Communication and Negotiation Skills for PATCO †Free Sample

Question: Examine about the Communication and Negotiation Skills for PATCO. Answer: Clarifying did the association utilize reasonable and moral exchange strategies? The Professional Air Traffic Controllers Organization (PATCO) was a Trade Union of United States that worked from 1968 until its decertification in the year 1981, resulting an ill-conceived strike that was separated by the then Reagan government. Notwithstanding, according to the perspective shared by the work antiquarian, Joseph A. McCartin, the 1981 strike just as the overcome of PATCO was no uncertainty one of the major noteworthy activities in the late twentieth century, in the physical work history of United States. History says that on third August, 1981, the Union recognized a clout sought after of better working condition, upgraded installment and 32 hours work week. Aside from these, PATCO required to be appropriately excluded from the common assistance segments that it had long not acknowledged (Azzouz and Nandi 2013). For doing this especially, they despoiled 5 U.S.C., 118 p that denies any sorts of strikes by the national government initiates. Remaining by then of time, Ronald Reagan reported the PATCO strike as the hazard to national security. Other than announcing this, he requested the association to work under the terms and states of Taft-Hartley Act of 1947. Be that as it may, it was seen that lone 1300 of the very nearly 13,000 controllers showed up to their work following the request for Ronald Reagan (Sebeok and Umiker-Sebeok 2013). An assertion from Rose Garden of White House expressed that all the workers at the hour of pledge pronounce that they could never take part in any smack against the Government of the United States or any association. Recalling this pledge, he requested the rest of the laborers to restore their activity inside 48 hours. He included that in the event that they don't come back to their activity, their employments would be relinquished (Bargiela-Chiappini, Nickers on and Planken 2013). At this circumstance, Transportation Secretary, Drew Lewis prearranged for the prompt substitutes just as began crisis strategies. Through organizing and cutting air voyages cruelly just as taking on methods of air traffic organization that once PATCO porched for, the organization initially ready to have half of the possible flights. Following 48 hours nearly, when the rest of the laborers of PATCO would not return to their work, Ronald Reagan terminated all the 11, 345 capturing air traffic controllers who had overlook his request. Aside from that, he simultaneously prohibited them from government administrations for as long as they can remember (Thorson and Moore 2013). Remaining at the purpose of circumstance, FAA was doled out the errand to employ just as train enough air traffic controllers so as to supplant those that had been terminated. It was no uncertainty one of the serious issues for FAA to supplant this tremendous number of workers. It took just about three years in comm on conditions to mentor the representatives. FAA at the underlying level asserted that staffing levels would be restored in two years, yet as a general rule, it took roughly ten years before the general enlistment levels showed up to the standard stage (Chaney and Martin 2012). In any case, it tends to be expressed that the most critical and very quarrelsome, residential proposition was the excusal of the air traffic controllers on fifth August, 1981. The pioneer raised the precept that capturing the organization HR relinquishes their occupations, demonstrations that perturbed the individuals who jokingly assumed no pioneer could ever bolster that standard. In any case, President Rogan Reagan succeeded and his demonstration offered assurance to the legal right of private chiefs, beforehand not totally rehearsed so as to use their own watchfulness to both utilize and discharge HR. In this part, it tends to be expressed that the arrangement strategies were not supported by any stretch of the imagination. All the workers do reserve the option to frame the Union and pass on their feelings, issues or some other activity related issue through this association to more significant position authority (Controllers et al. 2015). No president should terminate this enormous number of representatives since they called a strike. Both the gatherings could have arranged and gone to a shared point, where both of their inclinations were esteemed. Be that as it may, the truth was no in this way, as Reagan terminated all the rest of the representatives inside 48 hours of the strike. Prior to this occurrence, the Union Leader agent, Robert Poli went through a while endeavoring to arrange another work the board contract with FAA. Be that as it may, FAA was intrigued at all to tune in to the interests and requests of PATCO and in this manner they needed to call a strike (Den Hartog et al. 2013). Clarifying whether reactions of the legislature to the strike is reasonable and fitting or not Reports state that on August 5, 1981, President Ronald Reagan began sacking 11359 air traffic controllers who were protesting and didn't comply with the request for Ronald Reagan. The official demonstration, saw as colossal by many, significantly unhurried the air travel for a while. All the air traffic controllers griped of profoundly troublesome working condition just as absence of appreciation of weights they face. Over the locale, right around 7000 flights were dropped and the president called this strike illicit. Aside from that, he declared and took steps to terminate subterranean insect of the air traffic controllers who had not come back to work inside 48 hours. Robert Poli was found in scorn by a government mediator and prearranged to pay $1000 every day in fines (Dozier, Grunig and Grunig, 2013). On fifth August, 1981, the irritated President Ronald Reagan completed his hazard and promptly the organization began sacking the 11359 air traffic controllers who had not come back to work. Moreover, Reagan recognized the existence time boycott for every one of these workers on the rehiring of the strikes by Federal Aviation Administration (FAA). On seventeenth August, FAA began obliging entries for the air-traffic controllers. After this episode, FAA on 22nd October decertified PATCO. Objective of the strike was to get an upgrade of $10,000 per year for the controllers, a consolidated 32 hours four-day week's worth of work just as an improved repayment bundle for the sequestration. From these focuses, it is obviously comprehended that none of these requests are over in nature and the US government could have taken care of the circumstance in some different manners (Grunig 2013). Being the president, he has the privilege to deal with any sorts of strikes, yet pronouncing lifetime restrict on the rehiring of the strikes by FAA was no uncertainty one of the brutal advances. It has been discovered that the agent of PATCO went for arrangement a few times, however the outcome was not agreeable. None of the interests of the representatives was thought of and this made them take the way of strike (Ulmer, Sellnow and Seeger 2013). Accordingly, it tends to be expressed that PATCO strike had gotten one of the basic occasions in generally everybody comprehends of gigantic improvement of class power in the United States in the past scarcely any decades. History says that Alan Greenspan exhibited the 1981 demolition of the Professional Air Traffic Controllers Organization as maybe generally significant of all Reagans household achievements (Guffey and Loewy 2012). Hamilton (2013) in his examination work expressed that Ronald Reagan modified his administration through this progression, yet in addition framed the globe of contemporary work environment. More than some other work debates, Reagans conflict with Professional Air Traffic Controllers Organization destabilized the arranging intensity of American representatives just as their worker's guilds. This occurrence altogether captivated political perspectives in manners that put off individuals from tending to the starting point of the fiscal tribulations (Williams and Nussbaum 2013). This was the enduring stagnation of the benefits notwithstanding expanding business benefits and effectiveness of the laborers. Notwithstanding, it is required to make reference to that US law, as the air traffic controllers were the HR of the national oversight and they were not permitted to require any strikes formally allowed Reagans dealings. As far as case, be that as it may, the activities of Reagan were su fficiently unsympathetic (Knapp, Hall and Horgan, 2013). Recognizing who was to blame in the arrangement breakdown and the purpose for the explanation History says that Robert Poli, the Union Leader Representative of Professional Air Traffic Controllers Organization had gone through a while wanting to arrange another work the board contract with Federal Aviation Authority or FAA in the United States. The expansive group sacking of these focal workers drowsy gainful air travel, however it didn't disable the frameworks, as the people protesting had foresee. In the wake of investigating the whole circumstance all the more plainly, it tends to be said that both the gatherings were mindful somewhat for this occurrence. On the off chance that emphasis is shed on the laborers under Professional Air Traffic Controllers Organization, it very well may be seen that they chased a no matter how you look at it yearly compensation increment of $10,000 for the controllers, whose pay differed from $20,462 to $49,229 every year. In the interest of the representatives, Robert Poli too needed a decreasing of their multi day, 40 hour work week to a mul ti day, 32 hour work week. In light of this circumstance, the Federal Aviation Authority or FAA made a $40 million counteroffer, far little of the $770 million bundle that the association required (Lax and Sebenius 2013). Be that as it may, Reagan distinguished this beat as illegal and took steps to fire any controller who bungled to come back to work inside 48 hours after his notice. Not just have that, Federal pursued required fines of $1 million every day close to the association. In any case, it is important to specify that Regan affirmed a life expectancy prohibit on the rehiring of these strikers by the Federal Aviation Authority or FAA and this was excessively cruel. Pronouncing the strike unlawful is advocated somewhat, as the representatives or the air traffic controllers of Fede

10 College Essay Topics on the Importance of Education

10 College Essay Topics on the Importance of Education Training has been named an essential human right because of its effect on society and its capacity to give anybody paying little heed to race, area or economic wellbeing, the information to getting fruitful in today’s present day world. Its significance ranges across different parts of our lives including its capacity to rouse advancement and break the chains of neediness experienced in the most helpless situations where people dwell. Social orders comprehension of the significance of instruction have prompted the formation of various administrative and non-legislative projects intended to furnish everybody with the fundamental instructive prerequisites expected to work emphatically in any community.â Also, in instructive circles its significance is comprehended and this is the reason monetary guide is normally made accessible for skilled understudies from less-advantaged foundations to support their scholarly development. Presently, for understudies who have been burdened with the lucky chance to examine the significance of instruction through articles, this is for you. Here, you will locate some exact and convenient realities on training which will be joined by two different articles furnishing you with points on today’s topic, an example exposition and some bearing on how you ought to continue when composing your own.â Here are helpful Facts on the Importance of Education: Training diminishes hunger. The extension of the way to get training by devastated countries in Africa and Asia-has had a constructive outcome in lessening neediness evaluations and lack of healthy sustenance in these mainlands. An examination by the International Food Policy Research Institute (IFPRI) somewhere in the range of 1970 and 1995, covering 63 nations indicated that training represented 55% of the decrease in lack of healthy sustenance accomplished inside that period. Female instruction additionally had its impact and represented 45% of the decrease in hunger between similar periods. Training assumes a significant job in improving maternal wellbeing and youngster endurance rate. Measurements show that kids destined to an informed mother are twice bound to get by to age five than kids destined to an uneducated mother. This can be credited to the way that informed moms are half bound to look for all the fundamental inoculations for their children than their uneducated partners. This goes to show the significant job female training plays in maternal and youngster care. Instruction prepares for monetary development. Instruction has been plot as one of the most significant elements that decide the financial status of a populace as these details appears. Measurements show that no nation without at least 40% of its grown-up populace being able to peruse or compose has accomplished ceaseless financial development. An individual’s procuring potential increments by roughly 10% for every time of tutoring got and this thus builds the GDP of countries that offer quality instruction chances to its residents. In conclusion, the instruction of young ladies prompts exceptional yield rates when contrasted with different types of venture in this manner making training for the young lady youngster an essential for advancement. Training energizes harmony. Instruction assumes a significant job in building up the structure obstructs that guarantee harmony reigns inside nearby networks which thus guarantees the serene lead of a nation’s whole society. Every year a male-kid spends in school diminishes his inclination for savagery by 20%. Training enables ladies and the young ladies. One significant job instruction plays in today’s society is furnishing ladies with the assets to be autonomous just as use sound judgment as respects their wellbeing and accounts. Teaching ladies has definitely decreased the effect of HIV/Aids and kid death rates while likewise easing destitution in numerous networks. A family with an informed spouse likewise expands its acquiring potential by roughly half and this makes for better living of the nuclear family and society all in all. Instruction influences the Environment. Teaching the world on the should be increasingly mindful of its condition has been recognized by UNICEF as one of the significant topics of the 21st The UNICEF incorporates the requirement for shielding the biological system from contamination in its Sustainable Development Goals and Environmental Education (EE) has started to hold up under organic products. Research demonstrated that understudies with a lack of ability to concentrate consistently clutter (ADD) have profited by introduction to nature and this definitely builds their engine aptitudes and capacity to learn. While instruction at the grown-up level makes people progressively touchy to nature accordingly expanding reusing and making maintainable urban communities. Instruction influences globalization. Training has prompted better correspondence among people from each country and culture on the planet. Accordingly prompting more joint effort and comprehension of individual culture. Research shows that understudy who are educated about the worldwide issues confronting the world and about different societies are twice bound to make social move than their partners who have no information about the world. Worldwide instruction has made it workable for experts to be found everywhere of the world. Measurements show that the quantity of global organizations overall rose from 7,000 in the 1990’s to 65,000 out of 2013 and this advances improvement over each feature of the world. Instruction and taught people make productive members of society. Training is seen as an essential to great citizenship for it furnishes people with the capacity to use sound judgment and comprehend the requirement for respectfulness in the entirety of their dealings. Measurements show that informed residents are 8% bound to record grievances on unfortunate behavior or report episodes than uneducated people. This guarantees government foundations work at a significant level of responsibility. Training influences correspondence. Instruction makes a domain that cultivates correspondence between minority populaces and the west which makes it significant for worldwide monetary development. Measurements show that giving quality instruction to understudies from all foundations low salary and high pay decreases the accomplishment hole among understudies from various foundations. In some European nations, for example, Germany, Ireland and Switzerland-the proficiency rate is around 92% because of the arrangement of moderate quality training. Instruction influences fanaticism. Training has additionally been hailed as an answer for strict fanaticism and as per Former US Ambassador-Bill Richardson-supporting state funded instruction in the Muslim world will definitely lessen fear mongering by making the masses less simple to abuse by radical pioneers. The 9/11 commission report additionally focuses on the significance of training in advancing life over death and why the Arab world ought to be taught. It expresses that the expansion in financial development and scholarly information over the Muslim populace will radically lessen fanaticism. Note that these are 10 precise realities on the significance of training you can utilize when composing a school article on this topic. As expressed before, this is basically section one of three pieces that remember our guide for how to expound on the significance of training for undergrads and the 20 subjects covering the significance of instruction. References: Lawrence, S. (2009). Putting resources into all the People: Educating Women in Developing Countries campaignforeducation.org/docs/reports/IMF%20paper2_low%20res.pdf Littledyke, M. Eames, C. (2009). Training for Sustainability in the Primary Curriculum 43-47. Barbara, H Gene, S. (2004). What Works in Girl Education cfr.org/distribution/6947/what_works_in_girls_education.html The Equity and Excellence Commission. (2013). A Strategy for Education, Equity and Excellence for Each and Every Child http://www2.ed.gov/about/bdscomm/list/eec/value greatness commission-report.pdf Brian, F. Diminish, N. (2012). Instructive Equality for Gypsy, Roma and Traveler Children and Young People in the UK. equalrightstrust.org/ertdocumentbank/ERR8_Brian_Foster_and_Peter_Norton.pdf Newman, F. Hurry, J. (2004). The Future of Higher Education 35-40.

