Summer Internship Project Report

On

(STUDY ON MARKETING AND RECRUITMENT STRATERGIES )

Completed At

AGILE CAPITAL SERVICES

SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE AWARD OF

THE DEGREE OF
BACHELOR OF BUSINESS ADMINISTRATION
To
Guru Gobind Singh Indraprastha University, Delhi
2017-2020

Under The Guidance of: - Submitted By: -

Ms. Priyanshi Jain Ramandeep Singh
03591201720
 CERTIFICATE

This is to certify that the summer internship project report on “STUDY ON MARKETING AND RECRUITMENT
STRATERGIES AT AGILE CAPITAL SERVIES PVT. LMT.” is a bonafide work of “Ramandeep Singh, Roll
No: 03591201720”, pursuing BBA, Batch (2017-20) of Delhi Metropolitan Education, B-12, Noida,
Sector 62, Uttar Pradesh. The work has been done under my supervision during 01/08/2019 –
10/09/2019

Date:

Ms. Priyanshi Jain

Faculty Guide

Assistant Professor

DME, Noida Sector62

 STUDENT’S DECLARATION

I declare that the Report on “STUDY ON MARKETING AND RECRUITMENT

STRATERGIES AT AGILE CAPITAL SERVICES PVT. LMT.” is an original work done by
me in accordance with the guidelines prescribed by the Dean’s office for preparation of Summer
Internship Project Report and the work has not been submitted anywhere else for review.

Ramandeep Singh

Roll. No. - 03591201720

BBA (2020-23)
 Acknowledgement

The internship opportunity I had with Agile capital services was a great chance for learning and
professional development. Therefore, I consider myself as a very lucky individual as I was provided
with an opportunity to be a part of it. I am also grateful for having a chance to meet so many
wonderful people and professionals who led me though this internship period.

I express my deepest thanks to Mr. Sushant Rao , Project Manager for taking part in useful
decision & giving necessary advices and guidance and arranged all facilities to make life easier. I
choose this moment to acknowledge his contribution gratefully.

I would like to express my heartfelt gratitude to my faculty mentor Ms. Priyanshi Jain of Delhi
Metropolitan Education for supporting me throughout the project and also providing her valuable
guidance in the conduct of this project.

Ramandeep Singh

Place: Ghaziabad

Date: 28/11/2022
 List of Figures

Page No.

Certificate (from the organization) i

Certificate (from the faculty mentor) ii

Author’s Declaration iii

Acknowledgement iv

Executive Summary 1

Chapter1: Company Profile

Chapter 2: Research Methodology

2.1 Objectives and scope

2.2 Research design

2.3 Data analysis - tools/techniques

Chapter 3: Conceptual Background

Chapter 4: Data Analysis and Findings

Chapter 5: Discussion and Conclusion

Chapter 6: Recommendations

Bibliography
 Executive Summary

This research paper offers a wide range of financial products accessible on the market, with an emphasis on Insurance
Products and overview of investments in the insurance business as well as their benefits. It also includes a financial
statement analysis of BFSI sector in pre and
post covid situation.

Since liberalisation, India's insurance industry has risen tremendously. The Indian insurance industry is expected to
increase to Rs 19,56,920 crore by FY2023, owing to the country's robust economic development and growing personal
disposable incomes. Overall insurance penetration in India climbed to 3.69 percent in 2017, up from 2.71 percent in 2001.
In FY19, gross premiums written in India totaled Rs 5,78,000 crores, with life insurance accounting for Rs 4.08.000 crores.
The project entails the introduction of I.F.L.'s insurance product. The study then shifts its focus to the market's behaviour
as a result of macroeconomic issues.

Indian investors are extremely sensitive and emotional when it comes to investing their hard-earned money. Indian
investors' investment behaviour is exceedingly erratic in reaction to any and all news and occurrences. Although such
emotions cannot be quantified, an individual investor's capacity and willingness to invest can be appraised based on his
financial and
psychological conditions.
 Chapter1:Company Profile

Chapter 2: Research Methodology

2.1Objective

● To a detail study on the incoming fund for the research articles .

● To find out which organization funds which type of research articles .

● To apply the theoretical knowledge in practical work during training .

2.2 Research design

Descriptive Research Design

Descriptive research does not fit neatly into the definition of either quantitative or qualitative
research methodologies, but instead it can utilize elements of both, often within the same study. The
term descriptive research refers to the type of research question, design, and data analysis that will
be applied to a given topic. Descriptive statistics tell what is, while inferential statistics try to
determine cause and effect.

The type of question asked by the researcher will ultimately determine the type of approach
necessary to complete an accurate assessment of the topic at hand. Descriptive studies, primarily
concerned with finding out "what is," might be applied to investigate the following questions: Do
teachers hold favorable attitudes toward using computers in schools? What kinds of activities that
involve technology occur in sixth-grade classrooms and how frequently do they occur? What have
been the reactions of school administrators to technological innovations in teaching the social
sciences? How have high school computing courses changed over the last 10 years? How do the new
multimediated textbooks compare to the print-based textbooks? How are decisions being made about
using Channel One in schools, and for those schools that choose to use it, how is Channel One being
implemented? What is the best way to provide access to computer equipment in schools? How
should instructional designers improve software design to make the software more appealing to
students? To what degree are special-education teachers well versed concerning assistive
technology? Is there a relationship between experience with multimedia computers and problem-
solving skills? How successful is a certain satellite-delivered Spanish course in terms of motivational
value and academic achievement? Do teachers actually implement technology in the way they
perceive? How many people use the AECT gopher server, and what do they use if for?

