Noli Me Tangere Cover Symbolism Essay

Major characters: * Juan Crisà ³stomo Ibarra y Magsalin – commonly referred to the novel as Ibarra or Crisà ³stomo, is the protagonist in the story. Son of a Filipino businessman, Don Rafael Ibarra, he studied in Europe for seven years. * Marà ­a Clara de los Santos y Alba – commonly referred to as Marà ­a Clara, is Ibarra’s fiancà ©e. She was raised by Capità ¡n Tiago, San Diego’s cabeza de barangay and is the most beautiful and widely celebrated girl in San Diego. * Don Santiago de los Santos – known by his nickname Tiago and political title Capità ¡n Tiago is a Filipino businessman and the cabeza de barangay or head of barangay of the town of San Diego. He is also the known father of Marà ­a Clara. * Doà ±a Victorina de los Reyes de Espadaà ±a – commonly known as Doà ±a Victorina, is an ambitious Filipina who classifies herself as a Spanish and mimics Spanish ladies by putting on heavy make-up. The novel narrates Doà ±a Victorina’s younge r days: she had lots of admirers, but she did not choose any of them because nobody was a Spaniard. Later on, she met and married Don Tiburcio de Espadaà ±a, an official of the customs bureau who is about ten years her junior. * Dà ¡maso Verdolagas – or Padre Dà ¡maso is a Franciscan friar and the former parish curate of San Diego. He is best known as a notorious character who speaks with harsh words and has been a cruel priest during his stay in the town. He is the real father of Marà ­a Clara and an enemy of Crisà ³stomo’s father, Rafael Ibarra. * Pilosopo Tasyo – is another major character in the story. Seeking for reforms from the government, he expresses his ideals in paper written in a cryptographic alphabet similar from hieroglyphs and Coptic figures hoping â€Å"that the future generations may be able to decipher it† and realized the abuse and oppression done by the conquerors. * Sisa – is the deranged mother of Basilio and Crispà ­n. Described as beautiful and young, although she loves her children very much, she can not protect them from the beatings of her husband, Pedro. * Crispà ­n – is Sisa’s 7-year-old son. An altar boy, he was unjustly accused of stealing money from the church. After failing to force Crispà ­n to return the money he allegedly stole, Father Salvà ­ and the head sacristan killed him. It is not directly stated that he was killed, but the dream of Basilio sugg ests that Crispà ­n died during his encounter with Padre Salvi and his minion. * Basilio – is Sisa’s 10-year-old son. An acolyte tasked to ring the church bells for the Angelus, he faced the dread of losing his younger brother and the descent of his mother into insanity. At the end of the novel, Elà ­as wished Basilio to bury him by burning in exchange of chest of gold located on his death Maria Clara = Leonor Rivera Ibarra & Elias = Rizal Tasio (the Sage) = Paciano Padre Salvi = Padre Antonio Piernavieja Capitan Tiago = Capitan Hilario Sunico of San Nicolas Dona Victorina = Dona Agustina Medel Basilio & Crispin = Crisostomo Brothers Padre Damaso = represents all typical friars of that time

For four years the guilt still haunted my Mum

As we sat down for dinner or ‘tea' as it has come to be called in our small two up-two down house, 174, Lonsdale Street, there was that same ominous feeling in the air that all too often filled me with dread and a sinking sensation in the pit of my stomach. That would set the tone for the remainder of the evening and most probably continue late on in to the night and early hours. The hunger that now eluded my whole body had earlier been forced to become a mind over matter issue as I struggled fruitlessly with my maths homework, but now, tea was ready. Unfortunately though, my hunger was no more satisfied even after I had ravenously finished off every last bite of my half – yes my whole half – of the gourmet dish of Heinz beans and sausage, so expertly cooked – or rather opened from the tin – by Paul. This was another tell-tale sign of what was to come in the next few hours. As per usual, the rather bland evening meal was complemented by certain happenings in our house that even I struggled to deal with as I maybe would have done in the past. By now, we had grown used to, and even begun to accept, the fact that Dad was no longer around to bring a sense of buoyancy and a friendly, smiling face to our home and our lives. Maths homework was left unfinished and certain D.I.Y jobs, such as the burst water pipe in the small dingy bathroom at the end of the landing, were left leaking. But we all understand that life must go on and we must stay strong – if not for our sake, for Mum's. This was something we had done very well since Dad left. Just the two of us, until she found Paul. As soon as we finished our tea, Mum set about busily clearing the table as I put the kettle on, offering Paul a drink and anxiously awaiting his most-probable violent reaction. Much to my disbelief, he simply just declined the drink, but left the kitchen hurriedly, in a similar fashion to the one in which he had entered, irritably mumbling something about Janet and how he had had to put up with this for too long now and how he is not putting up with it for much longer. With this, my thoughts and fears were confirmed and my heart pounded once again. It had been plainly obvious from the second I awoke that morning that they had been arguing the night before and it would once again be Mum who came out worse off. The atmosphere was tense all too often in our house. It was impossible to tell when things would boil over, but it was obvious that the tension was always at a light simmer, biding its time and appearing to await the perfect moment. It was for exactly this reason that I never invited any of my friends round to sleep or even to watch a film or for tea. The whole environment and aura is too aggressive, too heated for others to understand. In fact, everything that happens in our house with regards to this situation is kept to myself. Just as the kettle boiled my mind jolted back into reality and I poured water in to each of the three mugs. I heard the front door close with a bang and the letter box swung backwards and forwards, probably hanging off even more than it had before. â€Å"We shan't be seein' ‘im again tonight,† said Mum softly in her ever-calming voice. â€Å"He'll be back,† I replied tentatively. â€Å"Oh, he'll be back all right. Drunk as a skunk, no doubt.† She even said this in a subtle tone, as if she had seen it all before and was now finding the whole scenario increasingly monotonous. I decided that the best reply, was no reply. We sat in the lounge in silence. No sound apart from Matthew Kelly on Stars in their Eyes gaily welcoming some middle aged house-wife from Wales as Christina Aguilera. I glanced across at Mum, still glaring at the television intently, steel-eyed. She did not even look up, not a second thought. Nothing. Perhaps all recent happenings had hardened her to such petty behaviour†¦ When Gillian had finished her piece as Christina, I drained the remainder of my mug, said good-night to Mum and proceeded up the stairs that creaked more and more with each processional step higher, and to my bedroom. The only place of sanctity I could find. After having only a wash due to the broken shower, I wearily clambered into bed and took out my football magazine from my bedside drawer. The last thing I remembered before dozing off to sleep was groggily reading an article about the demise of Spain on the World stage. The lines upon lines of text slowly transformed into horizontal lines in my mind and became wood, lots of wood all lined up neatly, now vertical, forming walls. Fence panels. My eyes came into focus as I gazed around what slowly materialized into a beautiful open space, lined with borders and rockeries immediately before the mahogany slats, containing amazingly colourful trees, plants and grasses that thrived in the gorgeous weather. Now my mind caught up with my vision and I recognised the setting as our old house. It was peaceful. Perfect. Birds chirruped in the trees and a plethora of insects busily went about their duties. Bees buzzed in and out of open petals and buds all around the garden. Ladybirds landed gracefully on emerald green leaves and butterflies parading stunning spectrums of colour fluttered aimlessly in the gentle breeze. Beyond a finely pruned hedge towards the opposite end of the garden was a ray of light that glared brilliantly in my eyes. It drew me towards it with an almost hypnotic supremacy as I felt the heat of the beating sun on my neck. I stood over the pool and watched tiny insignificant creatures skate on the water's surface, backwards and forwards with no evident purpose. Gradually, large elegant petals floated down from an overhanging tree, landing on the surface of the water charmingly. One by one they came down in to the water. At first with grace, causing minuscule disturbances on the glistening mirror-like surface, but with each descent came a larger and more portentous landing until the pool was littered with petals that gave the water a mystical purple-red glow. At once – or so it seemed – the garden was silent. Insects and birds still seemed to buzz, sing and twitter contentedly in and around the garden, but no sound. Silence. I turned back to the pool to see its emptiness. No buds, no petals, not even a single solitary blade of grass. My eye lids opened with surprising ease to focus on the blankness of the familiar surroundings. Despite my disorientation, there were recognisable sounds from beyond my immediate surroundings. It took another moment for it to make sense. Mum? There was a loud, ear piercing smash, followed by a thud then an emotional cry of pain and torment! I was right. All my thoughts and fears were so damningly correct, but what could I do? Was I to go down? My mind wavered. Could I help her, or was it not worth it? Would it only worsen the situation? Could it only worsen the situation? It did on the previous occasion. Another loud scream later, followed by a familiar bang and it was over. He was home. Her haven. She whimpered in his arms, but he was oblivious. Immensely intoxicated by drink, he had fallen backwards onto the empty bottle on the table. Well, that was our version. Who would doubt it though? Her numerous breaks and bruises were plain for all to see. For four years the guilt still haunted my Mum. And Chloe, the result of that fateful night.

Contemporary Approaches Essay

Kaplan University There are four contemporary approaches discussed here in our Unit 2 reading sociotechnical systems theory, quantitative management, organizational behavior, and systems theory. They are to help an individual are group organization. All of these approaches should be taken into consideration when striving to compete in competitive business environment. I think organization behavior is the most important because the approach is the ystematic study of knowledge about how people – as individuals and as groups – act within organizations. The dynamics of group behavior and of the formation and suitability of any group need to be understood and implemented well, in order to achieve a harmonious working environment. Organization behavior is a contemporary approach that also studies and identifies management activities that promote employee effectiveness by examining the complex and dynamic nature of individual, group and organization processes. Sociotechnical system theory is different from organization behavior because, sociotechnical system is a theory to help design Jobs that attempts to redesign tasks to optimize operation of a new technology while preserving employee’s interpersonal relationships and other human aspects at work. It’s effective when their employees have the right tools training and knowledge to make products and services that one valued by customers. Quantitative management shows it’s different in helping anager make decision by developing formal mathematical models of the problem. Instead it finds the best solution to problems. In which then can be applied to different workplace challenges. What make systems theory different is, Systems theory addressed the role of the external environment. A system is a set of interdependent parts or elements which function as a whole in achieving certain goals or objectives.. REFERENCE www. ncefbsc. com/contemporary approaches. html

TQM Research Paper Example | Topics and Well Written Essays - 500 words

TQM - Research Paper Example The paper will discuss the history of the balanced scorecard as a tool of performance measurement and management and outlines the detailed four perspectives of measuring the performance of the organization. The paper will also outline some benefits that are offered by the balanced scorecard as a tool of process improvement and performance measurement. The balanced scorecard was developed by Robert Kaplan and David Norton in 1995 and considers four perspectives of organizational performance that include the financial perspective, customer perspective, internal business process and finally learning and growth perspective (Niven, 2005). According to Kaplan and Norton, the tool translates the organizational mission and strategy in set of performance measures that will determine the short-term and long-term organizational progress in executing the mission and strategy of the company (Niven, 2005). In this case, the tool is useful since it clarifies the vision and strategy and links the strategic objectives with the measures and further enhances the strategic feedback of the attainment of the corporate objectives. The financial perspective measures the economic performance of the actions taken by the firm such as the increase in revenues, the increase in profitability, the decline in the operational costs and decline in bad debts (Meyer, 2002). The short-term financial measures can include an increase in the number of sales units while the long-term financial measures will include increase in overall profitability and reduction in the operating costs. The customer perspective is geared at identifying the market segments and ensuring higher customer satisfaction and retention. High customer satisfaction will lead to higher customer loyalty and retention thus reducing the marketing costs and increasing the business revenues (Niven, 2005). The customer measures of performance include the number

The Great South Bay of Long Ireland Case Study Example | Topics and Well Written Essays - 750 words

The Great South Bay of Long Ireland - Case Study Example "According to statistics, the hard clam population in the Great South Bay has declined by 90% since 1976. The number of bushels harvested by baymen between the mid 1970's and the late 1990's declined more than 70%" ('Rep. Grucci (NY1) Secures', 2007). The clam population decline threatens biodiversity of the region and wildlife extinction. Thesis Many years of clam fishing and exploitation of resources results in water deterioration, extinction of hard-clam population and industry decline. Poor quality of water is the main cause of the clam population decline and overexploitation of these resources. Clams are be capable of tolerating extreme fluctuations in environmental conditions (salinity fluctuations are particularly stressful). Clams purify water and balance biodiversity in the region. "Degradation of water quality, especially by nonpoint source runoff, is of mounting concern. The Great South Bay is the receptacle for water from the more than a million people that live within the bay's drainage basin" (SIGNIFICANT HABITATS n.d.). Thus, water quality is the main concern in this region because of high rates of lead and zinc contamination caused by industrial pollution. Moreover, the quality of water has deteriorated because of the large amounts of pesticides, copper and other chemicals which have been used to increase production. The presence of clams is critical to many valued coastal fisheries resources. Small clam populations are unable to pump and purify waters of the basin. Substances such as oil, grease, petrol, heavy metals and leached salines have been added to the water. As a result of the changes in water quality and total control of water began to spread. Overclamming results in extinction of the hard-clam population and has a negative impact on regional biodiversity. Clams are the main food for small sharps and squid. Decline in clam populations leads to environmental imbalance and can cause extinction of sea fish. Both the rate of loss of biodiversity and the equilibrium level of diversity that survives will be influenced through actions taken now to protect species, genetic resources, and critical habitats, while using them sustainably to meet social and economic needs. To make collective action even less harmonious, some ecological disturbances can be viewed not only as inevitable, but as necessary to the health of an ecosystem. Scientists "question whether any preventable losses should be allowed at a time when tens of thousands of dollars per acre is being spent to restore grass beds" (Blankenship 1998). But even were the best of those measures in place, the pace of destruction would still be too fast. That is because there inhe res in the earth's biological assets an uneliminable public good dimension. Industry decline could have a great impact on regional economy and unemployment. The region depends upon this industry and, if nothing changes, in several years clamming population will disappear. "No where else in America is the relationship between a healthy environment and a healthy economy more evident and intertwined than right here on Long Island," added Rep. Grucci" (Rep. Grucci (NY1) Secures, 2001). Undoubtedly, production and trade of clams embody a definite amount of economic rents that accrue to the various market participants. The

Knowledge Management, Social Networks and Innovation Assignment

Knowledge Management, Social Networks and Innovation - Assignment Example an explicit asset will be its ultimate product, because as Lytras, Russ and Maier (2008, p. 144) described, KM aims to productize and distribute knowledge within the organization. KM’s overall benefits include forming an ‘organizational learning’ system whereby people in the firm will be bale to gain wide knowledge that is useful for their as well as organization’s common benefits. As Forster (2005, p. 397) denoted, KM is a process that collects, shares and utilizes experience, knowledge, skills and wisdom of employees and they are then converted to a collective organizational learning process. This is how KM helps organizations improve the performance and effectiveness of organizational activities. For instance, a firm may recruit old workforce believing that old-workers are more knowledgeable than young people and they will be retained with a view to make use of their knowledge and experience. This is a strategic way to create new knowledge. They have mor e experience, which can later be transferred to other workforce through collaborative team work or other progressive activities. This is how experience can be converted to knowledge, or knowledge can be created from experience. Young workforce, for instance, will later be able to use their acquired knowledge for the overall organizational benefits. Explicit or Tacit nature of knowledge in relation to creation and sharing Knowledge creation, sharing, transferring and utilizing can be carried out through either papers, documents, database etc or through people’s mind. Explicit knowledge refers to that information being processed through papers, documents or database etc, whereas tacit knowledge is the information that is processed... This paper highlighted that knowledge sharing helps an organization foster innovation as people within its workplace will be motivated to gain newer knowledge, think creatively and bring newer ideas that in turn can help the organization perform better. Social networking is an essentially important means that almost all companies in recent years are extensively using for better knowledge sharing experiences. This paper described the conceptual framework of how social networks improve the effectiveness of KM and the practical issues that are faced by the management in relation to KM and innovation development. This paper approves that KM comprises of people, process and technology. How people use technology for knowledge sharing also impact the results of KM strategy. For far better results, the organization may need to facilitate extensive training for using technology in the KM. People in an organization may be well-versed in using computers, database, software, social networking, etc and as a result the result also will be better than the other way. This paper makes a conclusion that people’s approach and organizational learning culture also impact the KM effectiveness. Management may face severe issues related to employees less awareness of the KM practices, irresponsibility of concerned people, lack of motivation to get involved etc. Problems related to artifacts are also to be considered while implementing a better system of the KM. Artifacts such as manuals, software, networking, papers, documents etc that are used in the KM practice must be appropriate for the ultimate purpose of the processed knowledge.

