hobbes The English Works of Thomas Hobbes, Vol.3. Aalen 1962, repr.London 1839-1845. F.Klemm A History of Western Technology. New York 1959. T.Kotarbinsky Praxiology. An Introduction to the Sciences of Efficient Action. Oxford 1968. G.W.Leibniz SÃ ¤mtliche Schriften und Briefe. Erste Reihe. Berlin 1950. J.St.Mill Complete Works, Vol. II, III. London 1968. H.Mintzberg Mintzberg on Management. New York 1990. H.Simon Administrative Behavior. New York 19763. Reason in Human Affairs. New York 1983. R.C.Solomon Ethics and Excellence. Oxford 1993. F.W. Taylor The Principles of Scientific Management.19111, New York 1967. Xenophon Memorabilia and Oeconomicus. London 1923.

Explore how the language used in this passage describes Gatsbys defeat :: English Literature

Explore how the language used in this passage describes Gatsby's defeat and its symbolic significance. Chapter 7: " I glanced at Daisy, who was staringà ¢Ã¢â€š ¬Ã‚ ¦So we drove to the death through the cooling twilight" Explore how the language used in this passage describes Gatsby's defeat and its symbolic significance. Chapter seven brings the conflict between Tom and Gatsby into the open, and their conflict over Daisy brings to the surface troubling aspects of both characters. It opens as the group is gathered in Tom and Daisy's house. It becomes a vital moment as the group finally meets Daisy and Tom's baby. It brings out an interesting consequence to the relationship of Gatsby and Daisy. When Gatsby first sees the baby Nick says: "I don't think he had ever really believed in its existence before" Gatsby and Daisy have been so wrapped up in their own relationship and their own contentment that they have never taken the child into consideration before. We see Daisy being so possessive of her daughter. She eagerly tells the group that: "She doesn't look like her father. She looks like me. She's got my hair and shape of the face." This is suggesting that she is trying to make the child totally hers and attempts to keep Tom's involvement with the child to the least. In her life, Daisy owns very little authority. She has no job or means of independence, which makes her very dependant on Tom. The child is possibly something she feels she owns and could confidently claims and tells the group it is hers. However the child seems to be attached to her father, as when Daisy asks her of her opinion of her mother's guests the child replies: "Where is daddy" This is the first implication of Gatsby's defeat. He could make Daisy forget Tom but the child will always be a bond between Daisy and Tom. There was a sense of tension as the child left the room, which was possibly represented by the heat. The weather's heat made Daisy and the rest struggle through their speeches as so did the tension to Gatsby as he is starting to uncover the reality and certainty that his relationship with Daisy is not as smooth as he thought it was. Tom and Gatsby's first opposition was on which car they should drive into town. Gatsby did not want Tom to drive his car, whilst Tom insisted on taking his car. Tom won this little quarrel, which was possibly a representation of the main fight over Daisy. The "Circus wagon" could possibly be a representation of Daisy. The car belonging to Gatsby, but now Tom has taken it by force.

