Lack Of Adequate Discharge Planning For Incarcerated...

In the United States, over the past 200 years, the practice of federal and state governmental treatment and geographical disposition of the seriously mentally ill has seemed cyclical. Essentially, persons with serious mental illness went from community-living to incarceration to hospitalization to community-living and finally back to incarceration (Matjekowski, Draine, Solomon Salzer, 2011, Ostermann Matjekowski, 2014 Raphael Stoll, 2013). Currently, the United States has a federal mandate that all incarcerated persons with mental illness have access to at least basic mental health care. However, there is no such policy for these same persons once discharged (Aufderheide Brown, 2005, Coffey, 2012 Maloney, Ward Jackson, 2003). The following provides an overview of the process of institutionalization of adults with serious mental illness, a description of the population, the current treatments available, and the current concern surrounding the lack of adequate discharge planning for incarcerated adults with serious mental illness. The Institutionalization of Adults with Serious Mental Illness In the 1800s, asylums were built as a means to house the seriously mentally ill, often taking persons from their homes and families to die alone in often deplorable and inhumane conditions. The process of â€Å"locking up† persons who were deemed seriously mentally ill continued until the 1950s after the public demand for humane treatment towards the seriously mentally illShow MoreRelatedMental Illness And Mental Disorders Essay2211 Words   |  9 PagesIt not easy to determine how many people suffer from mental illness. This is due to the changing definitions of mental illness and problems classifying, diagnosing, and reporting mental disorders. There are social stigmas attached to mental illness, such as being labeled crazy, being treated as a danger to others, and being denied jobs or health insurance coverage. These negative connotations keep many sufferers from seeking help, and many of those in treatment do not reveal it on surveys. SomeRead MoreMentally Insane but Guilty Essay5201 Words   |  21 Pagesstill be held responsible for his or her actions. The Andrea Yates case in Texas highlights the need for another option for jurors other than simply guilty or innocent. Often, juries are reluctant to find defendants not guilty by reason of mental illness, because they are afraid those defendants will not be held responsible and will go free after only a brief stay in a psychiatric hospital, said Senator Padavan. These men and women are found guilty and serve time in prison without receivingRead MoreMedicare Policy Analysis447966 Words   |  1792 PagesII—MEDICARE BENEFICIARY IMPROVEMENTS Subtitle A—Improving and Simplifying Financial Assistance for Low Income Medicare Beneficiaries Subtitle B—Reducing Health Disparities Subtitle C—Miscellaneous Improvements TITLE III—PROMOTING PRIMARY CARE, MENTAL HEALTH SERVICES, AND COORDINATED CARE TITLE IV—QUALITY Subtitle A—Comparative Effectiveness Research Subtitle B—Nursing Home Transparency Subtitle C—Quality Measurements Subtitle D—Physician Payments Sunshine Provision Subtitle E—Public ReportingRead MoreOrganisational Theory230255 Words   |  922 Pages They have done some sterling service in bringing together the very diverse strands of work that today qualify as constituting the subject of organisational theory. Whilst their writing is accessible and engaging, their approach is scholarly and serious. It is so easy for students (and indeed others who should know better) to trivialize this very problematic and challenging subject. This is not the case with the present book. This is a book that deserves to achieve a wide readership. Professor Stephen

Redemption Review. “I Found That The Negroes Who Had Been

Redemption Review â€Å"I found that the negroes who had been declared free by the United States were not free, in fact that they were living under a code that made them worse than slaves; and I found that it was necessary, as commanding officer, to protect them, and I did† (pg. 55). Those are the words of Governor Adelbert Ames, a former general of the Union army, turned senator and later becoming the governor of Mississippi. Ames was advocate in ensuring that negroes receive the rights that they were promised. Nicholas Lemann uncovered some of the forgotten truths of racism in this novel, starting with displaying the importance that Ames played in the deep south during the post war and reconstruction period. Adelbert Ames married Blanche†¦show more content†¦Ames saw it as a tactical move maneuver to keep elite power, rather than a genuine change of mind. Negro voter gave Ames his victory over Alcorn, by a margin of thirty thousand voters. In Vicksburg, Mississippi, on July 4th, a celebration for Negro Republicans, when a group of whites with guns turned up and began shooting. Peter Crosby, a thirty-year-old black veteran and the county sheriff of Vicksburg, held the most important position in local government warned Ames of the counties unstable conditions. According to the author, these were Crosby’s words, â€Å"There is a great excitement among the colored people and seems to be a settled determination among reckless, desperate white men to repeat ‘Meridian’† (pg. 71). The whites began an up rise against the negroes of Vicksburg county. After getting word of the unfortunate events that had occurred, Ames returned to Jackson, Mississippi, where he was met by refugees from Vicksburg. He immediately sent Grant a telegram requesting federal troops. There were several out breaks of White Liners attacking’s in Mississippi, an account recorded from a Silver Creek, Mississippi, reported to President Grant, â€Å"Thae tak up the Corlded Peapel and Haung them†¦We are Prass so We can’t stand it. If the law woant pertect ous we don’t what to do† (pg 77). White Line organizations was to reestablish the Democratic Party and their means was violent disruption to organize politicsShow MoreRelatedHarriet Beecher Stowe s Uncle Tom s Cabin3362 Words   |  14 Pagesbe compliant to their masters and focus their attention into being devout Christians. Stowe portrays this stance through Tom who knows that through a peaceful submission to his masters and an unbreakable faith, he will ultimately achieve eternal freedom in heaven. However, I would argue that when we look at the sentimental affect that some of her characters, such as Tom, had on the readers of the time; it is easy to see how they were successful in promoting the abolitionist message despite the presenceRead MoreWomen as Commodity8915 Words   |  36 PagesWOMEN AS COMMODITY Women As Commodity Since ancient times, There people who are being sold just like a mere things sold in a market to be slaves, pimp, and its quiet alarming that even naive child is a victim of this kind of discursive life. Women have been also analyzed to be part of those bundles of things paraded, bidded for, sold, and traded off despite the fact that women are making huge contributions for the development of their countries in different aspects today, still women are beingRead MoreWomen as Commodity8899 Words   |  36 PagesWOMEN AS COMMODITY Women As Commodity Since ancient times, There people who are being sold just like a mere things sold in a market to be slaves, pimp, and its quiet alarming that even naive child is a victim of this kind of discursive life. Women have been also analyzed to be part of those bundles of things paraded, bidded for, sold, and traded off despite the fact that women are making huge contributions for the development of their countries in different aspects today, still women are