Response Paper 3 - Feminist (Human Resource Development) Essay

Response Paper 3 - Feminist (Human Resource Development) - Essay Example Initially the feminist wave was that women can also work the way men do and become economically as productive as men are. However, the thought has now taken a new direction. Hughes mentions that most late-twentieth-century feminist are (rightly) resistant to the simplistic arguments, say of men with objectivist, distanced, positivistic, scientific methods and women with subjectivist, connected, interpretive, non-scientific methods. Few feminists would endorse a wholesale science-bashing that smacks more of ideological excess than of a genuine quest for knowledge. Nor would feminists unanimously opt for the essentialism that identifies quantitative methodologies as male, qualitative ones as female; and positivism as male, ‘interpretationism’ as female (Code, 1995 cited in Hughes, 2000, p. 51). Hughes supports the view of the new breed of feminists who have come way ahead of crude assumptions related to two genders and believe in understanding the minute similarities and d ifferences among men and women. Though it has not got much attention of the HR departments as yet, this study can benefit HR the most as there the two genders are supposed to be treated as equal. Also since it is the responsibility of the HR department to train the human resources for the organisational need, a better understanding of the process of learning of the two can facilitate their training process to a great extent. Hughes rightly defines her purpose as to begin to delineate the ways in which the field of human resource development would be enriched through the incorporation of feminist perspectives (Hughes, 2000, p. 63) Even as the number of women in the managerial spheres of organisations has increased, the learning styles and working styles of men is still taken as a norm. Female managers are forced to confirm to men’s style of learning and working. Else they are assumed to be inefficient. Though the women’s way of working in cooperation with other colleagu es can be extremely beneficial for the organisation, till date the independent working approach of men is considered to be a norm. The reason behind such an approach is that the top level management in most of the organisations is still dominated by men. Giving data from three developed countries, Fiona M. Wilson quotes that U.K. has only 18% of women in managerial positions, Germany has 25% while U.S. has only 5% of the senior managerial positions filled by women (Wilson, 2003, p. 17) Since several years, the society has groomed men and women in a way that they use two different modes of reasoning. Hughes rightly differentiates the two. She says that more men used the mastering, impersonal and individual modes and more women used the receiving, interpersonal and interindividual patterns of reasoning (Hughes, 2000, p. 55). Based on an interview study, Hughes quotes that the gendering pattern of mastering, impersonal and individual patterns was stronger than the receiving, interperso nal and interindividual patterns (Severeins et al., 1998 cited in Hughes, 2000, p. 56) Another strong belief was that men are more target-oriented than women and women are better in doing repetitive work. However, these generalizations do not always hold true. Women also look for more satisfying and challenging jobs as shown in a study on job satisfaction and employee attrition. Many women, like men, express the need for personally satisfying

Grammy Nominees Research Paper Example | Topics and Well Written Essays - 250 words - 1

Grammy Nominees - Research Paper Example Call me maybe is a modern pop that has so much giddiness of teenage. Carly Rae Jepsen was infatuated. The song had to make it to Grammys nomination list. Rock song of the year I will wait for you by Mumford and Sons the single is enough to make you anxious for the release of the whole album. It’s one song you want to listen to as a lullaby and when feeling lonely too. With its shouting chorus mesmerizing percussion and unique banjo, you do not want to miss it yourself. Freedom at 21 by jack white is good for the craziness in this song, I mean what an adult wishes to do is very amazing, making the song not only attractive but good. If you have not listened to the song madness then you are in for a great surprise. This is a nice song courtesy of the band. Beautiful surprise by Tamia makes it to the top as the r n b of the year. Tamia’s voice beautiful will mesmerize you. Her sings of how she misses her love and the emotional connection. This makes the song such a darling to lovers. Adorn another song whereby Miguel wants to show his girl how special she is to him. Probably his funs are women whom he impressed in the song. The oak and pop produced track sounds like it is made of a hootenanny with the loud violin playing. Elle Varner scratchy voice makes the song a nice soul. Apparently, Jay z and Kanye West made the song n***s in Paris a special one. The song was performed ten times in Paris gaining momentum with the funs and making its way to the top in Grammys. The song is an interesting one. A fusion of hip-hop and dent converts so be sure to check it out too. Lil Wayne and drake released yet another hip hop romance along with Tyga. It is all new, drake and lil Wayne not too obvious and leave you surprised. Snoop dog, wiz Khalifa and Bruno mars young wild and free. This hip hop song has been charmed up with a newcomer wiz Khalifa; Snoop dog also unleashes his youthful charm resulting into a new cool music. Blown

International human resource management Essay Example | Topics and Well Written Essays - 2000 words

International human resource management - Essay Example At the same time the HRM should be flexible enough such that the differences in the HRM policies and practices can accommodate the different cultural and business settings (Sims, 2007). Marginson and Sisson (1994) have argued that industrial relations are deep rooted in the national system, which obstructs the penetration of transnational practices by Multi National Enterprises (MNEs). The increased pressure of globalization has made the MNEs to standardize their HRM procedures internationally such that the internal consistency is maintained and ‘best practices’ are percolated to the subsidiaries. This has raised the question of whether the standardized approach for labor relation framed by the MNEs actually caters to the type of employment. In this context the case study has examined the various workforce characteristics of McDonald’s operating in United Kingdom (UK) and Germany. An in detailed analysis about their appraisal, recruitment and characteristics of wo rkforce has been studied. McDonald’s Corporation is one of the most renowned companies in the world. It is the fast food chain, symbolized by a golden arch and has spread its business all over the world. It is recognized as a foremost franchising company, with 80% of its restaurant operating and owned by the franchisees (McDonald's, 2013; Briscoe, Schuler and Tarique, 2012). Interbrand has positioned McDonald’s at the seventh place among the top 100 brands in the world. McDonald’s is operating in different countries, which signifies that it has to adopt its product and services in such a way that it matches not only the cultural, political and economical factors of the country but also the HR practices adapted by them. The HR professional at McDonald’s, before opening their operation in any country conduct an extensive research in order to understand and determine the ways in which the HR activities may be adjusted (Aswathappa and Dash, 2007). As pointed by Love (1995) McDonald’s is well known across the globe for its standardized level of image and product. McDonald’s tends to impose the practices followed in the home country in relation to the trade unions, employee participation and control over the operations of the franchisee. In this context two aspects are studied to analyze the extent to which the standardized approach of labor relation designed by McDonald’s caters to the type of people employed and accommodation of different type of workers by McDonald’s, available in the different labor markets. Recruitment and Appraisal Studies suggest that the business organizations in Germany have a lower level of staffing as compared to the organization in UK. The reason was that the restaurant in Germany has more number of full time workers as compared to that of UK. This was due to the introduction of the German collective agreement that was introduced in the year 1989 for the employees of McDonaldâ€℠¢s. Recruitment for McDonald’s was done through the process of application. Then the applicants had to undergo lie detection process. But it was abolished after there were changes in the labor laws of US. McDonald’s was also in headlines due to the charges bought by a investigative journalist that if during the interview process the interviewing manager finds that the applicant has any

Critically evaluate the extent to which prisoners with learning Essay - 1

Critically evaluate the extent to which prisoners with learning disabilities are discriminated against in the criminal justice system( prison.) - Essay Example Various studies have been conducted emphasising upon this issue where the discrimination in the justice systems involving prisoners with learning disabilities are assessed. Based on a similar context, the study conducted by Fazel & et. al. (2008) revealed that among the aggregate population of prisoners worldwide, a large proportion of imprisoned criminals can be observed as suffering from a kind of disability (Institute for Research and Innovation in Social Services, 2009). This study will be focused on the issue related with the prevalence of prisoners with disabilities today have become a significant concern for researchers being strongly influenced by the social movement emphasising upon discriminatory practices. Research studies in this relation have revealed that prisoners with learning disabilities, which are often categorised as Autistic Spectrum Disorders narrate a comparatively more disturbing psychiatric analysis results, based on their experiences during interrogations and jurisdiction (Leggett & et, al., 2007; Myers, 2004). However, the degree of discrimination or rather relaxation dictated for criminals with learning disabilities, differ from one jurisdiction system to another. Based upon this particular issue, the study will intend to critically evaluate the degree of discrimination being practiced by various jurisdiction systems when judging the criminal conduct of prisoners with learning disabilities. With this concern, the discussion will be structured through an introductory explanation of the issue in focus and comprehensively head towards describing the points along with relevant evaluation. Illustrations will also be taken into account to substantiate the findings of the study where the arguments will be prà ©cised in the conclusion section. Recent updates confirming the noteworthy percentage of vulnerable prisoners identified with learning disabilities was presented by the report published by Talbot (2012). The report confirmed that only

Traditional or Passive Education by John Dewey Essay Example for Free

Traditional or Passive Education by John Dewey Essay A Canadian politician, Harold Taylor, once said Most of the important experiences that truly educate cannot be arranged a head of time with any precision. This quote imitates the lessons explained by John Dewey in his 1938 book Experience and Education; moreover, he refers to how ineffective traditional education can be opposed to progressive education which is based off personal experience and understanding of useful interactions. Traditional education is based off the idea that a teacher lectures students about subjects that do not have any bearing towards them or understanding of the subject. Information is almost being fed to the developing minds and this information is being taught by an individual who is teaching off their own experiences as well as the written criteria. Books, especially textbooks, are the chief representatives of the lore and wisdom of the past, while teachers are the organs through which pupils are brought into effective connection with the material. Teachers are the agents through which knowledge and skills are communicated and rules of conduct enforced. (18) This quote reflects that the information in a text book can only do so much and teachers are the ones who are supposed to fill in the gaps and explain why things happen the way they did. Traditional education is seen as one sided and John Dewey did not agree with this being the best method of learning for developing minds. An example would be a teacher explaining how important it is to recycle and use less paper products to save trees, but students have no idea how many trees are being torn down or what they are doing by recycling. Recycling means nothing to the students because they have no experience with recycling. This method of teaching can be inaccurate due to the quality of the teacher or the one sidedness of the teachers experience. John Dewey believed progressive education is a better method of learning. Progressive learning is learning from ones own experiences. Students would retain information from their own experiences and then thirst for knowledge about those experiences they have encountered. As an individual passes from one situation to another, his world, his environment, expands or contracts. He does not find himself living in another world but in a different part or aspect of one and the same world. What he has learned in the way of  knowledge and skill in one situation becomes an instrument of understanding and dealing effectively with the situations which follow. (44) This type of learning helps students relate past experiences to their education. Once again going back to recycling, if you show a student and explain how many North American forests are being cut down for lumber and paper products and show the complete process they will be aware of how important our earth is to our survival; therefore, the students will now want to recycle actively. Progressive learning is based off students first hand experiences and if they can experience or witness the act or process they have a much better chance of retaining the information. In summary traditional learning is seen as the biggest form of education and can be inaccurate do to the level of instructor; however, John Deweys progressive model of learning is valuable to all types of education because an instructor does not even have to be present for a student to learn because they have past encounters to refer to and make decisions based off those. Experience and Education made good observations; consequently, experiences in life are the best forms of education. Work Cited Dewey, John (1938). Experience and Education. New York: Macmillan Publishing Company