Descriptive research can be either quantitative or qualitative. It can involve collections of

quantitative information that can be tabulated along a continuum in numerical form, such as scores
on a test or the number of times a person chooses to use a-certain feature of a multimedia program,
or it can describe categories of information such as gender or patterns of interaction when using
technology in a group situation. Descriptive research involves gathering data that describe events
and then organizes, tabulates, depicts, and describes the data collection (Glass & Hopkins, 1984). It
often uses visual aids such as graphs and charts to aid the reader in understanding the data
distribution. Because the human mind cannot extract the full import of a large mass of raw data,
descriptive statistics are very important in reducing the data to manageable form. When in-depth,
narrative descriptions of small numbers of cases are involved, the research uses description as a tool
to organize data into patterns that emerge during analysis. Those patterns aid the mind in
comprehending a qualitative study and its implications.

Most quantitative research falls into two areas: studies that describe events and studies aimed at
discovering inferences or causal relationships. Descriptive studies are aimed at finding out "what is,"
so observational and survey methods are frequently used to collect descriptive data (Borg & Gall,
1989). Studies of this type might describe the current state of multimedia usage in schools or
patterns of activity resulting from group work at the computer. An example of this is Cochenour,
Hakes, and Neal's (1994) study of trends in compressed video applications with education and the
private sector.

Descriptive studies report summary data such as measures of central tendency including the mean,
median, mode, deviance from the mean, variation, percentage, and correlation between variables.
Survey research commonly includes that type of measurement, but often goes beyond the descriptive
statistics in order to draw inferences. See, for example, Signer's (1991) survey of computer-assisted
instruction and at-risk students, or Nolan, McKinnon, and Soler's (1992) research on achieving
equitable access to school computers. Thick, rich descriptions of phenomena can also emerge from
qualitative studies, case studies, observational studies, interviews, and portfolio assessments.
Robinson's (1994) case study of a televised news program in classrooms and Lee's (1994) case study
about identifying values concerning school restructuring are excellent examples of case studies.

Descriptive research is unique in the number of variables employed. Like other types of research,
descriptive research can include multiple variables for analysis, yet unlike other methods, it requires
only one variable (Borg & Gall, 1989). For example, a descriptive study might employ methods of
analyzing correlations between multiple variables by using tests such as Pearson's Product Moment
correlation, regression, or multiple regression analysis. Good examples of this are the Knupfer and
Hayes (1994) study about the effects of the Channel One broadcast on knowledge of current events,
Manaev's (1991) study about mass media effectiveness, McKenna's (1993) study of the relationship
between attributes of a radio program and it's appeal to listeners, Orey and Nelson's (1994)
examination of learner interactions with hypermedia environments, and Shapiro's (1991) study of
memory and decision processes.

On the other hand, descriptive research might simply report the percentage summary on a single
variable. Examples of this are the tally of reference citations in selected instructional design and
technology journals by Anglin and Towers (1992); Barry's (1994) investigation of the controversy
surrounding advertising and Channel One; Lu, Morlan, Lerchlorlarn, Lee, and Dike's (1993)
investigation of the international utilization of media in education (1993); and Pettersson,
Metallinos, Muffoletto, Shaw, and Takakuwa's (1993) analysis of the use of verbo-visual
information in teaching geography in various countries.

Descriptive statistics utilize data collection and analysis techniques that yield reports concerning the
measures of central tendency, variation, and correlation. The combination of its characteristic
summary and correlational statistics, along with its focus on specific types of research questions,
methods, and outcomes is what distinguishes descriptive research from other research types.

Three main purposes of research are to describe, explain, and validate findings. Description emerges
following creative exploration, and serves to organize the findings in order to fit them with
explanations, and then test or validate those explanations (Krathwohl, 1993). Many research studies
call for the description of natural or man-made phenomena such as their form, structure, activity,
change over time, relation to other phenomena, and so on. The description often illuminates
knowledge that we might not otherwise notice or even encounter. Several important scientific
discoveries as well as anthropological information about events outside of our common experiences
have resulted from making such descriptions. For example, astronomers use their telescopes to
develop descriptions of different parts of the universe, anthropologists describe life events of socially
atypical situations or cultures uniquely different from our own, and educational researchers describe
activities within classrooms concerning the implementation of technology. This process sometimes
results in the discovery of stars and stellar events, new knowledge about value systems or practices
of other cultures, or even the reality of classroom life as new technologies are implemented within
schools.

Educational researchers might use observational, survey, and interview techniques to collect data
about group dynamics during computer-based activities. These data could then be used to
recommend specific strategies for implementing computers or improving teaching strategies. Two
excellent studies concerning the role of collaborative groups were conducted by Webb (1982), and
Rysavy and Sales (1991). Noreen Webb's landmark study used descriptive research techniques to
investigate collaborative groups as they worked within classrooms. Rysavy and Sales also apply a
descriptive approach to study the role of group collaboration for working at computers. The Rysavy
and Sales approach did not observe students in classrooms, but reported certain common findings
that emerged through a literature search.

