Task 1
I finished my A-levels, determined that what I wanted to study was shoe design. Having taken mostly artistic subjects during the 2 years of my a levels I had an objective to go to university and study this course, because I liked art and being creative, although I was not sure what I could do with my degree after I completed it.
Taking a year out to work at Travelex helped me to gain insight into business management and marketing and find out more about myself; learning about things that interested me and were not just school related.
After consideration, I decided that a marketing degree was necessary to further my career prospects and build my career on, opposed to my original plan of going for an artistic course.
In three years’ time this degree will help me to find a job within marketing by giving me the knowledge that I need to progress further in a field that is very competitive, allow me to project ideas and thoughts in an effective way, and also challenge me not only academically but also creatively. This will then help me to progress further in this field by enabling me to apply everything I learnt and gained whilst studying this course.

Task 3 | | Outside | Inside | Positives | Emotional | Emotional factors outside of university: being able to listen, your self-esteem and confidence within your working environment and when out, being sympathetic and showing empathy towards your friends and colleagues and also customers. Attendance at work along with respect for colleagues and management. | Emotional factors inside of university: being able to listen and respect others, your self-esteem, having a good attitude towards learning, being responsive. Your attendance to classes, along with attentiveness and respect towards your peers and tutors. Being trustworthy. | | social | Social factors outside of university: being around positive people, having a good balance between work and socialising, being able to communicate with a range of people from different cultures, having an open mind, being able to interact and understand different views and opinions. | Social factors inside university: studying alongside people who have the same mind-set as you, having a good balance between socialising and university, concentrating on the work being set, encouragement from tutors and peers, being confident with who you study with. | | environment | Environmental factors outside of university: being in a quiet environment, having access to resources (i.e. internet, books, and journals), living in a good neighbourhood, good lighting, working within a motivated environment so that targets can be met. | Environmental factors inside of university: being able to interact with others and completing different tasks together, having lecturers to aid you with your learning, good lighting, and good facilities. | | personal | Personal factors outside of university: being able to balance social life, university and work, planning ahead, time managing my studies, independence, confidence in the work produced, having a good personality and being able to adapt to different environments. Being able to address issues you’re not happy with. | Personal factors inside of university: being independent, being confident and able to get your point across confidently, having a stable balance of work, university and social life, being able to set plans, meet deadlines. Having the confidence to address issues related to learning. | Negatives | emotional | Emotional factors outside of university: not having empathy or sympathy for others, not being able to listen, untrustworthy or not trusting enough. Criticising others, having a low self-esteem, having a poor attendance. | Emotional factors inside of university: not having empathy or sympathy towards others, being emotionally unstable, not attending lectures, being rude, having a low self-esteem, untrustworthy or not trusting enough. | | social | Social factors outside of university: being around negative people, socialising more than working or learning, being judgemental towards others and not giving them a chance, not having an open mind. | Social factors inside of university: studying alongside people who do not want to learn, socialising more than studying, no concentration in lectures, peer pressure, being too focused on hobbies, not being confident with whom you study with. | | environment | Environmental factors outside of university: Distractions and interruptions (i.e. Facebook, friends, work), noisy environment, cold environment, lack of resources, lack of lighting, lack of facilities. | Environmental factors inside of university: study rooms being noisy, people walking in and out of study rooms, distractions and interruptions (i.e. mobile phones, Facebook, etc.) | | personal | Personal factors outside of university: not being independent enough, not being to plan well or time manage well, unstable relationships, lack of confidence. | Personal factors inside of university: not being independent enough, not planning or organising well, struggling with time management, not being confident, not having a good relationship with peers. |

Task 5
Reflecting upon our preparation for the presentation as a group, I personally felt that the organisation, PowerPoint presentation and the information collected for this task was of a high standard and I believe that we were confident in the information obtained and also worked well in our group

We used PowerPoint as a presenting tool due to the task requiring this method of presenting and our other tool was cue cards. Person A and Person B decided what each of us would research, yet they were able to let me and Person C have a choice as well. This then made each of us aware of what we needed to research and put into our presentation.

