THE ART OF TEACHING
By
VIKRAM KARVE
Part 1: Donkey Language
Before I begin to pontificate on the Art of Teaching here is an apocryphal story:
A wise man, a renowned teacher, once publicly vowed that he would eradicate illiteracy and teach everyone to read.
Some mischievous boys brought a donkey to the teacher and asked him if he could teach the donkey to read.
The wise teacher stunned the students by taking up the challenge and said, “Give me the donkey for a month and I will teach it to read.”
The teacher went home and began to train his donkey to read. At first he put the donkey into the stable and gave him no food for some days. Then he found a thick book and put some hay between the pages. In the beginning the teacher turned the pages and gave the donkey the hay between the pages.
After a while the donkey learnt to turn the pages with his tongue to find and eat the feed by itself. Each time when the donkey finished the book and found no more feed between the pages it would bray: “Eee aah, Eee aah!”
Three days before the one month period was over the teacher stopped feeding the donkey till the poor donkey after fasting for three days without a morsel of food was voraciously hungry.
On the fateful day when the whole school assembled to see the miracle of the donkey reading, the wise teacher brought the ravenously hungry donkey onto the stage. He asked for a big book and put it in front of the donkey.
The hungry donkey turned the first page of the book with its tongue and when it could not find any feed the donkey brayed: “Eee aah, Eee aah!” and turned one more page, and again not finding any hay it cried: “Eee aah, Eee aah!”
The famished donkey kept turning the pages of the book one by one with its tongue and when it could not find any feed between the pages its braying grew louder and louder and soon the hapless donkey was turning the pages and shrieking in a loud voice: “Eee aah, Eee aah!” till it reached a crescendo.
Proud of his achievement the wise teacher said to the gathering: “You all have seen that the donkey has turned the pages of the book and he read it.”
One of the naughty students asked: “But we could not understand anything.”
The wise teacher replied: “Of course you could not understand what the donkey read because it was donkey language. In order to understand it you have to learn donkey language. Come to me for tuition in the evening. I will teach you donkey language.”
[To be continued…]
VIKRAM KARVE
Copyright © Vikram Karve 2009
Vikram Karve has asserted his right under the Copyright, Designs and Patents Act 1988 to be identified as the author of this work
vikramkarve@sify.com
http://vikramkarve.sulekha.com
http://www.linkedin.com/in/karve
http://www.ryze.com/go/karve
http://www.indiaplaza.in/finalpage.aspx?storename=books&sku=9788190690096&ct=2
http://www.flipkart.com/appetite-stroll-vikram-karve/8190690094-gw23f9mr2o
http://books.sulekha.com/book/appetite-for-a-stroll/default.htm
Friday, July 10, 2009
Monday, July 6, 2009
What is the difference between SCIENCE, TECHNOLOGY and ENGINEERING
Do you know the difference between Science, Technology and Engineering
FOOD FOR THOUGHT
By
VIKRAM KARVE
Tell me, what is the difference between Science, Technology and Engineering?
It is simple.
The principal goal of a Scientist is to publish a paper.
Now-a-days, the sheer manner in which so many papers are churned out it seems that many papers are seen to be written, not written to be seen.
Of course, a genuine Scientist will try and ensure that the paper must be written to be seen and not seen to be written.
Science is the reasoned investigation or study of natural phenomena with the objective of discovering new principles and knowledge of natural phenomena. Basically, a scientist is a "bookish" fellow!
The principal goal of a Technologist is to produce some physical change in the world.
Technology is the practical application of science.
Technology includes the skill, technique and knowledge of the manipulation of nature for human purposes, using scientific results and knowledge.
The principal goal of an Engineer is to design, create and produce new tools, machines and systems for practical human means by exploiting technology.
In a nutshell, a Scientist studies nature, a Technologist manipulates nature, and an Engineer exploits technology for human purposes.
So it looks like the Engineer is the one who is most useful to society and humankind, isn't it?
Dear Reader, do you agree?
Please do give your views and comments.
VIKRAM KARVE
http://www.linkedin.com/in/karve
http://vikramkarve.sulekha.com
vikramkarve@sify.com
FOOD FOR THOUGHT
By
VIKRAM KARVE
Tell me, what is the difference between Science, Technology and Engineering?
It is simple.
The principal goal of a Scientist is to publish a paper.
Now-a-days, the sheer manner in which so many papers are churned out it seems that many papers are seen to be written, not written to be seen.
Of course, a genuine Scientist will try and ensure that the paper must be written to be seen and not seen to be written.
Science is the reasoned investigation or study of natural phenomena with the objective of discovering new principles and knowledge of natural phenomena. Basically, a scientist is a "bookish" fellow!
The principal goal of a Technologist is to produce some physical change in the world.
Technology is the practical application of science.
Technology includes the skill, technique and knowledge of the manipulation of nature for human purposes, using scientific results and knowledge.
The principal goal of an Engineer is to design, create and produce new tools, machines and systems for practical human means by exploiting technology.
In a nutshell, a Scientist studies nature, a Technologist manipulates nature, and an Engineer exploits technology for human purposes.
So it looks like the Engineer is the one who is most useful to society and humankind, isn't it?
Dear Reader, do you agree?
Please do give your views and comments.
VIKRAM KARVE
http://www.linkedin.com/in/karve
http://vikramkarve.sulekha.com
vikramkarve@sify.com
Sunday, July 5, 2009
Radar System Analysis -- A Useful Book
Book Review -- Radar System Analysis by David K Barton
Radar Systems Analysis is a comprehensive and cohesive introduction to radar systems design and performance estimation. It offers professionals the knowledge they need to understand, analyze, evaluate, or design radar systems. The book presents accurate detection range equations for realistically estimating radar performance in a variety of practical situations. As radar systems evolve, designers, engineers, and analysts can turn to this book again and again to keep up with the latest advances in radar technology.
This book offers radar engineers all the fundamental and advanced information they need in day-to-day work. Readers will find several lucid chapters on various aspects of radar, such as theory of target detection, theory of radar measurement, description of radar targets, theory of search radar and its signal synthesis and analysis, error analysis, processing of radar data and tracking systems.
The book is divided into seventeen chapters starting with the theory of target detection where the radar echoes and noises are dealt with along with the integration of pulses. Chapter 2, 3 and 4 deals with the radar measurement of range, angle and velocity using the classical radar equation description, and description on RCS and complex targets. Chapter 5, 6, 7 and 8 is dedicated to the search radar and its target detection and measurement, MTI techniques, and synthesis and analysis. Chapter 9 to 14 deals extensively with the track radars which include angle measurement and tracking and its error analysis, range tracking systems, Doppler tracking systems, tracking radar data processing and its acquisition. There are discussions on the survey of propagation effects and multistation radar networks.
This book details practical procedures for search and track radar system testing and evaluation of radar range in difficult environments of combined noise, jamming, and clutter. However, an important topic like radar testing and evaluation gets one lonely chapter with somewhat cursory coverage. The book is substantiated with the adequate references and bibliography along with mathematical approximations for radar beam shape, spectra and waveforms.
Tables on transmission line and receiver input noise temperatures and table on radar range factors for system power change from 0 to 40 db have been provided for appropriate reference and use.
This excellent book summarizes the theory of radar systems and provides the radar engineer with methods and tools for estimating the performance of a wide variety of radars and for synthesizing or selecting radar designs to meet detection and tracking requirements, and, I recommend this book to all those interested in this fascinating field and Libraries of Technical Educational Institutions.
Radar Systems Analysis is a comprehensive and cohesive introduction to radar systems design and performance estimation. It offers professionals the knowledge they need to understand, analyze, evaluate, or design radar systems. The book presents accurate detection range equations for realistically estimating radar performance in a variety of practical situations. As radar systems evolve, designers, engineers, and analysts can turn to this book again and again to keep up with the latest advances in radar technology.
This book offers radar engineers all the fundamental and advanced information they need in day-to-day work. Readers will find several lucid chapters on various aspects of radar, such as theory of target detection, theory of radar measurement, description of radar targets, theory of search radar and its signal synthesis and analysis, error analysis, processing of radar data and tracking systems.
The book is divided into seventeen chapters starting with the theory of target detection where the radar echoes and noises are dealt with along with the integration of pulses. Chapter 2, 3 and 4 deals with the radar measurement of range, angle and velocity using the classical radar equation description, and description on RCS and complex targets. Chapter 5, 6, 7 and 8 is dedicated to the search radar and its target detection and measurement, MTI techniques, and synthesis and analysis. Chapter 9 to 14 deals extensively with the track radars which include angle measurement and tracking and its error analysis, range tracking systems, Doppler tracking systems, tracking radar data processing and its acquisition. There are discussions on the survey of propagation effects and multistation radar networks.