Descriptive studies have an important role in educational research. They have greatly increased our
knowledge about what happens in schools. Some of the important books in education have reported
studies of this type: Life in Classrooms, by Philip Jackson; The Good High School, by Sara
Lawrence Lightfoot; Teachers and Machines: The Classroom Use of Technology Since 1920, by
Larry Cuban; A Place Called School, by John Goodlad; Visual Literacy: A Spectrum of Learning, by
D. M. Moore and Dwyer; Computers in Education: Social, Political, and Historical Perspectives, by
Muffoletto and Knupfer; and Contemporary Issues in American Distance Education, by M. G.
Moore.

Henry J. Becker's (1986) series of survey reports concerning the implementation of computers into
schools across the United States as well as Nancy Nelson Knupfer's (1988) reports about teacher's
opinions and patterns of computer usage also fit partially within the realm of descriptive research.
Both studies describe categories of data and use statistical analysis to examine correlations between
specific variables. Both also go beyond the bounds of descriptive research and conduct further
statistical procedures appropriate to their research questions, thus enabling them to make further
recommendations about implementing computing technology in ways to support grassroots change
and equitable practices within the schools. Finally, Knupfer's study extended the analysis and
conclusions in order to yield suggestions for instructional designers involved with educational
computing.

The Nature of Descriptive Research

The descriptive function of research is heavily dependent on instrumentation for measurement and
observation (Borg & Gall, 1989). Researchers may work for many years to perfect such
instrumentation so that the resulting measurement will be accurate, reliable, and generalizable.
Instruments such as the electron microscope, standardized tests for various purposes, the United
States census, Michael Simonson's questionnaires about computer usage, and scores of thoroughly
validated questionnaires are examples of some instruments that yield valuable descriptive data. Once
the instruments are developed, they can be used to describe phenomena of interest to the researchers.

The intent of some descriptive research is to produce statistical information about aspects of
education that interests policy makers and educators. The National Center for Education Statistics
specializes in this kind of research. Many of its findings are published in an annual volume

called Digest of Educational Statistics. The center also administers the National Assessment of
Educational Progress (NAEP), which collects descriptive information about how well the nation's
youth are doing in various subject areas. A typical NAEP publication is The Reading Report Card,
which provides descriptive information about the reading achievement of junior high and high
school students during the past 2 decades.

On a larger scale, the International Association for the Evaluation of Education Achievement (IEA)
has done major descriptive studies comparing the academic achievement levels of students in many
different nations, including the United States (Borg & Gall, 1989). Within the United States, huge
amounts of information are being gathered continuously by the Office of Technology Assessment,
which influences policy concerning technology in education. As a way of offering guidance about
the potential of technologies for distance education, that office has published a book called Linking
for Learning: A New Course for Education, which offers descriptions of distance education and its
potential.

There has been an ongoing debate among researchers about the value of quantitative (see 40.1.2)
versus qualitative research, and certain remarks have targeted descriptive research as being less pure
than traditional experimental, quantitative designs. Rumors abound that young researchers must
conduct quantitative research in order to get published in Educational Technology Research and
Development and other prestigious journals in the field. One camp argues the benefits of a scientific
approach to educational research, thus preferring the experimental, quantitative approach, while the
other camp posits the need to recognize the unique human side of educational research questions and
thus prefers to use qualitative research methodology. Because descriptive research spans both
quantitative and qualitative methodologies, it brings the ability to describe events in greater or less
depth as needed, to focus on various elements of different research techniques, and to engage
quantitative statistics to organize information in meaningful ways. The citations within this chapter
provide ample evidence that descriptive research can indeed be published in prestigious journals.

Descriptive studies can yield rich data that lead to important recommendations. For example,
Galloway (1992) bases recommendations for teaching with computer analogies on descriptive data,
and Wehrs (1992) draws reasonable conclusions about using expert systems to support academic
advising. On the other hand, descriptive research can be misused by those who do not understand its
purpose and limitations. For example, one cannot try to draw conclusions that show cause and effect,
because that is beyond the bounds of the statistics employed.

Borg and Gall (1989) classify the outcomes of educational research into the four categories of
description, prediction, improvement, and explanation. They say that descriptive research describes
natural or man-made educational phenomena that is of interest to policy makers and educators.
Predictions of educational phenomenon seek to determine whether certain students are at risk and if
teachers should use different techniques to instruct them. Research about improvement asks whether
a certain technique does something to help students learn better and whether certain interventions
can improve student learning by applying causal-comparative, correlational, and experimental
methods. The final category of explanation posits that research is able to explain a set of phenomena
that leads to our ability to describe, predict, and control the phenomena with a high level of certainty
and accuracy. This usually takes the form of theories.

The methods of collecting data for descriptive research can be employed singly or in various
combinations, depending on the research questions at hand. Descriptive research often calls upon
quasi-experimental research design (Campbell & Stanley, 1963). Some of the common data
collection methods applied to questions within the realm of descriptive research include surveys,
interviews, observations, and portfolios.

2.3 Sources of data collection

Secondary Research Data

Secondary data is the data that have been already collected by and readily available from other
sources. Such data are cheaper and more quickly obtainable than the primary data and also may be
available when primary data can not be obtained at all.

Advantages of Secondary data

1. It is economical. It saves efforts and expenses.

2. It is time saving.

3. It helps to make primary data collection more specific since with the help of secondary data,
we are able to make out what are the gaps and deficiencies and what additional information
needs to be collected.

