The Age Of Onset Type 1 Diabetes Essay - 2342 Words

Age of onset Type 1 diabetes can start at any age but most commonly it is before the age of 40, particularly during childhood (Wisse 2015). Type 2 diabetes most often occurs after the age of 45, but in recent years it is starting to occur before this age in children and teenagers (Dickinson 2016). Body Weight In terms of how a person’s weight is with type 1 diabetes, it varies from person to person. Having type 1 diabetes can also make the person lose weight unexpectedly (Wisse 2015). Most people with type 2 diabetes tend to be overweight or obese. However there are still people who have a normal body weight that can develop the condition (Dickinson 2016). Heredity Researchers have still not been able to identify whether type 1 is hereditary or not. However, it is known that almost ninety per cent of type 1 diabetics have had no family members with the illness (AMRC 2016). Even though certain genes can make someone pre disposed to the condition, it has been found that an extra environmental trigger causes the disease to form (AMRC 2016). Type 2 diabetic patients have a stronger connection in having heredity as the cause of the illness even though it can still be caused by other factors. However, if the patient has a history of family members who have had the condition it can be challenging to determine if the diabetes was caused by genetics or other risk factors (American Diabetes Association 2016). Insulin Type 1 diabetics do not produce insulin. Since there is noShow MoreRelatedHigh Incidence Of Early Onset Type 2 Diabetes1613 Words   |  7 PagesThe High Incidence of Early-Onset Type 2 Diabetes Introduction Diabetes is a metabolic body condition in which the pancreas is unable to secrete enough insulin, hence leading to increased levels of blood sugar. Age, genetics, weight and ethnicity are the four main risk factors of Type 2 diabetes. Common symptoms include frequent urination, persistent fatigue, slow healing process for cuts and wounds and blurred vision. Type 2 diabetes affects 1 out of 10 people in America, as research has concludedRead MoreTypes Of Type 1 Diabetes Mellitus1713 Words   |  7 Pages Introduction: Type 1 Diabetes Mellitus is a disease that occurs when insulin-producing beta cells of the pancreas are damaged or are being destroyed (Mahan, Escott-Stump Raymond, 2012). The gradual destruction of the beta cells of the pancreas usually leads to complete insulin deficiency, which ultimately manifests itself in the following symptoms at clinical onset: â€Å"high blood glucose (hyperglycemia), frequent urination (polyuria), excessive thirst (polydipsia), and a significant amount of weightRead MoreType 1 Diabetes Mellitus And Mellitus1711 Words   |  7 Pages Introduction: Type 1 Diabetes Mellitus is a disease that occurs when insulin-producing beta cells of the pancreas are damaged or are being destroyed (Mahan, Escott-Stump Raymond, 2012). The gradual destruction of the beta cells of the pancreas usually leads to complete insulin deficiency, which ultimately manifests itself in the following symptoms at clinical onset: â€Å"high blood glucose (hyperglycemia), frequent urination (polyuria), excessive thirst (polydipsia), and a significant amount of weightRead MoreThe Management Of Diabetes And Early Childhood Patients1239 Words   |  5 Pagesof this paper is to discuss the topic and objectives for the management of diabetes as it pertains to the Healthy People 2020 agenda. The National Diabetes Statistics Report, 2014 shows that in 2012, 29.1 or 9.3 % of the population had diabetes (as cited by the CDC, 2014). The paper will be reviewing social media websites focused on health disorders to analyze and share some of the lived experiences of patien ts with diabetes and from that create a strategy for empowering patients living with the diseaseRead MoreThe Effects of Genetic and Environmental Factors on Type 1 Diabetes Type 1 diabetes is an600 Words   |  3 PagesFactors on Type 1 Diabetes Type 1 diabetes is an autoimmune disorder, in which the pancreas does not produce insulin. It usually begins in childhood or adolescence. In Type 1 diabetes, the body’s immune system destroys beta cells in the pancreas that produce insulin. Insulin is a hormone that converts sugar, starches, and food into energy. Without insulin, blood glucose levels become too high, which is known as hyperglycemia. To prevent hyperglycemia, people with Type 1 diabetes must takeRead MoreObesity Essay796 Words   |  4 PagesObesity: A Factor for Early Onset Menarche Menarche is a sudden, initial encounter of menstruation by a female and said to be a sign of sexual maturation (Ahmed et al., 2016). In a recent study, a reduction in the onset of menarche in females for a period of four years was observed in the West. Factors that have been considered to contribute to early menarche onset includes, dietary intake, socio-economic status, BMI, and physical activity. In the article, Ahmed et al (2016) also mentions thatRead MoreMy Dad Was Diagnosed With Type 2 Diabetes1063 Words   |  5 Pageswith type 2 diabetes when he was only 39 years old. â€Å"At first I was in disbelief and that I didn’t think that this would happen to me,† he recalls. Before his diagnosis, my Dad was constantly eating, and did not exercise much. His parents had developed diabetes when they entered their eighties. Considering that my grandparents and my dad have all been diagnosed with diabetes means that I run a great risk of becoming diabetic also. My Dad had experienced several early signs of diabetes thatRead MoreDiabetes : Diabetes And Diabetes1433 Words   |  6 Pages Diabetes mellitus (sometimes called sugar diabetes) is a condition that occurs when the body can t use glucose (a type of sugar) normally. Glucose is the main source of energy for the body s cells. The levels of glucose in the blood are controlled by a hormone called insulin, which is made by the pancreas. Insulin helps glucose enter the cells. In diabetes, the pancreas does not make enough insulin (type 1 diabetes) or the body can t respond normally to the insulin that is made (type 2 diabetes)Read MoreDiabetes Mellitus As A Chronic Metabolic Disorder Essay1622 Words   |  7 Pages Chapter - 23 Diabetes Diabetes Mellitus is a chronic metabolic disorder that prevents the body to utilise glucose completely or partially. It is characterised by raised glucose concentration in the blood and alterations in carbohydrate, protein and fat metabolism. This can be due to failure in the formation of insulin or liberation or action. Since insulin is produced by the p cells of the islets of Langerhans, any receding in the number of functioning cells will decrease the amountRead MoreDiabetes- Informative Speech outline Essay892 Words   |  4 PagesGeneral Purpose: To inform Specific Purpose: To inform audience of the signs you can look for and types of diabetes. I. Introduction A. Attention Getter:   Show of hands. How many of you all have or know someone with Diabetes? B. Reason to Listen:    According to the â€Å"2013 Fast Fact Sheet† from the American Diabetes Association, nearly 26 million children and adults in the United States have diabetes, which is nearly 10% of the U.S. population. *exact facts are: 25.8 mil and 8.3% C. Credibility

