Assignment: Question in Mgt417 Slide Chapter 6

2012 Table of Contents Question 1: Differentiate among B2C and B2B electric commerce1 Question 2: Describe electronic storefronts and malls2 Question 3: List the major issues relating to e-tailing2 Question 4: Briefly differentiate between the sell-side and the buy-side marketplace3 Question 5: List 3 ethical issues and 3 legal issues in electronic commerce3 1. Differentiate among B2C and B2B electric commerce.The difference between B2B and B2C is the customer requirement. B2C focuses on individual customer transactions, whereas B2B focuses on other businesses as the consumer. This difference creates different needs for B2B applications. One difference between B2B and B2C is the type of order. For example, when you order office supplies or parts, you usually order the same products as well as the same amounts at fairly regular intervals. Repeat and standing orders are a common B2B requirement. Type of payment is also a different requirement for B2B transactions.When your company make s a purchase, you rarely use a credit card for payment. More likely, you will have varied forms of payment such as lines of credit and open orders. B2B applications are designed with these requirements in mind. Another difference is the type of search function in B2B applications. A catalog to browse through is not necessarily a requirement, depending on the type of B2B purchase you want to make. When shopping for specific items, your company may benefit from a configurator and bid function rather than browsing and searching an online catalog.Lastly, the type of connection between B2B and B2C differs. When you are connecting to a B2B application to make a purchase, you are normally connecting to one partner (a buy-side or sell side application) or several trusted partners (an e-marketplace or Trading partner agreement application). Because you are dealing with a relatively static list of trading partners, virtual private network (VPN) technology may be used to provide secure access to selected applications inside your firewall, thus avoiding the need to replicate data and applications outside your firewall. 2. Describe electronic storefronts and malls.Electronic Storefronts is a Web that represents a single store. Hundreds of thousands of electronic storefronts can be found on the Internet. Each one has its own uniform resource locator (URL), OE Internet address, at which buyers can place orders. Some electronic storefronts are extensions of physical stores such as Hermes, Sharper Image, and Wal-Mart. Others are new businesses started by entrepreneurs who saw a niche on the Web. Examplesare Restaurant. com and Alloy. com. Manufacturers for example, www. dell. com as well as retailers for example, www. officedepot. com also use storefronts.Whereas an electronic storefront represents a single store, an electronic mall, also known as cybermall or e-mall, is a collection of individual shops under a single Internet address. The basic idea of an electronic mall is t he same as that of a regular shopping mall – to provide a one-stop shopping place that offers many products and services. Each cybermall may include thousands of vendors. For example, Microsoft Shopping or now Bing shopping, www. bing. com/shopping includes tens of thousands of products from thousands of vendors. 3. List the major issues relating to e-tailing. Channel Conflicts †¢Conflicts within click-and-mortar organizations †¢Order fulfillment and logistics †¢Viability and risk of online e-tailers †¢Identifying appropriate revenue models 4. Briefly differentiate between the sell-side marketplace and the buy-side marketplace. There’s a few differences between between the sell-side marketplace and the buy-side marketplace. The sell-side marketplace is a model in which there are many buyers but one seller. In the sell-side marketplace model, organizations attempt to sell their products or services to other organizations electronically.This model is similar to the B2C model in which the buyer is expected to come to the seller’s site, view catalogs, and place an order. In this case, however, the buyer is an organization that may be a regular customer of the seller. The sell-side model is used by thousands of companies. Examples are major computer companies such as Cisco, IBM, and Intel. The seller in this model can be either a manufacturer, a distributor, or a retailer. Whereas the buy-side marketplace is a model in which there are many sellers but one buyer. The buy-side marketplace, also known as e-procurement, is a model in which EC technology is used to streamline the urchasing process in order to reduce the cost of items purchased. A major method of e-procurement is a reverse auction. In reverse auctions there is one buyer, who wants to buy a product or service. Suppliers are invited to submit bids. The supplier that submits the lowest bid wins. Such auctions attract larger pools of willing suppliers. 5. List 3 ethic al issues and 3 legal issues in electronic commerce. Ethical issues 1. Free Speech 2. Privacy 3. Disintermediation Legal issues 1. Copyright 2. Cyber squatting 3. Fraud on the Internet

Misogyny in Theogony Essay

In Theogony, Hesiod expresses misogynistic notions and shows the triviality of the creation of women. Hesiod portrays the insignificant role for women. He uses marriage as a light-hearted yet serious judgment and stereotypes against all women. Hesiod explains the most misogynistic attitudes in the story of Pandora. He works misogyny into female monsters and goddesses that use their tricks on men. Hesiod displays the dominance of the male sex in his poem, Theogony. Hesiod touches on his feelings toward the idea of marriage. Referring to Theogony, he states that the man who avoids marriage arrives at an old age with no one to look after him and distant relatives share out his living. The man who finds a good wife spends a life, â€Å"that is balanced between evil and good, / A constant struggle.†(393-394) While the man who gets an awful wife lives with, â€Å"He lives with pain in the heart all down the line, / Pain in spirit and mind, incurable evil.†(395-396) Hesiod’s idea of marriage is more of a teaching process with the man as dominant and the woman is to be controlled. The very creation of women was a punishment to mankind. Out of Zeus’ anger toward Prometheus, came Pandora, the first woman. Hesiod explains the thoughts of immortal gods and mortal men as they first glanced at the beautiful creation as â€Å"sheer deception, irresistible to men. / From her is the race of female women, / The deadly race and population of women, / A great infestation among mortal men.† (373-376) The only reason women live in this world is because of the sins of one male figure. Women have no other purpose in Hesiod’s words than to be the bad that upsets the good in the world. In Theogony, Hesiod mentions the monster Echidna stern of heart, â€Å"who was half nymph with fair cheeks and curling lashes, and half a monstrous serpent, terrible and huge, glinting and ravening, down in the hidden depths of the numinous earth.† This monster that Hesiod describes seems to parallel with his image of women: beautiful but deceiving. Theogony also describes Aphrodite as a modest and beautiful goddess. Although she is the goddess of intimacy, tenderness, and pleasure, she is also the goddess of deceptions. Aphrodite claims she is the most powerful because she can influence all other gods. Hesiod wrote this poem with a lot of misogynistic thoughts in mind. The idea of marriage is irrelevant except for the matter of reproduction of strong and courageous men in Theogony. The creation of women was originally a punishment to Prometheus but Hesiod shows that this is a punishment to all mankind. Women are also often compared to monsters and evil creatures. Hesiod states throughout his poem that women are often insignificant and trivial to the lives of men.

An Interview with Teachers on Diversity, Inclusivity, Strategies and Respect in the Classroom

