The Nature Of Human Values - 948 Words

According to the Merriam-Webster dictionary, the full definition of belief is â€Å"a state or habit of mind in which trust or confidence is placed in some person or thing†. Synonyms of belief are faith, credence, credit, and opinion (Belief, n.d.). Definitions are used to express our beliefs, but there are not necessarily the same beliefs for everybody, that is why one word could have more than one definition. For example, Rokeach, a polish-American social psychology, in his book The Nature of Human Values (1973), identified three categories of beliefs: existential, evaluative, and prescriptive and proscriptive beliefs. Existential belief could be true or false. Evaluative beliefs are judgments about what is good or bad. Prescriptive and proscriptive beliefs evaluate people behavior, what people should do (prescriptive), or not (proscriptive). These categories have been used as guide, manual, and reference in many different fields. In nursing, belief is more than a general definition, is the nurse personal approach while provide care and influence patient and family into healthy behaviors. The nurse own perception of the central concepts, person, environment, health, and nursing, define several aspects of the nursing practice. For instance, the nurse motivation and interventions, patient-nurse interaction, prevention measures attitudes, and health promotion and development, all of these aspects are influenced by the nurse personal belief system. On the other hand, values areShow MoreRelatedThe Value of Nature to Humans1993 Words   |  8 PagesThe Value of Nature Humans project the value of nature because humans are the only beings that are able to produce rational thoughts and are therefore, the only beings that value. Since humans are the only beings that value, they are inherently the only things that determine the value of other things. In addition to my main thesis, I will address where the value in nature originates by explaining the disjoint relationship between humans and non-humans. Expanding on my thesis, I will prove the projectionRead More`` Faking Nature `` By Robert Elliot745 Words   |  3 PagesAuthenticity holds intrinsic value. The process of destroying something to then later recreate it removes its authenticity and in turn, its intrinsic value. In his essay, Faking Nature, Robert Elliot argues that the recreation of natural landscapes after human destruction strips nature of its value. Rather than disrupting and restoring landscapes, Elliot emphasizes the priority should be preserving it. Elliot rejects the argument of the restoration thesis which is the claim that a recreation ofRead MoreFeelings of Oppression in Blood Wedding by Frederico Garcia Larco1178 Words   |  5 PagesLarco is an ingenious depiction of values, norms, expectations, the effect they have on society and human beings and by default, explores human nature and the will of the individual. Larco simplistically yet graphically conveys these aspects through a marriage and a feud between two families, both of which are focuses of the play. Another tool he uses is the imagery and personification of several aspects of nature to convey a certain essence of humanity within nature, namely the moon and Death. ThroughRead MoreThe Philosophies Are Confucianism, Mohism And Legalism1497 Words   |  6 Pagesopinion of human nature. Chinese philosophy began in the fifth century BC with Confucius and changed and evolved as other philosophers built off Confucian ideas and challenged Confucian ideas. Confucius, Me ncius, and Xunzi are three different philosophers from Chinese history who have three opposing views in their philosophical ideas of society and human nature. These three philosophies are Confucianism, Mohism and Legalism. Ancient Chinese philosophers built their views of human nature off of theRead MoreHoffman and Derr806 Words   |  4 Pagesauthors disagree. Hoffman argues that nature has intrinsic value meaning it has value in and of itself. He is supportive of the bio centric ethic which includes all things which are alive or are integral parts of the ecosystem as deserving moral consideration. Hoffman is very critical of the homocentric view which believes that the environment is only as valuable as we make it. Meaning that things are based deemed valuable only if they are beneficial to human well being and development. Hoffman associatesRead MoreThe Disaster Management Of Forest Fire Control904 Words   |  4 PagesForest Fire Control in 1983, Sub Directorate of Forest Fire Control in 1994 and the third the Directorate of Forest Fire Control in 2004. The Government of Indonesia also had cooperation with some foreign donors like FAO, GTZ, and JICA, to improve human resource capacity on fire disaster control. The training programs were held both inside and outside of the country. Furthermore the Government of Indonesia also establishe d Forest Fire Control Brigade named Manggala Agni. Each set of history presentedRead MoreMy Personal Theory Of Counseling Essay996 Words   |  4 PagesValues, Morals, and Beliefs are components that play a role in an individual’s self-identity. The establishment of these components shape human nature, behavior, and the development of an individual’s purpose. The basis of these fundamentals has contributed to my desire to become a counselor. This paper will discuss my views of human nature, factors of behavior changes, goals of therapy, the roles of a therapist, and the counseling approaches that I chose to incorporate in a practice. The understandingRead MoreExistentialism Is A Humanism?1568 Words   |  7 Pagesas a whole, at its center,  especially one which stresses the inherent value and potential of human life.