Group Working Positivity Free Essays

Group Work Participating in Group Work Participating in group work is an important skill to develop as it is something you will do in your student life and in your working career. Job advertisements often highlight ‘good team worker’ as a crucial skill for potential recruits. These may involve a group presentation or a group report followed by a reflective piece of writing and/or an individual assignment. We will write a custom essay sample on Group Working Positivity or any similar topic only for you Order Now Take notes or record your lecturer’s assignment briefing. Module Handbooks usually includes the assessment criteria (see Appendix 1) so it is important that you work well together to achieve success. It will be quite obvious to your lecturer whether you have worked well as a team and whether you prepared your assignment as a group. Groups formed by students to discuss case studies or discuss an assignment can help improve your grades and make the task more manageable. Keep a journal and record your progress, hindrances, issues and successes, plus any pitfalls to avoid next time! Working in a TEAM? Together Everyone Achieves More Successful group work will involve: †¢ Clear, shared goals. †¢ Good communication amongst members of the group. †¢ Agreed ways of working towards the group goals. Support and cooperation, rather than competitiveness. †¢ Listening to one another. †¢ Autonomous team working. †¢ Arrangements for monitoring progress and taking corrective action, if necessary. †¢ Keep to deadlines – it is unfair to let others down who are depending on you, in order for the whole group to succeed. †¢ High levels of motivation. â₠¬ ¢ Plan – do – review. Why work in groups? Team building is vital to any organisation and by working in groups you can: †¢ Share resources. †¢ Share ideas and information. †¢ Share abilities. †¢ Learn from and help each other. Stimulate creativity and innovation. †¢ Increase motivation. †¢ Solve complex problems. †¢ Can help you get better grades. You will need to identify your strengths, which you can contribute to the group. You will also identify your weaknesses, and ideally the group will support and help you work on turning these weaknesses into strengths. IH have some useful DVDs on group work that may be helpful to watch (Assert yourself: learning to be assertive; Building the perfect team: Belbin’s team-role theory in action; Does the team work? Improving effectiveness through teamwork; It’s a deal! Win-win negotiation deals; Team leading: how to become an effective team leader; The great communicator: communication skills for all). Getting started †¢ It is up to the members of the group to make the first contact with one another. Exchange telephone numbers and email addresses so the group can meet. †¢ An icebreaker task is a good way to make each member feel comfortable with others that s/he does not know (see Appendix 2). †¢ Ensure you understand the instructions in the assignment. Each group member should have read the assignment brief and prepare to discuss it at the first meeting. Break the assignment into practicable chunks. Agree deadlines to complete each part. †¢ The group needs to compile and agree set ground rules (see Appendix 3). These rules can be reviewed and renegotiated from time to time – keeping useful rules in practice, amending or creating new ones as solutions to unanticipated problems that arise. †¢ Set realistic aims and ta rgets within a given timeframe that all members understand and agree with. †¢ Negotiate roles and tasks: Who will be the leader? Who will do what? When? With what resources? Allocate tasks according to the experience, expertise or strength of each member. However, task allocation can also be allocated to build on a student’s inexperience and areas of weakness. †¢ Establish a regular programme of meetings to review task progress and group process. The group should keep in regular contact so plan where you will meet. Will it be at the University, will you alternate between group members’ homes, will you set up a site in ‘Your Groups’ in StudyNet or a group in Facebook or any other social networking site? †¢ Agree to keep good records (Group Log of meetings etc. see Appendix 4). You might also want to keep a blog, for self reflection of group work. It is compulsory at Level 5 and Level 6 to keep records of group work. Each member of the group needs good personal management skills and good time management skills to complete their part of the task, including taking corrective action. This means being honest with the rest o f the group – let them know if there is a problem, seek help from the group, share information with others. The group needs to make a contract based on the above points and stick to it so ground rules are obeyed. Establish Group Roles In order for the group to function successfully to achieve their goal and to maximise the group’s time in meetings, roles have to be taken on by each member of the group. Belbin (1981 1993, cited in Blundel, 2004) and others have identified numerous roles within a team, usually in keeping with individual personality and strengths. Many university student groups have five or six people, and their suggested roles are below. These roles may be rotated amongst members or a member holds onto his/her role for the duration of the assignment. Whatever the size of your group, ensure that someone carries out the following: |Team role |Contribution | |Project/team leader/ Chair |Organises rooms, agendas and chairs meetings, co-ordinates and keeps the group focused and involved. Stops the group from | |person |going off at a tangent. Initiates, leads and drives the group towards achieving their task. | |Innovator /or Evaluator |Creates novel ideas and solutions to support the task. | |Assesses ideas and proposals. | |Investigator/ Info. gatherer |Collects information and resources to support the task and the group takes up and develops his/her contributions. | |Team worker/ harmoniser |Encourages others, fosters team morale and reduces negativity. | |Record keeper |Keeps records, shares information. Provides facts, ideas, feedback, and/or alternative proposals to finish the task. | | |Summarises what has been done. Lists what else needs to be done to complete the task. |Completer |Keeps track on objectives meeting deadlines m aking sure the group is on target to complete the task and achieve the goals | | |set. Judging whether the task is being completed successfully and efficiently | Group dynamics All group work consists of both task and process elements. Attention is often focused on the task, i. e. a report or presentation, and the process is neglected (how you get the task done, i. e. working in groups), which can be a major reason for ineffective group working. Individuals need to focus on the group needs rather than their own personal needs. Encourage and support others and try to facilitate harmony. Self-seeking roles to avoid are: dominator, cynic, clown, aggressor, blocker, group humourist, recognition seeker, avoider, politician, etc. (based on Benne Sheats, 1948 cited in Barker et al, 1991). Keep to the responsibilities you were given – do what you said you would do. Ensure there is co-operation between members, if the team is to succeed. Listen to one another and acknowledge one another’s ideas and suggestions. Listen actively and you will hear. Buzan (2000) states that listening is a top management skill. So improve your listening skills now and you’ll be more prepared for any job interview! Listen and DON’T: Pretend to pay attention – do so! Do other things at the same time. Decide it’s uninteresting. Have your mobile on in meetings. Hogg the conversation – be aware of others’ need to talk. Be distracted by someone’s way of speech or mannerism. Get over-involved and so lose the thread of conversation. Let emotion filled words arouse personal anger, antagonism, etc. Focus on distractions instead of what’s said. Take linear one colour notes (instead, use different coloured pens, draw diagrams, mind maps, lists, tables). Just listen for facts (also consider the speaker’s emotions, feelings, body language). Turn off when it is complex or difficult. Plan what you’re going to say next. All group members need to agree any changes, e. g. to meetings, content of the assignment, etc. if the group is to be successful. Keep to the deadlines given. If you cannot manage your time well, be aware that you are letting others down. Meet and keep in contact regularly, where progress and any changes are tracked. Cohesiveness, good communication, commitment and cooperation are essential. Misconduct, unethical behaviour, rule breaking, must be avoided. At times the group will be affected by pressures of deadlines, absence of an influential member, a traumatic experience, or a new member joining. Disperse any cliques that may form. There should be no ‘outsiders’ involved in the group or have input in the group. Antagonistic or contentious individuals need to be dealt with by the group early on, so conflict is avoided. Consensus in decision making helps make all group members feel they have a say. Try the questionnaire ‘Are We a Team? in Appendix 5 to assess the extent to which your group is cohesive and how well you work together, at some stage in the second half of the process. Groups can access a small room for their meetings, by booking a study room. Virtual meetings may form part of your plan and if so, you need to make sure that everyone has suitable access. An agenda ha s to be agreed by the group for each meeting, otherwise the group may waste valuable time during the meeting by chatting or straying from discussing the issues. Decide how long you will spend discussing each item. Respect one another’s opinion – everyone is entitled to their say. A ‘talking stick’ could be used during meetings, where the person holding the stick gets to speak. Others must listen until another person gets to hold the stick, and has his/her say. Another useful idea for effective discussion at meetings is to follow de Bono’s Six Hats Model (1985). See Appendix 6 for the full details. The ‘6 Thinking Hats’ helps generate critical thinking, to brainstorm or reflect, as these six ‘hats’ are metaphors for thinking about different aspects of a task/experience, at different times. Break down your thinking into 6 areas; use all six hats, to explore effectively and thoroughly with less confusion. De Bono considers that the emphasis should be on designing a way forward all the time. The hats are directions of how to think and not descriptions of what has happened. He says this parallel thinking method allows the subject to be explored fully by considering one view at a time and accepting that they can be viewed as parallel, not necessary contradictory. It can be used constructively by all cultures. It allows you to find positive or constructive elements in negative or difficult situations and so helps to create a sense of perspective about it. A variant of this technique is to look at problems from the point of view of different professionals, or roles, or customers. Evaluate your progress as you go and keep a record of the meetings, which will be useful later when you have to carry out reflective writing based on the group work. If a group member is going to be absent (with good reason), let the group know beforehand. Ask questions of the other group members in order for you to proceed with your task or to clarify an issue. Be honest with peers – if you do not know something, say so or if you are not on target with your work, tell the group. The group will not function if everyone is not working openly, together towards the same goal. Behaviours serving task needs: †¢ Clarifying objectives †¢ Seeking information from group members †¢ Giving relevant information †¢ Proposing ideas and building on ideas or proposals contributed by others †¢ Summarising progress so far †¢ Evaluating progress against group objectives †¢ Time keeping †¢ Identifying a group member to take responsibility to ensure agreed actions are taken †¢ Setting up a way of reviewing progress after the meeting Behaviours serving group needs: Encourage members to contribute and value all contributions. †¢ Check that you have understood a point by summarising that understanding, before giving reasons for disagreeing †¢ Help to resolve conflict without making others feel rejected †¢ Change your view in light of arguments or information given by others †¢ Help to control those who talk too much â € ¢ Praising group progress towards objectives †¢ Dissuading group members from negative behaviour Behaviours interfering with task or group needs: †¢ Not preparing for the meeting/not doing your job Talking too much and/or focusing your attention on yourself †¢ Reacting emotionally to points made †¢ Attacking others points by ridicule or unreasoned comments †¢ Not listening to others †¢ Interrupting others and/or talking at the same time as them †¢ Introducing a completely different point of view while productive discussion of something else is taking place †¢ Chatting to others privately during the meeting †¢ Using humour to excess †¢ Withdrawing from the group and/or refusing to participate †¢ Being late for meetings/not turning up at all/leaving early Cameron (2005) Brainstorming Brainstorming is a useful way of generating ideas as well as problem-solving. A ‘facilitator’ needs to be appointed for the session. S/he will write everyone’s ideas down and encourage all members to participate. Then, collect ideas from all members of the group. Ideas or opinions should not be criticised or rejected at this stage. Acknowledge and record all ideas and suggestions. Once the brainstorming has been exhausted, move on to link ideas and themes, and synthesise them. The group should then agree on which ideas should remain and which should be discarded. Using Post-its and Flip Charts Putting things down on paper is an essential part of keeping the group going. †¢ Brainstorming session: one member of the group puts ideas on the flipchart OR individuals note their ideas on post-its and these are collected and examined. Ideas are easily prioritised using post-its as they are easily re-arranged. †¢ Resolve conflict: each member notes their opinion on a post-it and posts it on the board. The group can examine and consider the points made by the group. †¢ Equal opportunities: all members have a ‘say’ by writing down their ideas and suggestions, rather than a dominant vocal member ‘taking over’ the session. Virtual Group Work It is not always easy for groups to meet regularly; however, an arrangement must be made to keep in regular contact. There is no excuse if students cannot meet face-to-face, because they can meet virtually. There are a number of ways they can do this: You could chose email updates, a which anyone can set up through ‘Your Groups’ in the top black menu. For instructions to set up a group discussion forum, see Appendix 7. The wiki facility in ‘Your Groups’ could be a useful way of developing your work in such a way that all members have access to it. See YouTube – Wikis in Plain English for a quick demonstration of a wiki in use for a collaborative group task. Or you could all agree to use a social networking site, such as Facebook, to work on. Lecturers sometimes monitor and assess the level of communication that occurs in these groups. E-mails can be sent to group members, with files attached to share your part of the task with the other group members. Note: Virtual group work should NOT replace regular face-to-face meetings; rather it should be used in addition to it and as a way of keeping in contact between meetings to support one another. Group Diversity Be aware that some people initiate ideas, motivate, co-ordinate, maintain standards, seek opinions, and keep the group working towards their goal. Personality clashes, cross-cultural differences, discrimination, bullying and blocking people out can be issues that arise in groups. Difficult team members can be aggressive, try to be the centre of attention, waste time joking around, compete with other members, reject ideas without good reason, be ‘hard done by’. Cross-cultural differences can sometimes cause conflict. Hofstede (1991) and Morrison et al, (1994, cited in Levin, 2005: 89-91) identify cultural traits that may cause conflict: |Individualism Vs Collectivism | |People brought up in individualist cultures see themselves as individuals, taking it for granted that they can say what they think, take decisions on | |their own and confront others with their view. | |People brought up in a collectivist culture view themselves as members of a family and/or wider group. To them, the preservation of harmony within the | |group is very important. Decisions are made by consensus within the group and confrontation is avoided. | |Tolerance of Uncertainty | |In some cultures there are authority figures to whom everyone else defers, everyone knows their place and rote learning is the method of education. | |People from this culture would feel uncomfortable in situations of uncertainty, or when they do not know where their place is and what the rules and | |regulations are, and where there is no ‘right answer’. |On the other hand, there are cultures where authority comes under challenge, and independent and critical thinking are encouraged. People do not have a| |clearly defined place in society, rules and expectations of a ‘right answer’ are absent but this is seen as an opportunity and a challenge. | |Issues of Embarrassment and ‘loss of face’ | |Embarrassment and loss of face are to be found in all cultures. However, the reasons for embarrassment vary. People from some cultures may find it hard| |to admit they are unable to perform a particular task whereas a person from another culture would not be embarrassed by this. Revealing emotion may be | |unnatural; to express disagreement; to refuse something; to be able to understand something said to you more than once; to be discovered to have lied; | |and/or to renegotiate an agreement in the hope of getting a better deal. |In some cultures losing face happens when you feel challenged, when your contribution to a discussion is not acknowledged, if someone makes a joke at | |your expense or if you suffer a public-let-down. What one person feels as teasing, another might feel it as insulting. | |Gender Issues | |In every culture roles and places are assigned to men and women. People from different cultures have different assumptions, expectations and habits | |towards men and women. Some men may find it difficult to deal with assertive women and some women may find it difficult to be assertive. Often people | |feel more comfortable in same gender groups where they can say what they think and feel. | |Codes of Behaviour | |There are codes of behaviour in all cultures. Certain behaviour is seen as acceptable in one culture but unacceptable behaviour in another and is | |viewed as rude, immodest, lacking respect, etc. Some examples are: | |Standing very close to someone you are talking to | |Gesturing a lot when talking (moving your hands and head) | |Expressing impatience | |Confrontational behaviour, especially outright disagreement | |Interrupting someone who is speaking | |Boasting | |Silence during a conversation. Failure to respond immediately may cause discomfort or may imply agreement or disagreement. | |Failure to make eye contact with someone who is speaking or listening. This could be mistaken for insincerity or lack of attentiveness, whereas it is | |intended to show deference. |Lack of punctuality | Other differences may be how a person is treated according to their age, social status, occupation and/or educational background. Working with people of other cultures and ethnic backgrounds is a great opportunity to learn about others, and indeed learn about yourself. Make ‘understanding group members’ backgrounds and points of view’ an explicit group