4. It helps to improve the understanding of the problem.

5. It provides a basis for comparison for the data that is collected by the researcher.

Disadvantages of Secondary Data

1. Secondary data is something that seldom fits in the framework of the marketing research
factors. Reasons for its non-fitting are:-
 a. Unit of secondary data collection-Suppose you want information on disposable
income, but the data is available on gross income. The information may not be same
as we require.

b. Class Boundaries may be different when units are same. 

Before 5 Years After 5 Years

2500-5000 5000-6000

5001-7500 6001-7000

7500-10000 7001-10000

c. Thus the data collected earlier is of no use to you.

2. Accuracy of secondary data is not known.

3. Data may be outdated.

Evaluation of Secondary Data

Because of the above mentioned disadvantages of secondary data, we will lead to evaluation of
secondary data. Evaluation means the following four requirements must be satisfied:-

1. Availability- It has to be seen that the kind of data you want is available or not. If it is not
available then you have to go for primary data.

2. Relevance- It should be meeting the requirements of the problem. For this we have two
criterion:-

a. Units of measurement should be the same.

b. Concepts used must be same and currency of data should not be outdated.
 3. Accuracy- In order to find how accurate the data is, the following points must be considered:
-

a. Specification and methodology used;

b. Margin of error should be examined;

c. The dependability of the source must be seen.

4. Sufficiency- Adequate data should be available.

Robert W Joselyn has classified the above discussion into eight steps. These eight steps are sub
classified into three categories. He has given a detailed procedure for evaluating secondary data.

1. Applicability of research objective.

2. Cost of acquisition.

3. Accuracy of data.

2.4 Data analysis - tools/techniques

BRAT

brat is a web-based tool for text annotation; that is, for adding notes to existing text documents.

brat is designed in particular for structured annotation, where the notes are not freeform text but have
a fixed form that can be automatically processed and interpreted by a computer.
In this process I had given a set of articles where most of the primary research was from the Science
background. By the search option I have to find out the paragraph which include funding
information in it .Then I have to mark first word as snippet start and last word as snippet end and
made a relation between both of them. Then read the paragraph and tag the funding bodies as an
organization and put their funding body number in the notes and then click ok.

If there is Acronym of that Organization tag them as Acronym and put their funding number in
notes. After that I have to find that grant number of that fund is given or not. If given tag them as
grant . Now after tagging all the things I had to make Relation between organization and grant
number.

If in any article all the three things are given i.e. Organization full name , Acronym & Grant
Number, then one have to make relation of all these three together . First relation will be from
Acronym to Full name and then from full name to grant number.

If only Organization and grant number is given then only one relation will be form from
Organization to Grant Number.

If the Acronyms and Grant Number is given then also the same thing had to be done , make relation
between from Acronym to Grant Number.

Many of the times it happen that only Organization name and Acronym is given then make relation
between both of them starting from Acronym to Organization.

Sometimes it also happened that no funding information is found in that case I have to make title tag
i.e. first line of the article.

Introduction
Elsevier is automating the process of funding information extraction from text to better extract and
tag funding information from original content. The output of this automation will be machine
extracted and tagged funding information.
Elsevier would like to explore with a supplier a validation process that will ensure the automated
process output is continually improving in performance in line with Elsevier expectations.
Each funding content Subject Matter Expert (SME) annotator at the supplier will be provided with
text files that are to be annotated. For each text file, the output is a standard Brat output file
containing all marked entities, their types, relationships, offsets, and notes in a structured format.

Terms and Descriptions

The list below contains terms used in this document and their descriptions.

Funding Body
Funding Body (FB) is the organization that provides funding. This is also a synonym
for grant agency, funding agency, funder, funding organization, or grant sponsor.
Funding Body ID
Funding Body ID is used interchangeably for the term grant agency ID. This is a
unique identifier assigned by Elsevier in the FundRef Vocabulary to a FB. This
identifier can be used for automation and routing purposes.
Funding information
Information specifically related to monetary support provided for the research.
FundRef Vocabulary
Vocabulary containing all valid grant agencies. Used by the supplier to route funding
information found in a published item to the correct grant agency.
Grant Acronym
Grant acronym is the abbreviated name or the initials of the grant agency.
Grant Agency
Grant agency is used interchangeably for the term Funding Body. A grant agency is the
organization that provides funding.
Grant Agency ID
Grant agency ID is used interchangeably for the term Funding Body ID. This is a
unique identifier assigned by Elsevier to a grant agency. This identifier can be used for
automation and routing purposes.
Grant ID
Grant ID is used to specify a grant that is provided for the research described in the
published item; assigned by the grant agency.
Grant Text
All the text found in a published item indicating that support (monetary and non-
monetary) was provided for the research described in the published item.
Support information
Information related to both monetary and non-monetary support provided for the
research.
Reference Documents
● Brat Rapid Annotation Tool Manual
● FundRef Vocabulary
● Hierarchical tables (DOE, DOD, NIHR, NSF, NIH, FP7, H2020, Smithsonian)

Support

For Technical/BRAT queries

If the SME has technical problems or concerns with the annotations, the supplier sends this information in an
email to the Data Science (DS) contact; include a CC for DCS and GEOD: [email protected].
The subject line of the message must begin with:
Scopus CEF Funding Data: Annotation Technical Query – (sup) – (query)
where (sup) is the name of the supplier and (query) is brief descriptive text of query.