Effects of alcohol in human body

Alcohol is the most abused drug in most countries. The consumption of alcohol is more intense than any other drug due to its availability, and the laws governing its consumption which does not prohibit its consumption unlike other drugs, for example, hard narcotic drugs such as Marijuana.Although the law of different countries restrict the drinking age, which is 18 years and 21 years in some states, there is increased consumption of alcohol among the young people below the recommended age.The effects of alcohol are numerous and vary with the amount of alcohol consumed as well as the personal characteristics such as body weight, nutrition status, age, period of consumption and gender among others. This paper aims at analyzing the various effects in a human body attributing from alcohol consumption.Alcohol leads to deposition of fatty plaques in the inner walls of the arteries hence they become narrowed, as a result blood supply becomes insufficient. The insufficiency of blood in the b rain leads to stroke while into the heart leads to heart attack.However, evidence in recent research has shown that alcohol may lower heart diseases’ risks. According to the research, the consumption of one to two standard drinks of alcohol per day in middle aged and above (35 years and over), offers some protection against heart disease. (Glen et al, 2005)BrainAlcohol causes damage to the brain cells which leads to memory loss; an individual becomes confused and suffers hallucinations. Alcohol is regarded as a downer due to its direct effects on the brain cells. The damage can be fatal or lead to insanity if alcohol is taken in large amounts or taken along with other hard drugs such as narcotics over a long period of time.Alcohol cuts the supply of oxygen to the brain, a situation which kills thousands of brain cells each time a person takes alcohol. This may lead to hyper alertness to normal situations such as perceiving sound to be louder than normal or light too bright th an in the real situation (that is augmentation).The drinker may develop alcohol influenced behavior (learned behavior syndrome) which   stops after the person quits drinking and it can only be re-learntThe central nervous system (CNS)The brain, spinal cord and nerves originating from it form the Central nervous system. The transmission of sensory impulses and motor impulses pass from the CNS. Alcohol affects the CNS leading to intoxication hence affecting emotional and sensory function, memory, judgment as well as decreased learning capabilities.The smell and tenses are impaired and the ability to withstand pain increases with increase in Blood Alcohol Level (BAL). The long term effects of consumption of alcohol on the CNS causes tolerance, dependency and brain irreversible damages. The functioning of the nervous system deteriorates in every drinking episode that leads to intellectual dysfunction; disturbances in the sensory and motor control follow. (Haven and Gerald, 1996 pp. 19 8-256)BloodAlcohol causes blood sludging, a situation whereby the red blood cells bunch together causing the small blood vessels to block up, starve the tissues of oxygen causing the death of cells. In the brain this death of cells is more severe and often goes unnoticed. Due to increased pressure, the capillaries break, leading to red eyes in the morning, or the red, blotchy skin which appears on the face of a heavy drinker.Hemorrhage or death may occur when Blood vessels break in the stomach and esophagus. Alcohol effects on the blood can also cause: anemia, sedation of the bone marrow (this reduces the white and red blood count, and weaken the bone structure lowering the body’s resistance to infection. (Raymond et al. 1996 pp. 43-213)

Free Essays on English

