Analysis of Salt in India

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

Nike in Southeast Asia

Abstract Nike is the world leader in the manufacturing of sports wear and gear. So at first, Nike didn't pay attention to the criticism it was receiving because it was coming from a small group of activists, although later on, the social pressure became very high that Nike was forced to take some measures to quiet down the public who wanted to know what was going on. In this paper we will examine the various difficulties Nike faced as they tried to balance both, the company performance and good corporate citizenship. We will also discuss what I would have done if I was in that position.Summary Nike, was founded in 1964 by Phil Knight, Nike's business model was developed by Knight while attending Stanford Business School in the early 1960's. In 1998, Nike was the leader in the sports shoe industry, with annual sales of $9. 5 billion and a 40% share of the American sneaker market. It became a lightning rod for protest when alleged â€Å"sweatshop† conditions where happening in S outheast Asia. May 1998 is when Phil Knight, the founder and CEO, admitted that â€Å"the Nike product has became synonymous with slave wages, forced overtime, and arbitrary abuse. What people couldn’t understand was how Nike could get associated with deplorable labor practices. The strategy that Knight developed involved outsourcing all manufacturing to contractors in low wage countries and pouring the companies resources in high profile marketing. They where trying to take the blame off by saying that â€Å"We don’t know the first thing of manufacturing. We are marketers and designers. † They did manage to be marketing a lot by placing the Nike â€Å"swoosh† on the uniforms of athletes such as Michael Jordan and Tiger Woods.When manufacturing started it was done in Japan, but as wages rose, they transferred production to Korea and Taiwan. Later on, in 1982 more than 80% of Nike shoes where made in those two countries. But once again as wages went up th ey moved to Southeast Asia, by 1990 most production was based in Indonesia, Vietnam, and China. Young Indonesian woman who were working in Korean-owned plants under contract with Nike started at 15 cents an hour. Mandatory overtime was often imposed, and workers with experience might make $2 for an 11-hour day.In 1991 Indonesian wage went up from $1. 06 to $1. 24, only two cents above what the government calculated as necessary â€Å"minimum physical needs. † Workers often toiled in crowed, poorly ventilated factories, surrounded by machinery and toxic chemical all because the government was eager to attract foreign investment. Nike's initial response was to deny any responsibility for the practices of its contractors. They said that these were depended contractors from which Nike merely buys shoes from.That the workers are not Nike employees, and that their wages are above legal minimum and the prevailing market rate. When asked about labor strife in some factories supplying Nike, John Woodman, the Company's general manager for Indonesia said â€Å" I don’t know that I need to know. † he defended Nike by saying that yes they are low wages, but they have given jobs to thousands of people who wouldn’t be working otherwise. At the end of the case it says he might have added giving employment to Michael Jordan, whose reported $2 million fee in 1992 was larger than the payroll for that year in Indonesia.I don't agree with the way Nike handled this case, there where other ways of taking care of the situation not just by saying that they didn’t know and trying to wash their hands from the ongoing dilemma. If I was to be in their shoes I would have been looking into what was going on in the factories since they are handling our product. Yes they did save some money but at what cost, their name was tarnished for a while and having people that supposedly didn’t know what was going on didn’t help them at all.One of the fe w things that I would have done was gave the workers some sort of incentive since, I supposedly didn’t know what was going on in the factory. Yes you want to save money but you don’t want to lose your consumers for such a reason like this. That is where ethics comes in and they have to create a meeting and figure out a way to look like the good guys once again by helping solve the problem and prevent it from happening again, like setting up certain laws that their subcontractors should go by.Through reading this case study I became aware that many things go on with a product, behind the consumers eyes that sometimes aren’t very ethical of the company that is selling to the consumer. It also teaches that no matter what, when a company is trying to cut expenses and they push the envelope a little to much a big chaotic scene can happen. Which if not handled right away can lead to the falling of the company that might have taken many years to build up.

Capital punishment is morally wrong

Capital punishment is morally wrong   Ã‚  Ã‚  Ã‚  Ã‚  Among some of the most controversial issues of our lives today, no question pops up as frequently as the question of the ethics concerning the Death Penalty. Capital punishment according to the website legal-explanations.com is â€Å"the death sentence awarded for capital offences like crimes involving planned murder, multiple murders, repeated crimes, rape and murder etc where in the criminal provisions consider such persons as a gross danger to the existence of the society and provide death punishment.†   Ã‚  Ã‚  Ã‚  Ã‚  With its origins in Latin ‘capitalis’ meaning ‘regarding the head’, a capital crime was originally punished by severing of the head. The first death penalty laws were established as far back as the Eighteenth Century B.C. in the Code of King Hammurabi of Babylon, which codified the death penalty for 25 different crimes. It was also a part of the 14th century B.C.’s Hittie Code; in the Seventh Century B.C.’s Draconian Code of Athens, which made death the only punishment for all crimes; and in the Fifth Century B.C.’s Roman law of the Twelve Tablets. Death Sentences were carried out by such means as crucifixion, drowning, beating to death, burning alive, and impalement. (Deathpenaltyinfo.org Part I: History of the Death Penalty)   Ã‚  Ã‚  Ã‚  Ã‚  There are many arguments both for and against the application of the death penalty. Many people in favor of the death penalty would argue that it serves as a strong deterrent to potential recipients of such a punishment and therefore helps maintain a safer society. While numerous such arguments exist on both sides, I will be discussing why the death penalty is morally, ethically and fundamentally wrong, and try to present counter-arguments to claims made by the advocates of the death penalty.   Ã‚  Ã‚  Ã‚  Ã‚  One problem with the death penalty is that it is simply uncivilized. Most of Western Europe no longer retain s the death penalty. On top of that, when Turkey recently made an application for admission to the European Union, the Union’s committee made a recommendation against it, citing that â€Å"Turkey retains the barbaric practice of capital punishment.â€Å"American countries like Mexico and Canada have abandoned the death penalty. The parliament of Europe also passed a resolution ugring the United States to abandon the death penatly. A magazine, now in international circulation says, â€Å"Throughout Europe in particular, the death penalty is thought of as simply uncivilized.   Ã‚  Ã‚  Ã‚  Ã‚   â€Å"That its practice is said to be problematic for a leading nation. German Justice minister Herta Daeubler-Gmelin has argued, â€Å"The Americans do not hesitate, proud as they are of their democratic tradition, to reproach other countries over human rights violations.â€Å"I think that great cost is desensitizing us to death and to using violence as an instrument for civiliz ed society.   Ã‚  Ã‚  Ã‚  Ã‚  Another one of the biggest ethical problems associated with the use of capital punishment is its irreversibility. Death penalty, unlike conventional punishments is absolutely final. When a person, innocent of his charges is awarded the death penalty and after he/she is executed, there is no going back if advances in medical/forensic technology provide solid evidence in favor of the condemned’s innocence. The court or the executioner cannot give back a life, so why should they be able to take it? The researchers Radelet and Bedau (1992) affirm that, â€Å"no less than twenty-three people have been

