Ethiopian Economy essay part 2Essay Writing Service

Ethiopian Economy essay part 2Essay Writing Service Ethiopian Economy essay part 2 Ethiopian Economy essay part 2  Ethiopian Economy essay part  1In actuality, some behemoths of Ethiopian economy remain under control of the government, including telecommunications, financial and insurance services, air and land transportation services, and retail. In such a situation, the government still has a considerable impact on the economic development of the country and businesses have to take into consideration policies conducted by the government, while planning their business activities.  Ã‚  Ã‚  Ã‚   Agriculture as the main branch of Ethiopian economyToday, agriculture comprises the largest share of Ethiopian GDP with about 85% of the labor force employed in agriculture. Historically, agriculture played the leading part in the economic development of Ethiopia (Mauri, 2010). Favorable physical conditions and rich natural resources favorable for the development of agriculture stimulated the fast development of agriculture. Moreover, agriculture comprises a large part of the national export. This is why agriculture is strategically important for Ethiopia. In this regard, the cattle farming are particularly important but the health safety of Ethiopian agricultural products has become the primary concerns at the international market because of epidemics of the cattle in Ethiopia. Nevertheless, Ethiopian agriculture still keeps progressing and plays an important, if not to say the determinant, part in Ethiopian economy.  Ã‚  Ã‚  Ã‚   Tourism as one of the most prospective industries in EthiopiaTourism is a relatively new direction in the development of Ethiopian economy. In this regard, the development of tourism matches- the development of the global tourism industry. The development of the tourism industry opens new opportunities for Ethiopian economy to stimulate the fast growth of the GDP without rapid industrialization, consistent environmental changes and technological breakthrough, which is required to close the gap between Ethiopia and de veloped countries in terms of their industrial development (Ofcansky Berry, 2010). In actuality, Ethiopian tourism industry focuses on the development of green tourism. The target customer group of Ethiopian tourism companies comprises westerners and tourists from well-developed countries mainly.American Perspective on Ethiopian EconomyThe export of minerals and natural resources does not play the determinant part in the economic development and international economic relations of Ethiopia, but the US views Ethiopia as the attractive country for investments in the gold mining industry. The export of gold comprises the core of Ethiopian export of minerals. At the same time, export of gold contributes to the overall growth of international economic relations of Ethiopia. Therefore, the US companies can enhance their position in Ethiopia, in case of the further cooperation between the US and Ethiopia.The import of knowledge from the US implies the professional training of professional s from Ethiopia, who will work in Ethiopia. Today, Ethiopia needs well-qualified professionals, who can work in different fields and accelerate the economic growth and progress of Ethiopia as a regional leader. However, the training of Ethiopian professionals abroad often leads to brain drain, when Ethiopian students just stay in those countries, where they get their training.In such a situation, the development of the local higher education is one of the priorities for Ethiopia along with the possible involvement of foreign educators. At the same time, Ethiopia still relies heavily on the training of its professionals abroad (Zewde, 2001).The import of knowledge is crucial for the further enhancement of the position of Ethiopia in international markets because, in the post-industrial world, Ethiopia should focus on the development of high technologies and introduce innovations which can boost not only particular business development but also and mainly the economic development of t he entire country.In such a way, the US views Ethiopia as the economy with huge potential, where American companies can develop perspective industries, such as gold mining and where they can supply machinery, equipment and knowledge, through professional training of students from Ethiopia. Moreover, the US views Ethiopia as the country attractive for American investors, who can invest in the local agriculture, industrial production, gold mining, and other sectors. In addition, American companies can move production to Ethiopia, where the costs of the labor force is much lower that will open wider access to African and Middle Eastern markets.Chinese Perspective on Ethiopian economyChina also views Ethiopia as an attractive country for its investments. However, unlike the US, China is also concerned with the possible export of weapons to Ethiopia, taking into consideration the tense situation in neighboring states. In addition, China views Ethiopia as the target market for its export- oriented companies. The fast growth of Ethiopian economy at the moment creates conditions for the fast growth of import and Chinese companies have a chance to take the lion share of the local market. In this regard, policies of Chinese companies will be different from American ones because Chinese companies are not interested in the move of production from China to Ethiopia but they are interested in the direct export of their products to Ethiopia. In addition, Chinese universities can become alternative and European ones, where Ethiopian students can learn successfully but pay lower fees compared to western universities.ConclusionThus, Ethiopian economy is growing fast. The economic growth contributes to the overall improvement of the quality of life of Ethiopians. However, Ethiopian economy still remains to be agricultural with agriculture contributing a lion share to the national GDP. This is why Ethiopian economy needs further reforms and changes, among which the development of tourism is one of the most prospective directions, especially taking into consideration that the larger part of the population comprises young, economically active people.

