Monday, September 30, 2019

Brand Reinforcement

STRATEGIC BRAND MANAGEMENT ASSESSMENT Birmingham University Business School Msc Marketing 1205306 TA-CHENG LIU Words: 2992 Question: Brands need to be managed over time. This involves ‘Toscani’sToscani’s’. With reference to academic theory outline how brands have reinforced and revitalized themselves. You should illustrate your points with examples This paper aims to discuss that organizations how to use strategic actions to enhance brand and revitalize brand equity in strong competition. In terms of innovative marketing, amounts of organizations want to be managed as brands in order to generate benefits and profits for organizations. Kapferer, 2008) Indeed, brands are built on past marketing efforts obtained from consumers. As Kapferer (2008) documented, brands could be also seen as assets which produce benefits within long period. However, brands possibly encounter aging and decay in their lifecycle. (Keller, 1999) Furthermore, some brands may be inabilit y to compete in the strongly competitive market, because consumers may change their motivation on this category. In addition, regulations and advanced technology possibly influence brands losing their presence in the target market. Thomas & Kohli, 2009) Therefore, this paper will discuss two brands of cigarette, Mild Seven and Marlboro. They have suffered the difficulties at different moments, hence, both company had experience on brand reinforcement and brand revitalization. According to Thomas & Kohli (2009), brand enhancement aims to maintain the top-of-mind recall with consumers. Marketers actually could redesign marketing mix in order to fortify position. More importantly, brand equity will consist with brand extension. However, brand revitalization attempt to revive aging or decaying brands.When the brands are going to decay, the brand equity will decrease at the same time. Therefore, Wansink (2000) provided 7 steps include reposition and product innovation to rejuvenate brand s. Indeed, Ind (2007) argued that storytelling is another important technique which integrates past experience and future direction of brands. Companies sometimes merely think about reposition, but describing a brand story could benefit companies building stronger relationship with consumers. Overall, companies should prepare long term strategy to sustain the brand life.Moreover, I am convinced that brands need to transfer their communication channel besides traditional mass media. It benefits them extend brand image in consumers mind. According to Kaperer (2012), Brands are assets that could generate benefits to company within long time. Therefore, companies need to ceaselessly manage their brand equity over time in order to avoid lose presence in the industry. Specifically, the standard of brands life could be defined as birth, growth, maturity, decline, and death. During the brand life cycle, companies inevitably encounter dynamics of market.Consequently, their brand equity may g radually suffer the difficulties and be diminished in the future. (Lehu, 2006) Therefore, marketers need consider brand reinforcement and brand revitalization to sustain the brand. Indeed, it is the important responsibility that determine the when the brand should assess reinforcing or revitalizing for brand managers. As Keller documented (1999), brand reinforcement concentrates on avoiding brand aging and decaying. It will benefit companies fortify the brand image and brand awareness by innovating product and service in competitive market.On the other hand, brand revitalization mainly recapturing the brand equity which has been decaying and aging over time. As for maintaining the brand equity in a long period, organizations need to conduct strategy for brand enhancement. The purpose of reinforcing brand is maintaining top-of-mind recall in the competitive industry. (Thomas & Kohli, 2009) Literaturely, there are two major considerations of brand reinforcement for marketers: staying at young stage and brand consistency. In order to stay at youthful stage, marketers should create younger brand image to instead chronological age of brand.Specifically, companies could regularly advance their products or services in order to adapt in dynamic environment. (Lehu, 2006) Therefore, Keller (2012) suggested that companies could enhance the product-related performance to raise the value of brands. Moreover, organizations could use either category extension or line extension to strengthen brand awareness. On the other hand, reinforcing non-product-related performance of brands is expected to pursuit emotion and belief to consumers. Furthermore, I consider that excessive updating or extending may result in negative perception of consumers.Actually, they possibly confused on overmuch products from the specific brand. Consequently, it will decrease the favorability of the brand. In addition, maintaining brand consistency is a crucial aspect of reinforcing brand. Because keepi ng loyal consumers is the most important task of the brand. Hence, marketers should protect their elements of brand equity advance. Nevertheless, brand managers could attempt to reformulate elements of brand equity under the consistency concept. I am convinced that it is important to integrate consistency and youthfulness at the same time for brands.Therefore, companies would redesign their marketing mix in order to meet the both objectives of brand enhancement. As for distribution, companies can establish online shop to contact with youngsters in the digital generation. Moreover, they should enhance their service in order to easily contact with consumers. (Lehu, 2006) In terms of communication channel, he asserts that exhibitions are a vital medium which could demonstrate and promote products with consumers. It benefits companies fortify their brand image in consumers’ mind. In addition, event and sponsorship can reach more potential consumers due to widely exposing.Subseque ntly, companies could innovate their merchandising to strengthen the brand image. (Olaito, 2010) More importantly, brand research is most important technique before aforementioned actions. As LePla, Davis & Parker documented (2003), brand research can benefit companies for understanding the need of new generation. Furthermore, brand managers need to monitor changes in consumer perceptions. (Thomas & Kohli, 2009) Hence, brand managers can conduct suitable strategies to adapt the trend. In order to apply the theory above in the real world, Mild Seven is an adequate case to interpret brand reinforcement.It is the third most smoked tobacco in the industry. They dominated the domestic market and Asia market for long time because they continually maintaining brand equity. (http://www. jt. com) Moreover, their sales of global market gradually grew at the current moment. (http://global. tobaccofreekids. org) Indeed, the company concentrates on younger smokers due to the increasing need of y ounger smokers. This targeting strategy benefited Mild Seven remain the younger brand image in the industry. Initially, Mild Seven attempt to develop variable products from 10mg of tar to 1 mg of tar of cigarettes.New products were generated with milder taste and lower level of tar to meet consumers’ requirement. (http://www. tobaccoasia. com) It is expected maximize brand equity by line extension. Furthermore, Mild Seven constantly advances new filter technologies to protect its advantages. As for packaging, Mild Seven reformulate some of brand image. The company created a symbolic image to support the brand name. Furthermore they use blue and white motif of appearance for whole products in order to youthfulness. (http://www. thedesignassoc. om) Although Mild Seven changed the part of image, the brand still maintained the consistency in consumers’ mind. Moreover, Mild Seven used the recycled materials on packaging for improving negative image when selling cigarettes. (http://www. thedesignassoc. com) Subsequently, Mild Seven sponsored a team of Formula One in order to expand brand exposure worldwide. It made a significant contribution to the brand awareness. (http://www. auto123. com) Moreover, the symbol of Mild Seven has been impressive in audiences’ mind in the global market. Ultimately, Mild Seven decided to manufacture cigarettes in Switzerland for quality license.Consequently, consumers in Europe have more confidence on its products. This efficiently enhances brand equity for Mild Seven. (http://www. ciggiesworld. com) Conversely, Marlboro is another significant example. It has ever become a decaying brand in 1950s, but they now are the best-selling cigarette brand in the world. (http://www. bukisa. com/) After revitalization, the company attempt to sustain the brand equity in a long period. Marlboro encountered several difficulties few decades ago such as: advertising limit (http://www. marketingweek. co. uk) and healthy concern. M organ, 2007) Therefore, the company decided to continually fortifying their branding equity to against dynamics. Because governments prohibit advertisement of cigarette on majority of mass media in majority of countries, Marlboro cannot promote their characters and products efficiently even though Marlboro Man has already been impressive in consumers’ mind. (http://www. marketingweek. co. uk) Consequently, the company moved into sponsorship which benefited the brand being exposed on mass media. (Hemdev, 2005) Refer to Lehu (2006) mentioned, Marlboro transferred their distribution to night clubs which are admitted promotion for adult. Hemdev, 2005) It benefited the company reach target consumers directly. Simultaneously, Marlboro changed the product name with different color before the FDA limited misleading brand name. (Hemdev, 2005) It may decrease the risk of brand equity because changing brand name suddenly results in making consumers confused. But Marlboro still attempted to remain the brand consistency over time. To maximize brand equity, Marlboro developed an electronically heated cigarette for smokers who concern health issues. Moreover, it will benefit the company expanding brand association into the potential market and improving healthy concern.In addition, Marlboro authorized the brand name for clothing manufacture. (http://www. marlborooriginals. co. za) It benefits them maximizing brand awareness when implementing category extension. The cases indicate that both brands actively implement brand reinforcement in order to fortify their competition in the cigarette industry. However, both companies use similar strategies for strengthening brand equity. It possibly decreases degree of strength and uniqueness of brand associations. Hence, I concur that brands are expected to differentiate promotion because unique brand enhancement could attract consumers’ attention.As for youthfulness, brands should concentrate on Internet medium and socia l media in the digital generation because younger generations spend a lot of time on it. Consequently, brands could reach more potential consumers than before. In addition, there are less limits of advertisement of cigarette than normal mass media. Companies have more opportunities to reinforce their brand equity. On the other hand, some brands have already lost their value from consumers. Therefore, marketers need to rejuvenate the decaying brands in order to revive in the market. Thomas & Kohli, 2012) In addition, some organizations are interested in acquiring aging brands or declining brands and they attempt to reinvent the brands. It may benefit them expanding to different market. (Kaperer, 2012) In terms of revitalization process, Berry (1988) suggested that 7 steps of revitalizing strategy for companies. Initially, it needs to reposition innovative products or services with high quality. This probably gets consumers’ attention again. Secondly, the quality should be conn ected with their heritage and reputation.Thirdly, companies need to improve customer relationship in order to benefit the brands. Moreover, marketers should accelerate visible brand value to consumers. Subsequently, promoting the unique selling point is crucial to differentiate previous products and competitors. Specifically, brand manager should pursue additional value and good quality at competitive price to consumers. Moreover, companies could also provide superior functional benefits which may refresh the brand image. (Thomas & Kohli, 2009) In addition, organizations should integrate rejuvenation with marketing mix.More importantly, brands need to hold an event or campaign in order to announce their revitalization. Besides 7 steps, Keller (2012) mentioned that brand manager could identify additional or innovative usage with consumers on brand revitalization; simultaneously, they sometimes identify different direction to utilize a brand. Therefore, reposition becomes a common tec hnique of revitalization, but brand managers have to carefully define a new target market when they decided to reposition the brands. (Thomas & Kohli, 2009) However, there are some risks when companies assess the reposition strategy.Firstly, it is difficult to change brand image for consumers due the stereotype. Secondly, consumers may confuse between the previous image and new brand image. Finally, it possibly loses loyal consumers. (Keller, 2012) In order to rejuvenate brand image, most organizations attempt to modify the visual identity of brand. Indeed, changing the brand name is a frequent revitalization strategy by marketers. It could improve negative image of original brand name with consumers. However, renaming the brand probably decrease the degree of loyalty, brand recall and brand association. Keller, 2012) In addition, Mininni (n. d. ) suggest that revitalization needs to transfer the logo, trademark and trade dress could refresh brand image. But it may require repackagi ng with innovative products to younger generation at the same time. Although modifying either brand name or logo is expected to promote innovative meaning of brand to consumers, companies possibly invent huge amounts of expenditure on interpreting a new identity from an old one. Indeed changing the colors and the fonts is an easier and cheaper action for modifying visual identity and moving toward the fresh image.According to Ind (2007), storytelling is another tool for brand revitalization. Consumers and companies could be engaged in the story which describes brand history. Because brands possibly become aging within long time, consumers gradually have weak association with aging brands. Hence, Storytelling is a crucial medium to awake consumers’ memory of brands. In fact, I am convinced that storytelling could efficiently benefit companies on consumer retention while companies change the elements of brand equity. Additionally, celebrity endorsement is a useful technique for brand revitalization.Because celebrities can provide additional value from celebrities’ image, they can improve brand image and attract consumers’ attention for aging brands. Moreover, celebrity endorsement could extend communication channel of brand such as TV, magazine, activities and film. Consequently, companies attempt to sign a contract with younger and fashionable in order to returning youthfulness. Furthermore, celebrity could easily build association when companies assess repositioning. However, celebrity endorsement sometime has negative impact on brand image when celebrities have negative behaviors or news.More importantly, organizations should carefully choose suitable celebrities who own the public image as same as brand. (Lehu, 2006) The Marlboro Cigarettes is a famous example to understand the revitalization steps in reality. In the early period, Marlboro Cigarettes failed on female market in the United Stated in 1902. They initially introduced the camp aign â€Å"Mild as May† in order to reach lady’s image. Furthermore, they tried to design red tips with cigarettes in order to meet female’s requirement, but it did not benefit the sales of Marlboro. (http://www. bukisa. om/) In addition, the need of cigarette annually increased in the United Stated during the World of War II, whereas, Marlboro gradually was taken off the market due to weak brand awareness. Consequently, Marlboro tried to launch the filtered cigarettes for the female markets. The new products also aimed to against a study linking smoking to lung cancer. (http://voices. yahoo. com) However, the strategy could not benefit the company getting strong presence in the market. It is evidenced that Marlboro failed on brand enhancement even though they worked hard for consumers’ perception. http://www. bukisa. com/) Therefore, Marlboro decided to completely revitalize the brand position. The company changed the target consumer from females to male s with a campaign called â€Å"tattooed man†. The character is expected significantly establishing strong image in consumers’ mind, because the stereotype of man was a worker, a captain, a marine and an adventure in the United Stated in 1900s. Specifically, Marlboro created a cowboy as the Marlboro man in advertisement. (http://adage. com) The companies also use celebrity endorsement as Marlboro Man to strengthen their personality.Since then, the cowboy has become an impressive image for both smokers and non-smokers when they thought about Marlboro. As for product innovation, Marlboro developed a longer and white color of appearance of cigarettes. Compared to competitors, it was a unique feature which appealed high quality of cigarettes to consumers. http://www. bukisa. com/ Simultaneously, Marlboro redesigned the packaging with red, white and black-lettered in order to convey the independent spirit. (Hemdev, 2005) After revitalization, Marlboro turned round in the cig arette market in the USA.Furthermore, the brand became the premium brand and market leader in the world. As a result, the theory of Berry (1988) is convinced to success on brand revitalization. Comparing to Marlboro, Mild Seven did the brand well for long time, but the company plans to revitalize brand due to moving to global market. In order to obtain more market share in the regions besides Asia, Mild Seven decided to create a new brand name, Mevius which instead of Mild Seven. (http://www. jt. com/) In fact, the new name would benefit the company adapting in FDA’s policy of brand name.Although Mevius is a new name, it still remained the meaning of brand. Furthermore, the new name is expected to evaluate to premium position for western consumers. In addition, the packaging strategy keeps the icon and color of origin with new exterior design. (White, 2012) Indeed, Mild Seven integrated brand equity of past and future; this may decrease risk of brand association with consumer s. Both brands attempt to reposition their brand equity for revitalization, but they did not efficiently connect to previous elements.Mild Seven and Marlboro have rich heritage in the industry, they could actually utilize their history conveying a story to consumers. As Ind documented (2007), storytelling can remind the consumers’ perception on brands. Moreover, it benefits brands retaining older consumers. In my opinion, the best technique of brand revitalization will retain the loyal consumers and refresh brand equity at the same time. In conclusion, brand reinforcement and brand revitalization are crucial consideration for brand managers. Both of them have similar strategy in the market, but they are implemented at different moment.Therefore, organizations tend to maintain brand consistency and protect source of brand equity in order to survive in the competitive environment. Although most of scholars assert that brand should consistently evaluate their products and consum ers’ perception, I personally consider that organizations need to innovate their communication channels in the modern society. Because of advanced media, people would obtain information widely; therefore, Strengthen communication benefit brand fortifying brand equity and easily contacting with more potential consumers.On the other hand, companies concentrate on refreshing brand image by brand revitalization; hence, they always reposition the brand to improve negative brand equity. But it is expensive to reposition brands, some brand managers would redesign logo and packaging to rejuvenate brands. It possibly diminish the degree of risk for companies. In fact, I assert that it may be dangerous to rename the brand, which may lose their heritage with consumers. Although Mild Seven was successful on the decision, most consumers can not associate it between the Mevius and Mild Seven.In my opinion, revitalized brand should convey messages in order to make younger generations realiz ing brand heritage and value. It could build stronger relationship with consumers. In addition, Remaining brand history benefit companies retaining loyal consumers. Overall, brand managers should conduct long term strategy before building brands because sustaining brand equity is a profitable contribution to companies. References: A Busy Year for Japan Tobacco (2012) Available from: http://www. tobaccoasia. com/previous-issues/95-articles-q2-12/519-a-busy-year-for-japan-tobacco. tml [Accessed on 3 March 2013]. Berry, N. C. (1988) ‘Revitalizing brands’. Journal of Consumer Marketing, 5 (3): 15-21. Burnet, L. (1999) The Marlboro Man. Available from: http://adage. com [Accessed on 2 March 2013] Hemdev, P. A. (2005) ‘Marlboro-A Mini Case Study’. The Marketing Review, 5, 73-96 Ind, N. (2007) LIVING THE BRAND (3rd edition). London: Kogan Page. Japan Tobacco Inc and Japan Tobacco International (2011) Available from: http://global. tobaccofreekids. org/files/pdfs/e n/Japan_Profile. pdf [Accessed on 9 March 2013] JT â€Å"MILD SEVEN† (n. d. Availavle from: http://www. thedesignassoc. com/en/solutions/branding/br_mildseven. html [Accessed on 3 March 2013]. JT to Expand New Mild Seven Product to Nationwide Sales (2007) Availavle from: http://www. jt. com/investors/media/press_releases/2007/01/20070122_01. html [Accessed on 3 March 2013]. Kapferer, J. N. (2008) THE NEW STRATEGIC BRAND MANAGEMENT (4th edition). London: Kogan Page. Keller, K. L. (1999) ‘Managing brands for the long run: Brand reinforcement and revitalization strategies’ California Management Review, 41 (3): 102-124 Keller, K. L. , Aperia, T. amp; Georgson, M. (2012) Strategic Brand management: A European Perspective (2nd edition). England: Pearson Education Limited Lehu, J. M. (2006) BRAND REJUVENATION: How to protect, strengthen & add value to your brand to prevent it from ageing. London: Kogan Page. LePla, J. , Davis, S. & Parker, L. (2003) BRAND DRIVEN. London : Kogan Page. Marlboro Originals : The Story. Available from: http://www. marlborooriginals. co. za/history. html [Accessed on 10 March 2013] Mild Seven: a long history of motorsport involvement (2005) Available from: http://www. uto123. com/en/racing-news/mild-seven-a-long-history-of-motorsport-involvement? artid=35432 [Accessed on 3 March 2013] Mild Seven evolves to Mevius (2012) Available from: http://www. jt. com/investors/media/press_releases/2012/pdf/20120808_02. pdf [Accessed on 9 March 2013] Minini, T. (n. d. ) Revitalizing, Rejuvenating and Reformulating a Struggling Brand. Available from: http://www. brandchannel. com/papers_review. asp? sp_id=1240 [Accessed on 9 March 2013] Morgan, M. (2007) A History in Marketing of Marlboro Brand Cigarettes. Available from: http://voices. yahoo. om/a-history-marketing-marlboro-brand-cigarettes-204451. html? cat=9 [Accessed on 2 March 2013] Olaito, Y. (2010) Brand building: how brand reinforcement helps Available from: http://yinkaolaito . com/2010/09/brand-building-how-brand-reinforcement-helps/ [Accessed on 2 March 2013] The Magic of Mild Seven (n. d. ) Available from: http://www. ciggiesworld. com/mild-seven/ [Accessed on 3 March 2013]. The History of Marlboro Cigarettes (2009) Available from: http://www. bukisa. com/articles/207783_the-history-of-marlboro-cigarettes [Accessed on 2 March 2013] Tobacco giants still sending smoke signals (2005)

