Case Study on Gender Discrimination Research Paper

Contextual analysis on Gender Discrimination - Research Paper Example So as to manage the issue, the International Olympic Committee (IOC) in 1968 propelled a sex-testing activity â€Å"to ensure ladies against unjustifiable competition† (Woolum, 1998, 52). The sex-testing program was started because of the conviction on the prevalence of guys in sports: female competitors would be at a burdened situation over their male partners in men’s occasions, and male competitors partaking in women’s rivalries would have a verifiable bit of leeway; thus, female competitors must be protected against male competitors taking part in their rivalries. Henceforth, all competitors partaking in women’s rivalries ought to be exposed to different tests to distinguish and ensure the athlete’s sex. This paper presents a contextual analysis of an anecdotal female competitor experiencing sex test before cooperation in the Olympic games. This female competitor is as of now the quickest lady on the planet. She accomplished world popularity because of her accomplishments in olympic style events. Be that as it may, doubts about her actual sex emerged in light of her manly physical appearance, developments, and voice. Physical Description of the Athlete and Brief Notes about her Performance Jane Doe is 27 years of age with a stature of 5ft and 7 in and weight of 80 lbs. Her occasion is 100m run. She is single and declares to be a virgin. She says she has not dated any man and didn't encounter having any beau. She is strong yet perceptibly flimsy. She has short hair. She has extremely little bosoms and no underarm and facial hair. She has a level midsection however huge muscle development around the thighs and legs, which is anticipated from an olympic style events competitor. She won 35 gold in olympic style sports. She ran the 100 meters in 13 seconds in Madison Square Garden; won a gold award for Sydney in the Olympics in the 50-yard run with a first-time record of 12 seconds; and finished 100 yards in 9 seconds. Due to these striking exhibitions, Jane Doe turned into a commonly recognized name. For a long time, she won in excess of 200 decorations in significant olympic style events rivalries. Tests Performed on Jane Doe and Results of the Tests In Jane Doe’s sex test, the inspectors acquired cell tests from her cheek’s mucous film, or additionally called ‘buccal smear’, at that point stain them and check them up for Barr bodies. On the off chance that the subject is a female, with XX chromosomes, the bodies will show up, bringing about a positive outcome (Schaffer and Smith, 2000, 135). In the event that vulnerabilities exist, analysts will filter cells not for Barr bodies, yet for the absence of Y chromatin. On account of Jane Doe, the analysts stain the cells and study them completely. The extended area of the Y-chromosome comes into see as a reasonable stain. On the off chance that this stain didn't show up, Jane Doe will be permitted to participate in the rivalries. The outcome for these two tests is both positive, which affirms Jane Doe’s womanliness. In any case, the utilization of these tests turned out to be exceptionally disputable. A few researchers guarantee that sex chromatin testing doesn't distin guish females with intrinsic adrenal hyperplasia, a hereditary issue (Evelyn, 2011). Jane Doe was henceforth inspected for the said issue. It was discovered that she has it. She has 22 sets of autosomes and a couple of X-chromosomes, the typical chromosomal equalization in females, yet has an uncommon muscle force and manly physical make-up (Sullivan, 2011). This issue is brought about by a hereditary biochemical lack that influences the adrenal organs unusually, making it unequipped for changing

A Raisin in the Sun Analysis Responses Essay

A Raisin in the Sun Analysis Responses Essay A Raisin in the Sun Analysis Responses Essay Ryan Pagois A Raisin in the Sun Scholarly Analysis Questions Question #1: Beneatha’s two admirers, Asagai and George, both contribute extremely restricting perspectives of American life and propose totally various things as Beneatha’s admirers. Asagai thinks about his African legacy with respect and plans to spare Beneatha from turning into a â€Å"assimilationist† in this American culture and rather needs her to grasp her genealogical past, and even welcomes her to move back to Nigeria with him. He prods her with inquiries concerning her hair, asking her for what good reason she â€Å"mutilate[s] it each week† and won't wear it normally (62). As he presents Beneatha with Nigerian robes, she starts to consider her to be as a wonderful and progressively glorious thought, and not really as something to move past or disregard. She later acknowledges Asagai’s words and trims her hair, which shows the measure of impact that he had on Beneatha’s sees on both her past and her present. Alongside this, Asaigai sees Beneatha as an exceptionally delightful lady, and an important accomplice, and somebody to remain close by. He sees the possibility of instruction as important, and fundamental so as to completely comprehend the types of behavior that most people will accept as normal. George, then again, detests his association with Africa and concentrates more on the present and proceeding onward into what's to come. He is very discourteous and candi d against Beneatha’s sees on assimilationism and her African legacy. At the point when she raises the subject, he taunts her with snide remarks toward the â€Å"great Ashanti empiresí ¾ the incomparable Songhay civilizationsí ¾ and the incredible model of B à © nin† and the â€Å"poetry of the Bantu† (81). Alongside being a complete assimilationist, George sees ladies as somebody to help a man and obey him as opposed to be his accomplice. He holds training in a high respect, yet he accepts more in cash than in information. These convictions madden Beneatha, and at long last, she dismisses George, considering him a â€Å"fool† and hating both him and his convictions. Question #2: At the point when Mr. Linder shows up at the Youngers’ home, he is at first ready to mask his goals and conceal his supremacist and hostile proposition to make his concept of having an area â€Å"a specific sort of way† appear to be significantly more sensible. From the outset, Mr. Linder satisfies the Younger family with his apparently kind expectations as he discusses how individuals misjudge each other far again and again and it is essentially in light of the fact that â€Å"people just don’t plunk down and converse with each other† (116). This pinnacles the enthusiasm of the Youngers as they keep on listening eagerly to Mr. Linder’s introduction. Before long, be that as it may, the Younger family observes through Linder’s cautious word decision and come to understand the genuine motivation behind his visit. Linder starts to talk about the individuals of Clybourne Park having a â€Å"common background† and needing their neighborhood a particular way. Linder then lets his actual goals radiate through as he tells the More youthful family that the residents of Clybourne Park, â€Å"rightly or wrongly†, accept that â€Å"Negro families are more joyful when they live in their own communities† (118). The Youngers respond protectively by removing him from their home. In spite of the negative climate around Linder’s visit, it results in the encouraged and reinforced want to oppose society’s desires and complete their arrangement to move into their home in Clybourne Park, and it likewise united the family as they keep on holding over their encounters as they have been all through the play. Concerning Linder and his longing for an ideal neighborhood, his expectations are not totally adrift. The occupants of an area reserve the privilege to control parts of their locale to a degree. The line is drawn, be that as it may, at where a person’s lifestyle is compromised or tested. Physical highlights of the area can be modified, however the occupants themselves ought not feel compelled into changing their way of life to coordinate that of the area. Question #3:

Freud, Jung, & Adler

Task One Jeremie William Edwards PSY/250 Elaine Parks Assignment Two Freud, Jung, and Adler are regularly alluded to as the dads of present day Psychology. The three men invested a lot of energy diving into why individuals act and think the manners in which they do. Freud’s psychoanalytical methodology reveals to us that the human mind comprises of three unique parts that drive us to our musings and activities; the Ego, Super-Ego, and the Id (direct Latin interpretation is the it). Adler was at contrasts with Freud in this division of these three parts.Adler accepted that the Ego, Super-Ego, and the Id were not isolated however seen in general; He accepted that it was progressively imperative to take a gander at the whole picture as opposed to attempting to isolate these parts, as Freud would. Jung and Freud had a distinction on close to home inspiration that drives every one of us. Freud accepted that all human inspiration was explicitly based, where Jung believed that each i ndividual experienced a sort of feeling of inadequacy. I can concur with partitions from the entirety of the specialists and their theories.I accept that there is a sexual meaning to most everything that individuals do, regardless of whether it is out-right or covered up in setting. I can likewise observe where most everybody experiences some sort of feeling of inadequacy. Each individual can confess to be deficient in some zone in which they would prefer to exceed expectations. To the extent Jung and his individuation then again, I accept this to be deficient in substance. His considerations on people being social animals and the impact that our environmental factors have on us are very valid.I additionally accept that we do have an Id or a basic intuition within us, however that Id isn't in struggle with our Ego and Super-Ego. These three sections work as one to drive us and impel every one of us into turning out to be better individuals yet not letting us overlook from where we s tart. Sigmund Freud had a five phase hypothesis on human character improvement. The five phases all together are; Oral/Dependency, Anal/Potty Training, Phallic, Latency Period, and Genital. The Oral stage is from the hour of birth up to around two years old.This stage talks of breastfeeding and how an individual can build up an oral obsession whenever weaned too soon from the nipple. An oral obsession can show in the types of smoking, eating, or drinking. The subsequent stage, Anal, is the place the youngster is figuring out how to utilize a latrine appropriately. The youngster utilizes the butt-centric sphincter as a methods for keeping up control of the circumstance. For instance, if a kid wouldn't like to figure out how to utilize the can they may retain their dung or poop in places or now and again that are viewed as wrong. These activities will permit the youngster to see that they are still in charge of the situation.Under this comprehension is the place Freud accepts that an individual can create over the top enthusiastic issue or fantasies about turning crazy and the individual left attempting to get everything back all together. The Phallic stage is the third phase of Freud’s. This stage is from the ages of three to five, this is where a youngster begins to turn out to be increasingly mindful of the contrasts among people. This time allotment is the point at which an individual can build up an Oedipus or Electra complex, contingent upon the sexual orientation of the individual. What this involves is the youngster getting desirous of a similar sex parent.For young men this would introduce due to the kid needing a relationship with the mother that the dad has, this situation thus causes the kid to receive the demonstrations and peculiarities of the dad so as to live vicariously through him in this relationship. For a young lady youngster, she is envious of the mother and needs the father’s (penis envy). The fourth stage is an inertness per iod where no genuine progression is made. The last phase of Freud’s five phases is the Genital stage. The Genital stage begins around the age of 12 and finishes in the pinnacle of puberty.This stage is a stiring of a person’s sexual intrigue. In this stage an individual will begin to feel sexual fascination towards the other gender (the author doesn't think about homosexuality in this hypothesis starting at yet). The inclinations and requirements are to delight the private parts and a kind of transitioning, or growing up. Freud had a wide range of resistance systems. The three we will be taking a gander at are; Denial, Rationalization, and Repression. Refusal is a genuinely plain as day safeguard; it is the point at which an individual contends with the truth of what has really occurred. E. G.When a lady has been assaulted she should manage an exceptional circumstance which she had no way out in. A few ladies face this reality with denying that it at any point really o ccurred. Justification is somewhat unique in an individual will create a fact as opposed to confronting what the recognizable truth is. State an individual gets terminated from a position; he/she may guarantee that it is on the grounds that they would not kiss up to the supervisor when in all actuality it was a result of a need execution. Restraint is the point at which an individual powers something out of memory, regularly an individual will subdue recollections of youngster misuse.

