Friday, December 27, 2019
Impact of Financial Literacy on Financial Inclusion and...
Abstract: Financial inclusion has recently become the buzzword among the policymakers and bankers and in academic research. It is considered as an integral part of the efforts to promote inclusive economic growth. Financial inclusion has been the utmost priority for the government of India as well as the Reserve Bank of India. One of the executive at a prominent Public Sector Bank says, Financial Inclusion is a social obligation for the government, and social obligation, mandatory obligation as well as Business opportunity for the banks and financial institutions. Financial inclusion represents the access to safe, easy and affordable financial services for poor, vulnerable groups, disadvantaged areas for accelerated growth and forâ⬠¦show more contentâ⬠¦Financial inclusion and financial literacy: Having understood the simple meaning of financial literacy, now its time to get an understanding of financial literacy and its impact on financial inclusion. Financial inclusion: Before entering the concept of financial inclusion, letââ¬â¢s have a look at some statistics: â⬠¢ There are 403 million mobile users in India and out of them 46% does not have bank accounts. â⬠¢ Nearly 400 million Indians have bank accounts and that is less than 40% of countryââ¬â¢s population. â⬠¢ Account holding pattern of India, 39% of rural population have bank accounts and while 60% of urban population have accounts. â⬠¢ Only 5.2% of Indiaââ¬â¢s 6,50,000 villages have bank branches. â⬠¢ Nearly 80% of the Indian population is without life, health and non-life insurance coverage while whole life insurance coverage is 4%, and 0.6% have non-life cover. â⬠¢ Rural India accounts for just 9% of total deposits, 7% of total credit and 10% of life insurance and 0.6% of non-life insurance. On one hand we talk about the increasingly aware Indian Middle classes who have access to disposable income and we also talk about how banks are providing them with various innovative new and attractive schemes and products and thereby are offering them with a safe and secure future. With all these and much more, by keeping in mind the recent statistics, can India really march ahead while the
Thursday, December 19, 2019
Convergence of Military Revolutions - 1409 Words
Running Head: Convergence of Military Revolutions How did the convergence of Military Revolutions contribute to the costly and indecisive character of World War I? Submitted by [Name of Researcher] Name of Discipline [Area of Study] Name of Institution Logo of Institution 22 January 2012 Contents I. Introduction 3 II. Plans made in anticipation of the War and Doctrine failed. 3 III. Evolved weapons technologies resulted in prolonged stalemate and enormous losses of personnel and equipment. 5 IV. Both sides tried innovations to break the deadlock. 6 V. Conclusion 6 References 8 I. Introduction World War I was an epic war in the history of mankind. It is purportedly the sixth largest war in human history. And in its eventuality nearly 32 countries were involved. (Townshend, 1997 ) Both sides, the Allies and the Central Powers were fighting for power and world dominance, and both were equally strong and populous. Moreover, military tactics were old following from Napoleonic wars, whereas arms and equipment were innovated. Therefore, each side had to first learn the ways of using these weapons and in their experiments with the weaponry in war killed thousands of people with neither side being able to claim categorical victory. The war carried on for nearly four year, and while it may not have been the longest war, its nature was indecisive and had Germany not stopped and called for an armistice, there would have been more fighting and killing.Show MoreRelatedWorld War I: Military Revolutions and the Onset of a New Era828 Words à |à 3 PagesQuestion: How did the convergence of Military Revolutions contribute to the costly and indecisive character of World War I? 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Washington found allies in right-wing military dictators that agreed to promote ââ¬Ëopen economiesââ¬â¢ (Petras Veltmeyer, 2001:150). At the eve of the Cold War, and in the face of the Cuban Revolution and the rise of communist and nationalist parties, the strategy was the containment of C ommunism, which eventually designed the frontiers of the U.S. informal empire (PetrasRead MoreGellner1133 Words à |à 5 Pagesavailable to the dominated, yet this is clearly not always the case as the case studie below will show. China Gellner claims that ââ¬Å"the social organization of agrarian society, however, is not at all favorable to the nationalist principle, to the convergence of political and cultural units, and to the homogeneity and school-transmitted nature of culture within each political unit (Gellner, 1983, 38-39).