Annotated Bibliography Example | Topics and Well Written Essays - 250 words - 8

Annotated Bibliography Example Based on the findings, the participants discovered that teaching a foreign language was done best through communicating in the target language as much as possible (Raymond, 2000). The materials used should be designed for native speakers and involve meaningful contexts for the language use. Practice should be based on open ended as well as structured activities for better impact (Raymond, 2000). In conclusion the research is helpful to those involved and reveals a number of aspects that have assisted the participants to improve the methods that they utilize in their teachings. The research participants could have been more than the six that were used to come up with more clear results however, but the overall results were substantial enough to be utilized by other researchers in the future. Raymond, H. C (2000). Learning to teach foreign languages: A case study of six pre-service teachers in a teacher education program. Unpublished doctoral dissertation, The Ohio State University, Columbus, Ohio The main aim of this research is to determine the effects of language learning software in a workplace environment and whether individuals are capable of sufficiently teaching themselves a new language without having other responsibilities adversely affected (Nelson, 2011). The research method was based on practical activities that required the participants’ involvement in self teaching exercise using the software after which they were tested by the researchers to determine the progress they were able make (Nelson, 2011). The results found that very few of the participants were able to complete the program and effectively use the software to completion. It was discovered that the participants had very little time to access their accounts (Nelson, 2011). This shows that learning a new language by ones self is extremely difficult and one will still need guidance and support if they are to be successful

MMK265 T1 2013 Major Assignment Essay Example | Topics and Well Written Essays - 3750 words

MMK265 T1 2013 Major Assignment - Essay Example Moreover, apart from the above aspects, the recommended research design in which the sort of research, sampling technique and data collection course have also been considered. Finally, a detailed assessment of the limitations and caveats along with useful recommendations has been reflected for conducting the research study effectually. Table of Contents 1.Executive Summary 2 Table of Contents 3 3.Background to the Research 4 4.The Management Decision Problem 5 5.The Research Problem and Key Objectives 5 6.Research Design Recommended For the New Research Project 6 6.1Type of Research 6 6.2Type of Information 9 6.3Methods of Data Collection Recommended 10 6.4Sampling Technique 11 6.5Plan of Data Analysis 12 7.Limitations and Caveats 12 8.Conclusion and Recommendations 13 9.References 15 2. Introduction Research as well as customer’s feedback reflects the demand for innovative products. Moreover, these also reflect the services as well as the demand for the innovation of service design by a greater level (Maffe & et. al., 2005). The incessant innovation of products or services ensures raising profit margins of any company. In this context, it can be affirmed that the innovation of products or services helps in analyzing organizational gap at large (Kamaladevi, 2009). The company i.e. â€Å"Blast Fat† is into the business of providing treatment that will result in reducing the body fat. The company has faced recently the problem concerning customer’s complaints with respect to the uses of its products. The study mainly concerns with the marketing research of the problem. The objective of the study is to research about the viability of the complaints. The study contains research methodologies in order to collect relevant data that will help in conducting critical analysis of the study. The study will also contain the limitations of the innovative products as well as portrayal of valuable recommendations for the problem. 3. Background to the Rese arch Blast Fat used to provide a special treatment that helps in reducing cellular fat from the body fat. The company has claimed that the services rendered by them assist in reducing the fat without the need of any sort of surgery and injections. The claim of the company further revealed that the results will be remarkable within 2 weeks with respect to the transformation of the body. After using the products of Blast Fat, the feedback of the customers ultimately created problems for the company. The customers complained about the products that were served to them by the company. The case was then taken as well as analyzed by Consumer Affairs Victoria (CAV). In this similar context, it has been viewed that it was difficult for the CAV to determine the specific cause related to the problem. This might be owing to the reason that the company has not conducted clinical trial of the products before positioning into the business markets. The extent of the problem was not clear with the CAV that resulted in conducting in-depth research of the problem. The research area focused upon the consumers those who have successfully used the therapy or the products of the company (Greene, Bigham & Patterson, 2012). 4. The Management Decision Problem The research study

Qualifiers for a Post Graduate Professional University Essay - 5

Qualifiers for a Post Graduate Professional University - Essay Example 2. Even if the person is unlucky enough not to have his work published, even then, if it possible that his doctoral thesis is under approval, or being considered for approval, is also signs of a winner and qualifier. The fact that the person has been able to put forth efforts towards receiving a doctoral degree and it is under active consideration is also manifestation of order winners and qualifiers. 3. The choice of an advisor is also a significant matter since the influence of the advisor would be felt in the academic activity of the research scholar if not overtly than covertly. For this reason, it is necessary that the advisor need to be a person of sound knowledge in his field, a person who could be depended upon to give excellent guidance and knowledge and who would be useful in carrying out the advisory aspects regarding the studies. It is seen that in our University, the advisor is a person who could be relied upon to give sound and judicious advice and help the students in whichever way it is possible. The relationship which student bear towards the advisor is also important, since an excellent personal rapport would ensure good professional relationships also. Therefore it is necessary that the students should cultivate good professional and personal relationships with the advisor who could guide them in their academic pursuits. Thus the professional standing of the adv isor would be helpful to the students in their academic activities It is seen that the order winners and qualifiers are the ones who have been blessed with good advisors and this is a significant aspect in being a winner 4. The Teaching faculty is also important in that the quality of training and imparting of knowledge has a definite bearing on the students. It is  necessary that in a class there should be systems by which the teacher has the complete responsibility for the designing of the course and its teaching to the students.  

'New' or 'Compositionally Altered' grocery store products Essay

'New' or 'Compositionally Altered' grocery store products - Essay Example The researcher of this essay aims to pay special attention on some kinds of compositionally altered foods. Consider as an example, low calorie yoghurt. The manufacturer of this product uses a special process to produce this food item. Low calorie yoghurt is essentially low in sugar (achieved by substituting a low calorie sweetener like aspartame or saccharin instead of sugar), and it is almost lactose free. By reducing lactose to less than 1% through ultra-filtration and enzymatic hydrolysis, the manufacturer is able to reduce 60 to 70 calories from the product. The target consumer includes dieters and because of almost nil lactose in the finished product, lactose intolerant people as well. When stored under recommended temperatures and under conventional refrigeration, the product has a shelf life of about 30 days which is about the same as regular yoghurt. Low calorie yoghurts can be manufactured in the traditional style, the Swiss style or even with fruit mixed in. Artificial crea m is another compositionally altered food. It is merely imitation cream and is made entirely from non-dairy fats like vegetable oil and not butter fat although it contains emulsifiers like glycerides and phosphatides, and thickening agents like gum and starch. It contains no butyric acid but sweeteners or sugar could be added to sweeten the whip. This kind of cream has generally been accepted well by the average consumer because it is cheaper than real cream, has no dairy fat and most importantly has a longer shelf life as compared to real cream. Dieters love it. It appeases my conscience to use this versus full fat cream, although I am uncomfortable with the vegetable oil. Also, artificial cream is not a good replacement for real cream in all cases; it can become runny and quite unfit as a topping. A low fat cheese product, another example of altered food, is made by mixing milk with non-fat dry milk solids, a stabilizer like carrageenan and a lactic acid provider. This creates a cheese formulation solution to which a clotting enzyme like rennet is added. The solution is then coagulated to form a curd in a whey solution. The curd is then separated from the whey and ripened to form a low fat cheese product. The product is suitable for dieters and in some cases even for convalescing patients. It has a long shelf life - longer than standard cheese and to me tastes rather nice. Decaffeinated coffee is a favorite of a large segment of the population, especially those that drink multiple cups of coffee a day and believe that caffeine is harmful to their health. People with hypertension who have been advised to avoid caffeine also typically opt for this kind of coffee versus the regular one. Coffee can be decaffeinated in many ways but the steps are the same in all of them. The beans are first soaked in water to dissolve the caffeine. Next, the caffeine is extracted using a solvent or activated carbon like methylene chloride or ethyl acetate both of which have low boiling points.Finally the beans are re-soaked in the decaffeinated water so that they can reabsorb the flavor that was lost in the initial extraction.I am not fond of decaffeinated coffee at all and prefer to sip the regular one. The flavor of decaf coffee tastes poor to me and it is a fact that the decaffeination process alters both the flavor and aroma of the coffee beans. The shelf life of vacuum -packed roasted and ground coffee is

