Sunday, December 29, 2019

Impact of Imperialism on Latin America and Southeast Asia

Around the 1700s regions in Europe were using the method of imperialism to not only expand but to economically benefit as well. Thus imperialism was not only a form of government but also a form of economy. Furthermore it is when regions extend their power and wealth through their military force and diplomacy. Specifically speaking the Spaniards and British were two different groups of Europeans who colonized different regions around the world. As a result of doing so, the Spaniards who conquered Latin America and the British who conquered Southeast Asia causes depopulation along with cultural changes within the land they colonized. In the year of 1492, the Queen and King of Spain developed thoughts of strengthening their power and†¦show more content†¦The practice of syncretic religions began after Africans were being brought to Latin America. Syncretic religions are based off of â€Å"the juxtaposition and coexistence of African derived elements and Catholic symbols† (Olmog 1997). After African slaves were brought to Latin America, they were being sold as slaves. Part of being an African slave in Latin America is to practice the same religion as your master, and the masters happened to practice Christianity. However this was not considered much of a problem, since African deity and Catholic saints had mythical or symbolic similarities and the slave population would honor the African gods through worshipping of their Catholic representatives. (Olmog 1997). For instances the goddess Oshun in Nigeria is similar to the Virgin Mary, the Benin Python god Damballah is similar to Saint Patrick and Legb a the guardian of destiny also happens to hold the key to the underworld is similar to Saint Peter (Olmog 1997). Santeria is one of many syncretic religions practiced in Latin America. Santeria is an Afro-Caribbean religions which mainly focuses on the relationships between human beings and Orishas, Orishas are like gods however they are more powerful, mortal spirits. In Southeast Asia the cultural changes that occurred was the establishment of Western Education in India. In India the colonial policy makers realized that they needed to recruit people for occupations such has administrative assistants andShow MoreRelatedIslam and Continuities1628 Words   |  7 PagesSub-Saharan Africa  Ã‚  Ã‚   the Middle East  Ã‚  Ã‚     Ã‚  Ã‚   East Asia   Ã‚  Ã‚   SE Asia  Ã‚  Ã‚     Ã‚  Ã‚     South Asia  Ã‚  Ã‚     Ã‚  Ã‚   Latin America  Ã‚  Ã‚   North America †¢Ã‚  Ã‚  Ã‚   Analyze the changes and continuities in China from the Zhou to the Song. Be sure to address political, social and economic factors as well as outside influences. †¢Ã‚  Ã‚  Ã‚   Trace and analyze the evolution of slavery and serfdom from prehistoric times to the end of the 19th century in TWO of the following regions. East Asia  Ã‚  Ã‚     Ã‚  Ã‚   Mediterranean  Ã‚  Ã‚     Ã‚  Ã‚   Eastern Europe  Ã‚  Ã‚   Sub-SaharanRead MoreCCOT And CC Essay1549 Words   |  7 Pages The Middle East Analyze the political changes in the Middle East from the Agricultural Revolution to 600 c.e. Compare and contrast the basic features of TWO of the following religious systems prior to 600 c.e. Polytheism Judaism Christianity Asia Compare the origins and tenets of TWO fo the following religious and philosophical systems. Buddhism Confucianism Hinduism Daoism Analyze how gender roles in India and China changed from 8000 b.c. – 600 c.e. OR from 600 c.e. – 1450 c.e. EuropeRead MoreCritical Thinking in History1930 Words   |  8 Pagescourse this semester was due to requirements for my bachelor’s degree in nursing. Rather than feeling that the course took valuable time away from the core curriculum, what I learned has made a lasting impact on how I feel about the world around me and who I am in that world. Those changes are going to impact the way in which I interact with my future patients and conduct myself as a healthcare professional. The format of the course facilitated a deeper understanding of social and cultural concepts andRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 PagesTiffany Ruby Patterson, Zora Neale Hurston and a History of Southern Life Lisa M. Fine, The Story of Reo Joe: Work, Kin, and Community in Autotown, U.S.A. Van Gosse and Richard Moser, eds., The World the Sixties Made: Politics and Culture in Recent America Joanne Meyerowitz, ed., History and September 11th John McMillian and Paul Buhle, eds., The New Left Revisited David M. 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In the 1600s and 1700s the British then checked Dutch commercial and colonial ambitions and went on to defeat France in the Seven Years War (1756–1763) and take over French colonial possessions in the Americas and in India. 