This book details practical procedures for search and track radar system testing and evaluation of radar range in difficult environments of combined noise, jamming, and clutter. However, an important topic like radar testing and evaluation gets one lonely chapter with somewhat cursory coverage. The book is substantiated with the adequate references and bibliography along with mathematical approximations for radar beam shape, spectra and waveforms.
Tables on transmission line and receiver input noise temperatures and table on radar range factors for system power change from 0 to 40 db have been provided for appropriate reference and use.
This excellent book summarizes the theory of radar systems and provides the radar engineer with methods and tools for estimating the performance of a wide variety of radars and for synthesizing or selecting radar designs to meet detection and tracking requirements, and, I recommend this book to all those interested in this fascinating field and Libraries of Technical Educational Institutions.
Wednesday, July 1, 2009
Change Management - Overcoming Addiction - FORCE FIELD ANALYSIS Technique
FORCE FIELD ANALYSIS
An easy technique to overcome addictions
By
VIKRAM KARVE
Many years ago, at work, I used to employ a Management Technique called Force Field Analysis in Project Management.
Now I improvise the Force Field Analysis Model to great effect and success, in my personal life too for self improvement, to break bad habits – to change my life for the better.
So can you.
Let me give you an example.
It was a tough and stressful working day.
It was hot and humid, I was tired, sweating profusely, my throat parched with thirst, and as I walked home late in the evening, I found myself opposite my favorite bar.
I looked yearningly, tempted, overcome by a strong craving, desperate to have a glass of chilled beer.
Nothing like a glass of cold beer to drive my blues away – the “panacea” to my “stressed-out” state!
But I didn’t go into the bar.
Instead, I rushed to the nearest Chaatwala and had some pani-puri.
The moment I put the first pani-puri in my mouth, the intense overpowering medley of sweet and sour, pungently hot, fiery and spicy flavor of the chutneys, jal jeera and “pani” overwhelmed me and made my craving thirst for beer disappear pretty fast and enabled me to stick my resolve of giving up drinking.
I had suitably improvised the concept of “Force Field Analysis” to break my drinking habit and then keep it that way.
Long back, I had quit smoking too, and to stay that way, make sure I didn’t start again, I used force field analysis with great success.
Force Field Analysis provides a framework for looking at the factors or forces that influence a situation or activity.
Restraining Forces are those which inhibit or discourage the occurrence of a particular activity and Driving Forces are those which promote, facilitate and encourage the occurrence of the same activity.
Let’s say Driving Forces are positive anchors and Restraining Forces are negative anchors [similar to the anchors in NLP].
Let’s take the case of drinking. Sit down, close your eyes, and introspect.
Can you identify the stimuli, the triggers, and the situations, the driving forces, which create in you the desire and give rise to the urge to drink?
These driving forces can be anything, internal and external tangible or intangible – people, situations, events, parties, tendencies, moods, foods, social or organizational trends, practices, norms.
Do a simple exercise.
For the next week, or even a month, be yourself, live as you do, but mindfully record all the occasions on which you had alcohol and carefully list the driving forces that motivated you to drink.
Was it a social event, party, friends, as an appertif before some gourmet food, smoking, dancing, “creativity”, for reducing inhibitions or enhancing excitement as a prelude to sex, tiredness, happiness, celebration, depression, boredom, the company or memories of some people, sad memories, self pity, jealousy, inner craving, addiction…?
Do it thoughtfully and make an exhaustive list of the driving forces.
Make a list of restraining forces that discourage or inhibit you from drinking.
Concern for health?
Wife’s nagging?
Physical Exercise?
Values, religious and cultural taboos, regulations like prohibition and no drinking zones, work and hobbies, social encouragement of temperance?
Some types of foods too are effective restraining forces [for me, pani-puri, bhel, jal jeera, lassi are quite effective. Also I lose the urge to drink after a good meal].
Through self-awareness, mindful living and personal experience, record the restraining forces meticulously.
Now all you have to do to quit drinking is to strengthen the restraining forces, mitigate and weaken the driving forces and most importantly, where possible, change direction of some driving forces and convert them into restraining forces by using techniques from concepts like NLP, 4T etc or, best of all, your own improvised techniques [like the in lieu substitution method I have evolved for myself].
Learn how to tactfully and effectively avoid drinking.
Suppose your friends try to force you, taunt you saying you are a sissy, spoil sport, killjoy etc simply say, "I really must go," and leave the place.
Remember what Epictetus said: If you want to do something make a habit of it; if you want not to do something refrain from doing it.
I’ve also read somewhere: If want to be happily married, remain in the company of happily married people.
Always be with likeminded people whom you want to emulate.
If you want to stop drinking try to be in the company of non-drinkers.
Avoid situations which elicit craving.
Substitute healthy activities like physical exercise, recreation and creative hobbies instead of drinking.
Change your lifestyle, your friends, and your activities.
Identify your stimuli, triggers, situations, people and anchors, internal and external, tangible and intangible – the driving forces that create in you the urge to have a drink and facilitate drinking and mitigate them by improvising force field analysis as it suits you best.
Force Field Analysis works for me.
Dear Reader, do let me know if it works for you!
VIKRAM KARVE
Copyright © Vikram Karve 2009
Vikram Karve has asserted his right under the Copyright, Designs and Patents Act 1988 to be identified as the author of this work
vikramkarve@sify.com
vikramkarve@hotmail.com
http://www.linkedin.com/in/karve
http://www.ryze.com/go/karve
http://vikramkarve.sulekha.com
An easy technique to overcome addictions
By
VIKRAM KARVE
Many years ago, at work, I used to employ a Management Technique called Force Field Analysis in Project Management.
Now I improvise the Force Field Analysis Model to great effect and success, in my personal life too for self improvement, to break bad habits – to change my life for the better.
So can you.
Let me give you an example.
It was a tough and stressful working day.
It was hot and humid, I was tired, sweating profusely, my throat parched with thirst, and as I walked home late in the evening, I found myself opposite my favorite bar.
I looked yearningly, tempted, overcome by a strong craving, desperate to have a glass of chilled beer.
Nothing like a glass of cold beer to drive my blues away – the “panacea” to my “stressed-out” state!
But I didn’t go into the bar.
Instead, I rushed to the nearest Chaatwala and had some pani-puri.
The moment I put the first pani-puri in my mouth, the intense overpowering medley of sweet and sour, pungently hot, fiery and spicy flavor of the chutneys, jal jeera and “pani” overwhelmed me and made my craving thirst for beer disappear pretty fast and enabled me to stick my resolve of giving up drinking.
I had suitably improvised the concept of “Force Field Analysis” to break my drinking habit and then keep it that way.
Long back, I had quit smoking too, and to stay that way, make sure I didn’t start again, I used force field analysis with great success.
Force Field Analysis provides a framework for looking at the factors or forces that influence a situation or activity.
Restraining Forces are those which inhibit or discourage the occurrence of a particular activity and Driving Forces are those which promote, facilitate and encourage the occurrence of the same activity.
Let’s say Driving Forces are positive anchors and Restraining Forces are negative anchors [similar to the anchors in NLP].
Let’s take the case of drinking. Sit down, close your eyes, and introspect.
Can you identify the stimuli, the triggers, and the situations, the driving forces, which create in you the desire and give rise to the urge to drink?
These driving forces can be anything, internal and external tangible or intangible – people, situations, events, parties, tendencies, moods, foods, social or organizational trends, practices, norms.
Do a simple exercise.
For the next week, or even a month, be yourself, live as you do, but mindfully record all the occasions on which you had alcohol and carefully list the driving forces that motivated you to drink.
Was it a social event, party, friends, as an appertif before some gourmet food, smoking, dancing, “creativity”, for reducing inhibitions or enhancing excitement as a prelude to sex, tiredness, happiness, celebration, depression, boredom, the company or memories of some people, sad memories, self pity, jealousy, inner craving, addiction…?
Do it thoughtfully and make an exhaustive list of the driving forces.
Make a list of restraining forces that discourage or inhibit you from drinking.
Concern for health?
Wife’s nagging?
Physical Exercise?
Values, religious and cultural taboos, regulations like prohibition and no drinking zones, work and hobbies, social encouragement of temperance?
Some types of foods too are effective restraining forces [for me, pani-puri, bhel, jal jeera, lassi are quite effective. Also I lose the urge to drink after a good meal].
Through self-awareness, mindful living and personal experience, record the restraining forces meticulously.
Now all you have to do to quit drinking is to strengthen the restraining forces, mitigate and weaken the driving forces and most importantly, where possible, change direction of some driving forces and convert them into restraining forces by using techniques from concepts like NLP, 4T etc or, best of all, your own improvised techniques [like the in lieu substitution method I have evolved for myself].
Learn how to tactfully and effectively avoid drinking.
Suppose your friends try to force you, taunt you saying you are a sissy, spoil sport, killjoy etc simply say, "I really must go," and leave the place.