New and Useful Information on How to Become a Bank Teller

New and Useful Information on How to Become a Bank Teller when you think of bank tellers, you probably think of someone who sits behind a counter and counts money all day. but really, they’re customer service professionals who also happen to count money and provide banking services. it’s a job that requires strong math skills, a high dependability factor (after all, you’re being trusted with other people’s money and banking information), and excellent people skills. the truth is, you’re not just dealing with money all day- you’re dealing with people. if you’re looking for information on how to become a bank teller, the following guide will let you know everything you need in order to make it happen.the many benefits of a bank teller jobbeing a bank teller is a great entry job if you’re thinking about a career in the finance world, or if you have strong cash-handling and people-handling skills from retail experience. depending on the bank that hires you, you could be looking at:paid, on -the-job training (or, for some banks, reimbursement for courses taken to prepare for the job)medical, dental, and life insurancea 401(k) retirement planpaid vacation and holidaysa calm, quiet, and secure working environmenta path forward to manager positions and beyondresume building, especially high-demand soft skills like trustworthiness, organization, and being detail-orientedthe qualifications you’ll needbank tellers don’t necessarily need tons of experience if they have the right skill set, but if you go down this path you should expect to be able to:do math quickly, and with total accuracy.handle money responsibly.look presentable and well-groomed at work (usually no obvious tattoos, odd piercings, or crazy hair).dress in business casual (or standard business attire if it’s a more formal bank).there are also usually minimum educational, experience, and language requirements. depending on a particular bank’s policies, bank tellers will likely need t o be:able to work legally in the u.s.fluent in english.a high school graduate, ged recipient, or higher.focused on providing fast, friendly customer service.able to multitask, while still doing things accurately and quickly.and again, don’t underestimate the customer service piece. a bank teller might be dealing with a line of people, with distractions all around. as the front lines of the bank, tellers are a huge part of keeping things calm and moving along, even when things are busiest. if you are someone who can’t stop themselves from rolling their eyes at a particularly rude customer, or have no patience for the toddler clamoring for his mother’s attention while you deposit mom’s check, this might not be the right financial services career for you. however, if you can hand the kid a sugar-free lollipop and process mom’s transaction in one smooth motion while keeping a smile on your face, this could definitely be the right job for you.the decisi on: is it the career for you?if you have the base skills and interest in becoming a bank teller, it’s time to move into the gut-check phase, and ask your self these questions.can you pass a criminal background check and a drug test? you’ll be handling money, physically and electronically- the bank will need to know you’re a trustworthy investment.can you serve customers with good cheer and diplomacy?are you good with details, with an eagle eye for possible mistakes? for bank teller, mistakes can come with a very real price tag either for the customer or the bank itself.are you comfortable learning and offering a range of financial services to customers?if you’re leaning toward â€Å"no† for any of these questions, then becoming a bank teller might not be your ideal path. but if all of these sound good and you’re ready to move on to the next step, it’s time to look at the how.the trainingmost banks offer on-the-job training for new hir es, which teaches skills like cashing checks, processing deposits and withdrawals, using the banks own systems, navigating security protocols, and settling the cash drawer at the end of the day. tellers also have the option to get outside education as well, before they get a job as a teller. the american bankers association offers courses and certification for all kinds of banking professionals, including tellers.the career outlookaccording to the u.s. bureau of labor statistics, the median salary for bank tellers is $26,410 per year, or $12.70 per hour. the field is facing a slight decline over the next 10 years, due to automation and fluctuations in the banking industry. you shouldn’t let this discourage you, though- becoming a bank teller is still a great way to get your foot in the door for other opportunities down the line. atm machines may be able to dispense cash, but banks still need people to manage services and act as a quality control.if you’ve got the peopl e skills and the money skills, this is a great career building block for you. bank tellers build a lot of super-useful, transferrable skills that will take you to the next step in your career fairly quickly, whether that’s in banking or any other field that requires a focused, responsible eye.look for bank teller jobs? thejobnetwork has you covered! search our site for jobs in your area, at all levels of experience.