2. The unprecedented costs of the wars of the seventeenth and eighteenth centuries droveRead MoreAmerican Popular Culture and Its Impact in a Globalized World8501 Words   |  35 Pagestendency is commonly referred to as cultural hegemony or cultural imperialism. The term cultural imperialism emerged in the 1960s out of the new Left in Europe and the U.S.A. which laid emphasis more on the cultural than on the economic and political domina-tion of the West, with the West being primarily America. Ideas of people such as Herman Marcuse, Theodore Adorno, and Max Horkheimer led to a discourse about a form of Western imperialism that, in addition to exploiting the economies of ‘Third WorldRead MoreAmerican Revolution and Study Guide Essay example5377 Words   |  22 PagesChapter 2 Study Guide Questions â€Å"The Planting of English America† 1. Discuss English treatment of the Irish and its consequence (10pts) 2. What lessons do you think English colonists learned from their early Jamestown experience? Focus on matters of fulfilling expectations, financial support, leadership skills, and relations with the Indians. What specific developments illustrate that the English living in the plantation colonies tried to apply these lessons? (25 pts) 2. Compare and contrastRead MorePromise and Perils of Globalization - Nike7879 Words   |  32 Pages in 1978. Nike developed a strong working relationship with two Japanese shoe manufacturers, Nippon Rubber and Nihon-Koyo, but as costs/prices increased in Japan over the course of the 1970s (due to a combination of a tighter labor market, the impact of the first Oil 5 Crisis on Japan’s economy, and a shift in the dollar/yen exchange rate as a result of the so-called â€Å"Nixon shock†),5 Nike began to search for alternative, lower-cost producers. During these same years, Nike opened up its ownRead MoreThe United States And Foreign Policy Essay4400 Words   |  18 Pagesit is the purpose of this essay to analysis and examine the Spanish-American War, President Mckinley’s foreign policy, the American public reaction, the aftermath and the European perception of America s rise in international society. Moreover, this essay will attempt to analysis the position of America at war and the transition in international status that came as the result. During the conflict between France and Britain during 1793, President George Washington issued a Proclamation of Neutrality

Saturday, December 21, 2019

Rub - 957 Words

Last Name ____________________ Period ____ Chapter 11 Industrialization Part A 1. In creating contracts, both parties should perceive that the contract that they are entering into voluntarily is beneficial. What do the Maquiladora laws do for Mexico? How do the laws benefit both the USA and Mexico? 2. Why does the author say that the term â€Å"Industrial Revolution† is misleading? 3. In our last unit we learned that the Second Agricultural Revolution was the result of many new techniques and tools, not just the steam engine. Other than the steam engine, what techniques, patents, policies†¦ contributed to the Industrial Revolution? 4. Why didn’t the Industrial Revolution diffuse rapidly from Britain to†¦show more content†¦ee Trade in North America† For each group, explain why they are concerned about NAFTA including Mexico in its bloc: Labor Unions Environmentalist Stockholders of American businesses MaquiladoraShow MoreRelatedAdvantages And Disadvantages Of Back Rub Treatment1640 Words   |  7 PagesBack rub treatment traverses a wide assortment of restorative methodologies, attempting to enhance a person s wellbeing and prosperity through the hands on control of delicate muscles and other delicate tissues of the body. There are three key advantages to rub treatment; physical, mental and enthusiastic. 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Jcr Report1440 Words   |  6 PagesTitle: â€Å"Got to Get You into My Life: Do Brand Personalities Rub off on Consumers?† Authors: Ji Kyung Park, Deborah Roedder John This report is a study of brand personalities and how they can â€Å"rub off† on their consumers. This is how the consumer perceives themselves after they use that brand. This article is important because it shows how a brand can affect the consumer. If a brand can capture a personality of a certain person, the more likely that person will stick with that brand. BrandRead MoreFighting a War Against Aging of Your Face Essay916 Words   |  4 Pagesonly use that soap for washing your face. Antibacterials used too often leads to resistance, and the last thing you want to be doing is rubbing drug-resistant bacteria all over your face. Squirt a generous amount of soap on your hands. Rub. Rub again. Rub until there’s a mountain of foam, then sing the happy-birthday song. That’s right. The happy birthday song, whose timing allows for the soap to do its job and get rid of all the bacteria. Then, turn the tap on to lukewarm. Not hot. Don’tRead MoreMarketing Plan For A New Food Supplement Essay830 Words   |  4 Pagessteadily. The biggest gross sales were in 2012 (15,300,000 RUB). Competition for our immediate market is a group of two other companies roughly comparable to our company. Only one of these firms, Be sportive, has an interest in marketing itself. We believe we rank second in the group of competitors, behind Be sportive. Market situation. †¢ What are our products/services or product/service lines? †¢ What is the RUB size of our markets? †¢ What is our sales andRead MoreEvidence Based Practice And Applied Nursing Research Task Essay1166 Words   |  5 PagesEvidence-Based Practice and Applied Nursing Research Task 1 A1. Evidence Table Quantitative Article: Conrad, A., Grotejohann, B., Schmoor, C., Cosic, D., Dettenkofer, M. (2015). 