An Interview with Teachers on Diversity, Inclusivity, Strategies and Respect in the Classroom I interviewed two teachers about diversity, inclusivity, strategies, and respect in their classrooms. The first teacher, Rachael, is outgoing, creative, family oriented, and very dependable. She is a staple at our school and her opinion is sought by many other teachers. The second teacher I interviewed, Patricia, is a speech pathologist who tends to keep to herself, has an extremely large wealth of knowledge, and is the backbone of our Exceptional Student Education (ESE) department. Educational Setting Education is a field of hard working professionals who are willing to give their time and resources to make a difference in a child’s life. I have the privilege of working with several teachers at my elementary school who inspire both children and their colleagues.The culture of our school is diverse with a large Hispanic and Caucasian population. The ELL department works very hard to make sure students are tested and placed in the appropriate language group. Grade, Age Level, or Subject Areaand Years of Teaching Experience Rachael has been teaching for 11 years. She has taught various elementary grade levels and is currently teaching fourth grade. Rachael is the grade chair (team lead) for fourth grade and is also on the school instructional leadership team (ILT).Patricia teaches speech therapy and language therapy. She assists the Exceptional Student Education (ESE) team with various lesson plan ideas, research based strategies, and writing techniques to promote successful writing. Patricia has been teaching for 19 years and is a huge asset to our school. Patricia teaches every grade level in language or Speech therapy. Diversity of Students They Teach Again, the culture of our school is diverse with a large Hispanic population representing several countries such as Honduras, Puerto Rico, Cuba, Mexico, El Salvador, Guatemala, Brazil, Costa Rica, Venezuela, and Argentina. We also have a student from Greece, a student from England, and a student from Spain. A Description of How the Educators Illustrate the Current State of Inclusivity and Diversity in Their Settings When asked the question â€Å"Describe the current state of diversity and inclusivity in your educational setting†, Rachael answered â€Å"I think we have a pretty diverse setting. We have children from all different walks of life culturally and economically. I personally try to make sure everyone feels valued and has a voice-even if their voice is small-it’s important that they feel important.†, (Rachael, personal communication, May24, 2017).When Patricia was asked this question, she stated â€Å"Diversity tends to be a function of the neighborhood in which a school is situated. Within the school, students appear to be evenly distributed among teachers both when considering race/cultural background/language and when considering disabilities including SLD, Other Health Impaired, and Autism among others. The Administration appears to actively recruit teachers from a variety of ethnic backgrounds. Our school is also challenged to bring diversity as one of the ol dest schools in our County. Segregation had a long hold on our school and it continues to push against this legacy. Inclusivity is sometimes challenging for English-speaking staff who cannot communicate effectively with parents of students who do not speak English. There is also a range of experience and skill within the teacher and staff population to respond to the special needs of students with disabilities. The issue of inclusivity seems to be more a function of District support than an intrinsic lack of desire for understanding on the part of teachers toward unique students. In sum, things are good, things are getting better, and theres quite a ways to go before we get there.† (Patricia, personal communication, May24, 2017). A Description of Strategies the Educators Use for Creating Inclusive Learning Environments. When asked the second interview question, what strategies do you use to create inclusive learning environments? Rachael answered â€Å"I try to make an inclusive learning environment by using Kagan structures. It gives each student a chance to participate and have a voice. I also differentiate instruction so that they feel successful at their level. The easiest thing I do is just listen to them and let them talk about their weekend, thoughts, and family. Classroom jobs also help to make the students feel valued.† (Rachael, personal communication, May24, 2017). Patricia answered the second question with this statement â€Å"Speaking only for myself, rather than the general sense as above, inclusivity is the mission for a speech language pathologist. This career exists to help those with communication gaps bridge the gap, or ideally fill the gap. To this end, I am constantly seeking to know the standard for a student without a disability and devising ways for students to reach or come close to meeting the expectations of the regular classroom. At this school, there is also some income disparity. While we are a Title I school and the majority of students meet the poverty criteria, there are students who enjoy a middle and upper-middle class life. The disparity is sometimes glaring as one student may have shoes with soles separating from the shoe body and another is wearing SPARKLY boots today instead of the leather carved pair. I compliment both students, genuinely, appreciating not just the aesthetic of the material item I love those rainbo w sparkles! but the gesture of the item Those shoes must have seen a lot of amazing places! Where have they taken you? Inclusivity also embodies the idea that fair is not necessarily equal. I have used my own resources, time and money, to fill resource gaps for poverty-affected students boxes of crayons just to take home for example outside of the treasure everyone earns. Students know I am here for everyone, not just the ones that look like me!†(Patricia, personal communication, May24, 2017). A Description of Strategies the Educators Use for Demonstrating Respect Toward and Valuing Students from Diverse Backgrounds For the final interview question, what strategies do you to show you value and respect diversity in your classroom setting? Rachael answered â€Å"I know that I can be better at thisits easy to call on the same students because you know they have the right answer or wont waste your time with a silly answer. Sometimes I dont even have time to listen to them. But, I know that they need to feel like they are important.†(Rachael, personal communication, May24, 2017). Patricia answered the final question with this statement â€Å"Growing up in a foreign country, a Spanish-speaking foreign country, has afforded some advantages for me especially in working with the large Hispanic population at our school. Daily, I take a risk and exchange a few conversational turns in the language students hear at home, creating rapport. I do the same for the parents that come to meet with me. I have also integrated materials that resonate with students culture and history such as the lesson I built on Cactus Soup a version of the fable Stone Soup, that includes Spanish words, illustrations rich with images found in towns of the Mexican desert, and Mexican cooking ingredients. Many students here are connected to the strawberry crop. Lessons have also revolved around all things strawberry. This platform allows for more than just discussions about fresas, it creates an opportunity for students to talk about daily life for their family as their parents pick through th e light hours and the students themselves help in the fields on the weekends. Realizing the lesson objective may sometimes take a back seat to conversation is paramount. However, will we guide students toward knowledge if there is not mutual trust and respect that the journey will be what both envision?†(Patricia, personal communication, May24, 2017). An Analysis of How Well the Educators are Creating Inclusive Learning Environments for All Students The Educator I Believe is More Proficient at This Skill Patricia is far more proficient at this skill than the other teacher. Her years of experience and diverse background provide her with various outlooks on any topic. Patricia tends to support her ideas and approach to teaching with research based articles and materials. An Assessment of the Evidence I Have that Supports My View I have witnessed Rachael in action and she truly allows each student an equal opportunity to express themselves. She is quite a remarkable teacher. Patricia’s passion is a reflection of our entire team. Working with her these past three years has been a pleasure and she has taught me many valuable lessons. She utilized so many research-based strategies, programs (LIPS by Linda Mood), and professional development materials in all of her lesson plans and IEP’s. Conclusions or Big Ideas I Drew about Inclusivity and Diversity from My Interviews. My ‘aha† moments, that Patricia inspired, revolve around student self-assessments. Patricia has changed the way I view teaching and her inspiration will be with me for the remainder of my career. She taught me to teach the students to assess themselves and allow them to tell you their comfort level about their knowledge of a topic. An Application of These Big Ideas to My Own Educational Setting How These Big Ideas May Be Applied in My Own Setting to Promote Valuing of Diversity This made such an impact on me. Her response was so heartfelt and sincere. Patricia and I have worked hard to make sure a student is able to attend summer camp at our local science museum. There have been times when we have paid his way out of our own pocket. The look on his is worth a hundred times more.

Exxon Valdez Oil Spill in the Prince William Sound Essay

Exxon Valdez Oil Spill in the Prince William Sound - Essay Example These investigations proved beyond doubt that the damages caused by this mishap have been more than what one would anticipate and therefore huge remedial measures are necessary to regain the damaged eco system back to its normal state. Even though some relief works were carried out at the site for few months and some compensation were dispersed by Exxon; these measures were not sufficient enough to bring back the affected region to its normal state. Exxon slowly started to withdraw its relief operations in this area even though they accepted the responsibility of this mishap. This paper discusses the things happened after this mishap to the key players, the appropriateness of their actions and the recommendations for avoiding such mishaps in future. â€Å"Exxon Mobil has paid about $900 million under the 1991 settlement† (Yardley, 2011) to rebuild the environment back to its normal state. â€Å"Exxon says it doesnt have any obligation to pay more. But the settlement also had a "reopener" clause allowing the state and federal governments to later claim up to $100 million more from Exxon if there were unforeseen damages† (Exxon Valdez Oil Spill: Exxon Mobil Scores Key Victory In Alaska Case, 2011). But Exxon is note ready to obey the "reopener" clause of $100 million more aid to the affected people. Oil that penetrates deeply into beaches can remain relatively fresh for years and can later come back to the surface and affect nearby animals. In addition, oil degrades at varying rates depending on environment, with subsurface sediments physically protected from disturbance, oxygenation, and photolysis retaining contamination by only partially weathered oil for years. Long-term exposure of fish embryos to weathered oil at parts per billion (ppb) concentrations has population consequences through indirect effects on growth,

The Course of Mexican History Research Paper Essay

The Course of Mexican History Research Paper - Essay Example The reflection specifically aims to address the following: (1) to provide a description of how the course has enhanced one’s understanding of the term "culture"; (2) to explain how historical and social contexts have helped to shape human belief systems and values; and (3) to evaluate how one’s own cultural perspective has influenced personal intercultural experiences. Description: Personal Understanding of the Term Culture One’s personal contention is that the term culture encompasses a collaborative learning and experiences of a particular group of people who have developed common sets of values, preferences, traditions, norms and practiced these as their way of life from generation to generation. This understanding of the term culture was reinforced by discussions on business culture (Unit 1), specifically how Mexicans value personal relationships, mix business transactions with leisure activities and continue to practice the manana habit that tends to delay a ctivities to a later time or date. Further, lessons on art and architecture from ancient times that marked the development of practices from the time of the Olmec and Aztec cultures, enhanced one’s understanding of how various religious practices influenced traditional beliefs and the way architecture was created and built (Unit 3). Culture, as a way of life, were discussed to be manifested and expressed through music (Unit 10) from the rule of the Spanish conquests to contemporary times in terms of the evolution and development of musical instruments, styles, and forms. Finally, one of the most evident cultural forms is exemplified through the way Mexicans enjoy and prepare their food (Unit 2) and how their eating habits differ from other cultures. Diverse historical timelines that aimed to trace the roots and evolution of Mexicans, as an indigenous group, presented more comprehensive discussion of how Mexicans were influenced by significant personalities from the time of Ki ng Charles V of Spain (Unit 5) to the restoration of the republic through revolt in 1910 (Unit 6). All these events helped shape and make Mexico a distinct and rich culture that have influenced other people through interactions and global connections through time. Explanation: Historical and Social Contexts that shaped Belief Systems and Values Human belief systems and values are likewise shaped by the historical and social events depicted through the rich experiences discussed in the module. One of the most pronounced social events is the use of musical instruments that were traced since the time of the Aztecs from their drums that accompany their ceremonies (Unit 10). The role of the church is also crucial in the development of a distinct musical genre focusing on solemnity, hymns and chants. Other historical events that significantly shaped beliefs and values of Mexicans were the art and literature expressed in architectural sites which were traced from their religious practices of worshipping gods and goddesses (Unit 3). The experience of Mexico is parallel with other cultures that exemplify religion as having shaped traditional values and beliefs. Most of these are handed from generation to generation and some remain to be practiced until contemporary times. Finally, the influence of other races: Spaniards, in particular, in their way of life, in political endeavors, and in fighting for national freedom from foreign rule and

Introduction to Economics (Past Paper) Essay Example | Topics and Well Written Essays - 3000 words

Introduction to Economics (Past Paper) - Essay Example TRUE: If a country has the competitive advantage of producing a good, then it should use the same advantage to produce the same and export (Lipsey & Chrystal, 2007). Importing commodities that a country can produce more cheaply will only lead to trade deficits, hence a bad economic policy. TRUE: Demand curve for an inferior good must be upwards-sloping due to the fact that the income and substitution effects work in different directions. Whereas a decrease in price of an inferior good causes more consumption via the substitution effect, the same is likely to cause less consumption given the income effect (Lipsey & Chrystal, 2007). In the below figure, X is a inferior good while Y is a normal good given the reduction and increase in demand respectively due to increases in income (income substitution). TRUE: Marginal cost (MC) is the additional cost incurred in producing one more unit hence; it changes with changes in the quantity produced. In a scenario where the marginal cost is increasing, the average total cost (ATC) curve is likely to be U-shaped (Lipsey & Chrystal, 2007). MC is factored within ATC and as quantity increases; the ATC and MC will decrease and increase respectively. MC will continue to increase thereby pulling up the ATC hence the marginal cost crosses average cost at a point where average cost is increasing as illustrated below. FALSE: Diseconomies of scale occur in an organization when expansion of all available inputs such as labour and capital causes an increase in the long-run average cost (Lipsey & Chrystal, 2007). On the other hand, diminishing marginal return refers to an economic scenario where marginal product continues to diminish despite addition of one input and holding the other inputs constant (Lipsey & Chrystal, 2007). Therefore, diseconomies of scale is not related to diminishing marginal returns since the latter only