â⬠China is a complex country which, on some points, seems to break away from Gellnerââ¬â¢s conceptionRead MoreModern War2230 Words à |à 9 PagesWar. However each of these wars can be considered the first modern war based on different merits. These wars can share similarities between each other which can create confusion over the question what was the first modern war. Following the French Revolution the idea of the state was changed the boundaries and leaders soon began the rallying cry for people to fight for the nation. ââ¬Å"The war of 1792 to 1814/15 thus became - first unilaterally by France and then by the belated and usually hesitant responseRead MoreFactors that Shape d the Invention and Development of Television in the UK Up to 19391753 Words à |à 8 Pagesform. 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Wednesday, December 11, 2019
Matsuo Basho Natures Meaning Essay Example For Students
Matsuo Basho: Natures Meaning Essay Matsuo Basho: Natures Meaning BY mah36532 Meredith Hood Mr. Morris English 2210-020 19 September 2013 Natures Meaning Poets often use nature as a source of inspiration in their works. Nature, itself, is a very graceful subject and can be used to express an array of human emotion and feeling. One famous poet that uses nature to portray his inner spirits is Matsuo Basho. This is evident in his work Oku no Hosomichi or The Narrow Road to the Deep North. His piece is a travelogue, which captures the pilgrimage through the northern part of Japan he and his travel companion, Sora, took to emulate the experiences and nderstandings of the places, cherished by poets before him. This masterpiece is much more than merely a travelogue of his Journeys though, but also a composition of haikus, conversation, and Journal entries that encapsulates the emotions and feelings he experiences. Basho is able to express and reflect these feelings from each new experience in his writings through use nature, as a symbolic image of his inner spirit. In the beginning of the novel Basho describes his decision to take the Journey to the deep north, and uses nature to convey his worries and thoughts about traying away from home- l felt uncertain, wondering whether I would see again the cherry blossoms on the boughs at Ueno and Yanaka. Basho is using the cherry blossoms as a symbolic image to depict the disturbance he is feeling about leaving. In questioning that he may not see the cherry blossoms (a Japanese flower that only blossoms for a short period of time) again, he is referring to the way their splendor and beauty is only there for a time and is gone within only a short period. One can infer that Basho is suggesting that with the uncertainties, which lay ahead, he may ot return home for lifes beauty can be taken away in Just a moment, like the cherry blossoms. This sentiment can be portrayed in numerous other ways as well. The blossoms can also be used as a metaphor for his village in a sense that the brilliance and beauty he cherishes of life there now could possibly no longer exist upon his return, for everything is changing and moving with time, like natures beauty in the blossom. Overall, using both of these understandings of his use of nature, Basho is depicting his sadness in leaving a place he has known to love and treasure. (618) Basho then proceeds to exemplify his and his villiages emotions of his departure with the use of nature agian. He writes, When I disembarked at a place called SenJu standing at the crossroads of the illusory world, I wept at the parting. Basho then illustrates his thoughts of the leaving with a haiku: Spring going-I birds crying and tears/ in the eyes of the fish. The symbolic image of nature allows the reader to convey multiple meanings of his emotions at the time. One, with the knowledge of lines prior, can arrive at the image of birds crying and tears/ in the eyes of the fish efers to Basho as the bird crying and his friends and family as the fish in these sorrow filled stanzas. The bird can be thought of as Basho as he is torn away crying from his home or nest to explore nature. Also birds crying can be inferred as the Dlra Is unaDle to nolo DacK In tears In nls eyes, nor can Basno In a sense nolo DacK but must flow from his roots into new beginnings. With that being said, the descriptions of nature in tears in the eyes of the fish can be thought of as Bashos friends and the family mourning at his parting and must stay back, much like the ears of the fish. The fish then generates an example of how nature is representing the mournful village from which Basho is distraught. Additionally, in the first stanza, spring going-, is another depiction of nature giving numerous significances in Bashos hidden emotions. Spring going- suggests spring ending, a time of happiness and beauty also reflecting back to the cherry blossoms, and summer beginning, which is the time of the yearly migration of birds to the north, like Basho- the crying bird. There is no correct answer to what Basho was precisely