Bridge Syllabus 2012-2013 Essay Example for Free

Bridge Syllabus 2012-2013 Essay 4. Course Overview: Welcome! This course is designed for entering students who plan to major in biology at IUPUI. The overall goal is to facilitate your entry into IUPUI, and help you succeed in college. We will be building on academic skills you already have and introducing you to the many resources available at IUPUI. During the summer, you will be part of the Summer Bridge, and will participate in activities with other groups of students. During the fall, we will be a section of Windows on Science (Science learning community, section 10316) which is a one credit course. The last meeting of the Windows on Science will be October 25, when we register for Spring 2013 classes. As part of the IUPUI bridge program, we will concentrate on introducing you to the campus and preparing you for college-level coursework. This class will use Oncourse (oncourse. iu. edu) to post grades, make announcements, etc. During the summer and fall you will meet several people in the School of Science, including at least one of the professors teaching one of your fall classes. These meetings will be quite informal and allow you to learn more about science, and about the courses they teach and what it takes to succeed in them. It will also make it easier to go to them for help if you need it later. 5. Research Projects: Most of you know that science is based on lots of accumulated knowledge, but you may not realize it also requires the ability to imagine what comes next, and/or innovative ways to use and transmit that knowledge to others. During the summer and fall you will work independently on three projects designed to introduce you to the culture and creativity of science, and the value of both imagination and knowledge. Two of the projects will be done as individuals working on subjects of their own choosing, and the third will be the whole class working on a single topic. To assist you with these projects you will be introduced to the university’s library system, the writing center (college-level writing), and the communication department (college-level oral presentations). These will help you not only with the bridge projects but later with Eng-W 131 and Comm-R 110, the composition and communication courses required for almost every major at IUPUI. Both of the individual projects will end with an oral presentation that will also include power point slides if you need help with power point just ask either the mentor or Dr. Ulbright for help. The first individual research project (Imagination) will focus on the role of imagination in scientific work. For this research project you will select a problem involving society or your community and come up with a novel idea of how you could use science to solve it. This problem can be economic, social, ecological, health or any other category – the choice is yours. The solution can be as real-world or as imaginative as you wish but it must be at least partly based on some real science. This will culminate on August 15 or 16 with a short (3 -5 minutes long) oral presentation and a short (250 word) paper. In both the presentation and the paper you should †¢ explain what the problem is †¢ explain why you chose it †¢ describe your solution with relevant details †¢ suggest what should be considered in designing the solution(s) †¢ note any new problem(s) that you think your solution might cause. The second individual research project (Knowledge) will let you become an expert in one area where science has a covert or overt community impact. You will briefly discuss how and what areas of science are involved, and probably will want to choose a topic you can relate to your proposed major and/or career. On August 23 or 30 you will give a five-minute talk about your topic, including at least 6 PowerPoint slides. On August 23 you will hand in a 250 word summary/essayg;ER. g’Erglo on it. As part of this project you will learn how to use the electronic library resources for college-level research and literature searches. During bridge you will be introduced to the IUPUI library resources and as part of this project you will find two (2) pertinent research articles and one non-peer-reviewed but credible source dealing with your subject. You may not use Wikipedia, or any dictionary or encyclopedia. The third, whole-class project (Service) will have two parts – both will use your media and technology skills, plus your knowledge of biology. The class will decide on the two projects they will do. For the first project, which will be done during Bridge, there is a choice of working with 2nd grade or  high school subjects. For both, the idea is to create an exercise covering a required science topic and making science interesting. Besides media skills, this will draw on your imagination, and your ideas of what students like. We have lists of topics for both grade levels. The second project, which we will do once the semester starts, is to create tutorial presentations to help high school students master some of the tougher concepts in biology – for example, the biochemistry of photosynthesis, meiosis, etc. This project will also help many of our bridge students because these subjects are covered in K101. We will try to finish both projects by September 29 (depends on when the selected topics are covered in K101). For extra credit, members of the Bridge class will visit the 2nd grade classroom. 6. Bridge Scrapbook – during the fall semester the class will select pictures from the Bridge and fall semester images, and create a power point â€Å"scrapbook†. Students will work in the teams they had for their scavenger hunt. This is due Oct 18. 7. Goals: The goals of this Bridge/Window course include: †¢ To help you develop the skills for success in college. Should you have any concerns about physical, academic or other challenges you may face as you start college, we will help you learn about solutions and assistance available to you at IUPUI and make every effort to assist you in making your Bridge and first year experience successful. †¢ To develop a group of friends who will be in some of your classes †¢ To share information on campus resources. †¢ To provide a context for assessing interests, values, and abilities so you can make the most of your time at the university. †¢ To provide a place for students to establish a support network at the University, including faculty, staff, librarians, and students. †¢ To introduce students to the IUPUI Principles of Undergraduate Learning. †¢ To enhance understanding and respect for values and practices of the academic community, including respect for diversity, the open exchange of ideas, collegiality, and academic and scientific integrity. 8. Course Requirements: †¢ Attend class regularly, be on time, and actively participate in class discussions and activities, including fieldtrips. If you must be absent, notify the instructor (Ulbright) before class. †¢ Complete the four projects. For the Imagination and Knowledge projects, present your work as an oral presentation that includes PowerPoint. For the knowledge project – submit a 250 essay summarizing what you learned. For the two Service â€Å"Teaching Science† projects, work with the class to complete and submit your part by the due dates. †¢ Learn how to use technologies such as Oncourse and information resources. †¢ Complete assignments and submit them by the due date. †¢ Submit daily journals and other assignments via Oncourse. †¢ Meet with the faculty member at least once before October 1. †¢ Meet the student mentor outside of class before October 1. †¢ Meet with the advisor and complete your preliminary academic plan by October 11, 2012. Submit your proposed schedule (OneStart shopping cart) by October 18. †¢ Register for spring 2013 on October 25, 2012. †¢ Attend two campus activities/events. †¢ Shadow or interview someone working in a job you are considering as your career or that is similar (we may do this during one of our class periods) †¢ There is NO FINAL EXAM in Windows – yay! 9. Grades: Assignments, attendance, journals and exercises during Bridge will be part of your Windows grade. Graded components will include: †¢ Imagination Project – 40 points †¢ Knowledge Project – 100 points †¢ Service Project – 100 points †¢ Meeting with advisor to plan spring schedule prior to Oct 11 – 25 points †¢ Meeting with student mentor during September – 20 points †¢ Meeting with faculty mentor before Oct. 1 – 20 points †¢ Journals – 10 points each †¢ Attendance – 10 points per class meeting (including Bridge) †¢ Registration – 20 points †¢ Career Shadowing – 20 points. †¢ Campus events/activities – 10 points each (you may do additional ones for extra credit) †¢ Career Assignment – 20 points †¢ Time Management – 10 points †¢ Scrapbook – 15 points †¢ Other assignments will be announced Grade Scale: A = 90% and above of possible points B = 80% C = 70% D = 60% F = less than 60% 10. Basic Policies Attendance: As you begin your college career at IUPUI, attending your courses regularly and on time will be vital to becoming a successful student. You have made a significant commitment to yourself, your college, your classmates, and your professors to be involved in the classes for which you have enrolled. Students who are present and participate are best able to learn; those who regularly attend class, come prepared and on time, and participate are also in the best position to demonstrate what they have learned. Since your college career begins with the Summer Bridge, we encourage you to make attendance and arrival times a priority. Admission in the Summer Academy is a privilege; therefore, we expect perfect attendance. We also expect you to arrive to your classes on time and stay for the full day. If you are not willing to commit to perfect attendance and arriving to class on time, then we would like to offer your seat in the program to someone who is committed. Only documented absences for genuine emergencies will be excusable, and there will be grade penalties for incomplete participation and tardiness. With traffic, parking, etc. you might have trouble getting to class on time, so being 15 minutes late once will be overlooked. After the first late arrival, each time you