CAN COMPASSION BE TAUGHT An exploration of the concept of teaching Literature review

CAN COMPASSION BE TAUGHT An exploration of the concept of teaching compassion to nursing staff within the field of dementia - Literature review Example In this regard, a framework was developed using the guide for critiquing quantitative research suggested by Coughlan, Cronin and Ryan (2007) and the guide for critiquing qualitative research suggested by Ryan, Coughlan and Cronin (2007). Ten journal articles were selected using an exclusion and inclusion criteria based on relevance, appropriateness and the most recent research on the subject under investigation. A Fishbone analysis was conducted to determine the challenges for implementing and using compassion in the delivery of care to patients with dementia for determining the extent to which compassion can be taught as revealed in the literature. Results: The results of the study indicate that nursing staff delivering care to dementia patients and dealing with families and carers are at an increased risk of compassion fatigue. The results indicate that compassion can be taught directly and indirectly provided the welfare and wellbeing of nurses are safeguarded and promoted. Discus sion: Implications for practice and directions for further research are discussed. The limitations and strengths of the research are also discussed. Conclusion: It is concluded that in order to successfully teach and maintain compassion in the context of nursing staff in the field of dementia, three approaches have to be taken. ... dementia are at an increased risk of suffering compassion fatigue, efforts must be made to safeguard the welfare and well-being of nursing staff to ensure that they are retained and nurses do not become over-burdened with an imbalance in demand and supply. Table of Contents Abstract 2 Chapter One: Introduction and Background 4 1.1.Introduction 4 1.2.Background 5 1.3.Aim of the Study 7 1.3.1.Objectives of the Study 7 1.3. Research Methods 8 Chapter Two: A Critical Review of Literature 11 2.1. Compassion: Definition and Concepts 12 2.2. The Role of Compassion in the Care of Dementia Patients 15 2.3. Teaching Compassion to Nursing Staff in the Field of Dementia 20 Chapter Three: Findings and Conclusion 28 3.1. Findings and Conclusion 29 3.2. Implications for Practice 34 3.3. Suggestions for Further Research 36 3.4. Limitations of the Study 36 3.5. Strengths of the Study 37 Bibliography 37 Chapter One: Introduction and Background 1.1. Introduction Compassion is described as a significant quality in nursing that has an impact on the care delivered to patients (Kret, 2011). With respect to patients suffering from dementia, care science theorises that core competence and skills among nursing staff includes patience, consideration and compassion (Rundqvist & Severinsson, 1999). However, studies have shown that caregivers administering care to patients suffering from dementia are at a heightened risk of suffering from ‘compassion fatigue† (Day & Anderson, 2011, p. 2). Compassion fatigue is associated with a lack of nursing staff juxtaposed against increasing patient demands and the physical and mental burdens nursing staff confront in meeting increased patient care demands (Bush, 2009). Effective nursing care for patients with dementia is accomplished by the ability to look

Why I desire to become a nurse practitioner Essay

Why I desire to become a nurse practitioner - Essay Example It also has plenty of oppurtunities today for specialization and career advancements. Nursing requires life-long learning as new challenges confront the medical profession everyday. Hence, I am committed to go in for advanced education and training in the diagnosis and management of common medical conditions including chronic illnesses. I would thus be able to provide a broad range of service as do physicians. I feel committed to it and I would maintain close working relations with the physicians. Nursing involves working with people and I have always been good at it. I love interacting with people. Besides, I have compassion for people and I feel overwhelmed when patients are unable to pay the medical bills. I love holistic healing and would encourage the patients to draw upon their inner strength; I would them motivate to learn to heal themselves. As a Nurse Practitioner (NP) I would be able to suggest less expensive treatment and inform them about health care. Perhaps I owe these qualities to my mom, because it seems to run in the family. I know being a NP requires individualized care. Prevention, wellness, and patient education have to be top priorities. Experiences, frustrations and contentment, which I can clearly see on my mom and brother’s face, urge me to move ahead in the profession. Each day comes with a new challenge and requires the skills for strong decision-making (SMC). There are ongoing changes in nursing and the healthcare system. It is demanding on the family life too but in nursing one never gets bored. It is a respectable and a noble profession too despite long hours, emotional load and the health care risks. As a NP I would require tremendous amount of patience, listening skills, I would have to do a lot of counseling, diagnosing and treating acute illnesses. As a NP I would have to deal with the patient’s family and even suggest lifestyle and environment changes. In

The Origins of Slavery on English Mainland North America Essay

The Origins of Slavery on English Mainland North America - Essay Example However, this also suggests that slavery was an important institution within the colonies long before the need for outside support was necessary. â€Å"Unquestionably it was a demand for labor which dragged the Negro to American shores, but the status which he acquired here cannot be explained by reference to that economic motive. Long before black labor was as economically important as unfree white labor, the Negro had been consigned to a special discriminatory status which mirrored the social discrimination Englishmen practiced against him† (Degler, 1959: 62). Investigating the reasons why slavery became such an ingrained element within the North American continental society reveals a deep discrimination combined with a complicated philosophy toward already established social institution led to the development of slavery as it was practiced, regardless of when it appeared in colonial statues. With the introduction of people of darker skin, white man developed a quick and deep discrimination against these people who lived primitive lives and knew nothing of the higher orders of thinking involved in science and technology. While the English who settled the North American shores did not have a tradition of slavery within their culture, they were aware of the idea of slavery that was practiced in Spain and Portugal. â€Å"As early as 1623, a voyager’s book published in London indicated that Englishmen knew of the Negro as a slave in the South American colonies of Spain. The book told of the trade in ‘blacke people’ who were ‘sold unto the Spaniard for him to carry into the West Indies, to remaine as slaves, either in their Mines or in any other servile uses, they in those countries put them to’† (Degler, 1959: 53). This knowledge regarding the construction of slavery suggested lifetime servitude of the dark peoples rather than

Cultural Significance Of The Reformation During The Renaissance Research Paper

Cultural Significance Of The Reformation During The Renaissance - Research Paper Example This was simply a cultural movement that occurred around the 14th -17th century in Europe. The most remarkable feature about this period is artistic developments. However, there were also some significant cultural reformations that will be discussed in this paper. Initially, Europe had conservative traditions but vital cultural reformations in the renaissance were stimulated by the reformation in music and religious teachings, and the emergence of new artistic ideas. This new culture entailed a lot of freedom and individualism as sparked by the creative works of several musicians and artists during the period. The emergent creativity led to artists abandoning artistic ways of the medieval era which were strict in nature. This led to the development of artistic improvements for example, realism in art. Giottto di Bondone was the first artist in the renaissance period to treat a painting as a widow into space (Bainton, 1952). Renaissance led to renewal of the desire to bring out the be auty of nature and explore the axioms of aesthetics. This motivated artists to come up with new painting techniques which included studying human anatomy, and light and shadow. Leonardo da Vinci’s Mona Liza Painting is a good demonstration of the study of the human anatomy. The artistic culture during the renaissance period can therefore be described as being vibrant and this led to development of naturalism in painting. The renaissance period led to reformations in the music industry for example, secular music gained more popularity. This was stimulated by the development of the printing press which enabled music to be printed and spread faster. These songs mainly dealt with military and romantic themes. The form of the madrigal which was developed in Italy spread fast to Netherlands, England France and Germany (Estep, 1986). The shift to secularism was not only seen in the music industry but the general society as well. This was mainly brought about by the changes that occu rred in religion and humanism. For example, a reformation in humanism led to a shift in the focus of life to individualism. This is where each person was supposed to be his or her own priest with the Bible being the only true authority (Smith, 1920). According to Hillerbrand (1973), renaissance led to a shift in religious inclinations from Catholism to Protestantism. This is because people like Erasmus held to and campaigned on the view that a true religion was an act of inward devotion to God rather than mere outward symbols of ritual and ceremony. The changes were also a result of protest against the evil that people saw in the Catholic Church for example rampant corruption. The people realized that there was a big contrast in the practical lives of the church clergy and the doctrines and teachings they were giving to the people. The result of criticism against the Catholic Church was a loss in its authority and the emergence of new protestant churches and sects. This led to relig ious wars and divisions whose driving force was expressions by the people on the need for freedom of expression and tolerance. The renaissance was therefore a successful weapon for countering the fight against pagan civilization by the Catholic Church. The consequence of the criticisms, new religious focus and stand was secularization of fanatical Catholics and the general society (Euan, 1991). A change in the culture of Christians led to a change in lifestyle from having the church as the center of activity into a materialistic kind of life. In this secular life, the material world became an important part of the life of a person and this encouraged capitalism. People become more concerned with money, worldly pleasures and a general comfort in life. At the same time, religion remained an important part

