Learning Plan Essay

The learning plan described in this paper is to have students debate a topic related to the Civil War. The debate topic is â€Å"Was the Emancipation Proclamation enacted for moral reasons or political reasons? † The main concept of this learning plan is to have students work collaboratively to research facts, and recall and use facts from the Civil War unit to incorporate into their arguments. (It should be noted that the learning plan described in this paper will take several classes to complete, however the learning plan procedures will only address the class where the debate will occur. ) It is  assumed that debate skills were taught in a previous class. The learning theory certainly incorporates constructivist aspects. They are constructing knowledge rather than absorbing it. This is constructivist approach is illustrated through the collaborative nature of the assignment, as well as through the research that students’ must produce. In terms of the use of technology and media; the students will be instructed to research one source of information, from the internet, related to their argument. They must submit a one-page analysis of the information in which they found along with a references page. This must be submitted to the teacher a week before the scheduled debate. The teacher will assess the content of the paper, but the references page will also be important. Teacher must evaluate the kinds of internet sources that the students have used. The credibility of the internet source, and the strength of student’s research will be analyzed by the teacher. The purpose is to assess student’s traditional literacy and critical analytical skills (assessed when evaluating the content), and information 1 2 LEARNING PLAN: HISTORY DEBATE CLASS literacy/interpretation skills of online material (assessed by reviewing the  reference page). Finally, the teacher will hand back papers to the students, and he/she will instruct each group to use at least two of their group members’ papers into their group’s arguments. Media and technology will also be incorporated with the use of social media. The teacher will tell students that their debates will be recorded and submitted to youtube or a private school website (if issues of privacy are raised). Others will be allowed to view the video to evaluate the strength of each team’s arguments. Based on the comments of public viewers, a winner will be chosen (by popular vote). This popular vote will be incorporated as a small percentage into the assessment. This is being done as to allow students to participate in new media opportunities within an educational context. Learning Plan Context Setting †¢The high needs school will be a High School in the Bay Area, either in San Francisco or Oakland. †¢There will be 25-30 students in an individual classroom. †¢The lesson will take place the week after the Civil War unit is finished. †¢It is anticipated that the unit will last about two weeks, therefore the debate class will occur during the third week. The actual debate class will take up one class period. †¢The content area is US History/Politics. The grade level is Juniors (11th grade). †¢In sum, the curriculum unit is 11th grade, US History/Politics, Civil War unit. 2 3 LEARNING PLAN: HISTORY DEBATE CLASS Standards †¢According to California standards for literacy in History/Social Studies in 6-12th grades. A student must be able to demonstrate analysis of primary and secondary sources, and connect these insights to the understanding of the whole text. This ability will be addressed and assessed when students must incorporate information learned from the textbook with information gained from the internet, and use both  sources of information, into their debate. The student’s ability to undertake this task will be evaluated by the teacher with the submission of student’s sources, and also during the debate. (http://www. cde. ca. gov/be/st/ss/documents/finalelaccssstandards. pdf. ) †¢ Also according to California standards, students must be able to evaluate various explanations for events and actions. This standard is illustrated in the nature of the activity. A debate, in itself, evaluates different explanations for one event, which makes it an ideal means of addressing this standard. (http://www. cde. ca.gov/be/st/ss/documents/finalelaccssstandards. pdf. ) †¢Finally, according to California standards, students must be able to evaluate differing points of view on the same historical issue. Once again, this standard is illustrated within the nature of a debate. It is also illustrated when students submit their own analysis of internet research (http://www. cde. ca. gov/be/st/ss/documents/finalelaccssstandards. pdf. ) Learning Objective 3 4 LEARNING PLAN: HISTORY DEBATE CLASS †¢Students will be able to collaboratively demonstrate their knowledge of Civil War policy, events and information, from the textbook and from  online sources, by formulating arguments to be presented within a debate. Learning Theory Applications †¢Constructivism is certainly at play in this lesson plan: †¢The activity allows knowledge to be organized into schemas, concepts, and worldviews. †¢This activity is emphasizing the use of authentic activities by constructing knowledge through interaction with the environments (internet and peers), and applying it to real-life situations (debate). †¢The collaborative component certainly illustrates constuctivism; learners will help each other create conceptual connections. †¢Finally, students are working autonomously with the help of the  teacher as facilitator, supporter, and model (Ormrod, 2006). Learning Accommodations: †¢Individualized Education Plan for Special Accomodations: In each team, all students will be assigned a role. For example, â€Å"speaker†, â€Å"writer†, â€Å"time-keeper†. A student’s IEP will be taken into consideration when assigning roles. A student with an IEP, will be assigned a role that best fits their IEP. For example, a student with ADD, may be best suited to be a time-keeper since their attention span is not as focused. They may be anxious to change the pace of the group’s discussions, and therefore they may be eager to keep track of the time. 4 5 LEARNING PLAN: HISTORY DEBATE CLASS †¢Language Development needs: When assigning the internet-based research; the teacher will give ELL students a website to navigate to, instead of having the students navigate the internet themselves. Teacher will give explicit instructions as to where to look on the website so students do not feel too overwhelmed with the English language. Teacher will ask the students to try to comprehend some of the information, however if this proves too difficult, then the teacher will ask the students to find 15-20 words from the website that the student did not understand. The student will then find the meanings of these words in their own language. They must write at least a paragraph about the Civil War unit incorporating five of the words that they found on the internet. Also, at least two of these words must be incorporated into the arguments of their team. †¢Gifted and Talented needs: This is a challenging component to consider because a gifted/talented student does not necessarily mean an academic-rigorous student. To really tailor the lesson to address the interests of a gifted/talented student, then the teacher will have to be familiar with the personality of that particular student. However, some situations will be addressed here. First of all, from the research, the lesson itself befits that of a gifted/talented student. Competition, which characterizes a debate, usually suits the nature of gifted/talented students. (http://www. teachersfirst. com/gifted_strategies. cfm) The first situation to consider is a student who is gifted/talented, but not academically 5 6 LEARNING PLAN: HISTORY DEBATE CLASS rigorous. This student will be given a leadership role within his/her team. He/she may be assigned to organize/manage all the ideas of the students. He/she is the one who will be given the rubric for what the  teacher is assessing when observing the team’s discussions and arguments. He/she is the manager, and he/she will be assessed on their ability to keep his/her team on task. In this way, this student isn’t necessarily doing more â€Å"academic† work, but he/she is being challenged in a rather difficult manner. A second situation to consider is to have a gifted/talented student who is academically