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Objective Characteristics Many meats but mainly beef brisket Dry rub (no sauce) Very slow smoked over pecan or mesquite Pecan wood Mesquite wood Subjective Characteristics Nothing better than barbecued beef brisket MeatRead MoreHand Hygiene For The Health And Mortality Of Their Patients843 Words   |  4 PagesHand decontamination is the use of hand wash or alcohol rub that reduces the number of bacteria on the hands. Hand decontamination is also referred to as ‘hand hygiene’. Hand Hygiene is an integral part of nursing care, as effectively decontaminating hands significantly reduces the risk of pathogens being transferred from one surface to another, or from person to person (NICE, 2014). This means, that through practicing good hand hygiene, nurses can actively reduce the incidences of preventable healthcareRead MoreWhat Does Lavender Essential Oil?1392 Words   |  6 Pagesdown to a 2-5% concentration in neutral carrier oil. The proof of an oil s quality is in its manifested benefits when you use it. A few ideas of the many ways to use 100% Therapeutic Grade Lavender Essential Oil: Rub Lavender oil on the feet for a calming effect on the body. Rub a drop of Lavender oil on your palms and smooth on your pillow to help you sleep. Put a drop of Lavender oil on a bee sting or insect bite to stop itching and reduce swelling. Put 2-3 drops of Lavender oil on a minorRead MoreThe Major Styles of Barbeque in the USA1144 Words   |  5 Pagesvinegar, red pepper, black pepper, sugar, and hot pepper sauce. Kansas City Style All meats including fish and turkey Sauce is tomato and molasses Smoked slowly over hickory Memphis style Any meat No sauce (dry rub) Slow smoked Texas Style Many meats but mainly beef brisket Dry rub (no sauce) Very slow smoked over pecan or mesquite St. Louis Style Mainly pork Cooked directly over open flame Tangy and sweet sauce Seasonings, method of cooking and choice of meat are the distinguishing factors

Friday, December 13, 2019

Enterpreneurship Education Free Essays

UNIVERSITY OF PETROLEUM ENERGY STUDIES DEHRADUN BUSINESS PROCESS RE-ENGINEERING ASSIGNMENT ON RE-ENGINEERING ENTERPRENEURSHIP EDUCATION IN INDIA SUBMITTED BY SUBMITTED TO LOVENEET VIRK DR. NEERAJ ANAND MBA(LSCM) SEM-3 ROLL NO- 24 TABLE OF CONTENTS Particulars Page No. Concept of Entrepreneurship Education†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. We will write a custom essay sample on Enterpreneurship Education or any similar topic only for you Order Now . 3 Contribution to National Economic Growth†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦4 Entrepreneurship Education in India †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 5-13 Support of entrepreneurship teaching†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 6 Recent development for MSMP in India†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦7 Disseminators†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 8-9 Focus†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦10 Challenges in designing an EEP†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 11-12 Factor in success of EEP†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 3 Re-engineering Process†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦14 Recommendations†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦15 Bibliography†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Re-engineering Enterpreneurship Education In India The Concept of Entrepreneurship Education Entrepreneurship education is an educational programme that provides the students with the knowledge, skills and motivation needed to start up a small scale business. In other words, it promotes innovation or rather introduces new products or services and market strategies to the students to become outstanding entrepreneurs. Kenton and Ervin (2000) define entrepreneurship education as an educational discipline that prepares people, especially youth to be responsible, enterprising individuals who become entrepreneurs or entrepreneurial thinkers that contribute to economic development and sustainable communities. In other words, entrepreneurship education is a programme that provides discipline to an individual to assume the responsibility and the risk for a business operation with the expectation of making a profit. If this succeeds the entrepreneur reaps profits; and if it fails, he takes the loss. Hisrich (2002) in Kurya (2006) defines entrepreneurship as the process of creating something different with value by devoting the necessary time and efforts, assuring the accompanying financial, psychological and social risks, and receiving the resulting rewards of monetary and personal satisfaction. Another