arrive late or leave early you will lose the points for that class meeting. For each unexcused absence during the fall semester your grade will be lowered by 1/3 (for example, from an A to an A-). In addition, if you miss more than two class meetings during the first four weeks of the fall semester without a valid excuse you will be administratively withdrawn from the fall part of the class (Windows on Science). Administrative withdrawal may have academic, financial aid, and financial implications. Since it occurs after the refund period has ended you will not be eligible for a refund, and it will be difficult to add a class to replace the credit hour. If you have questions about the administrative withdrawal or attendance policies at any point in the semester, please contact me (Dr. Ulbright). Please keep in close touch with me if you are unable to attend class or complete an assignment on time – together we can usually find a solution. Civility and Conduct: Both Bridge and Windows should provide students the opportunity to understand and practice behaviors which support their learning and that of others within an atmosphere of mutual respect. This should include expectations related to respect for the rights of others, acceptance of one’s responsibilities as a member of a community of learners, and the practice of academic integrity, such as the following from the IUPUI Code of Student Rights, Responsibilities,and Conduct [http://www. iupui. edu/code]: The University has certain expectations as to the civility of our campus community. Among those values is fostering a climate of civility and mutual respect regardless of race, gender, age, or status in the institution. IUPUI has achieved much of its promise as an urban university because we work together toward common ends. Because the university is so complex and diverse, however, we will not always agree with one another. When we disagree it must be done with civility. We encourage everyone to speak and act judiciously and with respect for one another. Also among our values are academic freedom and an open exchange of ideas and opinions. However, when there are messages displayed that promote divisiveness in our academic community we have an obligation to condemn those messages as being antithetical to our university ideals and sense of shared responsibility for each other’s welfare. If we are to be true to our commitment to diversity and be welcoming to all, everyone must do his or her part. We know the terrible legacy of unopposed statements of racial divisiveness and diatribe. If we don’t discourage such statements, they become insidiously acceptable and poison the climate of trust and respect we strive to maintain. When apathy leads us to permit discrimination or harassment because we ourselves are not objects of such behavior, we have failed our community. No set of rules or policies can wholly govern human conduct. Civility is a fragile construct that each of us must cherish and preserve. Academic Integrity and Plagiarism: IUPUI has high expectations of its students. Academic and personal misconduct by students is defined and will be dealt with according to the procedures specified in the IUPUI Code of Student Rights, Responsibilities, and Conduct [http://www. iupui. edu/code]. There are five fundamental values that this academic community expects: honesty, fairness, respect, responsibility and trust. It is important for students to be aware of the expectations of IUPUI regarding individual course work, including Oncourse assignments and examinations. Students should be aware of the rules which govern their behavior, both on and off campus, and aware of the consequences of making poor choices. Instructors have tools available through Oncourse which enable monitoring of their activity within the virtual classroom and programs such as Turnitin to detect plagiarism, and these tools can be used as evidence of academic misconduct. Please consider that holding yourself to high standards of academic integrity in your college work will likely be important to you in some way in your future. Academic dishonesty limits the amount of actual learning you can accomplish – not learning material well in a one class means you are poorly prepared for the next class and may later effect your job performance in the future regardless of whether you are caught or not. We hope the person calculating the dosage of radiation you will receive really did earn that â€Å"A† in Physics. Class Etiquette: The first-year seminar course is structured to be a time for learning within a civil framework. Inappropriate talking, eating, texting or working on other coursework during the class session should be avoided. Inappropriate student behavior not conducive to the proper functioning of the class will be identified and dealt with immediately. Tentative Fall Schedule 2012 Windows (Bridge) Section 10316 Room BS 3012 Thursdays 3:00 – 4:50pm August 23 IUPUI resources (online and on-campus), time to work on Service project, First set of Knowledge Orals. August 30 Rest of Knowledge Orals September 6 Medical Museum September 13 Service Project and Advising September 20 TBA September 27 Role of Science in American Culture, Ethics and Science October 4 Principles of Undergraduate Education, Professional and Graduate Programs October 11 Eiteljorg Museum; Career Assignment due October 18 Study abroad, Next semester’s profs, Scrapbook and Schedules with sections due October 25 Registration, Pizza, Last Class.

A Study Based On Senge Model

A Study Based On Senge Model The importance of organizational learning in organizations can never be underestimated. In Malaysian manufacturing industries, the applications of organizational learning could be the crucial factors that keep the continuous improvement going. Organizational learning is a popular practice among manufacturing organizations. The organization learns to adapt to culture and environments changes. Organizational learning can be traced back to Cyert and March (1963) who introduced the terms of Organizational Learning. Some have claimed that Argyris and Schà ¶n (1978) were the first one to propose models that facilitate organizational learning. Using Gregory Batesons concepts of first and second order learning, they distinguish the single-loop and double-loop learning. Organizational learning can be defined in various ways and an organization does not only able to learn but it also can unlearn in some way to enhance their continuous improvement. According to Senges The Fifth Principles: The Art and Practice of The Learning Organization book which was released in 1990, there are five disciplines in Organizational Learning. Those five disciplines are: System Thinking Personal Mastery Mental Models Shared Vision Team Learning Each of this discipline can be used individually or in any combination to suit an organization needs. These disciplines have been used widely in public as well as private sector to produce learning organization. This research will be focusing on the learning organization practices in Malaysian manufacturing companies based on the Senges five disciplines models. The manufacturing companies will be selected from three manufacturing industries which is automotive, electronics and ICT. The independent variables in this research would be the Senge Five Disiplines Model and the dependent variables in this research would be Learning Organizational. Research Questions In order to remain competitive, Malaysian manufacturing companies have been actively looking for ways to become learning organization .The only way to stay ahead in this global business environment is the rate of learning of the organization is greater than the rate of change. Mainly, this study tries to investigate the learning organization characteristics based on Peter Senges Model in Malaysian Manufacturing firms. Specifically this study attempt to answer these questions: Is there any evidence of learning organization traits based on Senge Model in the selected manufacturing firms? What is the element in Senge LO Model that is dominant in the selected manufacturing firms? How significance is the difference of LO dimension between the three clusters of manufacturing firms? Objectives To investigate the evidence of learning organization traits based on Senge Model in the selected manufacturing firms. To determine the element in Senge LO Model that is dominant in the selected manufacturing firms To determine whether there is a significance difference in the dimension of LO in three clusters of the manufacturing firms. 1.4 Scope, Limitations and Key Assumption of the project This study is based on Senges model of learning organization. One of the models concerning description of learning organization is Peter Senges model. The essence of this model is the interconnectedness between individual learning and organizational learning. Organization cannot learn until all the members begin to learn. (Senge, 1990). The respondents will be selected from three sectors of manufacturing in Malaysia; automotive, electronics and ICT. There are some limitations in this research. This research will not cover an organization culture and organization points of view in both of these concept since time limitations as well as geographical factors. This research only covers manufacturing companies in Malaysia and will not be able to done research any other area or country. This might lead the results of the research only on that particular area. Some of the respondent (Managers and Supervisors) may refuse to respond since some of the companies stated some rules on regulation about company confidentiality. 1.5 Importance of the Project This study was made to investigate the implementation of organizational learning concept in Malaysian manufacturing concept. This study was also made to determine the dominant element in Senges five disciplines that have been applied in Malaysian manufacturing companies. By achieving both of these objectives, the researcher may able to know the progress and growth of Malaysian manufacturing in the organizational learning. This research also one of the few research that focusing on Senges five disciplines. This research was hoped to give more understanding to managers and supervisors in applying organizational learning as well as building a learning organization. This research may be able to give manager a clearer view on Senges five disciplines and the effects of it on an organization. It may also give the industrial a new view on the difference in the dimension of organizational learning in three clusters of the manufacturing organizations. 