The application of OOAD to "organizational learning, adaptation, and management support system"

Doğan, Fırat (Dogus Author)Bu çalışmanın amacı nesne temelli analiz ve tasarım teknikleri kullanılarak organizasyonel öğrenmeyi sağlayacak bir öğrenme modelinin oluşturulmasıdır. Çalışmaya temel oluşturması amacıyla yönetim trendleri, öğrenme teorileri, öğrenme yöntem ve araçları, ve öğrenen organizasyonlar gibi temel konular üzerinde derinlemesine bir kaynak araştırması gerçekleştirilmiştir. Aynca Peter F.Senge, Michael J.Marquardt, Russel L.Ackoff, Chris Argyris gibi yönetim teorisyenlerinin oluşturdukları modeller detaylı olarak incelenmiştir. Çalışmada temel alınan Ackoff un "organizasyonel öğrenme, adaptasyon ve yönetim destek sistemi" nesne temelli analiz teknikleri ile geliştirilmiş ve genelleştirilmiş modelleme dili ile modellenmiştir. Modellemede Microsoft Visio 10.05 modelleme paket programı kullanılmıştır. Çalışmanın sonunda sonuçlar özetlenmiş ve ileride yapılabilecek çalışmalar belirtilmiştir.This study aims to develop an object oriented analysis and design based model that facilitates organizational learning. To form a basis for the study a thorough literatüre survey is performed on the subjects of management theories, learning theories, learning methods and tools, and learning organizations. Moreover the learning models that are developed by the management theoricians, Peter F.Senge, Michael J.Marquardt, Russel L.Ackoff and Chris Argyris are analyzed in detail. Ackoff’s "organizational learning, adaptation, management support system" model is improved with the use of object oriented analysis and design technique and is modelled with unified modelling language. Microsoft Visio 10.05 modelling package is used as a tool for modelling and the study is concluded with the summary of results and the statement of future studies.PREFACE, ii -- ÖZET, iii -- SUMMARY, iv -- LIST OF CONTENTS, v -- LIST OF FIGURES, ix -- LIST OF TABLES, xi -- ABBREVIA TIONS, xii -- 1. INTRODUCTION, 1 -- 2. MANAGEMENT, 3 -- 2.1. Definition of Management, 3 -- 2.2. History of Management Thought, 4 -- 2.2.1. Preclassical Contributors, •, 5 -- 2.2.2. Classical Viewpoint, 5 -- 2.2.2.1. Scientific Management, 6 -- 2.2.2.2. Bureaucratic Management, 6 -- 2.2.2.3. Administrative Management (Principles), 7 -- 2.2.3. Behavioural Viewpoint, 8 -- 2.2.4. Quantitative Management Viewpoint, 9 -- 2.2.5. Contemporary Viewpoints, 10 -- 2.2.5.1. Systems Approach, 10 -- 2.2.5.2. Contingency Approach, 12 -- 2.2.5.3. Total Quality Management, 12 -- 2.3. The Paradigm Change in Management, 13 -- 3. LEARNING CONCEPT, 16 -- 3.1. The Definition of Learning, 16 -- 3.2. The Basic Aspects of Learning Process, 20 -- 3.3. Recepti ve Processes, 22 -- 3.4. Classification of Learning According to Levels Approach, 22 -- 3.4.1. Individual Learning, 23 -- 3.4.1.1. lndividual Learning Process, 24 -- 3.4.1.2. Learning Theory and Approaches, 25 -- 3.4.2. Learning in Teams, 33 -- 3.5. Classification of Learning According to Type, 37 -- 3.5.1. Adaptive and Productive Learning, 38 -- 3.5.2. Single