Service Quality of Bank Essay Example for Free

Service Quality of Bank Essay Good and Bad banking service that I’ve ever experienced before†¦ It was really great to have banking service especially internet banking. It has a lot of advantage for me, for instance helping me out to pay my tuition fee, pay my bill, and buy a prepaid reload. Transfer money also getting easy as my parents from Indonesia send me money just thru ATM to ATM. Despite all of the good thing of the banking service. I’ve experience the worse one. If I’m not mistaken, on Thursday, August 23, 2007 around 15:46 pm, I make cash withdrawals at ATMs BNI (Bank Negara Indonesia or Indonesian Bank) branch Klampis Surabaya Rp1,000,000, but it was came out only Rp950. 000, though my bank account already count 1,000,000 as withdrawal. I report directly to the customer service BNI branch Klampis and asked to complete written reports. On Monday, August 27, 2007, when I have some savings on print book teller BNI, listed 50,000 refund on August 24, 2007. But, August 28, 2007 when I re-requested printed, 50,000 of money, it has taken / credited back. According to customer service BNI, it happened because it was considered there was no difference in the ATM transaction otherwise altered so successful and did not return my money. Although there were not many, but nevertheless I still impaired by ATM BNI. Previously, I have also experienced a similar ugly incident at the ATM BCA (Bank Central Asia) with a lack of money is greater. Around May 15, 2009, I withdraw cash at BCA ATM in Jakarta about Rp1,000,000 but in fact, money that comes out just Rp250,000 or less Rp750,000 whereas the contents of my bank account has been reduced Rp1. 000. 0000. I immediately make a report by phone to the BCA Access Center. Furthermore, I also suggested make repeated telephone and written report on the BCA branch, the exact location while I withdraw the money. However, after months of waiting, my money is eaten in BCA ATM did not come back, because by the Bank Central Asia, the transaction is considered successful. Given the frequent cases of money out of the ATM is not in accordance with the nominal transaction as my experience as well as many other customers that was published in various print media, its time ATM owned banks in the country to be examined or audited periodically by an independent body to customers not always the fault of the injured party machine, that what I suggest.

Free Catcher in the Rye Essays: Symbols and Symbolism :: Catcher Rye Essays

Symbolism in The Catcher in the Rye J. D. Salinger's "The Catcher in the Rye", published in 1951, is his best piece of work. The story is about a sixteen-year old young man by the name of Holden Caulfield. Holden is being expelled from Pency Prep and decides to leave three days early. He chooses to not go home, enabling his parents to receive the letter that his head master at Pency Prep wrote to his parents about his expulsion. He chooses to hang around in New York until Wednesday, when he is going to be able to return home. Throughout the three days, Holden is having a difficult time finding out who he is. Throughout the novel, the reader is presented with many different symbols. The symbols are clearly seen by Holden's constant repetition of their importance. The symbols are so important and their symbolism is directly related to the major themes of the novel. Allie, Holden's young brother who died several years earlier, was a major symbol throughout the story. When Holden remembers incidents from his past involving Allie, his attitude changes, such as when he writes the composition about Allie's baseball glove or when Holden broke his hand after punching all of the windows after Allie died. "I slept in the garage the night he died, and I broke all the goddam windows with my fist, just for the hell of it". (39) He feels that Allie was one of the few people who were not phony in a world full of phonies. More importantly, Allie represents the innocence and childhood that Holden strives to find throughout his three-day journey. In Holden's opinion, Allie represents the purity that Holden looks for in the world. Holden admits that he admires Allie more than he admires Jesus, and even prays to Allie at one point, rather than Jesus. Allie is Holden's role model, whom he judges the rest of the world according to. When Allie dies, it creates turbu lence in Holden's life. At several points during the course of the novel, Holden asks as to what happens to the ducks who are normally on a pond in Central Park, when winter comes and the water freezes. On page 60, Holden asks, "You know those ducks in that lagoon right near Central Park South? That little lake? By any chance, do you happen to know where they go, the ducks, when it gets all frozen over?

Rogerian Argument Outline

I. Paragraph One: Introduction Topic/issue: external intervention by the international committee and world powers like the United States into the national affairs of warring nations is essential for domestic conflict resolution. Opposing view: Warring nations should be responsible for their own domestic conflicts and find ways to resolve them. Others nations should limit their intervention to just the mediation of peace talks. Writer’s view:External military and diplomatic intervention has been the key to solving major civil conflicts and preventing possible genocides in countries such as sierra Leone and Libya while people in countries such as Rwanda and currently in Syria endure the worst because of the blind eye or unwillingness to react to atrocities against humanity by the international community. Problem: Key terms: Intervention atrocities genocide mediation II. Paragraph Two: Summary of the Opposing View’s PositionMain point A: Each nation must be self-responsibl e for their domestic conflict and find ways to resolve it. Main point B: The cost incurred in the form of lost military lives and equipment on the intervening nations is mostly too much. The cost of funding these wars can easily get out of hands as conflicts tend to last longer than mostly anticipated. Main point C: III. Paragraph Three: Statement of Validity (Why their view must be valid, IV.Paragraph Four: Summary of the Writer’s Position Main point A: Innocent civilians in Nations such as Liberia and Sierra Leone endured decades of war. Only after massive intervention by the international committee were these conflicts resolved. The same can be said for Libya and currently in DR. Congo. Main point B: However, the same cannot be said for countries such Rwanda or Bosnia where modern genocide occurred under the watch of the international committee. Main point C:Despite all the daily reports and evidence coming from Syria, the international community is still undecided on whic h course of action to take to alleviate the pain and suffering of the innocent civilians. V. Paragraph Five: Statement of Validity Context or specific circumstance(s) in which this view may be considered valid: even though it is best to allow domestic conflicts to be self-resolved it is also in the interest of humanity that the international committee and nations such as the United States periodically intervene in conflicts that gets out of hand.VI. Paragraph Six: Statement of Benefit(s) Even though it is right that domestic conflicts are best solved nationally, it is in the interest of the innocent and oppressed that the international committee intervenes to enforce these solutions. VII. Paragraph Seven: Conclusion Summary: The international committee should intervene in escalating domestic conflicts to help in resolving. Common ground: Compromise: Proposed solution: Positive, hopeful statement: (Relate to how SL. Spent yrs negotiating till intervention. )

