Module for Grade English

Selection of Purposes for Collaboration Estimated Time: 10 minutes Choose a unit that you would like to make more collaborative. Review the learning objectives for your unit and brainstorm which objectives might be suitable as purposes for collaboration. Teaching Unit Objectives Suitable for Collaboration Unit 4- The Wedding Dance by Matador Adagio Perform the tribal dance of the lawful Present a choral singing of the song â€Å"Letting Go† Make a travelogue about Baggie City featuring the alfalfa belief, customs and traditionsActivity 4: Collaborators and Tools Estimated Time: 20 minutes Describe your plan for Including collaboration In your unit In the table below. (Note: If you have multiple collaborative activities, with unique dimensions, you may want to create separate tables for each by copying and pasting the table for another set. ) Note: You will complete the Digital Tool section of your plan in Module 3. Purpose Scope Type Collaborators Digital Tool To maximize the participation of the students In their group activity Each group will be given 20 malls. Per session which will last for a week to prepare for the presentation Group activelyStudents of Grade 7-A Tribal dance- (You Tube) Travelogue- (Yahoo, Google, Electronic Publication) Brief Description of Possible Collaborative Activity(sees): -Students who belong to the group of tribal dance will research on the internet particularly in you tube on how to perform the dance, one of them may act as the choreographer, costume designer, technical director and the others will be the dancers -For the choral singing group, they may open the You Tube to search for the lyric, tone and singer of the song or they may refer to a recorded music, to maximize their participation, one of them may act as the conductress, musician, costume signer, technical director and the rest are choral singers. – The travelogue group, they will use the electronic publication software for the lay out of the travelogue. They may also surf on the internet for the beliefs, customs and traditions of the lawful or they may search for the photos of Baggie City to be included in their travelogue.One of them may be the editor, feature writer, photographer, lay out artist, researcher, compiler, the money keeper, the auditor and the rest are the presenters to be able to maximize the participation of each. Lesson 3: Assessment in Collaborative Classrooms Activity 3: Self- and Peer Assessment of Collaboration Describe how you might use the collaboration assessments you saved. Assessment How You Will Use It K-W-L-H Chart At the start of the discussion, I will let the students fill in the K-W-L chart for their assign activity and use this information in planning what to teach Collaboration Checklist Students will fill out collaboration checklist after each activity to assess how much monitor their progress individually.Problem solving checklist Students will fill out this checklist after each activity to monit or the difficulties that they have encountered during the project. They will exchange checklist with their group mates to be able to evaluate if they have the same difficulty and will find solution to the problem. I will use this checklist to identify the difficulty of the project and be able to adjust my activities. Lesson 4: Module Review Activity 1: Module Summary Think about the design of collaborative activities and the assessment of collaboration skills as you reflect on your learning in this module. Designing a collaborative activity is not an easy task.We must consider how to group the learners, what would be our basis in grouping them, what activity must suit to the opacities of the learners per group and how are we going to assess their work since it is a group activity. Aside from that, we must closely monitor each learner while doing the activity because sometimes we cannot avoid misunderstanding to occur between or among group mates which if not immediately address, res ults to ruined or unfinished activity. I am happy that I have gained a lot of ideas on how to improve the design of my collaborative activities with the integration of the online tools. Hope I can learn more about on line tools so that I can apply them to my learners very soon.

Advanced Marketing

Marketing includes planning, organizing, directing, and controlling the decision-making of a company regarding product lines, pricing, promotion, and servicing (Marketing, 2004). Comprehensive planning is important in marketing, thus a marketing plan is an important output of the marketing process.A marketing plan is a written document that details the actions necessary to achieve a specified marketing objective (Marketing plan, 2006). A marketing plan determines the company’s target market, competition, products, budget, location, pricing, and promotional strategy.Strategic marketing plan and tactical marketing plan are the two outputs of a company’s over-all marketing plan. Marketing plan, strategic marketing plan, and tactical marketing plan are all part of the planning process and are prepared by organizations to outline the means in which objectives can be achieved.The strategic marketing plan usually has a time span of 3 to 5 years. The strategic marketing plan in cludes the strategic objectives of the company. The strategic objectives are those that create the environment in which the product or service will be sold (What is a marketing plan, 2006). At the strategic marketing plan level, management is scanning the environment, looking for developing markets as their target markets (Nowell, 2000).The tactical plan follows the strategic plan and focuses on implementing the first part of the strategic marketing plan. The tactical marketing plan is the execution of the company’s marketing plan such as generating leads, placing media, creating marketing tools, and implementing follow-up system (Gamble, 2005).Tactical marketing objectives of the company are tangible, measurable task that have to be accomplished to further the strategic objectives (What is a marketing plan, 2006). The tactical marketing plan as compared to strategic marketing plan presume the target market and other marketing strategy as a given and do not look at the extern al environment (Nowell, 2000).ReferencesGamble, M. (2005). Strategic marketing and tactical marketing know the differences and profit. Retreived December 2, 2006 from: http://www.MYMOnDemand.com/vpc1_mgnmMarketing (2004). Encarta Reference Library. Microsoft CorporationMarketing Plan (2006) Wikipedia. Retrieved December 1, 2006 from: http://en.wikipedia.org/wiki/Marketing_planNowell, D. (2000). Effective marketing plans. Retrieved December 2, 2006 from: http://www.sheridanc.on.ca/~nowell/markplan/intro.htmWhat is a marketing plan? (2006). Retrieved December 1, 2006 from: http://marketplan.us/what%20is%20a%20marketing%20plan%20doc.htm

Probation Coursework Example | Topics and Well Written Essays - 250 words

Probation - Coursework Example He asserts that effective school-based programs can help youths to keep off drugs and avoid juvenile delinquencies. The article further explores community-based initiatives aimed at transforming first-time offenders to help them avoid future abrasion with the law. In the article, Greenwood discovers that evidence-based programs can be cost saving. The author utilizes a case of Washington legislature, the result of the analysis in 2006 indicated that doubling high-quality programs investment would suffice the need for more prison capacity. The author thus provides a case that adds to the credibility of the information provided in the article about the effectiveness of evidence-based programs. He recommends that the jurisdiction should adopt evidence-based approach in implementing working programs. When implementing blueprint models, the author recommends that proper choice of program model that focuses on the needs of clients and the agency. Greenwood also recommends that training should be offered by the jurisdiction to personnel involved so that its implementation can be successful. Further, the jurisdiction should recruit the right staff to steer the program, market the program to the clients and organization, organize for monitoring and feedback system to improve the program and institute quality assurance schedule to ensure high level of efficiency. Greenwood, P. (2008). Prevention and intervention programs for juvenile offenders. The future of Children, 18(2), 185-210. Retrieved on December 2, 2014 from

Information Technology Investment Financial Analysis Essay

Information Technology Investment Financial Analysis - Essay Example The several cost items of IT help desk service are labor cost, material cost, cost of electricity, cost of computer and cost of software. The cost structure of IT help desk service provides several levels of support to focus on the problem. The job of first level support is to identify the adequate information about the problem. The job of second level support is to provide higher technical skills to the first level and the job of third level support is to hire technical specialist to solve the problem within a specified time (Mahoney 1-16). The scope of E-mail service is to provide online services. Anyone can access e-mail through computer, personal laptop and mobile phone. The financial objective of e-mail service is to increase the profit by providing best services to the people along with better convenience (Mahoney 1-16). The function of email service is to exchange messages or information through online for different purposes that include communicating with customers, money transaction and sale of products and/or services (Mahoney 1-16). The various cost items of E-mail service are cost of material, cost of electricity, cost of internet, and cost of computer or personal laptop, which are described as cost of equipment. The cost structure of enterprise system, required for the resources are the cost of product planning, cost of delivery service and cost of marketing (Mahoney 1-16). The scope of enterprise system is related to Supply Chain Management, relationship management and obtaining the objectives of an organization. The financial objective of enterprise system is to increase profit by enhancing financial performance and market value of an organization (Mahoney 1-16). The cost items of enterprise system are cost of material, cost of labor, cost of product and cost of accounts. The cost structure of E-mail service are two types such as cost driven as well as value driven and it focus

The King James Bible Essay Example | Topics and Well Written Essays - 750 words

The King James Bible - Essay Example They are significant precisely because they speak to the present conditions of man. The discussion proceeds by taking a look at selected Biblical texts, and drawing significant principles and concepts from them. Because of their relevance even to contemporary times, they ought to be included in books that give importance to timeless texts and ideas. The selected books are Genesis, Exodus, and Matthew. The earlier two are from the Old Testament, and the latter is from the New Testament. The Bible As a collection of books, the Bible was therefore not written as one, long account. Instead, the various books were written at various times, with many different authors. They appear to be written primarily as accounts of the different events in the long history of Israel. However, the New Testament seems to provide the crucial key in understanding the Bible, when it introduces the character of Jesus as the fulfillment of the prophecies found in the Old Testament. The main purpose of the Bibl e then is to provide an account of God’s divine hand in man’s affairs. On a practical note, the Bible was written to provide a moral guide to man. It must be pointed out that the Bible is not the only text that provides a cosmological account, considering that Christianity is not the only influential religion in the world, and neither does it contain the only moral code available to man. The Holy Qur’an of Islam and the Vedas of Hindu belief are only some of the other accounts given to explain man’s place in the world. As with Christianity, Islam teaches monotheism, or the belief that there is only one creator God. The Vedas of Hinduism likewise provide a creation account, as well as ancient forms of prayer. What sets the Christian Bible apart is the fact that it contains the teachings of one of the most successful religions, in terms of the breadth of its influence. Christianity is by far, incredibly successful in spreading its influence because its teac hings are easily appropriated into various cultures. This latter fact makes it necessary for students to study this text, in order to see the origin of many current laws and moral practices. The following selections from the Bible illustrate this fact. Chapters 1, 2 and 3 of Genesis â€Å"In the beginning God created the heaven and the earth† (Genesis 1:1). Every belief system has its own creation story, and this is particularly true of every major religion. However, it cannot be denied that Christianity, though not the oldest, is still one of the most influential religious systems in the world. The first three chapters of Genesis give an account of the creation of the world, and this is where the distinction between work and rest begin to clarify. Genesis chapter 2 verses 2 and 3 state: â€Å"And on the seventh day God ended his work which he had made; and he rested on the seventh day from all his work which he had made. And God blessed the seventh day, and sanctified it: b ecause that in it he had rested from all his work which God created and made.† This point is significant because the idea of a work week, or simply the notion of a week for that matter, is based on this biblical account. Genesis was written to provide an account of a particular culture’s faith, and a guide on how to keep that faith alive. Chapters 20 and 21 of Exodus These chapters from the book of Exodus are

Oil and Gas Management Essay Example | Topics and Well Written Essays - 2000 words

Oil and Gas Management - Essay Example However things are not as simple as they might look. According to various examples and researches it is believed that countries that enjoy abundance in resources are on average less likely to attain economic development in comparison with countries that do not (Heum, Kasande, Ekern, and Nyombi, 2011). Porter (1985) has explored the progressions of various combinations of actions or activities that are performed in order to come up with the final product for the customers. The process involved different actions and services carried out on the specific product from beginning till the end i.e. from extracting the product till the product is manufactured and later distributed to the final customers. However the analysis of Porter can be significantly applied to separate entity or firm (single firm) and can also be applied on number of firms or organizations keeping one thing under consideration i.e. their interconnections amongst each other in the supply chain context or in simple words the link among manufacturers, distributors, suppliers and customers in a specific area or globally (Tordo, Tracy, and Arfaa, 2011). Meanwhile the value chain supply system of the oil and gas industry with reference to social value creation has been highlighted below Oil and gas sector value chain comprises of various procedures initiating from development, processing, transporting and marketing of the product (oil) to the end user or consumers. The process of value chain in the oil and gas sector begins from allocating areas in order to later search or explore those areas for oil and gas. However soon after the basic search for oil or gas, evaluations are carried out on the grounds or fields; development and production are the other two things that are carried out later. The overall procedure is also known as Exploration and Production (E&P) or in other words it is also known as

Major assignment Essay Example | Topics and Well Written Essays - 2000 words

Major assignment - Essay Example These products are customized for specialized buildings. SSI is a small division company with a closed loop organizational chart. The company is headed by Charlie who is the chief executive officer. There are three salespersons, two engineers and three project manager who look after the entire bidding process. The production department includes 45 welders, four supervisor and one plant manager. The shipping department consists of 10 employees including one shipping manager. In order to assist the administration processes, the company has two secretaries and one controller (Castleberry and Tanner, 2001). Personal Selling process of the organization The company manufactures custom steel products for specialised buildings. Structural Steel is into business to business marketing. It is a commercial transaction between two or more different businesses, for example between a wholesaler and a manufacturer. B2B transactions are generally characterised by high volume of transactions, higher i nvolvement of sales and marketing team during negotiations and much high value of money involved (Katou and Budhwar, 2008). It is a complex and long process of buying and tends to be based on client-company relationship. As a result of the amount of money and time spent during transactions and negotiations, B2B features high loyalty for brands. Also, the sellers in the B2B process are required to have numerous meetings and interactions with the customers and clients during the process of negotiation. Industrial trade shows, conferences, exhibitions and online communication sites are few of the places where business to business companies interacts with both prospects and customers (Parvinen et al., 2013). In the present case employees who are directly involved in communication with the clients are the sales persons, shipping department and engineers. The major interaction with the client is however done by the sales person, as they represent the organisation. During the process of ne gotiation, the organisation may involve engineers, shipping managers and sometimes accountants, in order to make the clients clear about the various internal processes and requirements. The purchasing process in B2B marketing is riskier than in business to customer (B2C) marketing, as the transaction amount is more and entire transaction process is based on exact quantities and products (Harrison, 1998). Purchasing process in B2B involves committee meetings as decisions are driven by specifications and expert advice is required all the time. Thus in case of Structural Steel, the personal selling process involves sales person, finance department, engineering department and many times even the CEO of the company. Sales management process Sales management process involved all stages from cold calling, prospecting, negotiation to shipping of final products and billing. It includes an entire cycle where clients orders specific products or services and the company delivers it and gets the payment (Age, 2011). A sales management process is characterised by many features. It includes objectives and goals for departments, staff members and the entire organisations. These objectives and goals must be discussed with every involved and connected staff. Sales management process is a closed loop activity where performance of one department is directly related to another. Also known as sales pipeline, sales management