Kant Deontological Theory Essay Example for Free

Kant Deontological Theory Essay The Formula of Humanity- Act so that you use humanity, whether in your own person or that of another, always at the same time as an end, never merely as a means. The Formula of the Kingdom of Ends- Act in accordance with the maxims of a member giving universal laws for a merely possible kingdom of ends. The moral duty is what we should be doing. Good is defined as doing what is right and avoiding doing wrong. We have a duty to act in such a way that our actions are moral even if it produces unfavourable results. What is good, according to Kant â€Å"Nothing is good but a good will†. (Good intentions). It is good to be creative or to have good fortune with good outcomes the world becomes a better place. Goodwill is having the good intention to perform one’s duty. The consequences of our actions do not make an action good but rather the goodwill. What is having a good will? Kant proposes that when someone acts out of goodwill that is when someone is acting out of duty. According to Kant â€Å"Duty should be done for the sake and duty alone†. How do we know our duty in a certain situation? Duty has nothing to do with a certain situation or what happens all that matters is the decision is good and the outcome is good. Kant suggests act as if our decision applies to all people at all times. It is always in order to tell lies if the outcome is favourable? Kant would disagree with this. When we act purely out of duty we act reasonably in a manner that we fulfil our duties. Having goodwill is to perform one’s duty It is our duty to do our duty even though we might not be rewarded in this life but we will be rewarded in the next life. Deontological Ethics. Kant Deontological theory of ethics it is linked to moral law of ethics, especially that branch dealing with duty, moral obligation, and right action. Origin: 1820–30; Greek deont- that which is binding (stem of deo) (Websters Revised Unabridged Dictionary (1913), edited by Noah Porter. ) The word deontology comes from the Greek word meaning duty (deon) and science (or study) of (logos). In moral philosophy, deontological ethics Ethical are theories that maintain that the moral rightness or wrongness of an action depends on its intrinsic qualities. (Websters Revised Unabridged Dictionary (1913), edited by Noah Porter). A Quote from Kant â€Å"Awe and wonder fills the mind†. â€Å"Starry heavens a metaphor (scientific absolutism) above and the moral law within†. Like gravity and science these are laws which are absolute as well as moral laws. We have a choice we can all still identify the moral law: e. g. do not steal. Kantian deontological theory of ethics is an absolutes theory something which is considered wrong i. e. suicide will always be wrong. Kant argues that morality is rooted in reason; he states that the demands of morality are unconditional or categorical and it presupposes freedom, we have a choice and can identify and rationally identify morality. Kant states that morality must be unconditional it has to be categorical. Kant distinguishes between categorical imperatives from hypothetical ones. The categorical imperative is not about desires or goals but rather about personal well-being. Categorical imperatives are absolute and universal. Categorical imperative is necessary truth and cannot be without self-contradiction or irrationality. The Universal Law Act only in accordance with that maxim through that at the same time, will that it become a universal law. One’s actions must be universal. The Universal law is that one should act on the maxim a law which can become a universal law in nature when acceptable and sustainable. We know that lying and stealing is wrong. If everyone did this society would fail. Perfect duties are without exceptions, but we understand that torture and suicide is always wrong. Suicide is always wrong if this was universalized society would fail. We know that making False Promises that cannot be fulfilled, is always wrong if we cannot regard this as a universal law society would fail. Breaking promises when it in my interest he states that this inconsistent and therefore cannot be a moral imperative. Imperfect duties is seeking the perfection of our duties are contradictions to our will. We ought to be seeking to promote the happiness of others. We understand that this is not always possible. He does not exclude pleasure in doing duty, but that pleasure should not be the guide to what one’s duty is. What is duty? Kant says â€Å"Duty is the necessity of acting from respect for the Law†: Kant believes that duty should be crowned in the end with happiness. Obedience he says is a maxim that is universally binding as a law to all rational beings. Treat humans as ends to themselves and should respect and never to treat others as a means to an end but only as an end. This means that we should respect others, because every human possesses an intrinsic value. We are to consider whether our actions are moral and acceptable. Kant argues that morals are about following the rules. Kant moral theory can be summarised in two ways Kant argues that we all have a choice that we can all identify the moral law. The Categorical Imperative Kant designed the Categorical imperative as a framework used to make moral law, which states that one must do what one expects other to do in a similar situation. The Categorical Imperative is the central concept in Kant’s ethics and the groundwork to Metaphysics of Morals. It is based to the â€Å"supreme principle of morality† (4:392), from which all our moral duties come from. He believed that moral requirements were based on a standard of rationality and he named this the Categorical Imperative. By using the Universal Imperatives we use our reason (as long as it is not corrupted) to guide us in a path which is morally virtuous. He states that we should act according to the maxim by which you can at the same time will that it becomes a universal law. Kant uses the example of a person who lends money and is unable to repay the loan. He states that this cannot be a universal law people will no longer believe each other and no person will lend money to another. This can be explained in three ways The Universal Law means that one should act on an action which can be sustained. It is important that we should consider if an action is right or wrong. This action will eliminate selfish action towards other human beings. Imperfect Duties Imperfect duties to seek the happiness of other people this cannot completed always. The moral law will most certainly collapse if everyone told lies and were to steal. It is expected of one to perform ones duty in every way. The Kingdom of Ends is in accordance with the maxims of a member giving universal laws for a merely possible kingdom of ends is an ideal society every person must act in such a way that it benefits the greater number of people for the greater good. Every person should act in such a way as if the person through their maxim were universal lawmakers as members in the universal kingdom of ends. One cannot say I will kill myself out of love; this is acceptable and cannot be regarded as a universal law. He argues that humans have an intrinsic worth, and occupy a special place in creation, therefore people are to be treated with respect and dignity because we should understand that we are all rational agents. We possess the freedom to make our own decisions set targets and guide our conduct by reason. He believes that God is the Supreme Being speaking through our conscious. Therefore Gods existence although it remains unproven it is necessary in order for Kant’s ethical theory to be sound. He states that is freedom and immortality. â€Å"God is the law giver to be obeyed† Kant argues that there must be a God and an after-life since it would be intolerable if there were no reward. Kant states that if humans were to disappear from the planet the moral dimension would disappear too. Critique on Kant’s theories: Humans are motivated by pleasure and not only by reason. The question is it possible to act unselfishly, it is necessary to take consequences into consideration. Kant ethics places great emphasises on lying as a form of wrong. He fails to offer an understanding of conflict between different duties, Kant theories does not take into consideration social conditioning and free will. I disagree with Kant that feelings are subjective and selfish and find that he focuses too much on pure practical moral reason he excludes feeling and desires. Kant tries to combine ethics with reason but this seems unrealistic as the concept of reason does not exist in isolation from human beings and their feelings and actions. Ref: Jorge J. Gracia E, Gregory M, Reichberg and Bernard, Schumacher N. The Classics of Western Philosophy, (Blackwell Publishing Ltd). 2004. Ref: Mc Coy A. An Intelligent Person’s Guide to Christian Ethics, Continuum. London , New York Ref: http://www. slideshare. net/t0nywilliams/kant-9170093.

Establishing a Case for Murder

Establishing a Case for Murder There is little doubt that Gharmi will be charged with Peter’s murder, unless any autopsy carried out shows that his death was completely unrelated to his ingestion of the rat poison. On the given facts this seems extremely unlikely. In order to establish a case for murder it is the responsibility of the prosecution to prove that Gharmi was in the correct state of mind (mens rea) when she placed the rat poison in Peter’s rice-baryani. For murder this is malice aforethought[1] either express or implied[2]. This can also be described as an intention to unlawfully kill the victim (express malice) or cause grievous bodily harm (implied malice). Grievous bodily harm is defined for these purposes as really serious harm[3]. In addition to this mental element the Crown must establish that Gharmi actually did the act which caused Peter’s death (actus reus), that is she placed the poison in the food – clearly a very simple process in this instance. Dependant upon the evidence available it may be the case that the Crown Prosecution Service does not feel that it will be possible to sustain a murder charge. In this case they may downgrade the charge to one of involuntary manslaughter. This would be the case if it was felt that Gharmi had not intended to kill or cause grievous bodily harm to Peter[4], but had simply intended to ‘injure, aggrieve or annoy’[5] him. For a charge of involuntary manslaughter to be possible, the act which causes[6] the death must be unlawful, meaning it must constitute a criminal offence[7]. There is little doubt the poisoning of Peter’s food and tea would constitute an unlawful act[8], regardless of Gharmi’s intentions, unless it can be shown that she intended no harm, which seems unlikely. Gharmi can only be guilty of involuntary manslaughter if it is thought by a jury that it would be inevitable to the reasonable person that her actions would pose the risk of at least some h arm to Peter[9]. It is important to note that it is irrelevant whether Peter’s death was caused by Gharmi’s poisoning of his food or his tea. Since it was possible for either to cause his death it is not necessary to draw a distinction between the two[10]. Involuntary manslaughter has been described as a homicide which occupies ‘the shifting sands between the uncertain †¦ definition of murder and the unsettled boundaries of excusable or accidental death’[11] and it is this uncertainty that Gharmi would need to rely on. Is it possible for a jury to be sure that she intended to kill Peter? Clearly the facts of the case are extremely relevant here, namely the amount of rat poison used and Gharmi’s knowledge of its possible effects. If convicted of manslaughter Gharmi may, at the discretion of the court, face up to life imprisonment[12]. If the Crown Prosecution Service intends to persist with the charge of murder against her Gharmi will need to consider whether she is a position to try to defend the charge in some way. The most likely defence available to Gharmi is that of voluntary manslaughter by provocation. The jury must be satisfied that Gharmi was ‘provoked (whether by things done or by things said or both together) to lose [her] self control’[13]. It is interesting to note that despite this being a defence the onus of proof is placed on the prosecution to demonstrate that there was not any provocation. The judge must make this clear to the jury[14] and should indicate to them any evidence that might indicate that provocation took place and therefore support the defence[15]. In essence whether this defence is available is purely a decision for the jury based on the evidence. Section 3 of the Homicide Act 1957 raises two questions which must be considered by the jury. The first is the subjective question of whether the Gharmi was provoked to lose her self-control by the things that Peter had said or done to her. In order for provocation to be considered it must be decided that Gharmi was so affected by Peter’s words and actions that she suffered a sudden loss of self-control so that she was ‘so subject to passion as to make [her] for the moment not the master of [her] mind’[16]. Clearly the longer the time between the provocation and the actions of the defendant the less likely it is that the provocation can be said to result in a sudden loss of control[17]. This is more likely to be considered to constitute a situation where the defendant simply exacts revenge on the victim for their actions, and this level of deliberation would be inconsistent with the defence of provocation. Whilst it is essential in order for the defence of provocation to be valid that the act of the defendant follows immediately upon the provoking acts of the victim, it is not essential that the victim’s last act is the only one that triggers the defendant’s actions[18]. This is clearly hugely relevant to Gharmi, in that she has suffered a level of abuse from Peter for the last two years. Since Gharmi has been involved in a series of abusive and violent arguments with Peter over time, the jury are far more likely to be asked to consider that this, on the face of it, relatively minor argument constitutes a ‘last straw’ for Gharmi[19] and that she suffered a loss of self-control following it. It is irrelevant for the purposes of the defence of provocation that Gharmi may have at this or any point in the past induced Peter with her comments, especially regarding Dhoop, to act in the way he did. Since section 3 of the Homicide Act 1957 does not expressly preclude circumstances where the defendant has induced an action or a reaction from the victim, which in return caused the defendant to lose control the defence of provocation must be put before the jury[20], as it would if the defendant had not caused any kind of provocation to the victim. It seems likely that Gharmi would meet the requirements of this subjective test, but in order to successfully plead provocation as a defence to murder she must also meet the requirements of the objective test in section 3. The jury must consider not only that the defendant lost their self-control, but also whether all of the things done or said as a provocation might have provoked the reasonable man to do as the defendant did[21]. The directions that would need to be given to a jury at this point are somewhat complex and would need very careful consideration. The jury must assess the level of provocation in relation to any particular peculiarities that the defendant might have[22]. If the defendant is of a particularly sensitive nature regarding some aspect, this must be taken into account when the jury are considering the level of provocation applied by the victim. When this has been assessed however, the jury must then weigh up the standard of the defendant’s self-control against that of the reasonable person, of the same sex and age of the defendant, exercising ordinary powers of self-control[23]. The jury can not take into account any of the defendant’s particular peculiarities when assessing whether they have exercised reasonable self-control. It is not necessary for the act which has been provoked to be in any way proportionate to the provocation, but the jury should consider this when deciding whether the reasonable man might have reacted in the same manner as the defendant[24]. What this means for Gharmi is that whilst a jury will take into account any personal traits that she might possess with regards to the level of provocation which might provoke a reaction from her, they will then need to decide whether a woman of the same age as her, with a normal level of self-control, might have acted in the same manner. They will take into consideration the level of abuse Gharmi has received from Peter and the period over which it has been received for the purposes of assessing whether it is of a serious enough nature to support the defence of provocation. Having done this they cannot take it into account further when deciding whether Gharmi acted reasonably, this must be assessed against the standard described above. There are one or two matters which may be of concern to the jury when considering provocation in relation to Gharmi’s killing of Peter. The first is that her reaction did not follow the provocation immediately. Gharmi spent time cooking Peter’s meal and, it may be considered, took time to plan her revenge in a controlled manner. The counter argument to this would of course be that Gharmi must have been aware that her actions would result in her arrest and in that circumstance it seems far more likely to have been a moment of loss of control on her part. It would seem unreasonable to think that she might prefer to kill Peter and leave her son without either parent, instead of exacting some other kind of revenge on him; such as leaving and marrying Dhoop. The other concern would be that her revenge, given the fact that the relationship was a tempestuous one, was not proportionate to the provocation. It has been mentioned that this does not need to be the case, but it is s omething that would be considered by a jury when deciding whether Gharmi’s reasonable counterpart would have acted in the same manner she did[25]. At this stage of their deliberations the jury cannot take into account any of Gharmi’s personal characteristics, such as the possibility that she might be more sensitive to Peter’s comments as a result of the length of time the abuse has continued for. They must simply say that if provoked would the reasonable woman of Gharmi’s age have reacted as she did. It is far less likely that a person who has not suffered sustained abuse would have reacted by killing Peter, but this is how Gharmi must be judged. If found guilty of murder Gharmi will face a mandatory life sentence, which means, for the type of murder she has committed, she will face a prison sentence of not less that fifteen years[26]. It has already been stated that if convicted of involuntary manslaughter she could also face a life sentence[27] there is however some discretion in sentencing. The same applies if Gharmi successfully pleads voluntary manslaughter through provocation[28]. The court will take into account the level of provocation, the time span between the provocation and the unlawful killing and the length of time that the provocation has taken place for. Clearly the less the provocation and the shorter its duration the longer the sentence that will be issued to the defendant, providing there are no other mitigating circumstances. The sentence range is from life imprisonment to no custodial sentence at all. It seems likely on the facts that Gharmi would face some kind of custodial sentence, but given the length of time the provocation continued for it, would be lessened from life, however it is recognised that actual physical violence or anticipated violence are considered a greater provocation than verbal abuse alone. On the given facts Gharmi did unlawfully kill Peter. If this was not intentional she may face a charge of manslaughter. In 1989, the last year for which figures are available, the number of indictments for homicide was 371 of which there were only 28 convictions for involuntary manslaughter as opposed to 131 for murder and 110 for other types of manslaughter[29]. With this in mind it seems, on the facts, that Gharmi is far more likely to be successful in a plea of manslaughter through provocation in order to reduce her conviction from murder than have it reduced to involuntary manslaughter by claiming that she did not intend to kill Peter. 2000 words Table of Cases A-G’s Reference (No. 4 of 1980) [1981] 2 All ER 617 A-G for Jersey v. Holley [2005] UKPC 23 DPP v. Camplin [1978] AC 705 Phillips v. R [1969] 2 AC 130 R v. Ahluwia [1993] Crim. LR 63 R v. Cascoe [1970] 2 All ER 833 R v. Church [1966] 1 QB 59 R v. Dias [2001] EWCA Crim 2986, R v. Kennedy [2005] 1 WLR 2159 et al R v. Duffy [1949] 1 All ER 932 R v. Humphries [1994] 4 All ER 1009 R v. Inner South London Coroner, ex p Douglas-Williams [1999] 1 All ER 344 R v. Johnson [1989] 1 WLR 740 DPP v. Smith [1961] AC 290 R v. Stewart (Benjamin James) [1995] 4 All ER 999 R v. Taylor (1834) 2 Lew CC 215 R v. Thornton (Sara Elizabeth) (No.2) [1996] 2 All ER 1023 Woolmington v. DPP [1935] AC 462 Table of Legislation Criminal Justice Act 2003 Homicide Act 1957 Offences Against the Person Act 1861 Bibliography Allen, M. J., Elliott and Wood’s Cases and Materials on Criminal Law 8th Edition (2001), London: Sweet Maxwell Halsbury’s Laws of England, Criminal Law, Evidence and Procedure (Volume 11(1)) (2006 Reissue) Paragraphs – 92 – 101: Web Version Holton, R. and Shute, S., Self Control in the Modern Provocation Defence (2007), Oxford: Oxford Journal of Legal Studies (27(1), 49 – 73) Office for National Statistics, Criminal Statistics for England and Wales (1998), Cm 4649 Ormerod, D., Smith and Hogan Criminal Law 12th Revised Edition, (2008), Oxford: Oxford University Press Ormerod, D., Smith and Hogan Criminal Law: Cases and Materials 9th Revised Edition, (2005), Oxford: Oxford University Press Reed, A., Jury Directions on Provocation (2006), Criminal Lawyer (158, 1 – 3) Sentencing Guidelines Council Guideline: Manslaughter by Reason of Provocation (2005) Slapper, G. and Kelly, D., The English Legal System 7th Edition (2004), London: Cavendish 1 Footnotes [1] Homicide Act 1957, s.1 [2] Woolmington v. DPP [1935] AC 462 [3] DPP v. Smith [1961] AC 290 [4] R v. Taylor (1834) 2 Lew CC 215 [5] Offences Against the Person Act 1861, s.24 [6] R v. Inner South London Coroner, ex p Douglas-Williams [1999] 1 All ER 344 [7] R v. Dias [2001] EWCA Crim 2986, R v. Kennedy [2005] 1 WLR 2159 et al [8] Offences Against the Person Act 1861, s.24 [9] R v. Church [1966] 1 QB 59 [10] A-G’s Reference (No. 4 of 1980) [1981] 2 All ER 617 [11] Hogan, ‘The Killing Ground: 1964 – 73’ [1974] Crim. L.R. 387,391 [12] Offences Against the Person Act 1861 s.5 [13] Homicide Act 1957 s.3 [14] R v. Cascoe [1970] 2 All ER 833 [15] R v. Stewart (Benjamin James) [1995] 4 All ER 999 [16] R v. Duffy [1949] 1 All ER 932 [17] R v. Ahluwia [1993] Crim. LR 63 [18] R v. Humphries [1994] 4 All ER 1009 [19] R v. Thornton (Sara Elizabeth) (No.2) [1996] 2 All ER 1023 [20] R v. Johnson [1989] 1 WLR 740 [21] Homicide Act 1957 s.3 [22] DPP v. Camplin [1978] AC 705 [23] A-G for Jersey v. Holley [2005] UKPC 23 [24] Phillips v. R [1969] 2 AC 130 [25] Phillips v. R [1969] 2 AC 130 [26] Criminal Justice Act 2003 s.269 [27] Offences Against the Person Act 1861 s.5 [28] Sentencing Guidelines Council Guideline: Manslaughter by Reason of Provocation (2005) [29] Criminal Statistics for England and Wales Cm 4649 (1998)