rigorous. The teacher will give this student a second component to add to his/her research paper. The student must connect textbook material and internet material to the US politics of today. This is increasing the  cognitive process from analyze (which all students must do with their research papers) to evaluate (Anderson and Krathwol, 2001). The student can choose to incorporate this extra component into their team’s arguments. Resource Accommodations: †¢Low tech: There are no computers, projector, or internet access in the classroom. If this is the case, teacher may have to allocate time in different lessons to use school facilities where computers are available. Computers must be used so that the teacher can show students the kinds of websites that are credible, as well as to use sites, like youtube, to show students examples of debates. Computer use is necessary so 6 7 LEARNING PLAN: HISTORY DEBATE CLASS teacher may have to take time before or after school to meet with students (who are willing) to show them the above-mentioned websites. †¢Mid tech: One computer connected to a projector is available in the classroom. The teacher can use this computer to show examples of credible websites, as well as to show examples of debates online. †¢High tech: Class is equipped with several computers. Teams can go online themselves to view videos of debates and start research for their paper. In this way, the collaborative nature of the lesson will  start even earlier (in the pre-planning stage). Content-Based Literacy Skills †¢In terms of text-based literacy; students must incorporate information from their textbook into their arguments †¢Critical thinking, reflective thought, and text-supported thinking will be illustrated when students must draw connections between internet-based information and textbook information while doing their analysis/research paper. This connection will be evaluated when student’s cute their sources within their paper. (This explanation will also illustrate students’ information literacy. ) New Media Literacy Skills  Ã¢â‚¬ ¢Performance: This skill is illustrated when students view sample debates on the internet and use this as models of performance in their own debates. 7 8 LEARNING PLAN: HISTORY DEBATE CLASS †¢Collective Intelligence: This skill is done when students are within their respective teams and they must draw upon their own and others ideas, research, and knowledge to formulate strong arguments. †¢Judgement: This skill is illustrated when students must judge which websites and information are to be included in their research/analysis paper. †¢Networking: Once again, this skill is illustrated when students must  search, connect, and analyze information on the internet for the purpose of their research/analysis paper (Jenkins, 2001). Learning Material: †¢Textbook: Learners will need textbook so that they can recall information. †¢Paper, pen: Leaners will need so that they can write down information. †¢Rubric: Both the learner and teacher needs. Learners need it so that they are aware of what’s expected of them while working in teams and formulating their arguments. Teacher needs it so that he/she can refer to it when assessing the team’s progress. †¢Notes: Learners will need them as a reference when formulating arguments. †¢Stopwatch/watch: This will be given to the student whose job is timekeeper. †¢Video Camera: Used to record the debate Learning Plan Procedures Phase I: Motivation Activity †¢Teacher will show a short clip of a very powerful, interesting debate. Possibly a presidential debate. The clip will only show the most 8 9 LEARNING PLAN: HISTORY DEBATE CLASS poignant part (according to the teacher) of the debate. Hopefully the clip will be no longer than 5 minutes long. (if there’s no computer available, then teacher must bring in her/his own computer. ) †¢In a class of 30 chair/table. There will be 15 chairs/ tables on each side  of the room. They will be facing eachother. †¢Learners will enter the classroom and sit down immediately with their team. †¢The teacher will then show the video as soon as the class is seated and quiet. †¢This activity is being done to motivate, encourage, and remind students of what a good debate looks like so that the output of the students’ debates can match skills such as speaking (clear and concise) and eye-contact of the debaters within the video. Phase II: Input (Teacher Driven) Activity: †¢During this class, the teacher will, serve only as facilitator, therefore not much activity will be driven by the teacher. However, after the video, the teacher will remind students of the rubric that was given to them, and tell students that she/he is only their to assist in the logistics of the debate (time, flow, managing emotions if this becomes a problem). The teacher will also instruct students to take notes on each other’s arguments because this assignment will be important for their homework assignment. She/he will also remind student that they will be recorded. †¢Teacher will tell all students to take out their rubrics. †¢She/He will go over some key point from the rubric as it relates to the debate. 9 10 LEARNING PLAN: HISTORY DEBATE CLASS. †¢The teacher will tell students to make sure that they keep these key points in mind because these points will be assessed during the debate. †¢The teacher will instruct students to have their rubrics out for the entire class so they can monitor their team’s progress by themselves. †¢Teacher will formally go over key questions from the rubric that he/she hopes the teams have incorporated into the nature of the debate (clear speech, eye contact, concise points, respectful behavior) as well as into the content of the debate. In term of the nature of the debate, questions might look like â€Å"Is my team being quiet/respectful as the  other team presents their arguments? †, â€Å"Are my responses to the other’s teams arguments not insulting? † etc. In terms of the content of the debate, questions may look like, â€Å"Did my team incorporate facts from the textbook? †, â€Å"Did my team use at least two credible internet sources within the argument? †, â€Å"Did my team follow special instructions assigned by the teacher (e. g. incorporating ideas from IEP students, ELL student, gifted students)?. † †¢This activity and these questions serve to remind students of the importance of the collaborative nature of the learning objective. They  also serve to remind students that they must be able to demonstrate their understanding of the Civil War unit, as well as their understanding of outside sources within the context of an argument. Phase III: Output (Learner Driven) Activity 10 11 LEARNING PLAN: HISTORY DEBATE CLASS †¢Students will take part in a debate. The topic is â€Å"Was the Emancipation Proclamation enacted for moral reasons or political reasons? † This activity will illustrate the learning objective in several ways. First, the collaborative nature of the previous classes will finally be demonstrated. Second, the students must illustrate their knowledge of  Civil War policies within their arguments. Third, both sides’ arguments must include information from outside sources. †¢The teacher will select one team to present their arguments first. †¢Recording will begin †¢The speaker of that team will stand up and come to the front of the class. They will present their team’s argument. In the argument they must mention the sources in which they got their information. For example, if they got a particular piece of data from the textbook, then they must state â€Å"As is presented in the textbook†¦Ã¢â‚¬ . If they got a particular piece of data from the internet then they must state, â€Å"As is  presented on so-called website, or by so-called author†¦Ã¢â‚¬  They must also explicitly state how they used the â€Å"special instructions† from the teacher. For example, â€Å"(ELL’s student’s name) found that ‘compromise’ was not a possible solution of the Civil War. † In this example, it is assumed that compromise was on a list of words that an ELL student did not understand. He/she presented these list of words to his/her team. The team reviewed the list, and chose to use the word compromise as part of their argument. †¢The student will finish the presentation of his/her argument. 