Bharat Sanchar Nigam Limited (a Govt. of India Enterprise)

BHARAT SANCHAR NIGAM LIMITED (A GOVT. OF INDIA ENTERPRISE) OFFICE OF THE C. G. M. T. AMBALA ***** RECRUITMENT OF TELECOM TECHNICAL ASSISTANT (TTA) for Haryana Telecom Circle Applications are invited from the eligible candidates for recruitment of 156 number of Telecom Technical Assistants by Haryana Telecom Circle for its various 09(Nine) Secondary Switching Areas (SSAs) as per details given below:Category wise Vacancies Physical Handicapped SC OBC Loco Hearing Name of SSA Total Vacancies AMBALA 46 25 09 11 Nil 01 KARNAL 17 12 01 04 Nil NilHISSAR 30 19 06 05 Nil Nil ROHTAK 20 11 04 05 Nil Nil FARIDABAD 05 04 Nil 01 Nil Nil JIND 06 04 01 Nil 01 Nil REWARI 09 04 02 03 Nil Nil GURGAON 12 08 Nil 04 Nil Nil SONEPAT 11 06 02 02 01 Nil Total 156 93 25 35 02 Address where application is to be submitted 01 OC AGM(Admn/HR)O/o GMTD Ambala AGM(Admn/HR)O/oSr. GMTD Karnal AGM(Admn/HR) O/o Sr. GMTD Hissar AGM(Admn/HR) O/o GMTD Rohtak AGM(Admn/HR) O/o Sr. GMTD Faridabad AGM(Admn/HR) O/o GMTD Jind AG M(Admn/HR) O/o GMTD Rewari AGM(Admn/HR) O/o Sr. GMTD Gurgaon AGM(Admn/HR) O/o GMTD Sonepat Note:(1) 0% of the total vacancies will be reserved for Ex-servicemen. Candidates who have not been discharged prior to date of submission of application will not be treated as Ex-Serviceman and they should not apply under this category. (2) The number of vacancies is subject to change / revision. (3) There is no reservation for ST category in Haryana as per Central Government instructions. IDA Scale of Pay:- Telecom Technical Assistant shall be appointed in the IDA pay scale of Rs. 13600-25420 with annual increment @ 3% of basic pay + other allowances admissible as per Company rules.Jurisdiction: Normally selected candidates will be posted at the same SSA but under special circumstances they will be posted anywhere in Telecom Circle and anywhere in India under Territorial /Army Act 1948. Age limit:a) The applicant should be between 18 to 27 year of age as on last date of submission of applica tion. b) However, this age is relaxable for following categories of applications: (i) (ii) (iii) (iv) For Schedule castes upto 5 years. For OBC candidates upto 3 years. For PH candidates upto 10years( 15 years for SC and 13 years for OBC) For departmental candidates up to 40 years in respect of General candidates. p to 45 years in respect of SC candidates in accordance with the instructions or orde rs issued by the Central Government. up to 43 years in respect of OBC candidates. For Residents of J&K :- Relaxation shall be in accordance with DoP&T O. M No. 15012/7/1991 -Estt(D) dated 06-12-2005 pertaining to â€Å"Residents of State of Jammu and Kashmir(Relaxation of Upper Age limit for Recruitment to Central Civil Services & Posts) Rules 1997†. (v) All Central / State Government /PSU Employees should send their applications through proper channel. Age relaxation for Ex-serviceman will be applicable as per Central Govt. Rules. The crucial date for determining the age limit sha ll be the closing date of applications (i. e ) 13. 05. 2013. Educational Qualification: – The Applicant must possess, as on the last date of Application, the educational qualifications in any of the following disciplines from a recognized Institute / University: (a) Three Years Engineering Diploma in :i) ii) iii) iv) v) vi) vii) Telecommunications Engineering Electronics Engineering Electrical Engineering Radio Engineering Computer Engineering Instrumentation/ Instrument Technology Information Technology (b) M. Sc(Electronics) from a recognized institution / University.Note:(a) (b) (c) Only such qualification and streams as prescribed above is allowed. There is no equivalence provided. Candidates possessing higher qualification in the eligible stream are allowed to appear in the examination. The candidate must have completed the requisite qualification by closing date of application i. e. their final results must have been declared before closing date of application and he/sh e should submit diploma / degree / provisional diploma / degree showing that he/she has completed the requisite qualification (alongwith total marks) by closing date of application.Appearing / those who have not passed all semester are not eligible. Results downloaded from Internet will not be accepted. Mode of Selection: By means of competitive examination to be held in accordance with syllabus and Programme as under. Exam will be held at SSA level and Merit list will be drawn by respective SSA. There shall be only One Paper of multiple choice objective type(OMR based) of three hours duration with the following details:- Part-I Part-II Part-III PART General Ability Test Basic Engineering Specialization MARKS 20 90 90 Day & Time 30-06-2013 (Sunday) 10. 00 AM to 01. 00 PM Note:(I)No bonus marks will be awarded for any higher qualifications or sports qualifications. (II) Candidates will have option to appear in paper either in Hindi or English language. Medical Fitness:The selected ca ndidates will be required to undergo a medical Test to ensure that they are physically fit and mentally alert to perform the duties expected of a TTA before sending them on TTA’s training. Period of Probation:- 2 years Concessions for SC Candidates:(a) Traveling Allowance to SC candidate: The applicants belonging to SC categories will be entitled to T. A as per provisions of Central Government.Filled up TA Form in the format attached. (b) Pre-recruitment training for SC Candidates:- Necessary Pre-Recruitment training for SC candidates will be conducted at CTTC Kurukshetra. Willing candidates may send their request alongwith application. Bond and Training:- All the candidates shall execute a bond in the form specified by the BSNL indicating their willingness to serve the BSNL for a period of Two years from the date of appointment as TTA. The selected candidates, before their appointment as TTA will have to successfully undergo prescribed training as per training plan laid down and amended by the BSNL from time to time.The appointment and posting will be subject to successful completion of training. During training period, the direct recruited TTAs will be entitled to a stipend of Rs. 4970/- plus IDA admissible thereon and allowances as amended by the BSNL from time to time. The seniority of the candidates will be decided on their post training marks. Service Liability: Normally within the territorial jurisdiction of Secondary Switching Area (SSA) but transferable anywhere in Haryana. Candidates if required are also liable to serve in the Territorial Army / Signal Unit in accordance with rules made there under.Registration in Employment Exchange:There is no restriction of residence or essential condition of registration with the Employment Exchange in the particular SSA in which the applicant may apply. It would, however, be preferable if the applicant has registration in the employment exchange of the SSA concerned in which the applicant applies. Note:- Candidates need apply in only one SSA of his/her choice. Fee:- The Examination fee(Non-refundable) of Rs. 500/-(Rs. Five Hundred Only) is to be sent alongwith the application form in the shape of Crossed Indian Postal Order / Bank Draft drawn in the favour of Account Officer(Cash) O/o Sr.GMTD/GMTD (name of SSA) of the SSA concerned as the case may be. Payable at their Head Quarters and must be purchased / issued after the date of advertisement. Fee remitted by Money Orders, Cheques etc. will not be accepted. No examination fee is required to be paid in respect of SC /PH candidate. Syllabus: The syllabus is available on website www. haryana. bsnl. co. in How to apply:- Typed Application as per format duly filled in b y the candidate in his/her own handwriting should be sent to the AGM(Admn/HR) O/o Sr.GMTD /GMTD (name of SSA) of the SSA concerned for which the candidate wishes to apply at the address given above, latest by 13-05-2013. Three recent identical passport size photographs ( duly attested by a Gazetted officer) out of which one is to be affixed in the space provided and another should be enclosed with the application. The en velope containing application should be super scribed in bold letters â€Å"Application for Direct Recruitment to the cadre of Telecom Technical Assistants† Two self addressed stamped envelopes size (23Ãâ€"11 cms) (affix a postal stamp of Rs. /- each) should also be enclosed with the application. Note :- 1) No application should be submitted to the office of Chief General Manager Telecom Haryana Circle,Ambala . All such applications are liable to be summarily rejected. (2) Please enclose only photocopies of all the certificates and detailed mark-sheets duly attested by the candidates himself/ herself as well as by a Gazetted Officer in support of age, qualification, caste etc. SC / OBC certificate should be as required for central govt. service. In OBC certificate it should be categorically mentioned that the candidate does not belong to creamy layer.The name in the SC/OBC certificate should perfectly match with that in the matric certificate & other certificates of higher qualifications. The candidate should write his name in the same format as is mentioned in the matric & other certificates. If the same is found to be different, the application will be rejected. For example if SURNAME is not mentioned in the matric certificate, the same should not be in the SC/OBC certificate etc. & also should not be written in the application form. Married female candidates (wherever applicable) should submit SC/OBC certificate issued after their marriage according to the caste of their husband.APPLICATIONS RECEIVED AFTER THIS DATE WILL BE SUMMARILY REJECTED. Rejection : Application received without the required fees, without copies of attested certificates, in complete applications, drafts wrongly addressed, not having qualification strictly according to as given above & application received after due date will be summarily rejected . Abbreviations:- OC = Other Caste ,SC = Scheduled Caste, OBC = Other Backward Classes ,PH = Physical Handicapped, Ex-SM = EX-servicemen. Chief General Manager Telecom Haryana Telecom Circle Ambala-133001 BHARAT SANCHAR NIGAM LIMITED [ A Government of India Enterprise ]APPLICATION FOR EXAMINATION FOR EXAMINATION -2012 IN HARYANA BSNL DIRECT RECRUITMENT OF TELECOM. TECHNICAL ASSISTANT (TTA) Important Notes: (i) Before filling this form, read detailed advertisement carefully. (ii) All entries should be made in capital letters. 1. Name of Recruitment Unit: (SSA) 2. Name (in capital letters) (for S. No. 2 & 3 please keep one box blank between first name, middle name & last name) 3. Father's/Husband's Name (in capital letters) 4. Date of Birth DAY MONTH YEAR 5. Age as on the closing date of receipt of application 13-05-2013 YY 7. Gender [Male/Female] 8. Marital Status MM 9. 6.Whether claiming age relaxation? DD Write: Yes/No CATEGORY Nationality [Married/Unmarried] be longs to SC/ST/OBC/OC/PWD 10 Country By Birth or Domicile 11. Category (write, as applicable) Whether BSNL employee (Yes/No). If yes, mention HRMS No. Whether undergone apprentice training in BSNL successfully (Yes/No) If Physically Disabled (Attach Medical Certificate as in Annexure I) whether LOCOMOTIVE HEARING Impairment or Whether Govt. employee (Yes/No). Whether belongs to Exservicemen /J&K – Please specify Percentage of disability 12. Address for correspondence (in capital letters) Name : Address: City: State: e-mail address:Mobile No. Please affix one recent passport size Photograph without attestation Pin Code : Tele. No(with STD Code) Signature of Candidate 13. Educational Qualification (Diploma in Engg. & above). Name of Engg. University/Institute Diploma/Degree with Discipline As per the Advertisement whether eligible (Yes/No) Please affix one recent passport size Photograph without attestation 14. Permanent Address (in capital letters) Name Month & Year of Passing : Father's/Husband's Name: Address : City : State : Pin Code: 15. Declaration to be given by OBC candidate only, eligible to avail reservation applicable to OBC: I †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. on/daughter of Shri †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. resident of village/town/city†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Dis trict†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. State †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦.. hereby declare that I belong to the †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. community which is recognized as a backward class by the Government of India for the purp ose of reservation in services as per orders contained in Department of Personnel and Training Office Memorandum No. 36012/22/93-Estt. (SCT), dated 8. 9. 1993. It is also declared that I do not belong to persons/sections (Creamy Layer) mentioned in column 3 of the Schedule to the above referred Office Memorandum dated 8. 9. 1993 and amended vide OM No. 6033/3/2004-Estt. (Res. ) Dated 14. 10. 