Entrepreneurial Ambitions Essay Example for Free

Entrepreneurial Ambitions Essay Abstract An entrepreneur is someone who goes into business for themselves, hoping to expand and maximize profit. Throughout this report, I will briefly explain two of the premiere entrepreneurs who took a risk and it paid off. Entrepreneurial Ambitions It’s not about the price one charges for his goods and services, nor is it about the competition or how to beat them. It’s all about the customers and clients. Your clients are the ones who generally decided whether your product fails or succeeds (goods, services, 2008). Many famous and non famous entrepreneurs become who they are for a plethora of reasons. Some embark on this experience to avoid being taken advantage of, conflict in work environment, but most just want to call their own shots and be the boss. When I think of a successful business entrepreneurs, the first name that comes to mind is the gentleman by the name of Sean Combs. Growing up in the mean streets of Harlem, New York, becoming a successful mogul and businessman was only an after thought. Living to see the age 15, in which majority of his childhood friends weren’t fortunate to do was his first priority. Being an entrepreneur, one has to be willing to take a calculated risk in which you accept all responsibility if your idea fails. Sean Combs came up with a strategic plan to lower the cost of his merchandise and make it more affordable for people on a budget. Aside from having one of, if not the biggest record labels in the industry, he also is the joint owner of a alcoholic beverage that goes simply by the name of Ciroc (Grabow, 2008). Ciroc is a brand of alcoholic beverage, manufactured in France and marketed as vodka (Grabow, 2008). In 2007, the beverage’s first year of existence, the sales were slow, only moving 120,000 cases that year. By 2009, Comb’s second year with the brand, the cases more than doubled and moved 400,000 cases. Today, this vodka is the number one selling beverage of all time, with revenue that exceeds more that 100 million dollars. The next entrepreneur I want to discuss is one who’s made her mark in the industry for decades now. She goes by the name of Oprah Winfrey. It’ll take me some time to list her numerous accolades, so I’ll just name a few ways she’s made an impact on people’s lives. She endorsed a political candidate for the first time, hosting a fundraiser for senator and now president Barack Obama (â€Å"Political, candidate†, 2011). It is widely believed that her support was crucial to his winning the Democratic nomination, and presidency itself. She also founded the Family for Better Lives Foundation and also contributes to her alma mater, Tennessee State University (A and E Television Network, 2011). It’s had to pick just one approach and leadership style that I most identify with. The type of business I’m aiming to venture into requires both social responsibility and profit oriented. Growing up, I was always a fan of the latest apparel. But do to the economic crisis, I wasn’t able to afford, nor wear the clothing I always wanted. I understand that do to the recession, companies are forced to increase the prices to maximize profit; also do to the increase of prices I was forced to focus more on my needs more than my wants. That’s why my plan is to assemble a clothing line to compete with all the other leading clothing lines. The only difference is my product will be affordable. I am also an aspiring barber and would like to tie the two together; sell my own brand of clothing inside my barbershop. My barbershop will differentiate among its competitors. In addition to styling hair, there will also be a salon for women. I’m sure you’re thinking, â€Å"What’s so different about that?† We all know how boring it can be while your children  sit and waits there for hours for their mother to gets their hair done. That’s why I plan to incorporate a game area so the kids can have fun while waiting. The game room will include a playpen, bowling, snack area, etc. All the resources available through the Small Business Administration and â€Å"score† are intriguing and helpful, but the three that best fits my entrepreneurial approach are International Trade, Small Business Developmental Center, and Office of Governments. International Trade, whose goal is to enhance a company’s ability to compete internationally, will help my clothing line gain exposure all over the world. This will give me an opportunity to expand my brand globally. We all know that starting a business can be challenging and time consuming. The Small Business Developmental Center aims to give educational advice/service for small business owners and aspiring entrepreneurs such as myself (â€Å"Educational Advice†, 2007). Office of Government Contracting Business Development, whose mission is to help enhance the effectiveness of small business programs by working with government contracting and business development programs offices and others to develop policies, regulations, and statutory changes (â€Å"business, programs†, 2005). References A and E Television Network, 2011 â€Å"Educational advice† 2007 Grabow, Chris. (2008). Biography of Sean Combs â€Å"Political Candidate† 2011

