The Brown Sisters Lecture Essay -- Brown versus Board of Education

The Brown Sisters Upon hearing the narrative assignment, I found myself stunned that I would actually have to attend a lecture outside of my classes. When scanning the list of possible events, the Brown Sisters lecture stood out in my mind. I had just completed an essay solely devoted to the decision and it’s impact on society so I thought it would be interesting to hear a first hand account of the tumultuous times these brave women faced. The lecture turned out to be more interesting than I originally imagined though I left with a slight sense of dissatisfaction. As I slowly trudged up the steps of Foellinger Auditorium, I saw my pledge mom and walked up to her prolonging the time before I had to enter the room. She immediately asked, â€Å"What class are you here for?† African Americans were forced to deal with social inequalities for centuries by their white counterparts and struggled to break free of the chains of racism. The Brown decision took a huge step towards fixing the discrepancies between races and should be celebrated by every citizen of our country. If the Brown family appeared at a university, every one should flock to see people that made the advancement of African Americans possible. But in reality, student converse about that mean teacher that makes his students attend outside lectures and how their time could be better spent. The composition of the audience came as no surprise to me. Students sat with dread as they pulled out notebooks in order to fulfill a required class assignment. Teachers and administration scattered the audience and a predominantly African American high school class filed in also wearing faces of discontent as a result of a required field trip. Two mi... ...band never got to see the success of Brown due to his death shortly after the decision but I think that Oliver Brown, to this day, would not be satisfied. To my disappointment, they did not deal with issues surrounding the current integration status and spent little time talking about what changed after the decision. Growing up, I lived a sheltered life and issues of integration did not concern me. As I further investigate the aftermath of the Brown v. Board of Education decision, I become decreasingly naà ¯ve about our current integration situation. When thinking about the area I live in, I notice that integration is nonexistent. Our society has come a long way in the past fifty years since the decision but we still have a long road ahead of us. The Brown decision signifies the beginning of the fight against segregation not the end of it, as many people believe.

Enterpreneurship Education

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

Internal Rate of Return

Many companies wants to have a return on their Investment In a few years and begin to evaluate their projects optimistically calculating an Internal rate of real return not yielding results In the end. This does not end up being expected by the companies; According to the article the authors John C. Keller and Justine J. McCormick . They suggest that there is a tendency to a risky behavior, Companies started to run the risk of creating unrealistic numbers for themselves and shareholder expectations, which it could confuse communications with investors and inflating managerial rewards.This confronts us with a real and serious problem when it comes to investing in projects because later we can not generate the expected return and risk of failure in the project, the AIR can generate two different values for the same project when future cash flows switch from negative to positive (or positive to negative). In addition, since the AIR Is expressed as a percentage, and This can make small p rojects appear more attractive than large , although large projects with lower AIR may be more attractive as NP of smaller projects with AIR .The management of the AIR must be just when the project generates no Interim cash flows – or when those Interim cash flows really can be invested in real AIR otherwise would not be realistically analyzing the viability of the project, and this is not what you want if you really are expecting to thrive in a project, The best you can do is to get real results that can assess the potential risks of the investment and the real return of the project.Among its disadvantages we can find that requires finally are compared with an opportunity cost of capital to determine the decision on the project. That project in which the internal rate of return, we will accept it greater than the discount rate investor (relevant Interest rate), the AIR criterion is not reliable to compare projects and only tells us whether a project Is better than the altern ative profitability. The AIR , only evaluates local Impacts that do not necessarily Impact the company as a whole system , which alms to make more money.The AIR Is Important to calculate the profitability of resources. The VPN allows feasibility analysis, when this indicator is positive projects are attractive and allows optimizing resources when the project has a higher NP than others. The AIR, only evaluates the feasibility, when this is greater than the rate of chance, but definitely does not optimizing resources. When you are evaluating projects for enterprise systems for profit, the criterion to be used, is the VPN.In non-profit companies, the appropriate criterion may be the AIR , because it allows to identify the financial feasibility and optimization of resources, meets the criteria or indicators of social evaluation, where the owner of the project, the population Is required greatest need and urgency. Taking Into account the point of views of the authors we have to mention something Important, and that Is when the cost of capital Is used, the true annual equivalent yield of a project can be significantly reduced – again , especially with projects they reported high Minimal IRS .When executives review projects with IRS that are close to cost of capital of a are not particularly real because the rate distortion reinvestment is more noticeable precisely when managers tend to think that their projects are more attractive. In conclusion, the simplest way to avoid problems with the AIR , is not use it to calculate profitability of projects because we do not want to invest on wrong assumptions , no tater whatever it's used to review projects , it is important that projects are based on real and figures close to the company objectives.This is important to achieve the desired performance as stakes and risk capital investment, An option can be for small projects because it is the most practical thing to do, but for big projects it is recommended not to f all into this kind of assumptions not realistic to avoid disappointment , you must learn to avoid the risk and not be tempted by fast optimistic estimates or investment returns that does not show us the big picture , Executives should use at least a modified internal rate of return.It is better if they use MIR to calculate the profitability because It allows users to set rates more realistic interim reinvestment and therefore to calculate a true annual equivalent yield, Other aspect to consider is whether the internal rate of return is greater than the discount rate, the project should be accepted as a higher yield that estimated the minimum required, but you can do this Just when the net cash flows are reinvested. You should think, if the internal rate of return is less than the discount rate, the project should be rejected because lower yield estimates is the minimum required.