2008. DECLARATION TO BE SIGNED BY THE APPLICANT I do hereby declare that all the statements made in the application are true, complete and correct to the best of my knowledge and belief. I understand that in t he event of any particular information given above being found false or incorrect, my candidature for the post of Telecom Technical Assistant(TTA) is liable to be rejected or cancelled and in the event of any mis-statement or discrepancy in the particulars being detected after my appointment, my services are liable to be terminated forthwith without any notice to me.I also understand that if appointed, I would rank junior to any TTA who had been appointed earlier by the erstwhile DoT/DTS/DTO or BSNL or any other candidate who had already qualified in the TTA examination but not appointed as TTA by BSNL so far. Similarly, candidates of TTA examination held prior to my appointment will also rank en-bloc senior to me. Place: Date: (Signature of the Applicant) SCEHEME & SYLLABUS FOR TTA DIRECT RECRUITMENT EXAMINATION The standard of paper in General ability test will be such as may be expected of an Engineering Diploma holder.The standard of papers in other subjects will be approximatel y be that of Diploma level of Indian Polytechnic. There shall be single multiple choice objective type Paper of 3 hours duration as per details given below:Paper Part-I :General ability test Part-II :Basic Engineering Part-III :Specialization Marks 20 90 90 Time allowed 3 hours Note:- Minimum qualifying marks for different category of candidates will be as follows: (a) Minimum qualifying marks in the paper will be 40% for the General Category(OC) and 33% for the candidates of SC/ST/OBC/PH categories.The Question paper shall comprise of these parts of 20,90 and 90 each, as prescribed in the scheme and Syllabus. There will be a single paper of 200 marks and each question shall carry one mark. (b) The minimum qualifying marks in each of the thre e parts of Question paper will be 30% for OC and 20% for candidates belonging to OBC/SC/ST categories i. e the minimum passing marks in each of the 3 parts in respect of OBC/SC/ST, it will be 6,27 and 27 respectively whereas in respect of OBC/SC/ST, it will be 4,18 and 18 respectively. c) Further relaxation of 2% in marks will be given to the physically Handicapped candidates in each category viz OC-PH,OBC-PH,SC-PH and ST-PH. (d) There will be negative marking for each wrong one , 25% of mark of that question shall be deducted. PART-I: GENERAL ABILITY TEST- 20 MARKS ` The candidate’s comprehension and understanding of Ge neral English shall be tested through simple exercise such as provision of antonyms and synonyms, fill in the blanks and multiple -choice exercises etc.This shall also include questions on current events, general knowledge and such matters of everyday observation and experience as may be expected of Diploma holder. PART -II: BASIC ENGINEERING- 90 MARKS Detailed Syllabus is as under: 1. Applied Mathematics: Co-ordinate Geometry; Vector Algebras, Matrix and Determinant ; Differential calculus ; Integral calculus, Differential equation of second order; Fourier Series; Laplace Transform; Complex Number; Partial Differentiation. 2. Applied Physics: Measurement-Units and Dimensions; Waves, Acoustics, Ultrasonic; Light; Laser and its Applications; Atomic Structure and Energy Levels. . Basic Electricity: Electrostatics, coulomb’s law, Electric field, Gauss’s theorem, concept of potential difference; concept of capacitance and capacitors; Ohm ‘s law, power energy, Kirchof f’s voltage and current laws and their applications in simple DC circuits; Basic Magnetism; Electro Magnetism; Electromagnetic induction; Concept of alternating voltage & curren t; cells and Batteries ; Voltage and Current Sources; Thevenin’s theorem, Norton’s theorem and their applications. 4.Electronic Devices and Circuits: Classification of materials into conductor ,semi conductor, insulator etc. electrical properties, magnetic materials, various types of relays, switches and connectors. Conventional representation of electric and electronic circuit elements. Active and Passive components; semi conductors Physics; Semi Conductor Diode; Bipolar Transistor & their circuits; Transistor Biasing & Stabilization of operating point; Single stage transistor amplifier; field effect transistor, Mosfet circuit applications.Multistage Transistor Amplifier; Transistor Audio Power Amplifiers; Feedback in Amplifier; Sinusoidal Oscillators; tuned Voltage Amplifier; Opto Elec tronics Devices and their applications; Operational Amplifier; wave shaping and switching circuits. Block diagram of I. C timer(such as 555) and its working; Multivibrator circuits; Time base circuits; Thyristors and UJT; Regulated Power Supply. 5.Digital Techniques: Applications and advantages of digital systems; number system(binary and hexadecimal); Logic Gates; Logic Simplification; Codes and Parity; Arithmetic Circuits; Decoders. Display Devices and Associated Circuits; Multiplexers and De-multiplexers; Latches and Flip Flops; Counters; Shift Register; Memories; A/D and D/A converters. PART-III: SPECIALIZATION-90 MARKS Detailed Syllabus is as under: 1.Electrical: 3 phase vs single phase supply, Star Delta Connections, relation between phase & line voltage, power factor and their measurements; construction and principles of working of various types of electrical measuring instruments, all types of motor and generator -AC & DC transformers, starters, rectifiers, invertors, batter y charges, batteries, servo and stepper motors, contactor control circuits, switch gear, relays, protection devices & schemes, substation, protection relaying, circuit breaker, generator protection, transformer protection, feeder & l ightening protection, feeder & bus bar protection, lightening arrestor, earthing, voltage stabilizer & regulators, power control devices & circuits, phase controlled rectifiers, invertors, choppers, dual converters, cyclo converters; power electronics application in control of drivers, refrigeration & air conditioning. 2.Communication: Modulation and demodulations-principles and operation of various types of AM, FM and PM modulators/demodulators; pulse modulation -TDM,PAM,PPM,PWM; Multiplexing, Principles and applications of PCM. Introduction of Basic block diagram of digital and data communication system; coding error detection and correction techniques; Digital Modulation Techniques -ASK,ICW,FSK,SK; Characteristics/working of data transmission circuit s; UART,USART; Modems; Protocols and their functions, brief idea of ISDN interfaces, local area Network; Carrier telephony -Features of carrier telephone system. Microwave Engineering; Microwave Devices; Waveguides; Microwave Components; Microwave antennas; Microwave Communication System-Block diagram & working principles of microwave communication link. 3.Network, Filters and Transmission Lines: Two point network, Attenuator; Filters; Transmission Lines and their applications; characteristic impedance of line; concept of reflection and standing waves on transmission line; Transmission line equation; Principle of impedance matching; Bandwidth consideration of transmission line. 4. Instruments and Measurements: Specification of instruments-accuracy, precision, sensitivity, resolution range. Error in measurement and loading effect; Principles of voltage, current and resistance measurement; Transducers, measurement of displacement & strain, force & torque measuring devices, flow of mea suring devices, power control devices & circuits. Types of AC milli voltmeters-Amplifier rectifier amplifier: Block diagram explanation of a basic CRO and a triggered sweep oscilloscope, front panel controls; Impedance Bridges and Q-Meters.Principles of working and specification of logic probes, signal analyzer and logic analyzer, signal generator, distortion factor meter, spectrum analyzer. 5. Control Systems: Basic elements of control system , open and closed loop system, concepts of feedback. Block diagram of control system, Time lag, hysterisis linearity concepts; Self regulating and non self regulating control systems. Transfer function of simple control components, single feedback configuration. Time response of systems. Stability Analysis; Characteristics equation. Routh’s table, Nyquist Criterion, Relative stability, phase margin and gain margin. Routh Harwitz criterion; Root Locus technique, Bode plot, Po wer plot, gain margin and phase margin. 6. Microprocessors: Ty pical organization of microcomputer system and unctions of its various blocks, Architecture of a Microprocessor; Memories and I/O Interfacing; Brief idea of M/C & assembly languages, Machines and Mnemonic codes; Instructions format and Addressing mode; concept Instruction set; programming exercises in assembly language; concept of interrupt; Data transfer techniques-sync data transfer, async data transfer, interrupt driven data transfer, DMA, serial output data, serial input data. 7. Computer: Computers and its working, types of computers, familiarization with DOS and windowconcept of file, directory, folder, Number Systems; Data Communication. Programming-Elements of a high level programming language, PASCAL, C; use of basic data structures; Fundamentals of computer architecture, Processor design, control unit design; Memory organization. I/O System Organization. Microprocessor-microprocessor architecture, instruction set and simple assembly level programming. Microprocessor based system design: typical examples.Personal computers and their typical uses, data communication principles, types and working principles of modems, Network principles, OSI model, functions of data link layer and network layer, networking components; communication protocol-x. 25, TCP/IP. Database Management System-basic concepts, entity relationship model, relational model, DBMS based on relational model. Annexure-A NAME & ADDRESS OF THE INSTITUTE/HOSPITAL Certificate No†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Date†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ DISABILITY CERTIFICATE Recent Photograph of the candidate showing the disability duly attested by the Chairperson of the Medical Board. This is certified that Shri/Smt/Kum†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ son/wife/daughter of Shri†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ age†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. sex†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ identification marks(s) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ is suffering from permanent disability of following category: A. (i) Locomotors or cerebral palsy : BL – Both legs affected but not arms. ii) OL – One leg affected (right or left) (a) Impaired reach (b) Weakness of grip (c) Ataxic (iii) BH – Stiff back and hips (Cannot sit or stoop) (iv) MW – Muscular weakness and limited physical endurance. B. Blindness or Low Vision: (i) B : Blind (ii) PB: Partially Blind C. Hearing Impairment: (i) D – Deaf (ii) PD – Partially Deaf (Delete the category whichever is not applicable) 2. This condition is progressive/non-progressive/likely to improve/ not likely to improve. Re-assessment of this case is not recommended/ is recommended after a period of _______________ year’s ______ _____ months*. 3. Percentage of disability in his/her case is †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ percent. 4. Sh. /Smt. /Kum. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. eets the following physical requirements for discharge of his/her duties:(i) F-can perform work by manipulating with fingers. Yes/No (ii) PP-can perform work by pulling and pushing. Yes/No (iii) L-can perform work by lifting. Yes/No (iv) KC-can perform work by kneeling and crouching. Yes/No (v) B-can perform work by bending. Yes/No (vi) S-can perform work by sitting. Yes/No (vii) ST-can perform work by standing. Yes/No (viii) W-can perform work by walking. Yes/No (ix) SE-can perform work by seeing. Yes/No (x) H-can perform work by hearing/speaking. Yes/No (xi) RW-can perform work by reading and writing. Yes/No (Dr. ___________________) Member Medical Board (Dr. _____________________) (Dr. ___________________) Member Chairperson Medical Board Medical Board Countersigned by the Medical superintend ent/CMO/Head of Hospital (with seal) *Strike out which is not applicable. BHARAT SANCHAR NIGAM LIMITED [ A Government of India Enterprise ] Office of Sr. GMTD/GMTD___________ Form for reimbursement of Travelling Allowance in respect of SC candidates for attending written test exam for the post of Telecom Technical Assistant (TTA)-2012 at _______________________________________Centre. 1. 2. 3. 4. 5. 6. 7. Name of Applicant Roll Number Community (Attested photocopy of the certificate enclosed) Residential Address As given in Application form) Address from where journey has been performed Whether employed or not If employed, whether in Centre/State Govt. or Central /State Govt. Corporation, Public Sector Undertaking, Private Sector etc. : : : : : : : : : 8. Details of Journey and Rail/Bus fare etc. : Date of From To Mode of Class of Travel Journey Journey Bus/Rail Distance Travelled (one side) Ticket number Fare (In Rs. ) CERTIFIED THAT a) I am unemployed and as certificate of Unemploy ment issued by MP/MLA or a Gazetted Office of the place where I normally reside is enclosed. b) I have not claimed/will not claim T. A. for this journey from any other source. ) I have actually travelled by the shortest route and by the class/mode for which I have preferred the claim. d) I do hereby declare that all the statements made in the application are true, complete and correct to the best of my knowledge and belief. I understand that in the event of any particular information given above found fake or incorrect, necessary action as deemed fit may be taken by BSNL. Dated: Signature of Applicant Note: 1. Candidate will have to submit original ticket for inward journey. The payment will be made by BSNL through cheque. For use of BSNL Verified by Admissible Amount Rs. ______________________ (Signature Designated Officer of BSNL) Signature of DDO