Prevent Pollution :: essays research papers

All time-management courses boil down to one basic piece of advice: set priorities and allocate the bulk of your time to tasks that are crucial to meeting your goals. Minimize interruptions and spend big chunks of your time in productive and creative activity. Unfortunately, current information systems encourage the opposite approach, leading to an interrupt-driven workday and reduced productivity. Here are six steps to regaining control of your day: Don't check your email all the time. Set aside special breaks between bigger projects to handle email. Don't let email interrupt your projects, and don't let the computer dictate your priorities. Turn off your email program's "Biff" feature (the annoying bell or screen flash that notifies you every time an email message arrives). If you're using Microsoft Outlook, go to Tools > Options > Preferences > E-mail Options and uncheck "Display a notification message when new mail arrives." Don't use "reply to all" when responding to email. Abide by the good old "need to know" principle that's so beloved by the military and send follow-up messages only to those people who will actually benefit from the reply. Write informative subject lines for your email messages. Assume that the recipient is too busy to open messages with lame titles like "hi." Create a special email address for personal messages and newsletters. Only check this account once per day. (If you're geekly enough to master filtering, use filters to sort and prioritize your email. Unfortunately, this is currently too difficult for average users.) Write short. J. K. Rowling is not a good role model for email writers. Avoid IM (instant messaging) unless real-time interaction will truly add value to the communication. A one-minute interruption of your colleagues will cost them ten minutes of productivity as they reestablish their mental context and get back into "flow." Only the most important messages are worth 1,000 percent in overhead costs. What Companies Can Do At the corporate level, we need to implement four more steps: Answer common customer questions on your website using clear and concise language. This will save your customers a lot of time -- thus making you popular -- and will keep them from pestering you with time-consuming phone calls and emails. User test your intranet. Clean it up so that employees can find stuff faster, and make the intranet homepage their entry point for keeping up on company news and events.

Moral Economy in Defoe’s Robinson Crusoe and Locke’s Second Treatise of Government :: Comparison Compare Contrast Essays

Moral Economy in Defoe’s Robinson Crusoe and Locke’s Second Treatise of Government James Joyce on Robinson Crusoe: â€Å"†¦the man alone, on a desert island, constructing a simple and moral economy which becomes the basis of a commonwealth presided over by a benevolent sovereign† (Liu 731). Issues of property and ownership were important during the 18th century both to scholars and the common man. The case of America demonstrates that politicians, such as Thomas Jefferson, were highly influenced by John Locke’s ideas including those on property and the individual’s right to it. Readers in the revolutionary era were also deeply interested in issues of spirituality and independence and read Daniel Defoe’s Robinson Crusoe. Both Locke and Defoe address the issues of property, private ownership, and property accumulation, connecting them with the notions of individual and political independence. Although they appear to converge, their philosophies vary greatly on these topics. Several scholars conclude that both Defoe’s and Locke’s ideals support the development of a moral economy although neither express this desire directly. Locke theorizeds extensively on property, privatization, and the means an individual can use for increasing his property. Initially, in the state of nature, man did not own property in the form of resources or land. All fruits of the earth were for the use of all men,â€Å"and nobody has originally a private dominion, exclusive of the rest of mankind, in any of them, as they are thus in their natural state† (Locke 353). In this state, people could appropriate only what they could make use of. It was unfair for one person to take more than he could use because some of that natural commodity would go to waste unless another man might have made use of it for his own benefit (360). Locke felt that God gave the bounties of nature to the people of earth and they, by default, should treat these bounties rationally. This rationalistic theory discourages waste. According to Locke’s theory, a commodity becomes the private possession of an individual who labors for it. Thus it is no longer a direct gift of nature: [A man] â€Å"that so employed his pains about any of the spontaneous products of nature, as any way to alter them from the state which nature put them in, by placing any of his labour on them, did thereby acquire a propriety in them† ( 360).

Cloning: Opening a Pandoras Box :: Genetic Engineering Essays

Cloning: Opening a Pandora's Box What Dolly is to biology can be likened to what nuclear bomb is to physics. And just like the latter, Dolly brings with it a host of controversies. Dolly redefined nature the same way Fat Man and Little Boy redefined warfare in 1945. The impact to the human civilisation is what makes both Dolly and nuclear physics so great, and controversial. It needs not take long for everyone to realise the Pandora's box that Dolly has pried open, even for someone who knows nothing about biology like myself. Suddenly, terms like clones, DNA, biotech, life sciences and genes amongst many other similar, once alien, terminologies seemed to appear everywhere; in books, magazines, newspapers and television programmes. Soon thereafter, there were protests, debates and even legislations passed to restrict scientists/biologists/geneticists in their researches. Just what are the reasons behind the world's infatuation over a sheep? Dolly would not be conceived in nature-it is man-made, it is artificial and yet, it is real. Man had just promoted himself to be Dolly's God. And being a mammal, Dolly opens up questions faster than anyone could possibly answer. The ability to create genetically identical mammals, including humans, is the crux of the controversy revolving Dolly. Like nuclear physics, Dolly is a double-edged sword. We have heard often enough the pros and cons of genetic-engineering techniques that are improved over time. But really, what are all these talks about ethics, rights and law going to amount to? The fact is that man is an inquisitive animal, an intelligent one at that. We have come to understand the change from day to night, we have sent man onto the moon, we have created enough nuclear bombs to blow up the very planet we live in 20 times over and we are inching towards unravelling and deciphering God's instructions manual in the very near future. In my humble opinion, nothing is going to stop the force of man's curious mind, not laws and definitely not ethical considerations. Already, one Italian scientist, Dr. Severino Antinori, had openly claimed that he had successfully implanted a cloned human embryo into a human surrogate mother(1) . The implications of Dolly's success are way beyond the medical realm. Commercially, Dolly sparked an explosion of new frontiers for those with an entrepreneurial mind. You want to slim down? We can take out your "fatty genes." You want to have blond hair?

Pre-Columbian History of the Caribbean Indigenous People Essay

Both indigenous groups, Tainos and Siboneys migrated to the Caribbean region. The first indigenous group to migrate to the Caribbean was the Siboneys. Although their origin has been debated, the common perception is that they came from either the southern top of modern day Florida or Mexico. It is estimated that around 500 B. C. they settled in the Greater Antilles region of the Caribbean. This region includes the Bahamas, Cuba and Jamaica. The Taino migration occurred approximately around the same time as the Siboneys. Their migration started from the South American mainland, most notably the area between Venezuela and Colombia to the area known as the Lesser Antilles of the Caribbean. This area included islands such as Trinidad and the Virgin Islands. The Taino utilized canoes to travel between each island during their migration. The canoes were made out of tree trunks and measured approximately 25 meters in length. Each canoe had a travel capacity of approximately 50 people. The main reason for the Taino migration was increased agitation and threats from the Carib indigenous people from the same region in South America. The Caribs were fierce in the their pursuit of the Taino and followed them up into the Lesser Antilles. Culturally, both the Taino and Siboney differed greatly. The Siboneys communed in small societies. Some would argue that they were culturally unsophisticated. They did not make any complex tools, just wood, stone and shells. The Siboney’s also settled by the riverside since they did not practice any form of agriculture. Their diet consisted of easily attainable animals such as fish and reptiles. They also ate wild fruits that were native to the islands. Conversely, the Taino were more advanced than their northern neighbor the Siboneys. The Taino had a complex society that consisted of settlements of as much as 500 inhabitants. They also contained a social structure for each settlement that consisted of a chief known as a cacique, a tier of elders who represented various families of each settlement, women and children. The Taino designated tasks to its members according to their position. Men cleared uninhabited areas of land and fished. Women were in charge of crop cultivation and child rearing. Unlike the Siboneys, the Taino mastered the art of farming. They farmed various crops such as yucca, guava and sweet potatoes. They also hunted various small game around the islands. The Taino also mastered clay pottery. Lastly, the Taino exercised their religious beliefs regularly. They believed in Gods that they called Zemis. The Caicique’s job was to carry out religious ceremonies by nasally ingesting a hallucinogenic mixture of tobacco and crushed sea shells through a long pipe called a cohoba. This snuff allowed the caciques to communicate with their Gods. Unlike the Siboneys, the Taino were a highly advanced society. They played a sophisticated team game called â€Å"Batey†. This game can be considered as the precursor to modern day soccer. Specially designed ball courts were created for Batey. In addition, The Taino also created jewelry and ornaments in which both men and women wore to Festivals and other celebratory events. In conclusion, the Taino and Siboney indigenous people both migrated to the Caribbean region. They both make up the genealogical and cultural starting point for all individuals who hail from the Caribbean region.

A Madman’s Diary, The True Story of Ah Q and The New Years Sacrifice Essay

I. Introduction: Much of Lu Hsun’s stories are recollections of his past struggles. He admits this in the preface of his collection of works entitled, Call to Arms. But as this collection was viewed by Lu Hsun himself as a way to encourage young dreamers to pursue their aspirations and spare themselves of the agony of his youth, much of it becomes a mirror as well of the Chinese culture and history. Hence, Lu Hsun is not only a chief commander of China’s modern Cultural Revolution; he is also the founder of modern Chinese literature. This paper aims to make a modest critical analysis of Lu Hsun’s work using his first three short stories namely; A Madman’s Diary, The True Story of Ah Q and The New Years Sacrifice. These are chosen to identify patterns of themes, subjects and beliefs that are embodied in his writings. Also, we hope to be able to understand Chinese traditions and heritage using the same short stories. In the end we may find literature as a strong method of making a noble contribution to the world with its inherent power to opine, philosophize and influence. Let us begin with a brief telling of the stories’ plots and details. After which we enumerate the significance of each and lastly to provide a general assessment of the story’s lessons and socio-cultural and political implications. This last part of the analysis is relevant as we have had hints already of the intentions of the author to provide an empowerment to the readers for the attainment of certain goals. The paper will end in such a way that Lu Hsun is commended for his creativity in the craft to have shown consistency of his agenda as manifested in his literary machinery – ergo, becomes successful and compatible endeavors of revolutionary and literary toils. II. A Madman’s Diary The first story is a narration of Lu Hsun’s reading of a diary of his old friend. The latter referred to as the madman, through his personal accounts have expressed the nature of his illness. He sees his own brother, relatives, neighbors and doctor as man-eaters. The content of the diary may seem weird and dreadful yet the author of the diary charged of insanity has managed to think and speak of historical accounts to prove his case. For instance, he called a previous enemy, Ku Chiu which in translation means â€Å"Ancient Times†; his doctor, Li Shih-chen who in history was a famous pharmacologist and authored the Materia Medica. Both usage have latent meanings and will be explained later. The madman also has knowledge of several traditional myths like his mention of Yi Ya, who according to ancient records cooked his son as present to Duke Huan who was ruler since 685 to 643 B.C. of Chi; he mentioned also Chieh and Chou who were known tyrants in history; Hsu His Lin who during the end of Ching dynasty was a revolutionary executed in 1907 whose heart and liver were believed to have been eaten because of his assassination of a Ching official. Again, these historical descriptions have significance in the goal of the author of Madman’s Diary. The context of the story may seem to its audience a basic case of mental illness but this is true unless proper decoding is employed. The story suggests that there is a past experience which the madman has underwent which we could think of as the cause of his psychosis. According to the author, the madman has suffered from persecution. The sentiment of the main character at the time he was sick already against other people characterizes the same feelings he felt against them before this condition. Man-eating in the story symbolizes the feudal system in China. The oppression that the tenants suffer from their land lords has caused the madman to perhaps hate the former. The man-eaters in the story as observed by the madman consist of his neighbors, brother, doctor, etc.; basically all those who are of the land-owning class. The conspirators making themselves man-eaters as well include his own mother- this is due to the latter’s inability to reprimand his brother. To the madman’s mind, those who support and those who are silenced by the oppression are alike. This is why he refers to them as man-eaters as well – they all look at him in the same way like fierce animals ready to eat him and his flesh. Everyday, the madman has to deal with the same looks and reactions. He thought he was doing a good job of having been able to decipher their true intentions of killing and eating him. In the end however it pained him to have known that his sister could have died in the same experience of being eaten by other people. It pained him that his own family has not done anything while his mother’s weeping did not change the fact of her daughter’s tragic death. The seemingly unjust treatment of the community against a madman like him is translated into the majority’s incapacity and lack of buoyancy to uphold a revolution such as that which would overhaul feudalism and promote equality. Yet, the madman has seen that Mr Chao for instance did not look solely at him with anger but with fear as well. One is afraid to change the status quo where he/she is already benefiting. Just like Mr Ku Chiu who was displeased with his intervention on his account sheets twenty years ago. Ku Chiu meaning Ancient Times symbolizes the long history of feudal oppression in China. The madman might have made wild statements in his diary but to a madman this signifies discontent, confusion, mixed emotions of fear and pain, none of which is equivalent to happiness and peace. He said he has not seen the moon for over thirty years. He must have been imprisoned or isolated that long from the community, the people barely recognize him just like the dog which looked at him twice. In the new day or perhaps new circumstance he is into, he only remembers the feelings of annoyance against them. Yet he witnessed the children, lively as they may appear but the madman, reluctant about their purity thought they also had eyes that misinterpret him. When he said their parents could have told them about his story, he was referring to the possible transfer of the tradition of tyranny to the new generation and the hindrance to their quest for truth, justice and equality. The madman abhors the fact that the own victims of this cruelty have not done anything to antagonize but why do they look at him like that? This is expressed in the part below: â€Å"†¦Those people, some of whom have been pilloried by the magistrate, slapped in the face by the local gentry, had their wives taken away by bailiffs, or their parents driven to suicide by creditors, never looked as frightened and as fierce then as they did yesterday†¦Ã¢â‚¬  (Lu Hsun, A Madman’s Diary, April, 1918) He sees their laughers, discussions of him, teeth and speech as comprising their secret signs. There are statements in the story which the author has provided for us to understand further the nature of the norm in their history. Like when the madman remembers the time when he would be commended by his brother for his indifference vis a vis wrong doings: â€Å"†¦I remember when my elder brother taught me to write compositions, no matter how good a man was, if I produced arguments to the contrary he would mark that passage to show his approval; while if I excused evil-doers, he would say: â€Å"Good for you, that shows originality†¦Ã¢â‚¬  At that time , it would have been better if you are blind and deaf and perhaps insane to resist the subjugation. This is also presented in the part where Mr. Ho, the doctor tells the madman: â€Å"Don’t let your imagination run away with you! Rest quietly for a few days and you will be alright†¦Ã¢â‚¬  The madman sees this statement as a warning for his deed of courage and integrity. – to be brave and righteous yield death of a man. Toward the end of the story, the madman asked a twenty year old lad if it was right to eat human beings and if such was an accepted act simply because it has always been like that. The author here is arriving at an assumption that a tradition of cruelty could have been regarded by most of them as justifiable by its permanence and embedded nature. But a challenge has been set forth in the end; that is to become a real man. For the madman, real men don’t eat human beings. Although as claimed, primitive people have done so, he advised his brother that to remain like them is the same as reptiles and animals who eat flesh and must be ashamed of themselves. This is a way for the author to propose that to desist tradition (the four thousand years of eating flesh) is to put a halt to oppression – this is the act of a real man. He calls on a change of spirit and ideas so he tells them in the story; â€Å"You should change at once, change from the bottom of your hearts! You must know that in future there will be no place for man-eaters in the world . . . .† His final words are equally challenging and meaningful. It was a call for change especially for the youth – â€Å"Perhaps there are still children who have not eaten men? Save the children. . .† III. The True Story of Ah Q The second story is written in December, 1921. Ah Q is a worker in the Weichuang village who has become a laughing stock and destination of insult from amongst his fellow villagers. His death was a tragic one considering that while his origin has not been known to the author or to the village people in the story, the cause of his execution is also neither defined by him nor his fellowmen. It is in this cycle confusions and uncertainties that the story becomes a revelation of the situation of China during the early nineteenth century. Lu Hsun has used characters in the story with meaningful roles in China’s history. Mr. Chao and Mr. Chien are both influential and wealthy people in the village whose sons have given them pride by passing the examination and having been posted to high positions in the society; Whiskers Wang and Young D who are servants like Ah Q had different perspectives and never united; The Imitation Foreign Devil who studied in Japan and has returned to the village without any meaningful contribution; the nun whom Ah Q have maltreated for his perceived false modesty of her; the townspeople; the military captain; the successful provincial candidate; the old man with a clean shaven head – they all did not spare Ah Q a little. It appeared that Ah Q was fond of drinking wine, sleeping after a day’s job at the Tutelary God’s Temple and imagining his own definition of victories. For Ah Q being beaten by a son is a victory; and every time he is teased by the village folks for his scar that looked like ringworm on his head and crushed to the wall for his eccentricities, he considers them losers – for they are his sons. This weird claim of Ah Q has made the people a lot more irritated of him. To him his only two defeats were namely; his defeat by Whiskers Wang who he regard as his equal; and by the Imitation Foreign Devil. He found dignity in humiliating a small nun. When he lost his job due to an incident with a maidservant at the Chao family house, he headed to the other town where a stroke of luck provided him with goods enough to be sold and become a source of his new profit. Yet along with his return to the village and his renewed sense of respect for himself when the people started to talk about him and his fortune, a revolution occurred. Without much clarity, he was caught as suspect to a robbery by the revolutionaries at the Chao family. He told the captors that he might have approved of the revolution but he was not allowed to join because the Imitation Foreign Devil prohibited him. Uneducated, Ah Q was made to draw a circle as signature in a paper whose content was unknown to him and later that day, he was set as an example to the people and all other revolutionaries for death execution. One must have knowledge of China’s history to be able to appreciate further Ah Q’s story. The Qing dynasty with its long-lived rule and enormous failures has caused a deterioration of performance along traditional lines. The arrival of foreigners who were driven by the industrial revolution of the West had caused much indignation and loss of resources for the prideful denizens of China. With their superior weaponry and cultural superiority might have brought China’s independence they have nonetheless encountered opposition. This foreign presence has resulted to changed political demands among the revolutionaries. The Taiping Uprising for instance considered as the longest peasant rebellion denounced Confucianism and found new aspirations in Christianity. The dynasty resorted to the Chinese provincial armies to suppress the Taipings. A lot has changed since the abolition of the civil service examination in China based on the Confucian classics. There has been a program of sending students to Japan for modern studies that brought radical ideas convinced of overthrowing the dynasty and revolutionizing China. This success of reformation however by Sun Yat Sen has not abandoned feudalism, and has worsened due to China’s dependency in the new market economy and international trade, the condition of the peasants who were displaced and deprived. Warlordism and the lack of nationalism have deepened the problem of China until the success of the CCP in the 1940s. These events took place prior and perhaps during the writing of Lu Hsun’s Ah Q. Clearly, Ah Q represents the peasant revolution which has been isolated from the intellectuals’ endeavor. When Ah Q was denied participation by the Imitation Foreign Devil, the author has implied here that those who have attained education in Japan in the nineteenth century have not fulfilled the true essence of a revolution. They failed to establish unity among its people as superiority among the land owning class prevails. Thus, Ah Q might have wanted to revolt for as he claimed in the story, â€Å"revolution is good†, but it was late for him to prove his strength and capacity. He was executed in a crime he has not committed.   His lack of knowledge failed him to understand the situation – this is more painful for him.