Women’s roles in life Women in sports have come a long way. A book written by Mariah Burton Nelson called â€Å"When women win too much† shows the struggle women go through to succeed in sports. In this book Mariah focuses on women by the name of Nancy Welch Williams. Williams has coached softball, field hockey, and other sports and has taught physical education at Shore Regional High School in West Long Branch, New Jersey since 1970. Her softball record (343-93) is the best in the nation. Before all of this success Williams endured harassment by mostly men. Williams quotes â€Å"The male sports teams would steal our equipment and also harass us after practice†. In this book is says how nobody took Williams seriously just because she was a girl. She was hired because they needed a coach overnight or the Regional high school would not have had a girl’s team. Williams was threatened to be fired for no reason and also threatened that violent acts would be performed if she did not quite. Theses types of actions are known in our society today as wrong but back then men thought nothing of it to harass a women like she was an object. It was Women like Nancy Williams that took a stand and let the world know women were useful in sports also. The roles of women in the bible are different from the roles women in today’s society. The role of a woman today is best described as equal. Women for the most part are treated with the same respect as men and get the same opportunities. Women are portrayed in the bible stories as minorities. Women were used in two ways. They were used by men to seduce other men. They were used as sex symbols and nothing else. They were not looked at as people but as objects that can be used to suit the advantages of men. The second way women were used was as birth givers. Women were seen only useful when it came to giving birth and taking care of the children when they got older. They were seen... Free Essays on English Free Essays on English Women’s roles in life Women in sports have come a long way. A book written by Mariah Burton Nelson called â€Å"When women win too much† shows the struggle women go through to succeed in sports. In this book Mariah focuses on women by the name of Nancy Welch Williams. Williams has coached softball, field hockey, and other sports and has taught physical education at Shore Regional High School in West Long Branch, New Jersey since 1970. Her softball record (343-93) is the best in the nation. Before all of this success Williams endured harassment by mostly men. Williams quotes â€Å"The male sports teams would steal our equipment and also harass us after practice†. In this book is says how nobody took Williams seriously just because she was a girl. She was hired because they needed a coach overnight or the Regional high school would not have had a girl’s team. Williams was threatened to be fired for no reason and also threatened that violent acts would be performed if she did not quite. Theses types of actions are known in our society today as wrong but back then men thought nothing of it to harass a women like she was an object. It was Women like Nancy Williams that took a stand and let the world know women were useful in sports also. The roles of women in the bible are different from the roles women in today’s society. The role of a woman today is best described as equal. Women for the most part are treated with the same respect as men and get the same opportunities. Women are portrayed in the bible stories as minorities. Women were used in two ways. They were used by men to seduce other men. They were used as sex symbols and nothing else. They were not looked at as people but as objects that can be used to suit the advantages of men. The second way women were used was as birth givers. Women were seen only useful when it came to giving birth and taking care of the children when they got older. They were seen... Free Essays on English There are several important events before 1500 that when listed together show a series of steps in the struggle for English language supremacy. These steps are mainly governmental, legal and official events that pushed English usage. In 1356 The Sheriff's Court in London and Middlesex were conducted in English for the first time. When Parliament opened in 1362 the Statute of Pleading was issued declaring English as a language of the courts as well as of Parliament, but it was not until 1413 that English became the official language of the courts everywhere. Thirteen years later in 1423, Parliament records start being written in English. 