Basic Life Support Essay

Is the level of medical care which is used for victims of life-threatening illnesses or injuries until they can be given full medical care at a hospital. It can be provided by trained medical personnel, including emergency medical technicians, paramedics, and by laypersons who have received BLS training. BLS is generally used in the pre-hospital setting, and can be provided without medical equipment. Many countries have guidelines on how to provide basic life support (BLS) which are formulated by professional medical bodies in those countries. The guidelines outline algorithms for the management of a number of conditions, such as cardiac arrest, choking and drowning. BLS generally does not include the use of drugs or invasive skills, and can be contrasted with the provision of Advanced Life Support (ALS). Most laypersons can master BLS skills after attending a short course. Firefighter, lifeguards, and police officers are often required to be BLS certified. BLS is also immensely usef ul for many other professions, such as daycare providers, teachers and security personnel and social workers especially working in the hospitals and ambulance drivers. CPR provided in the field increases the time available for higher medical responders to arrive and provide ALS care. An important advance in providing BLS is the availability of theautomated external defibrillator or AED. This improves survival outcomes in cardiac arrest cases.[1] Basic life support promotes adequate blood circulation in addition to breathing through a clear airway: Circulation: providing an adequate blood supply to tissue, especially critical organs, so as to deliver oxygen to all cells and remove metabolic waste, via the perfusion of blood throughout the body. Airway: the protection and maintenance of a clear passageway for gases (principally oxygen and carbon dioxide) to pass between the lungs and the atmosphere. Breathing: inflation and deflation of the lungs (respiration) via the airway These goals are codified in mnemonics such as ABC and CAB. The American Heart Association (AHA) endorses CAB in order to emphasize the primary importance of chest compressions in cardiopulmonary resuscitation.[2] Healthy people maintain the CABs by themselves. In an emergency situation, due to illness (medical emergency) or trauma, BLS helps the patient ensure his or her own CABs, or assists in maintaining for the patient who is unable  to do so. For airways, this will include manually opening the patients airway (Head tilt/Chin lift or jaw thrust) or possible insertion of oral (Oropharyngeal airway) or nasal (Nasopharyngeal airway) adjuncts, to keep the airway unblocked (patent). For breathing, this may include artificial respiration, often assisted by emergency oxygen. For circulation, this may include bleeding control or cardiopulmonary resuscitation (CPR) techniques to manually stimulate the heart and assist its pumping action.

Ethical Leadership is a Serious Matter Essay

At his first day in office as president, Barack Obama immediately signed an executive order that mandates his appointed senior government officials to adhere to a new set of ethics that proscribes them from receiving gifts from lobbyists. Clearly, Obama treats ethics as a serious matter in leadership through public service. I firmly believe that ethics should be one of the primary concerns of any leader since an organization that fails to adhere to proper codes of conduct is most likely to rot from within, degrading the quality of the services it offers to immeasurable lengths. To aspire to become a leader of exemplary ethical values is to aim at a monumental target that can only be reached through perseverance and dedication. Despite all possible odds, I aspire to become a genuine ethical leader to the fullest degree I am capable of. To achieve that end, I am more than willing to have forks in the road, as I had in the past, just to continue my development process as an ethical leader. I have been a Phi Theta Kappa Vice-President for 2 years; leadership is no longer an unfamiliar concept on my part. During the length of my service in the organization, I have learned that leaders are not only born—they are also made. Fundraisers and community events have been an integral part of the organization’s general agenda. Those are where my leadership skills have been honed until today and I intend to carry-on with my roles in future similar events so as to further enhance my leadership skills. However, I understand that leaders should not simply confine themselves within the boundaries of their groups. Rather, they should learn to broaden their perspective and experience beyond the walls and ceilings that hide from their view a more elaborate world worthy to be explored. My efforts to put into action my idea of a leader with broad perspectives and experiences eventually led me to be a part of the Disaster Action Team in our community. I was no longer a mere leader within the academic institution; I became a certified community volunteer designated to run local fire calls when the need arises. It soon turned to be a mind-enhancing experience as I was able to absorb numerous ideas and skills that somehow only the society outside the academe can offer. Add to that my years of experience under the National Disaster Service Human Resources of the Red Cross and my leadership perspectives grew even further. All those years of service both in and out of the academe gave me a comprehensive understanding of human interaction, especially its role in fostering human relations. As I see it, interacting with people within and without our immediate circle is crucial in developing our ethical sensibilities. We may be able to designate tasks to our members and applaud them for the services they render, yet the lack of deep and constant interaction with them can hardly give us the benefit of knowing who they really are and how they behave. I believe that at the heart of my search for authentic ethical leadership is the need to evaluate how individuals think and act in certain situations, for it is through that understanding that leaders are be able to effectively administer their followers in ways that are guided by ethics. President Obama knew how Washington deals with lobbyists, which is why he prioritized the reformation of the code of ethics for senior government officials. I am willing to follow that lead. The best way for leaders to attain substantial interaction with their members is through a democratic style of leadership. In this leadership style, the leader allows members to contribute to the pool of ideas by engaging them in an interactive discussion and paying attention to what the members have to say. Moreover, the leader treats members with respect and dignity as they ought to be. On my part, I will go the extra mile by not only commenting on the things that my members have to say but also encouraging them to assess and reassess the course of my leadership. It is through that mutual exchange of ideas that I can begin to unearth the different personalities of my members and their personal behaviors on given occasions. With those things in mind, I will be able to formulate an action plan that encompasses the ethical principles that I expect my members to incorporate into the fulfillment of their individual tasks. Of course, the fact that I am a leader does not exclude me from following the set of ethical codes that I am going to execute. More to the point, I ought to lead by example. Perhaps the most important thing of all is to serve the needs of the society as much as possible or as much as organizational resources allow. To be a truly ethical leader, I am compelled to be of exemplary service to the society and to the people who are in need. To others, my active involvement in community service is more than enough to dignify me as an ethical leader who cares for others. But on my part, none of my previous accomplishments can ever be enough. I believe that ethical leaders do not grovel at the thought of a grand goal attainable within a specified timeframe. Rather, leaders immerse themselves into the inspiring idea that public service is an unending mission that stretches beyond a lifetime. A lifetime of public service is a lifetime of touching the lives of countless people both strangers and familiar faces alike. To be able to touch the lives of others is to be able to fill one’s moral worth. What better way can there be than to serve others through means which are not only effective but are ethically sound as well. Sages say that some leaders are born while others are made, and the way to effective leadership is through the mobilization of the group members—to which I agree. But I intend to expand that idea by incorporating ethical principles into a democratic style of leadership that seriously takes to heart the need for personal interaction coupled with a broad perspective. Indeed, perseverance and dedication to realize those goals stand as indispensable necessities. Reference Leadership Course Overview. (2009). Retrieved 2009, February 2, from http://www. ptk. org/leaddev/students/leadership-course-overview/

Forensic Psychology and Criminal Investigation Essay - 13

Forensic Psychology and Criminal Investigation - Essay Example Similarly, there is the availability heuristic. In this type, Tversky & Kahneman (1974) argue that a person will only use the most available or accessible information to make a decision. This is the same case with the senior officer, who does not perform further investigations to prove the BIA’s report, but is already considering the arrest of Mr. Shaw, basing on the information provided by the BIA. Therefore, in both heuristics, there is the predetermination of the offender by the senior police. This therefore, bars any efforts to conduct further investigations to prove if the suspected offender is responsible or not. This lack of intensive investigation therefore, is likely to result in wrong decision-making. There is also evidence of confirmation bias. According to Nickerson (1998) and Ask & Granhag (2005), this refers to a case building that only considers one side. In this case, the senior officer has selected the information of provided by Mr. Shaws’ neighbors and molded the facts to fit in the description provided by the BIA. Although Mr. Shaw does not have a criminal history, the senior officer emphasizes that the neighbors claim he is weird, therefore, suggesting a possibility of indulgence in crime. Nonetheless, this makes the officer to settle for Mr. Shaw as the offender, without developing a complete case. Biases and heuristics influence the decision-making investigative process negatively. Both the nonprofessionals and experienced researchers are capable of these errors and heuristics. Nonetheless, errors and heuristics in the decision-making investigative process result in fallacies, since the outcome is usually incorrect. According to Tversky and Kahneman (1974), these also result in wrong predictions and estimations. Additionally, heuristics are considered sources of predictable errors and underperformance. Heuristics and biases in investigative decision-making make the investigator to rush into

Analytical Report Assignment Example | Topics and Well Written Essays - 1500 words

