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. ___________________

Critical Thinking Question Essay

1. Explain the differences between bacterial meningitis, aseptic meningitis, fungal meningitis, and tubercular meningitis. Bacterial meningitis is a primary infection of the pia mater, arachnoid and subarachnoid space, ventricular system and the CSF of the brain. The subarachnoid space is accessed either by a systemic, bloodstream or direct extension infection. Common causes of bacterial meningitis after the neonatal period are Meningococcus (Neisseria meningitidis) and pneumococcus (Streptococcus pneumonia). For neonates, pneumococcus and gram-negative enteric bacilli are common agents. Aseptic meningitis (viral meningitis, nonpurulent meningitis, lymphocytic meningitis) is an inflammation which is thought to be localized to the meninges. The population at risk depends of the virus. A variety of symptoms are caused by a plethora of viruses such as enteroviral (most common), mumps, herpes simplex types 1 and 2,, St. Lus encephalitis virus, West Nile virus, California encephalitis virus, Venezuelan equine encephalitis, Colorado tick fever, lymphocytic choriomeningitis virus, Epstein-Barr virus, and influenza virus types A and B. Fungal meningitis is a chronic, much less common condition than bacterial or viral meningitis. It most frequently occurs in persons with impaired immune systems or those with altered normal flora. Development is insidious and usually occurs over days to weeks. Also associated with chronic meningitis are syphilis, tuberculosis and Lyme disease. Tubercular meningitis is the most common and most serious form of CNS tuberculosis, and is found mostly in those with acquired immunodeficiency syndrome (AIDS). Miliary tubercules form in the brain and meninges, later eroding in the pia mater with mycobacteria entering in the CSF producing a hypersensitivity reaction which causes purulent exudate to the basal meninges, cerebrum and spinal nerves. Vasculitis occurs causing cerebral ischemia and infarction. Symptoms include headache, low-grade fever, stiff neck, nausea and vomiting, irritability, difficulty sleeping and fatigue. These signs and symptoms lead to increase to confusion, stiff neck, significant behavioral changes, and seizures. Additionally, hydrocephalus and cranial nerve palsies or cerebral infarcts may occur. Early diagnosis and treatment with proper antituberculosis may cause a 90% recovery rate. 2. A neonate has a harsh, loud, systolic murmur shortly after birth. This is best heard at the left lower sternal border. The neonate is acyanotic and has no other symptoms. What type of congenital heart disorder does this infant have? Explain why the neonate is not cyanotic. When could the infant become cyanotic? These symptoms describe a ventricular septal defect (VSD). This type of defect is a left to right shunt of blood flow through the septum of the heart and symptoms depend on the size of the shunt. Because of the increase in blood from the right ventricle (RV) into the pulmonary artery (PA), the PA, left atrium (LA) and left ventricle (LV) become enlarged. A large VSD causes a large amount of pulmonary volume. Over time, the smooth muscle layer of the arteriolar wall thickens and a decrease in diameter of the pulmonary vessels occurs which causes resistance to the new blood flow. An increase in pulmonary vascular resistance causes a reverse shunting through the VSD causing cyanosis from deoxygenated blood flowing through systemic circulation. This phenomenon is termed Eisenmenger syndrome. 3. How does defective gastric secretion of intrinsic factor (IF) cause anemia? What is this type of anemia called, and how does a person get it? Intrinsic factor (IF) is a mucoprotein that is produced by the parietal cells. It is responsible for absorption of vitamin B12 in the ileum. Decreased amounts of IF causes a lack of absorption of B12 resulting in pernicious anemia. IF deficiency may be congenital or from adult onset gastric mucosal atrophy and parietal cell destruction. In older adults, failure to absorb IF is the cause of almost all vitamin B12 deficiencies. Congenital IF disorder is caused by an autosomal recessive inheritance pattern which is a genetic disorder. Gastric atrophy may be autoimmune and occurs along with type A chronic gastritis. 4. Discuss the pathophysiologic relationship between cirrhosis and portal hypertension. Cirrhosis is an inflammatory disease of the liver that disrupts its structure and function. Fibrous bands are formed causing nodular regeneration giving the liver a bumpy appearance. The liver is smaller or larger than normal and is hard when palpated. Parenchyma of the liver becomes distorted and the biliary channels become obstructed causing jaundice. Shunting is formed in new vascular channels bypassing blood from the liver. Obstruction in the portal veins also causes abnormal high blood pressure in the system from resistance of the blood flow from the obstruction. This is termed portal hypertension. Cirrhosis of the liver is the most common cause of portal hypertension.