Quantum Cryptography Essay Example | Topics and Well Written Essays - 500 words

Quantum Cryptography - Essay Example Both properties form a third strength of quantum cryptography in terms of security. This strong point occurs from every new QKD term code being free of all formerly used codes as this independence lowers the number of methods a criminal can infiltrate the system (Cobourne and Cid, 2011, p. 5). A fourth strength is the future proofing of security offered by QKD. Even when a malefactor breaks through a cryptographic system at any indefinite period in the future, former messages conveyed through it stay secure (Cobourne and Cid, 2011, p. 5). Mathematics has demonstrated the absolute security of QKD networks. Even when dealing with a rival that has endless supplies of time and energy, security of QKD networks are unbreakable. One weakness of quantum cryptography is that quantum mediums are only functional over limited space (Rothke, 2007, p. 1055). This is a technical weakness as it occurs when one evaluates the realities of QKD application. Today, quantum mediums cannot convey data quick enough to offer sufficient levels of service, which forms a second technical weakness. Thirdly, quantum optic gear is susceptible to attacks. Quantum cryptography requires costly setups for upholding quantum processing, which serves as a weakness for mathematics, computer, and physics researchers who cannot afford such infrastructure (Cobourne and Cid, 2011, p. 6). Another weakness is the possibility of quantum cryptography â€Å"killing† mathematical progressions at any period in the future irrespective of quantum computing advancements (Rothke, 2007, p. 1055). Commercially, the promise of ideal security may not be a significant enough imperative for businesses to permit the cost of customized gear and infrastructure (Nano 2014). Since conventional cryptography offers more than sufficient security, businesses will consider the uncertain advantages of quantum cryptography an unworthy risk and weakness (Lydersen et

Religious terrorists Essay Example | Topics and Well Written Essays - 750 words

Religious terrorists - Essay Example In short, religious terrorists are different from secular terrorists because they feel that their deity is commanding them to commit these acts, in addition to having a â€Å"greater purpose† for their actions and wishing to cleanse the world of those that do not believe as they do. The religious terrorist finds justification in their actions by committing grave acts in the name of whatever deity they worship. They consider their act to be an act of duty to their deity, and to them, if it is necessary to give their own life in addition to the lives taken for this cause, then so be it. Consider, for example, the role of suicide bombers. Frequently, those bombers shout prayers before pushing the button that will end their life and others, as they believe that their life’s sacrifice, as part of the war that they are engaged in, is worth it. They believe that when they are dead, they will then automatically be favored in the eyes of their deity; therefore, their sacrifice w as not in vain as they were carrying out the commands given to them. Lives other than their own are also considered acceptable losses in the eyes of the religious terrorist, mainly because their psychosis and/or underlying psychological issues have caused them to believe that everyone would like to die as well, but because their deity has commanded them to do so. Though these persons are most likely suffering from psychosis, such as paranoid schizophrenia or delusions, in their eyes they feel that their deity has commanded them to take these lives, and if necessary, their own. ... Religious terrorists differ from secular terrorists due to the lengths that they are willing to go to achieve their agenda. They believe, whether through psychosis or brainwashing, that they are the only ones that shall inherit the earth, and everyone else must die. It is not enough for the religious terrorist to simply banish those thought of, in their mind, as unclean, unworthy, or otherwise non-favored individuals. Their very existence must be wiped from the earth and the world, never to rise again, and they must not be permitted to spread, for those who believe as the religious terrorist does are the only ones that can be allowed to live. This reason is, I think, the biggest difference between religious and secular terrorists. Religious terrorists are willing to wipe out large portions of people; usually, secular terrorists are not. Though there are incidents of mass destruction when it comes to secular terrorists, without any religious agenda involved, religious terrorists, agai n, believe that they have been commanded to do these works by their deity, while secular terrorists usually do not see the value in mass killings or even mass destruction, as it is usually better (in their opinion) to attack a tactical or strategic target, such as a building. Their attacks are usually small and to the point, seeking to get a point across. For example, while they go after a target, they are not likely to kill anyone else around the primary target. To the religious terrorist, his or her point of view is the only view. You must believe as they do, or you must die. No amount of talking or negotiating will help; different beliefs must be wiped away. This makes the religious

PETITION FOR UNSPONSORED LEARNING Essay Example | Topics and Well Written Essays - 2000 words

PETITION FOR UNSPONSORED LEARNING - Essay Example We raised her and provided all her physical and emotional needs. Unfortunately, my wife and I separated in March 2006. In the intervening period, we tried our best to sort out the seeming differences between us. Nevertheless, all the efforts failed to bear fruit. Consequently, the marriage was finally dissolved a year and seven months after the initial separation. Just like my wedding seven years earlier, my divorce in October 2007 was a fundamental event in my life with wide-ranging effects on my young family. After the conclusion of my divorce, I was awarded full custody of my minor child. Although I was ecstatic at the opportunity of raising Jordan to maturity, I was aware of the fact that such a monumental task would run me to the ground. Nevertheless, I was determined to do my utmost so as to fulfill all my obligations. There are various significant events that influenced the experiences discussed in my learning assignments. The first major event came after my graduation from high school in June 1998. In August 1999, I formed my company and gained my first shot at autonomy. The beginning of my work experience formed the first step in a long line of employment positions that I was privileged to hold from then onwards. Another significant life event that shaped my life was my marriage in May 2000. My wife and I had been acquainted since childhood, and the sense of attraction had grown over a long period. Therefore, it was extremely satisfying to tie the knot finally and have her as my wife. The start of my marriage coincided with the beginning of my professional career. I teamed up with my wife and formed a business called Accurate Answers. The company began operations in January 2001, barely a few months after our wedding. The corporation offered DNA and drug testing services. Accurate Answers provided onsite drug testing for county courts, consumers, and businesses. The success of our marriage coincided with the