Analytical Report - Assignment Example Even though it looks like an external problem, it has a significant impact within the company’s actual market performance. From the business definition, it is true that this may act as stepping stone for the company to maintain effective operations. Market research refers to the process of appreciating the ability of a given product to satisfy the needs of the customers through obtaining information related to it. Research and investigation works through accessing the emerging trends in the market, demographic structure and the buying habits exhibited by the customers. All these three aspects have made market research a suitable tool towards increasing the market share and potential coverage. The four major ways in which the company would feel the significance of the tool include: enabling effective communication, identifying and understanding opportunities, pinpointing problems that are characteristics of operations and acting as a benchmark for evaluating success (Mazzoni et al, 2007). The following is a chart showing the cycle for carrying out a market research The market research will allow the company to identify existing opportunities in the market towards establishing an empire of loyal customers. As stated in the case, the company exhibits inability to compete in the market because of the inability to adapt to the existing technological advances embraced by its competitors (Wei, 2008). The most perfect way to solving this would require the company to gather information about the market niche. The market niche information, obtained through market research and investigation will help in orienting the company to use other alternative ways for increasing market share and coverage. For instance, through market research, the company may realize that there is existing empty space such as the inability of the competitors to

Changing Roles of Worker Assignment Example | Topics and Well Written Essays - 500 words

Changing Roles of Worker - Assignment Example The article written by Lauren Keller Johnson (2006) entitled Are you getting the most from your knowledge workers? discussed relevant issues pertaining to managing knowledge workers. According to Serrat (2008), knowledge worker is unique and distinct as this type is described as â€Å"someone who is employed because of his or her knowledge of a subject matter, rather than ability to perform manual labor. They perform best when empowered to make the most of their deepest skills† (1). Davenport provided an accurate definition of knowledge workers as â€Å"those who create knowledge, such as product development engineers, or whose use of knowledge is a dominant aspect of their work, such as financial auditors. One aspect of work that has changed is that users and creators of knowledge are more likely to be the same people† (Wagner, 2002, par. 5). Serrat averred that with knowledge workers, managing entails knowledge managers and not bosses where leadership skills and styles are exercised. The changing role from boss to player/coach is hereby assessed. A player/coach role was identified by Davenport as manifesting eight key trends, to wit: (1) doing work from overseeing it; (2) organizing communities against hierarchies; (3) understanding rather than imposing work designs and methods; (4) a focus on recruiting and retaining versus hiring and firing employees; (5) building knowledge rather than manual skills; (6) evaluating invisible versus visible performance achievements; (7) building knowledge friendly culture as against totally ignoring culture; and (8) a focus on supporting rather than fending off bureaucracy (Wagner, 2002, 1 cited Davenport, 2001). Most organizations rarely acknowledge that their financial auditors, product development engineers, or customer relations professional are knowledge workers who can

Diversity Essay Example | Topics and Well Written Essays - 750 words - 1

Diversity - Essay Example Cultural competence affirms the individual worth and facilitates in the protection of individual dignity. This process entails certain policies, practices and attitudes that increase the quality of services received by individual (Meidl & Meidl, 2011). Accordingly, all learning institutions must encourage and respect diversity in their learning policies and practices. Mary Beth Klotz (2006) asserts defines a culturally competent school as the one that honors, values and respects diversity in both teaching and learning in order to make the learning meaning and relevant to students with different cultural backgrounds (Marx & Byrnes, 2012). Ethnic diversity Students who experience negative stereotypes tend to have low self-esteem thus struggling with their academic work. Cultural differences affect language processing, social status and perceptual abilities. For instance, African-Americans of all grades experience negative schooling environment. Accordingly, White students account for 5 6 percent of students while African Americans account for 15 percent. English language learners of Latino ethnic background experience the highest dropouts. The rate of school dropout among White students is only 5.2 percent while compared with a high of 17.6 percent among Latinos and 9.3 percent among African American students (Marx & Byrnes, 2012). Teachers modify their approach to teaching depending on the varying perceptions and expectations of the students (Marx & Byrnes, 2012). The teachers must foster positive engagement through encouraging self-esteem in order to promote active participation of all students in the classroom. For students with English language difficulties, the teachers must respect the native language of the child. A cooperative learning strategy will address ethnic diversity through role-playing and encouraging students to work as a group (Marx & Byrnes, 2012). Accordingly, teachers can bridge the ethnic differences through positively talking about the diff erences and persuading the students to refrain from ethnic stereotyping (Marx & Byrnes, 2012). Intellectual challenge like learning disability Students with learning disabilities have low academic outcomes. Accordingly, this category of students has trouble in learning due to low perceptual skills and motor skills (Novak & Bartelheim, 2012). However, numerous pedagogical strategies accommodate students with learning disabilities. The teacher must be aware of the level of learning disability and implement a individual education plan that accommodates the learning needs of the student (Novak & Bartelheim, 2012). One of the strategies entails providing an outline of the course content and enough opportunities for the student to practice. The teacher can also use teamwork and encourage the students to play different roles within the learning group (Novak & Bartelheim, 2012). Culturally relevant pedagogy Teaching and learning in a culturally diverse classroom requires the understanding a nd respect of the cultures (Novak & Bartelheim, 2012). Cultural stereotypes and privileges disadvantage some students thus teachers must build alliances across the cultures in order to eradicate discrimination in learning. The teacher can incorporate issues dealing with ethnic background and culture in order to enable the students appreciate and respect the unique cultural differences (Thurlow, 2005).

Homework2 Essay Example | Topics and Well Written Essays - 250 words - 1

Homework2 - Essay Example The GDP comparison of the Arab nations and the developed countries broken down above helps to deinstitutionalize the myth that the Arab world possesses a stronger economy as a result of having large reserves of oil. The sum totals of all the Arab league nations’ GDP only serve to march that of France and the United Kingdom (Noland & Pack 152). Even when combined together, the GDP of Arab league nations’ still fall below the individual GDP’s of Germany, Japan, and the United states. These figures serve to show that Arab world economy world is not as strong as it gets thought to be when compared to the economies of developed nations. A majority of the Arab league nations’ heavily rely on oil as their major source of GDP and export. Their economies thus are less diversified as they largely depend on oil when compared to the economies of developed countries such as the US, Germany, Japan, France and the UK (Tucker 526). There is need for the countries that fal l in the Arab world to diversify their economies so as to raise the level of their GDP to a competitive level against the developed

Human resource management--Should U.S. companies use offshore Essay

Human resource management--Should U.S. companies use offshore locations to enjoy lower wage rates Are there ethical issues or concerns about employee morale t - Essay Example Outsourcing in the field of Information Technology is nothing new as in recent years it has changed shape several times to reflect new, and arguably better-planned, organizational objectives. And best practices for creating contracts are now evolving that promise to move outsourcing from a road often pockmarked with potholes and lawsuit-bound to a more reliable relationship for both provider and customer. There has been a general perception that outsourcing means taking jobs away from a region, particularly if we talk about the US. From a financial standpoint, the debate regarding the United States businesses spreading into offshore locations is more pertinent than anything else within the lengths and breadths of the nation since financial health has ensured decent composition of an economically secure nation and US is sure to thrive on the same premise. (Hom, 2005) What remains to be seen is to realize that US authorities could do a lot more than raising the offshore locations’ cutting down on wage rates since they need to understand the bigger picture and forget about the short term incentives, if any, they have in sight. The US businesses would suffer immensely due to the high offshore costs in terms of the employee insurance and the like since it would encourage outsourcing of jobs which would have been easily completed had the individuals been given the offshore guarantees, coming from the US land alone. Much needs to be done in the relevant context and that too quickly. (Domberger, 1998) As far as US is concerned, this could be made appropriate if the offshore policies and strategies are proportionate with the policies that have been laid down time and again within the US. What this means is that the laws that allow for the effective handling of employees as well as the workers within the US need to be followed so that the top management understands what is best for them and how they can contribute in

An African American Fight for Respect Essay Example for Free

An African American Fight for Respect Essay For thousands of years women have been fighting for many things, one of the most important being respect. Some people may think respect for a woman is simply holding the door for her as she walks through, pulling her chair out for her before she is seated, or maybe just standing when she leaves the table; but respect is so much more than that. Respect is a feeling of deep admiration for someone elicited by their abilities, qualities, or achievements. Respect is a feeling that cannot just be given to someone, it is a feeling that must be earned, fought for, or rewarded. For the African American woman, respect did not come by so easily no matter how hard they fought or even if they earned it. Examples of the African American woman fighting for her respect, has once upon a time been one of the many themes during all literary periods. The two works that I chose have the similar theme of respect. The literary pieces are â€Å"Sweat† by Zora Neale Hurston and â€Å"The Color Purple† by Alice Walker. These two works show the same theme of respect for black women and the struggle for it from men. Though both stories have comparisons that could go on for days, they just as well have their differences by the way the handle the theme of respect. Alice Walker has been writing stories and poetry for many years. As a graduate of Spelman College she was given great opportunities and was given a solid education. Women’s rights and respect has always been two topics close to Alice’s heart. It has been said, that â€Å"Alice Walker expresses the struggles of black people, particularly women, and their lives in a racist, sexist, and violent society. † Her writings also lean more towards the roles of black women through culture and history. On March 3, 2008 Alice Walker was arrested on International Women’s Day for crossing the police line at a rally in front of The White House. Walker has set a standard and has never had any need or want to change it. Of the many stories that Alice Walker has written, the one that stands out the most to me dealing with the female struggle for respect is the story made movie and musical, â€Å"The Color Purple. † â€Å"The Color Purple,† is a story written in 1982 that has won multiple awards and recognitions for its not so classy taste and realistic views. Some of these awards being from the Blue Ribbon Awards, Black Movie Awards, Golden Globe Awards, eleven nominations during the Oscars, and plenty more. The main characters in â€Å"The Color Purple,† are Celie Harris Johnson and Mister Albert Johnson. Celie has been abused since she was just a young girl; she had two children by her father Leonard and she is forced to marry Albert, a young widower, by the age of fourteen. During her years of being married to Albert, she is taunted, disrespected, beaten, and abused up until she turns her life around when she meets Shug Avery, a well-known Jazz singer, who comes to live with the couple. Shug takes it upon herself to help Celie raise her self-confidence so she can not only stand up to her husband and demand respect, but to feel beautiful about herself inside and out. By the end of the story, Celie stands up to Avery and is finally reconnected with the family that was once taken away from her. Another great black female author who proudly carries the theme of respect in her stories is Zora Neale Hurston. Hurston, a graduate of Howard University, was a well-known author during the Harlem Renaissance. Hurston is most known for her famous literary piece entitled, â€Å"Their Eyes Were Watching God† which caught the eyes of readers around the world. Like Alice Walker, Zora Neale Hurston has also won multiple awards for her fabulous novels, short stories, and poems. The story â€Å"Sweat† written by Zora Neale Hurston takes place in a small all black town located near Orlando, Florida. This story, like many others with disrespect towards the wife, starts off with husband Sykes taunting his wife Delia by tricking her into thinking that the whip he throws over her shoulders is a snake, knowing she is deadly terrified of them. Throughout the story, Delia deals with infidelity, abuse, rumors, and taunting from her husband. Towards the end of the story, her husband buys a rattlesnake and refuses to take it back where he found it from, knowing his wife is terrified. In the end, that very snake gets loose, bites, and kills him; Delia stands their watching him die. The website articlemyriad. com states â€Å"The reader can speculate on whether or not Delia was too afraid to move to get help for her husband, but it is the general consensus that she purposefully let him die. While you could argue both, if you are going to contend that she was just afraid, you’d better take a closer look at the text before trying to defend your point. † One of the greatest comparisons in this story is the lack of respect the husbands have for their wives, a marriage is supposed to be filled with trust, respect, love, and honesty, all of which the two marriages in â€Å"The Color Purple† and â€Å"Sweat† lacked. Although there are many comparisons, there were also contrasts in the two stories, although not exactly easy to find with a closed mind. A contrast in these two stories to me that stood out the most were the personalities of the two wives in the stories. In â€Å"The Color Purple,† Celie is abused and taken advantage of, but holds a quiet tongue until the end; Delia in â€Å"Sweat† is abused and taken advantage of , but she always speaks her mind and portrays her true feelings towards something. With these two stories I felt it was good to have the personalities of the women who wanted respect to be completely different so that I could compare and contrast just a bit more clearly. One was more hidden and kept feelings to herself, the other more outgoing and stronger like all women should be. In conclusion, respect for women, especially blacks, has been a subject that will always be discussed and fought for. Zora Neale Hurston and Alice Walker described the struggle for respect in many similar and different ways. I stated earlier that for thousands of years women have been fighting for many things, one of the most important being respect and that respect was a feeling that cannot just be given to someone, it is a feeling that must be earned, fought for, or rewarded. I am proud of the long way that not only African American women have come, but women all race and I am blessed to have such profound women to look up to. Women in the past who have fought for our rights set a high standard for the rest of us to follow and I look forward to doing just so. Works Cited 1. The Norton Anthology of African American Literature: Second Edition Henry Louis Gates Jr. Nellie Y. McKay.