meaning, but uch comparisons to nature displays his departure was filled with sorrowful emotion of both Basho and loved ones as he departs from home into the deep north. (618) Another instance when Basho uses nature to illustrate his inner emotions is when his pilgrimage truly begins. .u458114c7a71805aa6ecad67b1ad1b8cc , .u458114c7a71805aa6ecad67b1ad1b8cc .postImageUrl , .u458114c7a71805aa6ecad67b1ad1b8cc .centered-text-area { min-height: 80px; position: relative; } .u458114c7a71805aa6ecad67b1ad1b8cc , .u458114c7a71805aa6ecad67b1ad1b8cc:hover , .u458114c7a71805aa6ecad67b1ad1b8cc:visited , .u458114c7a71805aa6ecad67b1ad1b8cc:active { border:0!important; } .u458114c7a71805aa6ecad67b1ad1b8cc .clearfix:after { content: ""; display: table; clear: both; } .u458114c7a71805aa6ecad67b1ad1b8cc { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u458114c7a71805aa6ecad67b1ad1b8cc:active , .u458114c7a71805aa6ecad67b1ad1b8cc:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u458114c7a71805aa6ecad67b1ad1b8cc .centered-text-area { width: 100%; position: relative ; } .u458114c7a71805aa6ecad67b1ad1b8cc .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u458114c7a71805aa6ecad67b1ad1b8cc .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u458114c7a71805aa6ecad67b1ad1b8cc .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u458114c7a71805aa6ecad67b1ad1b8cc:hover .ctaButton { background-color: #34495E!important; } .u458114c7a71805aa6ecad67b1ad1b8cc .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u458114c7a71805aa6ecad67b1ad1b8cc .u458114c7a71805aa6ecad67b1ad1b8cc-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u458114c7a71805aa6ecad67b1ad1b8cc:after { content: ""; display: block; clear: both; } READ: The Prevention Of Teenage Pregnancy EssayIt can be speculated that Basho emotions of sorrow has transformed into insightfulness and inspiration when describing the images of nature surrounding him after they reach Mount Nikko, also referred to as Light of the Sun. This mountian holds one of the holiest shrines in Japan and is where other ravelers Journey to meditate. Awe inspiring! on the green leaves, budding leaves/ light of the sun, Basho writes about the mountain and its natural beauty. In the haiku Bashos use of nature clearly depicts his inner change in spirit and displays a matured spirit. It can be inferred that Basho uses the image of green leaves, budding leaves/ light of the sun, to compare himself to a plant sprouting new life because of the light of the sun, or the mountain of Nikko. He associates the plant budding, as himself being renewed and inspired back to new life after the being on he mountain and not it has shed knowledge and growth on his inner spirit. (619) Additionally, another perception of nature informally exposing Matsuo Bashos inner emotion and feelings of his experiences is when they reach the Sutra Hall and the Hall of Light. He states that they had heard such wonderful things about the beauty of the halls, but upon seeing them he believes otherwise. He sets a tone of the halls, being strained by its surroundings- the doors of Jewels, torn by the wind; the pillars of gold, rotted in the snow. In these lines the weather, or nature, is symbolizing his ourney and how it has exhausted and weakened him, as are the halls deteriorating in beauty and substance. Basho then proceeds to state that the hall should have turned a mound of empty, abandoned grass, but the four sides were enclosed urviving the snow and the rain. Basho shows his emotion of the feeling that he too is fading like the halls and that he should have not have made it thus far. In describing how the hall is weathered and should have died away he is also depicting his emotion of himself being alone and worn from the troubling and gruesome ourney, yet they still continue to exist. Basho also writes this haiku to illustrate his feelings further: H ave the summer rains/ come and gone, sparing/ the Hall of Light? which perhaps relates natures role on the hall and himself again, sparing both of them. (623) As seen through these samples of Matsuo Bashos work The Narrow Road to the Deep North, Basho uses these many comparisons and images of nature to illustrate his moving experiences throughout his pilgrimage. Along with these lines Trom nls work tnere are many otner Instances tnrougnout Basnos travelogue In hich demonstrate these feelings he underwent in his travels. He was able to find some sort of inspiration from simple scenes of nature and use them to convey emotions and feelings in his poetry and writing as seen. Overall, nature is a perfect way for Basho to paint a picture, in a sense, of the emotions and feelings he has had- for nature presents an array of images to convey the thoughts he is having. Works Cited Basho, Matsuo. From The Narrow Road to the Deep North. The Norton Anthology of World Literature. Gen. ed. Martin OPuchner. 3rd ed. Vol. D. New York: Norton, 2012. 616-628. print.