Politics KSN Research Paper Example | Topics and Well Written Essays - 3750 words

Politics KSN - Research Paper Example Later, Ras al khaymah joined the six States in 1972. The country has high GDP. It is comparable to some of the leading western Europeans nations. Due to its high oil revenue, high diversified economy and its moderate foreign policy is crucial in the affairs of the region. For more than three decades, UAE economy was driven by oil and global finance, however, in the recent past, its leaders have implemented broad economic focus. The economy has diversified to other sectors like mass communication, tourism, shipping and finance. Unlike many other of its regional peers, like Saudi Arabia, who have developed unstable and stagnant regimes, oil dependant economies, UAE has diversified its economy to become politically stable center for commerce. Consequently, UAE has resisted the regional economist analysis and were a clear outlier from the gulf(Lidstone and Digby 39) The development outcome created by UAE is quite unusual for the Persian Gulf. It is unique because of because of its liberal social altitude its economic dynamism and its political stability. In the country, people can openly wear out western style dress and alcohol consumption is widely accepted in contrast with Saudi Arabia, a different regional regime. There is a regional police, which enforces rigid social law among the expatriates. Unlike other neighbors, the power transitions within UAE government are smooth. In UAE, there are no violent domestic opposition movements. Moreover, finally the UAE economic development has outperformed Saudi Arabia’s and other neighboring countries in term of sustained growth and diversification. This observation has led to the puzzle of this thesis: why has UAE defied the economist expectation and become so politically stable and economic developed. Why have its peers like Saudi Arabia failed to do so? Have oil curse and Arabs and Islamic culture that is expected to fail the development of the gulf countries

W8last Essay Example | Topics and Well Written Essays - 750 words

W8last - Essay Example In this stage, the organization’s management highlights any evidence that there is an interconnection between leadership development and performance of the organization, as well as the skills and competences needed to accomplish the organization’s leadership goals (Reynolds, 2000). If leadership development does not match the organizational goals, it may not be useful for the organization. The second step is usually awareness creation concerning the characteristics that the organization is likely to achieve through the application of various tools for diagnosis. The diagnostic tools are supposed to match the organization’s leadership needs. The tools are also supposed to be connected to a particular competency model or an approved structure that corresponds to the nature of a triumphant leader in the organization. The third step is to activate the leadership development in individuals through connecting the awareness of development needs to the personal career goals with the organization’s strategic goals. The result is a concise and intended development plan that matches the individual needs as well as the organization’s strategic objectives. It provides a basis for leadership development. It is also important to empower the leaders through training and development to increase their capacity to perform in leadership roles. The leaders are then gi ven the opportunity to apply the skills acquired, which according to Sosik (2000) allows value creation in the individual’s abilities. These criteria are important since they allow an effective cost benefit analysis that allows the evaluation of the need to invest in leadership development. The organization is able to identify some tangible benefits of the leadership development programs. 2- Take your organization as the example. What leadership model is the most appropriate for your organization, and what are some of the advantages and

Counseling via Internet a good idea Coursework Example | Topics and Well Written Essays - 250 words

Counseling via Internet a good idea - Coursework Example The quick advancement and utilization of the Internet to convey data and foster correspondence has brought about the making of new types of counseling ("The practice of Internet counseling"). Nowadays there is a variety of tools that enable to conduct counseling through the technology advancement – though the telephone or Internet. There are many ethical issues that Internet counseling raise. First of all, confidentiality is one of the core principles in counseling. Is there a guarantee for the client that all the messages remain confidential? Psychological diagnostics may be not so effective as live communication nd counseling. Another issue is that Internet counselor has to be competent and licensed anyway – how frequently Internet counselor is eligible to work with the clients? How can the client to be sure the name corresponds the real person who is the counselor (Hughes, 2000)? In my opinion, counseling practice conducted through the Internet is possible, still I would prefer traditional way to do it. First of all, real presence of another human being heals. It is better for the client to receive an actual help. I believe professional would manage to do online-counseling as well. Yet all the ethical and professional questions have to be satisfied. Hughes, R. S. (2000).  Ethics and Regulations of Cybercounseling. ERIC/CASS Digest.  Greensboro, NC: ERIC Counseling and Student Services Clearinghouse. (ERIC ED446326), Retrieved from https://www.counseling.org/Resources/Library/Selected%20Topics/Cybercounseling/Hughes-Digest-2000-03.htm The practice of Internet counseling .  National Board for Certified Counselors, Inc. and Center for Credentialing and Education, Inc.  , Retrieved from

Virus hunters Essay Example for Free

Virus hunters Essay Question 1: 1. Keeping professionals excited about work that is routine and standardized and chaotic is a major challenge for Vincent Weafer. How could he use technical, human, and conceptual skills to maintain an environment that encourages innovation and professionalism among the virus hunters? Answer: 1. Vincent Weafer’s involves following techniques that encourage innovation and professionalism among the virus hunters: Firstly, he divided work into smaller and specialized groups to increase the coefficient of efficiency. Secondly, to attain professionalism he focuses on efficiency by using technical skills that help the virus hunters recognize any virus with less time. He involves very smart and creative business model, which allows to keep working on the project without stopping. As the work keeps on moving and never stopped. When Santa Monica’s team finished, Tokyo’s coworkers took over, when Japanese team finishes this handed over to Dublin and then again back to Santa Monica. Question 2 2. What management roles is Weafer playing as he: (a) has weekly security briefing conference calls with co-workers around the globe, (b) assessed the feasibility of adding a new network security consulting service, and (c) keeps employees focused on the company’s commitments to customers? Answer: Vincent plays following roles: a) Vincent plays a role of an organizer in calling up weekly briefings with co-workers. These conference sessions help to set strong and trusting relationships with employees which might and will built a stable and safe-work environment where everyone could does his or her best to accomplish team target. b) He plays a role of decision maker and (or) planner by assessing the feasibility of installing a new network security consulting service. Vincent make a decision based one the study that has been done and here he is acting as a planner. He then also divides the work into groups and gives them tasks according to their specialization. c) Here Vincent plays a role of leader as he motivated his employees to focus on company’s liabilities to provide better security to the costumers. Question 4 What could other managers learn from Vincent Weafer and Symantecs approach? Answer : 1) competitive advantage through efficiency. 2) Recognize problem areas and implement 3) †¨Customer focus.

Boiler and Auxiliaries Identification

Boiler and Auxiliaries Identification OBJECTIVES To identify all major external components associated with gas fired boilers. To describe the function of all major components. THE FIVE MAJOR EXTERNAL COMPONENTS OF A GAS FIRED BOILER FEED-WATER SYSTEM Water supply and backflow preventer: The water supply comes direct from the city, and then finally into the boiler. A backflow preventer is a device used to prevent backflow. It does this through an air gap used to provide a barrier to the backflow. Water softener system: Water softeners are for pre-treatment equipment for boiler feed water, cooling towers, entire water supply and various types of process water. Feed-water tank: The feed water is put in to the steam drum from a feed pump. In the steam drum the feed water is then turned into steam from the heat. After the steam is used it is then dumped to the main condenser. From the condenser it is then pumped to the feed tank. Feed-water tank drain valves: It provides a connection for water to enter the water tank, a connection for the tank drain, a connection for a tank pressure relief valve, a connection for an air inlet valve or a water pressure gauge, and a connection for water to leave the tank to enter the buildings water piping system. Feed-water tank sight glass: A sight glass is a transparent tube through which the operator of a tank or boiler can observe the level of liquid contained within. Feed-water tank temperature indication: The feed-water tank temperature indication enables the plant operator to monitor/control feed-water heater levels and decrease their plants heat rate. Feed-water tank temperature control valve and sensor: This helps to control scaling, corrosion, and eventually hot spots and tube failures. Chemical pumps and sampling system: The chemical pumps feed systems treat feed-water and condition blowdown sludge against corrosion and scaling Boiler 1 2 feed-water pump: The pump 1 2 are used to pump feed-water into a steam boiler. The water that is supplied or returning condensate produced as a result of the condensation of the steam produced by the boilers. BOILER SYSTEMS A boiler system is simply a process used to heat up water by the means of a gas or oil-fired burner which then converts the water into steam. The steam travels through various pipes to the convectors and then generates heat used to warm the room. After a while the steam cools by condensing into water, and returns to the boiler to be heated again. BOILER AIR / FUEL SYSTEMS The boiler fuel system comprise of various units that is used create steam by applying heat energy to water. The fuel source releases its energy in the form of combustion taking place inside the boiler furnace for the boiler to convert water to steam. Main fuel line: Supplies the fuel gas from outside the plant to the boiler Fuel metering and regulation system: Regulates the quantity of fuel gas that is been supplied into the boiler. Main fuel shutoff valves: As fuel enters through the main fuel line, the valves allow for easy shut-off of fuel flow to the boiler. Main burner pressure regulators: If natural gas and air are inside the boiler when the burner is lit, the boiler can explode. Therefore, boiler steam pressure and water level are monitored and controlled by means of burner pressure regulator. Low and high pressure switches: For sensing fluid pressure. The pressure-sensing element are arranged to respond to the difference of two pressures. Blower motors: Power the fans that distribute heat throughout the boiler. Air Dampers: Controls the flow of air through the boiler. Igniters: Converts the fuel that is being fed into the boiler through the main fuel line into heat by lighting a connected burner. Flame scanners: Monitor the boiler fires and detect the presence or absence of flame in a boiler. STEAM SYSTEM, EXHAUST STEAM AND CONDENSATE: STEAM SYSTEM As the boiler heats up the water that generates steam, the steam travels at a very high pressure through various valves, a low pressure turbine, and is then exhausted into the condenser. The valves are used to maintain a set pressure in other to protect most of the steam components which is used to rotate the turbine. The stop valve is used to stop the steam as it flows into the turbine in case of any problem that could damage the turbine. The check valve is used to control the amount of steam which flows into the turbine thereby controls the speed of the turbine when it is connected to the grid used to generate electricity by the help of an attached generator. CONDENSATE The final place for the steam that is produced in the boiler is the condenser. In the condenser, the steam turns back into water by means of a heat exchanger which condenses the steam into liquid by cooling. EXHAUST STEAM: The exhaust steam is used to release the steam that no longer has enough heat energy after it has being used. BLOW-DOWN SYSTEM During the process of the steam generated, if any impurity carry over with the steam it would cause overheating in the superheater tubes. The blowdown system is used to prevent deposit of impurities into other surface like the turbine blades. DISCUSSIONS What did you learn about the equipment or technique? In this lab experiment, I have learnt about the five major external components of a gas fired boiler. How each stages is essential for generating steam. It is important to thoroughly understand the need for boiler to generate steam can also be catastrophic when no proper care is put in place. What problems were encountered? The few problems that could be encountered are as follow: If there is no safety valves installed on top of the boiler to protect the steam system components from over pressure, As fuel enters through the main fuel line, the valves that allow for easy shut-off of fuel flow to the boiler is broken causing fuel leakage that could cause fire outbreak. How this equipment or technique could be applied to chemical production? In chemical production, the equipment or technique could be applied to chemical production for the following reasons: As water heats up and converts to steam, the steam is used to power or rotate the blades of the turbines for generating electric which provides the voltage and current used to power other electrical equipment for the chemical production. The steam could be used for processing chemical products by means of sterilization. The steam could be used to power heating and air conditioning units in the chemical production plant. CONCLUSION The Process flow and P ID diagram gave me the opportunities to have a broader understanding a boiler system and how each components work to generate steam. REFERENCES Boiler: power generation. Retrieved from: Wikipedia https://en.wikipedia.org/wiki/Boile (power_generation) Main steam supply and Feedwater system. Retrieved from: Candu https://canteach.candu.org/Content%20Library/19930205.pdf