The second largest clothing retailer

The second largest clothing retailer Look Good Pay Less Primark is a retail group which is the second largest clothing retailer in uk and targets young, fashion-conscious under 35s.Primark offers wide quality fashion basics at value for money prices. Research shows Primark as a leading retailer in value clothing. Primarks offer to the customer is one of high-quality merchandise, at value for money, backed by Primarks service promise. Primark prides itself on its loyal customer base. Primark stores ltd is an subsidiary of associated British Foods which employs 96.000 employees in 44 countries with global sales of  £8.2bn. Employing 27.000 people in Great Britain and ranking as GB 2nd largest clothing retailer by volume and voted best value high street fashion. By ITV and GMTV viewers. The successfulness of Primark because it offers super competitive prices with efficient distributions, supply and volume buying Primark trades in high quality merchandise at value for money backed by promise Look Good Pay Less communicates Primarks value based offering. In a precise manner to its core target audience, making half its sales in women wear, quarter sales in menswear and children wear and other items which make the rest of the constituting sales. Competitors of the retailer are HM, Next, Matalan,T K Maxs and George clothing and many more retail outlets on the ground of sales and marketing its products. Primark competes on product, ethical strategy with there code of conducts promising customers 100% product satisfactions on all grounds including fair trading. The successfulness of Primark has lead to the retailer source there manufacturing of their products, from over seas. The countries in which it operates include India and Bangladesh, and the selling includes countries such as England, Ireland, Spain and Germany. Primarks current plans include expansion to Portugal were it hopes to have the same success. However Primark has in resent become under the spotlight for its unethical manufacturing as it has been accused of employing child labour and in resent times for having its merchandise in UK operating swetshops, which have harboured illegal immigrants employed well below the minimum wage. This has effected the reputation of Primark. This can affect the success they achieve in Portugal. The role in which I play with in the organisation will affect my job. As I work with in the headquarters of Primark in the UK, I am a marketing director. Currently working on the expansion to Portugal. I need to face the issues above as they have effected the reputation of Primark. On a global scale as Primark is now seen as corrupt in its market place as they seemed unaware of the hidden workers that manufacture their clothing, and not being seen as fair traders. For my own career was effected by this as I was given ethical training an now being given the task to improve the reputation of Primark and illustrate the changes that are taking place with in the environment of Primark, from both with in the organisation and external. Oscola reference Primark. about: Primark history Available at:

An overview of Electronic Commerce

An overview of Electronic Commerce

the vikings Essay -- essays research papers

Viking age has long been associated with uncontrolled piracy, when bandits swarmed out of the northlands in their ships to burn and pillage their way across civilized Europe. During this period much progress was achieved in terms of Scandinavian art and craftsmanship, marine technology, exploration, and the development of commerce. It seems the Vikings did as much trading as they did raiding. The title "Viking" includes a wide description of Nordic people; Danes, Swedes, and Norwegians, who lived during a period of brisk Scandinavian expansion in the middle ages, from approximately 800 to 1100 AD. This name may be derived from the old Norse vik(bay or creek). These people came from what is now Denmark, Sweden, and Norway, and had a self-sustaining, agricultural society, where farming and cattle breeding were supplemented by hunting, fishing, the extraction of iron and the quarrying of rock to make whetstones and cooking utensils; some goods, however, had to be traded; salt, for instance, which is a necessity for man and cattle alike, is an everyday item and thus would not have been imported from a greater distance than necessary, while luxury items could be brought in from farther south in Europe. Their chief export products were, iron, whetstones, and soapstone cooking pots, these were an essential contribution to a trade growth in the Viking age. The contemporary references we have about the Vikings stem mainly from sources in western Europe who had bitter experiences with the invaders, so we're most likely presented with the worst side of the Vikings. Archaeological excavations have shown evidence of homesteads, farms, and marketplaces, where discarded or lost articles tell of a common everyday life. As the Viking period progressed, society changed; leading Chieftain families accumulated sufficient land and power to form the basis for kingdoms, and the first towns were founded. These market places and towns were based on craftsmanship and trade. Even though the town dwelling Vikings kept cattle, farmed, and fished to meet their household needs, the towns probably depended on agricultural supplies from outlying areas. They also unfortunately did not pay as much attention to renovation and waste disposal as they did to town planning, as evidenced by the thick layers of waste around settlements. In contemporary time... ...ted to keel and stem and these were bolted to each other with iron rivets. This shell provided strength and flexibility, then, ribs were made from naturally curved trees were fitted and these provided additional strength. To increase flexibility, strafes and ribs were bound together. Lateral support came from cross supports at the waterline, and solid logs braced the mast. Our main knowledge of Viking art comes from metal jewelry, the format of which is modest. The choice of motif is the same as with woodcarving. The artists were preoccupied with imaginary animals which were ornamentally carved, twisted and braided together in a tight asymmetric arabesque, their quality of work was superb. The Viking raids tapered off around the year 1000. By this time the Vikings had become Christian, which had a restrictive effect on their urge to plunder. Denmark, Sweden, and Norway had become separate kingdoms generally united under single monarchs. Wars wer now steered by the shifting alliances of the kings. The age of private battles was gone. Trade relations that were established in the Viking period continued, and the Nordic countries emerged as part of a Christian Europe.

All The Kings Men Essay -- essays research papers

Trapped in the Web   Ã‚  Ã‚  Ã‚  Ã‚  In the novel, All the Kings Men by Robert Penn Warren, the characters live out the consequences of decisions made in their pasts. Each character deals with the past in a different way. It costs some relationships. It costs some their careers. It even costs some their lives. I believe that Cass Mastern says it best when he says “…the world is like an enormous spider web and if you and if you touch it, however lightly, at any point the vibration ripples to the remotest perimeter and the drowsy spider feels the tingle and is drowsy no more but springs out to fling the gossamer coils about you who have touched the web and then injects the black, numbing poison under your hide';(188-189). I feel that this quote does an excellent job of capturing the theme of this novel.   Ã‚  Ã‚  Ã‚  Ã‚  Jack Burden and Judge Montague Irwin defiantly feel the effects of the spider. Jack Burden, at the request of Governor Willie Stark, dug up dirt on Judge Irwin. Jack gets in over his head when he finds more than he wanted to know about Judge Irwin. That’s when everything does upside-down, and the spider gets them. The Judge kills himself, which affected many people. One of the people that it affected was Jack. Jack found out that the Judge was his biological father and never had the chance to have his first true “father son'; talk. Even though Jacks goals from the beginning were to discover trut...

