narendermodi, modiji, narender modi indiapm

Narendra Damodardas Modi born 17 September 1950) is the 15th and currentPrime Minister office since 26 May 2014. modi a leader of the Minister of Gujrat from 2001 to 2014 and is the Member of Parliament (MP) from Varansi. He led the BJP in the which gave the party a majority in the Lok Sabha (the lower house of the Indian parliament) – a first for any party since 1984 – and was credited for 2014 BJP electoral victories in the states of Haryana, MaharastraJhaarkhand and Jammu and kasmir..

Since taking office as Prime Minister, Modi's administration has focused on reforming and modernising India's infrastructure and government, reducing bureaucracy, encouraging increased foreign direct investment, improving national standards of health and sanitation and. Modi has been appreciated for starting initiatives like and Digital india Earlier, as Chief Minister of , Modi's economic policies (credited with encouraging economic growth in Gujarat) have been praised, although his administration has also been criticised for failing to significantly improve the human development in the state and failing to prevent the  Despite his progressive initiatives, Modi, a and a former member of the  (RSS) is a controversial figure domestically and internationally.Known for his , he is the second most followed 

politician on  after U.S. President After accusations of anti-Muslim rhetoric during the campaign, during Modi's second term his emphasis shifted from to Gujarat's economic development. He curtailed the influence o organisations such as the  (BKS) and the(VHP),entrenched in the state after the decline of Ahmedabad's textile industry, and dropped (an ally of former Sangh co-worker and VHP state chief  from his  When the BKS staged a farmers' demonstration Modi ordered their eviction from state-provided houses, and his decision to demolish 200 illegal temples in deepened the rift with the VHP. Sangh organisations were no longer consulted or informed in advance about Modi's administrative decisions.

His 2002–07 changes have led to Gujarat's description as an attractive investment destination. According to Aditi Phadnis, "There was sufficient anecdotal evidence pointing to the fact that corruption had gone down significantly in the state ... if there was to be any corruption, Modi had to know about it" He established financial and technology parks in Gujarat and during the 2007  summit, real-estate investment deals worth ₹6.6 trillion were signed in the state.In March 2008 the asked the state government to re-investigate nine cases from the 2002 riots (including the , establishing a Special Investigation Team (SIT).^] In response to a petition from Zakia Jafri (widow of  who was killed in the Gulbarg Society massacre), in April 2009 the court asked the SIT to investigate her allegation that Modi and another minister were complicit in the killings The SIT questioned Modi in March 2010; in May, it presented to the court a report finding no evidence to substantiate the allegations.In July 2011,  submitted his final report to the court: contrary to the SIT position,

 Modi could be prosecuted based on the available evidence. The team criticised Ramachandran's report for relying on testimony from who they said fabricated the documents used as evidenceThe Supreme Court gave the matter to the magistrate court, with the SIT examining Ramachandran's report. The team submitted its final report in March 2012 seeking closure of the case, with Zakia Jaffri filing a protest petition in response. In December 2013 the magistrate court rejected the protest petition, accepting the SIT's finding that there was no evidence against the chief minister.

good life, goodlife, lifeenjoy, sucesslife, enjoylife

from which this essay is adapted—I try to pursue that interpretive project. We aim to find some ethical standard—some conception of what it is to live well—that will guide us in our interpretation of moral concepts. But there is an apparent obstacle. This strategy seems to suppose that we should understand our moral responsibilities in whatever way is best for us, but that goal seems contrary to the spirit of morality, because morality should not depend on any benefit that being moral might bring. We might try to meet this objection through a familiar philosophical distinction: we might distinguish between the content of moral principles, which must be categorical, and the justification of those principles, which might consistently appeal to the long-term interests of people bound by those principles.

But that austere view would set a severe limit to how far we could press an interpretive account of morality: it would permit the first stage I distinguished in Plato’s and Aristotle’s arguments, but not the second. We could seek integration of the ethical and moral within our distinctly moral convictions. We could list the concrete moral duties, responsibilities, and virtues we recognize and then try to bring these convictions into interpretive order—into a mutually reinforcing network of ideas defining our moral responsibilities. Perhaps we could find very general moral principles, like the utilitarian principle, that justify and are in turn justified by these concrete requirements and ideals. Or we could proceed in the other direction: setting out very general moral principles that we find appealing, and then seeing whether we can match these with the concrete convictions—and actions—we find we can approve. But we could not 

set the entire interpretive construction into any larger web of value; we could not justify or test our moral convictions by asking how well these serve other, different purposes or ambitions that people including ourselves might or should have.

Hobbes and Hume can each be read as claiming not just a psychological but an ethical basis for familiar moral principles. Hobbes’s putative ethics—that self-interest and therefore survival are the greatest good—is unsatisfactory. At least for most of us, just achieving survival through a morality of self-interest is not a sufficient condition of living well. Hume’s sensibilities, translated into an ethics, are much more agreeable, but experience teaches us that even people who are sensitive to the needs of others cannot resolve moral, or ethical, issues—as Hume’s theory might suggest—simply by asking themselves what they are naturally inclined to feel or do. Nor does it help much to expand Hume’s ethics into a general utilitarian principle. The idea that each of us should treat his own interests as no more important than those of anyone else has seemed an attractive basis for morality to many philosophers. But as I shall shortly argue, it can hardly serve as a strategy for living well oneself.