Clive Barker and his Works free essay sample

An introduction to horror and fantasy author Clive Barker and some of his works. The paper introduces British author Clive Barker and several of his novels and films which have become famous through his use of grisliness, horror and fantasy. The paper analyzes one of Barkers most famous works six volumes of short horror stories called The Books of Blood. It also discusses another side of Barkers talent writing and directing movies, such as Hellraiser from 1987. In creating his horror in this novel, Barker develops characters so the reader can identify with them before they encounter some horror which makes what happens to them all the more affecting: While it is easy for the reader to laugh at supernatural horror, the impact of gruesome physical or psychological horror inflicted upon characters one has come to know over a couple of hundred pages is much more shocking, and it is this shock value that Barker exploits (Morgan, 1985, 16). We will write a custom essay sample on Clive Barker and his Works or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page

Sport In College Essays - Nelle A. Coley, Pedagogy,

Sport In College Imagine yourself, if you can, strapping up a helmet before the big game, stretching your legs out before the 600 meter rely, or taking a few warm up swings before you step up into the batter's box. There are probably a lot of things going through that stubborn head of yours. Now imagine those same things with the thought of having to think of how you will make time to study for the big biology exam the following day. All right now you can quit imagining things. Thousands of student athletes have to deal with this day in and day out. I am just a regular college student here at Appalachian, but if things would have gone differently I would have had a place on the sideline in Carter Finely Stadium. That gave me a flaming desire to find out how much harder it is to study, have a social life, be an athlete, and be successful at all three. I interviewed someone whom I call a good friend, Arron Dobbings from Nebraska. He will be the starting full back for the Mountaineers in the up coming season. I want to find out precisely how much more difficult it is to be a successful college athlete, in comparison to being a regular college student like myself. During the planning stages of this interview, I was having thoughts of long bus rides to and from the sporting events, long rigorous practices, and obscene amounts of make up work to finish when you get home. I started to tell myself that I could probably go right ahead and write this paper without taking any valuable time out of my schedule to do the interview. As soon as that thought crossed through the mounded up cob webs in my forsaken mind, a saying that my dad preached to me came following behind, If some thing is not worth doing right, it is not worth doing at all. I am sure everyone has heard that one. Guess what? I picked up the phone and called Arron. We decided to meet at a well-known hub here in Boone called Mackadoo's at six o'clock on the following Monday. Right after we ordered our dinner I went ahead and started asking the questions that I thought would give me the answers that I was looking for. Why else would I have set up this interview? My first questions were getting to know you questions or "Ice Breaker" if you will. I asked Arron, "Is Appalachian the first institution that you have attended?" With that one little question I found out that my interviewee had attended a small college in Nebraska called Dana. His one year there was the worst one year of his life it seemed. If he had it his way he would never go anywhere close to that little institution again. He went ahead and answered a few of the follow up questions that I had, without me even asking them, such as telling me that he started his football college career at Dana and that Dana is a Christian-based college that really doesn't care about sports, just books. After that one fallen from favor year at Dana he transferred to Appalachian. At the close of this drawn-out semester he will have completed his first year here, and he will be craving for the next to begin. Next, I wanted to find out what kinds of restraints are placed on a college athlete's social life. Arron was pretty eager to tell me about this, as if he wanted me to ask him about it. He started by telling me, "You should know that; I always am telling you; No, I have to get up early in the morning, or I can't go eat dinner, I have film session at 5:00." He began to show me through his own words how much less time he has to devote to his friends because of his commitment to the title "College Athlete". As we moved on through the interview I now wanted to find out about the hindrances on his studies. Arron is majoring in criminal justice, and let me tell you, with this man's stature, I would not want to mess with him in a dark alley when he is angry. When I asked him, "How do you balance your time between your workouts and studies?" His answer to me was, "Time management plays a key role. I make time before I go to bed to write

Counselling Practice Essay Example

Counselling Practice Essay Example Counselling Practice Paper Counselling Practice Paper Horton, I. (2006). The SAGE Handbook of Counselling and Psychotherapy. London: SAGE Publications. Inskipp, F. (2006). Therapeutic skills and clinical practice. In C. Feltham, I. Horton, The Sage Handbook of counselling and psychotherapy (pp. 84 85). London: Sage. Patterson, C. (1985). The therapeutic relationship. Monterey California: Brooks/Cole. Perls, F. (1969). Gestalt therapy verbatim. Californiania: Real People Press. Strong, S. , Claiborne, C. (1982). Changes through interaction: Social psychological processes of counselling and psychotherapy. New York: Wiley.

