Bharti Enterprises free essay sample

Ensuring that the look and feel of the store is as per guidelines/standards Ensuring/ reporting Inventory and Stock availability as per the norms to prevent stock-outs Provide suggestions /feedback to improve store productivity People Development / Team Management: Acting as a mentor and trainer for store staff To ensure daily roistering briefing to inbound outbound store staff Customer Experience: Manage staff allocation based on demand at point in time Personally step in to handle demanding customers Provide suggestions for improvements in CE 4. A. On Diversity and Cultural spread in Africa, As Africa consists of 53 countries, to operate successfully it is important to understand the dynamics of each country, including differences in culture, language and especially regulations. Bharti would do well to put in place as few expatriates as possible and have most of its top management from Africa. b. On Infrastructure sharing and cost / capital issues, The biggest driver of network sharing will be the shift in approach of the biggest operators, who had been unwilling to share network to sustain competitive advantage. We will write a custom essay sample on Bharti Enterprises or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page There is visible network sharing in the markets of Nigeria, Ghana and South Africa, and that this is likely to pick up in other markets. c. On Bharti Airtel’s Minute Factor Model, Network sharing and IT outsourcing would help operators bring down costs. While costs could trend down, however they will be higher than in India because of some of the structural costs caused by power shortage and poor infrastructure. 5. Bharti Airtel has a history of making first moves and emerging as the winner just because of that. This is what built the company’s success in India, where it remains the top MNO and second-largest fixed-line operator. In fact, thanks to the massive market it serves at home, at the time it acquired the Zain portfolio in March 2010 Airtel was reckoned to be the fifth largest mobile operator in the world on a proportional subscriber basis, putting it behind the likes of China Mobile, Vodafone Group, American Movil and Telefonica, but ahead of China Unicom. As has been widely covered for over a year now, Airtel has been looking at Africa as a new growth market. While it has a deal with Vodafone for the Channel Islands, Africa is the only other territory outside the Indian subcontinent (including Bangladesh and Sri Lanka) that the company has entered. The commonalities are compelling: similar markets, needs and infrastructure. The realities on the ground are somewhat more challenging: logistics, legislative compliance and serious local competition being foremost. The logistics of infrastructure in Africa are an equal challenge for all MNOs. That is a given. Where Airtel might have been overly optimistic is in hoping its Africa model would run similarly to its success in India, based on a first-to-market approach and having some leverage to overcome legislative obstacles. Unfortunately, while Airtel has a 30-year history of being first in India (with pushbutton phones, cordless phones and then mobile), they were not first in Africa. There were major EU, Middle East and South African players there ahead of them. In fact, Airtel’s African expansion is largely thanks to its takeover of Kuwait’s Zain mobile operations in 15 countries. This was a beachhead, not a conquest. Zain only held dominant market share in a few countries. Going up against market leaders such as MTN of South Africa, Airtel applied a strategy of extensive cost cutting. This followed on what it achieved in India, cutting a deal with Ericsson for per-minute fees (rather than upfront payment) that enabled very low-cost call rates from the outset. Airtel has an all-Africa, five-year deal in place with Ericsson for network management that offers similar advantages. Elsewhere, Airtel is engaged with Nokia Siemens Networks and Huawei, not keeping all its eggs in one basket, of course. As a Plan B, possibly following on the indecisive outcome of Airtel’s low-cost invasion, the company has previously been negotiating a takeover of or (maybe) a joint venture with MTN itself. How this putative deal is described depends on which company is talking. This has been going on for some four years without a definitive ending. Even if it never happens, it is a signpost of just what Airtel would consider to get its Africa operations truly established.

