Factors that affect talent planning Essay

1. Introduction This report aims to assesses factors that affects organisations’ approaches towards: attracting talent; recruitment and selection (including an investigatory approach to specific methods used); obtaining a diverse workforce; the process of induction (including a model of an effective induction plan). 2. Attracting Talent 2.1 Brand Identity â€Å"‘Brand Identity’: How a business wants a brand’s name, communication style, logo and other visual elements to be perceived by consumers.† (www.investopedia.com 07/10/14) An organisation with positive image will find it easier to attract and retain employees than the organisation with the negative image, this is due to the aspiration qualities associated with a positive image (i.e. wealth, style, charitable nature etc). A business who hasn’t been well established in its market will find it more difficult to attract new employees than business who is well know, because it’s perceived to be more economically stable. 2.2 Economic Environment The economic stability and funds available to expend on recruitment will have a direct impact on the quality of recruitment processes. One way in which this affects recruitment is effect on how and where the company advertises,  premium recruitment sites charge high fees (however, have very high foot-fall), which non-established or struggling companies would not be able to afford, thus not reaching out to as wide an audience as more successful businesses. Another key factor is the salary and benefits that can be offered to potential employees, either showing competitive rates or lower rates, therefore reducing interest from potential employees. 2.3 Legal restrictions Laws also have influence on organisations’ approaches to attracting talent. For example The Agency Workers’ Regulations that came into force on 1st October 2011 (www.gov.uk/government/publications/agency-workers-regulations-2010-guidance-for-recruiters 07/10/2014). The regulations states that agency workers are entitle to the same working conditions as permanent staff after completing a 12 weeks period in a particular job. It is clear from the following quote that this has reduced agency staff recruitment substantially: â€Å"One-quarter of organisations report they reduced their use of agency worker in 2012 compared to 2011, rising to a third of large organisations† ( The 2013 Resourcing and talent planning survey report www.cipd.co.uk/hr-resources/survey-reports/resourcing-talent-planning-2013.aspx 07/10/2014) 2.4 Business Objectives The aims and suggested targets of businesses, has a direct influence on the amount of recruitment completed and in which manner. For example: if a business has agreed to take on a new contract, they will need to recruit swiftly and in high volume. However, if a recruiter aims to appoint a higher-managerial position within subsequent months they may need more specific and targeted recruitment to ensure the position is filled more effectively than simply swift, high-volume appointment. For the later it is more commonly seen to use a company’s career progression path( management succession planning ), recruiting or training from existing members of staff. This can have a positive impact on the company’s recruitment as a whole as it shows current and potential staff members that progression is available within the business. 3. Diverse Workforce 3.1 Increasing Productivity It is suggested that diversity in the workplace increases morale and thus employees work more efficiently and effectively. Rose Johnson of Demand Media goes on to say: â€Å"diversity within leadership in a firm allows managers to bring in new skills and methods for achieving unity within their teams.† (smallbusiness.chron.com/advantage-diverse-workforce-18780 07/10/2014) 3.2 Increasing Creativity Acas state: â€Å"having a diverse workforce†¦opens up a wealth of possibilities and helps to encourage and foster innovation.† (www.acas.org.uk/indesx.aspx?articleid=3725 07/10/14). People from different background, ethnic origin or age, will approach tasks in different manners, therefore gaining a wider range of outcomes to potential problems. 3.3 Positive Reputation The advantage of obtaining a diverse workforce is clear. â€Å"An organisation is well placed to understand the needs of a wide-range of customers, interacting with a larger client base.† (www.acas.org.uk/indesx.aspx?articleid=3725 07/10/14). This therefore means that companies with a diverse recruitment policy will be more likely to gain customers and be generally more successful in their market. Clearly a company who recruits diversely does not discriminate, which is another characteristic consumers, potential employees and recruiters will aim to be associated with. 4. Factors that affect recruitment and selection 4.1 Labour market Labour market is : ,,..the market in which employers look and compete for workers and in which workers look and compete for employment ..† (http://www.collinsdictionary.com/dictionary/english/labour-market 10/10/2014) tight/ loose 4.2 Legislations National min wage /eligibility to work in the UK/the Equality Act 2010 4.3 Business context

Scarlett O’Hara

Scarlett O'Hara (full name Katie Scarlett Rollibard O'Hara Hamilton Kennedy Butler) is the protagonist in Margaret Mitchell's 1936 novel Gone with the Wind and in the later film of the same name. She also is the main character in the 1970 musical Scarlett and the 1991 book Scarlett, a sequel to Gone with the Wind that was written by Alexandra Ripley and adapted for a television mini-series in 1994. During early drafts of the original novel, Mitchell referred to her heroine as â€Å"Pansy†, and did not decide on the name â€Å"Scarlett† until just before the novel went to print. Scarlett O'Hara is not beautiful in a conventional sense, as indicated by Margaret Mitchell's opening line, but a charming Southern belle who grows up on a Clayton County, Georgia plantation named after Tara in the years before the American Civil War. Scarlett is described as being sixteen years old at the outbreak of the Civil War in April 1861, which would put her approximate birth date in early 1845 [1]. She is the oldest of three daughters. Her two younger sisters are the lazy and whiny Susan Elinor (â€Å"Suellen†) and the gentle and kind Caroline Irene (â€Å"Carreen†). Her mother also gave birth to three younger sons, who were all named Gerald Jr. and died as infants. Selfish, shrewd and vain, Scarlett inherits the strong will of her Irish father Gerald O'Hara, but also desires to please her well-bred, gentle French American mother Ellen Robillard, from a good and well respected Savannah, Georgia family. Scarlett believes she's in love with Ashley Wilkes, her aristocratic neighbor, but when his engagement to meek and mild-mannered Melanie Hamilton is announced, she marries Melanie's brother, Charles Hamilton, out of spite. Her new husband dies early in the war of the pox, and Tara falls into the marauding hands of the Yankees. In the face of hardship, the spoiled Scarlett uncharacteristically shoulders the troubles of her family and friends, and eventually the not-so-grieving widow marries her sister's beau, Frank Kennedy, in order to get funds to pay the taxes on and save her family's beloved home. Her practical nature leads to a willingness to step on anyone who doesn't have her family's best interests at heart, including her own sister. One of the most richly developed female characters of the time on film and in literature, she repeatedly challenges the prescribed women's roles of her time. As a result, she becomes very disliked by the people of Atlanta, Georgia. Scarlett's ongoing internal conflict between her feelings for the Southern gentleman Ashley and her attraction to the sardonic, opportunistic Rhett Butler—who becomes her third husband—embodies the general position of The South in the Civil War era.

HS5500 FINAL RESEARCH PAPER Example | Topics and Well Written Essays - 2750 words

HS5500 FINAL - Research Paper Example Furthermore, it is found that spies play an important role in enhancing the safety of citizens of nations from various threats of terrorism and other enemies. In modern day scenario, crime and terrorism activities are firmly embedded within the societies and are increasing at a rapid rate. As a consequence, governments of every country are largely determined towards enhancing their security and intelligence services. In this regard, the roles of spies or secret agents have grown to be of paramount importance. It has been ascertained that the concept or the idea of having spies in security services of countries has increased considerably in recent years. Spying or espionage for government security agency generally involves obtaining confidential information without the consent of the holder. However, activities performed by spies or secret agents are mostly considered to be illegal and immoral (Clapper, 2012). With these considerations, the paper emphasizes certain crucial information about the impact that spies usually have on intelligence. In everyday life, people interact with various kinds of other individuals having different cultures, origins and behaviors. Among them, it is often very difficult to identify spies or secret agents as they are trained in a way that enables them to represent themselves every time as a different person with diverse identities. However, there are certain characteristics of intelligence secret agents that can be considered while differentiating them from general public or civilians (Kackman, 2013). As mentioned above, there are certain characteristics of spies that differentiate them from others. It has been observed that intelligence agents or spies are aware of almost all the latest technologies and are also able to make the best use of these technologies during certain critical and complicated circumstances. It has been

Cyclical Transportation Research Paper Example | Topics and Well Written Essays - 1000 words

Cyclical Transportation - Research Paper Example Example, when a shortage is foreseen, the carrier can get some additional capacity from other carriers to ship together when deficit comes. Demand forecasting is another important step a career should take. Demand forecasting shows whether there will be an excess or a shortage. After forecasting a weak customer demand that simply interprets to the capacity shortage, in the future so one can start preparing how to manage the shortage like in step number one above. Step number three is leveraging the available assets. That is possible by making sure all available assets are utilized. The capacity available should be loaded on the right asset hence making sure that space is well utilized. The carrier can also employ combining orders strategy where they consolidate orders from one place and ship with a transporting unit whose space will be well used. Creation of interpersonal relationships with the suppliers is another step. Customer goods from the suppliers have to pass through the carr iers for them to reach the customers. With developing the close relationship with the supplier, the suppliers get to share order information, delivery information and their day-to-day performance. Such information is necessary for the carrier is planning to offer low freight charges but provide the best quality. Learning from mistakes is another step carriers take in minimizing capacity shortages and their effects. They achieve this through the closed-loop process where they plan, access results and adjust the plan to saving costs.

Decision Making Coursework Example | Topics and Well Written Essays - 250 words

Decision Making - Coursework Example The verdict bears positives for the individuals in the institution as well as the organization. However, the prioritization of profit with disregard of the customer well-being leads the firm into crisis. Specifically, it amounts to the organization breaching the laws governing ethical practices and thus may face legal action (Fitzgerald, 2002). For this reason, the company needs to make haste and strategic decisions with high-risk consequences. Nonetheless, the company may compensate the victims to avoid legal battles. More so, individuals in the company should look into ways that improve the product. Therefore, it is important that the leader change the decision-making approach that gives the managers the autogamy of making decisions in the enterprise. Considering Werbach’s criticism of Wal-Mart, it is unexpected that he would join the company. However, he realizes that he can influence change while working from within the system. Although the public view this as a bad decision, Werbach can change the employees’ lifestyle as they start embracing sustainable practices. Therefore, it is a successful decision considering the positive outcome. A successful decision is measured by how well it shapes the growth of the business. In addition, the benefit-cost ratio is applicable as an indicator of assessing the effectiveness of a decision of the company (Fitzgerald,

Five key things students should do to be successful Essay

Five key things students should do to be successful - Essay Example Goal setting- goals act like roadmaps to achieving any target set. They get individuals from one-point o the other. Goals and the target achievements guide them. Setting goals provide a student with a sense of direction to reaching his or her destination as well as a performance appraisal tool. The best way for a student to be successful is to plan but be cautious enough to ensure that the goals have widespread tentacles to all college activities. Attend classes- successful students do attend classes regularly. They are always on time. Students should listen and train themselves to pay attention to what is being taught by the tutor. Whenever they miss sessions, they should develop obligatory feeling to letting the instructor know the reasons why they will not be attending classes before lesson begins. The excuses given should always be legitimate and reasonable. In addition, should ensure compensation of all missed lessons by contacting fellow students or the instructor. Furthermore, students should pay great attention in such a way that they do not read, talk, or stare out of the windows when the tutor is teaching. Attention is important for students to grasp and gather ideas that would be helpful. The students should ensure participation in class even if their attempt is clumsy. It is through participation that a student can gain courage in answering as well as asking questions. Taking advantage of credit- Successful students always take advantage of extra credit whenever it is offered. They demonstrate great care of their grades and are willing to work hard to make improvements. Students should be eager to achieving greater results and not relaxing in his comfort zone. He or she should develop the willingness and urge to move extra step to do the extraordinary and gather more information. Self-motivation- a student is his or her own best motivator. The best motivation is the power that comes from within the individual. Moreover, the student can still get

