Marketing For Dummies Essays - Small Business Administration

Marketing For Dummies Executive Summary In July of 1953 the United States Congress amended an act called the Small Business Act. Many believed that the essence of the American economic system of private enterprise is free competition. Also, that only through full and free competition can free markets, free entry into business, and opportunities for expression and growth of personal initiative and individual judgment can be assured. Thus, the Small Business Act was amended. In order to carry out the policies of this Act there was hereby created an agency under the name Small Business Administration. The United States Small Business Administration, more commonly known as the SBA, is a federal agency to protect and assist America's greatest resource, the small business. Since American enterprise is the backbone of our economy and the driving force behind economic growth and prosperity. The mission of the Small Business Administration (SBA) is to maintain and strengthen the Nation's economy by aiding, counseling, assisting, and protecting the interests of small businesses and by helping businesses and families recover from disasters. The SBA's mission is to create economic development through small businesses. To put it in simple terms, the SBA helps businesses get started and helps established businesses grow. The SBA has many functions; here we discuss the six of the functions that small businesses should look at. The first function of the SBA is Business Development, based on management assistance through information, counseling, training and conferences, utilizing the following programs: ? Services Corps of Retired Executives (SCORE) ? Small Business Institutes (SBI) ? Small Business Development Centers (SBDC) ? Business Information Centers (BIC). The next function, Financial Assistance offers a variety of financing options to eligible small business concerns that cannot borrow on reasonable terms from conventional lenders without government help. Financial Assistance is made up of three different loan categories: ? 7(a) General Business Loan, which is most widely used. It provides funds for almost any legitimate business purpose. ? Certified Development Company Loans (504 Program) provide long term, fixed rate financing at reasonable rates for businesses to grow. ? Other Special Loan P rograms include: Micro loans; Lines of Credit; Contract Loans; Physical Disaster Loans; Direst loans to veterans, Vietnam, disabled and handicapped individuals, etc. Another function of the SBA is Investment Capital. This provides small businesses to have money or capital for growth and finance. The Small Business Investment Capital or SBIC provides the capital. Developed in 1958, the SBIC wanted to fill the gap between venture capitol and the needs of small businesses. There are two types of SBIC's, the regular SBIC and the specialized SBIC. The Procurement Assistance function tries to make sure that small businesses get their fair pay, goods and services from the federal government. Procurement Assistance programs include Prime Contracts Assistance, Natural Resources Assistance, Subcontracting Assistance, COC and PASS programs. The SBA also tries to establish goals for contracting with small disadvantaged businesses. The last area of focus is Disaster Loans Assistance, which comes into play for assistance for non-farm, private sector disaster losses. Most small, independent businesses or individuals starting a business are eligible for SBA assistance. Because the agency is committed to economic development through small business, it strives to help business ventures get started, grow and remain profitable. Many of SBA's clients are new entrepreneurs starting a business for the first time, while others are young, established companies struggling to meet the challenges of growth and change in a competitive business environment. The SBA has more than a hundred offices across the nation and a permanent staff of nearly four thousand employees. The SBA has an office in nearly every state, for easier access for future small business owners. On top of it, the SBA increases its ability to help many small businesses through public or private initiatives. Ninety nine percent of all U.S. businesses are considered small, and approximate amount of 20 million small businesses make up 39 percent of the GNP, provide around 50 percent of America's workforce, and generate 53.5 percent of all sales. Most small, independent businesses or individuals starting a business are eligible for Small Business Administration assistance. Since the SBA is committed to economic development through small businesses, it works to help businesses get

Henkel Essays