Bruce Springsteens Born In The Usa Music Essay

Bruce Springsteens Born In The Usa Music Essay My pod cast is about Bruce Springsteens song Born in the U.S.A. written and performed by himself in 1984. Taken from the album of the same name, it is one of his best-known singles.Magazine Rolling Stone'(ikona) ranked the song 275th on their list of the 500 Greatest Songs of All Time in 2001. It is a verse-chorus song played in 120 bpm for 112 bars in 4/4. Without any modulations the key signature is 5 sharps so we are in B major scale. There are some changes in the form as we going in the middle part of the song, the third chorus is instrumental, verse number 4 has three lines of lyrics and verse number 5 has only 2 lines instead of 4. Harmony rhythm performance According to Springsteen (Ikona), Born In The USA was one of those songs that came out of nowhere and took very little time to record. It was a bit ironic, then, that his biggest hit ever, was one of the most musically simplistic tunes the band ever produced. Born in the USA is revealed with its very first notes, which unveil the two key elements that will drive the entire song: a synthesizer previews the vocal melody of the iconic chorus, while Max Weinbergs (ikona tou) drums lay down a hard-driving, straight-ahead beat. Weinberg said that The percussion work at the outset of the song, might almost be called caveman drumming. A thunder crack snare drum underscores one of the most catchy intros ever with Weinberg simply taking a ferocious whack at the snare drum on beats 2 and 4. About a minute into the track, Weinberg finally kicks in, adding chaotic fills as the song developsà ¢Ã¢â€š ¬Ã‚ ¦Whatever he does he never stops crashing snare hits on 2 and 4 remain the songs steady rhythmic essence right through to the end. The drum solo towards the end of the song was completely improvised. Drummer Max Weinberg said that the band was recording in an oval-shaped studio, with the musicians separated into different parts. Springsteen at the front, suddenly turned towards to him after singing and waved his hands in the air frantically, to signal drumming. Roy Bittans (ikona) synthesizers arent much more subtle than Weinbergs excellent work on the drums. I said, Roy, get this riff!. He just pulled out that sound on the synthesizer . We played it two times and our second take is the record. Springsteen. No matter what else is going on in the song- whether Weinberg is banging away only on the backbeat or filling in the beat, whether the bass and guitars are wailing away or holding quiet, whether Springsteen is singing verses or chorus or nothing at all, Bittans synthesizers are repeating the same five notes, over and over again, Echoing almost exactly the vocal melody of the chorus(ikona 1,2), humming the iconic tune from the songs very first note. (ikona)The combination of Weinbergs drumming and Bittans mesmerizing synth line , made this song so powerful and unforgettable and that is my last point, Born in the USA may be one of the least interesting, or at least, one of the least complex, musical compositions E Street Band ever wrote, but the simple, hard-charging instrumentation provided by Springsteen perfectly matches with his almost screaming vocals with the great meaning of his misunderstood lyrics. . (ikona me to refren) Part 1 kai dio Melody(ikones) Continuing with the melody we can see that it is stable all the time as the vocal line starts and ends every time in the 3rd or the 5th interval of the key both for verses and choruses.(ikones) Second part On the other hand it is noteworthy to have a look in the background and the affects of this song to the listeners. Born In The USA, the title track of Springsteens mega-selling album(ikona), was much misunderstood. Accused at the same time of being repulsively nationalistic, and viciously Anti-American, the track was endorsed by many conservative politicians of the united states and the prime minister, Ronald Reagan(ikona tou), as an exemplar of classic American values whilst the bitter lyrics actually cast a shameful eye on how America treated its Vietnam veterans. Bruce Springsteen received a Kennedy Center Honor on the 7th of December 2009 by the president of the US Barrack Obama who stated: , Im the president, but hes The Boss.(kona) According to Springsteen a lot of people, think at the beginning, that its a rallying call for the flag and the nation and patriotism, and when you start to listen to the message in the song you realize theres another meaning going on in there. (IKONA TOU) Heres a small part of Glen Becks radio network on March 11, 2010, talking about Born in the usa (ixos ikona) Who could imagine that Springsteens trademark song has also been his most misunderstood Springsteen also explained the origin of the title, In 1981 director Paul Schrader (ikona tou) sent me a script called Born in the U.S.AHe wanted me to come up with some music for the film. But the script sat on my writing table until one day I was singing a new song I was writing called Vietnam. I looked over and sang off the top of Pauls cover page, I was born in the U.S.A. Lyrics Ok. Now Lets have a quick thought about the meaning of some lyrics. Born down in a dead mans town The first line of the song is about Bruce springsteens town Long Branch in New Jersey which by the 80s Was one of the dead mans towns, because of the collapse of the industrial economy And the economical depress they were suffering So they put a rifle in my hand Sent me off to a foreign land To go and kill the yellow man Those lines referred to those soldiers who were forced to go to Vietnam and fight for their country without being proud for it. Come back home to the refinery Hiring man says Son if it was up to me Returning to America, the soldiers were spat upon and hated for doing what they were forced to do. Vietnam Veterans Committee in US declares that, Today, one-third of the homeless are Vietnam vets Went down to see my V.A. man He said Son, dont you understand I had a brother at Khe Sahn fighting off the Viet Cong Theyre still there, hes all gone He had a woman he loved in Saigon I got a picture of him in her arms now In those lines we can find the reason why springsteen wrote a song about the Vietnam. Too many people lost their lives, too many people injured for no reason .Khe Sahn was a small village and the site of one of the bloodiest battles of the Vietnam War. VA are the initials for Veterans administration which was the responsible agency for providing healthcare and benefits to ex-soldiers. Down in the shadow of the penitentiary Out by the gas fires of the refinery Im ten years burning down the road Nowhere to run aint got nowhere to go From these lines bruce springsteen wants to pass the message that nobody who has survived the Vietnam war manage to build his live again. Last line sets up a contrast with one of his earlier hits, Born to Run. The album was recorded on analog master tapes, and initially issued on both LP and cassette. The first version of that song was solo acoustic guitar demo at Springsteens home on 3rd of January, 1982 as part of the Nebraska album released later that year. However Springsteens manager and producer Jon Landau couldnt match the lyrics to the music with the rest of Nebraskas material so they decided for a revival of the song in 1982 with the E street band with completely different melody line and musical structure. Despite the fact that Discs previously had been imported from Japan, Born in the U.S.A. became the first compact disc manufactured in the United States by CBS Records in Indiana in September 1984. The album gained additional support from the fact of Springsteen having several singles on the charts at the time. The album spent 84 weeks on the Top 10.

Something Wicked This Way Comes Essay -- Essays Papers

Something Wicked This Way Comes Throughout Something Wicked This Way Comes there is an ongoing battle between good and evil, and many problems dealing with greed. In most stories good prevails, but things happen differently this time. The characters have problems with greed and evil thoughts, which will bring them misfortune throughout the story. During the story the author often uses foreshadowing to give hints to the reader of things that will happen in the future. When the story starts, a storm is coming on a late October night. The storm symbolizes the evil approaching the town. Usually it seems a storm would resemble something dark and evil, because a stormy night is always a classic setting for something evil. At the climax of the story, Charles Halloway reads a passage ...

Medicare In The 96 Elections :: essays research papers fc

Medicare in the '96 Elections Among the many differences between President Bill Clinton (Democrat) and Presidential Candidate Bob Dole (Republican), lays a common debate topic, Healthcare. The issue is the fact that funding in Medicare's budget will not last but another four years. Both Republicans and Democrats have ideas on how this budget should be reformed, but the two have not yet come to a median resolution. In the beginning of the Presidential campaign Medicare was a hot topic. It will be shown that as Election Day drew nearer Republicans were forced to attack President Clinton's policy because they had no substantial plan of their own. Prior to 1965, payment for a particular medical service was paid for either directly by the recipient of the care or by the recipient's insurance company. Usually to get full coverage or even coverage with a low premium the rates are outrageous. For this reason many poor, elderly and severely disabled Americans were unable to receive proper medical treatment. Then, in 1965, Lyndon B. Johnson proposed one of his Great Society programs, Medicare. Medicare would allow those who were severely disabled, elderly or poor to receive quality medical treatment without worrying about the cost . This government funded program would subsidize the service of physicians, inpatient hospital care and some limited home care. The money would come from that money set aside for Social Security. Medicare, along with its sister program, Medicaid, allow broad access to physician and hospital care to all disabled Social Security recipients, most all elderly and some of the poor. Medicare has two parts, A and B. Part A, which covers all enrollees, covers hospital costs only. Part B, also known as Supplementary Medical Insurance (SMI), is an optional plan for which a premium is charged. The SMI plan covers 80 percent of office visits, preventive medicine, surgery and diagnostic specialties (x-rays, etc.). What Medicare does not cover include: hospital stays over 60 days, extended nursing-home care, or the cost of lengthy illnesses. In the cases where Medicare will not cover costs, recipients usually use secondary retirement programs either from pension plans or retirement programs such as AARP (American Association for Retired People). Those who do not have such plans, are forced to drain their assets until they qualify for the sister program Medicaid. Medicaid is a program set up the same as Medicare but primarily for those who fall short of the state-specified income level. Costs covered by Medicaid are close to those covered by Medicare differing only by nursing-home care and treatment in state mental hospitals . In 1965, at the same time the

Air Resistance, Tyres And Friction :: essays research papers

Dragsters use a combination of large wide tyres or the rear and small narrow tyres on the front this combination is used for the following reasons: The front wheels: The front wheels are very narrow. This is so a minimum of air resistance or drag affects the dragster with lower drag better acceleration an in turn a better top speed can be achieved all leading to a better pass (race time). Now lets try to understand the concept of air resistance and drag. A basic example is placing your hand out the window with your palm facing forwards as you are driving your car along at about sixty kilometres per hour. You will feel a strong force of the wind (air resistance) pushing back at your hand. Now turn your hand side or so that your little finger is facing the front and your thumb is facing the rear at the same speed. The force of air resistance exerted on your hand is greatly reduced. This force is similar as to that exerted on the front wheels of the dragster. Now dragsters reach speeds of up to five hundred kilometres per hour, imagine the force needed to hold your hand against the wind if your palm was facing the front. It would be much easier to hold your hand side on. The same as it would be much easier for the dragsters engine to push the narrow front wheels compared to large ones. Air resistance is a form of friction (namely fluid friction) a friction from the air, as we know friction is defined as a force that opposes movement. The formula used to determine aerodynamic drag is as follows: Drag = 0.5 * rho * Cd * v2 * S Aerodynamic drag is a function of the following: rho is the air density, which we cannot change. v2 is velocity squared which is endeavoured to be maximized for the best time and/or pass. S is the frontal or cross sectional area which we want to minimize. I.e. less frontal area means that a less significant amount of air resistance impedes the top speed and acceleration. Cd is the coefficient of drag, which we want to minimize. So the two things with which can be worked with or changed, the frontal area and coefficient of drag, both of which need to be to minimized for the best results. Having very narrow front wheels minimizes the frontal area.