and Double Loop Learning, 39 -- 3.5.3. Deutero Learning, 42 -- 3.5.4. Conceptual and Operational Learning, 44 -- 3.5.5. Strategic and Tactical Learning, 44 -- 3.5.6. Low Level and High Level Learning, 45 -- 3.6. Organizational Learning, 45 -- 3.6.1. Learning among Organizations, 50 -- 3.6.2. Organizational Learning Models, 51 -- 3.6.3. Organizational Learning Process, 54 -- 4. LEARNING ORGANIZATIONS, ', 57 -- 4.1. Evalution of Learning Organizations, 57 -- 4.2. Learning Organizations-Definitions and Characteristics, 60 -- 4.3. The Culture of Living Together, 63 -- 4.4. Different Aspects of Learning Organizations, 64 -- 4.4.1. Differences from Individual Learning, 64 -- 4.4.2. Differences from Other Organizations, 65 -- 4.5. Why Learning Organizations are Desired, 66 -- 4.6. Responsibility in Learning Organizations, 67 -- 4.6.1. Responsibilities of the Organization, 67 -- 4.6.2. Responsibilities of Employees in the Organization, 67 -- 4. 7. The Fifth Discipline of Senge, 68 -- 4.7.1. Systems Thinking, 68 -- 4.7.2. Modelling, Simulation, Microworlds and Learning Laboratories, 69 -- 4.7.3. Personal Mastery, 71 -- 4.7.4. Mental Models, 75 -- 4.8.5. Shared Vision, 79 -- 4.8.6. Team Learning, 81 -- 4.8. Marquardt's Learning Related Systems Organization Model, 81 -- 4.8.1. Learning Subsystem, 82 -- 4.8.1.1. Basic Strategies Directed To Learning Sub System, 82 -- 4.8.2. Organization Subsystem, 83 -- 4.8.2.1. Basic Strategies Directed to Organization's Subsystem, 84 -- 4.8.3. Human Subsystem, 84 -- 4.8.3.1. Main Strategies Directed to Human Subsystem, 85 -- 4.8.4. Information Subsystem, 85 -- 4.8.4.1. Obtaining Information, 86 -- 4.8.4.2. Production of lnformation, 86 -- 4.8.4.3. Storage of lnformation, 87 -- 4.8.4.4. Transformation and Recycle of lnformation, 87 -- 4.8.4.5. Basic Strategies of lnformation Subsystem, 87 -- 4.8.5. Technological Infrastructure, 88 -- 4.8.5.1. lnformation Technology, 88 -- 4.8.5.2. Technology Based Learning, 89 -- 4.8.5.3. Electronical Performance Support Systems, 89 -- 4.8.5.4. Basic Strategies for Technological Infrastructure, 91 -- 5. THE APPLICATION OF OOAD TO "ORGANIZATIONAL LEARNING, ADAPTA TION, AND MANAGEMENT SUPPORT SYSTEM", 94 -- 5.1. Object Oriented Analysis and Design: Model ofReality, 95 -- 5.1.1. Define Use Cases, 95 -- 5.1.2. Define a Domain Model, 96 -- 5.1.3. Define Interaction Diagrams, 96 -- 5.1.4. Define Design Class diagrams, 96 -- 5.2. What is UML?, 97 -- 5.2.1. A Conceptual Model of the UML, 97 -- 5.2.1.1. Building Blocks of the UML, 98 -- 5.2.1.2. Diagraıns in the UML, 98 -- 5.3. Implementation, Control and Learning, 99 -- 5.4. Application of OOAD to Ackoff’s Learning Model, 100 -- 5.4.1. Business process and requirement analysis of the OLAMS system, 102 -- 5.4.1.1. Use case model of the OLAMS system, 102 -- 5.4.1.2. Sequence diagram of the "OLAMS" system, 106 -- 5.4.1.3. Domain Model: Visualizing concepts of the OLAMS system, 106 -- 5.4.1.4. Noun phrase identification of OLAMS system, 108 -- 6. CONCLUSION, 113 -- REFERENCES, 115 -- APPENDIX: MODEL EXPLORER, 119 -- AUTOBIOGRAPHY, 12