objective. Care will have to be taken with group rules (ways of operating) where less assertive students will have their say, and regular checks on how members feel about other members’ responses to their contributions. Addressing Conflict Due to groups involving people of different personalities, cultures, gender, etc. it is quite common for conflict to occur. Problems should be discussed in the group, i. e. a group member not working, non-attending group member, etc. and decisions on how to proceed should be considered in light of the ground rules set in the first meeting. This needs to be resolved without creating bad feeling amongst group members. Resolution is achieved by addressing the issues through discussion amongst the whole group. Do not leave problems to fester and grow. It is important that the group tries to address this conflict themselves before involving a third party, i. e. your lecturer or an ASU adviser. Here are some steps to try to resolve the conflict within the group, before seeking a negotiator: †¢ Set a rule of how disagreement will be resolved, i. e. if someone is not participating, if someone misses meetings, if there is a personality clash, etc. †¢ Encourage an environment of openness and honesty – say if you are unhappy/write it in the group site. Be honest about where you are at with your task. †¢ Agree for all members to participate fully – always put your view forward. Consider other members’ feelings. †¢ Agree to put group needs before personal needs. Others are depending on you to provide your input and complete your task. †¢ You do not have to like people to work with them – however, you have to learn to work with them in the group. This will help you to develop good interpersonal skills. †¢ Develop and practice listening skills – everyone deserves to be heard, even if you disagree with their point-of-view. †¢ Keep to deadlines – others are depending on you. †¢ Keep track of progress, so things do not fall behind and thus putting the group under pressure. †¢ Establish the nature of the disagreement. Do members perceive facts differently? Do they disagree about ways of working? Are members operating with different values? By exploring the cause of the disagreement, the group may be able to come to a better understanding of the task and its context. Solutions can then be suggested by the group. In dealing with conflict you need to use your talking, listening, assertiveness and interpersonal skills to reach a resolution. Try not to give up until you have resolved the issue(s) as a group. If you are unable to resolve the conflict, then you MUST speak to your lecturer about it. Do NOT put it off until your report is due in or until the day of presentation. Group Presentations It is important that the group present themselves as a team. This can be done in the following way: †¢ Prepare the slides using the same format and ensure the presentation is well structured. The team will need to meet regularly to ensure this occurs. †¢ Practice the presentation together so you can ensure your presentation is completed within the time limit. By practicing regularly as a group, the presentation should be coherent, polished and well executed on the day. †¢ Have a back up plan incase one of the group is absent on the day; is unable to present their section or takes too long presenting their section of the talk. †¢ The first presenter should introduce the whole group and say what they will talk about. †¢ Be supportive to other students in your group while they are presenting by looking interested; using positive non-verbal communication, i. e. nod; help with using visual aids. You should not sit down after your section has been done. †¢ At the hand-over stage, the current speaker must introduce the next presenter and what they will say. The next person to speak should thank the previous speaker before beginning his/her part of the presentation. Group Reports †¢ Advice given above on group roles, meetings, etc. applies when preparing your report. †¢ You need to meet regularly to assess progress and to put the tasks together. †¢ The report must be compiled as one piece of work, rather than having obvious separate parts of different font styles and writing style. At the end†¦ Ensure the group meet before presenting/submitting their work to check that the work is well structured, clear and coherent and shows that you worked closely as a group. Submit on time. Reflection on Group Work You may be asked to reflect on what happened, your role within the group, what you have learned from it and what you need to work on in the future. Ensure you have clarified with the lecturer what is expected of you and what the assessment criteria is. Complete the reflection by considering the following questions: †¢ What went well? Why? †¢ What went wrong? Why? †¢ How did you solve it? †¢ What would you do differently next time? †¢ What contribution did you make? †¢ What did you learn from others? †¢ What did the other members learn from you? †¢ What strengths did you identify? Did the group utilise your strengths? †¢ What weaknesses did you identify? How did you and the group address them? Did you improve on your weaknesses to turn them into strengths? †¢ What do you plan to do about the weaknesses you have identified? †¢ How does this link to the theories on successful group work? Who did what, when, problems or difficulties encountered, etc. Analyse the group activities: (What was the group trying to achieve? What were the different views? Who said what? What was left unsaid? How were decisions made? How did you feel about this? How did the others feel? What was the energy levels and motivation like? Did anything unexpected happen? ). Action planning: Identify what you contributed to the group, difficulties you experienced, and from this assess your strengths, weaknesses and action points. Focus on critical incidences – which were turning points for the group or which demonstrate particular difficulties / successes. Use the checklist in Appendix 9 at the end of each meeting to reflect on strengths and weaknesses. Avoid Academic Misconduct When participating in group work, you must avoid any academic misconduct, i. e. you must not plagiarise (use another’s work as your own by not acknowledging it by making reference to the author’s work in your assignment) or you are not accused of collusion (you work it not your own individual work but rather it has been undertaken jointly with another students, where you shared ideas or your material with another student and their work (or any part of it) is a replica of yours). Academic misconduct is identified when your coursework is passed a software programme that detects and identifies cheating. Such misconduct can occur when you ‘share’ your work with another student, where you may send him/her an electronic version of your work, share materials or you do your write-up together. References Barker, L. , Wahlers, K. , Watson, K. Kibler, R. (1991) Groups in Process. 4th edn. New Jersey: Prentice Hall. Belbin, R. M. (1993) Team Roles at Work. Oxford: Butterworth-Heinemann. Belbin, R. M. (1981) Management Teams: why they succeed or fail. Oxford: Butterworth-Heinemann. Benne, K. D. Sheats, P. (1948) ‘Functional Roles of group Members. ’ Journal of Social Issues. 4. pp. 41-49. Blundel, R. 2004) Effective Organisational Communication. 2nd edn. Harlow: Pearson Education Limited. Buzan, T (2000) Use Your Head. London: BBC Active Cameron, S. (2005) The Business Student’s Handbook. 3rd edn. Harlow: Pearson Education Limited. De B ono, E (1985) Six Thinking Hats. Harmondsworth: Viking Elluminate (2010) Window Descriptions. Available at: http://www. elluminate. com [Accessed: 18 October, 2010] Hofstede, G. (1991) Cultures and Organisations: Software of the Mind. London: McGrawHill. Levin, P. (2005) Successful Teamwork! London: Open University Press. Morrison, T. , Conaway, W. A. , Borden, G. A. (1994) Kiss, Bow or Shake Hands: How to do Business in Sixty Countries. Adams Media. Race, P. (2000) 500 Tips on Group Learning. London: Kogan Page. Stuart, R. , (1998) Team Developmental Games for Trainers. Gower Publishing Limited. In Levin, P. (2005) Successful Teamwork! London: Open University Press. Appendix 1 – Assessment of Group Work Group work is not always formally assessed. However, in some modules at the overall assessment of a group report or group presentation may include an assessment of the process of preparation. This may include the following considerations: †¢ Progress of preparation (e. g. meeting of milestones; numbers of meetings; progress of preparation) †¢ Relative inputs of members of the group (e. g. ocumentation of input; peer assessment of input) †¢ Roles of group members in preparation (e. g. project manager; reporter, etc) †¢ Resolution of conflict situations †¢ The level of team building Appendix 2 – Icebreakers The following icebreakers are a quick way of helping members of a group get to know one another a little better. †¢ What’s you name? Members of a group tell what their name is and provide the group with a little background of why they were given that name. †¢ What I like and what I hate – Members of the group introduce themselves and share a like and a dislike they have, i. e. I love coffee but I hate people who talk too much, I love jazz music but I hate queuing, etc. †¢ What’s your hidden secret? Each member of the group introduces themselves and tells the group one thing not many people know about them, i. e. I met Madonna, I play the piano, I dived in the Red Sea, I walked the Great Wall of China, I ate frogs legs once, etc. †¢ Triumphs, traumas and trivia* – Each member of the group identifies a triumph, a trauma and a trivia about themselves, which they will share with the group, i. e. I won a gold medal for running at school, I was in a car accident when I was 12, I do crosswords; I won ? 10 in the lotto last year, I lost my suitcases when I came to the UK, I tell terrible jokes; etc. *Note: Care needs to be taken with this activity as deep feelings can emerge about traumas suffered. Interview your neighbour* – Group splits into pairs and one member of each pair spends about three minutes listening to the other tell some of the above mentioned information, as well as the person’s background information. Notes should be taken. Swap roles for next three minutes. Then each person feeds back to the group some information about their neighbour. * Note: Care needs to be taken not to ask questions that may intrude on an individual’s privacy and the amount of information s/he wishes to divulge about themselves to the group. †¢ What do you already know about the topic? Members of the group jot down the most important thing they know about the topic on a Post-it and put it on a flipchart. Members can read what they know about the topic or the group can read it from the flipchart. This is a useful starting point for the task. Adapted from: Race (2000:37-39) Appendix 3 – Ground Rules Here are some suggested rules to be set by a group – these are by no means the only rules a group can adopt. Honesty and truthfulness is fostered in the group. †¢ You do not have to like someone to work with them. Members have to work together despite their personal feelings about individuals in the group. Affirm collective responsibility. Once issues have been raised, aired, and solutions provided, the group lives with the decisions made by the group. †¢ Everyone listens while someone speaks and everyone has a say. Members are entitled to their opinions, which should not be ignored, put down or belittled by others. Full participation is required. All members need to participate in discussion, complete their tasks, etc. †¢ Fair share – everyone participates equally in the task. †¢ Meet deadlines. †¢ Agree and set up a regular programme of meetings. †¢ Keep records. Record prog ress and milestones reached, minutes, agendas, self reflective logs. †¢ Flexibility in meeting members’ needs. Sometimes a member’s personal needs may interfere with the group working – allowances must be made. Dealing with conflicts in the group. Appendix 4 – Group Work Log Module: _______________________________________________________________________________________________________________ Assessment Aim: _______________________________________________________________________________________________________ Group Objectives set: 1. ________________________________________________________________________________ 2. _____________________________________________________________________________ ____ 3. _________________________________________________________________________________ 4. _________________________________________________________________________________ 5. _________________________________________________________________________________ The group should agree roles for each of the members at the beginning of the task and this group log should be complete by the end of the task. |Member’s Name |Role/s |Assigned Tasks |Deadline date |Deadline met |No of meetings attended |Individual comments | |1 | | |- | | | | | | | | |- | | | | | | | | |- | | | | | |2 | | |- | | | | | | | | |- | | | | | | | | |- | | | | |3 | | |- | | | | | | | | |- | | | | | | | | |- | | | | | |4 | | |- | | | | | | | | |- | | | | | | | | |- | | | | | |5 | | |- | | | | | | | | |- | | | | | | | | |- | | | | | Details of all group meetings |Meeting Date |Discussion topic/s |Actions deadlines agreed |Attendees signatures/date | |1. | | |1. | | | |2. | | | | |3. | | | | |4. | | | | |5. | |2. | | |1. | | | |2. | | | | |3. | | | | |4. | | | | |5. | |3. | | |1. | | | |2. | | | | |3. | | | | |4. | | | | |5. | |4. | | |1. | | | |2. | | | | |3. | | | | |4. | | | | |5. | |5. | | |1. | | | |2. | | | | |3. | | | | |4. | | | | |5. | |6. | | |1. | | | |2. | | | | |3. | | | | |4. | | | | |5. | Appendix 5 – Questionnaire: Are We a Team? First, each individual member of the group fills in the questionnaire below. Then the sheets are collected and the scores collated to the table below. = never; 2 = rarely; 3 = sometimes; 4 = mostly; 5 = always 1) We all show equal commitment to our objective1 2 3 4 5 2) We all take part in deciding how the work s hould be allocated1 2 3 4 5 3) We are committed to helping each other learn1 2 3 4 5 4) We acknowledge good contributions from group members1 2 3 4 5 5) We handle disagreements and conflict constructively within the group1 2 3 4 5 6) We are able to give constructive criticism to one another and accept it1 2 3 4 5 7) We all turn up to meetings and stay to the end1 2 3 4 5 8) We are good at making sure everyone knows what is going on1 2 3 4 5 9) When one of us is under pressure, others offer to help them1 2 3 4 5 10) We trust each other1 2 3 4 5 11) We remain united even when we disagree1 2 3 4 5 12) We feel comfortable and relaxed with one another1 2 3 4 5 13) We refer to our ground rules and review them when necessary1 2 3 4 5 Stuart (1998, cited in Levin, 2005) |1 |2 |3 |4 |5 |TOTAL | |1. We all show equal commitment to our objective | | | | | | | |2. We all take part in deciding how the work should be allocated | | | | | | | |3. We are committed to helping each other learn | | | | | | | |4. We acknowledge good contributions from group members | | | | | | | |5. We handle disagreements conflict constructively within the group | | | | | | | |6. We are able to give constructive criticism accept it | | | | | | | |7. We all turn up to meetings and stay to the end | | | | | | | |8. We are good at making sure everyone knows what is going on | | | | | | | |9. When one of us is under pressure, others offer to help them | | | | | | | |10. We trust each other | | | | | | | |11. We remain united even when we disagree | | | | | | | |12. We feel comfortable and relaxed with one another | | | | | | | |13. We refer to our ground rules and review them when necessary | | | | | | | Action planning can occur as a result of the findings. Appendix 6 – De Bono’s (1985) ‘6 Thinking Hats’ Model Edward de Bono considers that the emphasis should be on designing a way forward all the time. The hats are directions of how to think and not descriptions of what has happened. White Hat:[pic]Facts, figures, laws, information, neutral, objective†¦ With this thinking you focus on the data available and are non-judgmental. Look at the information you have, and see what you can learn from it. Look for gaps in your knowledge, and identify what you need to get or take account of. You consider past trends and historical data. You may consider philosophical aspects such as whose truth it is, whose fact is it? Data may need to be supported by evidence. Red Hat: [pic]Feelings, emotions, hunches, intuition about †¦ Wearing this hat, you consider the issues using intuition, gut reaction, and emotion. This may be feedback about your feelings and preferences but also consider how other people might react emotionally. Try to understand the responses of other people who do not have the same information or understanding as you. Black Hat: [pic]Negative, drawbacks, disadvantages, careful, cautious, defensive†¦ This highlights the weak points in a situation or plan. By identifying them, it allows you to eliminate or alter them, or prepare contingency plans to counter them. Consider why something might not work (give reasons, consider past evidence). Black Hat thinking may play ‘devil’s advocate’. It helps you to plan carefully, be prepared and more resilient. This way of thinking helps spot fatal flaws by considering safety and risks before embarking on a course of action. (Some successful people get so used to thinking positively that often they cannot see problems in advance. This leaves them under-prepared for difficulties. ) Yellow Hat: [pic] Positive, speculative, advantages, benefits, savings of†¦ Consider what is right, why it is good and be constructive. Even in a very difficult or stressful situation find positives, e. g. learning will have taken place. It is an optimistic, sunny viewpoint that is often speculative. It helps you to see the benefits of a situation/decision and the value in it. Yellow Hat thinking is supportive when things seem gloomy and difficult. It finds reasons and logical support, and often links to creativity. Green Hat: [pic] Creativity, ideas, innovation, growth, exploration, alternatives†¦ Green Hat thinking is developing creative solutions to a problem. It may generate completely new ideas and developments or consider possible changes to a situation. It is a freewheeling, non-judgmental way of thinking. Blue Hat: [pic] Organise, control, plan (process, people, agendas)†¦ This hat is often the view of a director or the chair at meetings. They often choose the order or process, summarise the situation and offer conclusions which can be put into practice in the future. This way of thinking is generally cool and considered. When others’ ideas cease, Blue Hat thinking may direct activity to other hats! For new ideas Blue may pass to Green Hat or when contingency plans are needed Black Hat thinking will be engaged, etc. | | Appendix 9: Group Work Check List (to be used after every meeting) Please reflect on the group meeting and check/cross the boxes as appropriate, in order to identify strengths and weaknesses: ? Each member was present at the meeting ? Everyone turned up on time Every member did their part of the work brought it along ? Every member took a role in the meeting ? Each member in the group had a turn to speak ? Each member in the group participated ? The group members respected and appreciated one another’s contributions ? Members of the group were polite to one another ? Disagreement / conf lict in the group was resolved during the meeting ? Everyone was clear what they had to do next ? Everyone was clear what they had to bring / present at the next meeting ? It was clear how members could communicate with one another between meetings ? The next meeting date, time and venue was agreed by all members How to cite Group Working Positivity, Papers