Book Banning Essay Example for Free

Book Banning Essay Each year, libraries across the United States report hundreds of challenges. The leading causes for contesting a book are sexually explicit content, offensive language and inappropriate subjects for minors [source: American Library Association]. Only a minority of the requests actually make it through to banning the book from its respective library. The Catcher in the Rye. The Scarlet Letter. Huckleberry Finn. Harry Potter. The Diary of Anne Frank. Animal Farm. To Kill a Mockingbird. The Da Vinci Code. The Grapes of Wrath. These literary classics have been vital to the education of many, especially children and adolescents. These great novels both teach important values and educate children about world affairs and classic themes. Unfortunately, each of these novels has been banned at one point in time. Many of these classic stories have been banned because of sexual references, racial slurs, religious intolerance, or supposed witchcraft promotion. Although some may consider these books controversial or inappropriate, many English classes have required us to read these books. Like the teachers that assigned us these books, I believe that even controversial books can ultimately boost, not deter, our educational wealth. I oppose book banning for three main reasons. First, I believe that education should be open to everyone. Everyone should have an opportunity to read any literature of their choosing and form his or her own opinions based on the reading. Micah Issitt lists three basic rights covered under the freedom of the press: the right to publish, the right to confidentiality of sources, and the right of citizens to access the products of the press. My second reason specifically addresses the last right stating that citizens should have access to the press. The government should not restrict books from being published or interfere into personal affairs as this is an infringement of the First Amendment. Finally, I believe that parents should monitor what their own children read, but not have the authority to ban other children from reading these novels. For these reasons, I conclude that the government should play no role in the issue what citizens do and do not read, and that book restriction should remain a solely private matter. At first glance, the debate over banning books appears unimportant. Nevertheless, this debate has divided our nation into those who favor censoring books to protect their impressionable adolescents, and those who argue that education should be open for everybody without interference from the government in restricting the publishing and accessing of these books. Issitt argues that censoring books violates the First Amendment, stating that citizens must be free to seek out any media, regardless of content, that they deem appropriate for entertainment, information, or education. Denying the rights of the consumer, in any area, is one of the hallmarks of authoritarianism. While I do not equate banning books with authoritarianism, we do endorse Issitts belief that individual citizens have the right to choose, under their own discretion, what books to read. The First Amendment protects the freedom of expression and speech, and by prohibiting certain messages, the government clearly infringes upon public rights. On the other hand, Healey claims that censorship does not repress information that teenagers and children are exposed to, but merely gives parents the rights to educate their children in the ways they deem appropriate. Though I concede that parents do have the right to monitor what their children read, they do not have the right to remove books from public libraries or monitor what other children in the city read. Healey attempts to persuade readers that censorship of books should not be about silencing voices on important topics, but about steering young people toward the best possible literature; however, she fails to specify what constitutes as the best possible literature. Some of the best possible literatures† also happen to cause the most controversy, including Huck Finn, Harry Potter, The Scarlet Letter, and To Kill a Mockingbird. Those who protest against these books have clearly not studied them in depth. For example, the main theme in Huckleberry Finn focuses not on advocating racism, as some suggest, but proving that race does not define a persons intelligence or capability for compassion. Even Healey admits that concerned parents and community members react without taking the time to closely investigate the books they want banned. While I agree that parents should play an active role in educating their children and as their primary guardians, have the legal right to monitor what their children read, I disagree that this legal right extends to controlling what other children in the neighborhood read as well. Prohibiting children from reading a book will not enhance their moral values. Rather, banning a book more likely will increase curiosity for reading it. I also empathize with parents who ban books with controversial or uncomfortable subjects because they are unsure as to how their children will react or how to explain such topics. A good way to discuss these subjects with children is to read books with various views on the subject so that children can experience multiple points of view before forming their own opinions. Healey herself agrees that such a method might help young people better understand the world they live in, the human condition, and issues they face in their culture. As Healey stated, parents also tend to ban books based on moral grounds, although some books have been condemned for their perspectives on civic values and history. For this very reason, the general public should read these books. Our society, especially our younger children, needs to read these books since fully understanding a topic requires knowledge of both sides. If we choose to disregard even a highly unpopular opinion, we intentionally choose to live in ignorance, only partially educated in a topic we claim to know so well. Without a doubt, if we continue to ban books and ignore what some consider taboo topics, we hinder ourselves and our children from finding ways to solve societys problems, thus hampering the development of our nation as a whole. Many conservative groups make the argument that the books that have been banned have material that is inappropriate, immoral or contradicting the beliefs they have ingrained in their children and/or their society. Take for consideration the controversial books that tackle difficult, touchy social issues like homosexuality. Books like Heather Has Two Mommies, by Leslea Newman and Daddys Roommate by Michael Willhoite (both books written for youth with gay parents) were shot down by conservative groups because they attempted to educate children about homosexuality, an issue parents felt needed to be taught to their respective children by them. While this may seem like a valid argument, really it is just skirting around the actual issue. Book-banning cases usually concern the protection of children and their innocence, but all that is happening is sheltering parents showing an awkward avoidance of their childrens confrontation with uncomfortable matters. It is not only selfish, but also harmful to the overall education of their children. This act of prohibiting books is just the parents’ way of evading of the conversation with their child about these sensitive issues. These two books are issues that Healey brings up in her argument on how groups were upset about the way these books informed their children of homosexuality. Homosexuality and other touchy social issues are part of everyday life, and for a group to attempt to censor this subject from younger society is almost absurd; these issues are not monstrous and the censorship of them not only shows prejudice but lack of respect. Banning books seems to be the most public solution for a private matter- not everyone should have to suffer restrictions because one group feels uncomfortable with the book. That being said, there are often books that contain graphic and often highly inappropriate material; I do consent that these books should be censored at the discretion of the parent, or anyone involved however, no one is forcing books upon others, so we should not be forced to remove them. Other groups would say that its also the duty of the government to regulate these books to protect concerned citizens and their families, but I would have to disagree. Its the exact opposite of the governments role- our private lives, the books we read, should be regulated and controlled by us. Banning books from public congregations is not what the government was intended to do. Topics that seem socially outlawed in public, let alone published, have been banned because their immoral content may have a negative effect on younger children. In these books, authors doesnt promote or encourage bad behaviors, they prepare their readers for some of the real world challenges. The child would never be able to learn these things if the book was banned, nor be able to form his or her own opinion about that certain topic. Healey discusses that the book, 33 Snowfish, a dark story of three teenage runaways who are victims of various forms of abuse by Adam Rapp may be an unsuitable way to educate children on these timely topics. However, having these stories banned all together would just further shelter a child whose parents may not be willing to discuss these issues with them at all. Even though these books center around scary topics, they are educating children on real life matters that they will be exposed to once they venture into the world themselves. Healey goes on to make the point that the books should not be banned as well, since it is a matter of private opinion not one to be made by the public libraries of a community. She suggests that schools should inform parents about the kinds of books they offer children in their libraries and classrooms instead of banning them. With the knowledge that some of these books have to offer, children can learn how not to act and what can be the consequences if they do misbehave. This learning experience could turn around with the help of a parent and pass a positive affect over the child. Clearly, banning books not only hinders a childs educational development but also leaves them unaware of the true state of the world. Books do not simply impart general information; they heavily influence a child, the future generation. Without regular access to books, both adults and children could not form sound opinions, only narrow-minded ones. Both advocates and opposers of book banning agree that books are powerful instruments. Otherwise, a debate on the subject would neither have arisen nor lasted so long. Because books can be used to inculcate values and transmit ideology, and to stimulate the imagination, as Healey suggests, any person should remain free to select his or her reading material. This personal issue of selecting reading material has no relation to the government. On the contrary, government action interferes with individual education, a primary American value. Ultimately, children can learn personal responsibility in determining which books to regard and which to discard. In the future, these children will become well-educated adults who can benefit the American society. -