Remember what Epictetus said: If you want to do something make a habit of it; if you want not to do something refrain from doing it.
I’ve also read somewhere: If want to be happily married, remain in the company of happily married people.
Always be with likeminded people whom you want to emulate.
If you want to stop drinking try to be in the company of non-drinkers.
Avoid situations which elicit craving.
Substitute healthy activities like physical exercise, recreation and creative hobbies instead of drinking.
Change your lifestyle, your friends, and your activities.
Identify your stimuli, triggers, situations, people and anchors, internal and external, tangible and intangible – the driving forces that create in you the urge to have a drink and facilitate drinking and mitigate them by improvising force field analysis as it suits you best.
Force Field Analysis works for me.
Dear Reader, do let me know if it works for you!
VIKRAM KARVE
Copyright © Vikram Karve 2009
Vikram Karve has asserted his right under the Copyright, Designs and Patents Act 1988 to be identified as the author of this work
vikramkarve@sify.com
vikramkarve@hotmail.com
http://www.linkedin.com/in/karve
http://www.ryze.com/go/karve
http://vikramkarve.sulekha.com
Tuesday, June 30, 2009
SYSTEM
WHAT IS A SYSTEM
A Glance through my Ancient Notebook
By
VIKRAM KARVE
Whilst browsing through my bookshelves I came across an “ancient” notebook and found something interesting on “The Necessary Conditions for an Entity [S] to be conceived as a System”.
1. S is Teleological – This means that every system has a purpose.
2. S has a Measure of Performance [MOP]
3. There exists a client [or customer] whose interests are served by S in such a manner that the higher the MOP the better the interests are served.
4. S has teleological components which co-produce the MOP of S. This means that a System may have sub-systems.
5. S has an environment which also co-produces the MOP of S.
6. There exists a decision maker who via his resources can produce changes in Measures of Performance of the components of S [sub-systems] and hence changes in MOP of S.
7. There exists a designer who conceptualises the nature of S in such a manner that the designer’s concepts potentially produce actions in the decision maker and hence changes in the Measures of Performance of the S’s components [sub-systems] and hence changes in the MOP of S.
8. The designer’s intention is to change S so as to maximise S’s value to the client of the customer.
9. S is stable with respect to the designer in the sense that there is a built-in guarantee that the designer’s intention is ultimately realisable.
This leads us to the Sufficient Conditions or the System Trinity: DESIGNER, DECISION-MAKER and CLIENT [USER or CUSTOMER]
If an entity is to be considered a System:
1. It has a User [Client or Customer] who is interested in the performance of the entity.
2. It has a Decision-maker who affects the performance of the entity by controlling its resources.
3. It has a Designer whose preferences conform and are in harmony with the user’s preferences and who designs the system so that it can be operated by the Decision-maker.
4. The Designer wishes to maximise the benefits to the User.
5. The System is capable of executing the Designer’s plans.
Now after reading all this gobbledegook (or is it gobbledygook?) please don’t ask me what is a System.
Well I will put it simply – in a System 1+1 equals more than 2, say, 1+1 = 11 or even more.
That’s the concept of Synergy or Synergism so aptly expressed by Aristotle: “The whole is greater than the sum of its parts”.
Now I’ll ask you a question – Is Marriage a System?
VIKRAM KARVE
http://vikramkarve.sulekha.com
http://www.linkedin.com/in/karve
vikramkarve@sify.com
A Glance through my Ancient Notebook
By
VIKRAM KARVE
Whilst browsing through my bookshelves I came across an “ancient” notebook and found something interesting on “The Necessary Conditions for an Entity [S] to be conceived as a System”.
1. S is Teleological – This means that every system has a purpose.
2. S has a Measure of Performance [MOP]
3. There exists a client [or customer] whose interests are served by S in such a manner that the higher the MOP the better the interests are served.
4. S has teleological components which co-produce the MOP of S. This means that a System may have sub-systems.
5. S has an environment which also co-produces the MOP of S.
6. There exists a decision maker who via his resources can produce changes in Measures of Performance of the components of S [sub-systems] and hence changes in MOP of S.
7. There exists a designer who conceptualises the nature of S in such a manner that the designer’s concepts potentially produce actions in the decision maker and hence changes in the Measures of Performance of the S’s components [sub-systems] and hence changes in the MOP of S.
8. The designer’s intention is to change S so as to maximise S’s value to the client of the customer.
9. S is stable with respect to the designer in the sense that there is a built-in guarantee that the designer’s intention is ultimately realisable.
This leads us to the Sufficient Conditions or the System Trinity: DESIGNER, DECISION-MAKER and CLIENT [USER or CUSTOMER]
If an entity is to be considered a System:
1. It has a User [Client or Customer] who is interested in the performance of the entity.
2. It has a Decision-maker who affects the performance of the entity by controlling its resources.
3. It has a Designer whose preferences conform and are in harmony with the user’s preferences and who designs the system so that it can be operated by the Decision-maker.
4. The Designer wishes to maximise the benefits to the User.
5. The System is capable of executing the Designer’s plans.
Now after reading all this gobbledegook (or is it gobbledygook?) please don’t ask me what is a System.
Well I will put it simply – in a System 1+1 equals more than 2, say, 1+1 = 11 or even more.
That’s the concept of Synergy or Synergism so aptly expressed by Aristotle: “The whole is greater than the sum of its parts”.
Now I’ll ask you a question – Is Marriage a System?
VIKRAM KARVE
http://vikramkarve.sulekha.com
http://www.linkedin.com/in/karve
vikramkarve@sify.com
Monday, June 29, 2009
Force Field Analysis: Management of Implementation
FORCE FIELD ANALYSIS and EFFECTIVE IMPLEMENTATION MANAGEMENT
By
VIKRAM KARVE
Implementation is the phase between a decision and its realization.
Implementation may be placed in a continuum in which interaction takes place between those who seek objective and those on whom action depends. The importance of implementation is undeniable because it is a struggle over the realization of ideas. Effective implementation overcomes the gaps between intention and promise, aspirations, achievement and performance, and prescription and reality. Implementation comprises the ability to achieve specified ends by chosen means.
The time factor is critical in the implementation phase of a project. Contingencies characterize implementation in several ways hence interactive and dynamic elements are vital to implementation management in order to forge links in the causal chain connecting actions to objectives with a view to minimizing the discrepancy between what actually occurs and what was envisaged.
Implementation is not self-executing. It is not a process that follows automatically once a program has been formulated. Implementation requires the presence of an action-forcing mechanism. Implementation is a control task; it needs to be dynamic, flexible and adaptable to changing situations.
Breakdowns of implementation represent fundamental failures to translate meaningful ideas into effective action. Despite taking initiatives and using rational methods, on many occasions implementation is swamped by constant pressures of unpredictable problems and crises.
It is important to distinguish between non-implementation and unsuccessful implementation. In the case of non-implementation, the program is not put into effect as intended. Unsuccessful implementation, on the other hand, occurs when a program is carried out, but fails to produce the desired results.
Implementation seems vulnerable to the domino effect in that when the initial phase is troubled the implementation failure tends to transmit itself to later phases.
Once implementation dynamics are set in motion, they become vulnerable to adverse or diversionary forces which pull them away from their original design. Hence, a cogent implementation schedule and specific techniques are necessary to move from the realm of intention to the ambit of reality.
Force Field Analysis, a technique developed by Lewin, is useful in designing and executing the implementation process. Force Field Analysis is a technique for systematically reviewing the elements working for and against a proposed course of action. It assumes that in any situation there are both driving forces and restraining forces that influence implementation.
Driving Forces are those forces that facilitate implementation. Restraining Forces impede the implementation process – they tend to restrain, dissipate, decrease or negate the Driving Forces.
For successful implementation it is essential to push on and overpower or immobilize the restraining forces, or try to transform the restraining forces into driving forces.
From the Human Resource (HR) perspective the Driving Forces include Participants [people who recognize their responsibility in the success of implementation], Movers [people who remove obstacles to implementation when they encounter them] and Shakers [people who recognize an opportunity and will make implementation happen] and the Restraining Forces may comprise Spectators [people not interested in implementation], Protectors [of Status Quo], Doubters [of the way the implementation is being done], Worriers [who are afraid of failure] and Switchers [people who abdicate and “delegate” their implementation responsibility].
Before embarking on implementation you must determine the driving forces and restraining forces and formulate a strategy to tackle them; if you rush into implementation without proper analysis, you may get frustrated and not know why.
VIKRAM KARVE
Copyright © Vikram Karve 2008
Vikram Karve has asserted his right under the Copyright, Designs and Patents Act 1988 to be identified as the author of this work.
http://vikramkarve.sulekha.com/
vikramkarve@sify.com
http://www.linkedin.com/in/karve
By
VIKRAM KARVE
Implementation is the phase between a decision and its realization.