Henkel Essays Henkel Essay Henkel Essay Strongest pressure for the brand harmonization was due to the consolidation of European retailers. Retailers are focusing on internationalizing with increasing activity of acquisition and mergers after getting consolidated at variable rates within markets. For instance: combinations of Carrefour and Promodes, of Intermarche and Spar. Products that those retailers are selling should become international also parallel to their evolution, at least those big(heavy buyer) retailers will have greater preference over international branded products over locally known ones. They gained the awareness of the internationalization which is going to be their future in Europe. On the other hand, what counts most for the consumer is the local effect of the product because laundry and home cleaning are cultural related activities in which preferences are passed down through generations. The main difference is demographics ; Southern Europeans prefers less powerful detergents combined with bleach washed in low temperatures whereas Northern tradition involved with powerful detergents without bleach combination washed in hotter water. Packaging differs also; north people want compact product but in south people want big boxes. Henkel implemented different strategies for different markets relying on those differences like; whiteness with care for northern market like Germany and France but to catch the large green customer segment in Netherlands an environmentally friendly label named Persil Grune is launched. 2. Unilever and PG did an outstanding job harmonizing their brand portfolio internationally. Unilever was to reduce its portfolio from 1600 brands to 400 which they believed would allow to save on production from reduced stock-keeping units, concentrate their marketing support and the leaner, more powerful portfolio would give the company leverage with retailers. PG followed suit as they decided to internationalize the management of brands by category. Their consolidation of brands allowed them to re-brand items giving the company a face lift. I do feel that the consolidation of brands is a good idea because it gives the impression of a premium product that can also be exclusive. It might be a better idea to specialize in one brand or area in order to achieve Tier A brand status. 3. Distinction between product and brand became the basis for Henkel`s international brand marketing strategy. In some cases rather than Product Performance Strategy(standardization of product features) Henkel tries to standardize its brands, Brand Platform Strategy (such as design, advertising , brand name) when market is prepared to change its brand preferences. The example for this strategy was standardizing around the light-duty detergent named, Vernel, which is launced in 95 and by 2000 became the companies` primary softener. However, the biggest competitor, PG, decided to lead with Bold in markets which its type B tier product Dash is weak like Italy and Spain but brand is known as Bolt in Italy and Bold in Spain. The 2-in-1 position requiring different advertising campaigns in different countries is not fared well in Europe detergent category 4. Introducing Persil in Italy and Spain turned to be a great idea as they were able to control the market with their premium brand. In Italy, they understood the consumers` needs by establishing a blue powder which was preferred because of the azurrri (blue, national color) it was the national care. They entered the market with a strong idea that their performance brand, Dixan, would be able to achieve market leadership. In Spain, Henkel`s decision was quite simple. They decided to enter the market through acquisition and bought a strong market player, Wipp. Spain is also a performance driven market allowing Henkel to extend its brand image and cut costs by not launching a new brand. However, large retailers will increasingly only take one Tier A brand per supplier, making it harder to Henkel to distribute its various lines of detergent. Another concern is that likelihood that the consumer will try other brands and not stay loyal to the company. The best option would be brand standardization only because product standardization would be next to impossible.

Smoking Tobacco Essay Example | Topics and Well Written Essays - 250 words - 2

Smoking Tobacco - Essay Example with companies to pass the anti-tobacco message; providing women with information on health complication resulting from smoking; and lastly, looking back at the campaign achievement to outline plans for state anti-smoking movement b. The UAE in the last few years of the review era took important actions on the regulation of tobacco with the latest laws, like new taxes that are imposed on cigarettes, having warnings on the cigarette packs; also the ban of smoking in malls c. To bring the nation in line with the World Health Organization’s structure convention of tobacco control, the United Arabs Emirates has started to clamp down on products that contain tobacco by controlling their use, sales and content c. The aim of the municipality is to prevent secondhand exposure of smoke. Thus, shisha cafà © are supposed to move the residential areas, plan better ventilation, have notices that prohibit entry of those under the age of 20 years and partition non-smoking and smoking areas (Parker 211). B. Clincher or Transition Sentence: In year 2000, the United Arab Emirates imported 21, 900 million cigarettes. Then the price of a pack containing 20 cigarettes was 1.43 US dollars for the local brands and 1.91 US dollars for foreign brands. A. Topic Sentence: From the trends, it is expected that as the economy of UAE grows, the number of expats who come to live there will grow. This in turn is expected to increase the consumption of shisha. a. In addition, considering the smoking of pipe as both a traditional act among the domestic people and a tourist attraction, the use of shisha will increase given the anticipated increase in tourism. Growth will in fact be boosted by pipe tobacco b. There are more risks that waterpipe smokers’ face that are not faced by cigarette smokers. For example, sharing of the waterpipe exposes the smokers to the risk of infections diseases such as hepatitis, tuberculosis, and herpes c. The law however, allows smoking only in designated

Statistical Problem Essay Example | Topics and Well Written Essays - 500 words

