Importance Of Relationship Marketing - 32123 Words

A Dissertation On Customer Relationship Management And Importance Of Relationship Marketing In The Banking Sector This project report is being submitted as a part of the requirements of the MBA Program of Bangalore University. The project has been undertaken By: SHRIYA MEHROTRA Reg. No. 04VWCM 6117 With the guidance and support of Prof. Raja Sekhar Faculty: MBA [pic] ALLIANCE BUSINESS ACADEMY BANGALORE – 560 076 Batch: 2004-2006 Declaration I, Shriya Mehrotra, student of MBA 4th semester, studying at Alliance Business Academy, Bangalore do here by declare that this project relating to the topic â€Å"Customer Relationship Management And Importance Of Relationship Marketing In The Banking†¦show more content†¦.2- DEFINE CRM | | | |1.3- STUDY OF BANKING SECTOR | | |2 |BANKING |6-7 | | |2.1- WHAT IS BANKING | | | |2.2- KNOW YOUR CUSTOMER (KYC) | | |3 |RELATIONSHIP MARKETING IN BANKS |8-12 | | |3.1- CRM IN BANKING | | | |3.2- WHAT DOES BANK NEED | | | |3.3- HOW CRM HELP BANKS | | | |3.4- CRM IN BUSINESS TRANSFORMATION | | | |3.5- CRM IMPLEMENTATION IN INDIANShow MoreRelatedImportance of Marketing to Business1036 Words   |  5 PagesImportance of marketing to business Table of contents Introduction 3 Importance of marketing to business 3 Conclusion 5 Reference list 7 Introduction Marketing has become more and more important, especially as the purposes of marketing expanded into performing marketing researches. 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Relationship-based internal marketing is aRead MoreA Critical Evaluation Of How Management Affects The University Of Manchester s Vision Of Social Responsibility1586 Words   |  7 Pagesresponsible for building and coordinating an entire system, rather than performing specific tasks†. As a discipline, management can be divided into a wide range of specialisms, including Human Resources, Accounting, Finance and Marketing. In my essay, I will study the topic of marketing and how it relates to the University of Manchester’s vision of social responsibility. Social responsibility relates to the social contract between businesses and the society in which they operate, requiring a set of generally