Implementation may be placed in a continuum in which interaction takes place between those who seek objective and those on whom action depends. The importance of implementation is undeniable because it is a struggle over the realization of ideas. Effective implementation overcomes the gaps between intention and promise, aspirations, achievement and performance, and prescription and reality. Implementation comprises the ability to achieve specified ends by chosen means.
The time factor is critical in the implementation phase of a project. Contingencies characterize implementation in several ways hence interactive and dynamic elements are vital to implementation management in order to forge links in the causal chain connecting actions to objectives with a view to minimizing the discrepancy between what actually occurs and what was envisaged.
Implementation is not self-executing. It is not a process that follows automatically once a program has been formulated. Implementation requires the presence of an action-forcing mechanism. Implementation is a control task; it needs to be dynamic, flexible and adaptable to changing situations.
Breakdowns of implementation represent fundamental failures to translate meaningful ideas into effective action. Despite taking initiatives and using rational methods, on many occasions implementation is swamped by constant pressures of unpredictable problems and crises.
It is important to distinguish between non-implementation and unsuccessful implementation. In the case of non-implementation, the program is not put into effect as intended. Unsuccessful implementation, on the other hand, occurs when a program is carried out, but fails to produce the desired results.
Implementation seems vulnerable to the domino effect in that when the initial phase is troubled the implementation failure tends to transmit itself to later phases.
Once implementation dynamics are set in motion, they become vulnerable to adverse or diversionary forces which pull them away from their original design. Hence, a cogent implementation schedule and specific techniques are necessary to move from the realm of intention to the ambit of reality.
Force Field Analysis, a technique developed by Lewin, is useful in designing and executing the implementation process. Force Field Analysis is a technique for systematically reviewing the elements working for and against a proposed course of action. It assumes that in any situation there are both driving forces and restraining forces that influence implementation.
Driving Forces are those forces that facilitate implementation. Restraining Forces impede the implementation process – they tend to restrain, dissipate, decrease or negate the Driving Forces.
For successful implementation it is essential to push on and overpower or immobilize the restraining forces, or try to transform the restraining forces into driving forces.
From the Human Resource (HR) perspective the Driving Forces include Participants [people who recognize their responsibility in the success of implementation], Movers [people who remove obstacles to implementation when they encounter them] and Shakers [people who recognize an opportunity and will make implementation happen] and the Restraining Forces may comprise Spectators [people not interested in implementation], Protectors [of Status Quo], Doubters [of the way the implementation is being done], Worriers [who are afraid of failure] and Switchers [people who abdicate and “delegate” their implementation responsibility].
Before embarking on implementation you must determine the driving forces and restraining forces and formulate a strategy to tackle them; if you rush into implementation without proper analysis, you may get frustrated and not know why.
VIKRAM KARVE
Copyright © Vikram Karve 2008
Vikram Karve has asserted his right under the Copyright, Designs and Patents Act 1988 to be identified as the author of this work.
http://vikramkarve.sulekha.com/
vikramkarve@sify.com
http://www.linkedin.com/in/karve
Art of Dissertation Reference Citations Notes Bibliography
ART OF DISSERTATION
Reference Citations
[ Citations, Footnotes, Endnotes, References, Bibliography ]
By
VIKRAM KARVE
Art of Dissertation – Part 2 – Citations
Whenever you use any words, ideas or information from any source in your dissertation, you must cite and reference those sources to acknowledge the contributions of others in your dissertation work.
Citations
Reference Citations may be included in the following forms:
Footnote Referencing in the text at the foot or bottom of the page.
Endnote Referencing or Citation-Sequence System collated and listed chronologically at the end of the text.
Bibliography
Citations serve inter alia the following purposes:
Establish credibility of the research.
Enable assessment of the quality and timeliness of the research.
Acknowledge the contributions of others and sources of information in your dissertation work.
Provide identification of material used in your research or quoted in your dissertation report.
Facilitate inclusion of material of supplemental value.
Intellectual Honesty.
Referencing [Footnotes and Endnotes]
In your dissertation you can do referencing using either Footnotes or Endnotes.
A Footnote is a bottom-of-the-page citation, whereas Endnotes are collected at the either at the end of the dissertation or at the end of each chapter.
Footnotes and Endnotes serve the same purpose. However, they are two different systems, so be consistent and use one of the two methods throughout your dissertation.
The advantage of footnoting is that readers can simply cast their eyes down the page to discover the source of a reference which interests them, but now-a-days Endnotes [References] at the end of the dissertation seem to be preferred.
References are to be sequentially numbered throughout your dissertation starting with 1, indicating the relevant number [note identifier] at the end of the pertinent sentence in the text, superscripted, or in brackets, and amplified by the citation either at the bottom of the page [footnote] or at the end of the dissertation [endnote]. The citation should provide the following bibliographic information:
1. Author(s) surname(s), first name(s) or initials
2. Name of the article, book or journal
3. Editors (if applicable)
4. Publishers Name and Location
5. Volume and Issue Number or month of publication (in case of a journal)
6. Year published
7. ISBN (if applicable)
8. The exact page numbers if your reference is a direct quotation, a paraphrase, an idea, or is otherwise directly drawn from the source. [p – page, pp – pages]
Titles of publications should be italicised, article titles should be enclosed between single quotation marks, and commas must be used to separate each item of the citation and end with a full stop.
Examples:
Book
1. Wilson B, ‘Systems, Concepts, Methodologies and Applications’, John Wiley and Sons, USA, 1984, p 29
Journal [article]
2. Steiner CJ, ‘Educating for Innovation and Management’, IEEE Transactions on Education, Vol 41, No. 1, Feb 1998, pp 1-7
Conference Proceedings [paper]
3. Sriram S and Karve VW, ‘Systems Cybernetic Re-engineering for Empowering Human Performance: A Soft Systems Dynamics Approach’, Proceedings of the International Conference on Cognitive Systems, Dec 1998, pp 723 – 739.
Internet Citations must include:
1. Name(s) of Author (s) / Editor (s)
2. "Title of Article, Web page or site" in quotation marks.
3. Name of sponsor of site or Title of Journal
4. Date of article, of Web page or site creation and latest update.
5. Access date (the date you accessed the Web page or site).
6. Complete Uniform Resource Locator (URL) in angle brackets.
Example:
Karve VW, ‘Ethics, Values and Technology’, in Cognitive Systems Review, July 2008, viewed on 21 August 2008
Some Abbreviations in Referencing
ibid is used in consecutive references that refer to the same work, whether to the same or different pages.
Example: [the digits 1,2,3 are the footnote or reference numbers]
1. Karve V, ‘Appetite For A Stroll’, Cinnamon Teal, India, 2008, ISBN 9788190690096, p 15.
2. ibid [Please note that this refers only to page 15 of the above book and not to any other page of that book]
3. ibid, pp 29-34. [This still refers to Karve, but to pages 29-34]
op. cit. is used with non-consecutive references that refer to the same work but to different pages.
loc. cit is used with non-consecutive references that refer to the same work and to the same page or pages of that work.
Examples: [the digits 4, 5, 6, 7, 8, 9 are footnote or reference numbers]
4. Senge P, ‘The Fifth Discipline’, Currency Doubleday, USA, pp 75-76.
5. Twiss BC, ‘Managing Technological Innovation’, Longman, UK, 1974, p 33
6. Senge, op. cit., pp 101-110 [Note that the footnote reference numbers to Senge are not consecutive and that different pages in his work are being cited].
7. Karve V, op. cit., pp 117-120. [Different pages of Karve (reference at serial 1 above) are being cited]
8. ibid [This refers to Karve, pp 117-120]
9. Twiss, loc.cit. [The reference is to Twiss page 33. Citation of any other page or pages would have entailed the use of op. cit, followed by the page number(s)]
When references are made to two or more books or papers of the same author, the abbreviations op.cit. and loc. cit. are not used in subsequent citations, in order to obviate confusion.
In referring to material contained in other pages of your own dissertation you may use the following abbreviations followed by the appropriate page number:
cf (confer) – compare
cf,ante (confer ante) – compare above
cf, post (confer post) – compare below
supra (above) – cross-reference to preceding matter
infra (below) – cross-reference to succeeding matter
et passim (and here and there) – matter referred is scattered in the dissertation
Bibliography
A bibliography should generally contain all the sources cited in the dissertation and any other important references [books, journals and internet websites] that you have consulted during your research or used in preparing your dissertation.
Systematically list the various sources of information consulted or used in your dissertation [books, journals, internet websites, previous research work / dissertations] separately in alphabetical order of authors’ surnames in the same style as references.
The distinction between references and bibliography is that whereas references [footnotes and endnotes] cite authority for specific statements, the bibliography gives descriptions of entire works.