1.6 Summary This chapter consists of the directions of this research. The introduction explains briefly the meaning of organizational learning and Senges five disciplines. This chapter also explains the objectives of this research as well as the research questions of this study. The significance of this research is it will explain the nature of a learning organization based on Malaysian manufacturing companies. It will also discover how well Senges model is recognized by the companies. CHAPTER 2 LITERATURE REVIEW 2.1 Introductions This chapter highlights the literature review on organizational learning which consist the definition of the organizational learning as well as the rich history of it. It will explain about Senge Five Disciplines Models. This study used various reference materials as a guide lines such as books, journals, thesis and other published medium. The information from this research can be used to strengthen the understanding and conceptualized research framework. 2.2 Organizational Learning Organizational Learning is considered one of the most powerful tools in an organization continuous improvement. Organizational learning can be defined in many ways since there are no absolute ways to implement organizational learning in an organization but there is only one goal in organizational learning which is people on all levels in an organizational by individually or by group continually and consistently improves their knowledge and ability on performing to work given to them. Organizational learning is really important as its give an organization a clear vision or milestones where and what the organization wants to achieve in few years ahead. It also important to know that your organization grows through the years by learning and that is just what organizational learning can do for an organization. As today electrical and electronic industry become more competitive than ever, it is important and at the same time relieving to know that your organization is learning and got what it takes to compete. 2.2.1 Definition of Organizational Learning Organizational learning has been around for a long period of time and there were more than one definition to define organizational learning. Arygis(1977) defines organizational learning as detection and correction of errors. He sees that an organization learns from the individuals or the workers. He stated that The individuals learning activities, in turn, are facilitated or inhibited by an ecological system of factors that may be called an organizational learning system (Arygris, 1977, p.117) One of the theorists in this field, Huber (1991) viewed organizational learning from behavioral perspective. An entity learns if, through its processing of information, the range of its potential behaviors is changed. (Huber, 1991) From this statement, an individuals effectiveness or potential does not always improve by learning. In addition to that, learning does not need to lead to changes that can be seen in behavior. Knowledge acquisition, information distribution, information interpretation, and organizational memory is a four construct as integrally linked to organizational learning as has been considered by Huber. He explained that learning does not need to be conscious or intentional. Some other notable definitions of organizational learning from well-known theorist in the field are: The ability of an organization to gain insight and understanding from experience through experimentation, observation, analysis, and a willingness to examine both successes and failures (McGill et al, 1992). in which you cannot not learn because learning is so insinuated into the fabric of life. (Senge, 1990) a group of people continually enhancing their capacity to create what they want to create.(Senge, 1990) A Learning Company is an organisation that facilitates the learning of all its members and continuously transforms itself(Mike Pedlar, Tom Boydell, John Burgoyne, 1988) The Learning Organisation can mean two things : it can mean an organisation which learns and / or organisation which encourages learning in its people. It should mean both (Charles Handy, 1989) 2.2.2 History of Organizational Learning As has been mentioned before in chapter 1, organizational learning was first introduced by Cyert and March (1963). The concept of System Thinking was introduced in the 1950s. This concept implying that the organization needs to be aware about the organization as well as the individuals on the organization. Before this concept was introduced, most company only focus on the organization goals without considering the workers needs. This concept was never implemented in any organization at that time. Gould-Kreutzer Associates, Inc. defined System Thinking as: A framework for seeing interrelationships rather than things; to see the forest and the trees. (Gould-Kreutzer Associates, Inc) This statement clearly stated that system thinking is concept that not only focusing on business or an organizational goals but to focus individuals needs and goals. The forest here is a metaphor for organization and the trees is a metaphor for individuals or workers in the organization. This concept is trying to change the managerial views at that time from being business goals-oriented to continuous improvement. From the concept of System Thinking, a new system emerged which was called Decision Support System (DSS). This concept is changing the traditional way of decisions making. This new model help executive to make decisions for the company future. Incidentally, the model benefits management more rather than the systems operation. This is because the model more focuses on what the business really was and providing the alternatives for the future. One of DSS major contribution is that it made implicit knowledge explicit. This has caused the organization have more knowledge to explore and learn better than before since explicit knowledge spread much faster throughout the organization. Because of this, DSS can be seen as additional method of communication. The idea of this concept later was renamed into organizational learning in 1970s. Some have claimed that the term of Organizational Learning was introduced by Cyert and March (1963). One of the earliest theorists in organizational learning was and still is Chris Arygris. He published a book entitled Organizational Learning in 1978 and Organizational Learning II in 1996. At that time, Organizational Learning concept was still not taken seriously by any organizations. Not until Peter Senge published the book The Fifth Principles: The Art and Practice of The Learning Organization in 1990 the organizational learning is taken importantly. This book influence many organizations to start taking Organizational learning into consideration. Since then, organizational learning has evolved until what of we known as today. 2.3 The Fifth Discipline: The Art and Practice of the Learning Organization In 1990, Peter Senge, one of the theorist and gurus in Organizational Learning published a book that changed the managerial views. The book entitled The Fifth Principles: The Art and Practice of The Learning Organization. In the book, Senge list out five discipline that is a must in a learning organizational. The five disciplines are Personal Mastery, System Thinking, Mental Models, Shared Vision and Team Learning. 2.3.1 Personal Mastery Organizations learn only through individuals who learn. Individual learning does not guarantee organizational learning. But without it no organizational learning occurs (Senge, 1990, p.139) Personal mastery is the discipline of continually clarifying and deepening our personal vision, of focusing our energies, of developing patience, and of seeing reality objectively (Senge, 1990, p. 7) It goes beyond competence and skills, although it involves them. It goes beyond spiritual opening, although it involves spiritual growth (Senge, 1990, p. 141) From these citations from Senge, we can conclude that an organization only learns when the individuals or the workers in the organizations start to learn. Personal mastery its a traits that every individuals should have. The higher level of personal mastery an individual has the stronger their will to continue learning and improve themselves. Peter Senge mentioned in his book Personal Mastery as People with a high level of personal mastery live in a continual learning mode. They never arrive. Sometimes, language, such as the term personal mastery creates a misleading sense of definiteness, of black and white. But personal mastery is not something you possess. It is a process. It is a lifelong discipline. People with a high level of personal mastery are acutely aware of their ignorance, their incompetence, their growth areas. And they are deeply self-confident. Paradoxical? Only for those who do not see the journey is the reward. (Senge, 1990, p.142) From what Senge has cited, we know that the goals are not the reward; the journey toward the goals is the reward itself. The lifelong process of learning is what Personal Mastery is all about. The acknowledgement of not knowing and the desire to learn is what drives an individual to learn and to achieve Personal Mastery. In other words, without Personal Mastery disciplines in the individuals, the organizations might never start to learn. Those who have a high level of Personal Mastery might often find asking these kinds of questions to themselves; Why do I have to learn this? Why is it important to learn? To summarize it, personal Mastery helps and guides an individual to realize what they have and what they dont. It also makes an individual aware of their attitude and belief as well as be responsible to their action. 