Sunday, September 29, 2019

Industrial Relations & Collective Bargaining Essay

Elective HRM 6: Industrial Relations & Collective Bargaining 1. Industrial Relations: Historical background, Concept and approaches in IR – Stake holders of IR, Various factors influencing IR, HR approach to IR, Essentials of sound IR policy, IR Strategies, Legal frame work of IR, Community of IR. Proactive IR, Industrial conflicts, Disputes, Conflict resolution. . Trade Unions: Trade union movement and growth of TU in India, National level federations, Trade union problems, Trade union Organization, Leadership and management of Trade union, Trade Union Act 1926, Registration of trade union, Employers Association – Objectives, Origin and growth, Legal status, Problems of Trade Unions. 3. Grievances and Disciplines: Grievances, Redressal, Discipline, Standing Orders, Acts of misconduct, Show cause notice, Suspension, Enquiry procedure, Principles of natural justice, Punishments, Demotion suspension, Termination, Removal and dismissals, Conflicts – Industrial disputes –Lay off, Termination simplicitor, Retrenchment, closures, VRS. 4. Collective Bargaining: Concept, Its relevance in IR, CB as an institution, ILO perception of CB, Objectives of CB, Structure, Functions, process, negotiations, bargaining approaches & techniques, patterns of bargaining. . Settlements: Types of settlements, Wage settlement, bonus settlement, productivity settlement, VRS settlement, Union issues settlement, Reorganization settlement, Transfer, Layoff, Retrenchment and Closure settlements. 4. 4 Elective HRM 6: Industrial Relations & Collective Bargaining 1. Industrial Relations: Historical background, Concept and approaches in IR – Stake holders of IR, Various factors inf luencing IR, HR approach to IR, Essentials of sound IR policy, IR Strategies, Legal frame work of IR, Community of IR. Proactive IR, Industrial conflicts, Disputes, Conflict resolution. 2. Trade Unions: Trade union movement and growth of TU in India, National level federations, Trade union problems, Trade union Organization, Leadership and management of Trade union, Trade Union Act 1926, Registration of trade union, Employers Association – Objectives, Origin and growth, Legal status, Problems of Trade Unions. 3. Grievances and Disciplines: Grievances, Redressal, Discipline, Standing Orders, Acts of misconduct, Show cause notice, Suspension, Enquiry procedure, Principles of natural justice, Punishments, Demotion suspension, Termination, Removal and dismissals, Conflicts – Industrial disputes –Lay off, Termination simplicitor, Retrenchment, closures, VRS. 4. Collective Bargaining: Concept, Its relevance in IR, CB as an institution, ILO perception of CB, Objectives of CB, Structure, Functions, process, negotiations, bargaining approaches & techniques, patterns of bargaining. . Settlements: Types of settlements, Wage settlement, bonus settlement, productivity settlement, VRS settlement, Union issues settlement, Reorganization settlement, Transfer, Layoff, Retrenchment and Closure settlements. 4. 4 Elective HRM 6: Industrial Relations & Collective Bargaining 1. Industrial Relations: Historical background, Concept and approaches in IR – Stake holders of IR, Various factors inf luencing IR, HR approach to IR, Essentials of sound IR policy, IR Strategies, Legal frame work of IR, Community of IR. Proactive IR, Industrial conflicts, Disputes, Conflict resolution. 2. Trade Unions: Trade union movement and growth of TU in India, National level federations, Trade union problems, Trade union Organization, Leadership and management of Trade union, Trade Union Act 1926, Registration of trade union, Employers Association – Objectives, Origin and growth, Legal status, Problems of Trade Unions. 3. Grievances and Disciplines: Grievances, Redressal, Discipline, Standing Orders, Acts of misconduct, Show cause notice, Suspension, Enquiry procedure, Principles of natural justice, Punishments, Demotion suspension, Termination, Removal and dismissals, Conflicts – Industrial disputes –Lay off, Termination simplicitor, Retrenchment, closures, VRS. 4. Collective Bargaining: Concept, Its relevance in IR, CB as an institution, ILO perception of CB, Objectives of CB, Structure, Functions, process, negotiations, bargaining approaches & techniques, patterns of bargaining. . Settlements: Types of settlements, Wage settlement, bonus settlement, productivity settlement, VRS settlement, Union issues settlement, Reorganization settlement, Transfer, Layoff, Retrenchment and Closure settlements. 4. 4 Elective HRM 6: Industrial Relations & Collective Bargaining 1. Industrial Relations: Historical background, Concept and approaches in IR – Stake holders of IR, Various factors inf luencing IR, HR approach to IR, Essentials of sound IR policy, IR Strategies, Legal frame work of IR, Community of IR. Proactive IR, Industrial conflicts, Disputes, Conflict resolution. 2. Trade Unions: Trade union movement and growth of TU in India, National level federations, Trade union problems, Trade union Organization, Leadership and management of Trade union, Trade Union Act 1926, Registration of trade union, Employers Association – Objectives, Origin and growth, Legal status, Problems of Trade Unions. 3. Grievances and Disciplines: Grievances, Redressal, Discipline, Standing Orders, Acts of misconduct, Show cause notice, Suspension, Enquiry procedure, Principles of natural justice, Punishments, Demotion suspension, Termination, Removal and dismissals, Conflicts – Industrial disputes –Lay off, Termination simplicitor, Retrenchment, closures, VRS. 4. Collective Bargaining: Concept, Its relevance in IR, CB as an institution, ILO perception of CB, Objectives of CB, Structure, Functions, process, negotiations, bargaining approaches & techniques, patterns of bargaining. . Settlements: Types of settlements, Wage settlement, bonus settlement, productivity settlement, VRS settlement, Union issues settlement, Reorganization settlement, Transfer, Layoff, Retrenchment and Closure settlements. 4. 4 Elective HRM 6: Industrial Relations & Collective Bargaining 1. Industrial Relations: Historical background, Concept and approaches in IR – Stake holders of IR, Various factors inf luencing IR, HR approach to IR, Essentials of sound IR policy, IR Strategies, Legal frame work of IR, Community of IR. Proactive IR, Industrial conflicts, Disputes, Conflict resolution. 2. Trade Unions: Trade union movement and growth of TU in India, National level federations, Trade union problems, Trade union Organization, Leadership and management of Trade union, Trade Union Act 1926, Registration of trade union, Employers Association – Objectives, Origin and growth, Legal status, Problems of Trade Unions. 3. Grievances and Disciplines: Grievances, Redressal, Discipline, Standing Orders, Acts of misconduct, Show cause notice, Suspension, Enquiry procedure, Principles of natural justice, Punishments, Demotion suspension, Termination, Removal and dismissals, Conflicts – Industrial disputes –Lay off, Termination simplicitor, Retrenchment, closures, VRS. 4. Collective Bargaining: Concept, Its relevance in IR, CB as an institution, ILO perception of CB, Objectives of CB, Structure, Functions, process, negotiations, bargaining approaches & techniques, patterns of bargaining. . Settlements: Types of settlements, Wage settlement, bonus settlement, productivity settlement, VRS settlement, Union issues settlement, Reorganization settlement, Transfer, Layoff, Retrenchment and Closure settlements. 4. 4 Elective HRM 6: Industrial Relations & Collective Bargaining 1. Industrial Relations: Historical background, Concept and approaches in IR – Stake holders of IR, Various factors inf luencing IR, HR approach to IR, Essentials of sound IR policy, IR Strategies, Legal frame work of IR, Community of IR. Proactive IR, Industrial conflicts, Disputes, Conflict resolution. 2. Trade Unions: Trade union movement and growth of TU in India, National level federations, Trade union problems, Trade union Organization, Leadership and management of Trade union, Trade Union Act 1926, Registration of trade union, Employers Association – Objectives, Origin and growth, Legal status, Problems of Trade Unions. 3. Grievances and Disciplines: Grievances, Redressal, Discipline, Standing Orders, Acts of misconduct, Show cause notice, Suspension, Enquiry procedure, Principles of natural justice, Punishments, Demotion suspension, Termination, Removal and dismissals, Conflicts – Industrial disputes –Lay off, Termination simplicitor, Retrenchment, closures, VRS. 4. Collective Bargaining: Concept, Its relevance in IR, CB as an institution, ILO perception of CB, Objectives of CB, Structure, Functions, process, negotiations, bargaining approaches & techniques, patterns of bargaining. . Settlements: Types of settlements, Wage settlement, bonus settlement, productivity settlement, VRS settlement, Union issues settlement, Reorganization settlement, Transfer, Layoff, Retrenchment and Closure settlements. 4. 4 Elective HRM 6: Industrial Relations & Collective Bargaining 1. Industrial Relations: Historical background, Concept and approaches in IR – Stake holders of IR, Various factors inf luencing IR, HR approach to IR, Essentials of sound IR policy, IR Strategies, Legal frame work of IR, Community of IR. Proactive IR, Industrial conflicts, Disputes, Conflict resolution. 2. Trade Unions: Trade union movement and growth of TU in India, National level federations, Trade union problems, Trade union Organization, Leadership and management of Trade union, Trade Union Act 1926, Registration of trade union, Employers Association – Objectives, Origin and growth, Legal status, Problems of Trade Unions. 3. Grievances and Disciplines: Grievances, Redressal, Discipline, Standing Orders, Acts of misconduct, Show cause notice, Suspension, Enquiry procedure, Principles of natural justice, Punishments, Demotion suspension, Termination, Removal and dismissals, Conflicts – Industrial disputes –Lay off, Termination simplicitor, Retrenchment, closures, VRS. 4. Collective Bargaining: Concept, Its relevance in IR, CB as an institution, ILO perception of CB, Objectives of CB, Structure, Functions, process, negotiations, bargaining approaches & techniques, patterns of bargaining. . Settlements: Types of settlements, Wage settlement, bonus settlement, productivity settlement, VRS settlement, Union issues settlement, Reorganization settlement, Transfer, Layoff, Retrenchment and Closure settlements. 4. 4 Elective HRM 6: Industrial Relations & Collective Bargaining 1. Industrial Relations: Historical background, Concept and approaches in IR – Stake holders of IR, Various factors inf luencing IR, HR approach to IR, Essentials of sound IR policy, IR Strategies, Legal frame work of IR, Community of IR. Proactive IR, Industrial conflicts, Disputes, Conflict resolution. 