Due to initially not being in a group and joining the group after it was formed, Person A, Person B and Person C had already decided on what dates we would meet and that these would be held at UCP. They decided to meet at least once a week, where in which all of us would contribute whatever research we had on Rolls Royce and put this into the PowerPoint. I think the task of researching and putting the research into the presentation was shared out equally due to all of us having a turn in putting the information needed on each slide.

This method or working worked very well for me as organisation is not one of my strengths therefore; having the meetings already set out helped me to plan what needed to be done for each of the meetings.

Looking back on working together as a group I believe that we followed the Belbin (1974) team role theory of working in a team. Below is a table listing the roles which everyone took in group.

Person C | * team worker * Shaper * Resource investigator | Me | * Resource investigator * Plant * Specialist | Person B | * Monitor evaluator * Completer finisher * Specialist | Person A | * Implementer * Completer finisher * Shaper |

The roles above were undertaken well as our personalities went well with these roles. What worked best in our team was the fact that we were all quite comfortable with each other and if something did not work for one of us we would be able to review it and see whether another person in our group would be better suited for the task.

I think that all of us worked very well together. There was no ‘groupthink’ within our team and we didn’t take risks within the presentation so that we could make it a successful one.

Sometimes, there was some disorganisation, not only on my part but on others too. I believe that we should have rehearsed it to an audience and rehearsed it more often so that we would not have to have used the cue cards.
Task 6
Websites
Rolls Royce, n.d., Marine [online] Available at: <http://www.rolls-royce.com/marine/products/diesels_gas_turbines/index.jsp>
Rolls Royce Civil, n.d., [online] Available at: <http://www.rolls-royce.com/civil/products/>
Books
Building organizations and procedures, 1978, Foster, G., Seventh impression, Eastbourne: Longman group ltd.
Achieving quality standards, 1994, Munro-Faure, L., Muro-Faure, M., Bones. E., Harlow: Pearson Professional Education
Manufacturing Strategy: The strategic management of the manufacturing function, 1985, Hill, T., London: Macmillan Education Ltd.
Basic manufacturing, 2004, Timings, R., Third Edition, Burlington:Newnes
Waste Engine Oils: Rerefining and Energy Recovery, 2006, Audibert, F., First edition, oxford: Elsevier Science

Industrial and Process Furnaces: Principles, Design and Operation, 2008, Mullinger, P., Jenkins, B., First Edition, Burlington: Butterworth-Heinemann

Journals
Linebaugh, K., Pratt, Rolls-Royce realign ties, [Online] (Oct. 13, 2011): pB6. From gale gengage learning. http://go.galegroup.com/ps/i.do?id=GALE%7CA269544959&v=2.1&u=anglia_itw&it=r&p=AONE&sw=w
Norris, G., Fighting on, [online] 173.23 (June 27, 2011): p32. From gale gengage learning. http://go.galegroup.com/ps/i.do?&id=GALE|A262748416&v=2.1&u=anglia_itw&it=r&p=AONE&sw=w
Aviation Week & Space Technology.
I will be writing a review on Building organizations and procedures by G. Foster. The book was first published in 1978 by Longman group limited. The current book is the seventh impression of 1995.
This book consists of, 11 chapters all with subheadings and an index to make certain topics easier to find. Within these chapters the book does not only provide the reader with and analytical aspect into building organisations and procedures but also includes illustrations to help with the definitions of certain methods used for construction and building. As discussed previously, the contents are set out very efficiently and I was able to determine that the overall book is written in a report format, which makes it easier to navigate and directs the reader straight to the information they would require.
The content at which it is written is of a high standard and provides the reader with accurate information whilst also introducing key terms used in the building industry
The usage of colour is not particularly used in this book apart from the cover. This may be due to the date in which it was first published but also the overall status of the book is very informative and expands on is for key information..
Overall the book, is pretty much what is says on its cover. It’s a book about building organisations and procedures, incorporating illustrations and acknowledgements within its context. It’s very useful to a reader who wants to expand their knowledge in this field.