For Content queries

If the SME has content queries with the annotations that cannot be resolved through independent analysis, FB
review and investigation, consultation with quality control contact, the supplier sends this query in an email to
the Digital Content Services (DCS) contact, include a CC for DS and GEOD: GEO-
[email protected].
The subject line of the message must begin with:
Scopus CEF Funding Data: Annotation Content Query – (sup) –(query)
where (sup) is the name of the supplier and (query) is brief descriptive text of query.
The SME can skip this annotation and return to finish it later, but it is important to track and monitor such
queries and annotations to ensure nothing was left unfinished at the end.
Entities to tag

The annotators are required to tag the following in each text file (where applicable).
1. Text Snippet: Find and mark the part of the text that contains funding information. See Identifying
Entities section next for hints on how to identify these locations.

2. Funding Body/Organization: Find and mark FB organizations [e.g. grant sponsors, grant agencies,
funding organization, or funding bodies] that provided funding. Identifying FBs is not always
straightforward due to ambiguous wording in the source content.
 Note: There can also be organizations that have provided non-monetary support. In case of
non-monetary support only, these organizations should not be marked as FBs,
regardless of their presence in the FundRef Vocabulary.

3. FB Acronyms: Find and mark the FB acronym(s), if available.

4. Grant ID: Find and mark the grant number(s), if available. The grant number is a specific identifier
that can be linked to the grant sponsor or FB.

5. Funding Body ID: The identified FBs need to be matched to a standardized name or acronym in the
FundRef Vocabulary. The standardized name or acronym needs to be routed to the preferred FB name
(and acronym or country code) in the FundRef Vocabulary.

6. Relation: Create the required links (wherever possible), for example: the grant ID with the FB.

Instructions and Notes

● Read the Brat manual (brat rapid annotation tool manual_v1.0_18_5_2016.docx) which is provided
along with this document to understand how to use Brat annotation tool.
● Make sure to go through all sections and examples provided in this document.
● An article may have more than one location providing support information, for example: Funding
section, Acknowledgements, or Notes. See the Identifying Entities section for hints on how to identify
these locations. Additional notes on the examples:
o Examples 12 has general study support information in Funding on the first page and author
support information in Acknowledgements before the references.
o Example 13, the Funding section has the general support information. In the
Acknowledgements section additional support information is provided; trial support from the
Medical Research Council is repeated as the acronym MRC.
o Example 14 shows funding and support information is found in four locations.
● Support information written in a language other than English must also be captured (Example 11).
● Do not create a snippet when the support information does not contain funding information.

Entities snippets
1. Mark each funding information location as a Snippet in the tool.
2. Be very precise while marking the entities. Select the starting and ending position of the entities carefully.
Only include the punctuations and stop-words if they are part of the entity name.
3. To mark a snippet:
 a. Select the first word of the text and mark it as SnippetStart
b. Select the last word of the text and the punctuation and mark it as SnippetEnd
For example: This research was funded by….and by a grant from the National Institutes of
Health.
If the sentence ends with text in brackets, then select the last word of the sentence, together with
the closing bracket and the punctuation, and mark it as SnippetEnd.
For example: This work was supported by….and NSFZ (No. 405465 and Y409016).
c. Create a link from SnippetStart to SnippetEnd (see Example CS-1) by dragging the mouse from the
SnippetStart to the SnippetEnd. A pop-up will appear to show the link that will be created.
4. To mark a FB:
a. In the snippet, each identified FB needs to be matched to the preferred name in the FundRef
Vocabulary.
● If the FB is not found in FundRef, select No as the value for the Found_In_FundRef attribute.
● If the FB is found in FundRef, select Yes and enter the Funding Body ID in the note as shown in
Example CS-4.
b. Use the ZuperLink tool which is available from within the Brat annotation tool to find the right
funding body ID. Selecting a text phrase to annotate or double clicking an existing tagged entity will
reveal link to the ZuperLink as shown in Example CS-4. Clicking on the ZuperLink will open
another webpage where the tool will show top matches for the term (see Example CS-5). Although
top matches are ordered, the best match may not be the first one on the page. For acronyms, use the
contextual information (e.g. author affiliation, country etc.) in the article to select the right one.
c. Sometimes the FB is only identified by its acronym (see Example-9). Continue marking for the
acronym. Try to identify the FB and obtain the FB ID.
d. When the full funding organization name and its acronym is available:
● Mark full sponsor name as Organization
● Mark acronym as Organization-Acronym
● Create a relation/Link AcronymOf from Organization-Acronym to Organization (Example
CS-2)
e. Sometimes the term award is used to refer to a grant. Capture the FBs that provided the awards,
when indicated in standard grant information locations (see Example-20).
f. Some large institutions have a hierarchical funding structure, for example: the U.S. Department of
Energy (DOE). The DOE has a specific FB hierarchy structure, where each department in the
hierarchy is a separate FB on its own. Tag all of them separately (Example-22). Request hierarchical
tables from Elsevier for background reference.
 g. If a FB name is repeated within the snippet mark each occurrence. Relate the acronym or grant ID to
the nearest FB occurrence.
Additional notes on the FBs:
h. If the FB name or acronym is written with keywords like Grant, Fund, etc. and the FB is not found in
FundRef (it is a high probability that this is a FB), then the supplier needs to mark the FB as
Organisation or Acronym.
i. The supplier does not need to mark the keywords such as: grant or fund if they are not part of the FB
name (Example-32).
j. If two FB acronyms are separated with hyphen, and one name is available in FundRef and other one
is not available, then tag both acronyms separately and indicate found in FundRef if available or
indicate not found in FundRef when it is not found.
k. When there is not a FB provided, only a Program, Project, or Fund name is written with the Grant Id
or word “Grant” and not found in FundRef then mark it as Organisation and indicate that it is not
found in FundRef. Usually, a Program, Project or Fund will have a funding FB identified. FundRef
does contain some major, large funding Programs, Projects, or Funds (such as the Seventh
Framework Programme).
l. Watch for FBs that fund multiple activities or sub-organizations, for example: use the European
Commission FB ID in place of an European Union FB ID.
5. To mark a grant ID:
a. There may be many grant identification numbers (grant IDs) listed for a single FB. Each of the grant
IDs should be mapped to the FB name (see Example 27).
b. FB names, when repeated within the snippet with different grant ID(s), should be captured repeatedly.
c. When both FB name and its acronym are available (where both are marked separately), the mapping
from grant ID should be to the full FB name.
d. A FB may use alternative, similar terms to identify a grant ID, for example: Reference ID, ref no.,
agreement number, contract number, or sanction no. Do not take numbers that are not grant IDs, for
example: publication number, solicitation number, registration number or proposal number as Grant
ID (Example 33).
e. If a grant ID contains a range, for example: N01WH42129– N01WH42132 (see Example-26):
● Tag N01WH42129– N01WH42132 first as Grant
● Also click on the Grant-Range attribute (see Example-CS-6).
f. Two grants may be combined (semi range) where parts (such as the FB prefix) have been omitted, for
example: N01WH32115, 32117:
● Tag both grant IDS N01WH32115 and 32117
6. Use Add Frag. button to tagging individual separate fragments of the same entity (for example: if
conversion abnormalities have caused the funding text to be separated (Example CS-8).
7. With the Move button, the existing tagged entity span can be moved without first deleting and then re-
tagging it again (Example CS-8).
8. With Reselect button, existing relation can be recreated without deleting first relation and then re map
again (Example CS-9).
9. Not required to mention any notes in Notes section during annotation except FB ID.
10. If not entirely sure about marking an entity or its scope, flag as NotSure using the entity attribute. Use
Note section to explain the concern further.
11. If no funding information is found in the article, tag the first line of the article as Title and select the
attribute No FB Information in this article (Example CS-7).