If a reader wants to consult a work referred to in a footnote, he turns to the bibliography for a full description of that work.
VIKRAM KARVE
Copyright © Vikram Karve 2009
Vikram Karve has asserted his right under the Copyright, Designs and Patents Act 1988 to be identified as the author of this work.
http://www.linkedin.com/in/karve
http://www.ryze.com/go/karve
http://vikramkarve.sulekha.com
vikramkarve@hotmail.com
vikramkarve@sify.com
Reference Citations
[ Citations, Footnotes, Endnotes, References, Bibliography ]
By
VIKRAM KARVE
Art of Dissertation – Part 2 – Citations
Whenever you use any words, ideas or information from any source in your dissertation, you must cite and reference those sources to acknowledge the contributions of others in your dissertation work.
Citations
Reference Citations may be included in the following forms:
Footnote Referencing in the text at the foot or bottom of the page.
Endnote Referencing or Citation-Sequence System collated and listed chronologically at the end of the text.
Bibliography
Citations serve inter alia the following purposes:
Establish credibility of the research.
Enable assessment of the quality and timeliness of the research.
Acknowledge the contributions of others and sources of information in your dissertation work.
Provide identification of material used in your research or quoted in your dissertation report.
Facilitate inclusion of material of supplemental value.
Intellectual Honesty.
Referencing [Footnotes and Endnotes]
In your dissertation you can do referencing using either Footnotes or Endnotes.
A Footnote is a bottom-of-the-page citation, whereas Endnotes are collected at the either at the end of the dissertation or at the end of each chapter.
Footnotes and Endnotes serve the same purpose. However, they are two different systems, so be consistent and use one of the two methods throughout your dissertation.
The advantage of footnoting is that readers can simply cast their eyes down the page to discover the source of a reference which interests them, but now-a-days Endnotes [References] at the end of the dissertation seem to be preferred.
References are to be sequentially numbered throughout your dissertation starting with 1, indicating the relevant number [note identifier] at the end of the pertinent sentence in the text, superscripted, or in brackets, and amplified by the citation either at the bottom of the page [footnote] or at the end of the dissertation [endnote]. The citation should provide the following bibliographic information:
1. Author(s) surname(s), first name(s) or initials
2. Name of the article, book or journal
3. Editors (if applicable)
4. Publishers Name and Location
5. Volume and Issue Number or month of publication (in case of a journal)
6. Year published
7. ISBN (if applicable)
8. The exact page numbers if your reference is a direct quotation, a paraphrase, an idea, or is otherwise directly drawn from the source. [p – page, pp – pages]
Titles of publications should be italicised, article titles should be enclosed between single quotation marks, and commas must be used to separate each item of the citation and end with a full stop.
Examples:
Book
1. Wilson B, ‘Systems, Concepts, Methodologies and Applications’, John Wiley and Sons, USA, 1984, p 29
Journal [article]
2. Steiner CJ, ‘Educating for Innovation and Management’, IEEE Transactions on Education, Vol 41, No. 1, Feb 1998, pp 1-7
Conference Proceedings [paper]
3. Sriram S and Karve VW, ‘Systems Cybernetic Re-engineering for Empowering Human Performance: A Soft Systems Dynamics Approach’, Proceedings of the International Conference on Cognitive Systems, Dec 1998, pp 723 – 739.
Internet Citations must include:
1. Name(s) of Author (s) / Editor (s)
2. "Title of Article, Web page or site" in quotation marks.
3. Name of sponsor of site or Title of Journal
4. Date of article, of Web page or site creation and latest update.
5. Access date (the date you accessed the Web page or site).
6. Complete Uniform Resource Locator (URL) in angle brackets.
Example:
Karve VW, ‘Ethics, Values and Technology’, in Cognitive Systems Review, July 2008, viewed on 21 August 2008
Some Abbreviations in Referencing
ibid is used in consecutive references that refer to the same work, whether to the same or different pages.
Example: [the digits 1,2,3 are the footnote or reference numbers]
1. Karve V, ‘Appetite For A Stroll’, Cinnamon Teal, India, 2008, ISBN 9788190690096, p 15.
2. ibid [Please note that this refers only to page 15 of the above book and not to any other page of that book]
3. ibid, pp 29-34. [This still refers to Karve, but to pages 29-34]
op. cit. is used with non-consecutive references that refer to the same work but to different pages.
loc. cit is used with non-consecutive references that refer to the same work and to the same page or pages of that work.
Examples: [the digits 4, 5, 6, 7, 8, 9 are footnote or reference numbers]
4. Senge P, ‘The Fifth Discipline’, Currency Doubleday, USA, pp 75-76.
5. Twiss BC, ‘Managing Technological Innovation’, Longman, UK, 1974, p 33
6. Senge, op. cit., pp 101-110 [Note that the footnote reference numbers to Senge are not consecutive and that different pages in his work are being cited].
7. Karve V, op. cit., pp 117-120. [Different pages of Karve (reference at serial 1 above) are being cited]
8. ibid [This refers to Karve, pp 117-120]
9. Twiss, loc.cit. [The reference is to Twiss page 33. Citation of any other page or pages would have entailed the use of op. cit, followed by the page number(s)]
When references are made to two or more books or papers of the same author, the abbreviations op.cit. and loc. cit. are not used in subsequent citations, in order to obviate confusion.
In referring to material contained in other pages of your own dissertation you may use the following abbreviations followed by the appropriate page number:
cf (confer) – compare
cf,ante (confer ante) – compare above
cf, post (confer post) – compare below
supra (above) – cross-reference to preceding matter
infra (below) – cross-reference to succeeding matter
et passim (and here and there) – matter referred is scattered in the dissertation
Bibliography
A bibliography should generally contain all the sources cited in the dissertation and any other important references [books, journals and internet websites] that you have consulted during your research or used in preparing your dissertation.
Systematically list the various sources of information consulted or used in your dissertation [books, journals, internet websites, previous research work / dissertations] separately in alphabetical order of authors’ surnames in the same style as references.
The distinction between references and bibliography is that whereas references [footnotes and endnotes] cite authority for specific statements, the bibliography gives descriptions of entire works.
If a reader wants to consult a work referred to in a footnote, he turns to the bibliography for a full description of that work.
VIKRAM KARVE
Copyright © Vikram Karve 2009
Vikram Karve has asserted his right under the Copyright, Designs and Patents Act 1988 to be identified as the author of this work.
http://www.linkedin.com/in/karve
http://www.ryze.com/go/karve
http://vikramkarve.sulekha.com
vikramkarve@hotmail.com
vikramkarve@sify.com
Friday, June 19, 2009
Dissertation Research and Writing
DISSERTATION RESEARCH & WRITING
By
VIKRAM KARVE
Part 1 – Thesis Statement
I wrote a dissertation to earn my Masters Degree in Technology [M.Tech.] from IIT Delhi in 1983, and one more for my Post Graduation in Management in 1985.
Since then I have supervised and guided dissertations, more than 40, maybe 50, chiefly for Masters Degrees in Engineering and Technology [ME / M. Tech.].
Some students of mine thought it apt than I pen down a few tips on the art of dissertation, so here are I am, writing a few lines, on The Art of Dissertation.
In a nutshell, the Art of Dissertation comprises the following simple steps:
1. Select a dissertation topic in a subject that you are knowledgeable about.
2. Compose a thesis statement that only asks a single question.
3. Employ a research methodology process that is compatible with your dissertation study.
4. Present your data evaluation, analysis and interpretation in an accurate, succinct, logical, well-reasoned and lucid manner and write your dissertation report in a simple, coherent manner conforming to the prescribed style.
5. Conclude your dissertation by answering the thesis statement and, if pertinent, mention corollaries and consequences and possibilities and scope for future research work on the subject.
6. Impart the finishing touches to your dissertation report – definitions, references, bibliography, abstract, summary, acknowledgement, certificate, contents and title pages.
WHAT IS A DISSERTATION?
A thesis is a hypothesis or conjecture. The word "thesis" is coined from the Greek derivative of the word meaning "position", and refers to an intellectual proposition. A thesis may be an unproved statement, a hypothetical proposition, put forward as a premise.
A dissertation is a lengthy, formal document that argues in defence of a particular thesis. The term "Dissertation" is derived from the Latin word dissertātiō, meaning "discourse" and is a document that presents the author's research and findings and, in most cases, is submitted in support of candidature for a degree or professional qualification. The research performed to support a thesis must be original and substantial. The dissertation must illustrate this aspect and highlight original contributions.
Your dissertation is your research which demonstrates your understanding of the subject in a clear manner. Therefore, it is imperative you find a topic that gives a clear picture of what you should write. Always ignore ambiguous and vague ideas. And, most importantly, choose an apt title – in fact, the title of your dissertation must fascinate you and entice your audience.