11 12 LEARNING PLAN: HISTORY DEBATE CLASS. †¢The teacher will tell the next team to present its argument. The team will follow the same procedure as above. †¢The teacher will then stop recording of the debate. †¢This debate will naturally lead to questions, comments from both the teacher and the students. Phase IV: Culmination †¢The teacher will ask the groups to clear up any misunderstandings or misinformation the teams may have had within their argument. This is to give other team members a chance to speak about the argument, which reinforces the collaborative effort of the lesson. †¢The teacher will also ask students how their team’s or the other team’s  information and debate skills differed and how these things were similar to the debate presented in the beginning of the class. †¢As a smaller activity, the teacher will instruct all the students to come up with one question, comment, critique of the other team’s argument. This assignment will illustrate each student’s understanding of the Civil War Unit because it challenges students to relate, connect, or counter-argue their own knowledge of the unit. This question will be submitted to the teacher. Phase V: Extension †¢For homework, students will write a one-page analysis of the opposing teams arguments. The student will address the opposing side’s arguments. He/she will evaluate the argument’s weaknesses, strengths; and why he/she disagreed or agreed with the points that were made. 12 13 LEARNING PLAN: HISTORY DEBATE CLASS Learning Plan Analysis Formative assessments will include analyzing the collaborative efforts of the team, the behavior of each team during the presentation of the opposing team’s arguments, how well each team member took on their role within their team, and how well the team incorporated textbook information, outside information, and ‘†special instructions† from the teacher into their  argument. A summative assessment will include the teacher’s evaluation of the internet analysis/research paper, the one-page analysis of opposing team’s argument, teacher’s evaluations of the strength of the arguments, and finally the â€Å"popular vote† (the results of youtube or school-based website). Weaknesses of this lesson plan include time constraints, and the many assessments involved. It may be difficult to accurately assess how well each team members took on their roles. Some students may still be taking on more work than others. Also, incorporating ELL/IEP students proved to be a difficult task.. Strength of the lesson is it fosters team work, analytical skills, and gives students more power in the direction and implementation of a lesson. The teacher will implement these varied assessments in its first year, and then will evaluate the effectiveness of these assessments for future classes. The learning theories applied in the first phase was Vygotzky’s Cognitive Process. Students are witnessing two adults debating and they are expected to try to learn/imitate the behaviors of those adults. In the second 13 14 LEARNING PLAN: HISTORY DEBATE CLASS phase, social cognitive theory is at play. The teacher both models desired behaviors/outcomes, as well as emphasizes self-efficacy and self-regulation. In the third phase, constructivism is illustrated. The debate is student-driven because the students are demonstrating their constructed knowledge within the debate. The assessments have a behaviorist component. Negative reinforcement (decrease a behavior) is illustrated when the teacher warns students that if they are not respectful or a team member does not contribute meaningfully, then they may be marked down (Ormrod, 2008). References Anderson, L. W. , & Krathwol, D. R. (2001) . A Taxonomy for Learning, Teaching, and Assessing, 28-31. California Department of Education. (2013) California Common Core State Standards. http://www. cde. ca. gov/be/st/ss/documents/finalelaccssstandards. pdf Jenkins, H. , Clinton, K. , Purushotma, R. , Robison, A. J. , and Weigel, M. (2006). â€Å"Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. † Chicago, IL: MacArthur Foundation. Ormrod, J. E. (2008). Educational Psychology Developing Learners, 8. 25-36. Teachers First. (2014) http://www. teachersfirst. com/gifted_strategies. cfm 14 15 LEARNING PLAN: HISTORY DEBATE CLASS.

Nature in Frankenstein Essay

Within Frankenstein, Shelley uses nature as a corrective agent for Victor Frankenstein, one of the main characters. While he is in bereavement by the murders of his friends and family members, he frequently seeks nature for relaxation and help to guide him to victory. To start with Shelley uses natural metaphors to describe Victor’s childhood. â€Å"I find it arise, like a mountain river, from ignoble and almost forgotten sources†. The use of Mountain River to describe feelings that victor holds is the beginning of a theme that is continued throughout the book. This introduction to nature and human feeling’s, shows how Shelley would rather use metaphors of a natural setting rather than other descriptions. Instead of relating Victor’s feelings to other characters, Shelley chooses the more ‘romantic’ image of a ‘Mountain River’. As the book progresses, nature become Victors personal therapy when he undergoes torment or stress and Sh elley creates a connection between Victor and nature. Shelley describes Victor’s recovery from his grave illness through his connection with nature. Although he is nursed by his closest friend, it is the breathing of the air that finally gives him strength. â€Å"†¦My health and spirits had long been restores, and they gained additional strength from the salubrious air I breathed†¦Ã¢â‚¬  Here Victor is so taken in with this he actually gains strength from the air that he didn’t have before. The use of the word ‘salubrious’ which means to bring health reinforces the idea that the air has saved him, and that nature is restorative. Throughout Frankenstein it is nature that keeps Victor healthy enough to continue on his journey. â€Å"I remained two days at Lausanne, in this painful state of mind. I contemplated the lake: the waters were placid; all around was calm, and the snowy mountains, the places of nature, were not changed. By degrees the calm and heavenly scene restored me, and I continued my j ourney towards Geneva† â€Å"†¦bright summit of Mont Blanc. I wept like a child: â€Å"Dear Mountains! My own beautiful lake! How do you welcome your wanderer? Your summits are clear; the sky and lake are blue and placid. Is this to prognosticate peace or to mock at my unhappiness?† Victor’s reaction to nature and Mont Blanc provides evidence that only nature can restore Victor to health. As he gets closer to being with his family, Victor’s mood doesn’t change. His enthusiasms to the mountains are more passionate than his attitude to his family. It shows that his relationship with nature goes beyond any relationship he could have with his family or any human being. Victor is embracing nature for comfort rather than his family. He is â€Å"particularly agreeable† in moving as he cannot escape his family in Geneva who are â€Å"irksome†. He makes it clear that he would rather row a boat on a lake than be with people. His use of the word â€Å"free† implies that he is only free when he is with one with nature. Rather than being forced to be with his family, he sees this as imprisonment more than anything. This provides evidence that he can only find peace by taking a boat onto the water so he can be alone with nature. Another character that results to nature is Elizabeth. She is a close family friend and she and Victor get married as Victor’s father thinks this would be the best thing to do in these circumstances. On their wedding night Victor is in such a foul mood that, Elizabeth resorts to nature in an attempt to cheer him. â€Å"Observe how fast we move along, and how the clouds which sometimes obscure, and sometimes rise above the dome of Mont Blanc, render this scene of beauty still more interesting†. Her use of nature demonstrates her understanding that Victor has rejected humanity and adopted nature. However her attempt is too late as Victor has sunk too deep in despair to be cheered up even by nature Nature is far more important to Victor’s health than any other agent in the story, and the image of natural settings become excessive as Frankenstein unfolds. While Victor claims to be destroyed by the monster’s murdering of his friends and family, he seems to be drawn to nature for support, and not his friends or family. His obsession with nature seems more and more constant as he hides from humanity. Shelley makes extensive use of nature as the source of stability for Victor in a world that he has himself undone.