Available Relations

1. Organization 🡪 Funds 🡪 Grant/Organization

2. Organization-Acronym 🡪 AcronymOf 🡪 Organization
3. SnippetStart 🡪 Snippet 🡪 SnippetEnd

NOTE: The relation should be made within a snippet. Supplier does not need to make relations between
snippets.

Available Attributes
1. All entities 🡪 NotSure
2. Title 🡪 No_FB_Found_In_This_Article
3. Grant 🡪 Grant-Range
4. Organization/Organization-Acronym 🡪 Found_In_FundRef
Identifying Entities

In some situations, the phrases below are used when writing about support. Support information can be
associated with, but is not restricted to, the following phrases:
● Study was completed under grant…
● Funds…
● Funding was provided by…
● Financial support from…
● Grant(s)…
● Supported by …
● Sponsored by…
● Work funded by…
● Financial awards from…
● This work was supported by (an appropriation) from the…
● Funding sources are…
● Award(s)…
● The trial is supported by (ins), (ID)… where (ins) is the name or acronym of an entity that awards
grants, and (ID) is an identification number for the grant.
● Fellowship(s)… (from graduate level or higher)
● Fellowship program(s) or Program Fellowships… (from graduate level or higher)
● Professorship(s)… (teaching positions funded from graduate level or higher)
● Funding provided though the (pro) by… where (pro) is the name of a project or program from a FB
that awards the grant. Do not capture the (pro), only the FB is for marking.
Examples
Example 1
Original Text The authors would like to acknowledge funding for this study received from the E.
Horslev Foundation, Foundation 1870, Hede Nielsen Foundation, Velux
Foundation, NIH (AR 42051). The authors would also like to thank A. Lamberg and
Histomorphometry technicians J. Pauli and A. Milton. No benefits in any form have
been received or will be received from a commercial party related directly or
indirectly to the subject of this article.
Identified FBs ● E. Horslev Foundation
● Foundation 1870
● Hede Nielsen Foundation
● Velux Foundation
FB Acronyms ● NIH
Identified ● AR 42051
Grant IDs
Relations ● AR 42051 🡪 NIH

Example 2
Original Text This study was supported by funding from NASA (NNG04GQ01G), NSF
(ATM 0531485), and the University of Connecticut Center for Environmental
Sciences and Engineering. Zhe Zheng helped to set the model up.
Constructive comments from four anonymous reviewers are greatly
appreciated.
Identified FB ● University of Connecticut Center for Environmental Sciences and
Engineering
FB Acronyms ● NASA
● NSF
Identified ● NNG04GQ01G
Grant IDs ● ATM 0531485
Relations ● NNG04GQ01G 🡪 NASA
● ATM 0531485 🡪 NSF

