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What Are Extracurricular Activities and Why Do You Need Them

What Are Extracurricular Activities and Why Do You Need Them SAT / ACT Prep Online Guides and Tips You may have heard that extracurriculars are an important part of your high school life. You've probably been bombarded with stories about how everyone who is successful in getting into college played a varsity sport and was student body president and built homes for the poor in Costa Rica. But do extracurriculars have to be so overwhelming? What are extracurricular activities, exactly? And just how important are they when it comes time to apply to college? Read on for a better understanding of this important topic. Your high school years are one of the best opportunities you will ever get to explore new activities, try different things, and see what you're passionate about. Inside the classroom and outside of it, you’ll start to get a better idea of who you are and what drives you. It may seem odd that colleges are going to be interested in how you choose to spend your free time. The reality is that, combined with your grades and test scores, extracurricular activities are one of the best ways that colleges will be able to get an idea of who you are. But what are they looking for? And are all activities equal? What Counts as an Extracurricular Activity? First, let’s talk about what an extracurricular activity looks like. The word â€Å"extracurricular† can be broken down into its roots for a literal explanation: â€Å"extra† means â€Å"outside† and â€Å"curricular† refers to all of the work you do in the classroom. So extracurricular activities are just activities that you do outside of class. The Common App says that extracurricular activities â€Å"include arts, athletics, clubs, employment, personal commitments, and other pursuits.† Almost anything that you are actively and productively involved in can be considered an extracurricular activity. We have created a list of around 200 activities that you could report on your application to help get you thinking about what you're interested in trying and what you might already have done. You may be familiar with some of the popular categories of extracurriculars already: Sports, which includes playing on a school sport team, an intramural team, or a club team outside of your school. Community Service, which includes any sort of volunteer work, either in your community, on a national scale, or abroad. Employment, including any jobs or internships. Arts, which includes visual arts, performing arts, comedy, culinary arts – this list is almost endless. Hobbies, such as blogging, a film club, hiking, Rubik’s Cube competitions, Cosplay, and more. Academic activities, such as math or science clubs or competitions, research, or writing. Keep in mind that colleges are really looking to see activitiesthat have somehow developed talents that you will use later in life, developed your leadership skills, allowed you to show involvement with your community, and allowed you to make an impact. Going to the movies every weekend with your friends doesn’t count. But starting a film club at school for fellow film aficionados definitely does count! There’s another important thing to note here. What if you didn’t have time for joining clubs or playing sports because you had to work to help support your family, or you spent your afternoons looking after your younger siblings? Admissions officers also want to hear about these kinds of activities. They understand that not all students have the luxury of pursuing traditional extracurricular activities, and they will think that the way you have spent your time is just as valuable. Try to reflect on what these experiences have taught you that will be valuable for college. For example, you probably have a lot of maturity and a good sense of responsibility for someone your age, and you're good at balancing school work with other commitments. If you’ve taken on a leadership position at work, that’s even better! Now you know what activities look like. But what do colleges think your summer job is really going to tell them about you? Why Colleges Like Students With Extracurricular Activities Colleges love to see that students are active, contributing members of their communities. Even more importantly, they love to see students who are developing their talents and passions. When a student is actively involved in the community and other activities in high school, there is a good chance that they will be doing something similar in college. Universities like to be known as hubs of activity, charity, and culture, and it’s largely the students that make them that way. But does that mean that you need to spend all your time doing something that is obviously impacting your community in a direct way, like volunteer work? Should you do something that doesn’t interest you, just because it will look good on your application? Fortunately, what college admissions officers want to see is very predictable. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. What Are Admissions Officers Looking For? Imagine you're an admissions officer at your university of choice. Every day during admissions season, you’ll go through at least a hundred applications. At the end of the day, you’re down to two applications. You need to recommend one for admission, and reject the other. Both students have high test scores (above 2100 on the SAT) and they each had a GPA of 3.8. On the activities page on the common app, Student A says that he was a member of the art club, and in the description says that the club is for students who are passionate about having a career involving art. He also volunteered once a month, teaching a one-hour art class at his old middle school. Student B is also in the art club at her school. In the description, she tells how she helped grow the club from 4 to 20 members, ran several charity projects through the club that raised over $5,000 for art programs for local youth, and arranged an informational event at a prominent art museum to help raise awareness of the importance of art in people’s lives. Which student do you think is most likely to be admitted? As it turns out, what you do is not nearly as important as why and how you are doing it. Admissions officers agree that when they're evaluating student activities, they care less about what the actual activity is and more about what it says about you. Specifically, they're looking for three things: passion, leadership, and impact. Passion Passion will manifest itself differently for different people, but college admissions officers usually notice it in the amount of time you've dedicated yourself to a certain activity over the years, and in how involved you've been in it. Are you just doing an activity so you have something to write on your college application, or are you doing it because you couldn’t not do it? This is something that matters a lot to college admissions officers who want to know that you're pursuing something because it's a passion. Try to find activities that you really care about, and that you feel makes you a more motivated, better person. Admissions officers like it when students are passionate about a certain activity because it means they are more likely to continue doing it in college, and also because these kinds of activities show who you are at your best. These activities will be the best indicators of how you act when motivated and dedicated to something. Leadership Leadership experience includes any time that you have been responsible for a project or for guiding, motivating, or instructing others. Many schools – especially the most highly selective ones – want to see students who exhibit leadership skills because they are hoping that their students will someday go on to be leaders who make differences on a larger scale in academia, business, or research. Therefore, showing that you have the desire and sense of responsibility that a leader needs can be very attractive to admissions officers. Taking a leadership role in an activity is really going to help you stand out from the crowd. Being the president of a school club will sound better than being a member of the same club. But obviously not all students can be president. So how do you solve this kind of issue? Even in you don’t have an official title, see if it’s possible to be involved as a leader in some way. Talk to the people in charge and see if you can organize an event or lead a fundraiser. Showing you have taken this kind of initiative will look much better than a title with no special activity to back it up. Impact How have you changed the activity that you have been involved in? How has the activity changed you? One of the reasons that passion is so important is because admission officers want to see that you have made a significant investment in an activity over an extended period of time. Though you’ll probably experiment with several different activities when you're younger, once you settle on the ones you're most passionate about, officers are going to be looking for how you've made a difference in the activity and how you've changed because of it. You may have heard that you should prioritizedepth over breadth, and this is why. It’s better to select a couple of activities that you can be deeply involved in than to spread yourself so thin that you can do little more than showing up to meetings. Why does impactmatter? Again, colleges are most interested in students who have the potential to be making positive differences on campus, and later, in the world. This kind of thing doesn’t come easily. It usually only happens when someone shows dedication, follow-through, and initiative. So what kind of person are you? Do you show up and expect someone else to make an activity fun? Or are you going to make sure that you leave your club, team, or research better than it was when you joined it? The Do’s and Don’ts of Extracurriculars: Key Tips Now you know what extracurricular activities are and why they are important, both for your personal development and for your college applications. Here are some tips for how you should approach extracurricular activities in high school. 1: Do try as many activities as possible during your freshman year of high school. Try out between 5 and 10 activities depending on how much room you have in your schedule (remember, never let your academics suffer because of too many activities!). There is a good chance that you will discover something new that you had never thought would interest you. Let this be your year of exploration! 2: Do narrow down your extracurricular list to 3 – 5 activities you care most about during your sophomore year. Remember the three most important things are passion, leadership, and impact. Continue to develop your interest in these activities and see if you can take on leadership roles, even if it’s just on small projects. 3: Do focus more on leadership and impact during your junior and senior years. If you have been a part of a club, how can you change it for the better? Also spend time reflecting on how you've changed over the past years, and how your activities have helped you grow as a person. 4: Do let your activities tell your story. Are you very passionate and talented in one area? Or do you show different skills and aspects of your personality through a variety of different activities? Either one is a story that a college admissions officer will be interested in hearing. Also think about how your activities have shown your growth over the years, from experimenting with an activity, to dedicating yourself to it and developing passion, and finally taking on a leadership position and making an impact. 5: Don’t slack during summers. If you have the luxury of doing activities during your summer vacation instead of working, make the most of that time. Try to think of innovative ways to pursue your passion that you can’t necessarily do when tied down with school work. 6: Don’t let your grades suffer. Though extracurriculars are an important part of a college application, they will almost never cancel out bad grades and test scores. If you find that your grades are suffering, cut back on the time you spend on your activities, and make sure that the time you do invest in your activities is well spent making the most impact in the least amount of time. 7: Don't get burned out. It's a good idea to limit your activities a couple you are most passionate about, and a few others that are fun but not stressful. If you try to do everything, you will inevitably get burned out, which could ruin your grades, social life, and excitement about going to college. What’s Next? Do you need some inspiration? Check out our long list of extracurricular activities to see if there’s anything that interests you. Are you wondering if you should try traditional extracurriculars, or if you would be better off getting a job? Check out the pros and cons. If you have a great list of extracurriculars and are ready to fill out college applications, check out our guide for talking about extracurriculars on the Common App. Want to know what else is important on the college application? Check out our guide to making a well-rounded college application that will get you into as many schools as possible. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Nutrition-Food Intake-1 Day Assignment Example | Topics and Well Written Essays - 1000 words