Statistical Problem - Essay Example However since it is an online poll, it is difficult to know about the demographical state of those who participated in the poll exactly. Moreover since the poll was conducted during the week end itself it would be rather obvious that all people who were on vacation or at a military cemetery would not be in front of their PC in order to participate in the poll. Hence such a poll would seem very unsuitable, unless if it were carried before the weekend. Simple random sampling is the basic sampling technique where we select a group of subjects (a sample) for study from a larger group (a population). Each individual is chosen entirely by chance and each member of the population has an equal chance of being included in the sample. Every possible sample of a given size has the same chance of selection. c. Based on the above, if we consider the stratified sample of 25 high schools, the number of schools which would be selected with a percent free lunch value between 30 and 40 would be 8% of 25 which equals to 0.08 X 25 =

Woman At Point Zero Analysis

Woman At Point Zero Analysis Symbolism has seeped into the arts and became an essential part of literary works and general communication. Since the concept of symbolism is effective in the construction of a novel, both works; The Outsider by A. Camus (translated by Joseph Laredo) and Woman at Point Zero by N. El Saadawi (translated by Sherif Hetata) portray the symbolic use of Nature. The symbolic use of nature in literature embodies the emotions and feelings of a character. The protagonists, Firdaus in Woman at Point Zero and Meursault in The Outsider mutually use nature as a way to express their feelings. More abstractly, besides giving insights into the characters, both Firdaus and Meursault use nature to symbolize significant events in the plot. Hence, by analyzing the representations of nature, insights into many of the ideas and images that the authors are trying to convey are obtained. This paper will highlight the symbolic use of nature in both novels. Meursault devotes significant attention to the different colours of the sky, the suns rays at different times of the day and the beach. In the novel, green is linked to happy moments. This is evident from the vague line: The sky was green; I felt happy.  [1]  Earlier in the novel, the sky was blue and gold, and now its green. The colour green is a blend of blue and yellow, it mediates between heat and cold. It is refreshing, comforting and the colour of plant life. Throughout the novel, A. Camus illustrates that red is associated with love and anger. The sky changed again. Above the rooftops the sky had taken on a reddish glow and with evening coming on the streets came to life.  [2]  Red is one of the most powerful colours. It incites visions of passion and pain, war and love. The symbolic use of red is different depending on the experiences and the culture of an individual. In African societies, the color red is linked to love and hate. It is based on the intensity of these two emotions. This is also analogous to the Arab on the beach scene and Maries red coloured dress, as they both signify love and anger. The colour red affected Meursault biologically, as it increased his metabolism and sped up his breathing. Comparatively, N. El Saadawi examines the different colours of the sky in diverse times of the day. The sky also had undergone a change; its colour had turned to black, like that of the earth, and it was pressing down upon me with its added load.  [3]  The author has experienced this feeling once, when she felt unloved by a man. The colour black in the novel is seen as a cold and negative aspect suggesting passivity. The change in the colour of the sky symbolizes the feeling of rejection by the vast world. The sky was blue with a blueness I could capture in my eyes. I held the whole world in my hands; it was mine.  [4]  The author came across this feeling when she met the man that she loved for the first time. Although blue is more common in western societies, blue skies are full of optimistic meaning in every culture. The color blue in the novel is related to freedom, strength and new beginnings. Both, A. Camus and N. El Saadawi are striving to exhibit the unexpected changes of emotions and feelings by using colours as a symbol in the novels. Throughout the novel, A. Camus usage of the sun disputes its warmth and beauty. Similarly to the changing colours of the sky, the sun and heat are a symbol for feelings and emotions. To Meursault, the sun has an impact on all his senses. Depending on its power, it either makes him angry, happy or resentful. The images of sunlight and heat are common throughout the novel as it is set in Algeria. There are two times when these images are significant to the plot. The impact of the sun on Meursault is represented early in the novel, at his mothers funeral. He was unable to think about his mothers death because of the glaring sun and intense heat. At the beach, A. Camus portrays once more the negative version of the sun. The sun shattered into little pieces on the sand and water.  [5]  The sun provokes Meursault to kill the Arab. This indicates the controlling influence of the hot weather. In spite of this, Meursault changes his view on both the sun and his life in prison. I moved clo ser to the window, and in the last light of the day I gazed my reflection one more time.  [6]  Early in the novel, he was introduced to the harsh sun. However in jail, Meursault realizes that the sun and life are warm and friendly. In contrast, N. El Saadawi uses cold weather as a symbol to illustrate her feelings as a character in the novel. The ground under me was cold. The same touch the same consistency, the same naked cold. Yet the cold did not touch me, did not reach me.  [7]  The author draws cold weather as a negative aspect. In the middle-eastern societies, winter seasons portray fright, death and stagnation. The author uses cold weather as a symbol to present fright and danger when she first met Firdaus. In the beginning, N. El Saadawi was concerned when she sat on the cold floor in prison next to her. Although danger and insecurity were surrounding her, she felt safe and fearless when she sat next to Firdaus. As if the coldness and all the insecurity could not touch her or reach her. In The Outsider, water symbolizes relief, escape and peace. This is evident from the beach scene, before the murder occurred: I was thinking of the cool spring behind the rock. I wanted to hear the murmur of its water again, to escape from the sun and the effort of the womens tears, and to relax in the shade again.  [8]  To Meursault, its easier to step towards the cool water and away from the sun. In the novel, water is a symbol of regeneration, relief and escape; it washes away all the guilt of the protagonist. The closest Meursault comes to happiness, is in the absence of pain from his surroundings. Natures surroundings are vicious that the only thing on Meursaults mind is escape and peace. Meursaults urgency to escape from the discomfort caused by heat initiates the murder of the Arab. On the contrary, Firdaus illustrates that water is a symbol for death and new beginnings. This is evident from the incomprehensible line: On my head I carried a heavy earthenware jar, full of water. Under its weight my neck would sometimes jerk backwards, or to the left or to the right.  [9]  Water has a universal undertone of clarity. Symbolically, it is viewed as the source and origin of life itself. When Firdaus neck jerks backward with the jar, water represents warmth and comfort. When it moves to the left, water signifies coldness, alienation and death. When it moves to the right, it denotes renewal and love. N. El Saadawi embodies water as both, the fluidity of life and death in the novel.

Language Modes Essay

Language arts is the term typically used by educators to describe the curriculum area that includes four modes of language: listening, speaking, reading, and writing. Language arts teaching constitutes a particularly important area in teacher education, since listening, speaking, reading, and writing permeate the curriculum; they are essential to learning and to the demonstration of learning in every content area. Teachers are charged with guiding students toward proficiency in these four language modes, which can be compared and contrasted in several ways. Listening and speaking involve oral language and are often referred to as primary modes since they are acquired naturally in home and community environments before children come to school. Reading and writing, the written language modes, are acquired differently. Although children from literate environments often come to school with considerable knowledge about printed language, reading and writing are widely considered to be the school’s responsibility and are formally taught. A different way of grouping the language modes is according to the processing involved in their use. Speaking and writing require constructing messages and conveying them to others through language. Thus they are â€Å"expressive† modes. Listening and reading, on the other hand, are more â€Å"receptive† modes; they involve constructing meaning from messages that come from others’ language. (For those who are deaf, visual and spatial language modes–watching and signing–replace oral language modes. When one considers how children learn and use language, however, all of these divisions become somewhat artificial. Whatever we label them, all modes involve communication and construction of meaning. In effective language arts teaching, several modes are usually used in each activity or set of related activities. For example, students in literature groups may read literature, discuss it, and write about it in response journals. In 1976 Walter Loban published a study of the language growth of 338 students who were observed from kindergarten through grade twelve. He found positive correlations among the four language modes both in terms of how students developed competency in each, and of how well students ultimately used them. His study demonstrated the inter-relationships among the four language modes and influenced educators to address and more fully integrate all four of them in classrooms. Models of Language Arts Instruction Many changes in language arts instruction have taken place in American schools since 1980. To understand these changes, one must be conversant with the three basic models that have given rise to variations in language arts curriculum over the years: the heritage model, the competencies model, and the process or student-centered model. Each model constitutes a belief system about the structure and content of instruction that leads to certain instructional approaches and methods. The heritage model, for example, reflects the belief that the purpose of language arts instruction is to transmit the values and traditions of the culture through the study of an agreed-upon body of literature. It also focuses on agreed-upon modes and genres of writing, to be mastered through guided