Blog Archive Mission Admission The MBA Resume, Part 3

Blog Archive Mission Admission The MBA Resume, Part 3 Mission Admission is a series of MBA admission tips; a new one is posted each Tuesday. Ideally, your resume should be only one page long; admissions committees generally expect and appreciate the conciseness of this format. If you choose to submit a two-page resume or longer, your reader may have difficulty scanning it and identifying (and remembering) important facts. With these space constraints in mind, we offer two fairly straightforward “space saver” ideas: 1. Do not include a mission statement at the beginning of your resume. Your mission in this case is to get into the MBA program to which you are applyingâ€"and, of course, the admissions committee already knows this! A mission statement will take up precious space that can be used more effectively for other purposes. 2. Only your name should appear at the top of your resume. You do not need to include your address, email address, gender, marital status, etc., because these data will all be provided in your application form. As with a mission statement, adding this kind of information will take up precious space that can be used more effectively for other purposes. Please, resist the urge to make your resume fit on one page by shrinking your font or margins. Your font should be no smaller than 10 point type, and your margins should be no smaller than 1” on either side and 0.75” at the top and bottom. Rather than trying to fit too much information on the page, commit yourself instead to showcasing only your most important accomplishments that best tell your story. Share ThisTweet Mission Admission Blog Archive Mission Admission The MBA Resume, Part 3 Mission Admission is a series of MBA admission tips; a new one is posted each Tuesday. Ideally, your resume should be only one page long; admissions committees generally expect and appreciate the conciseness of this format. If you choose to submit a two-page resume or longer, your reader may have difficulty scanning it and identifying (and remembering) important facts. With these space constraints in mind, we offer two fairly straightforward “space saver” ideas: 1. Do not include a mission statement at the beginning of your resume. Your mission in this case is to get into the MBA program to which you are applyingâ€"and, of course, the admissions committee already knows this! A mission statement will take up precious space that can be used more effectively for other purposes. 2. Only your name should appear at the top of your resume. You do not need to include your address, email address, gender, marital status, etc., because these data will all be provided in your application form. As with a mission statement, adding this kind of information will take up precious space that can be used more effectively for other purposes. Please, resist the urge to make your resume fit on one page by shrinking your font or margins. Your font should be no smaller than 10 pt type, and your margins should be no smaller than 1” on either side and 0.75” at the top and bottom. Rather than trying to fit too much information on the page, commit yourself instead to showcasing only your most important accomplishments that best tell your story. Share ThisTweet Mission Admission Blog Archive Mission Admission The MBA Resume, Part 3 Mission Admission is a series of MBA admission tips; a new one is posted each Tuesday. Ideally, your resume should be only one page long; admissions committees generally expect and appreciate the conciseness of this format. If you choose to submit a resume consisting of two pages or more, your reader may have difficulty scanning it and identifying (and remembering) important facts. With these space constraints in mind, we offer two fairly straightforward “space saver” ideas: Do not include a mission statement at the beginning of your resume. Your mission in this case is to get into the MBA program to which you are applyingâ€"and, of course, the admissions committee already knows this! A mission statement will take up precious space that can be used more effectively for other purposes. Your address should take up no more than one line of your resume. Many applicants will “stack” their addresses, using four, five, or even six lines, as if they were writing an address on an envelope. Think about how much space you occupy if you present your address in the following format: Jeremy Shinewald 138 West 25th  Street 7th  Floor New York, NY 10024 646-485-8844 jeremy@mbamission.com You just wasted six lines of valuable real estate! If you plan to whittle your resume down to one page, try putting your address on just one line so you can save five others for valuable bullets. And, while we are discussing resume length, resist the urge to shrink your font or margins to make your resume fit on one page. Your font should be no smaller than 10-point type, and your margins should be no smaller than 1 on either side and 0.75 at the top and bottom. Rather than trying to fit too much information on the page, commit yourself instead to showcasing only your most important accomplishments that best tell your story. Share ThisTweet Mission Admission Blog Archive Mission Admission The MBA Resume, Part 3 Mission Admission is a series of MBA admission tips; a new one is posted each Tuesday. Ideally, your resume should be only one page long; admissions committees generally expect and appreciate the conciseness of this format. If you choose to submit a two-page resume or longer, your reader may have difficulty scanning it and identifying (and remembering) important facts. With these space constraints in mind, we offer two fairly straightforward “space saver” ideas: 1. Do not include a mission statement at the beginning of your resume. Your mission in this case is to get into the MBA program to which you are applyingâ€"and, of course, the admissions committee already knows this! A mission statement will take up precious space that can be used more effectively for other purposes. 2. Your address should take up no more than one line of your resume. Many applicants will “stack” their addresses, using four, five or even six lines, as if they were writing an address on an envelope. Think about how much space you have taken up, if you construct your address like the following: Jeremy Shinewald 138 West 25th Street 7th Floor New York,   NY 10024 646-485-8844 jeremy@mbamission.com Assuming you plan to get your resume down to one page, you just wasted six lines of valuable real estate! Instead, how about putting your address on just one line and saving five others for valuable bullets? And, while we are discussing resume length, please, resist the urge to make your resume fit on one page by shrinking your font or margins. Your font should be no smaller than 10 point type, and your margins should be no smaller than 1” on either side and 0.75” at the top and bottom. Rather than trying to fit too much information on the page, commit yourself instead to showcasing only your most important accomplishments that best tell your story. Share ThisTweet Mission Admission Tags: resume Blog Archive Mission Admission The MBA Resume, Part 3 Mission Admission is a series of MBA admission tips; a new one is posted each Tuesday. Ideally, your resume should be only one page long; admissions committees generally expect and appreciate the conciseness of this format. If you choose to submit a resume consisting of two pages or more, your reader may have difficulty scanning it and identifying (and remembering) important facts. With these space constraints in mind, we offer two fairly straightforward “space saver” ideas: Do not include a mission statement at the beginning of your resume. Your mission in this case is to get into the MBA program to which you are applyingâ€"and, of course, the admissions committee already knows this! A mission statement will take up precious space that can be used more effectively for other purposes. Your address should take up no more than one line of your resume. Many applicants will “stack” their address, using four, five, or even six lines, as if they were writing an address on an envelope. Consider  how much space an address occupies when presented in the following format: Jeremy Shinewald 138 West 25th  Street 7th  Floor New York, NY 10024 646-485-8844 jeremy@mbamission.com You just wasted six lines of real estate! To help whittle your resume down to one page, try putting your address on just one line so you can save five others for valuable bullets. And, while we are discussing the documents length, resist the urge to shrink your font or margins to make your resume fit on one page. Your font should be no smaller than 10-point type, and your margins should be no smaller than 1? on either side and 0.75? at the top and bottom. Rather than trying to squeeze too much information onto the page, commit yourself to showcasing only your most important accomplishments that tell your story best. Share ThisTweet Mission Admission

Why Math Is Difficult - Math and Brain Types

In 2005, Gallup conducted a poll that asked students to name the school subject that they considered to be the most difficult. Not surprisingly, mathematics came out on top of the difficulty chart. So what is it about math that makes it difficult? Have you ever wondered? Dictionary.com defines the word difficult as: â€Å"...not easily or readily done; requiring much labor, skill, or planning to be performed successfully.† This definition gets to the crux of the problem when it comes to math, specifically the statement that a difficult task is one that is not â€Å"readily† done. The thing that makes math difficult for many students is that it takes patience and persistence. For many students, math is not something that comes intuitively or automatically - it takes plenty of  effort. It is a subject that sometimes requires students to devote lots and lots of time and energy. This means, for many, the problem has little to do with brainpower; it is mostly a matter of staying power. And since students dont make their own timelines when it comes to getting it, they can run out of time as the teacher moves on to the next topic. Math and Brain Types But there is also an element of brain-style in the big picture, according to many scientists. There will always be opposing views on any topic, and the process of human learning is subject to ongoing debate, just like any other topic. But many theorists believe that  people are wired with different math comprehension skills. According to some brain science scholars, logical, left-brain thinkers tend to understand things in  sequential bits, while  artistic, intuitive, right-brainers  are more global. They take in  a lot of information at one time and let it sink in.  So left-brain dominant students may grasp concepts quickly while right-brain dominant students don’t. To the right brain dominant student, that time-lapse can make them feel confused and behind. Math as a Cumulative Discipline Math know-how is cumulative, which means it works much like a stack of building blocks. You have to gain understanding in one area before you can effectively go on to â€Å"build upon† another area. Our first mathematical building blocks are established in primary school when we learn rules for addition and multiplication, and those first concepts comprise our foundation. The next building blocks come in middle school when students first learn about formulas and operations. This information has to sink in and become â€Å"firm† before students can move on to enlarge this framework of knowledge. The big problem starts to appear sometime between middle school and high school because students very often move on to a new grade or new subject before they’re really ready. Students who earn a â€Å"C† in middle school have absorbed and understood about half of what they should, but they move on anyway. They move on or are moved on, because They think a C is good enough.Parents don’t realize that moving on without a full understanding poses a big problem for high school and college.Teachers don’t have time and energy enough to ensure that every single student understands every single concept. So students move to the next level with a really shaky foundation. The outcome of any shaky foundation is that there will be a serious limitation when it comes to building and real potential for complete failure at some point. The lesson here? Any student who receives a C in a math class should review heavily to make sure to pick up concepts theyll need later. In fact, it  is smart to hire a tutor to help you review any time you find that youve struggled in a math class! Making Math Less Difficult We have established a few things when it comes to math and difficulty: Math seems difficult because it takes time and energy.Many people dont experience sufficient time to get math lessons, and they fall behind as the teacher moves on.Many move on to study more complex concepts with a shaky foundation.We often end up with a weak structure that is doomed to collapse at some point. Although this may sound like bad news, it is really good news. The fix is pretty easy if we’re patient enough! No matter where you are in your math studies, you can excel if you backtrack far enough to reinforce your foundation. You must fill in the holes with a deep understanding of the basic concepts you encountered in middle school math. If you’re in middle school right now, do not attempt to move on until you understand pre-algebra concepts fully. Get a tutor if necessary.If you’re in high school and struggling with math, download a middle school math syllabus or hire a tutor. Make sure you understand every single concept and activity that is covered in middle grades.If you’re in college, backtrack all the way to basic math and work forward. This won’t take as long as it sounds. You can work forward through years of math in a week or two. No matter where you start and where you struggle, you must make sure you acknowledge any weak spots in your foundation and fill the holes with practice and understanding!

A Day For Celebrating The Nation s Freedom - 928 Words

Carter introduced his definition of what it meant to have integrity in â€Å"The Rules about the Rules† Integrity can have so many meaning to the word, so can the meanings of freedom, equality and what it means to be an American. July forth, 1776 Thomas Jefferson signed the Declaration of Independence, He proclaimed that all men are created equal. And to this came the big debate as to what it’s meant to be an American, have freedom and live equally among other Americans. July fifth, 1852, sum seventy six years later, Frederick Douglass addresses the public after the day of what today is called Fourth of July, a day for celebrating the nation’s freedom; criticizing so called American for enslaving colored people and the abused that went along with it. He called it a day for mourning, a harsh reminder that even though Negros were Americans living in America, they weren’t treated as so, contradicting the Declaration of Independence, that all Americans do not live by the thought that all men were created equal. 1963, one hundred and eleven years after Douglass’s speech came Martin Luther King Jr.’s â€Å"Letter from Birmingham Jail† written after being arrested for what he calls a peaceful protest. Protesting integration, he too felt that even though after many years of blacks fighting for their rights; because of Jefferson’s alleged â€Å"all men are created equal† they were still being treated as the clergyman stated â€Å"outsiders†. King, a father, minister and activist uses this letter toShow MoreRelatedWhat Does Celebrating June 4th Say About Americans?964 Words   |  4 PagesHead: What Does Celebrating July 4th Say About Americans? 1 2 What Does Celebrating July 4th Say About Americans? 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McDonalds Ethical Responsibility - 1358 Words

McDonald’s: Ethical Responsibility Small business owners of fortune 500 companies, democrats, republicans, men and women all have ethical responsibilities that should always be considered. Mc Donald’s is a well-known restaurant around the world. Some people enjoy this fast food restaurant and also have made Mc Donald’s one of the leading fast food companies. Although, Mc Donald may have some tasty food, there are still many critics that think Mc Donald’s may have a lot of ethical issues and company violations. Some consider being ethical is simply defined as knowing the difference between what is considered good and evil. However, ethics is defined as moral principles that govern a person’s or group’s behavior, and the practices that†¦show more content†¦Seeing that Mc Donald’s operation was moving fast and effective, the soon to be franchisee, Ray Kroc, wanted in. McDonald’s met with Ray Kroc and as a salesman he sold milk shake mixers and offered him a dream of opening a McDonald’s. 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Language and Learning for Discipline Unmistakable Learning Structure