2.3.2 System Thinking In his book, Peter Senge also includes a system theory among the five disciplines. Some have claimed that system thinking is the conceptual cornerstone of the Senges five discipline models. This mainly because of peter Senge said it himself; It is the discipline that integrates the others, fusing them into a coherent body of theory and practice (Senge, 1990, p.12) Senge explained more on system thinking in his book. He mentioned system thinking is interconnected with other four disciplines. Systems thinking also needs the disciplines of building shared vision, mental models, team learning, and personal mastery to realize its potential. Building shared vision fosters a commitment to the long term. Mental models focus on the openness needed to unearth shortcomings in our present ways of seeing the world. Team learning develops the skills of groups of people to look for the larger picture beyond individual perspectives. And personal mastery fosters the personal motivation to continually learn how our actions affect our world. (Senge, 1990, p.12) System thinking can be said as a system that should be use on overcoming problems as a whole, not only on that particular problem. Focusing only on specific part or problem may lead to unwanted or unintended consequences. Instead of focusing only on that specific parts or problems System Thinking take larger accounts and investigate the interactions of the parts or problems with every other parts of the system. This characteristic makes it an effective solving method especially when dealing with difficult types of problems. The problems that involving complex issues and needed to be seen by big picture, the problems that recurring or depending on the past, and the problems which the solution are not obvious are the ones that needed the application of System Thinking. As Peter Senge said in his book, We learn best from our experience, but we never directly experience the consequences of many of our most important decisions,(Senge, 1990, p.23) we tend to focus only on the solution that problems cause but only on the short-terms. System Thinking forces an organization not only focusing on the solution for improvement for a shot-term but at the long-term as well. Peter Senge also urged organizations to use System map. System map is a diagram showing the important elements or parts in the organization and how they were connected to each other. Here is the example of System Map. (Source: www.cogneon.de) C:UsersNAIM RAHIMDownloadslearning-organization.png Figure 2.1 System Map Learning Organizations 2.3.3 Mental Models Peter Senge defines Mental Models as deeply ingrained assumptions, generalizations, or even pictures and images that influence how we understand the world and how we take action (Senge, 1990, p.8) Mental models are the vision we have in our mind. How our mind process the things we see and what we expect to happen in the future. For example, when we see a bullet shot to a balloon, our mind would come out with what would happen to the balloon. Most of us would have the vision of the balloon explode. From this example, we can assume that our mind can share the same vision. Applying this to an organization, if the workers or individuals in the organization shared the same vision, they can changed their behavior and shape their strategies and internal ways of working. The discipline of mental models starts with turning the mirror inward; learning to unearth our internal pictures of the world, to bring them to the surface and hold them rigorously to scrutiny. It also includes the ability to carry on learningful conversations that balance inquiry and advocacy, where people expose their own thinking effectively and make that thinking open to the influence of others. (Senge, 1990, p.9) From this citation, Peter Senge said that every thought should be mentioned and exposed so everyone can learn and influence from ones thought. By doing this, an organization can start learning as everyone will start to learn new skills and develop new orientations parallel to the organization goals. Senge also said that Mental Models is Moving the organization in the right direction entails working to transcend the sorts of internal politics and game playing that dominate traditional organizations. In other words it means fostering openness (Senge, 1990, p.273-286). Senge continued by saying It also involves seeking to distribute business responsibly far more widely while retaining coordination and control. Learning organizations are localized organizations (Senge, 1990, p.287-301) Models are not perfect but sometimes it can be useful. In this case, Mental Models are not an exceptional but if the organization using it in the right ways, there are so many things it can learn from it. 2.3.4 Building Shared Vision Shared vision refers to the ability for an organization to share or hold the same goals or future that they want to achieve. According to Senge, building a shared vision is the capacity to hold a share picture of the future we seek to create (Senge, 1990, p.9) Building a shared vision for an organization is very important. All individuals in the organization will work toward one goal, which will make the organization, become more effective. This also can foster a sense of the long term which is fundamentally one of the five disciplines core beliefs. When there is a genuine vision (as opposed to the all-to-familiar vision statement), people excel and learn, not because they are told to, but because they want to. But many leaders have personal visions that never get translated into shared visions that galvanize an organizationà ¢Ã¢â€š ¬Ã‚ ¦ What has been lacking is a discipline for translating vision into shared vision not a cookbook but a set of principles and guiding practices.(Senge, 1990, p.9) The practice of shared vision involves the skills of unearthing shared pictures of the future that foster genuine commitment and enrolment rather than compliance. In mastering this discipline, leaders learn the counter-productiveness of trying to dictate a vision, no matter how heartfelt. (Senge, 1990, p.9) It is very important for any organization leader to realize the importance of shared vision. The leader not only should be able to command the workers to do things but also to create a learning organization which the workers not only learn continuously because they have to, but because they want to. The individuals in the organization also play an important role in shared vision. They must clearly understand the shared vision of the organization and also know where they are at the present and they want to be in the future. 2.3.5 Team Learning According to Senge, team learning is the process of aligning and developing the capacities of a team to create the results its members truly desire(Senge, 1990, p.236) By having Personal Mastery and Shared Vision, an organization may have Team Learning. But most of the times it is not enough. An organization needs to get the workers to act together. By having the workers work together as a team, the shared vision and personal mastery become better and the organizational learning can be achieve. The discipline of team learning starts with dialogue, the capacity of members of a team to suspend assumptions and enter into a genuine thinking together. To the Greeks dia-logos meant a free-flowing if meaning through a group, allowing the group to discover insights not attainable individuallyà ¢Ã¢â€š ¬Ã‚ ¦. [It] also involves learning how to recognize the patterns of interaction in teams that undermine learning. (Senge, 1990, p.10) To start team learning, the individuals of the organization must start to speak their mind up. In my opinion, this is what Senge means by dialogue. When people start to speak up their mind, other people would give their own opinion and start a discussion or a genuine thinking together. It also helps the group to achieve an insight which might not be able to be achieved by thinking individually. By using team learning, the team may identify the kind of interaction that may stop the learning progress in the team. As people talk, the vision grows clearer. As it gets clearer, enthusiasm for its benefits grow' (Senge, 1990, p.227) By constantly sharing insightful information and knowledge, the visions become clearer and the enthusiasm will be spread among the individuals in the organization. 2.4 Relationships between Senge Five Disciplines Model, Organizational Learning and Malaysian manufacturing companies. Manufacturing industry is probably one of the most competitive industries in Malaysia. Thats why it is very important for the manufacturing companies to keep learning. The companies that capable of learning will have a big advantage than those who didnt. In this research, the researcher will try to found out the evidence of Senge Five Disciplines model that forms a learning organization in Malaysian manufacturing companies. In recent years, Malaysian manufacturing companies begin to adapt to the learning organization theories but it was never been proved that Senge Five disciplines models were used in their effort on becoming a learning organization. 2.5 Summary From this chapter, we can conclude that there are the relationship exists between Senge Five Disciplines Model, Organizational Learning and Malaysian manufacturing companies. By understanding the relationship between these three, the question now arise as to which disciplines from the five disciplines are the dominant element in Malaysian manufacturing companies. The theoretical framework for this research as in Table 2.1 Malaysian Manufacturing Companies Learning Organization Team Learning Shared Vision Mental Models System Thinking Personal MasteryIndependent Variables Dependent Variables Table 2.1 Theoretical Framework CHAPTER 3 METHODOLOGY 3.1 Introduction This chapter outlines the research the research design for this study and the manner in which the research was conducted. The research methodology used in this study is described. This chapter consists of research design, method research design, primary and secondary data sources, research strategy, and scientific canons. The instruments used to collect data are also described. 3.2 Research Design Research design can be divided into fixed and flexible research designs (Robson, 1993). As in this research, the quantitative approach was taken. As has been described by Burns and Grove (1993, p.777) quantitative research is a formal, objective, systematic process to describe and test relationship and examine cause and effect interactions among variables. Research design is important because it gives the direction to the study and what to find that may be significant to the study. 