† In Sartre’s lecture, â€Å"Existentialism is a humanism,† not only Sartre’s elaboration of humanism is coherent with the notion of â€Å"humanism,† but also his demonstration of â€Å"existentialism† as one kind of humanisms is cogent. In contrast with those Aristotelians and Thomists who believe that essence (in this case, the human nature predetermined by God) precedes existence, Sartre, as an atheist, claimsRead MoreGreen Spaces And The City Of London1411 Words   |  6 PagesLondon, full with people and skyscrapers. There is concrete everywhere you look. People would have gone crazy with concrete madness if there were not green spaces. Green spaces are essential for the city and humans living in the city. Without it, people in the city would have bee n serious ill or even dead because of the smog. So, it is very important that London cares for it s green spaces. London is too big to be maintained by itself, that is why there are boroughs. Each borough maintains it ownRead MoreEcocentrism And Environmentalism1578 Words   |  7 Pagesthe ethics of the environment using ecology to find deeper value in ecological entities, processes, and the interrelatedness of species in an environment. In contrary to biocentrism, ecocentrists think that the view of a biocentrist is too individualistic to capture all the relations that occur in nature. The ethics of the ecocentrist reflect a flowing change of processes in ecology, and the change in the relations between things in nature. A common reference in ecocentrism is the text A Sand County

Organisational Learning - Free Essay Example

Sample details Pages: 8 Words: 2500 Downloads: 5 Date added: 2017/06/26 Category Business Essay Type Review Did you like this example? It has been stated that a business derives value from knowledge, know-how, intellectual assets and competencies rather than things and that these capabilities are vested within people (Hamel, 2005). Consequently, in order to create an enduring competitive advantage, a company must therefore focus on the retention and development of its organisational expertise (skills set, tacit and explicit knowledge, capabilities and core competences) and how to engage staff in the process (Porter, 2004; French, Rayner, Rees Rumbles, 2008). Two contrasting learning philosophies appear to exist within organisations à ¢Ã¢â€š ¬Ã¢â‚¬Å" a basic, predominantly instructional approach focussed on remedial action to correct errors or omissions; and a more comprehensive lifelong learning recognising the fundamental importance of employees to business therefore adopting a more developmental approach (viewing people as assets) (Beardwell Thompson, 2014). Don’t waste time! Our writers will create an original "Organisational Learning" essay for you Create order Training is a planned and systematic way of improving an individuals knowledge, skills and attitudes so that they can perform their current role more competently, whereas development is the process of preparing a person to take on more onerous responsibilities or equip them to face higher level, future challenges within the organisation (Malone, 2003: 76). Learning is the process that brings about a persistent change in behaviour through the acquisition of increased competence to deal successfully with the operating environment through the acquisition of knowledge, skills and required attitudes (French et al, 2008: 123). Whilst learning is focussed on the acquisition of the required skills and competences to perform effectively, this has to be linked to performance i.e. combining this essential learning with the motivation to engage in a manner that applies it in a way that delivers improved or enhanced results (Bratton Gold, 2007). This learning (and its application) can take place at various levels within a company à ¢Ã¢â€š ¬Ã¢â‚¬Å" such as on an individual or team/group basis à ¢Ã¢â€š ¬Ã¢â‚¬Å" but the focus of this paper will be on organisational learning aspects (French et al, 2008). Key Definitions and Concepts Organisational learning can be viewed as the process by which a company can build a collective or shared knowledge base and the development of mechanisms to retrieve and disseminate this knowledge (Hora Hunter, 2014). This is built upon the premise that as an organisation grows and adapts, it is able to generate/create a store of institutional knowledge that delivers a collective business benefit exceeding that which could be expected to be provided by employees operating individually (Hagen, 2010). As a company develops over time, the collective learning that takes