Question: Describe about the Language and Learning for Discipline for Unmistakable Learning Structure. Answer: Introduction A learning plan adds to working up an unmistakable learning structure. A mix of a learning course of action and reflection can achieve more noticeable headway towards meeting perceived destinations (Merriam, Caffarella Baumgartner, 2012). This report plans to give a selfevaluation of my learning headway and association in my first session of learning at school. There are four acknowledging needs that are investigated in this report and they are improving my educational writing, referencing, and fundamental instinct capacities and furthermore developing an advanced mindset. These adjusting needs are discussed in association with my goals; systems and resources used; recognized prerequisites and enabling impacts; and an appraisal of results and reflection. This report in like manner consolidates a talk of oral presentations and the academic aptitudes required in my concentration, specifically Language Improve my Academic Writing Academic English writing is a linear exercise having a central theme, and every aspects pointing to the main topic, excluding repetitions and deviations. Its main purpose is to enlighten and not amuse, and remains factual. The piece is composed around the main theme, providing the key data. It is actually a standard on paper form of the language and it ought to be accurate and precise (Bailey, 2014). Academic writing mainly has eight kinds of characteristics, which are discussed below: Complexity Standard writing is relatively more complex and diverse than the language we speak daily. Vocabulary is varied, lexically dense, and words used are longer than usual. Academic writing consists mainly of noun-based phrases rather than verb-based phrases, and the use of subordinate clauses and passives are much more frequent than spoken language. Grammatically also these writings are more complex (Staples et al., 2016). Formality In the same context as complexity, formality is a crucial characteristic of academic writing. In no case, colloquial expressions or words could be used, thus making the degree of formality in the piece of writing quite high (Sword, 2012). Precision Academic writing ought to be precise, figurative and factual, as much as possible so that nothing is left out for further interpretation. Objectivity Academic writing is supposed to be impersonal and objective, and must focus on the main theme and arguments, instead of the author. It is why these kinds of writings are noun-based instead of being verb-based or adverb-based (Murray, 2013). Explicitness Explicitness is an important aspect of academic writing. The script is clear, all the parts of the text refer clearly to the main topic, and signaling words are used to maintain the relation between the parts. Accuracy General spoken English is not as accurate as academic writing. In academic writing accurate use of vocabulary is a must, and words used are specific and distinctive (Lan, 2015). Responsibility In academic writing, the author has to be responsible for his or her claims, and ready with proper evidence and justification for those. Assumptions are not allowed and proper sources are to be accredited (Goodson, 2016). Hedging Academic writers use hedging, a technique implemented by writers to approach a topic and make strong and justified claims about it. Different topics claim different approaches (Grer, 2013). In this context, my main goals for Academic writing were to write clear, concise paragraphs and convey the meaning accurately. Learning to paraphrase information was an important objective. My strategies to achieve these goals were to study the lectures and tutorials relating to academic writing skills, paraphrase data provided in guides, notes and readings, and then take time to compose a draft assessment. In addition, I aimed to acquaint myself with University levels of academic language and styles. While implementing these strategies I faced constraints like unfamiliarity with University standard academic writing and my inability to present my thoughts into words. However, I received the support of my family members for proofreading, and my time management skills and ease of internet use assisted me further. With help, I improved my academic writing skills and I would aim to keep evolving it throughout my academic career. My academic language usage has improved, which resulted in better marks and feedbacks. My time management skills improved and so has my understanding and conveying of ideas on paper. Learn to Reference in APA 6th Edition Academic integrity is the foundation of anyones academic career and is the stepping-stone for professional and individual veracity. Scholars depend on each other to present their work while conducting peer reviewing. High level of honesty ought to be reflected in the work in which the works of others may back some parts. For that, proper acknowledgement via referencing and citations has to be done, keeping in mind to make the work as original as possible (Bretag et al., 2014). For avoiding plagiarism using direct quotation from the referenced articles, paraphrasing and utilizing the concepts of others is necessary. Using quotation marks, while using exact words or phrases, and providing proper citation is required. Complete attribution has to be provided. To avoid plagiarism, using APA style format, quotation marks for exact words, in-text citation consisting of authors family name, year of publication and page numbers, and the complete reference aspects of the source used in the reference list at the end of the assignment, must be provided. While paraphrasing, the cited works concept and topic has to be analyzed and then developed into words, instead of just changing the words of the text here and there. In this case also citation is necessary. We can reference books, journals, magazines, reports, and websites and so on (Bakhtiyari et al., 2014). In this context, my main objectives were to be able to recognize any sort of plagiarism, conspiracy and instances of cheating, and being able to accurately reference works using APA 6th edition and to not being accused of plagiarizing. I planned to attend lectures and review tutorials to grasp the meaning of academic integrity, APA style formatting and referencing, while constantly practicing paraphrasing and using direct quotes in assignments. While implementing the strategy I was unaware of plagiarism and citation methods. I gained knowledge from tutorials and study guides. My knowledge of using Turnitin the text matching software helped me recognize possible academic transgression. The whole process has helped me learn much about academic integrity, and all my misconceptions were rectified. I learned how to practice integrity and avoid plagiarism. It enabled me to understand other referencing styles too. I learnt paraphrasing and direct quoting, and taking responsibility of my w ork. My fear of referencing has subsided. Develop a Growth Mindset Growth Mindset is the belief of people that their most fundamental capacities could be enhanced through perseverance and hard work, intellect and aptitude being just the origin. This belief produces an inclination for learning and a flexibility that is crucial for great success. Students mindset plays a principal role in their inspiration and accomplishment, and developing a students mindset can boost their accomplishments. If students go through a planned program, they can improve their knowledge and skills and do better. Having students concentrate on the learning plan can promote their growth mindset and its profits (Dweck, 2007). Students having a growth mindset experience less negative influence on performance. The growth mindset is helpful in making me feel good while following both long term and short-term objectives. It is helpful in making me thrive in tests and setbacks on my way to learning. Praising efforts helps in feeling encouraged, and pushes to do better. The growth mindset is useful in closing achievement gaps instead of just covering them up (Teague, 2016). In this context, my main objectives were to achieve the pass marks in the subject and to continue maintaining average performance throughout my academic career. I also aimed to recognize my style of learning, and how I can implement that style in my personal life, as well as the professional one. For accomplishing my objectives, I referred to Dwecks learning theory of Growth Mindset vs. Fixed Mindset for positive reinforcement. I also reviewed lecture notes, study guides and tutorials to understand the different forms of learning. I aimed to build an elevated self-efficiency through triumphs in assessments. My approaches were met with some constraints like surmounting low self-efficiency resultant from prior defeats and exposure to fixed mindset learning style (Kolb Kolb, 2005). I overcame these constraints by dedication and commitment towards achieving a growth mindset, and strong time management and organizational skills. Throughout the assignment, I tried to be as diligent as pos sible with my lessons, attendance, tasks and learning, trying to learn enough and improve through toiling and perseverance. I took the required steps to attain my objectives, putting up short-term goals, taking small steps. I tried to overcome my self-doubt, and strived to gain victory. I still keep track of my tasks and still develop my habits to better my prospects. Characteristics of a Successful Oral Presentation I once gave an oral presentation for a previous assignment I had to complete at the University. At the end of the presentation, I was mortified of my performance. It was the first time I was addressing such a huge audience, and the topic was relatively new to me. In addition to that, I suffer from anxiety and fear during any kind of public speaking and I have problems with memorizing. That was one horrible experience for me. Effective oral presentations are crucial, as they are instant method for communication. They offer better opportunities to comprehend the context and are a way of gaining instant feedback. It is transparent, and provides the audience the chance to judge for themselves. For polishing such a beneficial action, certain strategies must be implemented to deliver better results. For giving a successful oral presentation, the speaker must do proper homework and practice a lot. The structuring should be organized and to-the-point. The speaker must pay attention to looking presentable, and then not just read out a flat presentation. The topic has to be actually presented. He has to be tactical, and manage the given time span properly and effectively. In addition a little bit of comic relief is acceptable. The speaker must aim to connect with the audience, be relaxed and welcome interactions for crowd engagement. All these, if followed would end up in a effective oral presentation (De Grez, Va lcke Roozen, 2012). Conclusion This whole learning plan was chalked out to assist me in following my career goal effectively. I started out with an aim to improve my academic writing skills and knowledge, learn how to provide unplagiarized work, how to properly acknowledge the aids I am receiving from my peers, develop a positive growth mindset and learn how to give an effective oral presentation. I got help from my tutorials and study guides and my professors to build this plan and develop myself into a scholar, having a positive learning style and with a prospect of achieving success in my professional career. Recommendations To improve my learning needs, be a successful university student and gain assistance in my career after finishing university I need to improve the skills on which I lack on. I am unfamiliar with academic writing styles and conveying of thoughts in words. For that I need to practice more, and read more. I am unaware about different referencing formats and plagiarism methods. For that, also I need to follow university guides and practice writing. I was unexposed to growth mindset and had a negative outlook on life. Moreover, I had low self-efficiency. For this, I have to maintain a positive outlook on life, read motivational books and articles and look out for support from family members. References Bailey, S. (2014).Academic writing: A handbook for international students. Routledge. Bakhtiyari, K., Salehi, H., Embi, M. A., Shakiba, M., Zavvari, A., Shahbazi-Moghadam, M., ... Mohammadjafari, M. (2014). Ethical and unethical methods of plagiarism prevention in academic writing.International Education Studies,7(7), 52-62. Bretag, T., Mahmud, S., Wallace, M., Walker, R., McGowan, U., East, J., ... James, C. (2014). Teach us how to do it properly!An Australian academic integrity student survey.Studies in Higher Education,39(7), 1150-1169. De Grez, L., Valcke, M., Roozen, I. (2012). How effective are self-and peer assessment of oral presentation skills compared with teachers assessments?.Active Learning in Higher Education,13(2), 129-142. Dweck, C. S. (2007). The secret to raising smart kids.Scientific American Mind,18(6), 36-43. Goodson, P. (2016).Becoming an academic writer: 50 exercises for paced, productive, and powerful writing. Sage Publications. Grer, A. (2013). Hedging in Academic Writing. Kolb, A. Y., Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education.Academy of management learning education,4(2), 193-212. Lan, N. T. (2015). The Effect of Task Type on Accuracy and Complexity in IELTS Academic Writing.VNU Journal of Science: Foreign Studies,31(1). Merriam, S. B., Caffarella, R. S., Baumgartner, L. M. (2012).Learning in adulthood: A comprehensive guide. John Wiley Sons. Murray, R. (2013).Writing for academic journals. McGraw-Hill Education (UK). Staples, S., Egbert, J., Biber, D., Gray, B. (2016). Academic Writing Development at the University Level Phrasal and Clausal Complexity Across Level of Study, Discipline, and Genre.Written Communication,33(2), 149-183. Sword, H. (2012).Stylish academic writing. Harvard University Press. Teague, M. (2016). How can primary school teachers influence a childs growth mindset in mathematics?.School of Education and Childhood,1, 41.

Best Entry Mode Into the German Wine Market Essay Example

Best Entry Mode Into the German Wine Market Essay There are opportunities in the German market for Goldenrods such as demand for non-alcoholic beverages and organic wines. At the same time there are challenges in the German market such as stringent overspent regulation, high competition and slow growth of the market. The advantages and disadvantages of the three entry modes- exporting, acquisition and joint venture are investigated and a recommendation is made on the best suited entry mode for Goldenrods. The first section of the report gives a brief introduction about the company and its background. In the second section, a detailed internal and external analysis of the company is done to understand its strengths and weaknesses, and the opportunities and threats that the company is likely to face in the German wine market. In the third section, three entry modes that are best suited for Goldenrods in its entry into the German wine market is analyses and the best entry mode is suggested. The report is concluded in the final section. 2. 0 Company Profile : Goldenrods Goldenrods is the third largest producer of wine in Australia, generating 5. 0% of the markets volume. The company produces, sells and distributes wine and beer and has its market in 98 countries around the world. The company operates in Australia, Asia Pacific, U. S, Europe, the Middle East and Africa. The company has its headquarters in Bill, Australia and employs around 5,900 people. Its products are supplied to around 29,000 customers including wholesalers, importers, hotels, bottle shops and restaurants. Goldenro ds revenues during the financial year 2008 was recorded to be A$ 2,900 million with a net profit of A$ 5,50 million. We will write a custom essay sample on Best Entry Mode Into the German Wine Market specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Best Entry Mode Into the German Wine Market specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Best Entry Mode Into the German Wine Market specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Strong manufacturing capabilities helps the company to achieve economies of scale, and enable it to maintain control over quality and respond quickly to changes in demand. Focus on product innovation Goldenrods has a strong focus on product innovation and believes that it is a ajar driver of business success. In response to the growing consumer trend for lifestyle alternatives (Denominator, 2008), Goldenrods launched a new range drinks with low carbohydrates, low calorie, reduces alcohol and reduced preservatives. The company also demonstrates innovation in its packaging style, packaging materials and wine bottles. A strong focus on product innovation allows Goldenrods to stay ahead of competition in the market. 3. 2 Weaknesses Inefficient operations The average inventory and receivables turnovers of Goldenrods were lower than its competitors during the five year period 2004-2008. The average inventory and average receivable turnover of the group stood at 2. 3% and 5. 5%, respectively, during 2004-2008, significantly lower than its competitors like De Portola and Misalliances Wine Pity. Ltd (Denominator, 2008). The lower inventory and receivables turnovers of endoscopes Annihilate ten lower productivity Ana operational Inclemency AT ten company. Further, due to lower inventory and receivable ratios, Goldenrods would require a higher working capital, which may limit the groups growth prospects. Goldenrods would have to thoroughly investigate how and why the productivity less ND would have to immediately eliminate or improve inefficient operations and units. If not resolved immediately, this can have a negative impact on its operations in all of the different markets around the world. Weak revenue per employee Fosters has recorded weak revenue per employee in the recent past. During 2004-2008, the groups average revenue per employee was A$313,653, significantly lower when compared to its competitors like De Portola and Misalliances Wine Pity. Ltd (Denominator, 2008). The weak revenue per employee of the group indicates its weaker productivity and operational inefficie ncy when compared to its competitors. This also have an impact on the net profits of the company and can hamper its growth if not resolves immediately. Efficient ways have to be devised in order to reduce operational wastage of money and to increase productivity. If these matters are not looked into immediately, then it can hamper the growth and the net profits from its entire markets spread around the world. 3. 3 Opportunities Increasing concern for health and wellness The average German consumer is getting old and there is an increased concern for health and wellness Nonsense, 2008). According to Remuneration market (2009) port, German alcohol consumption is declining in general as consumers are seeking to cut down alcohol intake due to health concerns. The ageing population will further worsen the situation, with older consumers typically consuming less alcohol (Remuneration, 2009). Still light grape wine, which is dominant in the market, is expected to particularly suffer, with consumers less likely to serve such wine with everyday meals (Denominator, 2008). Health and wellness is a growing sector in Germany and there is a growing trend for health and wellness products Nonsense, 2008). Though it might seem like a big wreath to Goldenrods, infant this is a great opportunity for the company. Goldenrods has already launched a range of products that are low in calorie content and alcohol content. Goldenrods would find a good market in Germany for its healthy wine segment. In addition to this, non-alcoholic beverages are becoming an important segment for wine and beverage distributors around the world (Denominator, 2008). As Goldenrods already distributes non-alcoholic beverages, it could boost its revenue growth by expanding further its portfolio of non-alcoholic beverage in the German market. Growing popularity AT Rose Ana organic well There is a growing trend towards rose wines in Germany and this is forecasted to remain popular within the German market and boost sales (Remuneration, 2009). Another product area that saw a good performance was low alcohol sparkling wine, which benefited from the health trend (Denominator, 2008). There is also a growing preference for organic wine in Germany and this is in line with the good overall development of organic products in Germany Owes, 2006). An increasing number of companies in the German wine industry have launched organic line extensions or new organic brands Owes, 2006; Remuneration,2009). There is a great opportunity for Goldenrods in the German market as it can find a good market for its already existing rose wines. Goldenrods can also diversify its rose wine by offering rose variants that suit the local German consumers taste. Goldenrods can also expand its portfolio and launch a new line of organic wines as there is a great opportunity to boost its revenue through sales in this segment. The geographic spread of Goldenrods would definitely help the company in sourcing good quality organic raw materials.

How to Become a Professional Speech Writer and Use Such a Skill in Adult Life

How to Become a Professional Speech Writer and Use Such a Skill in Adult Life How to Become a Professional Speech Writer and Use Such a Skill in Adult Life A professional speech writer creates powerful and memorable speeches that captivate the audience and inspire others to take action. Public speaking is a great tool and can be used to effectively communicate new ideas, provide with some crucial information, and connect emotionally with the audience. Because of this, professional speech writing is a service that many public speakers rely on. Over the course of this article, youll learn how to write a speech at a professional level. Structure Your Presentation While writing a speech, you should try to structure it to be as concise and understandable as possible. The main goal of public speaking is not to show off or impress others with large vocabulary, but to convey the information in the way that people can understand it. Using simple language as well as sentences will help you communicate the main point easily. Moreover, being precise while speaking is quite useful skill not only while speaking in front of the audience, but also in your daily life. Being able to simplify a complex idea and explain it clearly is the key aspect of effective communication. It provides people with all the key information, without bogging them down in unnecessary details. Hook the Audience Simple language doesnt have to be boring or feel mundane. In fact, the best speeches captivate the audience by using memorable words and phrases. Good speech writers will often repeat key words or phrases throughout their speeches to highlight how important these issues are. Repetition is a good way to hook the audience as well as make it to remember the message. Quotable words and phrases are also good speech devices, since they can often sum up your entire speech in one or two memorable sentences. You can use these tactics in your regular life as well. Using memorable phrases during the daily communication, or while the job interview makes you stick to the listeners mind. Inject Emotion and Be Vivid In good speeches, words are used to paint a vivid picture of what the speaker is talking about. They mentally transport the listeners to the exact situation, and let them visualize the message. By injecting emotions and descriptive phrases into your speech, you turn the mere information into the vivid one, so, you make it almost impossible for the audience to get bored. They will be engrossed in your message for sure. Being able to speak emotionally is a great skill to use in your daily life. It will help you make new friends easily as well as apply for a job without making any efforts. Remember that great speech writers craft informative messages that keep the audiences attention from the very beginning till the very end. And now you know how to force people listen to you with open mouths. Doing so will make your speeches more persuasive and effective once theyre delivered.