definition of entrepreneurship that is worthy of note is Miami University of Ohio (2003) quoted in Kurya (2006) which states that Entrepreneurship is a process of identifying, developing and brings a vision to life. The vision may be an innovative idea, an opportunity or simply a better way to do something. The end result of this process is the creation of a new venture, formed under conditions of risk and considerable uncertainty. Also according to Kuryi (2006), entrepreneurship is a process through which individuals and groups pursue opportunity, leverage resources and initiative change to create value. Therefore, considering all the works cited, entrepreneurship education generally provides creative skills and knowledge needed to start and grow a business. In other words, it prepares individuals to create and successfully operate a business enterprise. Business education is a vocational education programme that provides skills and competence for business, office occupation and for self-reliance. In support of this definition, the National Board for Technical Education (1987) states that business education revolves around job skills, employability and self-dependency. The Contributions of Entrepreneurship Education to National Economic Growth and Development. Entrepreneurship education, in combination with business education programme in Indian universities will contribute to the nation’s economic growth and development in the following ways:- 1. It will help to discover talented, competitive, creative and very skillful individuals that are the nation’s innovative assets. 2. It will prepare individuals to be responsible and entrepreneurially conscious to contribute significantly to economic growth and development. 3. It will build a connecting link that creates productive and very thoughtful citizens that can contribute to local, regional and national competitiveness. . Entrepreneurship education inspires and motivates students to achieve while in school and use their knowledge in a real world setting. 5. It will encourage the business education graduates to establish small scale businesses and sustain them. These small businesses form the cornerstone of future economic growth, job creation and wealth generation. ENTERPRENEU RSHIP EDUCATION IN INDIA India has a pioneering status among developing countries for its early start on a variety of entrepreneurship education programs. For the most part, entrepreneurship education in post-independence India has been focused on measures designed to encourage self-employment and founding of Small and Medium Enterprises (SMEs). The Industrial Policy Resolution of 1956 has, for instance, a very strong emphasis on the SME sector. As the economy transitioned from being primarily agrarian into one that has significant contribution from other sectors, it was felt that the most pressing requirement was education that would enable need-based entrepreneurs to make forays into these emerging sectors. Consequently, in the 1960s and 70s, entrepreneurship education was almost exclusively delivered in the form of training programs, offered by institutions under the aegis of State and Central Governments, and by financial institutions receiving support from the Government. Some of the institutions delivering such programs were: * Industrial estates and in common service facilities (like tool rooms) * Training and counseling institutions (NISIET, SISI, TCOs, EDI) * Financial institutions like SBI, IDBI, TDICI, RCTC, etc. * Development boards (STEPs, EDCs, TBIs) The table below shows the development of Micro, Small and Medium Enterprises (MSME) during the first few post-independence decades. In the 80s, entrepreneurship education continued to focus primarily on entrepreneur training aimed at creating self-employment ventures. Like in the 70s, such programs were mostly under the umbrella of Entrepreneurship Education Programs (EEPs) offered by Government agencies, financial institutions and banks. However, recognition of the requirement for a more holistic entrepreneurship education, which included the ecosystem partners, was beginning to grow. The 80s also saw the entry of entrepreneurship education into technology and management institutions. At the IIM Ahmedabad, for example, faculty members started offering Achievement Motivation Training. Other management institutions also began offering similar courses, driven mainly by faculty interest. However, none of these institutions took on a pioneering role to emerge as a thought-leader. Governmental effort oversaw the founding of an initiative to set up Science and Technology Parks (STEPs) and incubation centers at a few reputed technical institutions. With the advent of liberalization in the 90s, the country saw the potential of entrepreneurship not only as an entry-level employment generator, but also as a means of wealth creation. Success stories, especially in the IT sector, were viewed by entrepreneurs as role models. Support for entrepreneurship teaching The latest surveys of the trends of entrepreneurship education in India indicate that 44,500 students are currently enrolled in entrepreneurship programs across the country. This number is expected to grow at a CAGR of 20. % to reach 54,700 by 2012. The liberalization of the Indian economy in the 1990s has encouraged entrepreneurship in the country by facilitating the reducing of barriers of entry to start businesses, making financing more easily available and the setting up of institutions for the development of entrepreneurial talent. Revenues from Entrepreneurship Education Programs reached INR7. 