Analysis of Salt in India

Syllabus of Second Year (Semester III/IV), MBA (Master of Business Administration) Course Code : MBT601-1 Course : Integrated Marketing Communication L: 3 Hrs. , T : 1 Hr. , Per Week Total Credits: 7 Objectives: The objective of this course is to provide the students with knowhow about Marketing Communication, Integration concepts, Media planning and buying concepts. Learning this course would equip the students in building there career in advertising and media planning. Unit I: Introduction to Marketing Communication Concept; Functional areas of Marketing Communications; How does marketing communication work.Concept of brand-customer touch points. Unit II: Concept of Integrated Marketing Communication planning process-identifying target audience, analyzing SWOT, determining marketing communication objectives, developing strategies and tactics, setting the budget and evaluating effectiveness. Concept of internal marketing. Unit III: Creative Concept and Messages; the message strategy brief, the creative process, Unit IV: Message Execution; Message storytelling, tone and style, copy writing, message consistency, the consistency triangle. Unit V :Media planning, media classification, media strengths and weaknesses, Audience management and measurement, out of home media, product placement. Unit VI: Media targeting, media profiles, CDI-BDI Determination, calculating reach and frequency, GRP and TRP concept and calculation, IMC media mix, calculating media cost, media scheduling. Text Book: 1. Principles of Advertising and IMC: Duncan, Tom. – McGraw Hill. Reference Books: 1. Integrated Marketing Communications: Pickton, D. and Broderick, A. – Prentice Hall. 2. Using advertising and promotion to build brands: Blyth, J. –Pearson 3. Advertising management by Jethwaney: Pub by Oxford. . Building the Indian Brand: Kapoor, MacMillan Syllabus of Second Year (Semester III/IV), MBA (Master of Business Administration) Course Code : MBT601-2 Course : Brand Management L:3 Hrs. , T:1 Hrs. , P:0 Hrs. , Per week Total Credits : 7 Objectives: The objective of this course is to teach students the broad topic of brand equity and brand management. Learning this course would help them to understand the key issues in planning and evaluating brand strategies. The course covers theories, models and other tools which are used to make better branding decisions. Unit I:Brands and Brand Management: What is a Brand? Why do Brands Matter? Can anything be branded? What are the strongest Brands? Branding challenges and opportunities, Brand equity concept, Strategic Brand Management Process The Customer Based Brand equity: Brand Knowledge; Building a Strong Brand, Brand-Building Implications. Unit II: Brand Positioning: Identifying and Establishing Brand Positioning, Positioning Guidelines, Defining and Establishing Brand Values, Internal Branding. Choosing Brand Elements to Build Brand Equity: Criteria for Choosing the Brand Elements, Options and Tactic s for Brand Elements.Unit III: Designing Marketing Programs to Build Brand Equity: New Perspective on Marketing, Product Strategy, Pricing Strategy, Channel Strategy. Leveraging Secondary Brand Knowledge to Build Brand Equity: Conceptualizing the Leveraging Process, Company, Country of Origin and other Geographic Areas, Channels of Distribution, Co- branding, Licensing, Celebrity endorsement, Sporting, Cultural, or Others Events, Third Party Sources. Unit IV: Developing a Brand Equity Measurement and Management System: The Brand Value Chain, Designing Brand Tracking Studies, Establishing a Brand Equity Management System.Measuring Sources of Brand Equity: Qualitative Research Techniques, Quantitative Research Techniques; Measuring Outcomes of Brands Equity: Capturing Market Performance, Comparative Methods, Holistic Methods. Unit V: Designing and Implementing Branding Strategies: The Brand-Product Matrix, Brand Hierarchy, Designing a Branding Strategy. Introducing and Naming New Prod ucts and Brand Extensions: New Products and Brand Extensions, Advantages of Extensions, Disadvantages of Brand Extensions, Understanding How Consumers Evaluate Brand Extensions, Evaluating Brand Extension Opportunities.Unit VI: Managing Brands over Time: Reinforcing Brands, Revitalizing Brands, Adjustments to the Brand Portfolio. Managing Brands over Geographic Boundaries and Market Segments: Rationale for Going International, Advantages of Global Marketing Programs, Disadvantages of Global Marketing Programs, Standardization versus Customization, Global Brand Strategy, Building Global Customer – Based Brand Equity Text Book: 1. Strategic Brand Management: Building, Measuring, and Managing Brand Equity, Kevin L. Keller, Pearson Education.Reference Books: 1. Brand Positioning: Strategies for competitive Advantage: Sengupta, Tata McGraw-Hill. 2. Strategic Brand Management by Richard Elliot:   Larry Percy, Oxford University Press, India. 3. Managing Brand Equity by Aaker D: Fr ee Press. 4. The New Strategic Brand Management: Jean-Noel Kapferer, Kogan Page. Syllabus of Second Year (Semester III/IV), MBA (Master of Business Administration) Course Code : MBT601-3Course : Retail Management L: 3 Hrs. , T : 1 Hr. , Per WeekTotal Credits: 7 Objectives:The subject is designed to understand the Retailing of Products and Services, the role of Retail in Economy and the various issues related to Retail like Infrastructure, Merchandising, Store Operations, etc. Unit I: Introduction: Retail in India, Size of Retail in India, Key Sectors, FDI in Retail, Challenges to Retail Development, Evaluation of Retail formats, Theories of Retail Development, Concept of Life Cycle in Retail, Business Models in Retail, Services Retail, India Specific Retail Models, Concept of Internationalization, Determining Market Entry, Retail in Asia.Unit II: Strategy & Planning: The need for Studying consumer behavior, Factors influencing the retail shopper, Customer Decision Making process, ma rket Research, Retail Strategy, Concept of Business Model, Growth Strategy, Retail Value Chain, Ethics in Retailing, Types of Retail Locations, Stepin in choosing location, Methods of evaluating trade area, Retail Franchising, Types of franchising, Advantages 7 Disadvantages of Franchising, Franchising in India, Legal Issues. Unit III:Merchandise Management: Factors affecting Buying decisions, The merchandiser’s role and responsibility, Buyer role and responsibility, Function of buying for different types of organizations, Buying for a single / independent store, Concept of lifestyle merchandising, Implications of Merchandise planning, Process of Merchandise planning, Technology tools for merchandise planning, Methods of Procurement, Sourcing, Age of Global Sourcing, Retailing pricing & evaluating Merchandise performance.Unit IV: Managing Retail: Private Labels, Need and Evolution of Private Labels, Process of Creation, Category Management, Reasons for Emergence of Category M anagement, Components of Category Management, Category Management Business Process, Drawbacks of Category Management, Store Operations & Profitability, Key components in Retail Operations, Retail Economics, The 5Ss of Retail Operations.Unit V: Creating and Sustaining Value: Store Design & Visual Merchandising, Concept & Principles of Store Design, Elements of Store Design, Visual Merchandising, Servicing the Retail Customer Measuring gaps in service Gathering Customer Information & Enhancing Loyalty CRM, Personal Selling, Retail Selling process. Unit VI:Marketing & Technology: Retail marketing & Branding, Retail Marketing Mix, The STP approach, Retail Image, Retail Communication Mix, Concept of Branding, Retail Management Information Systems, Unique Needs of Technology in Retail, Need for Product identification, Importance of IT in retailing, Factors affecting use of technology, Applications of Technology, Internet Retailing, Supply Chain Management, Concept, Need & Evolution, SCM F ramework, Integration of SC, Innovations in Supply Chain, Collaborative Planning Forecasting & Replenishment (CPFR).Text Book: 1. Retail Management, 3rd Edition: Swapna Pradhan, McGraw Hills Publications, Reference Books: 1. Managing Retailing: Sinha Uniyal, Oxford Publications 2. Retail Management: A Global Perspective, – Singh, Dr. Harjit, S. Chand Publications Syllabus of Second Year (Semester III/IV), MBA (Master of Business Administration) Course Code : MBT601-4Course : Sales and Distribution Management L: 3 Hrs. , T : 1 Hr. , Per WeekTotal Credits: 7 Objectives:The objective of the course is to familiarize the student with the sales operations and sales management functions and distribution management. Endeavor is to provide both theoretical inputs and applications of practical aspects. Unit I: Introduction to sales management, building selling skills and selling strategies, understanding the sales process. Unit II: Purpose, Setting up a sales organization, Basic types of sales organization. Managing sales territory, Managing sales quota Unit III:Recruiting and selecting sales personnel, determining the kind of salespeople, determining size of the sales force; Training salespeople: Developing and conducting sales training programmes, Defining training objectives, deciding training content, selecting training method. Unit III: Designing and administrating compensation plans, Types of compensation plans and requirements of a good compensation plan; Motivating salespeople: Meaning, Need gratification and motivation, Interdependence and motivation, Motivation and leadership. Unit IV:Supervising and evaluating salespeople-Setting standards of performance, Quantitative and qualitative performance criteria, Controlling salespeople through supervision. Unit V: Introduction to channel management. Distribution channel strategies. Designing Customer Oriented Marketing Channels. Unit VI: Managing Channel member behavior: Channel relationships, control, positi oning and conflict. Managing International Channels of Distribution. Text Book: 1. Sales & Distribution Management: by Tapan Panda –publisher, Oxford Publication. Reference Books: 1.Sales Management: Chunawalls, S A, Himalaya Publishing House 2. Sales Management: Pradip Kumar Mallik, Oxford Publication 3. Physical Distribution Management: Kulkarni, M V, Everest Publishing House 4. Marketing Management: V S Ramaswami& S Namkumari, Macmillan India Ltd 5. Sales & Distribution Management: by Krishna K Harvadkar -publisher: McGraw Hill. Syllabus of Second Year (Semester III/IV), MBA (Master of Business Administration) Course Code : MBT601-5Course : Services Marketing L: 3 Hrs. , T : 1 Hr. , Per WeekTotal Credits: 7 Objectives:The objective of the course is to help students gain knowledge and skills in dealing with marketing of services. To accomplish this, the student will be exposed to a series of cases, which demand commitment from him/her. The course includes the services marke ting concepts, characteristics, challenges and strategies, consumer behavior to services, employees’ and customers’ roles in service delivery, managing demand and supply, and the design and development of effective service system. Unit I: Introduction to Services: What are services? Why services marketing?Characteristics of services, challenges in services marketing. Services marketing mix. Unit II: Consumer Behavior in Services: Search, Experience, and Credence properties Customer choice, Consumer experience, Postexperience evaluation, Customer Expectations in Services – Meaning and types of service expectations, Factors that influence customer expectations of services, Issues involving customer service expectations. Unit III: Customer Perceptions in Services: Customer perceptions, Customer satisfaction, Service quality, the gaps model of service quality.Service encounter, Service Recovery – The impact of service failure and recovery, how customer respon d to service failure, Customers’ recovery expectations, services recovery strategies. Unit IV: Service Development and Design: New service development, Service blueprinting, Customer Defined Service Standards – Factors necessary for appropriate service standards, Types of customer-defined standards. Physical Evidence and the Servicescape – Physical evidence, Types of Servicescape, Strategic roles of the Servicescape.Unit V: Employees’ Role in Service Delivery: Service culture, the critical importance of service employees. Customers Role in Service Delivery: The importance of Customers in service delivery, Customers’ role, Strategies for enhancing customer participation Unit VI: Managing Demand and Capacity: The underlying issue: Lack of Inventory capability, Demand pattern, Strategies for matching capacity and demand, waiting line strategies, Pricings of services – Approaches to pricing services, Pricing strategies. Text Book . Services Mark eting: Govind Apte, Oxford University Press Reference Books: 1. Services Marketing: Valarie A Zeithaml, Dwayne D Gremler et al, Tata McGraw-Hill 2. Services Marketing: Harsh Verma, Pearson 3. Services Marketing: Vinnie Jauhari, Oxford University Press 4. Services Marketing: Rajendra Nargundkar, Tata McGraw-Hill 5. Services Marketing: K. Rama Mohana Rao, Pearson Syllabus of Second Year (Semester III/IV), MBA (Master of Business Administration) Course Code : MBT601-6Course : Rural MarketingL: 3 Hrs. , T : 1 Hr. , Per WeekTotal Credits: 7 Objectives: A complete understanding of rural market environment and rural economy, rural marketing strategy, future prospects and understanding Government policy measures for developing Agricultural marketing Unit I: The Rural Economy: The economic scenario in rural India – the transition of rural economy – the Rural economic structure – the rural infrastructure – Rural marketing environment – the Role of Government in the development of Agricultural marketing Unit II:Rural Consumer Buying Behavior: Characteristics of rural consumer – Factors affecting consumer behavior –Consumer buying process – Opinion leadership process – Brand management in rural market Unit III: Rural Market Research: Need and importance: Primary Data collection and interpretation – Field procedures and rural realities P. R. A. Technique. Unit IV: Targeting, Segmentation and Positioning in Rural Market: Basis of segmentation – Selecting and targeting segment – Positioning decision – Rural marketing initiative by Corporate Sector Unit V:Rural Marketing Strategy: Product Strategy – Pricing strategy – Distribution strategy – Communication strategy, Marketing of Agri- inputs-Seeds, Fertilizers, Pesticides and Tractors. Unit VI: Innovation in Rural Marketing and Financial services: Innovation in Rural Marketing: E-Rural marketing – Organized re tailing – Cooperative marketing Financial services: An overview of financial services – Sources of Credit – Innovative credit delivery system like Kisan credit card – Micro finance – Chit funds – Cooperative credit – Crop insurance Text book 1.The Rural Marketing: by Pradip kashyap & Siddhatha Raut (Publisher: Biztantra) Reference Books: 1. Rural Marketing: By Balram Dogra & Karminder Chuman (Publisher: Tata McGraw Hill Edu Pvt Ltd) 2. Introduction to Rural Marketing: By R. Krishnamoorthy (Publisher: Himalaya Publishing House) 3. Rural Marketing Text and