6 Examples of Current Legislation in Relation to Safeguarding

TDA 2. 2SAFEGUARDING THE WELFARE OF CHILDREN AND YOUNG PEOPLE Assessment Criteria 1. 1Identify the current legislation, guidelines, policies and procedures for safeguarding the welfare of children and young people including e-safety. School Child Protection Policy A sample policy is included in the â€Å"Policies† section of this student’s binder; it is called â€Å"XYZ SCHOOL CHILD PROTECTION POLICY†. At the end of it other of the school’s policies are cited which can also be referenced. Further, within this policy, documents such as â€Å"Children Act 1989† and â€Å"Working Together† are referred to.The policy states, â€Å"[t]he procedures have been developed in co-operation with the North Yorkshire Area Child Protection Committee (NYACPAC) and the Local Safeguarding Children Board (LSCB). † I was not able to locate my local school’s â€Å"E-Safety Policy†, however I did locate a â€Å"School E-Safety Policy Template † by the Southwest Grid for Learning Trust, which is to work in conjunction with other school policies like the Anti-Bullying Policy, and which covers items such as those in the following lists. It embraces the use of ICT as learning changes with technological advancements but works for best practices to ensure safety. Also read: Legal and Organisational Requirements For Dealing With Complaints in Care Also read: Identify When Children and Young People Require Urgent Medical AttentionPolicy Statements †¢ Education – Students / Pupils †¢ Education – Parents / Carers †¢ Education – Extended Schools †¢ Education and training – Staff †¢ Training – Governors †¢ Technical – infrastructure / equipment, filtering and monitoring †¢ Curriculum †¢ Use of digital and video images †¢ Data protection †¢ Communications †¢ Unsuitable / inappropriate activities †¢ Responding to incidents of misuse Appendices: †¢ Student / Pupil Acceptable Use Policy Agreement Template †¢ Staff and Volunteers Acceptable Use Policy Agreement Template †¢ Parents / Carers Acceptable Use Policy Agreement Template †¢ School Filtering Policy template School Password Security Policy template †¢ School Personal Data Policy template †¢ School E-Safety Charter †¢ Ideas for schools to conside r[i] Current Legislation According to the NSPCC, â€Å"There is no single piece of legislation that covers child protection in the UK, but rather a myriad of laws and guidance that are continually being amended, updated and revoked. Laws are amended by new legislation passed by Westminster, the Welsh Assembly Government, the Northern Ireland Assembly and the Scottish Parliament. This is known as statutory law, but laws also have to be interpreted by the courts.The way in which courts interpret laws is known as case law, and this can also have the effect of amending statutory law. † Some of the pertinent pieces of legislation are as follows. The material is quoted from an NSPCC factsheet called â€Å"An introduction to child protection legislation in the UK† unless otherwise cited. [ii] The Children Act 1989 The current child protection system is based on the Children Act 1989, which was introduced in an effort to reform and clarify the existing plethora of laws affecti ng children. [I]t enshrined a number of principles.The paramountcy principle means that a child’s welfare is paramount when making any decisions about a child’s upbringing. The court must also ascertain the wishes and feelings of the child and shall not make an Order unless this is â€Å"better for the child than making no Order at all† (section 1). Every effort should be made to preserve the child’s home and family links. It introduced the concept of parental responsibility which is defined as â€Å"the rights, duties, powers and responsibilities which by law a parent of a child has in relation to the child and his property† (section 3).The Children Act 1989 †¦ charges local authorities with the â€Å"duty to investigate †¦ if they have reasonable cause to suspect that a child who lives, or is found, in their area is suffering, or is likely to suffer, significant harm† (section 47). Local authorities are also charged with a duty t o provide â€Å"services for children in need, their families and others† (section 17). It is section 31 of the Children Act 1989 that sets out the NSPCC’s â€Å"authorised person status† which means the NSPCC has the power to apply directly for a court order if it believes a child is suffering or likely to suffer significant harm.Two key guidance documents exist to help professionals to identify children at risk and to work together to protect them: [1] Guidance on interagency cooperation under the Children Act 1989 was first published in 1991. The current guidance, Working together to safeguard children: a guide to inter-agency working to safeguard and promote the welfare of children (HM Government, 2010), is currently under review. [2] The Framework for the assessment of children in need and their families (DH, 2000) is non-statutory guidance that provides professionals with a systematic way of identifying children in need and ascertaining the best way of hel ping those children and their families. A simple guide for anyone working with children, What to do if you're worried a child is being abused. (HM Government, 2006), outlines the child protection processes and systems contained in the Working Together and Framework for Assessment documents.Whilst local authorities have a mandatory duty to investigate if they are informed a child may be at risk, there are no specific mandatory child abuse reporting laws in the UK that require professionals to report their suspicions to the authorities. However in Northern Ireland, it is an offence not to report an arrestable crime to the police. Since the Children Act 1989, many new laws have been passed to strengthen the ways children are protected. The United Nations Convention on the Rights of the Child 1989 (UN, 1989) †¦ includes the right to protection from abuse, the right to express their iews and have them listened to and the right to care and services for disabled children or children l iving away from home. The Human Rights Act 1998 incorporates the European Convention on Human Rights into UK law. †¦ [C]hildren are covered by this legislation as they are persons in the eyes of the law, just as adults are (Bainham, 2005 p82). The Act makes it unlawful for public authorities to act in a manner which is incompatible with the rights and freedoms contained in the Act. It also requires the Government and the courts to ensure that court rulings and new Bills are compatible with the Act wherever possible.These rights include the right to respect for private and family life. The Education Act 2002 includes a provision (section 175 [â€Å"Protecting and involving young people†) requiring school governing bodies, local education authorities and further education institutions to make arrangements to safeguard and promote the welfare of children. Children Act 2004 Following the death of eight-year old Victoria Climbie in 2000, the Government asked Lord Laming to co nduct an inquiry to help decide whether it needed to introduce new legislation and guidance to improve the child protection system in England.The †¦ Victoria Climbie Inquiry report (Laming, 2003) [resulted in] the Keeping children safe report (DfES, 2003) and the Every child matters green paper (DfES, 2003), which in turn led to the Children Act 2004. Although much of this legislation still applies, the election of a Conservative/Liberal Democrat coalition government in May 2010 has led to a shift in thinking on child protection, and a number of changes in approach are currently under discussion.In June 2010 the new government invited Professor Eileen Munro to conduct an independent review of children’s social work and child protection practice in England. Children and Families Minister, Tim Loughton said that it would provide an opportunity to counteract a culture in child protection, â€Å"which places too much emphasis on bureaucratic box ticking above close personal attention to the circumstances of individual children†.The Munro review of child protection: final report (Munro, May 2011) called for a more child-focused system and a reduction in prescriptive timescales and targets from central government. A child centred system: the government’s response to the Munro review (DfE, July 2011) accepted all but one of Munro’s recommendations, and laid out a programme of proposed changes over the following years. Pending alterations have been noted throughout this briefing.The Children Act 2004 does not replace or even amend much of the Children Act 1989. Instead it sets out the process for integrating services to children [emphasis by person quoting this material]. It covers England and Wales in separate sections. Besides creating the post of Children's Commissioner for England, the Children Act 2004 places a duty on local authorities to appoint a director of children’s services and an elected lead member for childrenâ₠¬â„¢s services, who is ultimately accountable for the delivery of services.The coalition government published revised statutory guidance relating to the two posts in April 2012 (DfE, 2012). The Act places a duty on local authorities and their partners (including the police, health service providers and the youth justice system) to co-operate in promoting the wellbeing of children and young people and to make arrangements to safeguard and promote the welfare of children.The Act also puts Local Safeguarding Children Boards on a statutory footing (replacing the non-statutory Area Child Protection Committees) and gives them functions of investigation and review (section 14), which they use to review all child deaths in their area. Section 58 of the Children Act 2004 updates the legislation on physical punishment. It limits the use of the defence of reasonable punishment so that it can no longer be used when people are charged with the offences against a child of wounding, actual or grie vous bodily harm or cruelty †¦ (DCSF, 2007).After the Children Act 2004 †¦ The Education Act 2011 makes changes to provisions on school discipline and will place restrictions on the public reporting of allegations made against teachers. The intention is for most of the sections of the Act to have commenced by the start of the 2012 academic year. Assessment Criteria 1. 2Describe the roles of different agencies involved in safeguarding the welfare of children and young people. On the website safeguardingchildren. co. k, in the Section entitled â€Å"Agency Roles and Responsibilities†, the following information is provided re Children's Social Care, an Emergency Duty Team, Schools and Governing Bodies, Senior Members of Staff with Designated Responsibility for Child Protection and Further Education Institutions and Governing Bodies (the later for children under eighteen years of age). Children's Social Care The agency with lead responsibility for child protection withi n North Yorkshire is the Local Authority Children and Young People's Service, Children's Social Care. Children's Social Care has the following responsibilities: Assess, plan and provide support to children in need, particularly those suffering or likely to suffer significant harm; †¢ Make enquiries under Section 47 of the Children Act 1989 wherever there is reason to suspect that a child in its area is at risk of significant harm; †¢ Convene and chair Child Protection Conferences under LSCB procedures; †¢ Maintain the Electronic Social Care Record (ESCR) known as ICS; †¢ Provide a Key Worker for every child subject to a Child Protection Plan; †¢ Ensure that the agencies who are party to the protection plan coordinate their activities to protect the child; †¢ Undertake a Core Assessment where required ensuring they comply with the standards set out in LSCB Procedures, Appendix 4; †¢ Convene regular reviews of the progress of any child subject to a C hild Protection Plan through both Core Group and Child Protection Conference Review meetings; †¢ Instigate legal proceedings where required. Additionally Children's Social Care are a responsible authority in North Yorkshire within the Licensing Act (2003) and Gambling Act (2005) for the protection of children criterion. The primary duty of all staff, whatever their nominated role, is to protect children from significant harm. Emergency Duty Team (EDT) Staff working in EDTs must distinguish carefully, often on the basis of inadequate and/or incomplete information: †¢ What immediate action may be required to ensure the immediate and longer term safety of a child; and †¢ What further responses may be best left to day time services.EDT staff should ensure that all relevant information obtained and actions taken out of office hours are transmitted without delay to the relevant sections within Adult & Community Services and Children's Social Care and other agencies as appro priate. Children and Young People's Service: Education The duty of local authorities, schools of all kinds and FE colleges to have arrangements for carrying out their functions with a view to safeguarding & promoting the welfare of children is under sections 175 & 157 of the Education Act 2002. Education staff have a crucial role to play in helping identify welfare concerns and indicators of possible abuse or neglect at an early stage. The local authority has a nominated a lead officer with responsibly for safeguarding and promoting the welfare of all children at three levels.These responsibilities are: †¢ Strategic – coordinating and planning service delivery; †¢ Support – ensuring schools are aware of their responsibilities, monitoring their performance and ensuring training, model policies and procedures and advice and support is available; †¢ Operational – taking responsibility for safeguarding children who are excluded from school or who have not obtained a school place, for example children and pupil referral units or being educated by the authority's home tutor service; involvement in dealing with allegations against staff and volunteers; and ensuring arrangements are in place to prevent unsuitable staff and volunteers from working with children. Schools and Governing Bodies Governing Body should ensure that: †¢ the school has a child protection policy and procedures in place that are in accordance with local authority guidance and locally agreed inter-agency procedures, and the policy is made available to parents on request; †¢ the school operates safe recruitment procedures and makes sure that all appropriate checks are carried out on staff and volunteers who ork with children; †¢ the school has procedures for dealing with allegations of abuse against staff and volunteers that comply with guidance from the local authority and locally agreed inter-agency procedures; †¢ a senior member of the schoo l's leadership team is designated to take lead responsibility for child protection (and deputy); †¢ staff undertake appropriate child protection training; †¢ they remedy, without delay, any deficiencies or weaknesses regarding child protection arrangements; †¢ a governor is nominated to be responsible for liaising with the local authority and /or partner agencies in the event of allegations of abuse being made against the head teacher; †¢ where services or activities are provided on the school premises by another body, the body concerned has appropriate policies and procedures in place in regard to safeguarding children and child protection and liaises with the school on these matters where appropriate; †¢ they review their policies and procedures annually and provide information to the local authority about them and about how the above duties have been discharged The Headteacher should ensure that: the policies and procedures adopted by the Governing Body o r Proprietor are fully implemented, and followed by all staff; †¢ sufficient resources and time are allocated to enable the designated person and other staff to discharge their responsibilities; and †¢ all staff and volunteers feel able to raise concerns about poor or unsafe practice in regard to children, and such concerns are addressed sensitively and effectively in a timely manner in accordance with agreed whistle blowing policies. Senior Members of Staff with Designated Responsibility for Child Protection should ensure the following: Referrals †¢ Refer cases of suspected abuse or allegations to the relevant investigating agencies; †¢ Act as a source of support, advice and expertise within the educational establishment; †¢ Liaise with head teacher to inform him/her of any issues and ongoing investigations and ensure there is always cover for this role. Training †¢ To recognise how to identify signs of abuse and when it is appropriate to make a referr al; †¢ Have a working knowledge of how LSCBs operate, the onduct of a child protection case conference and be able to attend and contribute to these; †¢ Ensure that all staff have access to and understand the school's child protection policy; †¢ Ensure that all staff have induction training; †¢ Keep detailed accurate secure written records and/or concerns; †¢ Obtain access to resources and attend any relevant or refresher training courses at least every two years. †¢ Raising Awareness. All staff and volunteers †¢ fully comply with the school's policies and procedures; †¢ attend appropriate training; †¢ inform the designated person of any concerns. Further Education Institutions and Governing Bodies See arrangements above for schools. [iii] Police There is a National Policing Improvement Agency (NPIA) document entitled, â€Å"Guidance on Investigating Child Abuse and Safeguarding Children, Second Edition†.In it the priorities and re sponsibilities of the Police Service in protecting child welfare are described as: – protect the lives of children and ensure that in the policing of child abuse the welfare of all children is paramount; – investigate all reports of child abuse and neglect and protect the rights of child victims of crime; – establish the investigation of child abuse and safeguarding of children as a mainstream policing activity; and – adopt a proactive multi-agency approach to preventing and reducing child abuse and neglect and safeguarding children. [iv] Health service roles and responsibilities in child protection â€Å"Within the health services every member of staff has a responsibility for ensuring that children are protected as much as possible. † Different specializations have unique observations [e. g.Mid-Wives for pre-born children and their parent(s)] but in summary each staff member, leader, and volunteer is to be trained to recognize and intervene accor ding to agency policies; some identified leaders will have roles in leading interagency meetings and some specialists will be given opportunity to make recommendations regarding child, young person and/or parent(s). For children seen in A&E there is a check system to verify if a child has been flagged for another concern. [v] ALSO RE. HEALTH CARE PROVIDERS: Health care providers specialist knowledge may also be very helpful with conditions or situations such as the following: †¢ Children and young people with severe behavioural difficulties; †¢ Emotional disturbance; †¢ Eating disorders; †¢ Self-harming behaviour; Families where there is a perceived high risk of danger; †¢ Very young children; †¢ Abused child or abuser has severe communication problems; †¢ Situations where parent and carer feigns the symptoms of, or deliberately causes ill-health to a child; †¢ Where multiple victims are involved. [vi] Office for standard in education (Ofsted) Children's Directorate Registered childminders and group day care providers must satisfy explicit criteria in order to meet the national standard with respect to child protection (Standard 13, of Day Care Standards issued by Ofsted). Ensuring that they do so is the responsibility of the Children's Directorate of Ofsted. Ofsted requires that: All childminders and group day care staff have knowledge of child protection, including the signs and symptoms of abuse and what to do if abuse or neglect is suspected; †¢ Those who are entrusted with the day care of children or who child mind have the personal capacity and skills to ensure children are looked after in a nurturing and safe manner. Ofsted will seek to ensure that day care providers: †¢ Ensure the environment in which children are cared for is safe; †¢ Have child safeguarding children policies and procedures in place, which are consistent with these procedures; †¢ Be able to demonstrate that their procedures h ave been followed when an allegation is made. Ofsted must contact Children's Social Care about any child protection issues and, in consultation with them, consider whether any action needs to be taken to protect children attending the provision.Ofsted must be informed when a child protection referral is made to Children's Social Care about: †¢ A person who works as a child minder; or †¢ A person who works in day care for children; or †¢ Allegations regarding any person residing in the home of a registered childminder; or †¢ Any service regulated by Ofsted's Children's Directorate. Ofsted must be invited to any Strategy Meeting where an allegation might have implications for other users of the day care service and/or the registration of the provider. Ofsted must seek to cancel registration if children are at risk of significant harm by being looked after in childminding or group day care settings.Where warranted, Ofsted will bring civil proceedings or criminal pro ceedings against registered or unregistered day care providers. Additionally, Ofsted's Children's Directorate: †¢ Registers private and voluntary care services which are required to meet national standards; †¢ Inspects, assesses and reviews all care services; †¢ Inspects boarding schools, residential special schools and further education colleges with residential students under 18 years; †¢ Publishes an inspection report; †¢ Provides details of the number and quality or private and voluntary care services; †¢ Deals with complaints about care service providers; †¢ Takes enforcement action when services do not meet minimum standards.Providers will also be expected to have knowledge of child protection, including signs and symptoms and what to do if abuse or neglect is suspected and an up to date child protection policy. [vii] NSPCC The National Society for the Prevention of Cruelty to Children (NSPCC) is a charity with a duty to protect children from abuse and neglect and has the statutory power to bring care proceedings in its own right. The NSPCC operates a national 24 hour child protection line (see Appendix 2), which accepts referrals and passes the information to the relevant Children's Services. Children's Social Care may commission the NSPCC to undertake specific child protection related work, including Section 47 Enquiries and ‘special investigations'. [viii] Also see: GUIDE TO INTERAGENCY WORK — http://www. northyorks. gov. uk/index. aspx? rticleid=12437 Also, per The Department for Children, Schools and Families’ â€Å"Working Together to Safeguard Children–A guide to inter-agency working to safeguard and promote the welfare of children†, The Purpose of multi-agency working at both strategic and operational levels is to achieve better outcomes for children and young people by fostering: a shared understanding of the tasks, processes, principles, roles and responsibilities outlined in national guidance and local arrangements for safeguarding children and promoting their welfare; more effective and integrated services at both the strategic and individual case level; improved communication and information sharing between professionals, including a common understanding of key terms, definitions and thresholds for action; effective working relationships, including an ability to work in multi-disciplinary groups or teams; sound child focused assessments and decision-making; and learning from Serious Case Reviews (SCRs) and reviews of child deaths. [ix] PLEASE SEE ADDITIONAL PAGES: _________ re CAF and Multi-agency working. Please see the â€Å"Illness Grid† for responses to the following AC’s: Assessment Criteria 2. 