9 billion in 2010 and are estimated to grow at a CAGR of 13. 7% to INR10. 7 b illion by 2012 Recent Developments for MSMP in India DISSEMINATOTRS Based on the type of organization, disseminators of entrepreneurship education in India can be categorized as follows: * Government institutions * Academic and training institutes * Banks and financial institutions * Industry associations NGOs Of all the types of knowledge disseminators above, the public sector is indisputably the most important one in India, with the broadest reach, ranging from national-level institutions all the way down to grass-roots organizations. The education imparted by the institutions above range the entire gamut of pedagogical choices: * Training and diploma programs (both long and short duration) * Term-based courses and electives, Conceptual and introductory lectures * Idea and business plan competitions * Research and consulting projects * Incubation, networking and mentoring facilities * Conferences, seminars and workshops * Journals, newsletters and publications There is mismatch in the Indian entrepreneurship education system, between what knowledge disseminators are offering, and what entrepreneurs really need. Following are key differences between the requirements and what is being delivered in the name of entrepreneurship education in B-schools. FOCUS Though the EEPs presented do target the general population, emerging and established entrepreneurs, the focus seems to be skewed primarily towards developing the emerging entrepreneurs. Indian entrepreneurship education is mainly geared towards the need-driven entrepreneur. This is in line with the recommendations of Porter and Schwab, who argue that in ? actor-driven countries with mainly extractive type economic activity, government attention is best focused on providing a basic foundation for enabling this activity, rather than, for example, providing sophisticated training in opportunity-driven entrepreneurship In India, roughly 13% of the adult working-age population (between the ages of 18 and 64) has received some form of training in starting a business. The chart below shows the percentages of these recipients who undergo this traini ng voluntarily versus compulsorily CHALLENGES OF DESIGNING AN EEP Clearly, in order to navigate this variegated network of ideologies, attitudes, skills, teaching methods and assessment tools, etc. there is a pressing need for a framework that would allow the practitioner design an educational program to provide maximum value to both the entrepreneur and to the society in which s/he thrives. There exists a range of tools, traits, motives and attitudes that are required for both the creation and the success of entrepreneurs. Some of the skills required for entrepreneurship to take root, and to develop the knowledge-base for enterprise creation and growth are illustrated in the diagram below. Which of these skills should an EEP include in its curriculum? A clear understanding of the needs of the entrepreneur is required in order for an EEP to be deemed successful by its recipients. Similarly, among other considerations, the design of an EEP must also be cognizant of: ? The type of disseminator(s) that will deliver the EEP. For example, a course designed for delivery by a high school is likely to have different constraints that one designed for dissemination by a corporate entity. ? The pedagogy best suited for the EEP under consideration (training program, journal article, seminar, etc. ). ? The delivery mechanism (classroom atmosphere, television broadcast, reading material, etc. ). ? Existing models and success stories from India and abroad. Case studies can serve as springboards for new programs, and avoid having to rediscover well established approaches. Success metrics or ways of measuring effectiveness. In addition, an EEP must also be aware of how it might fit into the curriculum at primary, secondary and higher educational levels, of how to incorporate best practices from previous programs, deciding whether it is necessary to assess and accredit entrepreneurship education, the implications of the linkages between business and education, etc. FACTORS IN SUCCESS OF EEP ARE :- Clearly, in order to navigate this variegated network of ideologies, attitudes, skills, teaching methods and assessment tools, etc. here is a pressing need for a framework that would allow the practitioner design an educational program to provide maximum value to both the entrepreneur and to the society in which s/he thrives. RE-ENGINEERING PROCESS Existing