Academic identity : place, race, and gender in academia or is it really all academic?

Is higher education part of the solution to the vexing problems facing the world today? How will higher education deliver on its promises in the 21st century? How will it respond to student needs and demands for a practical education at the same time it satisfies academia’s lofty vision of learning for learning’s sake? How might it reconcile these seemingly irreconciable beliefs? Who makes the decisions determining what subjects are “favored” and which are less favored, or even disfavored? This book attempts to cover all these questions because they all interconnect

Diálogos com a arte. Revista de arte, cultura e educação, nº 6

The journal " Diálogos com a Arte. Revista de Arte, Cultura e Educação " is an indexed annual journal of international circulation, published since 2010, and edited by the School of Education of the Polytechnic Institute of Viana do Castelo (ESE-IPVC) in collaboration with the Center for Research in Child Studies of the University of Minho (CIEC-UM). The journal offers students, teachers and researchers in the arts the possibility of reflecting on both national and international theories and practices about art, culture and education The editorial board defines cooperation as a form of cultural activism that necessitates acting on problems and sharing actions and experiences. Cooperation is successfully accomplished when all the participants’ objectives are shared and the results are beneficial for everyone. This requires constant dialogue and ensuring relations in educational programs, projects, community interventions, artistic and cultural training, and teacher education.A revista “Diálogos com a Arte. Revista de Arte, Cultura e Educação” é uma revista anual indexada, de circulação internacional, publicada desde 2010, e editada pela Escola Superior de Educação do Instituto Politécnico de Viana do Castelo (ESSE-IPVC) em colaboração com o Centro de Investigação em Estudos da Criança da Universidade do Minho (CIEC-UM). A revista oferece a alunos, professores e investigadores no campo das artes a possibilidade de reflexão sobre teorias e práticas artísticas, culturais e educacionais nos âmbitos nacional e internacional. A equipa editorial define a cooperação como uma forma de activismo cultural que precisa de acção sobre os problemas e de partilha de experiências. A cooperação é alcançada com sucesso quando todos os objectivos dos participantes são partilhados e os resultados são benéficos para todos. Isto exige uma diálogo constante e a garantia do estabelecimento de relações entre programas educacionais, projectos, intervenções comunitárias, formação artística e cultural e formação de professores

Casco Bay Weekly : 15 December 1994

https://digitalcommons.portlandlibrary.com/cbw_1994/1046/thumbnail.jp

Human-Machinic Assemblages: Technologies, Bodies, and the Recuperation of Social Reproduction in the Crisis Era

This dissertation argues that class composition, as defined and theorised by Operaismo and Autonomist thinkers, has had both a major and a minoritarian form. In fact class composition in its major form has always been subtended by a minor current. I examine both historical (the 1905 Russian Soviets, the 1919 Turin factory councils, the Italian social movements of the 1970s) and contemporary examples (the occupation of Tahrir Square in Egypt, the Indignados movement in Spain, and Occupy Wall Street in 2011, as well as the 2012 Quebec student strike) of class composition. From these examples I then argue that the minor current of class composition is rooted in social reproduction – both its crisis and its recuperation. And further that this minor current expands throughout history, growing to command greater attention within social and labour movements. Further, this dissertation argues that contemporary social movements appear today as an assemblage, a human-machinic assemblage, which enact social reproduction in crisis and recuperation through both embodied and technologized forms. I demonstrate the ways in which technologies of communication are implicated in forms of securitised and commodified social reproduction, but also open up new and powerful possibilities for autonomous and liberatory social reproduction. This dissertation relies on a merger of conceptual, theoretical, and field research and benefits from the author’s direct involvement in social and political struggles

Policy Networks: Empirical Evidence and Theoretical Considerations

Political governance in modern societies can no longer be conceived in terms of external government control of society but emerges from a plurality of governing agents. In contemporary policy making, governmental and non-governmental actors are interconnected in complex networks of interaction, exchanging information and other resources. This reader presents the results of empirical network studies in a variety of policy sectors and in different countries. It also provides insights into innovative quantitative and qualitative approaches to network analysis.Part One • Theoretical Considerations 1 Introduction: Studying Policy Networks Bernd Marin and Renate Mayntz 2 Policy Networks and Policy Analysis: Scrutinizing a New Analytical Toolbox Patrick Kenis and Volker Schneider Part Two • Policy Networks in National Policy Domains 3 Organizations in Political Action: Representing Interests in National Policy Making Edward O. Laumann and John P. Heinz with Robert Nelson and Robert Salisbury 4 Policy Networks in the German Telecommunications Domain Volker Schneider and Raymund Werle 5 Policy Networks and Change: The Case of High-Tc Superconductors Dorothea Jansen Part Three • Cross-National Variations in Policy Networks 6 Political Exchange in the German and American Labor Policy Domain Franz Urban Pappi and David Knoke 7 Fencing Off: Central Banks and Networks in Canada and the United States William D. Coleman 8 Policy Networks, Opportunity Structures and Neo-Conservative Reform Strategies in Health Policy Marian Döhler 9 The Preconditions for Policy Networks: Some Findings from a Three-Country Study on Industrial Restructuring Patrick Kenis Contributor

