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.