Big data analysis Essay

THE NEW INTELLIGENT ENTERPRISE Some of the best-performing retailers are using analytics not just for finance and operational activities, but to boost competitive advantage on everything from displays, to marketing, customer service and customer experience management. Big Data, Analytics and the Path From Insights toValue How the smartest organizations are embedding analytics to transform information into insight and then action. Findings and recommendations from the first annual New Intelligent Enterprise Global Executive study. BY STEVE LAVALLE, ERIC LESSER, REBECCA SHOCKLEY, MICHAEL S. HOPKINS AND NINA KRUSCHWITZ IN EVERY INDUSTRY, in every part of the world, senior leaders wonder whether they are getting full value from the massive amounts of information they already have within their organizations. New technologies are collecting more data than ever before, yet many organizations are still looking for better ways to obtain value from their data and compete in the marketplace. Their questions about how best to achieve value persist. Are competitors obtaining sharper, more timely insights? Are they able to regain market advantage, neglected while focusing on expenses during the past two years? Are they correctly interpreting new signals from the global economy — and adequately assessing the impact on their customers and partners? Knowing what happened and why it happened are no longer adequate. Organizations need to know what is happening now, what is likely to happen next and what actions should be taken to get the optimal results. COURTESY OF BEST BUY THE LEADING QUESTION How are organizations using analytics to gain insight and guide action? FINDINGS Top-performingorganizations are twice as likely to apply analytics to activities. Thebiggest challenges in adopting analytics are managerial and cultural. V isualizing data differently will become increasingly valuable. WINTER 2011 MIT SLOAN MANAGEMENT REVIEW 21 THE NEW INTELLIGENT ENTERPRISE ABOUT THE RESEARCH To understand the challenges and opportunities associated with the use of business analytics, MIT Sloan Management Review, in collaboration with the IBM Institute for Business Value, conducted a survey of more than 3,000 business executives, managers and analysts from organizations located around the world. The survey captured insights from individuals in 108 countries and more than 30 industries and involved organizations from a variety of sizes. The sample was drawn from a number of different sources, including MIT alumni and MIT Sloan Management Review subscribers, IBM clients and other interested parties. We also interviewed academic experts and subject matter experts from a number of industries and disciplines to understand the practical issues facing organizations today. Their insights contributed to a richer understanding of the data and the development of recommendations that respond to strategic and tactical questions that senior executives address as they operationalize analytics within their organizations. We also drew upon a number of IBM case studies to explore further how organizations are leveraging business analytics and illuminate how real organizations are putting our recommendations into action in different organizational settings. To help organizations understand the opportunity of information and advanced analytics, MIT Sloan Management Review partnered with the IBM Institute for Business Value to conduct a survey of nearly 3,000 executives, managers and analysts working across more than 30 industries and 100 countries. (See â€Å"About the Research. †) Among our key findings: Top-performing organizations use analytics five times more than lower performers. (See â€Å"Analytics Trumps Intuition. †) Overall, our survey found a widespread belief that analytics offers value. Half of our respondents said that improvement of information and analytics was a top priority in their organizations. And more than one in five said they were under intense or significant pressure to adopt advanced information and analytics approaches. The source of the pressure is not hard to ascertain. Six out of 10 respondents cited innovating to achieve competitive differentiation as a top business challenge. The same percentage also agreed that their organization has more data than it can use effectively. Organizational leaders want analytics to exploit their growing data and computational power to get smart, and get innovative, in ways they never could before. Senior executives now want businesses run on data-driven decisions. They want scenarios and simulations that provide immediate guidance on the best actions to take when disruptions occur — disruptions ranging from unexpected competitors or an earthquake in a supply zone to a customer signaling a desire to switch providers. Executives want to understand optimal solutions based on complex business parameters or new information, and they want to take action quickly. These expectations can be met — but with a caveat. For analytics-driven insights to be consumed — that is, to trigger new actions across the organization — they must be closely linked to business strategy, easy for end-users to understand and embedded into organizational processes so that action can be taken at the right time. That is no small task. It requires painstaking focus on the way insights are infused into everything from manufacturing and new product development to credit approvals and call center interactions. 22 MIT SLOAN MANAGEMENT REVIEW WINTER 2011 Top Performers Say Analytics Is a Differentiator Our study clearly connects performance and the competitive value of analytics. We asked respondents to assess their organization’s competitive position. Those who selected â€Å"substantially outperform industry peers† were identified as top performers, while those who selected â€Å"somewhat or substantially underperform industry peers† were grouped as lower performers. We found that organizations that strongly agreed that the use of business information and analytics differentiates them within their industry were twice as likely to be top performers as lower performers. Top performers approach business operations differently than their peers do. Specifically, they put analytics to use in the widest possible range of decisions, large and small. They were twice as likely to use analytics to guide future strategies, and twice as likely to use insights to guide day-to-day operations. (See â€Å"The Analytics Habits of Top Performers,† p. 24. ) They make decisions based on rigorous analysis at more than double the rate of lower performers. The correlation between performance and analyticsdriven management has important implications to organizations, whether they are seeking growth, efficiency or competitive differentiation. Three Levels of Capabilities Emerged, Each with Distinct Opportunities Organizations that know where they are in terms of analytics adoption are better prepared to turn challenges into opportunities. We segmented respondents based on how they rated their organization’s analytics prowess, specifically how thoroughly their organizations had been transformed by better uses of analytics and information. Three levels of analytics capability emerged — Aspirational, Experienced and Transformed — each with clear distinctions. (See â€Å"The Three Stages of Analytics Adoption. †) Aspirational. These organizations are the furthest from achieving their desired analytical goals. Often they are focusing on efficiency or automation of existing processes and searching for ways to cut costs. Aspirational organizations currently have SLOANREVIEW. MIT. EDU few of the necessary building blocks — people, processes or tools — to collect, understand, incorporate or act on analytic insights. Experienced. Having gained some analytic experience — often through successes with efficiencies at the Aspirational phase — these organizat ions are lo oking to go b e yond cost management. Experienced organizations are developing better ways to collect, incorporate and act on analytics effectively so they can begin to optimize their organizations. Transformed. These organizations have substantial experience using analytics across a broad range of functions. They use analytics as a competitive differentiator and are already adept at organizing people, processes and tools to optimize and differentiate. Transformed organizations are less focused on cutting costs than Aspirational and Experienced organizations, possibly having already automated their operations through effective use of insights. They are most focused on driving customer profitability and making targeted investments in niche analytics as they keep pushing the organizational envelope. Transformed organizations were three times more likely than Aspirational organizations to indicate that they substantially outperform their industry peers. This performance advantage illustrates the potential rewards of higher levels of analytics adoption. Information Must Become Easier to Understand and Act Upon Executives want better ways to communicate complex insights so they can quickly absorb the meaning of the data and take action. Over the next two years, executives say they will focus on supplementing standard historical reporting with emerging approaches that make information come alive. These include data visualization and process simulation as well as text and voice analytics, social media analysis and other predictive and prescriptive techniques. New tools like these can make insights easier to understand and to act on at every point in an organization, and at every skill level. They transform numbers into information and insights that can be readily put to use, versus having to rely on further interpretation or leaving them to languish due to uncertainty about how to act. ANALYTICS TRUMPS INTUITION The tendency for top-performing organizations to apply analytics to particular activities across the organization compared with lower performers. A likelihood of 1. 0 indicates an equal likelihood that the organizations will use either analytics or intuition. Tendency to Apply Tendency to Apply Intuition Analytics Financial management and budgeting Data Is Not the Biggest Obstacle Despite popular opinion, getting the data right is not a top challenge that organizations face when adopting analytics. Only about one out of five respondents cited concern with data quality or ineffective data governance as a primary obstacle. The adoption barriers that organizations face most are managerial and cultural rather than related to data and technology. The leading obstacle to widespread analytics adoption is lack of understanding of how to use analytics to improve the business, according to almost four of 10 respondents. More than one in three cite lack of management bandwidth due to competing priorities. (See â€Å"The Impediments to Becoming More Data Driven. †) Strategy and business development Sales and marketing Customer service Product research and development Top Performers Lower Performers General management Risk management Customer experience management Brand or market management Work force planning and allocation Overall Average 0 SLOANREVIEW. MIT. EDU 22. 1 Operations and production 1 2 3 4 5 6 7 8 WINTER 2011 MIT SLOAN MANAGEMENT REVIEW 23 THE NEW INTELLIGENT ENTERPRISE What Leaders Can Do to Make Analytics Pay Off — A New Methodology It takes big plans followed by discrete actions to gain the benefits of analytics. But it also takes some very specific management approaches. Based on data from our survey, our engagement experience, case studies and interviews with experts, we have been able to identify a new, five-point methodology for successfully implementing analytics-driven management and for rapidly creating value. The recommendations that follow are designed to help organizations understand this â€Å"new path to value† and how to travel it. While each recommendation presents different pieces of the information-and-analytics value puzzle, each one meets all of these three critical management needs: Reduced time to value. Value creation can be achieved early in an organization’s progress to THE ANALYTICS HABITS OF TOP PERFORMERS Top-performing organizations were twice as likely to use analytics to guide day-to-day operations and future strategies as lower performers. THE THREE STAGES OF ANALYTICS ADOPTION Three capability levels — Aspirational, Experienced and Transformed — were based on how respondents rated their organization’s analytic prowess. ASPIRATIONAL EXPERIENCED TRANSFORMED Motive †¢Use analytics to justify actions †¢Use analytics to guide actions †¢ se analytics to prescribe actions U Functional proficiency †¢Financial management and budgeting †¢Operations and production †¢Sales and marketing †¢All Aspirational functions †¢Strategy/business development †¢Customer service †¢Product research/development †¢ ll Aspirational and Experienced A functions †¢Risk management †¢Customer experience †¢Work force planning/allocation †¢General management †¢Brand and market management Business challenges †¢ ompetitive differentiation through C innovation †¢Cost efficiency (primary) †¢Revenue growth (secondary) †¢ ompetitive differentiation through C innovation †¢Revenue growth (primary) †¢Cost efficiency (secondary) †¢ ompetitive differentiation through C innovation †¢Revenue growth (primary) †¢ rofitability acquiring/retaining P customers (targeted focus) Key obstacles †¢ ack of understanding how to leverage L analytics for business value †¢Executive sponsorship †¢ ulture does not encourage sharing C information †¢ ack of understanding how to leverage L analytics for business value †¢Skills within line of business †¢ wnership of data is unclear or O governance is ineffective †¢ ack of understanding how to leverage L analytics for business value †¢ anagement bandwidth due to M competing priorities †¢Accessibility of the data Data management †¢ imited ability to capture, aggregate, L analyze or share information and insights †¢ oderate ability to capture, aggregate M and analyze data †¢ imited ability to share information and L insights †¢ trong ability to capture, aggregate and S analyze data †¢ ffective at sharing information and E insights Analytics in action †¢ arely use rigorous approaches to R make decisions †¢ imited use of insights to guide future L strategies or day-to-day operations †¢ ome use of rigorous approaches to S make decisions †¢ rowing use of insights to guide future G strategies, but still limited use of insights to guide day-to-day operations †¢ ost use rigorous approaches to make M decisions †¢ lmost all use insights to guide future A strategies, and most use insights to guide day-to-day operations 24 MIT SLOAN MANAGEMENT REVIEW WINTER 2011 SLOANREVIEW. MIT. EDU analytics sophistication. Contrary to common assumptions, it doesn’t require the presence of perfect data or a full-scale organizational transformation. Increased likelihood of transformation that’s both significant and enduring. The emerging methodology we’ve identified enables and inspires lasting change (strategic and cultural) by tactically overcoming the most significant organizational impediments. Greater focus on achievable steps. The approach used by the smartest companies is powerful in part because each step enables leaders to focus their efforts and resources narrowly rather than implementing universal changes — making every step easier to accomplish with an attractive ROI. Whether pursuing the best channel strategy, the best customer experience, the best portfolio or the best process innovation, organizations embracing this approach will be first in line to gain business advantage from analytics. have repeatedly heard that analytics aligned to a significant organizational challenge makes it easier to overcome a wide range of