US Intel Community Essay Example | Topics and Well Written Essays - 250 words

US Intel Community - Essay Example Therefore, the confederate and the union leadership valued intelligence and thus established spy networks. Over the years, both the legislative as well as executive arms have devised committees and commissions that have proposed for the reorganization of the US Intelligence Community. The goals of these proposals reflect the international environment and the American foreign policy trends as well as all domestic concerns regarding governmental accountability3. The constitution gives Congress the power to authorize militia use to execute the union’s laws, repel invasions and suppress the insurrection4. The Intelligence Community has so far accomplished counterintelligence and foreign intelligence. Counterintelligence involves gathering information, protection against espionage, sabotage or assassinations by foreign governments or terrorists. Foreign intelligence refers to the information about foreign government’s activities or the activities of international terrorists5. Since the Act’s creation, which coincided with the establishment of the modern Army, only four men have held the demanding job of the Army’s Chief of Staff (â€Å"Top Soldier†)6. Best, Richard A. â€Å"Proposal for Intelligence Reorganization, 1949-2004.† CRS Report for Congress, Last Modified 24Th September 2004, Accessed 3rd September 2014, http://fas.org/irp/crs/RL32500.pdf Doyle, Charles & Elsea, Jennifer, Elsea, K. â€Å"The Posse Comitatus Act and Related Matters: The Use of the Military to Execute Civilian Law.† Congressional Research service, Last Modified 16Th August 2012, Accessed 3rd September 2014,

The Roles of the Colonial American Woman in the Revolutionary War Essay

The Roles of the Colonial American Woman in the Revolutionary War - Essay Example In the common days, the man was the headmaster of the household and women is assigned to take care of their children. If women have no husbands, or they became widows, or they come out to a decision to end up their relationship by which it resulted to a divorce but it was difficult to be granted at that time. However, the court finds a way to solve this kind of status of widows and spinsters and allows them to live apart. Although, this is not an easy situation to women because they must be married first before they can manage and own the property of her deceased husband. The woman's role was presumably as a single parent and also the head of the family if the woman is not sedentary married. The women must cater her family with food, made clothing, domestic essentials, cleaned house, and supervised the children. (Norton, M.B., pp. 196). The wife has some legal rights that enforced the ordinary law on the era of revolutionary. It was mentioned that "the women could not hold any proper ty of her husband until they are not separated by the law". The husband has the legitimate right to beat her wife for being disobedient. These were the times that women are treated just servants by their master or even by their husband. The woman had no privileges to marry without the prevision of her master. The punishments on their unfaithfulness may subject to fines or even the extension of their service to their master. When a child was born during in the time of service of her mother, that child will also suffer the same kind of mistreated of what her mother suffered and could possibly be publicly abused. In other half, women are separated into two kinds in the years of Revolutionary Era which includes the White Women and Black Women.   White women are always located in city. They could find some jobs such as being a maid, cook, and babysitter without any restriction on the community and even in the Government of Revolutionary War.   Unlike with the white women, black women are treated as the servant. A kind of women who serves on the house as well on the field. (Lerner, G, 1988) The Revolutionary Era has the law that involves about the Interracial Marriage by which the black slave women experienced sexual exploitation and was also abused in which there was no legal reason for them to experience this kind of abuse. These mistreated natures that only the black women who have been always the victims happened in the countries of Pennsylvania and Massachusetts but still black women survived and they underwent all the kind of jobs as possible. Being barbers, midwives, sextons, and blacksmiths are just some of the common jobs they encountered. Again, there are few women who are being mistreated. Women should not be handled in this way. They should be treated just like with the ordinary people should. (Lerner, G,1988) Meanwhile, Colonial American Women had different major groups: the Native Indian Women, the African Women, and the European Women in the Era o f Revolution. Each group has very different cultures and the roles played in their communities and to their families.  

John Locke -Philosophy Essay Essay Example for Free

John Locke -Philosophy Essay Essay â€Å"The end of law is not to abolish or restrain, but to preserve and enlarge freedom. For in all the states of created beings capable of law, where there is no law, there is no freedom† – John Locke. What I feel that John Locke is attempting to express in his quote is that society believes that by having laws in place the government is taking away from the freedom they long to endure. However, by having laws in place it actually helps to enforce their rights to freedom. I chose John Locke as my topic for my final paper because I have taken an interest in the life he led, his inspirations and his role in politics. John Locke was the first of the classical British empiricists. Empiricists believed that all knowledge derives from experience. He became highly influential to the political world, inspiring government representatives such as Thomas Jefferson, Thomas Paine and James Madison. Locke expressed the radical view that government is morally obliged to serve people by protecting life, liberty and property (n. a, n. d). He explained the principle of checks and balances in order to limit the power of government. He also favored representative government and rule of law. Locke insisted that when government violates individual rights, the people have a right to rebel. His views on individual rights, life, happiness and politics led Locke to become known as the 17th century English Philosopher of the enlightenment. John Locke was born August 29, 1632, in Somerset, England. He was the oldest son of Agnes Keene and John Locke. His father was a Puritan lawyer who served as a clerk for justices of the peace (n. a. , n. d). With the assistance of his father’s connections to the English government, Locke received an exceptional education. In 1647 he enrolled at Westminster School in London, where he earned his distinct honor of being named a King’s Scholar. This was a privilege that went to only select number of boys and set the path for Locke to attend Christ Church, Oxford in 1652 (n. a. , n. d). Christ Church is considered the most prestigious school in Oxford. During this educational time period, Locke engaged in logic and metaphysics. He graduated from Christ Church in 1656 and returned two years later to pursue a Masters of the Arts. This accomplishment soon led to Locke taking on tutorial work at the college. In 1668 Locke was elected a fellow of the Royal Society. The Royal Society is a fellowship of the world’s most eminent scientist and is the oldest scientific academy in continuous existence (n. a. ,n. d. ). Locke then went on to study philosophy and medicine at the University of Oxford and graduated in 1674 with a bachelor’s of medicine. Locke did not want to commit his life to a religious order and therefore turned down a permanent teaching position from Oxford. This opened the doors to an opportunity serving as a private physician and secretary to Anthony Ashley Cooper, the Earl of Shaftesbury (Kermerling, 2011). During the summer of 1666, Anthony Ashley Cooper visited Oxford where he met Locke who was at the time studying medicine. Cooper, who was suffering from a liver cyst which threatened to become swollen and infected, requested that Locke be his personal physician. Locke accepted and soon moved into a room at the Cooper’s Exeter House mansion in Westminster, London. Cooper’s condition worsened and Locke was in a position of opportunity to heal the Earl successfully. In 1668, Locke supervised a successfully surgery and save the life of Anthony Ashley Cooper, the Earl of Shaftesbury. This honorable act led Locke to become a valued partner of Shaftesbury. After Shaftesbury stature grew, so did Locke’s responsibilities. He assisted in the Earl’s business and political matters and after Shaftsbury was made chancellor, Locke became his secretary of presentations. Locke was involved in just about everything that Shaftsbury did. This included the formation of the Whig party. The Whig party was a political group which consisted of politicians from America, England and Scotland who opposed King Charles I of England. Locke maintained correspondence with the party to assist with influencing Parliamentary elections. Shaftsbury was imprisoned for a year and on his release he helped pass the Habeas Corpus Act in 1679 which made it unlawful for government to detain a person without filing formal charges. The act also specified that an individual could not be put on trial for the same charge more than once (n. a. ,n. d). Shaftesbury was a strong influence to John Locke and helped pave his way for future success through experience – Empiricist. During the reign of King Charles II it was illegal to write, read or have books in one’s possession that pertained to any negative press against the government. Although it was risky, Locke continued his mission. He wrote about his experience with political actions. One treatise attached a claim that the Bible sanctioned tyrants and that parents had absolute authority over children. A second treatise presented an epic case for liberty and the right of people to rebel against tyrants. He pushed to a radical conclusion which attacked slavery and a defense of revolution (n. a. , n. d. ). Locke fled to Rotterdam on September 7, 1683 to avoid legal action (n. a. , n. d. ). The English government tried to have Locke extradited for trial and possible hanging. Lock fled to London and assumed the name â€Å"Dr. van der Linden. † He signed letters as â€Å"Lamy† or â€Å"Dr. Lynne† (n. a. ,n. d. ). Locke assumed that the government would intercept mail, so he protected friends by referring to them with numbers or false names. His excuse to friends for moving to Holland was that he enjoyed the local beer. In Holland, Locke began to work on his philosophical masterpiece, An Essay Concerning Human Understanding which urged people to base their convictions on observation and reason. His argument was that all ideas, simple or complex, are ultimately derived from experience. He challenged the traditional doctrine that learning consisted entirely of reading ancient texts and absorbing religious dogmas (n.a. , n. d. ). He maintained that understanding that the world required observation. The essay was published in December 1689, and established Locke as England’s leading philosopher. In the essay, Locke states the nature of his proposed doctrine: â€Å"Let us then suppose the mind to be, as we say, white paper, void of all characters, without any ideas: How comes it to be furnished? Whenced comes it by that vast store which the busy and boundless fancy of man has painted on it with almost endless variety? Whence has it all the materials of reason and knowledge? To this I answer, in one word, from experience. In that all our knowledge is founded. (Valasquez, 2011)† The book became one of the most widely reprinted and influential works on philosophy. It brought great fame for Locke. So much, that he spent the rest of his life responding to admirers and critics by making revisions in later editions of the book, including detailed accounts of human volition and moral freedom. Locke also published Two Treatise of Civil Government. These writings were published anonymously in order to avoid controversy. The First Treatise is a detailed rejection of the monarchist theories of Robert Filmer. Locke attacked Filmer’s claim that God sanctioned the absolute power of kings. During this time period, such an attack was risky since it could easily be prosecuted as an attack on the King Charles II. The Second Treatise of Government offers a systematic account of the foundations of political obligation. The views expressed within this treatise were so radical that he only released his name as publisher in his will. Locke’s writings did much to inspire the libertarian ideals of the American Revolution. This, in turn, set an example which inspired people throughout Europe, Latin America and Asia. Locke’s philosophy had a great effect on American’s as well. Thomas Jefferson ranked Locke as the most important thinkers on liberty. He also helped inspire Thomas Paine’s radical ideas about revolution. James Madison drew most of his fundamental principles of liberty and government from Locke’s writings. John Locke’s writings were also included in the self-education of Benjamin Franklin. John Adam’s believed that both girls and boys should learn about Locke. Locke’s influence even traveled to France where the French philosopher Voltaire called, â€Å"Locke the man of the greatest wisdom. What he has not seen clearly, I despair of ever seeing† (n. a. , n. d. ). Mathematician and physicist Isaac Newton cherished his company. Locke helped William Penn restore his good name when he was political fugitive, just as Penn had arranged a pardon for Locke when he had been a political fugitive. Locke was described by the famous English physician Dr. Thomas Sydenham as â€Å"a man whom, in the acuteness of his intellect, in the steadiness of his judgment, in the simplicity, that is, in the excellence of his manners, I confidently declare to have, amongst the men of our time, few equals and no superiors.(n. a. , n. d. ). It is astonishing that Locke’s work has affected so many people around the world. He was an undistinguished Oxford scholar. He had a brief experience with a failed diplomatic mission. He was a physician who lacked traditional credentials and had only one patient. His first major work was not published until the age of 57. All of this and he is still one of the leading philosophers of all time. In 1691, John Locke is invited to spend his last years with friends Francis and Damaris Masham. Damaris is also a philosopher and is believed to have been romantically involved with Locke during their study years at Oxford. When Locke left for Holland, Damaris was to visit; however it did not work out and she married Francis Masham (Uzgalis, 2012). During his stay with the Masham’s Locke tutored their son Francis, here he begins to work on his treaties Thoughts Concerning Education. Locke’s health gradually began to worsen. He lost most of his hearing and his legs began to swell. He could barely bring himself to rise from bed. Around 3:00 in the afternoon, Saturday, October 28, 1704 he passed away (n. a, n. d. ). He was sitting in his study with Lady Marsham. Suddenly, he brought his hands to his face, shut his eyes and died. He was 72 years old. Locke’s focus has primarily been based upon the ideas of freedom and equality as a whole. He believed that citizens should naturally possess the right to life, liberty and happiness, which is portrayed in the constitution of the United States. These undisputable rights or natural rights have derived from the law of nature. The law of nature is a state that relies purely on the law of God, which is also known as moral law. This law gave people the natural right to life, liberty, and happiness without question. In addition, Locke believed that people also possess the basic right of self-defense if under attack. However, Locke’s key aspect of his theories was the basic idea of equality. He said that nobody has the right to rule and that consent is critical because it’s based on the premises that all people are equal (Uzgalis, 2012). John Locke is still very much known as a political philosopher in today’s modern society. Because much of Locke’s philosophy centered on subjects such as natural rights and knowledge, he has in-turn shaped American politics in such a way that it has never been the same. Locke has challenged many theories that have to do with inalienable rights as a part of natural law; therefore he had much to do with the involvement in the evolution of the American Government. He taught that, men by nature possess certain rights. He had a tremendous influence on all future political thinking. A clear representation of his involvement is portrayed in the declaration of independence. John Locke was, and will always be remembered as a pioneer in modern thinking.