CHOOSE THE TYPE OF YOUR DISSERTATION
Dissertations are of two types - Empirical and Analytical.
Empirical dissertations make propositions resulting from experiments, involving laboratory or field research.
Analytical dissertations reflect propositions resulting from meticulous, pioneering and innovative analysis of previously published work.
WRITING YOUR DISSERTATION REPORT
A dissertation report may comprise the following main chapters:
1. Introduction- An overview of the problem; why it is important; a summary of extant work and, most important, the thesis statement.
2. Literature Review-the chapter that summarizes another work related to your topic.
3. Methodology-the part of the paper that introduces the procedures utilized for the research study and the conceptual model.
4. Data Presentation, Evaluation, Analysis and Interpretation -the chapter involves the presentation of computation values using statistical tools to support the claim.
5. Conclusion-the complete summary of the research findings.
Of course, you must include suitable pages for definitions, illustrations and graphs, footnotes and references, bibliography, abstract, summary, acknowledgement, certificates, contents and title pages.
Introduction
Dissertation writing chiefly involves the introduction, literature review, methodology and analysis chapters, and the others mentioned above. Having selected your dissertation topic, before you begin your dissertation you need to establish your thesis statement first.
A thesis statement is simply a single sentence that provides the main intention of the research. The thesis statement will epitomize the scope of your study, give you an idea of what you want to prove and will pilot your research.
A good thesis statement must satisfy the following four criteria:
1. The thesis statement must state your position.
2. The thesis statement must be able to support a discussion.
3. The thesis statement must be specific about its position.
4. The thesis statement should only have one single idea of discussion.
You must ponder over the following points while writing the introduction to your dissertation:
Is there any need to this dissertation study?
Why do it now? Why here? Why me?
Is the dissertation topic in my “comfort zone” and am I thirsty for knowledge and passionate about it?
Is there a problem? What is it? Why does it need to be solved?
Should I approach it empirically or analytically?
What is my hypothesis? Is it original, novel, new, innovative?
Who will benefit from my dissertation work? In what sense will they benefit?
How will my contribution add to “commons”?
What is going to be my methodology? [modalities of data collection, evaluation, analysis, interpretation]
Are there any constraints or limitations in conduct of my proposed dissertation studies and research?
Dear Reader, I am feeling tired now, and will end this first part of my article here, but before I sign off, here is an interesting quote I read somewhere:
“The average Ph.D. thesis is nothing but the transference of bones from one graveyard to another.” – Frank J. Dobie.
VIKRAM KARVE
Copyright © Vikram Karve 2009
Vikram Karve has asserted his right under the Copyright, Designs and Patents Act 1988 to be identified as the author of this work.
http://www.linkedin.com/in/karve
http://vikramkarve.sulekha.com
vikramkarve@sify.com
Thursday, June 11, 2009
A Nice Introduction to RADAR
BOOK REVIEW
Here is a rather amusing book review by Prachi Deshmukh, a bright young engineer who works with me.
It was written quite some time back and I like her rather droll friendly style and, hence, I have intentionally not edited the review too much, so that the writing retains its original refreshing youthful flavour. So here is the book review E & OE :-
Name of the book: Radar
Authors: P.S. Hall, T.K. Garland-Collins, R.S. Picton and R.G. Lee
Publication: Brassey’s , (UK), 1991
Pages: 170
ISBN: 0 – 08 – 037710 – 6
[Reviewed by Prachi A. Deshmukh]
It was a bright morning, and I was enjoying my first tea of the day. Usually, I do not take tea without having a glance on the newspaper. There were plenty of news showing the fall of the top Indian software companies, the falling share market and there were overflowing columns discussing about the global recession. I was getting somewhat bored by reading them, and suddenly a news attracted me, which was about the bravery of a pilot in USA who saved the life of nearly 160 passengers. The brave man did land the plane in a frozen river to rescue the passengers in the plane and saved it from crash, which could happen because of a bird approaching towards the plane. Hats off to the presence of mind of the pilot! At the same time, we should not forget to say thanks to the radar technology, which had helped the pilot to detect the presence of the approaching bird.
After reading this, I became curious about the RADAR technology. ‘RADAR’ is the abbreviation of ‘Radio Detection and Ranging’. I went to the library in search of the book which will make me familiar with this RADAR technology. There were number of books available there, out of which, I selected one book, which I think was best suitable for a reader who is interested in to know the basic operation of RADAR, but does not have detailed knowledge of electronics or RADAR system, but is interested to know about the modern warfare.
The book about which I am talking is ‘Radar’ by P.S. Hall et al, Brassey’s Publication, UK. ‘RADAR’ is the 9th volume of the series ‘Land Warfare: Brassey’s New Battlefield Weapons Systems and Technology Series’.
The content in the book is well arranged in 10 chapters, each having plenty of supporting diagrams, equations as well as photographs. The first chapter introduces us with radar. We enter in the world of radar with knowing the importance of radar, its history, i.e. origin of radar, motivation behind it, its first use in army etc. We also go through the technical history of radar. At the end of the first chapter, we become familiar with the types of radar such as primary and secondary radar, monostatic, bistatic and multistatic radar. The last figure of this chapter shows the electromagnetic spectrum and the radar bands in it.
The chapters 2 to 4 deal with the radar principles and technology. It is advised that the readers who wish to strengthen their fundamentals should study these chapters carefully. For those who are new to this field or want the comprehensive view, all the chapters are recommended. Those who understand the basics but wish to update themselves on the current state of battlefield radars chapter no. 5 to 9 are there.
Chapter 2 is about the ‘Principles of Radar Operation’. This chapter introduces us with the basic principles of radar operation such as basic action of the Pulse Radar Operation, Pulse Repetition Frequency, evaluation of the performance of radar , how to design the antenna, the maximum detection range and the radar equation etc. At the end of the chapter we gain the knowledge about the detection of radar signals, radar resolution, velocity resolution, radar accuracy and how to choose the frequency of radar.
Chapter 3 is an interesting one. Here we become familiar with the Doppler radar, Doppler processing in pulse radars, blind and ambiguous velocity. Besides these concepts, there are some other important radar techniques also, such as methods of target discrimination, Rain Clutter suppression by circular polarization, pulse compression, scanning and tracking radars, synthetic aperture radar. After going through this chapter, we find that we have acquired enough fundamentals to thoroughly understand the radar technology.
The fourth chapter is ‘radar technology’. Here we have to make use of the knowledge which we have gained in the previous chapters. At the beginning of this chapter we have a look on what are radar transmitters and receivers, what is magnetron, Klystron, Travelling wave tube, solid state transmitters etc. Without the knowledge of the components of radar, can we understand what the system actually is?
The common microwave transmission lines such as waveguide, co-axial, line, microstrip, triplate stripline are illustrated in brief. Antennas are the important sense organs for the radars. Here are the different types of antennas such as reflector antennas, adaptive antennas, multiple beam antennas as well as the phase arrays, frequency scanned arrays. Digital processing and displays are also explained in brief. If the displays could have been explained in detail, it would be better.
With chapter 5, we move towards the battlefield surveillance radar. First the authors introduce us with the requirement of the battlefield surveillance radar. Mainly there are two classes of battlefield surveillance radar i.e. Short range battlefield surveillance radar and airborne battlefield surveillance radar. In Short range battlefield (BSR) radar, there are different points which should be taken into consideration while studying BSR. The important points are frequency of operation and resolution. The block diagram is there to understand the working of the BSR. There are some examples of current BSR such as RASIT radar and MSTAR radar. The photographs give us the idea about the systems. The second important type is the airborne battlefield surveillance radar. Here we go through the Stand-Off Radar (SOR) which stand well back and use long range sensors. Again we gain knowledge about the principle of SOR, SOR resolution, target imaging and displays. At the end of the chapter there are two practical systems also.
Chapter 6 is about the weapon locating radars. The purpose of the weapon locating radar is to detect the launch of an enemy projectile or missile and to establish the segment of the trajectory of projectile. The general technical requirements, principle of back track location provide us with base to understand the fundamentals. Here are some practical systems, recently introduced systems, near future outlook and possible future systems.
Chapter 7 is about the Air Defence Radar. In this chapter the important types such as strategic radars, long range radars, medium range radars and short range radars and surveillance and tracking of each of the type are studied. All the four types are presented very nicely with enough diagrams and photographs.
In chapter 8, there is collection of some other types of battlefield radars. To mention few are: balloon tracking radar, free flight rocket correction radar, unmanned aircraft radar, remotely piloted vehicle tracking radar, tank Automatic defence radar , as well as radar anti–tank homing missiles and projectiles and passive radar homing missiles. At the end of this chapter, we acquire some command on the radar systems.