2. Trade Unions: Trade union movement and growth of TU in India, National level federations, Trade union problems, Trade union Organization, Leadership and management of Trade union, Trade Union Act 1926, Registration of trade union, Employers Association – Objectives, Origin and growth, Legal status, Problems of Trade Unions. 3. Grievances and Disciplines: Grievances, Redressal, Discipline, Standing Orders, Acts of misconduct, Show cause notice, Suspension, Enquiry procedure, Principles of natural justice, Punishments, Demotion suspension, Termination, Removal and dismissals, Conflicts – Industrial disputes –Lay off, Termination simplicitor, Retrenchment, closures, VRS. 4. Collective Bargaining: Concept, Its relevance in IR, CB as an institution, ILO perception of CB, Objectives of CB, Structure, Functions, process, negotiations, bargaining approaches & techniques, patterns of bargaining. . Settlements: Types of settlements, Wage settlement, bonus settlement, productivity settlement, VRS settlement, Union issues settlement, Reorganization settlement, Transfer, Layoff, Retrenchment and Closure settlements. 4. 4 Elective HRM 6: Industrial Relations & Collective Bargaining 1. Industrial Relations: Historical background, Concept and approaches in IR – Stake holders of IR, Various factors inf luencing IR, HR approach to IR, Essentials of sound IR policy, IR Strategies, Legal frame work of IR, Community of IR. Proactive IR, Industrial conflicts, Disputes, Conflict resolution. 2. Trade Unions: Trade union movement and growth of TU in India, National level federations, Trade union problems, Trade union Organization, Leadership and management of Trade union, Trade Union Act 1926, Registration of trade union, Employers Association – Objectives, Origin and growth, Legal status, Problems of Trade Unions. 3. Grievances and Disciplines: Grievances, Redressal, Discipline, Standing Orders, Acts of misconduct, Show cause notice, Suspension, Enquiry procedure, Principles of natural justice, Punishments, Demotion suspension, Termination, Removal and dismissals, Conflicts – Industrial disputes –Lay off, Termination simplicitor, Retrenchment, closures, VRS. 4. Collective Bargaining: Concept, Its relevance in IR, CB as an institution, ILO perception of CB, Objectives of CB, Structure, Functions, process, negotiations, bargaining approaches & techniques, patterns of bargaining. . Settlements: Types of settlements, Wage settlement, bonus settlement, productivity settlement, VRS settlement, Union issues settlement, Reorganization settlement, Transfer, Layoff, Retrenchment and Closure settlements. 4. 4 Elective HRM 6: Industrial Relations & Collective Bargaining 1. Industrial Relations: Historical background, Concept and approaches in IR – Stake holders of IR, Various factors inf luencing IR, HR approach to IR, Essentials of sound IR policy, IR Strategies, Legal frame work of IR, Community of IR. Proactive IR, Industrial conflicts, Disputes, Conflict resolution. 2. Trade Unions: Trade union movement and growth of TU in India, National level federations, Trade union problems, Trade union Organization, Leadership and management of Trade union, Trade Union Act 1926, Registration of trade union, Employers Association – Objectives, Origin and growth, Legal status, Problems of Trade Unions. 3. Grievances and Disciplines: Grievances, Redressal, Discipline, Standing Orders, Acts of misconduct, Show cause notice, Suspension, Enquiry procedure, Principles of natural justice, Punishments, Demotion suspension, Termination, Removal and dismissals, Conflicts – Industrial disputes –Lay off, Termination simplicitor, Retrenchment, closures, VRS. 4. Collective Bargaining: Concept, Its relevance in IR, CB as an institution, ILO perception of CB, Objectives of CB, Structure, Functions, process, negotiations, bargaining approaches & techniques, patterns of bargaining. . Settlements: Types of settlements, Wage settlement, bonus settlement, productivity settlement, VRS settlement, Union issues settlement, Reorganization settlement, Transfer, Layoff, Retrenchment and Closure settlements. 4. 4 Elective HRM 6: Industrial Relations & Collective Bargaining 1. Industrial Relations: Historical background, Concept and approaches in IR – Stake holders of IR, Various factors inf luencing IR, HR approach to IR, Essentials of sound IR policy, IR Strategies, Legal frame work of IR, Community of IR. Proactive IR, Industrial conflicts, Disputes, Conflict resolution. 2. Trade Unions: Trade union movement and growth of TU in India, National level federations, Trade union problems, Trade union Organization, Leadership and management of Trade union, Trade Union Act 1926, Registration of trade union, Employers Association – Objectives, Origin and growth, Legal status, Problems of Trade Unions. 3. Grievances and Disciplines: Grievances, Redressal, Discipline, Standing Orders, Acts of misconduct, Show cause notice, Suspension, Enquiry procedure, Principles of natural justice, Punishments, Demotion suspension, Termination, Removal and dismissals, Conflicts – Industrial disputes –Lay off, Termination simplicitor, Retrenchment, closures, VRS. 4. Collective Bargaining: Concept, Its relevance in IR, CB as an institution, ILO perception of CB, Objectives of CB, Structure, Functions, process, negotiations, bargaining approaches & techniques, patterns of bargaining. . Settlements: Types of settlements, Wage settlement, bonus settlement, productivity settlement, VRS settlement, Union issues settlement, Reorganization settlement, Transfer, Layoff, Retrenchment and Closure settlements. v4. 4 Elective HRM 6: Industrial Relations & Collective Bargaining 1. Industrial Relations: Historical background, Concept and approaches in IR – Stake holders of IR, Various factors in fluencing IR, HR approach to IR, Essentials of sound IR policy, IR Strategies, Legal frame work of IR, Community of IR. Proactive IR, Industrial conflicts, Disputes, Conflict resolution. 2. Trade Unions: Trade union movement and growth of TU in India, National level federations, Trade union problems, Trade union Organization, Leadership and management of Trade union, Trade Union Act 1926, Registration of trade union, Employers Association – Objectives, Origin and growth, Legal status, Problems of Trade Unions. 3. Grievances and Disciplines: Grievances, Redressal, Discipline, Standing Orders, Acts of misconduct, Show cause notice, Suspension, Enquiry procedure, Principles of natural justice, Punishments, Demotion suspension, Termination, Removal and dismissals, Conflicts – Industrial disputes –Lay off, Termination simplicitor, Retrenchment, closures, VRS. 4. Collective Bargaining: Concept, Its relevance in IR, CB as an institution, ILO perception of CB, Objectives of CB, Structure, Functions, process, negotiations, bargaining approaches & techniques, patterns of bargaining. . Settlements: Types of settlements, Wage settlement, bonus settlement, productivity settlement, VRS settlement, Union issues settlement, Reorganization settlement, Transfer, Layoff, Retrenchment and Closure settlements. 4. 4 Elective HRM 6: Industrial Relations & Collective Bargaining 1. Industrial Relations: Historical background, Concept and approaches in IR – Stake holders of IR, Various factors inf luencing IR, HR approach to IR, Essentials of sound IR policy, IR Strategies, Legal frame work of IR, Community of IR. Proactive IR, Industrial conflicts, Disputes, Conflict resolution. 2. Trade Unions: Trade union movement and growth of TU in India, National level federations, Trade union problems, Trade union Organization, Leadership and management of Trade union, Trade Union Act 1926, Registration of trade union, Employers Association – Objectives, Origin and growth, Legal status, Problems of Trade Unions. 3. Grievances and Disciplines: Grievances, Redressal, Discipline, Standing Orders, Acts of misconduct, Show cause notice, Suspension, Enquiry procedure, Principles of natural justice, Punishments, Demotion suspension, Termination, Removal and dismissals, Conflicts – Industrial disputes –Lay off, Termination simplicitor, Retrenchment, closures, VRS. 4. Collective Bargaining: Concept, Its relevance in IR, CB as an institution, ILO perception of CB, Objectives of CB, Structure, Functions, process, negotiations, bargaining approaches & techniques, patterns of bargaining. . Settlements: Types of settlements, Wage settlement, bonus settlement, productivity settlement, VRS settlement, Union issues settlement, Reorganization settlement, Transfer, Layoff, Retrenchment and Closure settlements. 4. 4 Elective HRM 6: Industrial Relations & Collective Bargaining 1. Industrial Relations: Historical background, Concept and approaches in IR – Stake holders of IR, Various factors inf luencing IR, HR approach to IR, Essentials of sound IR policy, IR Strategies, Legal frame work of IR, Community of IR. Proactive IR, Industrial conflicts, Disputes, Conflict resolution. 2. Trade Unions: Trade union movement and growth of TU in India, National level federations, Trade union problems, Trade union Organization, Leadership and management of Trade union, Trade Union Act 1926, Registration of trade union, Employers Association – Objectives, Origin and growth, Legal status, Problems of Trade Unions. 3. Grievances and Disciplines: Grievances, Redressal, Discipline, Standing Orders, Acts of misconduct, Show cause notice, Suspension, Enquiry procedure, Principles of natural justice, Punishments, Demotion suspension, Termination, Removal and dismissals, Conflicts – Industrial disputes –Lay off, Termination simplicitor, Retrenchment, closures, VRS. 4. Collective Bargaining: Concept, Its relevance in IR, CB as an institution, ILO perception of CB, Objectives of CB, Structure, Functions, process, negotiations, bargaining approaches & techniques, patterns of bargaining. . Settlements: Types of settlements, Wage settlement, bonus settlement, productivity settlement, VRS settlement, Union issues settlement, Reorganization settlement, Transfer, Layoff, Retrenchment and Closure settlements. 4. 4 Elective HRM 6: Industrial Relations & Collective Bargaining 1. Industrial Relations: Historical background, Concept and approaches in IR – Stake holders of IR, Various factors inf luencing IR, HR approach to IR, Essentials of sound IR policy, IR Strategies, Legal frame work of IR, Community of IR. Proactive IR, Industrial conflicts, Disputes, Conflict resolution. 2. Trade Unions: Trade union movement and growth of TU in India, National level federations, Trade union problems, Trade union Organization, Leadership and management of Trade union, Trade Union Act 1926, Registration of trade union, Employers Association – Objectives, Origin and growth, Legal status, Problems of Trade Unions. 