Nutrition-Food Intake-1 Day - Assignment Example To better understand how I arrived at this statement, it would be best to break down my DRI for each food group. The first group that I want to analyze is the vitamin and minerals group. My spreadsheet shows that I have a consumed a variety of fruits and vegetables that can be considered healthy such as banana, broccoli, asparagus, and Greek salad. This definitely enhanced the percentage for vitamins and minerals which was even boosted by consuming yogurt and shrimp. It could be said then that my food choice for this food group is healthy because the sources are quite varied. I did surpass the DRI for each Vitamin and Mineral very well. However, I should also be cautious of sodium intake which was twice the amount recommended. High-sodium intake especially on a daily basis is a precursor for certain diseases such as hypertension and kidney problems ( Sodium:How To Tame Your Diet Now, Mayo Clinic website ). Food that is processed or preserved (canned food) often contains high levels o f sodium. The next group to be analyzed is fat. I was not able to determine the target DRI for fat; instead, I only recorded my consumption of monounsaturated and poly unsaturated fat. Nevertheless, there was minimal consumption of food that contained trans-fatty acid. If my only basis was fat, it could be said that I consumed 92% less than what was required which is not bad. Regrettably, the cholesterol consumed is 1,287% which is an indicator of a poor diet. Cholesterol leads to atherosclerotic heart disease (Freeman and Junge, 2005) which is why a high cholesterol diet should be avoided as much as possible. Indeed, people should pay attention their dietary intake because their health is at risk. As for carbohydrates, I have consumed less than what was required; however, much sugar consumption was undetermined. Carbohydrate is necessary for supplying energy for the body; yet, the source must not come from simple sugars. This is another issue that must be emphasized because too muc h sugar consumption could also lead to diabetes. I also included fiber in the diet since I am aware of the health benefits of this food type. As for protein, I consumed twice as much as the DRI. When it came to drinking water, I only consumed 70% of DRI which is really not healthy. It can be observed that there are some food groups that are over represented such as vitamins and minerals. In the case of carbohydrates, I really do not prefer eating bread or pasta which explains the result. In a way, I was trying to go on a diet by just eating chicken, fruits and vegetables. I also observed that I did not hydrate myself well which can lead to constipation later. There are several reasons behind these results. The first limitation I had is the variety of food choice presented to me. The canteen does not present much variety and food at home is quite simple because everyone is too busy to prepare a full meal. However, this is not an excuse because I can choose to buy and prepare my own f ood. I should introduce more variety by adding more fruits and carbohydrate sources. A hearty whole wheat sandwich can be easily prepared for snack time. The lesson here is that individuals must put a conscious effort to achieve a healthy diet. This requires careful planning to achieve a balanced meal. There is also a need to discuss people close to me that I have decided to change my eating habits. My parents could support me in this endeavor and may even take part in preparing meals that contains all the food types in the food pyramid. In fact, having