place generates organisational knowledge à ¢Ã¢â€š ¬Ã¢â‚¬Å" the shared intelligence specific to that company accumulated through both formal systems and the shared experiences of people in the organisation (Cole Kelly, 2011; Johnson, Whittington Scholes, 2011). Organisational learning therefore requires an entity capable of continual regeneration through the application of knowledge, experience and skills by creat ing a culture that encourages challenge and review (Johnson et al, 2011). The traditional, rigid, hierarchical structures that ensure the command and control of individuals are no longer conducive to competing in more dynamic environments or for generating organisational learning (Henry, 2011). Organisational learning consequently refers to the capacity of a company to learn how to do what it does, where what it learns is possessed not by individual members but by the collective à ¢Ã¢â€š ¬Ã¢â‚¬Å" when the group acquires the know-how associated with its ability to carry out its collective activities then organisational learning has taken place (Cohen Sproull, 1996). Organisational learning provides a mechanism to address the essential nature of knowledge (Thompson McHugh, 2009), in that there are fundamental differences in terms of explicit knowledge (which can be expressed formally and communicated through language) and tacit knowledge (which is difficult to formalise or commu nicate as it is embodied, personal and rooted in action/context) (Nonaka, 1994). A company requires the effective application of tacit knowledge developed from a more intimate appreciation of their operations and environment, in order to build a sustainable competitive advantage (Henry, 2011; Porter, 2004). This tacit knowledge can be perceived as corporate wisdom and despite the challenges associated with its transmission and dissemination, organisational learning approaches can be used to capture it effectively to create, innovate and maintain the competitive advantage required (Mullins Christie, 2013). In terms of individual employee capabilities, a company requires skill in the person (rooted within the individual and can be developed through education, training and experience), skill in the job (meeting role requirements) and skill in the setting (an understanding and appreciation of the shared/collective interests of the company and the organisational culture) (Johnson et al, 2011). Effective organisational learning approaches should therefore seek to maximise the collective return from the application and sharing of tacit knowledge, and the skills that can be acquired and developed through the working environment and culture (Hatch Cunliffe, 2006), as these possess real business utility as they cannot be easily replicated by competitors (Barney, 1986). Organisational Learning Approaches Senge (1990) argued that an effective organisational approach to learning required the application of five key disciplines: Personal mastery à ¢Ã¢â€š ¬Ã¢â‚¬Å" understanding individual aspirations and creating clear linkages to organisational goals; Mental models à ¢Ã¢â€š ¬Ã¢â‚¬Å" creating a culture of reflection and inquiry to develop a wider awareness of the organisations needs so that individual thinking begins to anticipate those needs; Shared vision à ¢Ã¢â€š ¬Ã¢â‚¬Å" creating a collective commitment to a common purpose with activities and targets clearly linked to that purpose; Team learning à ¢Ã¢â€š ¬Ã¢â‚¬Å" group development interactions (rather than individual skills programmes) to ensure that training reflects requirements generated by shared goals; Systems thinking à ¢Ã¢â€š ¬Ã¢â‚¬Å" taking a holistic view to understand and appreciate key interdependencies, using feedback to develop, refine (and ultimately simplify) often complex systems. (Senge, 1990) For such an integrated thinking approach to be effective, the leader(s) must be able to develop a shared vision of where the organisation wants to be, developing a creative tension by also clearly articulating the current position of the company (Henry, 2011). The organisation uses clear mission and vision statements, underpinned by shared goals and targets to create a collective framework, which in turn shape learning interventions (often utilising individual or group performance development agreements) (Schein, 2004; Clegg, Kornberger Pitsis, 2011). In order to create collective commitment, flexibility and creativity from employees, learning opportunities/interventions must be relatively frequent, as this then creates an enduring capability for change and innovation (Huczynski Buchanan, 2013). Whilst this approach is reflected in many large organisations and has the capacity to foster a culture that could maximise the return from tacit knowledge held within the organisation (Knights Willmott, 2012), the structural emphasis outlined has been criticised. Unless the articulated mission and vision are regularly reviewed to consider the wider business environment and the demands of competitive advantage (Porter, 2004), thinking and learning can become constrained. Consequently, challenge is not encouraged and process/activity is seen as a worthwhile end