Due process and the Rule of Law Essay Example | Topics and Well Written Essays - 1250 words

Due process and the Rule of Law - Essay Example As Mapara points out, the rule of law can be stated as a legal maxim whereby government is required to make decisions on the ground of known legal principles. A government that operates under the rule of law can be called as a nomocracy. When a government hurts interests of a person without considering the exact law practices, the situation constitutes the violation of due process and the rule of law. It must be noted that the administrative due process is different from judicial due process. Administrative due process is mainly used to make decision related to administrative discharges. The opportunity to be heard is the main focus of the administrative due process. This process is applied to protect individual rights. As Dropkin and McComas point out, the major aim of the federal due process is to protect fundamental conceptions of justice; and as per the provisions of the federal due process, states need to respect and comply with their communities’ accepted norms and belie fs. 2. Regulation as a Policy Option Regulations which are brought in by the state are usually attempts to bring about certain outcomes which might not be obtained otherwise or to prevent certain undesired outcomes. For example, a regulation may be made by the government to check foreign direct investment that may inversely affect domestic manufacturers. The common definition given to regulation as such is: ‘an administrative decision that imparts rights and assigns responsibilities’ (OECD). Much of the regulations in the United States are administered and enforced by regulatory agencies. Regulations are the best option in forming policies for a country, because together with the rights enjoyed by a citizen, there are certain duties entitled to perform. Regulations thus become essential as a policy option, because together with providing the rights, they also allocate certain duties to the citizen. Along with this, regulations become handy in attaining some specific tar gets or to make certain services available to the citizens. According to Swisher, The policy formed to reduce carbon and fossil fuel emission stand as a model in this scenario; which measures that the macroeconomic models comply with the evaluation with respect to its impact on the energy system and introduces carbon taxes (Para 7). Such regulations come effective under circumstances like increasing commodity prices, matters related to wages, employment, standards of production, military proceedings etc. There are numerous possibilities that the social or economic conditions in the country taking up an undesired phase and the ability of the legislature to form regulations become extremely important under such circumstances. Regulations on liberalization, privatisation, globalisation etc found in many world countries are examples in this regard. 3. Legislative Oversight over Regulatory Agencies The capacity of legislatures to indulge in the process of lawmaking has been enhanced duri ng the last three decades. Legislatures stand as an independent assembly, and have assumed a greater responsibility in mandating laws. Legislative oversight, often referred as congressional oversight denotes the supervision of policy implementation. There are a number of federal agencies through which the policies formulated by the Congress are implemented. If the Congress is dissatisfied with an agency, it can react in various ways. Laws can be passed to overrule their decisions or to confine their jurisdictions. For example, as Kaiser, Oleszekc and Taleman point out,

Israel and the Palestinians (SLP) Module 4 Essay

Israel and the Palestinians (SLP) Module 4 - Essay Example This continued immigration raised the alarm and eventually, fighting between the Zionists and indigenous people broke out create intense waves of violence. Within the Mideast Europe, Hitler’s rise to power led to increased immigration of Jews to Palestine thus escalating the situation. After the WWII, the UN decided to intervene on the matter in 1947 resolving that Israel and Palestine relations could only be solved by a third party. However, the resolution led to the allocation of more than 55% of Palestine land under the Israelis. Analytically, the allocation of this land was an instigation of more conflicts as more than 30% of Palestine people were forced to live within 7% area of the Palestine land (MidEastWeb for Coexistence, 2008). There are various issues that face the resolution between Israel and Palestine. For instance, the Palestine lands, such as Gaza Strip and West Bank, that have been confiscated by Israel forces have endured humanitarian crisis such as the torture and abuse of women, men, and children. About 10,000 Palestine men, women, and children are held in Israel prison with most of these awaiting no trials. In addition, there has been heavy border control by Israel military, which has prevented medical and food supplies from entering Palestine. With most Palestine citizens comprising of Muslims, their original homeland has been taken over by Israelis and are unable to return to their self-described land (If Americans Knew, 2014). With reference to the escalating situation, there has been a crisis of negotiating a resolution as various factors are involved. Firstly, as a recommendation, an independent party should oversee the peace talks as nations such as the USA are affiliates to Israel and make part of the UN. Secondly, diplomatic misconduct portrayed by Israel should be met with sanctions such as those applied to Russia for acquiring Crimea from

Theory of Planned Behaviour Experiment Design

Theory of Planned Behaviour Experiment Design Project plan and questionnaire design for a practical experiment based on the theory of planned behaviour Introduction This experiment was designed to test the role of attitude in the outcome of a particular behaviour. The particular behaviour to be tested in this experiment was student class attendance. The hypothesis was that the more positive the attitudinal variables were, the more likely the behaviour outcome would be. This was assumed to be reflected in the intentions of the participants. The question posed was, does attitude affect the intention for class attendance? The role of attitude with regard to behaviour has been a concern of psychology for a number of years. Azjen and Fishbein’s theory of reasoned action was first introduced as a model reflecting the relationship between attitude and behaviour (1975). This took into account two variables, called the subjective norm and the attitude. These were seen as indicators of intention from which behaviour could be measured as an outcome. This concept was later revised to incorporate a third variable as yet another indicator of intention. This variable was called the perceived behavioural control. With these three variables informing the intention from which behaviours are an outcome, the theory of planned behaviour was born (Azjen, 1988, 1991). It is from this model that an attitudinal questionnaire was constructed to answer the question that this experiment posed. Method This experiment was designed to quantitatively test the intention of class attendance from a random sample of student participants. The intention of the participant’s behaviour was to be measured against the attitudes that the students had towards class attendance. In accordance to Azjen’s theory of planned behaviour, a questionnaire was drawn up to test the attitudinal beliefs towards class attendance and to compare the findings to their intention to attend. The questionnaire was broken down into two sections. The first section asked four questions regarding the participant’s intention towards attending class. This was to be answered by the participants on a scale ranging from one, most negative, to seven, most positive (Likert, 1932). The second section asked three sets of attitudinal questions. These were also to be answered on a Likert scale of one to seven. The questions used were based upon the three attitudinal variables inherent to the theory of action; a ttitude, subjective norms and perceived behavioural control. These questions were divided into the three relevant groups. Each group of questions was then alternated between two types of sub question. In the attitude group these questions were alternated between outcome beliefs and outcome evaluations. In the subjective norm group these were alternated between normative beliefs and motivation to comply. In the perceived behavioural control group these were alternated between perceived capability and perceived controllability. The answers from the attitudinal questions were then to be correlated with the results of the intention questions. This was believed to give quantitative insight into the question posed from the outset of this experiment. Questionnaire This questionnaire has been designed to find out the relationship between attitude and intention and its relationship to class attendance. As a participant, you will be one 50 students chosen at random to complete this questionnaire. All that is asked of you is to complete this questionnaire honestly so that we can gather the data required to facilitate our findings. You do not need to disclose your name or details. Your cooperation with this questionnaire is greatly appreciated and we would be happy to answer any further questions after completion. Section 1. Please answer these questions on your intention to attend class on a scale of one to seven. 1. Do you intend to attend class over the coming semester? Not at all _ _ _ _ _ _ _ Entirely 2. Do you wish to fully attend class over the coming semester? No, I do not wish to attend class at all _ _ _ _ _ _ _ Yes, I fully intend to 3. Please state how much you intend to be in class over the next semester (remember: a judge on the scale of 1 to 7, where 1 is not at all and 7 is fully) Not at all _ _ _ _ _ _ _ Fully 4. Over the next semester do you hope to attend class in full? Not all _ _ _ _ _ _ _ Fully Section 2. Please answer the following questions regarding your attitude to attending class on a scale of one to seven. 1. For me to attend class is: Bad _ _ _ _ _ _ _ Good Unimportant _ _ _ _ _ _ _ Beneficial Boring _ _ _ _ _ _ _ Enjoyable Worthless _ _ _ _ _ _ _ Valuable Unpleasant _ _ _ _ _ _ _ Pleasant Unnecessary _ _ _ _ _ _ _ Advantageous Insignificant _ _ _ _ _ _ _ Essential Painstaking _ _ _ _ _ _ _ Rewarding [measurement of attitude alternation of outcome beliefs followed by outcome evaluation] 2. Most people I know think that I * attend class. * Should not _ _ _ _ _ _ _ Should 3. It is expected of me to attend class. False _ _ _ _ _ _ _ True 4. My peers think that I * attend class. * Should not _ _ _ _ _ _ _ Should 5. My peers expect it of me to attend class. False _ _ _ _ _ _ _ True 6. My tutors think that I * attend class * Should not _ _ _ _ _ _ _ Should 7. My tutors expect it of me to attend class. False _ _ _ _ _ _ _ True 8. People that I respect think that I * attend class. * Should not _ _ _ _ _ _ _ Should 9. People that I respect expect it of me to attend class False _ _ _ _ _ _ _ True 10. The University thinks that I * attend class Should not _ _ _ _ _ _ _ Should 11. The University expects it of me to attend class. False _ _ _ _ _ _ _ _ True [measurement of subjective norms alternation of normative belief followed by motivation to comply] 12. For me to attend class over a semester would be Impossible _ _ _ _ _ _ _ possible 13. How much control do you believe that you have over your attendance of class? None _ _ _ _ _ _ _ Total 14. If I cared to I could attend class over a semester False _ _ _ _ _ _ _ True 15. It is up to me as to whether I attend class or not. How true is this statement? False _ _ _ _ _ _ _ True 16. The next semester can easily be attended by me. False _ _ _ _ _ _ _ True 17. Is it for you to determine whether you attend class or not? No, not at all _ _ _ _ _ _ _ Yes, entirely my choice 18. I could attend class over the next semester False _ _ _ _ _ _ _ True 19. Is it within your power to attend class? No, it is out of my reach _ _ _ _ _ _ _ Yes [measurement of perceived behavioural control alternation of capability followed by controllability] Bibliography Azjen., I. (1988) Attitudes, Personality and Behaviour, Milton Keynes: Open University Press. Azjen, I. (1991) Theory of Planned Behaviour: Organisational Behaviour and Human Decision Processes. Fishbein, M. Azjen, I. (1975) Belief, Attitude, Intention and Behaviour. Reading, MA: Addison-Wesley. Likert, R. (1932) A technique for the measurement of attitudes. Archives of Psychology. 1

Exploring different types of comedy :: Drama

Exploring different types of comedy I am part of a group working on a devised piece based on the theme of comedy. We have explored different types of comedy and are devising ways of using these in a piece of drama. We were given some stimulus material about commedia dell'arte, this literally means artistic comedy. It started in the later half of the 16th century and this was a period where plays were stylish, classic and cold. So, commedia dell'arte was the complete opposite and soon loud, colourful representations cropped up all over Italy. The rules of theatre were subverted in this new style. Commedia dell'arte is mainly based on free improvisation on stage. Actors starting performing on simple stages set outdoors with a simple yet essential background. These improvised performances were never subtle and the humour was very often bawdy and coarse. There are a number of traditional characters that are related to commedia dell'arte. Harlequin is probably the best known out of all of the characters. He is comic servant who is lazy but energetic and both stupid and clever. He adds to the comedy that is being created on stage by the pure stupidity of the things that he does. He is often seen leaping into the air, dancing and walking on stilts. Another well known character is Pantaloon. He is a comic old merchant from Venice. He loves to give advice although he often receives blows from his servants, which creates comedy on stage. Even though commedia dell'arte didn't generate specific ideas for characters as such it did provide us with ideas for basic plot, as this genre achieves most of its humour on stage from the ridiculous situations that the characters are faced with. Our group was given a second stimulus of pantomime, and we were given 'Dick Whittington', written by Derek Dwyer and Merlin Price. In British theatre pantomime is a Christmas or New Year entertainment, but its origins can be traced back to the 16th century improvised comic drama, commedia dell'arte. This can be seen as pantomime retained a number of elements of commedia dell'arte, including the actress playing the part of the principle boy, and the actor playing the dame. Some new elements were also added into pantomime as it developed throughout the ages such as popular songs, topical humour, audience participation and a number of guest appearances from popular entertainers of the day. Many of these characteristics of typical pantomime can be seen in the extract that we have been given of 'Dick Whittington'. For example, before anyone even speaks there is a song to begin the show. This is