Strategy Essay Example | Topics and Well Written Essays - 500 words

Strategy - Essay Example uploaded in YouTube website under the title â€Å" the Boy Scouting.† The video could also be viewed frompersonal social networking websites such as Facebook. 2. We sent a copy of the video to Narragansett Council so that it would be published in its website as well. This is a linking strategy which translates to an effective advertisement that is free of charge.The video would be submitted in the guise of a giftfrom â€Å"Magnificent group† to Narragansett Council. 3. We have also sent a proposal to Johnson & Wales University in order to persuade the school into granting scholarship to one of the participants in the Boy Scouting at Narragansett Council. Once this scholarship element is successful, then it would help to encourage the children to be involved in the Boy Scouting activities at Narragansett Council. 4. We invited Jason Dugan director of program in Narragansett Council to attend our presentation, which will be held on July 30, 2009. Hopefully, the activity would further cement a good relationship for future cooperation. 2. We will tap our existing relationships and tie-ups with other universities just so more people and resources could reinforce the campaign to disseminate information about Narragansett Council, including the benefits for boys who will join their scouting camps. Part of this campaign is a audio-video presentations about scouting activities and testimonies from scouting participants. The success of the abovementioned strategy is certainly dependent on the implementation of each outlined elements. We will be serious to apply and follow our plan – both short-term and long-term - so that we would be able to achieve our goals. The short-term goal – the making of the video and its propagation, including other activities, were undertaken mostly during the class period. The long-term plan would be carried out even after

Consequences Of Noncompliance With The AEDA Lessons To Be Learned Essay

Consequences Of Noncompliance With The AEDA Lessons To Be Learned - Essay Example That is why Congress first passed in 1967 what has come to be known as The Age Discrimination in Employment Act of 1967, with subsequent amendments and ruling which would follow as the years passed. According to the online page for The U.S. Equal Employment Opportunity Commission, it has this to say about the congressional act, "The Age Discrimination in Employment Act of 1967 (ADEA) protects individuals who are 40 years of age or older from employment discrimination based on age. The ADEA's protections apply to both employees and job applicants. Under the ADEA, it is unlawful to discriminate against a person because of his/her age with respect to any term, condition, or privilege of employment, including hiring, firing, promotion, layoff, compensation, benefits, job assignments, and training," (Equal Employment #1). In understanding this law, it is crucial to understand the facts behind it. According to this group, this act covers employers who have 20 or more employees, and also happens to cover both state and local governments. The group goes on to say that the protections for such persons under the act are as such: "It is generally unlawful for apprenticeship programs, including joint labor-management apprenticeship programs, to discriminate on the basis of an individual's age. Age limitations in apprenticeship programs are valid only if they fall within certain specific exceptions under the ADEA or if the EEOC grants a specific exemption." Job Notices and Advertisements "The ADEA generally makes it unlawful to include age preferences, limitations, or specifications in job notices or advertisements. A job notice or advertisement may specify an age limit only in the rare circumstances where age is shown to be a "bona fide occupational qualification" (BFOQ) reasonably necessary to the normal operation of the business." Pre-Employment Inquiries "The ADEA does not specifically prohibit an employer from asking an applicant's age or date of birth. However, because such inquiries may deter older workers from applying for employment or may otherwise indicate possible intent to discriminate based on age, requests for age information will be closely scrutinized to make sure