The Economic Struggles of Landlocked Countries

The Economic Struggles of Landlocked Countries If a country is landlocked, it is likely to be poor. In fact, most countries that lack coastal access are among the world’s Least Developed Countries (LDCs), and their inhabitants occupy the â€Å"bottom billion† tier of the worlds population in terms of poverty.* Outside Europe, there is not a single successful, highly developed, landlocked country when measured with the  Human Development Index  (HDI), and most of the countries with the lowest HDI scores are landlocked. Export Costs Are High The  United Nations  has an Office of the High Representative for the Least Developed Countries, Landlocked Developing Countries, and Small Island Developing States. The UN-OHRLLS holds the view that high transport costs due to distance and terrain detract from landlocked countries’ competitive edge for exports.   Landlocked countries that do attempt to participate in the global economy must contend with the administrative burden of transporting goods through neighboring countries or must pursue costly alternatives to shipping, such as air-freight. The Wealthiest Landlocked Countries However, despite the challenges that most landlocked countries face, a few of the world’s wealthiest countries, when measured by GDP per capita (PPP), happen to be landlocked, including: Luxembourg ($92,400)Liechtenstein ($89,400)Switzerland ($55,200)San Marino ($55,000)Austria ($45,000)Andorra ($37,000) Strong and Stable Neighbors There are several factors that have contributed to the success of these landlocked countries. First, they are simply more geographically fortunate than most other landlocked countries by virtue of being located in Europe, where no country is very far from a coast. Furthermore, the coastal neighbors of these wealthy countries enjoy strong economies, political stability, internal peace, reliable infrastructure and friendly relations across their borders. Luxembourg, for example, is well-connected to the rest of Europe by roads, railways, and airlines and can count on being able to export goods and labor through Belgium, the Netherlands, and France almost effortlessly. In contrast, Ethiopia’s nearest coasts are across borders with Somalia and Eritrea, which are usually beset with political turmoil, internal conflict, and poor infrastructure. The political boundaries that separate countries from coasts are not as meaningful in Europe as they are in the developing world. Small Countries Europe’s landlocked powerhouses also benefit from being smaller countries with longer legacies of independence. Nearly all of the landlocked countries of Africa, Asia, and South America were at one time colonized by European powers that were attracted to their vast size and plentiful natural resources. Even when they gained independence, most landlocked economies remained dependent on natural resource exports. Tiny countries like Luxembourg, Liechtenstein, and Andorra do not have the option of relying on natural resource exports, so they have invested heavily in their financial, technology, and service sectors. To remain competitive in these sectors, wealthy landlocked countries invest heavily in the education of their populations and enact policies that encourage business. International companies like eBay and Skype maintain European headquarters in Luxembourg because of its low taxes and friendly business climate. Poor landlocked countries, on the other hand, have been known to invest very little into education, sometimes in order to protect authoritarian governments, and they are plagued by corruption that keeps their populations poor and bereft of public services – all of which precludes international investment. Helping Landlocked Countries While it may appear that geography has condemned many landlocked countries to poverty, efforts have been made to soften the limitations posed by a lack of sea-access through policy and international cooperation. In 2003, the International Ministerial Conference of Landlocked and Transit Developing Countries and Donor Countries on Transit Transport Cooperation was held in  Almaty, Kazakhstan. Participants designed a Program of Action, recommending that landlocked countries and their neighbors, Reduce customs processes and fees to minimize costs and transport delaysImprove infrastructure with respect to existing preferences of local transport modes, with a focus of roads in Africa and rail in South AsiaImplement preferences for landlocked countries’ commodities to boost their competitiveness in the international marketEstablish relationships between donor countries with landlocked and transit countries for technical, financial, and policy improvements Were these plans to succeed, politically-stable, landlocked countries could feasibly overcome their geographical barriers, as Europe’s landlocked countries have done. * Paudel. 2005, p. 2.

Assignment 2 Essay Example | Topics and Well Written Essays - 1000 words - 9

Assignment 2 - Essay Example In his book, Diamond argues against this notion, and in its stead, he proposes the environmental and geographical theory. In his postulates, he attributes Eurasian success on various environmental and geographical factors that played a significant role in their civilization’s development and advancement. These attributes are reflected in the book’s title, in the sense that their civilization produced guns, steel and germs that were used as weapons against other lesser civilizations. The dog is scientifically referred to as Canis lupus familiaris and as ‘man’s best friend’ due to the fact that it is a widely accepted that it was the first animal to be domesticated by man. Archeological evidence indicates that man began domesticating wolves approximately 33,000 years ago (Diamond 94). According to Diamond (88), dogs are a subspecies of the gray wolf, with DNA evidence indicating that there was an evolutionary split between wolves’ and dogs’ lineage at around 100,000 years ago (Diamond 211). This is attributed to disruptions and variations in climate, and the subsequent changes in the environment that led to genetic and morphological adaptations to facilitate continued survival of the species. This is reflective of Diamond’s postulate that the environment played a key role in influencing the supremacy of the Eurasian civilizations. Dogs are used for various purposes, uses and needs in the daily lives of humans, where they have been kept for working, as pets, for hunting, protection and in assisting handicapped people. The initial domestication of dogs was to aid in man’s hunting activities, which was one of his basic modes of acquiring food, with the other method being foraging or gathering of wild fruits, seeds, tubers and roots. According to Diamond (162), the Eurasian region was geographically conducive for the domestication of more wild animals than other in the world. The earliest signs of dog or wolf