Restrictionist Policy, Mexican Labor, and Immigration Essay Example for Free

Restrictionist Policy, Mexican Labor, and Immigration Essay The article on Jewish refugees, Mexican guestworkers and administrative politics vividly describes the immigration policies that the United States followed during the turn of the twentieth century.   A cursory reading of the article would show what type of policy regime the United States followed with regards immigration and the factors that affected the same.   The article also depicted the different treatments towards Southern and/or Latin American immigrants, more specifically Mexicans, and European and/or Asian immigrants, more specifically Jewish Germans.    This paper is a summary of the article, focusing on the two abovementioned topics.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The United States immigration policy during the turn of the twentieth century was coined to be a two-tiered bureaucracy.   The first layer was the new State Department and consular officials â€Å"employed exclusionary powers to all but shut down European and Asian immigration.†Ã‚   The second layer was administered by the Labor Department, which was characterized by the legal and illegal immigration of southern and Latin Americans, more specifically the Mexicans.   This second layer was actually described as an â€Å"iron triangle,† illustrated by â€Å"southwestern growers, immigration bureau officials, and powerful congressional committees dominated by southern and western conservatives.†   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This two-tiered immigration regime was actually a result of the rise of the World War I protectionist state, wherein there was a need for self-defense against foreigners since they were considered as dangerous and/or inferior.   This protectionist regime is highlighted by the Passport Control Act of 1918 wherein aliens are required to obtain a visa from consular officials abroad before they were allowed to enter the United States.    Note however that despite the end of the war, there was a move to continue implementing the Passport Control Act of 1918 as the country is still vulnerable to national security threats.   This law actually complemented the Immigration Act of 1917 and both previous laws were in turn supported by the 1924 Quota Act wherein inspections overseas where done prior to embarkation for the United States.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The restrictionist or nativist regime being discussed by the article was illustrated by two examples.   The first example is one for the first layer, or the shutting down if immigration to Europeans and Asians.   In fact, this shut down affected not only workers but refugees as well.   With the rise of Nazi Germany in Europe, and ideas of anti-Semitism spreading fast, many German Jews and Germans who opposed the Nazi Government were seeking asylum, to protect themselves from the Nazis. However, there seemed to be an unmistakable prejudice against the Germans and the Jews, bolted by an executive order in 1930 which barred aliens who were likely to be of public charge (or those wage earners who are coming to the United States without means of support).   There was a move to loosen this strict executive order by allowing bonds for entering refugees, which was actually ineffective since this was a double barrier for the refugees who were seeking asylum:   they needed a bond to enter the United States and yet the Nazi Government did not allow them to take capital out of the country. True, it was claimed that the idea of asylum as the special commitment of the American people.   And yet the article had enumerated a couple of reasons why despite the special commitment, the entrance of refugees cannot be as lax as those of Mexicans since refugees will only be a public charge, and attention should be paid to the many citizens of the United States who are homeless, unemployed and are struggling as well.   And yet another irony occurs, the strict policy was only on the German Jews and not on the British who were seeking refuge in the United States, and granting visas to Chinese immigrants, justified only by courting alliance with the Chinese during the war. The complete opposite of the experiences of the Jewish refugees were the Mexican workers.   This is actually the second tier of the regulatory policies on immigration by the United States government.   As compared to the European immigrants, the Mexican immigrants had an easier time entering the United States.   Despite the increase in illegal immigration due to inefficient and unmonitored security of the Canadian and Mexican borders, which was blamed on the lack of funds, lack of men and lack of facilities to effectively guard the borders of the United States, there were more legitimate reasons why the Mexican workers were easily granted immigration into the country.    One reason is that there is a need for unskilled workers.   Nativist and restrictionist politicians believed that the reason why Americans are being sent to school is so that they will not do the back-breaking work that unskilled laborers do.   Another reason, which is tied to the first, is that Mexican workers mean cheaper labor.   And lastly, the stay of Mexican migrant workers in the United States is but temporary and they can easily be expelled and sent back to their home countries.   In fact, this was proven when rumors started spreading that even immigrants will be enlisted in the armed forces to fight during the war.   Instantly, the Mexican workers returned to their native countries. Of course, the increase in Mexican guestworkers was not continuous as the Great Depression raised sentiments that the Mexicans were taking the work of the Americans and there was a heightened deportation campaign.   But this did not last long since the construction of highways and the invention of automotive traveling.  Ã‚   Once again, Mexican immigration was on the rise. The abovementioned summary of the article â€Å"Two-Tiered Implementation† definitely shows a great disparity of treatment between the Europeans and the South Americans.   But the same is understandable as the article sufficiently explained the justification for such. The United States, although committed to granting asylum to refugees, is practical in the sense that refugees will be taken care of the public and at the time of the implementation of the nativist immigration policies, the economic situation of the country just does not permit it to loosen immigration of refugees.   But on the other side, the United States gain greatly from the entry of cheap Mexican workers, allowing the Americans to concentrate on skilled jobs, and without having to worry about the deportation of the workers as their native country is just a border away. Indeed, there were good reasons, supported by evidence, that the article posed in explaining the restrictionist regime and the differences in immigration between the Jews and the Mexicans.

Three Scenarios Essay Example for Free

Three Scenarios Essay In a particular art industry there are clients that insist to the company to use artworks even though the company does not have the license to use the designs requested by the customers. The client’s demands that the images concerned are to be used. This is about work ethics on copyright issues; theoretically the company is not accountable for the content of the standard design, it is the client’s responsibility. In such situations and argument that would occur between the client and the company it is best to discuss the meaning of copyright because not all people have the idea about copyright. Other employees can walk away from the job but as an employee with work ethics the problem should be solved in a manner that no harm will happen for the company and the client. Misunderstanding about certain facts and issues are sometimes just the root of losing ethics in the industry.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As an employee of a certain company you have a long term client, wherein the client’s business is so familiar to the company, one day the the client has approached the employee and ask if he could render service on them using the experience that the employee has gained from they company wherein he is presently working this is an option for the employee if e will accept the offer. But this is a representation for such conflict of interest that would affect the company that has trained and trusted the employee, this will affect the company and it should have preparations if such things happen o its employee.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   An employee comes to work always late until such time that it was noticed by the human resource officer and warn the employee that if he continue such work ethics he will be receiving a warning for dismissal, but it was again repeated by the employee and after that he received a letter of termination from the company. This is a wrong ethics from the employer for they had violated the rule they have given for every employee. Each employee has equal right to be given fair treatment for such codes or rules implemented by the company.