Cases: By U C Mathur (Publisher: Excel Books) 4. Rural Marketing: by R V Bedi & M V Bedi (Publisher: Himalaya Publishing House) Syllabus of Second Year (Semester III/IV), MBA (Master of Business Administration) Course Code : MBT601-7 Course : Consumer Behaviour & Marketing Research L:3 Hrs. T:1 Hrs. , P:0 Hrs. , Per week Total Credits : 7 Objectives: This course is designed as an over view of the Consumer Behaviour and its image in Marketing Management. The course will cover the evolution of Consumer Research, Individual determination of Consumer behaviour, Influence and Decision Making of the market king. The objective of this course is to give exposure in practice of the Consumerism in modern marketing and that will allow you to develop your own frame work for understanding the behavior of consumer.Unit I: Consumer Behaviour- An Overview: Introduction, Meaning, Definition, Scope, Relevance of Consumer Behaviour, Development of Consumer Behaviour study, Growth of Consumer Research, Consumer Behaviour and Marketing Management; Consumer Decision Making, Trends in Consumer Behaviour. Unit II: Consumer Modelling: Models of Consumer Behaviour, Haward Sheth Model of Buying Behaviour, The NICOSIA Model, The ENGEL-KOLLAT-BLACKWELL Model, WEBSTAR AND WIND MODEL of Organizational Buying Behaviour. Unit III:Individual Determination of Consumer Behaviour: Consumer Perceptio n, Internal & External Factors, The Perceptual Process, Consumer Imagery and Marketing Implication; Learning- Definition, Elements and Process of Learning, Types of Learning Processes, Classical Conditioning, Consumer Memory, Observational Learning or Modeling, Low Involvement Theory. Unit IV: Consumer Decision Making: Consumer Decision Making- Meaning, Views, Types of Decision Making in buying, Process of Decision Making, Consumer Information Processing, Models of Consumer Decision Making; Types ofHousehold, Household Life Cycle, A Model of Household Decision Making. Unit V: Consumer Research: Consumer Research Paradigms, Consumer Research Process- Developing Research Objectives, Collecting Secondary Data, Designing Primary Research, Data Analysis and Reporting Research Finding, Conducting the Research study. Unit VI: Advertising & Media Research: Importance of Advertising, Need for Advertising Research, Media Research, Copy testing Advertising Research Studies in India, Evaluation of Advertising Research, Ethics in Consumer Research.Text Book 1. Consumer Behaviour In Indian Perspective, Text and Cases: Suja R. Nair, Himalaya Publishing House Reference Books: 1. Consumer Behaviour In Indian Context: P. C. Jain & Monika Bhatt, Sultan Chand, New Delhi 2. Consumer Behaviour: Leon & Kannuk, Prentice- Hall of India LTd, New Delhi. 3. Marketing Research: Beri, McGraw-Hill Education Private Ltd, New Delhi. 4. Consumer Behaviour: Ramanuj Majumdar, PHI Learning Private Ltd, New Delhi 5. Consumer Behaviour: Hoyer Maclnnis Dasgupta, Biztantra- New Delhi.Syllabus of Second Year (Semester III/IV), MBA (Master of Business Administration) Course Code : MBT601-8 Course : Customer Relationship Management L:3 Hrs. , T:1 Hrs. , P:0 Hrs. , Per week Total Credits : 7 Objectives: The purpose of this course is to make the students understand the organizational need, benefits and process of creating Long-term value for individual customers. It aims to develop an understanding of wha t CRM means to businesses, plus why and the how of putting a CRM Program into action. Unit I :Customer Relationship Management- Basic Concepts: Key Customers, Considerations to Decide the Key Customers, Strategies for Key Customers, Segmentation, Campaign Management, Single Customer View, Cross-Selling and Up-Selling, Multi-channels, Operational and Analytical CRM, Case-Study. Unit II: Planning for CRM: Building Customer Centricity, Setting CRM Objectives, Defining Data Requirements, Planning Desired Outputs, Relevant Issues while planning outputs, Elements in CRM Plan, Relevant Issues in the CRM Plan, Case Study.Unit III: CRM Strategy: Strategic Orientation for CRM, Extending the Concepts of Relationships, Technology Orientation, Strategic Framework for CRM, Planning for Success, Change Management, Case Study. Unit IV: CRM Implementation: Preparing for CRM Implementation, Dimensions and Technology Issues in CRM Implementation, Steps in CRM Implementation, Expected Benefits, Choosin g Right CRM Implementation Approach, CRM Implementation-Best Practices, Case Study. Unit V:Role of IT and eCRM: CRM Strategy and Technology, Steps in Preparing the IT Systems for CRM, Using IT Systems for Better CRM, Issues for Consideration in CRM Tool Selection, Tools for CRM, Basic Concepts for eCRM, Benefits of eCRM, Steps in eCRM, Success Factors in eCRM, Establishing Customer Relationships on the Internet, Case Studies. Unit VI: CRM in Practices: CRM in Manufacturing, CRM in Insurance, CRM in Airlines, CRM in Hotels and CRM in Telecom. Text Book: 1. Customer Relationships Management: Kaushik Mukherjee, Prentice Hall of India. Reference Books: 1.The CRM Handbook: Jill Dyche, Vikas Publishing House. 2. Customer Relationships Management: William, G. Zikmund, Raymund McLeod Jr. and Faye W. Gilbert, Wiley. 3. CRM-Essential Customer Strategies for the 21st Century: Paul Greenberge, Pearson Education. 4. Customer Relationship Management: Mohammed, H. Peeru and a Sagadevan, Vikas Publ ishing House. Syllabus of Second Year (Semester III/IV), MBA (Master of Business Administration) Course Code : MBT602-1 Course : Corporate Taxation L:3 Hrs. , T:1 Hrs. , P:0 Hrs. , Per week Total Credits : 7 Objectives:This course aims to provide a strong conceptual foundation in corporate taxation & exhaustic analysis on calculations of Income from Business & Profession, VAT, Service Tax, Central Excise Laws, Custom Laws & Filing of Returns. Unit I: Definition of Income & Assessee: Previous year, Assessment year, Gross total income, Total taxable income, Residential status, Agricultural income. Unit II: Income from Business & Profession and Income from capital gains in relation to corporates Unit III: Income exempt from tax & Assessment: Deductions. Set off & Carry forward of losses, TDS, Self-assessment tax, Filing of return.Unit IV: Central Excise Laws &Customs Laws: Basis of chargeability of duties of central excise- goods, Manufacture, Classification and valuation of excisable goods- specific issues and case studies; Nature of customs duty, Types of customs duty, Classification for Customs and rate of duty, Valuation for customs duty, Provisions regarding baggage. Unit V: VAT: concept, Applicability, Procedures involved and implications of the VAT, Introduction to CST. Unit VI: Service Tax: Provisions of law and procedures; Various Services covered under Service Tax. Reference Books: 1.Direct Taxes: Ahuja, G. K. & Gupta, Ravi, Bharat Law House. 2. Indirect Taxes : Datey V. S. , Taxmann Publications, New Delhi 3. Direct Taxes Law & Practice: Bhagwati Prasad, WishwaPrakashan. 4. Income Tax, Bombay: Kanga, J. B. and Palkhivala, N. A. , N. M. Tripathi. 5. Direct Taxes Law and Practice: Singhania V. K. , SinghaniaKapil, Singhania Monica, Taxmann Publications, New Delhi. Syllabus of Second Year (Semester III/IV), MBA (Master of Business Administration) Course Code : MBT602-2 Course : Security Analysis & Portfolio Management L:3 Hrs. , T:1 Hrs. P:0 Hrs. , Per we ek Total Credits : 7 Objectives: This course aims to provide knowledge about security analysis & Portfolio Management. It covers various points such as, investments & its various avenues, analysis of capital market, various risk-return model, efficient market theory, & process of portfolio construction. It aims to provide the students of finance stream, the thumb rules of analyzing security market to reduce risk & enhance returns. To accomplish this, the student will be exposed to a series of cases, which demand commitment rom him/her. Unit I: Capital Markets: Overview of money markets, History of Indian capital markets, Capital market scams, Reforms in capital markets, Primary Markets – free pricing, book building, Private placements, Secondary Markets – Organization, membership, and management of stock exchanges, Listing, trading, clearing and settlement mechanism, Listing categories, BSE, NSE, measures to boost liquidity in the secondary market, reforms in secondary markets and its impact, Internet trading.Unit II: Investment scenario & Risk & Return analysis: Investor life cycle and investment goals, Investment options available and their comparison, investment constraints, Definition and Measures of return and risk – historical rates calculation, Expected rates, required rate of return, risk free rate of return, & measurement of risk in portfolio context Unit III:Efficient capital markets Hypothesis & capital Market Theory: Need, EMH – forms, tests and results, Implications of efficient capital markets; Random walk Hypothesis, Indian Markets and Efficiency, Capital Market theory – Background, risk free asset, Markowitz portfolio theory, the market portfolio; capital asset pricing Model, systematic and unsystematic risk, CML, SML; Arbitrage pricing theory – empirical test of APT, Stability of beta. Unit IV:Fundamental and Technical Analysis: Concept, & process of fundamental analysis , Economy analysis, sector anal ysis, company analysis;, Tools and techniques of fundamental analysis, business cycle and industry life cycle analysis. Analysis of growth companies, Concept of technical analysis, Assumptions, advantages and challenges; fundamental Vs. technical analysis, Tools and techniques for analysis; Dow theory, basic types of charts, Price patterns, Trendlines, moving averages and advanced technical tools. Unit V:Equity & Debt portfolio Management strategies, Optimum Portfolio Selection & Revision and Performance measurement: approaches to equity investment, passive & active styles, Equity style management, cross-border strategies, role of fixed income securities in a portfolio, & fixed income portfolio management strategies, Optimum Portfolio Selection & Revision –portfolio diversification, Optimal portfolio selection, portfolio revision& its techniques, transaction cost, portfolio monitoring & rebalancing, issues in portfolio rebalancing * selection & revision of equity portfolios, Performance measurement – Concept, Measures available–Treyner, Sharpe, Jensen, performance attribution analysis and Measuring market timing skills. Unit VI: Mutual funds and AMCs: concept, origin and growth of mutual funds, constitution & management of MFs – Sponsors, Trustees, AMCs, and custodians; Classification of mutual fund schemes, advantages and disadvantages in mutual fund schemes, NAV and pricing of mutual fund units; State of mutual funds in India. Text book 1. Investment Management-Security Analysis & Portfolio Management: by V. K. Bhalla, S. Chand.Reference Books: 1. Investment Analysis and Portfolio Management: by Prasanna Chandra, Tata McGraw Hill Publishers  1/E, 2002 2. Investment Science: David G. Luenberger, Oxford Univeristy Press. 3. Financial Management: R. P. Rustagi, Galgotia Publication House. 4. Investment: William Sharpe (PHI) 5. Security Analysis and Portfolio Management: V. A. Avadhani, Himalaya Publishing House Syllabus of Second Y ear (Semester III/IV), MBA (Master of Business Administration) Course Code : MBT602-3 Course : International Financial Management L:3 Hrs. , T:1 Hrs. , P:0 Hrs. , Per week Total Credits : 7 Objectives:This course aims to provide a strong conceptual foundation & exhaustic analysis on recent developments in the world monetary & financial system, & changing role of international financial managers in the volatile global forex markets. To accomplish this, the student will be exposed to a series of cases, which demand commitment form him/her. Unit I: Financial Management in global context: Role of Finance Manager in Global context, objectives of the firms and impact of risk, Constraints to maximization of value of firm, Exchange Rate Regimes, Emergence and Functions of IMF; Exchange Market; Exchange Dealers; RBI and Exchange Market; Exchange Rate System in India; Floating Vs. Fixed Exchange Rates. Unit II:Foreign Exchange Market Components And Activities: Defining Forex markets & the exc hange rates; Exchange Rate Mechanism, Quoting Foreign Exchange Rates- Spot Rate, Forward Rate, Cross rates and Problems from Exchange rate calculations, Forward contract, Hedging, Speculation, Arbitrage, Interest rate Arbitrage, Swaps-characteristics & uses, Indian Forward market. Unit III: Foreign Exchange Risk Exposure its & management: Meaning of exposure, Types, Causes of changes, Translation & Transaction Exposure, Economic & operational exposure- meaning & its impact on exporter & importer , Currency & interest rate risk, Country Risk management. Unit IV: Management of Long & Short term International financing: Concept of Foreign Investment – Direct & Portfolio, Commercial Borrowings, GDRs, ADRs, Euro Issues, ECBs, Syndicated Credit, Short term sources of finance for MNCs, International forfeiting, international leasing, Euro Currency market, Asian Currency Market; Petro – Dollar Market. Unit V:International Capital Budgeting & Capital structure of MNCs: Concept, Basic inputs for project evaluation, Problems associated with multinational capital budgeting, Evaluation of a project using various methods, International Cash management, Cost of Capital & International Financial Environment, theory of optimal capital structure, & the dilemma of finance manager. Unit VI: Multinational Tax Environment: Important types of taxes that MNCs face, tax treaties & tax heavens; Indian Tax environment: Incentives for earnings in Foreign exchange, double taxation relief, transfer pricing. Text Book: 1. International Financial Management: A. K. Seth, Galgotia Publishing Company. Reference Books: 1. International Financial Management: P. G. Apte, Tata Mcgraw–Hill 2. International Finance: Thomas J. O’Brien, Second edition, Oxford University Press. 3. International Financial Management: Sharan , Prentice–Hall 4.Multinational Financial Management: Shapiro ,Prentice–Hall Syllabus of Second Year (Semester III/IV), MBA (Master of Busine ss Administration) Course Code : MBT602-4 Course : Financial Risk Management L:3 Hrs. , T:1 Hrs. , P:0 Hrs. , Per week Total Credits : 7 Objectives: This course aims to provide a strong conceptual foundation about risk management, future & Option markets, Swaps, Insurance etc. It gives an exhaustic analysis on recent developments in the future & option market & how to calculate VAR. To accomplish this, the student will be exposed to a series of cases, which demand commitment form him/her. Unit I:Introduction to Risk Management: The meaning of risk, How risk is managed, Limitations of Risk Management, Corporate Risk Management, Approaches to Risk Management, The Process of Risk Management, Techniques of Risk Management. Unit II: Mechanics of the Futures Market: Meaning and Definition, Types of futures, Mechanism of the Futures Market, Motives behind using Futures, Stock and Index Futures, Currency Futures, Interest rate Futures, Commodity Futures. Unit III: Options: Concept of Option s, American and European Options, Option pricing models, Exotic Options Unit IV: Financial Swaps: The Concept of Swaps, Interest rate swaps, Currency swaps, Pricing of Swaps. Unit V: Value at Risk: The Concept of VaR, How VaR is calculated, Uses and limitations of VaR. Unit VI:Introduction to Insurance – Life and Non-Life: Meaning and Nature of Insurance, Classification of Insurance, Elements of an Insurance Contract, various types of Life and Non-Life Insurance. Text Book: Options, Futures & Other derivatives: by John C. Hull, Pearson. Reference Books: 1. Financial Management: Theory Concepts & Problems by Dr. R. P. Rustagi,Taxmann. 