writing experiences. The competencies model, on the other hand, emanates from the belief that the chief purpose of language arts instruction is to produce mastery of a hierarchy of language-related skills (particularly in reading and writing) in the learner. This model advocates the teaching of these skills in a predetermined sequence, generally through use of basal readers and graded language arts textbooks in which the instructional activities reflect this orientation. The majority of adults in this country probably experienced elementary level language arts instruction that was based in the competencies model, followed by high school English instruction that primarily reflected the heritage model. Instruction in both of these models depends heavily on the use of sequenced curricula, texts, and tests. The third model of language arts instruction, the process model, is quite different from the other two models. The curriculum is not determined by texts and tests; rather, this model stresses the encouragement of language processes that lead to growth in the language competencies (both written and oral) of students, as well as exposure to broad content. The interests and needs of the students, along with the knowledge and interests of the teacher, determine the specific curriculum. Thus reading materials, writing genres and topics, and discussion activities will vary from classroom to classroom and even from student to student within a classroom. Authentic† assessment is the rule in these classrooms, that is, assessment that grows from the real language work of the students rather than from formal tests. Clearly the process model leads to more flexible and varied curriculum and instruction than the other two models. While the heritage and competencies models have come under criticism for being too rigid and unresponsive to student differences, the process model has been criticized as too unstructured and inconsistent to dependably give all students sufficient grounding in language content and skills. In actuality, teachers of language arts generally strive to help their students develop proficiency in language use, develop understanding of their own and other cultures, and experience and practice the processes of reading and writing. Thus it seems that the three models are not mutually exclusive. They do, however, reflect different priorities and emphases, and most teachers, schools, and/or school systems align beliefs and practices primarily with one or another model. Focus on Outcomes From a historical perspective, marked shifts in language arts instruction have taken place. In the early twentieth century, textbooks and assigned readings, writing assignments, and tests came to dominate the language arts curriculum. Instruction was characterized by a great deal of analysis of language and texts, on the theory that practice in analyzing language and drill in â€Å"correct† forms would lead students to improved use of language and proficiency in reading, writing, and discourse. Instruction was entirely teacher-driven; literature and writing topics were selected by the teacher; spelling, grammar, and penmanship were taught as distinct subjects; and writing was vigorously corrected but seldom really taught in the sense that composition is often taught today. In the 1980s a shift toward the process model emerged in the works of many language arts theorists and the published practices of some influential teachers including Donald Graves, Lucy M. Calkins, and Nancie Atwell. In 1987 the National Council of Teachers of English and the Modern Language Association sponsored a Coalition of English Associations Conference. Educational leaders from all levels came together at the conference to discuss past and present language arts teaching and to propose directions and goals to guide the teaching of language arts in the years leading up to and moving into the twenty-first century. The conference report specified the ideal outcomes of effective language arts instruction, in terms of the language knowledge, abilities, and attitudes of students. These outcomes were largely process oriented, as illustrated by the following examples of outcomes for students leaving the elementary grades, as reported by William Teale in Stories to Grow On (1989): * They will be readers and writers, individuals who find pleasure and satisfaction in reading and writing, and who make those activities an important part of their everyday lives. * They will use language to understand themselves and others and make sense of their world. As a means of reflecting on their lives, they will engage in such activities as telling and hearing stories, reading novels and poetry, and keeping journals. Principles to guide curriculum development evolved from the conference participants’ agreed upon student outcomes, and, like the outcomes, the principles were broad and process-focused. For example, two of the original principles are: Curriculum should evolve from a sound research knowledge base and The language arts curriculum should be learner-centered. Elaborations on these and other curriculum goals deviated from earlier recommendations in that they included classroom-based ethnographic research, or action research, as well as traditional basic research in the knowledge base that informs the teaching of language arts. There was also agreement that textbooks serve best as resources for activities, but that the most effective language arts curricula are not text driven; rather they are created by individual teachers for varying communities of students.