Agricultural science and practice

Agricultural science and practice REVIEW OF LITERATURE INTERCROPPING Intercropping of cereals and grain legumes is a neglected theme in agricultural science and practice in both conventional and organic farming systems (Dahlmann, and Von Fragstein2006). The fast rising population in many tropical countries is one of the reasons for enormous growing demand for food. The increasing urbanization due to world growing population has affected food production leading to irrevocable loss of arable land. Opening up new land for cultivation can enhance the decrease of agriculture. Farmers and researchers should be conscious that cost-benefit ratio bringing new land under cultivation is smaller than that of increasing production of already cultivated land, which may lead to increase in production per unit area. Intercropping tenders farmers the opportunity to engage natures principle of diversity on their farms. Spatial arrangements of plants, planting rates, and maturity dates must be considered when planning intercrops. Intercrops can be more fruitful than growing monocropping. Many different intercrop systems have been studied, including mixed intercropping, strip cropping, and customary intercropping provisions. Pest management benefits can also be realized from intercropping due to augmented diversity. Harvesting options for intercrops include hand harvest, machine harvest for on-farm feed, and animal harvest of the standing crop. Most grain-crop mixtures with similar ripening times cannot be machine-harvested to produce a marketable commodity since few buyers purchase mixed grains. Dispite its advantages intercropping is neglected due to complex nature of intercropping systems. In intercropping systems an LER measures 1.0, it tells us that the amount of land required for crops grown together is the same as that for these grown in pure stand (i.e., neither loss nor loss due to intercropping over pure stands). LERs above 1.0 demonstrate an advantage to intercropping, while numbers below 1.0 diplay a disadvantage to intercropping. For example, an LER of 1.25 tells us that the yield produced in the total intercrop system would have required 25% more land if planted in pure stands. If the LER was 0.75, we know the intercrop yield was only 75% of that of the same amount of land that grew pure stands. Pakistan is a subtropical country having sufficient resources with high intensity of sunlight required for plant growth. Therefore, possibility of intercropping of different crops on the same piece of land in a year needs to be explored for effective and efficient utilization of these natural resources. Intercropping is being looked as an efficient utilization of these natural resources and economical production system as it increases the production per unit area and time. Presently, interest in intercropping is increasing among the small growers because of their diversified needs and meagre farm returns from the monocropping system. Planning of cropping system should be done yearly on entire catchment basis. The type of planning should lead to a proper balance between food, fiber and fodder crops. When the rainfall is between 500-700 mm with a distinct period of moisture surplus, intercropping system should be adopted for improved crop production. Even in higher rainfall areas (750- 1100 mm) intercropping facilitates growing either cereal-legume or legume-legume system of different maturity patterns. Intercropping minimize risk of crop failure in drylands. Mixed cropping (mixing seeds of two or more crops and broad casting the mixture) should be avoided as it hinders post-sowing operations. Choice of varieties with in the crops is very important to harness total intercropping advantage. Cereal-legume intercropping systems should be advocated to minimize fertilizer use,.? reduce pest and disease incidence, produce balance foods, ?provide protein rich legume fodder for cattle,? take full advantage of growing seaso n. Cereal-legume intercropping plays an important role in subsistence food production in both developed and developing countries, especially in situations of inadequate water resources (Tsubo et al., 2005). Intercropping cereals and grain legumes can be very potential for both organic and conservative farmers. The use of land equivalent ratio (LER) as a measure for calculating the cropping advantage of intercrops over sole crops is simple, ignoring weed inhibition, yield reliability, grain quality, and minimum advantageous yield are all relevant factors for farmers perspective (Prins and de Wit 2005). Intercropped legumes secure most of their nitrogen from the atmosphere and not compete with maize nitrogen resources (Adu-Gyamfi et al. ,2007). Increased diversity of the physical structure of plants and increased leaf cover in an intercropping system facilitates to reduce weed infestations once crop are established (Beet1990). Having a variety of root system in the soil reduces water loss, enhances water uptake and reduce transpiration. The increased transpiration may make the microclimate cooler, which cools the soil and decrease evaporation (Innis 1997). In this way during times of water stress, intercropped plants utilize a larger percentage of available water from the field than monocropped plants. Creating windbreaks may also modify the microclimate. Rows of maize in a field with a short stature crop would reduce wind speed above the shorter crop and thus deceasechance of desiccation (Beet1990). Intercropped legumes fix most of their nitrogen from the atmosphere and not compete with maize for nitrogen resources (Adu-Gyamfi et al. ,2007; Vesterager et al.,2008). Diversification of cropping systems, i.e. smaller fields and mixtures of crop species (intercropping) was much more in vouge Pre World War II. Intercropping, the simultaneously cultivation of more than one species in the same field, is a cropping method, which often result in a more efficient use of resources, cause more stable yields in problematic environments and a method to reduce problems with weeds, plant pathogens and nitrogen losses post grain legume harvest.In this context a greater introduction of longterm rotations, intercrops and grain legumes play an important role (Jensen 1997; Karlen1994). Intercropping of cereal and legume crops facilitates to maintain and improve soil fertility (Andrew, 1979). Intercropping of legumes with cereals has been popular in tropics (Hauggaard-Nielsen et al.,, 2001; Tsubo et al.,,2005) and rain-fed tracts of the globe (Banik et al.,, 2000; Ghosh, 2004; Agegnehu et al.,, 2006; Dhima et al.,,2007) due to its benefits for soil conservation (Anil et al., 1998), weed control (Poggio, 2005; Banik et al.,,2006), lodging resistance (Anil et al.,, 1998), yield enhancemnent (Anil et al.,, 1998; Chen et al.,, 2004), hay curing, forage preservation over pure legumes, more crude protein percentage and protein yield (Qamar et al.,, 1999; Karadag and Buyukburc, 2004), and contols legume root parasite infections (Fenandez-Aparicio et al.,,2007). Different seeding ratios or planting patterns for cereal-legume intercropping have been accomplished by many researchers (Tsubo et al.,, 2001; Karadag and Buyukburc, 2004; Banik et al.,, 2006; Dhima et al.,, 2007). Competition among mixtures is thought to be the major characteristic affecting yield as compared with monocropping of cereals. Species or cultivar selections, seeding ratios, and inter and intra specific competition among mixtures may influence the growth of the species grown in intercropping systems in rain-fed areas (Santalla et al.,, 2001; Karadag and Buyukburc, 2004; Carr et al.,, 2004; Agegnehu et al.,, 2006; Banik et al.,, 2006; Dhima et al.,, 2007). Various competition indices such as land equivalent ratio (LER), relative crowding coefficient (RCC), competitive ratio (CR), actual yield loss (AYL), monetary advantage(MI) and intercropping advantage(IA) have been anticipated to portray competition within and economic advantages of intercropping systems (Banik