Basic Teleological Assumptions of Classical Design Theory Essay Example for Free

Basic Teleological Assumptions of Classical Design Theory Essay The Old School of Intelligence Design presupposes the existence of an intellectual being behind the creation of the universe. Through inference, it often acts as a proof in support of a theistic God. The Design theory is usually supported on two major points – the complexity of the universe and the teleological nature of all natural organisms that constitute the universe. Traditionally, the old design theory resorts to an analogy of the machine, which is complex with an absolutely immaculate correspondence between the parts and the whole and has a ‘purpose’ or ‘telos’, thus teleological. Using Paley’s now legendary example of a mechanical watch that begins its ‘Natural Theology’, one can say that a watch in good condition comprises a number of devices that are intricately connected to each other in such a way, that if one part moves, it in turn set the other parts into movement, thus making the clock work. The watch is thus a ‘complex’ machine. At a second or higher level, there is a ‘purpose’ behind this entire operation, i. e. the ‘purpose’ of the watch – to tell what time of the day it is to its user. Thus, all parts contribute to the whole leading to a well defined ‘purpose’, thereby making the device ‘teleological’. Paley’s inference, which he extends to include all kinds of being and is developed into the central argument of the Old Design theory, is that ‘there must have existed, at some time, and at some place or other, an artificer or artificers who formed it for the purpose which we find it actually to answer; who comprehended its construction, and designed its use’. (Paley) Old Design theory, following Paley’s formulation, goes on to extend the analogy to include all natural beings to argue that the universe, being so well organized and infinitely more complex, thus presupposes the existence of a much higher intelligence, or a being with a much higher intelligence, who must have created this teleological universe. The general logic that establishes the thesis is: 1. Machines are produced by intelligent design 2. The universe resembles a machine Therefore, 1. Probably the universe was produced by intelligent design. (Rowe, p. 59) As a proof of this line of logical conclusion, we can look at anything of the natural world around us, both animate and inanimate, although the animate makes us understand the logic better. A tree, for example, is sustained by the nourishment that is produced by the leaf. The leaf works like a machine, with its every constituent carefully designed, arranged and contrived in such a manner so as to serve its exact purpose – carrying out photosynthesis and providing the tree, of which it is a part, with the necessary succor. It is thus a teleological unit within a bigger ‘machine’ – the tree. The tree, in its part, has all its constituent parts built and organized in such a way so as to make it serve its purpose – to exist and reproduce by creating more of its like. In order to understand this analogy, we can derive on the example of a car. A car, in itself, is a teleological unit serving the purpose of commuting people from one place to another. However, it is a combination of many smaller teleological units – the carburetor, for example, with parts to suit its express purpose – of providing the necessary combustion for the car to move. (Rowe, p. 57) Thus, a purposeful machine can be a combination of many constituent purposeful machines, which add up to carrying out the purpose of the whole. Any part of the human anatomy (like Paley’s example of the eye), and its relation to the human body in general can be counted as an example of teleological design in the natural world. Furthermore, Sartres existentialism can be taken as a normative school of thought elaborating on teleological renditions. As an existentialist belonging to atheistic principles, Sartre viewed subjectivity as the underlying source of inspiration behind creation. In other words, it is only the subjective understanding of things that he thought to be the fundamental purpose of beginning. The example of a paper-cutter can be aptly suited here to the context of explicating Sartre’s philosophical doctrine. The postulate that Existence precedes essence, as he came upon, can be justified by reasoning with the purpose behind the making of a paper-cutter. As is obvious, there are two sides to it. Firstly, the person who makes a paper-cutter knows what he is doing and what a paper-cutter is. So it directly involves the utility of a thing being made or created. Secondly, the process of making is also known to the maker. Hence, a logical inference can be drawn from these two interconnected preconditions that help assigning a teleological meaning to the whole. Needless to mention, it is unlikely that the person making the paper-cutter should be ignorant of its end-use (Sartre, p. 2) Arguments Old and New Till the end of the nineteenth century, the Design Theory, with certain qualifications, was thought to be adequate as an explanation behind creation and its unsurpassed complexity, through the presence of a super-intelligent being. However, right from the beginning of its existence and even before, serious questions and fallacies have been raised in the logical reasoning that draw correspondence between the mechanical and the natural world, leading to Intelligent Design theory. These criticisms are in fact older than even when the Old design was laid down as a philosophical foundation. Hume was one of the earliest critics, and Darwinism was one of the last and most potent criticisms of intelligent design – almost forcing the point of view to refashion and re-present itself into the New Design theory. The foremost accusation against the Design theory is that it is ultimately an analogy. Although Rowe proves in his article that analogy is necessary to reach the truth, yet he proves the significance of analogy only through another analogy, and thus laying the base of his logical inference weak. However, even if we take, for the sake of argument, Rowe’s formulation to be true and believe in analogy to be a way to reach the truth, there can be serious complaints raised against the way the analogy works itself out. One of the first problems to be thrown up by the machine analogy is that the creator of the watch is himself created by something external to his own self, and therefore the creator, an intelligent agency capable of action, needs to be created. Design theory often quite consciously avoids delving into the nature of the creator, just as it does about the ‘purpose’ behind the universal design. ‘Does intelligent-design theory provide explanatory power? ’ asks Young and Edis, ‘If so, it must provide information about the details of the design and, to this end, about the nature of the designer. ID theory, however, deliberately avoids the answers to this question’. (Young and Edis, p. 193) Even if we take into account the theological connotations of the theory that establishes the creator as a self-created, self-creating being, there are other problems that are foregrounded by Rowe. First, does a universe comprising teleological components itself become teleological? To prove that all natural objects that comprise the universe have a ‘purpose’ does not necessarily prove that the universe itself has a ‘purpose’. All that remains is transference that if the constituent objects have a purpose, then the world itself must have a ‘purpose’ where being constructed by a being that transcends ordinary intelligence, it is impossible to grasp that overarching ‘purpose’ behind creation. Such an argument runs into a danger of fallacy, because if ‘Design Theory’ is propounded to prove the presence of a God (or an intelligent being) behind creation, then we cannot take the presence of the being as a presumption. In that case we take to be proven what we are out to prove. Secondly, we can take into account Hume’s classical criticism of the Old Design theory, which says that it is presumptuous to take the teleology and the machine-like orderliness as the very pattern of the whole universe. Here we run into the danger of taking our argumentative basis as only that small section of the universe that is apparent to our sensory perception as the general model of the universe itself, something that we would never know. There may be, and probably are, other parts of the universe located outside the ken of our knowledge where chaos reigns. The greatest criticism of the Old Design theory comes in the form of Darwinian Theory of ‘Natural Selection’. Darwin started off as a believer in Paley’s theological model of Design theory, but as a result of his experience, defected and put forward his own theory of ‘Natural Selection’. It states that in order to be machine-like in teleology and perfect in construct, nature does not necessarily need a divine and intellectual being. Nature works in spite of such a presence or an absence in order to make its organisms best suited to the environment, whereby only the organisms that manage to suit themselves to the changing environment exist while the other perish. The survivors manage to make anatomical adjustments to survive in the environment, thus combining the part to the whole and carry on the acts of existence and procreation. Darwin’s locating the question of Intelligent Design within the question of the implicit ‘anthropomorphism’ of classical ID, is obvious when he talks about ‘Man’ and ‘Nature’ and their roles as agencies of creation: â€Å"As man can produce and certainly has produced a great result by his methodical and unconscious means of selection what may not Nature effect? Man can act only on external and visible character: Nature cares nothing for appearances, except in so far as they may be useful to any being. She can act on every internal organ, on every shade of constitutional difference, on the whole machinery of life†. (Darwin, p. 53) Till the beginning of the twentieth century, the Darwinian theory of Natural Selection reigned supreme in the field of scientific enquiry, while Design theory was more or less relegated to the recesses of religious and spiritual thought. However, the beginning of the twentieth century saw a resurgence of the Design theory, as Darwinian Evolution was made subject to questions and doubts. One of the most common attacks on Darwinism from the proponents of ID theorists has been from the lines of what is known as the mousetrap theory. The mousetrap is one of the most common and yet one of the most complex devices of our everyday life. However, if any of its component parts: the spring, the hammer or the platform is missing, it would fail to achieve its ‘purpose’, its ‘telos’: that is catching mice. Similarly, the immense complexity of even the most basic molecular organisms is so self sufficient and so ‘teleological’ that it cannot be explained by the theory of natural selection, since they do not appear as the result of any earlier form adapting to suit to the changing environment. It appears created out of an intelligent design. Michael J. Behe criticizes Darwin from precisely this position. New Design Theory: In Search for a Philosophic Co-existence However, Behe’s criticism that Darwinism does not account for the immense complexity of molecular organisms is not the same thing as to say that there is a supremely intelligent, benevolent and perfect being who has designed the universe. In fact, Natural selection can be made to account for the immense complexity of even molecular organisms. Neither does Dempski, who otherwise supports the ID theory, speak about the real nature of the intelligent being in question. Under such a situation where nothing could be proven conclusively, the design theory re-formulated itself in what is now known as the New Design Theory. One of the most significant positions of modern proponents of the intelligent design theorists is to dissociate and distance themselves from the earlier theological imports of the argument. As Manson states ‘the fact that modern ID theory is a minimalist argument for design itself, not an argument for the existence of God, relives it of much of the baggage that weighed down Paley’s argument’. (Manson, p. 277) Thus, much in response to earlier loopholes of ID arguments, a section of modern theorists is looking for a co-existence of Darwinism and ID, stating that they are not necessarily exclusive. The big-bang theory of creation is used very commonly as a point of departure. It states that the conditions conducive to life and existence required too many factors to act in too perfect a combination, and hence they do not look like an accident. Therefore, the presence of an intelligent being is needed in order to present the conditions from where nature could take its own course and get on with its act of existence and procreation. The presence of an intelligent being, whether in the form of a single theistic God or otherwise, is thus established, albeit through a new formulation. Religion, Meaninglessness and the Old Design Theory Questions of decaying morality and faith often encroach upon the spheres of religion. A man’s existence can grossly be measured on two parameters: his belief in the system of religion and other ethical means; and his actual loyalty to what he believes. If a man, out of compulsion or faith, remains loyal to what he regards as the most singular religious creed, he ought to have some degree of propensity to it. So he can be adjudged credible enough to be an individual who does not sway from his internal notions. But in reality, things turn out to be markedly different from the nature of our interaction with the world. Even the sternest believers are compelled to choose a life that hardly conforms to what he believes in and of itself about religion. Religion acts almost as an external element which is unplugged from the course of life and does not have anything to do with controlling man’s destiny (Tolstoy, p. 2). In relation to the Old Design Theory, it can be stated that God’s presence is rather nonessential with regards to the actual ordeal man has to live through in this life. As Rachels (293) argues, the ancient myth of Sisyphus is correspondent to conveying the ultimate meaninglessness of life. Contrary to the seep-seated Christian faiths of Tolstoy, this philosophy is more akin to Sartre’s doctrine of atheistic and nihilistic existence. Even if we go by the conjecture that there is in fact a supremely intelligent being at the heart of every phenomenon in the universe, the scope of redemption in mortal life is nearly impossible and therefore, the influence of a single entity, however powerful it is, is negated. References Manson, Neil A. (2003). God and Design. New York: Routledge. Young M. , and Edis, T. (2006). Why Intelligent Design Fails: A Scientific Critique of the New Creationism. Piscataway: Rutgers University Press. Paley W. (1837). Natural theology: or Evidences of the existence and attributes of the Deity With additions notes. London: W. R. Chambers. Darwin, C. (2007). On the Origin of Species: By Means of Natural Selection Or the Preservation of Favored Races in the Struggle for Life. New York: Cosimo, Inc. Rowe. The Design Argument: Old and New. Sartre, Jean-Paul. Existentialism Is a Humanism. Tolstoy, Leo N. A Confession. Grand Rapids: Christian Classics Ethereal Library. Rachels, J. (2005). The Truth About the World: Basic Readings in Philosophy.