The Partial Responsibility of the Witches in William Shakespeares Macb

It is the purpose of this assignment to explore whether the witches influenced Macbeth sufficiently to cause him to commit murder, treason and regicide, or whether Macbeth was capable of committing these crimes on his own and the witches only made this happen a little earlier and a little more certainly. We will also explore the Elizabethan audience, their superstitions, and how they would react to the character of the witches as seen in Macbeth. Historically, the witches have been seen as evil beings that gain evil powers from the devil to use during their lifetime, in return for their souls when they die. In the United Kingdom, man's belief in witches and the supernatural was very strong during the sixteenth and seventeenth centuries. Laws were passed by Henry VIII, Elizabeth I and James I prohibiting witchcraft and making the practise punishable by death. Witches were used as scapegoats in Elizabethan society. During the years 1580-90 there was a famine and rebellion throughout the land, 160 witch trials took place in south-east England alone. In the years 1620-30, there was relatively little famine only 25 trials took place, the Civil War then broke out in 1642, the number of trials rocketed to 75. If the crops failed or if an animal was sick, people would automatically suspect that a witch was involved because the people at this time had very little medical or scientific knowledge to explain these occurrences. The majority of witches executed were old women who lived alone, if they kept any sort of animal for company, e.g. a cat, then people could claim that the animal was a "familiar", an evil spirit given to .. ...esponsible and we see these traits at work after Act 4, Scene 1, when his "boundless ambition" and the influences of the witches' apparitions make him engage in a final battle between the two armies of good and evil at the end of the play. The Elizabethan audience would have hated the witches, partly because they would attribute any misfortunes in their own lives to the actions of similar beings. Shakespeare chose to use the witches in this way for two reasons. Firstly, the audience's fear and superstition about witches would mean that there was little need to develop their characters further than evil beings, because the people would already know a lot about them, and secondly because of how fervently James I not only believed in witches, but believed that they were the cause of all the suffering in his kingdom.