et al.,, 2000; Ghosh, 2004; Agegnehu et al.,, 2006; Banik et al.,, 2006; Dhima et al.,, 2007). However, such indices have not been used for maize and common bean intercropping to determine the competition among species and also economic advantages of each intercropping system in the East Mediterranean region. Higher monetary returns were obtained compared to sole cropping when bush beans intercropped with sweet maize (Santalla et al.,, 2001). Higher seed yield and net income under planting pattern with changing mix-proportions may be explained in higher total productivity under intercropping with relatively less input investment (Banik et al.,, 2006). Tsubo et al., (2005) formed a simulation model to find out the best planting methods for maize and bean intercrops in sub-arid South Africa. Based on 52 years of weather data, they compared the best planting time, optimal water saturation at planting, maize plant density, and bean plant density to receive the highest LER, energy value (EV), and monetary value (MV) from the intercropped field. For every combination of factors, a LER greater than 1.0 was found, indicating that intercropping of maize and beans increases total yield. The simulations show that initial soil water content has the greatest influence on intercropping productivity. Bean plant density had no influence on maize or bean yields, indicating that maize yield is not affected by bean intercropping, although bean yields were decreased in the intercropped system (Tsubo et al., 2005). High densities of maize maximized maize yield and calorie production, but high densities of beans maximized financial return. Decline of e xternal inputs and increases of homegrown feed together with a more efficient nutrient use from leguminous symbiotic dinitrogen (N2) fixation (SNF) can result in a decrease of nitrogen and mineral losses. Maize-legume intercropping systems are able to lessen amount of nutrients taken from the soil in comparasion to a maize monocrop. Organizing the complication of exchanges that are possible due to the physical constraints of diversity are present in the farm system is vital part of reducing the need for external inputs and moving toward sustainability (Herrera, 1974). Increasing diversity often allows better resources use efficiency in agro ecosystem because with higher diversity, there is larger microhabitat differentiation, allowing the components species and varieties of the system to grow in an environment ideally fitting to its unique requirements (Mazaheri and Oveysi, 2004; Willey and Reddy1981; and Yancey, 1994). A key and straight way of rising diversity of an agro ecosystem is intercropping system that allows interaction between the individuals of the different crops and varieties (Mazaheri, 2004; Willey, 1981 and Venkatswarlu1981). Intercropping can add temporal diversity through the sequential planting of different crops during the same season (Yancey, 1994). Importance of multiple cropping is increasing world food supplies. An LER value of 1.0, indicating no difference in yield between the intercrop and the collection of monocultures (Mazaheri and Oveysi, 2004 and Kurata 1986). Any Value greater than 1.0 indicates a yield advantage for intercrop. A LER of 1.2 for example, indicates that the area planted to monocultures would need to be 20% greater than the area planted to intercrop for the two to produce the same combined yields (Laster and Furr,1972). Intercropping in cassava was beneficial in increasing the biological yield, tuber equivalent yield and land use efficiency. Cassava tuber equivalent yield, LER, ATER and AHER were higher in cassava + cowpea combinations.(Amanullah et al., 2006). Mixed culture (or intercropping) of legumes and cereals is an old practice in tropical agriculture that dates back to ancient civilization. The main objective of intercropping has been to maximum utilization of resources such as space, light and nutrients (Willey, 1990; Morris and Garrity, 1993; Li et al.,, 2003b), as well as to improve crop quality and quantity (Nel, 1975; Izaurralde et al.,, 1990; Mpairwe et al.,, 2002). Other benefits include water quality control through least use of inorganic nitrogen fertilisers that pollute the environment (Crew and Peoples, 2004). The contemporary drift in global agriculture is to search for highly productive, sustainable and environmentally safe cropping systems (Crew and Peoples, 2004). This has resulted into renewed interest in cropping systems research (Vandermeer, 1989). When two crops are grown in association, interspecific competition or facilitation between plants may take place (Vandermeer, 1989; Zhang et al.,, 2003).Different studies have shown that mixtures of cereals and legumes produce higher grain yields than either crop grown unaccompanied (Mead and Willey, 1980; Horwith, 1984; Tariah and Wahua, 1985; Ofori and Stern, 1987a; Lawson and Kang, 1990; Watiki et al.,, 1993; Peter and Runge-Metzger, 1994; Skovgard and Pats, 1999; Rao and Mathuva, 2000; Olufemi et al.,, 2001; Mpairwe et al.,, 2002; Dapaah et al.,, 2003). In such crop mixtures, the yield increases were not only due to enhanced nitrogen nourishment of the cereal component, but also to other unexplored causes (Nel, 1975; Connolly et al.,, 2001). Many of the unknown and less research processes occur in the rhizosphere of mixtures (Connolly et al.,, 2001; Zhang et al.,, 2003, 2004). The rhizosphere soil is the narrow zone of soil neighboring the roots where soil, micro-organisms and roots jointly play key roles in the soil ecosystem. Compared with the bulk soil, the rhizosphere has diverse biological, physical and chemical soil properties. It is rich in root exudates, and, therefore, play a major role in nutrient mobilisation and microbial activities (Dakora and Phillips, 2002; Dakora, 2003). So far however, little attention has been paid to rhizosphere effects on crops grown in mixtures (Connolly et al.,, 2001; Zhang et al.,, 2003; 2004), where interaction between different organisms is high. The major management practices employed in mixed cultures to attain good yield includes the enhancement of microclimatic conditions, improved utilisation and recycling of soil nutrients, improved soil quality, provision of favourable hab itats for plants and stabilisation of soil, among others (Juma et al.,, 1997). Most of intercropping systems are intentionally made and manipulated to optimise the use of spatial, temporal, and physical resources both above-and belowground, by maximising positive interactions (facilitation) and minimizing negative ones (competition) among the components (Willey and Osiru, 1972; Willey, 1979; Mead and Willey, 1980; Horwith, 1985; Ofori and Stern, 1986, 1987a, b; Jose et al.,, 2000; Silwana and Lucas, 2002). An understanding of the biological and chemical processes and mechanisms involved in the distribution of resources in such systems is indispensable. The complex interactions in legume/cereal cropping systems such as those used by traditional farmers have received little research attention (Connolly et al.,, 2001; Zhang et al.,, 2004) because quantitative rhizosphere studies in the field involving complex mixtures are notoriously complex and cumbersome. These conditions are achieved by manipulating management practices such as planting patterns of the mixtures with the selection of appropriate cropping systems. Interactions will occur in the growth process, especially when the component species are exploiting the resources above-and below-ground (Vandermer, 1989; Willey, 1990; Ong et al.,, 1996) from the same niche or at the same time. In crop mixtures, any species utilizing the same combination of resources will be in direct competition. However, based on differences in phenological characteristics of species in asocition, the interaction among them may lead to an increased capture of a limiting growth resource (Willey and Osiru, 1972; Willey, 1979; Mead and Willey, 1980; Horwith, 1985; Ofori and Stern, 1986, 1987a,b; Silwana and Lucas, 2002) and then amassing