in itself ultimately the focus on measureable achievement/innovation can be lost and a blame culture can develop (Seddon, 2008). Using organisational learning to manage the development and sharing of knowledge (as articulated by Senge, 1990) has the potential to maintain the competitive advantage required (Newell, Robertson, Scarborough Swan, 2009). However, to maximise the potential return, know-why (such as design rationale and reasoning à ¢Ã¢â€š ¬Ã¢â‚¬Å" the capturing of best practice) must be combined with know-who (the mapping of relevant expertise and skills) as well as know-how (promoting a learning and development environment in a manner that encourages innovation) (Mullins Christie, 2013). Efforts to capture the critical aspect of know-how has led to the creation of Communities of Practice as an organisational model of learning (Lave Wenger, 1998). Cross-functional communities of practice seek to utilise the informal, social interaction of the group (rather than rely on structured, mechanistic knowledge transfer mechanisms) to create an engaged learning approach focussed on what needs to be known by the group (Lave Wenger, 1998). Such groups often have the ability to capture and share vital tacit knowledge which more formal information management systems are often unable to do (Newell et al, 2009). A community of practice recognises that in order to learn and innovate, it is necessary to participate on a more personal level and to create engaged participation, it is necessary for people to feel included in the decision-process, thus allowing a sen se of ownership to develop (Easterby-Smith, Burgoyne Araujo, 1999). In sharing a concern, a set of problems, or a passion about a topic, the group/community are proactive in developing their knowledge and expertise, interacting on a regular basis (Wenger, McDermott Snyder, 2002). The perceived added-value of effective communities of practice has led to organisations attempting to manage the process by creating groups that cut across organisational boundaries in order to innovate, share knowledge and solve problems (Davenport and Hall, 2002).. However, the mere existence of a structure that brings people together does not ensure that this approach will be effective (Linstead, Fulop Lilley 2009). Attempting to overly manage or even directly control any Community of Practice could introduce the very constraints that these informal peer-to-peer groups originally sought to work against/around and thus minimise their effectiveness (Eraut, 2002). Issues and Caveats Whilst it is possible to gain greater business utility and an enduring competitive advantage from organisational learning approaches, the following aspects need to be considered: Superstitious learning. Where organisations learn the wrong things due to the connections between outcomes and actions being incorrectly specified e.g. rapidly or constantly adapting targets will be close to current performance levels (making being above or below the target an almost chance event) creating a misleading belief that organisational performance has improved. Ambiguity of success. Where the indicators of success are constantly modified or targets continually change, it is difficult to measure what has actually been learned by the organisation even if meeting a goal is seen as a major achievement. Competency Traps. Improving procedures or practices that do not deliver any real competitive advantage can create an illusion of organisational progress. In reality, they expose the company to competitors able to focus on improvements that deliver practical business benefits that meet customer requirements. (Hatch Cunliffe, 2006; Cohen Sproull, 1996). Essentially, organisational learning relies on knowledge management to capture and convert individual tacit knowledge into explicit knowledge that can be more easily shared with others in the company (Huczynski Buchanan, 2013). In considering such knowledge management and intellectual capital capture processes in relation to a learning organisation, a number of issues can emerge: Learning organisation positives: A rich, multi-dimensional concept affecting many aspects of organisational behaviour. An innovative approach to learning, knowledge management and investment in intellectual capital. Challenging concepts, focussed on the acquisition of individual and corporate knowledge. An innovative approach to organisation, management and staff development. Innovative application of technology to manage organisational knowledge (e.g. databases, internet and intranets). Learning organisation negatives: A complex/diffuse set of practices which can be difficult to implement systematically. Attempts to use dated concepts (from change management and learning theory) re-packaged as management consultancy projects. New approaches to encourage employee compliance with strict directives applied in the guise of self-development. New/innovative approaches to strengthening management control over staff behaviours. A technology-dependent approach which does not consider how people actually develop and use knowledge in the organisation. (Adapted from Huczynski