The Importance of Integrity and Professionalism in Nursing Essay

The Importance of Integrity and Professionalism in Nursing - Essay Example From this paper it is clear that  the idea of dignity is also present in the nursing code of ethics given by the ANA which demands a respect for human dignity that can only come through being professional when a nurse approaches his/her profession. This concept of an inherent dignity of a human being who deserves to be treated with integrity is certainly not a new one since the time of ancient philosophers, it was accepted that human beings are endowed with special qualities that have set them apart and make them different from other living things.This discussion highlights that  thus human beings and the individuals under the care of the nurse have to be treated in a professional manner and when it comes to recent development in nursing, one of the key elements of professionalism and integrity appears to be confidentiality. This is because the assurance of confidentiality promotes and strengthens the integrity of the relationship between nurses and patients and this in turn prom otes patient care and recovery. The principle of respect concerning the autonomy of the patient is an acknowledgement of the right of the patient to have control over his/her information. This includes the right to decide who has access to his or her personal information and it is the responsibility of caregivers to make sure that this right is not violated.  Professionalism and integrity also teach nurses the idea of their duty and the ethical guidelines given by the ANA show us that the first duty of the nurse is towards the patient.  

Human Homeostasis Essay Example for Free

Human Homeostasis Essay What was the highest air temperature you had to deal with? 35degrees Celcius H. How did you respond to this temperature? Removed clothing, stopped exercising, and increased sweating. I. What was the lowest air temperature in the simulation? -10 degrees Celcius J. How did you maintain a constant body temperature at this time? Increased exercising, stopped sweating, added all clothing K. 8. Think and discuss: Other than the options available in the Human Homeostasis Gizmo, what other methods are used to maintain body temperature? Try to think of both voluntary and involuntary responses. Panting to release energy and reduce heat.

Christian and Pagan Influence in Paradise Lost and Beowulf Essay

Christian and Pagan Influence in Paradise Lost and Beowulf  Ã‚     Ã‚  Ã‚   In Paradise Lost, Milton is adept at drawing from both Christian and pagan sources and integrating them in such a way that they reinforce one another (Abrams 1075). Of course it is a commonplace for critics to believe that Milton valued his Christian sources more highly than the pagan ones (Martindale 20); this is most likely due to the fact that he regarded the Christian sources as vessels of the truth. His classical allusions, on the other hand, served as references for things fallen or damned. Thus, as seen in the invocation to Book 7 ("Descend from heav’n Urania, by that name / If rightly thou art called" [7.1-2]) wherein Milton places his muse Urania, the Greek muse of astronomy, in Heaven and distinguishes her as Christian, Milton works to integrate the Christian and pagan throughout Paradise Lost. Although a detailed account of the reasoning behind his form is beyond the scope of this essay, because "a strict Classicist might resent the intrusion of the Bib lical models, [and] a strict ‘Puritan’ might equally resent the degradation of the Word of God to the status of a source of precedents for literary composition" (Lewis 5), perhaps Milton’s choice of form was a political as well as a stylistic one. On the other hand, the reason could be as simple as Milton himself states in the invocation to Book 1: "Things unattempted yet in prose or rhyme" (1.16). In this one line, Milton borrows directly from Ariosto’s Orlando Furioso, thus acknowledging the epic tradition, yet also challenging that very tradition by promising his readers greatness and originality (Abrams 1476). Paradise Lost, however, is not the first epic to integrate both Christian and tradi... ...ilik, J. T., ed. The Books of Enoch. Oxford: Claredon, 1976. Milton, John. Paradise Lost. Elledge 3-304. Mollenkott, Virginia R. "The Influence of the Apocrypha in Milton’s Thought and Art." Milton and the   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Art of Sacred Song. Patrick and Sundell 23-43. Niles, John D. "Pagan Survivals and Popular Belief." The Cambridge Companion to Old English   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Literature. Ed. Malcolm Godden and Michael Lapidge. Cambridge: Cambridge UP, 1991. 126-41. Patrick, J. Max, and Roger H. Sundell, eds. Milton and the Art of Sacred Song. Madison: U of   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Wisconsin P, 1979. Sandner, David. "The Uncanny in Beowulf." Exploration 40.2 (1999): 162-70. Shawcross, John T. "The Hero of Paradise Lost One More Time." Patrick and Sundell 137-47. Steadman, John M. Milton’s Biblical and Classical Imagery. Pittsburgh: Duquesne UP, 1984.      