Indian Rupee Essay

â€Å"INR† redirects here. For other uses, see INR (disambiguation). For the Malayalam film, see Indian Rupee (film). Indian rupee â‚ ¹| à ¤ °Ã  ¥ Ã  ¤ ªÃ  ¤ ¯Ã  ¤ ¾ (Hindi)| | ISO 4217 code| INR| Central bank| Reserve Bank of India| Website | www.rbi.org.in| Official user(s)| India| Unofficial user(s)| Bhutan (alongside theBhutanese ngultrum) Nepal (alongside theNepalese rupee)| Inflation| 5.96%, March 2013| Source | Economic Adviser| Method | WPI| Pegged by| Bhutanese ngultrum (at par) Nepalese rupee (1 INR = 1.6 NPR)| Subunit| | 1/100 | Paisa| Symbol| â‚ ¹| Paisa| p| Formerly used symbols and Coins | â‚ ¨, Rs, à ² °Ã  ³â€š, à § ³, à « ±, à ° °Ã  ±â€š, à ¯ ¹, à ¤ °Ã  ¥  .| Nickname| Taka(à § ³), Rupayya, Rupai, Rupees, Rupay, Rupayee| Coins| 50 paise, â‚ ¹1, â‚ ¹2, â‚ ¹5, â‚ ¹10| Banknotes| â‚ ¹5, â‚ ¹10, â‚ ¹20, â‚ ¹50, â‚ ¹100, â‚ ¹500, â‚ ¹1000| Printer| Reserve Bank of India| Website | www.rbi.org.in| Mint| India Government Mint| Website | www.spmcil.com| The Indian rupee (sign: â‚ ¹; code: INR) is the official currency of the Republic of India. The issuance of the currency is controlled by the Reserve Bank of India.[1] The modern rupee is subdivided into 100 paise (singular paisa), though as of 2011 only 50-paise coins are legal tender.[2][3] Banknotes in circulation come in denominations of â‚ ¹5, â‚ ¹10, â‚ ¹20, â‚ ¹50, â‚ ¹100, â‚ ¹500 and â‚ ¹1000. Rupee coins are available in denominations of â‚ ¹1, â‚ ¹2, â‚ ¹5, â‚ ¹10, â‚ ¹100 and â‚ ¹1000; of these, the â‚ ¹100 and â‚ ¹1000 coins are  for commemorative purposes only; the only other rupee coin has a nominal value of 50 paise, since lower denominations have been officially withdrawn. The Indian rupee symbol ‘â‚ ¹Ã¢â‚¬â„¢ (officially adopted in 2010) is derived from the Devanagari consonant â€Å"à ¤ °Ã¢â‚¬  (Ra) and the Latin letter â€Å"R†. The first series of coins with the rupee symbol was launched on 8 Ju ly 2011. The Reserve Bank manages currency in India and derives its role in currency management on the basis of the Reserve Bank of India Act, 1934. Recently RBI launched a website Paisa-Bolta-Hai to raise awareness of counterfeit currency among users of the INR. Contents [hide] * 1 Etymology * 2 Design * 3 Numeral system * 4 History * 4.1 Indias * 4.2 Straits Settlements * 4.3 International use * 5 Coins * 5.1 East India Company, 1835 * 5.2 Regal issues, 1862–1947 * 5.3 Independent predecimal issues, 1950–1957 * 5.4 Independent decimal issues, 1957– * 5.5 Special coins * 6 Banknotes * 6.1 British India * 6.2 Independent issues since 1949 * 6.3 Current banknotes * 7 Languages * 8 Minting * 9 Security features * 10 Convertibility * 10.1 Chronology * 11 Exchange rates * 11.1 Historic exchange rates * 11.2 Banknotes and coins in circulation * 11.3 Current exchange rates * 12 See also * 13 References * 14 External links ————————————————- Etymology[edit source | editbeta] The word â€Å"rupee† was derived from the Sanskrit word raupyak, meaning â€Å"silver†. This is similar to the British Pound-Sterling, in which the term ‘sterling’ means ‘silver’. 1. à ª °Ã  «â€šÃ  ª ªÃ  ª ¿Ã  ª ¯Ã  «â€¹ (rupiyo) in Gujarati 2. à ¦Å¸Ã  ¦â€¢Ã  ¦ ¾ (tà ´ka) in Assamese 3. à ¦Å¸Ã  ¦ ¾Ã  ¦â€¢Ã  ¦ ¾ (taka) in Bengali 4. à ¤ °Ã  ¥ Ã  ¤ ªÃ  ¤ ¯Ã  ¤ ¾ (rupayÄ ) in Hindi 5. Ø ±Ã™Ë†Ã™ ¾Ã›â€™ (pronounced ropyih) in Kashmiri 6. à ² °Ã  ³â€šÃ  ² ªÃ  ² ¾Ã  ² ¯Ã  ² ¿ (rÃ… «pÄ yi) in Kannada, Tulu and Konkani 7. à ¤ °Ã  ¥ Ã  ¤ ªÃ  ¤ ¯Ã  ¤ ¾ (rupayÄ ) in Konkani 8. à ´ °Ã  µâ€šÃ  ´ ª (rÃ… «pÄ ) in Malayalam 9. à ¤ °Ã  ¥ Ã  ¤ ªÃ  ¤ ¯Ã  ¤ ¾ (rupayÄ ) in Marathi 10. à ¤ °Ã  ¥ Ã  ¤ ªÃ  ¤ ¿Ã  ¤ ¯Ã  ¤ ¾Ã  ¤ (rupiya) in Nepali 11. à ¬Å¸Ã  ¬â„¢Ã  ­ Ã  ¬â€¢Ã  ¬ ¾(tanka) in Oriya 12. à ¨ °Ã  © Ã  ¨ ªÃ  ¨Ë†Ã  ¨â€  (rupiÄ ) in Punjabi 13. à ¤ °Ã  ¥â€šÃ  ¤ ªÃ  ¥ Ã  ¤ ¯Ã  ¤â€¢Ã  ¤ ®Ã  ¥  (rÃ… «pyakam) in Sanskrit (Devnagari) 14. à ¤ °Ã  ¥ Ã  ¤ ªÃ  ¤ ¿Ã  ¤ ¯Ã  ¥â€¹ (rupiyo) in Sindhi 15. à ® °Ã  ¯â€šÃ  ® ªÃ  ® ¾Ã  ® ¯Ã  ¯  (rÃ… «pÄ i) in Tamil 16. à ° °Ã  ±â€šÃ  ° ªÃ  ° ¾Ã  ° ¯Ã  ° ¿ (rÃ… «pÄ yi) in Telugu 17. Ø ±Ã™Ë†Ã™ ¾Ã›â€™ (rupay) in Urdu However, in the Assam, West Bengal, Tripura and Odisha the Indian rupee is officially known by names derived from the word à ¤Å¸Ã  ¤â„¢Ã  ¥ Ã  ¤â€¢ (á ¹ ­aá ¹â€¡kÄ ), which means â€Å"money†.[4] Thus, the rupee is called à ¦Å¸Ã  ¦â€¢Ã  ¦ ¾ (á ¹ ­Ãƒ ´kÄ ) in Assamese, à ¦Å¸Ã  ¦ ¾Ã  ¦â€¢Ã  ¦ ¾ (á ¹ ­Ã„ kÄ ) in Bengali and à ¬Å¸Ã  ¬â„¢Ã  ­ Ã  ¬â€¢Ã  ¬ ¾ (á ¹ ­aá ¹â€¡kÄ ) in Oriya. The amount (and the word â€Å"rupee†) is, accordingly, written on the front of Indian banknotes in English and Hindi, whilst on the back the name is listed, in English alphabetical order,[5] in 15 other Indian languages[6] ————————————————- Design[edit source | editbeta] The new sign (â‚ ¹) is a combination of the Devanagari letter â€Å"à ¤ °Ã¢â‚¬  (ra) and the Latin capital letter â€Å"R† without its vertical bar (similar to the R rotunda). The parallel lines at the top (with white space between them) are said to make an allusion to the tricolour Indian flag.[7] and also depict an equality sign that symbolises the nation’s desire to reduce economic disparity. It was designed at theNational Institute of Design ————————————————- Numeral system[edit source | editbeta] Main article: Indian numbering system The Indian numeral system is based on the decimal system, with two notable differences from Western systems using long and short scales. The system is ingrained in everyday monetary transactions in the Indian subcontinent. Indian semantic| International semantic| Indian comma placement| International comma placement| 1 lakh| 100 thousand| 1,00,000| 100,000| 10 lakhs| 1 million| 10,00,000| 1,000,000| 1 crore| 10 million| 1,00,00,000| 10,000,000| 10 crores| 100 million| 10,00,00,000| 100,000,000| 1 Arab| 1 billion| 1,00,00,00,000| 1,000,000,000| 10 Arabs| 10 billion| 10,00,00,00,000| 10,000,000,000| 1 kharab| 100 billion| 1,00,00,00,00,000| 100,000,000,000| 10 kharabs| 1 trillion| 10,00,00,00,00,000| 1,000,000,000,000| 1 padam(shankh)| 10 trillion| 1,00,00,00,00,00,000| 10,000,000,000,000| 10 padams(shankhs)| 100 trillion| 10,00,00,00,00,00,000| 100,000,000,000,000| * Note that in practice, use of Arab, kharab, padam is rare. In modern usage, 1 Arab would be 100 crores. For example, the amount â‚ ¹3,25,84,729.25 is read as â€Å"three crore, twenty-five lakh, eighty-four thousand, seven hundred twenty-nine rupees and twenty-five paise†. The use of millions (or billions, trillions, etc.) in the Indian subcontinent is very rare. ————————————————- History[edit source | editbeta] Main article: History of the rupee Indias[edit source | editbeta] Silver punch mark coin of the Maurya empire, known as Rupyarupa, 3rd century BCE. Historically, the rupee (derived from the Sanskrit word raupya), was a silver coin. This had severe consequences in the nineteenth century, when the strongest economies in the world were on the gold standard. The discovery of large quantities of silver in the United States and several European colonies resulted in a decline in the value of silver relative to gold, devaluing India’s standard currency. This event was known as â€Å"the fall of the rupee†. The history of the Indian rupee traces back to Ancient India in circa 6th century BC, ancient India was one of the earliest issuers of coins in the world,[8]along with the Chinese wen and Lydian staters. The Hindi word rÃ… «piya is derived form Sanskrit word rÃ… «pya, which means â€Å"wrought silver, a coin of silver†,[9] in origin an adjective meaning â€Å"shapely†, with a more specific meaning of â€Å"stamped, impressedà ¢â‚¬ , whence â€Å"coin†. It is derived from the noun rÃ… «pa â€Å"shape, likeness, image†. The word rÃ… «pa is being further identified as having sprung from the Dravidian â€Å". Arthashastra, written by Chanakya, prime minister to the first Maurya emperor Chandragupta Maurya(c. 340-290 BCE), mentions silver coins asrupyarupa, other types of coins including gold coins (Suvarnarupa), copper coins ( Tamararupa) and lead coins (Sisarupa) are also mentioned. Rupa means form or shape, example, Rupyarupa, Rupya – wrought silver, rupa – form.[10] During his five-year rule from 1540 to 1545, he set up a new civic and military administration, Afghan king Sher Shah Suri issued a coin of silver, weighing 178 grains, which was termed theRupiya.[9][11] The silver coin remained in use during the Mughal period, Maratha era as well as in British India.[12] Among the earliest issues of paper rupees include; the Bank of Hindustan (1770–1832), the General Bank of Bengal and Bihar (1773–75, established by Warren Hastings), and the Bengal Bank (1784–91). Rupiya issued by Sher Shah Suri, 1540–1545 CE India was unaffected by the imperial order-in-council of 1825, which attempted to introduce British sterling coinage to the British colonies. British India, at that time, was controlled by the British East  India Company. The silver rupee continued as the currency of India through the British Raj and beyond. In 1835, British India adopted a mono-metallic silver standard based on the rupee; this decision was influenced by a letter written by Lord Liverpool in 1805 extolling the virtues of mono-metallism. Following the Indian Mutiny in 1857, the British government took direct control of British India. Since 1851, gold sovereigns were produced en masse at the Royal Mint in Sydney, New South Wales. In an 1864 attempt to make the British gold sovereign the â€Å"imperial coin†, the treasuries in Bombay andCalcutta were instructed to receive gold sovereigns; however, these gold sovereigns never left the vaults. As the British government gave up hope of replacing the rupee in India with the pound sterling, it realized for the same reason it could not replace the silver dollar in the Straits Settlements with the Indian rupee (as the British East India Company had desired). Since the silver crisis of 1873, a number of nations adopted the gold standard; however, India remained on the silver standard until it was replaced by a basket of commodities and currencies in the late 20th century.[citation needed] The Indian rupee replaced the Danish Indian rupee in 1845, the French Indian rupee in 1954 and the Portuguese Indian escudo in 1961. Following the independence of British India in 1947 and theaccession of the princely states to the new Union, the Indian rupee replaced all the currencies of the previously autonomous states (although the Hyderabadi rupee was not demonetised until 1959).