San Francisco Earthquake Essay

San Francisco Earthquake Essay Free Online Research Papers Leading up to the Earthquake, foreshocks occurred in San Francisco, California on April 18, 1906. It was caused by the San Andreas Fault as a strike-slip fault that happened at 5:12 am. Before the destruction, there was stress deep in the grounds, plates were grinding. Its shaking and stress commenced from San Bautista to midway of North and West, approximately more than 295.5 miles, at 5:13 am. Abruptly, a temblor occurred, the first shock waves at about 5:13 am spread epidemically. Seismic waves spread, it made a surface change, its motion into liquid-like. The surface was shaking intensely that some cracks and faults in the ground appeared. Most of the grounds were torn or heaved, the magnitude was 7.8 and above. The temblor lasted for about a single minute. The complexity and amplitudes showed that its severe amplitude transcended the range capability of the seismograph, significantly off the scale. Although it caused a massive amount of damage of quake, it caused fires. The blaze caused firestorms that it triggered a terrifying inferno that spread for kilometers in most parts of California. Most of the neighborhoods were vanquished by the flames that were spreading and those that were already there. A majority of cities and buildings were buildings, there was no water to control the flames since for the unbelievable reason that the water pipelines were broken and the water mains were shut down since the Earthquake occurred. The total area felt were most parts of the western U.S. like Southern Oregon, Western Nevada, and California. The rupture surface line was in San Bautista, San Francisco, Point arena, and Shelter Cove. The damages were extremely severe that it produced countless little and large casualties, more than twenty-seven t housand, nine-hundred buildings were destroyed. Ceilings of every building collapsed, that the destructive intensity of the damage extended over 600 kilometers. Structures that were made of brick and frame were voluminously diminished or impaired. Fortunately, only one building is torn apart. An intense degree of annihilated places were the city of Fort Bragg and Santa Rosa since they were both violently ravaged by the Earthquake and Fire. Regrettably, not only above the ground was destroyed but also internally. The internal damages triggered the lack of water, sewers and water pipelines were broken, and water mains were broken or shut down. On the path of cars, roads crossed in fault-lines, it made an impassable track, the movement of the road turned to be about 3 to 4.5 meters long. Some roads were even bent into sideways or wavelike forms, and some collapsed especially in the freeways. Additionally, most of the trees swayed, broken off, or thrown down. The casualties of both the Earthquake and Fire were negatively strong. Dead human bodies and injured people were caused by the falling and collapsing buildings. Each building either has the ceilings collapse, walls or the surface top of the building falling down. As the fires gained momentum, some survivors gather to any place where they could find water, and it is the refuge plaza. In the plaza, some men and women were crying, others were praying, one was fanatic, saying â€Å"The lord sent it, the Lord!† The earthquake was horrifying that awakens people and gives a difficult sensation to believe, that in the palace hotel, G.A. Raymond was awoken by the Earthquake, he describes his escape: â€Å"I had $600.00 in gold under my pillow. I awoke as I was thrown out of bed. Attempting to walk, the floor shook so that I fell. I grabbed my clothing and rushed down into the office, where dozens were already congregated. Suddenly the lights went out, and every one rushed for the doo r†¦ I asked a man standing next to me what happened. Before he could answer a thousand bricks fell on him and he was killed. A woman threw her arms around my neck. I pushed her away and fled. All around me buildings were rocking and flames shooting. As I ran people on all sides were crying, praying and calling for help. I thought the end of the world had come.† The Earthquake caused massive amount of damage that it symbolizes the end of the world, according to Jerome B. Clark a business man lived in San Francisco â€Å"In every direction from the ferry building flames were seething, and as I stood there, a five-story building half a block away fell with a crash, and the flames swept clear across Market Street and caught a new fireproof building recently erected. The streets in places had sunk three or four feet, in others great humps had appeared four or five feet high. The street car tracks were bent and twisted out of shape.† The Earthquake also made difficulties of mailing and made disastrous events, according to the letter of Ernest H. Adams, a sales representative: â€Å"For me to describe the scenes and events of the past few days would be an impossibility at present, and no doubt you would have had more news regarding the awful fate of this city than I myself know. All that I can say at this writing is, that about 5:15 a.m., Wednesday morning, I was thrown out of bed and in a twinkling of an eye the side of our house [at 151- 24th Ave.] was dashed to the ground. How we go into the street I will never be able to tell, as I fell and crawled down the stairs amid flying glass and timber and plaster†¦ When the dust cleared away I saw nothing but a ruin of a house and home that it had taken twenty years to build. I saw the fires from the city arising in great clouds and it was no time to mourn my loss so getting into what clothing I could find, I started on a run for [115] Kearny St., five miles away .† The cost of the Earthquake was more than approximately 478 million dollars, in the examination, more than 79 million dollars from the earthquake, and 399 million dollars from the earthquake and fire alone. The people who were involved were firemen and citizens, most of the firemen stand by helplessly because the fire was intense and continuous, unfortunately, there was lack of water. The citizens were crying, most or all were injured, and bloodshed was common. There more than 2900 people dead. The great earthquake made an intense historical impact that it triggered new knowledge and research. Californians were hastily reconstruction their ruined buildings so far. The reconstruction also leads to the acclivity and prosperity of upgrading structures into earthquake-proof since they were in fact reinforced by steel, with the help of Engineers. Engineers also widened the streets, they widened it by capturing space either force or voluntarily relinquishing lands. Overtime after the San F rancisco Earthquake, the pursuit of knowledge of Earthquakes epidemically and or widely spread. It increased the observation of Earthquakes. A majority of Scientists in California did earthquake research about faults, shockwaves, and temblors, especially, comprehending how they occur, additionally, to measure the intensity of shaking, speculating the probabilities and predicting. Fortunately, geologists also investigate, they study how the earthquake occurred by compiling lists of historical earthquakes, recently or lately. As time and the prolonging research of Earthquakes went by, advanced technology rises, protection takes its place. The lead of a comprehensive earthquake came from monitoring the temblors. A strenuous earthquake research program is developed and over time, it increased. Since and after 1906, more seismographs were developed; it measures the shaking intensity and surveys the tracking plate motion, observes stress and distortion, and measures the movement of the Earth. The observations and data were the keys to mapping out the locations for certain purposes. Scientists made maps of locations containing detailed pictures of hundreds of faults, historical faults and future references of the earthquake being imminent. They used the maps as blueprints or to anticipate where the shaking is strong or intense. The maps helped engineers of where to build structures safely where temblors occur rarely. The reduction of Earthquake hazards were reduced as they upgrade, research, and revised their styles of structures, safety, and paths. Earthquake Research guided insurance companies by helping businesses and individuals deal affordably if earthquakes occur. There were contributions of scientists that helped the research. More than 19 scientists contributed the data of earthquakes, some published books, and others made electronic sources like a video, the internet, or radio. The Earthquake research, data, and references became a compiled document. It made a benchmark for the future, showed critical details about integrated and investigations of earthquakes, and it was the highest regard amid the seismologists. The progress provides significant advances of new knowledge, raises major questions, and stating long-term probabilities of Earthquakes. There were knowledge and publications of comparisons to common objects. It was the significant observation by Professor H.F. called â€Å"The elastic rebound†, it explains how the Earth elastically distort, it gave an example about bending down a stick until it snaps or breaks, that it causes stress, waves, shocks, and pressure. The theory also explains how the plate motion is accumulating, and a stately detail how the tectonic plates relate to the Earthquake occurrences and what evidence it is based. There were also people with great scientific insight about the earthquake and launched the science of eart hquakes. These people were Professor Lawson, Professor Reid, and Professor Gillbert. Research Papers on San Francisco Earthquake EssayHow did Humanity Begin?MRSA Staph BacteriaSexually Transmitted DiseasesThe Broken FamilyEnzymes Proteins Amino AcidsCanine ParvovirusElectromagnetic BombsThe Old Man and the Sea EssayThe Fifth HorsemanHistory of American Policing Essay