Cellphones Should Be Banned

Cellphones should be banned Nowadays you see cellphones everywhere: at the store, at a restaurant, and even at the theater. People seem not able to put them down or turn them off. Cellphones have negative effects on health, society, and safety. I have arranged my discussion in this order, ascending of importance, in order to give the reader some insight in the world of cellphones, and why cellphones should be banned. Cellphones can cause severe stress in all generations. Children and young adults are always on; they eat, sleep and shower with their cellphones.Gaby Badre, MD, PhD, of Sahlgren's Academy in Gothenburg, Sweden found out that â€Å"Teenagers who excessively use their cell phone are more prone to disrupted sleep, restlessness, stress and fatigue† (American Academy of Sleep Medicine). While teenagers are stressed when they are not on their phone, always being on can stress people in the workforce. â€Å"Increasing use of cell phones and pagers may be blurring the bo undaries between work and home and raising stress levels at both places† (Warner).Even though there is just anecdotal evidence of cellphone related cancer and brain damage in adults, evidence was found that cellphones can damage a child's brain. Children using mobile phones absorb as much as double the amount of radiation through their heads as adults. The leading scientist Dr. Om Ghandi, from the University of Utah, found that a child's brain can absorb radiation across its entire surface. Cellphone radiation mainly effects the neurological system of a child, â€Å"causing headaches, lack of concentration, memory loss and sleeping disorders.It can also cause epilepsy in children† (international parenting association). Further can radiation of cellphones harm body cells and DNA. In Europe 12 research groups, worked on the project called Reflex. Over four years the researchers, coordinated by the german research group Verum, â€Å"studied the effect of radiation on huma n and animal cells in the laboratory† (international parenting association). They found that single and double-strand DNA breaks, after being exposed to electro magnetic fields. Professor Leif Salford, who headed the research at Sweden's prestigious Lund University, says ‘the voluntary exposure of the brain to microwaves from hand-held mobile phones' is ‘the largest human biological experiment ever'† (international parenting association). Like cellphones have an effect on health, they have an impact on society. Cellphones affect social interactions, communication, and etiquette. When you are watching a group of young people going out, or waiting for the bus together, each person of the group is either texting or calling a friend that is not with the group right now, instead of talking to each other.They avoid uncomfortable situations and confrontations by either not answering a call or sending a text message. â€Å"Text messaging is dangerous, not only does it ruin social interaction between humans, writing skills and expression. Everything becomes so impersonal and simple† (Marquez). There is no awkward silence or nonverbal response connected to text messaging. You can basically say anything you want in text messages without revealing your feelings or opinions. Text messaging is impersonal and young adults seems to lose the ability to have a face to face conversation. Moreover do cellphone have a great impact on Socioeconomic Diversity.Cellphones and cellphone contracts are expensive. Not every parent or student can afford a cellphone with unlimited text, call, and data. This may set young adults apart from their peer