Each of these fundamental ethical ideals needs the other. We cannot explain the importance of a good life except by noticing how creating a good life contributes to living well. We are self-conscious animals who have drives, instincts, tastes, and preferences. There is no mystery why we should want to satisfy those drives and serve those tastes. But it can seem mysterious why we should want a life that is good in a more critical sense: a life we can take pride in having lived when the drives are slaked or even if they are not. We can explain this ambition only when we recognize that we have a responsibility to live well and believe that living well means creating a life that is not simply pleasurable but good in that critical way.

engineering life, sucess engineer, college life, sucessengineer,

Advice to Students 

School prepares you to solve problems, but usually, these problems are "well defined." When you get into your first job, very little of your work will be as "well defined" as the problems in school were. You might feel a little lost at first. Don't be afraid to ask for help defining the problem, because once it is defined, you'll have the skill set you need to solve it

Civil engineering students should be aware that math and science are essential for engineering, but reading the newspaper and studying history, English, foreign languages, etc. are equally as important. Automation plays a major role in engineering projects so be sure to take plenty of software courses. Studying abroad is one way to investigate how interested you are in working internationally.

"Get a mentor. Job shadow (follow someone around at work), this is a great way to figure out what people do at work. Ask questions. It is also ok to change your areas of interest. Be flexibl

Education 

• BSNE, University of Missouri - Rolla
• MEng, University of Michigan
• MSNE, University of Michigan
• PhD NE, University of Michigan

Job Description 

Steinman works as a consultant; her firm uses specialized engineering knowledge to solve problems, often in a staff augmentation role, for clients.

Interview Segment

Q: When did you know you wanted to become a Nuclear Engineer?

Steinman: My junior year in high school I attended the Jackling Institute at the University of Missouri – Rolla (UMR) and got to spend a day in the research reactor. I was hooked from the first time I got to sit in the reactor operator's chair.

 

Q: What was your college experience like?

Steinman: I went to a small school that at the time had a 4-1 male-female ratio. It took a semester or two to get used to being the only female student in class most of the time, but once I got used to that, college was great! I made several life-long friends.

 

My freshman and junior years were the most difficult. The freshman year was hard trying to figure out how to balance school, new friends, homework, and extra-curricular activities while still trying to get an hour or two of sleep during the week nights. My junior year was hard because that is when all of the hard-core engineering classes ended up lumped together. There were 18 NE students and we all attended class together, studied together, and relaxed at the town bar together on Thursday nights. When it was all said and done I would not have given up any of my college experiences.

 

Q: Did you co-op while you were an undergrad?

Steinman: No, but I had a summer internship at Argonne National Laboratory and worked on campus as a health physics technician for three years.

 

Q: How did you get your first job?

Steinman: A friend from graduate school recommended me as her replacement when she relocated when her husband finished graduate school. During my interview the owners of the company told me that they had seen my presentation at the 1998 Student ANS meeting and at the MI-ANS Student presentations meetings in 1999 and 2000. These presentations heavily influenced their decision to make me an offer for permanent employment.

 

Q: What's the most rewarding thing about being a Nuclear Engineer?

Steinman: I love what I do; the tasks and challenges are always changing and evolving, which keeps the job exciting. Every day I have the opportunity to learn something new.

 

 

Q: Do you have a mentor? Or did you in your college years?

Steinman: During graduate school, Ruth Weiner of Sandia National Laboratories serviced as my mentor. She was the outside member of my doctoral dissertation committee, took the time to introduce me to colleagues at ANS national meetings, and regularly provided advice on a variety of personal and profession topics. These days I try to return the favor by participating as a mentor at ANS meetings.

 

Q: Do you find yourself working more in a team situation, or more alone?

Steinman: This really depends upon the size of the project. The last two large projects we have worked on, I acted as Project Manager, so these projects were definitely more team oriented; however, I usually get at least 1 project a year that I do all by myself.

 

Q: Do you find you are able to balance work with social/family life while working in your current job?

Steinman: I work for a small close-knit company. Since most of my family lives elsewhere in the US, my husband and I tend to socialize with co-workers. However, I rarely feel like my job is intruding into my personal life.

 

Q: If you had to do it all over again, would you still become a Nuclear Engineer?

Steinman: Absolutely! I love working in the Nuclear Industry. I take every opportunity I get to talk to local high school students about the variety of working in this field.

 

Q: Did you think that school prepared you for the way the work gets done in the real world?

Steinman: School teaches you how to solve problems given a specific set of input parameters. In the real world, you have to find and decide upon the appropriate input parameters. I did not feel like school prepared me for making those decisions, but I was able to learn how to decide fairly quickly on the job because I at least knew how to solve the problem once I adequately defined the problem.