larger total yield than the collective production of those species if they were grown separately on an equivalent land area (Mead and Ndakidemi 2527 Willey, 1980; Horwith, 1984; Tariah and Wahua, 1985; Ofori and Stern, 1987a; Lawson and Kang, 1990; Watiki et al.,, 1993; Peter and Runge-Metzger, 1994; Myaka, 1995; Asafu-Agyei et al.,, 1997; Skovgard and Pats, 1999; Rao and Mathuva, 2000; Olufemi et al.,, 2001; Dapaah et al.,, 2003). Thus, mixed cropping systems between cereals and legumes may face a complex series of inter- and intra-specific interaction (Izaurralde et al.,, 1990; Giller and Cadisch, 1995; Evans et al.,, 2001; Li et al.,, 2003c) geared by modifications and utilisation of light, water, nutrients and enzymes. Most annual crop mixtures such as those involving cereals and legumes are grown almost at the same time, and develop root systems that acquire the same soil zone for resources (Horwith, 1984; Chang and Shibles, 1985a,b; Reddy et al.,, 1994; Jensen et al.,, 2003). Under such circumstances, below-ground competition for resources such as nutrients is most likely to take place. For example, research has shown that activities in maize + cowpea intercropping take place between the top 30-45 cm of soil, and their intensity decreased with depth (Maurya and Lal, 1981; McIntyre et al.,, 1997). Because of these interactions, cowpea yields can be reduced significantly in relationto that of maize (Watiki et al.,, 1993). In contrast to some negative effects on yield, root systems in mixtures may provide some of the major favorable effects on soil and plants. These include, amongst others, carbon enrichment through higher carbon return (Ridder et al.,, 1990; Vanlauwe et al.,, 1997), discharge of phenolics, phytosiderophores and carboxylic acids as root exudates by companion plants (Dakora and Phillips, 2002; Dakora, 2003). These compounds play a major role in the mineral nutrition of plants. For instance, some studies have displayed that, in P-deficient soils, pigeon pea roots utilize piscidic, malonic, and oxalic acids to solubilise Fe-, Ca- and Al-bound P (Ae et al.,, 1990). Once mobilised, P and Fe then become available for uptake by the pigeon pea plant as well as by plant species grown in association and micro flora in the cropping system.This is due to the fact that, thus far, research efforts on mixed cultures has centered on the intra- and inter-specific competition for light and water, and re search reports on competition for nutrients in legumes and cereal mixtures (Connolly et al.,, 2001; Zhang et al.,, 2003, 2004). It is, therefore, imperative to discover how the rhizosphere systems of the associated plant species in mixtures interact under different legume-cereal cropping systems. Rhizospheric pH changes in different management systems in legume/cereal mixtures Many plants have the ability to alter the pH of their rhizosphere (Hoffland et al.,, 1989, 1992; Raven et al.,, 1990; Degenhardt et al.,, 1998; Muofhe and Dakora, 2000; Dakora and Phillips, 2002) and improve nutrient availability such as P, K, Ca, and Mg, which are otherwise fixed and not available to plants (Vandermeer, 1989; Hauggaard- Nielson and Jensen, 2005). For instance, legumes induce numerous reactions that modify the rhizosphere pH (Jarvis and Robson, 1983; McLay et al.,, 1997; Tang et al.,, 1998, 2001) and influence nutrient uptake (Brady, 1990; Vizzatto et al.,, 1999). For example, Dakora et al., (2000) have shown that due to pH changes in the rhizosphere, Cyclopia genistoides, a tea-producing legume native to South Africa, increased nutrient availability in its rhizosphere by 45 120% for P, 108 161% for K, 120 148% for Ca, 127 225% for Mg and 117 250% for boron (B) compared to bulk non-rhizosphere soil. Hence, legumes may take up higher amounts of base cations, and in the process of balancing internal charge, release H+ ions into the rhizosphere that results in soil acidification (Jarvis and Robson, 1983; McLay et al.,, 1997; Tang et al.,, 1998, 2001; Sas et al.,, 2001; Dakora and Phillips, 2002; Cheng et al.,, 2004). Other legumes such as alfalfa, chickpea, lupines, and cowpea can release considerable amounts of organic anions and lower their rhizospere pH (Liptone et al.,, 1987; Dinkelaker et al.,, 1989, 1995; Braum and Helmke, 1995; Gilbert et al.,, 1999; Neumann et al.,, 1999; Rao et al.,, 2002; Li et al.,, 2004b), a condition favorable for the hydrolysis of organic P and hence improving P2O5 nutrition for plants and micro organism in the soil. In the same context, white lupine (Lupinus albus) exuded organic acids anions and protons that lowered rhizosphere pH and recovered substantial amount of P2O5 from the soil and made them more available to wheat than when it was grown in solitary cropping system (Horst and Waschkies, 1987; Kamh et al.,, 1999). Similarly, pigeon pea increased P2O5 uptake of the intercropped sorghum by exuding piscidic acid anions that chelated Fe3+ and subsequently released P2O5 from FePO4 (Ae et al.,, 1990). In a field trial, faba bean facilitated P2O5 uptake by maize (Z hang et al.,, 2001; Li et al.,, 1999, 2003b; Zhang and Li, 2003). In another comparative study, the ability of chickpea to mobilise organic P2O5 was shown to be greater than that of maize due to greater exudation of protons and organic acids by chickpea in relation to maize (Li et al.,, 2004a). Thus, in mixed cultures, plants such as cereals, which do not have strong rhizosphere acidification capacity can benefit directly from nutrients solubilised by legume root exudates. What is, however, not clearly known is the extent of rhizosphere pH changes in mixed cultures involving nodulated legumes and cereals and their influence on other biological and chemical processes in the soil. N2 FIXATION IN LEGUMES AND THE ASSOCIATED BENEFITS TO THE CEREAL COMPONENT Biological nitrogen fixation by grain legume crops has received a lot of attention (Eaglesham et al.,, 1981; Giller et al.,, 1991; Izaurralde et al.,, 1992; Giller and Cadisch, 1995; Peoples et al.,, 2002) because it is a considerable N source in agricultural ecosystems (Heichel, 1987; Dakora and Keya, 1997). However, studies on N2 fixation in complex cereal-legume mixtures are few (Stern, 1993; Peoples et al.,, 2002). Intercropping usually includes a legume which fixes N2 that benefits the system, and a cereal component that depends heavily on nitrogen for higher yield (Ofori and Stern, 1986; Cochran and Schlentner, 1995). Controlled studies have shown a significant direct transfer of fixed-N to the associated non-legume species (Eaglesham et al.,, 1981; Giller et al.,, 1991; Frey and Schà ¼epp, 1993; Stern, 1993; Elgersma et al.,, 2000; Hà ¸gh-Jensen and Schjoerring, 2000; Chu et al.,, 2004). There was evidence that the mineralisation of decomposing legume roots in the soil can b oost N availability to the allied crop (Dubach and Russelle, 1994; Schroth et al.,, 1995; Evans et al.,, 2001). In mixed cultures, where row arrangements and the distance of the legume from the cereal are far, nitrogen transfer could decrease. Research has shown that competition between cereals and legumes for nitrogen may in turn kindle N2 fixation activity in the legumes (Fujita et al.,, 1990; Hardarson and Atkins, 2003). The cereal component effectively drains the soil of N, forcing the legume to fix more N2. Therefore it is important to manipulate and establish how the management practice in legume-cereal mixtures may influence N2 fixation and nutrition in cropping systems. The microbial biomass is influenced by biological, chemical, and physical properties of the plant-soil system. Generally, soil and plant management practices may have greater impact on the level of soil microbial C (Gupta and Germida, 1988; Dick et al.,, 1994; Dick, 1997; Alvey et al.,, 2003). For instance, soil microbial C tend to show the highest values in cropland and grassland soils and the lowest in bare cultivated soils (Brookes et al.,, 1984; Gupta and Germida, 1988).Monoculture systems are expected to contain less amounts of microbial biomass and