Example 3
Original Text Acknowledgements
This study is linked to the framework of the International Polar Year (IPY) as
part of the consortium IPY # 399 EALAT: Climate change and reindeer
husbandry. Funding was provided by the Reindeer Husbandry Research
Fund, the University of Tromsø, The Roald Amundsen Research Centre of
Arctic Research (University of Tromsø) and the Centre for Saami Studies
(University of Tromsø). We thank Jong-Nam Kim and Margret E. Berg
Miller at the University of Illinois, Urbana, Illinois for their help with
isolating bacterial DNA.
Identified FBs ● Reindeer Husbandry Research Fund
● University of Tromsø
● Roald Amundsen Research Centre of Arctic Research, University of
Tromsø
● Centre for Saami Studies, University of Tromsø
 Example 4
Original Text This work was financially supported by the Korea Institute of Energy Research,
Brain Korea 21 project, National Research Laboratory program and the Center for
Ultramicrochemical Process Systems.
Identified FBs ● Korea Institute of Energy Research
● Center for Ultramicrochemical Process Systems.

Example 5
Original Text Comments by J. Turner substantially improved the initial version of
this manuscript. We are indebted to the reviewers of the articles
included in this Special Publication and of those manuscripts that,
unfortunately, could not be part of this book. It was a pleasure to work
with the efficient staff of the Geological Society of London, in
particular A. Hills, T. Anderson and H. Floyd-Walker. Thanks to
Carlos Olivares for reviewing the format of the manuscripts included
in this publication and figure drafting, and Mayte Bulnes for critical
reading of this manuscript and figure drafting. We acknowledge
financial support by research grant CGL2008-03786/ BTE
(Mechanical analysis of deformation in folds) funded by the Spanish
Ministry for Science and Innovation. J. Poblet is grateful to the
Consolider programme project CSD2006-0041 (Topo-Iberia).
Identified FB ● Spanish Ministry for Science and Innovation
Identified ● CGL2008-03786/BTE
Grant IDs ● CSD2006-0041
Relations ● CGL2008-03786/BTE 🡪 Spanish Ministry for Science and Innovation
● CSD2006-0041 🡪 Spanish Ministry for Science and Innovation

Example 6
Original Text Financial support from Foundation for the Development of Science and
Technology in Tianjin Universities (Year 2009), Natural Science Foundation
of Tianjin City (Grant No. 09JCYBJC15800) and China Postdoctoral Science
Foundation is gratefully acknowledged. Thanks are also due to Dr. Ji-Sook
Ryu, Central Laboratory of Kangwon National University, for measuring the
NMR spectra.
Identified FB ● Foundation for the Development of Science and Technology in Tianjin
Universities
● Natural Science Foundation of Tianjin City
● China Postdoctoral Science Foundation
Identified ● 09JCYBJC15800
Grant IDs
Relations ● 09JCYBJC15800 🡪 Natural Science Foundation of Tianjin City

Note: Do not annotate non-monetary support such as administrative, editorial, or technical support.
 Chapter 3: Conceptual Background

Our work was a new Gold Project being initiated by the client of the company. Working with the
designation of a “Research Analyst”, we were involved in much more than that. The aspects or
theories that were explored go as:

Market research analysts assess consumer preferences to help organizations decide how to shape,
advertise, and market their products and services. Many market research analysts work for
consulting firms that are hired on a contract basis. Others work directly for employers as part of a
marketing team at consumer and product firms.

Approximately 595,400 people worked as market research analysts in the U.S. in 2016.

Market Research Analyst Duties & Responsibilities

Market analysts' responsibilities can depend somewhat on the employer, but they're largely similar:

● Devise and evaluate methods for collecting data, such as surveys, focus groups,
questionnaires, and opinion polls.
 ● Present their findings to executives and clients through charts, graphs, and other visual means
to help them make better-informed decisions about product introductions, modifications, and
marketing campaigns. 

● Interpret the data they've collected, organizing this information into statistical tables and
reports.

● Create a visual of industry trends and of competitors so organizations can predict how
products and services will fare in the marketplace.

● Measure effectiveness of marketing programs and strategies.

The industries that most frequently employ market research analysts include management, science,
technical consulting services, computer systems design services, and advertising/public relations
services.

Education, Training & Certification

Advanced education and certification can help land a job in this occupation.

● Education: Market research analysts typically have at least a bachelor's degree in marketing,

market research, statistics, computer science, math, social sciences, business administration,
or communications. An MBA or other advanced education isn't required, but it's usually
desired for leadership positions.

● Certification: Certifications are voluntary but strongly recommended because they help

demonstrate professional competency.

Market Research Analyst Skills & Competencies

Some qualities and acquired skills will help you succeed at becoming a market research analyst.

● Computer skills: Experience with Microsoft PowerPoint and Word, as well as statistical

software platforms such as SPSS, WinCross, SAS, and Market Sight can help with sorting
data, as well as creating visual results and trends.
 ● Math and analytical skills: These are essential for analyzing research date.

● Confidence: You should be comfortable speaking in front of strangers and presenting results
to internal team members and management.

● Multitasking capability: You should be able to manage multiple projects with quick

turnaround.

● Interpersonal skills: You'll need an ability to work well with all levels of management,

internal staff, clients, and vendors.

Job Outlook

According to the U.S. Bureau of Labor Statistics, opportunities for market research analysts are
expected to grow by 23% from 2016 through 2026, which is much faster than the average for all
occupations. Trends toward using data to understand consumer preferences for products and services
and to target marketing to specific consumer niches are chiefly responsible for this projected growth.

