A Comprehensive Reference Book for Information Technology, Computer Science, Electronic, Communication and Electrical Engineering Professionals
Title: EMC for Product Designers
Author: Tim Williams
Elsevier [Fourth Edition, 2007] 498 pages
ISBN – 13: 978-0-75-068170-4
ISBN – 10: 0-750-68170-5
Most of us consider a number of factors, exoteric and esoteric, while designing [or selecting] our homes and in the configuration of the numerous modern technological devices and domestic appliances, most of them electrical and electronic, therein.
Recently I saw a programme on TV where a Vastu Shastra expert was advising viewers not only regarding the various aspects of designing and building living environments that are in harmony with the physical and metaphysical forces but also specifying optimal locations and layouts for various electrical and electronic appliances and devices in both residential homes and workplaces.
I listened with intriguing interest as he gave precise directions and specified exact locations for positioning of Televisions, Computers, Communication Devices, Microwave Ovens, Music systems and other appliances, and fascinated by the congruence between principles and aspects of Vastu and Electromagnetic Compatibility [EMC] and wondered whether the expert in reality was actually an EMC Design Engineer in addition to being a Vastu Shastra Specialist.
When you design or select or configure your house or office I am sure you consider various aesthetic, architectural, financial, utilitarian, geographical, interior and exterior design and other practical aspects, maybe even incorporate the principles of Vastu Shastra and Feng Shui, but do you give even a fleeting thought to EMC?
In today’s world with the increasing use of electrical, communication, electronic and information technologies we are under continual exposure to Electromagnetic Field [ EMF ], both inside and outside our homes, in our workplaces and even in the open wherever we go, radiating from radiating from electricity power lines, household wiring, microwave ovens, computers, monitors, televisions, communication devices, cellular phones, electrical, electronic and IT appliances.
“Electro-pollution” is an increasingly serious form of Environment Pollution and merits serious consideration, as much as, if not more than, other well-known forms of pollution.
Electro-pollution seems to be omnipresent. Apart from hazards to our health, Electromagnetic Interference [ EMI ] is detrimental to the proper functioning of most electrical, electronic, IT, ITES, ICT, communication and technology-based systems and may cause malfunctions and even potentially disastrous and fatal accidents.
The book being reviewed – EMC for Product Designers by Tim Williams – is one of the most comprehensive reference books I have read on the subject of the Design Management aspects of Electromagnetic Interference and Electromagnetic Compatibility [ EMI / EMC ].
The book comprises sixteen chapters arranged in three parts:
Legislation and Standards,
Testing, and
Design
The author lucidly covers most micro and macro aspects of EMC Management in meticulous detail.
The logical sequence of topics, clear diagrams, tables and illustrations facilitate easy understanding of this complicated subject.
The Design Checklist, interesting Case Studies and useful mathematical formulae in the appendices and the extensive bibliography add value to this reference book.
Whilst the earlier chapters provide an excellent understanding of the EMC Standards and the basic theoretical principles of EMI / EMC, the “meat” of the book lies in the chapters on Systems EMC and EMC Management which encapsulate all relevant facets of EMC in a holistic manner.
I wish the author had included a detailed chapter on Electromagnetic Health Hazards and mitigation techniques. This most vital topic concerning all of us humans seems to have not been accorded the due importance it deserves and I hope the author presents a more holistic and systemic view of EMC and includes a comprehensive chapter on pertinent aspects of Bio-electromagnetics, Thermal and Athermal EMR Hazards and their mitigation in the next edition.
I commend this book – it is an excellent reference book for Electrical, Electronic, Telecommunication and IT Engineers and Managers, Designers, Students, practising professionals in the field and a useful addition for all engineering and technical libraries.
[Book Review by VIKRAM KARVE]
http://www.linkedin.com/in/karve
http://vikramkarve.sulekha.com/
vikramkarve@sify.com
vikramkarve@hotmail.com
Tuesday, September 1, 2009
Tuesday, August 18, 2009
SOFT SYSTEMS METHODOLOGY
ROOT DEFINITION & CATWOE MODEL
By
VIKRAM KARVE
The first step in Soft Systems Methodology ( SSM ) is to formulate the Root Definition of the System you are studying, analysing, designing, evaluating or even quality assuring [inspecting].
ROOT DEFINITION
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.
Illustrative Example: 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?