3.2.1 Exploratory studies An exploratory study is a type of studies or research conducted when the problems are not clearly defined. Exploratory studies usually depends on secondary research such as reviewing past journals, literature and data, interviewing experts in the industry, conducting in-depth individual interview and sometimes conducting focus group interview. 3.2.2 Descriptive studies Descriptive studies sometimes can be referred as statistical research. The objective of descriptive studies is to gain an accurate profile of events, persons or situations (Saunders, 1997). Descriptive studies usually involved observing and describing the behavior of subject without influencing it in any way. Descriptive studies cannot describe what cause a situation although the data description is factual, accurate and systematic. 3.2.3 Explanatory studies The explanatory studies explained the way of certain event. The outcomes of event could be either positive or negative. So basically, the explanatory research is a research that conducted to find out and to explain any behavior or event. 3.3 Research Design Method The research design for this study is the by using the quantitative method. Surveys and questionnaire may be used for the descriptive, explanatory and exploratory research. The questionnaire in this research is a self-administered questionnaire. The questionnaire was made for data and information collection and it will be distributes personally by the researcher. This research design was chosen to accomplish the objectives of the study and the researcher believes that the quantitative method is the best way to meet those objectives. 3.3.1 Quantitative Method Quantitative research method is a non-numeric data such as words, images, video clips, and other similar material. The aim of quantitative research is to develop statistically reliable information from sample data that can be generalized to a larger population (Dutka, 1995). Quantitative research uses a relatively short structured questionnaire, while the survey sample should be large enough in order to provide a statistically reliable set of responses. The collected information is also analyzed using specific statistical techniques and quantitative tools. In the case of customer satisfaction measurement and developing new product, this type of research is focused on the quantification of satisfaction information. The most frequently used types of quantitative research are mail survey, personal interviews, and telephone surveys (Gerson, 1993). 3.4 Primary and secondary data sources In this research, the data and information collected from two main sources which are the primary resources and the secondary resources. 3.4.1 Primary data The primary data for this research are the book from Peter Senge which was released in 1990, The Fifth Principles: The Art and Practice of The Learning Organization. Another primary data for this research would be the questionnaire that will be distributed to three sectors of manufacturing in Malaysia; automotive, electronics and ICT. From here, the researcher will gather the data in the three sectors managers or supervisors that involved in the surveys whether by face-to-face, emails, telephone calls or any other ways. 3.4.2 Secondary data The secondary data in this study were collected before the researcher proceeds to collect the primary data in the three sectors of manufacturing industry in Malaysia; automotive, electronics and ICT. A bunch of useful information was collected as it is already exist in the form of secondary data. The secondary data that was used in this study are journals, relevant internets site, magazines and articles. 3.5 Location of Research The lacation or this research would be focusing on Malaysian Manufacturing. The group focus would be 3.6 Research Strategy Research strategy can be defined as a plan for a researcher to achieve the objectives of the study as well as how the reascher going to answer the research questions. There are many strategies that can be used in research strategies such as Experimental, survey, archival research and case study. The researchers choose the survey strategy for this study. The reason survey method was chose is because they allow the collect quantitative data and can suggest possible reasons for particular relationship between independent variables and dependent variables. It also gives the researcher more control over the research process as well as lower in cost compared to other methods. The strategies for the survey method are as follows: Preparing the Survey As has been mentioned before, the research will be using quantitative method where a set of survey is used to gather related data and information for this study. The questionnaire or the surveys were constructed based on the research question and research objectives. The respondent for the questionnaire would be the employees from Malaysian manufacturing industries. Survey research design The survey design divided to several ways. There are structured way (the formal list of questions use and all the respondents have to answer the same question) an

The Dream of Wind Power Becoming a Reality Essay -- Wind Power Essays

The Dream of Wind Power Becoming a Reality The United States and all of the industrialized nations were built and are currently sustained by the burning of millions of tons of fossil fuels. This method of producing power has had disastrous consequences on human beings and our environment, which include air pollution, global warming and acid rain. Ever since the realization of these consequences people all over the world have been searching for alternative energy sources that are clean and sustainable. One of these new alternative forms of power is actually an old technology reinvented, wind power. Until recently wind power was seen as a renewable resource that could work on a small scale to cut down energy costs, but which could never replace fossil fuels because there were too many obstacles to its implementation on a large scale. This paper will discuss the many ways that wind power has been improved in the past few decades, which today makes it a viable energy option. One of the main problems wind power was forced to deal with early on was efficiency issues both with the design of the wind turbines. The blades of a wind turbine have gone through many design changes over the past decades which are all aimed at increasing there ability to maximize rotation from just a little wind speed. Today's wind turbines mainly feature long thin blades with only one horizontal piece as opposed to the old wind turbines which had multiple blades and were usually much thicker. The general progression has been towards lighter, stronger materials usually composites, which allow the blades to rotate quickly and easily maximizing power conversion, but with standing high wind speeds (National Wind Technology Center). The progression in techn... ...see wind energy and other renewable resources nearly replace fossil fuel use in our lifetimes. Works Cited Anderson, Ian. 1997. â€Å"Blowing Hot.† New Scientist. 22. Anonymous. 1999. â€Å"MPS Review: Wind Power; The Future of Wind is Growing Larger.† Modern Power System. 20. Anonymous. 1998. â€Å"It’s an ill wind that blows no good.† Design Week. 20-21. Moore, Taylor. Winter 1999. â€Å"Wind Power: Gaining Momentum.† EPRI Journal. 24: 8+. National Wind Technology Center, 2001. â€Å"Wind Turbine Research.† http://www.nrel.gov/wind/index.html (Oct. 12, 2001). National Wind Technology Center, 2001. â€Å"Wind In a Minute.† http://www.nrel.gov/wind/index.html (Oct. 12, 2001). National Wind Technology Center, 2001. â€Å"Wind Resource Database.† http://www.nrel.gov/wind/index.html (Oct. 12, 2001). Sample, Ian. 2000. â€Å"Hidden Power.† New Scientist. 166:14.

Competition Techniques :: essays research papers

Competition Techniques   Ã‚  Ã‚  Ã‚  Ã‚  A complete pole vault jump is best explained by breaking it down into 9 basic steps. The steps are pre-run preparation, beginning the run, the acceleration and pole drop, the speed plant, the take off, the Tap Swing, the rockback, the clean to turn to push, and the Bar clearance.   Ã‚  Ã‚  Ã‚  Ã‚  First thing to do after warming up properly is to step to the back of the runway and place the left foot on the starting mark. The right foot will be slightly behind and to the right of the left foot for good balance. Hold the right hand along side of the body at or above the waist. The left hand holds the pole a few inches in front of the chest. The pole is balanced in an almost vertical position. The vaulter should be in a position ready to drive off the starting mark.   Ã‚  Ã‚  Ã‚  Ã‚  Next, to begin the run, the right hand remains constant at the waist. The top hand holds the pole a few inches away from the chest as the initial body lean and push-off of the left foot tilts the pole toward the pit. Drive hard off the left foot to get the pole moving. Transfer the weight of the pole into the right hand. The legs are driving the hips. The hips are driving the top hand and the top hand is driving the tip of the pole. Relax the drive and work into a smooth accelerating run.   Ã‚  Ã‚  Ã‚  Ã‚  Then, the pole vault acceleration and pole drop begins at the starting mark and ends when the tip of the pole hits the back of the box. The pole tip has a smooth and constant drop to a horizontal position during the acceleration and pole drop. The height of the pole tip dictates the speed and form of the run. The run gets faster and the turnover of the feet moves forward under the hips as the pole tip drops. If the right hand gets behind the hips during the acceleration and pole drop push it forward going into the left foot as the pole reaches its level position. The vaulter may have to raise his or her elbows slightly to get the pole to a perfectly level position. For the high school pole-vaulter this position is about hip level.   Ã‚  Ã‚  Ã‚  Ã‚  Next, the pole vault speed plant starts on the left foot two strides before the take-off.