Task 7
Engineering outlook on Rolls Royce
Contents
introduction 1
Company History 2
Specialist areas 3
Civil and Defence Aerospace 3.1
Marine 3.2
Outlook 4
Conclusion 5
Appendices 6
Appendix A 6.1
Appendix B 6.2

Introduction 1
This report will consist of a study on the engineering department of Rolls Royce and how this sector performs within the business whilst looking at their outlook for the future. This will include research into 3 particular sectors.
The report will be supported by a range of information obtained from secondary research which will consist of, journals, articles, blogs, performance sites and the company profile.
Due the nature of the company, the books analysed for task 6 will not be cited in this report.
As a whole, the report will be split up into 5 sections which will be backed up by references and appendices.
Looking into all of the above will then conclude the report on this area whilst assessing the sections systematically.

Company History 2
Rolls Royce started as a manufacturer of cars in 1904, when Charles Rolls and Henry Royce met in Manchester and agreed to form a company.

Their manufacturing for aircraft started during world war one when the demand for it increased.

During this day and age (after their license for motor cars were sold to BMW), they have now expanded into new markets. These consist of, civil aerospace, defence and marine markets where engineering takes on a big part of each of these sections.

Specialist areas 3
This section provides an insight of the products made within the different sectors, how one main product is made and how their company compete with others on the market, solely focusing on 3 different sectors of the business which are civil and defence aerospace along with marine.
This will then help define the pros and cons of manufacturing and whether Rolls Royce is successful from a manufacturing point of view.
This section will be supported not only by the Rolls Royce site but other sites as well.
Civil and defence aerospace 3.1
Within civil and defence aerospace Rolls Royce has 3 main categories for their engines and within these they have various different types of engines. Their categories are shown on the table below. Taken from, Rolls Royce Civil (n.d.). | | | Large aircraft engines | Small aircraft engines | Helicopter engines |

The way, in which they manufacture these, particularly the Trent 700 style engines, as shown in YouTube ‘How to build a jet engine’ (2010) are as follows: * Firstly the engines are designed for jumbo wide bodied airliners, e.g. airbus super jumbo * They then acquire each part from the warehouses * From these parts thousands of components are then made to build each separate module. * These modules then make up 8 separate sections * They are then put together on the assembly line and create one engine.

Regarding their competition within this field (as discussed in YouTube video), and as researched on BBC (2001) there is only two other companies who Rolls Royce have competition with. They are called General Electric and Pratt& Whitney. Although in Rolls Royce News (2011) they have overcome of their competition by being partners with Pratt& Whitney.
Marine 3.2
Within the marine sector Rolls Royce has 4 different engines. These are listed in the table below. Taken from, Rolls Royce Marine (n.d.). | Our medium-speed Bergen diesel engine portfolio comprises established and newly developed models in the 1.8 to 8MW power range. | | Bergen lean-burn gas engines are meeting the emerging market for low-emission propulsion and are the cleanest and most efficient on the market available in powers from 1.4 to 7MW. | | The gas turbine range delivers powers from 3.9 to 40MW. Rolls-Royce has delivered more marine gas turbines into naval service than any other manufacturer. The MT30 has now been selected to power the Royal Navy's new aircraft carriers | | The Bergen range of diesel and gas packaged sets deliver 1.4 to 8MW of electrical power |

The way in which they manufacture these, particularly the Bergen style engines, as shown in YouTube ‘Rolls Royce Bergen medium-speed diesel engines’ (2010) are as follows: * They acquire the designs for each particular part of the engines being build * If already made these parts are taken from their stock if not they are made on demand. * From these 3 main components are made. These are the rotate cylinders the outer shell and the bar to enable the cylinders to rotate * The cylinders consist of various different parts therefore these are made first * The outer shell is then made to allocate the cylinders ad from the outer shell the bar is put in place. This then creates this particular module.

Regarding their competition within this field, there are only three other companies and as discussed previously on the civil and defence aerospace segment two of these are GE and Pratt& Whitney but the other one is Vericor TF, shown in Forecast International (2010). Again shown in Rolls Royce News (2011) they have overcome of their competition by being partners with Pratt& Whitney.
Outlook 4
Please refer to Appendix A and Appendix B.
Conclusion 5
The study conducted for this report has shown how rolls Royce perform within the engineering market as a business and that their 2 strongest departments consist of civil aerospace and defence aerospace.
Overall, taking into account their engineering techniques and their employees the company has a specialised and integrated themselves very well within the aerospace market and the research conducted in section 3 supports this statement.