Work Environment

This is a diversified position that can require working alone or with a team at any given time. You'll
be working with people with a wide variety of skills and talents.

Work Schedule

This is a full-time job, normally during regular business hours. Some overtime can be required due
to looming deadlines and business volume.
 Chapter 4: Data Analysis

brat is a web-based tool for text annotation; that is, for adding notes to existing text documents.

brat is designed in particular for structured annotation, where the notes are not freeform text but have
a fixed form that can be automatically processed and interpreted by a computer.

CS-1: Linking Snippet’s starting and ending position

Fig. 1
Marking SnippetEnd when the last word is ending with a bracket.
Fig. 2
CS-2: Mapping Organization-Acronym to Organization

Fig. 3

If funding is part of the Acknowledgement section, then a complete paragraph/section should be included as
funding text in the snippet.
However, as in the example above, there can also be journals having two different sections namely
Acknowledgement and Funding or Financial support. If that is the case, text from the Acknowledgement
section should not be included in the snippet.
CS-3: Mapping Grant to Organization

Fig. 4
CS-4: Adding Funding Body ID to selected Organization

Fig. 5
CS-5: ZuperLink showing top matches

Fig. 6

CS-6: Selecting Grant-Range attribute for selected Grant

Fig.7
CS-7: Selecting title with no FB information is found in the article

Fig.8
CS-8: Add Frag and Move option

Fig. 9
Suppliers can make use of the Add Frag. option that enables tagging individual fragments of the same entity.
To do this, first tag one part of the entity and then double click on the entity to see an additional button Add
Frag. appear, click on it, then tag the missing fragment. BRAT will automatically create a link (dotted line)
between them.
In this example the text is separated and reversed - Education of Japan is appearing before the words
Ministry of. The supplier will annotation the two fragments together, plus edit the Snippet End to be after
the of.

Fig. 10
With Move button, the existing tagged entity span can be moved without first deleting and then re-tagging
it again.
CS-9: To recreate relation
Fig. 11
CS-10: Two FB names
In this example, the snippet contains two names for the FB organization, the preferred organization name
and an alternative organization name - the Dutch name and in parentheses the English name.
Tag both names as Organization with both having the FB ID, when available, then link the Acronym and the
Grant ID (when occurring) to the Preferred Name; with ‘PreferredName’ relation between Organizations.

Fig. 12

Annotation dialog for previously created relation annotation

In addition to allowing the type of the annotation and additional aspects such as notes to be modified, these
dialogs also support the following additional features:

● Link: URL linking directly to the annotation

● Delete: delete the annotation

● Reselect: re-select the span of the annotation or the connected annotations

(Note that once created, the basic category of an annotation cannot be changed: that is, while an entity
annotation can be changed into an entity annotation of another type, it cannot be changed into an event or
relation annotation.)

Normalization

For information on how to use the normalization features (available from brat v1.3), see the  brat
normalization page.

Keyboard shortcuts

The following keyboard shortcuts are accessible in normal visualization or annotation state. (When a menu is
open, these keyboard shortcuts are disabled.)

● ESC: clear any open menus (canceling possible modifications) and on-screen messages

● TAB: open the collection browser

● CTRL-F: search

● CTRL-G: next search result (after search)

● Left arrow: previous document

● Right arrow: next document

The order in which "previous" and "next" documents are visited when pressing the arrow keys depends on the
current sort order selected in the collection browser. This allows documents to be browsed with the keyboard
for example in sequence from those with the most entity annotations to those with the fewest. (The default
order is by document name.)

Chapter 5: Conclusion
 In review this internship has been an excellent and rewarding experience.  I have been able to
meet and network with so many people that I am sure will be able to help me with opportunities in
the future. 
            One main thing that I have learned through this internship is time management skills as well
as self-motivation.  When I first started I did not think that I was going to be able to make myself sit
in an office for eight hours a day, six days a week.  Once I realized what I had to do I organized my
day and work so that I was not overlapping or wasting my hours.  I learned that I needed to b
organized and have questions ready for when it was the correct time to get feedback.  From this
internship and time management I had to learn how to motivate myself through being in the office
for so many hours.  I came up with various proposals and ideas that the company is still looking into
using.

I can honestly say that my time spent interning with Aptara resulted in one of the best summers of
my life.  Not only did I gain practical skills but I also had the opportunity to meet many fantastic
people. The atmosphere at the Noida office was always welcoming which made me feel right at
home. Additionally, I felt like I was able to contribute to the company by assisting and working on
projects throughout the summer.

Chapter 6: Recommendations
● Company should invest more so that they can have good number of team.
● The company should start more offline process so that employee don’t need to wait for
internet.
● The company should improve its decision making system for clients and customers to
increase the number of clients and capture market easily.
● The company should constantly look for new technology used for customization of the
service to keep their service quality high.
● Company should take regular feedback and recommendation for improvement in the
services.

Bibliography
● https://www.aptaracorp.com/

● https://www.owler.com/company/aptaracorp

● https://en.wikipedia.org/wiki/Aptara

● https://en.wikipedia.org/wiki/Descriptive_research

● http://members.aect.org/edtech/ed1/41/41-01.html

● https://www.managementstudyguide.com/secondary_data.htm

● https://brat.nlplab.org/

● New-Quality Improvement-Brat 2019-April.doc