Organisational logistics and organizational management Essay

Organisational logistics and organizational management - Essay Example Low-cost philosophy and family culture are two major shared values of the organization and these values are reflected in all the processes and systems of the organization. The company has a flat structure which allows job sharing, high employee motivation and low labor costs. The company’s adherence to low-cost carrier model appears to be a distinctive organization skill which allows the company to focus on its future growth strategies. PESTLE framework has been used to analyze the external business environment of AirAsia including the political, economic, social, technological, legal and environmental factors that influence the business. The analysis shows that political factors like increased government investments and supportive regulatory environment are favorable for the company whereas, increasing foreign government restrictions hinder future growth strategy of AirAsia. The current economic downturn, increasing fuel costs and volatile exchange rates are creating challeng es for the company however, the increasing trade within and into Asia creates opportunities for company. Social factors including population growth, customers’ willingness to accept low-cost air travel and increasing tourism positively influence the operations of AirAsia. The technological developments allow AirAsia to improve its services by providing more convenience to customers. Although AirAsia faces strong environment challenges however, adherence of company to legal requirements allows company to meet all these challenges. Following this a SWOT analysis has been done to analyze the current strengths, weaknesses, opportunities and threats of AirAsia. The successful implementation of low-cost business model, specific growth strategies, government support and skilled staff are few major strengths of AirAsia whereas, increased operational complexity, poor decision-making and cost-focused human resource management system are major weaknesses of the company. It has been iden tified that increasing travel demand as a result of increasing population growth and tourism, Open Skies Agreement and influence of social media in industry are major opportunities for AirAsia. Nevertheless, new entrants, over capacity, price war, fuel prices volatility and environmental concerns pose major threats for the company. Following SOWT analysis, four solutions have been identified for AirAsia including fuel hedging, new and standardized aircraft fleet, airport ownership and long-haul travel. Finally recommendations relevant to employee management and motivation and customer relationship management have been provided to AairAsia. Introduction AirAsia is a Malaysian low-cost airline which offers low cost travel to its customers. The company has adopted a low-cost business model and it is the Asia’s largest airline which offers no-frill services (Kurlantzick, 2007). The company was established with an aim to make flying affordable for everyone and today its network co vers more than 20 countries. The company has been able to achieve success in the highly competitive low cost aviation industry through efficient procedures and systems, innovative solutions and passionate approach towards business processes (AirAsia.com). AirAsia Group consists of associated companies which have same strategies and approach. These associated companies include AirAsia X, Indonesia AirAsia and Thai AirAsia. By

Science for Informed Citizens Essay Example | Topics and Well Written Essays - 1750 words