Appendices 6
Appendix A 6.1
“Market Outlook
Rolls-Royce Civil Aerospace produces a 20-year global market outlook, which covers passenger and cargo jets, corporate and regional aircraft.
We predict that, over the next 20 years 137,000 engines, worth over US$800 billion will be required to power more than 63,000 commercial aircraft and business jets. The forecast predicts faster growth rates for long-haul markets and those markets to, from and within Asia. These markets will continue to benefit from more liberal air service agreements, which boost demand. Factors affecting demand include GDP growth, aircraft productivity, operating costs, environmental issues and the number of aircraft retirements.
In addition to the forecast for Original Equipment, we forecast a market opportunity worth US$600 billion for the provision of product-related aftermarket services.
Due to the constantly changing nature of the market, Rolls-Royce has decided to simply publish a high-level summary of the forecast here. We do maintain an up-to-date market view, with a much greater level of detail, and are happy to discuss this with customers, investors, partners and other stakeholders.”
Civil Aerospace outlook taken from Rolls Royce (n.d.)
Appendix B 6.2
“Market outlook

The Group forecasts a demand for marine power and propulsion systems valued at US$215 billion over the next 20 years.
Demand will be greatest in the commercial sector, where the shipping of raw materials, finished goods and people, in addition to oil and gas exploration and production activity, play crucial roles in the world economy.
These activities require large fleets of specialised and increasingly sophisticated ships, which have to be continually renewed and supported to remain operationally efficient.
Merchant and offshore markets are rarely at the same stage of the business cycle, which helps to reduce overall volatility.
Whilst naval markets are driven by different considerations, customers are similarly seeking to get more from their budgets, leading to increasing demand for integrated systems and through-life support arrangements.
As in the Group’s other markets, marine aftermarket services are expected to generate significant opportunities, with demand forecasted at US$125 billion over the next 20 years.”
Marine outlook taken from, Rolls Royce (n.d.).

Task 8
Part 1
The document talk about the demand for luxury goods increasing in India due to their growth rate increasing by 20.5% as people with net assets of more than $1m has grown to 100,000.
Certain problems with luxury goods tend to be the taxes (60% on watches for example) and lack of luxury retail space. Despite these high taxes on luxury good the market is still growing.
Part 2
Q1. India is an attractive market for sellers of luxury goods due to, their economic growth rate being very high as shown in the second paragraph of the article. “It was the second fastest rate of growth in the world, after Singapore’s 21.5 per cent.” and only having two types of customers to lure into the luxury goods market.
Q2. The problems sellers of luxury goods will encounter in India are as follows (as obtained from the article ‘India’s new affluent consumers’) * Duties on luxury goods can be as high as 60% making shopping for luxury goods not as competitive as you’d find from overseas retailers. * There is a lack of quality retail spacing, for example most luxury goods are sold in hotels, when Ermenegildo Zegna a luxury goods retailer opened their store in a mall, is was later forced to close due to a deteriorating brand environment when McDonalds planned to open next to it. * There is a lack of necessary infrastructure for sports cars, where they are more vulnerable to abuse in the street of Mumbai. For example, the roads, most often than not, have potholes in then and during rush hour- cars normally bump into each other jostling for space
All of the above contribute to the disadvantages that occur when introducing luxury products to India.

Q3. Comparing India to the UAE, the following information from NationMaster (2003-2011) was acquired to contrast and compare the 2 countries against different criteria that relates to the luxury goods market. (Accessed on 08/12/2011 http://www.nationmaster.com/compare/India/United-Arab-Emirates/Taxation) | India | United Arab Emirates | Comparing | Corporation Tax | 33.99% | 55% | Corporation tax is more in the UAE than in India. | Income tax | 30% | 0% | Income tax is not applied to the UAE but is applied to India | Net taxes (every tax that is applied to products) | 2379460000000 | 14 | The taxes in the UAE are significantly lower than in India. |

Looking at this data we can determine that, corporation tax is a lot higher in the UAE that in India although income is now applied to the UAE. From this, adding up the percentages, in India you have to pay 13.99% more in taxes of goods than in the UAE, making the UAE a more favourable country to shop for luxury goods.