3. Grievances and Disciplines: Grievances, Redressal, Discipline, Standing Orders, Acts of misconduct, Show cause notice, Suspension, Enquiry procedure, Principles of natural justice, Punishments, Demotion suspension, Termination, Removal and dismissals, Conflicts – Industrial disputes –Lay off, Termination simplicitor, Retrenchment, closures, VRS. 4. Collective Bargaining: Concept, Its relevance in IR, CB as an institution, ILO perception of CB, Objectives of CB, Structure, Functions, process, negotiations, bargaining approaches & techniques, patterns of bargaining. . Settlements: Types of settlements, Wage settlement, bonus settlement, productivity settlement, VRS settlement, Union issues settlement, Reorganization settlement, Transfer, Layoff, Retrenchment and Closure settlements. 4. 4 Elective HRM 6: Industrial Relations & Collective Bargaining 1. Industrial Relations: Historical background, Concept and approaches in IR – Stake holders of IR, Various factors inf luencing IR, HR approach to IR, Essentials of sound IR policy, IR Strategies, Legal frame work of IR, Community of IR. Proactive IR, Industrial conflicts, Disputes, Conflict resolution. 2. Trade Unions: Trade union movement and growth of TU in India, National level federations, Trade union problems, Trade union Organization, Leadership and management of Trade union, Trade Union Act 1926, Registration of trade union, Employers Association – Objectives, Origin and growth, Legal status, Problems of Trade Unions. 3. Grievances and Disciplines: Grievances, Redressal, Discipline, Standing Orders, Acts of misconduct, Show cause notice, Suspension, Enquiry procedure, Principles of natural justice, Punishments, Demotion suspension, Termination, Removal and dismissals, Conflicts – Industrial disputes –Lay off, Termination simplicitor, Retrenchment, closures, VRS. 4. Collective Bargaining: Concept, Its relevance in IR, CB as an institution, ILO perception of CB, Objectives of CB, Structure, Functions, process, negotiations, bargaining approaches & techniques, patterns of bargaining. . Settlements: Types of settlements, Wage settlement, bonus settlement, productivity settlement, VRS settlement, Union issues settlement, Reorganization settlement, Transfer, Layoff, Retrenchment and Closure settlements. 4. 4 Elective HRM 6: Industrial Relations & Collective Bargaining 1. Industrial Relations: Historical background, Concept and approaches in IR – Stake holders of IR, Various factors inf luencing IR, HR approach to IR, Essentials of sound IR policy, IR Strategies, Legal frame work of IR, Community of IR. Proactive IR, Industrial conflicts, Disputes, Conflict resolution. 2. Trade Unions: Trade union movement and growth of TU in India, National level federations, Trade union problems, Trade union Organization, Leadership and management of Trade union, Trade Union Act 1926, Registration of trade union, Employers Association – Objectives, Origin and growth, Legal status, Problems of Trade Unions. 3. Grievances and Disciplines: Grievances, Redressal, Discipline, Standing Orders, Acts of misconduct, Show cause notice, Suspension, Enquiry procedure, Principles of natural justice, Punishments, Demotion suspension, Termination, Removal and dismissals, Conflicts – Industrial disputes –Lay off, Termination simplicitor, Retrenchment, closures, VRS. 4. Collective Bargaining: Concept, Its relevance in IR, CB as an institution, ILO perception of CB, Objectives of CB, Structure, Functions, process, negotiations, bargaining approaches & techniques, patterns of bargaining. . Settlements: Types of settlements, Wage settlement, bonus settlement, productivity settlement, VRS settlement, Union issues settlement, Reorganization settlement, Transfer, Layoff, Retrenchment and Closure settlements. 4. 4 Elective HRM 6: Industrial Relations & Collective Bargaining 1. Industrial Relations: Historical background, Concept and approaches in IR – Stake holders of IR, Various factors inf luencing IR, HR approach to IR, Essentials of sound IR policy, IR Strategies, Legal frame work of IR, Community of IR. Proactive IR, Industrial conflicts, Disputes, Conflict resolution. 2. Trade Unions: Trade union movement and growth of TU in India, National level federations, Trade union problems, Trade union Organization, Leadership and management of Trade union, Trade Union Act 1926, Registration of trade union, Employers Association – Objectives, Origin and growth, Legal status, Problems of Trade Unions. 3. Grievances and Disciplines: Grievances, Redressal, Discipline, Standing Orders, Acts of misconduct, Show cause notice, Suspension, Enquiry procedure, Principles of natural justice, Punishments, Demotion suspension, Termination, Removal and dismissals, Conflicts – Industrial disputes –Lay off, Termination simplicitor, Retrenchment, closures, VRS. 4. Collective Bargaining: Concept, Its relevance in IR, CB as an institution, ILO perception of CB, Objectives of CB, Structure, Functions, process, negotiations, bargaining approaches & techniques, patterns of bargaining. . Settlements: Types of settlements, Wage settlement, bonus settlement, productivity settlement, VRS settlement, Union issues settlement, Reorganization settlement, Transfer, Layoff, Retrenchment and Closure settlements. 4. 4 Elective HRM 6: Industrial Relations & Collective Bargaining 1. Industrial Relations: Historical background, Concept and approaches in IR – Stake holders of IR, Various factors inf luencing IR, HR approach to IR, Essentials of sound IR policy, IR Strategies, Legal frame work of IR, Community of IR. Proactive IR, Industrial conflicts, Disputes, Conflict resolution. 2. Trade Unions: Trade union movement and growth of TU in India, National level federations, Trade union problems, Trade union Organization, Leadership and management of Trade union, Trade Union Act 1926, Registration of trade union, Employers Association – Objectives, Origin and growth, Legal status, Problems of Trade Unions. 3. Grievances and Disciplines: Grievances, Redressal, Discipline, Standing Orders, Acts of misconduct, Show cause notice, Suspension, Enquiry procedure, Principles of natural justice, Punishments, Demotion suspension, Termination, Removal and dismissals, Conflicts – Industrial disputes –Lay off, Termination simplicitor, Retrenchment, closures, VRS. 4. Collective Bargaining: Concept, Its relevance in IR, CB as an institution, ILO perception of CB, Objectives of CB, Structure, Functions, process, negotiations, bargaining approaches & techniques, patterns of bargaining. . Settlements: Types of settlements, Wage settlement, bonus settlement, productivity settlement, VRS settlement, Union issues settlement, Reorganization settlement, Transfer, Layoff, Retrenchment and Closure settlements. 4. 4 Elective HRM 6: Industrial Relations & Collective Bargaining 1. Industrial Relations: Historical background, Concept and approaches in IR – Stake holders of IR, Various factors inf luencing IR, HR approach to IR, Essentials of sound IR policy, IR Strategies, Legal frame work of IR, Community of IR. Proactive IR, Industrial conflicts, Disputes, Conflict resolution. 2. Trade Unions: Trade union movement and growth of TU in India, National level federations, Trade union problems, Trade union Organization, Leadership and management of Trade union, Trade Union Act 1926, Registration of trade union, Employers Association – Objectives, Origin and growth, Legal status, Problems of Trade Unions. 3. Grievances and Disciplines: Grievances, Redressal, Discipline, Standing Orders, Acts of misconduct, Show cause notice, Suspension, Enquiry procedure, Principles of natural justice, Punishments, Demotion suspension, Termination, Removal and dismissals, Conflicts – Industrial disputes –Lay off, Termination simplicitor, Retrenchment, closures, VRS. 4. Collective Bargaining: Concept, Its relevance in IR, CB as an institution, ILO perception of CB, Objectives of CB, Structure, Functions, process, negotiations, bargaining approaches & techniques, patterns of bargaining. . Settlements: Types of settlements, Wage settlement, bonus settlement, productivity settlement, VRS settlement, Union issues settlement, Reorganization settlement, Transfer, Layoff, Retrenchment and Closure settlements. 4. 4 Elective HRM 6: Industrial Relations & Collective Bargaining 1. Industrial Relations: Historical background, Concept and approaches in IR – Stake holders of IR, Various factors inf luencing IR, HR approach to IR, Essentials of sound IR policy, IR Strategies, Legal frame work of IR, Community of IR. Proactive IR, Industrial conflicts, Disputes, Conflict resolution. 2. Trade Unions: Trade union movement and growth of TU in India, National level federations, Trade union problems, Trade union Organization, Leadership and management of Trade union, Trade Union Act 1926, Registration of trade union, Employers Association – Objectives, Origin and growth, Legal status, Problems of Trade Unions. 3. Grievances and Disciplines: Grievances, Redressal, Discipline, Standing Orders, Acts of misconduct, Show cause notice, Suspension, Enquiry procedure, Principles of natural justice, Punishments, Demotion suspension, Termination, Removal and dismissals, Conflicts – Industrial disputes –Lay off, Termination simplicitor, Retrenchment, closures, VRS. 4. Collective Bargaining: Concept, Its relevance in IR, CB as an institution, ILO perception of CB, Objectives of CB, Structure, Functions, process, negotiations, bargaining approaches & techniques, patterns of bargaining. . Settlements: Types of settlements, Wage settlement, bonus settlement, productivity settlement, VRS settlement, Union issues settlement, Reorganization settlement, Transfer, Layoff, Retrenchment and Closure settlements. 4. 4 Elective HRM 6: Industrial Relations & Collective Bargaining 1. Industrial Relations: Historical background, Concept and approaches in IR – Stake holders of IR, Various factors inf luencing IR, HR approach to IR, Essentials of sound IR policy, IR Strategies, Legal frame work of IR, Community of IR. Proactive IR, Industrial conflicts, Disputes, Conflict resolution. 2. Trade Unions: Trade union movement and growth of TU in India, National level federations, Trade union problems, Trade union Organization, Leadership and management of Trade union, Trade Union Act 1926, Registration of trade union, Employers Association – Objectives, Origin and growth, Legal status, Problems of Trade Unions. . Grievances and Disciplines: Grievances, Redressal, Discipline, Standing Orders, Acts of misconduct, Show cause notice, Suspension, Enquiry procedure, Principles of natural justice, Punishments, Demotion suspension, Termination, Removal and dismissals, Conflicts – Industrial disputes –Lay off, Termination simplicitor, Retrenchment, closures, VRS. 4. Collective