2. Financial Management: by Rajiv Shrivastava and Anil Mishra, Oxford Publications. 3. Insurance & Risk Management: Dr. P. K. Gupta, Himalaya Publishing House Syllabus of Second Year (Semester III/IV), MBA (Master of Business Administration) Course Code : MBT602-5 Course : Project Planning & Financing And Mergers & Acquisitions L:3 Hrs. , T:1 Hrs . , P:0 Hrs. , Per week Total Credits : 7 Objectives:This course is divided into two parts the first part aims to study all about project management, Idea generation, Evaluation of the project, Loan documentation etc. The second part analyze & gives an in-depth explanation of the concepts, processes, issues & pitfalls involved in M & As & corporate restructuring using a lucid style. To accomplish this, the student will be exposed to a series of cases, which demand commitment form him/her. Unit I: Introduction to Project Management: (a)Planning: Generation & Screening of project ideas, Market & Demand Analysis, Technical Analysis , Financial estimates & projections (b) Sources of Financing – Term Loan, Venture Capital, Private Equity, Debentures, Shares, etc.. Unit II:Evaluating the Project: Nature and significance, techniques of evaluation –Pay Back Method, Accounting rate of return, Net Present Value and profitability index. Risks attached to the project (A review of project risks identification, allocation, and management). Unit III: Project Report and Lender’s Analysis: Components, Details of the company, its promoters, project, finances required, profitability, etc.. ; Loan Documentation – Appraisal of term loans by Financial Institutions. Basic components of project finance; Financing of small scale industry – Meaning, importance, growth of SSIs, Special financing needs and sources, issues & implications. Unit IV:Mergers & Acquisitions:Forms of Corporate Restructuring, Different forms of M&A, M&A Process, Participants in the M&A Process, Post closing Integration, Due Diligence, Reasons for failure of M&A. Unit V: Methods of Valuation of Firms: Various approaches to Valuation, Role of Valuation, DCF Model, Equity Valuation Model, Firm Valuation Model. Unit VI: Takeover Defenses: Friendly vs. Hostile Takeovers, Takeover defenses, Preventive Anti-takeover measures, Corporate Charter amendments, Golden Parachute, Active Anti -takeover defenses, Regulation of Takeovers in India. Text Books: 1. Project Planning Analysis, Selection, Implementation and Review: Prasanna Chandra, TMH 2. Financial Management – Theory Concepts & Problems: Dr. R. P. Rustagi,Taxmann.Reference Books: 1. Project Management and Control: Narendra Singh, Himalaya Publishing House 2. Financial Management: Rajiv Shrivastava and Anil Mishra, Oxford Publications. Syllabus of Second Year (Semester III/IV), MBA (Master of Business Administration) Course Code : MBT602-6 Course : Indian Banking and Financial System L:3 Hrs. , T:1 Hrs. , P:0 Hrs. , Per week Total Credits : 7 Objectives: This course analysis & discusses the new challenges & new initiatives of banks & their unique role in the economy. To accomplish this, the student will be exposed to a series of cases, which demand commitment form him/her.The course includes the fundamentals of Banking, Commercial Banks & their role, NBFC’s, & Management of Asset Liability Managem ent. Unit I: Indian Financial System: Financial Intermediation, Introduction to Indian Banking System, Regulatory Framework, Sources of Funds, Application of Funds. Unit II: Commercial Banks I: Introduction to Bank’s Financial Statements, Analysis of Balance Sheet items, Deposits, Lending Function, Loan Policy, Loan Pricing, Credit Risk and Loan Losses. Unit III: Commercial Banks II: Investment Portfolio of Banks, Non Fund based Services, Plastic Money, SLR requirements, Capital Adequacy requirements, BASEL II Unit 4:Development Financial Institutions: Role of DFIs in the Financial System, Operations of major FIs in India – IFCI, ICICI, IDBI, SIDBI, Regulatory Framework for FIs Unit 5: NBFCs: Definition, Types and Services, Regulatory framework, Capital Adequacy Requirements. Unit 6: Asset Liability Management: ALM, Interest Rate Risk management Liquidity risk Management. Reference Books: 1. Principles of Bank Management: Vasant Desai, Himalaya Publishing house, Delhi 2. Basics of Banking & Finance: Dr. K. M. Bhattacharya, Himalaya Publishing House 3. Banking Theory, Law & Practice: Gorden&Natrajan, Himalaya Publishing House 4. Banking Theory & Practice: Dr. P. K.Shrivastava, Himalaya Publishing house, Delhi Syllabus of Second Year (Semester III/IV), MBA (Master of Business Administration) Course Code : MBT602-7 Course : Financial Services & Merchant Banking L:3 Hrs. , T:1 Hrs. , P:0 Hrs. , Per week Total Credits : 7 Objectives: This course covers the various financial services and their role in the economic development along with the concept of Merchant Banking in detail Unit I: Financial Services: Concept, objectives, characteristics, issues, kinds of financial services Unit II: Marketing of Financial Services: Conceptual Framework, Distribution Pricing, Promotion, Attracting & retaining customers. Unit III:Financial Services Market: Concept, Constituents, Growth of financial services in India, problems of finance services sector, Regulatory fr amework. Unit IV: Merchant Banking: Introduction, nature, Role of Merchant Bankers in Economy, Functions of merchant bankers, Code of conduct for merchant bankers. Unit V: Merchant Banking in India: Legal & Regulatory Framework and relevant Provisions, SEBI guidelines for Merchant Bankers, present state of Merchant banking in India. Unit VI: Issue Management: Concept, pre and post issue activities, role of merchant banker in Issue management and Mergers and Acquisitions Text Book: 1. Financial Services: M. Y. Khan, Tata McGraw Hill 2010Reference Books: 1. Financial Services: Gurusamy, Tata McGraw Hill 2010 2. Financial Services: Tripathy, Prentice Hall of India 2009 3. Financial Markets and Institutions: Madura, Thomson, 2009 Syllabus of Second Year (Semester III/IV), MBA (Master of Business Administration) Course Code : MBT602-8 Course : Management Control System L:3 Hrs. , T:1 Hrs. , P:0 Hrs. , Per week Total Credits : 7 Objectives: This course aims at students should gain knowled ge, insights and analytical skills related to how a firm’s managers go about designing , implementing and using the planning and control, system to implement the firms strategy. Unit I:Definition and Concept of Management Control, Subsystems of Management control-Strategic Control, operational control and task control, Functions of management accountant and controller, Impact of changing business environment on management accounting and control systems, Requisites for designing and implementing management control systems. Goal congruence – cybernetic paradigm of Grissinger – functions of the controller. Unit II: Responsibility Centers – Types of Responsibility centers – Expense Center, Profit Centers and Investment Centers – Budgetary Control as a tool for Management Control System – Engineered , Discretionary and Committed Costs. Approaches to Budgeting w. r. t. Engineered and Discritionary costs, Benchmarking and total cost manageme nt. Unit III:Transfer Pricing (Market Based and Cost Based): Related numerical problems – return on Investment, Economic Value Added, Capital Budgeting and Ratio Analysis as a tool to Management Performance Measurement. Unit IV: Management control system in service sector vis-a-vis in manufacturing sector. Financial and Non- Financial Performance measures w. r. t. balance score card (Rock Water’s Model) Unit V: MIS- Management Information System & ERP Unit VI: Introduction to Audit Functions as a control tool covering financial audit, internal audit and Cost Audit- management audit – principles and Objectives. Text Book: 1. Management Control System: 10th Edition – Anthony and Govindrajan, Tata McGraw HillReference Books: 1. Practical Auditing: B. N. Tondon 2. Management Control System: Kirby. Syllabus of Second Year (Semester III/IV), MBA (Master of Business Administration) Course Code : MBT603-1 Course : Performance Management & Compensation L:3 Hrs. , T:1 Hrs. , P:0 Hrs. , Per week Total Credits : 7 Objectives: This course seeks to expose students to fundamental theories and best practices in performance management. It will also try to illustrate the dynamic nature of performance management through the presentation of new ideas and controversial issues. It will enable students to link performance to rewards & compensation. Unit I:Performance Management: Overview, concept, purpose, significance, characteristics, process of Performance Management & Compensation (PMS). Emerging Trends in PMS Unit II: Planning employee performance and development: Basic concepts, Components of Performance & Development Plan (PDP), Benefits of PDP Unit III: Monitoring Performance & Mentoring: Introduction, performance review, conducting review meeting, frequency of review, self-assessment. Concept of Mentoring, benefits, process of mentoring, coaching for performance improvement. Unit IV: Stock taking Performance: Introduction, Purpose of Stocktaking, Different approaches of appraisal, Stock taking potential, Tools for Stocktaking potential Unit V:Appraising for Recognition & reward: Methods of Appraisal, Errors during Appraisal, Appraisal for rewards, Appraisal for successful recognition Unit VI: Reward and Compensation management: Concept and types of compensation, Competitive imperatives, Equity in compensation, Designing compensation, fringe benefits, retirement benefits Text Book: 1. Performance Management: Prem Chadha, Publication –Macmillan Reference Books : 1. Human Resource Management: Snell & Bohlander, Publication – Thomson 2. Compensation: Milkovich & Neman, Publication – McGraw –Hill 3. Human Resource Management: Gary Dessler Publication – Thomson 4. Managing Human Resources: Monappa, Publication – MacmillanSyllabus of Second Year (Semester III/IV), MBA (Master of Business Administration) Course Code : MBT603-2 Course : Management Of Change And Organizational Effectiveness L :3 Hrs. , T:1 Hrs. , P:0 Hrs. , Per week Total Credits : 7 Objectives: The student will be exposed to various types of organizational change. The course will also enable them to identify the strategies for managing change in different scenarios. The course will also help the students to evaluate the different change strategies implemented in the organization. Unit I: Introduction to Managing Change: Concept of change, types of change, steps to manage change, Role of HR strategies in implementing change, Implementation & impact of change. Unit II:Organizational Structure & Management of Change: Concept, Organizational change, Organizational structure, Structure & strategic change, Systematic approach to implement change, Resistance to change, Force field theory of change, Dominos effect, power politics and ethics, OD Interventions. Unit III: Organizational Culture & the Management of Change: Organizational culture, Martin’s perspective on the study of culture, Hofstede’ s & Schein’s perspective of organizational culture, Strategies for cultural change, Parameters of cultural change, Realigning culture in the organization. Unit IV: HRD & Management of Change: Concept of HRD, Strategic change & HRD, Strategic integration & orders of strategic integration, Development of managers, Process of Staff development, Recruitment & selection & management of change, Performance management & management of change. Unit V:Role of Change Management in Downsizing and Mergers & Acquisitions: Concept of Downsizing, Need & problems related to downsizing and mergers & acquisitions, Handling psychological states of employees in downsizing and mergers & acquisitions, Implications related to them, Strategies to be used in downsizing and mergers & acquisitions to have effective change, Principal determinants, Theories of Intervention to manage downsizing. Unit VI: Evaluating & Promoting Change: Approaches to evaluate & promote change, Evaluation research, The action research spiral, Clarity of purpose & strategies, Gathering data for analysis, Analysis & feedback. Textbook: 1. Managing Change: Adrian Thronhill, Phil Lewis, Mike Millmore, Mark Saunders; Pearson Education Limited Reference Books: 1.Change Management: CSV Murthy; Himalaya Publishing House 2. Essentials of Human Resource Management and Industrial Relation: Dr. P. Subba Rao; Himalaya Publishing House 3. Organisational Behaviour: K Aswathappa Himalaya Publishing House Syllabus of Second Year (Semester III/IV), MBA (Master of Business Administration) Course Code : MBT603-3 Course : Group Behaviour And Transactional Analysis L:3 Hrs. , T:1 Hrs. , P:0 Hrs. , Per week Total Credits : 7 Objectives: To help students understand how people act, think, and feel in organizational settings and how to form better relationships by achieving human objectives, organizational objectives, and social objectives.The study of Organizational Behavior and Transaction Analysis will facilitate the process of explaining, understanding, predicting, maintaining, and changing employee behavior in an organizational environment. Unit I: Personality and Perception – Determinants of personality, Types of personality, Theories of personality, Perception & O. B. , Managing the perception process, Components of attitudes, formation of attitudes, changing attitude. Unit II: Group Behavior – Groups, reason for people to work in groups, Group Development – Stages, Strategies, Group Behavior Model, Roles in Groups, Roles – Identity, Perception, Expectation, Differentiation. Unit III:Group Behavior Functioning – Theories of Group Behavior Functioning, Influence of group behavior on work assignment, Group Potential, Group Cohesiveness, Groupthink, Group Productivity & Group Performance. Unit IV: Group and Team Dynamics – Nature of teams, types of teams, benefits from teams, types of groups, group development, determinants of group behavior Teams vs. Groups. U nit V: Power & Conflict – Power dynamics, sources of power, power tactics, nature of conflict, types of conflict, Conflict process, levels of conflict, conflict resolution, cases on power & conflict. Unit VI: Transactional Analysis – Ego states and their identification, Types of Transactions, Cases on T A.Introduction & background, Positions of change, Child, parent & adult, Families & children Test Book 1. Organisational Behaviour: K. Aswatthappa, Himalaya Publishing House. Reference Books: 1. The Dynamics of Group Behaviour: Concepts, Principles and Practices, M. Gangadhara Rao and Surya P. Rao (2007), Kanishka Prakshan 2. Organisational Behaviour: Fred Luthans, McGraw- Hill Publishing co. ltd. 3. Organisational Behaviour: Robbins, Prentice hall of India Syllabus of Second Year (Semester III/IV), MBA (Master of Business Administration) Course Code : MBT603-4 Course : Training & Development Practices L:3 Hrs. , T:1 Hrs. , P:0 Hrs. , Per week Total Credits : 7 Objectiv es:This course will enable the students to understand the Function of Training & Development followed in the organizations. It will take a holistic view of this function & will discuss identification, design & evaluation of training programs in detail. The course will also discuss best practices of Training & Development in different organizations. Unit I: Training and Development: Introduction, Nature of training, Significance of training, Scope & Objectives of training, Benefits of training, Philosophy of training. Difference between Training & Development. Unit II: Training Need Analysis – Identification of training needs, Thayer & McGhee Model, Areas of training, Responsibilities for providing training. Unit III:Training Design & Methods of Training & Development – Perspectives for Designing Training, On the Job Training & Off the Job Training, Training Methodology – Case Study, Management Games, Brain Storming, Role Play, In- Basket exercises, Group Discuss ion; Concept & Importance of Management Development Programs (MDP’s), Steps in MDP’s, Methods and Techniques of MDP’s, Prospective pitfalls. Unit IV: Tools for Effective Training – Teaching aids and techniques, Audio-visual aids, Skills of an Effective Trainer: Communication skills, Knowledge, Training styles, Power of Body Language, Developing creativity. Unit V: Evaluation of Training – Feedback from participants, Measurement of training effectiveness, Models of Training evaluation, Evaluation of trainers and facilities for training. Audit of Training – Cost of training. Unit VI: Training in Indian & International Organisation – National Perspective regarding current training and development practices, International Perspective. Case Study. Text Book: 1.Effective Human Resource Training and Development Strategy: Dr. B. Rathan Reddy, Publication –Himalaya Publication House. Reference Books: 1. Personnel Management and Human Re sources: N. C. Jain & Saakshi, Publication – Allied Publisher. 