1Identify the signs and symptoms of common childhood diseases. and Assessment Criteria 2. 2Describe the actions to take when children or young people are ill or injured. andAssessment Criteria 2. 3Identify circumstances when children and youn g people might require urgent medical attention. Note to: Wendy — I had already done this grid, per brief instructions on Moodle the week when class was cancelled due to snow and ice. So this may not be quite what you were looking for but I learned some things and thought I could use this as a resource in the future so I did not delete content, even though it is quite lengthy. In general, responses at school include the following for when a child is injured or becomes ill: Have a First Aider accessible during times of outside play and during all school hours. Reassure the child;Have child assessed by First Aider; If okay to move the child take the child to a quiet area; Other wise clear the area and leave child in place; Reassure other children who are concerned; If unable to self-ambulate and/or child appears to need help moving and First Aider recommends, then call an ambulance; Minor cuts/bruises: apply cold, wet paper towel; Document anything witnesses, often this is done in the School Accident Book; If bump to head then send home a letter to notify parents; If any bodily fluids are involved, wear gloves; Keep child cool or warm, depending on situation. Contact parents if anything other than minor health/illness/accident arises.Please see ABC Road School’s â€Å"Medical and First Aid Procedures† for an example policy regarding boundaries for prescribed medication at school, emergency first aid, and some common conditions (i. e. , diabetes, choking, fractures, burns and scalds, shock, head injuries, bleeding, poisons, heart attack, asthma and epilepsy). ILLNESS GRID |Illness |Signs and symptoms 2. 1 |What actions to take 2. 2 |Is urgent medical attention | | | | |required? 2. | |Flu |Sudden fever – a temperature of 38 °C (100. 4 °F) or above |Call parents. Send child home. Typical GP |No. | | |dry, chesty cough |instructions follow. If you have flu, it will |You probably only need to see your| | |headache |usually be possible for you to treat yourself |doctor if you are in a high risk | | |tiredness |effectively at home. group and then you may be | | |chills |If this is the case you should: |prescribed antivirals if you are: | | |aching muscles |rest |pregnant | | |limb or joint pain |keep warm |Or if you have: | | |diarrhoea or upset stomach |drink plenty of water to avoid dehydration |lung disease | | |sore throat |try to take paracetamol or anti-inflammatory |heart disease | | |runny or blocked nose |medicines such as ibuprofen to lower a high |kidney disease, | | |sneezing |temperature and relieve aches |liver disease | | |loss of appetite | neurological disease such as motor| | |difficulty sleeping | |neurone disease, Parkinson's or | | | | |multiple sclerosis | | | | |a weakened immune system | | | | |diabetes | |Epilepsy |The main symptoms of epilepsy are repeated seizures. |Especially with Tonic-Clonic seizures: |No. | | |People with epilepsy can experience any variety of seizure, although most people follow a consistent |move them away from anything that could cause |However, dial 999 if: | | |pattern of symptoms known as an epilepsy syndrome. Seizures can occur when you are awake or asleep |injury, such as a busy road or hot cooker |it’s the first time someone has | | |(nocturnal seizures). cushion their head if they're on the ground |had a seizure | | |Partial seizures |loosen any tight clothing around their neck, such |the seizure lasts for more than | | |Symptoms of a simple partial seizure include: |as a collar or tie, to aid breathing |five minutes | | |changes in the way things look, smell, feel, taste or sound |when their convulsions stop, turn them so that |the person doesn’t regain full | | |an intense feeling that events have happened before (deja vu) |they're lying on their side |consciousness, or has a series of | | |a tingling sensation, or ‘pins and needles’, in your arms and legs stay with them and talk to them calmly until they |seizures without regaining | | |a sudden intense emotion, such as fear or joy |have recovered |consciousness | | |the muscles in your arms, legs and face may become stiff |note the time the seizure starts and finishes. | | | |you may experience twitching on one side of your body |Be aware of what the person does during the | | | |The symptoms of a complex partial seizure normally involve apparently strange and random bodily |seizure.Make a note of what they're like | | | |behaviour, such as: |afterwards (such as sleepy, confused, or | | | |smacking your lips |aggressive), and record how long the seizure lasts. | | | |rubbing your hands |The following information may be helpful: | | | |making random noises |Where was the person? | | | |moving your arms around |What were they doing? | | |picking at clothes |Did the person mention any unusual sensations, such| | | |fiddling with objects |as an odd smell or taste? | | | |adopting an unusual posture |Did you notice any mood change, such as excitement,| | | |chewing or swallowing |anxiety or anger? | | | |During a complex partial seizure, you will not be able to respond to anyone else, and you will have no|What brought your attention to the seizure? Was it | | | |memory of the event. a noise, such as the person falling over, or body | | | |Generalised seizures |movements, such as their eyes rolling or head | | | |In most cases, a person having a generalised seizure will be completely unconscious. |turning? | | | |There are six main types of generalised seizure; these are their symptoms: |Did the seizure occur without warning? | | | |1. Absence seizures, sometimes called petit mal, mainly affect children.They cause the child to lose |Was there any loss of consciousness or altered | | | |awareness of their surroundings for up to 20 seconds. The child will seem to stare vacantly into |awareness? | | | |space, although some children will flutter their eyes or smack their lips. The child will have no |Did the person's c olour change? For example, did it| | | |memory of the seizure. Absences can occur several times a day. Although they are not dangerous, they |become pale, flushed, or blue?If so, where – the | | | |may affect the child's performance at school. |face, lips or hands? | | | |2. Myoclonic jerks. These types of seizures cause your arms, legs or upper body to jerk or twitch, |Did any parts of the body stiffen, jerk or twitch? | | | |much like if you have received an electric shock. They often only last for a fraction of a second, and|If so, which parts were affected? | | | |you should remain conscious during this time.Myoclonic jerks often happen in the first few hours |Did the person's breathing change? | | | |after waking up and can occur in combination with other types of generalised seizures. |Did they perform any actions, such as mumble, | | | |3. Clonic seizure. This causes the same sort of twitching as myoclonic jerks, except the symptoms will|wander about or fumble with clo thing? | | | |last longer, normally up to two minutes. Loss of consciousness may occur. |How long did the seizure last? | | | |4. Atonic seizure.Atonic seizures cause all your muscles to suddenly relax, so there is a chance you |Was the person incontinent (could not control their| | | |will fall to the ground. Facial injuries are common with this type of seizure. |bladder or bowels)? | | | |5. Tonic seizure. Unlike an atonic seizure, tonic seizures cause all the muscles to suddenly become |Did they bite their tongue? | | | |stiff. You can lose balance and fall over, so injuries to the back of the head are common. |How were they after the seizure? | | | |6.Tonic-clonic seizure. A tonic-clonic seizure, sometimes known as â€Å"grand mal†, has two stages. Your |Did they need to sleep? If so, for how long? | | | |body will become stiff and then your arms and legs will begin twitching. You will lose consciousness | | | | |and some people will wet themselves. The seizure normally l asts between one and three minutes, but | | | | |they can last longer. [A]bout 60% of all seizures experienced by people with epilepsy are | | | | |tonic-clonic seizures. Tonic-clonic seizures are what most people think of as an epileptic fit. | | | | |NOTE: Auras. People who have epilepsy often get a distinctive feeling or warning sign that a seizure | | | | |is on its way. These †¦ are known as auras, but they are actually simple partial seizures. | | | |Auras differ from person to person, but some common auras include: | | | | |noticing a strange smell or taste | | | | |having a feeling of deja vu | | | | |feeling that the outside world has suddenly become unreal or dreamlike | | | | |experiencing a sense of fear or anxiety | | | | |your body suddenly feeling strange | | | | |Although this warning cannot prevent the seizure, it can give you time to warn people around you and | | | | |make sure you are in a safe place. | | | |Tonsillitis |The main symptom of tonsillitis is a sore throat. |Call parents. Send child home. Typical GP instructions follow. |No. | | | |There is no specific treatment for tonsillitis. Treat at home. Exceptions are made if: | | |Other common symptoms include: |Whether your child’s tonsillitis is caused by a virus or bacteria, it is likely that|your child’s symptoms are | | |red and swollen tonsils |their immune system will clear the infection within a few days. In the meantime, |severe | | |pain when swallowing |there are some things that you can do to help. |your child’s symptoms show | | |high temperature (fever) over 38 °C (100.  °F) |Make sure your child has plenty to eat and drink, even if they find it painful to |no sign of easing | | |coughing |swallow. Being hungry and dehydrated can make other symptoms, such as headaches and |your child has a weakened | | |headache |tiredness, worse. |immune system. | | |tiredness |If your child has recurring bouts of tonsillitis (>5 in one year), surgery may be | | | |pain in your child’s ears or neck |considered. | | |white pus-filled spots on your child’s tonsils |Self-help at home | | | |swollen lymph nodes (glands) in your child’s neck |Over-the-counter (OTC) painkillers such as paracetamol and ibuprofen can help | | | |loss of voice or changes to your child’s normal tone of voice |relieve symptoms such as a sore throat. †¦ [I]t is important to check you have bought| | | |Less common symptoms of tonsillitis may include: |the correct type and dosage as younger children only need small dosages. Your | | | |being sick |pharmacist will be able to advise you. | | | |a ‘furry' tongue |Children under 16 years of age should not take aspirin. | | |bad breath |To soothe a sore throat one can use lozenges and oral sprays. | | | |difficulty opening the mouth |Some people find that gargling with a mild antiseptic solution can help relieve a | | | |Younger children may also complain of a stomach ache, which can be caused by |sore throat. An alternative method is to gargle with warm salty water. Mix half a | | | |the swelling of the lymph nodes in the abdomen. |teaspoon of salt (2. 5g) with a quarter of a litre (eight ounces) of water.It is | | | | |important never to swallow the water so this method may not be suitable for younger | | | | |children. | | |Diarrhoea/ |Vomiting and diarrhoea. Diarrhoea |Call parents. Send child home. Typical GP instructions follow. |No. | |Vomiting |is the passing of watery stools |Children with these conditions should be kept off school/treat at home. They can return 48 hours after their symptoms disappear.Most |Just if it lasts | | |more than is normal for you. |cases of vomiting or diarrhoea get better without treatment. |for more than 2-3| | | |Contact your GP if: |days and/or child| | | |your child has diarrhoea and is vomiting at the same time |will not ingest | | | |your child has diarrhoea that's particularly watery, has blood in it or lasts for long er than two or three days |any fluids. | | |your child has severe or continuous stomach ache | | | | |Otherwise, diarrhoea isn’t usually a cause for concern. Give your child plenty of clear drinks to replace the fluid that’s been lost, | | | | |but only give them food if they want it. | | | | |Don't give them fruit juice or squash, as these drinks can cause diarrhoea. | | | |Anti-diarrhoeal drugs can be dangerous, so don't give these. Oral rehydration treatment can help. | | | | |Don't allow children to swim in swimming pools for two weeks after the last episode of diarrhoea. | | |Chickenpox |The most commonly recognised chickenpox symptom is a red rash that can cover the entire body. |Call parents. Send child home. Typical |No. | | |However, even before the rash appears, you or your child may have some mild flu-like symptoms including: |GP instructions follow. Only if child has| | |feeling sick |If your child has chickenpox, inform |a weakened immune| | |a high temper ature (fever) of 38? C (100. 4? F) or over |their school or nursery and keep them |system or is a | | |aching, painful muscles |at home while they are infectious, |â€Å"newborn baby†. | | |headache |which is until the last blister has | | | |generally feeling unwell |burst and crusted over.This usually | | | |loss of appetite |takes five or six days after the rash | | | |These flu-like symptoms, especially the fever, tend to be worse in adults than in children. |begins. | | | |Chickenpox spots | | | | |Soon after the flu-like symptoms, an itchy rash appears. Some children and adults may only have a few spots, but others are covered |Also: | | | |from head to toe. |-painkillers | | | |The spots normally appear in clusters.But the spots can be anywhere on the body, even inside the ears and mouth, on the palms of |-hydration | | | |the hands, soles of the feet and inside the nappy area. |-treat itchiness to stop irritating the| | | |Although the rash starts as small, itchy red spots, after about 12-14 hours the spots develop a blister on top and become intensely |rash | | | |itchy. |-try to help child dress so as not to | | | |After a day or two, the fluid in the blisters gets cloudy and they begin to dry out and crust over. |be too hot or too cold. | | |After one to two weeks, the crusting skin will fall off naturally. | | | | |New spots can keep appearing in waves for three to five days after the rash begins. Therefore different clusters of spots may be at | | | | |different stages of blistering or drying out. | | | |Anaphylaxis |The time it takes the symptoms †¦ to develop depends on how the trigger entered your body. If it was |If anaphylaxis is suspected you should check what |Yes. See box to the left. | |something you ate, such as peanuts, then it can take †¦ from a few minutes to two hours. If it was |systems of the body are being affected by symptoms. | | | |something that entered your skin, such as a sting or an injection, it will usual ly take 5-30 minutes. |Most health professionals recommend a ABC method, | | | |Symptoms can vary †¦ sometimes it can only cause mild itching or swelling, but in some people it can be|where you should check: | | | |extreme and lead to death. Airways – are symptoms affecting the airways, such | | | |Symptoms of anaphylaxis include: |as swelling inside the throat | | | |a red raised itchy skin rash |Breathing – are symptoms affecting breathing such | | | |swelling of your eyes, lips, hands and feet |as causing shortness of breath | | | |narrowing of your airways which can cause breathing difficulties and wheezing |Circulation – are symptoms affecting the | | | |feeling like there is a lump inside your throat |circulation such as causing dizziness or fainting. | | |a sudden drop in blood pressure which can make you feel faint and dizzy |If a person has symptoms affecting all three of | | | |nausea |these systems of the body then it is likely that a | | | |vomi ting |person has anaphylaxis; especially if they also | | | |strange metallic taste in the mouth, |have symptoms affecting their skin. | | |sore, red, itchy eyes | | | | |a feeling of impending doom like something terrible is going to happen | | | |Impetigo |Impetigo does not cause any symptoms until 4-10 days after the initial exposure to the bacteria. |Call parents. Send child home. Typical GP |No. | | |People can easily pass the infection on to others without realising that they are infected. |instructions follow. |If symptoms have not improved | | |Symptoms of bullous impetigo begin with the appearance of fluid-filled blisters, which usually occur |Treat at home.Impetigo is not usually serious and |within seven days of starting | | |on the trunk (the central part of the body from above the waist, but excluding the head and neck) or |will often clear up without treatment after two to |treatment, go back to your GP for | | |on the arms and legs. The blisters may quickly spread, be fore bursting after several days to leave a |three weeks. |a follow-up appointment to discuss| | |yellow crust which heals without leaving any scarring. |However, if you or your child has symptoms, visit |other treatment options. | | |The blisters aren't usually painful, but the area of skin surrounding them may be itchy.As with |your GP to rule out the possibility of other, more | | | |non-bullous impetigo, it is important that you do not touch or scratch the affected areas of the skin. |serious infections. | | | |Symptoms of fever and swollen glands are more common in cases of bullous impetigo. |If impetigo is confirmed, it can usually be | | | |Symptoms of non-bullous impetigo begin with the appearance of red sores that usually occur around the |effectively treated with antibiotics which may be | | | |nose and mouth.However, sometimes other areas of the face and the limbs can also be affected. |prescribed in the form of a cream (topical) or as | | | |The sores quickly burst leavi ng thick, yellow-brown golden crusts. After the crusts dry, they leave a |tablets. With treatment, the infection should clear| | | |red mark that usually heals without scarring. The time it takes for the redness to disappear can vary |up after about seven to 10 days and the time that | | | |between a few days and a few weeks. |the person is infected will also be reduced. | | |The sores are not painful, but they may be itchy. It is important not to touch, or scratch, the sores | | | | |because this can spread the infection to other parts of your body, and to other people. | | | | |Other symptoms of impetigo, such as a fever and swollen glands, are rare but can occur in more severe | | | | |cases. | | |Ringworm |Ringworm often looks like a round, red or silvery patch of skin which may be scaly and itchy. |Call parents. Send |No. | | |The ring spreads outwards as it progresses. You can have one patch or several patches of ringworm, and in more serious cases your skin may |child home. T ypical |If this is your first | | |become raised and blistered. |GP instructions |episode and/or depending | | |The symptoms of scalp ringworm include: |follow.Treat at |on the type (some types | | |small patches of scaly skin on the scalp, which may be sore |home. Ringworm is |are treated with OTC | | |patchy hair loss |easily treated using|medicines), then contact | | |an itchy scalp |antifungal creams, |GP but it is not urgent. | | |The symptoms of foot ringworm (athlete’s foot) include: |tablets and shampoo. | | |an itchy, dry, red and flaky rash, usually in the spaces between your toes | | | | |The symptoms of groin ringworm (jock itch) include: | | | | |red-brown sores (not necessarily ring-shaped), which may have blisters or pus-filled sores around the edge | | | | |itchiness and redness around your groin area, such as your inner thighs and bottom (the genitals are not usually affected) | | | | |the skin on your inner thighs can become scaly and flaky | | | | |The symp toms of nail ringworm include: | | | | |a whitish thickening of the nail | | | | |discolouration (the nail can turn white, black, yellow or green) | | | |the nail can become brittle and start to fall off | | | | |the skin around the nail may be sore and irritated | | | |Accidents |In school, contact the trained First Aid Provider and have this individual |If an accident happens |Take the child to A if child: | | |provide an assessment of issues. |Call an ambulance if the child: |-hase a fever and are persistently lethargic despite | | |This topic has a huge range of possible definitions.An NHS search of accidents|stops breathing |having paracetamol or ibuprofen | | |with children provides: |is struggling for breath (for example, you may notice |-is having difficulty breathing (breathing fast, | | |Most young children have some injuries and accidents. Most will be minor, but |sucking in under the ribcage) |panting or are very wheezy) | | |it’s sensible to know what to do if th e accident or injury is more serious. |is unconscious or seems unaware of what's going on |-has severe abdominal pain | | |If you’re worried about [the] child’s injuries and not sure if they need |won’t wake up |-has a cut that won't stop bleeding or is gaping open| | |medical help, call NHS Direct on 0845 4647.If you’re unsure whether you should|has a fit for the first time, even if they seem to | | | |move [the] child, make sure they’re warm, then call an ambulance. |recover |-has a leg or arm injury and can’t use the limb | | | |have swallowed a poison or tablets | | |Whooping Cough |The symptoms of whooping cough usually take between six and 20 days to appear after infection with the |Call parents. Send child home. Typical GP instructions follow. |Some-what. | |Bordetella pertussis bacterium. This delay is known as the incubation period. |Whooping cough can be treated successfully with antibiotics and most |Child should| | |Whooping coug h tends to develop in stages, with mild symptoms occurring first, followed by a period of |people make a full recovery. |be seen by | | |more severe symptoms, before improvement begins. |Whooping cough is much less serious in older children and adults than |GP but not | | |Early symptoms |it is in babies and young children. Your GP will usually advise you to |emergently. | |The early symptoms of whooping cough are often similar to those of a common cold and may include: |manage the infection at home and follow some simpl