Practices| Re-engineering| Prevalent only at higher levels of education| Should be introduced at lower level also. | EEP is not sufficiently differentiated from business management education in many institutions. | Clear and specific curriculum should be introduced for both. Limited focus on research and publications| More focus should be given to research and publications| No degree awarding programs at academia| Degree awarding programs should be introduced at academia. | Lack of experienced faculty| Experienced faculty should be recruited and training should be imparted to existing faculty. | Weak linkages of University and RD centers with entrep reneurs. | Linkages should be improved. | Absence of mentor pool at all stages. | Mentor should be provided. | Policies are not responsive. | Policies need to be more responsive to emerging trends, both local and international. Overall state of affairs is confused. | Should have clear and broad vision, goals and systematic planning. | Missing culture of educating long term impact. | Training in specific skills should be introduced and also aspects of ethics, risk taking, social responsibilities, etc. | RECOMMENDATIONS * Teachers should be recruited, trained and re-trained in the area of entrepreneurship education. They should be sponsored to attend local and international conferences to acquire more knowledge so that they can effectively impart the entrepreneurial skills to the students. The university management should contact some NGOs or banks to give soft loans/grants to entrepreneurship educators to establish and run their own businesses. This will enable them to acquire practi cal experience from their own initiatives for onward transmission to business education students. * Business education students should be thoroughly taught how to troubleshoot, service, maintain computer and other related office equipment. They should also be provided with adequate information about starting a new business and about business trends in order to minimize future risks and maximize success rates. This will help them to establish consultancy firms to sell and service the computers and other office related equipment, and also run business centres. * The department of business education should constantly organize workshops for the students and invite successful businessmen and women to give talk on how to initiate, source for funds, start and run a business successfully. * The students should be made to go on attachment to successful entrepreneurs for a period of three months. This will also help them to practically acquire entrepreneurial skills that will enable them initiate, establish and run their businesses after graduation. * In order to help the students to raise capital to run an enterprise, they should be grouped. Each group will contribute money to rent a shop, equip it and run it for their practical. BIBLIOGRAPHY * http://en. wikipedia. org/wiki/Tacit_knowledge. * http://en. wikipedia. org/wiki/List_of_countries_by_GDP_(real)_growth_rate. * www. nenonline. org/page/orientation-entrepreneurship-education How to cite Enterpreneurship Education, Essay examples

Thursday, December 5, 2019

How Steinbeck creates sympathy for Candy in Of Mice and Men free essay sample

Of Mice and Men is a novel written by John Steinbeck, set in America in the Great Depression of the 1930s. The main characters in the book are the clever, quick George, and his slow, child-like companion Lennie. They are itinerant workers who find work on a ranch in California’s Salinas Valley. There are many characters on the ranch, including Curley, Slim, and Crooks. However, the first ranch worker George and Lennie meet is the general cleaner/handyman, Candy. Steinbeck gives the reader a first impression of Candy as a ‘tall, stoop-shouldered old man’ with only one hand. The author constantly refers to him as ‘the old man’, ‘the old swamper’, and ‘old Candy’. Through using this epithet, Steinbeck keeps Candy’s age at the forefront of the reader’s mind, and implies that Candy’s old age is the first thing that the characters in the novel judge him on when they see him. We will write a custom essay sample on How Steinbeck creates sympathy for Candy in Of Mice and Men or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page As the only ‘old man’ on the ranch, he represents the position of the elderly in 1930s America. This shows how rare it was for a character of Candy’s age to be working on a ranch in the American 1930s Depression. Steinbeck also creates a sense of isolation for Candy as the only one of his age on the ranch, which creates sympathy for him. Furthermore, the fact that Candy is ‘stoop-shouldered’ makes him seem vulnerable, and because he has a ‘round stick-like wrist’ instead of a hand, he is not of much use on the ranch, and he is going to get fired soon. However, he cannot go anywhere else, because he is too old and handicapped, which creates further sympathy for Candy. However, Candy is very racist, and introduces the idea of Crooks as a ‘nigger’, which is a very derogatory term for black people. Candy’s