 

My undergraduate preparation was a lot more like what I do for a living than my time in graduate school, but this was not unexpected since I did not go into academia or research following graduate school. However, there was a substantial learning curve once I got into the working world.

 

Q: Where do you see jobs for Nuclear Engineers in the future? What should students be doing to prepare themselves to take on those roles?

Steinman: A nuclear engineering degree today is quite different from what it was in the 1960s and 70s. Back then nuclear engineering was primarily power engineering, but today nuclear engineering is everything from medical physics to homeland security to power production. In many cases, a nuclear engineering degree is more nuclear science than engineering. If we hope to build new nuclear power in this country, students interested in nuclear power need to learn as much as the possibly can from the engineers that built the currently operating plants. Otherwise, we will have to get all of the engineering from overseas.

 

Q: What other advice do you have for students?

Steinman: School prepares you to solve problems, but usually, these problems are "well defined." When you get into your first job, very little of your work will be as "well defined" as the problems in school were. You might feel a little lost at first. Don't be afraid to ask for help defining the problem, because once it is defined, you'll have the skill set you need to solve it.

MAKE IN INDIA, MAKEININDIA, makeinindia, narender modi, digitalindia,

Make in India is an initiative of the Goverment of india to encourage  as well as domestic, companies to manufacture their products in india. It was launched bPrime minister Narender modi on 25 September 2014.India would emerge, after initiation of the programme in 2015, as the top destination globally for , surpassing the Peoples of china  as well as the 

The major objective behind the initiative is to focus on job creation and skill enhancement in twenty-five sectors of the economy. These sectors include: automobile and electronics and IT. The initiative hopes to increase and The initiative also aims at high quality standards and minimising the impact on the environment.The initiative hopes to attract capital and technological investment in India.

The campaign was designed by 

In January 2015, HyunChil Hong, the President & CEO of Samsung South Asia, met withUnion(MSME), to discuss a joint initiative under which 10 "MSME-Samsung Technical Schools" will be established in India.^[17] In February, Samsung said that will manufacture the Samsung in its plant in Noida

In February 2015, Hitachi said it was committed to the initiative. It said that it would increase its employees in India from 10,000 to 13,000 and it would try to increase its revenues from India from billionin 2013 to 210 billion. It said that an auto-component plant will be set up in  in 2016.

digitalindia, DIGITALINDIA, DIGITAL INDIA, INDIA DIGITAL, digital india, india digital

At the launch ceremony of Digital India Week by Prime Minister Narender modi top CEOs from India and abroad committed to invest ₹4.5 lakh corer (US$68 billion) towards this initiative. The CEOs said the investments would be utilitized towards making smartphones and internet devices at an affordable price in India which would help generate jobs in India as well as reduce the cost of importing them from abrReliance company Chairman Mukesh Ambani said his company would invest ₹2.5 lakh corer(US$38 billion) across different Digital India heads, which have the potential to create employment for over five lakh people. He also announced setting up of the 'Jio Digital India Start Up Fund' to encourage young entrepreneurs who are setting up businesses focused around the Digital India initiative,chief sunil mital committed investments of more than   (US$15 billion) in the next five years to create deeper infrastructure in rural and urban India in the areas of e-health

Single window access to all persons by seamlessly integrating departments or jurisdictions; availability of government services in online and mobile platforms; All citizen entitlements to be available on the Cloud to ensure easy access; Government services to be digitally transformed for improving ease of doing business; Making financial transactions above a threshold, electronic and cashless; and Leveraging GIS for decision support systems and development.

A website was launched on July 1, 2015^[1] by Prime Minister Narendra Modi to keep a record of the attendance of Government employees on a real-time basis. This initiative started with implementation of a common Biometric Attendance System (BAS) in the central government offices located in Delhi

DIgital india,digitalindia,narendramodi,Narendramodi,modi ji,digitalindianarendermodi

Digital India is an initiative by the Goverment of india to ensure that Government services are made available to citizens electronically by improving online infrastructure and by increasing Internet connectivity. It was launched on July 1, 2015 by Prime minister narender modi The initiative includes plans to connect rural areas with high speed internetnetworks. Digital India has three core components. These include:

• The creation of digital infrastructure
• Delivering services digitally
• Digital litery

A two-way platform will be created where both the service providers and the consumers stand to benefit. The scheme will be monitored and controlled by the Digital India Advisory group which will be chaired by the Ministary of communication and ITIt will be an inter-Ministerial initiative where all ministries and departments shall offer their own services to the publicHealthcare Education judical services etc. The model shall be adopted selectively. In addition, there are plans to restructure the National. This project is one among the top priority projects of the Modi Administration.

	This article is part of a series about Narendra Modi
Early life and education Public image of Narendra Modi

There are nine pillars of Digital India Programme.

1. Broadband Highways
2. Universal Access to Mobile Connectivity
3. Public Internet Access Programme
4. e-Governance – Reforming Government through Technology
5. eKranti - Electronic delivery of services
6. Information for All
7. Electronics Manufacturing
8. IT for Jobs
9. Early Harvest Programmes

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