It is vital to accord apt attention to optimizing the System Root Definition for the System under consideration for best results and in this the CATWOE Model is very helpful.
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
By
VIKRAM KARVE
The first step in Soft Systems Methodology ( SSM ) is to formulate the Root Definition of the System you are studying, analysing, designing, evaluating or even quality assuring [inspecting].
ROOT DEFINITION
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.
Illustrative Example: 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?
It is vital to accord apt attention to optimizing the System Root Definition for the System under consideration for best results and in this the CATWOE Model is very helpful.
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
Human Errors in Decision Making
DECISION MAKING IN UNCERTAINTY
[A DECISION MAKING MODEL - The SHOR Paradigm]
By
VIKRAM KARVE
“The man who insists upon seeing with perfect clearness before he decides, never decides” …Frederic Amiel
Decision-making is so pervasive that everyone, professionally or personally, is involved with making a variety of decisions.
In today’s fast-moving world, the timing of a decision is of paramount importance in many decision-making situations. In real life even the “perfect” decision may not be optimal if it is made too late.
Information is a vital resource in decision-making.
One of the most important characteristics of successful managers is the ability to make the correct decision when confronted with imperfect or insufficient information (i.e.) Decision-making under conditions of uncertainty.
In the context of decision-processing, two realms or domains of uncertainty are:
1. Information-Input Uncertainty which creates the need for hypothesis generation and evaluation;
2. Consequence-of-Action Uncertainty which creates the need for option generation and evaluation.
THE SHOR PARADIGM
A Decision Taxonomy: The Stimulus – Hypothesis – Options – Response (SHOR) paradigm, formulated by Wohl, is useful in such decision situations.
The SHOR paradigm represents a qualitative, descriptive model as distinct from a quantitative, predictive model, and comprises the following primary decision-making task elements:
S: Stimulus Input Data Processing
H: Hypothesis Generation, Hypothesis Evaluation, Information Processing [What is?]
O: Option Generation, Option Evaluation, Decision-Making [What if?]
R: Response Output Action
The SHOR paradigm is basically an extension of the classical Stimulus – Response (SR) Paradigm of behaviourist psychology.
The SHOR paradigm provides explicitly for the necessity to deal with information input uncertainty and consequence-of-action uncertainty, and helps us understand some of the peculiar human factors that affect the quality of the decision-making and answering questions such as:
What makes some decision-makers perform better than others, especially in placing high-value assets at risk ?
What are the sources and dimensions of “poor” performance?
HUMAN ERRORS IN DECISION-MAKING
Based on the SHOR Model, human errors in decision-making appear to lie in four domains:
(S) Stimulus: “I didn’t know…”
(H) Hypothesis: “I didn’t understand…”
(O) Options: “I didn’t consider…”
(R) Response: “I didn’t act…”
Stimulus based errors of the type “I didn’t know…” result from lack or inadequacy of information, the true inability to obtain information.
“I didn’t understand…” is the fundamental result of information input uncertainty, while “I didn’t consider…” is the product of consequence-of-action uncertainty.
It is possible to have accessed all significant information, to have developed the correct hypothesis and to have selected the best option and yet fail to take appropriate action.
The two possible reasons for the “I didn’t act…” type of response error are:
1. Paralysis: This is a complete failure to act, the pathological “observation of an inevitable course” without intervention. It is caused by an over-riding emotional struggle in which some internal factor is being placed in conflict with the course of action selected by the decision-maker. The final scene in the evergreen classic film The Bridge on the River Kwai (1957) exemplifies such a situation.
2. Misjudgement: The decision-maker correctly decides what to do but errs in either or both of the two dimensions – how [the specifics of the action] or when [the timing of the action].
Prediction of the critical consequences of inaction may be of some help in dealing with paralysis whilst the ability to perform sensitivity analyses may assist in alleviating misjudgement.
Any Decision-Maker [and designers of decision aids] must address the four cardinal errors in decision-making epitomized by the SHOR paradigm:
“I didn’t know…”
“I didn’t understand…”
“I didn’t consider…”
“I didn’t act…”
DECISION-MAKING IN UNCERTAINTY
In the context of decision-making in uncertainty, the conflict theory paradigm developed by Janis and Mann may be apt.
This paradigm postulates five patterns of coping behaviour which tends to occur in such situations:
1. Unconflicted Adherence in which the uncertain, or risk, information is ignored and the decision-maker complacently decides to continue whatever he has been doing.