2013 Five-year Top Performing Direct Plans Q2

Savingforcollege.com ranks the performance of direct-sold 529 plans. Direct-sold plans are those that consumers can enroll in without using a broker. We have prepared both one-year, three-year, five-year and ten-year performance tables. To prepare this ranking, we compared a subset of portfolios from each 529 savings plan. We selected portfolios based on their mix of stocks, bonds and money market funds, which allows for an apples-to-apples comparison in seven asset-allocation categories. The lower the "percentile," the better the ranking. This ranking could be a useful tool for you when selecting which direct 529 plan might be right for you. Here are our 529 performance rankings as of June 30, 2013 for Direct-sold 529 plans. Five-year performance ranking (click here for one-year performance table and three-year performance table, and ten-year performance table): Rank State Plan Percentile 1 Nevada USAA 529 College Savings Plan 18.81 2 Utah Utah Educational Savings Plan (UESP) Trust 25.75 3 New York New York's 529 College Savings Program -- Direct Plan 28.80 4 Florida Florida 529 Savings Plan 28.95 5 Kansas Schwab 529 College Savings Plan 32.39 6 Alaska University of Alaska College Savings Plan 32.74 7 Alaska T. Rowe Price College Savings Plan 34.05 8 Maryland College Savings Plans of Maryland -- College Investment Plan 34.83 9 Michigan Michigan Education Savings Program 34.96 10 Pennsylvania Pennsylvania 529 Investment Plan 35.95 11 Ohio Ohio CollegeAdvantage 529 Savings Plan 37.96 12 Colorado Direct Portfolio College Savings Plan 38.59 13 Nevada The Vanguard 529 Savings Plan 39.25 14 Hawaii Hawaii's College Savings Program 39.41 15 Iowa College Savings Iowa 39.77 16 West Virginia SMART529 Select 40.86 17 New Jersey NJBEST 529 College Savings Plan 42.28 18 District of Columbia DC 529 College Savings Program (Direct-sold) 42.34 19 Oklahoma Oklahoma College Savings Plan 42.82 20 Virginia Virginia529 inVEST 42.84 21 South Carolina Future Scholar 529 College Savings Plan (Direct-sold) 43.03 22 Maine NextGen College Investing Plan -- Client Direct Series 43.78 23 Arkansas GIFT College Investing Plan 43.88 24 Missouri MOST - Missouri's 529 College Savings Plan (Direct-sold) 43.97 25 Louisiana START Saving Program 45.45 26 Kansas Learning Quest 529 Education Savings Program (Direct-sold) 46.30 27 Minnesota Minnesota College Savings Plan 46.47 28 Kentucky Kentucky Education Savings Plan Trust 47.71 29 South Dakota CollegeAccess 529 (Direct-sold) 48.70 30 Vermont Vermont Higher Education Investment Plan 49.06 31 North Dakota College SAVE 50.98 32 Idaho Idaho College Savings Program (IDeal) 52.84 33 Connecticut Connecticut Higher Education Trust (CHET) 55.14 34 Illinois Bright Start College Savings Program -- Direct-sold Plan 55.20 35 West Virginia SMART529 WV Direct 56.29 36 Rhode Island CollegeBoundfund (Direct-sold, Alternative RI) 59.68 37 Massachusetts U.Fund College Investing Plan 65.27 38 Arizona Fidelity Arizona College Savings Plan 65.55 39 Delaware Delaware College Investment Plan 65.58 40 New Hampshire UNIQUE College Investing Plan 65.67 41 Texas Texas College Savings Plan 66.82 42 New Mexico The Education Plan's College Savings Program (Direct-sold) 88.95 - Alabama College Counts 529 Fund (Direct-sold) NA - California The ScholarShare College Savings Plan NA - Georgia Path2College 529 Plan NA - Indiana CollegeChoice 529 Investment Plan (Direct-sold) NA - Mississippi Mississippi Affordable College Savings (MACS) Program NA - Montana Montana Family Education Savings Program Investment Plan NA - Nebraska Nebraska Education Savings Trust - Direct College Savings Plan NA - Nebraska TD Ameritrade 529 College Savings Plan NA - Nevada SSgA Upromise College Fund NA - North Carolina National College Savings Program NA - Oregon Oregon College Savings Plan NA - Tennessee TNStars College Savings 529 Program NA - Wisconsin Edvest College Savings Plan NA NA = Not Applicable = Program does not have at least one portfolio with sufficiently-long performance in a minimum of four asset allocation categories under our ranking model. The Savingforcollege.com plan composite rankings are derived using the plans' relevant portfolio performance in seven unique asset allocation categories. The asset-allocation categories used are: 100 percent equity, 80 percent equity, 60 percent equity, 40 percent equity, 20 percent equity, 100 percent fixed and 100 percent short term. The plan composite ranking is determined by the average of its percentile ranking in the seven categories. The performance data underlying these rankings represent past performance and are not a guarantee of future performance. Current performance may be lower or higher than the performance data used. A plan portfolio's investment return and principal value will fluctuate so that an investor's shares or units when redeemed may be worth more or less than their original cost. Investors should carefully consider plan investment goals, risks, charges and expenses by obtaining and reading the plan's official program description before investing. Investors should also consider whether their beneficiary's home state offers any tax or other benefits that are available for investments only in such state's 529 plan. Brokers, please note: For internal use only and not for use with or to be shown to the investing public. Disclaimer: Saving For College, LLC shall not be liable for any errors or omissions in this report. Users should rely on official program disclosures. For broker-sold plan rankings, click here. Savingforcollege.com ranks the performance of direct-sold 529 plans. Direct-sold plans are those that consumers can enroll in without using a broker. We have prepared both one-year, three-year, five-year and ten-year performance tables. To prepare this ranking, we compared a subset of portfolios from each 529 savings plan. We selected portfolios based on their mix of stocks, bonds and money market funds, which allows for an apples-to-apples comparison in seven asset-allocation categories. The lower the "percentile," the better the ranking. This ranking could be a useful tool for you when selecting which direct 529 plan might be right for you. Here are our 529 performance rankings as of June 30, 2013 for Direct-sold 529 plans. Five-year performance ranking (click here for one-year performance table and three-year performance table, and ten-year performance table): Rank State Plan Percentile 1 Nevada USAA 529 College Savings Plan 18.81 2 Utah Utah Educational Savings Plan (UESP) Trust 25.75 3 New York New York's 529 College Savings Program -- Direct Plan 28.80 4 Florida Florida 529 Savings Plan 28.95 5 Kansas Schwab 529 College Savings Plan 32.39 6 Alaska University of Alaska College Savings Plan 32.74 7 Alaska T. Rowe Price College Savings Plan 34.05 8 Maryland College Savings Plans of Maryland -- College Investment Plan 34.83 9 Michigan Michigan Education Savings Program 34.96 10 Pennsylvania Pennsylvania 529 Investment Plan 35.95 11 Ohio Ohio CollegeAdvantage 529 Savings Plan 37.96 12 Colorado Direct Portfolio College Savings Plan 38.59 13 Nevada The Vanguard 529 Savings Plan 39.25 14 Hawaii Hawaii's College Savings Program 39.41 15 Iowa College Savings Iowa 39.77 16 West Virginia SMART529 Select 40.86 17 New Jersey NJBEST 529 College Savings Plan 42.28 18 District of Columbia DC 529 College Savings Program (Direct-sold) 42.34 19 Oklahoma Oklahoma College Savings Plan 42.82 20 Virginia Virginia529 inVEST 42.84 21 South Carolina Future Scholar 529 College Savings Plan (Direct-sold) 43.03 22 Maine NextGen College Investing Plan -- Client Direct Series 43.78 23 Arkansas GIFT College Investing Plan 43.88 24 Missouri MOST - Missouri's 529 College Savings Plan (Direct-sold) 43.97 25 Louisiana START Saving Program 45.45 26 Kansas Learning Quest 529 Education Savings Program (Direct-sold) 46.30 27 Minnesota Minnesota College Savings Plan 46.47 28 Kentucky Kentucky Education Savings Plan Trust 47.71 29 South Dakota CollegeAccess 529 (Direct-sold) 48.70 30 Vermont Vermont Higher Education Investment Plan 49.06 31 North Dakota College SAVE 50.98 32 Idaho Idaho College Savings Program (IDeal) 52.84 33 Connecticut Connecticut Higher Education Trust (CHET) 55.14 34 Illinois Bright Start College Savings Program -- Direct-sold Plan 55.20 35 West Virginia SMART529 WV Direct 56.29 36 Rhode Island CollegeBoundfund (Direct-sold, Alternative RI) 59.68 37 Massachusetts U.Fund College Investing Plan 65.27 38 Arizona Fidelity Arizona College Savings Plan 65.55 39 Delaware Delaware College Investment Plan 65.58 40 New Hampshire UNIQUE College Investing Plan 65.67 41 Texas Texas College Savings Plan 66.82 42 New Mexico The Education Plan's College Savings Program (Direct-sold) 88.95 - Alabama College Counts 529 Fund (Direct-sold) NA - California The ScholarShare College Savings Plan NA - Georgia Path2College 529 Plan NA - Indiana CollegeChoice 529 Investment Plan (Direct-sold) NA - Mississippi Mississippi Affordable College Savings (MACS) Program NA - Montana Montana Family Education Savings Program Investment Plan NA - Nebraska Nebraska Education Savings Trust - Direct College Savings Plan NA - Nebraska TD Ameritrade 529 College Savings Plan NA - Nevada SSgA Upromise College Fund NA - North Carolina National College Savings Program NA - Oregon Oregon College Savings Plan NA - Tennessee TNStars College Savings 529 Program NA - Wisconsin Edvest College Savings Plan NA NA = Not Applicable = Program does not have at least one portfolio with sufficiently-long performance in a minimum of four asset allocation categories under our ranking model. The Savingforcollege.com plan composite rankings are derived using the plans' relevant portfolio performance in seven unique asset allocation categories. The asset-allocation categories used are: 100 percent equity, 80 percent equity, 60 percent equity, 40 percent equity, 20 percent equity, 100 percent fixed and 100 percent short term. The plan composite ranking is determined by the average of its percentile ranking in the seven categories. The performance data underlying these rankings represent past performance and are not a guarantee of future performance. Current performance may be lower or higher than the performance data used. A plan portfolio's investment return and principal value will fluctuate so that an investor's shares or units when redeemed may be worth more or less than their original cost. Investors should carefully consider plan investment goals, risks, charges and expenses by obtaining and reading the plan's official program description before investing. Investors should also consider whether their beneficiary's home state offers any tax or other benefits that are available for investments only in such state's 529 plan. Brokers, please note: For internal use only and not for use with or to be shown to the investing public. Disclaimer: Saving For College, LLC shall not be liable for any errors or omissions in this report. Users should rely on official program disclosures. For broker-sold plan rankings, click here.