Chapter 9 is about the electronic warfare. Here the authors have introduced us with the Electronic Warfare (EW). This chapter gives a brief idea about the electronic warfare. Electronic Counter Measures (ECM), Electronic Support Measures (ESM) and Electronic Counter Countermeasures (ECCM), jamming are some of the important concepts of EW. Here we get a brief knowledge of the tactical aspects, antenna systems, and jammers. Comparisons between ESM and radar confrontation, tracking radar and threat borne jammer, tracker and repeater target borne jammer help to make our concepts clear.
Last but not the least, chapter 10, which is the conclusion of the entire exercise. This chapter tells us about the importance of radar in battlefield, as well as it shows us the future of this technology. It includes the comparison of radar and other surveillance and target acquisition methods, the importance of the EW and its impact on radar, the future technical trends, adaptive radar, Artificial intelligence, and future military trends. This chapter is the most important one as far as the warfare is concerned.
For the sake of convenience of the keen reader who wants to see the particular diagrams, there is a chapter wise list of illustration at the beginning of the book.
In simple words, ‘Radar’ is a book which gives us sufficient information of Radar systems and makes us familiar with the Electronic Warfare also. This is a good example of a technical book. This book can be used by the students for reference who are studying Radar for academic purpose, as well as this will prove simple and helpful for those readers who do not have detailed knowledge of electronics or radar system. But reader must be from technical background and should have at least the basic knowledge of physics and electronics.
Here is a rather amusing book review by Prachi Deshmukh, a bright young engineer who works with me.
It was written quite some time back and I like her rather droll friendly style and, hence, I have intentionally not edited the review too much, so that the writing retains its original refreshing youthful flavour. So here is the book review E & OE :-
Name of the book: Radar
Authors: P.S. Hall, T.K. Garland-Collins, R.S. Picton and R.G. Lee
Publication: Brassey’s , (UK), 1991
Pages: 170
ISBN: 0 – 08 – 037710 – 6
[Reviewed by Prachi A. Deshmukh]
It was a bright morning, and I was enjoying my first tea of the day. Usually, I do not take tea without having a glance on the newspaper. There were plenty of news showing the fall of the top Indian software companies, the falling share market and there were overflowing columns discussing about the global recession. I was getting somewhat bored by reading them, and suddenly a news attracted me, which was about the bravery of a pilot in USA who saved the life of nearly 160 passengers. The brave man did land the plane in a frozen river to rescue the passengers in the plane and saved it from crash, which could happen because of a bird approaching towards the plane. Hats off to the presence of mind of the pilot! At the same time, we should not forget to say thanks to the radar technology, which had helped the pilot to detect the presence of the approaching bird.
After reading this, I became curious about the RADAR technology. ‘RADAR’ is the abbreviation of ‘Radio Detection and Ranging’. I went to the library in search of the book which will make me familiar with this RADAR technology. There were number of books available there, out of which, I selected one book, which I think was best suitable for a reader who is interested in to know the basic operation of RADAR, but does not have detailed knowledge of electronics or RADAR system, but is interested to know about the modern warfare.
The book about which I am talking is ‘Radar’ by P.S. Hall et al, Brassey’s Publication, UK. ‘RADAR’ is the 9th volume of the series ‘Land Warfare: Brassey’s New Battlefield Weapons Systems and Technology Series’.
The content in the book is well arranged in 10 chapters, each having plenty of supporting diagrams, equations as well as photographs. The first chapter introduces us with radar. We enter in the world of radar with knowing the importance of radar, its history, i.e. origin of radar, motivation behind it, its first use in army etc. We also go through the technical history of radar. At the end of the first chapter, we become familiar with the types of radar such as primary and secondary radar, monostatic, bistatic and multistatic radar. The last figure of this chapter shows the electromagnetic spectrum and the radar bands in it.
The chapters 2 to 4 deal with the radar principles and technology. It is advised that the readers who wish to strengthen their fundamentals should study these chapters carefully. For those who are new to this field or want the comprehensive view, all the chapters are recommended. Those who understand the basics but wish to update themselves on the current state of battlefield radars chapter no. 5 to 9 are there.
Chapter 2 is about the ‘Principles of Radar Operation’. This chapter introduces us with the basic principles of radar operation such as basic action of the Pulse Radar Operation, Pulse Repetition Frequency, evaluation of the performance of radar , how to design the antenna, the maximum detection range and the radar equation etc. At the end of the chapter we gain the knowledge about the detection of radar signals, radar resolution, velocity resolution, radar accuracy and how to choose the frequency of radar.
Chapter 3 is an interesting one. Here we become familiar with the Doppler radar, Doppler processing in pulse radars, blind and ambiguous velocity. Besides these concepts, there are some other important radar techniques also, such as methods of target discrimination, Rain Clutter suppression by circular polarization, pulse compression, scanning and tracking radars, synthetic aperture radar. After going through this chapter, we find that we have acquired enough fundamentals to thoroughly understand the radar technology.
The fourth chapter is ‘radar technology’. Here we have to make use of the knowledge which we have gained in the previous chapters. At the beginning of this chapter we have a look on what are radar transmitters and receivers, what is magnetron, Klystron, Travelling wave tube, solid state transmitters etc. Without the knowledge of the components of radar, can we understand what the system actually is?
The common microwave transmission lines such as waveguide, co-axial, line, microstrip, triplate stripline are illustrated in brief. Antennas are the important sense organs for the radars. Here are the different types of antennas such as reflector antennas, adaptive antennas, multiple beam antennas as well as the phase arrays, frequency scanned arrays. Digital processing and displays are also explained in brief. If the displays could have been explained in detail, it would be better.
With chapter 5, we move towards the battlefield surveillance radar. First the authors introduce us with the requirement of the battlefield surveillance radar. Mainly there are two classes of battlefield surveillance radar i.e. Short range battlefield surveillance radar and airborne battlefield surveillance radar. In Short range battlefield (BSR) radar, there are different points which should be taken into consideration while studying BSR. The important points are frequency of operation and resolution. The block diagram is there to understand the working of the BSR. There are some examples of current BSR such as RASIT radar and MSTAR radar. The photographs give us the idea about the systems. The second important type is the airborne battlefield surveillance radar. Here we go through the Stand-Off Radar (SOR) which stand well back and use long range sensors. Again we gain knowledge about the principle of SOR, SOR resolution, target imaging and displays. At the end of the chapter there are two practical systems also.
Chapter 6 is about the weapon locating radars. The purpose of the weapon locating radar is to detect the launch of an enemy projectile or missile and to establish the segment of the trajectory of projectile. The general technical requirements, principle of back track location provide us with base to understand the fundamentals. Here are some practical systems, recently introduced systems, near future outlook and possible future systems.
Chapter 7 is about the Air Defence Radar. In this chapter the important types such as strategic radars, long range radars, medium range radars and short range radars and surveillance and tracking of each of the type are studied. All the four types are presented very nicely with enough diagrams and photographs.
In chapter 8, there is collection of some other types of battlefield radars. To mention few are: balloon tracking radar, free flight rocket correction radar, unmanned aircraft radar, remotely piloted vehicle tracking radar, tank Automatic defence radar , as well as radar anti–tank homing missiles and projectiles and passive radar homing missiles. At the end of this chapter, we acquire some command on the radar systems.
Chapter 9 is about the electronic warfare. Here the authors have introduced us with the Electronic Warfare (EW). This chapter gives a brief idea about the electronic warfare. Electronic Counter Measures (ECM), Electronic Support Measures (ESM) and Electronic Counter Countermeasures (ECCM), jamming are some of the important concepts of EW. Here we get a brief knowledge of the tactical aspects, antenna systems, and jammers. Comparisons between ESM and radar confrontation, tracking radar and threat borne jammer, tracker and repeater target borne jammer help to make our concepts clear.
Last but not the least, chapter 10, which is the conclusion of the entire exercise. This chapter tells us about the importance of radar in battlefield, as well as it shows us the future of this technology. It includes the comparison of radar and other surveillance and target acquisition methods, the importance of the EW and its impact on radar, the future technical trends, adaptive radar, Artificial intelligence, and future military trends. This chapter is the most important one as far as the warfare is concerned.
For the sake of convenience of the keen reader who wants to see the particular diagrams, there is a chapter wise list of illustration at the beginning of the book.
In simple words, ‘Radar’ is a book which gives us sufficient information of Radar systems and makes us familiar with the Electronic Warfare also. This is a good example of a technical book. This book can be used by the students for reference who are studying Radar for academic purpose, as well as this will prove simple and helpful for those readers who do not have detailed knowledge of electronics or radar system. But reader must be from technical background and should have at least the basic knowledge of physics and electronics.