Hannah Hoch and the Dada Art Movement Essay Example | Topics and Well Written Essays - 1250 words

Hannah Hoch and the Dada Art Movement - Essay Example The creation of collages was not long in following and became a mainstay of the Dadaist movement, particularly as it evolved into the concept of photomontage.   Artists during this period struggled against the concept that art created spiritual values and frequently used the products of their creative spirit to protest against the First World War. Beginning in France in about 1916, the movement’s progress and development can be seen in context with the Great War, which started in 1914 and was waged for four years. While this artistic movement didn’t start until two years after the war began, about when the populace, artists among them, was beginning to feel the pressure of constant warlike states, it also persisted for a few years after it ended as the populace, again with artists among them, became reconciled to the new world order thus established. The development of this movement is most frequently associated with artists such as Raoul Hausmann, Kurt Schwitters and Marcel Duchamp, among other male artists, but less well known is the equally contributive Hannah Hoch. This investigation into the Dada Movement will, therefore, focus upon Hoch’s contributions to the movement and her artwork as representative of it. The foundation of the Dada Movement is actually attributed to artists in Zurich, Switzerland and in New York, America. It is described in the Merriam-Webster’s Encyclopedia of Literature as a â€Å"nihilistic movement in the arts †¦ that was based on the principles of deliberate irrationality, anarchy, and cynicism and the rejection of laws of beauty and social organization† (cited in Buell, 1998). The name of the movement was arrived at with the same lack of reverence as the movement itself, reportedly arrived at by chance and retained because of its childlike associations. One of its chief goals was to undermine the â€Å"rational and civilized standards† then in place in the art world by exploring the icons of the old world, placing them in new contexts so as to expose a lack of inherent meaning in the work.  

Immigration Law Essay Example | Topics and Well Written Essays - 4000 words

Immigration Law - Essay Example Since, the rebuilding of modern UK results in a huge demand of skilled labor from outside countries; Britain largely remained a country of net emigration until the 1990s. The government's latest population projections, published in October 2009, have an annual net immigration of 180,000 (BBC 2009). Successive governments from the early 1970 itself, operated tight controls on immigration in an effort to curb immigration from New Commonwealth countries. In the past decade UK has mostly put effort on enhancing the skill level of the workforce within the country that supports the interdependent aspirations of a competitive and productive economy in global market. Finally, government took step towards initiating the Points Based System in order to create a unified selection system. As a result, points based system has now occupied central part of the UK Government's five year strategy for asylum and immigration (MAC 2009).Point Based System and Its Procedure The UK Points Based system is based on a five tier framework: Tier 1: Highly skilled migrants, entrepreneurs, investors and graduate students. Tier 2: Skilled workers with a job offer; this tier replaced the work permit rules. Tier 3: Low skilled workers – restricted to those needed to fill temporary shortages. Tier 4: Students. Tier 5: Youth mobility and other mainly unpaid temporary workers such as interns (Murray 2011). The five tiers were brought in action in between February 2008 and March 2009. Tiers 1 and 2 can lead to permanent settlement. Migrants in Tiers 1, 2 and 4 can potentially switch between one another. Tiers 3 and 5 are temporary routes and migrants cannot move out of these tiers once they are in the UK. Dependants are allowed to come to the United Kingdom with the main applicant, but they are not allowed to work if they accompany a student under Tier 4 or a temporary worker under Tier 5, who has less than 12 month’s leave to remain in the country. An employer or educational instit ution issues a certificate of sponsorship to the migrant they have chosen; the migrant can then make an application for clearance through the points test and will receive more points if their sponsor is ‘A’ rated and less if it is ‘B’ rated. Tier 1 applicants do not require a job offer so therefore do not need a certificate of sponsorship. Points are awarded differently in each tier. The government introduced several categories for Tier 1: an applicant under the ‘entrepreneurs’ category must hold at least ?200,000 of disposable capital in a regulated financial institution; under the investors category they must hold at least ?1 million of disposable funds; applicants under the ‘graduate students’ category must have a qualification from a UK institution; under the general highly skilled category an applicant is awarded points based on a range of factors including age, qualifications, work experience or education in the UK, and previ ous earnings. There are five routes of entry under Tier 2: Shortage occupation for skilled people coming to the UK for a specific vacancy that cannot be filled by a British. Resident labour market test for jobs that cannot be filled through the other Tier 2 routes. The employer (sponsor) needs to show that there is no suitably qualified worker from the UK. Intra-company transfer for established employees of multinational companies who are being transferred to a skilled job in a UK-based branch of the