High School Graduation Essay

Throughout life people go through so many hardships. Whether it be good or bad there is always something that comes out of the situation. One of the most exciting but yet scariest events would be graduation. So it was the day before graduation and we were having our graduation practice. Standing outside in the line alphabetical order me and classmates talked and waited for practice to start. The sun was beating down, the smell of fresh cut grass filled out our nose. We were all just ready to get it over with. Sitting talking with my classmates discussing our future plans. Debating whether or not we will miss high school, but knowing we will definitely miss each other. So finally it came to practice walking across the stage, so the assistant principle called my name and shook my hand and handed me my mini diploma. Then it finally hit me like a speeding express train, I was about to graduate. May 18th 2012, finally it was here the day of my commencement. I can almost remember that day like it was yesterday, I awoke like on any other school day. That day was crazy, I was running errands and preparing for my graduation and after party. So the time had come for me to put on my blue and gold cap and gown with my gold cords which I had worked so hard for. I had so much sense of pride at the moment all I needed was my diploma in my hand. So the final moment had come and it was time to walk the field. The music stared and we proceeded to walk down the field to our seats. Glancing out at the packed stands I could see my family and friends. While waiting for my name to be called, I reminisced on all the good times I’ve had in high school and all the friendships I’ve made. Finally my row was directed to get up and proceed to the stage and my heart was racing. Thinking it was finally over, no more high school. I hear my name called and I hear all of my family and friends screaming and clapping for me and it made everything I had done to achieve the diploma my principle handed me after shaking my hand. As I was walking back to my seat with my diploma I was envisioning that I had just closed one chapter to my life and I was excited to embark or my next journey. Graduation is an exciting time in a person’s life, especially a high school graduation. When I think of family and friends gathering together to celebrate a joyous occasion, I feel I accomplished my strongest goal. It never occurred to me that graduation would be the end of my youth and the start of adulthood. Graduating from high school was an influential event that gave me a new outlook on life.