Tybcom Exam Time Table

(203) FIRST HALF 2012 ( Unique Exam Code 22300001) PROGRAMME OF THE THIRD YEAR B. COM. (THREE YEAR DEGREE COURSE) EXAMINATION Candidates for the above examination are requested to be in attendance at the place of examination, fifteen minutes before the time appointed for setting of the first paper and ten minutes before the time fixed for setting of each subsequent paper. THEY ARE FORBIDDEN TO TAKE ANY BOOK OR PAPER INTO THE EXAMINATION HALL. Seat numbers and places of examination will be announced on the college notice boards four days prior to the date of commencement of the examination. Smoking is strictly prohibited in the examination hall. The written examination will be conducted in the following order :- Days and Dates Wednesday, March 21, 2012 Time Paper 11:00 a. m to 01:00 p. m. Financial Accounting & Auditing : Paper-III – Financial (FOR FRESH Accounting. CANDIDATES Economics – Paper III APPEARED FIRST TIME FOR T. Y. B. COM. EXAM) Business Management : Paper III- Management & Organisation Development. Commerce: Paper III International Business Relations. IIIQuantitative Techniques : Paper III-Mathematical Methods. Banking & Finance : Paper III- Introduction to Banking in India. 11:00 a. m to 02:00 p. m. Financial Accounting & Auditing : Paper-III – Financial (REPEATERS & I. D. E. STUDENTS) Accounting. Economics – Paper III Business Management : Paper III- Management & Organisation Development. Commerce: Paper III- International Business Relations. Quantitative Techniques : Paper III-Mathematical Methods. Banking & Finance : Paper III- Introduction to Banking in India. Thursday, March 22, 2012 11:00 a. m to 01:00 p. m. Financial Accounting & Auditing : Paper IV-Audition (FOR FRESH and Cost Accounting. CANDIDATES APPEARED FIRST TIME Economics – Paper IV. FOR T. Y. B. COM. EXAM) Business Management : Paper IV – Financial Management. Commerce : Paper IV – Management of Service Industry. Quantitative Techniques : Paper IV – Statistical Methods. Banking & Finance : Paper IV – Introduction to Financial Services. 11:00 a. m to 02:00 p. m. Financial Accounting & Auditing : Paper IV-Audition (REPEATERS & I. D. E. and Cost Accounting. STUDENTS) Economics – Paper IV. Business Management : Paper IV – Financial Management. 2 Days and Dates Thursday, March 22, 2012 Time Paper 11:00 a. m to 02:00 p. m. Commerce : Paper IV – Management of Service (REPEATERS & I. D. E. STUDENTS) Industry. Saturday, March 24, 2012 Quantitative Techniques : Paper IV – Statistical Methods. Banking & Finance : Paper IV – Introduction to Financial Services. 11:00 a. m to 01:00 p. m. Financial Accounting & Auditing : Paper V(FOR FRESH Management Accounting etc. CANDIDATES Economics – Paper V APPEARED FIRST TIME FOR T. Y. B. COM. EXAM) Business Management: Paper V-Marketing Management. Commerce: Paper V-Commercial Administration. Quantitative Techniques: Paper V- Operations Research, Quality Control & Reliability. Banking & Finance: Paper V- Finance of Foreign Trade and Foreign Exchange. 11:00 a. m to 02:00 p. m. Financial Accounting & Auditing : Paper V- Monday, March 26, 2012 Management Accounting etc. Economics – Paper V Business Management: Paper V-Marketing g p g Management. Commerce: Paper V-Commercial Administration. Quantitative Techniques: Paper V- Operations Research, Quality Control & Reliability. Banking & Finance: Paper V- Finance of Foreign Trade and Foreign Exchange 11:00 a. to 01:00 p. m. Applied Component Group : Paper – VI/VII Direct and Indirect Taxes. 