Development programme Essay

12 minutes run on the Treadmill in level 11.5 and 5 minutes cycling a steady pace.  12 minutes run on the Treadmill, in level 11.5 with 5 minutes cycling at a steady pace  Circuit training programme which we will include 1 minute cycling at a fast pace rest for 2 minutes, 1minutes sprint with 1 minute rest and back to the cycling. This will go 4 times.  And finally cycling for 5 minutes in a steady pace to get rid off lactic acid. Bicep curls, Triceps push down, Bench press, seated leg extension and seated leg curl all of this, 3 sets of 15 repetitions with 1 minute rest between sets and 2 minutes rest between different exercises. Keeping the same weight as last session.  Bicep curls, Triceps push down, Bench press, seated leg extension and seated leg curl all of this, 3 sets of 15 repetitions with 1 minute rest between sets and 2 minutes rest between different exercises. Keeping the same weight as last session. Bicep curls, Triceps push down, Bench press, seated leg extension and seated leg curl all of this, 3 sets of 12 repetitions with 1 minute rest between sets and 2 minutes rest between different exercises, this week we will only increase 1 kg in every exercise.  Passive stretches on the less flexible muscles with serious extension to see a good improvement (groin, hamstring, quadriceps, back, biceps, triceps, gastrocnemius and gluteus). All will be kept for 45 seconds. Passive stretches on the less flexible muscles with serious extension to see a good improvement (groin, hamstring, quadriceps, back, biceps, triceps, gastrocnemius and gluteus). All will be kept for 45 seconds.  Passive stretches and static stretches in every muscle (groin, hamstring, quadriceps, back, biceps, triceps, gastrocnemius and gluteus). All will be kept for 50 seconds.  I think this week really will help to maintain a good cardiovascular development and a good muscular strength. In both fitness components I’ve increased some type of resistance such as doing the really hard session in Friday for cardiovascular and adding 1 kilogram per exercise in the muscular strength training. I think the flexibility exercises I developed, will really help to see a difference in next week’s sessions. Next week I will increase 10 seconds in each stretch to see if week 4 really helped him to improve.  This wee I’m going to focus in two things, muscular strength and cardiovascular system. As its one more week left for the training programme to be finished, I am concentrate on the two major things that need improvement. To improve my cardiovascular I will do a Fartlek training session and a hard weight session by adding more weights, in Wednesday, everything it’s going to be a normal week and in Friday I will do an interval training to prepare for next week hard sessions and I will also do a very hard session for muscular endurance. For flexibility I will maintain adding seconds but won’t focus as much at it.  Monday  Wednesday  Friday  Fartlek training programme which will last 12 minutes and will be done in the athletic centre. It will have serious changes of speed every 3 minutes. A bike session of 2 minutes as harder as possible.  12 minutes run on the Treadmill, in level 12 and 5 minutes cycling at a steady pace  In this session a Interval session is being produces which will be jogging for 10 minutes, then do 3Ãâ€"100 sprint with a rest between of 1 minute jogging and finishing with another 10 minutes run. Finally cycling for 5 minutes in a steady pace.  Bicep curls, Triceps push down, Bench press, seated leg extension and seated leg curl all of this, 3 sets of 15 repetitions with 1 minute rest between sets and 2 minutes rest between different exercises. Adding 2 more kilos for the duration of the whole session. Bicep curls, Triceps push down, Bench press, seated leg extension and seated leg curl all of this, 3 sets of 15 repetitions with 1 minute rest between sets and 2 minutes rest between different exercises. Keeping the same weight as last session.  Bicep curls, Triceps push down, Bench press, seated leg extension and seated leg curl all of this, 3 sets of 12 repetitions with 1 minute rest between sets and 2 minutes rest between different exercises. Adding another 2 kilos for the duration of the whole session. Passive stretches on the less flexible muscles and static stretches on more flexible group muscles (groin, hamstring, quadriceps, back, biceps, triceps, gastrocnemius and gluteus). All will be kept for 50 seconds.  Passive stretches on the less flexible muscles and static stretches on more flexible group muscles (groin, hamstring, quadriceps, back, biceps, triceps, gastrocnemius and gluteus). All will be kept for 50 seconds. Passive stretches on the less flexible muscles and static stretches on more flexible group muscles (groin, hamstring, quadriceps, back, biceps, triceps, gastrocnemius and gluteus). All will be kept for 55 seconds.  I think this session can really help obtain a difference for the last week of the development programme. Making him work in the cardiovascular system as much, will help him psychological and physically to be more determine in sports, as he put all his effort in this week session and hopefully was done perfectly, with motivation and confidence. Flexibility stood the same but we added 5 more minutes in the last session so we can see an improvement in next weeks last session.

Buyer Behavior

Consumer behaviour is commonly described as the study of the factors that determine purchase of consumer goods. The analysis of such factors attempts to find out why, when, where, how and what individual do or don’t to purchase certain goods. Generally it is very difficult to evaluate how people come to make certain decision though peripherally it appears to be obvious. For this reason, researchers have affirmed that there are several elements that play part in the overall buyer behaviour and cover a variety of subjects including sociology, psychology, anthropology, and economics among others.The customer needs and requirements are the central determinant of the purchase of goods, however with the current development in technology (communication and diversity of production), people have a variety of choices to pick from and for one to be able to win customers, he/she should produce the products that meet the specific customer demands, affordable and are convenient. Manipulatin g the customers psychology can be of great impact on the business as one can perceive what the customers want and design exactly that and therefore win a lot of customers.Buyer Decision Making The marketers are usually faced with great problem when designing the most appropriate promotion strategy to win customers to their businesses. This calls for research to find out the consumer behaviour so that market planning can be properly design (Klopper et al 2006), Unilever for instance, have constantly used its logo on all the goods because the reputation of the company is well known and intimately associated with the logo.The decision making process of the customers is the main focus because this is what determines whether the customer will purchase the product or not (Dibb & Simkin 2001). It also assists to design the marketing plan. Marketing is a very important aspect of business venture since the main aim of any business is to make profits. The process of planning and implementing the concept of price, promotion and supply of products and services is very complex and requires a plan; market planning.Marketers use a variety of means to describe how, when and where information on a product is presented to the customer. The purpose is to convince the customer to purchase the product and successful market plan creates the wish to buy hence the marketer needs to understand the likes, dislikes and expectations of consumers (Shaw & Semenik 1999). Market plan assess the customers in terms of demographic variables and behavioural changeable aspects.Research from previous has indicated that the consumer purchase behaviours are usually predisposed by the following factors; personal, psychological, cultural and social factors. It has been found that the interaction of these factors influence the customers to develop certain characteristic behaviour like brand preference or product loyalty. These factors are therefore very important for the marketers because they can use them to manipulate clients and end up with a lot of customers coming for their products or services.Though most of the factors cannot be directly manipulated by the marketers, understanding of the buyer decision process and the impact of these factors on the customers can be very beneficial in developing a marketing mix for their business and designed to appeal to the preferences of the target clients (Dibb & Simkin 2001). It has been established that before the purchase of a product or service, a customer goes through a process of making a decision.For easy understanding and analysis of the process of decision making, the process has been categorized into five stages; recognizing the problem, looking for other information, analysis of alternatives or substitutes, the actual buying decision and post buying behaviour (Shaw & Semenik 1999). The duration of the decision making process always very depending on personality and this range is described from the routinely buying practice to some degree of problem solving and more wide-ranging and far-reaching problem solving dealing.Due to interaction and the increase in communication technology, consumers get to exchange information and also get a variety of data from different sources which mean there is a lot of external influence on the decision one makes. For these reason, people do not act in seclusion