[13] Some of the states had issued rupees equal to those issued by the British (such as the Travancore rupee). Other currencies (including the Hyderabadi rupee and the Kutch kori) had different values. One-rupee banknote Obverse of a one-rupee note issued by the Government of India. The values of the subdivisions of the rupee during British rule (and in the first decade of independence) were: * 1 rupee = 16 anna (later 100 naye paise) * 1 artharupee = 8 anna, or 1/2 rupee (later 50 naye paise) * 1 pavala = 4 anna, or 1/4 rupee (later 25 naye paise) * 1 beda = 2 anna, or 1/8 rupee (later equivalent to 12.5 naye paise) * 1 anna = 1/16 rupee (later equivalent to 6.25 naye paise) * 1 paraka = 1/2 anna (later equivalent to 3.125 naye paise) * 1 kani (pice) = 1/4 anna (later equivalent to 1.5625 naye paise) * 1 damidi (pie) = 1/12 anna (later equivalent to 0.520833 naye paise) In 1957, the rupee was decimalised and divided into 100 naye paise (Hindi for â€Å"new paise†); in 1964, the initial â€Å"naye† was dropped. Many still refer to 25, 50 and 75 paise as 4, 8 and 12 annas respectively, similar to the usage of â€Å"two bits† in American English for a quarter-dollar. Straits Settlements[edit source | editbeta] The Straits Settlements were originally an outlier of the British East India Company. The Spanish dollar had already taken hold in the Settlements by the time the British arrived during the 19th century; however, the East India Company tried to replace it with the rupee. This attempt was resisted by the locals; by 1867 (when the British government took over direct control of the Straits Settlements from the East India Company), attempts to introduce the rupee were finally abandoned. International use[edit source | editbeta] See also: Pakistani rupee With the Partition the Pakistani rupee came into existence, initially using Indian coins and Indian currency notes simply overstamped with â€Å"Pakistan†. Previously the Indian rupee was an official currency of other countries, including Aden, Oman, Dubai, Kuwait, Bahrain, Qatar, the Trucial States, Kenya, Tanganyika, Uganda, the Seychelles and Mauritius. The Indian government introduced the Gulf rupee – also known as the Persian Gulf rupee (XPGR) – as a replacement for the Indian rupee for circulation outside the country with the Reserve Bank of India (Amendment) Act of 1 May 1959. The creation of a separate currency was an attempt to reduce the strain on India’s foreign reserves from gold smuggling. After India devalued the rupee on 6 June 1966, those countries still using it – Oman, Qatar, and the Trucial States (which became the United Arab Emirates in 1971) – replaced the Gulf rupee with their own currencies. Kuwait and Bahrain had already done so in 1961 and 1965, respectively. The Bhutanese ngultrum is pegged at par with the Indian rupee; both currencies are accepted in Bhutan. The Nepalese rupee is pegged at â‚ ¹0.625; the Indian rupee is accepted in  Nepal, except â‚ ¹500 and â‚ ¹1000 banknotes, which are not legal tender in Nepal. Sri Lanka’s rupee is not currently related to that of India; it is pegged to the US dollar.[14] ————————————————- Coins[edit source | editbeta] Main article: Modern Indian coins East India Company, 1835[edit source | editbeta] The three Presidencies established by the British East India Company (Bengal, Bombay and Madras) each issued their own coinages until 1835. All three issued rupees and fractions thereof down to 1⠁„8- and 1⠁„16-rupee in silver. Madras also issued two-rupee coins. Copper denominations were more varied. Bengal issued one-pie, 1⠁„2-, one- and two-paise coins. Bombay issued 1-pie, 1⠁„4-, 1⠁„2-, 1-, 11⠁„2-, 2- and 4-paise coins. In Madras there were copper coins for two and four pies and one, two and four paisa, with the first two denominated as 1⠁„2 and one dub (or 1⠁„96 and 1⠁„48) rupee. Madras also issued the Madras fanam until 1815. All three Presidencies issued gold mohurs and fractions of mohurs including 1⠁„16, 1⠁„2, 1⠁„4 in Bengal, 1⠁„15 (a gold rupee) and 1⠁„3 (pancia) in Bombay and 1⠁„4, 1⠁„3 and 1⠁„2 in Madras. In 1835, a single coinage for the EIC was introduced. It consisted of copper 1⠁„ 12, 1⠁„4 and 1⠁„2 anna, silver 1⠁„4, 1⠁„3 and 1 rupee and gold 1 and 2 mohurs. In 1841, silver 2 annas were added, followed by copper 1⠁„2 pice in 1853. The coinage of the EIC continued to be issued until 1862, even after the Company had been taken over by the Crown. Regal issues, 1862–1947[edit source | editbeta] Regal issue minted during the reign ofKing/Emperor George V. In 1862, coins were introduced (known as â€Å"regal issues†) which bore the portrait of Queen Victoria and the designation â€Å"India†. Their denominations were1⠁„12 anna, 1⠁„2 pice, 1⠁„4 and 1⠁„2 anna (all in copper), 2 annas, 1⠁„4, 1⠁„2 and one rupee (silver), and five and ten rupees and one mohur (gold). The gold denominations ceased production in 1891, and no 1⠁„2-anna coins were issued after 1877. In 1906, bronze replaced copper for the lowest three denominations; in 1907, a cupro-nickel one-anna coin was introduced. In 1918–1919 cupro-nickel two-, four- and eight-annas were  introduced, although the four- and eight-annas coins were only issued until 1921 and did not replace their silver equivalents. In 1918, the Bombay mint also struck gold sovereigns and 15-rupee coins identical in size to the sovereigns as an emergency measure during to the First World War. In the early 1940s, several changes were implemented. The 1⠁„12 anna and 1⠁„2 pice ceased production, the 1⠁„4 anna was changed to a bronze, holed coin, cupro-nickel and nickel-brass 1⠁„2-anna coins were introduced, nickel-brass was used to produce some one- and two-annas coins, and the silver composition was reduced from 91.7 to 50 percent. The last of the regal issues were cupro-nickel 1⠁„4-, 1⠁„2- and one-rupee pieces minted in 1946 and 1947, bearing the image of George VI, King and Emperor on the obverse and an Indian tiger on the reverse.. Independent predecimal issues, 1950–1957[edit source | editbeta] Indian one pice, minted in 1950 India’s first coins after independence were issued in 1950 in 1 pice, 1⠁„2, one and two annas, 1⠁„4, 1⠁„2 and one-rupee denominations. The sizes and composition were the same as the final regal issues, except for the one-pice (which was bronze, but not holed). Independent decimal issues, 1957–[edit source | editbeta] In 1964, India introduced aluminium coins for denominations up to 20p. The first decimal-coin issues in India consisted of 1, 2, 5, 10, 25 and 50 naye paise, and 1 rupee. The 1 naya paisa was bronze; the 2, 5 & 10 naye paise were cupro-nickel, and the 25 naye paise (nicknamed chavanni; 25 naye paise equals 4 annas), 50 naye paise (also called athanni; 50 naye paise equaled 8 old annas) and 1-rupee coins were nickel. In 1964, the word naya(e) was removed from all coins. Between 1964 and 1967, aluminum one-, two-, three-, five- and ten-paise coins were introduced. In 1968 nickel-brass 20-paise coins were introduced, and replaced by aluminum coins in 1982. Between 1972 and 1975, cupro-nickel replaced nickel in the 25- and 50-paise and the 1-rupee coins; in 1982, cupro-nickel two-rupee coins were introduced. In 1988 stainless steel 10-, 25- and 50-paise coins were introduced, followed by 1- and 5-rupee coins in 1992. Five-rupee coins, made frombrass, are being minted by the Reserve Bank of India (RBI). Between 2005  and 2008 new, lighter fifty-paise, one-, two- and five-rupee coins were introduced, made from ferritic stainless steel. The move was prompted by the melting-down of older coins, whose face value was less than their scrap value. The demonetization of the 25-(chavanni)paise coin and all paise coins below it took place, and a new series of coins (50 paise – nicknamed athanni – one, two, five and ten rupees, with the new rupee symbol) were put into circulation in 2011. Coins commonly in circulation are one, two, five and ten rupees.[15][16] Although it is still legal tender, the 50-paise (athanni) coin is rarely seen in circulation.[17] Circulating Coins [15][18]| Value| Technical parameters| Description| Year of| | Diameter| Mass| Composition| Shape| Obverse| Reverse| First minting| Last minting| 50 paise| 19 mm| 3.79 g| Ferritic stainless steel| Circular| Emblem of India| Value, the word â€Å"PAISE† in English and Hindi, floral motif and year of minting| 2011| | 50 paise| 22 mm| 3.79 g| Ferritic stainless steel| Circular| Emblem of India| Value, hand in a fist| 2008| | â‚ ¹1| 25 mm| 4.85 g| Ferritic stainless steel| Circular| Emblem of India, value| Value, two stalks of wheat| 1992| | â‚ ¹1| 25 mm| 4.85 g| Ferritic stainless steel| Circular| Emblem of India| Value, hand showing thumb (an expression in the Bharata Natyam Dance)| 2007| | â‚ ¹1| 22 mm| 3.79 g| Ferritic stainless steel| Circular| Emblem of India| Value, new rupee sign, floral motif and year of minting| 2011| | â‚ ¹2| 26 mm| 6 g| Cupro-Nickel| Eleven Sided| Emblem of India, Value| National integration| 1982| | â‚ ¹2| 27 mm| 5.62 g| Ferritic stainless steel| Circular| Emblem of India, year of minting| Value, hand showing two fingers (Hasta Mudra – hand gesture from the dance Bharata Natyam)| 2007| | â‚ ¹2| 25 mm| 4.85 g| Ferritic stainless steel| Circular| Emblem of India| Value, new rupee sign, floral motif and year of minting| 2011| | â‚ ¹5| 23 mm| 9 g| Cupro-Nickel| Circular| Emblem of India| Value| 1992| | â‚ ¹5| 23 mm| 6 g| Ferritic stainless steel| Circular| Emblem of India| Value, wavy lines| 2007| | â‚ ¹5| 23 mm| 6 g| Brass| Circular| Emblem of India| Value, wavy lines| 2009| | â‚ ¹5| 23 mm| 6 g| Nickel- Brass| Circular| Emblem of India| Value, new rupee sign, floral motif and year of minting| 2011| | â‚ ¹10|  27 mm| 5.62 g| Bimetallic| Circular| Emblem of India with value| Value, wavy lines| 2006| | â‚ ¹10| 27 mm| 5.62 g| Bimetallic| Circular| Emblem of India and year of minting| Value with outward radiating pattern, new rupee sign| 2011| | The coins are minted at the four locations of the India Government Mint. The â‚ ¹1, â‚ ¹2, and â‚ ¹ 5 coins have been minted since independence. Coins minted with the â€Å"hand picture† were minted from 2005 onwards. Special coins[edit source | editbeta] After independence, the Government of India mint, minted coins imprinted with Indian statesmen, historical and religious figures. In year 2010 for the first time ever â‚ ¹75, â‚ ¹150 and â‚ ¹1000 coins were minted in India to commemorate Reserve Bank of India’s Platinum jubilee, 150th birth anniversary of Rabindra Nath Tagore and 1000 years of Brihadeeswarar Temple, respectively. ————————————————- Banknotes[edit source | editbeta] The design of banknotes is approved by the central government, on the recommendation of the central board of the Reserve Bank of India.