Marketing and Customer Relationship Management

Question: Discuss about the Marketing and Customer Relationship Management. Answer: Introduction The Australian hotel (lodging) industry is selected by me to express the market structures in an adequate and a more extensive way. With regards to financial matters, market structure assumes a noteworthy part to uncover all the significant parts of a market in which a firm or industry works its business. For case, monopoly, oligopoly, duopoly, perfect competition and monopolistic competition are the real sorts of market structures. A business or industry can go from one market to other to fulfill upper hands over the contenders. A monopoly is a market structure where just a single maker delivers a ware. In this kind of market structure, an organization does not have any contenders. The firm has full control over the market due to no other substitute accessible in the market. A duopoly is another type of market structure in which there are just two merchants for an item. Additionally, in an oligopoly structure, a couple firms/procurers give distinctive items/administrations and furth ermore control the entire business. Monopolistic rivalry implies defective rivalry in which numerous makers create separate items from each other. Furthermore, in a perfect competition market structure, many firms/industry pitches a homogeneous item to clients. This research essay assesses the market structures of Australian inn industry in a proper manner. Market structures in the Australian Hotel Industry The Australian inn industry is expansive industry that contributes into the development of the national economy. The Australian inn industry is a noteworthy financial driver at the neighborhood, state and national level. There are around six thousand lodgings inside industry that produce around $14 billion incomes for each year (Cummins, 2016). Moreover, nearby providers have a high extent of the Australian inns that add to create business and upgrade family wage in their groups. The states controls of Australia did not bound any constraint identified with section and exit in the lodging business. It demonstrates that the Australian inn industry makes due into perfect competition market structure. Then again, the distinctive state directions identified with alcohol permitting and EGMs are additionally connected with the market structure of Australian lodging industry (Australian Hotels Association, 2009). The ABS study of the financial year 2005 outlined that New South Wales and Vict oria state hold the high piece of the overall industry inside industry. The beneath graph is useful to demonstrate the aftereffects of overview in a precise way: In addition to this, the number of inhabitants in the country is an imperative variable of the lodging business on account of high populace state has high inn proportion/partake in the market. The directions identified with section and leave, alcohol permitting and EGMs are likewise imperative component of the lodgings share of a country. The enhanced pieces of the pie demonstrate the perfect competition market structure inside the business (Maggon Chaudhry, 2015). Moreover, in the Australian lodging industry, the vast majority of the inns are relatively little size inns because of they hire few workers to work. The Australian lodging industry dependably works its business in exceptionally directed modern condition. Along with this, the administration directions of the Australian lodging industry inn industry are identified with the authorizing of the offer of alcohol and electronic gaming machines (EGMs). As of late, the majority of the states have been allowed EGMs, alcohol serve and gaming operations inside lodgings. These adjustments in the controls significantly affect the structure of the Australian lodging industry in view of directions are obliged at the state level. The Australian inn industry is flawless rivalry as there are vast quantities of controls to work together exercises legitimately (McManus, 2013). In addition to this, alternate states and domains directions identified with the alcohol serving, EGMs and gaming operations in lodgings additionally lead a flawless rivalry industry structure. The ABS review of FY2005 showed that aggregate work in the lodging business was 81,675; that is advanced in the beneath graph: The diagram point towards the normal worker numbers between the states. It likewise shows that the normal number of representatives of little size lodgings is among 41.4 to 27.7. It means the ideal rivalry structure of the inn business as far as size and quantities of work. As far as proprietorship structure, the Australian inn industry is portrayed by autonomous proprietors, little proprietors or establishment association. The little and autonomous proprietors covers around 88% of the business share, while the substantial inn gatherings and huge establishment lodging bunches just covers staying 12% of the business share. This shows the substantial inn bunches don't have control on the general inn industry (Patiar Mia, 2015). The high shares of little and autonomous proprietors indicate distinctive brand names and diverse sorts of administrations as far as quality, size, plan, shading, shape, execution, and highlight offered by the Australian lodgings. The possession structure addit ionally shows the ideal rivalry structure inside the Australian inn industry. Along with this, financing, tourism framework speculation, income unpredictability, and long haul execution are the significant qualities or components that contributed into the development of the inn business in Australia. Additionally, the legislature likewise offers help to the tourism foundation venture. It is a result of visit, travel and lodging industry playa a noteworthy part in the financial development of the country. Income unpredictability and long haul execution arranged organizations are the pointers of consistent development of the lodging business inside country (Cummins, 2016). So, these qualities of the business indicate towards the perfect competition market structure of the Australian hotel industry. Conclusion On the premise of the above discussion, it can be reasoned that, the quantity of lodgings and the share of states indicate that the business has consummate rivalry showcase structure. Besides, the little size, autonomous proprietors, establishment alliance, and so on focus toward the perfect competition structure inside the Australian lodging industry. Alongside this, the country doesnt have directions identified with section or exit in the business. It implies that business firms can enter or leave lodgings whenever they need to do. Furthermore, simple to survey financing, income unpredictability, tourism foundation speculation, and long haul execution, and so on attributes are an indication of perfect rivalry structure in the hotel industry. References Australian Hotels Association. (2009). The Australian Hotels Industry. Retrieved From: https://aha.org.au/wp-content/uploads/2016/07/PWC-Hotel-Industry-Report-20092.pdf Cummins, C. (2016). Hotel sector predicts strong growth. Retrieved From: https://www.smh.com.au/business/property/hotel-sector-predicts-strong-growth-20160505-gonht7.html Maggon, M., Chaudhry, H. (2015). Revisiting Relationship Marketing and Customer Relationship Management in Leading Tourism and Hospitality Journals: Research Trends from 2001 to 2013. Journal of Relationship Marketing 14(1), 53-77. McManus, L. (2013). Customer accounting and marketing performance measures in the hotel industry: Evidence from Australia. International Journal of Hospitality Management 33, 140-152. Patiar, A., Mia, L. (2015). Drivers of Hotel Departments' Performance: Evidence From Australia. Journal of Human Resources in Hospitality Tourism 14(3), 316-337.