Specialization in Undergraduates Free Essays

Brady Brajavich Specialization: does it belong in higher education? Some say yes, because it creates much more intelligent individuals in their respective fields. Others say no, because without the liberal arts, individuals will lack the necessary skills to succeed in today’s work environment. Both sides have well supported arguments, and often when one begins to think they’ve made a decision on which they agree with, they are swayed the other way. We will write a custom essay sample on Specialization in Undergraduates or any similar topic only for you Order Now After reading, â€Å"Should Undergraduates Specialize? † by Patrick Allit, and, â€Å"Liberal Arts: A Practical View. by Mark Jackson, I have formed my opinion and what I feel like is a suitable answer to the question above. I believe that students should have a choice. If they feel like they’re ready to dive into what they know they want to do, let them. But if the student feels like they aren’t one hundred percent sure, they should be able to take a wide variety of courses that allow them to eventually choose a major to specialize. Patrick Allitt is the author of the essay, â€Å"Should Undergraduates Specialize? † In this essay he compares and contrasts his own experiences in college with those of his college-bound daughter. By comparing the two, he provides evidence to his belief that having the option to specialize as an undergraduate will benefit students. This is shown in his conclusion, â€Å"Students with the right frame of mind thrive on studying diverse subjects until they’re ready, sometimes at age twenty or older, to make a stronger commitment. But let’s get rid of the idea that liberal arts is for everyone. America’s commitment to equality and to universal education is noble and invigorating. But it shouldn’t mean that one size fits all† (Allitt 7). Here Patrick is summarizing his essay, and essentially says that liberal arts may benefit some students, but there is a certain percentage that would prefer to get busy with their major and specialize. Mark Jackson, a graduate from the University of Cincinnati, thinks that all students should take some liberal arts courses to supplement their professional education, but not because they are forced too, but because they want to. Jackson wrote his essay on why he thinks students, â€Å"†¦question the reasoning behind a liberal arts education† (Jackson 233). Jackson stands behind the belief that educating students on why a liberal arts education is important is just as vital as actually teaching them the liberal arts. He says that, â€Å"If educators really want to increase the number of liberal arts courses that each student takes, they must first increase the popularity of such studies† (235). In other words, no student wants to take a class that they don’t see a point for taking. He backs his statements up by using personal experiences. Jackson explains how he had an argument with his high school counselor because he didn’t want to take a third year of Spanish. I was an A student in Spanish II, but I hated every minute of the class†¦ I told him that I took two years of a foreign language so that I would be accepted to college, but that I did not want to take a third year† (234). In response to his argument, his counselor would reply that he needed to be a â€Å"well-rounded student†, which is exa ctly why Jackson is so adamant in his reasoning. In relation to that response, Jackson wraps up the essay by saying, â€Å"It is difficult to persuade some college students that becoming a better person is an important goal of higher education. Many students want a college education so that they can make more money and have more power† (235). To finish, he reiterates his point; if students don’t see a point in the taking the course, they won’t want to sign up for it. In the two preceding essays, the two authors give their arguments on where they think specialization belongs in the education system. Allitt states that having a choice on whether or not to specialize as an undergraduate, and not deal with the liberal arts can be a benefit to students. Jackson believes that students should want to take liberal arts courses, and that if educators want students to do so, they have to do a better job of explaining why they are important and making the courses more attractive. A point of common ground for the two authors, based on the previous statements, is that specialization is important. Without it students will be at a disadvantage. There isn’t an exact point of disagreement between Allit and Jackson. They both outline the pros and cons throughout their essays. That being said, there are differences. Allit is more in