activities in comparison to those in mixed cultures (Moore et al.,, 2000). Studies have indicated that legumes accumulated larger amounts of soil microbial C in the soil than cereals (Walker et al.,, 2003). This is attributed to lower C : N ratio of legume than that of cereal (Uriyo et al.,, 1979; Brady, 1990). Microbial biomass activities could increase after the addition of an energy source. The stimulation of soil microbial biomas s activity by organic amendments is elevated than that induced by organic fertilisers (Bolton et al.,, 1985; Goyal et al.,, 1993; Hà ¶flich et al.,, 2000). Soil organic matter content and soil microbial activities, vital for the nutrient turnover and long term productivity of soil, are enhanced by the balanced application of nutrient and/or organic matter/manure (Bolton et al.,, 1985; Guan, 1989; Goyal et al.,, 1993; Hà ¶flich et al.,, 2000; Kanchikerimath and Singh, 2001). Under conditions of adequate nutrient supply such as P2O5, the microbial biomass C will be increased due to improved plant growth and increased turnover of organic matter in the soil (Bolton et al.,, 1985). Whether the management practices in mixed cultures involving legumes and cereals may favour the stimulation of biological soil activity and, thus, result in a higher turnover of organic substrates in the soil that are utilized by micro-organisms is a good subject to be investigated. Although there is a lot o f information that show the relationship between soil management and soil microbial activity, little is known about these effects under mixed cropping systems as practised by farmers in the tropical/ subtropical environments (Dick, 1984; Dick et al.,, 1988; Deng and Tabatabai, 1996). In this context, the measurement of their activities could provide useful information concerning soil health, and also serve as a good index of biological status in different crop production systems. PHOSPHATASE ACTIVITY IN LEGUME/CEREAL MIXTURES Plants have evolved many morphological and enzymatic adaptations to bear low phosphate availability. This includes transcription activity of acid phosphatases, which tends to increase under P2O5 starvation (Tarafdar and Jungk, 1987; Goldstein, 1992; Duff et al.,, 1994; del Pozo et al.,, 1999; Haran et al.,, 2000; Baldwin et al.,, 2001; Miller et al.,, 2001; Li et al.,, 2002). Phosphatase enzymes in the soil serve several important functions, and are good indicators of soil fertility (Dick and Tabatai, 1992; Eivazi and Tabatabai, 1997; Dick et al.,, 2000). Under conditions of P2O5 deficiency, acid phosphatase secreted from roots is greater than before (Nakas et al.,, 1987; Chrost, 1991;Hayes et al.,, 1999; Li et al.,, 1997). Gilbert et al., (1999) found that white lupin roots from P-deficient plants had significantly superior acid phosphatase activity in both the root extracts and the root exudates than comparable samples from P-sufficient plants. At various starvation levels, these e nzymes release phosphate from both cellular (Bariola et al.,, 1994) and extra cellular (Duff et al.,, Ndakidemi 2529 1994) organic compounds. The transcripts and activity of phosphate transporters are increased to optimise uptake and remobilisation of phosphate in P-deficient plants (Muchhal et al.,, 1996; Daram et al.,, 1999; Kai et al.,, 2002; Karthikeyan et al.,, 2002; Mudge et al.,, 2002; Versaw and Harrison, 2002). It is thought that these morphological and enzymatic responses to P starvation are coordinated by both general stress-related and P-specific signaling systems. The amount of acid phosphatase secreted by plants is genetically controlled, and differs with crop species and varieties (Izaguirre-Mayoral and Carballo, 2002) as well as crop management practices (Patra et al.,, 1990; Staddon et al.,, 1998; Wright and Reddy, 2001). Some studies have shown that the amount of enzymes secreted by legumes were 72 % higher than those from cereals (Yadav and Tarafdar, 2001). Li et al., (2004a) found that, chickpea roots were also able to secrete greater amounts of acid phosphatase than maize. The activity of acid phosphatases is expected to be higher in biologically managed systems because of higher quantity of organic C content found in those systems. In fact, the activity of acid and alkaline phosphatase was found to correlate with organic matter in various studies (Guan, 1989; Jordan and Kremer, 1994; Aon and Colaneri, 2001). It is, therefore, anticipated that management practices in mixed cultures that induce P stress in the rhizosphere, may also affect the secretion of these enzymes. To date, there have been few studies examining the influence of cropping system on the phosphatase activity in the rhizosphere of most legumes and cereals grown in Pakistan. Understanding the dynamics of enzyme activities in these systems is crucial for their assessment their interactions as in turn their activities may regulate nutrient uptake and plant growth in the ecosystem. EFFECT OF ORGANIC, BIOLOGICAL ANDCHEIMCAL FERTLIZERS ON CROPS AND SOIL Application of organic manures has various advantages such as increasing soil physical properties, water holding capacity, and organic carbon content apart from supplying good quality of nutrients. The addition of organic sources could increase the yield through improving soil productivity and higher fertilizer use efficiency (Santhi, and Selvakumari, 2000). High and sustained yield could be obtained with judicious and balanced fertilization combined with organic manures (Kang, B.T. and V. Balasubramanian, 1990). Protecting long-term soil fertility by maintaining soil organic matter levels to certain extent, sustaining soil biological activity and careful mechanical intervention, providing crop nutrient directly by using relatively insoluble nutrient sources which are made available to the plants by the action of soil micro-organisms, nitrogen self sufficiency through the biological nitrogen fixation (Hossain et al.,,2004) as well as effective recycling of organic materials including livestock wastes organic manuring (Safdar, 2002).Soil degradation which is brought about by loss of organic matter accompanying continuous cropping becomes aggravated when inorganic fertilizers are applied repeatedly. This is because crop response to applied fertilizer depends on soil organic matter (Agboola and Omueti, 1982). Among differnret manues poultry manure is highly nutrient enriched organic manure since solid and liquid excreta are excreted simultaneously resulting in no urine loss. In fresh poultry excreta uric acid or urate is the most plentiful nitrogen compound (40-70 % of total N) while urea and ammonium are present in petite amounts (Krogdahl, and Dahlsgard. 1981). Cooperband et al., (2002) assessed phosphorus value of different- age poultry litter composts and raw poultry litter. Available soil P was the highest in plots amended with 15-month old compost, followed by raw poultry litter amended plots. Poultry manure is an excellent organic fertilizer, as it contains high nitrogen, phosphorus, potassium and other essential nutrients. In contrast to mineral fertilizer, it adds organic matter to soil which improves soil structures, nutrient retention, aeration, soil moisture holding capacity, and water infiltration (Deksissa et al.,, 2008). It was also indicated that poultry manure more readil y supplies P to plants than other organic manure sources (Garg and Bahla, 2008). As the use of poultry manure becomes an integral part of sustainable agriculture, demand for poultry products increases and pasturelands as well as croplands become nutrient saturated, which has ultimately increased water quality and public health concerns. In addition to high N and P content, raw poultry manure has a potential source of pathogen or E .coli (Jamieson et al.,, 2002; Bustamante et al.,, 2007) and endocrine disruptors (Deksissa et al.,, 2007). High and sustained crop yield can be obtained with judicious and balanced NPK fertilization combined with organic matter amendment (Kang and Balasubramanian, 1990).The benefits