Human resource management principles and standards - Free Essay Example

The control and guidance of human activities have started with the gathering of human in communities but have become a necessity with the apparition of factories and work centres. The owner or person in charge of the business in order to achieve his smart objectives had to set rules and practices for the control and guiding of his employees. The need to understand and control their workforce had fuelled the emergence of theories and concepts by companies owners. HRM is therefore a resultant a long list of management models. As a human concept, human management is set and implemented with a variety of shades, depending of the type of industry, company and culture, but four approaches can always be distinguished on managing employee in an organisation (Haffner, 2010, page 9 handout 1) Appendix 1 is showing these four different approaches HRM strategy Haffner in his handout 1 (2010) cited a definition of HRM by Armstrong as a strategic and coherent approach to the management of an organisation most valued assets, the people working there, who individually and collectively contribute to the achievements of objectives. HRM is a hard concept to defined as it is differently interpreted by authors or practitioners (see Appendix 2 Table 1: Textbook definition of HRM) but one fact seems constant in all definitions; the implementation of HRM is part of the business strategy of an organisation (Price, 2004). The integration of HRM strategy in t he overall business strategy of the organisation is a paramount requirement for achievement of its smart objectives. Socio-economic Technical Political Legal Competitive OUTER CONTEXT (PEST) INNER CONTEXT (SWOT) Management Style Culture Structure Finances Task-Technology Motivation of staff BUSINESS STRATEGY CONTEXT Feedback BUSINESS UNITS STRATEGIES SUCH AS HUMAN RESOURCE MANAGEMENT HRM OPERATIONS EFFECTIVENESS AND EFFICIENCY OUTCOME OF STRATEGIC OBJECTIVES AND CONSEQUENCES Figure 1: An illustrated Typical HRM Strategy Model (source: Haffner handout 1, 2010, p.18) The implementation of human management can also be described as hard and soft HRM. According to Armstrong (2006) citing Storey and Legge, the hard HRM regards employees as commodity similar to others resources used by the organisation to achieve its smart objectives. For them soft HRM sees people as valued assets that the commitment is required to achieve the smart objectives of an organisation. An analysis of the reality show that most organisations used a mixture of all the approaches except the worker control one, in accordance with the environment, the nature of the organisation and the operational strategy (Haffners handout1, 2010). PEST AND SWOT ANALYSIS A better understanding of the environment (External and internal), was need during the writing of this paper. The Dairy industry in UK with a value of $16.5 Billion in 2008, seem to be an appropriated choice for a PEST analyse for the external impact of the environment and Dairy Crest with a value of  £1,629.7 million for a SWOT analysis for the internal impact (Datamonitor, 2010). Appendix 3 shows how the PEST and SWOT analysis were conducted The outcome of the PEST analysis shows that the Dairy industry stills in good condition despite the economic crisis and with status of its products in the UK population diet, it will remain a good investment for many years. The SWOT analysis of Dairy Crest seems to show that despite the positive state of the Dairy industry in UK, Dairy Crest seems to have some issues which threaten its position in the market. The management of Dairy C rest need to make some changes regarding its debt and lack of involvement in new products. ACTIVITIES TRAINING AND DEVELOPMENT It is well recognised allowing employees to develop skills and attitude help most organisations to achieve their smart objectives and enhance their competitiveness (Bratton and Gold, 2007, p 307). In successful organisation the provision of training and development of the employees is set up, planned and monitored by the Human Resource Development (HRD) within the HRM department. See appendix 4 page 22 systematic training model and role of HRM and Line manager. Regarding the importance of training and development the Chief executive Sir Terry Leahy of the successful supermarket Tesco was quote saying We are not doing it at Tesco because it makes us feel good. Among apprentices we have higher employee satisfaction levels, which lead to higher retention levels and an increase in staff performance (www.hrmguide.co.uk, 2010). The training and develop ment approach in Tesco is flexible and structured in such way that it suited the individual needs of the employees (www.thetimes100.co.uk, 2010). See appendix 5 explained the models used by Tesco for training and Development for its employees. Figure 2: Shows the different training paths available to Tescos employees For the Eresearch (2010), Human Resources Development is the framework that focuses on the organisations competencies at the first stage, training, and then developing the employee, through education, to satisfy the organisations long-term needs and the individuals career goals and employee value to their present and future employers. The evolution of the HRM function and consequently the one of HRD, have seen the role of Line managers increased. They are encouraged to be mentor and coaches, integrated in the HRM strategy of Training and Development. Several reasons justified the involvement of the Line Manager: Training and development occurred more and more a t work place Effectiveness of training and development at the working environment The Line manager can intervene more rapidly when help is needed Much cheaper for the organisation as the employee remains productive and applied immediately what he is learning Training and development occurred also off job site, employees are sent to centres where they learn specific skills such as team building, leadership development, etc. The choice of the centre and the content of the learning are made by the HRD, after the employee and its line manager have identified gaps in skills and knowledge. The decision made is always in line with the overall strategy of the organisation (www.thetimes100.co.uk, 2010). The development of ICT has been notice by the HRD managers and been taking upon as training and development tools. RECRUITMENT AND SELECTION The recruitment and selection process is part of the operational strategy of in any successful organisation. A well conducted recru itment and selection can provide many benefits for the employees and the employer but most importantly for customers. For an organisation such as Enterprise, the customer satisfaction is correlated to an effective and efficient recruitment which also lead to a low workforce turnover (thetimes100, 2010). Various models of recruitment and selection existed but they are all subjected to the rules and regulations of the organisation geographical location. The organisations operating in the UK are under UK legislation, mostly on sex, race, disability and recently age discrimination which are depend on the EU directives. See appendix 6 Table 3.1: a list of Acts and they application in the UK. In HRM oriented organisations, while the Line manager in case of vacancy decide the need for filling it, change part of it or shared among others role, the HRM department which over-see the operational and strategic smart objectives of the organisation, will insure that the recruitment is contr ibuting to them (www.hr.wiltshire.gov.uk, 2010). The involvement of the Line manager in the job and person description is important as he is one receiving the selected person into his team, in charge of the induction and training. The role of the HRM manager regarding the recruitment and selection process should be limited to advising the Line manager or recruitment team on legal aspect of the process and to the respect of the overall smart objectives of the organisation. In reality, some organisations with a centralised HRM department, it is the responsibility of the HRM manager to conduct most aspect of the recruitment and selection process, while the Line manager has a passive role of involvement (www.acas.org.uk, 2010). The evolution and integration of the HRM role in the strategic operation of successful organisation have change the nature of the recruitment and selection approach. It is now understand that the recruitment and selection policy and process of an organisation will reflect on the way it managed its workforce (Bratton and Gold, 2007 pag. 269). It also a process which subject to external influences such as the state of the economy, the skill or competency of the national workforce like in the UK, a shortage of qualified IT professionals saw people from outside coming in with the consequence of a rise in the salary on that sector. See appendix 7 figure 3.2: an illustration of demand and supply of labour. The adoption of HRM strategy in successful organisation have seen the workforce considered as the most important resource, therefore their recruitment and selection is seen by the HRM manager as part of the organisations strategy. It can be used to strategically steer the culture and competency of the workforce toward the smart objectives set by the senior managements. The recruitment and selection in an organisation can occur internally or externally. Depending on the operational and strategic aims of an organisation, the recruitment and selection is mostly base on three approaches (Price, 2004). See appendix 9 Table 3.4: Recruitment strategies). The best candidate approach The culture fit approach Flexible person approach The recruitment which is the first part of this process, consist of acknowledge a need for a new employee, draft a job and person description, advertising the vacancy (several methods existed) and reception of application forms. The second and final part consists making a choice of best candidate among a pool of applicants using different type of technics (interview, psychometric test, graphology, selection test, etc..) depending of the organisation strategy (thetime100, 2010, Haffner handout2, 2010, pag. 12). See appendix 9 figure 3.3: Model of recruitment and selection stages) EMPLOYEE WELFARE According to Priti Shah (2010), Employee welfare is a comprehensive term including various services, benefits and facilities offered to employees by the employers. Through such genero us fringe benefits the employer makes life worth living for employees. It is statement in line with the philosophy of HRM, which see the employees of an organisation as its most valued assets, therefore need protection (Haffner handout1 pag. 10, 2010). The Employee welfare can be incited by the state, categorised as statutory and /or by the organisation which is non-statutory. The statutory welfare such as the Health and Safety at Work etc Act 1974 (HASAW or HSW 1974), EU directives and the Social Charter, influence the management of employee welfare in most successful organisation, inciting the HRM managers to set up policies and rules for compliance (Bratton and Gold, 2007). They also trained and advised senior managers and line managers on the welfare of the employees not only on the legal aspect of the scheme but also on the beneficial aspect regarding the strategy of the organisation. According to Armstrong (2006, pag 846 10th ed.) the implementation of an employee wel fare scheme increases their loyalty and motivation. See appendix 10 figure show the relationship between management and employee wellness The implementation of employee welfare by an organisation consist of making sure the work place is safe for worker (equipment, working environment, shift pattern, etc) and it also concern issues such stress, counselling, trust fund and many other schemes like the one set up by G4S for its employees in Kenya. In early 2008 as a result of the post-election violence in Kenya, over 60 employees were left without homes when they were burnt down during the violence. The local (G4S) company quickly put in place a programme of support and assistance for those affected which included counselling for those suffering from post-traumatic stress. Financial assistance from the G4S Employees Trust Fund helped these employees to rebuild their homes and bring some normality back into their lives. (www.magee-ir.co.uk, 2010) When such scheme is put in place the Line manager are in charge of making sure the workforce is aware of it existence and monitor it impact on the employees. PAYMENT AND REWARD OF EMPLOYEE Among all the process analysed during this essay, payment and reward of the employee is the most strategic for the HRM as it is a contractual exchange where the workforce undertake a certain amount of activities and expect a fair level of payment or reward in return (Bratton and Gold, 2007). It is a strategic process as it has a direct and immediate impact on the behaviour and performance of the workforce affecting the public image or reputation and ability to achieve the operational and strategic smart objectives of an organisation. In the organisations that have adopted the HRM philosophy, a reward management system has been developed by the HRM management to use the payment and reward of the workforce to improve productivity, commitment, services and customers satisfaction without a negative effect on the organisations profit. See appendix 11 Model of reward management: elements and interrelationship Most payment of employee can be of a fix pre-agree amount which a salary or wage or a performance related reward which can depend on the quality, quantity or profit (Price, 2004, pag 529). Others types of reward are used by organisations to motivate their employees, rewards such as: over-time paid double the habitual rate, commission depending on success, bonus for harder worker item produce profit related pension scheme Trust fund Barclays Bank is an organisation that used bonus reward; they offer an annual discretionary bonus which depends on the performance of both individual employee and their team (www.personal.barclays.co.uk, 2010). The importance of the payment and reward of the employee has been valued as a strategic operation by the HR management which should be aligned or integrated to the organisation operational strategy (Bratton and Gold, 2007, pag 360). Acco rding to Price (2007) the reward system consists of integrated policies, process, practices and administrative procedures. This process has also been encouraged or influenced by government legislations such as in UK the Equal pay Act or National Minimum Wage Act. Act Date Coverage Equal Pay Act Sex Discrimination Social Security and Contribution and Benefit Act Employment Right Act National Minimum Wage Act Employment Act National Minimum Wage Act 1970 1986 1992 1996 1999 2002 2003 Male and female employees to receive equal pay for like work, equivalent work and work of equal value. Removal from the employers pay structure, wage regulations, collective agreement, and so on, of any tem that is discriminatory. Enforcement of statutory maternity pay for a maximum of 18 weeks Employer responsible for sick pay for the first 28 weeks of absence through sickness Restricts unauthorised deductions and payments from the wages of e mployees Guaranteed payment for a whole day Right to an itemised pay statement Notice pay if the employer become insolvent Enforcement of a statutory minimum wage Written statement on wage calculation Enforcement of a statutory paternity and maternity pay Details or rate of statutory pay Enforcement notice requiring an employer to pay the minimum wage to an employee amended in relation to past periods and termination of employment Table 3.4.1: Key UK legislation related to reward management (source: Bratton and Gold, 2007, p.391) According to CIPD website (2010) the HRM management design the reward system but the practice is delivered by the Line manager. The involvement of the Line manager will depend on the type of reward applied by the organisation; as he would be one explaining the scheme to his team, make decision about who deserve a reward and why (CIPD, 2010). The understanding of the diversity of what people as a reward regarding to the job satisfaction a l ead to development of new concept such as Total reward. The CIPD defined total reward as a reward strategy that brings additional components such as learning and development, together with aspects of the working environment, into the benefits package. It goes beyond standard remuneration by embracing the company culture, and is aimed at giving all employees a voice in the operation, with the employer in return receiving an engaged employee performance. The table below illustrated the how the two types of reward (financial and non-financial) combined can maximise the motivation, commitment and performance of the workforce. Financial rewards Base pay Total remuneration Total reward Contingency pay Employee benefits Non-financial rewards Learning and development Non-financial /intrinsic rewards The work experience Figure 3.6: The components of total reward (source Michael Armstrong, Handbook of HRM Practice 10th Ed. Pag,631, 2006) It is a concept tha t has been adopted more and more by organisations as it is seen as powerful tool of looking after their valued asset which their human resource. According to the CIPD (2010) two in five organisations have adopted the total reward system and 22% are planning to do so in the next 12 months. See appendix -table of number of organisations that are implemented the total reward concept and appendix show an illustrated model of total reward pag 633 Armstrong.