Wahaha Case Study

QUESTION 1: What â€Å"international strategy† and â€Å"modes of entry† did COKE/PEPSI use to penetrate the Chinese Market? How effective were these choices? When Chinese markets opened up in 1980’s, Coke/Pepsi focussed on defining several strategies to Differentiate, Market and distribute their Cola products to Chinese consumers. International Differentiation Strategy: Both used two main aspects of this strategy â€Å"Branding† and â€Å"Cost Leadershipâ€Å"to force local producers to withdraw from the market or establish joint ventures with them.They invested heavily in Brand recognition and used lots of advertising and sponsoring to support their cola brands. They replicated their global rivalry in China and initially were determined to seize market share from domestic cola producers, even at the cost of profitability. Later, Coke instituted the â€Å"Glocal† strategy which means â€Å"Think Local, act local but leverage global† but Pe psi instituted its positioning on young consumers. International Marketing Strategy: Coke spent heavily on Marketing to create a sound brand image and included Chinese cultural icons like windmills and dragons in its advertising.Local films and sports stars were engaged, sponsored National Soccer teams and International Olympic Committee as well with funding up to $1. 1 Billion for Beijing Games. Pepsi also used a great deal of Marketing like using popular entertainers such as Faye Wang, Guo Fuchen as endorsers. Pepsi became the most popular soft drink brand for young consumers due to its focussed Marketing for this demographics. International Distribution Strategy: Both preferred to establish their own distribution networks while setting up Joint Ventures with bottlers and bottlers managing sales in their assigned territory.They set stringent sales targets for bottlers, and in turn bottlers would set targets for distributors. While in most of the joint ventures, Coke did not have m ajority shareholding but Pepsi sought a majority share in the joint ventures. Global vs. International Strategy: Coke/Pepsi both maintained a global image and product offerings with a strong level of standardization in terms of Product quality, taste and branding but adapted their marketing strategies as per local market.For Example, Coke has taken the â€Å"think local, act local† approach and localized their marketing activities to be in sync with Chinese consumers. They sponsored National Youth Soccer Team and also extended their sponsorship for Beijing Games to create a sense of belonging among the end consumers. International Collaborative Strategy: Both Coke/Pepsi did collaboration with local Chinese companies and set up joint Ventures which helped them understand cultural, political, competitive and economic differences among various provinces in China.They were also successfully able to reach end consumers through local companies and create accurate customer profiles which helped them understand complexities in Chinese market. International Diversification Strategy: Product diversification strategy entails any modification of a current product that serves to expand its potential. Product diversification is different from product development such that it involves creating a new customer base, which expands the market potential of the original product. Coke/Pepsi used this strategy quite effectively to widen their customer base and target new segments.They launched several local products specific to Chinese needs and culture and did marketing in localised manner. For Example: Coke launched Minute Maid Pulpy Super Milky drink and the Sprite Tea drink and both have been regional hits. Both drinks have been developed out by the research and development unit in China. These strategic choices made by Pepsi/Coke were quite effective in China as they had successfully implemented them in other countries and both companies gained combined market share of 7 1% in Chinese Cola market by 2000.QUESTION 2: What resources, capabilities and competencies enabled Wahaha to compete successfully against Coke and Pepsi when most other local Chinese soft drink manufacturers had failed? Wahaha was able to successfully compete against Coke and Pepsi due to these factors: Wahaha’s Leadership : Wahaha Group was managed by Zong Qinghou who had a great vision and deep knowledge of markets and consumers in various regions. He had 20 years of sales experience in Chinese rural markets and Wahaha launched Future Cola in rural areas first which was untapped.Wahaha’s Marketing : Marketing, research and development (R&D) and logistics management were centralized at headquarters, while the subsidiaries were engaged in production. Wahaha’s marketing was clearly home grown and pitched the product as a â€Å"Chinese Cola† creating a sense of patriotism among end consumers. Wahaha’s Advertising : Wahaha’s advertising target ed the mass market, and not just the wealthier urban consumers. The prices of its products were usually lower than those of comparable products from its multinational competitors.They spent half of their advertising on CCTV which had huge rural coverage and credibility among consumers. Wahaha’s Distribution Network: Wahaha had developed unique relationships with distributors over last 10 years and was able to quickly deliver its products, reaching even remote corners of China within days. Wahaha established offices in more than 30 provinces with sales staff co-ordinating operations with the distributors.Wahaha JV’s and Acquisitions: In order to obtain world class production technology and survive competition from both local and multinational companies, Wahaha chose to partner with French giant Groupe Danone and both established several production oriented Joint Ventures(JV’s) which resulted into revenues and profits growing more rapidly. Wahaha also made several acquisitions such as loss making companies which were larger but poorly managed and it supported geographic expansion and production in local provincial markets.Wahaha’s R&D : Wahaha co-operated with R&D institutes and leading domestic flavor producers to ensure that its cola would be of a high quality and conducted thousands of taste tests worldwide. Its taste was designed to be close to international colas, but a little bit sweeter and stronger to cater to the Chinese consumers’ taste. Wahaha’s Production: Unlike Multinational companies, Wahaha had set up its own bottling plants as subsidiaries which allowed it great flexibility and also opened 68 production lines over China in various provinces.Wahaha’s Competitive Edge: The biggest competitive advantage which Wahaha had over Coke/Pepsi is that being a local company it understands the Chinese culture diversity pretty well and also their unique relationship with distributors in even remote parts of Chi na. They identified the opportunity in rural markets which was untapped by big multinationals and advertised heavily on local TV Channels, especially CCTV to create a solid Brand image in minds of Chinese consumers.Above all, since Wahaha had successfully sold many products like bottled water, flavoured milks, children’s nutritious drinks before launching Future Cola so it had enough experience, network and capital to support its Marketing, advertising expenses unlike other local Chinese soft drink manufactures who failed. QUESTION 3: What were the relative â€Å"Strengths & Weaknesses† of the three competitors in the Chinese Cola War? | Strengths| Weakness|Coke| International ExperienceStrong presence in urban areasExcellent sales force Huge capital to support price warsWide Range of productsIncreased local market knowledge| Weak Rural presenceCross territory sales by distributorsRivalry with Pepsi| Pepsi| International ExperiencePopular among young consumersProven St rategy in other marketsStrong hold on main cities| Weak Rural presenceJoint Venture conflictsRivalry with Coke| Wahaha| Understanding Chinese Culture DiversityRelationship with distributors in rural areas68 Production lines over ChinaJoint Venture with DanonePricing flexibility due to production by own subsidiariesChina’s own Cola| Week attendees in main citiesSales force|Wahaha seems to be winning the Cola war if they build