IndiaA Political outlook essays

IndiaA Political outlook essays Politics play a crucial role in the origin and growth and even decay of cities in India. It also plays a great role in general urban development, decay and renewal. In most cases these policies are sponsored by the government, therefor, they obviously play a key role in the development of cities. In the following paragraphs I will describe different political aspects of the growth of an Indian city and how the government participated. I will also discuss the overall foreign policy of India. Politics played a crucial role in the origin and growth of cities since the beginning of humanity. These two developments led to the appearance of political authority. The agricultural revolution itself must have been planned by leaders with imagination and foresight. Thus, a formalized leadership and a well-developed power structure emerged in this process. It is due to this, perhaps, that many cities, in ancient times and today, came into being components of large empires. During the ancient and medieval periods administrative and strategic factors determined the location of towns and cities. This was first hand decided by the rulers or now known as the government. Being fortified around citadels, cities either flourished or decayed based on the prowess of royalty. The growth of commerce and the emergence of a merchant class have been cited as an important factor in urban growth. Typically an empire at its best contains an overgrowing body of urbanites and an upper class that has waxed more affluent and has increased its demand for a variety of goods. Merchants are thereby encouraged to extend their domain of operation into more emote regions like urban centers. Such a movement, though, needed the support and protection offered by the political base within the homeland. Military and strategic factors, also provided by the government, have been crucial in the emergence, location, growth and decline of some cities. Towns, for example, ha...

3 Reasons NOT to copy your Resume Summary into your LinkedIn Summary Section!

3 Reasons NOT to copy your Resume Summary into your LinkedIn Summary Section! Many people on LinkedIn make the mistake of copying their resume summary statements into their LinkedIn Summary section.   There are three major problems with this strategy: Problem #1: Trite Phrases Often your resume summary is laden with overused phrases like â€Å"Results-oriented team player with a proven track record†¦Ã¢â‚¬  or â€Å"Dynamic, motivated self-starter with extensive experience†¦Ã¢â‚¬  If your resume summary looks anything like the above examples, please rewrite it and hire a professional resume writer if necessary!   This type of language belongs neither on your resume nor in your LinkedIn profile. Problem #2: LinkedIn Summary Real Estate You have 2000 characters at your disposal for a LinkedIn Summary, vs. three to four lines maximum for your resume summary.   Why would you choose not to use all that real estate to say something – really say something – about yourself? Problem #3: Keywords Your LinkedIn Summary is an essential place for you to insert keywords if you want to be found on LinkedIn.   By inserting a 3-line summary, you lose out on your chance to build keywords into your profile. Resume Summary Example For Resumes Only Here’s an example of a very strong resume summary statement that does NOT belong in a LinkedIn Summary (note I DO like this statement as a resume summary statement – in fact I wrote it!): LeeAnn Dance Producer    Writer Editor Award-winning television producer and groundbreaking investigative reporter -    experience covering issues ranging from pre-election to international news, with special emphasis on East Africa.   Creator and writer of highly acclaimed documentaries and promotional videos for non-profit organizations. Eight years as producer for CNN. LinkedIn Summary Example Great Model! What would a LinkedIn Summary look like for LeaAnn?   Here is the statement we wrote for her: Award-winning investigative and documentary television producer Video production and broadcast journalism have been my passions for over 20 years, ever since receiving my MS in Journalism from Columbia University. I have produced everything from groundbreaking news stories for CNN to promotional videos for non-profit organizations, and I am currently hosting a blog radio show for parents relaunching their careers. My journalism background gave me the ability to distill a large amount of material and hone in on what’s true and important. I can pinpoint the real message that needs to be conveyed, creating a human story that moves and inspires an audience. Promotional Videos for Non-Profit Organizations As a freelance video producer, I specialize in creating high caliber, professional and creative promotional videos for non-profit and educational organizations. I understand the budgetary constraints of non-profit organizations and will work within a range of budgets and scope of work. Funders respond to high quality video presentations that effectively convey your organization’s message. I will take your message, target it, and transform it into a concise and meaningful array of pictures, words, and sounds. You will then have the power of an impactful video to present your organization’s activities at fundraising events and through the web. Back in Force In addition to being a video producer, I was a stay-at-home mom for 13 years, and I am committed to providing resources to women who are returning to the workforce. The Back in Force blog chronicles my journey and shares information about the return-to-work process. Blog topics include emotional roadblocks to relaunching, preparing your resume, updating your wardrobe, and preparing your family for re-entry. Check out my weekly blog talk radio show on relaunching your career, with guests including authors, career counselors, therapists, and employers. (www.blogtalkradio.com/backinforce) What works about this LinkedIn Summary Example? Conveys LeeAnn’s story and her passion (the resume summary does not). Contains multiple keywords that will get LeeAnn found on LinkedIn. Covers the different facets of what LeeAnn has to offer. Draws the eye to sub-headings so that readers can easily see what LeeAnn is about.   The text is broken into bite-sized pieces, not so blocky that no one will read it. Has a call to action. Note that the resume summary does NONE of these five things, even though it is perfectly great as a resume summary. Can you write a LinkedIn Summary Statement for yourself that accomplishes at least four out of the five functions listed above?   If yes, great go for it!   If you need help, consider contacting The Essay Expert for a free 15- minute consultation.   We will be happy to write you a LinkedIn Summary that will help you get found on LinkedIn and have the impact you want on the people who read your profile.