What is a Manufactured Home Modular Prefab

The Wild Beast by Peter Mass - 1286 Words

Introduction: Peter Maass is a writer for the New York Times Magazine and has reported from Asia, Africa, South America and the Middle East. He has written as well for The Atlantic Monthly, The Washington Post, Slate, and The New Yorker. Maass is the author of the short story â€Å"The Wild Beast† taken from the book â€Å"Love Thy Neighbor: A Story of War†, in which chronicles the Bosnian War and won prizes from the Oversea Press Club and the Los Angeles Times. He currently resides in New York City. Thesis Statement: Maass refers to the dark moments in humanity as â€Å"the wild beast,’ where inhumanity runs amok and all morality is lost. After reading this story it can be figured that Maass went as a reporter to the Balkans at†¦show more content†¦The prisoners became dependent, helpless, and passive. On the other hand, the guards acted exactly opposite. â€Å"They became abusive and aggressive at the simulated prison, bulling and insulting the prisoners’. â€Å"After the experiment was completed, most of the guards said that they enjoyed the power. Some of the others said that they had no idea of what they were capable. Everyone in the experiment was surprised at the results as well as saying, It was degrading. The Stanford Prison Experiment took place in 1986, and even though many years had passed since Milgram’s experiment was conducted in 1963, like â€Å"The Wild Beast†, people even today still try to be on top of any situati on. As students of history it is essential to recognize the true meaning of how this â€Å"wild beast† is unleashed, while giving one individual power, one will realize their true self within as all humankind. It can be avoided, only by truly recognizing this in ourselves. â€Å"The Wild Beast† account is deeply thought provoking, and the story offers much insight about how humans and their complexities of individual motivations. After many interviews with various groups such as the Muslims, Croats, and Serbs, The story reflects on the significance of the refugee’s words and actions. â€Å"What emerges is a bleak outlook on human nature, as we see people at their worst. While there are certainlyShow MoreRelatedChristianity : Christianity And Christianity1223 Words   |  5 Pagesdays later, on the third day, Jesus was raised from the dead. Jesus told his apostles to wait in Jerusalem for the sending of the Holy Spirit. Forty-nine days after his resurrection, o n the Day of Pentecost, the Holy Spirit fell on the apostles as Peter preached the first public gospel sermon. All this is recorded in Acts chapter two. From its birth, with three thousand baptisms of the first day, the church rapidly grew in Jerusalem, later spreading to Judea, Samaria and Galilee in the following fewRead MoreWhat Is The Theme Of Contrapasso In Dantes Inferno1899 Words   |  8 Pagesin that path of violence, / they shriek, weep, and lament. / Then how they curse the power of God!† (V. 34-36). This is just punishment for Dante. Dante, a devout Catholic, was probably familiar with what the second epistle of Peter had to say about the lustful. In 2 Peter 2:10-22, the lustful are to be condemned by having the â€Å"deepest darkness† and â€Å"waterless springs and mists driven by a storm† reserved for them (NRSV. 2 Pet. 2. 17). Thus, Dante utilizes these two punishments for the lustful. 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Controversies Surrounding Classification of Disorders Essay

Controversies Surrounding Classification Theories of Psychopathology HS513-T302 March 25, 2012 Abstract The DSM is used as a standard of reference for psychological diagnosis. The DSM was originally published in 1952 containing only 106 diagnoses; today the revised DSM-IV-TR contains 365 diagnoses. Throughout the history of the DSM, individuals in the mental health profession have relied on it for clarification of disorders, facilitating research, improving communication with other professionals and improving the collection of clinical information. With a new DSM-V underway, there has been a lot of issues surrounding the contents and classifications of the new DSM. There are†¦show more content†¦As time changes, the DSM has changed to fit society’s needs as well as acceptance. The first major controversy concerning classifications of mental disorders is the debate over dimensions vs. categories. According to the APA (2000), DSM–IV is a categorical classification that divides mental disorders into types based on criterion sets with defining features. Categories have been utilized in the past DSMs, however there has been much debate on changing to the dimensional model. The debate stems from the notion that in order for a categorical diagnosis to relate specifically to a disorder, the pathology would have to have been largely resilient to the influence of many other genetic and environmental influences (Widiger Sankis, 2000). On the contrast, utilizing the dimensional model for a diagnosis would utilize a wide variety of neurochemical, interpersonal, cognitive, and other mediating and moderating variables that help to develop, shape, and form a particular individual’s psychopathology profile (Andreasen, 1997). The second major issue r elated to classifications of mental disorders is the classification of the disorder vs. the classification of the individual. 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Pride and Prejudice Social Class Essay - 1105 Words

Pride and Prejudice was first published in 1813 and it depicts key themes in society and the impact these themes had on life for the characters in the novel. One of these themes is social class, which was a chief contributor to the characters problems in the story. Social class is an underlying issue in the lives of the characters and greatly affects the decisions they make during the novel. Every character is aware of the importance of social standing and it becomes a key factor in the development of each individual in Pride and Prejudice. Mrs. Bennet is the mother of five daughters and she is desperate to have them married. Elizabeth wants to marry for love and not social gain. Charlotte is the example of what a woman was expected to†¦show more content†¦She is also very smart in trying to marry off all of her daughters as soon as possible. The key reason was that women at this time depended on the men in their life to survive, it may have been their father or their husban d but they relied heavily on the males in their lives. Because Mrs. Bennet and her daughters were so heavily reliant on Mr. Bennet, Mrs. Bennet was completely justified in trying to have her daughters married off to the richest and most socially advanced bachelors. She was also very aware of a womens role in society and knew that marriage was what society had in stall for them. Charlotte is a neighbour and friend of Elizabeth, who is older and unmarried at the beginning of the story. She is simple in her values and does not question a womens role in society. Charlottes main achievement in the story occurred when she was able to secure a proposal of marriage from Mr. Collins after he had been rejected by Elizabeth, who asked why she accepted. Charlotte explained I am not a romantic you know. I never was. 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Music and the Brain Essay Example For Students