Saturday, September 28, 2019

Presentation essay Example | Topics and Well Written Essays - 500 words

Presentation - Essay Example It is unarguable that war is a horrible thing. It causes death on a large scale, and can wound, make homeless, or otherwise harm many more people than it kills. War disrupts peoples lives, and some philosophies like Egoism might argue that getting involved in foreign wars especially is unethical. By taking a Utilitarian view, though, we can argue that even though war is horrible, it can still be an ethical action, because it may eventually benefit people in a way that not going to war and staying with the current state of affairs in a foreign country would not. One obvious example that is often questioned in ethical terms is the US-led invasion of Iraq in 2003. This is a sticky question, ethically speaking, because whether or not the war has benefited people depends on who you ask. Before the invasion, the country was ruled by Saddam Hussein, who was executed for crimes against humanity due to his 1982 attack on a village after a failed assassination attempt. It could be argued that, from a utilitarian point of view, the lives of the people of Iraq have been improved by Husseins removal from power. Now that the fighting is mostly over, and peoples lives have improved to almost where they were before, it could be argued that there has been a net gain in happiness and benefit, as the people of Iraq now live in a free, democratic nation where they do not have to deal with a tyrannical ruler. However, there are some arguments for the opposite view as well. Although the people of Iraq now no longer have to be ruled by Saddam Hussein, and have held several free and fair elections, they now have to worry about suicide bombers and extremists. Many of these attacks are over now, but the nation is still not a safe place to live, and was arguably safer under Husseins regime as long as you were not on his bad side. These problems, coupled with the undeniable suffering that

