Approaches On Factors Affecting Self Employment Commerce Essay

Approaches On Factors Affecting Self Employment Commerce Essay There are diverse approaches and theories to the factors affecting self-employment efforts of individuals. Lambing and Kuehl have pointed out personality traits, cultural influence, economic conditions and the combination of these factors as the major factors influencing self employment. Other authors like Saini and Rathore (2001:5-6) argue that social, religious and cultural, psychological, political, and economic policies are the main factors affecting self employment. Another approach to the factors affecting self employment is described in a more summarized way by Khanka (2004:33-37). These factors are economic aspect, noneconomic aspects and government measures. à ¢Ã¢â€š ¬Ã‚ ¢ The economic aspects comprise of capital, inputs and the market; à ¢Ã¢â€š ¬Ã‚ ¢ The non-economic factors are the social and political circumstances such as social mobility, security and psychological factors à ¢Ã¢â€š ¬Ã‚ ¢ The Government measures and actions comprise issues such as economic and industrial policies and strategies which influence both the above factors. There are countless approaches to analyzing the factors affecting self employments, nevertheless the in one way or another, it seems they are all saying the same thing in different words. Regardless of their dissimilarity of treating the individual factors, they are harmonizing to each other. So much so that the major factors affecting self-employment schemes can be classified into various aspects such as support system factors, personal traits, government policies, and socio-cultural factors. Personality Trait Factors These are a set of aspects related to an individuals personality either inborn or learned which determine an individuals profession. The argument over learned or unlearned (inborn) character traits is endless in that a consensus has not been reached yet among scholars. When it comes to entrepreneurs, Lambing and Kuehl (2000:16) argue that entrepreneurs have an innate unique personality which cannot be taught. Schumpeter (in Deakins, 1999:11) holds the same idea Lambing and Kuehl (2000). This implies that the personality of entrepreneurs is inborn and learning has minor influence in becoming an entrepreneur. On the contrary, many authors, like Peter Drucker (in Lambing and Kuehl, 2000:15), believe that socio-cultural influences (learned traits) are sources of entrepreneurial personality. Kirzner also promotes that any one has the potential to be entrepreneur and he/she appears and operates within set production constraints (Deakins, 1999:11). Both ideas imply that, everyone having the inherited traits, environmental exposures are determinant factors of entrepreneurial qualities. However, still many others accept that both sources (nature and nurture) equally contribute to the individuals entrepreneurial personality. Thus, in this study, the researcher prefers to have the stand with the third group believing both factors have their own share of contribution to the entrepreneurial personality. According to Lambing and Kuehl (2000:16), whether entrepreneurial tendencies exist at birth or developed as the person matures, certain traits are usually evident in those who achieve success. Socio-Cultural Factors These set of factors focus on such aspects as values, norms, beliefs, family and community entrepreneurial traditions, societal attitude, etc. It is considered in terms of social behavioral approaches, which stresses the influence of the social environment. It has been identified that different cultures have varying values and believes (Lambing and Kuehl, 2000:18-19). That is, some culture encourages entrepreneurship whereas others discourage, some promotes achievement whereas others give low value to entrepreneurship. For example, the Japanese have been known to have an achievementoriented culture which helps entrepreneurs persist until they succeed. That is, they give high value to entrepreneurship and encourage entrepreneurs to succeed. With respect to this, McClelland (Deakins, 1999: 18) has identified that the historical role models influence of heroes on subsequent generation induced a high motive of achievement on the population. On the contrary, in some cultures, entrepreneur ship may be conceived as an occupation for low self-esteemed persons. For example, it is well described in Lelissa (2006:17) and UNESCO (2002:132) the negative social image held on the TVET program which discourages entrepreneurial ideas of TVET graduates (this will be discussed further in this section later). The entrepreneurial tradition of the family has the most significant impact on the early development of entrepreneurial personality. Young (in Batra, 2003:26) maintains that entrepreneurial activity is generated by a particular family background and experience as a member of certain kinds of group and as a reflection of general cultural values. In respect to this, Saini and Rathore (2001:5-6) described that entrepreneurial traditions of the family as well as the community are important factors within which the entrepreneur grows and internalizes the values and norms. In addition, Batra and Dangwal (2003:13) have stated that caste and community are the most important socio-cultural determinants of entrepreneurial supply and performance. With regard to societal attitudes, the TVET program itself is victim of negative image held by the society in Ethiopia. According to a research finding (Lelissa, 2006:17), it has been discovered that trainees of TVET institutions are considered as low achievers or failures of grade ten (national examination) students who are forced to attend TVET which discourages the potentially motivated students. This image of the society at large and the view of the graduates in particular is a barrier to have confidence and envision in their vocational career in general and starting new venture in particular. That is, the graduates feel inferior of their friends who joined the degree program and strive for higher education after a period of wage employment service which is a government requirement as a path way to higher education. This path way may force the TVET graduates to work on a paid employment for the sake of getting a two-year work experience which is levied by the government policy as a requirement. The negative images has been found to be global that a UNESCO monograph on perceived status of TVET stated as TVET is often seen as a poor alternative to university or college courses, and the career paths resulting from TVET programs are often seen as less desirable as far as the career success of young people is concerned (Hiebert and Borgen in UNESCO, 2002:132). Thus, the graduates are highly occupied by the drive to achieve higher education opportunity rather than thinking of job creation (self-employment). Demographic factors such as gender may also contribute to graduates entrepreneurial success as a result of the influence of backward social and cultural environment. Though in the relatively long past times women are confined in the four walls of houses performing household activities, currently they are emerging as successful entrepreneurs (Khanka, 2004:18). This is due to educational equity and