Music and the Brain Essay In the second chapter of Levitys This Is Your Brain on Music, he discusses Rhythm, Loudness, and Harmony. When discussing rhythm, Levities groups in tempo and meter along with it as related concepts. He defines them. Rhythm: the lengths of the notes. Tempo: the pace of a piece of music, and meter is the intensity of a note (how hard or lightly it is hit). Rhythm is a crucial part of what turns sounds into music. A single note can be played over and over again, but as long as the rhythm keeps changing listening to that single note can still be an exciting experience. Just as the ratio of 2:1 is the special ratio for octaves, it is the most common and obvious rhythm ratio as well. Tempo, the pace of a piece of music, usually determines the mood set by any piece of music. Upbeat songs that move at a faster pace are generally happy songs while the slower songs are generally considered the sad songs. People are surprisingly accurate when it comes to replicating the tempo of any given song. Levities credits this incredible ability to a system of time keepers that exist in the cerebellum. These time keepers have the ability to synchronize the music as e hear it and the replicate it the next time we sing the song. Levities defines meter as the way beats are grouped together and the intensity of those notes. The most commonly heard meter in Western music is a 4/4 time with a strong beat every fourth beat. It is generally easiest for listeners to pick up the stronger, down, beat. In discussing loudness, Levities explains that, like pitch, it doesnt actually exist. Its all just vibrations of different intensities perceived as loudness by our brains. Sounds can be louder when they are processed different ways. We measure loudness in decibels. When the decibels reach a certain level permanent damage can be caused. Levities concludes the chapter by explaining that the different attributes of music combine in many different ways that work for or against each other. The way our brains categorize and process the musical attributes is still unknown, but much progress has been made to lead toward a greater understanding in the brains ability to process music. October 1st, 2008 In the opening chapter of Levitys This Is Your Brain on Music, he attempts to define music. Vary ©SE is sited for stating that, music is organized sound. (p. 14) Levities went n to separate music into eight basic elements of sound: loudness, pitch, contour, duration (rhythm), tempo, timbre, spatial location, and reverberation. He summarized the main terms, stating that the pitch tells listeners what note is being heard. The tone is what you hear, and the note is what is actually written on the musical score. Rhythm is def ined as a duration of a series of notes. Tempo is the overall speed/ pace of a piece of music, and contour is the shape of the note, whether the note goes up or down. Timbre is the way one instrument sounds to listeners as opposed to another. Timbre can also be applied to the way a single instruments produced sound changes as it passes from one end of its range to another. All the basic attributes can be altered without affecting any other element. They are separable. The eight Music and the Brain By assassinations melody, and harmony. The meter is the way tones are grouped together. Levities gives us the example of a group of three tones come out to be a waltz, % time, and if you add one more to the group you get a march, 4/4 time. The melody is the main theme of a musical piece, and harmonies are the relationships between the pitches of efferent tones. He explains that all the elements combine to create a work of art, and the relationship between them is what creates the music. As Miles Davis is sited as saying, the most critical aspect is the space in between the notes. Levities also explains that sound only exists when there is a listener present to hear the sound. In ancient Greece their string instruments were reve rsed. The IoW notes were the shorter strings, but they were the ones that were on the bottom, but lower to the ground. The high notes were the ones that were on top, closer to the sky. .u97411f536da8faf2d8aac1120cc8812a , .u97411f536da8faf2d8aac1120cc8812a .postImageUrl , .u97411f536da8faf2d8aac1120cc8812a .centered-text-area { min-height: 80px; position: relative; } .u97411f536da8faf2d8aac1120cc8812a , .u97411f536da8faf2d8aac1120cc8812a:hover , .u97411f536da8faf2d8aac1120cc8812a:visited , .u97411f536da8faf2d8aac1120cc8812a:active { border:0!important; } .u97411f536da8faf2d8aac1120cc8812a .clearfix:after { content: ""; display: table; clear: both; } .u97411f536da8faf2d8aac1120cc8812a { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u97411f536da8faf2d8aac1120cc8812a:active , .u97411f536da8faf2d8aac1120cc8812a:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u97411f536da8faf2d8aac1120cc8812a .centered-text-area { width: 100%; position: relative ; } .u97411f536da8faf2d8aac1120cc8812a .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u97411f536da8faf2d8aac1120cc8812a .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u97411f536da8faf2d8aac1120cc8812a .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u97411f536da8faf2d8aac1120cc8812a:hover .ctaButton { background-color: #34495E!important; } .u97411f536da8faf2d8aac1120cc8812a .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u97411f536da8faf2d8aac1120cc8812a .u97411f536da8faf2d8aac1120cc8812a-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u97411f536da8faf2d8aac1120cc8812a:after { content: ""; display: block; clear: both; } READ: Musical Education Opportunities in America EssayLevities tastes that sound in a mental image created by the brain in response to vibrating molecules. (p. 24) It was helpful that Levities utilized multiple analogies to help explain more complex ideas. For example, he presents the fact that air molecules vibrate at several rates simultaneously as opposed too single rate. Levities first applies the idea to instruments, but then he also compares it to the earths rotations, and a train. The different situations allow readers to pick the worldly example that works best for them and apply that to the idea to assist in their comprehension.

Contemporary People Management in Companies †Free Samples

Question: Discuss about the Contemporary People Management in Companies. Answer: Introduction Human Resource Managementrefers to the process of effectively manage the organizational people. The main objective ofhuman resource management is to maximize the performance of the staffs (Hendry 2012). For this reason, human resource management of the companies mainly concerned with the employees of the organizations and the related policies about them. In this context, it needs to be mentioned that human resource management has major contribution towards the overall success of the business organizations. This is the responsibility of human resource management of the companies to take care about the needs and demands of the employees so that they can contribute towards the achievements of organizational goals and objectives (Beardwell and Thompson 2014). However, managing human resources is not an easy process as various steps are involved in this. The major aim of this study is to make analysis and evaluation different factors of human resource management and people management in t he companies. Contribution of Strategic Human Resource Management Human resource management has substantial contribution towards the success of the companies. Human resource management increases the productivity as well as efficiency of the employees and as a result of this, the employees become largely able to contribute towards the achievements of organizational goals and objectives (Daley 2012). In this process, the companies become able to improve the organizational performance. Human resource management helps the organizations to motivate the employees towards their jobs so that they can contribute their best for the company. Most importantly, human resource management manages the wages and salaries of the employees. Thus, effective human resource management helps in saving a great deal of money for the companies. Human resource management introduces various kinds of training and development programs for the employees in order improve their efficiencies. Thus, from the above discussion, it can be observed that human resource management contrib utes largely towards various aspects of the business organizations (Marler and Fisher 2013). However, it needs to be mentioned there are some factors that make human resource management a difficult process. Human resource managers need to comply with various employment laws and regulations. Non-compliance with these laws can put human resource management in difficult situations. It is difficult for human resource managers to make strategies as per the changes of business environments. In addition, it is tough for the human resource managers to lead all the employees of the companies as there is a need for strong leadership competencies (Budhwar and Debrah 2013). In addition, it is on the human resource management of the companies to arrange effective training and development facilities. At the same time, human resource managers need to be adaptive of new innovative changes in human resource practices. In case the human resource managers fail to do these, they will not be able to establish effective human resource management practice in the companies. Thus, all these reasons make human resource management a difficult process for the companies. Utilitarianism and the Happiness Principle In the process of human resource management, ethics play an important part. It is expected that all the employees of the organizations need to act in the most ethical way. In this context, a major concept is the principles of Utilitarianism and Happiness. Utilitarianism is based on the principles of Greatest Happiness. These principles are applicable for the human resource management of the companies (Mulgan 2014). The principles of Utilitarianism and Happiness state that the actions of the organizational people are considered as moral in case they promote any kind of utility in the organizations. On the other hand, in case the actions of the employees or other do not promote any utility in the organizations, they will be considered as immoral. It implies that the employees of the companies need to take correct decisions so that they can bring utility in the business organizations. An employee will be considered as moral in case they can bring utility in the business organizations. I n this context, it is the responsibility of the human resource managers to motivate the personnel so that they can become enthusiastic towards their job. Only then, they will be able to bring utility in the organization (Albee 2014). Humans Resource Management and Contemporary People Management As per the earlier discussion, human resource management is the process of managing the human resources of the companies. In the context of human resource management, another major concept in human resource management is Contemporary People Management.People management is the process to manage the people in the business organizations. People management can be considered as a subset of human resource management and it deals with various organizational policies like strategic policies, financial policies and others (Zhang et al. 2015). Hence, it can be seen that there is a direct relation between human resource management and the people management. Human resource management is mainly concerned with all the people of the organizations. However, people management is mainly concerned with the personnel or staffs of the companies. For this reason, people management is considered as administrative in nature. On the other hand, it is the objective of human resource management of the companie s to make it sure that the productivity of the employees increases and thus, human resource management takes all the necessary actions (Thompson 2013). Hence, from the above discussion, it can be seen that there is a positive relation between human resource management and people management as people management is a part of human resource management. Analytical and Communication Skills It is required for the human resource managers of the companies to have certain skills for the people management in the companies. The first major required skill is the communication skill for the human resource managers. Effective communication is considered as the key of success in every organization (Armstrong and Taylor 2014). It is required for the human resource managers to establish effective communication channel with the organizational people and upper management so that the solution of the problems can be developed and considered. The second essential skill for the management of organizational people is the analytical skill. The human resource managers of the companies need to have the ability to analyze various tricky and difficult situations in the organizations related to the organizations people. The analysis of critical problems makes it easier for the human resource managers to get to their optimal solutions (Chelladurai and Kerwin 2017). Thus, it can be seen that the se two major skills are required for the management of people. Conclusion From the above discussions, it can be seen that strategic human resource management has many contribution in the business organizations like to develop organizational goals and objectives; to increase the employee productivity and others. However, strategic human resource management is not an easy process, as they have to face some major difficulties like to comply with various rules and regulations; lack of effective leadership traits and others. The above discussion shows that the principles of Utilitarianism and Happiness help the human resource managers to establish ethics in the organizations workforce. It can also be seen from the above discussion that there is a positive relation between human resource management and people management. The above study discusses that the human resource managers need to acquire effective communication skill and effective analytical skill for the management of people in the business organizations. References Albee, E., 2014.A history of English utilitarianism(Vol. 1). Routledge. Armstrong, M. and Taylor, S., 2014.Armstrong's handbook of human resource management practice. Kogan Page Publishers. Beardwell, J. and Thompson, A., 2014.Human resource management: a contemporary approach. Pearson Education. Budhwar, P.S. and Debrah, Y.A. eds., 2013.Human resource management in developing countries. Routledge. Chelladurai, P. and Kerwin, S., 2017.Human resource management in sport and recreation. Human Kinetics. Daley, D.M., 2012. Strategic human resources management.Public Personnel Management, pp.120-125. Hendry, C., 2012.Human resource management. Routledge. Marler, J.H. and Fisher, S.L., 2013. An evidence-based review of e-HRM and strategic human resource management.Human Resource Management Review,23(1), pp.18-36. Mulgan, T., 2014.Understanding utilitarianism. Routledge. Thompson, N., 2013.People management. Palgrave Macmillan. Zhang, Y., Waldman, D.A., Han, Y.L. and Li, X.B., 2015. Paradoxical leader behaviors in people management: Antecedents and consequences.Academy of Management Journal,58(2), pp.538-566.