Marketing Orientation in Telecommunication Company Essay

Marketing Orientation in Telecommunication Company - Essay Example A deep analysis of the company has been made within this report. Also based on the study of the company and its competitors, recommendations have been set out for the management. The plan that has been set down which includes the benefits that Etisalat can gain from the recommendation of starting an e-Commerce website. This study has been based on a secondary research. The information collected is mainly from the secondary sources, which include various sources, studies, articles, newspapers, and websites. Secondary data refers to information published by others and which is already available1. It is also data collected by other people rather than the researcher who is carrying out the study2. There has been a through research conducted to gain all the information of this Etisalat. Great care has been taken while choosing the sources from the Internet and it has been ensured that the works chosen from the Internet are from published writers. As Berry refers to the Internet in his books, â€Å"an open door to nonsense to appear, and one way of checking on this is knowing about the author†3. The telecom industry of the Middle Eastern countries has seen a continuous growth. A forecast by Informa Telecoms and Media shows that the year 2009 will continue to see a constant growth, with almost 28.68 million net inclusions into the mobile market this year. The market is very wide and has as many as almost 250 million mobile subscribers and is expected to reach as high as 250.79 million by the end of 20094. Etisalat is one of the oldest telecom providers in UAE. It is headed by Mohammad Al Qamzi, the CEO. The company was incorporated in 1976 and has become a part of the Financial Times Top 500 Corporation. In terms of the capitalization and revenues, this company stands on the 6th position in the Middle East.  

Corporate Social Responsibility and Business Ethics in Barclays Bank Dissertation