obstacles. Respondents cited many challenges, and none can be discounted or minimized: Executive sponsorship of analytics projects, data quality and access, governance, skills and culture all matter and need to be addressed in time. But when overtaken by the momentum of a single big idea and potentially game-changing insight, obstacles like these get swept into the wake of change rather than drowning the effort. THE IMPEDIMENTS TO BECOMING MORE DATA DRIVEN The adoption barriers organizations face most are managerial and cultural rather than related to data and technology. Lack of understanding of how to use analytics to improve the business Lack of management bandwidth due to competing priorities Lack of skills internally in the line of business Ability to get the data [RECOMMENDATION 1 ] First,Think Biggest Existing culture does not encourage sharing information Focus on the biggest and highestvalue opportunities Does attacking the biggest challenge carry the biggest risk of failure? Paradoxically, no — because big problems command attention and incite action. And as survey participants told us, management bandwidth is a top challenge. When a project’s stakes are big, top management gets invested and the best talent seeks to get involved. It’s extraordinarily hard for people to change from making decisions based on personal experience to making them from data — especially when that data counters the prevailing common wisdom. But upsetting the status quo is much easier when everyone can see how it could contribute to a major goal. With a potential big reward in sight, a significant effort is easier to justify, and people across functions and levels are better able to support it. Conversely, don’t start doing analytics without strategic business direction, as those efforts are likely to stall. Not only does that waste resources, it risks creating widespread skepticism about the real value of analytics. In our discussions with business executives, we SLOANREVIEW. MIT. EDU Ownership of data is unclear or governance is ineffective Lack of executive sponsorship Concerns with the data Perceived costs outweigh projected benefits No case for change Respondents were asked to select three obstacles to the widespread adoption of analytics in their organization. Don’t know where to start 0 10% 20% 30% 40% Percentage of respondents [RECOMMENDATION 2 ] Start in the Middle Within each opportunity, start with questions, not data Organizations traditionally are tempted to start by gathering all available data before beginning their analysis. Too often, this leads to an all-encompassing focus on data management — collecting, cleansing and converting data — that leaves little time, energy or resources to understand its potential uses. Actions taken, if any, might not be the most valuable ones. Instead, organizations should WINTER 2011 MIT SLOAN MANAGEMENT REVIEW 25 THE NEW INTELLIGENT ENTERPRISE start in what might seem like the middle of the process, implementing analytics by first defining the insights and questions needed to meet the big business objective and then identifying those pieces of data needed for answers. By defining the desired insights first, organizations can target specific subject areas and use readily available data in the initial analytic models. The insights delivered through these initial models will illuminate gaps in the data infrastructure and business processes. Time that would have been spent cleaning up all data can be redirected toward targeted data needs and specific process improvements that the insights identify, enabling iterations of value. Companies that make data their overriding priority often lose momentum long before the first insight is delivered, frequently because a data-first approach can be perceived as taking too long before generating a financial return. By narrowing the scope of these tasks to the specific subject areas needed to answer key questions, value can be realized more quickly, while the insights are still relevant. Also, organizations that start with the data or process change often end up with unintended consequences — such as data that is not extensible or processes that are ultimately eliminated — that require rework and additional resources to solve. Speeding Insights into Business Operations Compared with other respondents, Transformed organizations are good at data capture. (See â€Å"What Data-Transformed Companies Do. †) Additionally, Transformed organizations are much more adept at WHAT DATA-TRANSFORMED COMPANIES DO Transformed organizations felt more confident in their ability to manage data tasks than Aspirational organizations, which seldom felt their organizations performed those tasks â€Å"very well. † Percent of respondents whose organizations perform these tasks very well. Capture Information Transformed Aspirational 9% Aggregate Information 36% 4X more likely Analyze Information 28% 3% 9X more likely 26 MIT SLOAN MANAGEMENT REVIEW WINTER 2011 Disseminate Information and Insights 34% 4% 8. 5X more likely 21% 2% 10X more likely data management. In these areas, they outpaced Aspirational organizations up to tenfold in their ability to execute. Enterprise processes have many points where analytic insights can boost business value. The operational challenge is to understand where to apply those insights in a particular industry and organization. When a bank customer stops automatic payroll deposits or remittance transfers, for example, who in the organization should be alerted and tasked with finding out whether the customer is changing jobs or planning to switch banks? Where customer satisfaction is low, what insights are needed, and how should they be delivered to prevent defections? To keep the three gears moving together — data, insights and timely actions — the overriding business purpose must always be in view. That way, as models, processes and data are tested, priorities for the next investigation become clear. Data and models get accepted, rejected or improved based on business need. New analytic insights — descriptive, predictive and prescriptive — are embedded into increasing numbers of applications and processes, and a virtuous cycle of feedback and improvement takes hold. [RECOMMENDATION 3 ] Make Analytics Come Alive Embed insights to drive actions and deliver value New methods and tools to embed information into business processes — use cases, analytics solutions, optimization, work flows and simulations — are making insights more understandable and actionable. Respondents identified trend analysis, forecasting and standardized reporting as the most important tools they use today. However, they also identified tools that will have greater value in 24 months. The downswings in â€Å"as-is† methods accompanied by corresponding upswings in â€Å"to-be† methods were dramatic. (See â€Å"Where Are DataDriven Managers Headed? † p. 27. ) Today’s staples are expected to be surpassed in the next 24 months by: 1. Data visualization, such as dashboards and scorecards SLOANREVIEW. MIT. EDU 2. Simulations and scenario development 3. Analytics applied within business processes 4. Advanced statistical techniques, such as regression analysis, discrete choice modeling and mathematical optimization. Organizations expect the value from these emerging techniques to soar, making it possible for data-driven insights to be used at all levels of the organization. For example, GPS-enabled navigation devices can superimpose real-time traffic patterns and alerts onto navigation maps and suggest the best routes to drivers. Similarly, in oil exploration, three-dimensional renderings combine data from sensors in the field with collaborative and analytical resources accessible across the enterprise. Production engineers can incorporate geological, production and pipeline information into their drilling decisions. Beyond 3-D, animated maps and charts can simulate critical changes in distribution flow or projected changes in consumption and resource availability. In the emerging area of analytics for unstructured data, patterns can be visualized through verbal maps that pictorially represent word frequency, allowing marketers to see how their brands are perceived. Innovative uses of this type of information layering will continue to grow as a means to help individuals across the organization consume and act upon insights derived through complex analytics that would otherwise be hard to piece together. New Techniques and Approaches Transform Insights into Actions New techniques to embed insights will gain in value by generating results that can be readily understood and acted upon:  ¦ Dashboards that now reflect actual last-quarter sales will also show what sales could be next quarter under a variety of different conditions — a new media mix, a price change, a larger sales team, even a major weather or sporting event.  ¦ Simulations evaluating alternative scenarios will automatically recommend optimal approaches — such as the best media mix to introduce a specific product to a specific segment, or the ideal number of sales professionals to assign to a particular new territory.  ¦ Use cases will illustrate how to embed insights into business applications and processes. SLOANREVIEW. MIT. EDU New methods will also make it possible for decision makers more fully to see their customers’ purchases, payments and interactions. Businesses will be able to listen to customers’ unique wants and needs about channel and product preferences. WHERE ARE DATA-DRIVEN MANAGERS HEADED? Organizations expect that the ability to visualize data differently will be the most valuable technique in two years. Other techniques and activities that are currently delivering the most value today will still be done, but will be of less value. Today In 24 Months Historic trend analysis and forecasting Data visualization Standardized reporting Simulations and scenario development Analytics applied within business processes Data visualization Regression analysis, discrete choice modeling and mathematical optimization Analytics applied within business processes Simulations and scenario development Historic trend analysis and forecasting Clustering and segmentation Clustering and segmentation Regression analysis, discrete choice modeling and mathematical optimization Standardized reporting Respondents were asked to identify the top three analytic techniques creating value for the organization, and predict which three would be creating the most value in 24 months. In fact, making customers, as well as information, come to life within complex organizational systems may well become the biggest benefit of making data-driven insights real to those who need to use them. [RECOMMENDATION 4 ] Add, Don’t Detract Keep existing capabilities while adding new ones When executives first realize their need for analytics, they tend to turn to those closest to them for answers. Over time, these point-of-need resources come together in local line of business units to enable sharing of insights. Ultimately, centralized units emerge to bring a shared enterprise perspective — governance, tools, methods — and specialized expertise. As executives use analytics more frequently to inform day-to-day decisions and actions, WINTER 2011 MIT SLOAN MANAGEMENT REVIEW 27 THE NEW INTELLIGENT ENTERPRISE this increasing demand for insights keeps resources at each level engaged, expanding analytic capabilities even as activities are shifted for efficiencies. (See â€Å"How Analytics Capabilities Grow with Adoption. †) Sophisticated modeling and visualization tools, as noted, will soon provide greater business value than ever before. But that does not mean that spreadsheets and charts should go away. On the contrary: New tools should supplement earlier ones or continue to be used side by side as needed. That lesson applies to plines. (See â€Å"How Analytics Propagates Across Functions. †) In Transformed organizations, reusability creates a snowball effect, as models from one function are repurposed into another with minimal modifications. Over time, data-driven decision making branches out across the organization. As experience and usage grow, the value of analytics increases, which enables business benefits to accrue more quickly. Add Value with an Enterprise Analytics Unit HOW ANALYTICS CAPABILITIES GROW WITH ADOPTION The frequency with which analytics is used to support decisions increases as organizations transition from one level of analytic capability to the next. At the same time, analytics migrate toward more centralized units, first at the local line of business level and then at the enterprise level, while the portion of analytics performed at points of need and with IT remain stable. Percent using analytics frequently Where analytics performed 100% 80% Centralized analytic units 60% Line of business analytic units 40% 20% At point of need IT department 0% Aspirational Experienced Transformed nearly every way that analytics capabilities should be nurtured as an organization becomes more ambitious about becoming data driven: The process needs to be additive. As analytics capabilities are added upstream at increasingly central levels of management, existing capabilities at point of need shouldn’t be subtracted. Nor should they be transplanted to central locations. As new capabilities come on board, existing ones should continue to be supported. There are other ways that capabilities grow and deepen within an organization. Disciplines like finance and supply chain are inherently data intensive and are often where analytics first take root. Encouraged by early successes, organizations begin expanding analytic decision making to more disci28 MIT SLOAN MANAGEMENT REVIEW WINTER 2011 Organizations that first experience the value of analytics in discrete business units or functions are likely soon to seek a wider range of capabilities — and more advanced use of existing ones. A centralized analytics unit, often called either a center of excellence or center of competency, makes it possible to share analytic resources efficiently and effectively. It does not, however, replace distributed and localized capabilities; rather, the central unit is additive, built upon existing capabilities that may have already developed in functions, departments and lines of business. We found that 63% more Transformed organizations than Aspirational organizations use a centralized enterprise unit as the primary source of analytics. A centralized analytics unit can provide a home for more advanced skills to come together within the organization, providing both advanced models and enterprise governance through establishing priorities and standards by these practices:  ¦ Advance standard methods for identifying business problems to be solved with analytics.  ¦ Facilitate identification of analytic business needs while driving rigor into methods for embedding insights into end-to-end processes.  ¦ Promote enterprise-level governance on prioritization, master data sources and reuse to capture enterprise efficiencies.  ¦ Standardize tools and analytic platforms to enable resource sharing, streamline maintenance and reduce licensing expenses. In three distinct areas — application of analytic tools, functional use of analytics and location of skills — we found that adding capabilities without detracting from existing ones offers a fast path to full benefits from analytics-driven management. SLOANREVIEW. MIT. EDU [RECOMMENDATION 5 ] Build the Parts, Plan the Whole Use an information agenda to plan for the future Big data is getting bigger. Information is coming from instrumented, interconnected supply chains transmitting real-time data about fluctuations in everything from market demand to the weather. Additionally, strategic information has started arriving through unstructured digital channels: social media, smart phone applica