Women and Men an Example of the Topic Psychology Essays by

Women and Men As human beings, there are some aspects in our thought that we cant account for why we particularly think that way. Sometimes, we discover we have some preconceived ideas about a group of people, an issue or about a thing, not knowing what informs our perspective of the issue we are thinking of. When this happens, then we have a stereotype about the idea in question. Need essay sample on "Women and Men" topic? We will write a custom essay sample specifically for you Proceed Stereotypes can be said to be fixed ideas about a thing, concept, or a group of people as a result of an oversimplification of certain studies about the concept, thing or group of people. Generally speaking, stereotypes have been in human thought as far back as society has existed and could be both negative and positive as it comes as a result of biases that fill the minds of people. Thus, we can say that all stereotypes are fallacies because they draw a conclusion from the number of evidence which they have observed. An example of stereotypes is the claim that Black people are better in sports than white people. Indeed, the society has made a definition of the roles that men and women should fill. Today, it is not absurd to note that some attributes are expected to be peculiar to women and men in the society. It is believed that each sex should be appreciated by the restrictions of the various boundaries that the society has placed on them. Therefore, when some things are done by women or men in the society, people say that these actions expected because the fact that it is accepted of the sex to behave in that manner. One of the ways by which the society displays their stereotype on both sexes is by ascribing some gender roles to men and women in the society. In our society today, one of the prevalent stereotypes that are being held by people generally is the fact that women should be tender and soft while men should be hard. The question that this essay seeks to answer is why people hold this position? In this essay, attempt will also be made in ascertaining whether the basis of their claim is really sound. As I perceive, the first reason why people hold this position is because of the psychological makeup of both sex. The truth is that men are wired in such a way that they rely more on facts rather that sentiments and emotions. This is probably what accounts for the way they think and behave generally. On the other hand, because of their psychological makeup, women tend to be more emotional and this makes them tenderer and less hard than men. Oftentimes, there is a unique distinction between how these two sexes think. Psychological findings have proved that due to the brain formation of men, they tend to think in the factual way and tend to have an analytic approach to issues. On the other hand, the composition of the brain of a woman makes her thinking to be directed towards a rather softer and sentimental/emotional way and this is how they view life. Overtime, I believe that the gender roles that have been ascribed to the woman and the man can also be the responsible for this claim. Naturally, because of the physiological makeup of men, the society tends to believe that man should be responsible for the duties that require strength while women, who look more fragile, should handle tasks that demand lesser strength. Apart from this, man is entrusted with leadership over women therefore although men have emotions; they tend not to want to show it as they see it as a sign of weakness. At this point, the question is given the gender roles that have been attributed to both men and women, should men be taught in way by which women are taught in the society? Would this make them better? Personally, I am of the opinion that this would be a welcomed idea because men have caved under the burden of responsibility that the society has placed on him but still does not recognize some aspects that are in him. He wants to show that he is stronger and that he is in charge and that he has everything under control. As much as I appreciate the fact that men are standing up to their responsibilities, I believe he should be taught in a way where he will appreciate the emotional side of him rather than seeking to ignore it. This, for me, is the balanced life. Reference: Media Awareness Network, What is a Stereotype? Media Awareness Network, Exposing Gender Stereotypes Hurst, E. Social Inequality: Forms, Causes, and Consequences(2007) Boston: Pearson Education, Inc

Key to Success Essay Example

Key to Success Essay Example Key to Success Essay Key to Success Essay Key to Success What is education? According to the Oxford Pocket Dictionary of Current English it is defined as â€Å"the process of receiving or giving systematic instruction, especially at a school or university and the theory and practice of teaching†. In my opinion success requires not only formal education but the positive attitude, drive and vision through informal education. What is formal education? It is the interaction between students and a teacher that is required for a student to obtain some sort of people pursue formal education in the hope that obtaining a degree or certificate will open the window of opportunity, help them gain social status and financial security. Education obtained in school teaches essential skills for the working world and it changes and mold behaviour of an individual so that the person will become a responsible for member of society. Two years ago, one of my teachers said â€Å"To be a productive member in our society, you need to get a formal education†. This statement seems to be true when one considers that we live in a complex and competitive society; many jobs are unavailable to those without an education. For example, in order to be a nurse, a person needs a nursing certificate from a recognized educational institution and pass the national board exam to get a license to work. However, is formal education the only way to success? Most of us believe that education from school is more important than the education obtained outside an institution. Our society thinks that receiving a diploma or degree is the necessary first step towards success. However, some of the world’s most famous and wealthiest billionaires are college dropouts. For instance, the youngest billionaire in the world, Mark Zuckerberg, dropped out from Harvard University and later co-developed Facebook. Obviously, his success did not happen overnight, but through his personal belief in what he was doing and his passion for computer programming. He had the courage to tackle a big project and he succeeded, even though he was a college drop out. Like Zuckerberg, I do not believe that only certificates from institutions will bring us the things we want in life. Instead, it is informal education that teaches us to explore and expand our world. One does not learn to become brave by sitting in a classroom. No college can teach curiosity or teach us who we truly are. Formal education gives people false confidence because knowing a lot of facts does not make you successful. It is how you use what you know, and this skill can only be learned outside the classroom. If a formal education does not guarantee success, what type of informal education is needed to help us achieve our goals? Informal education consists of a lesson learned from experiences outside the classroom. Manny Pacquiao from the Philippines started from poverty and now is one of the highest paid athletes in the world. His life was not always easy: his father left his family for his mistress, Pacquiao was unable to continue school because his family was now penniless, he left home at the age of 12 and lived on the street selling cigarettes. Through his positive work attitude, hard working nature and dedication to achieve his dream to become a boxer, he is now a successful professional boxer, a product endorser, politician and singer. Pacquiao did not learn his positive work attitude from school. He acquired the skills necessary for success from the informal environment of the Manila streets and people who helped him. In conclusion, a formal education may be a stepping stone to fulfilling an individual’s dreams, but success requires us to also develop a positive attitude and the motivation to get up each day and face the challenges of an impossible task or environment. In many cases, such as with Mark Zuckerberg and Manny Pacquiao, these skills are not learned in school but in the much more dynamic and risky environment of the real world. References: education. The Oxford Pocket Dictionary of Current English. 2009. Encyclopedia. com. 5 Aug. 2011 . Pilkington, Ed (March 10, 2011). Forbes rich list: Facebook six stake their claims. The Guardian (UK). Retrieved March 30, 2011 Kroll, Luisa, ed (March 5, 2008). In Pictures: Youngest Billionaires: Mark Zuckerberg, U. S. : Age 23: $1. 5  billion, self-made. Forbes. Billionaire Dropouts. Pennylicious. 2006-10-09. Retrieved 2011-01-30. Manny Pacquiao. PhilBoxing. com. Retrieved September 4, 2007. Manny Pacquiao. Canadastarboxing. com. Retrieved May 9, 2011.