Attitude Of Management Students Towards Entrepreneurship Business Essay

Attitude Of Management Students Towards Entrepreneurship Business Essay Entrepreneurship and small business creation are cornerstones of economic Development throughout the world. Entrepreneurial development today has assumed special importance, since it is a key to economic development. The impact of entrepreneurship education has been recognized as one of the crucial factors that help youths to understand and foster an attitude toward entrepreneurship. Management education provides a great potential for the establishment of new, small businesses. There is huge opportunity for developing management graduates as entrepreneurs. However, this potential is not exploited to its full extent. The purpose of the research is to examine management students attitudes towards entrepreneurship, as well as their views of entrepreneurship as career option and interest in entrepreneurial training. This study was conducted in selected districts of North Karnataka. A total of 200 questionnaires were sent to Management students and 152 students ware responded. The research shows that majority of the respondents are having positive attitude towards the entrepreneurship. (Keywords: Attitude, Economic development, Career option, Management students,Entrepreneurship.) ATTITUDE OF MANAGEMENT STUDENTS TOWARDS ENTREPRENEURSHIP: A STUDY OF SELECTED DISTRICTS OF NORTH KARNATAKA INTRODUCTION: Entrepreneurship has become an everyday buzzword. Policymakers, economists, academicians and even university students are talking about it. Today, entrepreneurship is regarded as one of the best economic development strategies to develop countrys economic growth and sustain the countrys competitiveness in facing the increasing trends of globalisation (Ooi Yeng Keat et. al). Entrepreneurship and small business creation are cornerstones of economic Development throughout the world. Entrepreneurial development today has assumed special importance, since it is a key to economic development. The objectives of industrial development, regional development, regional growth and employment generation depend upon entrepreneurial development. Entrepreneurs are, thus the seeds of industrial development and the fruits of industrial development are greater employment opportunities to unemployed youth, increase in per capita income, higher standard of living and increased individual savings, revenue to the government in the form of taxation and balanced regional development (Poornima Charntimath 2007). The impact of entrepreneurship education has been recognized as one of the crucial factors that help youths to understand and foster an Attitude toward entrepreneurship (Gorman, Fanlon King, 1997 ¼Ã¢â‚¬ ºKourilsky Walstad, 1998). The attitude and knowledge of entrepreneurship are likely to shape their inclination to start their own business in the future (Wang Wong, 2004). Entrepreneurs play an important role in contributing for the development of an economy of a nation. The most industrially developed countries like USA, Germany, and Japan are the evidence that an economy is an effect for which entrepreneurship is the cause. To accelerate the economic development we have to use the entrepreneurship as a tool. A paradigm shift among graduates is needed, as their contributions to entrepreneurship would stimulate the countrys economic growth, and help it move towards becoming a developed nation by 2020. This is especially important, since graduates are the academic intellectuals and have the skill set to advance the future national economy (Collins et al. 2004; Là ¼thje and Franke 2002; Norfadilah 2003; Nor Aishah et al. 2005). Global Entrepreneurship Monitor (GEM) (2007) reports a constant growth of entrepreneurial activities in India. There are growing numbers of studies carried out to determine the influence of regional development and economic development, culture etc., on entrepreneurship. Management education provides a great potential for the establishment of new, small businesses. There is huge opportunity for developing management graduates as entrepreneurs. However, this potential is not exploited to its full extent. The purpose of the research is to examine management students attitudes towards entrepreneurship, as well as their views of entrepreneurship as career option and interest in entrepreneurial training. OBJECTIVES: To examine Management students attitudes towards entrepreneurship, as well as their views of entrepreneurship as career option and interest in entrepreneurial training. To determine the preference of professions among Management students. To know the perception of Management students on their entrepreneurial intentions. RESEARCH METHODOLOGY SAMPLING DESIGN: The sampling technique used in this study is probability sampling, simple random sampling technique is used. The sample unit is taken as students of management (MBA) studying in the first and second year of their graduation from the selected districts of North Karnataka. The total sample size is 152. The sample is collected from Management Institutions situated in North Karnataka (Bagalkot, Bijapur and Dharwad are chosen for the study). RESEARCH DESIGN: While determining the various factors, exploratory study was carried out, with the help of secondary data collected from the various magazines, journals and internet. Once the basic factors for the study were found a descriptive study is carried out to know the attitude of the respondents. DATA COLLECTION: Data is collected with the help of primary survey as well as secondary sources. The secondary data was collected from various national and international journals, magazines and internet. The primary data was collected with the help of a close ended, structured questionnaire through web based survey. The questionnaire was adapted with some alterations from an existing project work done by Pà ¤ivi Karhunen Svetlana Ledyaeva et.al. In Russian students perceptions of entrepreneurship Results of a survey in three St. Petersburg universities. The questionnaires will be distributed to target respondents through e- mail. The respondents were given one week time to return the questionnaires. The questionnaire was sent 200 respondents but only 152 respondents reverted back. DATA ANALYSIS: Collected data were statistically analyzed using computer software package SPSS (Statistical Package for the Social Sciences). LITRATURE REVIEW An article written by Krishna Kumar Agarwal Rajesh Kr. Upadhyay , Attitude of Youth Towards Entrepreneurship: A Case Study of Varanasi in the study it was identified that the youth need a secure, stable and well paid profession and hence, the preferred professions among all are MNCs, Large Domestic Companies and Government sector. Despite having a good image of entrepreneurs, the risk associated with entrepreneurship makes it a low preferred profession among the youth. It means that entrepreneurial activities can be boosted up if the risk associated with entrepreneurship could be brought down with proper policy interventions and support from various stakeholders including government, planning agencies, society and family. Zaidatol Akmaliah Lope Pihie (2009) in his article Entrepreneurship as a Career Choice: An Analysis of Entrepreneurial Self-Efficacy and Intention of University Students the findings indicate that the students had moderate score on all constructs related to entrepreneurial intention and entrepreneurial self-efficacy in the aspects of management, financial and marketing. Moreover, students with positive entrepreneurial aspiration scored higher in entrepreneurship intention and self-efficacy which is significantly different from those who do not have positive aspiration. The students also scored moderately on attitudes towards entrepreneurial career and perceived behavioral control. The findings also indicate that those who perceived entrepreneurship need to be learnt at university have significantly higher mean score on attitudes towards entrepreneurial career as well as perceived behavioral control. Margaret Emalereta Akpomi (2008) has made a study on Entrepreneurship Among Graduates-to-be of Business/Management Faculties and Economic Development in Nigeria The results of the study revealed that only 12.4% of graduates-to-be aspire to own businesses upon graduation. Among the reasons given were that there are no take-off funds/sponsorship, inadequate preparation to face the demands of running businesses and the poor attitude of Nigerians towards purchasing made-in Nigeria goods. Paivi Karhunen, Svetlana Ledyaeva, Anne Gustafsson- Pesonen, Elena Mochnikova, Dmitry Vasilenko have done a study on Russian students perceptions of entrepreneurship at three St. Petersburg universities the study reveals that Russian students consider entrepreneurship as a very attractive career alternative. Moreover, for Russian students to be an entrepreneur is more attractive than for Finnish students. In contrast to Finnish students, there are no notable differences in the attitude toward entrepreneurship between Russian male and female students. Another important finding is that the Russian students are inclined to be more optimistic and to focus more on the positive sides of entrepreneurship than the Finnish ones and in general Russian students emphasized most motivational factors as more important than their Finnish counterparts, supporting the view of Russian students being more entrepreneurially oriented. It was also identified in the study that when compared Russian respondents to Finnish students, the largest disagreement was found regarding the riskiness of entrepreneurship, which the Russian respondents perceived as higher. In addition, Russian respondents had somewhat lower opinion on entrepreneurs morality. The attitude towards entrepreneurship may be influenced by educational measures. How- ever, despite the recognition that education and prior entrepreneurial experiences may influence peoples attitudes towards starting their own business, the impact of entrepreneurship education, as distinct from general education, on intentions towards entrepreneurship has remained largely unexplored (Donckels, 1991; Krueger and Brazeal, 1994). LIMITATIONS OF THE STUDY: The research work is confined to the study of attitude of management students towards entrepreneurship: a study of selected districts of north Karnataka. The research work attitude of management students towards entrepreneurship is purely based on the survey of the respondents from selected districts north Karnataka. The study is conducted in different management institution existing in selected districts of north Karnataka. The findings of the survey should not be generalised at the national or international level. The only three districts of North Karnataka are taken into consideration are Bagalkot, Bijapur and Dharwad. ANALYSIS AND INTERPRETATION Table 1: Division of respondents on the basis of gender Frequency Percent Valid Percent Cumulative Percent Valid Male 96 63.2 63.2 63.2 Female 56 36.8 36.8 100.0 Total 152 100.0 100.0 Graph- Gender of the Respondents The Table No-1 and Graph-1 depicts that 63.2% of respondents are Male and 36.8% are Female. Table 2: Basic educational background of the respondents Frequency Percent Valid Percent Cumulative Percent Valid B.A 2 1.3 1.3 1.3 B.B.A 54 35.5 35.5 36.8 B.C.A 28 18.4 18.4 55.3 B.Com 44 28.9 28.9 84.2 B.Sc 18 11.8 11.8 96.1 BBM 6 3.9 3.9 100.0 Total 152 100.0 100.0 Graph- Educational background of the respondents The Table No-2 and Graph-2 shows that 35.5% of the respondents are from BBA degree holders, 28.9% of the respondents are B.Com degree holders, 18.4% of the respondents are BCA degree holders, 11.8% of the respondents are B.Sc degree holders, 3,9% of the respondents are BBM degree holders and 1.3% of the respondents are BA degree holders. Table 3: Table and graph showing the respondents work experience. Frequency Percent Valid Percent Cumulative Percent Valid NO 136 89.5 89.5 89.5 YES 16 10.5 10.5 100.0 Total 152 100.0 100.0 Figure showing work experience of the respondents The Table No-3 and Graph -3 illustrates that 89.5% of the respondents are not having any prior work experience and only 10.5% of the respondents are having prior work experience. Table 4. Table and graph showing the percentages of respondents family members as entrepreneurs. Frequency Percent Valid Percent Cumulative Percent Valid Brother 8 5.3 5.3 5.3 Father 22 14.5 14.5 19.7 