Buchanan, 2013: 179). Summary A learning organisation is defined as an entity that encourages and facilitates the learning and development of people at all levels of the company, values that learning and which simultaneously transforms itself to maintain an enduring competitive advantage (Cole Kelly, 2011: 487). The best learning organisations are skilled at creating, acquiring and transferring knowledge whilst also being able to modify their behaviour(s) to reflect new knowledge and insights (Garvin, 1993: 80). To do so effectively, requires skills in terms of systematic problem solving, experimentation with new approaches, learning from experience and past history, learning from the experiences and best practices of others and the ability to transfer knowledge quickly and efficiently throughout the organisation (Cole Kelly, 2011). Unless the methods outlined (above) are able to create a collaborative environment where employees feel empowered to reflect on present practices and to provide improvement sugges tions, then they will not provide any real added-value when compared to more traditional/individual learning interventions (Fineman, Gabriel Sims, 2010). References Barney, J.B. (1986). Organizational Culture: Can it be a source of sustained competitive advantage? Academy of Management Review, 1986(11), pp. 656-665. Beardwell, J., Thompson, A. (2014). Human Resource Management: A Contemporary Approach, 7th Edition, Harlow: Pearson Education Ltd. Bratton, J., Gold, J. (2007). Human Resource Management: Theory and Practice, 4th Edition, Basingstoke: Palgrave Macmillan. Clegg, S., Kornberger, M., Pitsis, M. (2011). Managing Organizations: An Introduction To Theory Practice, 3rd Edition, London: Sage Publications Ltd. Cohen, M.D., Sproull, L.S. (1996). Organizational Learning, London: Sage Publications Ltd. Cole, G.A., Kelly, P. (2011). Management Theory And Practice, 7th Edition, Andover: Cengage Learning EMEA. Davenport, E., Hall, H. (2002). Organizational knowledge and communities of practice. Annual review of Information Science and Technology, 36, pp.171-227. Easterby-Smith, M., Burgoyne, J., Araujo, L. (Eds) (1999). Or ganizational Learning and the Learning Organization: Developments in theory and practice, London: Sage Publications Ltd. Fineman, S., Gabriel, Y., Sims, D. (2010). Organizing Organizations, 4th Edition, London: Sage Publications Ltd. French, R., Rayner, C., Rees, G., Rumbles, S. (2008). Organizational Behaviour, 9th Edition, Chichester: John Wiley Sons Ltd. Garvin, D. (1993). Building a Learning Organization. Harvard Business Review, July-August 1993, pp. 78-91. Hagen J. (2010). The Long Term Effects of Informational security: Learning on Organizational Learning. Information Management and Computer Security, 19(3), pp.140-154. Hamel, G. (2005). MT Master Class. Management Today, July 2005, p.5. Hatch, M.J., Cunliffe, A.L. (2006). Organization Theory: modern, symbolic, and postmodern perspectives, Oxford: Oxford University Press. Henry, A.E. (2011). Understanding Strategic Management, 2nd Edition, Oxford: Oxford University Press. Hora, M.T., Hunter, A. (2014 ). Exploring the dynamics of organizational learning: identifying the decision chains science and math faculty use to plan and teach undergraduate courses. International Journal of STEM education, 2014(1), p.8. Huczynski, A.A., Buchanan, D.A. (2013). Organizational Behaviour, 8th Edition, Harlow: Pearson Education Ltd. Johnson, G., Whittington, R., Scholes, K. (2011). Exploring Strategy, 9th Edition, Harlow: Pearson Education Ltd. Knights, D., Willmott, H. (Eds) (2012). Introducing Organizational Behaviour and Management, 2nd Edition, Andover: Cengage Learning EMEA. Lave, J., Wenger E. (1998). Situated Learning: Legitimate peripheral participation, Cambridge: Cambridge University Press. Linstead, S., Fulop, L., Lilley, S. (2009). Management Organization: A critical text, 2nd Edition, Basingstoke: Palgrave Macmillan Ltd. Malone, S.A. (2005). Learning About Learning: An A to Z of Training and Development Tools and Techniques, London: CIPD. Mullins, L.J., Christie , G. (2013). Management Organisational Behaviour, 10th Edition, Harlow: Pearson Education Ltd. Newell S., Robertson M., Scarborough H., Swan J. (2009). Managing Knowledge, Work and Innovation. Nonaka, I. (1994). A Dynamic theory of organisational knowledge creation. Organizational Science, 5(1), p19. Porter, M.E. (2004). Competitive Advantage: Creating and Sustaining Superior Performance, New York: Free Press. Schein, E.H. (2004). Organizational Culture And Leadership, San Francisco: Jossey-Bass. Seddon, J. (2008). Systems Thinking in the Public Sector: the failure of the reform regimeà ¢Ã¢â€š ¬Ã‚ ¦ and a manifesto for a better way, Axminster: Triarchy Press. Senge, P. (1990). The Fifth Discipline: The Art and Practice of the Learning Organization, New York: Doubleday Currency. Thompson, P., McHugh, D. (2009). Organizations: A Critical Approach, 4th Edition, Basingstoke: Palgrave Macmillan. Wenger, E., McDermott, R., Snyder, W.M. (2002). Cultivating Communi ties of Practice: A guide to managing knowledge, Boston: Harvard Business School Press.