Understanding Latins Third Declension Cases and Endings

Understanding Latin's Third Declension Cases and Endings A good bet for a Latin noun whose nominative singular ends in -a is that it is a feminine noun of the First Declension. Likewise, a noun ending in -us in the nominative singular is likely Second Declension masculine. There are exceptions, but guessing those is a good starting place. Its not so easy when you get the nouns belonging to the Third Declension. According to William Harris: The 3rd Declension is in a sense a catch-all for various stem-types, and can be very confusing. According to James Ross 18th-century Latin grammar, the nominative singular of a third declension noun may end in: a (of Greek origin [for more on declining Greek nouns in Latin, see Latin Third Declension Nouns of Greek Origin]), e, o, c (rare), d, l, n, r, s, t (caput and compounds), or x Also, he describes the endings used by different genders: Nouns can be masculine (especially with endings in -er, -or, -os, -n, or -o); feminine (especially -do, and -go endings); or neuter (especially nouns ending in -c, -a, -l, -e, -t, -ar, -men, -ur, or -us) in gender. Basic 3rd Declension Types Third Declension nouns may have a consonantal or i-stem. Consonantal Note: For the consonantal stems, it may take some practice to figure out where to add the endings, although, the dictionary form should make this clear. The usual genitive ending of third declension nouns is -is. The letter or syllable before it usually remains throughout the cases. For the masculine and feminine, the nominative replaces the -is ending of the singular with an -es for the plural. (Remember: neuter plural nominatives and accusatives end in -a.) Similarly, the dative plural is formed from the singular with the addition of -bus. Sometimes the root vowel appears to change, as in our second paradigm word below, opus, operis, n. First, here are the consonantal stems endings: Singular (the Second Form Is for the Neuter) NOM. -/-GEN. -is/-isDAT. -i/-iACC. -em/-ABL. -e/-e Plural NOM. -es/-aGEN. -um/-umDAT. -ibus/-ibusACC. -es/-aABL. -ibus/-ibus Using rex, regis, m. (king), here is the paradigm: Singular NOM. rexGEN. regisDAT. regiACC. regemABL. regeLOC. regi or regeVOC. rex Plural NOM. regesGEN. regumDAT. regibusACC. regesABL. regibusLOC. regibusVOC. reges Using opus, operis n. (work), here is the paradigm: Singular NOM. opusGEN. operisDAT. operiACC. opusABL. opereLOC. operi or opereVOC. opus Plural NOM. operaGEN. operumDAT. operibusACC. operaABL. operibusLOC. operibusVOC. opera I-Stems Some nouns of the third declension are called i-stem nouns; still, others are mixed i-stem. I-stem nouns have a genitive plural ending in -ium. Their ablative may not end in -e, but may instead end in -i. Other cases may also replace the -e- with an -i-, so you might see an accusative singular ending in -im. A neuter i-stem noun, animal, animalis (animal), looks a little different from other neuter 3rd declension nouns in the plural because of the i which makes the nominative and accusative plural of animal: animalia. The word for sea, mare, maris, is another neuter i-stem noun. Hostis, hostis is a generally masculine i-stem noun, but hostis can be feminine. The fact that the nominative and genitive is the same for this masculine or feminine noun indicates that its an i-stem. You would decline the name of Caesar thus: Caesar, Caesaris, Caesari, Caesarem, Caesare Sample 3rd Declensions Nouns Declined PugillaresOs

Contemporary Art and Marcel Duchamp Essay Example | Topics and Well Written Essays - 750 words

Contemporary Art and Marcel Duchamp - Essay Example The essay "Contemporary Art and Marcel Duchamp" concerns the influence of Marcel Duchamp on contemporary art. He has created a lot of ‘Readymade† objects, which he did not claim as art work, but which certain art groups celebrated. His collection of art works show quite a mind blowing variety of art works that created controversies in the contemporary art. However, his art has influenced contemporary as well as later art movements and techniques and exerted a significant impact on the development of avant-garde movements in the 20th century. Marcel Duchamp created many paintings in canvas in the contemporary Fauvist style. However, he turned to experimentation and created one of the controversial art of his times, the Nude Descending a Staircase, which is in Philadelphia museum of Art now. Marcel Duchamp is looked upon as the champion of two important innovations in the modern art. They are the kinetic art and ready-made art. One of his earliest examples of kinetic art is this controversial piece. He created this piece two years before the Great War. This painting contained movements, with a chain of overlapping cubic figures, which was so far away a technique for then art which focused on static objects. This painting created waves in the Armory show in 1913. The Readymade art is mostly seen as a revolution in sculpture than in paintings. His ready-mades were of everyday objects, and some of the examples were the Urinal and a Bicycle Wheel. The latter is an example of both Kinetic.

High Note Report - Assignment Essay Example | Topics and Well Written Essays - 2500 words

High Note Report - Assignment - Essay Example Primarily, the expansion of operations by many firms has completely changed the manner in which the world operates. The barriers that hindered the abilities of people to interact and communicate across borders have diminished gradually. Therefore, the decision by HNG to enter wider markets is a step forward towards realizing potential and exploring supplementary opportunities that the company could not have enjoyed with the previous stalemate posed by inadequate communication platforms (Koch, 2011). This paper, therefore, sets to dissect the changes in the business processes that HNG will have to undergo in order to blend its strategy fully with the market conditions and organizational expectations. Besides, it will explore how the shift in the business processes will benefit from the implementation of open source packages such as the Customer Relationship Management (CRM) and the Enterprise Resource Planning (ERP) systems. Consequently, the transformation in the channels and patterns of distribution significantly contribute to the changes in the business processes. These adjustments concern both the strategies of the firm and the infrastructure of distribution. Previously, HNG was a supply firm that capitalized on enhancing distribution services while facing the challenges of lowering the costs of distribution as per the requirements of the customers. However, with the partnership of Live Art Networks, the company aims at capturing larger markets and shifting the supply of equipment to the sale of equipment. The above contradictory objectives could be realized by the opportunities availed by the technical development. According to the first requirement of Kotters 8-Step Change Model, the author emphasizes the need to include urgency in the organization. Globalization obligates companies to embrace technology as part of the process of doing business internationally. Open sourcing is a community driven

Franklin D. Roosevelts New Deal Essay Example for Free

Franklin D. Roosevelts New Deal Essay In the first hundred days of FDR’s presidency he passed fifteen major bills. One of the most famous was the proclamation nationally issued that all banks would be temporarily closed, forming the Emergency Banking Act. Other bills passed in this â€Å"Hundred Days of Action† include the Tennessee Valley Authority Act, the Beer- Wine Revenue Act, the creation of the Civilian Conservation Corps, and the Home Owners Loan Act. These and many other like bills were the shining light at the end of tunnel for Americans as Roosevelt came into office striving to end the Depression. Fireside chats, which were radio broadcasts, were a way for Roosevelt to connect with Americans on a more personal level while managing to give them a sense of comfort. He was able to give insight to the general public through these broadcasts. He gave Americans hope that things would be better and they put their trust in him. Successful in short term relief, the New Deal did not end the Great Depression but did push the economic circumstances to a higher quality. As far as long term effects are concerned our country’s governmental structure has been forever changed. After the New Deal’s policies were administered a dominant new political coalition was in place, in turn, creating Democratic majority that lasted for half a century. Roosevelt gave Americans something new and different to expect from government and pushed the country toward its post war boom that many say was the â€Å"golden age of American capitalism†. Through the New Deal and his presidency he formed our views and outlook to how the modern American government should and is conducted. Programs put in place by the New Deal gave hope to Americans in this morbid, bleak time. He gave us the layout in which we practice modern government. As said by Roosevelt, The country needs and, unless I mistake its temper, the country demands bold, persistent experimentation. It is common sense to take a method and try it: If it fails, admit it frankly and try another. But above all, try something. He tried and pushed forward through a troublesome, oppressive time that seemed as if it would not ever end. If he had not done so it is unimaginable to think what would have become of our country.

The difference Between Life In The 1930s And Life In The year 2003 :: essays research papers

In Alabama between 1932 and 2003 many things have changed. The book "To Kill A Mockingbird",was set in the 1930's.I can see many changes in the culture and the general way of life. The book talks about how there was segregation just about everywhere you looked. In the 1930's the white people had their own restrooms along with their own water fountains and the lacks had their own school and blacks usually did not go to school. They were too busy working on the farm to go to school. The schools only had one room for all of the grades. The children usually walked to school in those days,because they didn't have school buses. They also had to bring their own lunch to school in lunch pails. Today children ride school buses to school. It would kill us if we had to walk to school.We are not use to that much exercise. Also today they serve us lunch in the cafeterias. Although it it is not that good at least they try. They have to work with the limited stuff the school board allows them to buy. Speaking of buses, the blacks would have to sit in the back of the bus and the whites sat in the front. Although,thanks to Rosa Parks, who on day refused to sit in the back of th e bus, now blacks can sit wherever they want to sit. Today whites use the same restrooms and water fountains as blacks do. Blacks and whites also attend the same schools. Today schools have different classrooms for every grade. Also in the 1930's women did not get to do much of anything, except be a housewife and mother. They did not get to vote on a president or anything for that matter. Women could nt even be on the jury in a trial. The only people that could serve on a jury were white men who owned property, but now almost anyone can serve on a jury. Today women can vote just like men can. Most women work outside of the home and some women make as much ,if not more, money than men do at their jobs. There was a Great Depression in the 1930's. During this time President Hoover was trying to fight against unemployment. The percentage of unemployed people rose 25 percent during this time. With unemployment continuing to rise, President Hoover urged congress to provide up to 150 billion dollars for public works to create jobs.