technological advancement that helped women to come out of the four-wall confinement and enabled them currently to run their own enterprises successfully. Likewise, religion as one component of social factors, the performance of individual entrepreneurs is directly or indirectly inspired by religious ideas (Khanka, 2004: 14). That is, in some religions high profit and interests are considered as a sin deeds. Thus, the social and cultural environment at which the entrepreneur emerged is important source of entrepreneurship as well as entrepreneurial personality. Government Policies and Ations Under this category, factors that influence entrepreneurial success include governments economic and industrial policies, trade laws and legitimacy, promotion of free market, individual freedom, economic stability, introduction of new technology, etc. The economic and political environment includes various factors that either facilitate or inhibit the would-be entrepreneur the undertaking of a business venture which are necessary conditions for the success of the business. Among the economic factors lack of capital, working place, facilities and market are at the forefront. The week availability of credit services and the very limited accessibility of financial institutions is a barrier to start a new venture. A World Bank report (2005) has identified that some of the graduates are not interested to be self-employed due to lack of capital, lack of training and lack of national policy which favored self-employment. The problem of capital and inadequate provision of micro-credit services are therefore central to the TVET graduates to start new micro and/or small enterprises. Hence, government economic policies which encourage new entrepreneurs in the provision of credits, availability of facilities, presence of technical assistance (consulting personnel), establishment of entrepreneurial incubation centers, facilitation of infrastructures, arrangement of working places and market are some of them just to mention few. With respect to the policy that favors new entrepreneurs, the training areas (sectors) affect the extent to which graduates are self-employed. That is, in relation to the governments 70/30 (hard/soft skills) proportion training direction, soft skill training s such as business fields may not be benefitted from incentives and encouragements. There is a tendency to discourage soft skills (occupations) training areas and, as a result, low access to the opportunities to soft skills graduates, as experiences of entrepreneurial efforts of the soft skills graduates showed. In this regard, for example, an attempt of establishing a small firm on auditing service by accounting graduates was inhibited by a concerned governments Audit Office until related guideline is prepared but not realized and the graduates effort has been discouraged so that the group was banned. In addition, with respect to government actions and policies favoring new entrepreneurs, economic regulations and taxation benefits are also important factors. Political stability, freedom of entrepreneurs, promotion of free market, absence of corruption, guarantee of security, etc. are also influential factors connected to the political environment (Dollinger, 1999:57). Support System Services Factors related to available support services include a number of services such as the quality of training institutions, on the job training provision of companies, financial and commercial institutions, research findings, entrepreneurial personnel support, consultancy services, etc. These support services have their share to the success of TVET graduates in venture creation efforts. Some scholars generally assume that entrepreneurs are born and support services are less important. However, it is proved that with the right type of training, follow up support and assistance, one can develop oneself as an entrepreneur (Batra, 2003:35). It is clear that the latent potentials can be cultivated and developed through wellconceived and integrated type of training including entrepreneurial skills. With this respect, Batra has stated that the right type of entrepreneurial training helps to identify and develop the natural, inherent and potential virtues of the human being which are lying dorm ant. From this we understand that the type and quality of training offered in a TVET institution is vital for the TVET graduates entrepreneurial venture. Institutions (schools) with exciting courses in entrepreneurship and innovation tend to develop entrepreneurs and an entrepreneurial environment (Hisrich Peters, 2002:13). This shows that the institutions ability to equip the trainees with the necessary skills, knowledge and attitude paves the way to the idea of entrepreneurship and realization of a venture. In relation to the role of training, the quality of trainers in their entrepreneurial skills and awareness about the expected output (entrepreneurial capability of graduates) is also one pivotal input. Encouragement to self-employment is further stimulated by trainers (teachers), who can significantly influence individuals to regard entrepreneurship as a desirable and viable career path (Hisrich Peters, 2002:13). In addition to the trainers role for the entrepreneurial development of the trainees in training institutions, career guidance and counseling support is another contributing component of the quality of the TVET graduates. Hiebert and Borgen (in UNESCO, 2002:131) have well stated that guidance and counseling services are essential for the goals of TVET to be fully realized and that they should for that reason be fully integrated with all TVET programming. These services should be provided beginning at the time of enrollment in orienting their occupational choice, inculcating positive attitude through out their training and showing direction of their career path through the provision of career information including entrepreneurship. Another aspect of education and training background of the entrepreneur is experience of a previous business. This experience may be expressed in terms of any kind of exposure to a business environment be it free service ( practices in the form of apprenticeship or internship) or wage employment for a specific period of time. Some graduates choose wage employment because they acquire experiences without incurring cost such as know how to run a business, identify the way in which things operate in a business environment, learn skills of leadership and coordination, had a network of contacts, etc. In this respect, a research finding (Lambing Kuehl, 2000:90) in a survey on source of business ideas of 500 successful entrepreneurs revealed that most of them (nearly half) (43%) of the respondents said they got the idea for their business from the experience they gained while working for wage in the same industry or profession. Therefore, it is clear that work integrated training methods such as apprenticeship, internship, cooperative training and free practice programs are of paramount importance. In addition to the above factors, support services such as financial and commercial institutions, micro and small enterprise development personnel support, consultancy services, research findings, etc., have their own role for the entrepreneuri