2. Unconflicted Change to a new course of action, where the decision-maker uncritically adopts whichever new course of action is most salient, obvious or strongly recommended.
3. Defensive Avoidance in which the decision-maker evades conflict by procrastinating, shifting responsibility to someone else, or constructing wishful rationalisations and remaining selectively inattentive to corrective information.
4. Hypervigilance wherein the decision-maker searches frantically for a way out of the dilemma and impulsively seizes upon a hastily contrived solution that seems to promise immediate relief, overlooking the full range of consequences of his choice because of emotional excitement, repetitive thinking and cognitive constriction. In its most extreme form hypervigilance is referred to as “panic”.
5. Concerned Vigilance in which the decision-maker optimally processes pertinent information and generates and evaluates hypotheses and options before selecting a response as characterised by the SHOR paradigm.
In many real-life situations a decision-maker cannot always keep waiting until the entire information-input and consequence-of-action conditions are known a priori with certainty. In most cases there is no such thing as “perfect” certainty.
If a single most important characteristic is crucial to a decision-maker in any field, it is the ability to make optimal decisions in conditions of uncertainty.
Qualitative descriptive models like the SHOR paradigm may prove useful in such situations.
To quote Frederic Amiel once again: “The man who insists upon seeing with perfect clearness before he decides, never decides”.
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://vikramkarve.sulekha.com
http://www.ryze.com/go/karve
[A DECISION MAKING MODEL - The SHOR Paradigm]
By
VIKRAM KARVE
“The man who insists upon seeing with perfect clearness before he decides, never decides” …Frederic Amiel
Decision-making is so pervasive that everyone, professionally or personally, is involved with making a variety of decisions.
In today’s fast-moving world, the timing of a decision is of paramount importance in many decision-making situations. In real life even the “perfect” decision may not be optimal if it is made too late.
Information is a vital resource in decision-making.
One of the most important characteristics of successful managers is the ability to make the correct decision when confronted with imperfect or insufficient information (i.e.) Decision-making under conditions of uncertainty.
In the context of decision-processing, two realms or domains of uncertainty are:
1. Information-Input Uncertainty which creates the need for hypothesis generation and evaluation;
2. Consequence-of-Action Uncertainty which creates the need for option generation and evaluation.
THE SHOR PARADIGM
A Decision Taxonomy: The Stimulus – Hypothesis – Options – Response (SHOR) paradigm, formulated by Wohl, is useful in such decision situations.
The SHOR paradigm represents a qualitative, descriptive model as distinct from a quantitative, predictive model, and comprises the following primary decision-making task elements:
S: Stimulus Input Data Processing
H: Hypothesis Generation, Hypothesis Evaluation, Information Processing [What is?]
O: Option Generation, Option Evaluation, Decision-Making [What if?]
R: Response Output Action
The SHOR paradigm is basically an extension of the classical Stimulus – Response (SR) Paradigm of behaviourist psychology.
The SHOR paradigm provides explicitly for the necessity to deal with information input uncertainty and consequence-of-action uncertainty, and helps us understand some of the peculiar human factors that affect the quality of the decision-making and answering questions such as:
What makes some decision-makers perform better than others, especially in placing high-value assets at risk ?
What are the sources and dimensions of “poor” performance?
HUMAN ERRORS IN DECISION-MAKING
Based on the SHOR Model, human errors in decision-making appear to lie in four domains:
(S) Stimulus: “I didn’t know…”
(H) Hypothesis: “I didn’t understand…”
(O) Options: “I didn’t consider…”
(R) Response: “I didn’t act…”
Stimulus based errors of the type “I didn’t know…” result from lack or inadequacy of information, the true inability to obtain information.
“I didn’t understand…” is the fundamental result of information input uncertainty, while “I didn’t consider…” is the product of consequence-of-action uncertainty.
It is possible to have accessed all significant information, to have developed the correct hypothesis and to have selected the best option and yet fail to take appropriate action.
The two possible reasons for the “I didn’t act…” type of response error are:
1. Paralysis: This is a complete failure to act, the pathological “observation of an inevitable course” without intervention. It is caused by an over-riding emotional struggle in which some internal factor is being placed in conflict with the course of action selected by the decision-maker. The final scene in the evergreen classic film The Bridge on the River Kwai (1957) exemplifies such a situation.