on the strategies and implement them successfully in urban areas as well where multinationals have strong presence and also continue protect their current market share in rural areas. Another reason why Wahaha seems to be winning over because it has branded its products as â€Å"China’s own Cola† Made in China products and which resulted into a sense of belonging and loyalty among the Chinese consumers and it can be successfully implemented in big cities like Beijing, Hong Kong as well. QUESTION 4: Describe the Competitive Strategies and Tac tics each company (Wahaha/Coke/Pepsi) used to gain Market Share in China.Did any company appear to be winning the cola war? Support your answer. We can describe the competitive Strategies and Tactics used by each company to gain market share using Porter’s Five Force model. Industry Rivalry: When Chinese markets opened up in 1980’s, Coke and Pepsi invested heavily in Brand recognition and used lots of advertising and sponsoring to support their cola brands. They replicated their global rivalry in China and initially were determined to seize market share from domestic cola producers, even at the cost of profitability. They either forced local producers to withdraw from the market or establish joint ventures with them.Wahaha decided to target the rural market first because it knew and understood this market, and because it was not the focus of Coca Cola and PepsiCo. It focussed on the mass market of 1. 1 billion people in rural areas. Suppliers: Pepsi and Coke preferred to establish their own distribution networks while setting up Joint Ventures with bottlers and bottlers managing sales in their assigned territory. They set stringent sales targets for bottlers, and in turn bottlers would set targets for distributors. They used this model successfully in many countries. Their bottlers will map every place where their products can be sold and create one of them most accurate customer profiles.Coke had 28 bottling plans with Joint ventures (Minority shareholding) but Pepsi had 16 bottling plans with Joint ventures (Majority shareholding). Bottlers had little Supplier Power since they were into joint ventures with Coke and Pepsi. Wahaha did not had any suppliers since it had set up its own bottling plants as subsidiaries which allowed it great flexibility with its sales team and resulting into more price flexibility. It had more than 40 WOS and majority holding companies in 23 provinces. Buyers: Chinese cola consumers were segmented into two broad area s urban and rural, while urban market was captured mostly by Coke and Pepsi and Wahaha had excellent rural reach due to its unique relationship with its distributors in remote parts of China.Coke target market was large population centres, rolled out its products in cities based on population with up to 85% distribution penetration, Pepsi focused on key markets and cities, youth segment and had 65% distribution penetration but increasing faster than Coke. Wahaha focus initially was on smaller cities and rural areas which was yet untapped by big multinationals. Wahaha priced its products quite lower than Coke and Pepsi since rural consumers had more price sensitivity than urban buyers. It spent heavily on CCTV advertising which had huge rural coverage and credibility among consumers. They did the Marketing of their products as â€Å"Made in China† which made consumers more loyal towards it.Pepsi/Coke made money from sale of concentrate while Wahaha made it from sale of final p roducts due to its own subsidiaries doing production and so Wahaha had high pricing flexibility than Coke/Pepsi and was able to undercut multinationals. Potential Entrants: Coca Cola and PepsiCo’s success against the domestic Cola producers in the early stages and their strong brand name and sales network in big cities formed a high entry barrier for new competitors. However, later Wahaha successfully competed against them due to good knowledge of Chinese culture, sound distribution network and excellent Brand Management and timely launch of quality products in rural areas which was untapped by big companies. But, still sector has high entry barriers there by resulting into limited potential entrants.Substitutes: There are several substitutes to Cola like Iced Tea, Sports and Energy drinks, Non – Carbonated drinks, juices, packaged water etc which pose a great challenge to Cola Industry and growing at a higher rates up to 10% in comparison to 2-4% growth rate in Cola d rinks. This has resulted into Coke, Pepsi and Wahaha launching several other products in these categories Value Creation for Shareholders: While Coke/Pepsi endorsed local film stars, included cultural icons in its advertising and sponsored various Chinese Sports programs to localise their marketing as per Chinese consumers but Wahaha focussed on advertising using TV Ads especially on CCTV which had huge coverage and credibility and also sponsored Soccer World Cup and spring festivals. QUESTION 5: What future strategies should Wahaha consider to compete successfully against such large multinational enterprises?There should be a Four Step Action Plan which Wahaha should consider to compete successfully against such large multinational enterprises: Step1: Wahaha need to maintain and protect its leading position in Rural market since both multinationals Pepsi/Coke are going to improve their distribution network, product offerings and further localise their Marketing to penetrate rural m arket. It can do it by increasing Marketing activities in rural areas and projecting its â€Å"Chinese Cola† brand image more comprehensively. Step2: It need to target main cities where multinationals have strong presence and fetch market share so that it can maintain its overall market share in case of downside in rural market share. Step3: It needs to explore new markets which are yet untapped fully by multinationals and are similar to Chinese ulture since it can brand its products successfully in similar manner as it did in China Step4: It needs to broaden its product line and enter into other substitutes category like Iced Tea, Bottled water etc which are posing a threat to Cola segment by registering higher growth rates. It can also start research on new product segments like Alcoholic drinks etc to see if market potential exists or not. Strategy| Actions| Protecting and maintaining leading position in Rural Market| * Increase Marketing activities in rural areas( Sponsor for local events and ads) * Offer Bounce system to maintain distributors loyalty . | Market Penetration| * Target Main cities first where Wahaha has good reputation like Beijing, Hong Kong etc. Promotional campaign every quarter for Brand Recall| Market Development| * Expand in neighbour countries with similar Chinese culture since it can use similar marketing and branding strategies in those countries which Wahaha has successfully implemented in China. * Use the Danone JV to enter in markets where Danone has good presence. | Product Development| * Prepare new production line for non – carbonated soft drinks since other substitutes like Iced Tea, Juices, Bottled waters are showing a higher growth rates than Cola segment. * Start Study to produce alcoholic drinks like Beer. | References: 1: International Trade & Academic Research Conference (ITARC ), 7 – 8th November, 2012, London. UK. on â€Å"COCA-COLA: International Business Strategy for Globalization† 2: Por ter’s Five Force model of Competition: http://www. managementstudyguide. com/porters-model-of-competetion. tm 3: Cola Wars in China: Case Study Analysis Source: Strategy Analysis and Practice 2005 McGraw Hill Education Europe 4: Cola Wars in China : The Future is Here ; Case Study by Nancy Dai at Richard Ivy School of Business. 5: Cola Wars – UTS 21715 – Strategic Management Lecture 3 University of Technology Sydney 6: Alon, I. , Littrell, R. F. , & Chan, A. K. (n. d. ). Branding in China: Global product strategy Alternatives. http://www. aabri. com/OC09manuscripts/OC09002. pdf 7: Espitia E. , Manuel and Ramires A. , Marisa The impact of product diversification strategy on the corporate performance of large Spanish firms. Spanish Economic Review Volume 4 Number 2. P. 119-137 2002.