Entrepreneurs Typically Learn From Failure Business Essay

Entrepreneurs Typically Learn From Failure Business Essay In the literature, there is no specific definition of failure. Every author that will be discussed in this essay has described failure using different parameters. Therefore, it is not possible to use a particular authors definition because their work is based on their different definitions. To begin with, one of the widely accepted definitions of failure is the termination of a business that has fallen short of its goals, thereby failing to satisfy principal shareholder expectations (Beaver and Jennings, 1996 mentioned in Cope, 2011, pp 605). This differs from the definition of Cochran, 1981, mentioned in Cope (2011, pp 605 Carter and Evans 2012, pp 181) who suggests failure as bankruptcy or liquidation as the loss of capital and an inability to make a go of it. However, a similar view is shared by Shepherd (2003 pp. 318), who feels that business failure occurs when a fall in revenues and/or a rise in expenses are of such that the firm becomes insolvent and is unable to attract new d ebt or equity funding; leading to the inability of operating under the current ownership and management. Oxford dictionary defines typical as having the distinctive qualities or characteristics of a particular type of person or thing or informal  showing the characteristics expected of or popularly associated with a particular person or thing. It is typically expected that entrepreneurs will learn from failure. This essay will discuss the reasons the why entrepreneurs fail, the factors that increase the probability of failure, how and what entrepreneurs learn from failure. In the essay, all the theories or literature that has been mentioned is in context to small firms. The reasons they have been targeted is because there is higher incidence of faillure in small firms and are more likely to close than larger ones (Blackburn and Stokes, 2002). To understand success, it is important to understand failure (Carter and Evans 2012). Sitkin (1992) as cited in Shepherd (2003 pp. 318) argues that failure is more important than success for learning. Sir James Dyson, the founder of Dyson Company (Entrepreneur 2012) also believes that a person never learns from success, but they do learn from failure. The causes that lead to business failure have been divided into two categories; internal and external failures. The following table shows the internal and external factors contributing to failure of a business: Internal and external factors contributing to failure cited in Carter and Evans (2012, pp.184) One of the major internal cause of failure is poor management an event that occurs as a lack of entrepreneurial or managerial attention or focus (Carter and Evans, 2012 pp.184-184).Beaver (2003 mentioned in the Carter and Evans. 2012 pp. 184) refers to a research done by Dun and Bradstreet in 1991 which proves that the primary cause of business failure in the USA is due to management incompetence of the business owner. This view is confirmed by Thornhill and Amit (2003 as mentioned in Cope, 2011) who also consider lack of management and financial planning skills as the most common causes of firm mortality. Authors like Brough (1970); Stanford (1982); Hall (1992); Beaver and Jennings (1995) as mentioned in Beaver (2003 pp. 117) consider finance, demand forecasting, management, marketing, capitalization at start-up and strategy and planning as the main causes if business failure in small firms. Another view by Beaver (2003 pp. 117) is that if business start-ups are a desperate response to unemployment, rather than based on sound principles and the committed fashioning and management of competitive advantage, it is inevitable that many firms will fail. The external factors of failure are those that are beyond the control of even the most capable entrepreneurs and will trigger problems in new firms (Osborne, 1993 as mentioned in Carter and Evans, 2012 pp. 184). Entrepreneurs tend to attribute failure to external causes, such as market conditions and financial problems through a process known as attribution theory (Carter and Evans, 2012 pp.184). Rosa, Carter and Hamilton (1996 as mentioned in Carter and Evans, 2012 pp.185) interviewed 600 UK small business owner-managers and found that most of the business people tend to blame external factors to their possible shortcomings. The reason why entrepreneurs dont want to be associated with failure is due to the potential danger to their self-esteem (Cannon and Edmondson, 2005 Carter and Evans, 2012, pp. 185). This view has been encouraged due to the social norm of failure being regarded as a negative event and the stigmatization (Cope, 2011). One of the external causes of failure mention ed in Carter and Evans (2012) is bankruptcy of main customer or supplier. Len Rainford, M.D., Sameday UK went through the same problem with his business of warehousing when his biggest customer had gone bust. However, with the help of his banks and accountants, he was able to recover losses and make profits within 3 years. A similar problem was also faced by Vikram Talwar, founder of EXL Service, one of Indias largest BPOs when their only client, Conseco went bankrupt (Bansal, 2008). They were able to recover because of the strategies of the management and help of the investors. Other than the causes of failure, there are certain factors that increase the probability of failure. There are two main independent factors that are important determinants of a firm growth; size and age (Storey, 1994, Carter and Evans, 2012 and Bates and Nucci, 1990). Bates also found that firm age was the strongest single determinant of small business survival among firms owned by white males (Bates and Nucci, 1990 pp. 10). The empirical evidence on the negative relationship between size and age of the firm and the failure rates had been unanimous (Storey, 1994). There have been various studies to prove this relationship for example; the study done by Dunne, Roberts and Samuelson in 1989 (Storey, 1994 pp.92)on manufacturing plants showed that the average failure rate for plants with employees in between five to nineteen was 104.7 % higher than for plants with more than 250 employees. In this case, they had used the number of employees as a factor to recognize the size of the business. A similar study done by Gallagher and Stewart in 1985 as cited in Storey (1994 pp. 92) found that a firm employing less than twenty people was 78% more likely to fail over the next decade as compared to the one employing more than 1,000. On comparison of the size of the firm in terms of the net assets, it was found by Dunne and Hughes (1992 mentioned in Storey, 1994 pp. 92) that the non-survivors over the 1980-5 period con stituted 27% of those with net assets less than  £1m, compared with 14 % of those with net assets exceeding  £64m.In terms of age, Hudson (1987b mentioned in Storey, 1994 pp.93) finds clear evidence that insolvency is a characteristic more suitable for young firms. He found that 61% of the firms that became insolvent did so between 2-9 years after formation and that there was a peak age of 2-5 years. Entrepreneurs who focus more on the success of the more than failure are also more likely to fail because drawing lessons from successes is much more difficult as success does not create an urgent need to enrich current knowledge structures or behaviors and on the other hand it reinforces existing beliefs and routines. (Ellis et al., 2006 mentioned in Cope, 2011). After establishing the causes of failure, it is also important to understand how entrepreneurs recover and move on to learn lessons from failure. Failure causes damage not only financially and emotionally but also relationally and recovering and moving on from failure includes overcoming these costs too (Shepherd et al, 2009 mentioned in Cope, 2011 pp. 613 and Cope, 2011 ). According to Cope (2011) failure does not necessarily produce any long-term negative professional consequences as the key stakeholders accept failure as a fact of life in the start-up community. Cope (2011) feel that this encourages the entrepreneurs who are concerned about the possibility of receiving future support for their ideas as failure is not automatically considered a black mark by other professionals. Shepherd (2003) and Shepherd and Kuratko (2009, pp. 451) use the word grief to define the emotional