Mba Syllabus Essay Example

Mba Syllabus Essay Maximum Marks: 100 External Marks: 60 Internal Marks: 40 Credit Units: 4 L| T| P| 4| 0| 0| Learning Outcomes: * On completion of the syllabi, the student will understand the basic Principles of Management and their application in modern day business at different layers of organization so as to understand how to run an organization smoothly and efficiently. * An in-depth knowledge about working of an organization. * Student will also get sensitized about new and contemporary developments in the field of management. UNIT-I Introduction to Management: Definition, Process, Functions of Management. Evolution of Management thoughts – Contribution of F. W. Taylor, Henry Fayol, Elton Mayo, and Hawthorne studies. Planning: Planning Process, Types of Plans Organizination: Form of Organizination,Line, Lineamp; Staff amp; Functional Authority. Span of Control Business and its features. Type of Business and Forms of Business Organization. UNIT-II Staffing: Recruitment, Selection, Induction, Placement and Training. Power and Authority: Delegation of Authority, Centralization and Decentralization of Authority, Difference between Power and Authority Dynamics of Motivation: Contribution of Maslow and Herzberg to the theory of Motivation. Controlling: Types of control, Process, Requirement for Adequate control, Performance Appraisal :Need, Method of appraisal (Traditional and Modern ) Leadership and its Styles . UNIT-III Informal Groups and their relevance in the present economic scenario Corporate Social Responsibility: Issues and Concerns Relevance of Creativity ,Innovation and Jugad in the new Economic System. Cross Cultural management amp; Enterpenureship. Concept of inclusive Growth. RECOMMENDED TEXT BOOKS 1. Ghuman Karminder and K Aswathappa, Management Concepts, Practice and Cases, Tata McGraw Hill, New Delhi 2. Koontz, ODonnell, Weigh rich: Essentials of Management, Tata Mcgraw Hill , New Delhi. 3. We will write a custom essay sample on Mba Syllabus specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Mba Syllabus specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Mba Syllabus specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Stoner, Freeman, Gilbert Jr. : Management, Pearson education, New Delhi. NOTE FOR THE PAPER SETTER The syllabus has been divided into three units. Paper setter will set 3 questions from each unit and 1 compulsory question spread over the whole syllabus consisting of 5 short answer questions. Compulsory question will be placed at number one. Candidate shall be required to attempt 6 questions in all including compulsory question and selecting not more than 2 questions from each unit. All questions carry equal marks. MBT 402: MANAGERIAL ECONOMICS Maximum Marks: 100 External Marks: 60 Internal Marks: 40 Credit Units: 4 L| T| P| 4| 0| 0| Learning Outcomes: On completion of the syllabus this course on Managerial Economics will provide understanding of: * Fundamental concepts and theories of Economics and their application to the different functional areas of business management and business decision making for the sake of better output orientation and efficiency. * It will provide knowledge about the concepts of elasticity of demand, and economies of scale for business expansion. The knowledge about the demand projection and price behavior will help students to adopt a judicious forward business planning for the sake of stability and growth. Unit-I Traditional and Modern definitions of Managerial Economics based upon the concepts of scarcity and optimization. Application of economic concepts of the concepts of Cost, Opportunity Cost, Incremental Cost, Revenue and Profit. Fundamentals of Demand: Demand Function, Determinants, Law of Demand and its Exceptions, Change in Demand, Kinds of Demand and Network Externalities in Market Demand. Demand Forecasting, Elasticity of Demand, Price Elasticity of Demand, Degrees, Determinants, Measures, Income Elasticity of Demand, and Cross Elasticity of Demand. Consumer Behavior:: Theory of Utility, Concept of Marginal Utility, Law of Diminishing Marginal Utility, Law of Equi-Marginal Utility and Indifference Curve Analysis: Properties, Budget Line, Determination of Consumer Equilibrium, Explanation and Measurement of Price Effect, Income Effect and Substitution Effect. Unit-II Production Analysis: Production Frontier, Short run and Long run Production Function, Iso-quant Curves, Producer Equilibrium, Optimal Combination of Inputs and Economies of Scale. Theory of Cost and Revenue Analysis: Cost and Revenue Concepts: Long Run and Short Run Cost Curves, Traditional and Modern Theory of Cost: Relationship between Total Revenue, Average Revenue and Marginal Revenue. Market Structure: Perfect Competition, Monopoly, Monopolistic Competition and Oligopoly, Firms Goals: profit maximization, sale maximization, business expansion and good will promotion. Unit-III Macro Economics: Concept of National Income, its Methods of Measurement, and Circular Flow of Income.. Classical Theory and Keynesian Theory of Employment: A comparative analysis of Classical and Keynesian Theory of Employment with regard to their Assumptions, Characteristics. Keynesian Tools Consumption, Saving investment and Multiplier. Business Cycles Fiscal and Monetary Policies. Inflation: Concept, Causes and Theories of Inflation. Text Books 1. Ahuja, H. L. Macroeconomics, Theory and Policy, S. Chand amp; Co. , New Delhi. 2 Chopra, P. N. (2010). Managerial Economics, Kalyani Publishers, New Delhi. 3 Dwivedi, D. N. , Managerial Economics, Vikas Publications, New Delhi. Reference Books 1. Peterson and Lewis, Managerial Economic, Prentice Hall of India, New Delhi. 2. Salvatore, Dominick and Ravikesh Srivastava (2009). Managerial Economics: Principles and Worldwide Applications, pp. 1-13, Oxford Univ. Press, New Delhi. NOTE FOR THE PAPER SETTER The syllabus has been divided into three units. Paper setter will set 3 questions from each unit and 1 compulsory question spread over the whole syllabus consisting of 5 short answer questions. Compulsory question will be placed at number one. Candidate shall be required to attempt 6 questions in all including compulsory question and selecting not more than 2 questions from each unit. All questions carry equal marks. MBT 403: QUANTITATIVE TECHNIQUES FOR MANAGERS Maximum Marks: 100 External Marks: 60 Internal Marks: 40 Credit Units: 4 L| T| P| 3| 2| 0| Learning Outcomes: On completion of the syllabus, the students will be able to: * Solve various mathematical problems based on Compound interest, depreciation, annuity etc. to be applied in business management. * Understand the concept of probability, permutation and combinations, which will be helpful to him in solving various business related problems. * Learn mathematical and statistical techniques that aid in the understanding of financial decisions involving interest, annuities, investments etc. Unit: I Role of Mathematics and Statistics in Business Decisions: Compound interest, depreciation and annuities, Arithmetic Progression amp; Geometric Progression Matrices and Determinant: Concepts of Matrices, Type, Adjoint and inverse of a Matrix: Concepts of Determinants, Solution of Simultaneous Linear Equations of two and three variables using Matrix inverse Techniques and Cramer’s Rule, Business Applications. Unit: II Knowledge about various statistical techniques like, Measures of Central Tendency: Mean, Median and Mode Measures of Dispersion: Range Quartile Deviation, Mean Deviation, and Standard Deviation and Coefficient of Variance. Skewness amp; Kurtosis: Concept and Measures Correlation Analysis: Rank Method amp; Karl Pearsons Coefficient of Correlation Regression Analysis: Simple, Partial amp; Multiple regression. Fitting of a Regression Line. Unit: III Permutation and Combination Theory of Probability Binomial Distribution, Poisson distribution and Normal distribution. Index Numbers, Time Series Analysis, Decision Tree will enable a students to have a glimpse of various statistical techniques to be used for the purpose of decision making and measurement of various variables. Text Books: 1. Gupta, Statistical Methods, Sultan Chand, New Delhi. 2. Levins amp; Krehbiel, Business Statistics, Pearson Berenson, Prentice Hall, India. 3. Levin amp; Rubin: Statistics for Management, Prentice Hall India, New Delhi. 4. Sancheti amp; Kapoor, Business Mathematics, Sultan Chand, New Delhi. NOTE FOR THE PAPER SETTER The syllabus has been divided into three units. Paper setter will set 3 questions from each unit and 1 compulsory question spread over the whole syllabus consisting of 5 short answer questions. Compulsory question will be placed at number one. Candidate shall be required to attempt 6 questions in all including compulsory question and selecting not more than 2 questions from each unit. All questions carry equal marks. MBT 404: ACCOUNTING FOR MANAGERS Maximum Marks: 100 External Marks: 60 Internal Marks: 40 Credit Units: 4 L| T| P| 3| 2| 0| Learning Outcomes: On completion of the syllabus, the student will possess: * Understanding of the basic Principles of Accounting, Accounting Standards, Reading and Analyzing Balance sheets and its application in modern day business * Knowledge of concepts those are helpful in financial decision making etc. * Knowledge about new and contemporary developments in Accounting. * Understanding of the application of accounting fundamentals to business organizations and various managerial processes in an organization. UNIT-I Concept of Book-Keeping and Accounting Fundamentals. GAAP and International Accounting Standards Financial Accounting: Fundamentals concepts and conventions, concept of Double Entry System Journal ` Ledger and Trial Balance Trading amp; Profit Loss Account Balance Sheet UNIT-II Financial Statement Analysis, Ratio analysis Funds Flow Analysis Cash Flow Analysis Management  Accounting. Cost Accounting: Cost Sheet UNIT-III Marginal Costing. Absorption Costing. Break Even Analysis and Margin of  Safety. Standard Cost and standard Costing System. Variance  Analysis with respect to Material Cost and labour cost Human Resource  Accounting. Responsibility Accounting and Responsibility Centers Text Books 1. Hanif and Mukherjee, Modern Accountancy, Tata McGraw Hill, New Delhi. 2. Maheshwari S. N. , Accounting for Management, Vikas Publishing House, New Delhi. 3. Tulsian, Financial Accounting, Tata McGraw Hill, New Delhi. Reference Books:- 1. Horngren, Sundem, Introduction to Management, Prentice Hall India, New Delhi. . Kishor Ravi M, Cost accounting and financial management, Taxman Publishers, New Delhi. 