Nannie Helen Burroughs Advocate and Businesswoman

Nannie Helen Burroughs founded what was at the time the largest black women’s organization in the United States and, with the organization’s sponsorship, founded a school for girls and women. She was a strong advocate for racial pride.  Educator and activist, she lived from  May 2, 1879, to May 20, 1961.   Background and Family Nannie Burroughs was born in north-central Virginia, in Orange, located in the Piedmont region. Her father, John Burroughs, was a farmer who was also a Baptist preacher.  When Nannie was only four, her mother took her to live in Washington, DC, where her mother, Jennie Poindexter Burroughs, worked as a cook. Education Burroughs graduated with honors from the Colored High School in Washington, DC, in 1896. She had studied business and domestic science.   Because of her race, she could not get a job in the DC schools or the federal government.  She went to work in Philadelphia as a secretary for the National Baptist Convention’s paper, the Christian Banner, working for the Rev. Lewis Jordan.  She moved from that position to one with the Foreign Mission Board of the convention. When the organization moved to Louisville, Kentucky, in 1900, she moved there. Womans Convention In 1900 she was part of founding the Woman’s Convention, a women’s auxiliary of the National Baptist Convention, focused on service work at home and abroad. She had given a talk at the 1900 annual meeting of the NBC, â€Å"How Sisters Are Hindered From Helping,† which had helped inspire the founding of the women’s organization. She was the corresponding secretary of the Woman’s Convention for 48 years, and in that position, helped recruit a membership which, by 1907, was 1.5 million, organized within local churches, districts, and states.  In 1905, at the First Baptist World Alliance meeting in London, she delivered a speech called â€Å"Women’s Part in the World’s Work.† In 1912, she began a magazine called the Worker for those doing missionary work.  It died out and then the women’s auxiliary of the Southern Baptist Convention—a white organization—helped bring it back in 1934. National School for Women and Girls In 1909, Nannie Burroughs’ proposal to have the Woman’s Convention of the National Baptist Convention found a school for girls came to fruition.  The National Training School for Women and Girls opened in Washington, DC, in Lincoln Heights.  Burroughs moved to DC to be president of the school, a position in which she served until she died.  The money was raised primarily from black women, with some help from a white women’s Baptist mission society. The school, though sponsored by the Baptist organizations, chose to remain open to women and girls of any religious faith, and did not include the word Baptist in its title.  But it did have a strong religious foundation, with Burrough’s self-help â€Å"creed† stressing the three Bs, Bible, bath, and broom: â€Å"clean life, clean body, clean house.† The school included both a seminary and a trade school. The seminary ran from seventh grade through high school and then into a two-year junior college and a two-year normal school to train teachers. While the school stressed a future of employment as maids and laundry workers, the girls and women were expected to become strong, independent and pious, financially self-sufficient, and proud of their black heritage. A â€Å"Negro History† course was required. The school found itself in conflict over control of the school with the National Convention, and the National Convention removed its support. The school temporarily closed from 1935 to 1938 for financial reasons. In 1938, the National Convention, having gone through its own internal divisions in 1915, broke with the school and urged the women’s convention to do so, but the women’s organization disagreed. The National Convention then tried to remove Burroughs from her position with the Woman’s Convention.  The school made the Woman’s Convention owner of its property and, after a fund-raising campaign, reopened.  In 1947 the National Baptist Convention formally supported the school again. And in 1948, Burroughs was elected as president, having served as corresponding secretary since 1900. Other Activities Burroughs helped to found the National Association of Colored Women (NACW) in 1896. Burroughs spoke against lynching and for civil rights, leading to her being placed on a U.S. government watch list in 1917.  She chaired the National Association of Colored Women’s Anti-Lynching Committee and was a regional president of the NACW. She denounced President Woodrow Wilson for not dealing with lynching. Burroughs supported women’s suffrage and saw the vote for black women as essential for their freedom from both racial and sex discrimination. Burroughs was active in the NAACP, serving in the 1940s as a vice president. She also organized the school to make the home of Frederick Douglass into a memorial for that leader’s life and work. Burroughs was active in the Republican Party, the party of Abraham Lincoln, for many years. She helped found the National League of Republican Colored Women in 1924, and often traveled to speak for the Republican Party. Herbert Hoover appointed her in 1932 to report on housing for African Americans. She remained active in the Republican Party during the Roosevelt years when many African Americans were changing their allegiance, at least in the North, to the Democratic Party. Burroughs died in Washington, DC, in May, 1961. Legacy The school which Nannie Helen Burroughs had founded and led for so many years renamed itself for her in 1964.  The school was named a National Historic Landmark in 1991.