favor of specialization, â€Å"The early specialization†¦enabled us to learn one discipline really well, to become far more deeply engaged with it than was possible for our American counterparts† (Allitt 6), but at the same time, understands why a liberal education can be beneficial, â€Å"Its (specialization) great and equal drawback was that it forced some students to choose too soon, before they were ready† (6). Jackson thinks that students should want to take liberal courses to complement their vocational studies. Towards the end of his essay, Jackson ays that, â€Å"Students who want to make the most of their college years should pursue a major course of study while choosing electives or a few minor courses of study from the liberal arts† (Jackson 235). I believe that students should have an option to specialize. Being able to dive right in as an undergrad can be hugely beneficial, and allow a student to separate themself from the rest of the competition. The liberal arts can do the same thing. Specializing brings depth of knowledge and a different, higher level of understanding, while the liberal arts allow students to increase the width of their knowledge. The irony of the emphasis being placed on careers is that nothing is more valuable for anyone who has had a professional or vocational education than to be able to deal with abstractions or complexities, or to feel comfortable with subtleties of thought or language, or to think sequentially† (Cousins 31). Jackson used this quote in his essay and I absolutely love it. If I had to back up my opinion with any one statement, this would be it. Vocational education is useless without being able to think abstractly and think on the go, while being able to think abstractly and on the go is useless without a vocational education. Personally, I’d take Jackson’s advice: go right into professional studies, but take classes I felt would make me a more attractive hire. I say that because the reason why I’m in college is so I can get a good-paying job to support myself and one day a family. In order for me to do that, I’m going to have to do all I can to distinguish myself from the group. The university has the intention to do that, but it’s damn near impossible for them to know what is best for each individual student. All of my academic career, I’ve been told that I was being prepared for college, and I was, but now I want to put those tools into practice. Being told what classes to take, and what classes will make me a better student isn’t letting me use what I’ve learned, and is suppressing my ability to make my own decisions. In essence, we’re big kids now. We should have to and want to make the big kid decision on whether or not taking a GEO 106 class will benefit us. Guidance is always welcome, and without the help and suggestions from our advisors we’d be lost, especially as freshman, but that doesn’t mean I should have to take a class that won’t help me achieve my life goals. But some students don’t have the know-how or motivation to take necessary liberal classes, so the university has to force students to take them. † My roommate made this point to me while we were talking about my essay, and I imagine there are many others that feel the same way. My response is this, if a student has yet to take responsibility of his or her own academic career, are they really deserving o f a degree? If they can’t make their own decisions on something as simple as which supplementary classes to take, how are they going to function once they hit the real world? Or rather when the real world hits them? Another fantastic argument brought to my attention was: how are students that choose to not specialize right off the bat going to keep up with the ones that do? At this point in every student’s life, we need to stop thinking of us as a whole. We are individuals, and just because Rafiki doesn’t know what to do with his life doesn’t mean the rest of us should suffer. I firmly believe that college marks the beginning of adulthood and the toned-down real world, which means that we all as students need to take more responsibility for our own lives. Specialization: does it belong in higher education? I say yes†¦ as long as it is balanced with proper liberal courses. Specialization can give a student essential skills and an intense education that can help them get the edge on someone else competing for the same job, and the liberal arts only increases one’s attractiveness. For all those naysayers out there, I just ask you respect what I have to say, to take my views into consideration, and, as the noble Andre 3000 once said, â€Å"Lend me some suga. I am your neighbor. † How to cite Specialization in Undergraduates, Essay examples