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.

Impact of Media Technology on Learning Behavior Essay Example

Impact of Media Technology on Learning Behavior Essay Example Impact of Media Technology on Learning Behavior Essay Impact of Media Technology on Learning Behavior Essay Reviewed literature Behavior modification focuses on behaviors and behavior changes. Behaviors are what a person does or says. The purpose of behavior modification is to help change behaviors that have a social impact on ones life while improving a specific aspect of that persons life (Miltenberger, 2008). According to Mather and Goldstein (2001 ), All behavior follows a set of consistent rules.Methods can be developed for defining, observing, and measuring behaviors, as well as designing effective interventions (p. 96). Behaviors have one or more dimensions that can be measured. These dimensions include the frequency or number of times a behavior occurs, the duration or how long a behavior occurs, and the intensity or physical force involved in a behavior (Miltenberger, 2008). Behavior modification is a field of psychology that analyzes and modifies human behaviors (Miltenberger, 2008).It is the consistent application of positive or negative consequences to reinforce the occurrence of a desirable behavior and/or to reduce the occurrence of an undesirable behavior. As stated by Miltenberger (2008), analyzing a behavior means to 7 determine the relationship between the environment and that behavior to better understand why a person behaved the way he or she did, and modifying a behavior means to create and put into place procedures to help people change that behavior.Four major figures in psychology were influential in the development of the scientific principles on which behavior modification, a theory of psychology that has been around since the early 1900s, is based. The first major contribution of behavior modification was Edward Thorndikes development of the law of effect, in 1911, which states behaviors that generate a positive effect on the environment are more likely to occur in the future (lvfiltenberger, 2008). An example of the law of effect pertaining to education is students receiving credit for doing their homework.This theory implies that students who consistently earn credit for completing their homework are more likely to continue this behavior. In 1913, John Watson started a movement called behaviorism. Watson believed that observable behaviors were an appropriate subject matter of psychology and that all behaviors were controlled by outside events (Miltenberger, 2008). Behaviorism can be witnessed in schools when students who live in abusive and/or unstructured environments misbehave because 8 they have not been exposed to or taught socially acceptable behaviors by their parents.These students undesirable behaviors are often a result of negative, unhealthy events that take place in their homes. In the mid-1920s, Ivan Pavlovs experiments discovered the basic process of respondent conditioning (Miltenberger, 2008). Respondent conditioning, also known as classical conditioning, pairs a stimulus and response that occurs naturally with another stimulus to elicit a response that does not occur naturally. This theory is demonst rated in the classroom when teachers use the statement, give me five.This specific behavior management technique is used to quickly and quietly cue students to stop what they are doing. Students are expected to give the teacher their undivided attention while he or she speaks to the class. Teachers who implement this technique have conditioned their students to behave in a specific manner which is unrelated to the usual meaning of the statement. B. F. Skinner is considered to be one of the most influential figures in the development of behavior modification (Labrador, 2004).During the 1930s, Skinner expanded the field of behaviorism first developed by Watson by laying out the principles of operant condition which claims that the 9 consequence of a behavior controls the future occurrence of that behavior (~v1iltenberger, 2008). Skinners work has influenced the field of education, as well as the field of psychology. He believed that positive reinforcement was more effective than punis hment when trying to change and establish behaviors. Through his work, Skinner identified five main obstacles to learning.These obstacles are a fear of failure, the task is too long and complicated, the task lacks directions, clarity in the directions is lacking, and there is little or no positive reinforcement (Frisoli, 2008). Skinner also recognized that people can be taught age-appropriate skills using the following techniques. These techniques are giving the learner immediate feedback, breaking tasks down into small steps, repeating the directions as many times as possible, working from the most simple to the most complex tasks, and giving positive reinforcement (Frisoli, 2008).Behavior modification is used in many areas to assist in changing peoples problematic behaviors. These behaviors are considered to be socially unacceptable and inappropriate for ones age and/or ability. Additionally, these behaviors are often disruptive to ones life. Miltenberger (2008) noted that, A weal th of research in behavior modification demonstrates that these 10 behaviors often can be controlled or eliminated with behavioral intervention One field that consistently uses behavior modification is education, especially in the areas of classroom management and teaching students with special needs.The field of developmental disabilities has received more behavior modification research than any other area (Miltenberger, 2008), as individuals with disabilities often have behavioral deficits that are able to be overcome with the use of behavior modification. Behavior modification continues to play a major role in special education. It is used to create effective teaching methods and to control problematic behaviors such as not cot plying with school and/or class rules. It is also used to improve inappropriate social behaviors including temper tantrums, interrupting, and difficulty sharing.Furthermore, behavior modification is used to improve