None 122 80.3 80.3 100.0 Total 152 100.0 100.0 Figure showing the entrepreneurs in the family The Table No-4 and Graph-4 represents that 80.3% of the respondents are not having entrepreneurs family background, 14.5% of the respondents fathers are entrepreneurs and 5.3% of the respondents brothers are entrepreneurs. Table 5. Table and graph showing future career plans of the respondents. Frequency Percent Valid Percent Cumulative Percent Valid Continuation of education 6 3.9 3.9 3.9 Depending of fate 2 1.3 1.3 5.3 Desire to be self employed 40 26.3 26.3 31.6 Joining fathers business 14 9.2 9.2 40.8 Look for employment in private enterprise 56 36.8 36.8 77.6 Look for employment in public sector 34 22.4 22.4 100.0 Total 152 100.0 100.0 Figure depicting the future career plan of the respondents The Table No-5 and Graph-5 point out that 36.8% respondents are opined that, they look for employment in private enterprise, 26.3% respondents are interested in self employment i.e. they want to become entrepreneurs, 22.4% respondents are interested in employment in public sector, 9.2% of the respondents wants to join their father business, 3.9% of the respondents wants to continue their higher education and 1.3% of respondents, responded that they depending of fate. ENTREPRENEURIAL MOTIVATION OF RESPONDENTS After analyzing the general characteristics of the respondents, we now move on to analyze their entrepreneurial motivation in more detail. We evaluate the factors that are perceived as most important motivators for starting ones own business. The respondents were asked to assess factors, which might increase their desire to become an entrepreneur according to a five-point scale from not at all (1) to very much (5). Table 5 summarizes the results for the total sample. Table 6. Motivational factors for entrepreneurship, mean values Factors Average Rank Achieving an appropriate goal in life in accordance with ones abilities 4.04 The liberty of being ones own boss 4.03 Result-based income 3.97 The liberty in choosing ones tasks and duties 3.97 The opportunity to work as a superior 3.84 My skills and capabilities point to entrepreneurship 3.83 Entrepreneurship suits my character 3.75 The liberty of choosing ones working hours 3.71 The opportunity to get rich 3.63 As shown in the Table No-6 the major motivational factors which increase the desire to become entrepreneur are, the achieving goal in life in accordance with our ability and liberty of being ones own boss have got highest rank from the respondents, followed by other factors such as entrepreneurship is result based income, liberty in choosing ones task and duties, opportunity to work as superior, and my skills and capabilities point to entrepreneurship. However, the opportunity to get rich as such was ranked at last preceded by liberty of choosing ones working hours. In contrast, the respondents emphasized more on achieving goal in life. BARRIERS FOR ENTREPRENEURSHIP After discussing the motivational factors which increase the desire of the respondents to become entrepreneurs, now we are going to analyze the factors which respondents view as decreasing their desire to become entrepreneurs. The factors which decrease the desire include endogenous and exogenous factors. Endogenous Barriers: Endogenous barriers or factors include personal characteristics and skills and these factors are such that the person can control and influence. Exogenous Barriers: Exogenous barriers or factors are related to the operating environment of the entrepreneur (Pà ¤ivi Karhunen Svetlana Ledyaeva et.al). Table 7. Endogenous barriers for entrepreneurship Factors Average Rank My current life situation 3.30 Fear of tough competition 3.13 Lack of a business idea 3.04 Fear of debt 3.01 Insecure income 2.99 Lack of professional skills and competence 2.93 Entrepreneurs are excessively at the mercy of their investors 2.93 Society provides no safety net for entrepreneurs 2.92 Unwillingness or incompetence to market ones professional skills and competence 2.92 Fear of losing ones property 2.87 My professional skills are difficult to commercialize 2.86 Generally negative opinion on entrepreneurship 2.41 Excessively irregular working hours 2.36 Does not suit my character 2.33 Loss of free time 2.33 As shown in the Table No-7, the respondents viewed that, their current life situation as students, fear of tough competition, lack of business idea and fear of debt are the major endogenous barriers or hindrances for becoming the entrepreneurs. In contrast the personal characters like loss of free time, entrepreneurship does not suit my character, and excessively irregular working hours were viewed by the respondents as not particularly big obstacles for entrepreneurship. Some other factors like insecure income, lack of professional skills and competence, entrepreneurs are excessively at the mercy of their investors and society provides no safety net for entrepreneurs somewhat also hinder from becoming the entrepreneurs. EXOGENOUS BARRIERS FOR ENTREPRENEURSHIP The respondents were asked to assess the exogenous barriers which decrease the desire of becoming an entrepreneur. Using the 5-point scale used ranged from not at all (1) to very much (5). Results of the assessment are presented in Table-8. Table 8. Exogenous barriers for entrepreneurship Factors Average Rank Lack of own financial resources 3.64 Government policies 3.57 Corruption 3.49 Local infrastructure 3.49 Difficulty in getting external finance 3.43 Bureaucracy (Difficulties to obtain licenses and certificates) 3.42 Tough competition 3.28 Procedure of registration 3.28 Taxation 3.22 Difficulties in finding customers 3.20 Lack of labors 3.17 Crime 2.86 As shown in the Table No-8, the respondents viewed that, the major obstacles for becoming an entrepreneur are lack of access to financial resources, government policies, corruption, local infrastructure, and bureaucracy. In contrast the factors like crime, lack of labors and difficulty in finding customers considered as a least influence. ATTITUDES TOWARDS ENTREPRENEURS AND ENTREPRENEURSHIP The next part of our analysis is focused on respondents attitude towards entrepreneurship. The students were asked at what degree they agree or disagree with different statements which characterize general opinion on entrepreneurship, social importance of entrepreneurship, state support of entrepreneurship, entrepreneurial ethics and entrepreneurships role in creating work places. The students were assessed on these statements using a five-point scale from disagree completely (1) to agree completely (5). The results are summarized in Table -9. Table 9. Attitudes towards entrepreneurs and entrepreneurship, % of respondents. Statement Wholly or partly disagree Wholly or partly agree Dont know Entrepreneurs must be appreciated because they provide work for other people. 3.9 90.8 5.3 Entrepreneurial activities provide society with more benefits than disadvantages. 11.9 75 13.2 State Gov. must support young, beginning entrepreneurs. 7.9 77.6 14.5 State provides excessive support for entrepreneurs. 15.8 63.2 21.1 Entrepreneurs can exploit their professional skills and competencies more effectively in their own businesses than in salaried employment. 7.9 72.3 19.7 Entrepreneurship requires more intellectual than financial capital. 14.4 76.3 9.2 Entrepreneurship is for people who have courage and ideas. 7.9 82.9 9.2 Entrepreneurs take excessive risk. 6.6 88.2 5.3 Entrepreneurs get rich on other people work. 40.8 46 13.2 People who cannot adapt to conventional jobs end up as entrepreneurs. 34.2 35.5 30.3 Entrepreneurs do not care about environmental issues to a sufficient extent. 53.9 21.1 25 Entrepreneurs are dishonest and pursue their own self interest. 47.3 31.6 21.1 As shown in the Table No-9, the statements are broadly classified in to two groups on the basis of distribution of answers. First, there were a number of statements, about which the respondents were relatively unanimous (i.e. majority of them either agreed or disagreed). Majority of the respondents felt that entrepreneurs take excessive risk. Hence, a consensus was found in support to the statement Entrepreneurship is for people who have courage and ideas. Secondly the statements in which respondents clearly had difficulties in commenting. This is reflected by the distribution of answers across all categories; statements such as people who cannot adapt to conventional jobs end up as entrepreneurs, entrepreneurs are dishonest and pursue their own self interest, and entrepreneurs get rich on other people work. Thirdly, majority of the entrepreneurs wholly or partly disagree with some of the statements like entrepreneurs do not care about environmental issues to a sufficient extent, and entrepreneurs are dishonest and pursue their own self interest. ASSESSMENT OF ENTREPRENEURIAL EDUCATION The last part of our analysis is focused on assessment of entrepreneurial education among the respondents. Interest in entrepreneurial training The respondents were asked their interest in participation in entrepreneurship development training programme by asking in a closed ended question yes or no. Table 0- Table showing respondents interest in participating in entrepreneurship development training programme. Frequency Percent Valid Percent Cumulative % Valid NO 10 6.6 6.6 6.6 YES 142 93.4 93.4 100.0 Total 152 100.0 100.0 As shown in the Table No-10, 93.4% of the respondents have shown their interest in participating the entrepreneurship development programme. Preferred components of entrepreneurial training The respondents were asked to assess the importance of various components of entrepreneurship development training programme could include, using a five-point scale from not at all important (1) to very important (5). The results for the whole sample are presented in Table- 11. Table 11-Results of assessment of the components of the program The component of program Average Rank Decision making skills 4.74 Marketing skills 4.67 Managerial skills 4.66 Project preparation skill 4.63 Accounting and financial management skills of the enterprise 4.55 Skills of commercialization of innovations 4.54 Practical information on entrepreneurship 4.49 Information on business opportunity identification 4.43 As shown in the Table No-11, respondents viewed that all the given components were important in the training programme, the least average rank was given by respondents was 4.43. Decision making skills, marketing skills, managerial skills and project preparation skill components viewed as most important by the respondents. FINDINGS 26.3% of the respondents desired to be self employed and 9.2% of the respondents wants to join family business. The research shows that majority of the respondents are having positive attitude towards the entrepreneurship. Majority of the respondents felt that entrepreneurs take excessive risk. Hence, a consensus was found in support to the statement Entrepreneurship is for people who have courage and ideas Majority of the respondents viewed that major Endogenous barriers for becoming entrepreneur are their current life situation, fear of tough competition, lack of a business idea, fear of debt, insecure income, lack of professional skills and competence and entrepreneurs are excessively at the mercy of their investors. Major Exogenous barriers for entrepreneurship viewed by the respondents are lack of own financial resources, government policies, corruption, local infrastructure, getting finance and bureaucracy. It is interesting to note that 93.4% of the respondents are ready to undergo the Entrepreneurship Development Programme. Respondents opine that the EDPs must contain and give more stress on decision making skills, marketing skills, managerial skills, and project preparation skills. CONCLUSION This study substantially expands the understanding of what drives the intention of management students to become an entrepreneur. The majority of the students have positive attitude towards entrepreneurship and they are interested to attend the entrepreneurship development programme. It indicates that, at present majority of the respondents immediately after completion of their graduation they will not start their carrier by establishing enterprise but in future majority of them are going to be turned as entrepreneurs. To happen this proper policy interventions and support from various stakeholders including government, planning agencies, society and family is very important.