Mktg 205 Unit 4 Ip Principles of Marketing

Carrie Cunnien American Intercontinental University Unit 4 Individual Project MKTG 205 – Principles of Marketing Abstract This is a single paragraph, no indentation is required. The next page will be an abstract; â€Å"a brief, comprehensive summary of the contents of the article; it allows the readers to survey the contents of an article quickly† (Publication Manual, 2010). The length of this abstract should be 35-50 words (2-3 sentences). NOTE: the abstract must be on page 2 and the body of the paper will begin on page 3. Introduction Remember to always indent the first line of a paragraph (use the tab key).The introduction should be short (2-3 sentences). The margins, font size, spacing, and font type (italics or plain) are set in APA format. While you may change the names of the headings and subheadings, do not change the font or style of font. Definition of Marketing This content comes from the Unit 1 Discussion Board. Be sure to include the required citations and add the sources to the reference list. If your instructor suggested updates in the week 1 grading, those should be made with this submission. What is the definition of marketing?My definition is basically, what customers want, when they want it, where they want it, and at a price they are can afford to pay. Well I soon found out that everyone has their own take on the definition of marketing. These three I felt were the best because they made the definitions easy enough for me to grasp what exactly marketing means. The first source I used was from our text book Marketing tenth edition by Kerin, Hartley & Rudelius, (2011), their definition of marketing is it focuses on assessing and satisfying the needs of consumers. The second source was from Marketing. 2005), In International Encyclopedia of Hospitality Management, they claim marketing is the distribution of ideas, goods, and services. The last source I used was marketing. (2003), In The Macmillan Encyclopedia, their definition is a market of goods and services which is part of the marketing mix. This consists of four parameters packaging, product, pricing and place. They also feel that a company needs to keep up on the times and change their products to the consumer’s needs. This is the ultimate goal of all marketers and their companies. Introduction of Product/ServiceThis content comes from the Unit 1 Discussion Board. Be sure to include the required citations and add the sources to the reference list. If your instructor suggested updates in the week 1 grading, those should be made with this submission. The company that I chose to do my research on is Chocolate Bar: Food and Agriculture: Candy Manufacturing: Hersey’s Candy Company. I chose this company for many reasons because they are able to promote a product that can satisfy just about every person out there in the world. They have candy for every type of person imaginable.They have a variety of products for the chocoholics, health fanatics , and baking fanatics. These are all people that they promote their products to. Based on your definition, analyze whether the company should be considered good marketers or not. I would say that this company is definitely earned its reputation as a good marketer. They always find new ways to keep their loyal customers to keep coming back for more and more. Also the company has been around since 1894 and has been growing steady ever since. I think this speaks volumes of how well they promote their products.They listen to customer needs and wants and develop new ideas constantly. Which I believe are all elements of a great marketer. They also have their products world-wide which consists of 90 different countries. With Milton Hersey the founder of the Hersey Company is known for his humanitarian services like the school for orphans, creating a community and housing for all its 12,000 plus employees and executives according to, Milton S. Hershey: The Man and His Legacy/ The Hershey Co mpany. Situation Analysis — Marketing Environment Forces Impacting Product/Service This content comes from the Unit 1 Individual Project.Be sure to include the required citations and add the sources to the reference list. If your instructor suggested updates in the week 1 grading, those should be made with this submission. Market Force 1: Description and Analysis of impact on product/service The technological environment changes rapidly, and provides a strong tool for, marketers, consumers, and manufacturers. This age of information makes it possible for almost anyone to receive, or send information quickly according to Kerin, Hartley & Rudelius, (2011).This information is not limited to text, and it may include pictures, graphics, purchase options, and the ability to provide custom selections for a host of products. For the savvy marketers at the Hershey Company this opens the door to a wide variety of consumers. Market Force 2: Description and Analysis of impact on product/ service The economic environment plays a large role in marketing according to Kerin, Hartley & Rudelius, (2011). The economic environment force is the income, expenditures and resources that affect the cost of running a business and household, according to Kerin, Hartley & Rudelius, (2011).The impact this has on the Hersey Company is keeping prices affordable and production costs down. Market Force 3: Description and Analysis of impact on product/service In addition the social environment is the demographic characteristics of the population and its values, according to Kerin, Hartley & Rudelius. (2011). Also changes in this force can have a dramatic impact on marketing strategies, for example: the obesity epidemic in America has caused consumers to convert to healthy eating habits. This conversion has resulted in a reduction of confections consumed by some families.With the consumers eye on how corporations operate Hershey’s marketers must be ever vigilant to ensure the compa ny’s reputation remains positive. If a corporation is seen as having less than acceptable business practices consumers may decide to spend their money elsewhere Kerin, Hartley & Rudelius. (2011). Strategies to Overcome the Threats Some of the technologies strategies that the Hershey’s Company needs to overcome are a rapid exchange of information which allows consumers the opportunity to quickly spread news of any unsatisfactory experience or transaction they may have endured with the Hershey Company.Further once a negative incident is noted it has the ability to snowball as it is passed forward from one consumer to another. The economic strategies The Hershey’s Company needs to overcome are given the state of the current economy; consumers are less likely to purchase luxury goods. While chocolate bars are an inexpensive item consumers give consideration to their choices. With the wide variety of chocolate bars available commercial exposure to consumers must be c onsistent and of high quality (Mitchell, 2008).The social strategies that the Hershey’s Company needs to overcome is; having a responsibility to educate consumers on how confectionery can be a part of a balanced diet and a healthy lifestyle. Strategies to Capitalize on the Opportunities The technology strategy that Hershey’s Company capitalized on was commercials and television ads that are high in quality and that have catchy tunes and providing technical support and expertise to organizations such as the World Cocoa Foundation and the United States Food and Drug Administration, according to the Hershey’s Company website, (2009).On the social side the Hershey Companies strategies to capitalize on certain opportunities where, given the concerns of families of the health aspect of the Hershey’s candy they capitalized on this by responding to these concerns with sugar-free versions of some of our most popular products as well as snack-size and individually wrapped miniature items (most under 100 calories per piece) to enable portion control that meets the dietary needs of consumers, according to the Hershey’s Company website, (2009). In addition, we are involved in several efforts to promote healthy eating habits, weight control and exercise.They not only see to it that the community gets educated but also gives back to the community where they live and work by doing this they gain their support which enables them to succeed. On the social force, Hershey has responded to these concerns with sugar-free versions of