response to the loss of something important which causes behavioral, psychological, and physiological symptoms. The more important the project to the innovator, the more extreme the negative emotional reaction incurred upon failure (Shepherd and Kuratko, 2009, pp. 452). Shepherd and Kuratko (2009, pp. 452) also mention that grief can obstruct learning from failure and in such circumstances; learning from failure involves a process of regulating the negative emotions. This process is called grief recovery (Shepherd 2003, Shepherd and Kuratko 2009). He argues that an individual has recovered from grief when thoughts surrounding the loss of the business no longer generate a negative emotional response. Oscillation between the two models of coping behavior is the most effective in speeding the recovery process. Shepherd (2003) and Shepherd and Kuratko (2009) Involves actively confronting the loss and associated negative emotions in order to work through what happened and make sense of the failure. Shepherd (2003) and Shepherd and Kuratko (2009) Avoiding, suppressing and purposefully distracting oneself from loss-related thoughts, allowing gradual fading of memories related with the loss. Shepherd (2003) and Shepherd and Kuratko (2009 Figure 1: Using Shepherds approach to grief recovery as cited in Shepherd (2003) and Shepherd and Kuratko (2009). The process of oscillation (shown in figure 1) is important as it gives the innovator the benefit of both orientations while minimizing the costs of maintaining either for an extended period and also allows them to learn more from their failure experiences (Shepherd, 2003 and Shepherd and Kuratko 2009). In order to be effective, the oscillation approach requires the innovator to confront the loss and work through the events leading up to the failure; to distract ones thoughts away from the failure event to focus on addressing secondary causes of stress; and to recognize when one orientation has been held too long and be able to switch to the other orientation (Shepherd and Kuratko, 2009, pp.454). Grief is generated not only amongst the entrepreneur but also the team members (Shepherd, 2003). The organizations form support groups through which they provide an opportunity for their members to interact with others who have experienced a sense of loss. By interacting with others who have experienced similar grief-inducing events, individuals can model coping behaviors and build their coping self-efficacy skills (Shepherd, 2003). However, the amount of feedback information available also appears to impact the degree to which grief interferes with the learning process (Shepherd, 2003). People learn using the outcome of action (feedback) to revise their belief systems (Huy, 1999; Kim, 1993; Weick, 1979 as mentioned in Shepherd, 2003, pp. 320). For the self-employed, learning from business failure occurs when they can use the information available about why the business failed to revise their existing knowledge of how to manage their own business effectively (Shepherd, 2003 pp. 320). For example, Ravi Kalakota has learned a number of lessons from the loss of his business, Hsupply.com, such as dont let venture capitalists hijack your vision, dont burn through capital rapidly to achieve short-term growth, and dont underestimate the speed others will imitate your products and services (Gilbert, 2000 as mentioned in Shepherd, 2003, pp. 320). Following the understanding of the reasons for failure and how they learn from failure, it is now important to acknowledge the learning from failure. According to Len Rainford, there is no such thing as failure, its a learning curve. He supports that even if entrepreneurs fail, they start again because they believe in bouncing back from failure and trying something else. An example of this is Sir James Dyson, the founder of Dyson Company. When he invented his first Dual cyclone vacuum cleaner, he spent 15 years creating 5,126 versions that failed and all this paid off in the form of a multi-billion dollar company that it is now (Entrepreneur, 2012). In the literature, the learning specifically points towards the launch of a new venture. It has been repeatedly mentioned by various academics that entrepreneurs who have learned from failure have become more motivated to start another enterprise (Cope 2011, Stokes and Blackburn, 2002) An example of entrepreneur learning from failure is Madan Mohanka, founder of Tega Industries, the worlds third largest company designing solutions in the field of mining equipment (Bansal, 2008). When his company was having huge cash flow problems, and was almost on the brink of bankruptcy, he learnt some valuable lessons. The first one is that an entrepreneur should at least plan for 50% or double the investment, the second one is that if an entrepreneur believes in his/her product and business, he/she should never give up (Rashmi Bansal, 2008). When Madan went bankrupt, he mortgaged his wifes jewelry, but did not abandon the dream. Due to the failure, they learn lessons regarding what they should have done and how they can do it better and this adds value to the entrepreneurs stock of experience (Reuber and Fischer, 1999 in Cope, 2011, pp. 618) , stock of knowledge (Minniti and Bygrave, 2001; Reuber and Fischer, 1999 mentioned in Cope, 2011 pp. 605)and improves the level of entrepreneurial preparedness for the future entrepreneurial activity (Cope, 2005a; Harvey and Evans. 1995; cope and Zacharakis et al., 1999 ;Stokes and Blackburn, 2002 mentioned in Cope, 2011, pp.618). This is done by revising previously ineffective routines, highlighting the mistakes, spotting new opportunities (Gupta, 2005; Politis, 2005) and expanding the skills and knowledge about the entrepreneurial process (Cope, 2011, pp. 618). Many entrepreneurs become successful serial entrepreneurs (Cope, 2011). According to the research done by Stokes and Blackburn (2002); 62% of entrepreneurs who failed, continued as a business owner in some way and almost three-quarters of their respondents also agreed that they have improved their skill in personal management areas like coping with setbacks, self-management and adapting to change. An example of this is Shankar Maruwada, owner of Marketics, an analytics company. When his first business went bust, he learnt his first lesson of failure; things dont as per plan and he and his team used the failure to get it right the second time with Marketics (Bansal, 2008). This proves the positive learning experience of failure. The repeated reference to a better awareness of pressure points warning signs and stresses and strains during the entrepreneurial process is evidence of the productive and practical learning outcomes of failure (Cope, 2011). Failure is also called a trial and error (Gibb, 1997; Politis, 2005 in Cope, 2011) approach for entrepreneurs to understand what works and doesnt work (Sarasvathy and Menon, 2002, mentioned in Cope, 2011) thus increasing the probability of success. Experiencing failure has also been found to lead to more positive attitudes to failure (Politis and Gabrielsson, 2009 in Shepherd, 2003). Studying and learning from failure can help entrepreneurs to avoid falling into unreflective cognitive ruts or learning traps (Rerup, 2005; West and Wilson, 1995 in Shepherd, 2003). A study done by Scholl-hammer (1991) mentioned in Shepherd (2003) suggests that 51 percent of all entrepreneurs in the United States have previous owner-manager experience. This view is also supported by Timmons (1999 mentioned in Shepherd, 2003), who considers failure as a necessary step to success. From the work of various researchers and especially Cope in the field of entrepreneurial learning, it is clear that entrepreneurs who have experienced failure are more prepared than those who have only enjoyed success. Learning from failure but it is not an automatic or instant process and thus requires time in moving on from the understanding of the failure and its causes to generating learning outcomes from it. Processes that fail lead to grief and by using methods like loss orientation, restoration orientation, and oscillation between these two methods, causes grief recovery (Shepherd, 2003). Learning is a dynamic and on-going process and it will take place during and beyond the process of failure (Bower, 1990 as mentioned in Shepherd, 2003, pp. 320). However, entrepreneurs will eventually move on and recover from the grief.