vindictive comments about Crooks clearly show what the prejudices were against black people in 1930s America. When Candy is gossiping to George, he describes watching the stable buck (Crooks) being beaten as ‘fun’. Even though Candy is nearer the lower end of the social hierarchy in the ranch, he obviously thinks of himself as superior to Crooks, which is obvious when Candy is ‘embarrassed’ to enter Crooks’ room. This limits the reader’s sympathy for Candy. On the other hand, when Curley’s wife threatens Crooks, Candy tries to stand up for him and defies Curley wife: ‘we’d tell about you framing Crooks’. Thus sympathy is again created for Candy, as the reader realises that even though he feels that the black stable buck is inferior to  him, Candy still tries to support him. Steinbeck also creates sympathy for Candy through his use of direct speech. For instance, Candy says ‘s’pose Curley jumps a big guy an’ licks him’. Candy’s accent and dialect suggest a lack of education. This creates sympathy for him, as education is obligatory in England, so the reader sympathises with the character who never got the chance to attend school. Be that as it may, the author creates antipathy for Candy when the character starts gossiping. This gossip introduces and gives the reader a first impression of some of the other characters on the ranch. Candy tells George about Curley’s ‘tart’ wife, and says that Curley ‘never did seem right’ to him. He also makes George promise to ‘tell Curley nothing I said’, implying that he knows that what he is saying is offensive. This further limits the reader’s sympathy for Candy, however it is clear that he gossips to George to try and make friends with him. This gives a sense of Candy’s loneliness and desperation to have more friends, which again creates sympathy for him. Furthermore, Candy has a sheep dog, with ‘pale, blind old eyes’. Parallels can be drawn between this dog and Candy himself, for they are both old and handicapped. Therefore, when the dog is shot, this foreshadows what will happen to Candy when he gets ‘canned’. The dog is Candy’s constant companion, and has been ‘ever since he was a pup’. Consequently, when the dog dies, Candy is left alone, which reiterates the book’s strong theme of loneliness; Candy now has no one to share his life with. This creates sympathy for Candy, because just like Crooks says, ‘a guy needs somebody’. Candy and his dog also draw similarities to George and Lennie, who are companions. When the dog is shot, and Candy is alone, it foreshadows what will happen to Lennie and how George will be alone. But the difference is that Candy lets Carlson shoot the dog, while George will not let anyone but himself shoot Lennie. However, Candy later admits that he ‘ought to of shot that dog myself’, which again creates sympathy for him, because the reader knows that he regrets letting Carlson shoot the dog for him. When Candy hears about George and Lennie’s dream, he is ‘entranced’, and when he is accepted to achieve the dream with them, he shares the dream. He wants the dream just as much as George and Lennie do, and his ‘greatest fear’ is the loss of the dream. However, when Lennie dies, the dream dies with him, and Candy is left with no hope. This creates sympathy for Candy, as he is in a worse position now than he was at the start of the novel,  because now he has an understanding of what could have been. Despite this, when Curley’s wife dies, Candy is clearly more upset by the loss of the dream than by her death, which creates a sense of antipathy for Candy. Steinbeck makes use of Candy’s name to emphasise Candy’s nature and his lowly position on the ranch. ‘Candy’ is a synonym for ‘sweets’, which are commonly associated with children. Many people describe children as ‘sweet’ and ‘innocent’ and ‘harmless’, which is therefore the impression of Candy that the reader derives from his name. However, Candy could be described as the opposite of a child, as he is the oldest person on the ranch; and has the racist prejudices that children only learn of when they grow older. On the other hand, Candy does have some similarities to children, as he will soon be too old to ‘swamp out †¦ bunk houses’, and will therefore be a dependent, just like children. Candy also has a constant companion, his dog, which is similar to how little children have imaginary friends and special toys that they carry around everywhere with them. By subtly comparing Candy to youn g children, Steinbeck creates sympathy for him and his vulnerability. Candy’s name also has the suffix ‘-y’. Similar names with the suffix ‘-y’ are usually shortened versions of longer names, that show endearment. This gives the reader a sense of warmth for Candy, and sympathy for his plight on the farm. Steinbeck creates sympathy for Candy in many ways; however he also creates antipathy for the character. In giving Candy both a side to sympathise with as well as a side to dislike, the author creates Candy as a realistic character. Although Candy does have some faults, Steinbeck allows the reader to easily have sympathy for him.