2. Misjudgement: The decision-maker correctly decides what to do but errs in either or both of the two dimensions – how [the specifics of the action] or when [the timing of the action].
Prediction of the critical consequences of inaction may be of some help in dealing with paralysis whilst the ability to perform sensitivity analyses may assist in alleviating misjudgement.
Any Decision-Maker [and designers of decision aids] must address the four cardinal errors in decision-making epitomized by the SHOR paradigm:
“I didn’t know…”
“I didn’t understand…”
“I didn’t consider…”
“I didn’t act…”
DECISION-MAKING IN UNCERTAINTY
In the context of decision-making in uncertainty, the conflict theory paradigm developed by Janis and Mann may be apt.
This paradigm postulates five patterns of coping behaviour which tends to occur in such situations:
1. Unconflicted Adherence in which the uncertain, or risk, information is ignored and the decision-maker complacently decides to continue whatever he has been doing.
2. Unconflicted Change to a new course of action, where the decision-maker uncritically adopts whichever new course of action is most salient, obvious or strongly recommended.
3. Defensive Avoidance in which the decision-maker evades conflict by procrastinating, shifting responsibility to someone else, or constructing wishful rationalisations and remaining selectively inattentive to corrective information.
4. Hypervigilance wherein the decision-maker searches frantically for a way out of the dilemma and impulsively seizes upon a hastily contrived solution that seems to promise immediate relief, overlooking the full range of consequences of his choice because of emotional excitement, repetitive thinking and cognitive constriction. In its most extreme form hypervigilance is referred to as “panic”.
5. Concerned Vigilance in which the decision-maker optimally processes pertinent information and generates and evaluates hypotheses and options before selecting a response as characterised by the SHOR paradigm.
In many real-life situations a decision-maker cannot always keep waiting until the entire information-input and consequence-of-action conditions are known a priori with certainty. In most cases there is no such thing as “perfect” certainty.
If a single most important characteristic is crucial to a decision-maker in any field, it is the ability to make optimal decisions in conditions of uncertainty.
Qualitative descriptive models like the SHOR paradigm may prove useful in such situations.
To quote Frederic Amiel once again: “The man who insists upon seeing with perfect clearness before he decides, never decides”.
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://vikramkarve.sulekha.com
http://www.ryze.com/go/karve
Friday, July 24, 2009
The Meaning of Technology
THE MEANING OF TECHNOLOGY
An Essay
By
VIKRAM KARVE
DEFINITION OF TECHNOLOGY
In our everyday lives, most of us use a number of words that we assume have a universal, agreed-upon, and accepted meaning for all people in all contexts.
Often, the more frequently the word is used, the more we take for granted that our usage is the only possible usage of the term.
One such popular word freely bandied about and very much in-vogue jargon now-a-days is “technology”.
Let us explore the meaning of the word “technology”.
The word “technology” comprises two parts – “technikos” & “ology”
The historical derivation of the term technology comes from the Greek word technikos, meaning “of art, skillful, practical”
The portion of the word ology indicates“knowledge of” or a “systematic treatment of.”
Thus, the literal verbatim derivation of the term technology is literally“knowledge of the skilful and practical”
However, this definition is too general in nature and we have to transcend this narrow view of technology since every technology starts from a human purpose, from the intention to satisfy some human need or behaviour.
However, this definition is too general in nature and we have to transcend this narrow view of technology since every technology starts from a human purpose, from the intention to satisfy some human need or behaviour.
Indeed, technology is the manipulation of nature for human purpose – yes, manipulation of nature, so let us use a slightly different definition of technology.
We will define technology as the knowledge of the manipulation of nature for human purposes.
This definition retains the notions of both knowledge and practicality (human purposes) but adds the new concept of manipulation of nature.
This definition retains the notions of both knowledge and practicality (human purposes) but adds the new concept of manipulation of nature.
This implies that all practical or technical skills ultimately derive from alterations or manipulation of nature.
Technology depends on a base in the natural world (Science) but extends the natural world through the phenomenon of manipulation (Engineering).
Since we want to manipulate nature, the ability to predict what nature will do when manipulated is most useful, indeed imperative.
ETHICS OF TECHNOLOGY
By our very definition, technology manipulates nature for human purposes.
Technology manipulates nature.
Man is a part of nature.
By manipulating nature, man manipulates himself.