Operation Management Assignment Essay

Question1: Why is operations management important in this company ?Operations management refers to the administration of business practices to create the highest level of efficiency possible within an organization. Operations management is concerned with converting materials and labor into goods and services as efficiently as possible to maximize the profit of an organization (Stevenson, W. J., & Hojati, M., 2007). The operations function comprises a significant percentage of the employees and physical assets in most organizations. Operations managers are concerned with each step in providing a product or service. They determine what should go into an operating system, such as equipment, labor, facilities, materials, energy, and information, to produce the output(Stevenson, William J., and Mehran Hojati., 2007). Operations managers are also responsible for critical activities such as materials management, capacity planning, purchasing, scheduling and quality. The importance of operat ions management has increased dramatically in recent years. Significant competition, shorter product and service life cycles, better educated and quality-conscious consumers, and the capabilities of new technology have placed pressures on the operations function to improve productivity while providing a broader array of high-quality products and services. Concept Design Services was an inward looking manufacturing company which focused on complex and cyclical industrial mouldings. Since 1999, it transformed and upgraded to more profitable household products business. Right now, it is an integrated service provider that works with design houses to provide end-to-end product design, manufacturing and distribution of high-quality design homeware. Jim Thompson explained the differentiation CDS from other competitors is that CDS uses the latest, precision equipment, bought the best quality moulds, and generally positioned as ‘technical professionals with a customer focused service’. Under the management of Linda Fleet, they discovered that one of their major strengths could be turned into a high generator of profitable business. They set up two different brands. ‘Focus’ and ‘Concept’. Focus products are more traditional with stable volumes, while concept products  are much more fashion and seasonal with variable sales volumes. Within two years of introducing their new product lines, concept products began to generate 75 percent of their profits. For dealing with the more and more requirements, 24 large injection-moulding machines and robotic devices are involved in the productive process. However these new products require more complex machinery and longer operating times. With the company’s expansion and increased demand for their products, operations management is important for achieving time efficiency so that to achieve the profit efficiency the most. It is also significant because it enables proper production planning through coordination of activities among the design, manufacturing, sales and distribution departments. The complexity of their production process and delivery services with seasonal volume change demand good operation management if they are to succeed in forecasting and meeting their customer demands on time meanwhile reserve reasonable inventory(Drà ¶ge, C., Vickery, S., & Mark land, R. E., 1994). Through proper operations management, out of stock occurrences can be greatly reduced by accurately forecasting sales leading to reduction in delivery costs. Moreover, due to the product life cycle becomes shorter and shorter, developing new products to fulfill the needs of customers and understanding the fashion trend are also needed great operation management. Question 2: How do the 4 V’s (volume, variety, variation, visibility) influence the way CDS operates? Draw a 4 V’s profile for the companies’ goods and services. Volume: CDS has two main brands ‘Focus’ and ‘Concept’. Concept products take up 75% of their revenue and the bulk of their profits. Concept products are premium-priced whose lift cycle is short from the survey of a lifestyle magazines. The products are low repetition with high unit costs due to the SKU are with large numbers, but the only unit sales volume is not very high. The old fashioned products are usually replaced by a new version in pretty short time. Concept products are less systemization compared with Focus products. Focus products focus on a small handful of customers with large size of each order. Variety: CDS has an excellent new product development process. It usually takes around three months to get a new mould, which then has to be tested. For the help of bonus payment, they have good output and excellent productivity. The products are flexible according to the market  condition and customer needs. Concept products and the whole design, ma nufacture, sales, distribution process is rather complex. The new product development department receive detailed drawings of the new products from the Design Office managed by Marketing department, which shows CDS pay much attention to match customer needs. For doing the whole things above, the unit cost of CDS product is high. Variation: For Focus products , the vast majority of deliveries are to a small handful of customers. The size of each order is usually very large, with deliveries usually to customers own depots, which means the variation is stable, predictable. While for the more profitable Concept products, they are much more seasonal so that it is difficult to makes capacity planning and scheduling at peak times around November and Easter just after the spring trade fair in London. Take the consideration that concept products hold the bulk of profit, in total, the variation of the products is changing capacity and flexible. They are in touch with demand so that the unit cost of product is very high. Visibility: CDS pay much attention to understand the needs of customers. They use different kinds of methods to interact with customers, such as magazine survey, face to face interaction, questionnaire, etc. From their research, they find some customers keep their products ‘on display’ in their kitchens as lifestyle statements rather than putting them away in cupboards. And they use this research result in marketing and products design, especially to develop the same product with different color to fulfill the seasonal needs. Since they produce fashion products with high quality, the time lag between production and consumption is very short, otherwise they may fall behind the fashion trend. Their sales and revenue increase very fast reflects that customers satisfy their service including products and distribution. Question 3 What would you recommend to the company if they asked you to advise them in improving their operations? (45 marks) Concept product and Concept offic e needed to be focused on, while at the same time maintain Focus products sales. From the chart 1, we can tell the total sales increase dramatically, especially after 2001 concept products are sold in the market. The net profit before tax also goes up in a pretty fast speed. As chart 2 shows, the rate of profit doubled during the year between 2001 and 2006. From chart 3,  we can see the trend of Concept products is increasing dramatically, which means CDS needs to be paid much more attention in this series. The company should go deep to research the needs of customers and the fashion trend to develop a series of satisfying products with high rate of profit and reputation score. However, after a peak in 2001, the focus products sales becomes smooth and steady, the company need to maintain the sales volumes. Due to the stable sales of focus products, company is suggested to forecast the sales and arrange the manufacturing beforehand with satisfactory accuracy. By doing that, the rate of profit of focus products may have certain increase by reducing the cost of inventory and overhead (Xiao, Y., Li, G., & Zhang, J., 2011). Inventory management needs to be strengthened. From the chart above, we can conclude that with the dramatically development of the products, the inventory increases as the sales goes up even much sharper than sales. The company should take care of the inventory management seriously. They have to take some methods to reduce inventory. On the one hand , it can reduce a lot money , on the other hand, for fashion and short life cycle products the longer time they keep in the warehouse, the less value they have. Sales channels are not only limited to the offline, but also online sales channels needed to be adopted. With the development of internet, Internet has become the fastest way and the most effective method to understand customers. Customer can upload their feedback of products immediately, and the company can use these material to arrange the following design plan. Online sales channel is good for inventory management, which meets the finding of the second suggestions. More oversea cooperation with local company brings their culture into design. Different country has different culture and different understanding of beauty and fashion. CDS is advised to cooperate with local company from oversea to enter the market with the products needed by the customers at local. The local company may better at understanding the needs of local customers. CDS can take in the efforts of local company and design the product in accordance with the market demand(Robb, D. J., Xie, B., & Arthanari, T., 2008). Adopt computer-assisted software for improve the whole process. Computer software such as ERP can effectively improve the company efficiency. A company can  use to store and manage data from every stage of business, including: Product planning, cost and development, Manufacturing, Marketing and sales, Inventory management, Shipping and payment. Measurements, analysis and simulation capabilities can help companies plan better and react sooner and more effectively to changes in demand, competitive actions, and supply chain disruptions. Balance between customers’ needs and operation costs. As a company, the main task is getting profit. The idea of being customer centric does not means that customer must be provided with everything they want. Company must have to strike balance between what customer would like and what operation can afford. Reference Stevenson, W. J., & Hojati, M. (2007). Operations management (Vol. 8). Boston: McGraw-Hill/Irwin. Xiao, Y., Li, G., & Zhang, J. (2011). Passive data storage based housewares store management system. In Web Information Systems and Mining (pp. 51-56). Springer Berlin Heidelberg.Stevenson, W. J., & Hojati, M. (2007). Operations management (Vol. 8). Boston: McGraw-Hill/Irwin. Drà ¶ge, C., Vickery, S., & Markland, R. E. (1994). Sources and outcomes of competitive advantage: an exploratory study in the furniture industry. Decision Sciences, 25(5†6), 669-689. Robb, D. J., Xie, B., & Arthanari, T. (2008). Supply chain and operations practice and performance in Chinese furniture manufacturing. International journal of production economics, 112(2), 683-699.