Gene Therapy :: essays papers

Gene Therapy Gene therapy offers a new treatment paradigm for curing human disease. Rather than altering the disease phenotype by using agents who interact with gene products, or are themselves gene products, gene therapy can theoretically modify specific genes resulting in disease cure following a single administration. Initially gene therapy was envisioned for the treatment of genetic disorders, but is currently being studied in a wide range of diseases, including cancer, peripheral vascular disease, arthritis, neurodegenerative disorders and other acquired diseases. Even though the range of gene therapy strategies is quite diverse, certain key elements are required for a successful gene therapy strategy (i.e. cloning). The most elementary of these is that the relevant gene must be identified and cloned. Upon completion of the Human Genome Project, gene availability will be unlimited, but until then the starting point for any gene therapy strategy remains gene identification and cloning for relevant genes related to the disease. Once the gene has been identified and cloned, the next consideration must be expression. Questions pertaining to the efficiency of gene transfer and gene expression remain at the forefront of gene therapy research. Currently many debates in the field of gene therapy revolves around the transfer of desired genes to appropriate cells, and then obtaining sufficient levels of expression for disease treatment. Hopefully, future research on gene transfer and tissue-specific gene expression will resolve these issues in the majority of gene therapy protocols. Other important considerations for a gene therapy strategy include a sufficient understanding of the pathogenesis of the targeted disorder, potential side effects of the gene therapy treatment, and understanding of the target cells to receive the gene therapy. Gene transfer vector is the mechanism by which the gene is transferred into a cell. Currently there are at least 150 clinical gene therapy protocols worldwide. Since the approval process for these protocols is not as public outside the U.S., it is difficult to obtain an exact number of worldwide protocols. Of the publicized protocols, 125 are approved in the United States, 48 in Europe and at least 1 each in China and Japan. As of 31 December 1995, 1024 patients had been treated in either a gene transfer or gene therapy protocol. Much controversy exists regarding how many of these have benefited from their gene therapy, and no one has yet been cured. Public controversy in the field of human gene therapy is driven by several factors. Ordinary citizens as well as scientists easily understand the enormous potential of gene therapy, but the former may not appreciate all the pitfalls and uncertainly that lies in the immediate future. The financial interests of biotechnology firms and,