Tuesday, June 9, 2009
Restructuring Higher Technical Education
SOFT SYSTEMS APPROACH TO HIGHER EDUCATION
ROOT DEFINITION & CATWOE MODEL
By
VIKRAM KARVE
ROOT DEFINITION
The first step in Soft Systems Methodology ( SSM ) is to formulate the Root Definition of the System you are studying, analysing or designing.
A Root Definition is a structured description of a system. It is a clear statement of activities which take place (or might take place) in the organisation being studied.
A properly structured root definition comprises three elements [what, how, why] and is of the form: A System to do X, by (means of) Y, in order to achieve Z.
X – What the System does
Y – How it does it
Z – Why it is being done
The 'what' is the immediate aim of the system,
The 'how' is the means of achieving that aim,
The 'why' is the longer term aim of the purposeful activity.
CATWOE analysis helps in proper formulation of a Root Definition. CATWOE is a mnemonic which helps identify and categorize all stakeholders [people, processes, environment, entities] of the System being analysed for formulating the Root Definition.
CATWOE MODEL
C = CUSTOMERS OR CLIENTS
A = ACTORS OR AGENTS
T = TRANSFORMATION PROCESS
W =WELTANSCHAUUNG or WORLD VIEW
O = OWNERS
E = ENVIRONMENT
To elaborate a bit:
C: The ‘customers of the system’ , clients or System Beneficiaries. In this context ‘customers’ means those who are on the receiving end of whatever it is that the system does. Is it clear from your definition of “C” as to who are the beneficiaries of the system?
A: The ‘actors’, meaning those who would actually carry out the activities envisaged in the notional system being defined. Actors transform inputs into outputs.
T: The ‘transformation process’. What does the system do to the inputs to convert them into the outputs?
W: Weltanschauung - The ‘world view’ that lies behind the Root Definition; the perspective from which the Root Definition if formulated. Putting the system into its wider context can highlight the consequences of the overall system. For example the system may be in place to assist in making the world environmentally safer, and the consequences of system failure could be significant pollution.
O: The ‘owner(s)’ – The person(s) who has commissioned the system and who has sufficient formal power over the system to stop it existing if they so wished (though they won’t usually want to do this).
E: The ‘environmental constraints’. These include things such as ethical limits, regulations, financial constraints, resource limitations, limits set by terms of reference, and so on.
EDUCATION SYSTEM CHARACTERISATION
CATWOE Analysis yields a more elaborate all encompassing Root Definition of the form:
A System owned by O to do W by A by means of T given the constraints of E in order to achieve X for C.
[A briefer version – a T system in which A do W for C]
Here is a CATWOE Model of a hypothetical Higher Education System [a University or College:
C – Students
A – Teachers
T – School Pass Outs are transformed into Graduates [Degree Holders]
W – Graduation [a Degree] is a means of assurance to potential employers that the Graduate [Degree Holder] possesses a specified standard of proficiency and skills in the domain of qualification.
O – The University or College Governing Body or Top Management
E – The Prescribed Educational, Academic Quality, Assessment and Accreditation Standards and Requirements.
Now this CATWOE Analysis may yield a Root Definition that this particular Higher Education Institution is a university owned system to award degrees to students (X) who successfully qualify assessment (Y) in accordance with prescribed standards in order to certify assurance (Z) to potential employers that the students possess the requisite proficiency, capabilities and skills.
Is this Root Definition okay or is there something amiss?
Suppose we define Potential Employers [or Industry] as CUSTOMERS [C] and include students as ACTORS [A] along with teachers – won’t we then get a more apt Root Definition and consequently realise a better Educational System in keeping with current needs and ground reality?
FOOD FOR THOUGHT
At a recent alumni meet of a prestigious Engineering College I asked a few recently passed out alumni [who were working for a leading IT company for just over a year] as to how much of what was taught in his four year Engineering Degree Course in his college was useful in his work. They said: “Less than 5% (five percent)” – which means that his employer had to invest heavily [almost 95%] in his training and the rest he had to learn on the job.
Maybe the educational institution needs to introspect and have a relook at its CATWOE Model and reformulate its ROOT DEFINITION and restructure its curriculum and revitalize its pedagogic methodology to meet the challenges of current needs and envisage seamless integration of fresh BE and B. Tech. Engineering Graduates into the industry. A Systemic approach to education incorporating increased partnership and congruence between the industry and universities is the sine qua non of optimal human resource development in science and technology.
The disconnect between the industry and educational system must be bridged.
VIKRAM KARVE
http://www.linkedin.com/in/karve
http://vikramkarve.sulekha.com
vikramkarve@sify.com
ROOT DEFINITION & CATWOE MODEL
By
VIKRAM KARVE
ROOT DEFINITION
The first step in Soft Systems Methodology ( SSM ) is to formulate the Root Definition of the System you are studying, analysing or designing.
A Root Definition is a structured description of a system. It is a clear statement of activities which take place (or might take place) in the organisation being studied.
A properly structured root definition comprises three elements [what, how, why] and is of the form: A System to do X, by (means of) Y, in order to achieve Z.
X – What the System does
Y – How it does it
Z – Why it is being done
The 'what' is the immediate aim of the system,
The 'how' is the means of achieving that aim,
The 'why' is the longer term aim of the purposeful activity.
CATWOE analysis helps in proper formulation of a Root Definition. CATWOE is a mnemonic which helps identify and categorize all stakeholders [people, processes, environment, entities] of the System being analysed for formulating the Root Definition.
CATWOE MODEL
C = CUSTOMERS OR CLIENTS
A = ACTORS OR AGENTS
T = TRANSFORMATION PROCESS
W =WELTANSCHAUUNG or WORLD VIEW
O = OWNERS
E = ENVIRONMENT
To elaborate a bit:
C: The ‘customers of the system’ , clients or System Beneficiaries. In this context ‘customers’ means those who are on the receiving end of whatever it is that the system does. Is it clear from your definition of “C” as to who are the beneficiaries of the system?
A: The ‘actors’, meaning those who would actually carry out the activities envisaged in the notional system being defined. Actors transform inputs into outputs.
T: The ‘transformation process’. What does the system do to the inputs to convert them into the outputs?
W: Weltanschauung - The ‘world view’ that lies behind the Root Definition; the perspective from which the Root Definition if formulated. Putting the system into its wider context can highlight the consequences of the overall system. For example the system may be in place to assist in making the world environmentally safer, and the consequences of system failure could be significant pollution.
O: The ‘owner(s)’ – The person(s) who has commissioned the system and who has sufficient formal power over the system to stop it existing if they so wished (though they won’t usually want to do this).
E: The ‘environmental constraints’. These include things such as ethical limits, regulations, financial constraints, resource limitations, limits set by terms of reference, and so on.
EDUCATION SYSTEM CHARACTERISATION
CATWOE Analysis yields a more elaborate all encompassing Root Definition of the form:
A System owned by O to do W by A by means of T given the constraints of E in order to achieve X for C.
[A briefer version – a T system in which A do W for C]
Here is a CATWOE Model of a hypothetical Higher Education System [a University or College:
C – Students
A – Teachers
T – School Pass Outs are transformed into Graduates [Degree Holders]
W – Graduation [a Degree] is a means of assurance to potential employers that the Graduate [Degree Holder] possesses a specified standard of proficiency and skills in the domain of qualification.
O – The University or College Governing Body or Top Management
E – The Prescribed Educational, Academic Quality, Assessment and Accreditation Standards and Requirements.
Now this CATWOE Analysis may yield a Root Definition that this particular Higher Education Institution is a university owned system to award degrees to students (X) who successfully qualify assessment (Y) in accordance with prescribed standards in order to certify assurance (Z) to potential employers that the students possess the requisite proficiency, capabilities and skills.
Is this Root Definition okay or is there something amiss?
Suppose we define Potential Employers [or Industry] as CUSTOMERS [C] and include students as ACTORS [A] along with teachers – won’t we then get a more apt Root Definition and consequently realise a better Educational System in keeping with current needs and ground reality?
FOOD FOR THOUGHT
At a recent alumni meet of a prestigious Engineering College I asked a few recently passed out alumni [who were working for a leading IT company for just over a year] as to how much of what was taught in his four year Engineering Degree Course in his college was useful in his work. They said: “Less than 5% (five percent)” – which means that his employer had to invest heavily [almost 95%] in his training and the rest he had to learn on the job.
Maybe the educational institution needs to introspect and have a relook at its CATWOE Model and reformulate its ROOT DEFINITION and restructure its curriculum and revitalize its pedagogic methodology to meet the challenges of current needs and envisage seamless integration of fresh BE and B. Tech. Engineering Graduates into the industry. A Systemic approach to education incorporating increased partnership and congruence between the industry and universities is the sine qua non of optimal human resource development in science and technology.
The disconnect between the industry and educational system must be bridged.
VIKRAM KARVE
http://www.linkedin.com/in/karve
http://vikramkarve.sulekha.com
vikramkarve@sify.com
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