The Preprogrammin of a Child Essay -- essays research papers

A child is a blank book and a parent is the pen. A parent or elder makes a remark or takes action, and a child often will respond by mimicking what has been said or done. The essence of a child is one of innocence as well as gullibility. Adults serve as an abundance of knowledge, rules, and regulations, which a child is supposed to live and abide by. Not all children will obey the regulations expected of them, yet certain rules are more critical than others. When disciplining children, parents and adults take rules pertaining to gender specifications much more seriously than most other topics of obedience, without acknowledging they are practicing such behaviors. Gender distinctions are apparent within the way children are spoken to, how they are treated in certain situations, and the toys they play and interact with. Ultimately in a media driven society, such as America, it would be nearly impossible to raise a child free from gender stereotyping. Over the course of more recent yea rs the distinct gender defined world of toys has been lessened, yet most of these stereotypes still seem to appear to be engrained into a child’s brain almost from birth.   Ã‚  Ã‚  Ã‚  Ã‚  As early as the birth of a child there are specified gender separations. Once born, a child is distinguished by either the color blue or pink. You can see a pink stork on the corner for a new baby girl or a blue stork for a new baby boy. Of course these colors are not comprehensible to the child, yet children throughout the rest of the neighborhood view these signs. A parent may make a comment pertaining to the neighbors having a new baby boy simply because of a blue sign. This could be one of the initial unconscious comments a parent or adult may make, which instills such beliefs that color defines gender. Throughout adolescence it is a rarity to see a young boy wearing a pink shirt, because there is a stigma associated with a young boy wearing the color pink. We take such an ineffectual concept, a color, and place behind it prejudice. Later on in life wearing the color pink can conjure up assumptions of homosexuality. These judgments have no validation to them, except the stigma American’s associated with this color throughout childhood experiences and understandings.   Ã‚  Ã‚  Ã‚  Ã‚  Another example of the emphasis of color on gender can be directed at the legos toy.... ...bsp;Children are blank books who need direction; it is obvious that parents are not the only ones holding the pen to dictate their knowledge. Other adults, peers, and society take their turn in marking their territory. In order to raise a child free from gender stereotypes, that child must be home schooled, not allowed to entertain themselves with most reading material available, and could not be permitted to socialize with anyone outside their â€Å"regulator.† The way in which society has been constructed restricts the level of censorship available outside the home. In other words this society has such an immense amount of gender stereotypes within every aspect of the outside world that it would be just about impossible to out run their impact. Ideally each person should be able to get past what society dictates, yet it is much easier to fall into the trap of acceptance. It is very difficult to parade a boy of two years old, in a pink outfit without feeling the stare of disapproval from outsiders. People must use the term acceptance rather than exclusion, because the worst oppression is that which is placed on a child who does not have the capability to understand his or her choices.

People of different races, immigrate to a different country Essay

What are the feelings of those exiles? Many people immigrate out of their country of origin to a different country everday. Whilst some may feel excited at the prospect of discovering a new World, others may feel alienated and strange about their new environment. In the poems ‘Search for my Tongue’ and ‘Island Man’, the poets Sujata Bhatt and Grace Nichols talk about their feelings towards immigration and what they felt when they experienced a great change of culture and environment in their lifes. This essay will analyse how both poets make their feelings apparent throughout their poems. The first poem is Grace Nichols’ ‘Island Man’, her use of colours can show what she feels about both the Carribean and London. Nichols uses colour to reflect Island mans feelings in the poem ; she uses the words ‘dull’ and ‘grey’ to describe London. But in contrast she calls the Carribean Island Mans ‘small emerald island’, to show how precious the island is to Island Man, like an actual emerald diamond. She compares Island Mans life in London with his life in the Carribean. She also makes clear where Island Man would rather be. This is shown through Nichols’s choice of words ‘ defiantly’ and ‘heaves’. It suggests the difficulty in which Island Man has to drag himself out of Bed after dreaming about his Homeland. How angry he feels when the ‘sun surfaces defiantly’ to disturb his dreams. Another word that proofs shows how Island Man feels about london is ‘another’, its is used in the context that it suggests a never ending chain of days which are routine to Island Man. It aslo suggests a growing sense of boredom Island Man feels with his daily ‘dull’ and ‘gray’ surrounds. These colours bring up an image of grey concrete floors, a ‘surge of wheels’, a metaphor which refers to the small compact cars of today in the ‘grey metallic soar’, another metaphor used to describe Londons futuristicness. Nichols also used repetition on the words ‘come back’ to add emphasis on how island man always returns to the harsh reality of London. The effect Nichols is trying to create of her imagery of both ther Carribean are so that she can illustrate an image of London and an image of the Carribean, in which the differences are greater than the personalities. The Carribean is described as the ideal place to live, quiet fishermen ‘going out to sea’ the sounds of ‘wild seabirds’ and the sound of the gentle ‘breaking and wombing’ of the sea in his head. Usually, for many people the sounds of steady sea is associated with calmness and serenenity, relaxing and quiet. It is apparent which Island Man would choose. When the image contrasts are that of a ‘dull’ and depressing London Day surrounded by more ‘dull’ and ‘grey’ concrete buildings, and the bright and beautiful Caribbean Island, it is clear that Island Man, and therefore Nichols prefers the Carribean, and feels happier living in the Carribean. Another poem in which the theme of immigration, culture and identity is apparent is the poem written by Sujata Bhatt, ‘Search for my tongue’. In this Poem, Bhatt spoke of her struggle to fit in, in her new Home in America. She also speaks of her fear of losing her roots in India. ‘Search for my tongue’ is a personal and emotional poem about losing ones language and identity. It is about her own experience and her initial grief of having lost a part of herself that was a key of who she saw herself. In the first part of the poem, the writer explores the idea of having two tongues in your mouth. The word ‘tongue’ can refer to both the body organ which we use for speech, and the language we speak with it. She includes this ambiguous word in her title, suggesting that she lost her ability to talk the language she used before her arrival in the new country. ‘I ask you, what you would do if you had two tongues in your mouth’ is used to include the reader in her poem, to make the reader feel empathetic of her situation. She talks about how problems arise when speaking her mother tongue in an environment where the ‘foreign tongue’ is used so frequently that the mother tongue will ‘rot and die in your mouth’ from no use. The third part of the poem is an extended metaphor, written in Gujurati. This can be to show how hard it is living in a country where you couldnt speak or read the language. She uses the words ‘rot’, ‘die’ and ‘spit’ frequently, to emphasise how negative Bhatt felt about having lost her ‘tongue’. Bhatt uses these strong words to show the strong feelings of loss she felt at that time of identity crisis. She also adds an anglicised transcript to indicate sounds of the gujurati words, to help you read it. It also shows how the two ‘tongues’ are different. Which adds more emphasis on how Bhatt felt because it shows the great difference between the languages. This explains what she ment when she had said ‘ you could not use both of them together even if you thought that way.’, because their difference would make it hard for people to speak both languages together. The last part of the poem is by far the most interesting part, it is the part where Bhatt describes her dream in which her mother tongue ‘buds out of her mouth’ and ‘pushes the other tongue aside’. This fact is also supported as the Gujurati is positioned at the core with English either side of it. This demonstrates that the English and Gujurati language are able to function together in the poem, and therefore are able to function together in her life. She put the Gujurati language in the core of the Poem to show that it is the center of her culture, and as if the gujurati really did push the english language ‘aside’. She did this show that both tongues can work together, contradicting her earlier statement about how they couldnt work together ‘even if you thought that way’. As Bhatt describes rediscovering her lost tongue, feelings of Joy are very apparent. She describes her tongue to ‘bud’ out of her mouth, like a Flower, she talks about how it ‘grows strong veins’ that will help it implant itself in her mouth. Her mother ‘tongue ‘blossoms’ out of her mouth, after re-growing from a stump. Her ending, ‘Everytime I think I’ve forgotten, I think I’ve lost the mother tongue, it blossoms out of my mouth’, leaves a positive imprint on the readers minds, because at the end, she did find that even when she felt she was losing herself, she knew she can never really forget her culture. As comparison to both, in each poem, alienation and cultural identity is the main theme. Both poets use startling imagery to illustrate their point and get their feelings across. In ‘Island Man’ Nichols talks about how he seems to dream of his ‘small emerald island’, and in ‘Search for my Tongue’, Bhatt discovers her true culture is brought alive in her dreams. This suggests that even though both writers felt that they have lost their culture completley, in their subconscious dreams it always returns. The similarities occur in both poems. To conclude, both Bhatt and Nichols have clearly shown their feelings about immigration and about their new and strange surroundings they have to live in, and how they have to change to adapt to them. This change ment to Bhatt that her mother tongue slowly dwindles until she feels she cant speak it anymore. Nichols’ Island Man being forced to spent his live in a country he doesnt like, after dreaming of his homeland the Carribean. In my opinion, both poets semi-autobiographies tell alot about all the negative feelings people may harbour towards immigration. Since such a big part of this Country has at some point of their or their Parents live have lived in a whole different country. It shows the people who have lived here all their life how it felt to lose something so precious, it is described a ‘tongue’ in Bhatts poem and an ’emerald’ in Nichols’s. The themes of cultural and personal identity were apparent throughout both poems and both poets had put their feelings across for the reader to understand. The idea of identity crisis is also beautifully potrayed by both writers, and in the end the motive of the poems was put across to show the reader how it really feels to lose something that identifies you with yourself.