Thus, technology manipulates man, influences, even governs human behaviour, and in turn impinges on societal behaviour, traditions and culture.
Technology is an entity that intervenes in the life of human beings in multifarious ways, directly or indirectly, trying to alter behaviours.
Thus, Technology has an Ethical Dimension.
The very raison d’etre of technology is human purpose.
What is the fundamental purpose of human life?
Is it to increase standard of living?
Is it to increase standard of living?
Is it to improve quality of life?
Or is it to have greater satisfaction in life?
We can distill all these various aspects into a single holistic concept:
VALUE OF HUMAN LIFE
Thus, the cardinal aim of technology is to enhance the value of human life.
TECHNOLOGY and the VALUE OF HUMAN LIFE
Let us define the value of human life as the balance or ratio between satisfaction or happiness and pain or suffering.
VALUE OF HUMAN LIFE = HAPPINESS/SUFFERING
In the context of this definition, the ultimate purpose of technology is to enhance the value of human life, with a long-term perspective,by maximization of happiness and satisfaction and a concomitant reduction or minimization of pain and suffering (physical, mental and emotional).
As a generalization, people want a better life.
A better life may usually mean things like freedom from want, access to and possession of at least some of the “nonessentials”, comforts or luxuries, good health, a reasonable life expectancy, the absence of emotional stress, satisfying human relations (resulting from gratifying work experience and meaningful interpersonal relationships), intellectual stimulation, and personally rewarding leisure activities.
HUMAN NEEDS and VALUES
Human needs and values change through time as technology advances.
Man tends to accept the fruits of new technology more readily (satisfaction, pleasure, happiness, comfort) whereas he is reluctant to accept changes in his personal life.
Thus, social and cultural changes always lag behind technology causing a mismatch and disconnect which consequently leads to unhappiness, dissatisfaction, pain and suffering (emotional) and concomitant lowering of the value of human life.
A crude but practical way of classifying human values is to divide needs into those that are essentially physiological and those that are psychological.
Most new technologies cater to the physiological aspect by performing Dangerous, Dirty, or Difficult jobs (the 3 D’s) thereby enhancing the value of human life.
As regards the psychological aspect, an example pertaining to Information Technology (IT) may be in order.
Information Technology (IT) caters to two unique categories of psychological needs of humans:
Cognitive Needs – which refer to the human need for information so as to be ready to act or make decisions that may be required, and
Affective Needs – which refer to the emotional requirements of human, such as their need to do challenging work, to know their work has value, to feel personally secure, and to be in control.
Undue emphasis on cognitive needs and consequent neglect of affective needs may cause emotional pain that counterbalances the gains from technology and this may be detrimental to the “value of human life” as a whole.
TECHNOLOGY IMPACT ASSESSMENT
Effects and Consequences of Technology
In our haste to milk technology for immediate economic advantage, we often lose sight of the long-term consequences: the higher order and indirect effects, especially the delayed and unintended effects of technology.
The Sorenson multiple effect network methodology is a useful technique for an analyzing the impact and consequences of technology.
Let us introduce the term malefit to represent harmful effects and consequences of a technology in contrast with benefit as a useful output.
We may categorize the consequences of a technology (Effects vs Consequences) as:
EFFECTS vs CONSEQUENCES
(i) First Order : Benefits
(ii) Second Order : Direct Malefits
(iii) Third Order : Indirect Malefits
(iv) Fourth Order : Unintended Malefits
(v) Fifth Order : Delayed Malefits
Such analyses definitely help in assessing the impact of various consequences of a technology on the value of human life in the long-term perspective in holistic manner.
Early identification of factors detrimental to the value of human life may prove useful in technology impact assessment to reduce mismatches and smoothen out incongruities.
CONCLUSION
We must not lose sight of our basic premise that the cardinal aim of technology is to increase the value of human life by maximising happiness and minimising suffering.
Ethical Technology Management comprises a harmonious blend of rational thinking and empathic understanding wherein one studies, analyses and mitigates the conflicting interplay between human cognitive and affective processes.
It may be apt to conclude with a comment by RM Pirsig, who states that:
“The way to solve the conflict between human values and technological needs is not to run away from technology. That is impossible. The way to resolve the conflict is to break down the barriers of dualistic thought that prevent a real understanding of what technology is… not an exploitation of nature, but a fusion of nature and the human spirit into a new kind of creation that transcends both”.