Corporate Social Responsibility and Business Ethics in Barclays Bank - Dissertation Example The three concepts were discussed in relation to the roles they play in the strategic management of businesses, indicating that while they are generally viewed as peripheral issues to the maximisation of profits – the generally conceded principal aim of going into business – these concerns are actually central to the generation of revenues that lead to higher profits. CSR and stakeholder satisfaction, in particular regarding employees and customers, appeal to the market and therefore contribute significantly to the strategic and, ultimately, the financial success of the business. 24 List of Tables Table 1: Values and behaviours at Barclays Bank 33 Table 2: Performance of Barclays vs. Industry Leaders 34 Table 3: Frequency distribution of respondents according to age 38 Table 4: Frequency distribution of respondents according to gender 39 Table 5: Frequency distribution of respondents according to educational attainment 39 Table 6: Frequency distribution of respondents a ccording to length of association with Barclays Bank 40 Table 7: Customer satisfaction ratings 42 Table 8: Employee satisfaction ratings 45 Table 9: Respondents' perception of Barclays’ CSR for employees 47 Table 10: Respondents' perception of Barclays’ CSR for customers 49 Table 11: Respondents' perception of Barclays’ CSR for society 49 Table 12: Respondents’ perception of Barclays’ CSR for Government 50 Table 13: Respondents' perception on Barclays’ CSR for competitors 52 Table 14: Respondents' perception of Barclays’ CSR for the environment 53 Table 15: Respondents' perception of Barclays’ CSR for sustainability 54 Table 16: Respondents' perception of Barclays’ CSR for civil society 57 Table 17: Summary of mean scores for CSR perception 58 Table 18:Table of Pearson correlation coefficients between CSR & EMPSAT/CUSTSAT 60 Chapter 1: Introduction 1.1 Chapter overview The introductory chapter of this dissertation sets t he context within which the research problem is to be viewed. Specifying the context of the study delimits the perspective that an issue may be viewed, and sets the focal point and the boundaries for the study. The background of the research problem shall be discussed, leading to a statement of the purpose and objectives of the study. From the objectives, the research questions are articulated, in order to lead to findings that would eventually support the conclusion. Any assumptions made by the study are included, as well as the definitions of specific words and phrases relevant to their use in the dissertation. The significance of the study and its relevance to the industry and the broader social environment is thereafter discussed. 1.2 Background of the research problem The banking industry is a pillar of the nation’s economy and a vital determinant of the health and viability of business activity. Banks perform four critical functions: (1) their intermediation function, w here the banks intermediate between economic units with excess and deficient financial resources; (2) they adapt and modify terms and risks to the market

Narrative Worth in A Rose for Emily Essay -- A Rose For Emily, William

In â€Å" A Rose for Emily†, William Faulkner tells the complex tale of a woman who is battered by time and unable to move through life after the loss of each significant male figure in her life. Unlike Disney Stories, there is no prince charming to rescue fallen princess, and her assumed misery becomes the subject of everyone in the town of Jefferson, Mississippi. As the townspeople gossip about her and develop various scenarios to account for her behaviors and the unknown details of her life, Emily Grierson serves as a scapegoat for the lower classes to validate their lives. In telling this story, Faulkner decides to take an unusual approach; he utilizes a narrator to convey the details of a first-person tale, by examining chronology, the role of the narrator and the interpretations of â€Å"A Rose for Emily†, it can be seen that this story is impossible to tell without a narrator. As Faulkner begins â€Å"A Rose for Emily† with death of Emily, he both immediately and intentionally obscures the chronology of the short story to create a level of distance between the reader and the story and to capture the reader’s attention. Typically, the reader builds a relationship with each character in the story because the reader goes on a journey with the character. In â€Å"A Rose for Emily†, Faulkner â€Å"weaves together the events of Emily’s life† is no particular order disrupting the journey for the reader (Burg, Boyle and Lang 378). Instead, Faulkner creates a mandatory alternate route for the reader. He â€Å"sends the reader on a dizzying voyage by referring to specific moments in time that have no central referent, and thus the weaves the past into the present, the present into the past. â€Å"Since the reader is denied this connection with the characters, the na... ... Works Cited 1. Burg, Jennifer, Anne Boyle and Sheau-Dong Lang. â€Å"Using Constraint Logic Programming to Analyze the Chronology in A Rose of Emily†. Computer and the humanities (2000): 377-392 2. Faulkner, William â€Å"A Rose for Emily†. Schilb, John and John Clifford â€Å"Making Literature Matters: An Anthropology for Readers and Writers†, Boston and New York: Bedford/St. Martin’s, 2009. 667-675 3. Perry, Manakhelm â€Å"Literary Dynamics: How the Order of a Text Creates Its Meanings [With an Analysis of Faulkner’s â€Å"A rose for Emily†] Poetics today (1979). 35-65+311-365 4. Skinner, John â€Å"A Rose for Emily: Against Interpretation. â€Å"Journal of Narrative Technique† (1985): 42-51 5. Sullivan, Ruth â€Å"The Narrator in A rose for Emily†. Journal of Narrative Technique (1971): 159-178 6. Watkins, Floyd C. â€Å"The Structure of A Rose for Emily†. Modern Language Notes (1954): 508-510