Free Essays on Why Sleepy Hollow And Rip Van Winkle Have Lasted So Long

Joe Smith Why Sleepy Hollow and Rip Van Winkle Have Lasted So Long First it’s important to note that the two writings I’m analyzing here are based on legends regarding early Dutch settlements in America. It’s amazing how long these two tales have survived, considering that many other tales of the time have not. Is it perhaps because they stand out amongst all the other legends? Actually, I don’t find these two legends any different from all the other legends I’ve read before. So then, what is it that sets these two legends apart? The answer to this question can be found in the style that they were told in. Anyone who has read these two texts will attest to the fact that they were both told in a style that changed all styles. To someone at the time of first publication, it was quite possible to mistake it and its finely detailed settings as near fact! This is because in both Sleepy Hollow and Rip Van Winkle, numerous layers of storytelling are presented, giving the subtle feeling that what the reader is experiencin g is more a truth than a legend, not mere fiction. These layers allow Irving’s ideas, often disguised as being that of a persona's, to manifest into more of an authoritative writing, than the relating of a mere legend. In Sleepy Hollow and Rip Van Winkle there’s the persona of late Diedrich Knickerbocker. To increase the effect of this layer, subtitles, such as â€Å"Found among the Papers of the Late Diedrich Knickerbocker† (Sleepy Hollow) and â€Å"A Posthumous Writing of Diedrich Knickerbocker,†(Rip Van Winkle) are often added. Now I’m sure that everyone in our English class knows that Mr. Knickerbocker is a fictitious character created by Irving, but I wonder if the old gullible people back then knew that. Even if they find the legend of Rip Van Winkle quite hard to swallow, (as do I) it is sworn accurate in a note from Diedrich Knickerbocker! The emotions and character of Rip Van Winkle and Ic... Free Essays on Why Sleepy Hollow And Rip Van Winkle Have Lasted So Long Free Essays on Why Sleepy Hollow And Rip Van Winkle Have Lasted So Long Joe Smith Why Sleepy Hollow and Rip Van Winkle Have Lasted So Long First it’s important to note that the two writings I’m analyzing here are based on legends regarding early Dutch settlements in America. It’s amazing how long these two tales have survived, considering that many other tales of the time have not. Is it perhaps because they stand out amongst all the other legends? Actually, I don’t find these two legends any different from all the other legends I’ve read before. So then, what is it that sets these two legends apart? The answer to this question can be found in the style that they were told in. Anyone who has read these two texts will attest to the fact that they were both told in a style that changed all styles. To someone at the time of first publication, it was quite possible to mistake it and its finely detailed settings as near fact! This is because in both Sleepy Hollow and Rip Van Winkle, numerous layers of storytelling are presented, giving the subtle feeling that what the reader is experiencin g is more a truth than a legend, not mere fiction. These layers allow Irving’s ideas, often disguised as being that of a persona's, to manifest into more of an authoritative writing, than the relating of a mere legend. In Sleepy Hollow and Rip Van Winkle there’s the persona of late Diedrich Knickerbocker. To increase the effect of this layer, subtitles, such as â€Å"Found among the Papers of the Late Diedrich Knickerbocker† (Sleepy Hollow) and â€Å"A Posthumous Writing of Diedrich Knickerbocker,†(Rip Van Winkle) are often added. Now I’m sure that everyone in our English class knows that Mr. Knickerbocker is a fictitious character created by Irving, but I wonder if the old gullible people back then knew that. Even if they find the legend of Rip Van Winkle quite hard to swallow, (as do I) it is sworn accurate in a note from Diedrich Knickerbocker! The emotions and character of Rip Van Winkle and Ic...