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.
© vikram karve., all rights reserved.
Did you like this article?
I am sure you will like the stories in my recently published book COCKTAIL comprising twenty seven short stories about relationships. To order the book please click the links below:
http://www.flipkart.com/cocktail-vikram-karve-short-stories-book-81910
http://www.indiaplaza.in/cocktail-vikram-karve/books/9788191091847.htm
http://www.apkpublishers.com/books/short-stories/cocktail-by-vikram-ka
COCKTAIL ebook
If you prefer reading ebooks on Kindle or your ebook reader, please order Cocktail E-book by clicking the link below:
AMAZON
http://www.amazon.com/dp/B005MGERZ6
SMASHWORDS
http://www.smashwords.com/books/view/87925
About Vikram Karve
A creative person with a zest for life, Vikram Karve is a retired Naval Officer turned full time writer. Educated at IIT Delhi, ITBHU Varanasi, The Lawrence School Lovedale and Bishops School Pune, Vikram has published two books: COCKTAIL a collection of fiction short stories about relationships (2011) and APPETITE FOR A STROLL a book of Foodie Adventures (2008) and he is currently working on his novel. An avid blogger, he has written a number of fiction short stories and creative non-fiction articles in magazines and journals for many years before the advent of blogging. Vikram has taught at a University as a Professor for almost 14 years and now teaches as a visiting faculty and devotes most of his time to creative writing. Vikram lives in Pune India with his family and muse - his pet dog Sherry with whom he takes long walks thinking creative thoughts.
Vikram Karve Academic and Creative Writing Journal: http://karvediat.blogspot.com
Professional Profile Vikram Karve: http://www.linkedin.com/in/karve
Vikram Karve Facebook Page: https://www.facebook.com/vikramkarve
Vikram Karve Creative Writing Blog: http://vikramkarve.sulekha.com/blog/posts.htm
Email: vikramkarve@sify.com
© vikram karve., all rights reserved.
© vikram karve., all rights reserved.
Thursday, July 23, 2009
ART OF TRAINING
WHAT IS YOUR TRAINING PHILOSOPHY
Musings on Training Design
By
VIKRAM KARVE
Training Design is the sine qua non for the efficacy of a Training Programme.
In fact, Training Design is the basis, the foundation, the core of all Training.
That is why the first thing I do before designing a training programme is to reflect, explore, consider, analyse and decide as to which Training Philosophy – Confucian or Zen – is relevant to the context in the particular Training Need and Environment.
CONFUCIAN TRAINING PHILOSOPHY
In the Confucian Training Philosophy the aim of training is to qualify the trainee for a more important job.
In other words, Training is inextricably linked with Career Advancement, and since Training is primarily for promotion, if the training is not followed by promotion or career advancement quickly enough, non-realization of expectations may create frustration and resentment in the trainee.
ZEN TRAINING PHILOSOPHY
In the Zen Training Philosophy the purpose of Training is continuous improvement in performance.
The emphasis here is on “continuous improvement”.
The aim is to improve the present performance of the trainee by focusing on excellence in work and self-development, strengthening the inner urge and enhancing requisite skills for work-excellence and job-satisfaction without the trainee expecting any tangible material or career advancement returns.
GOOD OLD TRAINING PHILOSOPHY
And of course, if you want to avoid a formal training programme altogether, there is always my favourite good old time-tested training philosophy which is breathtaking in its simplicity: “Entrust a man with responsibility and then tell him to get on with the job!”
It’s called “On the Job Training” and it always works – you can take my word for it!
TRAINING versus EDUCATION
Hey, can someone out there reading this please tell us the difference between Training and Education.
Is there a difference? If so what are various “Education Philosophies” akin to “Training Philosophies”?
Come on you academics and thinkers out there – please throw some light on this subject so that we don’t confuse Training with Education, and vice versa.
VIKRAM KARVE
http://vikramkarve.sulekha.com
http://www.linkedin.com/in/karve
http://www.ryze.com/go/karve
vikramkarve@hotmail.com
vikramkarve@sify.com
Musings on Training Design
By
VIKRAM KARVE
Training Design is the sine qua non for the efficacy of a Training Programme.
In fact, Training Design is the basis, the foundation, the core of all Training.