Hamlet Fortinbras Death

Hamlet Fortinbras Death Hamlet Analysis Hamlets Last Soliloquy â€Å"Sith I have cause, and will, and strength, and means / To dot† (IV. iv. 46-47). Hamlet, by William Shakespeare is a tragic narrative poem that tells the story of a prince named Hamlet, whose father was murdered by his uncle. Avenging his fathers death and deciding whether to kill his Uncle Claudius becomes a mental struggle for Hamlet throughout the narrative. There are different characters in the play that Hamlet interacts with, but the answers Hamlet needs end up coming from within him. Shakespeare uses soliloquies to show a characters thoughts by speaking them aloud, as the character walks alone in the scene. Hamlets last soliloquy in Act IV, Scene IV shows a dramatic transformation of his character. He begins as a coward, continually postponing the murder of his uncle. After his transformation, he decides to be true to himself and carry out what he intended from the beginning and the death of Claudius becomes inevitable. Scene IV begins at the coast of Denmark with the character Fortinbras, who is the prince of Norway and good friend of Hamlets. Fortinbrass army is preparing for a march on the kingdom of the Danish king as he previously promised would occur. Hamlet learns from the captain of Fortinbrass ship that Fortinbras is preparing to engage in war so that the extent of Norways land can be obtained. Hamlet admires and respects Fortinbras for his ability to take action when Fortinbras promises he will: Witness this army of such mass and charge, Led by a delicate and tender prince, Whose spirit with divine ambition puffed Makes mouths at the invisible event, Exposing what is mortal and unsure To all that fortune, death and danger dare, Even for an eggshell (IV. iv. 48-54). When Hamlet states how he admires Fortinbras, he points out how youthful and superior Fortinbrass qualities are by calling him â€Å"delicate and tender.† Hamlet points out Fortinbrass bravery by saying he makes mean faces (â€Å"makes mouths†) at what lies ahead. This is to be held in high regard in Hamlets eyes because what lies ahead is never really known and most likely to be feared. Hamlet admires that no matter what fortune, danger, and death could do to Fortinbras and his army, they still march on. The admiration in Hamlets tone and words for Fortinbras inspires him to be the brave prince that Hamlet desires to be. The impression given in the text is that Hamlet hears his own words for Fortinbras and wants that esteem and honor for his own name. Hamlet begins to compare himself to Fortinbras. It is implied that Hamlet realizes his weaknesses by comparing himself to the noble Fortinbras. Hamlet covets Fortinbrass ability to control his army and his state. The narrative shows Hamlets inability to control himself, or his own actions so using Fortinbras as a model is what will end up pushing Hamlet to become the honorable man he wishes to be. â€Å"Rightly to be great / Is not to stir without great argument, / But greatly to find quarrel in a straw/ When honors at the stake† (IV. iv. 54-57). He is implying here, as Fortinbras would agree, usually true greatness does not mean rushing into a battle over something insignificant; however, when defending ones honor, even something that seems minor deserves action to be taken immediately. From the text, the impression given describes how Hamlet is being questioned when he knows his father was murdered by his uncle and has yet to do anything about it. Here, it appears that a cha nge is coming over Hamlet. He is no longer debating in his mind whether or not Claudius should be killed, but realizing what he must do in order to protect his own honor and that of his fathers. He continues here with â€Å"How stand I, then, / That have a father killed, a mother stained, / Excitements of my reason and my blood,† (IV, iv. 57-59). Hamlet now knows that he has been living with this shame of knowing his father was killed by his own blood and questions himself as if to say â€Å"How am I standing here living my life knowing what has happened?† â€Å"O, from this time forth / My thoughts be bloody or be nothing worth!† (IV, iv. 66-67). This is the pivotal point of the play. It as if an epiphany finally comes over Hamlet and all of his cowardice and second-guessing himself is over. Hamlet is now ready and brave enough to do what he has been set out to do all along. Unlike the famous, â€Å"To be or not to be†¦Ã¢â‚¬  soliloquy, Hamlet is no longer fearing the consequences of his future actions. Before his last soliloquy, Hamlet could be described as virtuous and full of integrity, but he was still a coward. Hamlet never followed through with the murder of his uncle. He would even try to make excuses for his actions. When Claudius was praying and talking to God, Hamlet used his being â€Å"holy† at the moment not to kill him. Hamlet was always putting off his uncles death. Hamlet became progressively more confused and the struggle between his thoughts and the consequences seemed to get worse—until the inspiration of Fortinbras and his good virtues and leadership skills helped Hamlet to see clearly what needed to be done. At the end of the narrative, most every character dies, including Hamlet. His death cannot be looked at as heroic nor can it be looked at as shameful. He avenged his fathers death. That was much of the focus of Hamlet and he succeeded in doing so. Fortinbras had an immense influence on Hamlets logic and helped him to get his revenge. Hamlets last soliloquy in Act IV, Scene IV shows the metamorphosis Hamlet needed to draw the courage to kill the king. Shakespeare accomplishes a dramatic transformation of character and uses it to convey no matter how great the change is, it can still end in tragedy.

Essay --

Sexiness Have you ever noticed someone from a distance who acted so excited and inviting that you felt the need to come closer? Whether the person acted as if full of life, necessarily charming and overwhelming sexuality to the extent that you barely managed to control his excitement? Does the person who performed the seductive ballet you simultaneously attracted and repelled? Does your Mom like mountain spring? Have you been drawn, like a moth to a flame, its high personality, so that you desire is to leave the usual caution and the usual ways? Is your unbridled joy was when at the end of that person open, and let you in with a welcome? Have you felt a burning, blinding wealth of the person who is selected from the crowd? Have you been filled with pride you have prevailed over numerous competitors who have gathered and sticks to her like bees around bulkheads roses? Are you then replaced its granite for grains of gold a common language and provide pieces of silver as a token to conn ect the soul? Have you discovered, however, that her veins sand that basin in stone cave? Examining the depth that you have found a vacuà ¼m in the center of its volcanoes? Or was it icy lake? Is it fuel her fire - a consuming interest in how she looks and acts to others - was thrown into the icy shadow you? Do you get turned into a cold as a corpse for you, the sudden presence of some others? Are you shaking with rage as she ran after them since you rejected and ceased to be respected? Can you accept that your purple, fully bulkheads and fragrant flower barren of pollen and bled into passion? Will you ever summon the strength to leave your adoration for this paper rose? seeking attention Essential characteristics unreasonable-on personality disorders ar... ...ten act as if they were included and excluded too fast to feel more deeply, you can get others to accuse them of being insincere these feelings. They also possess a high level of suggestibility, as to their opinions and feelings can easily effect other people and passing trends. These people may have too much trust in authority figures who are seen as able to magically solve their problems. Tend to work on the (front) and the feeling that soon accept condemnation of others. Individuals with this disorder often find a link to a much more intimate than it actually is. For example, they almost every acquaintance called "dear, dear friend" or by peers and experts who meet once or twice a personal name and address without . Often make decisions based on emotions rather than on rational and often their details and facts boring. Take-off the romantic fantasy is commonplace.

Offreds Narrative - What is the purpose and function of the Historical

Offred's Narrative - What is the purpose and function of the Historical Notes and how do they assist your interpretation of the novel? The historical notes are not part of Offred’s narrative, they are a transcript of a symposium held at a university in 2195 – two hundred years from where we left the end of Offred’s harrowing tale. The purpose of these notes if any, is to put Offred’s narrative into a historical purpose to help these academics understand the life of Gilead. It seems to me that another purpose of these historical notes is to provoke a very strong reaction in the readers who have followed the emotional journey with the narrator Offred. The significance of the university name ‘Denay, Nunavit’ is that Atwood took the name from a group of people called Dene from Canada’s North west territories and they are about to become the first self-governing group of North American native people in an area called Nunavit. Atwood has chosen names such as Maryann Crescent Moon and Johnny Running Dog for the professors suggesting that the native Americans overbear the academy which strongly contrasts with the white male-dominated patriarchy in the Gilead times in this future world Atwood has made the white males become the vulnerable subjects of a study and nit the dominant rulers and scholars they once were. Also the name of the university sounds like the sentence ‘Deny None Of it’ suggesting that Offred’s story was all true despite what my be said or not said in the historical notes. The purpose of the lecturer that Atwood created Professor James Darcy Pieixto is to give readers a masculine view of Offred’s story which is ironic due to the domineering and powerful roles that the males played in Offre... ... see themselves progressive but hold the seeds of patriarchal oppression. With Pieixto’s appeal for some understanding feelings toward Gilead which was then followed by an applause this also suggests such moral ambivalence getting ready for such future evils. Another purpose for these notes is also to show how academics miss the point completely when looking at some historical facts and Atwood shows an example of this with these notes, how people can be sending out the wrong message and doing false teachings. The finishing sentence â€Å"Are there any questions?† gives the story a deliberate open-ended conclusion, here I think Atwood wants readers to discuss or at least think about the message she has just shown us, that the end of The Handmaids Tale is only the beginning of a discussion of the issues raised in the story, of what will our world finally become?

Captian Veres reactions to Billy Budd in Billy Budd :: Vere Billy Budd Essays

Captian Vere's reactions to Billy Budd in Billy Budd When Captain Vere says â€Å"Struck dead by an angel of God! Yet the angel must hang!† his attitude towards Billy Budd changes from one of paternal concern and personal respect to one in which he has set aside his personal thoughts and feelings for the sake of his nation. Each sentence represents this dichotomy by indicating his sentiment towards Billy. In the first, Billy is â€Å"an angel of God† who has â€Å"struck† Claggart dead, in a righteous manner. In the second sentence, â€Å"the angel must hang,† indicates that no matter Billy’s intentions or nature, his act is a crime against his country. Vere, between Billy’s outburst and his own divided exclamation, acts maniacally, but methodically. He follows procedure for confirming Claggart’s condition, but does not refer to the event in terms of its secular implications. Instead, he calls it the â€Å"divine judgment on Ananias.† His behavior throughout this passage, which extends for only about a page, is frantic and disturbed. He acts as a â€Å"military disciplinarian† towards the disturbed Billy, ordering him to stay in his stateroom, but when the â€Å"prudent surgeon† enters the room, he acts with haste, interrupting his salute. Yet, when the baffled surgeon confirms Vere’s worst fears, he becomes â€Å"motionless, standing absorbed in thought.† He then convulsively compares Billy to the Angel of Death. Here, Vere is beginning to recognize the consequences of this event, and the necessary actions he must take as captain. Captain Vere returns to his intellectual, patriotic nature, as he becomes again the man whose â€Å"settled convictions were as a dike against those invading waters of novel opinion social, political, and otherwise.† Vere is not one given easily to fits of discomfiture or moral dilemma. He believes strongly in the right of his nation and military, and disciplines himself and his men accordingly. Yet, for the first time we are aware of, Vere becomes torn between his father-like love for Billy and his son-like love for his country.