some of our most popular products as well as snack-size and individually wrapped miniature items (most under 100 calories per piece) to enable portion control that meets the dietary needs of consumers according to the Hershey’s Company website, (2009).In addition, we are involved in several efforts to promote healthy eating habits, weight control and exercise. Marketing Strategy: Target Market(s) & Positioning T his content comes from the Unit 2 Discussion Board and Individual Project. Be sure to include the required citations and add the sources to the reference list. If your instructor suggested updates in the week 2 grading, those should be made with this submission. There are five stages a buyer passes through when they make choices about which products and services to buy. They are the first stage which is problem recognition, which means perceiving a need.The second stage called the information search is when you seek out the value of a purchase. The third stage is called the alternative evaluation and this is when a consumer assesses the value of a product. The fourth stage is when a consumer decides to make the final purchase decision and what the buying value would be. The last stage called the postpurchase behavior is when a consumer decides what the value in the consumption or use of a product would be if they indulged in the product and made the purchase, according to Kerin, Har tley & Rudelius. 2011). These are all stage in which a consumer finds themselves in when they decide to make that purchase. It is these actions that they will take in purchasing and using products and services. Out of the four factors influencing buyer behavior cultural, social, personal and psychological I decided that for the Hershey’s candy it would be personal and social. The reason I say this is because chocolate is a personal preference. It is what a person sees in the product that gets their attention and makes them want to buy that item.The social aspect of the Hershey’s candy bar is also this behavior because income level and consumption habits are major parts to the social class. Not to mention the price is cheap enough for them to indulge in a chocolate candy bar. In today’s market there is a need for healthier products in which Hershey’s has come through on. They have quit a few healthy products that better their chances of the consumer buying not only for themselves but also the family as well. For Hershey’s they use all different ads to appeal to all types of generations. For instance at Christmas they will run ads that target parents and children.The parents because they are the ones that will purchase the items and the children are the ones that will say what they like the best and that will be based on what ad they feel caught their mind and make them want to have that instead of a different item. Also Halloween, Easter, Valentines and the summer time, (such as parades) are all hot times for marketers to really step up to the plate and out beat the competitors for the consumers to want to buy their products because the volume in candy sales at this time are extremely high. According to Almond, S. (2009) he eels that with the economy in a slump this is when consumers will buy more chocolate than any other time because apparently there is nothing more soothing to a financially insecure than a candy bar because it is cheap and a quick fix when a person is hungry. Statics have found that in recent eras of depression the economic turmoil the consumers crave is the luxury of cheap sweets. Marketers and company officials understand that it is not always possible to charm everyone all the time in the same way. Further different groups or market segments require different relationships.This is to say that while some shoppers will be delighted with coupons or contest type promotions others would prefer free shipping or discounts for bulk purchases. In an effort to please both groups different approaches are used to present products, in ways and places that appeal to each group. With this in mind marketers zero in on customers in particular groups with the intention of presenting products and service in a way that best suits the particular group. This practice is known as market segmentation according to Kerin, Hartley & Rudelius, (2011).Additionally few companies have the capacity or desire to pr ovide truly exceptional products and service to everyone on every occasion. The process of segmentation enables marketers and companies to pinpoint consumer’s needs or desires. Segmentation does not necessarily eliminate some consumers; rather it enables the marketer to reach them in a different way according to Kerin, Hartley & Rudelius, (2011). Segmentation bases that may be profitable for Hershey’s chocolate bars are geographic, demographic, and psychographic. Geographic factors will be most relevant in the international markets and the business markets.In general Geographic’s are not relevant to the sales of Hershey’s chocolate bars. Except of course in the cities where the Hershey Company operates manufacturing plants. Demographics will have relevance based on who is doing the shopping, and how tight the budget is. Psychographics may prove the most profitable choice for market segmentation in the case of Hershey’s chocolate bars, according to the Hershey’s Company’s website. Also some lifestyles and personalities have an aversion to consuming chocolate the marketer’s efforts are better used elsewhere.Additionally because some lifestyles and personality’s include pleasure in the simple things segmentation by psychographics can separate these two groups according to Kerin, Hartley & Rudelius, (2011). Consumer buying behavior begins with how a product is marketed. Marketing includes the product itself, the price of the product, the products availability, and how and where the product is offered according to Kerin, Hartley & Rudelius, (2011). If a consumer feels that a product is too expensive or difficult to find many consumers will turn elsewhere for comparative products.Additionally if a consumer is not excited by the appearance of the product, or pleased with the way it is presented these consumers are likely to look for alternatives. Other factors that affect buying behavior are the social an d cultural environment that consumers live and work in, along with the consumers personal and psychological feelings. Each potential costumer is an individual, however buyers are members of groups and these groups affect buying decisions, sometimes subtly sometimes not. Further each individual is likely a member of several groups.Groups include family, friends, neighborhoods, religious affiliations, and others including nationalities according to Kerin, Hartley & Rudelius, (2011). Furthermore how the market appeals to these groups is paramount in some buying decisions. If a group places importance on a specific product the group members are apt to purchase that product or something similar at some point. The final purchase comes about due to a number of reasons. First the repeated exposure to it enforces a need for it, and then it becomes clear that the product is superior because everyone likes it and keeps using it.Finally the consumer decides they are able to afford it based on t he fact that other members in the group were able to buy it. Furthermore there are consumers who will buy the Hershey bar regardless of the price just because they are loyal consumers of Hershey products. Then there are consumers who will buy the chocolate bar that costs less or the chocolate bar that first catches their attention. The wise marketer understands that no one factor effects buying decisions all the time, but several factors work together within the consumer to create final buying decisions.Business to business marketing. Geographically speaking the Hershey Company will target their marketing strategy to business owners who operate or supply concessions or vending machines, along with grocery stores, and various retailers who sell snack foods. Local Business owners. These business owners will likely purchase the products in large quantities and with some regularity. Foreign Markets. In foreign markets this approach eliminates the need to reach individual consumers and a llows the local retailers to market the Hershey bar in ways they know will reach their customers.Demographics. When thinking in terms of demographics the target market for Hershey’s Chocolate bars might