Technology management in military intelligence

The inalterable truth is that many facets of the intelligence community, peculiarly those responsible for procurance of high engineering hardware, remain wedded to the thought of engineering as artifact. The fulcrum of this paper is that engineering direction can be applied to engineering as cognition, and as a procedure of question and action, which has deductions for the development rhythm. Pascale ( 1999 ) argues that to better the success rate of strategic enterprises and attain the degree of reclamation necessary for successful executing, theories associated with complex adaptative systems ( ‘complexity ‘ for short ) need to be considered within a new and developing engineering direction paradigm. This paper will therefore explore engineering as cognition and as a procedure of question and action alongside the thoughts associated with complexness, such that the success or failure of intelligence related engineering direction is more to the full understood.1.1 Backgro undTechnology gate keepers operate within a traditional engineering paradigm. Garud and Rappa ( 1991 ) point out that â€Å" rating modus operandis † have a inclination to reenforce an established paradigm and prevent the outgrowth of others. In sing intelligence related engineering direction hence, it will be argued that the emerged menace posed by a complex system of chiefly low tech visionaries, absolutely at easiness with mass targeting, remains a hard construct to counter when utilizing traditional attacks. Following the rules established by Eric Beinhocker ( 1997 ) , it will be argued that intelligence related engineering direction continues to run within a paradigm informed by strategic theories developed in the decennary following World War II. The theories are underpinned by the mathematics of mid-nineteenth century natural philosophies, with associated premises of deterministic cause and consequence which continue to exercise a immense influence ( Pascale, 1999 ) . It will be argued that the attack fails to account for the promotion in apprehension of how the life universe really works when considered from the point of view of complex adaptative systems ; engineering as cognition. This has peculiar resonance for the administration of asymmetric terrorist societal groups which constitute the current and immediate menace which defense mechanism engineering direction seeks to counter. By non accounting for ‘complexity ‘ and how it might be used to understand the kineticss at work within the mark groupings ( engineering as a procedure of question and action ) , this paper will seek to show that engineering procurance will go on to be unnaturally ‘skewed ‘ towards a conventional menace which remains consistent with post-war cause and consequence strategic theory.1.2 Justification for the researchWhilst engineering direction continues to be influenced by station World War II strategic theories concentrating on engineering as artifact, what Garud and Rappa ( 1991 ) identified as thoughts that are institutionalization at the macro degree of shared knowledge will go on to rule. Technological gate-keepers within the MoD will retain out-of-date methods of understanding what engineering direction is, and how it can be applied to counter the current menace. Although there is grounds of complexness theory being applied to such diverse elements as the oil industry ( Pascale, 1999 ) and the doctrine of instruction ( Peters, 2008 ) , there is a spread in cognition of how it might be applied to act upon engineering direction within intelligence related procurance. This paper will research the thought that dynamic equilibrium ( prevailing during the cold war epoch ) no-longer remains a valid theory for intelligence related technological development when sing the menace posed by asymmetric societal-terrorist groups. Equally recent as 2009, Geraint Evans examined intelligence failures in the visible radiation of recent terrorist atrociousnesss. However, his primary probe centred on the application and integrating of intelligence architecture, still concentrating on engineering as artifact, whilst unwittingly reenforcing premises based on 19th century Newtonian natural philosophies and the associated cause and consequence dictat. This is merely one illustration amongst many whereby recent work has sought to turn to incidents of intelligence dislocation, whilst neglecting to place and work what Pascale calls the following large idea- complexness theory. This paper will seek to turn to a cognition spread to categorize asymmetric societal-terrorist groups as complex adaptative systems and the ability to counter the menace through recognizing engineering as cognition and a procedure of question and action. Research will be applied to measure how the apprehension of complex adaptative systems can be used to inform future intelligence related technological direction and development programmes.1.3 Aim and aimsResearch purpose: to bring forth recommendations for military intelligence related engineering direction when sing mark groups as complex adaptative systems Aims: critically reexamine the literature to place how complexness theory has been applied to alternative spheres comparison bing definitions of complex adaptative systems with the analysed behavior of asymmetric societal-terrorist groups interview intelligence professionals to find how engineering direction might be impacted when sing mark groups as complex adaptative systems formulate recommendations for intelligence professionals when engineering direction is required to aim complex adaptative systemsChapter 2 Research definition2.1 Initial reappraisal of the literatureThe Open University class T840 ‘Technology Management ‘ , underpins the initial research into engineering direction with respect to engineering as cognition and as a procedure of question and action. Whilst seeking to understand how asymmetric societal-terrorist groups might be understood in the visible radiation of complexness theory, Jane Henry in the Open University Course B822 ‘Creativity, Innovation & A ; Change ‘ provides a utile get downing point in understanding the background to complexness theory. The current business with intelligence failure, in the visible radiation of recent terrorist atrociousnesss, has led to many defense mechanism orientated journal articles covering specifically with military intelligence, and these will be utilized to spread out the research. Evans ( 2009 ) critiques the intelligence rhythm in seeking to understand where failures are happening in the procedure. He discusses the relationship between procedure ( engineering as question and action ) and information ( engineering as cognition ) ; something that is seen as cardinal by Hughes et Al in the the Open University Course T837 ‘Information Focused Systems ‘ . Both Evans and Hughes are fixated by information flow within the context of proficient bearers, viz. Evans discusses runing constructs such as Intelligence, Surveillance, Target Acquisition and Reconnaissance ( ISTAR ) , whilst Hughes et Al explores, at a more elaborate degree, electromagnetic radiation. Nevertheless, the philosophical attack for both has much in common. Whereas Hughes succeeds in discoursing why information systems exist, to pattern the existent universe ; Evans fails to travel beyond an internal review of bing attacks to engineering direction, and finally reverts to covering with en gineering as artefact. This tendency continues in other articles concerned with intelligence failure. In an article less concerned with engineering than with effects, Honig ( 2008 ) discusses why surprise onslaughts continue to go on, but once more does non place something that Hughes in T837 instantly recognizes – engineering related information systems have value merely when they model information content drawn from the environment ( engineering as cognition ) . Of class, it would be artful to propose that Evans and Honig are non cognizant of the operational environment to a greater or lesser extent. Their attack nevertheless does look to be untypical, in that they fail to dispute implicit in premises ; this finally affects how they approach the job of intelligence failure. Pascale ( 1999 ) argues that strategic theories that underpin the principle behind most determination devising procedures today have their roots in the decennary following World War II ; which saw a universe runing within a dynamic equilibrium, codified by the cold war stand-off. Hulnick ( 2006 ) supports this position when discoursing one of the chief vehicles for intelligence appraisal in usage today. The intelligence ‘estimate ‘ ( engineering as cognition ) , Hulnick argues, is a animal of the Cold War, but has its roots in the 1939-45 struggle. The appraisal of beginnings which critique strategic theories will be of import as ultimately theories guide investing. The Open University Course T840 ‘Technology Management ‘ discusses the difference between conventional merchandise and procedure development and the rearward merchandise rhythm. Cited in T840, the Abernathy-Utterbck theoretical account ( 1978 ) identifies that where radical engineering is utilized, development is unstable and prototype invention is high. This paper will analyze grounds which suggests that determination shapers may seek to turn to failures in intelligence by high-end engineering investing, accompanied by high hazard, high cost, and long lead times. Beginnings which challenge the prevalent, underlying strategic premises, from the point of view of understanding mark groupings in the visible radiation of complexness theory, will be assessed by this paper. The rearward merchandise rhythm as described by Barras ( 1986, cited in T840 ) might be seen as a more prudent attack to engineering direction ( when developing artefact ) if the full deductions for complexness theory are realised, with high-end investing utilised merely when the deductions for intelligence related engineering direction are more to the full understood. Whilst reviewing current attacks to intelligence related engineering direction, the usage of beginnings which seek to understand complexness theory will be drawn on. Pascale ( 1999 ) provides a utile background of how complex adaptative systems operate, peculiarly in the oil industry, whilst Peters ( 2008 ) expands on the issues with a more in-depth overview of the deductions for instruction. Pascale ‘s article is of primary importance, as it demonstrates how even high tech administrations like Shell might be viewed as complex adaptative systems. The deductions of this for military intelligence related engineering direction are broad ranging, but will stay outside the range of this research paper. The purpose will be to concentrate on understanding asymmetric societal-terrorist groups as complex adaptative systems merely ; and the associated deductions for military intelligence related engineering direction when sing engineering as cognition and as a procedure of question and action.Chapter 3 Methodology3.1 Proposed research methods and techniquesThe research will affect interacting with intelligence professionals. All of these persons, to a greater lesser extent, will hold been, or remain, involved in intelligence related engineering direction in existent universe operational scenarios. Because of the sensitiveness involved, the research will be tightly controlled ( see subdivision 3.4 – Ethical motives ) . The cardinal points of the primary research stage are based on Case Study Research Design and Methods, Third Edition ( Yin, 2003 ) .Primary ResearchDetermine and specify the research range Unstructured and semi-structured interviews will be used. 10 experts will be used to supply information through treatment and suggestion. The complexness of intelligence related engineering direction and vagaries of operational experience will be ill served by the usage of set inquiries. The sensitiveness of the capable affair will prevent questionnaires being issued. Each expert will be asked to take an exemplar instance survey to discourse how ‘complex adaptative systems ‘ might impact intelligence related engineering direction. Determine how to garner the information on the research subject: Face-to-face meetings will be arranged at the respondents topographic point of work, or at a impersonal scene. Personal contacts will be utilised to place the experts from across a scope of operational countries. Phone-calls will be used to put up the meetings ab initio. The consequences will so be collated. Evaluate and analyse the informations: Notes from each interview will be analysed utilizing analytical techniques, to include, but non be limited to: Systems function. Cause & A ; Effect schematization. Rich Pictures. Functional dislocation constructions. Flow diagrams. UML modeling ; viz. usage instances. The information will be interpreted in order to reply the purpose and aims of the research. Decisions will be derived with respect to the purpose and aims. Decisions will be derived sing the wider pertinence of the research. Suggestions will be made where farther advancement could be made by go oning the research.Secondary researchReappraisal of the relevant academic literature: An appraisal of the related academic literature is required. Section 2.1 provides an initial literature reappraisal. Section 3.2 identifies extra beginnings identified, but non reviewed in the initial literature reappraisal. The mention list will go on to be developed as the research develops.3.2 Beginnings of literature and other informationThe Open University Postgraduate Certificate/Diploma in Technology Management class ( s ) will supply the implicit in beginnings and theoretical attack to research. This will be supplemented chiefly by the Open University online library, which through the initial literature hunt, has proved to keep an copiousness of relevant stuff, peculiarly with respect to complexness theory and military intelligence. The purpose will be to farther addendum the research by pulling on the research installations available at The University of Bristol. The university has an first-class international repute in research. In the latest independent appraisal of research quality ( RAE 2008 ) , over 61 per cent of the research work assessed in 48 research Fieldss at Bristol was awarded either the top 4* evaluation, defined as ‘world taking ‘ , or the 3* evaluation, classified as ‘internationally first-class ‘ . The library services are made available to Open University pupils via the SCONUL Access strategy. Finally, and for completeness, the list below identifies beginnings found during the initial literature hunt, or used during the certification / diploma degree classs, but which have yet to be drawn on. As they have non been quoted, they are non included in the mention subdivision at the terminal of this proposal. Fowles, M. 2004, T846 Technology Strategy, The Open University, Walton Hall, Milton Keynes. Gintis, H. Dec 2006, â€Å" Reappraisal of: The Origin of Wealth: Development, Complexity, and the Radical Remaking of Economics † , Journal of Economic Literature, vol. 44, no. 4, pp. 1018-31. Hayden, M.V. Sep/Oct2010, â€Å" The State of the Craft – Is Intelligence Reform Working † , World Affairs, vol. 173, no. 3, pp. 35-48. Martin, John. , Bell, Ros. 2007, â€Å" Pull offing Problems Creatively † in B822 Creativity, Innovation and Change, erectile dysfunction. The Open University, 2nd edn, The Open University, Walton Hall, Milton Keynes, pp. 29-57-71-95. Studeman, C.M. Feb 2009, â€Å" 7 Myths of Intelligence † , U.S. Naval Institute Proceedings, vol. 135, no. 2, pp. 64-69.3.3 Planning and schedulingA Gantt chart has been utilised to exemplify cardinal day of the months for the complete period of research, working at the degree of separate hebdomads. The T802 MSc Research Study Calendar provides a dislocation of the cardinal phases and associated undertakings. These have been transposed onto the Gantt chart below, with cardinal vacation periods ( ruddy saloon ) included for completeness.3.4 Ethical considerationsI have read and understood the ethical considerations, as described in subdivision 7.3 of The Open University Course Guide for the T802 MSc Research Course. All stuff used, will be referenced in the appropriate mode, taking note of the information protection issues that may originate. Where beginning information is non already in the public sphere at the clip of usage for the T802 class, permission will be requested to utilize the stuff in the normal mode. There is a moral duty to sensitively manage the point of views of functioning intelligence professionals in garnering the research information, and non to misapply professional trust built up over many old ages. The information presented will be generic in nature, whilst non mentioning to existent universe operations or capableness, but instead to how engineering direction might be impacted in wide operational footings. Where existent operational experience may be valid to exemplify peculiar points made by the interviewee ; the writer ‘s experience will be drawn on to exemplify the point that is being made.3.5 Risk appraisalDevelopment of the research stage is low hazard. The structured and semi-structured interviews will be conducted in an office based environment, admiting appropriate consciousness of exigency issues and fire muster points. Site visits are specifically excluded.Chapter 4 Supporting information4.1 List of old classsT837 Systems technology T840 Technology direction: an integrative attack M883 Software demands for concern systems B822 Creativity, invention and alteration T846 Technology scheme4.2 Relevance of capable affair to declared gradeThe proposed research has strong synergism with the declared grade. It draws on many facets of the capable affair discussed in the compulsory faculties. T840 discusses merchandise rhythms and their appropriate application ; a capable really relevant to intelligence related engineering direction. Intelligence related equipment procurance and its rightness to extant mark groupings is at the bosom of this research. Technology scheme ( T846 ) expands on these elements when looking at the assorted schools of scheme that have come to the bow at assorted points in recent history. The relevancy of these to the capable affair, non least the Learning School and the thoughts behind outgrowth and complexness, will be cardinal to understanding the impact of complex adaptative systems on intelligence related engineering direction. When sing optional faculties within the declared grade, both T837 ( Systems technology ) and B822 ( Creativity, invention and alteration ) reference, to a greater or lesser extent, the theories behind complexness and outgrowth. The capable affair for this research proposal hence provides a vehicle to pull many of these elements together. The research will supply an chance to research the relevancy of the identified elements in a modern-day and extremely topical sphere, and possibly significantly, get down to make full a cognition spread which on first expression, does non look to hold been addressed.