Although this is true, corporation tax is higher in the UAE whilst in India it’s much less therefore this is less favourable for the producers/retailers of luxury.

Overall, the prospects of selling luxury goods in India opposed to selling them in the UAE is lower, due to the taxation and also due to infrastructure of roads and malls as stated in the article.

Task 10
Task 10 Part 1 Personal Development

1. Skill: Communication skillsDuring this first semester I have formed good relationships with people undertaking my course. I have improved the way in which I am writing, therefore improving my assignments when I complete them. Within this course, I have learnt about the styles of learning which I undertake not only at university but also within a working environment. During the making and presentation of our power point I believe I worked well within my group and we obtained a lot of good comments on our presentation due to the knowledge we gained from researching.Within my working environment, using these skills I have been able to deal with customers in a different way and using different approaches to my job.The feedback from my tutors said: * SMART objectives need to be included on all my written studies/tasks * Presentation was good and we researched and went into quite a lot of detail.My peers (the other students) said: * Presentation skills are good * Good at getting my point across * Good at understanding other peoples point of view | 2. Teamwork and leadershipDuring my first semester, I have managed to communicate with my peers well. I’m good at adapting to different environments and interact with different people and this was proven not only in lectures but also within the group presentationsI’m good at expressing views and I have shown this throughout this semester but imp also good at listening to other people’s opinions, by taking into account what they say and putting it into perspective to make it work.Whilst working at Travelex, I have acquired a range of skills that enable me to work efficiently as a team. We all have different goals as individuals, but as an employee we have to take into account the goals of Travelex as well; therefore we implement them in our everyday goals as customer service representatives. When sometimes a team leader is not on duty I get asked to take over. I believe this is because I work and interact well with my team but I am also able to dictate what needs to be done for the day.The feedback from my tutors said: * Presentation was lead correctly and was of a corporate style My peers (the other students) said: * Team leading skills are good * Good at getting my point across * Good at understanding other peoples point of view | 3. Self-awareness and critical reflectionDuring my first semester I have been able to adapt to university life quite easily. I have always been the sort of person who is able to learn from mistakes and experiences. In a learning environment, I am aware of what I’m good at and what I need to improve on. Within the university and at Travelex, I am able to take criticism from others to improve my way of working and also my way of learning. This enables me to advance as a customer service representative and also a university student. Finally I am always able to change tactics if one method doesn’t work for me. For example if I disagree with what someone says, I will research into the matter and try to change tactics to suit my way of learning and dealing with customers. The feedback from my tutors said: * SMART objectives My peers (the other students) said: * good at taking criticism and expanding on other options * able to apply different tactics to different tasks | 4. Problem solvingDuring my first semester at university I was able to apply myself to one problem at a time so that I could get assignments and tasks completed as soon as possible. This was done by only concentrating on one assignment/task at the time and completing it before moving onto the others Understanding the problem is one of the main pointers to actually resolving the problem itself and I believe that I am quite good at this, as I always try to figure out what the question is asking me to do before starting it.At my present job, a lot of my role within the company is to do with problem solving. Working in a customer services environment where customers call because their cards are not working, or they’ve lost their cards, etc., requires a lot of problem solving. You have to locate where they are, whether we can get money to them or whether we can send out a new card whilst taking into account what will be the better solution for the company and the customer, so finding solutions to these problems is essential to my job role. The feedback from my tutors said: * Presentation was lead correctly and was of a corporate style My peers (the other students) said: * When someone disagrees with something you would go out of your way to resolve it * Good at solving other’s problems * Good at understanding other peoples point of view | 5. Motivation and organizationThe first semester of university has taught me to take initiative in my assignments to differ from others. When working in groups I am enthusiastic and have a ‘can do’ attitude which not only motivates me but also motivates the group I’m in and this was shown through the outcome of the presentation for Rolls Royce PLC. I have a decisive manner when working and also at university but I am always able to adapt this to the environment that I am in. When working at Travelex, a ‘can do’ attitude is really important within my role. Also being enthusiastic and decisive also plays a big part when communicating with customers over the phone. The feedback from my tutors said: * Motivated at university, but due to working 42hrs a week it can sometimes affect my organizationMy peers (the other students) said: * I am very good at motivating people when completing tasks/assignments * I am good at deciding what needs to be done and what is essential | 6. Basic and extended skill setDuring this first semester my writing skills have improved dramatically from when I left school. I have been able to adapt a certain way in which to write to answer questions within work and within group discussions.I believe that the skills before I started university are as follows: * numeracy * IT skills * Fluent in English and Portuguese * First aid trained * CreativityNow I have been able to add the skills below: * Presentation skills * Accounting skillsAll of the above have broadened my basic and extended skills sets but I have also been able to apply these to university and work.While working in an environment within a company that trades worldwide, and having access to a wide range of resources that the company has to provide the support for their customers I acquired a wide range of skills and knowledge that allow me to assist customers efficiently. The feedback from my tutors said: * Having 2 languages will help me in the long runMy peers (the other students) said: * I am able to speak 2 languages with no accent which is good * With the skills I have obtained I am able to help others with their work. |