11:00 a. m to 01:30 p. m. Direct and Indirect Taxes. 11:00 a. m to 02:00 p. m. Direct and Indirect Taxes. 11:00 a. m to 01:00 p. m. Business Economics. : Paper III. 11:00 a. m to 02:00 p. m. Business Economics. : Paper III. (REPEATERS & I. D. E. STUDENTS) Tuesday, March 27, 2012 Wednesday, March 28, 2012 11:00 a. m to 01:00 p. m . Commerce : Paper III –Marketing and Human Resource Management. 11:00 a. m to 02:00 p. m. Commerce : Paper III – Management and Production Thursday, March 29, 2012 Planning. (OLD) Commerce : Paper III –Marketing and Human Resource Management (REV) 11:00 a. m to 01:00 p. m. Applied Component Group : Paper – VI/VII Export Marketing. Vocational Subjects : Paper VI – Tourism and Travel Management – Emerging Concepts for Effective Tourism Development and Information, Communication and Automation (V) Tax Procedures and Practice – Central Excise (V) Advertising Sale Promotion & Sales ManagementManagement of the Sales Force, Sales Promotion and Public Relations (V) Computer Application – Java Programming I & II Foreign Trade Procedures and Practice – Shipping and Insurance & Foreign Trade Documentation (V) 3 Days and Dates Thursday, March 29, 2012 Time Paper 11:00 a. m to 01:00 p. m. Principles & Practice of Insurance – Property and Liability Insurance (V) 11:00 a. m to 01:30 p. m. Applied Component Group : Paper – VI/VII Export Marketing (OLD) Export Marketing (REV) 11:00 a. m to 02:00 p. m. Export Marketing Vocational Subjects : Paper VI – Tourism and Travel Management – Emerging Concepts for Effective Tourism Development and Information, Communication and Automation (V) Tax Procedures and Practice – Central Excise (V) Advertising Sale Promotion & Sales ManagementManagement of the Sales Force, Sales Promotion and Public Relations (V) Computer Application – Java Programming I & II Foreign Trade Procedures and Practice – Shipping and Insurance & Foreign Trade Documentation (V) Principles & Practice of Insurance – Property and Liability Insurance (V) 11:00 a. to 01:00 p. m. Applied Component Group : Paper VI/VII Business Insurance. Computer Systems and Applications Literature in English 11:00 a. m to 01:30 p. m. Applied Component Group : Paper VI/VII Friday, March 30, 2012 Business Insurance (OLD) Business Insurance (REV) 11:00 a. m to 02:00 p. m. Business Insurance 11:00 a. m to 01:30 p. m. Computer Systems and Applications Saturd ay, March 31, 2012 11:00 a. m to 02:00 p. m. Literature in English 11:00 a. m to 01:00 p. m. Applied Component Group : Paper VI/VII- Labour Welfare & Practice Psychology of Human Behaviour at work Vocaitonal Subjects : Paper VII- Tourism and Travel Manangement – Entrepreneurship Development, Case Studies and Problems etc (VI) Tax Procedures and Practice – Enterpreneurship, Central Excise, Problem etc. (VI) Advertising Sales Promotion and Sales Management – Enterpreneurship Development, Case Studies etc (VI) Computer Application – E-Commerce/ Entrepreneurship Development Foreign Trade Procedures and PracticePractice Entrepreneurship, Case Studies etc. VI) Principles and Practice of Insurance – Entrepreneurship and Group Insurance and Retirement Benefit Scheme (VI) 11:00 a. m to 01:30 p. m. Applied Component Group : Paper VI/VII- Labour Welfare & Practice. 