Friday, September 27, 2019

Does war give the right to kill The study of the character of Elisha Essay

Does war give the right to kill The study of the character of Elisha in Dawn by Elie Wiesel - Essay Example Another friend, and fellow terrorist, Ilana approaches Gad to comfort him. She states, "Don't torture yourself, Gad. This is war" (151). In both f these instances we see the members f this terrorist cell justifying their actions, and their opponents for the matter, as being a mere act f war. Thus, this leads us to an undeniable question: are actions f violence, terrorism for that matter, justifiable in a state f war On the side f the terrorists, yes, using unfair and excessively violent tactics are quite acceptable. Acceptable to the point where basically anything goes, despite who is affected; be they military personnel or innocent civilians just trying to make their way in the world. Its war, pain and simple. However, on the opposite end f the spectrum, namely that f civilized nations, we find that there are certain rules to war, or a code f conduct if you will. Killing an unarmed man because you were given the orders to is not war, especially if the victim knows not why they are being executed. Weisel shows us a situation in Dawn where Elisha is a few seconds to snuffing the life out f John Dawson, the terrorist's captive. John Dawson says, "I'm smiling because all f a sudden it has occurred to me that I don't know why I am dying. Do you" (203). Clearly Elisha and John Dawson had no concrete idea as to why John Dawson was to be killed. So, how can this be justified as an act f war when both the killer and the victim do not know the motives for their dispute It simply can't. One can also find that this story presents the reader with a provocative warning. One can find find that this tale warns us against naive actions, and where these decisions can lead. In Dawn this concept is illustrated by Weisel when Elisha states, "I was the Executioner. And I was eighteen years old. Eighteen years, f study and rebellion, and they all added up to this" (139-140). We see here that Elisha clearly knew he was going to play the role f executioner, but one may feel that he was unprepared. One may say that Elisha knew that he was to be killing people, be they innocents or military personnel, at the time he accepted the offer which Gad presented him with. However, one may also find that this Execution he will have to commit came f great surprise. Despite his past experience on the field f battle, nothing could prepare himself for the coming event. Even aside from this fictional story, this situation is quite prominent even in reality. When one has to look into the eyes f another man and realize that they will have to kill that person, one will find it very hard to eventually squeeze the trigger and snuff the life essence from the other. Elisha states in a conversation with Ilana when she asks if he is afraid, " I'm afraid that he'll make me laugh. You see Ilana, he's quite capable f swelling up his head and letting it burst into a thousand pieces, just in order to make me laugh" (175). Elisha is clearly afraid f having to kill a man if he gets to know him. Its one thing to kill a person without ever knowing the person on a personal level. However, it's a totally different situation when faced with having to exterminate a person who you have gotten to know. So, in conclusion, this warning Wiesel presents us is very profound. He warns f the dangers f uninformed decisions. All in all, when reading Dawn Wiesel presents us

Thursday, September 26, 2019

Nursing Knowledge Resources and Nursing Theory Essay

Nursing Knowledge Resources and Nursing Theory - Essay Example This makes them to collaborate with others and the conversations will be scientific when they work with the physicians. Generally it was observed that physicians are giving increased autonomy for the nurses, who follow evidence based practice. This results in willingness in increasing the accountability and professionalism. The research is capable of validating the care they provide when they use evidence based practice. The research on nurses has shown that they lack skills regarding the appraise of research literature. As a result they are not able to use the research findings. The concept of evidence based practice increased the nurses' professional skills. The aim of the research should be the awareness of the nurses about the EBN reports. If they are not, the system or organization should make them aware of them. The concept of evidence based nursing found to be more important among the nurses. Though this is the case a research by Christel Bahtsevani of Malmo University revealed that there are many nurses who do not have access to the literature regarding the access to the evidence based nursing practices.( Christel Bahtsevani RN, Azzam Khalaf MSc, Ania Willman RN, PhD 2005) The importance and benefit of the evidence based practice is that it answers the clinical questions due to the evidence it gathers. The skills of clinicians regarding the research can be developed, and this can give efficient access to the evidences. This results due to the collaboration with colleagues who can assist in getting to the evidence. Melnyk etal in 2004 and Pravikoff et al. in 2005 stated that the educators when consider the lack of searching skills in nurses, they have to adopt evidence based practice. (Sally Bennett, John W. Bennett, 2000) They need to collaborate with librarians, database creators, indexers and others to develop the basic skills needed in EBP. This results in fostering the need to find the mother lode of evidence to answers the clinical questions. This results in finding the best team, best equipment and the best techniques to get the results quickly. They can anticipate and embrace the challenges inherent in practice. (Ellen Fineout-Overholt RN, PhD, Sheila Hofstetter MLS, AHIP, Leslee Shell MLS, Linda Johnston RN, PhD 2005) 3. Nursing theories 3.1 Websites on Nursing: The http://www.fhs.mcmaster.ca/ceb/acts/ebcp.htm describes the evidence based nursing practice in the practical sense. It stress on the use of scientific literature to use evidence based nursing practice. It defines the clinical questions in a way the answers extraction will become easy. This enables the search for best information that enhances the evidence based practices in nursing. The clinical message should be extracted by the physician from the information. 3.1.1 In http://www.herts.ac.uk/lis/subjects/health/ebm.htm the definitions, references and conferences are available. The methodological filters and evidence based health web sources are there to explain the care of public health with health technology assessment. In this site the evidence based medicine health care is looked upon a new paradigm that is capable of replacing the traditional medicine practices. They are based on authority and EBM is based on scientific information. 3.1.2 In

Wednesday, September 25, 2019

See Order Instructions Research Paper Example | Topics and Well Written Essays - 2000 words

See Order Instructions - Research Paper Example Everyday police officers face different challenges and experiences that expect them to make decisions on how to handle the situation individually without involving additional advice or immediate supervision, and this is the heart of police discretion. In law enforcement, Hassell and Archbold (2010) argue that the police officer has the mandate to make judgments or reasonable decisions within certain legal bounds. Police officers face a wide range of options especially when confronted by dangerous situations. Some of their decisions have been misconstrued as misconduct and a good example is the use of excessive force. External and internal mechanisms affecting police discretion involve the lack of agreement on the exact criminal behaviors that law officers should use in discretion. As a result, there is no evident legal discretion of the criminal actions requiring discretion. However, there are control mechanisms including Internal and external control mechanisms, control by citizens, legislative controls, and control by courts. Analysis A study by Palmiotto and Unnithan (2011) posits that more attention remains on the need to prepare police officers for the appropriate use of discretion. These preparations begin at the training school in the academy continuing later to their field practice. According to the trainings, the use of discretion is critical mainly after an event or on regular basis.

Tuesday, September 24, 2019

Frederick Douglas - liberation of slaves Research Paper

Frederick Douglas - liberation of slaves - Research Paper Example To keep them in their place, slaves were forbidden to be taught how to read or write, they were separated from their families at even very young ages and were regularly physically and emotionally beaten as a means of keeping them in line. All of this had the effect of reducing these people to the survival instincts of animals, reinforcing concepts held by the white people as well as the slaves that this menial labor was all they were capable of – higher thought was clearly beyond the capacity of their more primitive brains. Proving that this was not the case, though, was Frederick Douglass, the first black man to appear on a presidential ticket in America. An escaped slave from Maryland, Douglass toured the country and the world telling his story and illuminating the various ways in which black people are kept in their dark imprisonment through no fault of their own and with little hope of discovering a means of true escape. In his early narrative Frederick Douglass: Life of a n American Slave, the author details his early life and education in such a way that he illustrates both the dehumanizing effects of slavery as well as those factors that operated to inspire him to ‘become a man’ rather than remaining in the role of a slave. This narrative, as well as the speeches and work Douglass did to increase awareness of the true condition of the slave, did much to convince the white people of the world that black people had equal potential when given equal opportunity. Although his exact birth date is unknown, Douglass believed he was born sometime in February of 1818, already a slave on a Maryland farm. He died on February 20, 1895. The name he was given at birth was Frederick Augustus Washington Bailey, but he later changed it as he discovered more information about his probable parentage. â€Å"He spent his early years with his grandparents and with an aunt, seeing his mother only four or five times before her death when he was

Monday, September 23, 2019

Microeconomics (EC2021C) Essay Example | Topics and Well Written Essays - 2000 words

Microeconomics (EC2021C) - Essay Example This paper focuses on the costs of a rise in minimum wage, the benefits of a rise in minimum wage and finally the effect of a rise in the minimum wage when the labor market is monopsonistic. The paper discusses the effect of this rise on the supply and demand curve on labor, effect on price, effect on the standard of living and how this increase will lead to unemployment and increased outsourcing in other lower minimum wage countries. We first analyze the effect of an increase in minimum wage rates on the supply and the demand for labor in a competitive market, in a competitive market demand increases when wages decline and demand declines when wage rates increase. Supply of labor increases when the wage rates rise, and that supply of labor decline when wage rates are reduced, therefore an increase in minimum wage rates will increase supply and reduce demand. From the above chart an increase in the minimum wage will lead to an increase in the supply of labor, the rationale behind this increase is because as minimum wage increase then more workers will be willing and also encouraged to work more labor hours and therefore supply of labor will increase. Considering that labor is factor of production ... t labor is factor of production and that firms will consider labor as a production cost then if the cost of labor increases then firms will demand less of labor, this can also be explained by the fact that firms will determine the optimal production point using the budget line and the isoquants, therefore an increase in cost of labor will lead to substitution of labor for capital and therefore less labor will be demanded, the diagram below demonstrates the effect of this increase on labor demand: From the above diagram it is evident that an increase in minimum wage will lead to a decline in the demand for labor, therefore this will result into less employment in an economy. Benefits of increased minimum wage: Standard of living: An increase in minimum wage will result into an increase in living standards, workers will now be paid higher wage rates and for this reason there will be a rise in living standards, this will be realized because workers will now have a larger disposable income and therefore can afford more in the economy. Motivation of workers: Workers in the economy will be more motivated, according to various studies increased wages result into increased motivation and therefore increased productivity of labor, when productivity of labor increases then the firm will benefit because the firm becomes more productive. Economic growth will also be realized due to increased productivity of laborers in the economy and therefore higher growth. Increased consumption: When minimum wage is increased consumers will experience a rise in their income, a rise in the income level also signifies a rise in the consumer disposable income, therefore as disposable income increases there will be a rise in the consumption levels in an economy. This will benefit the economy

Sunday, September 22, 2019

Consumer Behaviour Essay Example | Topics and Well Written Essays - 1750 words

Consumer Behaviour - Essay Example While the youth and children are the primary decision makers on certain categories of products, among the adults the decision rests with the one who contributes the maximum towards household expenses. Based on these factors Starbucks is advised to cater to the discerning consumers products and service that would make them feel distinguished. Table of Contents 1. Introduction 1 2. Motivation & Benefit 2.1 Theory of Planned Behavior 1 2.2 Self-identity 1 2.3 Uniqueness Theory 2 2.4 Scarcity and attractiveness 3 2.5 Organic coffee and its impact 3 2.5 Customer preferences 4 2.6 Physical environment 4 2.7 Recommendations for Starbucks 5 3. Family Life Cycle and Family Decision-Making 5 3.1 Family Life Cycle 5 3.2 Stages in FLC and choices 7 3.3 Family decision-making 8 References 10 1. Introduction Starbucks is an upscale, recognized coffee brand enjoying competitive advantage. They have 17,000 stores in 49 countries and their greatest strength is their strong brand image and a considera ble market share. The UK coffee market, according to a study by Mintel in 2010, is expected to grow and is forecast to be worth GBP976 Million by 2015 (PR Newswire, 2010). On an average adults consume about two cups of coffee per day and Starbucks has less than 1% of the global market share (Kotha & Glassman 2003). Competition being intense, Starbucks needs to understand the motivation and benefits that consumers seek. 2. Motivation & Benefit 2.1 Theory of Planned Behavior Consumer behavior is associated with idealized people and communicates information about consumers (Smith, Terry, Manstead, Louis, Kotterman & Wolfs, 2008). It communicates their personal values and their self-identity. The Theory of Planned Behavior (TPB) suggests that behavioral decisions are not spontaneous but the result of a reasoned process in which behavior is influenced, even if indirectly, by attitudes, norms and perceptions of control over the behavior (Smith et al. 2008). The attitudes, norms and the pe rception of control over behavior influence behavior through their impact on behavioral intention. Food choices including the intention of consuming environmentally friendly products are all influenced by the TPB. 2.2 Self-identity People buy a product for the value they can deliver. The purpose, the product and the person interact to shape consumer behavior and any changes on any of these could impact consumer behavior (Ratneshwar, Shocker, Cotte and Srivastava (1999). How the product or service contributes to their self-identity and well being influences consumer behavior. The teenagers, for instance, like to be seen at trendy places. To them the social experience and the perceived brand value hold importance (Lockyer 2009). Self-identity is the extent to which the individual sees him- or herself as a typical consumer of a product, and may play a role in the context of the consumer (Smith et al. 2008). Self-identity, an important determinant of behavior, reflects the label people use to describe themselves. To boost their self identity consumers can consume food and also consume food at places that would help distinguish them. Self-identity predicts intentions to consume fair trade products and unique products. 2.3 Uniqueness Theory Food can either be consumed publicly or privately. Consumers like to experience goods and services that will distinguish them from others. Hence advertising should be unique in its appeal to the coffee consumers.