Limitations of 10th & 11th 5 Year Plan

The Eleventh Five Year Plan, which was approved by the National Development Council on 1 9 De cembe r 2 0 0 7 re a f f i rms thi s commi tment . It pro v i de s a comp r e h e n s i ve s t r a t e g y f o r i n c l u s i v e development, building on the growing strength of the economy, while also addressing weaknesses that have surfaced. Tenth Five-Year Plan (2002–2007) ? Providing gainful and high-quality employment at least to the addition to the labour force; ? All children in India in school by 2003; all children to complete 5 years of schooling by 2007. Reduction in gender gaps in literacy and wage rates by at least 50% by 2007; ? Reduction in the decadal rate of population growth between 2001 and 2011 to 16. 2%;* ? Increase in Literacy Rates to 75 per cent within the Tenth Plan period (2002 – 2007) Eleventh Five-Year Plan (2007–2012) The eleventh plan has the following objectives: Education ? Reduce dropout rates of children from elementary school from 52. 2% in 2003-04 to 20% by 2011-12 ? Develop minimum standards of educational attainment in elementary school, and by regular testing monitor effectiveness of education to ensure quality ? Increase  literacy rate  for persons of age 7 years or above to 85% ? Lower gender gap in literacy to 10 percentage point ? Increase the percentage of each cohort going to higher education from the present 10% to 15% by the end of the plan Thrust Areas in the 10th Five Year Plan GENERAL : To achieve a profound transformation of higher education in order that it becomes an effective promoter of sustainable human development and at the same time, improves its relevance with closer links with the world of work and achieve quality in its teaching, research, business and community extension functions including life long learning. SPECIFIC: To contribute to the transformation through improvement of the conceptions, methodology and practices related to: The relevance of higher education. Quality, evaluation and accreditation. Research and development. Outreach activities in business and community and life long learning. The knowledge and use of the new information and communication technology. Management and financing. Export of higher education, and reorientation of international cooperation. Strengthening of open and distance education system. Strengthening of research institutions. Mobilization of resources. Proposals/Recommendations for 11th Five Year Plan A Working Group on Higher Education was set up by the Planning Commission under the Chairmanship of Secretary (HE), vide order no. M-12015/2/2005-Edn. Subsequently, it was decided to constitute seven Sub-Working Groups on the following sectors of higher education:- 1. Central Universities 2. Deemed to be Universities 3. State Universities 4. Col leges 5. Distance Education 6. Quality of Higher Education 7. Research. Tenth Five Year Plan (2000-2005) The year wise allocation and expenditure for the 10th Five Year Plan period was as follows : The Tenth Five Year Plan was fixed at Rs. 30,162 Lakhs. The flow to TSP, SCCP and PWD projects were follows: 1. TSP – 145 Lakhs 2. SCCP – 225 Lakhs 3. P. W. D. – 200 Lakhs During 10th Five Year Plan period the following development works was undertaken by the Govt. : 1. Normalisation of Plan Posts. 2. Establishment of  The K. K. Handique State Open University 3. Introduction of 5 years L. L. B. Courses in B. R. M. Govt. Law College. 4. Establishment of F. M. Radio Station. 5. Introduction of Private University Bill. . Sanction of Rs. 10 Lakhs to each Provincialised colleges and Rs. 4 Lakhs to all provincialised Sanskrit Tols under the scheme â€Å"Buniyad†. 7. Financial assistance to all affiliated Non-Govt. colleges (133 numbers) and 16 Sanskrit tols under â€Å"State Priority Schemes†. Eleventh Five Year Plan (2005-2010) The draft XIth Five Year Plan has been proposed for Rs. 34,175 lakhs. The flow to S. C. C. P proposed for XIth Five Year Plan is Rs. 300 Lakhs. During the current financial year an amount of Rs. 70 Lakhs has been agreed for S. C. C. P for implementation of the above mentioned schemes. For the next financial year 2008-09, an amount of Rs. 1,831 Lakhs has been proposed and the flow to S. C. C. P. is proposed for Rs. 100 Lakhs. III. Major Initiatives in the Eleventh Five Year Plan Let us examine the provisions made in the Plan for the various sectors in Education. This section will also highlight the changes, if any, in the scheme structure and measures taken for better implementation. C. Secondary Education The Central Government has been managing four types of schools that have been allocated the following: Kendriya Vidyalayas (Rs. 1,326 crore), Navodaya Vidyalayas (Rs. 4,067 crore), Central Tibetan Schools (Rs. 6 crore) and National Institute of Open Schooling (Rs. 88 crore). The Union Government scheme ‘Strengthening of Boarding and Hostel Facilities for Girl Students of Secondary and Higher Secondary Schools (Access & Equity)' is to be restructured and merged with the new umbrella scheme of ‘Universalization of Access and Improvement of Quality of Se condary Education'. Further, the erstwhile schemes of Information, Communication and Technology (ICT) in schools, girl child incentive, Integrated Education for Disabled Children, Vocational Education, etc. will be subsumed under a new umbrella Centrally Sponsored Scheme (CSS) named SUCCESS. The Eleventh Plan apportions Rs. 9,282 crore to SUCCESS. It is worthwhile here to note that under this scheme it is proposed to set up 6,000 block-level Model Schools at the secondary level which would be largely managed and run by the corporate entities, trusts and reputed private providers. This, when seen in the light of growing share of private schools (from 15% in 1993-94 to 30% in 2004-05) and encouraging establishment of good quality schools in deficient areas in Public Private Partnership ( PPP) mode is reflective of the policy direction of the Planning Commission and the Central Government. Focusing on the girl child, A Girl Child Incentive Scheme with a provision of Rs. 1,326 crore is to be launched on a pilot basis in selected Economically Backward Blocks (EBBs). On the basis of quick evaluation, its expansion will be considered in the Eleventh Plan period. It is proposed that the merger of all girl child incentive schemes will be ensured. Herein, a critical aspect related to school education is teacher education and training. The Plan provides Rs. 3,536 crore to Teacher Education. In this regard, severe gaps have been observed in the management of District Institutes of Education and Training (DIETs). Not only have most of the DIETs been headless, there is also a shortage of quality faculty in DIETs, thereby leaving much to be desired in the quality of teacher training. While the Plan document finds this detrimental to promoting quality in teaching, the solution suggested is heavily dependent on outsourcing the DIET faculty or DIETs adopting the PPP mode. D. Vocational Education The Eleventh Plan apportions Rs. 1,768 crore towards Vocational Education. As part of the strategy adopted by the Plan, there is greater emphasis on the services sector. This apart, over 95% of the unskilled and semi-skilled population will be provided continuous informal training. It is also suggested that a National Vocational Qualification (NVQ) system be developed. E. Higher Education Apart from the existing 7 schemes in Higher Education, the Eleventh Plan has provided 9 new schemes along with outlining a Special Plan for Higher Education wherein uncovered regions are provided with Science, Medical and Engineering Universities. The Plan highlights the need for autonomy and accountability in the higher educational institutions and calls for quality improvement. While the Plan observes that there are inherent imbalances due to the private sector focusing on specific disciplines and regions of the country; it is worth noting that the Plan hopes that more than half of the incremental enrolment in higher education is made by private providers, thereby encouraging the role of private unaided higher educational institutions in the country. F. Technical Education In the field of technical education, the Eleventh Plan envisages establishing new institutes of management, technology, industrial research and training, planning and architecture. This apart, upgrading select existing technical institutes is on the anvil. The State technical institutes are also proposed to be strengthened. Another key area that has been highlighted is the lack of adequate polytechnics in the country. With 125 districts not having a single polytechnic, it is suggested that every district be covered, through Central funding as well as with PPP and private funding. Some critical issues with regard to these polytechnics include: static curricula, poor industry interface, lack of flexibility to respond to needs, obsolescence of equipment, lack of trainers and inadequate funding. Limitations in the Eleventh Five Year Plan with Regard to Provisions for Education â€Å"The Eleventh Plan would be a Quality Plan in respect of the education sector. † – Eleventh Five Year Plan While some advances have been made towards ensuring the basic issues of access, retention and quality is met, some problems persist. The Plan seems to adopt a piecemeal approach as there are multiple schemes having multiple goals and a constant friction persists between the Centre and the States with regard to funding norms allowing scant progress in terms of outcomes. The Eleventh Plan is increasingly stressing on privatisation in elementary and secondary, higher and technical education sectors in education. PPP is being seen as the preferred route to financing and implementing schemes. Another distressing trend observed in the Plan document is the encouragement given to private players ranging from setting up educational institutions and suggestions to outsource DIET faculty, establishing private polytechnics, etc. Further, acknowledgment of the need to levy (user charges) fees even in public (government-run) schools is worth noting. This, when seen in the light of the Plan proposing to be a Quality Plan, also proves to be contradictory as illustrated by specific instances. In the elementary sector, the Plan continues to seek the participation of teachers in implementing the MDM scheme thereby denying quality teaching to pupils. Under adult education, low motivation and lack of training of voluntary teachers is hardly seen as encouraging quality concerns. Increasing role of public private participation in secondary schools and continuing to have four types of public-funded schools, instead of having a common system of school, also do not promote uniform quality education. With regard to addressing gender concerns, initiatives focusing on Muslim women need to be enhanced. There is also a fear that having multiple schemes with divergent goals (vocational training ranging from small scale entrepreneurial development to computer literacy, etc. ) might dilute the primary objectives of ensuring education and training of uniform quality for all.