Application Development and Databases Essay Example | Topics and Well Written Essays - 4250 words

Application Development and Databases - Essay Example Permissions and authorization of users or processes are defined according to the policies of the business. An access control policy basically specifies a set of rules that describe the methods in which a client can access a server. Access control Matrix: An access control matrix is a simple method for the storage of access control information. It is a table in which each row represents a subject (user), each column represents an object (the object can be a file or a record etc.) and each entry is the set of access rights for that subject to that object. In general the access control matrix will be sparse, because most users will not have access rights to most objects. Every subject will, however, be mapped with every object (subject, object, rights). This approach can provide very fine grained security control. The problem is the more fine grained the control becomes the more entries are required in the table. In a big system the table can quickly become very big and difficult to manage and slow to search. Access control list: A different approach is to use capabilities and access control lists. The first method is to specify only the objects that a user may access. This approach is called a capability. It can be seen as a token giving the possessor certain rights to an object. The capability can be stored with the subject. A second method is to create a list that specifies which subjects can... The first method is to specify only the objects that a user may access. This approach is called a capability. It can be seen as a token giving the possessor certain rights to an object. The capability can be stored with the subject. A second method is to create a list that specifies which subjects can access an object, including their access rights. This approach is called an access control list (ACL). The ACL can be stored with the object or the resource. View based security: Currently, authorization mechanisms in SQL permit access control at the level of complete tables or columns, or on views. It is also possible to create views for specific users, restricting access to data by granting rights only to certain views & tables for each user. These allow those users access to only selected tuples of a table. However, complex role based access control conditions are difficult to implement. In some cases view security can be bypassed (if users have access to base tables). Also, management of security policy becomes complex by views. When a security policy is added, changed, or removed, it's difficult to determine what exactly to do with each view. An administrator cannot tell whether, by changing security policies through altering or dropping a view, he/she is breaking an application. Enforcing Access control privileges: i. Discretionary privileges: It is usually based on the granting and revoking of privileges. It is further divided into two classifications: 1. The Account level: At this level, the DBA specifies the particular privileges that each account holds independently of the relations in the database. Example: As the PMS is based on a centralized Oracle server, it must implement all the

Describe how Management By Objective (MBO) can provide better Essay

Describe how Management By Objective (MBO) can provide better efficiency in setting, planning and accomplishing organizational goals - Essay Example The management by objective is a technique that is applied which is based on set objectives that are achievable by the company, the divisions and the employees. These objectives then are considered as a measurable contribution of the individuals in the company to the success in the achievement and completion of the goals of the whole organization (Drucker 121-30). Due to the fact that MBO is based on the aim to be a measurable management technique, the activities and job assignments are then gauged in measurable and numerable quantities. The number of activities done constitutes an important role in the assessment of performance of the employees. For that matter, the quantity of work done can be incorporated to the type and quality of activity that is undertaken (Drucker 121-30). The application of MBO can be on the different levels of the organizational system, thus, covering different forms of activities. Included in such activities are human resources, maintenance services, research and development, sales, finance and most importantly production. The said management technique became widely known as the setting up of quotas in different types of jobs and organizational roles. When the said term is heard, the vision of numerable work values is perceived (Deming 24, 54; Drucker 121-30). The MBO is focused on the establishment of specified objectives that can be achieved through the course of operation. In addition, the quality of the work undertaken in the process of achievement of such goals is also given high regard. The acknowledgement of the division or individual employee with the most commendable performance is practiced for motivation in the said system (Garrison and Raynes 121). There are different of advantages that can be associated with the MBO, thus, it is considered as one of the management techniques commonly applied.