Of Gods and Romans essays

Of Gods and Romans essays The Romans during the time of their Republic relied on their advanced technology, social structure, leadership and politics to achieve as much as they did. To these people, their gods affected all of these factors and the relationships mankind had with them. The contractual relationship between mankind and the gods involved each party in giving, and in return receiving services. The Romans believed that spirits residing in natural and physical objects had the power to control the processes of nature, and that man could influence these processes by symbolic action. The first is a primitive form of religious creed; the second a type of magic. The services by which the Romans hoped to influence the forces that guided their lives were firmly established in ritual - the ritual of prayer and the ritual of offering. In either case, the exact performance of the rite was essential. One slip, and you had to go back to the beginning and start again. The very multiplicity of deities caused problems, as did the gender of some of them: 'wether you be god or goddess' was a common formula in Roman prayers. The motivations of the sacrifices are what of interest. Most of the time, sacrifices took place for purification, supplication, or celebration. The purification ritual was one that was performed before battle (285). Asking for a deed to be done was very popular as well. One usually asked for victory and good fortune in battle (20). Celebration is the event that seems to be the most spectacular of all. Whether it is in joy of an enemies death, such as Mithridates (201), the end of illness of a leader like Pompey (218), or simply the merriment that comes after large victory, we see this in Caesars winnings in Gaul (264). Some sacrificial events took place in order to ask forgiveness and appeasement for defeat of a religious enemy (90 91). Any sacrificial routine was elaborate and messy. The head of the victim was sp...

Human Resources Management Essay Example | Topics and Well Written Essays - 1500 words

Human Resources Management - Essay Example It is a means of industrial government since it is different from unilateral and workers’ control management. The Donovan Commission bargained for it in 1960s, but in 1980s and 1990s, the employers reduced the range of issues regulated jointly, e.g. work pace and organization, and restored unilateral management (Braton and Gold, 2001:318). After the World War II, bargaining was used to determine the working condition of employees and their pay. This transformed the workplaces bringing with it power balance and the growth of shop stewards’ organization. This organization aimed at fighting for the employees’ rights using striking strategies (Inman et al., 2010:214). The conservative government in 1970 was against the trade unions; a move that led to political and industrial militancy. This saw the labour government create a social contract in order to control the employees’ wages. This was followed by strikes between 1978 and 1979 to oppose the move by the g overnment (Gilmore and Williams, 2009:24-44). In light of this information, this paper examines the managerial styles, objectives and strategies used in trade union and non-union organisations. Employment relationship With the election of Margaret Thatcher under the Conservative government in 1979, the reversal of conservatives’ policies was experienced. ... This saw election of union leaders and an increased union militancy. Major challenges during this time included reduced state jobs and services and an increase in the private sector influence. This had a dramatic influence on employment relations leading to massive opposition from trade unions (Price, 2007:413). Managerial Styles and Objectives of Managing the Employment Relationship There are four styles of managing employment relationships, which influence management strategies and human resource management practices. These are traditionalist, sophisticated paternalists, sophisticated moderns and standard moderns. These styles have different objectives that define their nature. The traditionalist style is authoritative, hostile and does not entertain trade unions (Pynes, 2008:215). Sophisticated paternalists refuse to recognize unions, but they ensure employees are committed to the organizations’ goals and their needs are satisfied. Sophisticated moderns, on the other hand, accept trade unions as well as collective bargains to determine the terms and conditions of employment relations. Standard moderns also accept trade unions, but they change their approach towards them depending on internal and external pressures and responses. It is thus clear that, in traditionalist and sophisticated moderns style, both the manager and employees have the same goals and interests i.e. they are unitary. The other two recognize that the employees and the manager have different goals and interests (Guest et al., 2003:291-314). Managerial Strategies to the Employment of Non-union Organizations Non- union organizations are a disadvantage to the

Short answer essay questions Example | Topics and Well Written Essays - 500 words

Short answer questions - Essay Example A perfect example was in 1947 in America by Clyfford Still. In Europe, there was â€Å"Popular Art† that was started in the early 1960s by Lichtenstein, Hamilton, Ramos and Indiana. The movement also was too elitist and celebrated the postwar consumer culture. An example in Europe was Lichtenstein, Drowning Girl in 1963. The responses by the artist in Europe and those in America are similar as the world is viewed but they differ a bit in their expression. 2. Using at least two examples, discuss the way in which the word "freedom" figured for American modernist artist, and critics after 1945, and how this might be understood to compromise these artists identification with the avant-garde. Draw on at least two specific examples in your discussion. Freedom being the state of doing according to one’s wishes was clear in American modernist artists. It is evident that after the World War II in 1945, artist used the freedom they obtained to express their work in a new creative way. This was clear in New York where artist who were freed from Europe came to practice their work. A perfect example was Going West by Jackson Pollock in 1934-5 in America. Another example of works in America at this time is The Betrothal II by Arshile Gorky in 1947. The freedom of expressing art in this era made artist to start portraying the forbidden pictures in the society. This is because of their compromise to the avant-garde. An example in Europe is the forbidden pictures: Homage to Otto Dix by Larry Fink in 2001. Action painting- it is a style of painting where the paint is smeared onto a canvas by the artist. One of the images that action painting is the Photograph of Jackson Pollock Working by Hans Namuth in 1950. Also, Pollock did another art work by the name One (number 31) in