Dominant Price Leadership Free Essays

ICFAI UNIVERSITY, DEHRADUN NAME: KEDAR SINGH TOMAR IUD No: 0901201057 IBS  No: 09BS0001057 Course Name: MANAGERIAL ECONOMICS Course Code: SLEC501 Faculty Name: DR. ANIRVINNA C. Date of Submission: 08TH SEPTEMBER 2009 Topic of the Assignment: DOMINANT PRICE LEADERSHIP Student Signature  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Faculty Signature DOMINANT PRICE LEADERSHIP Dominant price leadership exists when a. We will write a custom essay sample on Dominant Price Leadership or any similar topic only for you Order Now one firm drives the others out of the market. b. the dominant firm decides how much each of its competitors can sell. c. he dominant firm establishes the price at the quantity where its MR = MC, and permits all other firms to sell all they want to sell at that price. d. the dominant firm charges the lowest price in the industry. PRICE LEADER Marketing: Powerful firm whose prices are likely to be imitated by other firms in the same market. Price leaders usually are also the market leaders. DOMINANT LEADERSHIP Leadership characterized by a clear line of authority that gives the leader the power of delegation, and the power to control the subordinates’ level of participation in decision making process. It is the most common form of leadership. PRICE LEADERSHIP Situation in which a market leader sets the price of a product or service, and competitors feel compelled to match that price. Oligopoly Models â€Å"Price Leadership† The firms in the Oligopolistic industry without any formal agreement accept the price set by the leading firm in the industry and move their prices in line with the prices of the leader firm. Price Leadership can be in any of the forms; Price Leadership by a Dominant firm Barometric Price Leadership Aggressive or Exploitative Price Leadership The structure of the DTH industry in India can be categorized as an â€Å"Oligopoly†. An oligopoly is a market form in which a market or industry is dominated by a small number of sellers (oligopolists). An oligopoly is a market dominated by a few large suppliers. The degree of market concentration is very high. Firms within an oligopoly produce branded products and there are also barriers to entry. Key characteristics of â€Å"Oligopoly† are following : †¢ Few larger supplier dominates the market †¢ Interdependence between firms †¢ Each firm produces branded products †¢ Significant entry barriers into the market in the long run which allows firms to make supernormal profits †¢ Each oligopolist is aware of he actions of the others. What is DTH? DTH stands for Direct-To-Home television. DTH is defined as the reception of satellite programmes with a personal dish in an individual home. DTH does away with the need for the local cable operator and puts the broadcaster directly in touch with the consumer. Only cable operators can receive sat ellite programmes and they then distribute them to individual homes. Dishtv, subsidary of the biggest media conglomerate – Zee group, reached a significant milestone of crossing 4. Million subscriber mark and thus consolidating its leadership position as the largest and most innovative DTH Company in India. Dishtv is the leader in DTH sector with a market share of more than 53 per cent of the total subscriber base of 8 million. Dishtv’s footprint covers 5400 towns across India bringing smiles to 23 million Indians. Reliance communications subsidiary, Big TV, crossed one million subscriber mark within 90 days of launch. Big DTH is growing exponentially and is now next to Dish TV and Tata Sky with its 15 per cent market share. Launched in August this year, BIG TV is available at over one lakh retail outlets across 6,500 towns along with over 2,000 exclusive Reliance branded stores. Dishtv has consistently set the benchmarks for the Indian DTH industry and redefined the business through marketing innovations, introduction of new generation valueadded services and the highest standard of customer delivery. Today, Dishtv offers its subscribers choice and superior value for money with a range of innovative value-added services backed by excellent customer service. The Four Million milestone is not just a significant one for Dishtv but also symbolizes the successful growth of the Indian DTH industry. Dishtv has always been a forerunner in bringing new marketing innovations and going forward the company will initiate certain steps to rationalize the package offerings which may include charging of service tax etc. directly from the subscriber. Adding to its array of interactive value added service, dishtv launched the innovative Interactive Banking Service â€Å"ICICI ACTIVE† in association with ICICI Bank. This service enables Dish TV viewers to access information on ICICI Bank products and services, from the convenience of their homes. To celebrate the festive spirit of Diwali, Dishtv launched â€Å"BHAKTI ACTIVE†. Dishtv subscribers can now get Live Gurbani from Bangla Sahib and Nanded Sahib, Aarti of Sai Baba from Shirdi Ganesh Aarti from Siddhi Vinayak, Mumbai, Aarti from Tirupati Balaji, Live Ganga Aarti from Haridwar and Bhasm Aarti of Mahakaal from Ujjain. Dishtv customers can now get blessed at the press of a button in the comfort of their home 24X7. Dishtv added 3 new channels on its platform. This addition will further enhance Dishtv’s strong bouquet of general entertainment, news, sports and regional channel offering to its discerning subscribers. The company had added a record 5. 