Science for Informed Citizens - Essay Example A fundamental goal for science education is to stimulate, respond to and nourish such curiosity, wonder and questioning. Science provides us with one view of the world - a view that changes as our knowledge and understanding of science evolves. It extends our understanding beyond what affects us to include what we can't see, feel, hear or touch but can only imagine (VELS Science Discipline Strand, 2005) If a nation's best asset is its people, its future is its children. Hence, the major goal of science education is to educate and develop students that would become citizens capable of engaging in an informed debate regarding science and adheres to its code of ethics. The core values of science to society are: rationality, creativity, the search for truth, and an adherence to codes of honorable behavior. (Inter Academy Council, 2007) In addition, science is viewed or characterized as: impartial, neutral and autonomous. Science is impartial because there is no proper role for moral, social and any other non-cognitive values, alongside the cognitive (or epistemic) values, in the appraisal of the soundness of scientific understanding. Well conceived scientific practices produce a body of understanding that is neutral among contending value-outlooks that neither cognitively nor in practical applications do they favor the claims or interests of any particular value-outlooks. Its research practices are autonomous because their methodologies should be unencumbered by political, religious and other non-cognitive interests. (Lacey, 2001) Given its value and characteristics, the pursuit for science is defined or governed by its environment. Science in combination with technology plays an important role in modern society. Science is the discovery and explanation of nature. Once the manipulation of scientific understanding of nature is harnessed for human purposes, a new technology is developed. How this technology is harnessed is defined by social and cultural factors that surround it. Hence, science and technology are rooted in the society which creates them (Webster, 1991). If people learn and understand the value of science in order to enhance knowledge and productivity, the collective role of all citizens will help sustain a nation's growth and development. The imagination and vision that science brings to bear on theoretical speculations and practical problems, allows people to analyze present or future implications, make better choices, and invest resources wisely. This view and understanding of science brings global implications. Western science has a long history of denigrating knowledge and beliefs from native, indigenous, eastern cultures, and societies that use scientific methods outside their accepted ways and ethics. This are generally attributed to the traditional values and cultures of these nations which differ significantly from the values of mainstream science. (James, n.d)

Quantitative finance Essay Example | Topics and Well Written Essays - 2500 words

Quantitative finance - Essay Example More investment capital has been attracted by different countries following significant growth in the capital markets, which has also encouraged sharing of international risks (Ahmed and Gooptu, 1993). Also, deregulation and liberalization of capital and foreign exchange markets has been practiced by many countries in the recent decades. This has been achieved through relaxing and withdrawal of statutory barriers on capital account transactions hence boosting many emerging market economies. Furthermore, many countries have realized the benefits of capital inflows through liberalization of domestic financial markets. In the recent years, investment is no longer tied on the sum of domestic savings. In addition, developments in technological innovation and capital accumulation have contributed to economy’s growth, which is spurred by foreign capital inflows. Other important developments that have led to a major reduction in information and transaction costs related to international investments include computer and telecommunication technologies (Tara, 2005). Products such as country funds and American Depository Receipts (ADRs) have been introduced by investment and commercial banks, hence facilitating international investments. Furthermore, the potential gains from international investments must have become more visible amongst many investors and hence the surge in international portfolio investment (New features of the stock market surge, 2005). The security returns amongst different countries differ because different countries differ in terms of resource endowment, industry structure and macroeconomic policies. This difference also results from the fact that different countries have business cycles that do not occur simultaneously, meaning that a particular country could be experiencing a boom while another one experiences recession at the same time. As such, securities from the same country undergo similar macroeconomic policies, and business cycles thus