Marketing Analysis and Planning at HSBC

Marketing Analysis and Planning at HSBC This report highlights the market segmentation of the HSBC credit card in India. The organisation segments the market on the basis of geographic locations and in view of income, lifestyle and behavioural traits. The product has been majorly targeted to the existing customers of the bank and the shopaholics at the Westside store. The bank also emphasises on increasing credit card-spends and customer satisfaction by offering distinct product types and elite additional benefits unlike its industry rivals. The brand image and service excellence of the organisation has positioned its credit card at an elevation. The marketing mix strategy executed by the bank coils strength to the market position of its credit card. HSBC has designed its credit card to satisfy the needs of every individual in the respective market segment by offering six different card types. The demand for credit card is increasing in the country as more people prefer plastic money over hard cash. Hence, they are willing to pay the optimum price for the card usage. The massive presence of the entity gives an advantage over the competitors and provides convenience to the customers. The report also emphasises on the success of cobrand association with the Westside store and the effective marketing strategies implemented by HSBC. The consumer engages in complex buying behaviour due to numerous similar product options. The effective and efficient marketing mix implemented by the bank echoes positivity on the buyers behaviour towards the credit card. The product satisfies the consumer needs and wants, cost, convenience and communication aspect enhancing the buyers inclination towards the product. Finally, the report critiques the marketing strategy executed by the organisation. It also sketches the key marketing facts and suggests future marketing plans which might help in accelerating growth. 1.1 Description of the Organisation The HSBC group in India was founded in October 1853 when the Mercantile Bank of India, China and London was established in Mumbai. With the authorised capital of INR 5 million, the mercantile bank opened branches in Chennai, London, Colombo and Kandy. By 1855, the bank expanded operations in Kolkata, Canton, Singapore, Hong Kong and Shanghai. The HSBC Group serves around 100 million customers worldwide through around 8,000 offices in 87 countries and territories in Europe, the Asia-Pacific region, the Americas, the Middle East and Africa. With assets of some USD 2,418 billion at 30 June 2010, HSBC is one of the worlds largest banking and financial services organisation. HSBC is marketed worldwide as the worlds local bank. (About us, www.hsbc.co.in) The HSBC Group is committed to the five core business principles of outstanding customer service: effective and efficient operations, strong capital and liquidity, prudent lending policy and strict expense discipline. 2. The market segment of HSBC credit card HSBC isolates the various broad segments within the market and follows segmented marketing. The company divides the market on the basis of creditability. It offers several card types to different market segment adopting clustered preferences. The chart below illustrates HSBCs bases for segmenting: C:UsersPrashantDesktopUntitledaa.jpg The consumer market has been classified on the grounds of different geographical units i.e. states, cities and regions. The main focus is to target urban and sub-urban markets needs and preferences. With the economic growth in the country, double income has become a common scenario in most families resulting in high spending power. HSBC divides the market on the basis of their income and the purchasing power, occupation and social class. Buyer under the common segment group may have different psychographic profiles bases personality and lifestyle. HSBC and Westside offer the cobranded card that is designed to supplement the lifestyle and is regarded as mark of prestige and recognition. The consumer market has further been segmented on the basis of the buyers attitude, knowledge, usage and response to the product. 2.1 Product Targeting HSBC targets the existing customers of the bank from Personal Banking, Assets and Investments and Personal Finance Services (PLB, AIQ PFS) through open market acquisition bases their creditability. HSBC amalgamates its customer base, while amplifying revenue from within the existing customers by majorly increasing their spending on the card instead of hunting for new prospects. The bank can afford new cards, but not at the expense of non-performing assets (NPA). The bank majorly engages in cleaning-up on credit card portfolio and emphasis on retained growth. The bank also considers the credit cards for upgradation to superior card types bases the income criteria. The chart below shows the income eligibility criteria (GBP) for its card types: Source- www.hsbc.co.in There is no income eligibility criterion for HSBC Premier credit card as the existing cards are upgraded to Premier bases card performance and creditability. Furthermore, HSBC targets the Westside store shoppers covering the entire age group in the market. With the acceleration in urbanisation, the rise in customer density area is evident thus enabling efficient utilisation of resources by reaching same number of consumers with minimum number of store outlets. The consumers are in the middle to high range income groups as the products in the store are moderately priced. HSBC Credit card operations, which keep a hawks eye on demographics, are swooping down on shopaholic consumers through the cobrand association with the Westside store. 2.2 Market Positioning and Major Competitors HSBC has a competitive advantage over its counterparts as it engages in offering better, cheaper and newer products and services. It incorporates the customer-benefit approach and product-class approach in order to position its product overcoming the industry rivals. Major Competitors: Citibank Credit Card Standard Chartered Credit Card SBI Credit Card ICICI Credit Card Axis Bank Credit Card HSBC differentiates its credit card from its competitors bases four dimensions: Product Differentiation The HSBC credit card provides special features like fuel surcharge waiver and exclusive rewards programme. The petrol fuel surcharge waiver is an elite feature on HSBC credit card which undermines the similar product offered by the market competitors. The rewards programme on HSBC credit card gives bonus points to the cardholder on every purchase that can be redeemed for annual fees, gifts, gift vouchers, charities and JPmiles (Jet Airways Jet privilege account). Along with these features, HSBC Westside Co-branded card is packed with benefits from both the HSBC and Westside. The card offers privileges and superior savings for a memorable shopping experience unlike its competitors. The HSBC credit card is globally accepted at over 18 million establishments worldwide and over 1 lakh establishments in India. The card has access to cash, round the clock, at over 700000 ATMs worldwide. HSBC endeavours password protected payment facility on the Internet at no additional cost. Moreover, the card comes with the zero lost card liability after the loss of card has been reported to the HSBC. Service Differentiation The cardholder is provided with the usage and service guide along with the credit card to safeguard consumer from any misuse of the product. Moreover, HSBCs international connectivity gives it competitive advantage over a similar product available in the market. The post-sale service is also an integral aspect that a consumer looks for before buying a product. HSBCs preamble is to ensure that the customer get the best of service. The cardholder may contact the customer service channels i.e. phone banking service, email or visit the nearest HSBC branch for any probes. The quality of service offered by HSBC provides a brink to its credit cards market position over the industry rivals in the market. Image Differentiation An established brand name is the result of HSBCs continuous identity building programs and service excellence. The logo of the bank signifies that the doors of the Hongkong and Shanghai Banking Corporation are open for business. The symbol of hexagon representing the six quadrants has an instant recognition and bagged a distinct place in the target customers mind. The same has also worked into brand advertisements in conveying the company personality. At the same time, the banks focus is to create a professional and elegant unified ambience across establishments. There is an exclusive Premier Service desk in selected branches to ensure extra comfort and convenience for its valued customer. The organisation has always believed in playing an active role in the community it serves. At HSBC, corporate sustainability is not mere generosity. It takes its Corporate Sustainability (CS) role seriously and helps create an environment where business and nature can flourish hand in hand. Its MicroFinance lending initiative launched in April 2005 has already benefited almost 9000 poor households in Andhra Pradesh giving them the hope of a sustainable livelihood. (HSBC, www.superbrandsindia.com) Majorly, all the banks offer similar offers and features in the product though; it is HSBCs brand name that creates a difference. Personnel Differentiation HSBC has a strong competitive advantage through hiring and training the better individual that its competitors do. The market segment by HSBC is commendable and targeting market bases financial stability is opt for the industry type as there is huge risk involved. Since, the Indian economy to an extent has recovered from the recession; the bank can initiate offering credit cards to new customer bases. The New to Business (NTB) consumer group can be arbitrated bases their credit history and financial stability within formulated limitations using forecast based risk management. Otherwise, the bank ensures service excellence, local presence and strong market position that undermines its rivals. 3. Marketing Mix Developed by HSBC Supports Its Market Position for Credit Card HSBC devises marketing activities and instils the marketing-mix strategies to influence its business partners along with the prospect consumer. Marketing activities are aimed to create awareness, communication and deliver value to the consumer. 3.1 Product The bank offers different product types for every consumer with different needs and wants. The core product benefit of the credit card is the 52 days free credit period for repayment of purchases. The credit card also comes with the cash advance facility wherein the customer can withdraw cash within the specified cash credit limit. The HSBC credit card types currently in the market are as follows: HSBC Classic credit card HSBC Gold credit card HSBC Platinum credit card HSBC Premier credit card HSBC Westside Cobrand Classic credit card HSBC Westside Cobrand Gold credit card With the HSBC Credit Card the consumers can avail the Balance Transfer which allows them to transfer other credit card outstanding dues for repayment at lower interest rates. Furthermore, the HSBC credit card comes with the Loan on Phone facility to convert the purchase into easy instalments. The bank also has cobrand association with CPP Assistance Services Private Limited to safeguard the cardholders interest in event of card loss, theft and related fraud. The CPP (Card Protection Plan) shields the loss of important cards valuable documents including the other credit, debit, ATM, membership or loyalty cards. Furthermore, the role shoppers can also apply upto three additional credit cards for their spouse, parents, siblings and children. 3.2 Price The HSBC credit card has been priced high compared to the most of the competitors in the market. The consumer does not hesitate to opt for the card at offered price considering the brand name and the additional features of the product. The bank charges annual fee towards the card usage which is levied to the cardholders account in the anniversary month and a joining fee on some card types that is levied at point of sale. From time to time, the bank offer cards with no joining fee and cards free from annual fee for life to select customers. The bank may offer 50% discount on the fee bases the creditability of the prospect and the existing customer. 3.3 Place The enormous International presence of the bank ascertains to be a marketing advantage. It endeavours ease of access to bank services to the cardholder even on an international travel. The existing customers of the bank (PLB, AIQ, and PFS) can directly approach any of the branches for credit card application. However, the bank has also established various distribution channels across country i.e. Direct Selling Agents (DSAs) who generates business for the bank under a mutual agreement. Moreover, the banks cobrand association with Westside store has concentrated the target prospect of the bank and enriched its local presence. The consumer can apply for HSBC Westside credit card by visiting any of the Westside store in the region. The Westside store has an enormous presence in the country that ensures that prospect consumers are at ease to reach the product. 3.4 Promotion HSBC focuses on establishing sound communication with the consumer and implement Direct Marketing strategies. The bank advertises the credit card through various marketing means like Email Telemarketing, trade magazine advertising, hoardings, brochures and cobranding. The bank also attempts to create a positive image of the product to ensure word of mouth strategy works for the product. The Westside association has proved propitious for the bank in conquering the target market base. The card is being majorly marketed by cobranding with other business partners (e.g. pizza hut, movie theatres) in form of discounts and coupons to existing cardholders. From time to time, the bank launches the cash back scheme on card usage or on purchases with associated business partners to retain the existing cardholders and lure the prospect. E.g. the bank is offering 5% -10% cash back on purchase using HSBC credit card with the merchant MakeMyTrip (India) Pvt. Ltd. (Travel Agency). The strategy of offering different product types expands HSBCs market horizons and also ensures convenience and sound communication. HSBC views email marketing as a vital component of their overall marketing mix, enabling them to communicate with their customers in a highly targeted way.CPP insurance offered by the bank safeguards the consumer liability for misuse before reporting the card as lost. However, the bank can also offer a card type that requires a passcode on manual swipes like it offers secure pay for online purchases. This will enhance security and the bank would expand its customer base by attracting the consumer group who do not opt for credit card due to the risks involved. 4. Marketing Mix implemented by HSBC influences Buying Behaviour for its Credit Card As the product is one time buy and is long-term association, the consumer engages in complex buying behaviour. The studies show that similar social class exhibit similar buying behaviour. The banks strategy to offer different product types influences the buyers behaviour to opt for the respective product types. The basic core product is identical to the similar product being offered by the industry rivals. However, the distinct product type and additional exclusive features associated with HSBC credit card allures the esteem-seekers who look for class, brand and snootiness. CPP insurance on the credit card safeguards the buyer from the perceived financial risk. Also, the EMI facility towards purchase is more likely to generate magnetizing effect on the buyer. This is also a well-known fact that in spite of increased interest rate and annual fee levied, the demand for credit card is rising. In the last decade in India, the usage of plastic money encouraged the young middle class to defy the Hindi adage Dont stretch your feet beyond your sheet which is another way of saying, Live within your means. (The swipe and spend economy, p.4) Hence, the pricing strategy opted by HSBC has been quite successful to attract the target consumer who associate the product with prestige and reputation. The bank might fail to allure the consumers who look for cost benefit and whose interest is only in the cashless purchase and credit facility. However, the bank should offer a card type without any joining or annual fee with the core product benefit for full market coverage. Many people have a psychology to correlate the price of the product with its quality and brand name the costlier the better. Such consumers are likely to have positive approach while making a purchase decision. C:UsersPrashantDesktopaaa.jpg The 4 Cs associated with the 4 Ps As the HSBCs tagline goes the Worlds Local Bank the bank ensures the same substantiates to be true with its massive presence in the country and worldwide. The Marketing Mix variable Place has been designed by the bank as such it delivers customer benefit effectively. It provides ease of access to the consumers unlike any of the competitors in the Indian market. Hence, the contended comforters who ponder the convenience and service would consider the product over its substitutes. Thereafter, as the credit cardholders need continuous association and post-sale services, the self-actualizers would understand the benefit of massive presence of the entity. HSBC engages in personalized promotion through direct marketing that enhances effective communication with the consumer and develops loyalty and trust towards the brand. The Email and Telemarketing adopted by HSBC has been the wisest strategy to approach the existing customers of the bank. HSBC is a big brand name and a buyer will have a tendency to buy the HSBC credit card if the reference group or the influencer is currently using the same. The word of mouth strategy works well for these buyers. The family members or friends of the existing customers are likely to choose HSBC credit card over its rivals. The bank emphasises on associating with brands that is most popular by all in the target consumer group to expand its market horizon. There will be no market for product that everybody likes a little, only for products that somebody likes a lot. (Kotler.P, Marketing Management p.251) HSBCs association with popular brand develops a positive image for its product and the consumer having preference for the associated brand would develop positive image towards HSBC. 5. Conclusion HSBC credit cards are among the most popular and top-rated credit cards in India. The product has been designed as per the market requirement and caters to the needs and wants of every individual with different product attributes, brand image and additional benefits. Furthermore, the bank focuses on operational excellence, customer intimacy and product leadership to enhance its market position over its industry rivals. The product is moderately priced and ensures convenience to the buyer. HSBCs cobrand association with Westside and collaboration with strong business partners creates positive buyers approach towards the product.