29 Lakh subscribers during the Second Quarter of fiscal 2009 (July – September), breaking all its previous achievements. Dishtv’s footprint covers 6500 towns across India and it reaches into far flung markets which enable building of a diverse subscriber base across consumer segments. STRENGHTS Pioneer and leader of DTH services in India ? First mover advantage One year lead over nearest competitor ? ~ 3-year lead over others ? Largest subscriber base ~ 5. 0 mn (Mar-09) ? Backed by Zee Group India’s strongest Media group Full-service business model ? Basic subscription packs ? Value added services ? Bandwidth ? Teleport services Leveraging on first mover advantage backed by strong industry understanding ? Diversified cont ent offering ? 240 channels + Services ? Content tie-ups at fixed rates ? State-of-the-art infrastructure ? Large distribution network ? Aggressive subscriber acquisition strategy to ensure continued market leadership DTH INDUSTRY MARKET SHARE 2008 | | | |Brand |Promoter |Market Share | | | | | |Dish TV |Zee group |53% | | | | | |TataSky |Tata Sons Star TV |30% | | | | | |Big TV |Anil Dhirubhai Abani Group |15% | | | | | |Others (Sun Direct, AirTel Digital |Sun by SUN TV |2% | |TV ) |AirTel by Bharati telemedia | | | | | | Another way of confirming it is by using the index Herfindahl. The Herfindahl index, also known as HERFINDAHL-HIRSCHMAN INDEX or HHI, is a measure of the size of firms in relationship to the industry and an indicator of the amount of competition among them. HHI s defined as the sum of the squares of the market shares of 50 largest firms (or summed over all the firms if there are fewer than 50) within the industry, when the market shares are expressed as percentages; the result is proportional to the average market share, weighted by market share. The higher the HHI Index the more oligopolistic is the industry In mathematical term it is defined as following : n H = ? si2 i=1 Where si is the market share of firm i in the market, and n is the number of firms. In the case of Indian DTH Industry the HHI index can be computed by squaring the market share of each player and adding them i. e. H = 532 + 302 + 152 + 22 H = 85399 Since this value of H is petty high it indicates that the market is oligopolistic. SUN TV NETWORK It is No 1 media company in South Asia and Asia Pacific Region based in Chennai, Tamil Nadu, India. Established in 1993, it offers a plethora of television channels in 4 languages covering the whole of southern India. It was the first fully privately owned Tamil channel in India when it emerged in 1993. Its serials and soaps have generated the maximum TRP for viewership all over India, making it the most popular network of channels in India. All its channels occupy the top spots in their respective languages. Sun TV, in Tamil is the Network’s flagship and most popular channel. Being the premier channel, Sun TV is often used to refer cable tv in general or to the Sun TV Network in general. Sun TV and its sister channels have a dominating share of viewership in Tamil Nadu. Its cable arm, SCV is cable distribution and Sun Direct is the dominating DTH (direct-to-home) player in the state. Its radio network Suryan has a lion’s share of listenership; its magazine Kungumum and newspaper Dinakaran are leaders Although its main presence is in Tamil, it has channels in other languages also. Channel |Type | |Sun TV |Tamil Entertainment Channel | |Sun Music |Tamil Music Channel | |Sun News |Tamil News Channel | |KANNADA | |CHANNEL |TYPE | |Udaya TV |Kannada Entertainment Channel | |Udaya Movies |Kannada Movie Channel | |U 2 |Kannada Music Channel | |TELUGU | |CHANNEL |TYPE | |Gemini TV |Telugu Entertainment Channel | | Gemini Music |Telugu Music Channel | |Gemini News |Telugu News Channel | MALAYALAM | |CHANNEL |TYPE | |Surya TV |Malayalam Entertainment Channel | |Kiran TV |Malayalam Music Channel | |Kochu TV |Malayalam Kids Channel | |Chiri Thirai |Malayalam Comedy Channel(DTH) | FM RADIO STATIONS Sun TV Network has many FM radio stations based in India |Tamil FM Stations | |Radio Station |Area |Frequency | | |Suryan FM |Chennai |93.   MHz | | |Malayalam FM Stations | |Radio Station |Area |Frequency | | |S FM |Thiruvananthapuram |93. 5  MHz | | |Telugu FM Station | |Radio Station |Area |Frequency | | |S FM |Vishakapatnam |93. 5  MHz | | |Kannada FM Station | |Radio Station |Area |Frequency | | |S FM |Bangalore |93.   MHz | | |Hindi / Other Language FM Station | |Radio Station |Area |Frequency | | |Red FM |New Delhi |93. 5  MHz | | |Red FM |Mumbai |93. 5  MHz | | |Red FM |Kolkatta |93. 5  MHz | | PRINT MEDIA TAMIL NEWSPAPERS Dinakaran – (Daily Morning Newspaper) Tamil Muras u – (Daily Evening Newspaper) WEEKLY TAMIL MAGAZINE Kungumum Mutharam Because of the strong presence of SUN TV in every field whether its print media, TV, Radio and other close competitior in South India it is a clear market leader over there. 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Petrophysics free essay sample