1400 marks date that English is used in writing wills, a seemingly small step, but one that impacted many people and began a legacy of record keeping in English. In 1450 English became the language used in writing town laws and finally 1489 saw all statutes written in English. But it was not until 1649 that English became the language of legal documents in place of Latin. The formal rules intended to keep the use of French in official capacities were not enough to combat the effects of the Black Death and the Hundred Years War between France and England, which both contributed greatly to the rise of English and fall of French. By the fourteenth century, English was again known by most people, although French was not forgotten, and the people who spoke French were generally bilingual. The Statute of Pleading made it law that English and not French would be used in the courts. However, it needs to be emphasized that at the end of this statement, it says that after the pleadings, debates, etc. in English were finished, they should be entered and enrolled in Latin. English became the official language of the court in 1413, but French was permitted until the eighteenth century. More than the official bureaucratic changes in rules and law were the changes in the use of the language by t...

List of Jewish Schools in New Jersey

List of Jewish Schools in New Jersey Here is a list of Jewish schools in New Jersey, organized alphabetically by town. Adelphia Talmudical Academy of New Jersey Route 524, P.O. Box 7, Adelphia, NJ 07710732 431 1600Grades 9-12, All Boys Asbury Park Hillel Yeshiva High School 1027 Deal Road, Asbury Park, NJ 07712732-493-0420Grades 9-12, Coed Bayonne Yeshiva Gedolah of Bayonne 735 Avenue C, Bayonne, NJ 07002201 339 7258Grades 9-12, All Boys Bergenfield Yeshivat Noam School 139 South Washington Avenue, Bergenfield, NJ 07621201 439 1919Nursery School Summer Camp Bridgewater The Preschool Place Kindergarten N Bridge Street, Box 6007, Bridgewater, NJ 08807908 722 0101PKK Cherry Hill Congregation Mkor Shalom Preschool 850 Eversham Rd NJ 08003856 424 7339 Delaware Valley Torah Institute 31 Maple Avenue NJ 08002856 482 8230Grades 9-11, All Boys Katz Jewish Community Center E 1301 Springdale Rd NJ 08003856 424 4444 Politz Day School 720 Cooper Landing Road NJ 08002856 667 1013 Temple Beth Sholom 1901 Kresson At Croppwell NJ 08003856 751 0994 Clifton Clifton Ym Ywha 199 Scoles Avenue NJ 07012973 779 2980PK K Mesivta of Clifton 338 Delawanna Ave, Clifton, NJ 07014973-779-4800Grades 10-12, All Boys Deal Park The Center Play Sch Jewish 100 Grant Ave NJ 07723732 531 9100 East Brunswick Solomon Schechter Day School 511 Ryders Lane NJ 08816732 238 7971 Temple Bnai Shalom Po Box 957 NJ 08816732-251-4300 East Windsor Morris Namias Shalom Torah Acd 639 Abbington Drive, East Windsor, NJ 08520609 443 4877 Edison Rabbi Jacob Joseph Yeshiva 1 Plainfield Avenue, Edison, NJ 08817732 985 6533Grades 9-12, All Boys Rabbi Pesach Raymon Yeshiva 2 Harrison Street NJ 08817732 572 5052 Egg Harbor Township Trocki Hebrew Academy of Alant 6814 Black Horse Pike NJ08234 609 383 8484 Elberon Ilan High School 250 Park Avenue NJ 07740732 870 2800 Elizabeth Bruriah High School For Girls 35 North Avenue NJ 07208908 355 4850 Jewish Educational Center 330 Elmora Ave NJ 072089083534446 Englewood Moriah School of Englewood 53 South Woodland Street NJ 07631201 567 0208 Yeshiva Ohr Hatalmud of Englewood 101 West Forest Avenue, Englewood, NJ 07631201 816 1800Grades 9-12, All Boys Fairlawn Helen Troum Nurery School Kindergarten 4-10 Fair Lawn Ave 25 NJ 07410201 797 2865 Franklin Lakes Barnert Temple Preschool 747 Route 208 South NJ 07417201 848 1027 Highland Park Atid Po Box 1503 NJ 089047329856378 Reenas Bais Yaakov 1131 Raritan Ave, Highland Park, NJ 08904732-985-5646Grades 10-12, All Girls Ym-ywha of Raritan