4 Days and Dates Saturday, March 31, 2012 Time Paper 11:00 a. m to 02:00 p. m. Labour Welfare & Practice Psychology of Human Behaviour at work Vocaitonal Subjects : Paper VII- Tourism and Travel Manangement – Entrepreneurs hip Development, Case Studies and Problems etc (VI) Tax Procedures and Practice – Enterpreneurship, Central Excise, Problem etc. VI) Advertising Sales Promotion and Sales Management – Enterpreneurship Development, Case Studies etc (VI) Computer Application – E-Commerce/ Entrepreneurship Development Foreign Trade Procedures and PracticeEntrepreneurship, Case Studies etc. (VI) Principles and Practice of Insurance – Entrepreneurship and Group Insurance and Retirement Benefit Scheme (VI) Monday, Monday April 02, 2012 02 11:00 a m to 01:00 p m A li d C a. m p. m. Applied Component G t Group : P Paper VI/VII Marketing Research. 11:00 a. m to 01:30 p. m. Marketing Research (OLD) Marketing Research (REV) 11:00 a. m to 02:00 p. m. Marketing Research Tuesday, April 03, 2012 11:00 a. m to 01:00 p. m. Applied Component Group : Paper VI/VII- Inventory Management and Cost Reduction Techniques Trade Unionism and Industrial Relations Investment Analysis Portfolio Management International Marketing Regional Planning Literature in Hindi. Literature in Gujarati Literature in French Literature in German Literature in Sindhi 11:00 a. m to 01:30 p. m. Applied Component Group : Paper VI/VII- Inventory Management and Cost Reduction Techniques 11:00 a. m to 02:00 p. . Inventory Management and Cost Reduction Techniques 11:00 a. m to 01:30 p. m. Trade Unionism and Industrial Relations p 11:00 a. m to 02:00 p. m. Trade Unionism and Industrial Relations 11:00 a. m to 01:30 p. m. Investment Analysis Portfolio Management 11:00 a. m to 02:00 p. m. Investment Analysis Portfolio Management 5 Days and Dates Tuesday, April 03, 2012 Time 11:00 a. m to 01:30 p. m. International Marketing. 11:00 a. m to 02:00 p. m. International Marketing. 11:00 a. m to 01:30 p. m. Regional Planning. 11:00 a. m to 02:00 p. m. Regional Planning Paper 11:00 a. to 02:00 p. m. Literature in Hindi (OLD) Wednesday, April 04, 2012 Literature in Hindi (REV) Literature in Gujarati Literature in French Literature in German Literature in Sindhi 11:00 a. m to 01:00 p. m. Banking Law & Practice Purchasing and Store Keeping Rural Marketing 11:00 a. m to 01:30 p. m. Banking Law & Practice 11:00 a. m to 02:00 p. m. Banking Law & Practice 11:00 a. m to 01:30 p. m. Purchasing and Store Keeping (OLD) 11:00 a. m to 01:30 p. m. Purchasing and Store Keeping (REV) 11:00 a m to 02:00 p m P a. m p. m. Purchasing and Store K h i d St Keeping i 11:00 a. to 01:30 p. m. Rural Marketing 11:00 a. m to 02:00 p. m. Rural Marketing Saturday, April 07, 2012 11:00 a. m to 01:00 p. m. Applied Component Group : Paper VI/VII- Enterpreneurship & M. S. S. I . Transport Management. 11:00 a. m to 01:30 p. m. Enterpreneurship & M. S. S. I (OLD) Enterpreneurship & M. S. S. I (REV) 11:00 a. m to 02:00 p. m. Entrepreneurship & M. S. S. I. 11:00 a. m to 01:30 p. m. Transport Management 11:00 a. m to 02:00 p. m. Transport Management Monday, April 09, 2012 11:00 a. m to 01:00 p. m. Merchant Banking Literature in Marathi Literature in Urdu. Elements of Operations Research 11:00 a. m to 02:00 p. m. Merchant Banking Literature in Marathi Literature in Urdu. 11:00 a. m to 01:30 p. m. Elements of Operations Research 11:00 a. m to 02:00 p. m. Elements of Operations Research IMPORTANT NOTICE: STUDENTS ENROLLED IN THE COLLEGES (OTHER THAN I. D. O. L) FOR T. Y. B. COM. PRIOR TO THE YEAR 2006-2007 AND STUDENTS ENROLLED THROUGH THE INSTITUTE OF DISTANCE AND OPEN LEARNING THE DURATION OF ALL THE APPLIED COMPONENT SUBJECTS WILL LEARNING. BE OF 3HRS. MUMBAI- 400 098. th 24 November, 2011 PROF. VILAS B. SHINDE CONTROLLER OF EXAMINATIONS