functional skills deficits pertaining to personal hygiene and toileting, promoting self-management, and training teachers (Miltenberger, 2008). Statement of the Problem The purpose of my paper was to explore behavior modification by using rewards to encourage positive, observable behavior changes in my students. Teachers have an opportunity to positively impact their students behavior, in addition to their education. I wanted to see if the idea of behavior modification was an effective method for teaching and encouraging students’ age-appropriate behaviors and social skills.I researched the use of rewards and positive reinforcement with regards to behavior modification by creating a classroom more interacting and participation on the classroom. One aspect of teaching is educators abilities to effectively manage their students behaviors. Many teacher education programs expose preserve teachers to numerous strategies for managing students behaviors because the most challenging aspect of teaching continues to be classr oom management and discipline (Yost amp; Muscat, 2002).According to Wetzel and Mercer (2003), â€Å"The area of behavior interventions in classrooms receives more attention than many other aspects of schooling (p. 89). This is not surprising as teachers are expected to deal with discipline problems that were once a cause for suspension or expulsion from school since more and more students are being included in public school settings, in part due to the Individuals with Disabilities Education Act (Quinn et al. , 2001). Another area teachers struggle with is whether or not students should be rewarded for behaviors that are expected of them.Some educators believe that it is not their responsibility to provide incentives for students; they feel that this is the job of parents. However, research in the area of behavioral skills training claims that feedback in the form of positive reinforcement is essential to teaching individuals appropriate behaviors and expectations (Miltenberger, 20 08). Wetzel and Mercer (2003) note that, The most controversial issues in behavior management have been the use of rewards to n-motivate and teach students to follow classroom rules and routines and to complete academic assignments (p. 8). The appropriate use of positive reinforcement and behavior modification are important for success in the classroom, as frequent reprimands, low expectations, and infrequent praise often result in students who exhibit challenging behaviors (Morgan, 2006). Educators can use strong classroom management skills to end, or at the very least avoid, an increase in problematic behaviors. Significant of the study This study focused on the impact of positive reinforcement on their studies will motivate them to study hard.It is used to create effective teaching methods and to control problematic behaviors such as not cot plying with school and/or class rules. It is also used to improve inappropriate social behaviors including temper tantrums, interrupting, an d difficulty sharing. All of only students were classified as having special needs and were placed in my learning resource classroom due to cognitive and/or behavioral deficits that required specialized support from a special education teacher. Many of my students had a difficult time appropriately interacting with adults and peers, especially in the area of manners.These students often required numerous verbal prompts and reminders from adults working with them to use manners. Unfortunately, the previous approach of verbally prompting my students to use appropriate manners did not have the intended positive effect of improving their social interactions. Scope and limitation This study considered the effect of positive reinforcement on the classroom setting whom we wanted to see if the idea of behavior modification was an effective method for teaching and encouraging students’ age-appropriate behaviors and social skills on the particular setting on classroom.Definition of Ter ms Behavior What a person says or does. Cooperative Learning. Cooperative Learning is a systematic pedagogical strategy that encourages small groups of students to work together for the achievement of a common goal. Classroom management- A set of skills needed by a teacher to plan, implement, and maintain a learning environment in which students learn decision-making skills needed to be responsible for their own learning and conduct. Discussion. -There are a variety of ways to stimulate discussion.Motivation- A driving force that encourages an action or behavior to occur Positive reinforcement- positive reinforcement involves the addition of a reinforcing stimulus following a behavior that makes it more likely that the behavior will occur again in the future. Reward- Something that is given in return for doing something else. Skills- An ability and capacity acquired through deliberate, systematic, and sustained effort to smoothly and adaptively carryout complex activities or job f unctions involving ideas (cognitive skills), things (technical skills), and/or people (interpersonal skills).Teaching strategy- are the methods you use to allow learners to access the information you are teaching. This action research project explored the theory of behavior modification through the use of rewards to promote positive behavioral changes in students with special needs. A classroom behavior management plan was created to observe the effectiveness of positive reinforcement on influencing students behaviors. CHAPTER 2 METHODOLOGY This chapter presents the research methodologies used in the study.This includes the research design, sources of data, data gathering procedure and the statistical treatment of data. Research Design The researchers employed the one group must be experimental without reinforcement while the other group is a controlled group that if there is a motivation using positive reinforcement. By using this design, the researchers were able to determine effe cts of positive reinforcement regarding on their participation in class. The experimental and controlled group was used as a basis of comparison of reinforcement. Materials This will be conducted in a classroom setting