Henry Flemming and then Red Badge of Courage Essay example -- essays r

Fear, worry, anxiety, curiosity, distress, nervousness; all emotions of a young, naà ¯ve soldier entering war for the first time. To the reader, this is exactly what Henry Fleming represents. Because Crane never tells us what he looks like, just how old he is, or exactly where he comes from, and usually refers to him as â€Å"the youth† (Crane, 12) or â€Å"the young soldier† (Crane, 14), Henry could be any young many experiencing war for the first time. Throughout the novel The Red Badge of Courage, Henry Fleming goes through many psychological chances, each having a distinct impact on the novel. These changes can be put into three stages; before, during, and after the war. Due to the ambiguity surrounding the character of Henry Fleming, the novel is not just a tale of Henry’s firsthand experiences, but a portrayal of the thoughts, feelings, fears, and development of any young soldier entering any war at any time. Although Crane leaves much to the imagination when it comes to Henry Fleming, he does however reveal quite a bit about his early life. It becomes apparent that as a young boy, Henry grew up on a farm in New York (Crane, 17). Henry was raised by his loving mother after the tragic death of his father (Crane, 15). The occupants of the farm consist of Henry and his mother, who together tackle the necessary workload to maintain the farm and keep it in good condition (Crane, 17). The life Henry has led up to the point when he enters the draft, has been somewhat quiet, protected and sheltered (Crane, 11). This â€Å"wrapped in cotton wool† (Crane, 21) lifestyle could party contribute to Henry’s naà ¯vely distorted views of war and later lead to his misfortune (Weisberger, 22). Crane portrays Henry as a typical young American brought up in the nineteenth century (Weisberger, 22). He has been taught to associate manhood with courage, to dream of the glories of warfare, and to be instinctively patriotic (Breslin, 2). As a result, when the civil war breaks out, Henry volunteers to join the Union Army (Gibson, 61). Immediately, his mother disapproves of his decision, claiming that he would be much more useful on the farm (Crane, 23). At this point in the novel Henry is not mature enough to recognize the validity of his mothers statement (Gibson, 63). "Yer jest one little feller amongst a hull lot of others† (Cra... ...Library, 1993. Delbanco, Andrew. The American Stephen Crane: The Context of The Red Badge of Courage. New Essays on The Red Badge of Courage. New York: Cambridge Univ. Press, 1986. Gibson, Donald B. The Fiction of Stephen Crane. Southern Illinois University Press, 1968. 60-89 Hungerford, Harold. R. The Factual Framework of The Red Badge of Courage. American Literature (34: 4) January, 1963. Mitchell, Lee Clark. New Essays on The Red Badge of Courage. New York: Cambridge U P, 1986 Weisberger, Bernard, "The Red Badge of Courage," in Twelve Original Essays on Great American Novels, edited by Charles Shapiro, Wayne State University Press, 1958, pp. 120-21. EXPLORING Novels. Online Edition. Gale, 2003. Reproduced in Student Resource Center. Detroit: Gale, 2004. http://galenet.galegroup.com/servlet/SRC. Weiss, Daniel. Psychology and the Red Badge of Courage. Stephen Crane‘s The Red Badge of Courage. Bloom, Harold. New York: Chelsea House Publishers, 