My Family History Essay -- essays research papers

My Family History Family history is very important to an individual. By knowing where you come from, you can have a better perspective of your life. Having a clear understanding of your family background allows you to better appreciate the things that you would normally take for granted. The house, the car, and the average clothing may look better when one sees the sacrifices their family has made. They will see that their family has worked very hard just so their family can experience the better things in life. A persons roots and origin is one of the most important things to explore. It alone can bring you closer to self-discovery.   Ã‚  Ã‚  Ã‚  Ã‚  There are two sides to a person’s family and one side of my family has been traced all the way back to slavery. My father’s side of the family originally came from a Georgia plantation. Although my father is Afro-American, his great-great-grandfather was a general who owned slaves. From Georgia my father moved to New Jersey. After settling in New Jersey, my father enlisted in the military and began his life as a military man. My mother’s side of the family is all from Puerto Rico. My grandparents moved my mother and her sister to America when they were very young. They moved to Macedonia, Illinois. When my mother got older she too enlisted in the military as a nurse. My mother met my father while they were both serving in the military in Germany. After they both finished their time in the military, my mother mov...

Game Over :: essays research papers

Game Over As I stood at the three point line, the ball seemed to be in slow motion. Screams from the crowd came as the ball dropped through the net. Not only did this shot go in but it dropped through the net with such force that it made a sound that was heard throughout the gym. The gym was packed and the fans were on their feet, I had just hit my first three pointer of my varsity basketball career. As our team set up the press, sweat dripped from my face. I was close enough to kiss my opponent, there was no way he was going to get the ball. He shoved me backward and he planted his foot on mine, he then pushed off and ran for the inbounder. I fell back a few feet and sprinted towards my man. As the inbounder released the ball with a firm push I stuck my hand out in hopes for a steal, SNAP! As the ball was deflected towards the right my man ran and picked it up. I quickly looked down at my finger and with fear and pain walked over to my bench. My pinkie-finger on my right hand was at a ninety degree angle, as sweat dripped down may face I could feel myself getting hot. My stomach seemed to drop and I was feeling as if I was on a roller coaster. The game had been stopped and I was brought into the coaches room. My assistant coach led me into the room and sat me down on a wooden chair. I began to feel very cold, and my finger began to have a shooting pain. This pain was not present before and was no making itself known that there was something wrong with. My parents entered the room, my mother carrying a face that I never had seen before. My father with a calm collective look to him. The assistant then began to explain that there was to deal with this, either go to the hospital and miss the game or deal with it write in the room. My mother stared over at my coach when he relayed this message to me and my father seem to agree with my coach. I looked at my coach with eyes of trust and horror, and then laid my hand in his. He then took his hand and placed it over my pinkie. Which by now was swelling and extremely painful, he then got a firm grip and with one quick tug my finger Game Over :: essays research papers Game Over As I stood at the three point line, the ball seemed to be in slow motion. Screams from the crowd came as the ball dropped through the net. Not only did this shot go in but it dropped through the net with such force that it made a sound that was heard throughout the gym. The gym was packed and the fans were on their feet, I had just hit my first three pointer of my varsity basketball career. As our team set up the press, sweat dripped from my face. I was close enough to kiss my opponent, there was no way he was going to get the ball. He shoved me backward and he planted his foot on mine, he then pushed off and ran for the inbounder. I fell back a few feet and sprinted towards my man. As the inbounder released the ball with a firm push I stuck my hand out in hopes for a steal, SNAP! As the ball was deflected towards the right my man ran and picked it up. I quickly looked down at my finger and with fear and pain walked over to my bench. My pinkie-finger on my right hand was at a ninety degree angle, as sweat dripped down may face I could feel myself getting hot. My stomach seemed to drop and I was feeling as if I was on a roller coaster. The game had been stopped and I was brought into the coaches room. My assistant coach led me into the room and sat me down on a wooden chair. I began to feel very cold, and my finger began to have a shooting pain. This pain was not present before and was no making itself known that there was something wrong with. My parents entered the room, my mother carrying a face that I never had seen before. My father with a calm collective look to him. The assistant then began to explain that there was to deal with this, either go to the hospital and miss the game or deal with it write in the room. My mother stared over at my coach when he relayed this message to me and my father seem to agree with my coach. I looked at my coach with eyes of trust and horror, and then laid my hand in his. He then took his hand and placed it over my pinkie. Which by now was swelling and extremely painful, he then got a firm grip and with one quick tug my finger

Microeconomic

What has been happening to the exchange rate of the US$? Give reasons. How is the exchange rate of a currency determined? If the value goes down will that help or hurt the trade deficit?This year, the US dollar continued its long-expected slide. The Economic Intelligence Unit (2007) reported that the dollar had shown substantial resilience in recent months, even though investors were convinced that the Federal Reserve would not raise short-term interest rates again during this cycle. But interest rate and growth differentials are moving strongly against the dollar and investors are again shifting their attention to the US’s massive external deficits.This will result in the dollar losing further value, averaging US$1.36: â‚ ¬1 and Y105: US$1 in 2007. We then expect a moderate and gradual recovery of the dollar against the euro as the US economy emerges from its weakness in 2007. Nevertheless, room for appreciation will be limited by the current-account deficit, the share of GDP of which will be reduced only gradually. The dollar should continue to weaken against the yen in 2008.As an exchange rate is the rate at which one country’s currency can be traded for another country’s currency, the U.S. exchange rate is influenced country’s income, a country’s prices, the interest rate in a country, and the country’s trade policy. That means that changes in a country’s income, changes in a country’s prices, changes in interest rates, and changes in trade policy can cause the supply of and demand for a currency to shift (Colander 2004).If the exchange rate of the dollar continues to go down, it will definitely help to diminish the trade deficit. This means the United States’ demand for imports will be lowered and foreign countries’ demand for U.S. exports will become higher because of the low dollar exchange rate. After years of having large trade deficits, the US now experienced a lowered exchange r ate because a trade deficit often leads to a global excess supply of that country’s currency. With everything else equal, the exchange rate should undergo pressure to depreciate because of this excess supply; with freely floating rates, it can do so. Then the exchange rate change passes through to affect the relative prices of imports and exports.2. What has been happening to the price of oil on international markets? Discuss the different impacts that this has on the economy, the producers, consumers, pollution, alternative fuels etc.Oil price increases over the past years have been an issue is closely watched and debated because of its huge impacts around the world. For example, a report by the International Energy Agency (May 2004) deemed that â€Å"higher oil prices since 1999 – partly the result of OPEC supply-management policies – contributed to the global economic downturn in 2000-2001†. Another result of which is that â€Å"current cyclical uptur n† lagged behind because the â€Å"world GDP growth may have been at least half a percentage point higher in the last two or three years had prices remained at mid-2001 levels†.The IEA report (May 2004) pointed out that â€Å"higher prices are contributing to stubbornly high levels of unemployment and exacerbating budget-deficit problems in many†¦ oil-importing countries†. It furthered that the continued increase in oil prices will be deadlier to developing countries because â€Å"their economies are more dependent on imported oil and more energy-intensive and because energy is used less efficiently†. The report informed that â€Å"oil-importing developing countries use more than twice as much oil to produce a unit of economic output† and when oil prices are high, their efforts in development will surely be affected.However, in the closer analysis, higher oil prices could do more good than bad in the world economy. The Economist Intelligence Un it ViewsWire (May 2006) deemed that although higher oil prices directly worsen a developing country’s trade balance and its current-account deficit that could also reduce corporate profitability and disposable income†, this reduction in domestic demand (the painful part), combined with a depreciation in the exchange rate, should be helpful in boosting exports and cut imports. In the end, higher oil prices are helping restore a country's current-account to its previous position. This is the reason why some developing countries in Asia have been hardly hit by higher oil prices in the recent years.With continued oil price increases, it will also lessen pollution because people will naturally look for alternative fuels which will be more environmentally-friendly. This will distribute the income from alternative fuels and oil-producing countries, which will eventually stabilize in the future, if the demand for oil will become lower. Car manufacturers will also try their hand in making their products more efficient with the use of fuel. All these improvements will serve up to the benefit of everyone, whether oil exporting or importing countries, because the oil resources are not limitless and should be conserved for the future generation.3.   How equally is income distributed in the US? What are the reasons? Should the government interfere? If so how and what would be the consequences? How important is social pressure in CEO pay?Income distribution in the United States has a wide disparity. This means that, in 2000, the top 5 percent highest income earners has incomes 19 times higher than the incomes of the bottom 20 percent (Bernstein, 2003). Moreover, according to Swann (2005), the average personal income fell by 0.1 percent in August 2005, depressed by weak wage growth and the effects of hurricane Katrina on income in the affected states. Wages rose by just 0.2 per cent – failing to keep pace with a 0.5 per cent rise in prices. Meanwhile the savings rate remained in negative territory, but improved slightly from -1.1 per cent to -0.7 per cent.However, a recent study entitled â€Å"Changes in the Economic Resources of Low- Income Households with Children† conducted by the Congressional Budget Office (CBO) reported that from 1991 to 2005 an average household incomes among families that had children under age 18, the average household income for the lowest quintile of families with children increased from $12,400 in 1991 to $16,800 in 2005. These figures reflect inflation-adjusted dollars and are expressed in 2005 purchasing power. That 14-year change represented a total real increase of 35.5 percent, which reflects a yearly average of 2.2 percent (Washington Times, 10 June 2007).The government should interfere if there is a wide income gap because the general public will exhibit perplexity and annoyance to the growing pay gap between CEOs and other workers. However, organized resistance has been largely confined t o groups with direct financial interests, such as pension funds. When the business community has deemed it necessary to justify executive pay, it has couched explanations in terms of contributions to shareholder profits rather than involving itself in income disparity issues. Its stance has been that if the public could only be helped to understand the role of the executives in enhancing the wealth of the corporation, controversy would evaporate.Works CitedBernstein, Jared. The Hierarchy Income Inequality in the United States. Multinational Monitor, 24.5 (May 2003). Retrieved June 14, 2007Colander, David C. Economics, 5th ed. New York: The McGraw-Hill Companies, 2004.EIU ViewsWire. Asia Economy: Do High Oil Prices=Low Growth? May 11, 2006.EIU ViewsWire. USA: Currency Forecast, May 24, 2007.International Energy Agency. Analysis of the Impact of High Oil Prices on the Global Economy, May 2004. Retrieved June 14, 2007.Swann, Christopher. USA Economy: US Personal Income and Spending Sli ps, EIU ViewsWire, September 30, 2005.The Washington Times. News on Family Incomes, June 10, 2007, p. B02.