Analyzing The Journeys End Of Regeneration English Literature Essay

Analyzing The Journeys End Of Regeneration English Literature Essay In the two works that I will be analysing, Journeys End and Regeneration, class refers to the social values that distinguish between the lower, middle and upper class men. The theme of class is central to both of the works and is personified in two predominant characters, Trotter in Journeys End as well as Prior in Regeneration, they will both be fundamental subjects in my essay; in which I will discuss how Sheriff and Barker explore this theme of class, concerning similarities and differences in the various methods employed. Three palpable contrasts between the works should at the outset be mentioned. Firstly Journeys End was written by a man, Sheriff who had firsthand experience of the war, himself being a captain in the East Surrey Regiment. Therefore, we can assume that some events in Journeys End and characters used are most likely influenced by genuine soldiers. Thus themes of class and the harshness of war are even more authentic and realistic; How awfully nice if the brigadiers pleased is a typical, if not sarcastic, response from a proverbial soldier; Stanhope, concerning Osbornes death, showing little respect for those in higher command and also his repression of emotion. Sheriff explores the theme of class through the effects on the characters; how differing people handle the constant stress of war, for Stanhope, it is to drink like a fish, in contrast to Trotters circle drawing, perhaps showing a lack of imagination. On the other hand the writer of Regeneration, Barker is a woman and more im portantly a lot younger than Sheriff with no direct experience of the war. Regeneration seems to focus more on the aftermath, which allows a broader sense of themes such as roles of women and the altered mental states of the class men. You seem to have a very powerful anti-war neurosis, is Rivers reply to Sassoon, who asks if he is mad, it shows the effect of the war, that it can make an educated and brave man question his own sanity. It also explores the theme of class; Rivers and Sassoon immediately create a bond with one another, coming from similar backgrounds and viewpoints, as opposed to the perpetual antagonism between Prior and Rivers. Secondly Journeys End is a play, as opposed to a novel, and Sheriff employs staging. This coupled with the need for a play to be entertaining, does not give Sheriff the luxury of including pages full of background conversation which allow subtle character progression. Barkers work in general could be seen as symbolically internal with the characters thoughts and deep emotions shown through introspection, and thought oh God, its going to be another one of this, this allows the audience to understand the characters in greater detail, to relate to them based on our personal experience, perspective and class. Whereas Sheriffs is driven by actions, and what other characters say. (He puts the box on its side and sits on it. It is too low for the table, and he puts it on its end. It is then too high), When Trotter is first introduced the stage actions show him to be a comical character, at odds with the more serious Stanhope or the hard as nails Osborne, however Trotter is a much more deep individual below the surface, which is shown by the end of the play with his promotion to second in command; Similarly Prior in Regeneration is first introduced as a mute, with a case of dumbness, differing to the other characters, but throughout the novel he conveys himself to be highly intelligent and profound. Another difference between the works is the length, Regeneration is the first part of a trilogy and this represents the more prolonged and indefinite ending, in contrast Journeys End is much shorter and has a very sudden and obvious finish, as implied by its title. This may, in some sense epitomise the theme of class and stereotypes. In Regeneration, events outside of warfare, the battle for an end to bias based on discrimination is long standing and more apparent. In Journeys End it is more ambiguous, and perhaps due to close proximity, extreme events and the over shadowing doom, is triumphed through unity, the war eliminated class divides. There are, however, important similarities between the works. They are both realistic, which is contrasted with Sheriffs use of Raleigh who represents the romantic, idealistic viewpoint; his boyish voice and hesitant speech show him to be nervous and impressionable. Raleigh is a young and inexperienced officer. This leads on to his conversation with Osborne, pages 9-17. The language that the two men use and their topic of conversation rugger and cricket remind the audience of their public school background. Sheriff explorers the theme of class through similarities and differences with characters. Lower class men tend to be employed as comic relief, which is evidenced by the character Mason and his mixed tinned fruit story. Osbornes mock shock at this story, Good Heavens! It must have given you a turn, helps to lighten the waiting game of trench life. These working class individuals, such as Trotter and Prior, deter the audience away from the constant melancholy of warfare. However they are more than simplistic tools for humour, Mason for example, serves as a reminder of the constant passing of time; with his regular meals, and also that normal activities still have to continue despite the war, forcing the audience to not base opinion on the surface, but too look deeper-to sympathise. They are also both from a British perspective, and the events mostly take place in one setting, Criaglockhart in Regeneration and a dug out in Journeys End. Sheriff uses sound and lighting throughout to create a realistic and theatrically effective image of war. The warren-like nature of dugouts with their entrances and exits lend themselves to the stage. Perhaps more importantly the dugout allows Sheriff to present an authentic image of life in the trenches, what he calls a nostalgic journey into the past (No Leading Lady). This relates to class, in the sense that the dire conditions stripped discrimination, it just a simple reminder of the horrible wreckage of their young lives and the futility of their deaths. This cannot be said for Regeneration, in which class, be it rank or treatment, is ever present. The works were also written after the war; which is significant in relation to Journeys End which was written by Sheriff in the post-war era. During the war, people had gone to theatres to forget their troubles and to be amused, but in the 1920s there was a lot of change in the way theatres managed and, in 1926, talking cinema, i.e. films with audible dialogue, started. The class system was also undergoing massive changes and people who in the past would never have been to the theatres started going. This may have resulted in the inclusion of Trotter a character from a lower class who appealed to the new audience. Therefore the theme of class in Journeys End symbolically represents contemporary feelings, a time in which social classes and barriers were being broken down and previous stereotypical upper class values were being appreciated by the masses. Trotter is shown to be more than a stereotype, this is evidenced by his conversation with Osborne about gardening, Oh, I used to do a bit of an evening. Iad a decent little grass plot in front, with flower borders geraniums, lobelia, and calceolaria, Sheriff uses a characters interaction to show that class barriers should be non-existent as the lower class can have similar interests and thought processes to the upper, everyone is not so different. Likewise, Barker makes use of the plot to show that Prior is not so different to the other characters, in fact he is vastly sharp and has knowledge of Freudian theories, I see. A negative transference, Rivers automatic assumption that a man from his background would be ignorant of such things shows how misguided discrimination due to class was, times were changing and a man shouldnt be judged by his birth place. It is ironic that this recurring theme of prejudice is focalized through such an accepting individual, portraying how deep the ro ots of discrimination were entrenched in this lost generation. Sheriff and Barker tackle the problem of class discrimination in similar ways. In Journeys End the unbiased character of Osborne allows the audience to understand Trotter more deeply, much like Rivers in Regeneration. Osborne in some senses is the audiences voice, and the very fact that Osborne can consider Trotter an equal signifies that class barriers are unnecessary, and people should judge in a more meritocratic way, by actions. In Regeneration the discrimination by class is dealt with through intellect. Barker stresses priors intelligence throughout the narrative. Unlike Sassoon, he possesses insight, which is symbolically indicated by his association with the image of the eye. When he finally recalls the traumatic event that triggered his breakdown picking up an eyeball and seeing it resting in the palm of his hand Prior not only regains his memory, but also becomes associated with the concept of vision in general. The recurring image of the eye in the palm of his hand repres ents not only his recovered hindsight, but also his ability to move between varieties of different viewpoints and see both sides. Due to his difference from the other characters, with regards to class background, his opinions and his sexuality, Priors perspective on the war is distinctive, and the source of his unique ability to subject even his own doctor to rigorous and relentless interrogation. In the same way, Trotter also has a different perspective, I reckon e only wanted to keep cheerful, as opposed to Stanhope, Doesnt his repulsive little mind make you sick? Trotter is benevolent, consistent and the voice of reason. He is less emotional and doesnt jump to conclusions, in many ways the other mens faults, such as Hibberts misogyny; help promote a less of a class run society as a lower class mans actions are superior to that of many upper class mens. (Insert relevant quote rivers covers his eyes (motif) refusing to see what he knows war is not worth it) Trotter is the only officer who has obviously not been to public school. He is middle aged and homely looking. He is described as having red