Saturday, September 21, 2019

Melon Queen Essay Example for Free

Melon Queen Essay I mention this being out of character for her because, although she is a pretty girl, she has never been the pageant type. Going into her senior year of high school, she was the only girl in her class still participating in three sports: volleyball, track, and basketball. She has never been afraid of dirt or sweat, just not the pageant type. In the months leading up to the contest she and her fellow contestants attended weekly classes with the past years queen in order to learn the ways of royalty. This includes smiling, walking, waving, talking, and dressing. She would show her mother and I what she had learned almost daily and she was getting quite good. As I mentioned before she is not the pageant type and hoped that she would be heartbroken after the contest. The summer went quickly and the festival was upon us. The time had come to put on a suit and tie and escort my beautiful daughter to the stage, where in front of a thousand people she would walk the runway and answer a difficult question concerning what she would do with $100,000,000. The contestants would be judged by four representatives from different festivals across Ohio. Ten girls were involved in the competition. I thought again how I hoped my daughter would receive a place and avert a broken heart. My wife and I sat in the front row. We watched and waited while the judges deliberated somewhere out of sight. This process seemed to take forever. When actually, after fifteen minutes, the judges came back with their decision. We held our breath as the MC took the envelopes and all ten girls held hands. The first announcement was that of Miss Congeniality. Everyone got quiet and my daughters name was called. A feeling of relief and joy came over me. She would not go home empty handed, she had not just won an award, she won the award chosen by her peers. That was something to be proud of. The MC then announced the runners up. Fourth, third, second, first then the moment of truth, who would be queen? Then I heard one of the most memorable things of my life, â€Å"The 2007-2008 Milan Melon Festival Queen is Amanda Richards! † My daughter had won. I actually thought I was going to faint. Everyone was jumping, cheering, and yelling. The whole extended family surrounded us laughing, crying, and hugging. As I looked up at my daughter and she looked back at me holding her roses and her two trophies in her arms, the smile on her face will be locked in my memory forever. The next year was filled to the brim with our travels around the state of Ohio with a giant slice of melon in tow. Attending festivals from Circleville to Geneva on the lake, and 26 others in between. The whole experience took us to places in Ohio I’ve never heard of and probably would never had visited had it not been for my daughters â€Å"seemingly out of character† decision to run for Melon festival Queen.