Interview Essay Essay

I conducted my interview with Mrs. Michelle G. Escala; a woman with simple dreams and hopes in life. I approached her with all the kindness, respect, and humility. I started my interview by introducing myself and my purpose for conducting the interview. I was quite nervous during my interview, but I was still able to deliver my prepared questions. Mrs. Escala showed kindness to me during my interview. I could sense her sincerity and confidence while answering all my questions. She is a teacher at Tarong Elementary School, who is willing to inspire pupils and students to learn and to live the value of their existence. Mrs. Escala received her Bachelor of Science in Elementary Education from Philippine Normal University, Cadiz City in 2003 and her Masteral in Elementary Education from University of Southern Philippines in 2011. She took the Licensure Examination for Teacher and she passed and now, she’s enjoying her profession. Mrs. Escala was never influenced by anyone to take up the course Bachelor of Science in Elementary Education; it’s her own choice and will. She stated that taking up BEED is the first step in preparing for this profession. She also believes that grades and extracurricular activities are important. She was a consistent honor student since her younger years, she actively participate in their school paper and other organization in their school. In addition, she said, in order for you to finish your studies and to achieve your goal, you must strive hard, manage your time wisely, love what you do, and have faith in God. After finishing her studies, before she becomes a full time teacher, she started as a substitute teacher for about half a year. She also stressed the importance of Practice teaching because it will give you experience and you can meet what is truly the work of a teacher. She also said that attending to seminars either near or far is important because through these a ctivities you can learn more and it will help you to be more professional. Mrs. Escala stressed that teaching is not that easy. You have to be as patient as you can towards your pupils. You must be patient in teaching them their lesson, especially when difficult time comes in. She stated that the most difficult part in teaching is when you know you gave your best but still pupils fail to show what is expected from them. She also said that we must also accept the fact that everybody is not equal in all aspect; we must acknowledge the weaknesses of the pupils and then teach without expecting too much. Teaching has deadlines that must be met, which creates pressure  and the feeling of constantly being rushed. She also said that you must not be absent in your class because it’s not you that will be affected, but the students. Even though there is a reason for you to be absent, she added, you must give them some assignments or activities before the day you’re not there so that their day won’t be wasted, or maybe you must make it up to them on the day that your back. But not all the times it seems to be difficult, there are times it’s easy to handle and fulfilling especially when you achieve your goals for the pupils. She said that what she is trying to achieve with her students is for them to learn, to digest what she taught in class, and hopefully they will be inspired to live with the values she is instilling in them. She also added that it is a great achievement for a teacher to see their pupils progressing physically, intellectually, socially, and financially, that’s why she is aiming to produce pupils to become functionally upright, and useful as well as productive citizen of the society. Mrs. Escala said that her work is satisfying, not in a way that she is satisfied with the food but she is satisfied with her pupils because they are pretty comical. She even added that she would choose teaching all over again, because she loves her job and this is where her heart really belongs. I feel my interview is really beneficial. I learned a lot about her, as well as some about what it is like to be a professional. It was encouraging for me to speak with someone who loves her job so much. My interview with Mrs. Escala provided me information about being a professional and how to be a responsible student and soon to be a professional like her. She also provided me with â€Å"real world† information; information about life and how to handle the difficulties and not letting those difficulties to be a hindrance in pursuing and achieving your goal. Conducting an interviews with her prove to be a great learning experience because it help me a lot and now, I have more knowledge about responsibilities, career opportunities, and what it’s like to be a professional. Even though my interview is not related to my course, it is still challenging and worth remembering. Now, I have more and better idea and understanding of how to achieve my goal, and my goal is to become a Certified Public Accountant.

The Sound of Silence Response Essay - 622 Words

Response Essay Dystopian works force us to look at social problems because they exaggerate issues to get the viewer’s attention. By seeing where social problems can or will lead to in the future, people pay more attention to what is going on and they feel the need to do something about it. The song, â€Å"The Sound of Silence,† by Paul Simon is about being revealed to the light. Seeing what one was never realized before. It relates well to the allegory of the cave by Plato and the book Fahrenheit 451, it was actually written as a response to this book by Ray Bradbury. This song really shows how people in society do not think, they go along with what is going on and do not question, they do not act upon what is wrong. Many similar ideas†¦show more content†¦In Fahrenheit 451, Montag gets fet up of all the laws set against books, he does not see an issue in them anymore he actually sees a spark in them. He enjoys reading them and feels as though he is learning something from being exposed to these texts. So the dystopian work in this case is all the people who are suffering from having such a boring life, people like Mildred who overdose because they have nothing interesting or exciting happening in their life. These issues slowly turn into bigger problems that get shown to the public and someone needs to do something. The social problem in this case is the censorship of books. This law is causing people to have nothing to look forward to. Just like in the song The Sound of Silence both these civilisations have issues going on who eventually lead to huge social problems and have to be delt with eventually. Overall, I believe Fahrenheit 451 does the best job addressing the guiding question because the guiding question pretty much revolves around the base of its story. The guiding question is one of the main messages in this story, it is trying to tell us that not solving issues can lead to bigger issues. My reasons for this being the strongest example is that all the troubles that occurred in Montag’s society caused him to open his eyes and take a better look at what was going on and to looks more closely at the source of theShow MoreRelatedChange in American Social Values in Thomas Mertons Rain and the Rhinoceros and Fire Watch1697 Words   |  7 Pagescommonplace response of the newly introduced student to Merton comes not from the Trappist Monk, but from Dorothee Soelle in her book Theology for Skeptics: Reflections on God: â€Å"But must we really speak in this way?† (Sölle, 15). No doubt the gifted theologian realizes the truth in this hypothetical Socratic dialo gue; even the most humdrum reader, too, should find the words contradictory but necessary. 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