Autopsy at a Crime Scene

1. Which technique is the best choice when blood is found at a crime scene? In the genetics laboratory (under â€Å"resources† at the bottom of the window), who is one individual that contributed to modern genetic analysis? What did this person contribute? * The best choice of a technique when blood is found at a crime scene is taking samples. In the genetics laboratory the person who contributes to modern genetic analysis is the crime scene technician. This person makes the crime scene freeze. 2. How are computers used in fingerprint analysis? * Computers are used in fingerprint analysis because they scan the fingerprints found and they see if they can find the exact match on the computer. 3. Who is a pioneer in fingerprint analysis? Describe a famous case that this person was involved in. * A pioneer in fingerprint analysis is Edward Foster. A famous case he was once involved in was â€Å"Caution! Fresh Paint. † It was about fingerprints that were left in wet paint next to the murder victim. . What is the role of the forensic chemist in crime scene investigation? * The role of the forensic chemist in a crime scene investigation is that they analyze chemicals, organic and inorganic samples. They identify components using many tests. 5. Who helped pioneer forensic chemistry? Describe one of her famous cases. * France Mc. Gill helped pioneer forensic chemistry. One of her famous cases was about she found a strong poison in two elders muffins and it killed them. Turns out it was the granddaughter, her intent was to give them to her dad. 6. In the ballistics laboratory, what is the water tank used for? Describe the analysis. * In the ballistics laboratory the water tank is used to determine if a bullet found at the crime scene actually came from the suspect’s weapon. They have to use another bullet from the same gun. They shoot it into a water tank and it slows it down and stops it so that they can collect it intact. 7. Who helped pioneer ballistics analysis? What did he contribute? Wilfred Derome helped pioneer ballistics analysis. He contributed the first forensic lab in North America. 8. Why is measuring and diagramming the scene important? * It is important to measure and diagram the crime scene because they sketch these and later they are put onto the computer for an accurate plan. 9. What materials or tools would a crime scene technician use? * The materials that a crime scene technician would use would be a camera, polilight, measurements and diagramming, relevant prints, and sample taking. 0. From the activity and the information it had, what aspect of an investigation do you think you’d most like to work in? For example, would you prefer one of the laboratories? What appeals to you about this particular aspect of the investigation? * From this activity and the information it had I think the type of aspect of an investigation I would like to work in would be the genetics laboratory. The thing that appeals to me is how they collect DNA and how they can match it to a certain person.

Lost in a Dark World: John Milton’s “When I Consider How my Light is Spent” Essay

Being blind would be an incredibly hard thing to endure, and an even harder situation to describe to other people. In John Milton’s 1652 poem When I Consider How my Light is Spent the author uses imagery, symbols, and extended metaphors to express his feelings of going blind and how it relates to the serving of his god. In exploring the use of his imagery you must first know that John Milton was blind when he wrote this poem. All of the imagery used in his poem is functioning to help the reader get a better sense of what it might be like to be blind themselves. The â€Å"dark world† he describes in line two is an example of imagery. He uses these words to describe how his new life or world is; completely absent of light. He’s almost trying to say that he’s not blind, but that the world is just dark. You can see this in line one where he states â€Å"my light is spent.† As you can see Milton uses complicated word play throughout the poem, this brings me to his metaphors. Most of his metaphors are used to describe how being blind has affected his life as well as his ability to serve his god. He uses the word â€Å"light† many times in the poem but this word can be substituted out for the word vision. His vision is what he is referring to but he chooses to use the word light to express to the reader that he isn’t going blind, but that the light is running out which I pointed out earlier. The word â€Å"talent† used in line three has a double meaning. The Biblical parable about hiding the talent and not turning the master’s currency into a profit (described in the foot note) is used as an extended metaphor in which God is compared to the lord, while the speaker is the third servant who has buried the money. He feels that because he is blind he can no longer serve his god properly and is wondering if he should just end his life now. Finally Milton uses symbols throughout his poem to allude to the fact that he will not end his life, but that he will wait for his time and live out the rest of his life blind. One symbol can be seen in line eight where he capitalizes the word â€Å"Patience.† The word is capitalized to symbolize that patience is some sort of being that he has encountered, and that it is what has convinced him not to end his life. In line twelve he states â€Å"Thousands at his bidding speed†¦They also serve who only stand and wait.† The thousands mentioned symbolize angels who serve God in every length, and that they also serve ones who are patient. This is Milton’s justification for living out the rest of his life even though he doesn’t feel he can serve his god anymore. He will be patient. This poem has lots of word play mainly dealing with imagery, metaphors, and symbols, but when you analyze and break it all down it turns into a great poem that makes you reflect on how John Milton felt about his blindness. I believe this was his intent in writing this poem.

Leadership of Tony Fernandes Essay

Today, he has fulfilled all three of his childhood dreams and he attributed this to dreaming big and having the courage to pursue his dreams. Despite having no prior experience in the airline industry, he still went ahead to acquire an airline. With regards venturing into an industry he had no prior experience in, Tony Fernandes said, â€Å"It really was a little bit of stick your finger in the air and hope for the best.† [3] It is evident that Tony Fernandes was not a man who was afraid of taking risks and this can be illustrated by many examples. Acquiring a company that was heavily in debt coupled with having zero experience in the airline industry was seen as a risky move on his part. In fact, he mortgaged his home to purchase the airline for one ringgit, which was accompanied with $11 million of debts. [4] In addition, at that time, the airline industry was not faring so well either because of the 9/11 terror attacks. [5] Despite all the odds stacked against his favor, he still had the courage to pursue his dream, which is indeed admirable. Even if running his business, he is unafraid to take risks and be the first one to try new things. Venturing into the low-cost carrier industry was a risky move on his part. While low-cost carriers had been pretty much established in North America, Ireland and U.K, as well as most Europe, many of the airlines in Asia were still affluent, well-established and often, state-owned airlines. This risk, it would seem, paid off in the end as evident in the fact that nearly a fifth of the Asia’s airline seats are now supplied by low-cost carriers. [6] He is also one of the first CEOs to harness the power of social media networks to sell tickets and market his airline. Air Asia is considered the first airline in Southeast Asia to introduce e-ticketing system, bypassing traditional travel agents. This saved the airline USD 8 per ticket for issuing physical ticket. [7]