Socratic Dialectic Essay Example

Socratic Dialectic Paper A friend of Socrates, Chaerephon, asked the Oracle of Delphi if there is anyone wiser than Socrates. The goddess answered that there is not. (Plato, p. 50). Aware that he cannot claim wisdom, but intrigued by the Oracle’s answer, Socrates embarks on a journey to find someone who is truly wise. The method he used to establish someone’s wisdom or lack of it has been known as the Socratic dialectic. Socrates’ dialectic technique, its aim and its method will be examined in this paper. The Apology of Socrates’ by Plato, will be used as a case study to illustrate key points. Upon hearing the Oracle’s answer that no one is wiser than him, Socrates found the literal interpretation difficult to comprehend. He decided to seek out people who have a reputation for wisdom in various regards and test their claims to knowledge through questioning. He discovers a good deal of vain ignorance and false claims to knowledge, but no one with genuine wisdom. As he always believed that he knew very little, he came to the conclusion that he was wise only in so far as that he knew nothing. Socratic method is a dialectic method of inquiry, in which elenchos (Greek: a cross-examination) is the central technique (http://en. wikipedia. org/wiki/Socrates). Dialectic is a form of a dialogue which consists of two methods, analysis and synthesis. (Macquarie University, Lecture 4). Through analysis, Socrates would ask the person to state a claim they believed to be true. To investigate the validity of the claim, he would use a series of questions and answers. It was intende d to reveal person’s beliefs and underlying assumptions about a particular topic and demonstrate their consistency or lack of it. We will write a custom essay sample on Socratic Dialectic specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Socratic Dialectic specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Socratic Dialectic specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Once the person’s contradictions have been exposed, the conclusion (synthesis) is that the original claim cannot be made since it does not correspond to evidence presented through the process of analysis. The good example of Socrates’ technique is illustrated in The Apology, Socrates’ defence to charges brought against him by the court of Athens. Meletus, one of his main accusers, believes that Socrates has corrupted the young by teaching them to believe in new deities instead of the gods recognized by the State. Socrates begins his analysis by asking Meletus if he is accusing him of believing in some gods or in no gods at all. Meletus answers that: ‘Yes, I say that you disbelieve in gods altogether. ’ Socrates proceeds by asking Meletus if he also suggests that Socrates believes that the sun and the moon are not gods. Meletus answers that Socrates does not believe that the sun and the moon are gods, because he claims that the sun is a stone and the moon a mass of earth. Socrates demolishes this as a valid point, because these theories do not belong to him, but to Anaxagoras. He concludes that Meletus is contradicting himself stating that ‘Socrates is guilty of not believing in the gods, but believing in the gods’. He continues by asking if it is possible to believe in human activities, but not in human beings, or supernatural activities and not in supernatural beings? Meletus answers ‘no’. Socrates proceeds by saying that since he is accused of believing and teaching others in supernatural activities, he must also believe in supernatural beings, which are either gods or their children. This is where Socrates demolishes Meletus’ claim for the second time by concluding that Meletus was simply testing his intelligence by stating first that he does not believe in gods, then that he does, since he believes in supernatural beings. (Plato, p56-58) So what can be said of Socrates’ technique? Although the method itself seems simple, it is almost impossible to escape its intense rigor as well as the destructiveness of its rich irony. By using leading questions that require short and logical answers, Socrates cross-examines and refutes the opponent usually ending the conversation in puzzlement and embracement. He professes to be a plain man who speaks only simple truths, yet his proficiency in employing some very clever rhetoric enables him to keep an upper hand in every conversation. And while his method might appear ruthless and hostile, it was essentially ethical in character. Belief in a purely objective understanding of such concepts as justice, love, and virtue, and the self-knowledge that he encouraged, were the basis of his teachings. He believed that all vice is the result of ignorance, and that no person is willingly bad; correspondingly, virtue is knowledge, and those who know the right will act rightly. Socrates was not a believer in any specific metaphysical point of view, but he believed that he was appointed by God to examine himself and others in order to discover who they really are. Thus, he claimed that the highest goodness consists in the caring of the soul concerned with moral truth and moral understanding. ‘Wealth does not bring goodness, but goodness brings wealth and every other blessing, both to the individual and to the state’. (Plato, p 62). As previously stated, Socrates dialectic aims to etermine whether an individual makes justifiable claims to knowledge by using the method of cross-examination in order to draw out a contradiction or inconsistency in their claims. However, this is not the only aim of dialectic. The Socratic method is also a means of conversing, developing a dialogue that aims to bring awareness to person’s ignorance of a subject. It aims to free other from ignorance, encourage them on their path to self-knowledge, assist then in leading good, virtuous life and ultimately improve the welfare of their souls. In my opinion, this is certainly a cause worth admiration; however I have found myself questioning the real outcome of his ironic, ruthless method of inquiry. He aimed to awaken his fellow citizen’s attachment to authoritative moral and religious opinions, by criticizing the popular ideas, but in the process managed to ridicule and embrace them. Does a man who feels like a fool, after being subjected to public scrutiny have a desire and commitment to turn the mirror inwards and start living ‘life worth living’? Or would he, more likely, regard Socrates and his method as arrogant and rebellious, and therefore inevitably respond by disregarding its true meaning. And it is that in its true meaning, Socrates’ dialectic reminds us that the way to wisdom lies in the philosophy, in our willingness to question what we (and others) know and in the ability to justify and give reasonable account for our claim. Socrates once said that â€Å"I know you won’t believe me, but the highest form of Human Excellence is to question oneself and others†