Friday, September 20, 2019

Education teaching and learning process education essay

Education teaching and learning process education essay Different literatures were studied to define and to justify the importance of the different keywords as they relate to the study as well as to have a good background on the body of knowledge. This surely will be beneficial to the understanding of the essence of ICT tools in Education as they are simply referred as Educational Technology Tools. Technology is becoming an increasingly influential factor in education. The use of computers and mobile phones as complements to educational practices are very up-to-date development in the area as we are talking about online education. The explosion of computer use in different economic areas brought about the ICT dimension in almost everything we do these days. The demand of new skills and understanding of students and Educators are imposing itself as a reality, also the environment in which teaching and learning is taking place is under constant change as well as the instruction of the students. It is important to note that, in order to set the context, generally speaking, there is no one accepted definition of what constitutes technology. Technology is the word associated with anything that aims to facilitate the human life through change. Ursula Franklin, in her 1989 Real World of Technology lectures: defines technology as a practice, the way we do things around here. The Merriam-Webster dictionary offers a definition of the term as: the practical application of knowledge especially in a particular area and a capability given by the practical application of knowledge. 2.2 Education, Teaching and Learning Process Education from the Websters 1828 Dictionary read as follows: The bringing up, as of a child, instruction; formation of manners. Education comprehends all that series of instruction and discipline which is intended to enlighten the understanding, correct the temper, and form the manners and habits of youth, and fit them for usefulness in their future stations. To give children a good education in manners, arts and science, is important; to give them a religious education is indispensable; and an immense responsibility rests on parents and guardians who neglect these duties. Education is a concept in which Instruction, Teaching and Learning are major pillars: Instruction refers to the facilitating of learning toward identified objectives, delivered either by an instructor or other forms. Teaching refers to the actions of a real live instructor designed to impart learning to the student. Learning refers to learning with a view toward preparing learners with specific knowledge, skills, or abilities that can be applied immediately upon completion. For, education is any act or experience that has a formative effect on the mind, character or physical ability of an individual. In its technical sense education is the process by which society deliberately transmits its accumulated knowledge, skills and values from one generation to another. However there has always been a discussion on the matter of assuring continuity of passing on knowledge and a matter of fostering creativity, which propels the learners to the world of unknowns and forces the coming out of it with innovation and ingenuity. Both of these functions relate equally to knowledge and attitudes, to understanding and behaviour. They are the essence of the teaching/learning process. We want creativity, but we want it to emerge from what is known and understood. We want continuity and that too from what is known and understood. Learning environments in schools typically involve one or more adult teachers connected with a number of students, usually in well defined physical settings. Physically it may be in a room, full of particular furniture and equipment. The place of computers in learning for the majority of children is most likely to occur in the classroom and, for an increasing number, at home. However, most experts in the field of educational computing would characterise computers as interactive and thus admit them a place within the relationship structures of the classroom learning environment, not just the physical environment. The curriculum is concerned with What is learned and taught: includes objectives, content, and learning outcomes (the knowledge, skills and attitudes that students are intended to demonstrate). How this learning and teaching occurs: concerns teaching/learning methodology, teaching strategies and media resources. Most teaching/learning methods and strategies involve the use of some equipment. Some teaching methods may only include the use of a blackboard and chalk while others may make use of a television or overhead projector. This equipment and its use within the curriculum are often referred to as educational technology. 2.3 Educational Technology and ICT Educational technology concerns the technology that is used to facilitate the teaching/learning process. As such it is included in the how part of the curriculum. We could consider educational technology as the tools of the teaching trade, part of the medium used to convey the curriculum. Thus the technology used is determined by the intended curriculum. Also part of the context of the curriculum concerns the role of the teacher, the physical setting and the general pedagogical views of the teacher and education system. These are likely to affect the technology used and may involve the use of computers. Technology can be seen to be affecting the curriculum both in terms of content and methodology, there are a number of instances where the curriculum has been changed due to changes in technology, invention of new technology has added content to the curriculum (e.g. technology based on electricity) or new technology has made parts of the content obsolete (e.g. using calculators instead of logarithms for calculation). Information and communication technologies (ICTs) are a diverse set of tools and resources used to communicate, create, disseminate, store, and manage information. These technologies include computers, the Internet, broadcasting technologies (radio and television), and telephony. Nowadays there is an increasing interest in how computers and the Internet can improve education at all levels. Older ICT technologies, such as radio and television, have for over forty years been used for open and distance learning. There is a variety of terminology that describes the ways computers are integrated into the learning process and in the classroom: technology-mediated learning, computer-aided instruction, distance education, distance learning, educational technology, home learning technologies, computer-based education, instructional technology, multimedia, communications systems, Web-based learning, educational multimedia applications, and computer-mediated communication etc are just a sample of those. This variability in terminology is not a matter of disagreement among researchers, but simply implies that technology is a word that is used to describe different things to different people. Technology is a term that is used by many to describe, study, and evaluate the various ways computers are integrated into education, both inside and outside the classrooms. 2.4 Integrating Technology in Teaching Moreover, there is no consensus about what constitutes technology in learning or teaching. However, the common link tends to be some use of the personal computer to aid teaching or learning in some form or fashion. These technologies run the continuum of integration in education from entire courses put on the Web to technology integrated into a specific lesson. Though most research studies focus on computer-based technology, there are other teaching and learning technologies that are not computer-based. These can include overhead projectors, document cameras, laser pointers, robotics, television, VCR, DVD, demonstration equipment, sound systems, CDs, tape recordings, simulation machines, and models. Some researchers even consider the traditional piece of chalk and chalkboard a type of technology. Many educators have argued that the appropriate use of ICT by students can assist teachers in determining and catering for the prior knowledge of students. Further, it is usually also argued that ICT can assist students in engaging cognitively to a greater depth with knowledge domains. That is students are supported in employing the full range of thinking skills within authentic contexts. This is often discussed in terms of cognitive taxonomies such as that provided by Bloom (1964). Knowledge The learner must recall information (i.e. bring to mind the appropriate material). Comprehension The learner understands what is being communicated by making use of the communication. Application The learner uses abstractions (e.g. ideas) in particular and concrete situations. Analysis The learner can break down a communication into its constituent elements or parts. Synthesis The learner puts together elements or parts to form a whole. Evaluation The learner makes judgments about the value of material or methods for a given purpose. Generally speaking, there is an assumption that technology fosters learning merely by its use in the educational process. Ehrmann (1999) sums up this assumption very nicely: Technologies such as computers (or pencils) dont have predetermined impacts; its their uses that influence outcomes. This statement seems obvious, but many institutions act as though the mere presence of technology will improve learning. They use computers to teach the same things in the same ways as before, yet they expect learning outcomes to be better. (p. 32) In his essay, Clark (1983) said succinctly: à ¢Ã¢â€š ¬Ã‚ ¦media are mere vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes changes in our nutrition (p. 445). if learning occurs as a result of exposure to any media, the learning is caused by the instructional method embedded in the media presentation. (p. 26) Further, he posited that different types of media could be substituted for each other, because media are not responsible for any learning that might take place. Media are not the causal agents in the learning process; rather, instructional method is the active ingredient or catalyst that causes learning to take place. In contrast to Clarks argument, Kozma (1994) believed that the more appropriate question was not whether media do influence learning, but will they influence learning. He also contended that simply because we have not established a relationship between media and learning does not mean that one does not exist. He believed that, since we do not fully understand the relationship between media and learning, we have yet to measure it, and the failure to establish this relationship is caused in part by our theories of learning, or more specifically, behaviourism, with its basic assumption that a stimulus causes a response. Therefore, if the stimulus is not present, there is n o possibility for response. Kozma (1994) explained that in Clarks view media are simply mere vehicles or conduits for an instructional method (stimulus) that elicit a response (learning). Kozma argues that learning is a much more complex process than just a series of stimulus-response connections. Learning, in his view, is defined as an active, constructive, cognitive and social process by which the learner strategically manages available cognitive, physical and social resources to create new knowledge by interacting with information in the environment and integrating it with information already stored in memory (p.8). Thus, in Kozmas view, since the definition learning has evolved to embody more of a constructive process, our measurement of this process must evolve as well. Still others have argued for a complete reframing of the debate over technology and its effect on learning. Jonassen, Campbell, and Davidson (1994) believed that the Clark/Kozma debates focused too much on instruction and media and not enough on the attributes of the learner who ultimately constructs the knowledge. With all the various opinions on the relationship between technology and learning, it begs the question: who is right? It appears that each theorist brings an important perspective to the table. Clark is correct that technology has not necessarily revolutionized the process of learning. Technology has not helped humans develop a new way to learn. Learning is still something that is performed by the individual. However, in Clarks view, all an instructor would need to do is embed the appropriate instructional method into his/her lesson and learning should take place. We know, however, despite many instructors best efforts and superior teaching abilities, learning does not always take place. Kozma is also correct that we must examine technology and learning beyond a behaviourist context. Learning is an intentional act (Jonnasen, 1994) and the human being doing the learning should not be discounted. Researchers have established that there is no significant difference between learning with technology in distance education courses and learning in a traditional classroom, but they do not discuss how human motivation is influenced by technology. This could be a very important missing element in the debate. Which side you take in this debate depends largely upon how you define learning. If you subscribe to more behaviourist views of learning, Clark will make more sense to you. If you conceive of learning as a more cognitive or constructivist process, you would be more likely to agree with Kozma or Jonnasen. From a pedagogical approach, Information-processing theories emerged from a branch of cognitive psychology that focused on the memory and storage processes that enable learning. Theorist in this area explores how a person receives information and stores it in memory. The structure of memory that allows the learning of something new, relate to and is built on something learned previously and also how a learner retrieves information from short-term and long-term memory and applies it to new situations. The well-known information-processing theorist, David Ausubel, proposed that the way a learner receives and stores information affects the usefulness of the information, for example, by transferring current learning to learning other skills. On the other hand, the model of the behaviourist B.F. Skinner, infers that part of the Educators job is to modify the behaviour of students through positive reinforcement, thus under laying behaviour modification techniques in classroom management and programmed instruction. To this we may say that, the stimulus-response interaction between student and technology can be introduced through computers so as to aid instruction, by providing drills and practices on previously learned skills, from practice and tutorial software. The cognitive constructivist, Jean Piagets theory has two major parts: one component that predicts what children can and cannot understand at different ages, and a theory of development that describes how children develop cognitive abilities. The key implications to these are: First, learning is an active process where direct experience, making errors, and looking for solutions is vital for the assimilation and accommodation of information. The presentation of information is important, when it is introduced as an aid to problem solving. It functions as a tool rather than an isolated arbitrary fact. Second, learning should be whole, authentic, and real. Thus, in a Piagetian classroom there is less emphasis on directly teaching specific skills and more emphasis is laid on learning in a meaningful context. Technology, particularly multimedia, offers a vast array of such opportunities, with the support of educational software on videodisks and CD-ROMs, Educators can provide a learning en vironment that helps to expand the conceptual and experiential background of the audience. The social constructivist, L. S. Vygotskys theory has much more room for an active and involved Educator. He claimed that the central point of his psychological approach is mediation. Through mediation human cognitive growth and learning as peers and other members of his community engages in relationships with the material and social environment. Thus the use of technology can be used to connect students to each other via email, forum, newsgroups etc. Now, from here, which approach to choose? Which is best suited to enhance learning? What hardware or software to use? There is no right or wrong answers to these questions, acquiring hardware and software packages will partly resolve the problem. It is up to the Educator, who knows the lesson objectives, the expected results and the students, to choose which approach to use and what technology should accompany the approach. However the determination of the technologys worthiness for a given lesson could be answered by the following questions: Is the lesson content worthwhile? (Are there clear objectives, connected to standards or significant questions, etc?) Do the lesson activities engage students? How does technology enhance the lesson in ways that would not be possible without it? Educators should then look for the best means to facilitate a diversity of learning styles, and need to be competent observers of the social milieu in which learners interact as well as knowledgeable about the content to which they wish to expose learners. Hence, educators development is absolutely essential if technology provided to schools is to be used effectively. Simply by placing computers in schools, providing internet facilities, spending on IT hardware and software, without financing the educator professional development as well, is wasteful. Educators training of the use and application of technology is the key determining factor to improve student performance for both knowledge acquisition and skills development enabled by technology. Information technology professionals have an axiom that an unsupported technology is an unused technology. In an article for The Chronicle of Higher Education titled When Good Technology Means Bad Teaching, Jeffrey Young made the case that a poorly supported technology is actually worse than no technology at all. He argued that giving teachers technology without training has often done more harm than good to teaching and learning. This is undoubtedly true. At the teacher level without proper training and support the educators are faced with: the fear of embarrassment in front of pupils and colleagues, loss of status and an effective degrading of professional skills (Russell Bradley 1997) classroom management difficulties when using ICT, especially where pupil-to-computer ratios are poor (Drenoyianni Selwood 1998; Cox et al. 1999) lack of the knowledge necessary to enable teachers to resolve technical problems when they occur (VanFossen 1999) Educational technology is not, and never will be, transformative on its own; it requires educators who can integrate technology into the curriculum and use it to improve student learning. In other words, computers can not replace educators, as they are the key to whether technology is being used appropriately and effectively. They need to understand a subject enough to convey its essence to students. While traditionally this has involved lecturing on the part, new instructional strategies put the educator more into the role of course designer, discussion facilitator, and coach and the student more into the role of active learner, discovering the subject of the course. Even if students could learn independently with little or no involvement from their teachers on how to use technology to enhance their learning and skills development, they are highly unlikely to have those opportunities if educators do not let them have access to the technology. The term computer-assisted learning (CAL) has been increasingly used to describe the use of technology in teaching. Educators also need professional development in the pedagogical application of those skills to improve teaching and learning. They should be empowered to develop their knowledge and skills actively and experientially, in a variety of learning environments, both individual and collaborative. This, include a variety of learning strategies, encompassing direct instruction, deduction, discussion, drill and practice, deduction, induction, and sharing. Thus emphasis in the courses should be on the ways technology can facilitate and enhance his profession lives. Educators preparation programs are essential and as described by Kook (1997) it is the crucial issue to be addressed (p.58). The teacher of the future will depend on the computer for both personal productivity and for instructional activities. Kook lists thirty-three primary computer skills for teachers, ranging from navigating the Windows desktop environment, to using IRC chat, to installing software. Kook suggests that these skills should be part of the required courses for prospective teachers and insists that in the next century teacher education will be forced to accommodate a considerable amount of transformation to allow teachers to function effectively in the Information Age (p.59). Computer technology cannot be effective in the classroom without teachers who are knowledgeable about both the technology itself and about how to use it to meet educational goals. The most common barrier to adequate training is the expense involved. Without training, however, other technology spending has a marginal effect (Boyd, 1997). Learning to operate computer hardware, growing comfortable with many different software applications, developing management systems for student computer use, and redesigning lesson plans to make use of technology, takes a great deal of time. When combined with frustrating hardware glitches and software bugs, the task can become daunting for even the most determined. Often, what stops people is one little thing that they didnt know how to do. If you have a room full of kids when something goes wrong, it discourages you from trying it again (Zehr, 1997, p.3). Leading to the question why school teachers dont use, and sometimes resist, the use of computers? Hannafin and Savenye (1993) list some research-based possible explanations for teacher resistance to using computers. These reasons include: poorly designed software, doubt that computers improve learning outcomes, resentment of the computer as a competitor for students attention, unsupportive administrators, increased time and effort required of the teacher, fear of losing control of center stage, and fear of looking stupid. in front of the class. Viewing the teachers role as a continuum, Hannafin and Savenye (1993) also put the role of traditional lecturer and imparter of knowledge at one end and the role of coach, observer, and facilitator at the other end. They then generalize that the traditional end of the continuum embraces an objectivist learning theory while the other end is likely to embrace constructivism. The teachers view of learning, then, could be another source of resistance to classroom technology. A teacher may be open to technology but resist the accompanying change in learning theory. This would suggest that in addition to providing training in technology, schools and districts need to provide information, training, encouragement, and support to teachers in moving toward a more constructivist view of education. The management should champion the change, policies has to be adopted as from the management level down to the students, everybody contributing and accompanying the reform for it to be successful and to be able to take out the maximum benefit. This issue is addressed with difficulty, because Principals, on average, are 50 years old. Weve got a generation of people who are actually barriers to the infusion of technology in school systems and are afraid of it themselves (Quoted in Trotter, 1997, p.1). It has become clear over the past decade that simple motivational and short-workshop schemes are vastly insufficient to enable veteran (and even new, computer-generation) teachers to teach differently, and to teach well with technologies (Hawkins and Honey, 1993). The evidence suggested that teachers who use technology in their classrooms are more effective if they have received training, if they have district-level support and if they have a network of other computer-using teachers to share experiences with. Swan and Mitrani state that computers can change the nature of teaching and learning at its most basic level (1993). We need to ensure that we are using our current knowledge about the application of technology in education as a basis for proceeding in the future. The management has also its part in the integration of the the educational technology in the school. Policies and support programs must be initiated from the top management and they must be part of and accompany the change. The most important barrier to this integration is the financial barriers. They include the cost of hardware, software, maintenance (particular of the most advanced equipment), and extend to some staff development. Froke (1994b) said, concerning the money, the challenge was unique because of the nature of the technology. The initial investment in hardware is high but the costs of technology have to part of the cost of instruction. The integration reveals the institutional support through leadership, planning and the involvement of teachers as well as managers in implementing change.