Bajaj Project Report

A REPORT ON â€Å"Study of Marketing Research On Bajaj Bike† A detailed study done in Bajaj Auto Ltd. Under the guidance of Dr. N. MAHESH A Project Report On â€Å"Study of Marketing Research On Bajaj Bike† A detailed study done in Bajaj Auto Ltd. Submitted in partial fulfillment of the requirement for award of degree of Master of Management Studies (MMS) under university of Mumbai. Submitted By Mr. Sagar Dhoble Roll No: 3003 Batch: 2010-2012 Under the guidance of Dr. N. Mahesh A. C. Patil College of Engineering, Management Studies and Research, Sector 4, Plot 17, Kharghar, Navi Mumbai – 410210 Contact No: 022-2774 5722 / 2786 3644 Fax: 91-22-2774 5732 E-mail: [email  protected] org Web Site: http://www. acpce. org College Certificate This is to certify that Mr. Sagar Dhoble student of final year of Master of Management Studies has prepared a project titled â€Å"Study of Marketing Research On Bajaj Bike† at Bajaj Auto Ltd. as a partial fulfillment of MMS degree for the academic year 2010-2012, University of Mumbai. Dr. N. Mahesh Dr. D. G. Borse (Head of Department) (Director) Guide Certificate This is to certify that this project entitled â€Å"Study of Marketing Research On Bajaj Bike† at Bajaj Auto Ltd. is based on an original work study conducted by Mr. Sagar Dhoble under my guidance. This has not formed a basis for the award of any Degree or Diploma by this university or any other university. Place: Date: Dr. N. Mahesh (Head of Department) Preface In today’s competitive world the practical study forms an important part in each and every professional course. MBA  is a course in which the theoretical knowledge is backed by the practical study. That study is in the form of project. The Summer Training Project is one of the important parts of the curriculum and each and every student has to work for the project. The summer project enables the students to know more about the application of theoretical knowledge. The current situation of the market is made known to the students when they undertake the project. The project gives better insides into the application part of the theory. The companies in an industry and their operations can be better known by the students when they analyze the data, and prepare the grand project. This project is on the Study of Consumer Buying Behaviour at Time to Purchase Bajaj Bike. I have analyzed the industry very deeply and carefully project. One can know about the current scenario of the Indian Two wheeler industry in India. This project enables the reader to have a look at the position of the Two Wheeler companies of the country. Acknowledgement I wish to take this opportunity to express my deep sense of gratitude to Dr. D. G. Borse, Director, ACPCE, MS & R for his invaluable guidance in this endeavor. He has been a constant source of inspiration and I sincerely thank him for his suggestions and help to prepare this project. I express my sincere thanks to Dr. N. Mahesh, HOD, ACPCE, MS & R for his valuable suggestions and for assisting me in the data compilation and analysis which helped me a lot in fine tuning my report. I would like to express my gratitude to all those who gave me the opportunity to complete my internship at Bajaj Auto Ltd. I am deeply indebted to my supervisor Mr. Tushar Pawar, Senior Analyst, (Bajaj Auto Ltd. my corporate guide, for his kind help and support and his valuable guidance throughout my project. I am thankful to his for providing me with necessary insights and helping me out at every single step. Finally, I would like to thank my family members and friends for their Co-operation, advice and encouragement during the long and arduous task of carrying out the project and prepari ng this project. Sagar Dhoble Declaration I hereby declare that the project entitled â€Å"Study of Marketing Research On Bajaj Bike† at Bajaj Auto Ltd has been prepared by me under the guidance of Dr. N. Mahesh, HOD, ACPCE, MS & R, in partial fulfillment of the requirement for the award of the degree of masters of management. I also hereby declare that this project report is the result of my own efforts and has not been submitted at any time to any other university or institute for the award of any degree or diploma. Place: Date: Sagar Dhoble Executive Summary The present is the era of  customers. Customers are more knowledgeable than ever before & because the customer is more knowledgeable companies must be faster, more agile  and more creative  than  few years  ago. So companies should strive to enhance customer satisfaction through knowing their expectations regarding products. It can be concluded on the basis that market research must be used to find out whether customer’s expectation are being met by current products or services. Consumer perception is based on the images consumers have of the organization and its products, this can be based on value for money, product quality, fashion and products reliability. This is anticipating future trends and forecasting for future sales. This is vital to any organization if they wish to keep their entire current market share and  develop more. Generating income or profit principle  clearly states  that  the  need  of  the organization  is  to be  profitable  enough  to  generate  income  or  growth  and  satisfying  the customer is a big part of companies  plans  they also need to take into account their own needs. For making satisfactory progress an organization need to make sure that their product is developing along with the market, if a product is developing well , then income should increase, if not then the marketing strategy should be revised. An organization should always know what is happening within their designated market, if it is changing, saturation, technological advances, slowing down or rapidly growing, being up to date on this is essential for companies to survive. There are also certain external factors that a company should be very aware of such as P. E. S. T factors i. e (political, environmental, social and technological) and S. W. O. T i. e. (strength, weakness, opportunity, and threat). A business must  take into account all these constraints when Designing and introducing a marketing strategy. It can be concluded that an organization must treat customers as a king  in the market and provide them essential, satisfied and quality products and then the consumer buying activity will increase and subsequently sales will increase. Index Organization certificate†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ I College certificate†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. II Guide certificate†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. III Preface†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ IV Acknowledgment†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. V Declaration †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ VI Executive summary†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. VII Chapter1. Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 3 1. 1 Title of the Project†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 13 1. 2 Overview of Automobile Industry†¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 13 1. 3 About Bajaj†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 20 1. 4 Problem Definition†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 22 1. 5 Scope of Study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 22 1. 6 Objectives of Study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 23 1. 7 Limitations†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 23 Chapter2. Review of Literature†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 24 Chapter3. Research Methodology†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 30 3. 1 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 0 3. 2 Research Design†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 31 3. 3 Sources of Data†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 32 3. 4 Data Collection Method†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 33 3. 5 Sampling Plan†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 34 Chapter4. Data analysis and Interpretation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 35 Chapter5. Findings†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 45 Chapter6. Conclusion and Suggestions†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 46 Chapter7. References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦.. 48 7. Bibliography†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 48 7. 2 Appendix†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 50 CHAPTER – 1 Introduction:- 1. 1 Title of the project:- Title of the project is â€Å"Study of Marketing Research On Bajaj Bike† 1. 2 Overview of Automobile Industry:- The History of the automobile actually began about 4,000 years ago when the first wheel was used for transportation in India. Several Italians recorded designs for wind-driven vehicles. The first was  Guido da Vigevano in 1335. It was a windmill-type drive to gears and thus to wheels. Vaturio designed a similar vehicle that was also never built. Later Leonardo da Vinci designed clockwork-driven tricycle with tiller steering and a differential mechanism between the rear wheels. In the early 15th  century, the Portuguese arrived in China and the interaction of two cultures led to a variety of new technologies, including the creation of a wheel that turned under its own power. By the 1600s, small steam-powered engine models were developed, but it was another century before a full-sized engine-powered vehicle was created. A Catholic priest named Father Ferdinan Verbiest is credited to have built a steam-powered vehicle for the Chinese Emperor Chien Lung in about 1678. There is no information about the vehicle, only the event. Since James Watt didn’t invent the steam engine until 1705, we can guess that this was possibly a model vehicle powered by a mechanism like Hero’s steam engine-a-spinning wheel with jets on the periphery. Although by the mid-15th  century the idea of a self-propelled vehicle had been put into practice with the development of experimental vehicles powered by means of springs, clockworks, and the wind, Nicolas-Joseph Cugnot of France is considered to have built the first true automobile in 1769. Designed by Cugnot and constructed by M. Brezin, it is also the first vehicle to move under its own power for which there is a record. Cugnot’s three-wheeled steam-powered vehicle carried four persons and was meant to move artillery pieces. It had a top speed of a little more than 3. 2 km/h (2 mph) and had to stop every 20 minutes to build up a fresh steam. Evans was the first American who obtained a patent for â€Å"a self-propelled carriage. † He, in fact, attempted to create a two-in-one combination of a steam wagon and a flat-bottomed boat, which didn’t receive any attention in those days. During the 1830’s, the steam vehicle had made great advances. But stiff competition from railway companies and crude legislations in Britain forced the poor steam vehicle gradually out of use on roads. Carl Benz and Gottlieb Daimler, both Germans, share the credit of changing the transport habits of the world, for their efforts laid the foundation of the great motor industry, as we know it today. First, Carl Benz invented the petrol engine in 1885 and a year later Daimler made a car driven by motor of his own design and the rest is history. Daimler’s engine proved to be a great success mainly because of its less weight that could deliver 1000rpm and needed only very small and light vehicles to carry them. France too had joined the motoring scenario by 1890 when two Frenchmen Panhard and Levassor began producing vehicles powered by Daimler engine, and Daimler himself, possessed by the automobile spirit, went on adding new features to his engine. He built the first V-Twin engine with a glowing platinum tube to explode the cylinder gas-the very earliest form of sparking plug. Charles Duryea built a motor carriage in America with petrol engine in 1892, followed by Elwood Haynes in 1894, thus paving the way for motorcars in that country. For many years after the introduction of automobiles, three kinds of power sources were in common use: steam engines, gasoline or petrol engines, and electric motors. In 1900, over 2,300 automobiles were registered in New York, Boston, Massachusetts, and Chicago. Of these, 1,170 were steam cars, 800 were electric cars, and only 400 were gasoline cars. In ten years from the invention of the petrol engine, the motorcar had evolved itself into amazing designs and shapes. By 1898, there were 50 automobile-manufacturing companies in the United States, a number that rose to 241 by 1908. In that year, Henry Ford revolutionized the manufacture of automobiles  with his assembly- line style of production and brought out the Model T, a car that was inexpensive, versatile, and easy to maintain. Herbert Austin and William Morris, two different carmakers, introduced mass production methods of assembly in the UK, thus paving the way for a revolution in the automobile industry. Austin Seven was the world’s first practical four-seater ‘baby car’ which brought the pleasures of motoring to many thousands of people who could not buy a larger, more expensive car. Even the ‘bull-nose’ Morris with front mounted engine became the well-loved model and one of the most popular cars in the 1920s. Automobile manufacturers in the 1930s and 1940s refined and improved on the principles of Ford and other pioneers. Cars were generally large, and many were still extremely expensive and luxurious; many of the most collectible cars date from this time. The increased affluence of the United States after World War II led to the development of large, petrol-consuming vehicles, while most companies in Europe made smaller, more fuel-efficient cars. Indian Automobile – History India is the second largest manufacturer and producer of two-wheelers in the world. It stands next only to Japan and China in terms of the number of two-wheelers produced and domestic sales respectively. The Indian two-wheeler industry made a small beginning in the early 50s when  Automobile Products of India (API)  started manufacturing scooters in the country. Until 1958, API and Enfield were the sole producers. In  1948, Bajaj Auto  began trading in imported  Vespa scooters and three-wheelers. Finally,  in 1960, it set up a shop to manufacture them in technical collaboration with Piaggio  of Italy. The agreement expired in 1971. In the initial stages, the scooter segment was dominated by API, it was later  overtaken by Bajaj Auto. Although various government and private enterprises entered the fray for scooters, the only new player that has lasted till today is LML. Under the regulated regime, foreign companies were not allowed to operate in India. It was a complete seller market with the waiting period for getting a scooter from  Bajaj Auto being as high as 12 years. The motorcycles segment was no different, with only three manufacturers viz  Enfield, Ideal Jawa and Escorts. While Enfield bullet  was a four-stroke bike, Jawa and the Rajdoot were two-stroke bikes. The motorcycle segment was initially dominated by  Enfield 350cc bikes and Escorts 175cc bike. The two-wheeler market was  opened to foreign competition  in themid-80s. And then market leaders – Escorts and Enfield – were caught unaware by the onslaught of the 100cc bikes of the four Indo-Japanese joint ventures. With the availability of fuel efficient low power bikes, demand swelled, resulting in Hero Honda  Ã¢â‚¬â€œ then the only producer of four stroke bikes (100cc category), gaining a top slot. The first Japanese motorcycles were introduced in the early eighties. TVS Suzuki and Hero Honda  brought in the first two-stroke and  four-stroke engine  motorcycles respectively. These two players initially started with assembly of CKD kits, and later on progressed to indigenous manufacturing. In the 90s the major growth for motorcycle segment was brought in by Japanese motorcycles, which grew at a rate of nearly 25% CAGR in the last five years. The industry had a smooth ride in  the 50s, 60s and 70s  when the Government prohibited new entries and strictly controlled capacity expansion. The industry saw a sudden growth in the 80s. The industry witnessed a steady growth of 14% leading to a peak volume of 1. 9mn vehicles in 1990. The entry of Kinetic Honda in mid-eighties with a variometric scooter helped in providing ease of use to the scooter owners. In 1990, the entire  automobile industry saw  a  drastic fall  in demand. This resulted in a  decline of 15% in 1991 and 8% in 1992, resulting in a production loss of 0. mn vehicles. Barring Hero Honda, all the major producers suffered from recession in FY93 and FY94. Hero Honda showed a marginal decline in 1992. The reasons for recession in the sector were the incessant rise in fuel prices, high input costs and reduced purchasing power due to significant rise in general price level and credit crunch in consumer financing. Factors like increased production in 1992, due to new entrants coupled with the recession in the industry resulted in company either reporting losses or a fall in profits. India is one of the very few countries manufacturing three-wheelers  in the world. It is the world's largest manufacturer and seller of three-wheelers. Bajaj Auto commands a monopoly  in the domestic market with a  market share of above 80%, the  rest is shared by Bajaj Tempo, Greaves Ltd and Scooters India. The total number of registered two-wheelers and three wheelers on road in India, as on March 31, 1998 was 27. 9mn and 1. 7mn respectively. The two wheeler population has almost doubled in 1996 from a base of 12. 6mn in 1990. 1. 3 About Bajaj:- The  Bajaj Group  came into existence  in 1926, during the turmoil and the heady euphoria of India’s freedom struggle. Jamnalal Bajaj, founder of the group, was a close confidant and disciple of Mahatma Gandhi, and was deeply involved in the effort for freedom. The integrity, dedication, resourcefulness and determination to succeed which are characteristic of the company today, are often traced back to its birth during those long days of relentless devotion to a common cause. Kamalnayan Bajaj, the eldest  son of Jamnalal Bajaj, at the age of 27,  he took over the reins of business  in 1942. Putting the Nation before business, he devoted himself to the latter only after India achieved independence in 1947 and then after he was able to give his full attention to the business. Kamalnayan Bajaj  not only consolidated the group, but also diversified into various manufacturing activities, elevating the group to the status it enjoys till this day. At present  Chairman and Managing Director of the group, is Rahul Bajaj,  took charge of the business  since 1965  and is recognized as one of the most outstanding business leaders in India. As dynamic and ambitious as his illustrious predecessors, he has been recognized for his achievement at various national and international forums. Bajaj  is currently  India’s Largest Two and Three Wheeler manufacturer  and one of the biggest in the world. Under Rahul Bajaj’s  leadership, the turnover of the Bajaj Auto the flagship company has gone up from  Rs. 72 million to Rs. 46. 16 billion (USD 936 million),  its product portfolio has expanded from one to and the brand has found a global market. He is one of India’s most distinguished business leaders and internationally respected for his business acumen and entrepreneurial spirit. . 4 Problem Definition:- There are many companies manufacturing motorcycles into the market, at the same time as there are many companies manufacturing motorcycles, idea about thinking of customer on whether, what, how, and for whom to purchase the motorcycle. Therefore, research is required to measure present consumer buying behavior at the purchase of Bajaj bike. So the researcher problem is to identify what are the criteria that prospective customer takes into consideration before buying the motorcycles. 1. 5 Scope of Study:- The study on Marketing Research would help us:- To know about his product potential in the market vis-a-vis the total product; * New Products; * Various brands; * Pricing; * Market Structures and selection of product strategy, etc. * To get feedback from customer. * Company also wants the suggestion for improvement from users of Bajaj Vehicles. 