The relationship that Romeo and Juliet have with their parents throughout the play Essays

The relationship that Romeo and Juliet have with their parents throughout the play Essays The relationship that Romeo and Juliet have with their parents throughout the play Paper The relationship that Romeo and Juliet have with their parents throughout the play Paper which were ‘swallowed’ up, leaving Juliet his lone heiress to the empire. Juliet does not fear of the concept of marriage as she refers to it as an ‘honour’ and wants consent from her parents as to whether she may or may not fall in love. This portrays a lesser knowledge about love proving her ‘sheltered life’. Nurse seems to know and appreciate a lot more about Juliet and both have gained a full trust for each other, this is shown when Juliet confines in the nurse about her secret marriage with Romeo. Their relationship is shown in Act 3. Scene 5, in the 1977 Zefferelli film, When Juliet hides behind the nurse while in a ‘quarrel’ with her father. Zefferelli has used strong body language to determine the different relationship Capulet family. In Act3. Scene 5, Capulet contradicts himself by ordering Juliet to marry Paris, whilst in Atc1 he tells Paris to wait because his ‘child is yet a stranger in the world’. This could be because of Tybalt’s abrupt death, causing the younger generation of the empire to decrease. Capulet is portrayed to be the leading role of the family is this scene. This is shown in the Zefferelli directed film, when Capulet hots Lady Capulet when she tells him that he is being irrational. The nurse also tries to calm Capulet, and when fails she takes sides with Capulet. Juliet becomes angry, betrayed and feels that she has no hope but to die. However, Capulet still does not relent to Juliet’s incessant explanation of her ‘hate’ for marriage to Paris. In Act 4. Scene 5, Capulet seems hasty towards his ‘child’s’ death. His language is calm and well structured. He uses descriptions of her ‘blood’ being ‘settled’ and relating her death to ‘night’. This seems more like a verse from one of Romeo’s sonnets than someone who’s lost his only daughter. Capulet, while morning for his daughter’s death, he seems just as disappointed that Juliet has missed her marriage and rhetorically asks why the ‘murder’ of ‘our solemnity’ had to happen. Lady Capulet shows true disappear for her daughter’s death by repeating, ‘she’s dead’ as if she cannot take the reality in. Her hurried and simplistic language portrays a troubled and caring mother, the opposite to Lord Capulet’s emotions for the death of his daughter. Romeo’s relationship with his own parents have mixed similarities to the relationship Juliet shares with her parents. As Juliet has her ‘good nurse’ Romeo has ‘Friar Lawrence’ to whom he refers to as ‘father’. This is because Friar Lawrence knows more about Romeo than Lord Montague, then Romeo’s real father. Lord and Lady Montague play a lesser role in the play of Romeo and Juliet. They are not involved with their son’s life and stay ‘away’. When Romeo is having troubles, as they cannot find out the reason of his ‘grivence’, for there is a lack of communication between them. Shakespeare portrays Romeo’s parents as being scared of having a parental relationship with Romeo. Neither of them know how to approach him as they are fearful of being rejected by their emotional son. They worry for Romeo and ’pray’ he isn’t at any of the ‘frays’, which keep the two families at conflict with each other. This portrays a concern and a sense of parental care for Romeo, yet they do not know whether he was at the fray or not†¦ making the reader think that Romeo and his parents do not spend a great deal of time together. They only know that Romeo has been seen with ‘tears’ or has ‘locked’ himself in his room which is a common sign for a teenager in love. Yet his parents do not acknowledge that this is the case. Lord and Lady Montague do not pursue the affair of their troubled son, but leave it in the hands of Romeo’s good cousin Benvolio, who is determined to know of his ‘grievance’. This is a strong reason why Friar Lawrence who thinks of Romeo as his pupil, plays such a significant part in Romeo’s life; he is close by to give constellation, to be a friend and to confess unjust sins. Romeo has a great deal of respect for Friar Lawrence, therefore his opinions and ideas are greatly considered by Romeo. When Friar Lawrence thought that marrying Romeo and Juliet would ‘turn your households to rancour and pure love’, he was not thinking about Romeo’s true feelings for Juliet. Friar already has suspicions that Romeo did not love Rosaline and clearly states that ‘Young men’s love then lies, not truly in their hearts, but in their eyes’. They only good that Friar Lawrence sees in Romeo and Juliet’s relationship is the end of the two households feud. When Romeo was in need of help after he has killed Tybalt, The Friar uses his unwavering optimism to make the best of the situation and vows to stay in contact with Romeo once he has been banished, showing that Friar Lawrence is looking out for Romeo’s best interest and wants to help him stay optimistic. Both Romeo and Juliet do not confine with their parents, and they know that their love will not end the family feud. In sixteenth century Verona, a child’s duty to their parents was more than just giving respect. Parents would be in full charge of their children, and the father would overpower any argument. This is shown in Act 3. Scene 5 when Juliet is forced to marry someone she does not love. In conclusion, the distant relationships between Romeo and Juliet and their parents lead them to seek other parental care. Friar Lawrence and the nurse both cared for Romeo and Juliet’s well being and helped them whenever they could. This lead, unfortunately, to the unfortunate death of the ‘star-crossed lovers’. I believe that Shakespeare did not want his audience to feel that the families were to blame for their painful deaths. Many people have assumed that fait have played a powerful part in this play. The deaths of Romeo and Juliet taught both of the parents that life is too precious to live in a state of fear towards their enemy and especially towards their children.