Essay --

I would like to present myself as a prospective candidate for Master’s Program in Mechanical Engineering at Masdar Institute of science and technology. I graduated from NED University of Engineering and Technology as a Mechanical Engineer in December 2011. The reason I opted mechanical engineering was my inclination towards the subjects relating mechanics of solids. My interest in this field grew to such an extent that I became passionate of taking the knowledge gained in the classrooms to the next level and was successful in securing the final year project of â€Å"Designing of Pipeline for Refinery Effluent†, a real time industrial assignment of Pakistan Refinery Limited which is considered as one of the leading oil and gas companies in Pakistan. To secure such an industrial project, which not only needed research potential but also the aspect of understanding the dynamics involved in the industry, I prepared myself during my bachelors by participating in numerous projects and received multiple national awards for my work, as a leader and a member of team for the design and fabrication of unmanned aerial vehicle (UAV) in DBFC (Design Build and Fly) organized by the American Institute of Aeronautics and Astronautics (AIAA). I was also selected for the renowned international competition Shell Eco Marathon Asia, to design an energy efficient car. These projects not only gave me hands-on experience in dealing with composites and testing my knowledge, they also gave me the chance to explore the field of fluid mechanics and aerodynamics. Along with these notable competitions, I regularly took part in local engineering competitions and seminars to actively apply the knowledge I gained during my bachelors. Having done these mechanical ... ...ill help me in understanding the analytical techniques and instruments, while my software skills will assist me in handling the problems related to modeling and simulation. It will also enable me to execute the challenging tasks to the fullest of my abilities. I believe Masdar Institute is the perfect institute which provides the right blend of research and academics needed in the professional world and I am hopeful that this combination would prove to be an asset for me in the future to come. I envision a career in this field as a culmination of my interests and I would appreciate the opportunity to pursue this at Masdar. Admission in the master's program at this esteemed institute would be a milestone in my academic, professional and personal life and ambitions. If accepted, I will be dedicated to perform at a level that will make both the university and I proud.