Justice Can Be Described As The Fairness, Equity,...

Justice can be described as the fairness, equity, evenhandedness, neutrality, honesty, righteousness, and morality given to the people by the governments, as well as other people. Justice should be given all around the world, but it is not always given. From the past to this day, there has been a lot of justice, and the society along with the governments have come a long way to reach the justice we have today. A person who played a major role in giving us the justice we see today is Martin Luther King Jr. Martin Luther King was a major factor in the laws we see today regarding equality, and he set the stage for what society should be like today. An analysis of, â€Å"A Letter for Birmingham Jail,† and, â€Å"Segregation Now,† will tell what†¦show more content†¦I believe that segregation does these two things, but I also believe that it does more. Based on what King wrote in his letter, I believe that segregation is morally wrong and that segregation went on and hurt the society back then, and if only there was no segregation, the world would have been so much easier to live in (King). King had a wonderful understanding and relationship between the meanings of just and law. King believed that the two should be used together by the government authorities for the better of the people in the United States. He believed that when a law is created regarding the people, that just and unjust should be put into the factor. He as well as a lot of us would argue for laws to be created morally right for the sake of the country’s society. King believed that for a law to be considered a law, that it should serve justice to the people it is over, and not be morally wrong which is not what the government should have the control to do (King). Some more comes about justice and equality some during the 1970’s. In the 1970’s a judge gave an order to a city to integrate the two high schools in Tuscaloosa. The schooling systems that wer e segregated before, were finally integrated, and they became one of theShow MoreRelatedEssay on Government, Justice, and Human Rights3129 Words   |  13 Pages ABSTRACT: This paper explores the relationship between justice and government, examining views on the subject expressed by traditional political philosophers such as Rousseau and Locke, as well as those expressed by contemporary political theorists such as John Rawls and Robert Nozick. According to Rawls, justice is one of the fundamental concerns of a governing body; Locke and Rousseau agree that government and justice are essentially connected. Nozick and Max Weber, however, claim that the essential