Reaction Time Essay

This experiment aimed to determine the reaction time of the test participant and using the subtractive method identify the selection time and identification time of the participant. The experiments had one participant who participated in a total of 6 experiments; two experiments required a simple reaction with a single stimulus and 4 experiments that required a more complicated reaction. Keywords Subtractive method – the procedure of estimating the time it takes to perform various cognitive operations. Simple reaction – this reaction time task has a single stimulus and requires only a single reaction Choice reaction – In this reaction time task there are more than one stimulus and more than one response. Each stimulus has its own response. Donders A B and C reactions – In this reaction time task there is more than one stimulus but only one stimulus is linked with a response. Introduction Donders A B and C reactions have been used to determine the time it takes to perform cognitive operations for quite some time now. In these experiments we aimed to use light and sound stimuli in the react time tasks to determine individual base time, Identification time and selection time. Using one female college student (23 years) and one person recording the different reaction times. The experiments took place over a period of two days, with the first experiment taking place on one afternoon and the next 5 experiments a week later in the afternoon again. Methods Apparatus and materials One pen and paper to record reaction times, one Reaction task machine which came equipped with headphones for sound stimuli, a screen for visual stimuli and a panel of buttons colored red, yellow and green for responses. Procedure Pilot Test The participant stood on the reaction task side of the machine and put on the headphones after having been already instructed to press the red button when they heard both sound and visual stimulus. The observer then set the machine to pilot test, simple reaction test and selected the color red. The observer then gave a visual signal to the participant to let them know the experiment was about to begin. In this pilot test the participant was required to press the red button each time they saw the red light flash when it was accompanied with a voice that said red. At the end of a test a hand signal was given by the observer to the participant to let them know the task was over. The light and sound stimuli were given for a total of 20 times if the participant did not make any mistakes (that is pressed the red but only when both stimuli were given) then the pilot test was completed successfully, if not the machine would reset itself and would have to be set again and the test would be administered again. This stage was also a learning phase for both participants and observers as both were using this type of machine for the first time. Experiment 1 The participant stood on the test side of the machine and put on a pair of headphones after having been already instructed they were required to press the red button each time they saw a red light. The observer then set the machine to real test, selected simple reaction and selected the color red. . There was no signal given to the participant as to when exactly the experiment would begin by the observer but they were told to be ready as soon as they saw the light the experiment had begun. At the end of the experiment a hand signal was given by the observer to the participant to let them know the task was over. The stimulus that required a reaction in the experiment was given 19 times and the experiment was only complete if the participant made no mistakes. Each reaction time was noted by the observer. Experiment 2 The participant stood on the test side of the machine and put on a pair of headphones after having been already instructed they were required to press the red button only when they saw the red light flash across the light panel. The participant was instructed not to press a button for any other colour. The observer then set the machine to real test, selected selection reaction and pressed the clear colour button as well as the red. . There was no signal given to the participant as to when exactly the experiment would begin by the observer but they were told to be ready as soon as they saw the light the experiment had begun. The stimulus that required a reaction in the experiment was given 19 times and the experiment was only complete if the participant made no mistakes. . At the end of the experiment a hand signal was given by the observer to the participant to let them know the task was over. Each reaction time was noted by the observer. Experiment 3 The participant stood on the test side of the machine and put on a pair of headphones after having been already instructed to press the button that corresponded with the colour they saw flash across the screen i.e. see green light, press green button. There was no signal given to the participant as to when exactly the experiment would begin by the observer but they were told to be ready as soon as they saw the light the experiment had begun. At the end of the experiment a hand signal was given by the observer to the participant to let them know the task was over. The stimulus that required a reaction in the experiment was given 19 times and the experiment was only complete if the participant made no mistakes. Each reaction time was noted by the observer. Experiment 4 The participant stood on the test side of the machine and put on a pair of headphones after having been already instructed to press only the red button when they heard the high frequency sound. The observer then set the machine to real test, simple reaction test and selected high frequency sound. There was no signal given to the participant as to when exactly the experiment would begin by the observer but they were told to be ready as soon as they heard the sound the experiment had begun. At the end of the experiment a hand signal was given by the observer to the participant to let them know the task was over. The stimulus that required a reaction in the experiment was given 19 times and the experiment was only complete if the participant made no mistakes. Each reaction time was noted by the observer. Experiment 5 The participant stood on the test side of the machine and put on a pair of headphones after having been already instructed to press the red button only when they heard the high frequency sound. The observer then set the machine to real test, choice reaction test and selected all the frequencies. There was no signal given to the participant as to when exactly the experiment would begin by the observer but they were told to be ready as soon as they heard the sound the experiment had begun. At the end of the experiment a hand signal was given by the observer to the participant to let them know the task was over. The stimulus that required a reaction in the experiment was given 19 times and the experiment was only complete if the participant made no mistakes. Each reaction time was noted by the observer. Experiment 6 The participant stood on the test side of the machine and put on a pir of headphones after having been already instructed to press the button that corresponded with the frequency of sound they heard, i.e. high frequency= red button, middle frequency=green button and low frequency=yellow button. The observer then set the machine to real test, choice reaction test and selected all the frequencies. This time there was no hand signal given to the participant by the observer but they were told to be ready as soon as they heard the sound the experiment had begun. At the end of the experiment a hand signal was given by the observer to the participant to let them know the task was over. The stimulus that required a reaction in the experiment was given 19 times and the experiment was only complete if the participant made no mistakes. Each reaction time was noted by the observer.