be parents who are of average income, and have one or more children. Age. 25 – 45. This target market will be profitable if the marketer remembers to market to the parent while embracing the family as a unit. Gender. Males and females are likely to be the main shoppers in many households these shoppers are the target market in this segment. Income. $25,000+ per year.Hershey’s chocolate bars are a convenience item and something of a luxury, persons with incomes lower than $25,000 per year are not likely to be regular consumers of luxury food products. Psychographics. Psychographic market segmentation will provide a target market of fun loving, happy people who embody a sense of enjoying every moment of life. Subscribe to Family Circle Magazine and the Disney Chann el This market segment has the potential to produce a growing population of loyal Hershey’s customers. Frequent amusement parks, county fairs, and children’s sports activities.This group will purchase Hershey’s chocolate for the pure joy of it, and will most likely introduce Hershey’s chocolate to their friends and family. According to the Nestle New Strategy, (2006), reports on the corporate strategy being employed by Nestle Corp. The company is planning to reorganize so that its wide product range can adapt to dynamic emerging markets. The company is aware on the need to calibrate their business strategy despite 20. 7% rise in net profits in 2005. Nestle is repositioning its products towards nutrition, health and wellness.The company also plans to build a new facility in Brazil to manufacture goods for low-income populations. The Mars Corporation positioning in the market consists of being the first confectionery company in the US to voluntarily impleme nt Guideline Daily Amount (GDA) nutrition labeling on all of its chocolate, non-chocolate confectionery and other food products. All packages will be redesigned to feature new graphics on the front and back of packages, which contain consumer-friendly, clear and easy to understand nutrition information that will help consumers make informed choices at the point of purchase.This announcement is part of a global initiative Mars is undertaking around the world. â€Å"Our redesigned labels are the latest examples of Mars' commitment to health and nutrition. By providing clear, concise and understandable information to consumers about what's inside all of our products, we will help them to make informed decisions about the foods they eat,† according to Bob Gamgort, president of Mars North America, (2008) â€Å"We make every effort to go beyond what is expected of a global food company. The product that the Hershey Company has competitive advantage over Mars and Nestle is the fact that they target the older generation with smaller bit size candies. The reasoning for this is because they are targeted them with the knowledge that smaller is healthier and less calories because the pieces are bit size. Not to mention an adult will consume less because they are more conscious of what they are putting in their mouths than say children and younger adults will. Another advantage that the Hershey’s Company has over other competitors is it is now targeting consumers that want a snack that is a 100 Calorie Bar and healthy.Hershey’s has come out with exactly those kinds of items such as York Peppermint, Wafer Bars, Reese's Peanut Butter Wafer Bars, Hershey's Pretzel Bars, Hershey's Special Dark Chocolate Bars, Hershey's Crisp Wafer Bars, Hershey's Whipped Vanilla Bars, which is more than any of the competitors have out in this category, according to the Hershey’s Company website. The Hershey Company will build their value proposition on product and image. The Hershey Company uses a value proposition of â€Å"more for the same† as stated by Kerin, Hartley ; Rudelius, (2011).To family’s who want time together and a taste of the good life Hershey’s Chocolate will evoke the sweetest memories and help create new ones. Product/Service Overview and Strategies to Consider This content comes from the Unit 3 Discussion Board. Be sure to include the required citations and add the sources to the reference list. If your instructor suggested updates in the week 3 grading, those should be made with this submission. The Hershey’s Chocolate bar is classified as a convenience product. Products classified as convenience products are generally inexpensive and easy to find.In order to market convenience products successfully marketers must ensure that prices remain low or equivalent to competitor’s prices. Additionally the products must be of consistent quality and packaged attractively. This author preferred the older type packaging with the chocolate wrapped in foil and slipped in to a paper sleeve. However it is clear there is a need for secure wrapping with one fully sealed package. This new packaging seems difficult to open without damaging the perfect shape of the chocolate bar but it cannot be tampered with as easily as it could have been with the previous wrapping.This is evidence that the Hershey Company is paying attention to what consumers need even when convenience must be secondary in order to ensure product safety. When marketing the Hershey’s chocolate bar some important factors in addition to packaging are; how to promote the Hershey brand, labels that identify Hershey products, where Hershey products will be sold, and how Hershey’s products will be displayed in retail locations. For example with convenience foods the items at eye level or within easy reach are more likely to be purchased than the same type of item on a high shelf or a low shelf.This simple pla cement can make a large difference in total sales over a period of time. The marketing strategies in use with the Hershey chocolate bar are to offer more for the same. This can be accomplished with a combination of great tasting chocolate at a reasonable price, prominent placement on store shelves, and providing clear indications that our products are Hershey’s products. Everyone knows that a Hershey bar is a Hershey’s product but how many people know who produces snickers or M;M’s? Pricing Strategy This content comes from the Unit 4 Discussion Board.Be sure to include the required citations and add the sources to the reference list. If your instructor suggested updates in the week 4 grading, those should be made with the Unit 5 Individual Project submission. When pricing Hershey’s chocolate bar’s marketers must consider several factors. Consumer’s expectations of the chocolate can directly affect the price. For example; Hershey’s pro mises a bit of happiness with each bite. On the other hand Godiva chocolates appear to be a cut above the average chocolate bar, and because of this expectation for something special Godiva chocolates sell at higher price. Another factor to consider is the actual cost to produce the chocolate bar. The price should cover the cost of production, overhead, and distribution and still allow for a viable profit margin. Also important when determining a price is the competition. It is important to know what comparable products such as nestles crunch or M;M’s are selling for. This knowledge allows Hershey to offer their candy at the highest price the target market will pay, according to Kerin, Hartley ; Rudelius. (2011).The pricing method I would use for the Hershey’s chocolate bar is cost based pricing with a target profit scale. While this method does not take into account consumer demand or value assessments, according to Kerin, Hartley ; Rudelius. (2011). In the case of ch ocolate bars it seems the best choice. In general people who want a chocolate bar expect only fresh candy that tastes great, no more and no less. Therefore the products value is in the taste and freshness, and this can be delivered by following a fixed schedule, which works well with a target profit approach.Further Product Mixed Pricing with an emphasis on Product Line Pricing will allow the candy maker to offer a variety of products in an array of sizes, according to Kerin, Hartley ; Rudelius. (2011). For example the Hershey bar comes in at least three sizes and is available with or without nuts. This variety can meet the needs of those who wish to share and those who do not while allowing for price differences to offset packaging and handling requirements. Distribution Channels This content comes from the Unit 3 Individual Project. Be sure to include the required citations and add the sources to the