Right to Free Education Act

The Right of Children to Free and Compulsory Education Act  or  Right to Education Act (RTE), which was passed by the  Ã‚  on 4 August 2009, describes the modalities of the importance of free and compulsory education for children between 6 and 14 in  Ã‚  under Article 21A of the  . India became one of 135 countries to make  Ã‚  of every child when the act came into force on 1 April 2010. History Present Act has its history in the drafting of the Indian constitution at the time of Independence[5]  but are more specifically to the Constitutional Amendment that included the Article 21A in the Indian constitution making Education a fundamental Right.This amendment, however, specified the need for a legislation to describe the mode of implementation of the same which necessitated the drafting of a separate Education Bill. A rough draft of the bill was composed in year 2005. It received much opposition due to its mandatory provision to provide 25% reservation for disadvantage d children in private schools. The sub-committee of the Central Advisory Board of Education which prepared the draft Bill held this provision as a significant prerequisite for creating a democratic and egalitarian society.Indian Law commission had initially proposed 50% reservation for disadvantaged students in private schools. []Passage The bill was approved by the  Ã‚  on 2 July 2009. passed the bill on 20 July 2009  and the  Ã‚  on 4 August 2009. It received Presidential assent and was notified as law on 26 August 2009  as The Children's Right to Free and Compulsory Education Act. The law came into effect in the whole of India except the state of Jammu and Kashmir from 1 April 2010, the first time in the history of India a law was brought into force by a speech by the Prime Minister.In his speech,  ,  Ã‚  stated that, â€Å"We are committed to ensuring that all children, irrespective of gender and social category, have access to education. An education that enables t hem to acquire the skills, knowledge, values and attitudes necessary to become responsible and active citizens of India. â€Å"[13] []Highlights The Act makes  Ã‚  of every child between the ages of 6 and 14 and specifies minimum norms in elementary schools. It requires all private schools to reserve 25% of seats to children from poor families (to be reimbursed by the state as part of the public-private partnership plan).It also prohibits all unrecognized schools from practice, and makes provisions for no donation or capitation fees and no interview of the child or parent for admission. The Act also provides that no child shall be held back, expelled, or required to pass a board examination until the completion of elementary education. There is also a provision for special training of school drop-outs to bring them up to par with students of the same age. The RTE act requires surveys that will monitor all neighbourhoods, identify children requiring education, and set up facilitie s for providing it.The  Ã‚  education specialist for India, Sam Carlson, has observed: The RTE Act is the first legislation in the world that puts the responsibility of ensuring enrollment, attendance and completion on the Government. It is the parents' responsibility to send the children to schools in the U. S. and other countries. The Right to Education of persons with disabilities until 18 years of age is laid down under a separate legislation- the Persons with Disabilities Act. A number of other provisions regarding improvement of school infrastructure, teacher-student ratio and faculty are made in the Act.The Act provides for a special organization, the  , an autonomous body set up in 2007,  to monitor the implementation of the act,together with Commissions to be set up by the states. []Implementation and funding Education in the  Ã‚  is a concurrent issue and both centre and states can legislate on the issue. The Act lays down specific responsibilities for the centre, state and local bodies for its implementation. The states have been clamouring that they lack financial capacity to deliver education of appropriate standard in all the schools needed for universal education.Thus it was clear that the central government (which collects most of the revenue) will be required to subsidize the states. A committee set up to study the funds requirement and funding initially estimated that  Ã‚  171,000  Ã‚  or 1. 71 trillion (38. 2 billion) across five years was required to implement the Act, and in April 2010 the central government agreed to sharing the funding for implementing the law in the ratio of 65 to 35 between the centre and the states, and a ratio of 90 to 10 for the north-eastern states. However, in mid 2010, this figure was upgraded to Rs. 31,000  , and the center agreed to raise its share to 68%. There is some confusion on this, with other media reports stating that the centre's share of the implementation expenses would now be 70%. At t hat rate, most states may not need to increase their education budgets substantially. A critical development in 2011 has been the decision taken in principle to extend the right to education till Class X (age 16)  Ã‚  and into the preschool age range. The CABE committee is in the process of looking into the implications of making these changes. Advisory Council on ImplementationThe Ministry of HRD set up a high-level, 14-member National Advisory Council (NAC) for implementation of the Act. The members include Kiran Karnik, former president of NASSCOM Krishna Kumar, former director of the NCERT Mrinal Miri, former vice-chancellor of North-East Hill University Yogendra Yadav – social scientist. India Sajit Krishnan kutty Secretary of The Educators Assisting Children's Hopes (TEACH)India. Annie Namala, an activist and head of Centre for Social Equity and Inclusion Aboobacker Ahmad, vice-president of Muslim Education Society, Kerala. [24] [edit]Status of ImplementationA report on the status of implementation of the Act was released by the Ministry of Human Resource Development on the one year anniversary of the Act. The report admits that 8. 1 million children in the age group six-14 remain out of school and there’s a shortage of 508,000 teachers country-wide. A shadow report by the RTE Forum representing the leading education networks in the country, however, challenging the findings pointing out that several key legal commitments are falling behind the schedule. [25] The Supreme Court of India has also intervened to demand implementation of the Act in the Northeast. 