Valley 2 South Adelaide Avenue NJ 08904732 249 2221 Hillsborough Temple Beth El School 67 Us 206 NJ 08844908 704 1712 Howell Solomon Schechter Academy 395 Kent Road NJ 07731 732 370 1767 Lakewood Bais Faiga Park Avenue Campus 100 Park Ave NJ 08701732 367 6708 Bais Kaila Torah Preparatory High School for Girls Po Box 952, Lakewood, NJ 08701732 370 4300Grades 9-12, All Girls Bais Rivka Rochel School 285 River Avenue NJ 08701732 367 4855Grades K-8, Coed Bais Shaindel High School For Girls 299 Monmouth Avenue, Lakewood, NJ 08701732 363 7074Grades 9-12, All Girls Bais Tova Inc. 961 E County Line Rd NJ 08701732 901 3913 Bais Yaakov Bnos Chayil School 124 Gudz Road NJ 08701732 886 5100 Bais Yaakov Bnos Rivka 1501 Canterbury Road NJ 08701732 370 0100 Bnos Bais Yaakov Tzipa Grumet High School 155 Oberlin Ave N, Lakewood, NJ 08701732-363-0329Grades 9-12, All Girls Bais Yaakov High School of Lakewood 277 James st., Lakewood, NJ 08701732-370-8200Grades 9-12, All Girls Bezal-el Yeshiva 419 5th St NJ 08701732 363 1748 Bnos Brocha 763 River Ave, Lakewood, NJ 08701732-905-3030Grades K-6, All Girls Bnos Devora 243 Prospect St., Lakewood, NJ 08701732-905-4455Grades K-2, All Girls Bnos Yaakon Elementary School 2 Kent Road, Lakewood, NJ 08701732 363 1400Grades KG-8, All Girls Cheder Toras Zev 108 Chateau Drive, Lakewood, NJ 08701732-901-5060Grades K-2, All Boys Jewish Education for Girls 1050 Tuxedo Ter, Lakewood, NJ 08701 Lakewood Cheder School for Boys 901 Madison Ave Po Box 838 NJ 08701732 364 1552 Lakewood Cheder School for Girls 350 Courtney Road NJ 08701732 363 5070 Mesivta Keser Torah 455 14th Street, Lakewood, NJ 08701732 681 5656Grades 9-12, All Boys Mesivta of Lakewood 415 6th Street NJ 08701732 367 7345 Mesivta Nachlas Yisroel 1441 Oakwood Ave, Lakewood, NJ 08701914-261-8445Grades 9-12, Coed Mesivta Pe’er Hatorah 501 Prospect St., Lakewood, NJ 08701732-370-2362Grades 9-12, All Boys Mikor Hatorah 7 Sequoia St, Lakewood, NJ 08701732-370-0570Grades 9-12, All Boys NJ Center For Judaic Study 801 West Kennedy Blvd NJ 08701732 363 9817 Ohr Chodosh 1015 Park Avenue NJ 08701732 364 7062 Oros Bais Yakov 50 Lapsley Lane, Lakewood, NJ 08701732-370-6049Grades 9-12, All Girls Talmud Torah Ohr Elchonon 805 Cross St. Ste 1, Lakewood, NJ 08701732 730 2820Grades 1-8, 191 Students, All Boys Tashbar of Lakewood 655 Princeton Ave NJ 08701732 905 1111 Tiferes Bais Yaakov 170 Oberlin Ave N #8 NJ 08701732 364 0466 Torah Institute of Lakewood 327 Carey Street NJ 08701732 905 9830 Toras Imecha 1 E 13th St NJ 08701732 730 1259 Yeshiva Bais Aharon 1430 14th Street, Lakewood, NJ 08701732-367-7604Grades 9-12, All Boys Yeshiva Bais Pinchos 1951 New Central Ave, Lakewood, NJ 08701732-367-2880Grades 9-12, All Boys Yeshiva Bais Yisroel High School 423 6th St, Lakewood, NJ 08701732-691-2907Grades 10-12, All Boys Yeshiva Birchas Chaim 960 West Kennedy Blvd NJ 08701732 370 2182Grades 9-12, All Boys Yeshiva Chayei Olam 14 E 11th St, Lakewood, NJ 08701732-363-1267Grades 9-12, All Boys Yeshiva Ktana of Lakewood 120 2nd St, Lakewood, NJ 08701732 363 0303Grades KG-12, All Boys Yeshiva Gedolah Meor Hatorah 66 Tova Dr., Lakewood, NJ 08701732-367-7590Grades 9-12, All Boys Yeshiva Gedola of Woodlake Village PO Box 974, Lakewood, NJ 08701732-730-2808Grades 10-12, All Boys Yeshiva Keter Torah 209 2nd Street NJ 08701732 961 9731 Yeshiva Masoras Avos 23 Congress St NJ 08701732 942 7522 Yeshiva Orchos Chaim 410 Oberlin Avenue South NJ 08701732 370 0799 Yeshiva Shaarei Orah 685 8th St, Lakewood, NJ 08701732-995-6701Grades 9-11, All Boys Yeshiva Tiferes Torah 75 East End Avenue Po Box 420 NJ 08701732 370 9889 Yeshiva Toras Aron 500 Summer Ave, Lakewood, NJ 08701732-360-9980Grades KG-6, All Boys Yeshiva Toras Chaim PO Box 16, Lakewood, NJ 08701732-414-2834Grades 9-12, All Boys Yeshiva Yesodei Hatorah 708 Princeton Ave, Lakewood, NJ 08701732-370-3360Grades 10-11, All Boys Yeshivas Emek Hatorah 12 Sharon Ct, Lakewood, NJ 08701Grades 10-11, All Boys Yeshivas Ohr Yissochor 300 Cross St., Lakewood, NJ 08701732-901-7608Grades 9-12, All Boys Zecher Yochanan 123 Delaware