reference list.If your instructor suggested updates in the week 3 grading, those should be made with this submission. Overview of Distribution Channels Direct distribution is a model used by organizations to move products from production to buyer without the use of wholesalers and retailers, according to BusinessDictionary. com. By eliminating the number of parties involved in the distribution process, significant savings can be realized. An organization using direct distribution must sell and distribute that product using their warehouses and sales staff.Indirect distribution is a chain of intermediaries through which a product moves in order to be made available for purchase by a consumer, according to BusinessDictionary. com. An indirect channel of distribution typically involves a product passing through additional steps as it moves from the manufacturing business via distributors to wholesalers and then retail stores according to Business Directory. com. Overview of Channel Organizations A conventional distribution channel is loosely organized and each chan nel considers itself separate from the others.This type of distribution channel is not strong and it is unlikely to produce the best value for the consumer, according to Kerin, Hartley ; Rudelius, (2011). A vertical marketing system or VMS is a much stronger distribution system. A VMS includes at least one product manufacturer (or service provider), and a retail or wholesale outlet. The VMS generally has a leader and the separate channels work together with each channel supporting the other and forming a unit, according to Kerin, Hartley ; Rudelius, (2011). A horizontal marketing system occurs when two or more companies of equal strength ban together to create a new concept.This new unit may be experimental or long term and may include competitors or other members of a chain of distribution. By joining together these companies are able to provide goods or services in a better way for both the consumer and the companies, according to Kerin, Hartley ; Rudelius, (2011). Multichannel ma rketing systems are becoming more common, and seem to be the best way to market many products or services. Multichannel marketing systems include more than one chain of distribution, and provide many different ways for consumers to acquire the product or service, according to Kerin, Hartley ; Rudelius, (2011).Analyze Target Market’s Needs in Distribution Channels The analyses of the target market’s needs for the Hershey Company in the distribution channels would be in nontraditional classes of trade, such as drug stores, convenience stores, wholesale clubs and dollar stores, as well as in channels such as vending, food service and concessions. The target market channels would also be found in retailers, such as convenience stores, Wal-Marts, Targets, and grocery stores according to West, David, (2008).The target market in regards to the customers would be the chocolate lovers such as teens, children, females, and males, with the female population the highest. New targe t marketers would be the individuals looking for a low calorie snack with the chocolate taste they crave. Determine Channel Members with Explanation The channel members I would use for the Hershey’s Company marketing system would be wholesaler and a retailer. Adding three wholesalers is the most common for low-cost, low unit value items that are frequently purchased by consumers, such as candy, confectionary items, and magazines.Hershey’s sells its line of chocolate candy to wholesalers in case quantities, who then break down (sort) the cases so that individual retailers can order in boxes or much smaller quantities, according to Kerin, Hartley ; Rudelius, (2011). The intensive distribution would be the most beneficial channel for the Hershey’s Company because it is the most used one for products that need to go out to as many outlets as possible. The objective is to place its products â€Å"within an arm’s reach of desire. † Discuss How Many Chann el Members with ExplanationThere are three target market coverage channels that a company can choose to go through for the best target market coverage. The three target markets consist of Intensive Distribution which means a company tries to place its products in as many stores as it possibly can like candy, fast food, newspapers and soft drinks. The second coverage of the target market coverage is called exclusive distribution which is just the opposite of intensive distribution because instead of several outlets this one only goes through one retailer in a geographical area to carry a company’s product.This type is usually reserved for specialty products like women’s fragrances, men and women’s apparel and accessories. The last coverage of the target market coverage is called selective distribution. This coverage is for firms who want to only have a select few retailers to carry its products in a geographical area, according to Kerin, Hartley ; Rudelius, (2011 ). An example of this coverage would be computer companies like Dell who sells a limited range of its products to companies like Wal-Mart, Best Buy and Staples.The best coverage that was chosen for The Hershey’s Company would be the first coverage which was the Intensive distribution because Hershey’s want their products to be everywhere as to compete with the other candy companies. They want their consumers to have it available at arm reach. Every corner, every store, and every outlet they can sell their product. Another requirement to consider in a channel choice is gaining access to channels and intermediaries that satisfy at least some of the interest that buyers might want fulfilled when they purchase a company’s product.There are four broad categories which consist of information, convenience, variety, and pre- or postsale service. Out of these four I would recommend the convenience when satisfying buyer requirements because this has multiple meanings for buyers. Such as the driving time to a store which is open 24 hours a day 7 days a week to fulfill their cravings not to mention the company’s benefit by gaining display space. Channel Organization So after everything that we have learned about with channel organizations the best channel organization that I would recommend would be the vertical marketing system or VMS.The reason I chose this channel organization for the Hershey’s Company is because it is a much stronger distribution system. It includes at least one product manufacturer (or service provider), and a retail or wholesale outlet. The VMS generally has a leader and the separate channels which work together with each channel supporting the other and forming a unit, according to Kerin, Hartley ; Rudelius, (2011). Integrated Marketing Communications Introduce the concept and cite the resources DO NOT use the exact words†¦ be sure to indent the first line of the paragraph.Using direct quotes does not show yo ur mastery of the subject. Marketers need to remain aware of all communication that is related to their product. Each piece of publicity or media exposure should combine with the others to enhance the overall product message. The integrated marketing communications or IMC sets the tone for how the product is perceived and received by the consumer. It is imperative that the message is consistent and in line with the products promised value (Armstrong ; Kotler, 2009). Promotion Mix StrategyIntroduce the concept and cite the resources DO NOT use the exact words†¦ be sure to indent the first line of the paragraph. Using direct quotes does not show your mastery of the subject. This author would suggest that the Hershey Company use both a push strategy and a pull strategy with each to be used according to the market segment best serviced by the specific strategy. This is to say that when selling to business and vendors a â€Å"pull† strategy would be most effective. This would allow the sales force to build and maintain positive relationships with large scale buyers (Armstrong ; Kotler, 2009).On the other hand the Hershey Company would benefit with the use of a â€Å"push† strategy when marketing to individual consumers. This technique will allow the Hershey Company to take full advantage of their massive advertising budget, and the consumers will create a demand for the chocolate bar (Armstrong ; Kotler, 2009). Message Strategy Introduce the concept and cite the resources DO NOT use the exact words†¦ be sure to indent the first line of