Age Of Unimagined Levels Of Violence Education Essay

Education for peace is instruction for life, and non simply developing for a support. Equiping persons with the values, accomplishments, and attitudes they need to be wholesome individuals who live in harmoniousness with others and as responsible citizens is the end of the instruction for peace. It is really necessary in a state like India as the state is full of diverseness whether it is faith, linguistic communication, rites, traditions, imposts. And there are incidents with in the state when the struggles between different spiritual communities or linguistic communications communities had arisen and took the signifier of force. Violence is an easy arm to respond to the jobs and today ‘s young person is going more and more familiar or used to of this â€Å" unwanted arm † . Children get all these values and attitudes from their experiences which they gained in the school or at place. So, there is an pressing demand for the instruction for peace so that the citizens of tomorrow can be empowered to take the manner of peace. Necessary accomplishments, values and attitudes required for the peace demand to be developed and inculcated in kids if we want to hold a safe and progressing hereafter for all of us. Policy Enterprises: The credence of instruction for peace as a necessary ingredient of holistic instruction was due to the rise and spread of force. Decade of 2000-2010 was declared as the international decennary for publicity of a civilization of peace and non-violence by the UNESCO. But Indian instruction committees have ever recommended instruction for peace in many signifiers, but these recommendations are non being applied even today. The study of the Secondary Education Commission ( 1952-53 ) stated that â€Å" the supreme terminal of the educative procedure should be the preparation of the character and personality of pupils in such a manner that they will be able to recognize their full potencies and contribute to the wellbeing of the community † . The Kothari instruction Commission ( 1964-66 ) put the limelight on the instruction and national development and said that â€Å" absence of proviso for instruction in societal, moral and religious values is a serious defect in the course of s tudy † . The National Policy on Education ( 1986 ) advocated turning instruction into â€Å" a forceful tool for the cultivation of societal and moral values † . The programme of Action ( 1992 ) tried to incorporate the assorted constituents of value instruction into the course of study at the all phases of school instruction. National Curriculum Framework ( 2005 ) recommended that instruction in true sense should authorise persons to clear up their values ; to enable them to take witting and calculated determinations, taking into awareness the effects of their actions ; to take the manner of peace instead than force. Therefore, our instruction system has ever followed instruction for peace but these enterprises remained mostly on the paper even today due to assorted grounds like deficiency of proper preparation of instructors in their function as peace builders ; course of study burden ; absence of right attitudes and patterns in the school ; improper pedagogical and rating patterns ; violent societal ambiance etc. Land Worlds: Needs and desires are the steering motive for worlds. If our demands are non fulfilled, so we are in a province of struggle which can non take to peaceable ways of life and on the other manus desires are ever limitless and therefore they besides lead to some signifier of force ( like aggression ) if unfulfilled. A celebrated psychologist Abraham Maslow ( 1968 ) identified human demands and stated that human demands move in a hierarchy ( fig. 1 ) . If the demands of one bed are non satisfied so the demands of other bed can non be fulfilled and fulfilment of these demands is necessary for set uping peace because instability in these demands can do struggles and aggression in worlds and these are the first grounds of force. In India, many people are still non able to carry through even their basic demands and offense, force, aggression, struggles, depressions ; self-destructions are consequence of it. So, in this scenario, instruction for peace becomes truly of import for all of us so t hat struggles and jobs can be resolved in peaceable ways. We are societal animate beings, non self-contained islands. Autonomy, as Gandhi Jemaah Islamiyah pointed out, must non be mistaken for autonomy. We need each other. Mutuality is the human face of autonomy. How we respond and relate to others is a important component in our personalities. If this be the instance, instruction demands to foster in pupils the values and accomplishments that enable them to populate in harmoniousness with others. Jacques Delors ( 1996 ) identifies â€Å" populating together in harmoniousness † as one of the four pillars of instruction. The current pattern of instruction is unequal to advance the art of life together in harmoniousness. Students are nurtured in a spirit of competition and trained, from the beginning, to associate to facts and objects. Learning takes topographic point in a background isolated from the universe of relationships and worlds. Learning of this sort comprises, as Charles Dickens ( 2003 ) lamented in Hard Times, â€Å" facts , facts and nil but facts † . Today ‘s society is based on the thought of net income and competition and these two things are easy reflected in our present educational system where classs and Markss matter more than anything else. Present instruction turns kids into intellectual machines that maestro facts and are mastered by them. Our instruction leaves the kids deficient in emotional and relational accomplishments. As a consequence, the more â€Å" achievement-oriented † a individual is less able he tends to be associating to people, even beloved 1s, sensitively, in return and responsibly. The disaffection between caput and bosom is the by-product of the current theoretical account of instruction. Religion in force as a quick-fix job convergent thinker is an emerging moving ridge. This force can be seeable in the signifier of physical penalty or unseeable in the signifier of competition or craving for accomplishment. Agenda-wars in workplaces, gender-wars in places, propaganda wars in the public infinite, force is everyplace in one or the other signifier. We have got accustomed of force in many signifiers but fact is that we do n’t even acknowledge this and kids observe all these things and larn to follow their seniors. Peace begins with the person and spreads to the household, to the community, to the state and to the planetary small town. Education for Peace: We should guarantee that the instruction we impart is favourable to the well-being and integrity of India. Peace is a premier demand for advancement and national integrating. Implementing instruction for peace is non merely an appropriate scheme for struggle declaration and struggle turning away, but besides a practical plus in recognizing â€Å" the India of our dreams † . Every society in every age has acknowledged peace as a baronial and necessary ideal. Education for peace can do larning a joyful and meaningful experience if implemented with energy and vision. In today ‘s universe, haste and worry sour the joy of acquisition and challenge acquisition and harmoniousness of life. Values acquire lost in this ambiance of competition. Valuess are internalized through experience, which is unhappily missing in the schoolroom centered and entirely cognitive attack to learning. Education for peace calls for the freedom of larning from the boundaries of the schoolroom and its transmutation into a jubilation of consciousness enlivened with the delectation of find. Education for peace contextualizes larning. We live in an age of unprecedented force: locally, nationally and globally. It is a serious affair that schools, which are meant to be the baby’s rooms of peace, go transmittal points for force. Education for peace seeks to foster the cognition, accomplishments, attitudes and values that comprise a civilization of peace. Educat ion for peace is holistic. Education for peace has a double intent: ( a ) to authorise persons to take the way of peace instead than the way of force ; ( B ) to enabling them to be conciliators instead than consumers of peace. An attack to Education for Peace: The peace chances hidden in the course of study are maximized when the school ambiance is inspired with the values and attitudes of peace. Teacher-student interactions, lesson designs in text editions, the pedagogic attack and the entire life of school must all be oriented towards peace. The pedagogic scheme for instruction for peace is that of integrating. The incorporate attack has an border over the â€Å" separate capable attack † . Constructivist psychological science has established that kids construct cognition holistically. When cognition is rooted in suited contexts, it becomes more meaningful and gratifying for the scholar. In the incorporate attack, the lessons and subjects become the vehicles to convey peace messages in meaningful contexts. This attack non merely makes the capable affair wholesome and situated but besides motivates pupils to larn and to associate what they learn to their ain scenes. It provides contexts and connexions to research, believe, reflect, and internalise positive temperaments. Therefore, every instructor becomes a peace pedagogue. Teacher-student interactions, text edition lessons and the teaching method for learning them, and the school direction and administrative staff must all be oriented to education for peace. ROLE OF TEACHERS IN EDUCATION FOR PEACE: For pupils, instructors are role-models. Therefore, instructors play a function, unconsciously, in propagating force if they are non oriented to peace. As the expression goes, â€Å" What I teach is what I know and what I educate is what I am. † A instructor ‘s premier duty is to assist pupils go good human existences, motivated to carry through their true potency non merely for their ain benefit but besides for the improvement of the society as a whole. It is for this ground that a instructor is compared to a nurseryman who workss seeds of cognition and good values, Waterss them with attention and kindness, and removes weeds of ignorance. Good instructors are theoretical accounts of peace values, such as, the art of hearing, the humbleness to admit and rectify one ‘s errors, presuming duty for one ‘s actions, sharing concerns, and assisting each other to work out jobs exceeding differences, even if they do non recommend peace. A instructor who imposes â€Å" subject † in the schoolroom merely by endangering kids with blows and smacks is a role-model for force as the lone problem-solving scheme. The instructor ‘s function in making a positive clime in the schoolroom is of critical importance. It is his/ her attitudes, values, and relationships that determine the nature of the schoolroom clime. A instructor who, from a peace position, can critically measure his/her attitudes, accustomed manners of thought, and attack to teaching-what one Teachs and what are the carry-over values of what is taught and how it is taught-is an plus for instruction for peace. â€Å" Teachers are mirror of approaching coevalss in the signifier of pupils and an effectual component of set uping peaceable ambiance † . The function of instructors towards a kid ‘s instruction is to make a lovingness environment in the schoolroom. Teachers who listen to what the pupils have to state and develop a course of study that is meaningful to the kids have the most successful pupils. Teachers with a concern for the demands of the pupils and a child-centered doctrine have concerted pupils who look frontward to larning. Children close their ears to advice and open their eyes to illustration. This is particularly true in the Indian context where instructors are respected as the beginning of cognition and wisdom. Students will larn peace values merely if these are modeled by their instructors and seniors. If there is a mismatch between what grownups do and what they say, pupils will copy what is done. Teachers need to be cognizant of the consequence of their behavior on pupils. For illustration, alternatively of cheering pupils to â€Å" care for others † , it is more effectual to pattern this value and allow pupils build their ain apprehension of it. Pedagogical Schemes: The common pedagogic end for instructors is syllabus and scrutiny oriented. In peace-oriented teaching method, the focal point is non simply on keeping of constructs, memorisation of texts, or accomplishing single ends and excellence but on larning to reflect, portion, attention, and collaborate with each other. Every topic/lesson has peace- concealed constituents, which need to be communicated with purposeful be aftering from a positive and humanistic position. The methods of instruction should be originative, child-centered, largely experiential, and participatory. There is ample range in the course of study of assorted capable countries for learning pupils the importance of following peaceable agencies of deciding dissensions and struggles and avoiding force ; and instructors need to take full advantage of this. Teaching should excite positive feelings and surrogate positive experiences, aid in geting at an apprehension of the ego, promote openness to inquiry by raising inquiries, researching, and detecting and building an apprehension of values, and supply an chance for using the cognition of values the pupil has learnt. Schemes like inquiries, narratives, anecdotes, games, experiments, treatments, duologues, value elucidation, illustrations, analogies, metaphors, role-play, and simulation are helpful in advancing peace through teaching-learning. In all of this, what stands out is the important function that the instructor plays in an attack to education that promotes a civilization of peace. The fact that larning has to needfully be pupil-oriented does non belie this. Learning can be pupil-oriented merely if the instructor facilitates it. For instruction for peace, a great trade depends on the peace-motivation of instructors, particularly in the incorporate attack. The instructor has to be watchful to peace chances and originative in allowing them in regard of the course of study as a whole. Challenges in forepart of instruction for peace: Education for peace brushs many jobs when integrated with in the instruction larning procedure. Curriculum burden is one of them. Curriculum burden has serious practical deductions for implementing instruction for peace. Completion of course of study Acts of the Apostless as the terminal merchandise itself and the intent of instruction get lost in this â€Å" race † . Second, rating patterns encourage competition and everyone wants to larn merely for first-class classs and Markss because these Markss make them eligible for higher paid and reputed employment chances. Third, teacher instruction does non fit the scholars with invention and imaginativeness and they were non even sensitized about their function as peace builders. Fourth day-to-day patterns of school do non reflect peace. Discrimination and unfairness are the signifier of force and schools are still perpetuating the favoritism which is based on gender and caste. Fifth the media is permeant presence today and kids ob serve and follow a batch from the ocular media. Most of the reactions of the young person today are greatly inspired by the movies. Sixth, societal force per unit area and competition to travel in front from others excessively challenge instruction for peace as everyone wants a speedy solution. Peoples do n’t hold faith in peaceable methods. Decision: Therefore, instruction for peace is the necessity of today and schools should incorporate aspirations to peace and related values and accomplishments. It should be compulsory to guarantee that schools are free from prejudiced attitudes and patterns based on caste and gender. School instruction involves the formative old ages in a individual ‘s life, so child centered, integrated and constructivist pedagogical and appraising schemes should be adopted so that kids can research, inquire and larn to be the builders of cognition every bit good as of the peace. Teacher instruction demands to be transformed harmonizing to the demands and aspirations of present times because instructors can be societal therapists. Teachers must be equipped with the constructivist and incorporate attacks of the teaching-learning procedure. Education for peace demands to be seen as an endeavor for mending and regenerating the state as it can trip the holistic vision for instruction. In Indian context, in struction for peace is every bit responsible for the riddance of all signifiers of favoritism and inequality whether it is based on gender, caste or economical footing. Education for peace must be understood as the instruction for life every bit good as for the bright, progressive and peaceable hereafter. REFRENCES: Delors, J. ( 1996 ) . Learning the Treasure within: Report of International Commission on Education for the twenty-first Century. Paris: UNESCO. Dewey, J. ( 1916 ) . Democracy and Education, London: The Free Press. Government of India ( 1953 ) . Report of the Secondary Education Commission, ( 1952-53 ) . New Delhi: Ministry of Education, Government of India. Government of India ( 1966 ) . Report of the Education Commission 1964-66 on â€Å" Education and National Development † . New Delhi: Ministry of Education, Government of India. Government of India. ( 1986 ) . Report of the National Policy on Education ( 1986 ) . New Delhi, Ministry of Human Resources Development, Government of India. Government of India ( 1993 ) . Learning without Burden. New Delhi: Ministry of Human Resources Development ( MHRD ) , Department of Education, Government of India. Maslow, A. H. ( 1968 ) . Towards a Psychology of Being, 2e. New York: Van Nostrand Reinholf. National Council of Educational Research and Training ( NCERT ) ( 2000 ) . National Curriculum Framework for School Education. New Delhi: NCERT. National Curriculum Framework ( 2005 ) : New Delhi: National Council of Educational Research and Training. Piaget, J. ( 1973 ) : To understand is to contrive ; New York: Grossman. UNESCO ( 2001 ) . Learning the Way of Peace. A Teachers ‘ Guide to Education for Peace. New Delhi: UNESCO. Woolfolk, A. ( 2007 ) : Educational Psychology ( 10th Edition ) ; Canada: Pearson Publishers. Age