3. Shukla, Grewal and S. C. Gupta, Advanced Accounts, Sultan Chand and Sons, New Delhi. NOTE FOR THE PAPER SETTER The syllabus has been divided into three units. Paper setter will set 3 questions from each unit and 1 compulsory question spread over the whole syllabus consisting of 5 short answer questi ons. Compulsory question will be placed at number one. Candidate shall be required to attempt 6 questions in all including compulsory question and selecting not more than 2 questions from each unit. All questions carry equal marks. MBT 405: ORGANISATIONAL BEHAVIOUR AND DYNAMICS Maximum Marks: 100 External Marks: 60 Internal Marks: 40 Credit Units: 4 L| T| P| 4| 0| 0| Learning Outcomes: * On completion of the syllabi, the student will understand the basic Principles of Management and their application in modern day business at different layers of organization so as to understand how to run an organization smoothly and efficiently. * An in-depth knowledge about working of an organization. * Student will also get sensitized about new and contemporary developments in the field of management. UNIT I Organizational Behaviour: Concept and Application, Challenges to Organisational Behaviour, Desciplines contributing to Organsational Behaviour. Individual Behaviour Personality, traits Learning and its theories Attitude and attitude formation Perception, Stereotyping, Hallo Effect Motivation: Theories amp; Application UNIT II Group Dynamics: Group Norms; Group Cohesiveness Stress: Types; Sources and Management of stress Leadership: Styles, Models, Theories of Leadership Power and Politics: Definition; Types of Powers; Sources; Characteristics; Effective use of Power Conflict Management: Constructive amp; Destructive conflict, Conflict Process Strategies for encouraging constructive conflict, Strategies for resolving destructive conflict. UNIT III Organisational Dynamics; Organisational design Organisational Effectiveness: Meaning, approaches Organisational Culture: Meaning, significance Organizational Climate: Implications on organizational behavior Organizational Change: Meaning; Causes of change; Resistance of change; Management of change RECOMMENDED TEXT BOOKS 1. Aswathappa K, Organisational Behaviour, Himalaya Publishing House, Mumbai. 2. Luthans Fred, Organisational Behaviour, McGraw Hill Book Co, New Delhi. 3. Robbins P Stephen, Organisational Behaviour, Prentice Hall, New Delhi. NOTE FOR THE PAPER SETTER The syllabus has been divided into three units. Paper setter will set 3 questions from each unit and 1 compulsory question spread over the whole syllabus consisting of 5 short answer questions. Compulsory question will be placed at number one. Candidate shall be required to attempt 6 questions in all including compulsory question and selecting not more than 2 questions from each unit. All questions carry equal marks. MBT406: IT IN MANAGEMENT Maximum Marks: 100 External Marks: 60 Internal Marks: 40 Credit Units: 4 L| T| P| 3| 0| 2| Learning Outcomes: This course will provide understanding of: * Applications of Information Technology in an organization and as a tool of managerial decision making. * Contemporary developments in IT field. * Computer fundamentals, introduction to computer network, Ms Office tools like MS Word, MS excel, MS PowerPoint amp; Introduction to Operating System, its types. UNIT-I IT Fundamentals: Software- Types of software, Applications of IT Uses of Internet Search fundamentals, search engines and meta search engines, Search Engine Optimization (SEO) Introduction to Networking, Overview of Network types: LAN, MAN, WAN, Network Topologies Overview of DBMS, RDBMS, Types of Database Structures. Introduction to: SAP, ERP, CRM, EDP, SCM Introduction  to  E-Business: Electronic Commerce Models, Value Chains in Electronic Commerce, E-Commerce in India. UNIT-II Application and Usage of MS-Word: Word Basics, Rand () function Working with fonts, Aligning text, Line spacing, Page Numbering Headers amp; Footers, Headers amp; Footers on even pages amp; odd pages Drop Cap, Page orientation, Page background, Bullets amp; Numbering, Printing Documents Drawing features Mail Merge Tables: Creating table, Adding rows amp; columns, Merging amp; splitting of cells, Using formulas in tables, Converting text to table amp; vice versa UNIT-III Ms-Excel: Excel basics, Worksheet vs. Workbook, Inserting and deleting worksheet, Rename worksheet, Auto fill, Wrap text, Merging Of cells, Using filters Sorting Data,Cell addressing, Using formulas, Paste special, Cell referencing, Working of If function, Printing worksheets, Inserting charts. Ms-PowerPoint: Basics, Different views of slide, apply design templates, Inserting header and footer, slide transition, adding animation, Inserting charts, Action Buttons. Text Book: 1. P. K. Sinha, Computer Fundamentals, BPB, New Delhi. 2. Ron Mansfield, MS-Office, Tech Publication, New Delhi. Reference Books: 1. Nidhi Dhawan, E-Commerce concepts and applications, International Book House Pvt. Ltd. , New Delhi. 2. Forouzan, Computer Networks, Tata McGraw Hill, New Delhi. NOTE FOR THE PAPER SETTER The syllabus has been divided into three units. Paper setter will set 3 questions from each unit and 1 compulsory question spread over the whole syllabus consisting of 5 short answer questions. Compulsory question will be placed at number one. Candidate shall be required to attempt 6 questions in all including compulsory question and selecting not more than 2 questions from each unit. All questions carry equal marks. MBT 407: PROFESSIONAL COMMUNICATION FOR BUSINESS MANAGEMENT Maximum Marks: 100 External Marks: 60 Internal Marks: 40 Credit Units: 4 L| T| P| 4| 0| 0| Learning Outcomes: On completion of the syllabi the student will: * Understand Basic Principles of communication – and its application in modern day business. * Be in position to communicate effectively in English language in written as well as oral form. * Develop Interpersonal and business communication skills to interact effectively in professional and social situations. UNIT I Basic forms of Communication; Grapevine communication ; Barriers to effective communication, Communication process. Cs for effective business communication. Business manners and etiquettes, Telephone Etiquettes, e-mails etiquettes, Effective listening skills. Networks and channels of Communication. UNIT II Written communication skills Good News Letter, Bad News Letter, Persuasive sales letters, Informative Letters, Inter-office memorandums, Paragraph Writing, Developing brochures. Drafting a CV, job application (Cover Letter) Tenses, Subject-Verb Agreement. Vocabulary: Similar sounding words with different meanings, business terminology. Short reports UNIT III Reading Comprehension Extempore speaking, Public Speaking. Group Discussion amp; Interviews. Planning and leading meetings, common obstacles in conducting meeting Negotiations Skills: Stages of negotiation process and negotiation strategies. Mass Media: Press releases and organizing Press conferences and Media interviews. References: 1. Chaturvedi; Mukesh Chaturvedi P. D. Chaturvedi,  (E. 2004) Business Communication: Concepts, Cases and Applications, Pearson, New Delhi. 2. Lesikar R. V. ; Petit J. D. , (January 19, 2010), Lesikars Business Communication, McGraw-Hill/Irwin; 12 edition, New Delhi. 3. Mary Ellen Guffey,  Dana Loewy,(2009), Essentials of Business Communication, Cengage Learning, New Delhi. 4. Sharma R. C amp; Krishna Mohan (2002), Business correspondence and Report Writing, Tata McGraw-Hill Education, New Delhi. NOTE FOR THE PAPER SETTER The syllabus has been divided into three units. Paper setter will set 3 questions from each unit and 1 compulsory question spread over the whole syllabus consisting of 5 short answer questions. Compulsory question will be placed at number one. Candidate shall be required to attempt 6 questions in all including compulsory question and selecting not more than 2 questions from each unit. All questions carry equal marks. MBA 2nd Semester CODES| SUBJECT TITLE| INTERNAL MARKS| EXTERNALMARKS| CREDITUNITS| Lecture| Tutorial| Practical| MBT 421| Business Environment| 40| 60| 4| 4| 0| 0| MBT 422| Financial Management| 40| 60| 4| 3| 2| 0| MBT 423| Marketing Fundamentals| 40| 60| 4| 4| 0| 0| MBT 424| Managing Human Resources| 40| 60| 4| 4| 0| 0| MBT 425| Research Methodology| 40| 60| 4| 4| 0| 0| MBT 426| Production and Operations Management| 40| 60| 4| 4| 0| 0| MBT 427| Corporate Legal Environment| 40| 60| 4| 4| 0| 0| MBP 428| *Comprehensive Viva-Voce| -| 100| 4| | | | MBT421: BUSINESS ENVIRONMENT Maximum Marks: 100 External Marks: 60 Internal Marks: 40 Credit Units: 4 L| T| P| 4| 0| 0| Learning Outcome: On completion of the syllabi, the students should be in a position to understand: * The Business Environment with special reference to Indian Corporate World. * The influencing factors prevailing in Business Environment – and their effect on modern day business internally and externally. Various techniques to scan the Business Environment. UNIT-I Business Environment – Introduction, different Components and Techniques to scan Business Environment Economic Environment Different Economic Systems and Economic Policies (Industrial, Monetary, and Fiscal and Current Economic Policies) Political Environment Political Institutions i. e. Legislature, Executive and Jud iciary, Changing Role of Government in Business Environment amp; Impact UNIT-II Legal Environment Company regulatory legislations in India: FEMA, Competition Law, EXIM Policies Social Environment- Social Responsibility of Business, Consumer Protection Act 1986, The Environment Protection Act 1986 amp; its Impact UNIT-III Technological Environment Different Types and the Level of Technology, Impact of Technology on Business amp; Problems in Technology Transfer Global Environment Foreign Direct Investment (FDI), WTO- Its Role and Functions MNCs, International Institutions and Trading Blocs TEXT BOOKS 1. Aggarwal Raj amp; Saksena S . Business Environment, Excel Books, New Delhi. 2. Aswathappa, K. (2009). Essential of Business Environment, Himalaya Publishing House, New Delhi, Hyderabad. 