[1] Currency notes are printed at the Currency Note Press in Nashik, the Bank Note Press in Dewas, the Bharatiya Note Mudra Nigam (P) presses at Salboni and Mysore and at the Watermark Paper Manufacturing Mill in Hoshangabad. The current series of banknotes (which began in 1996) is known as the Mahatma Gandhi series. Banknotes are issued in the denominations of â‚ ¹5, â‚ ¹10, â‚ ¹20, â‚ ¹50, â‚ ¹100, â‚ ¹500 and â‚ ¹1000. The printing of â‚ ¹5 notes (which had stopped earlier) resumed in 2009. ATMs usually distribute â‚ ¹100, â‚ ¹500 and â‚ ¹1,000 notes. The zero rupee note is not an official government issue, but a symbol of protest; it is printed (and distributed) by an NGO in India. British India[edit source | editbeta] British Indian ten rupee note British Indian one rupee note In 1861, the government of India introduced its first paper money: â‚ ¹10 notes in 1864, â‚ ¹5 notes in 1872, â‚ ¹10,000 notes in 1899, â‚ ¹100 notes in 1900, 50-rupee notes in 1905, 500-rupee notes in 1907 and 1000-rupee notes in  1909. In 1917, 1- and 21⠁„2-rupee notes were introduced. The Reserve Bank of India began banknote production in 1938, issuing â‚ ¹2, â‚ ¹5, â‚ ¹10, â‚ ¹50, â‚ ¹100, â‚ ¹1,000 and â‚ ¹10,000 notes while the government continued issuing â‚ ¹1 notes. Independent issues since 1949[edit source | editbeta] After independence, new designs were introduced to replace the portrait of the king. The government continued issuing the â‚ ¹1note, while the Reserve Bank issued other denominations (including the â‚ ¹5,000 and â‚ ¹10,000 notes introduced in 1949). During the 1970s, â‚ ¹20 and â‚ ¹50 notes were introduced; denominations higher than â‚ ¹100 were demonetised in 1978. In 1987 the 500-rupee note was introduced, followed by the â‚ ¹1,000 note in 2000. â‚ ¹1 and â‚ ¹2 notes were discontinued in 1995. In September 2009, the Reserve Bank of India decided to introduce polymer banknotes on a trial basis. Initially, 100 crore (1 billion) pieces of polymer â‚ ¹10 notes will be introduced.[19] According to Reserve Bank officials, the polymer notes will have an average lifespan of five years (four times that of paper banknotes) and will be difficult to counterfeit; they will also be cleaner than paper notes. Current banknotes[edit source | editbeta] Main article: Mahatma Gandhi Series (banknotes) Mahatma Gandhi series â‚ ¹1000 banknote with the portrait of Mahatma Gandhi The Mahatma Gandhi series of banknotes are issued by the Reserve Bank of India as legal tender. The series is so named because the obverse of each note features a portrait of Mahatma Gandhi. Since its introduction in 1996, this series has replaced all issued banknotes. The RBI introduced the series in 1996 with â‚ ¹10 and â‚ ¹500 banknotes. At present, the RBI issues banknotes in denominations from â‚ ¹5 to â‚ ¹1,000. The printing of â‚ ¹5 notes (which had stopped earlier) resumed in 2009. As of January 2012, the new ‘â‚ ¹Ã¢â‚¬â„¢ sign has been incorporated into banknotes in denominations of â‚ ¹10, â‚ ¹20, â‚ ¹50, â‚ ¹100, â‚ ¹500 and â‚ ¹1,000.[20][21][22][23] ————————————————- Languages[edit source | editbeta] Each banknote has its amount written in 17 languages. On the obverse, the denomination is written in English and Hindi. On the reverse is a language  panel which displays the denomination of the note in 15 of the 22 official languages of India. The languages are displayed in alphabetical order. Languages included on the panel are Assamese, Bengali, Gujarati, Kannada, Kashmiri, Konkani, Malayalam, Marathi, Nepali, Oriya, Punjabi, Sanskrit,Tamil, Telugu and Urdu. Denominations in various languages| Language| â‚ ¹1| â‚ ¹2| â‚ ¹5| â‚ ¹10| â‚ ¹20| â‚ ¹50| â‚ ¹100| â‚ ¹500| â‚ ¹1000| English| One rupee| Two rupees| Five rupees| Ten rupees| Twenty rupees| Fifty rupees| Hundred rupees| Five hundred rupees| One thousand rupees| Assamese| à ¦ Ã  ¦â€¢ à ¦Å¸Ã  ¦â€¢Ã  ¦ ¾| à ¦ ¦Ã  § Ã  ¦â€¡ à ¦Å¸Ã  ¦â€¢Ã  ¦ ¾| à ¦ ªÃ  ¦ ¾Ã  ¦ Ã  ¦Å¡ à ¦Å¸Ã  ¦â€¢Ã  ¦ ¾| à ¦ ¦Ã  ¦ ¹ à ¦Å¸Ã  ¦â€¢Ã  ¦ ¾| à ¦ ¬Ã  ¦ ¿Ã  ¦â€º à ¦Å¸Ã  ¦â€¢Ã  ¦ ¾| à ¦ ªÃ  ¦Å¾Ã  § Ã  ¦Å¡Ã  ¦ ¾Ã  ¦ ¶ à ¦Å¸Ã  ¦â€¢Ã  ¦ ¾| à ¦ Ã  ¦ ¶ à ¦Å¸Ã  ¦â€¢Ã  ¦ ¾| à ¦ ªÃ  ¦ ¾Ã  ¦ Ã  ¦Å¡Ã  ¦ ¶ à ¦Å¸Ã  ¦â€¢Ã  ¦ ¾| à ¦ Ã  ¦â€¢ à ¦ ¹Ã  ¦ ¾Ã  ¦Å"à ¦ ¾Ã  § ° à ¦Å¸Ã  ¦â€¢Ã  ¦ ¾| Bengali| à ¦ Ã  ¦â€¢ à ¦Å¸Ã  ¦ ¾Ã  ¦â€¢Ã  ¦ ¾| à ¦ ¦Ã  § Ã  ¦â€¡ à ¦Å¸Ã  ¦ ¾Ã  ¦â€¢Ã  ¦ ¾| à ¦ ªÃ  ¦ ¾Ã  ¦ Ã  ¦Å¡ à ¦Å¸Ã  ¦ ¾Ã  ¦â€¢Ã  ¦ ¾| à ¦ ¦Ã  ¦ ¶ à ¦Å¸Ã  ¦ ¾Ã  ¦â€¢Ã  ¦ ¾| à ¦â€¢Ã  § Ã  ¦ ¡Ã  ¦ ¼Ã  ¦ ¿ à ¦Å¸Ã  ¦ ¾Ã  ¦â€¢Ã  ¦ ¾| à ¦ ªÃ  ¦Å¾Ã  § Ã  ¦Å¡Ã  ¦ ¾Ã  ¦ ¶ à ¦Å¸Ã  ¦ ¾Ã  ¦â€¢Ã  ¦ ¾| à ¦ ¶Ã  ¦ ¤ à ¦Å¸Ã  ¦ ¾Ã  ¦â€¢Ã  ¦ ¾| à ¦ ªÃ  ¦ ¾Ã  ¦ Ã  ¦Å¡Ã  ¦ ¶Ã  ¦ ¤ à ¦Å¸Ã  ¦ ¾Ã  ¦â€¢Ã  ¦ ¾| à ¦ Ã  ¦â€¢ à ¦ ¹Ã  ¦ ¾Ã  ¦Å"à ¦ ¾Ã  ¦ ° à ¦Å¸Ã  ¦ ¾Ã  ¦â€¢Ã  ¦ ¾| Gujarati| à ª Ã  ªâ€¢ à ª °Ã  «â€šÃ  ª ªÃ  ª ¿Ã  ª ¯Ã  «â€¹| à ª ¬Ã  «â€¡ à ª °Ã  «â€šÃ  ª ªÃ  ª ¿Ã  ª ¯Ã  ª ¾| à ª ªÃ  ª ¾Ã  ªâ€šÃ  ªÅ¡ à ª °Ã  «â€šÃ  ª ªÃ  ª ¿Ã  ª ¯Ã  ª ¾| à ª ¦Ã  ª ¸ à ª °Ã  «â€šÃ  ª ªÃ  ª ¿Ã  ª ¯Ã  ª ¾| à ª µÃ  «â‚¬Ã  ª ¸ à ª °Ã  «â€šÃ  ª ªÃ  ª ¿Ã  ª ¯Ã  ª ¾| à ª ªÃ  ªÅ¡Ã  ª ¾Ã  ª ¸ à ª °Ã  «â€šÃ  ª ªÃ  ª ¿Ã  ª ¯Ã  ª ¾| à ª ¸Ã  «â€¹ à ª °Ã  «â€šÃ  ª ªÃ  ª ¿Ã  ª ¯Ã  ª ¾| à ª ªÃ  ª ¾Ã  ªâ€šÃ  ªÅ¡ à ª ¸Ã  «â€¹ à ª °Ã  «â€šÃ  ª ªÃ  ª ¿Ã  ª ¯Ã  ª ¾| à ª Ã  ªâ€¢ à ª ¹Ã  ªÅ"à ª ¾Ã  ª ° à ª °Ã  «â€šÃ  ª ªÃ  ª ¿Ã  ª ¯Ã  ª ¾| Hindi| à ¤ Ã  ¤â€¢ à ¤ °Ã  ¥ Ã  ¤ ªÃ  ¤ ¯Ã  ¤ ¾| à ¤ ¦Ã  ¥â€¹ à ¤ °Ã  ¥ Ã  ¤ ªÃ  ¤ ¯Ã  ¥â€¡| à ¤ ªÃ  ¤ ¾Ã  ¤ Ã  ¤Å¡ à ¤ °Ã  ¥ Ã  ¤ ªÃ  ¤ ¯Ã  ¥â€¡| à ¤ ¦Ã  ¤ ¸ à ¤ °Ã  ¥ Ã  ¤ ªÃ  ¤ ¯Ã  ¥â€¡| à ¤ ¬Ã  ¥â‚¬Ã  ¤ ¸ à ¤ °Ã  ¥ Ã  ¤ ªÃ  ¤ ¯Ã  ¥â€¡| à ¤ ªÃ  ¤Å¡ à ¤ ¾Ã  ¤ ¸ à ¤ °Ã  ¥ Ã  ¤ ªÃ  ¤ ¯Ã  ¥â€¡| à ¤ Ã  ¤â€¢ à ¤ ¸Ã  ¥Å' à ¤ °Ã  ¥ Ã  ¤ ªÃ  ¤ ¯Ã  ¥â€¡| à ¤ ªÃ  ¤ ¾Ã  ¤â€šÃ  ¤Å¡ à ¤ ¸Ã  ¥Å' à ¤ °Ã  ¥ Ã  ¤ ªÃ  ¤ ¯Ã  ¥â€¡| à ¤ Ã  ¤â€¢ à ¤ ¹Ã  ¤Å"à ¤ ¼Ã  ¤ ¾Ã  ¤ ° à ¤ °Ã  ¥ Ã  ¤ ªÃ  ¤ ¯Ã  ¥â€¡| Nepali| à ¤ Ã  ¤â€¢ à ¤ °Ã  ¥ Ã  ¤ ªÃ  ¤ ¿Ã  ¤ ¯Ã  ¤ ¾Ã  ¤ | à ¤ ¦Ã  ¥ Ã  ¤Ë† à ¤ °Ã  ¥ Ã  ¤ ªÃ  ¤ ¿Ã  ¤ ¯Ã  ¤ ¾Ã  ¤ | à ¤ ªÃ  ¤ ¾Ã  ¤ Ã  ¤Å¡ à ¤ °Ã  ¥ Ã  ¤ ªÃ  ¤ ¿Ã  ¤ ¯Ã  ¤ ¾Ã  ¤ | à ¤ ¦Ã  ¤ ¶ à ¤ °Ã  ¥ Ã  ¤ ªÃ  ¤ ¿Ã  ¤ ¯Ã  ¤ ¾Ã  ¤ | à ¤ ¬Ã  ¥â‚¬Ã  ¤ ¸ à ¤ °Ã  ¥ Ã  ¤ ªÃ  ¤ ¿Ã  ¤ ¯Ã  ¤ ¾Ã  ¤ | à ¤ ªÃ  ¤Å¡Ã  ¤ ¾Ã  ¤ ¸ à ¤ °Ã  ¥ Ã  ¤ ªÃ  ¤ ¿Ã  ¤ ¯Ã  ¤ ¾Ã  ¤ | à ¤ Ã  ¤â€¢ à ¤ ¸Ã  ¤ ¯ à ¤ °Ã  ¥ Ã  ¤ ªÃ  ¤ ¿Ã  ¤ ¯Ã  ¤ ¾Ã  ¤ | à ¤ ªÃ  ¤ ¾Ã  ¤ Ã  ¤Å¡ à ¤ ¸Ã  ¤ ¯ à ¤ °Ã  ¥ Ã  ¤ ªÃ  ¤ ¿Ã  ¤ ¯Ã  ¤ ¾Ã  ¤ | à ¤ Ã  ¤â€¢ à ¤ ¹Ã  ¤Å"à ¤ ¼Ã  ¤ ¾Ã  ¤ ° à ¤ °Ã  ¥ Ã  ¤ ªÃ  ¤ ¿Ã  ¤ ¯Ã  ¤ ¾Ã  ¤ | Kannada| à ²â€™Ã  ²â€šÃ  ² ¦Ã  ³  à ² °Ã  ³ Ã  ² ªÃ  ² ¾Ã  ² ¯Ã  ² ¿| à ²Å½Ã  ² °Ã  ² ¡Ã  ³  à ² °Ã  ³â€ šÃ  ² ªÃ  ² ¾Ã  ² ¯Ã  ² ¿Ã  ²â€"à ² ³Ã  ³ | à ² Ã  ² ¦Ã  ³  à ² °Ã  ³â€šÃ  ² ªÃ  ² ¾Ã  ² ¯Ã  ² ¿Ã  ²â€"à ² ³Ã  ³ | à ² ¹Ã  ² ¤Ã  ³ Ã  ² ¤Ã  ³  à ² °Ã  ³â€šÃ  ² ªÃ  ² ¾Ã  ² ¯Ã  ² ¿Ã  ²â€"à ² ³Ã  ³ | à ²â€¡Ã  ² ªÃ  ³ Ã  ² ªÃ  ² ¤Ã  ³ Ã  ² ¤Ã  ³  à ² °Ã  ³â€šÃ  ² ªÃ  ² ¾Ã  ² ¯Ã  ² ¿Ã  ²â€"à ² ³Ã  ³ | à ² Ã  ² µÃ  ² ¤Ã  ³ Ã  ² ¤Ã  ³  à ² °Ã  ³â€šÃ  ² ªÃ  ² ¾Ã  ² ¯Ã  ² ¿Ã  ²â€"à ² ³Ã  ³ | à ² ¨Ã  ³â€šÃ  ² °Ã  ³  à ² °Ã  ³â€šÃ  ² ªÃ  ² ¾Ã  ² ¯Ã  ² ¿Ã  ²â€"à ² ³Ã  ³ | à ² Ã  ² ¨Ã  ³â€šÃ  ² °Ã  ³  à ² °Ã  ³â€šÃ  ² ªÃ  ² ¾Ã  ² ¯Ã  ² ¿Ã  ²â€"à ² ³Ã  ³ | à ²â€™Ã  ²â€šÃ  ² ¦Ã  ³  à ² ¸Ã  ² ¾Ã  ² µÃ  ² ¿Ã  ² ° à ² °Ã  ³â€šÃ  ² ªÃ  ² ¾Ã  ² ¯Ã  ² ¿Ã  ²â€"à ² ³Ã  ³ | Konkani| à ¤ Ã  ¤â€¢ à ¤ °Ã  ¥ Ã  ¤ ªÃ  ¤ ¯Ã  ¤ ¾| à ¤ ¦Ã  ¥â€¹Ã  ¤ ¨ à ¤ °Ã  ¥ Ã  ¤ ªÃ  ¤ ¯Ã  ¤ ¾| à ¤ ªÃ  ¤ ¾Ã  ¤â€šÃ  ¤Å¡ à ¤ °Ã  ¥ Ã  ¤ ªÃ  ¤ ¯Ã  ¤ ¾| à ¤ §Ã  ¤ ¾ à ¤ °Ã  ¥ Ã  ¤ ªÃ  ¤ ¯Ã  ¤ ¾| à ¤ µÃ  ¥â‚¬Ã  ¤ ¸ à ¤ °Ã  ¥ Ã  ¤ ªÃ  ¤ ¯Ã  ¤ ¾| à ¤ ªÃ  ¤ ¨Ã  ¥ Ã  ¤ ¨Ã  ¤ ¾ à ¤ ¸ à ¤ °Ã  ¥ Ã  ¤ ªÃ  ¤ ¯Ã  ¤ ¾| à ¤ ¶Ã  ¤â€šÃ  ¤ ­Ã  ¤ ° à ¤ °Ã  ¥ Ã  ¤ ªÃ  ¤ ¯Ã  ¤ ¾| à ¤ ªÃ  ¤ ¾Ã  ¤Å¡Ã  ¤ ¶Ã  ¥â€¡Ã  ¤â€š à ¤ °Ã  ¥ Ã  ¤ ªÃ  ¤ ¯Ã  ¤ ¾| à ¤ Ã  ¤â€¢ à ¤ ¹Ã  ¤Å"à ¤ ¼Ã  ¤ ¾Ã  ¤ ° à ¤ °Ã  ¥ Ã  ¤ ªÃ  ¤ ¯Ã  ¤ ¾| Malayalam| à ´â€™Ã  ´ °Ã  µ  à ´ °Ã  µâ€šÃ  ´ ª| à ´ °Ã  ´ £Ã  µ Ã  ´Å¸Ã  µ  à ´ °Ã  µâ€šÃ  ´ ª| à ´â€¦Ã  ´Å¾Ã  µ Ã  ´Å¡Ã  µ  à ´ °Ã  µâ€šÃ  ´ ª| à ´ ªÃ  ´ ¤Ã  µ Ã  ´ ¤Ã  µ  à ´ °Ã  µâ€šÃ  ´ ª| à ´â€¡Ã  ´ °Ã  µ Ã  ´ ªÃ  ´ ¤Ã  µ  à ´ °Ã  µâ€šÃ  ´ ª| à ´â€¦Ã  µ »Ã  ´ ªÃ  ´ ¤Ã  µ  à ´ °Ã  µâ€šÃ  ´ ª| à ´ ¨Ã  µâ€šÃ  ´ ±Ã  µ  à ´ °Ã  µâ€šÃ  ´ ª| à ´â€¦Ã  ´Å¾Ã  µ Ã  ´Å¾Ã  µâ€šÃ  ´ ±Ã  µ  à ´ °Ã  µâ€šÃ  ´ ª| à ´â€ Ã  ´ ¯Ã  ´ ¿Ã  ´ °Ã  ´â€š à ´ °Ã  µâ€šÃ  ´ ª| Marathi| à ¤ Ã  ¤â€¢ à ¤ °Ã  ¥ Ã  ¤ ªÃ  ¤ ¯Ã  ¤ ¾| à ¤ ¦Ã  ¥â€¹Ã  ¤ ¨ à ¤ °Ã  ¥ Ã  ¤ ªÃ  ¤ ¯Ã  ¥â€¡| à ¤ ªÃ  ¤ ¾Ã  ¤Å¡ à ¤ °Ã  ¥ Ã  ¤ ªÃ  ¤ ¯Ã  ¥â€¡| à ¤ ¦Ã  ¤ ¹Ã  ¤ ¾ à ¤ °Ã  ¥ Ã  ¤ ªÃ  ¤ ¯Ã  ¥â€¡| à ¤ µÃ  ¥â‚¬Ã  ¤ ¸ à ¤ °Ã  ¥ Ã  ¤ ªÃ  ¤ ¯Ã  ¥â€¡| à ¤ ªÃ  ¤ ¨Ã  ¥ Ã  ¤ ¨Ã  ¤ ¾Ã  ¤ ¸ à ¤ °Ã  ¥ Ã  ¤ ªÃ  ¤ ¯Ã  ¥â€¡| à ¤ ¶Ã  ¤â€šÃ  ¤ ­Ã  ¤ ° à ¤ °Ã  ¥ Ã  ¤ ªÃ  ¤ ¯Ã  ¥â€¡| à ¤ ªÃ  ¤ ¾Ã  ¤Å¡Ã  ¤ ¶Ã  ¥â€¡ à ¤ °Ã  ¥ Ã  ¤ ªÃ  ¤ ¯Ã  ¥â€¡| à ¤ Ã  ¤â€¢ à ¤ ¹Ã  ¤Å"à ¤ ¾Ã  ¤ ° à ¤ °Ã  ¥ Ã  ¤ ªÃ  ¤ ¯Ã  ¥â€¡| Sanskrit| à ¤ Ã  ¤â€¢Ã  ¤ °Ã  ¥â€šÃ  ¤ ªÃ  ¥ Ã  ¤ ¯Ã  ¤â€¢Ã  ¤ ®Ã  ¥ | à ¤ ¦Ã  ¥ Ã  ¤ µÃ  ¥â€¡ à ¤ °Ã  ¥â€šÃ  ¤ ªÃ  ¥ Ã  ¤ ¯Ã  ¤â€¢Ã  ¥â€¡| à ¤ ªÃ  ¤Å¾Ã  ¥ Ã  ¤Å¡Ã  ¤ °Ã  ¥â€šÃ  ¤ ªÃ  ¥ Ã  ¤ ¯Ã  ¤â€¢Ã  ¤ ¾Ã  ¤ £Ã  ¤ ¿| à ¤ ¦Ã  ¤ ¶Ã  ¤ °Ã  ¥â€šÃ  ¤ ªÃ  ¥ Ã  ¤ ¯Ã  ¤â€¢Ã  ¤ ¾Ã  ¤ £Ã  ¤ ¿| à ¤ µÃ  ¤ ¿Ã  ¤â€šÃ  ¤ ¶Ã  ¤ ¤Ã  ¥â‚¬ à ¤ °Ã  ¥â€šÃ  ¤ ªÃ  ¥ Ã  ¤ ¯Ã  ¤â€¢Ã  ¤ ¾Ã  ¤ £Ã  ¤ ¿| à ¤ ªÃ  ¤Å¾Ã  ¥ Ã  ¤Å¡Ã  ¤ ¾Ã  ¤ ¶Ã  ¤ ¤Ã  ¥  à ¤ °Ã  ¥â€šÃ  ¤ ªÃ  ¥ Ã  ¤ ¯Ã  ¤â€¢Ã  ¤ ¾Ã  ¤ £Ã  ¤ ¿| à ¤ ¶Ã  ¤ ¤Ã  ¤â€š à ¤ °Ã  ¥â€šÃ  ¤ ªÃ  ¥ Ã  ¤ ¯Ã  ¤â€¢Ã  ¤ ¾Ã  ¤ £Ã  ¤ ¿| à ¤ ªÃ  ¤Å¾Ã  ¥ Ã  ¤Å¡Ã  ¤ ¶Ã  ¤ ¤Ã  ¤â€š à ¤ °Ã  ¥â€šÃ  ¤ ªÃ  ¥ Ã  ¤ ¯Ã  ¤â€¢Ã  ¤ ¾Ã  ¤ £Ã  ¤ ¿| à ¤ ¸Ã  ¤ ¹Ã  ¤ ¸Ã  ¥ Ã  ¤ °Ã  ¤â€š à ¤ °Ã  ¥â€šÃ  ¤ ªÃ  ¥ Ã  ¤ ¯Ã  ¤â€¢Ã  ¤ ¾Ã  ¤ £Ã  ¤ ¿| Kashmiri| | | | | | | | | -| Tamil| à ®â€™Ã  ® °Ã  ¯  à ® °Ã  ¯â€šÃ  ® ªÃ  ® ¾Ã  ® ¯Ã  ¯ | à ®â€¡Ã  ® °Ã  ® £Ã  ¯ Ã  ®Å¸Ã  ¯  à ® °Ã  ¯â€šÃ  ® ªÃ  ® ¾Ã  ® ¯Ã  ¯ | à ® Ã  ® ¨Ã  ¯ Ã  ® ¤Ã  ¯  à ® °Ã  ¯â€šÃ  ® ªÃ  ® ¾Ã  ® ¯Ã  ¯ | à ® ªÃ  ® ¤Ã  ¯ Ã  ® ¤Ã  ¯  à ® °Ã  ¯â€šÃ  ® ªÃ  ® ¾Ã  ® ¯Ã  ¯ | à ®â€¡Ã  ® °Ã  ¯ Ã  ® ªÃ  ® ¤Ã  ¯  à ® °Ã  ¯â€šÃ  ® ªÃ  ® ¾Ã  ® ¯Ã  ¯ | à ® Ã  ® ®Ã  ¯ Ã  ® ªÃ  ® ¤Ã  ¯  à ® °Ã  ¯â€šÃ  ® ªÃ  ® ¾Ã  ® ¯Ã  ¯ | à ® ¨Ã  ¯â€šÃ  ® ±Ã  ¯  à ® °Ã  ¯â€šÃ  ® ªÃ  ® ¾Ã  ® ¯Ã  ¯ | à ® Ã  ® ¨Ã  ¯ Ã  ® ¨Ã  ¯â€šÃ  ® ±Ã  ¯  à ® °Ã  ¯â€šÃ  ® ªÃ  ® ¾Ã  ® ¯Ã  ¯ | à ®â€ Ã  ® ¯Ã  ® ¿Ã  ® °Ã  ® ®Ã  ¯  à ® °Ã  ¯â€šÃ  ® ªÃ  ® ¾Ã  ® ¯Ã  ¯ | Telugu| à °â€™Ã  °â€¢ à ° °Ã  ±â€šÃ  ° ªÃ  ° ¾Ã  ° ¯Ã  ° ¿| à ° °Ã  ±â€ Ã  °â€šÃ  ° ¡Ã  ±  à ° °Ã  ±â€šÃ  ° ªÃ  ° ¾Ã  ° ¯Ã  ° ²Ã  ± | à ° Ã  ° ¦Ã  ±  à ° °Ã  ±â€šÃ  ° ªÃ  ° ¾Ã  ° ¯Ã  ° ²Ã  ± | à ° ªÃ  ° ¦Ã  ° ¿ à ° °Ã  ±â€šÃ  ° ªÃ  ° ¾Ã  ° ¯Ã  ° ²Ã  ± | à °â€¡Ã  ° °Ã  ° µÃ  ±Ë† à ° °Ã  ±â€šÃ  ° ªÃ  ° ¾Ã  ° ¯Ã  ° ²Ã  ±  | à ° ¯Ã  ° ¾Ã  ° ­Ã  ±Ë† à ° °Ã  ±â€šÃ  ° ªÃ  ° ¾Ã  ° ¯Ã  ° ²Ã  ± | à ° ¨Ã  ±â€šÃ  ° °Ã  ±  à ° °Ã  ±â€šÃ  ° ªÃ  ° ¾Ã  ° ¯Ã  ° ²Ã  ± | à ° Ã  ° ¦Ã  ± Ã  ° µÃ  °â€šÃ  ° ¦Ã  ° ² à ° °Ã  ±â€šÃ  ° ªÃ  ° ¾Ã  ° ¯Ã  ° ²Ã  ± | à ° µÃ  ±â€ Ã  ° ¯Ã  ± Ã  ° ¯Ã  ° ¿ à ° °Ã  ±â€šÃ  ° ªÃ  ° ¾Ã  ° ¯Ã  ° ²Ã  ± | Punjabi| à ¨â€¡Ã  ¨â€¢ à ¨ °Ã  © Ã  ¨ ªÃ  ¨ | à ¨ ¦Ã  ©â€¹ à ¨ °Ã  © Ã  ¨ ªÃ  ¨ | à ¨ ªÃ  © °Ã  ¨Å" à ¨ °Ã  © Ã  ¨ ªÃ  ¨ | à ¨ ¦Ã  ¨ ¸ à ¨ °Ã  © Ã  ¨ ªÃ  ¨ | à ¨ µÃ  ©â‚¬Ã  ¨ ¹ à ¨ °Ã  © Ã  ¨ ªÃ  ¨ | à ¨ ªÃ  © °Ã  ¨Å"à ¨ ¾Ã  ¨ ¹ à ¨ °Ã  © Ã  ¨ ªÃ  ¨ | à ¨â€¡Ã  ¨â€¢ à ¨ ¸Ã  ©â€¹ à ¨ °Ã  © Ã  ¨ ªÃ  ¨ | à ¨ ªÃ  © °Ã  ¨Å" à ¨ ¸Ã  ©â€¹ à ¨ °Ã  © Ã  ¨ ªÃ  ¨ | à ¨â€¡Ã  ¨â€¢ à ¨ ¹Ã  ¨Å"à ¨ ¾Ã  ¨ ° à ¨ °Ã  © Ã  ¨ ªÃ  ¨ | Urdu| Ø §Ã›Å'Ú © Ø ±Ã™Ë†Ã™ ¾Ã›Å'Û | Ø ¯Ã™Ë† Ø ±Ã™Ë†Ã™ ¾Ã›â€™| Ù ¾Ã˜ §Ã™â€ Ãšâ€  Ø ±Ã™Ë†Ã™ ¾Ã›â€™| Ø ¯Ã˜ ³ Ø ±Ã™Ë†Ã™ ¾Ã›â€™| Ø ¨Ã›Å'Ø ³ Ø ±Ã™Ë†Ã™ ¾Ã›â€™| Ù ¾Ãšâ€ Ã˜ §Ã˜ ³ Ø ±Ã™Ë†Ã™ ¾Ã›â€™| Ø §Ã›Å'Ú © Ø ³Ã™Ë† Ø ±Ã™Ë†Ã™ ¾Ã›â€™| Ù ¾Ã˜ §Ã™â€ Ãšâ€  Ø ³Ã™Ë† Ø ±Ã™Ë†Ã™ ¾Ã›â€™| Ø §Ã›Å'Ú © Û Ã˜ ²Ã˜ §Ã˜ ± Ø ±Ã™Ë†Ã™ ¾Ã›â€™| Oriya| à ­ § à ¬Å¸Ã  ¬â„¢Ã  ­ Ã  ¬â€¢Ã  ¬ ¾| à ­ ¨ à ¬Å¸Ã  ¬â„¢Ã  ­ Ã  ¬â€¢Ã  ¬ ¾| à ­ « à ¬Å¸Ã  ¬â„¢Ã  ­ Ã  ¬â€¢Ã  ¬ ¾| à ­ §0 à ¬Å¸Ã  ¬â„¢Ã  ­ Ã  ¬â€¢Ã  ¬ ¾| à ­ ¨Ã  ­ ¦ à ¬Å¸Ã  ¬â„¢Ã  ­ Ã  ¬â€¢Ã  ¬ ¾| à ­ «Ã  ­ ¦ à ¬Å¸Ã  ¬â„¢Ã  ­ Ã  ¬â€¢Ã  ¬ ¾| à ­ §Ã  ­ ¦Ã  ­ ¦ à ¬Å¸Ã  ¬â„¢Ã  ­ Ã  ¬â€¢Ã  ¬ ¾| à ­ «Ã  ­ ¦Ã  ­ ¦ à ¬Å¸Ã  ¬â„¢Ã  ­ Ã  ¬â€¢Ã  ¬ ¾| à ­ §Ã  ­ ¦Ã  ­ ¦Ã  ­ ¦ à ¬Å¸Ã  ¬â„¢Ã  ­ Ã  ¬â€¢Ã  ¬ ¾| ————————————————- Minting[edit source | editbeta] A postcard depicting the Mint. The Government of India has the only right to mint the coins. The responsibility for coinage comes under the Coinage Act, 1906 which is amended from time to time. The designing and minting of coins in various denominations is also the responsibility of the Government of India. Coins are minted at the five India Government Mints at Mumbai, Alipore(Kolkata), Saifabad(Hyderabad), Cherlapally (Hyderabad) and NOIDA (UP).[24] The coins are issued for circulation only through the Reserve Bank in terms of the RBI Act. ————————————————- Security features[edit source | editbeta] The main security features of current banknotes are: * Watermark – White side panel of notes has Mahatma Gandhi watermark. * Security thread – All notes have a silver or green security band with inscriptions (visible when held against light) of Bharat in Hindi and â€Å"RBI† in English. * Latent image – On notes of denominations of â‚ ¹20 and upwards, a vertical band on the right side of the Mahatma Gandhi’s portrait contains a latent image showing the respective denominational value numerally (visible only when the note is held horizontally at eye level). * Microlettering – Numeral denominational value is visible under magnifying glass between security thread and latent image. * Intaglio – On notes with denominations of â‚ ¹5 and upwards the portrait of Mahatma Gandhi, the Reserve Bank seal, guarantee and promise clause, Ashoka Pillar Emblem on the left and the RBI Governor’s signature are printed in intaglio (raised print). * Identification mark – On the left of the watermark window,  different shapes are printed for various denominations â‚ ¹20: vertical rectangle, â‚ ¹50: square, â‚ ¹100: triangle, â‚ ¹500: circle, â‚ ¹1,000: diamond). This also helps the visually impaired to identify the denomination. * Fluorescence – Number panels glow under ultraviolet light. * Optically variable ink – Notes of â‚ ¹500 and â‚ ¹1,000 denominations have their numerals printed in optically variable ink. The number appears green when the note is held flat, but changes to blue when viewed at an angle. * See-through register – Floral designs printed on the front and the back of the note coincide and perfectly overlap each other when viewed against light. * EURion constellation – A pattern of symbols found on the banknote helps software detect the presence of a banknote in a digital image, preventing its reproduction with devices such as colour photocopiers. ——————â€⠀Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Convertibility[edit source | editbeta] Most traded currencies by value Currency distribution of global foreign exchange market turnover[25][26]| Rank| Currency| ISO 4217 code (Symbol)| % daily share (April 2010)| 1|  United States dollar| USD ($)| 84.9%| 2|  Euro| EUR (â‚ ¬)| 39.1%| 3|  Japanese yen| JPY ( ¥)| 19.0%| 4|  Pound sterling| GBP ( £)| 12.9%| 5|  Australian dollar| AUD ($)| 7.6%| 6|  Swiss franc| CHF (Fr)| 6.4%| 7|  Canadian dollar| CAD ($)| 5.3%| 8|  Hong Kong dollar| HKD ($)| 2.4%| 9|  Swedish krona| SEK (kr)| 2.2%| 10|  New Zealand dollar| NZD ($)| 1.6%| 11|  Singapore dollar| SGD ($)| 1.5%| 12|  South Korean won| KRW (â‚ ©)| 1.5%| 13|  Norwegian krone| NOK (kr)| 1.3%| 14|  Mexican peso| MXN ($)| 1.3%| 15|  Indian rupee| INR ()| 0.9%| Other| 12.2%| Total[27]| 200%| Officially, the Indian rupee has a market-determined exchange rate. However, the RBI trades actively in the USD/INR currency market to impact effective exchange rates. Thus, the currency regime in place for the Indian rupee with respect to the US dollaris a de facto controlled exchange rate. This is sometimes called a â€Å"managed float†. Other rates (such as the EUR/INR and INR/JPY) have the volatility typical of floating exchange rates, and often create persistant arbitrage opportunities against the RBI.[28] Unlike China, successive administrations (through RBI, the central bank) have not followed a policy of pegging the INR to a specific foreign currency at a particular exchange rate. RBI intervention in currency markets is solely to ensure low volatility in exchange rates, and not to influence the rate (or direction) of the Indian rupee in relation to other currencies.[29] Also affecting convertibility is a series of customs regulations restricting the import and export of rupees. Legally, foreign nationals are forbidden from importing or exporting rupees; Indian nationals can import and export only up to â‚ ¹7,500 at a time, and the possession of â‚ ¹500 and â‚ ¹1,000 rupee notes in Nepal is prohibited [30][31] RBI also exercises a system of capital controls in addition to intervention (through active trading) in currency markets. On the current account, there are no currency-conversion restrictions hindering buying or selling foreign exchange (although trade barriers exist). On the capital account, foreign institutional investors have convertibility to bring money into and out of the country and buy securities (subject to quantitative restrictions). Lo cal firms are able to take capital out of the country in order to expand globally. However, local households are restricted in their ability to diversify globally. Because of the expansion of the current and capital accounts, India is increasingly moving towards full de facto convertibility. There is some confusion regarding the interchange of the currency with gold, but the system that India follows is that money cannot be exchanged for gold under any circumstances due to gold’s lack of liquidity;[citation needed] therefore, money cannot be changed into gold by the RBI. India follows the same principle as Great Britain and the U.S. Reserve Bank of India clarifies its position regarding the promissory clause printed on each banknote: â€Å"As per Section 26 of  Reserve Bank of India Act, 1934, the Bank is liable to pay the value of banknote. This is payable on demand by RBI, being the issuer. The Bank’s obligation to pay the value of banknote does not arise out of a contract but out of statutory provisions.The promissory clause printed on the banknotes i.e., â€Å"I promise to pay the bearer an amount of X† is a statement which means that the banknote is a legal tender for X amount. The obligation on the part of the Bank is to exchange a banknote for coins of an equivalent amount.† [32] Chronology[edit source | editbeta] * 1991 – India began to lift restrictions on its currency. A number of reforms remove restrictions on current account transactions (including trade, interest payments and remittances and some capital asset-based transactions). Liberalised Exchange Rate Management System (LERMS) (a dual-exchange-rate system) introduced partial convertibility of the rupee in March 1992.[33] * 1997 – A panel (set up to explore capital account convertibility) recommended that India move towards full convertibility by 2000, but the timetable was abandoned in the wake of the 1997–1998East Asian financial crisis. * 2006 – Prime Minister Manmohan Singh asked the Finance Minister and the Reserve Bank of India to prepare a road map for moving towards capital account convertibility.[34] ————————————————- Exchange rates[edit source | editbeta] Historic exchange rates[edit source | editbeta] Graph of exchange rates of Indian rupee (INR) per 1 USD, 1 GBP, 1 EUR, 100 JPY averaged over the month, from September 1998 to May 2013. Data source: Reserve Bank of India reference rate For almost a century since the Great Recoinage of 1816 until the outbreak of World War I, the Indian Rupee sustained parity with the US Dollar while pegged to the Pound Sterling that was exchanged at 4.80 (or 50 old pence per Rupee). Thereafter, both the Rupee and the Sterling gradually declined in worth against the US Dollar due to deficits in trade, capital and budget. In 1966, the Rupee was devalued and pegged to the US Dollar. The peg to the pound was at INR 13.33 to a Pound which itself was pegged to USD 4.03. That means officially speaking  the USD to INR rate would be closer to Rs 4. In 1966, India changed the peg to dollar at INR 7.50.[35] Indian rupees per currency unit averaged over the year[36]| Currency| code| 1996| 2000| 2004| 2006| 2007| 2008| 2009| 2010| 2013| U.S. dollar| USD| 35.44 4| 44.2| 45.340| 43.954| 39.5| 48.76112| 45.3354| 58| 68.80| Canadian dollar| CAD| 26.002| 30.283| 34.914| 41.098| 42.92026| 44.5915| 52.1706| | | Euro*| EUR| 44.401| 41.525| 56.385| 64.127| 68.03312| 60.5973| 65.6987| | | Pound sterling| GBP| 55.389| 68.119| 83.064| 80.633| 76.38023| 71.3313| 83.6329| | | Swiss franc| CHF| 28| | | | | | | | 50| Singapore dollar| SGD| 25.160| 26.07| 26.830| 30.932| 33.60388| 34.5127| 41.2737| | | *before 1 Jan 1999, European Currency Unit,| Banknotes and coins in circulation[edit source | editbeta] As of 2012 banknotes of the denominations of â‚ ¹5, â‚ ¹10, â‚ ¹20, â‚ ¹50, â‚ ¹100, â‚ ¹500 and â‚ ¹1000 are in circulation; coins with face-value of 50 paisa, â‚ ¹1, â‚ ¹2, â‚ ¹5 and â‚ ¹10 rupees. This is excluding the commemorative coins minted for special occasions.