1987. Henry Flemming and then Red Badge of Courage Essay example -- essays r Fear, worry, anxiety, curiosity, distress, nervousness; all emotions of a young, naà ¯ve soldier entering war for the first time. To the reader, this is exactly what Henry Fleming represents. Because Crane never tells us what he looks like, just how old he is, or exactly where he comes from, and usually refers to him as â€Å"the youth† (Crane, 12) or â€Å"the young soldier† (Crane, 14), Henry could be any young many experiencing war for the first time. Throughout the novel The Red Badge of Courage, Henry Fleming goes through many psychological chances, each having a distinct impact on the novel. These changes can be put into three stages; before, during, and after the war. Due to the ambiguity surrounding the character of Henry Fleming, the novel is not just a tale of Henry’s firsthand experiences, but a portrayal of the thoughts, feelings, fears, and development of any young soldier entering any war at any time. Although Crane leaves much to the imagination when it comes to Henry Fleming, he does however reveal quite a bit about his early life. It becomes apparent that as a young boy, Henry grew up on a farm in New York (Crane, 17). Henry was raised by his loving mother after the tragic death of his father (Crane, 15). The occupants of the farm consist of Henry and his mother, who together tackle the necessary workload to maintain the farm and keep it in good condition (Crane, 17). The life Henry has led up to the point when he enters the draft, has been somewhat quiet, protected and sheltered (Crane, 11). This â€Å"wrapped in cotton wool† (Crane, 21) lifestyle could party contribute to Henry’s naà ¯vely distorted views of war and later lead to his misfortune (Weisberger, 22). Crane portrays Henry as a typical young American brought up in the nineteenth century (Weisberger, 22). He has been taught to associate manhood with courage, to dream of the glories of warfare, and to be instinctively patriotic (Breslin, 2). As a result, when the civil war breaks out, Henry volunteers to join the Union Army (Gibson, 61). Immediately, his mother disapproves of his decision, claiming that he would be much more useful on the farm (Crane, 23). At this point in the novel Henry is not mature enough to recognize the validity of his mothers statement (Gibson, 63). "Yer jest one little feller amongst a hull lot of others† (Cra... ...Library, 1993. Delbanco, Andrew. The American Stephen Crane: The Context of The Red Badge of Courage. New Essays on The Red Badge of Courage. New York: Cambridge Univ. Press, 1986. Gibson, Donald B. The Fiction of Stephen Crane. Southern Illinois University Press, 1968. 60-89 Hungerford, Harold. R. The Factual Framework of The Red Badge of Courage. American Literature (34: 4) January, 1963. Mitchell, Lee Clark. New Essays on The Red Badge of Courage. New York: Cambridge U P, 1986 Weisberger, Bernard, "The Red Badge of Courage," in Twelve Original Essays on Great American Novels, edited by Charles Shapiro, Wayne State University Press, 1958, pp. 120-21. EXPLORING Novels. Online Edition. Gale, 2003. Reproduced in Student Resource Center. Detroit: Gale, 2004. http://galenet.galegroup.com/servlet/SRC. Weiss, Daniel. Psychology and the Red Badge of Courage. Stephen Crane‘s The Red Badge of Courage. Bloom, Harold. New York: Chelsea House Publishers, 1987.