1. 6 Objectives of Study:- â€Å"Study of Marketing Research Regarding Two Wheeler (Automobiles Industry)† * The demographics of who is buying the product at the present compared to the demographics of people buying competitors’ products. Satisfaction of customers and potential customers with the products they are buying. * Attitudes of customers and potential customers towards the value for money of the products from different suppliers. * Features about the product that customers would like to see improved. * The awareness amongst potential customers of product. * Factors that would prompt potential customers to buy from the company. 1. 7 Limitations:- * The market survey was limited to area of Pune city. * Time Constraint. * In such cases respondents were not able to give all information was taken. We can’t meet each and every user because of human limitations and other problems so we select some sample. CHAPTER – 2 Review of Literature:- As noted by NMCC (2006), competitiveness of manufacturing sector is a very broad multi-dimensional concept that embraces numerous aspects such as price, quality, productivity, efficiency and macro-economic environment. There are numerous studies on auto industry in India, published by industry associations, consultancy organizations, research bodies and peer-reviewed journals. In this section, various studies on the Indian auto industry are evie wed, under different heads pertaining to global comparisons, fiscal and trade policies and evolution of the Indian auto industry and other aspects. Global Comparisons The Investment Information and Credit Rating Agency of India (ICRA, 2003) studies the competitiveness of the Indian auto industry, by global comparisons of macro environment, policies and cost structure. This has a detailed account on the evolution of the global auto industry. The United States was the first major player from 1900 to 1960, after which Japan took its place as the cost-efficient leader. Cost efficiency being the only real means in as mature an industry as automobiles to retain or improve market share, global auto manufacturers have been sourcing from the developing countries. India and China have emerged as favourite destinations for the first-tier OEMs since late 1980s. There are only a few dominant Indian OEMs, while the number of OEMs is very large in China (122 car manufacturers and 120 motorcycle manufacturers). ICRA (2004) analyses the implications of the India-ASEAN5 Free Trade Agreements for the Indian automotive industry. ASEAN economies are globally more integrated than India. The current size of Indian and ASEAN market for automobiles is more or less the same but the Indian market has a larger growth potential than the ASEAN market due to the low level of penetration. The labour cost is low in India but the stringent labour regulations erode this advantage. The level of infrastructure is better in India than Indonesia and the Philippines but worse than that in other ASEAN countries. The financial and banking sector is better in India than in the ASEAN countries. The study notes that there is a huge excess capacity in ASEAN countries, in comparison with that in India, which will help them to tackle the excess demand that may arise in future. The study finds a 20-30 per cent cost disadvantage for Indian companies on account of taxation and infrastructure and 5-20 per cent labour cost advantage over comparable ASEAN-member-based companies. Similar findings are noted in a study by the Automotive Component Manufacturers Association of India (ACMA, 2004), particularly in comparison with Thailand. Policy Environment and Evolution of Indian Auto Industry In this section, studies on the policy environment pertaining to the Indian auto industry and its evolution over the years have been reviewed. Pingle (2000) reviews the policy framework of India’s automobile industry and its impact on its growth. While the ties between bureaucrats and the managers of state-owned enterprises played a positive role especially since the late 1980s, ties between politicians and industrialists and between politicians and labour leaders have impeded the growth. The first phase of 1940s and 1950s was characterised by socialist ideology and vested interests, resulting in protection to the domestic auto industry and entry barriers for foreign firms. There was a good relationship between politicians and industrialists in this phase, but bureaucrats played little role. Development of ancillaries segment as recommended by the L. K. Jha Committee report in 1960 was a major event that took place towards the end of this phase. During the second phase of rules, regulations and politics, many political developments and economic problems affected the auto industry, especially passenger cars segment, in the 1960s and 1970s. Though politicians picked winners and losers mainly by licensing production, this situation changed with oil crises and other related political and macro-economic constraints. The third phase starting in the early 1980s was characterised by delicensing, liberalization and opening up of FDI in the auto sector. These policies resulted in the establishment of new LCV manufacturers (for example, Swaraj Mazda, DCM Toyota) and passenger car manufacturers. 7 All these developments led to structural changes in the Indian auto industry. Pingle argues that state intervention and ownership need not imply poor results and performance, as demonstrated by Maruti Udyog Limited (MUL). Further, the noncontractual relations between bureaucrats and MUL dictated most of the policies in the 1980s, which were biased towards passenger cars and MUL in particular. However, D’Costa (2002) argues that MUL’s success is not particularly attributable to the support from bureaucrats. Rather, any firm that is as good as MUL in terms of scale economies, first-comer advantage, affordability, product novelty, consumer choice, financing schemes and extensive servicing networks would have performed as well, even in the absence of bureaucratic support. D’Costa has other criticisms about Pingle (2000) The major shortcoming of Pingle’s study is that it ignores the issues related to sectors pecific technologies and regional differences across the country. In August 2006, a Draft of Automotive Mission Plan Statement prepared in consultation with the industry was released by the Ministry of Heavy Industries and Public Enterprises. This was finally released as a report in December 2006. This document draws an action plan to take the turnover of the automotive industry in India to US$145 billion by 2016, accounting for more than 10 per cent of the GDP and providing additional employment to 25 million people, by 2016. A special emphasis is laid on small cars, MUVs, two-wheelers and auto-components. Measures suggested include setting up of a National Auto Institute, streamlining government/educational/research institutions to the needs of the auto industry, upgrading infrastructure, considering changes in duty structure and fiscal incentives for R;D. Similarly, NMCC (2006), which lays down a national strategy for manufacturing, recognises the importance of the Indian automobile and auto-component industry, particularly the latter, as a competitive knowledge-based industry with immense employment generation potential. The policy recommendations of this study include VAT implementation, lower indirect taxes, power reforms, tax benefits linked to export earnings, duty-cut for raw material imports, R;D incentives for a longer period, establishment of auto parks, benefits for export-seeking investments, human resources development and modernisation fund for new investments in auto clusters. Industry players have been advised to improve their operational performance, determine their strategic posture as one among those identified in the study, improve capabilities in line with their posture and invest very rapidly in a planned manner. ACMA needs to promote India as a brand, enable sourcing from India by global customers and promote the quality and productivity efforts of the autocomponent firms in India. ACMA (2006) notes that India’s joining the WP (Working Party) 29: 1998 Agreement for global harmonisation of automotive standards, coupled with the funding of National Automotive Testing and Research Infrastructure Project (NATRIP) by the Government of India, has increased prospects of the Indian auto industry rising up to global standards in the near future, in all aspects. Narayanan (2004) analyses the determinants of growth of Indian automobile firms during three different policy regimes, namely, licensing (1980-81 to 1984-85), deregulation (1985-86 to 1990-91) and liberalisation (1991-92 to 1995-96). Unlike the prediction by Narayanan (1998), this study finds that vertical integration is detrimental for growth in a liberalised regime as it potentially limits diversification. Narayanan (2006) also finds that vertical integration plays a positive role in a regulated regime, while it is not conducive for export competitiveness in a liberal regime. CHAPTER – 3 Research Methodology:- . 1 Introduction:- Marketing research is the function which links the consumer, customer and public to the marketers through information used to identify and define marketing, opportunities and problems, generates refine marketing action; monitor marketing performance and improve understanding of marketing as a process. Marketing research specifies the information requ ired to address these issues; designs the method for collection information manages and implements the data collection process; analysis the results and communication the findings and their implication. Research definition:- Research is careful inquiry or examination to discover new information and relationship and to expand and to verify exiting knowledge† Research always starts with questions or a problem. Its purpose is to find answer to questions through the application of the scientific method. It is a systematic and intensive study directed towards a more complete knowledge of the subject studies. 3. 2 Research Design:- â€Å"Research design is the plan, structure and strategy of investigation conceived so as to obtain answer to research question and to control variance. † From definition it is evident that research design is one or ess a blueprint of research. At the outset may be noted that there are several ways of studying and tackling a problem. There is no s ignal perfect design. The research design can be classified in to true broad categories: (A) Exploratory (B) Descriptive (C) Casual Exploratory research is focus on the discovery of ideas. Exploratory research is carried out to define problems and developed hypothesis to test later. An exploratory study is generally based on the secondary data that are reading available. It does not have to change his focus of direction, depending on the availability of new ideas and relationship among variables. Descriptive studies are undertaken in many circumstances. Descriptive studies can be complex, determining a high degree of scientific skill on the part of the researcher. Casual research helps in determined cause and effect relationship. Between two or more variables. The present study seeks to find out the consumers attitude towards buying of bike. The study also aims at findings out the drawbacks of the marketing set up of BAJAJ AUTO LTD. So this makes the study a descriptive one. 3. 3 Sources of Data:- The sources of data collection methods are as follows. a) Primary data:- Primary data i. e. ollected for the first time. It is fresh and originally collected by the surveyor. I will used only primary data in calculating the study and collect the data. b) Secondary data:- Secondary data are those data which are already collected by someone for some purpose and are available for the present study; secondary data are already collected by the company‘s records and other libraryâ⠂¬Ëœs books. When the secondary data are sufficient, the researcher has to be satisfied with the primary sources of data. Secondary data can be used as bases for comparison with primary data have been collected by questionnaire. . 4 Data Collection Method:- While making an analysis,  Primary data  represents a true and correct picture of subject to be studied as  compared to the secondary data, which is second hand ; has become obsolete. So to know about the current situation of the market and actual facts, collection and analysis of primary data is of significance. We have presented the â€Å"Research findings on the basis of Primary Data†Ã‚  collected through a  survey  conducted with the help of questionnaires of customers of Pune City. The questionnaire contains three types of questions. * Open-ended question:- It is helpful in knowing what is uppermost in the mind of the respondents. It gives complete freedom to the respondent. * Dichotomous questions:- It has only two answers in form ‘yes’ or ‘no’, ‘true’ or ‘false’, ‘use’ or ‘do not use’. So the respondent is offered two or more choice. * Multiple-choice question:- In this, the respondent is offered two or more choice. 3. 5 Sampling Plan:- Sampling is a process of obtaining the information about the entire population by examine a part of it . The effectiveness of the research depends on the sample size selected for the survey purpose. A) Sample Site:- The survey was conducted in PUNE CITY. (B)Sampling Unit:- It means â€Å"Who is to be surveyed†. Here target population is decided and it is who are interested to purchase â€Å"Bike† and sampling frame is developed so that everyone in the target population has known chance of being sampled. So the s urvey is conducted particularly in Pune City. (C)Sample size:- We collect several sample for both Market Research. Total 134 outlets were surveyed for both project. * 82 outlets were surveyed for the project of Service Satisfaction of customers from â€Å"Automotive Mfrs†Ã‚  after purchasing Vehicle. 52 outlets were surveyed for the project of Customer Perception for Purchasing Vehicle. CHAPTER – 4 Data analysis and Interpretation:- We Collect Data of 82 Vehicles for Market Research of Bajaj Dealer Service. Q. 1)From where Customer Purchase Vehicle? Q. 2)Where you service your vehicle? Q. 3)Time taken at service station to understand vehicle problem is Appropriate? Q. 4)Have they understand service problem properly? Q. 5)Have customer get Expense Detail of service in advance? Q. 6)After Competion of Service have they give Information about what they do in Service? Q. 7)Behaviors of Automotive’s staff is proper or not? Q. 8) Given Problem is Solved by the Engineers or Not? Q. 9) Have you got Delivery of vehicle in time after giving it in Service? Q. 10) The customer Satisfied with Service or Not? CHAPTER – 5 Findings:- * We conduct 82 sample for know the customer service satisfaction of â€Å"Automotive Mfrs Pvt Ltd†. * From this 82 sample, 49 samples are of Automotive, 24 sample of Rajashri ; 9 other Bajaj’s dealer in Pune. * 71% Customer are satisfied with Automotives service ; 29% are not satisfied due to some reasons. Automotive save the time of customer by taking lesser time while they come for servicing their vehicle. And also engineer understand customers problem properly. * Automotive gives expense detail advance so most of customer are satisfied with the expense detail. * Service satisfaction of automotive customer is higher than other dealer’s service. * If some customer make service on both Rajashri and Automotive then the customer prefer Automotive more because Automotive give qualitative service so that customer satisfaction from Automotive is higher. CHAPTER – 6 Conclusion and Suggestions:- The Suggestions  that are given by  Customers and we give suggestions as a market researcher for Improving in a service. Because after selling of a vehicle customer may has some of the problem and customer come for solve their problem through service and company should try to give proper service to satisfy customer by solving their problem. The suggestions are as followed: * Company should take  less time  for service the vehicle. * Company takes Higher Charges for Pay Service. This should be reducing. * Company should  facilitate a Scheme  for servicing Old Vehicles  so that all the customer service their vehicle at company’s service station. Dealers should improve  staff behavior. Some time it create trouble for customers. * Price of spare parts  should be  lesser  than market price. * Some time Vehicles problem is not solved so company try to concentrate on solving a problem and also see that this type of problem should not arise in future. * Sometimes they only  wash the vehicles. This should not happen in future otherwise company can loose the customer. * All parts  should be available at service station. Because sometime customer face the problem that parts are not available. Only one person should take the responsibility  to check * the vehicles problem and also to solve the problem. CHAPTER – 7 References:- 7. 1 Bibliography:- a) Kotler, Philip 2002,PHI(I)P. ltd, Marketing management b) Kothari, C. R. 2001,Himayalayan Publications, Research Methodology Magazines and News papers:- a) Auto car India b) Business Today c) Business World d) Business India e) Economic Times f) The Hindu g) India Today Websites Visited:- http://xkmph. com/discuss/index. php? topic=2298. 0 http://allprojectreports. com/index. htm http://pakistanmba. jimdo. com/free-marketing-projects-2/ ttp://www. skirec. com/ http://findpdf. net/ebooks/books-about-case-study-about-marketing-strategy-Bajaj-Auto-case-study-about-marketing-channels-free-d ownload. html http://nisearch. com/bajaj-auto/1/ http://tejas-iimb. org/articles/21. php http://www. stuffspec. com/publicfiles/Summer_Internship_Project_Report_In_Ms_Word_Format. html http://wwww. justdial. com/srch/all_indiasrch/all_india. php http://hbr. org/product/bajaj-auto-ltd-portuguese-version/an/508P02-PDF-POR http://stocktraderschat. com/search/two-wheeler-automotive-product-manufacture/1/ http://www. fundinguniverse. om/company-histories/Bajaj-Auto-Limited-Company-History. html http://www. scribd. com/doc/50035324/Study-on-Consumer-Buying-Behaviour-amp-Satisfaction-Level-of-Two-Wheeler-With-Refrence-to-Bajaj-Auto-Ltd 7. 2 Appendix:- Questionnaire Q. 1. How many brand of two-wheeler do you know? MO`BIKE SCOOTER Hero Honda LML Bajaj Auto Honda Suzuki Bajaj Auto TVS Kinetic Engineering Enfield Yahama Cosmo Blaster LML Q. 2. Which type of two wheeler you prefer most? (a) Motor Bike (b) Scooter (c) Moped / Scooties Q. 3. which attributes do you like most in your two-wheeler? Rates the Various factors you consider most? (1-6, 1 is most important) (1. ) Luggage space (2. ) Fuel Efficiency (3. ) Pick up (4. ) Resale value (5. ) Driving comfort (6. ) Out look Q. 4. what is your source of finance? (a) Bank Loan (b) Finance Company (c) Self financing (d) Any Other Q. what are the external factors that influence you about purchasing Bike? (a) Print media (b) Electronic media (c) Exhibition (d) Trade shows (e) Brand image Q. 6 which brand right now you are having? (a) Hero Honda (b) Bajaj Auto (c) TVS (d) Suzuki (e) Yamaha (f ) LML Q. 7. Should Company go for innovation in context to development of new Bike? (a) Yes (b) No Q. 8. While going for the development of new bike which point the company Should keep in mind (a) Acceptability of customer (b) Scale of economic c) Comfort (d) Design (e) Others Q . 9 According to you which company`s model you like most and Why- (A) Bajaj Caliber (b) TVS Victor (c) Honda Activa (d) Yahama Libero (e) Hero Honda Ambition Q. 10. Please give suggestions to improve your present brand. __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ CUSTOMER PERSONAL INFORMATION A. Name:-___________________________________________ B. Address:-___________________________________________ C. phone no:-__________________________________________ D. Age (in year):- 18 to 20[]21 to 25[ ] 26 to 30[]31 to 35[ ] 36 to 40[]41 ; above[ ] E. Occupation:- Services[]Businessman[] Students[]Professional[] Others[] F. monthly income:- 5000 [ ] 5000-10,000[] 10,000-15,000 [ ] 15,000-20,000[] 20,000 Above [ ] Sing. ___________________ Date. ___________________