Please view appendix C for putting it into a job application.
Part Two – Development Planning

Objective | Action That Needs To Be Taken To Meet Objective | Time Frame | Resources Needed | Evidence To Be Used To Show Achievement of Objective | Becoming a more effective and independent learner | Understanding knowledge gainedDeveloping a more efficient self-learning methodKeeping a healthy balance between student life and working life | On going | LibraryUse of the internetRecommended books | Handover of work in a timely manner (within deadlines)Progression throughout my assignments | Completing my degree | 1) Attending lectures 2) Handing in assignments time 3) Liaise with tutors | 3 years | LecturersRecommended booksInternetStudy time | Results of presented work | continue to develop my skills and knowledge within the company I am working for at present | 1) carry on with work I am already doing2) look into ay opportunities that might arise in future that will allow acquiring new skills3) to complete continuous professional development | On going | Attending in service training sessionsStaying within the company | Continue employment |

Wednesday 12th October | First meeting was conducted- due to me personally not being there, they organised how they would present it and what to research | Wednesday 19th October | Met up and decide who would research what and how to put it into the presentation. Person A made up a list of things that we had to include so we could tick these off as we went along. From the previous Wednesdays meetings we started to put into the PowerPoint the information researched. Person A and Person B set deadlines for work to be in on Tuesday 25th October to put the PowerPoint together. | Tuesday 25th October | Today we put all of the things we researched together and made sure that the PowerPoint had a corporate feel to it. We decided that we would rehearse our presentation today. We went over the presentation 3 times to try and speed up our talks to make the overall presentation under 20mins. | Monday 31st October | Today we referenced all our work on the last slides. This was done by Harvard referencing. We also went over what we need to say during the presentation and timed ourselves to make sure that we within the time limit. |

Appendices
Appendix c
An example of how this would apply to a job application
Putting it into a job application
When applying for this post I have noticed that communication skills are a vital part to the job. Whilst studying for my degree and working within Travelex I have developed a range of skills including: verbal and written skills along with technological communication skills. These have helped me to express my views within a work environment concisely and have enabled me to write accurately. I have conducted PowerPoint presentations using PowerPoint software in a confident manner, highlighting the most important points within the presentation whilst being thorough with the research behind those points.
As a customer service representative, communication is essential when dealing with various customers. Working at Travelex has helped learn to deal with customers in a range of ways to suit each call that comes through to me. Being able to speak a second language has helped me to expand my knowledge and again deal with customers efficiently. This experience of working within a call centre has also encouraged me to express my views within a working environment including formal meetings.
I am clear when training new members of staff at Travelex and I always make sure they understand different processes for when they start answering calls on their own.
Finally, due to the nature of my current role the importance of getting the company’s point across is essential to aid with certain queries, therefore I have an adapt way in which I communicate these to make customers feel like they are being listened to and my point is being made also.