Wednesday, December 4, 2019
Paddy Clarke Ha Ha Ha Essays - Paddy Clarke Ha Ha Ha, Roddy Doyle
Paddy Clarke Ha Ha Ha The novel Paddy Clarke Ha Ha Ha has no authorial presence at all, yet the reader gains a richer understanding of the situation than Paddy ? or any other 10-year old ? could ever have. With regard to the parent's break up, how does Doyle achieve this? There are many factors which suggest how Doyle has succeeded in creating a 'triangular relationship' between himself the reader and the narrator ? Paddy Clarke ? so that the reader has a greater awareness of the predicament that Paddy is in. Doyle's achievement is how he alternates the poetic and realistic without once lapsing into stream-of-self-consciousness; the only way we - as readers can tell it's written by an adult, is by the spelling. We see the violence in Paddy's life peripherally; Doyle tells us nothing more than what the child sees and comprehends. One of the reasons for Roddy Doyle's success lies in creating a realistic and convincing character for a 10-year old child. He does this by his clever use of language, and also in how he arranges his sentences to convey deep emotion and feeling than any emotive language could: ?He'd hit her. Across the face; smack. I tried to imagine it. It didn't make sense. I'd heard it; he'd hit her. She'd come out of the kitchen, straight up to their bedroom. Across the face.? ? P190 In this instance, Doyle has used short and evident sentences, to invoke a feeling of awe and confusion. The short sentences represent how Paddy is dumbstruck and lost for words, shocked by what he's heard ? this is also highlighted when he says here; ?I tried to imagine it. It didn't make sense.? Here, he also emphatically uses onomatopoeia ? ?smack,? ? which adds to the sense of fearful respect and also Paddy's child-like interpretation of events. Repetition is used here ? ?Across the face? ? heading his oft-repeated amazement. Another example of how Doyle uses repetition can be seen on pages 153 and 154: ?I waited for them to say something different, wanting it - Only now, all I could do was listen and wish. I didn't pray; there were no prayers for this?. But I rocked the same way as I did when I was saying prayers?.I rocked - Stop stop stop stop ? .? Doyle uses repetition to show Paddy's anxiety, when he repeats ?stop'. Here, Paddy is mentally commanding his parents to stop in desperation, as he thought he had done on page 42: ? - Stop. There was a gap. It had worked; I'd forced them to stop.? He believes that he has the power to make his parents stop arguing, as shown on page 42, but realisation dawns when he repeatedly tells them to stop on page 154, and it doesn't work. This reflects on the fact that Paddy Clarke is a child, and his inability to restrain his emotions is a facet of his youth showing through. Another childish aspect throughout the book is how Paddy ? like other children at that age would ? spouts offhand irrelevant knowledge that's he's picked up from class or elsewhere: ?Snails and slugs were gastropods; they had stomach feet?. The real name for soccer was association football. Association football was played with a round ball on a rectangular pitch by two sides of eleven people?... Geronimo was the last of the renegade Apaches I learned this by heart. I liked it.? Readers can relate to this, as we can all remember when we'd learnt something that we'd found particularly fascinating at school or the library, and recited it all the time, thinking we were clever. Another reason why the reader of Paddy Clarke Ha Ha Ha has a higher understanding than is simply because the adult audience has more experience in family issues ? from our own experiences. We can see the violence in his life superficially; we are told nothing more than what the child sees and comprehends. A good example of this can be found on page 95: ?Ma said something to Da. I didn't hear it?. I looked at ma again. She was still looking at Da. Catherine had one of Ma's fingers in her mouth
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