Abstract The South Tapti gas field, located in the Arabian Sea off the western coast of India, has been on production for the last three years. Drill Stem Tests (DST) conducted in five zones in the first appraisal well showed high sand production in all the tests at drawdowns as low as 20 psi. Due to the unconsolidated nature of the reservoir sand, it was decided to gravel pack all future wells. Initially, the High Rate Water Pack (HRWP) technique was used on 13 completions including some stack and selective completions. Due to a change in the drilling fluid to an oil based mud (OBM) system and the higher damage associated with the it, it was later decided to switch the gravel packing technique to ‘Frac and Pack’. This involved creation of a small frac to bypass the near wellbore damage using a gel-based fluid, followed by gravel placement using the HRWP. The Frac Pack technique was tried on 10 completions. Extensive production and pressure data collected on the above completions show that the ‘Frac Pack’ technique has led to a decrease in the mechanical skin by almost 70 %. More importantly, it has also been responsible for decreasing the Rate Dependent Skin Coefficient, D, by 50 %, which has a greater impact on the well productivity since these wells are produced at average rates of 25 MMSCFD. This paper describes the gravel packing techniques used in the South Tapti gas field, their evolution and the results achieved. Inroduction The South Tapti field, located off the Western coast of India, is represented by a series of alternating sand and shale sequences. The upper reservoir intervals are dominated by tidal-bar and channel sands deposited in a deltaic environment while the lower sands represent incised valley deposits consisting largely of alluvial/fluvial channels, tidal bars and tidal creeks. The exploratory wells drilled in the field indicated strong sand production tendencies due to the unconsolidated nature of the reservoir rock. This was corroborated by extensive testing of the first development well when all the five zones tested produced sand even under extremely low pressure drawdown conditions. The completion policy for the field focused on preventing sand ingress while minimizing the near well-bore damage inherent in any sand control application. The early development wells were gravel packed using the high rate water pack (HRWP) technique. These initial completions were highly successful in preventing sand production but also induced significant damage in the process. The problem was accentuated when the drilling mud system was changed to an oil base system in an attempt to offset recurrent drilling problems arising out of unconsolidated sandstone and presence of reactive clays. This called for a change in completion philosophy in order to ensure that the wells retain high productivity with effective sand control. Geologic and Reservoir Characterization The South Tapti field is localized by a broad SW-NE trending, doubly plunging anticline. The field has up to 13 different Oligo-Miocene gas bearing sands, separated by shales. The reservoir sands were deposited in both incised valley and deltaic settings. Reservoir sands within incised valleys consist of alluvial/fluvial channels, tide-influenced channels and tidal bars. The channel sands typically are the cleaner sands with excellent porosity permeability and up to 20 m thick, whereas the tide-influenced channels and tidal bars are shalier, with more modest porosity and permeability. CLAY MINERALS 1. Abstract: Tapti Basin in Surat Depression, Bombay Offshore is characterized by entirely siliciclastic succession. The cores and cutting samples, and wireline logs provide important information about the stratigraphy, basin fill, mineralogy, source and reservoir rock characteristics. Well under study is located in South Tapti sub-basin and contains gas-bearing sandstone within Mahim Formation of Late Oligocene age. The cuttings and cores have been megascopically examined and with the aid of electrical log data, the litholog of the well is prepared. The study involves XRD and major element analysis of selected samples. The XRD and digital log data from Natural Gamma Sepctrometry (NGS) log indicate that montmorillonite is the major clay mineral present in the upper part of the succession, whereas kaolinite present in the lower part (1868 m MD to 2427 m MD). Kaolinite is apparently formed by early stages of burial diagenesis, whereas montmorillonite is a weathering product of the Deccan Basalt. Interpretative lithology from the well log response shows that reservoir sandstones have developed within the depth interval of 1865m TVD to 1945 m TVD within dominantly shale lithology. Reservoir sandstones are semiconsolidated, medium to coarse grained and moderately well sorted. Quartz is the dominant detrital component in all the sandstones. Pay sands are quartz arenite whereas non-pay sands are quartz wacke with varying amount of clay matrix. Kaolinite in the reservoir section reduces the permeability of quartz wacke, but enhancing porosity in microlevel. Carbonate, siderite and iron oxide are main cementing material. Major element data showing that clastic sediments were delivered to the basin possibly by the Proto Tapti river but they may be having dual source of origin. The discriminant functions of Meyer and Nederlof, 1984 has indicated that the studied formations do not have source rock potential. Key words: Tapti Basin, Bombay Offshore, hydrocarbons, provenance and clay minerals. quartz wacke, but enhancing porosity in microlevel. Carbonate, siderite and iron oxide are main cementing material. Major element data showing that clastic sediments were delivered to the basin possibly by the Proto Tapti river but they may be having dual source of origin. The discriminant functions of Meyer and Nederlof, 1984 has indicated that the studied formations do not have source rock potential.