Referencing
Belbin, M., 1974, Home to Belbin, [online] Available at: <http://www.belbin.com/rte.asp?id=8> [accessed on 03/12/2011]
BBC, 2001, Profile: Rolls-Royce [online] Friday, 19 October, 2001, 08:20 GMT 09:20 UK Available at: <http://news.bbc.co.uk/1/hi/business/1606289.stm> [accessed on 22/10/2011]
Forecast International 2010, Analysis 4: The Market for Gas Turbine Marine Engines 2010-2019 [online] Available at: <http://www.forecastinternational.com/samples/F649_CompleteSample.pdf> [accessed on 03/12/2011]
Rolls Royce, 2011, Rolls-Royce and Pratt & Whitney announce new partnership to develop next generation engines for mid-size aircraft and restructuring of IAE collaboration [online] 12th Oct. Available at: <http://www.rolls-royce.com/civil/news/2011/111013_pratt_whitney_partnership.jsp> [accessed on 22/11/2011]
Rolls Royce Marine, n.d., engines [online] Available at: <http://www.rolls-royce.com/marine/products/diesels_gas_turbines/index.jsp> [accessed on 22/11/2011]
Rolls Royce Civil, n.d, products [online] Available at: <http://www.rolls-royce.com/civil/products/> [accessed on 23/11/2011]
Civil Aerospace, Market outlook, Rolls Royce, n.d., [online] Available at: <http://www.rolls-royce.com/marine/about/market_outlook/index.jsp> [accessed on 24/11/2011]
Marine, Market outlook, Rolls Royce, n.d., [online] Available at: <http://www.rolls-royce.com/marine/about/market_outlook/index.jsp> [accessed on 24/11/2011]
Youtube, 2010, ‘How to build a jet engine’ [online] Available at: <http://www.youtube.com/watch?v=2XLkQN7bWSk> [accessed on 06/12/2012]
Youtube, 2010, ‘Rolls Royce Bergen medium-speed diesel engines’ [online] Available at: <http://www.youtube.com/watch?v=wT1p_TmyLJk> [accessed on 06/12/2011]

Bibliography
Websites
Belbin, M., 1974, Home to Belbin, [online] Available at: http://www.belbin.com/rte.asp?id=8
BBC, 2001, Profile: Rolls-Royce [online] Available at: http://news.bbc.co.uk/1/hi/business/1606289.stm
Forecast International 2010, [online] Available at: http://www.forecastinternational.com/samples/F649_CompleteSample.pdf
Rolls Royce, 2011, [online] Available at: http://www.rolls-royce.com/civil/news/2011/111013_pratt_whitney_partnership.jsp
Rolls Royce Marine, n.d., engines [online] Available at: http://www.rolls-royce.com/marine/products/diesels_gas_turbines/index.jsp
Rolls Royce Civil, n.d., products [online] Available at: http://www.rolls-royce.com/civil/products/
Civil Aerospace, Market outlook, Rolls Royce, n.d., [online] Available at: http://www.rolls-royce.com/marine/about/market_outlook/index.jsp
Marine, Market outlook, Rolls Royce, n.d., [online] Available at: http://www.rolls-royce.com/marine/about/market_outlook/index.jsp
Books
Building organizations and procedures, 1978, Foster, G., Seventh impression, Eastbourne: Longman group ltd.
Achieving quality standards, 1994, Munro-Faure, L., Muro-Faure, M., Bones. E., Harlow: Pearson Professional Education
Manufacturing Strategy: The strategic management of the manufacturing function, 1985, Hill, T., London: Macmillan Education Ltd.
Basic manufacturing, 2004, Timings, R., Third Edition, Burlington:Newnes
Waste Engine Oils: Rerefining and Energy Recovery, 2006, Audibert, F., First edition, oxford: Elsevier Science

Industrial and Process Furnaces: Principles, Design and Operation, 2008, Mullinger, P., Jenkins, B., First Edition, Burlington: Butterworth-Heinemann

P. Honey and A.Mumford, Manual of Learning Styles (London BBC Books 1996)
Journals
Linebaugh, K., Pratt, Rolls-Royce realign ties, [Online] (Oct. 13, 2011): pB6. From gale gengage learning. http://go.galegroup.com/ps/i.do?id=GALE%7CA269544959&v=2.1&u=anglia_itw&it=r&p=AONE&sw=w
Norris, G., Fighting on, [online] 173.23 (June 27, 2011): p32. From gale gengage learning. http://go.galegroup.com/ps/i.do?&id=GALE|A262748416&v=2.1&u=anglia_itw&it=r&p=AONE&sw=w