Trl, Lakewood, NJ 08701732-942-4852Grades K-3, Coed Livingston Joseph Kushner Hebrew Academy 110 S Orange Ave NJ 07039973 597 1115 Kushner Yeshiva High School 110 S Orange Ave NJ 07039973 597 1115 Sinai Special Needs Institute 110 S Orange Ave NJ 07039973 597 0770 Manalapan Congregation Sons of Israel Nu Po Box 369 NJ 07726732 446 4924 Temple Beth Shalom 108 Freehold Rd NJ 07726732 446 1224 Temple Shaari Emeth Early Po Box 360 NJ 07726732 462 3264 Marlboro Marlboro Jewish Center Nursery 103 School Road West NJ 07746732 536 2303 Solomon Schechter Day School P O Box 203 NJ 07746732 431 5525 Morganville Shalom Torah Academy 70 Amboy Road NJ 07751732 4462121 Morristown Cheder Lubavitch 226 Sussex Avenue NJ 07960973 4550168 New Milford Solomon Schecter Day School of Bergen County 275 Mckinley Avenue NJ 07646201 2629898 Oakland Gerrard Berman Day School 45 Spruce St NJ 07436201 337 1111 Ocean Deal Yeshiva - Boys Division 1515 Logan Rd NJ 07712732 663 1717 Hillel High School 1027 Deal Road NJ 07712732 493 0420 Hillel Yeshiva School 1025 Deal Road, Ocean, NJ 07712732 493 9300Grades PK-12, Coed Ilan High School 120 Roseld Ave, Ocean, NJ 07712732-517-111Grades 9-12, All Girls Paramus The Frisch School 120 West Century Road, Paramus, NJ 07652201-267-9100Grades 9-12, Coed Frisch Yeshiva High School 243 Frisch Court NJ 07652201 845 0555 Yavneh Academy 155 N Farview Ave NJ 07652201 262 8494 Passaic Bais Yaakov of Passaic High School 181 Pennington NJ 07055973 365 0100 Mesivta Tiferes Rav Zvi Aryeh Zemel 15 Temple Place, Passaic, NJ 07055973 594 9001Grades 9-12, All Boys Ybh of Passaic 565 Broadway NJ 07055973 777 0735 Yeshiva Ktana of Passaic 249 Terhune Ave NJ 07055973 365 0100 Piscataway Yeshina Shaarei Tzion 51 Park Avenue NJ 08854732 235 0042 Yeshiva Shaarei Tzion Boys 120a Ethel Rd W NJ 08854732 777 0029 Randolph Hebrew Academy of Morris County 146 Dover Chester Road NJ 07869973 584 5530 River Edge Yeshiva of North Jersey 666 Kinderkamack Road NJ 07661201 986 1414 Rockaway White Meadow Temple School 153 White Meadow Road NJ 07866973 627 2511 Scotch Plains Nursery School-Jewish Community 1391 Martine Avenue NJ 07076908 889 8800 Short Hills Bnai Jeshurun Ecc 1025 S Orange Ave NJ 07078973 379 1555 South Orange Beth El Preschool Kindergarten 222 Irvington Ave NJ 07079973 763 0113 Mickey Fried Nursery School 170 Scotland Road NJ 07079973 762 7069 South River Moshe Aaron Yeshiva High Sch 34 Charles St NJ 08882732 613 7460 Springfield Temple Beth Ahm Preschool K 60 Temple Dr NJ 07081973 376 0539 Teaneck Maayanot Yeshiva High School for Girls 1650 Palisade Avenue, Teaneck, NJ 07666201 833 4307Grades 9-12, All Girls Sinai Schools - Special Education School 1485 Teaneck Rd, Suite 304, Teaneck, NJ 07666201-833-1134Grades 1-12, Coed Sinai Special Needs Institute 1650 Palisade Avenue NJ 07666201 833 9220 Sinai High School for Boys Special Needs Institute 1600 Queen Anne Rd, Teaneck, NJ 07666201 833 9220Grades 9-12, All Boys Torah Academy of Bergen 1600 Queen Anne Rd NJ 07666201 837 7696 Trenton Ring Kindergarten 999 Lower Ferry Road NJ 08628609 883 9550 Union City Mesivta Sanz 3400 New York Ave NJ 07087201 867 8690 Vineland Early Learning Center 1015 E Park Ave NJ 08360856 691 0811 Voorhees Early Childhood Center of Cong 8000 Main Street NJ 08043856 675 1162 Kellman Brown Academy 1007 Laurel Oak Road, Voorhees, NJ 08043856-697-2929Grades PK-8, Coed Warren Mountain Top Preschool Kindergarten 104 Mt. Horeb Road NJ 07059 732 748 9800 West Long Branch Deal Yeshiva 200 Wall Street Po Box 98 NJ 07764732 229 1717 Ma’or Yeshiva High School for Boys PO Box 254, West Long Branch, NJ 07764 West Orange Golda Och Academy (formerly Solomon Schechter Day School of Essex Union) 1418 Pleasant Valley, West Orange, NJ 07052973-602-3601Grades PK-12, Coed Jewish Comm Cnt Metro West 760 Northfield Avenue NJ 07052973 736 3200 Whippany Jewish Comm Cnt Metro West 901 Route 10-east NJ 07981973 929 2920 Wyckoff Beth Rishon Nursery School 585 Russell Avenue NJ 07481201 891 6074 Updated by Stacy Jagodowski  - See updates that need to be made? Tweet me stacyjago