How far does Austens writing in Volume I and Volume II of the novel? Essay

Austen’s writing is almost constantly persuading the reader that Elizabeth is the heroine of the novel; from the opening pages it is clear by Austen’s brave statement that the matrimonial prospects of the Bennet daughters will dominate the novel: ‘It is a truth universally acknowledged, that a single man in possession of a good fortune, must be in want of a wife’ yet the reader is still unaware which daughter it is. Since it cannot be Mary (described as a pedantic, book educated bore), nor Kitty or Lydia (both critically depicted by the narrator as flirtatious and idle girls) the reader is left to decide between Jane and Elizabeth. Austen at first hints that it may be Jane, with her perfect charm and character yet soon it is apparent that Austen prefers a less conventional heroine whose lack of extraordinary physical beauty makes her both an inspirational character and also a kind of girl with whom everyone can identify. Elizabeth is also admirable to the reader as she is independent of thought and stands up for herself, even to those far above her in social standing (Darcy, Lady Catherine) which Austen fully supports. Austen’s writing partly reveals this simply by the large amount of attention paid to the events that happen to Elizabeth, Elizabeth’s opinion about every event and the way in which the narrator seems to second all of Elizabeth’s opinions, mimicking Elizabeth’s language and style by Austen’s use of free indirect speech for example ‘it was impossible not to long to know’ when Elizabeth is curious about the strange greeting between Wickham and Darcy. This allows the reader to sympathize with Elizabeth and to understand Elizabeth’s feelings without her having to say them out loud. Austen’s writing style is also mimicked in Elizabeth’s tone (witty, intelligent and funny): ‘I believe, he is very much what he ever was’ when describing Darcy, hinting at Wickham’s false character. Another reason for which the reader may think of Elizabeth as the heroine is because the reader sees the unfolding plot and the other characters mostly from Elizabeth’s viewpoint for example when Miss Bingley is trying to win over Darcy’s affections: ‘Miss Bingley’s attention was quite as much engaged in watching Mr Darcy’s progress through his book’. This provides the reader the viewpoint from someone in the room, who is mocking Miss Bingley light-heartedly, likely to be Elizabeth. However, Austen’s writing may discourage the reader that Elizabeth is in fact the heroine when her faults are evident yet she has not accepted them yet, for example Elizabeth’s feeling of embarrassment about her own family and her impulsiveness and tendency to make assumptions of character too hastily. The reader may especially disapprove of Elizabeth in Chapter IX of Volume I, where Elizabeth is clearly deeply embarrassed by her mother’s untactful rudeness: ‘said Elizabeth, blushing for her mother’, yet does not notice her own rudeness: It does not necessarily follow that a deep, intricate character is more or less estimable than such a one as yours’. Yet another way in which Austen suggests that Elizabeth is the heroine, is by showing that Darcy is the hero, since both have a constant connection to each other, whether it is the hatred of the other, or the heated discussions between the two, or the uncontrollable affection to the other. One way which Austen shows us that Darcy is the hero is by agreeing with his statements: ‘I cannot boast of knowing more than half a dozen, in the whole range of my acquaintance, that are really accomplished’. Darcy is especially noticeable as the hero of the novel when the plot surrounds him more, after his proposal to Elizabeth. Darcy and Elizabeth also mirror each other in the way that both are intelligent and show opinions similar to Austen’s, and both overcome their own faults (Darcy: pride, Elizabeth: prejudice). It is this self-discovery and realization of faults that convinces us that Elizabeth is the heroine, as her character develops since her introduction with Darcy. It is the fact that Elizabeth realizes her faults,that makes it easy for a reader to relate to her. In conclusion, in my opinion Austen’s writing greatly persuades the reader that without a doubt, Elizabeth is the heroine of the novel, going through character development and self-realisation, aswell as Austen’s use of mimicking her own style in Elizabet’s tone and language.

Human s Helpful Nature Can Sometimes Do More Harm Than Good

Humans prove to be extremely influential, whether it is answering a question in an interview, or recollecting every detail about a crime, their answers can be impacted by the actions of the interviewer. Human’s helpful nature can sometimes do more harm than good. Often in times a witness trying to be more helpful by recollecting things they do not remember can have dire consequences, such as a conviction of the wrong person. During the experiment conducted by Elizabeth Loftus, many people were asked about details about a crime committed, each question dictated a different answer depending on two things; how the question is asked, and who asked the question (Eyewitness testimony: Psychological aspects, 2009). There are many positive uses for open-ended, as well as closed-ended questions, both have their place at specific moments in an interview. Open-ended questions can be extremely useful to get a substantial amount of information, but they are not always the best ways to ask specific questions. Closed-ended questions can allow an interviewer to control the interview more easily. Interviewers can control an interview in many ways, most of these controls are positive aspects to an interview; one thing an interviewer should not control however, is the answers being given. This is referred to as leading, leading questions can control the witness to say exactly what the interviewer is hoping for them to say, which can conclude in a wrongful conviction. Asking a question thatShow MoreRelatedMorality Of Terrorism And Terrorism1669 Words   |  7 Pagessocial and political, have intensely moral elements. In our point of view, existing moral theories are not particularly helpful in solving the morality of terrorism. The principle of utility could give us an idea how moral principles match the concept of terrorism. 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