the paragraph. Using direct quotes does not show your mastery of the subject.The Hershey Company is well served with their simple message, Hershey’s will bring a little bit of happiness into every day. This message is simple yet consistent in all of the Hershey’s advertising, and is revealed in many ways which generally include friends or family and always good times. Hershey’s takes a sof t approach when sending this message and the consumer is made to feel content with the simple pleasure of a little bit of happiness. Promotion Tool #1 Introduce the concept and cite the resources DO NOT use the exact words†¦ be sure to indent the first line of the paragraph.Using direct quotes does not show your mastery of the subject. Promotion Tool #1 Advertising The Hershey chocolate bar will be promoted via advertising. This advertising will consists of TV commercials on the Disney channel, Lifetime and the three major networks. Also magazine ads will be placed in Family Circle and Better Homes and Gardens. These areas for advertisement have been selected based on the psychographic data related to the target market. Hershey’s message of putting a little bit of happiness in every day will be related by the big smiles and pleasant atmosphere depicted in the photos and commercials.Further the intent of these advertising tools is to remind consumers (Armstrong ; Kotler, 2009) that the Hershey bar is still the consumers favorite chocolate bar. Promotion Tool #2 Introduce the concept and cite the resources DO NOT use the exact words†¦ be sure to indent the first line of the paragraph. Using direct quotes does not show your mastery of the subject. Direct marketing via the internet will be used to promote Hershey products. On the Hershey websites consumers can purchase custom chocolate bars in orders large or small.Consumers can also send custom gifts for special occasions which are sure to bring a little bit of happiness to any recipient. The excitement of giving or receiving chocolate that has been selected and packaged for someone special is what will keep customers coming back to the website, and encourage new customers to purchase that something special. Promotion Tool #3 Introduce the concept and cite the resources DO NOT use the exact words†¦ be sure to indent the first line of the paragraph. Using direct quotes does not show your mast ery of the subject.Due to positive public relations the Hershey Company has enjoyed over 100 years of success (Company Profile, 2003). With today’s technology and the ability to exchange information rapidly, positive public relations are a necessity. The Hershey Company will continue to operate in a way that enhances communities and leaves a positive impact on places relevant to chocolate production (The Hershey Company, n. d. ). The Hershey company will maintain a website that allows consumers to explore all the ways in which the Hershey company enhances the lives of employees and consumers alike (West, n. d. ). ConclusionAdd some concluding remarks-can be a sentence or two. As you can see marketing the Hershey’s chocolate bar is not a simple task. However with careful planning and continued efforts to understand consumers desires the Hershey Chocolate bar will enjoy continued success. References direct distribution. BusinessDictionary. com. Retrieved April 06, 2012, from BusinessDictionary. com website: http://www. businessdictionary. com/definition/direct-distribution. html indirect channel of distribution. BusinessDictionary. com. Retrieved April 06, 2012, from BusinessDictionary. com website: http://www. businessdictionary. om/definition/indirect-channel-of-distribution. html Kerin, Hartley ; Rudelius. (2011). Marketing Tenth Edition. The McGraw-Hill Companies, Inc. ISBN: 978-0-39-013641-1. New York, NY. Retrieved on April 6, 2012 from https://mycampus. aiu- online. com/pages/MainFrame. aspx? ContentFrame=/Academics /Pages/ Orientation. aspx West, David. (2008). The Hershey Company Business Update Call Transcript. Retrieved on April 8, 2012 from http://seekingalpha. com/article/82178-the-hershey-company-business- update-call-transcript Kerin, Hartley ; Rudelius. (2011). Marketing Tenth Edition. The McGraw-Hill Companies, Inc.ISBN: 978-0-39-013641-1. New York, NY. Retrieved on April 6, 2012 from https://mycampus. aiu- online. com/pages/MainFr ame. aspx? ContentFrame=/Academics /Pages/ Orientation. aspx The Hershey Company. (2011). Hershey Announces Third Quarter Results; Updates Outlook for 201. HERSHEY, Pa. , Oct 27, 2011 (BUSINESS WIRE) –The Hershey Company (NYSE: HSY):http://www. thehersheycompany. com/newsroom/news- release. aspx? id=1622319 Kerin, Hartley & Rudelius. (2011). Marketing Tenth Edition. The McGraw-Hill Companies, Inc. ISBN: 978-0-39-013641-1. New York, NY retrieved on March 21, 2012 from https://mycampus. aiu- online. om/pages/MainFrame. aspx? ContentFrame=/Academics /Pages/ Orientation. aspx Company Profile (2003). The Hershey Company. Retrieved March 25, 2012 from http://www. thehersheycompany. com/about/profile. asp Kerin, Hartley & Rudelius. (2011). Marketing Tenth Edition. The McGraw-Hill Companies, Inc. ISBN: 978-0-39-013641-1. New York, NY retrieved on March 21, 2012 from https://mycampus. aiu- online. com/pages/MainFrame. aspx? ContentFrame=/Academics /Pages/ Orientation. aspx The Hershey Company (n. d. ). Environmentally sustainable coca farming. Retrieved on March 25, 2012, from http://www. thehersheycompany. om/social-esponsibility/introduction. asp West, D. J. (n. d. ). Corporate Social Responsibility. Retrieved March 25, 2012 from http://www. thehersheycompany. com/social-responsibility/introduction. asp The Hershey Company (n. d. ). Nutrition & Wellness. Retrieved on March 25, 2012 from http://www. thehersheycompany. com/nutrition-and-wellness. aspx Gamgort, Bob, (2008). Mars first confectionery company to launch front of pack nutrition labeling globally. Mars Press Center. Retrieved on April 1, 2012 from http://www. mars. com/global/press- center/press-list/news- releases. aspx? SiteId =94&Id=1473 Kerin, Hartley & Rudelius. 2011). Marketing Tenth Edition. Chapter 9 Market Segmentation, Targeting, and Positioning. The McGraw-Hill Companies, Inc. ISBN: 978-0-39-013641-1. New York, NY retrieved on March 31, 2012 from https://mycampus. aiu-online. com/ pages/Main Frame. aspx? 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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

Ethical Concerns Essay Example | Topics and Well Written Essays - 500 words

Ethical Concerns - Essay Example A patient had been confined in a private room in this health institution for almost one month due to chronic illness with diverse complications. Due to her long stay and numerous laboratory, diagnostic and therapeutic examinations, her statement of account reached a staggering amount which could not be immediately covered by the funds of the patient and her family. She had been accompanied by her daughter who helps by providing physical, emotional and financial support. However, due to the critical condition that her mother experiences, their account was classified as â€Å"red tag†. Patients with red tags are immediately referred to the Customer Relations Department who monitors their status and closely coordinates with the Accounting and Cashier Department for settlement and collection purposes. Once a patient has been classified as â€Å"red tag†, any procedure (therapeutic, diagnostic, laboratory, etc.) need to be immediately settled prior to the administration of the procedure, regardless of the necessity and the kind of the procedure to be undertaken. The rationale for this is to prevent further increases in the amount due to the hospital which might not be collected nor paid. The patient regularly needs any of the abovementioned procedures to monitor her health progress and to identify and assess whether present medications need to be adjusted (increase or decrease in dosage and frequency of administration). However, since this patient was already classified as â€Å"red tag†, and since the daughter still needs to look for alternative sources of funds to settle the staggering amount, the required regular procedures could not be undertaken. In this regard, being a hospital with medical and ethical responsibilities to their patients, does their red tag policy contradict conformity to ethical standards? Based on the underlying definition of ethics, one should examine the rules that govern human action and