On the Fringe of Italian Fascism: An Examination of the Relationship between Vinicio Paladini and the Soviet Avant-Garde

Vinicio Paladini\u27s career as an artist, architect, and cultural critic illuminates the paradoxes of the Italian avant-garde between the World Wars. He emerged as an early proponent of communist-Futurism in 1922 and attempted to integrate futurist techniques with the Marxist theories of Antonio Gramsci. In addition, Paladini provided a direct point of contact between the Russian and Italian avant-garde, traveling to Moscow and reporting to the Italian public on Soviet artists\u27 developments in film, photomontage, and architecture. Yet he struggled to merge his leftist ideology with his artistic practice as Fascism spread throughout Italy. Although he has been largely neglected in studies of Italian modernism, Paladini was well known to fellow artists and architects in the 1920s and 1930s, but he quickly became a pariah due to his unwillingness to compromise his ideals for regime recognition. Mussolini\u27s pluralistic patronage, however, provided Paladini and leftist intellectuals with opportunities to continue contributing to the state-sponsored artistic milieu. A study of Paladini\u27s career imparts valuable insights into why and how leftist intellectuals worked under the auspices of the fascist government. His participation in fascist-affiliated groups, such as Futurism and Rationalism, and contributions to government approved journals implicated his work in regime propaganda, yet also allowed him a public platform for the expression of his revolutionary ideas. Despite the origins of his art in Soviet Constructivism and communist agit-prop, he influenced the style, iconography, and propaganda efficacy of the futurist machine aesthetic, the state-sponsored film industry, and regime exhibition design in Italy. Clear divisions between left and right-wing factions within post-war art movements, such as Italian Futurism and Rationalism, are difficult to draw. Rather, it is vital to consider how Paladini consciously blurred the lines between the two in the wake of World War I and in response to Fascism. By examining the shifts within his leftist agenda and how it became commandeered by fascist propaganda, or unwittingly served it, my research documents commonalities in the politicized aesthetics by both left and right

A Process Model of Non-Relativistic Quantum Mechanics

A process model of quantum mechanics utilizes a combinatorial game to generate a discrete and finite causal space upon which can be defined a self-consistent quantum mechanics. An emergent space-time and continuous wave function arise through a uniform interpolation process. Standard non-relativistic quantum mechanics (at least for integer spin particles) emerges under the limit of infinite information (the causal space grows to infinity) and infinitesimal scale (the separation between points goes to zero). This model is quasi-local, discontinuous, and quasi-non-contextual. The bridge between process and wave function is through the process covering map, which reveals that the standard wave function formalism lacks important dynamical information related to the generation of the causal space. Reformulating several classical conundrums such as wave particle duality, Schrodinger's cat, hidden variable results, the model offers potential resolutions to all, while retaining a high degree of locality and contextuality at the local level, yet nonlocality and contextuality at the emergent level. The model remains computationally powerful

A critical evaluation of the development of Rumanyo as a national language in Namibia

Philosophiae Doctor - PhD (Linguistics, Language and Communication)Among others, the current study had been conceived due to the fact that, although Namibia is endowed with multiple languages, their development throughout the long colonial history, had been unequal. That is, some languages received more attention than others and some were hardly developed at all. After independence, Namibians had legitimate expectations that all their (different) languages would be developed equitably throughout all the regions, and among all ethnic groups or speech communities. In the post-apartheid era, however, Namibians have been subjected to a limited and unequal language and literacy development which encouraged me to conduct a research to critically evaluate the development of Rumanyo or lack of thereof. The focus of this study is on understanding the disparities in language and literacy development in Namibia with particular emphasis on ethno-regional disparities and what precipitates these inequalities. The reason for the emphasis on region and ethnicity in researching language and literacy development was due to Namibia's multi-ethnicity and the over-lapping of regions and ethnic groups