Education and Transformation Essay Essay

Transformative learning is the process of â€Å"using a prior interpretation to construe a new or revised interpretation of the meaning of one’s experience in order to guide future action† (Mezirow, 2003). It is also a process where â€Å"an education that is transformative redirects and reenergizes those who pause to reflect on what their lives have been and take on new purposes and perspectives† (Will McWhinney et al. , 2003). Jack Mezirow’s central idea is the process â€Å"to make meaning from our experiences through reflection, critical reflection and critical self-reflection â€Å" (Dirkx et al.,2006), Mezirow named this process perspective transformation. According to John M. Dirkx (2006) transformative learning is emotionally driven and focuses more on a deeper learning, his view suggests a more â€Å"integrated and holistic understanding of subjectivity, one that reflects the intellectual, emotional, moral and spiritual dimensions of our being in the world† (Dirkx et al. ,2006). Transformative learning is a process most individuals have experienced once in their lifetime and it is a process that I can closely relate to. My personal experience of transformative learning is closely relevant to  John M Dirkx emotional approach to the process and Mezirow’s Subjective Reframing (self-reflective) (Dirkx et al. ,2006). To demonstrate my personal transformative learning experience, I have included my story in this essay. Education has always been an important factor in my life; unlike some of my peers I enjoy studying and learning. In high school, in year 10 I had to choose my year eleven and twelve subjects. Business studies in secondary school seemed very interesting, hence why I chose it as a year eleven and twelve subject. Throughout my entire education life, I have always had a  great interest in history whether it was ancient or modern so I also chose to study modern history. For me both subjects were very important as they made a lot of difference to my 1 1 ATAR (Australian Tertiary Admission Rank). However with the two subjects I had two completely different experiences, which is related to transformative learning. Firstly, with business studies I had a teacher who lacked discipline and she was a â€Å"vessel full of knowledge and information† and we were her bank account, where she would pour her wisdom and knowledge to us students; this method is called the banking method (personal  communication, 5 August, 2013). Her teaching method included reading information from the textbook and not explaining in detail what certain terms mean and how they relate to our learning. Personally, I would walk out of the classroom as an empty ‘vessel’ and feel like I wasted fifty minutes of my learning time. Each lesson it got harder and harder to concentrate because I did not understand anything that I was supposedly learning, so my other peers easily distracted me. Unfortunately for me, my teacher kept thinking that I was the main source of distraction. Until today I still do not know why she strongly believed that I  distracted everyone else, maybe it was because I did not interact with classroom topics – I did not learn anything and that is why I could not participate in class discussions. Each lesson, I had to sit in the front row by myself or next to a student that was not my friend; some lessons I would not even speak a word but my teacher would still pick on me for turning my head to the direction of the noise a student was making. By the end of year eleven, I absolutely hated my teacher but I never argued with her, I just tried my best to stay focused and teach myself. My parents have always told me to respect my teachers but to also stand up for myself in cases where I felt isolated and disadvantaged. Three months before the HSC (Higher School Certificate), I finally had enough and stood up for myself. It was a Monday morning, I had double period of Business studies and as always I had to sit in the front row and not speak a word. Towards the end of the lesson, I quietly asked the girl next to me about a word I did not understand, before I even had a chance to hear the answer my teacher started to scream at me and that is when I broke down in tears. I tried to explain what I was doing however she 2 2 refused to listen to me so I started to argue with her, I raised my voice at her and told her to stop screaming at me. She instantly sent me to the head teacher of business studies however it backfired on her. I told the head teacher everything that had happened within a year and a half, I showed her my workbook and explained how she lacked teaching skills. Fortunately for me, one of my peers supported me and told her that the teacher kept picking on me. The next day in class we had a new seating arrangement, my teachers attitude had changed  dramatically, she seemed more focus and more serious about teaching. However, I decided to drop business studies as I felt that I could not do well in the final exam and also I could not cope with my teacher. In hindsight I am glad that I dropped that subject and stood up for myself. In comparison, modern history was my favourite subject. My passion and interest for history had a large contribution to my high grades and achievements but my teacher, she is the one who helped me receive the marks I wanted in the HSC. She applied the ‘factory learning’ (personal communication, 5 August, 2013) theory to us, at the end of each lesson we would  have to stand up and explain the key points we had learnt that lesson. Additionally, in every single class we would receive worksheets and a summary of all the important information and she would go through it, with us. If we did not understand something, she was more than happy to take time out of her lunch and carefully explain that topic to us. For two years, every single lesson was fun and interesting, she never raised her voice at us, and instead she would just say ‘shhh’ or just tap us on the shoulder if we were talking over her. In hindsight, I now realise how much my attitude and perspective has changed towards  learning. Both subjects made me realise that I have the knowledge and wisdom to achieve what I want and it also directed me to choose what I want to study in University, which is teaching. Mezirow’s states his perspective on transformative learning by describing it as an 3 3 adult learning that modifies their assumptions and clarifies them. Mezirow calls this the ‘meaning perspective’, which â€Å"selectively shapes and delimits perception, cognition, feelings and disposition† by inclining our motives, goals and expectations (Dirkx et al. ,2006). Personally, my transformational learning experience is linked with Mezirow’s meaning  perspective theory; I made meaning out of my experiences by defining and reflecting on my journey. Many people may not associate a negative and positive experience with transitional learning and meaning perspective but for me those two diverse experiences have transformed my views. I now not only study to become a teacher but I also try my best to practice becoming a helpful, disciplined, understanding and caring teacher, so my students can enjoy my classes and endure positive learning. My personal experience is described as transformative learning as I have changed and learnt  about my learning environment and even more importantly about my strengths and weaknesses. My experience closely relates to both Mezirow’s and Dirkx’s theories. Mezirow’s idea of subjective reframing and meaning perspective and also Dirkx’s emotional approach to the being in the world (Dirkx et al. ,2006). John Dirkx’s approach to transitional learning focuses more on the inner self and inner world. Dirkx’s first point is that we as adults keep our â€Å"personal and private thoughts, beliefs and values† close to our chest and â€Å"only allow a few, if any, others to know†, he further concentrates on our inner voices, the ones that  Ã¢â‚¬Å"lend a felt presence† (Dirkx et al. ,2006). According to Dirkx, these inner voices are not alone, he highlights that our consciousness joins our inner voices, which eventually lead to individual’s thinking why they think of how others perceive them as (Dirkx et al. ,2006). Joining Dirkx on his idea is Willis Harman who states that human consciousness should be given full recognition â€Å"to the primacy of inner conscious awareness†¦Ã¢â‚¬  (O’Sullivan et al. , 2004). Both Dirkx and Harman’s ideas links back to my experience as a high school student. 4 4 Looking back, I kept my true thoughts private and I allowed my inner voices to get the better  of me. Similarly to what Harman suggests, I soon started to recognise my consciousness after I stood up for myself and critically assessed myself for not taking actions earlier. In contemporary society, now, if something similar was to happen I would use my brain and consciousness rather than concentrate on my inner voice. However, Mezirow challenges Dirkx’s idea by highlighting that transitional learning occurs within ones awareness and that the outcome must involve a â€Å"rational process of critically assessing one’s epistemic assumptions†¦Ã¢â‚¬  (Dirkx et al. ,2006). Mezirow further adds to his critique, that the reason why  transitional learning is stopped from being reduced to a â€Å"faith, prejudice, vision or desire† is because; he believes that it happens within awareness and consciousness (Dirkx et al. ,2006). Furthermore, my transformational learning experience allowed me to have a better understanding of myself, I was able to self reframe (self reflect) on my journey and observe the situation that I endured and finally recognise the main reason that factored to having a transformative experience. Hence, why I believe that both Dirkx and Mezirow’s theories relate to my personal experience. In addition to Mezirow, Dirkx and Harman’s ideas, Roslyn Arnold argues that in order for effective learning to take place an effective teacher should be put in place (Arnold, 2005)John Hattie who studied ‘America’s very best teachers’ highlights that the key ingredient for the most effective teaching is not reducing class sizes or introducing new technology or asking for parent help or tutoring or concentrating on certain students, it is finding a classroom teacher that has an impact on children. He further adds that our focus should be shifted to higher quality teaching rather than seek for other solutions (Arnold, 2005). Arnold puts forward the idea that although teaching and learning is vital in schools, teachers should also recognise that students well-being are just as important as their learning. Arnold also recognises the fact that it is not only â€Å"what we learn, but it is also about how we feel about 5 5 what we learn† (Arnold, 2005). Personally I can relate to both Arnold and John Hattie’s ideas with regards to my modern history teacher. As previously stated, my modern history teacher cared for our well-being along with our learning, she did this by having group conversations  with us about what we did on the weekend or on some days when we finished our class work early we would show her funny pictures we found on Facebook. Most of all, she would show great interest in our studying and grades so she would ask us to tell her the best way we learn and how else she could make the HSC year a little less stressful for us. It was also the way I felt about the subject, I absolutely enjoyed every single minute of modern history, I would look forward to each lesson and I would always participate in-group discussions. In comparison with my business studies teacher I could not even ask questions that were  relevant to the topic, she did not care for my well-being, she would intentionally make jokes that would hurt other students or make rude comments. Of course no one made a complaint about it because they enjoyed wasting quality-learning time and distracting her from teaching. Both Arnold and John Hattie’s theories are extremely important, they not only suggest that learning is part of our environment and consciousness but they also look for other elements that impact students education and my experience with both teachers significantly show that their ideas are right. In conclusion, the reason why I selected to discuss both of my personal experiences is because I can relate to Jake Mezirow, John Dirkx, Willis Harman, Roslyn Arnold and John Hattie’s concepts and ideas significantly relate to my transition. Recognising and self-assessing your experience is essential to individuals like myself, if I did not recognise and self reframe myself, I could not have move forward or transform. Although Mezirow argues that transition happens in awareness and Dirkx argues that it happens when we are unaware, I personally believe that it is both as individuals can listen to their inner voice but 6 6  also be conscious while transforming. Arnold and John Hattie both argue strong and important points, high quality teaching will always have a positive impact on students and if teachers care for their well being then problems such as mine will not happen. Personally, I am glad that I experienced both a negative and positive learning environment as it allowed me to change the way I think and express my thoughts and values without having to worry about being yelled at. It was also a good experience because when I do become a teacher I will always keep in mind my experiences and never treat my students the way my business  studies teacher treated me. Some individual’s experiences include environmental factors, family, friends and work that allow them to transform. My personal experience included enduring two diverse learning experiences that made me transform to the young teacher I will be, who will always put her students well being first. 7 7 REFERENCE LIST Arnold, R. , (2005). Empathic intelligence. Dean of education at the University of Tasmania (UNSW Press). Dirkx, M, J. , Mezirow, J, & Cranton, P. (2006). Musings and reflections on the meaning, context, and process of Transformative Learning a dialogue between John M. Dirkx, Jack Mezirow and Patricia Cranton. Journal of Transformative Education; 4; 123, doi: 10. 1177/1541344606287503 McWhinney, W, & Markos, L. (2003). Transformative education: across the threshold. Journal of Transformative Education; 1; 16, doi: 10. 1177/1541344603252098 Mezirow, J. (2003). Epistemology of transformative learning. Unpublished manuscript. O’Sullivan, E. V. , & Taylor, M. M. (2004). Glimpses of an ecological consciousness. In Learning toward an ecological consciousness: Selected transformative practices (pp. 5-24). New York, NY: Palgrave Macmillan. 8 8 BIBLIOGRAPHY Cooper, S. (n. d). Transformational learning. Theories of learning in educational psychology. Retrieved from http://www. lifecircles-inc. com/Learningtheories/humanist/mezirow. html (accessed 5 September 2013) 9 9 View as multi-pages TOPICS IN THIS DOCUMENT Consciousness, Education, Learning, Learning curve, Meaning of life, Teacher RELATED DOCUMENTS Education Philosophy †¦ formal logical techniques to philosophical problems. My educational philosophy is based on personal experience, and from daily observations. 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