2. Human Resource and Personnel Management: K. Aswathappa, Publication, McGraw- Hill Publishing. 3. Human Resource Management: Tenth Edition, Gary Dessler, Publication- Pearson Education. Syllabus of Second Year (Semester III/IV), MBA (Master of Business Administration) Course Code : MBT603-5 Course : Industrial Relations & Labour Legislations L:3 Hrs. , T:1 Hrs. , P:0 Hrs. , Per week Total Credits : 7 Objectives:This course will discuss and examine the important areas of Legislation Relating to Welfare, Social Security Measures, Wages and Bonus, Industrial Relations, Trade Unions and Employment Conditions. The Course will also deal with the Current Legislative Proposals as well as the Impact of Labour Laws on Human Resource Management. Unit I: Industrial Relation and Industrial Democracy – Definition and concept of industrial relation, basic facts, scope, aspects & ideologies of Industrial relations, Appro aches to Industrial relations. Collective Bargaining: Definition, importance, types ,prerequisites of effective collective Bargaining & Collective Bargaining in India; Workers Participation: Concept & meaning, Aims & objective, Forms & levels of participation, conditions essential of working of the scheme. Unit II:Grievances & Disputes – Nature, causes, settlement procedure of Grievances, Industrial Disputes, causes, remedial & prevention measures and settlement machinery. Consequences of Industrial disputes on Industry & Society. Significance of Peace & Harmony to Industrial Productivity & progress Unit III: Labour Welfare & Social Security Legislations – Meaning & scope, Labour welfare & welfare officer in Indian Industry, his role, perceptive, limitations, role perception and role performance, New challenges & expectations, Training of welfare officers; Aims of social security measures, methods of providing social security, benefits to workers-social assistance and social insurance, origin and growth of the idea of social security.Workmen’s compensation Act, Employees state Insurance Act 1948, Provident Fund Act 1952 and Payment of Gratuity Act 1972. Unit IV: Normative and Wage Legislations – Factories Act, 1948, Bombay shop & Establishment Act 1948, PULP Act 1971. Minimum wages Act, Payment Of wages Act 1936, Payment of Bonus Act 1965. Unit V: Industrial Relation Legislations – Trade Union Act 1926, Industrial Employment standing order Act 1946, Bombay Industrial Relations Act, Industrial Dispute Act 1947. Unit VI: ILO & Functions of Working of Offices Attached To Labour Ministry – ILO: Constitution, working & impact of ILO on Labour Legislations in India, ILO convention & recommendations.Functions & Working of Offices Attached To Labour Ministry: Directorate –General of Employment & Training; Labour Bureau; Welfare Commissioners; Various committee constitute by the Government of India (Ministry Of Labour). Text Book: 1. Dynamics of Industrial Relations: Mamoria & Mamoria, Publisher: Himalaya Publishing House. Reference Books: 1. Industrial Jurisprudence & Labour Legislation: A. M. Sarma, Publisher: Himalaya Publishing House. 2. Taxmann’s Labour laws: Taxmann Publications Pvt. Ltd. 3. Essentials of Human Resource Management & Industrial Relation: P. SubbhaRao, Publisher: Himalaya Publishing House. 4. Industrial Relations: C. S. VenkataRatnam, Publisher: Oxford University Press. 5.Labour and Industrial laws: P. K. Padhi, Publisher: Eastern Economy Education. Syllabus of Second Year (Semester III/IV), MBA (Master of Business Administration) Course Code : MBT603-6 Course : Human Resource Strategies And Systems L:3 Hrs. , T:1 Hrs. , P:0 Hrs. , Per week Total Credits : 7 Objectives: This course will enable student to understand the HRD as a field of study & its evolution. It will help the student to understand the role & strategies of HRD in different situations. It will also try to establish relationship between HRD & various skill improvement techniques. It will also enable to understand the role of HRD in Government & Private Enterprises. Unit I:Introduction – Field of Human Resource Development (HRD): A multi-dimensional and new concept, Goals and challenges, Objectives and determinants, Approaches to HRD. Evolution of HRD. Unit II: Comparative Study of Various HR Disciplines: Comparative study of Human Resource Development, Human Resource Management, Human Capital Management and Personnel Management, Unit III: HR System & H. R. D. Culture Design – HR System and Sub systems of HR system , HRD intervention, HRD culture and practices, Subculture, Propagation of culture through HRD. Quality of Work Life. Unit IV: Issues in HRD – Strategy for HRD: Diversity in work force, exit strategy, competitive advantage and relationship management; HRD in Planning for Diversification, Expansion, Mergers, Acquisitions and Takeovers. Unit V:HRD & Skill E nhancement Techniques – Total Quality Management (TQM), Knowledge Management, H. R. Restructuring, Reengineering, Quality Circles. Unit VI: HRD In Different Sectors: – HRD in different organisations, Government Agencies and their role in HRD, Rural development through HRD, HRD in Emerging Sectors: I. T. and I. T. E. S. National Human Resource Development Strategy (NHRDS), Objectives of the initiative, HRD’s role for ROI & its calculation. Text Book: 1. Human Resource Management, Biswajeet Pattanayak, Publisher: Prentice Hall Of India. Reference Books: 1. Human Resource and Personnel Management,K Aswathapha, Publisher: Mc-Graw Hill. . Personnel and Human Resource Management: Text and Cases, P. SubbaRao, Publisher: Himalaya Publishing House. 3. Human Resource Development, Jon M. Werner& Randy L. Desimone, Publisher: South-Western Publication 4. Strategic Human Resource Planning by, Monica Belcourt& Kenneth McBey, Publisher:Thomson Nelson Syllabus of Second Year (S emester III/IV), MBA (Master of Business Administration) Course Code : MBT603-7 Course : Human Resource Planning L:3 Hrs. , T:1 Hrs. , P:0 Hrs. , Per week Total Credits : 7 Objectives: The course will enable student to study forecasting, resourcing, downsizing & restructuring.The students will also understand the importance of succession management. HR planning during Mergers & Acquisitions will be also discussed in details. The current issues in HR Planning faced by organization will be discussed. Unit I: Strategic HR Planning: Need for strategic HRM, Characteristics of effective HRM strategy, Types of strategy, Models of business strategy, Strategic HR Planning model. Unit II: HR Forecasting Process: Meaning & benefits of HR forecasting, Key personnel required, Determining net HR requirements, Steps to conduct trend analysis, Various forecasting techniques, Ascertaining HR supply, Retention management. Unit III:Downsizing & Restructuring: Concept of downsizing & restructuring, Nee d of downsizing, The decision of downsizing, concept of â€Å"survivors† of downsizing, Impact & consequences of downsizing, Effective downsizing and restructuring strategies, Handling psychological and labour issues in downsizing. Unit IV: Succession Management: Concept & importance of succession management, Evolution & Process of succession management, Management developments methods, Role of employee in succession management. Unit V: Mergers & Acquisitions: Concept of merger & acquisition, 360 degree impact of merger & acquisition, Cultural issues in mergers, HR planning for mergers & acquisitions, Changes brought in various HR issues. Unit VI: Current Trends in HR Planning: Development of HR planning, Controlling attrition, Scope & overview. Textbook: 1.Strategic Human Resources Planning: Monica Belcourt, Kenneth J. McBey; Thomson Reference Books: 1. Effective Succession Planning: William J. Rothwell; Amacom 2. Human Resource Planning: John Bramham; Universities Press 3. Human Resource and Personnel Management: K Aswathappa; Tata McGraw-Hill Publishing Company Limited 4. A Textbook of Human Resource Management: C. B. Mamoria & S. V. Gankar; Himalaya Publishing House Syllabus of Second Year (Semester III/IV), MBA (Master of Business Administration) Course Code : MBT603-8 Course : International HRM Scenario & Practices L:3 Hrs. , T:1 Hrs. , P:0 Hrs. , Per week Total Credits : 7 Objectives:The objective of the course is to help students gain knowledge and skills in dealing with international human resources management. To accomplish this, the student will be exposed to a series of cases, which demand commitment from him/her. The course includes the introduction to IHRM, cultural literacy, business management of global companies, international staffing, comparative HRM in America, Japan, India and UK, Challenges and strategies in IHRM, and International compensation. Unit I: Introduction: to International Resource Management Scope of international HRM, Cultural Literacy and Cultural awareness: essentials, advantages, cultural skills for co-operative advantages. Factors affecting International HRM.Comparative Employment Policy – Concept, significance, the Cultural Approach – Power Distance (PDI), Uncertainty avoidance (UAI), Individuality (INV), Masculinity (MASC), Long-Term Orientation. Unit II: Business Management of Global Companies – Characteristics of domestic and global companies, HRM approaches and strategic planning in global organizations. Roles of International HR Manager, Developing Global Literate Leader. Unit III: International Staffing – Recruitment, selection, hiring, training and development, career planning, succession planning, retention. Expatriation, Inpatriation, Flexpatriation. Cultural and Reality shock, Reverse-Cultural Shock. Unit IV: Work Culture of various economies – The comparative approach to HRM in America, Japan, India and UK.National culture, HRM and other employee related values and practices in these economies. Unit VI: Challenges and strategies in IHRM: Challenges with respect to Demographics, Diversity, Occupational Shifts, Workforce Scarcity, Quality, Economy, Technology, Retention, Mergers, Acquisitions and Lay-offs. IHRM Strategies. Unit V: International Compensation – Principles of International Compensation, Methods and practices of International Compensation, International Compensation and employee satisfaction. Text Book: 1. International Human Resource Management: Monir Tayeb, Oxford University Press. Reference Books: 1. International Human Resource Management: P.Subba Rao, Himalaya Publishing House 2. International Human Resource Management: K. Aswathappa & S. Dash, Tata McGrawHill 3. International Human Resource Management: Tony Edwards & Chris Rees, Pearson Education Syllabus of Second Year (Semester III/IV), MBA (Master of Business Administration) Course Code : MBT604-1 Course : Operations Planning and Control L:3 Hrs. , T:1 Hrs. , P:0 Hrs. , Per week Total Credits : 7 Objectives: This course intends to introduce the student to operations planning and control which involves all activities in the organisation, which contributes to the effective production of goods and services. It will start with an nderstanding of the operations strategic objectives. It will also give the student insight of translating the corporate goals into their implications for the operation’s performance objectives, quality, speed, dependability, flexibility and cost. Unit I: Introduction – Introduction to Functions of production planning and control, Manufacturing systems, Production procedures, service Operations Unit II: Preplanning: Product development and design, Sales forecasting and estimation, plant layout, capacity planning Unit III: Planning: Production order, Mass production, Batch production, Job-shop production, Batch size determination, Scheduling, Batch production scheduling Unit III:Control: Ele ments of Control, Production control, Shop floor control, Computer assisted control, Inventory control Unit IV Control: Manpower control, Quality control, Cost control, Maintenance control Unit V: Distribution Management: Distribution requirement planning, management and control, Unit VI: Recent trends: Lean manufacturing, Green manufacturing, Flexible manufacturing system, Computer Integrated Manufacturing Systems (CIMS), Advanced Production Inventory Management Systems (APIMS), Text Book 1. Operations Management: Russell & Taylor, Wiley India Reference Books: 1. Elements of Production Planning and Control: Samuel Eilon, Universal Books Corporation 2. Manufacturing Planning and Control Systems: Thomas Vollmann, William Berry, D.Clay Whybrk, Galgotia Publication 3. Production and Operations Management: Everett E. Adam, Jr, Ronald J. Ebert, PHI India 4. Operations Management: by SLACK & LEWIS, Michael Lewis, Nigel Slack Syllabus of Second Year (Semester III/IV), MBA (Master of Busine ss Administration) Course Code: MBT604-2Course: Supply Chain Management L: 3 Hrs. , T: 1 Hr. , Per WeekTotal Credits: 7 Objectives: The objective of the course is to give students a holistic view of Supply Chain Management. To provide an insight into current industry practices in supply chain ma