Of Unimagined Levels Of Violence Education Essay Education for peace is instruction for life, and non simply developing for a support. Equiping persons with the values, accomplishments, and attitudes they need to be wholesome individuals who live in harmoniousness with others and as responsible citizens is the end of the instruction for peace. It is really necessary in a state like India as the state is full of diverseness whether it is faith, linguistic communication, rites, traditions, imposts. And there are incidents with in the state when the struggles between different spiritual communities or linguistic communications communities had arisen and took the signifier of force. Violence is an easy arm to respond to the jobs and today ‘s young person is going more and more familiar or used to of this â€Å" unwanted arm † . Children get all these values and attitudes from their experiences which they gained in the school or at place. So, there is an pressing demand for the instruction for peace so that the citizens of tomorrow can be empowered to take the manner of peace. Necessary accomplishments, values and attitudes required for the peace demand to be developed and inculcated in kids if we want to hold a safe and progressing hereafter for all of us. Policy Enterprises: The credence of instruction for peace as a necessary ingredient of holistic instruction was due to the rise and spread of force. Decade of 2000-2010 was declared as the international decennary for publicity of a civilization of peace and non-violence by the UNESCO. But Indian instruction committees have ever recommended instruction for peace in many signifiers, but these recommendations are non being applied even today. The study of the Secondary Education Commission ( 1952-53 ) stated that â€Å" the supreme terminal of the educative procedure should be the preparation of the character and personality of pupils in such a manner that they will be able to recognize their full potencies and contribute to the wellbeing of the community † . The Kothari instruction Commission ( 1964-66 ) put the limelight on the instruction and national development and said that â€Å" absence of proviso for instruction in societal, moral and religious values is a serious defect in the course of s tudy † . The National Policy on Education ( 1986 ) advocated turning instruction into â€Å" a forceful tool for the cultivation of societal and moral values † . The programme of Action ( 1992 ) tried to incorporate the assorted constituents of value instruction into the course of study at the all phases of school instruction. National Curriculum Framework ( 2005 ) recommended that instruction in true sense should authorise persons to clear up their values ; to enable them to take witting and calculated determinations, taking into awareness the effects of their actions ; to take the manner of peace instead than force. Therefore, our instruction system has ever followed instruction for peace but these enterprises remained mostly on the paper even today due to assorted grounds like deficiency of proper preparation of instructors in their function as peace builders ; course of study burden ; absence of right attitudes and patterns in the school ; improper pedagogical and rating patterns ; violent societal ambiance etc. Land Worlds: Needs and desires are the steering motive for worlds. If our demands are non fulfilled, so we are in a province of struggle which can non take to peaceable ways of life and on the other manus desires are ever limitless and therefore they besides lead to some signifier of force ( like aggression ) if unfulfilled. A celebrated psychologist Abraham Maslow ( 1968 ) identified human demands and stated that human demands move in a hierarchy ( fig. 1 ) . If the demands of one bed are non satisfied so the demands of other bed can non be fulfilled and fulfilment of these demands is necessary for set uping peace because instability in these demands can do struggles and aggression in worlds and these are the first grounds of force. In India, many people are still non able to carry through even their basic demands and offense, force, aggression, struggles, depressions ; self-destructions are consequence of it. So, in this scenario, instruction for peace becomes truly of import for all of us so t hat struggles and jobs can be resolved in peaceable ways. We are societal animate beings, non self-contained islands. Autonomy, as Gandhi Jemaah Islamiyah pointed out, must non be mistaken for autonomy. We need each other. Mutuality is the human face of autonomy. How we respond and relate to others is a important component in our personalities. If this be the instance, instruction demands to foster in pupils the values and accomplishments that enable them to populate in harmoniousness with others. Jacques Delors ( 1996 ) identifies â€Å" populating together in harmoniousness † as one of the four pillars of instruction. The current pattern of instruction is unequal to advance the art of life together in harmoniousness. Students are nurtured in a spirit of competition and trained, from the beginning, to associate to facts and objects. Learning takes topographic point in a background isolated from the universe of relationships and worlds. Learning of this sort comprises, as Charles Dickens ( 2003 ) lamented in Hard Times, â€Å" facts , facts and nil but facts † . Today ‘s society is based on the thought of net income and competition and these two things are easy reflected in our present educational system where classs and Markss matter more than anything else. Present instruction turns kids into intellectual machines that maestro facts and are mastered by them. Our instruction leaves the kids deficient in emotional and relational accomplishments. As a consequence, the more â€Å" achievement-oriented † a individual is less able he tends to be associating to people, even beloved 1s, sensitively, in return and responsibly. The disaffection between caput and bosom is the by-product of the current theoretical account of instruction. Religion in force as a quick-fix job convergent thinker is an emerging moving ridge. This force can be seeable in the signifier of physical penalty or unseeable in the signifier of competition or craving for accomplishment. Agenda-wars in workplaces, gender-wars in places, propaganda wars in the public infinite, force is everyplace in one or the other signifier. We have got accustomed of force in many signifiers but fact is that we do n’t even acknowledge this and kids observe all these things and larn to follow their seniors. Peace begins with the person and spreads to the household, to the community, to the state and to the planetary small town. Education for Peace: We should guarantee that the instruction we impart is favourable to the well-being and integrity of India. Peace is a premier demand for advancement and national integrating. Implementing instruction for peace is non merely an appropriate scheme for struggle declaration and struggle turning away, but besides a practical plus in recognizing â€Å" the India of our dreams † . Every society in every age has acknowledged peace as a baronial and necessary ideal. Education for peace can do larning a joyful and meaningful experience if implemented with energy and vision. In today ‘s universe, haste and worry sour the joy of acquisition and challenge acquisition and harmoniousness of life. Values acquire lost in this ambiance of competition. Valuess are internalized through experience, which is unhappily missing in the schoolroom centered and entirely cognitive attack to learning. Education for peace calls for the freedom of larning from the boundaries of the schoolroom and its transmutation into a jubilation of consciousness enlivened with the delectation of find. Education for peace contextualizes larning. We live in an age of unprecedented force: locally, nationally and globally. It is a serious affair that schools, which are meant to be the baby’s rooms of peace, go transmittal points for force. Education for peace seeks to foster the cognition, accomplishments, attitudes and values that comprise a civilization of peace. Educat ion for peace is holistic. Education for peace has a double intent: ( a ) to authorise persons to take the way of peace instead than the way of force ; ( B ) to enabling them to be conciliators instead than consumers of peace. An attack to Education for Peace: The peace chances hidden in the course of study are maximized when the school ambiance is inspired with the values and attitudes of peace. Teacher-student interactions, lesson designs in text editions, the pedagogic attack and the entire life of school must all be oriented towards peace. The pedagogic scheme for instruction for peace is that of integrating. The incorporate attack has an border over the â€Å" separate capable attack † . Constructivist psychological science has established that kids construct cognition holistically. When cognition is rooted in suited contexts, it becomes more meaningful and gratifying for the scholar. In the incorporate attack, the lessons and subjects become the vehicles to convey peace messages in meaningful contexts. This attack non merely makes the capable affair wholesome and situated but besides motivates pupils to larn and to associate what they learn to their ain scenes. It provides contexts and connexions to research, believe, reflect, and internalise positive temperaments. Therefore, every instructor becomes a peace pedagogue. Teacher-student interactions, text edition lessons and the teaching method for learning them, and the school direction and administrative staff must all be oriented to education for peace. ROLE OF TEACHERS IN EDUCATION FOR PEACE: For pupils, instructors are role-models. Therefore, instructors play a function, unconsciously, in propagating force if they are non oriented to peace. As the expression goes, â€Å" What I teach is what I know and what I educate is what I am. † A instructor ‘s premier duty is to assist pupils go good human existences, motivated to carry through their true potency non merely for their ain benefit but besides for the improvement of the society as a whole. It is for this ground that a instructor is compared to a nurseryman who workss seeds of cognition and good values, Waterss them with attention and kindness, and removes weeds of ignorance. Good instructors are theoretical accounts of peace values, such as, the art of hearing, the humbleness to admit and rectify one ‘s errors, presuming duty for one ‘s actions, sharing concerns, and assisting each other to work out jobs exceeding differences, even if they do non recommend peace. A instructor who imposes â€Å" subject † in the schoolroom merely by endangering kids with blows and smacks is a role-model for force as the lone problem-solving scheme. The instructor ‘s function in making a positive clime in the schoolroom is of critical importance. It is his/ her attitudes, values, and relationships that determine the nature of the schoolroom clime. A instructor who, from a peace position, can critically measure his/her attitudes, accustomed manners of thought, and attack to teaching-what one Teachs and what are the carry-over values of what is taught and how it is taught-is an plus for instruction for peace. â€Å" Teachers are mirror of approaching coevalss in the signifier of pupils and an effectual component of set uping peaceable ambiance † . The function of instructors towards a kid ‘s instruction is to make a lovingness environment in the schoolroom. Teachers who listen to what the pupils have to state and develop a course of study that is meaningful to the kids have the most successful pupils. Teachers with a concern for the demands of the pupils and a child-centered doctrine have concerted pupils who look frontward to larning. Children close their ears to advice and open their eyes to illustration. This is particularly true in the Indian context where instructors are respected as the beginning of cognition and wisdom. Students will larn peace values merely if these are modeled by their instructors and seniors. If there is a mismatch between what grownups do and what they say, pupils will copy what is done. Teachers need to be cognizant of the consequence of their behavior on pupils. For illustration, alternatively of cheering pupils to â€Å" care for others † , it is more effectual to pattern this value and allow pupils build their ain apprehension of it. Pedagogical Schemes: The common pedagogic end for instructors is syllabus and scrutiny oriented. In peace-oriented teaching method, the focal point is non simply on keeping of constructs, memorisation of texts, or accomplishing single ends and excellence but on larning to reflect, portion, attention, and collaborate with each other. Every topic/lesson has peace- concealed constituents, which need to be communicated with purposeful be aftering from a positive and humanistic position. The methods of instruction should be originative, child-centered, largely experiential, and participatory. There is ample range in the course of study of assorted capable countries for learning pupils the importance of following peaceable agencies of deciding dissensions and struggles and avoiding force ; and instructors need to take full advantage of this. Teaching should excite positive feelings and surrogate positive experiences, aid in geting at an apprehension of the ego, promote openness to inquiry by raising inquiries, researching, and detecting and building an apprehension of values, and supply an chance for using the cognition of values the pupil has learnt. Schemes like inquiries, narratives, anecdotes, games, experiments, treatments, duologues, value elucidation, illustrations, analogies, metaphors, role-play, and simulation are helpful in advancing peace through teaching-learning. In all of this, what stands out is the important function that the instructor plays in an attack to education that promotes a civilization of peace. The fact that larning has to needfully be pupil-oriented does non belie this. Learning can be pupil-oriented merely if the instructor facilitates it. For instruction for peace, a great trade depends on the peace-motivation of instructors, particularly in the incorporate attack. The instructor has to be watchful to peace chances and originative in allowing them in regard of the course of study as a whole. Challenges in forepart of instruction for peace: Education for peace brushs many jobs when integrated with in the instruction larning procedure. Curriculum burden is one of them. Curriculum burden has serious practical deductions for implementing instruction for peace. Completion of course of study Acts of the Apostless as the terminal merchandise itself and the intent of instruction get lost in this â€Å" race † . Second, rating patterns encourage competition and everyone wants to larn merely for first-class classs and Markss because these Markss make them eligible for higher paid and reputed employment chances. Third, teacher instruction does non fit the scholars with invention and imaginativeness and they were non even sensitized about their function as peace builders. Fourth day-to-day patterns of school do non reflect peace. Discrimination and unfairness are the signifier of force and schools are still perpetuating the favoritism which is based on gender and caste. Fifth the media is permeant presence today and kids ob serve and follow a batch from the ocular media. Most of the reactions of the young person today are greatly inspired by the movies. Sixth, societal force per unit area and competition to travel in front from others excessively challenge instruction for peace as everyone wants a speedy solution. Peoples do n’t hold faith in peaceable methods. Decision: Therefore, instruction for peace is the necessity of today and schools should incorporate aspirations to peace and related values and accomplishments. It should be compulsory to guarantee that schools are free from prejudiced attitudes and patterns based on caste and gender. School instruction involves the formative old ages in a individual ‘s life, so child centered, integrated and constructivist pedagogical and appraising schemes should be adopted so that kids can research, inquire and larn to be the builders of cognition every bit good as of the peace. Teacher instruction demands to be transformed harmonizing to the demands and aspirations of present times because instructors can be societal therapists. Teachers must be equipped with the constructivist and incorporate attacks of the teaching-learning procedure. Education for peace demands to be seen as an endeavor for mending and regenerating the state as it can trip the holistic vision for instruction. In Indian context, in struction for peace is every bit responsible for the riddance of all signifiers of favoritism and inequality whether it is based on gender, caste or economical footing. Education for peace must be understood as the instruction for life every bit good as for the bright, progressive and peaceable hereafter. REFRENCES: Delors, J. ( 1996 ) . Learning the Treasure within: Report of International Commission on Education for the twenty-first Century. Paris: UNESCO. Dewey, J. ( 1916 ) . Democracy and Education, London: The Free Press. Government of India ( 1953 ) . Report of the Secondary Education Commission, ( 1952-53 ) . New Delhi: Ministry of Education, Government of India. Government of India ( 1966 ) . Report of the Education Commission 1964-66 on â€Å" Education and National Development † . New Delhi: Ministry of Education, Government of India. Government of India. ( 1986 ) . Report of the National Policy on Education ( 1986 ) . New Delhi, Ministry of Human Resources Development, Government of India. Government of India ( 1993 ) . Learning without Burden. New Delhi: Ministry of Human Resources Development ( MHRD ) , Department of Education, Government of India. Maslow, A. H. ( 1968 ) . Towards a Psychology of Being, 2e. New York: Van Nostrand Reinholf. National Council of Educational Research and Training ( NCERT ) ( 2000 ) . National Curriculum Framework for School Education. New Delhi: NCERT. National Curriculum Framework ( 2005 ) : New Delhi: National Council of Educational Research and Training. Piaget, J. ( 1973 ) : To understand is to contrive ; New York: Grossman. UNESCO ( 2001 ) . Learning the Way of Peace. A Teachers ‘ Guide to Education for Peace. New Delhi: UNESCO. Woolfolk, A. ( 2007 ) : Educational Psychology ( 10th Edition ) ; Canada: Pearson Publishers.