Immunizing Society Against Discrimination - 696 Words

The themes of racism and growing up are significant in Harper Lee’s novel To Kill A Mockingbird. Atticus Finch, a lawyer, is trying to defend a black man who has been falsely accused in a trial. His children Scout and Jem don’t understand a lot of the racism occurring in the beginning, but slowly start to realize that people are being discriminated against and understand what they may be going through as they grow up and mature. How is discrimination infectious? It can influence the young by family and/or society. Atticus’s children Scout and Jem, are brought up with the values of non-discrimination and these values will help them go far in life. Through the characters of Scout and Jem, Harper Lee demonstrates that when growing up, people who are exposed to discrimination are encouraged to discriminate in return. Discrimination is contagious and harmful for the well-being of the society. This book shows how the â€Å"mad dog† which symbolizes racism, can enter a town and spread over like a disease. Calpurnia phones Atticus and shouts â€Å"There is a mad dog down the street† (Lee 123). The mad dog is sick and diseased with rabies which represents racism that is about to enter the town and spread this disease. Just like how rabies is contagious, so is racism. When Atticus shoots the mad dog it is like he is shooting down racism and prevents this contagious disease from spreading over the town. Secondly, Miss Maudie shows how one small nutgrass can spread and ruin a whole yard whichShow MoreRelatedEssay On Recreation Areas1532 Words   |  7 Pagespeople likewise. â€Å"State parties shall take appropriate measure to enable persons [†¦] to have the opportunity to develop and utilize their creative, artistic and intellectual potential, not only for their own benefit but also for the enrichment of society† (World Federation of Deaf). Everyone has the right to participate in recreation parks and if we deny them the opportunity to participate we are not offering them a way to use rights they have both earned and deserve. Advantages/Pros: †¢ If I extendRead MorePoor Health Habits Among The United States Should Spend More Money On Preventative Care1736 Words   |  7 Pagesillnesses would decrease. As important as managing national spending and funding is, the most important factor is the overall health of Americans. Providing preventative care that varies between racial and ethnic groups does not create a healthier society, but a society with more chronic illness and higher medical bills for its citizens. The average cost of treating cancer is significantly higher than the cost of using preventative services. Individuals who skip preventative services may end up paying moreRead MorePolicy Brief : National Vaccine Information Center And Non Medical Vaccination2172 Words   |  9 Pagesput burden over budget allocation for other public health initiatives and would undoubtedly increase the federal deficit. Efficacy of Vaccine and the knowledge gap: Vaccines may provide temporary immunity; however, they do not provide protection against acute infections. Injecting vaccines can provide artificial immunity for the disease that not has been developed yet or has shown odds of developing such. Comparing to that, natural infection provides longer lasting immunity for almost 30 years (Wearing