26] It has also provided the legal basis for ensuring pay parity between teachers in government and government aided schools [27] Haryana Government has assigned the duties and responsibilities to Block Elementary Education Officers–cum–Block Resource Coordinators (BEEOs-cum-BRCs) for effective implementation and continuous monitoring of implementation of Right to Educat ion Act in the State. [28] [edit]Precedents It has been pointed out that the RTE act is not new. Universal adult franchise in the act was opposed since most of the population was illiterate.Article 45 in the Constitution of India was set up as an act: The State shall endeavour to provide, within a period of ten years from the commencement of this Constitution, for free and compulsory education for all children until they complete the age of fourteen years. As that deadline was about to be passed many decades ago, the education minister at the time, M C Chagla, memorably said: Our Constitution fathers did not intend that we just set up hovels, put students there, give untrained teachers, give them bad textbooks, no playgrounds, and say, we have complied with Article 45 and primary education is expanding†¦They meant that real education should be given to our children between the ages of 6 and 14 – M. C. Chagla, 1964[29] In the 1990s, the World Bank funded a number of measu res to set up schools within easy reach of rural communities. This effort was consolidated in the Sarva Shiksha Abhiyan model in the 1990s. RTE takes the process further, and makes the enrollment of children in schools a state prerogative. [edit]CriticismThe act has been criticized for being hastily-drafted,[30] not consulting many groups active in education, not considering the quality of education, infringing on the rights of private and religious minority schools to administer their system, and for excluding children under six years of age. [31] Many of the ideas are seen as continuing the policies of Sarva Shiksha Abhiyan of the last decade, and the World Bank funded District Primary Education Programme DPEP of the '90s, both of which, while having set up a number of schools in rural areas, have been criticized for being ineffective[32] and corruption-ridden. 33] [edit]Quality of education The quality of education provided by the government system remains in question. [34] While it remains the largest provider of elementary education in the country forming 80% of all recognized schools, it suffers from shortages of teachers, infrastructural gaps and several habitations continue to lack schools altogether. There are also frequent allegations of government schools being riddled with absenteeism and mismanagement and appointments are based on political convenience. Despite the allure of free lunch-food in the government schools, many parents send their children to private schools.Average schoolteacher salaries in private rural schools in some States (about Rs. 4,000 per month) are considerably lower than that in government schools. [18] As a result, proponents of low cost private schools, critiqued government schools as being poor value for money. Children attending the private schools are seen to be at an advantage, thus discriminating against the weakest sections, who are forced to go to government schools. Furthermore, the system has been criticized as cat ering to the rural elites who are able to afford school fees in a country where large number of families live in absolute poverty.The act has been criticized as discriminatory for not addressing these issues. Well-known educationist Anil Sadagopal said of the hurriedly-drafted act: It is a fraud on our children. It gives neither free education nor compulsory education. In fact, it only legitimises the present multi-layered, inferior quality school education system where discrimination shall continue to prevail. [30] Entrepreneur Gurcharan Das noted that 54% of urban children attend private schools, and this rate is growing at 3% per year. â€Å"Even the poor children are abandoning the government schools. They are leaving because the teachers are not showing up. [30] However, other researchers have countered the argument by citing that the evidence for higher standards of quality in private schools often disappears when other factors (like family income, parental literacy- all corr elated to the parental ability to pay) are controlled for. [edit]Public-private partnership In order to address these quality issues, the Act has provisions for compensating private schools for admission of children under the 25% quota which has been compared to school vouchers, whereby parents may â€Å"send† their children in any school, private or public.This measure, along with the increase in PPP (Public Private Partnership) has been viewed by some organizations such as the All-India Forum for Right to Education (AIF-RTE), as the state abdicating its â€Å"constitutional obligation towards providing elementary education†. [32] [edit]Infringement on private schools The Society for Un-aided Private Schools, Rajasthan (in Writ Petition (Civil) No. 95 of 2010) and as many as 31 others[35] petitioned the Supreme Court of India claiming the act violates the constitutional right of private managements to run their institutions without governmental interference. 36]The pa rties claimed that providing 25 percent reservation for children from economically weak section in government and private unaided schools is unconstitutional. Forcing unaided schools to admit 25% students has also been criticized by saying that the government has partly transferred its constitutional obligation to provide free and compulsory elementary education to children on â€Å"non-state actors† like private schools while collecting a 2% cess on the total tax payable for primary education. 32] On 12 April 2012, a three judge bench of the Supreme Court delivered its judgement by a majority of 2-1. Chief Justice SH Kapadia and Justice Swatanter Kumar held that providing such reservation is not unconstitutional, but stated that the Act will not be applicable on unaided private minority schools and boarding schools.However, Justice KS Radhakrishnan dissented with the majority view and held that the Act can not apply to both minority and non minority private schools which do not receive any aid or grant from the government. 37][38][39] In September 2012, the Supreme Court subsequently declined a review petion of the Act. [40] [edit]Barrier for orphans The Act provides for admission of children without any certification. However, several states have continued pre-existing procedures insisting that children produce income and caste certificates, BPL cards and birth certificates. Orphan children are often unable to produce such documents, even though they are willing to do so. As a result, schools are not admitting them, as they require the documents as a condition to admission. [41]

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