Capitalization Rules for the Names of Games

Capitalization Rules for the Names of Games Capitalization Rules for the Names of Games Capitalization Rules for the Names of Games By Mark Nichol How do you style the first letter of words for games and similar entertainment? The default setting is lowercase, though of course there are exceptions. Names of card games are lowercased except for words normally capitalized, thus poker, but â€Å"Texas hold ’em.† Names for other games of chance, whether more or less â€Å"legitimate† ones like Russian roulette and bingo, those that straddle both worlds (like craps, which has two forms: casino, or table craps, and street craps), and confidence games like three-card monte, follow the same rules. Names of variations, and other terminology, aren’t capitalized, either. Those of strategy games such as chess and checkers are lowercased, too (but note â€Å"Chinese checkers†), as are names of tile games such as dominoes. Traditional children’s games like tag and hopscotch, and those with more complex names, such as capture the flag, hide-and-seek, and king of the castle, need no special emphasis, either. Brand names of trademarked games like Monopoly, Scrabble, and Chutes and Ladders are capitalized, but note that it is not necessarily to use registration symbols with them. (You will, of course, note the r in a circle adjacent to the brand name on the game itself and in printed and online literature published by the company, as well as in written materials of any company affiliated or in partnership with the trademark holder, but no other publication is required to include such symbols.) Names of electronic games follow the same rule. You may also see these names italicized or enclosed in quotation marks; the justification for these styles is that such games have a narrative and are therefore equivalent to films. However, names of kinds of software are capitalized but not italicized. Names for games like pool and its variants, foosball, air hockey, and other tabletop entertainments should not be capitalized. Names of competitive sports such as baseball, basketball, and football are lowercase, but note that Major League Baseball is not merely a description of the highest level of professional baseball in the United States but also the official designation and is thus capitalized. Names of large competitive events are capitalized: Examples include, in the United States, the World Series and the Super Bowl, and internationally, the Olympic Games (informally called the Olympics) and the Pan American Games. (But note that â€Å"Highland games† is a description and not the name of a specific event.) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:Comma After i.e. and e.g.Comma Before ButHow to Write a Proposal

Global Leadership Essay Example | Topics and Well Written Essays - 500 words - 2

Global Leadership - Essay Example Jordan also offered a similar peace treaty a year later. The Israelites had to choose between expansion of their territories or having peace and security with Egypt. Israel chose expansion over security and this led to the 1973 war. The war was an indication to Israel that Egypt cannot be under estimated and was a force to reckon with. It was later that Israel had to agree on the peace treaty offered in 1971, but this time, the national rights of Palestinians were recognized (Chomsky, 2010, p. 2). Obstacles of the Israel Palestinian conflict Negative perception by the leaders in dealing with this conflict is indicated by the fact that leaders do not recognize the existence of the rival state. The outgoing Prime Minister of Israel Shimon Peres had stated that the Palestinian State would never exist. To make the matters worse, the incoming Prime Minister, Netanyahu, went on to describe the intended Palestinian state as left over fragments or fried chicken (Chomsky, 2010, p. 9). United States policy has been indicated as one of the obstacles hindering the end of the Israel Palestinian conflict. Chomsky suggests that if the United States changes its policy, just as it did towards South Africa, then Israel will be compelled to join the rest of the world (Chomsky, 2010, p. 10).

Technology and Socity Essay Example | Topics and Well Written Essays - 1000 words

Technology and Socity - Essay Example Despite the advantages, however, the society and the natural environment has had paid a lot for the construction of dams. Firstly, the dams have affected places that are of vital importance to some. For instance, most of the dams have flooded aboriginal burial sites and midden areas. Burial sites are something considered ‘sacred’ by the aborigines and although the authorities may have to consider the ‘common’ good by building of dams, the aboriginal society is usually affected adversely. The building of dams on the river has also affected the natural habitat. According to the Australian state of the Environment Committee (2001), the main reason for this is the way the ground quality of water has been influenced. Because of the augmentation of the flow of the river by the creation of dams, many cities have emerged alongside the river. Most of these cities are industrial sites that produce a lot of sewage and waste. Most of the waste generated by industries is thrown into the river without considering the consequences. The result is that the water quality has been affected. The Murray River has the capacity of maintaining around 2,539 kilometers of aquatic and riparian life.The contamination of the water in the rivers has affected the habitat for the aquatic life and many species are rapidly dwindling in numbers. Unfortunately along with the industrial waste and sewage, different pesticides and fertilizers are also flushed into the river. Pesticides, especially DDT, do not just kill fish and consequently humans (after ingestion of the contaminated fish). They also disturb the entire ecosystem by disturbing ecological cycles that are dependent on rivers. As a consequence, the contagion of water has led to the extinction of certain insects and birds. Further, the building of dams and weirs requires the clearing of natural