in the buying process rather, their decision id influenced by several factors and people in the environment. The amount of influence gets complicated in the buying decision when a lot of people get involved and hence does the purchase decision by the customer (Howard & Sheth 1999).The decision to purchase and the actual purchase is powerfully controlled by the cultural, social, psychological and personal distinctiveness. These factors can be blended and used by a marketer to create the correct appeal for the customers. The decision making process can hence be interfered with at different levels and the outcome cou ld be that the customer gets to by the product without too much complexity (Shaw & Semenik 1999) Problem Identification: this is the difference between the perceived ideal desire for something and the actual situation of having to obtain the product.If the difference is greater enough, it is likely to evoke purchase of the product and this is described as the deficit in assortment of goods. For instance, a feeling of hunger is likely to inspire purchase of food because hunger can stimulate someone to eat. In this way, a company like Unilever can utilize this first step and stimulate purchase by an advert that create the idea that a customer is deficient, like the need to be beautiful using the Dove beauty products. This can inspire one to purchase dove as the ads usually uses model.Search of Information: this is a ways of obtaining information about the product about to be purchased and it is usually done in two ways i. e. internal search and external search. The internal search is when somebody relies on memory to remember past encounter with the product or the brand; this is usually used for regularly purchased goods and services. The external search is also a source of influence as one gets the information from friends and relatives, public sources like adverts, consumer reports, comparison during shopping etc.when a marketer clearly understands the importance of this stage in the purchase decision, he or she can present a lot of information (marketer dominated) in items like adverts, salesmen, website among other (Dibb & Simkin 2001). If Unilever uses several adverts that will capture the customer’s eye, it is likely to be remembered during this stage of decision making and leads to a positive response when one has to buy dove beauty products. Analysis of Substitutes (alternatives): this is the stage when the customer gets to set the criteria for buying.Under correct understanding of the decision making process, marketer can be able to establish bra nd name reputation and these brand name could easily fall in the clients criteria (Klopper et al 2006). Another important aspect here is to develop and win the customer worth notion. Unilever logo is very popular and since the reputation of the company is well established, it can form a very good basis for marketing against competitors like Lux, Lava and Ivory.The Buying Decision: a purchase decision is very critical to both the marketer and the client especially where to buy and is usually based on term of sale, previous knowledge of the product from the seller and return policy. When to purchase can be determined by appropriateness of the shop, store atmosphere and the time factor (Howard & Sheth 1999). Other factors in consideration when marketing include the product type, mode of packaging, and the means of purchase (online or physical etc).The Actual Buying: this can be altered by product availability and therefore, for a company to win customers over there competitors, they sh ould ensure that the products are always in the stores (Klopper et al 2006). Post Purchase Analysis: after acquiring the product, customers usually make comparisons of the actual effects and the expected outcome. From these, the product can be concluded as being satisfactory or unsatisfactory. Many companies are working very hard to ensure positive post purchase impact which will result in repeat purchase (Howard & Sheth 1999).Unilever can use follow up calls and sales people to convince the clients that they made the correct decision. This will help to manage the cognitive dissonance that is usually experienced and is characterized by tense moments and feeling of anxiety. Consumer Behaviour Theories Consumer behaviour theories are attempts to give explanations as to why customers usually behave in a certain way and not the other and is basically the basis used by marketers to make their marketing mix in what is called marketing theory.The basic buyer behaviour theory was postulated by Abraham Maslow, and this was based on the priority or the necessity of products and services and it mainly applies to the consumer goods. The second theory applies to merchandise or the industrial goods. This theory addresses the typical behaviour of buyers of organisational products or merchandise for business (Howard 1993). Essentially, there are four characteristic types of buyer behaviour as explained by the buyer behaviour theories and the categorization is determined by the kind good or services intended for purchase.The aim of the theories is to give answers to the following questions about customers; who? How? When? Where? And why do they buy? The buying behaviours are (Howard 1993); 1. Complex behaviour- this is the situation where a customer buys very expensive brand and inquires for more information prior to real purchasing. 2. Habitual buyer – this is when a client gets used to buying certain goods and regularly purchases them as a habit like newspapers etc. 3 . Variety seeking behaviour- this is when the customer develops the habit of shopping around for purposes of making comparisons and experimenting new products.This kind of client can shop different brands of the product say bread, cosmetics etc. 4. Dissonance reducing behaviour- these are buyers who get to do shopping because it is tasking or occasional. There is not greater influence by characteristics like branding, for instance the purchase of a gold chain. Maslow’s Hierarchy of Needs Theory This theory explains what motivates people to purchase goods and the analysis is based on the priority or rather the necessity of the products or services to be purchased.In his theory, Abraham Maslow suggests that people will target to meet their primary needs first which include hunger and thirst (this is psychological classification) (Howard 1993). When these necessities are adequately satisfied, then the individuals can move to the next step of the hierarchy, i. e. the safety requi rements where main concern is the job security and the assurance that they will have regular income. The social needs come next and they are the need to be loved, this is a general human yearning and individuals will work hard to attain this sense of belonging.Self esteem comes next and this is the need to be recognised in terms of status quo and social class in the society, e. g. wearing branded shirts. Self actualization is the top most level of human needs and it is when an individual has achieved the most out of life, a point of life fulfilment (Howard & Sheth 1999). One can wonder that how can this concept help Unilever to market its products? Generally, marketing is meant to ensure that goods are sold and that they meet customers’ demands. The Maslow theory suggests that the individuals need keep on changing as they strive along hierarchy of needs to achieve self actualization.Unilever stores can store products that meet the esteem needs (particularly Dove beauty produc ts). This concept is therefore very important to marketers (Dibb & Simkin 2001). The theory of buying merchandise is more like the Maslow’s theory only that it does not include so much of the behavioural aspects. The theory works at macro-level and does not take into consideration how the retailers manage their business, the profits and hence it is of no big use to Unilever Company. Recommendations and Conclusions The two important marketing strategies are developing a marketing plan and carrying a market research.Developing the format of a marketing plan is the first step in making a marketing strategy. The plan should include; the objective and business mission; situation Analysis; the aims of the marketing strategy; strategic and tactical procedures; the budget and means of analyzing performance; and contingencies. The first step is to describe the challenge i. e. product to be marketed; in this case, the products are sandwiches, cold and hot drinks. Situation analyses inc lude several aspects, competitor analysis, SWOT analysis, company analysis and customer analysis (consumer behaviour).Customers are a very critical element of any business venture and during market planning it is very important to carry out a market research about customer information including purchasing habits, type of customers, number of customer, and concentration of customers centre for certain products etc. Competition can be overcome by optimizing on the opportunities, maximizing the strengths and eliminating the weaknesses. All these are obtained through market research analysis of market segmentation and position.Unilever can greatly influence customers to purchase Dove beauty products by the process known as market concepts which can be derived from buyer behaviour. References Dibb. S & Simkin L. (2001). Marketing Briefs. A Revision and Study Guide. Butterworth-Heinemann Howard J. A (1993). Marketing: Executive and Buyer Behaviour. Columbia University Press Howard J. A & Sheth J. N (1999). The Theory of Buyer Behaviour. Wiley Klopper H. B et al (2006). Marketing. Fresh Perspectives. Pearson South Africa. Shaw R. T & Semenik R. J (1999). Marketing. South Western Publishing Company.