Dispensation of Study Abroad

I have been informed by the University of the need or requirement to allow myself the greatest opportunity of studying abroad and completing the said course requirements by writing a dissertation. The requirement of studying abroad was dispensed to one of the great universities in Japan. I realized that the experience would be a great opportunity for me to grow and develop my knowledge, skills, and competencies academically, as it will help me deal with the challenges and difficulties that my chosen career would present in the future.Although the prospect of studying abroad is as appealing to me as it is for other students, I would have to express my refusal and inability to complete such requirement for various reasons that I am in no control of. First, I have lived in Malaysia for more than eighteen years. Although I have struggled to learn the English language in order to cope with the challenges of multiculturalism and globalization, the application of this particular experience for the Japanese language has not been the same.My knowledge and skills of the Japanese language, as well as in writing and reading Japanese scripts, is limited consequently restraining how I would go about studying in the University and living in the country. Second, aside from my limited knowledge and skills in speaking, writing, and reading in the Japanese language, I would have to admit that I do also do not have prior knowledge of the Japanese culture.Since I intend to work in Japan while I am studying, I do not think that I would be able to handle studying and working in a foreign country of which I do not know anything about. I am expecting that my limited knowledge would offer implications to how I conduct myself considering the differences on how Japanese people regard conduct and manners. I perceive that adjusting to the culture of the country would be quite difficult to overcome.Third, I am looking into developing my communication skills first due to the opportunity of do ing so in the Open Class system at Waseda University. I am planning to take a courses or lessons with other students belonging to other departments with which I will be able to practice and develop my communication knowledge, skills, and competencies. I believe this is one of the most important steps to take prior to engaging myself in culturally difficult situations in a foreign country.Fourth, and the last reason why I am expressing my refusal and inability to complete such requirement, my financial status as of the moment hinders my aspirations to study abroad. Judging from the financial resources made available to me and my family, I believe that my parents will not be able to fund all the fees and expenses that would support my studying abroad. For the aforementioned reasons, I am unwillingly expressing my repudiation of this particular requirement proposed for my benefit. I thank your kind office for providing time to read my letter. Good day!

Ontology

The Ontological argument would be that by the use of reason and intuition, if man can think of or conceive God, then God must exist. The Teleological argument would be that there is agreed upon evidence that everything in nature has a purpose or reason for being. This being true, then God has to exist by reason that God created all of this and gave it purpose. The Cosmological argument would be that everything is created with for a reason and the God gave everything that reason. I think Cosmological and Teleological arguments are similar in this way of thinking. The philosopher I believe made the strongest impact on me would be Leibniz and the Cosmological argument. Our lives and existence on this planet our so complicated, yet everything seems to fit together and serve a purpose. I know that things happen in the world and we wonder what purpose did that serve, why did that have to happen. In the end, if we really look at the event objectively and without emotion, we can find the reason. I think of just one thing, the human body, and I have to marvel in its design. How could someone come up with the idea and design which allows our bodies to function? We are, in essence a perpetual motion machine. Our systems are more complicated then any other piece of machinery out there and even with all of our advancements in computers, not one can compete with the human brain. They are amazing, yet they are only as smart as the person who programmed it. Yes, some of them are able to learn but this is only because the programmer has taught them to do so. This is just one aspect of life. You do not have to believe in God per say, but you can not go outside and look around you and not believe that there has to be something out there.

Healthy Boy-Girl Relationships

Reading Report Strain Checks Focal Technology & Livelihood Education Summary : IV – John The first lesson was about healthy boy-girl relationships. Topics include friendships in mate selection, The differences between Love and Infatuation and things to keep in mind about dating. The second lesson was all about courtship and engagement. There were even some things I didn't know about like Classical courtship practices like Harlan and things like that.We also reviewed some modern ways of courtship and all about dating and choosing lifetime partners. We also tackled the engagement recess and responsibilities of the engaged couples. The third lesson was all about families – the social and cultural changes, family composition, roles and responsibilities and Filipino values that seem to dwindle through time and we must strive to keep alive. Reflection: I learned a lot about these things, and how to handle myself as a teen, how I should patiently wait for the right time, and h ow to choose my lifetime partner when the time comes.Since I'm still in high school, most feelings come as puppy love and infatuation, and also I should prioritize my studies first because I must first get a Job ND quern a lot of money before I start engaging in my love lifeboats I don't want to be like other people who start families even though they didn't finish schooling yet and they don't have a budget. I also learned about things I should always bear in mind when someday I start my own family and I should teach my children the same values my parents, grandparents and ancestors passed down from generation to generation. Bible says about†¦IV – John What the 1) Friendship – In the Bible, one of the most common stories about friendship is that of David and Jonathan. Although Jonathans father, King Saul, wanted to murder David, Jonathan still cared for him, loved him and treated him like a brother. Verses about Friendship; Proverbs 18:24; A man of many companions may come to ruin, but there Is a friend who sticks closer than a brother. Proverbs 27:5-6; Better is open rebuke than hidden Ecclesiastic 4:9; Two are better than one, because they have a good return for their work: If one falls down, his friend can help him up.But pity the man who falls and has no one to help him up! 2) Courtship – Isaac and Rebirth's story is one of the most loved in the Bible. It reminds us that God knows what's best for us, and he has someone prepared. We just have to trust his will because he has the perfect timing. It also warns us not to choose partners outside our faith, because unbelievers can lead us astray. Verses about Courtship John 1 5:12; – This is my commandment, That ye love one another, as I have loved you. Corinthians 6:14-15; Do not be bound together with unbelievers; for what partnership have righteousness and lawlessness, or what fellowship has light with darkness? Or what harmony has Christ with Belief, or what has a believer in common with an unbeliever? John 1 5:9; – As the Father hath loved me, so have I loved you: intention ye in my love. 3) Engagement – Engagement is important. It shows your seriousness in wanting to marry your partner. The Bible says the same. It also talks about God's love for us and how he will â€Å"betroth† us in righteousness, wise Judgment, lopsidedness and mercies.It also reminds us that we should agree with each other and love each other, for that, as the Bible says, is the bond of preferences. Verses about Engagement Hoses 2:19-20 – And I will betroth thee unto me for ever; yea, I will betroth thee unto me in righteousness, and in Judgment, and in lopsidedness, and in mercies. Amos 3:3 – Can two walk together, except they be agreed? Colombians 3:14 – And above all these things [put on] charity, which is the bond of preferences. 4) Marriage – The Bible has a lot to say about marriage.I only chose a few verses but these are very long because I love the point the writers are trying to make. Marriage is a sacred thing. A promise and a commitment for a lifetime. But some people these days aren't taking marriage seriously. Read what the Bible says Verses about Marriage Matthew 19:4-6; â€Å"Haven't you read,† he replied, â€Å"that at the beginning the Creator made them male and female,' and said, ‘For this reason a man will leave his father and mother and be united to his wife, and the two will become one flesh'? So they separate. Ephesians 5:22-33; Wives, submit to your husbands as to the Lord. For the husband is the head of the wife as Christ is the head of the church, his body, of which he is the Savior. Now as the church submits to Christ, so also wives should submit to their husbands in everything. Husbands, love your wives, Just as Christ loved the church and gave himself up for her to make her holy, cleansing her by the gashing with water through the word, and to present her to himself as a radiant church, without stain or wrinkle or any other blemish, but holy and blameless.In this same way, husbands ought to love their wives as their own bodies. He who loves his wife loves himself. After all, no one ever hated his own body, but he feeds and cares for it, Just as Christ does the church– for we are members of his body. â€Å"For this reason a man will leave his father and mother and be united to his wife, and the two will become one flesh. † This is a profound mystery–but I am talking about Christ and the church. However, each one of you also must love his wife as he loves himself, and the wife must respect her husband.Hebrews 13:4-7; Marriage should be honored by all, and the marriage bed kept pure, for God will Judge the adulterer and all the sexually immoral. Keep your lives free from the love of money and be content with what you have, because God has said, â€Å"Never will I leave you; never will I forsake you. † So we say with confi dence, â€Å"The Lord is my helper; I will not be afraid. What can man do to me? † Remember your leaders, who spoke the word of God to you. Consider the outcome of their way of life and imitate their faith.

Overcoming Fear Essay

Fear can be a very crippling emotion. When I was little, my biggest fear was falling off of a bicycle. I was always afraid of bicycles because I watched my best friend fall off of one and break her arm. As I got older, however, I realized that learning how to ride a bike could be very beneficial, as well as a lot of fun. Something I did not know at the time, however, was that learning how to ride would end up being beneficial to me in other ways as well. One day, when I was about eight years old, I asked my grandfather if he would teach me how to ride the bicycle he had bought for me two years earlier. He looked at me and said, â€Å"Are you finally ready, honey?† After telling him yes, my grandfather said that he would take me out that Saturday and give me my first riding lesson. As Saturday approached, I grew more and more apprehensive. Part of me was really looking forward to learning how to ride, while the other part of me was scared to death of falling off and getting hurt. My grandfather seemed to sense my fear, and when Saturday arrived, he took me to the local bicycle shop. We went straight to the section of the store that had all kinds of knee and elbow pads, as well as other protective equipment for riding bicycles, skating, and other activities. He told me to pick out the knee and elbow pads I liked best and said that they would help prevent me from getting hurt if I fell off of my bike. When we got back home, he helped me put on my pads and then went and got my bicycle out of the garage. He showed me how to get on the bike, and then proceeded to walk beside me, holding onto the bike as I pedaled down the sidewalk. Once we turned the corner at the end of the block, my grandfather let go for the first time. He stayed right beside me, ready to catch me if I started to tilt sideways. I was only able to go a few feet before my grandfather had to catch me. He continued to encourage me to keep trying, and, after falling off several times, I was finally able to ride my bicycle up and down the sidewalk in front of my house without any help from my grandfather whatsoever. I learned that riding a bicycle was a lot easier than I could have ever dreamed. By buying me the knee and elbow pads and telling me that they would help protect me, my grandfather helped to diminish my fear of riding a bicycle. Now when I am faced with a situation that scares me, I think back to that day my grandfather taught me how to ride. I may still feel fear from time to time, but I know that I can overcome it by asking myself, â€Å"What will help me to conquer my fear?†Bibliography not needed – This is a true depiction of an actual event in my childhood.