That is why the first thing I do before designing a training programme is to reflect, explore, consider, analyse and decide as to which Training Philosophy – Confucian or Zen – is relevant to the context in the particular Training Need and Environment.
CONFUCIAN TRAINING PHILOSOPHY
In the Confucian Training Philosophy the aim of training is to qualify the trainee for a more important job.
In other words, Training is inextricably linked with Career Advancement, and since Training is primarily for promotion, if the training is not followed by promotion or career advancement quickly enough, non-realization of expectations may create frustration and resentment in the trainee.
ZEN TRAINING PHILOSOPHY
In the Zen Training Philosophy the purpose of Training is continuous improvement in performance.
The emphasis here is on “continuous improvement”.
The aim is to improve the present performance of the trainee by focusing on excellence in work and self-development, strengthening the inner urge and enhancing requisite skills for work-excellence and job-satisfaction without the trainee expecting any tangible material or career advancement returns.
GOOD OLD TRAINING PHILOSOPHY
And of course, if you want to avoid a formal training programme altogether, there is always my favourite good old time-tested training philosophy which is breathtaking in its simplicity: “Entrust a man with responsibility and then tell him to get on with the job!”
It’s called “On the Job Training” and it always works – you can take my word for it!
TRAINING versus EDUCATION
Hey, can someone out there reading this please tell us the difference between Training and Education.
Is there a difference? If so what are various “Education Philosophies” akin to “Training Philosophies”?
Come on you academics and thinkers out there – please throw some light on this subject so that we don’t confuse Training with Education, and vice versa.
VIKRAM KARVE
http://vikramkarve.sulekha.com
http://www.linkedin.com/in/karve
http://www.ryze.com/go/karve
vikramkarve@hotmail.com
vikramkarve@sify.com
Monday, July 20, 2009
Management Wisdom - Marketing
Dear Reader: I read this somewhere, jotted it down in my diary, and now, am posting these nuggets of management wisdom for your perusal. Have a laugh and then reflect.
FUNDAMENTALS OF MARKETING MANAGEMENT
You see a gorgeous girl at a party.
You go up to her and say, "I am very rich. Marry me!"
That is Direct Marketing.
You are at a party with a bunch of friends and see a gorgeous girl.
One of your friends goes up to her and pointing at you says, “He is very rich. Marry him."
That is Advertising.
You see a gorgeous girl at a party.
You go up to her and ask her for her cell phone number.The next day you call her up and say, "Hi, I am very rich. Marry me."
That is Telemarketing.
You are at a party and see a gorgeous girl.
You get up and straighten your tie, walk up to her and get her a drink. You open the door for her, pick up her bag after she drops it, give her a lift in your car, and then say, “By the way, I am very rich. Will you marry me?"
That is Public Relations.
You are at a party and see a gorgeous girl.
She walks up to you and says, "You are very rich.”
That is Brand Recognition.
You see a gorgeous girl at a party.
You go up to her and say, "I am very rich. Marry me."She gives you a nice hard slap on your face.
That is Customer Feedback.
Hey, you management wizards out there, any comments?
VIKRAM KARVE
vikramkarve@sify.com
http://vikramkarve.sulekha.com
FUNDAMENTALS OF MARKETING MANAGEMENT
You see a gorgeous girl at a party.
You go up to her and say, "I am very rich. Marry me!"
That is Direct Marketing.
You are at a party with a bunch of friends and see a gorgeous girl.
One of your friends goes up to her and pointing at you says, “He is very rich. Marry him."
That is Advertising.
You see a gorgeous girl at a party.
You go up to her and ask her for her cell phone number.The next day you call her up and say, "Hi, I am very rich. Marry me."
That is Telemarketing.
You are at a party and see a gorgeous girl.
You get up and straighten your tie, walk up to her and get her a drink. You open the door for her, pick up her bag after she drops it, give her a lift in your car, and then say, “By the way, I am very rich. Will you marry me?"
That is Public Relations.
You are at a party and see a gorgeous girl.
She walks up to you and says, "You are very rich.”
That is Brand Recognition.
You see a gorgeous girl at a party.
You go up to her and say, "I am very rich. Marry me."She gives you a nice hard slap on your face.
That is Customer Feedback.
Hey, you management wizards out there, any comments?
VIKRAM KARVE
vikramkarve@sify.com
http://vikramkarve.sulekha.com
Friday, July 10, 2009
Art of Teaching
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
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
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
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