Characteristics Of Satan In Paradise Lost - 906 Words

Epic tradition has existed long throughout the history of literature, built around the concept of the hero—the protagonist whose talents and admirable characteristics propel them to conquer an impossible task. In the case of John Milton’s Paradise Lost, Satan exists as the protagonists of Milton’s epic, seeking revenge on God for punishing him to the depths of hell for leading a revolt against heaven. However, although Satan’s actions are villainous and sinful, his tale follows that of the traditional epic hero. Satan fits the characteristics of the epic hero through his illustrious status among his fallen angels and his immense hubris, leading to a plot to corrupt mankind and seek revenge against God. The epic hero, as seen in Satan,†¦show more content†¦By recreating his fallen army in such a fashion, Satan shows great characteristics beyond those of others. Satan’s inherent traits and status allows him to gain notoriety among his fellow damned beings as well as the humility that is characteristic of an epic hero. As satan accepts to solely execute Beà «lzebub’s plot to corrupt mankind, his followers â€Å"express how much they [praise]† (2, 480) his valiant proposal. They bow to him with â€Å"awful reverence† (2, 478), seeing him as a God. This sacrifice of himself to support the greater good of his comrades leads to Satan’s humility. Even if only to keep â€Å"others among the chief [Satan]† (2, 469) from offering, he offers himself nonetheless, without regard to his â€Å"general safety† (2, 481); he sacrifices himself for â€Å"their species deeds of earth† (2, 484). Satan gives up his own security to benefit his followers for the sake of their cause. The task set before Satan that warranted him much praise among his followers as well as the war that lead him to reside in Hell further characterizes Satan as an epic hero. The epic hero must prove himself in battle, and Satan demonstrates this trait after inciting an â€Å"impious war in heaven† (1, 43) and leaving â€Å"not inglourious† (1, 624) even after losing. Satan shows gallancy in war even when suffering a brutal loss. The epic hero must also lead a venture, as Satan does when planning to go beyond â€Å"the gates of Hell† (2, 631). He must venture past the barrier in order toShow MoreRelatedCharacteristics Of Satan In Paradise Lost1029 Words   |  5 PagesMilton’s Paradise Lost is a classic epic poem that describes the fall of Satan and the expulsion of Adam and Eve from Paradise. Throughout the poem, Milton portrays Satan in a way that makes him tragically attractive to humans. Satan appears to be the protagonist of Paradise Lost and has sever al traits in which readers can identify with. Not only is Satan a tragic hero in the literature, but also he is also the main character in the plot and portrays many flawed human qualities. Because Satan is a fallenRead MoreSatan As A Hero And A Villain916 Words   |  4 PagesSatan as a Hero and a Villain (Analysis of Satan in John Milton’s Paradise Lost) John Milton created Paradise Lost out of twelve books of well constructed poetry. A poem depicting and going into detail of the story of Adam and Eve, man’s creation and fall. The poem focuses on the actions of one particular character, Satan. Milton introduces his readers to Satan in Book I as a hero, trying to get revenge against God for throwing him out of Heaven, being banished to Hell. But as Satan carries on withRead MoreIs Satan A Hero Or Villain?1258 Words   |  6 PagesIs Satan a Hero or a Villain? An Analysis of Milton’s Paradise Lost The heroic qualities of Satan in John Milton’s Paradise Lost are overwhelmingly masked by his ‘satanic’ and villainous acts which qualify his character to fall into a category of villain rather than hero. Paradise Lost is an epic poem and like all epic poems, requires an epic hero with a tragic flaw. The tragic flaws of Satan are too prominent and effectual to call him an epic hero, but rather these flaws, or evil characteristicsRead MoreSimilarities and Differences of Paradise Lost and Frankenstein.1282 Words   |  6 PagesBetween the two novels, Paradise Lost and Frankenstein, there are many striking similarities. What makes these two books so wonderful to read is the author s ability to write about the ultimate struggle; the struggle between God and Satan, or Good and Evil. The characters in Paradise Lost and in Frankenstein seem to be very similar to one another. God and Victor Frankenstein have many similarities. One of their similarities is that they are both creators of new life. The monster, Victor s creationRead More John Miltons Epic Poem, Lost Paradise Essays601 Words   |  3 Pagesto record. Paradise Lost is arguably the greatest epic poem ever written, though not the most well-known. It is so great because it is so modern. Other epics, such as The Iliad or The Odyssey written by Homer are poems of the past. They incorporate a religion that is no longer followed, and are something of science fiction today. Milton’s Paradise Lost is based on Christian Theology, and contains, what many believe, a hero that should not be considered a hero at all. Milton places Satan as the epicRead More Epic Characteristics of Paradise Lost Essay770 Words   |  4 PagesEpic Characteristics of Paradise Lost Paradise Lost is one of the finest examples of epic tradition in all of literature. In composing this work, John Milton was, for the most part, following in the manner of epic poets of past centuries. By knowing the background of epic characteristics and conventions, it is easy to trace their presence in Book I of Paradise Lost. One of the biggest questions that a reader must face is that of the hero; exactly who is the epic hero in the poemRead MoreParadise Lost Character Analysis761 Words   |  4 PagesMilton’s Paradise Lost created a controversy among its readers concerning the manner in which Satan’s character is depicted. Typically, in scriptural and mythical texts, Satan is portrayed as an evil and antagonistic figure that always has malicious intents and attempts to sabotage the true hero of the story. Yet in Paradise Lost, Milton’s portrayal of Satan drives the reader to consider the possibility that he may actually be a hero, or at the very least, a character that the reader can understandRead MoreJohn Milton: A View of Evil vs. Ignorance Essay797 Words   |  4 PagesWhen a person hears Satan, a streak of fear, and the thought of evil arises. People fear Satan, and think of him as evil, but in John Milton’s Paradise Lost, he displays a thought of the Father being the evil being, and Satan a tragic hero. In Paradise Lost, Book 1 and 2, the minor areas where God is shown, He is displayed as hypocritical. He contradicts himself by creating the humans to be of free will, but when Satan displays free will, he is shunned. Satan could be described in many terms, andRead MoreEssay on Macbeth vs. Satan695 Words   |  3 PagesMacbeth vs. Satan How can two authors write stories almost half a century apart where the characters have comparable qualities? William Shakespeare and John Milton wrote a play and a poem, respectively, where two characters share qualities. These characters are Macbeth from Macbeth and Satan from Paradise Lost. 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The Impact Of Shifts On Academic Patterns, Technological...

The importance of shifts in academic patterns; technological progress, and student lifestyle changes; schools are compelled to consider new platforms for students to achieve their scholastic goals. As cyber learning evolves, learning and engaging outside of the classroom is one of many changes we see in education today. While technology continues to expand, it becomes evident that the development and widespread usage of technologies allow educators to reconfigure the realm of possibilities for learning in a networked world (Borgman et al., 2008). Community college will need to adapt to the â€Å"paradigm shift† as succinctly stated by Holistic Education: A new paradigm for teaching, â€Å"Making the paradigm shift proposes new ways of thinking. Paradigms determine perceptions and possibilities for discovery depend on the prevailing paradigm which provides the general outline and directions for our future students (n.d.).† Gunder Myran, a national leader for the pas t 48 years in the community college field in general and the adult and continuing education field indicates in order to successfully compete and attain students, the following are additional steps community colleges can take to effectively serve students of a growing diverse group: †¢ Review and revise policies, admission practices, and requirements. †¢ Upgrade curricula to meet changing demographic needs. †¢ Continuously offer training and retraining programs. †¢ Address changing demographics in mission statements andShow MoreRelatedSocial Change6427 Words   |  26 PagesUNIT 1 CHANGE: AN OVERVIEW Structure 1.1 1.2 1.3 Introduction Change - Meaning and Characteristics Types of Change 1.4 Theories of Change 1.5 Approaches to Change 1.6 1.7 1.8 1.9 Social Change and Cultural change Steps in Social Change Dimensions of Social Change Factors of Social Change 1.10 Let Us Sum Up 1.11 References and Selected Readings 1.12 Check Your Progress - Possible Answers 1.1 INTRODUCTION If you look around, you will find that ten years ago the face of India wasRead MoreModern Building And Designing Practices10030 Words   |  41 PagesProject Delivery and other alternative project delivery techniques have been chalked out to achieve these goals. 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