3. Cherunilam, F. (2011). Business Environment: Text and Cases, Himalaya Publishing House, Mumbai 4. Mishra and Puri (2008). Indian Economy – Its Development Experience, Himalaya Publishing House, New Delhi, Bangalore. NOTE FOR THE PAPER SETTER The syllabus has been divided into three units. Paper setter will set 3 questions from each unit and 1 compulsory question spread over the whole syllabus consisting of 5 short answer questions. Compulsory question will be placed at number one. Candidate shall be required to attempt 6 questions in all including compulsory question and selecting not more than 2 questions from each unit. All questions carry equal marks. MBT422: FINANCIAL MANAGEMENT Maximum Marks: 100 External Marks: 60 Internal Marks: 40 Credit Units: 4 L| T| P| 3| 2| 0| Learning Outcome: On completion of the syllabi the student will be able to: Effectively communicate results from financial analysis to other interested parties with limited backgrounds in finance. * There will be a clear understanding of different areas of Financial Management related to Financial Planning, Organizing and Controlling. * Have understanding important financial concepts and analytical tools used in the financial decision making process in an efficient and informative manner that facilit ates analyzing and interpreting financial research in an intuitive and economically meaningful fashion. Unit I Financial Management: An Overview Financial System: Assets, Markets, Intermediaries and Regulatory Framework Indian Financial System Capital Market and Money Market Concepts in Valuation: Time value of money, Present Values, IRR, Bond returns, Return from Stock Market Investments. Unit – II Working Capital Management, Receivables Management, Inventory Management, and Cash Management. EVA and MVA. Leverage Capital Assets Pricing Theory (CAPM) and Arbitrage Theory. Lease financing Unit – III Capital Structure Theories of Capital Structure Dividend Policy Corporate Restructuring Capital Budgeting Text Books: 1. Chandra, Prasanna â€Å"Financial Management†, Tata McGraw Hill, New Delhi. 2. James C Van Horne-Prentice-Hall,India, New Delhi. . Khan M. Y. amp; Jain P. K -Tata McGraw-Hill, New Delhi. 4. Pandey, I. M. â€Å"Financial Management†, Vikas Publishing House, New Delhi. Reference Books- 1. Kulkarni, P. V. â€Å"Financial Management†, Himalaya Publishing House, Bombay. 2. Maheswari S. N. â€Å"Principles of Financial Management†, Sultan Chand amp; Sons, New Delhi. NOTE FOR THE PAPER SETTER The syllabus has been divided into three units. Paper setter will set 3 questions from each unit and 1 compulsory question spread over the whole syllabus consisting of 5 short answer questions. Compulsory question will be laced at number one. Candidate sha ll be required to attempt 6 questions in all including compulsory question and selecting not more than 2 questions from each unit. All questions carry equal marks. MBT423: MARKETING FUNDAMENTALS Maximum Marks: 100 External Marks: 60 Internal Marks: 40 Credit Units: 4 L| T| P| 4| 0| 0| Learning Outcomes: On completion of the syllabus the student will: * Understand the basic Principles of Marketing and its application in current business scenario. * Become aware of Marketing Management Process, Research tools, Advertising fundamentals, etc. Have overview about new and contemporary developments in Marketing Management. UNIT-I Introduction: Marketing Concepts, Strategic Marketing, Marketing Management Process. Micro and Macro Marketing Environment. Ethics in Marketing Segmentation Targeting and Positioning: bases of market segmentation, target market and effective position the products. Consumer Behavior: demographic, geographic, lifestyle, geo-demographic and socioeconomic factors. Pro duct Life Cycle UNIT-II Marketing Mix: Components of Product and Services Marketing Mix marketing strategy/tactics. Product: Product Type, Product Line, Brand, brand building strategies, Packaging and Labeling. Pricing: objectives, methods, strategies, price bifurcation, and process Distribution channels: channels of distribution, types of Intermediaries Sales Force Management: Sales Planning, Forecasting, Sales Force Management. UNIT-III Promotion Mix: Advertising, Direct Marketing, Personal Selling, Sales Promotion, Integrated Market communications: Sales Promotion activities and methods used for communicating. Customer Relationship Management: * Customer Relationship Management * Viral Marketing * Network Marketing * Social Media Marketing Marketing in India: marketing practices prevalent in Rural and Urban India and positioning/promoting/distributing products. Text Books: 1. Chhabra, T N and Grover S K, Marketing Management, Dhanpat Rai amp; Co. New Delhi. 2. Kotler Philip, Marketing Management, Prentice-Hall, India 3. Ramaswamy, Namakumari, Marketing Management, Macmillan India Reference Books- 1. Keegan, Warren J, Sandra and Duncan, Marketing, Prentice Hall, New Delhi. 2. Kotler Philip and Keller Kevin Marketing Management, Pearson Education, India. 3. Saxena Rajan, Marketing Management, Tata McGraw Hill, New Delhi. NOTE FOR THE PAPER SETTER The syllabus has been divided into three units. Paper setter will set 3 questions from each unit and 1 compulsory question spread over the whole syllabus consisting of 5 short answer questions. Compulsory question will be placed at number one. Candidate shall be required to attempt 6 questions in all including compulsory question and selecting not more than 2 questions from each unit. All questions carry equal marks. MBT424: MANAGING HUMAN RESOURCES Maximum Marks: 100 External Marks: 60 Internal Marks: 40 Credit Units: 4 L| T| P| 4| 0| 0| Learning Outcome: The student will learn about: * Basic principles of Human Resource Management: How an organization acquires, rewards, motivates, uses, and generally manages its people effectively. * Practices and techniques for evaluating performance and performing the wide range of other people related duties of a manager in today’s increasingly complex workplace. Practical situations and problem solving regarding areas of employee counseling, discipline and termination. * The importance of maintaining fair and equitable compensation and benefit programs will be discussed. Unit-I Human Resource Management: Concept, Evolution and Challenges Brief Introduction to Strategic HRM. Personnel Policies. Job Analysis HR planning Recruitment and Selection Placement and Induction. Human resource development Unit-II Training and development Career planning, career development and Succession Planning. Job design amp; Job evaluation. Performance Appraisal Promotion; Transfers; Demotions. Compensation Administration, wages amp; salary administration Managing Employee benefits, Managing work conditions such as health amp; safety, Employee welfare, social security. Unit-III. Managing Employee Grievances: Meaning, Causes, Grievance handling procedure; Discipline (2hrs) Collective Bargaining, Workers Participation, and Employee Empowerment Trade Unions: Objectives, Functions Industrial Relations and Industrial disputes. Job stress, counseling; Quality of work life HRIS, HR Audit; Managing ethical issues in HRM; Implications for HRM amp; HRD; Contemporary issues in HRM; International HR practices; e-HR. TEXT BOOKS: 1. Aswathappa, K. , Human Resource Management, Tata McGraw-Hill, New Delhi. 2. Dessler, G. , Human Resource Management, Prentice-Hall, Delhi. 3. Rao, V. S. P. , Human Resource Management: Text and cases, Excel Books, New Delhi. REFERENCE BOOKS: . 1. Decenzo A Davide amp; Robbins P Stephen, Personnel/Human Resource Management, Prentice-Hall, India 2. Ivancevich M John, Human Resource Management, TMH, Tata McGraw-Hill, New Delhi. 3. Mamoria, C. B. , Personnel Management, Himalaya Publishing House, Mumbai. NOTE FOR THE PAPER SETTER The syllabus has been divided into three units. Paper setter will set 3 questions from each unit and 1 compulsory question spread over the whole syllabus consisting of 5 short answer questions. Compulsory question will be placed at number one. Candidate shall be required to attempt 6 questions in all including compulsory question and selecting not more than 2 questions from each unit. All questions carry equal marks. MBT425: RESEARCH METHODOLOGY Maximum Marks: 100 External Marks: 60 Internal Marks: 40 Credit Units: 4 L| T| P| 4| 0| 0| Learning Outcomes: At the conclusion of the course students should be able to: 1) develop understanding of Statistics as applicable to Business Management and its use and relevance in areas of research (2) Develop the skills to identify the appropriate statistical techniques for the analysis of data (3) Learn how to collect, analyze, present and interpret research data with the help of statistical Software SPSS, SAS OR STATGRAPHICS (4) Use various sampling techniques, research designs, data collectio n procedures, and methods of analyzing data. (5) Interpretation and Decision Making with the help of Statistics. Unit I Introduction to Research: Definition, Objectives, Limitations, and Types. Research Process an overview: Research Designs: Exploratory, Descriptive and Experimental designs: Randomized Block Design, Latin Square Design and Factorial Design, Basic Principles of Research Design. Sampling Design: Sampling design Concepts, types of sampling: Simple Random Sampling, Stratified Sampling, Systematic and Cluster Sampling, Area Sampling, Judgment Sampling, Quota Sampling, Snowball Sampling and their applicability, Criteria of Selecting a Sampling Procedure. Unit II Tools amp; Techniques of Data Collection: Primary amp; Secondary. Classification amp; Tabulation of Data, Graphical Representation of Data. Designing of Questionnaire. Scales of Measurement: Nominal, Ordinal, Interval and Ratio. Types of Scales: Ranking and Rating Scales. Scaling Techniques: Likert, Thurston, Semantic Differential Scaling techniques and Scale Construction Techniques Unit III Hypothesis Testing: Hypothesis Formation, Significance level, One tailed Test and Two tailed test, degree of freedom and Errors in Hypothesis Testing. Parametric Test: t-Test, F-test, Z-test, Chi-Square Test Analysis of Variance: ANOVA – 1 way and ANOVA 2 way. Non-Parametric Tests: Sign Test, Wilcoxon Matched Pairs Test, Wilcoxon- Mann-Whitney Test (U-Test), will help the student to choose most suitable test for analysis. RECOMMENDED TEXT BOOKS 1. Beri, G. C. Business Statistics, Tata McGraw-Hill Publishing Co. Ltd. , New Delhi, 2nd Edition. 2. Donald R. Cooper amp; Pamela S. Schindler, Business Research Methods, Tata McGraw-Hill Publishing Co. Ltd. , New Delhi, 9th Edition. 3. Gupta S. C, (2010) â€Å"Fundamentals of Statistics†, , 6th Ed. HPH, Mumbai. 4. Gupta S. P, (2002) Statistical Methods, Sultan Chand amp; Sons, New Delhi. 5. Sharma, (2005), J. K. Business Statistics, Pearson Education, New Delhi, 3rd Reprint. NOTE FOR THE PAPER SETTER The syllabus has been divided into three units. Paper setter will set 3 questions from each unit and 1 compulsory question spread over the whole syllabus consisting of 5 short answer questions. Compulsory question will be placed at number one. Candidate shall be required to attempt 6 questions in all including compulsory question and selecting not more than 2 questions from each unit. All questions carry equal marks. MBT426: PRODUCTION AND OPERATIONS MANAGEMENT Maximum Marks: 100 External Marks: 60 Internal Marks: 40 Credit Units: 4 L| T| P| 4| 0| 0| Learning Outcome: The students will be able to have: * Knowledge and skills of Operations Management for improving organizational performance under Global environment. * Comprehension of the Manufacturing Resource Planning concept and how to apply Manufacturing Resource Planning techniques and principles. * An understanding of Industrial applications of Operations Management Principles. * Competency in application of various statistical and mathematical techniques in a