and make them subject of bullying. â€Å"People can be inconsiderate when using the phone in public† (ehow) – phone etiquette is poor or does not exist at all. Answering phone calls during a movie or theater show, to holding up the line at the store, or bumping into people on the street, because of fo cusing on the cell phone instead of their surroundings, are all examples of poor cell phone etiquette.But the biggest problem with cellphones is safety. The National Safety Council states that 28% of all car accidents are caused by cellphone use behind the wheel. The study â€Å"A comparison of Cellphone Driver and the Drunk Driver†, by Daniel L. Strayer and et al. , at the University of Utah in 2006, states that talking on the phone while driving equals a blood alcohol of 0. 08%. While teenagers are texting, they spend about 10 percent of the time outside the driving lane they’re supposed to be in (Edgar Snyder).But there are other crucial safety issues connected with cellphones beside cellphone use while driving. Sexting, the submission of sexual messages or pictures, is becoming more and more popular among teen agers, and young adults. â€Å"In January 2009, three high school girls from Westmoreland County, Pennsylvania were charged with manufacturing and dissemina ting or possessing child pornography after they allegedly sent nude or seminude cell phone pictures of themselves to three male classmates. The boys, ages sixteen and seventeen,were charged with possession of child ornography for having the images on their phones. The girls involved were even younger, just fourteen and fifteen years of age (Calvert). News like that are disturbing, but far from uncommon. Young adults and teenagers reported that sexting is regarded as normal, and prerequisite for dating and hooking up. But sexted images and messages are not safe. With todays cellphone technology it is easy to send those pictures viral, online, without the initial sender knowing. The sender can be publicly exposed without their knowing.Furthermore can others take your picture without your consent. When convicted for distributing or owning child pornography, a teenager or young adult can face the chance to be labeled as sex offenders, â€Å"a stigma that could haunt them throughout the ir lives, all for what one might consider a youthful, sophomoric indiscretion† (Calvert). Cellphones appear to be very convenient, yet they come with severe side effects. After considering the health, society, and safety issues that cellphones bring with them a ban of cellphones is justified.Unfortunately a ban is not in sight for right now so we need to make sure that children, teenagers and young adults learn how to use their cellphones right, without depending on them too much. Work Cited Calvert, Clay. â€Å"SEX, CELL PHONES, PRIVACY, AND THE FIRST AMENDMENT: WHEN CHILDREN BECOME CHILD PORNOGRAPHERS AND THE LOLITA EFFECT UNDERMINES THE LAW. † Firstamandmend. com. Web. 2 Mar. 2012. . â€Å"Developing the Child Brain. † ‘Early Learning' Parenting Resource.Early Learning' Parents Resource. Web. 01 May 2012. ;http://www. internationalparentingassociation. org/BrainDevelopment/cellphones. html;. Titus, Christa. â€Å"Negative Impact of Mobile Phones on Soci ety. † EHow. Demand Media, 26 July 2009. Web. 02 May 2012. ;http://www. ehow. com/facts_5217378_negative-impact-mobile-phones-society. html;. â€Å"Cell Phone & Texting Accident Statistics. † Edgarsnyder. com. Web. 03 May 2012. ;http://www. edgarsnyder. com/car-accident/cell-phone/statistics. html;. Marquez, Cesar. â€Å"Negative Aspects of Text Messaging. â€Å"

Positive psychology Essay

Positive psychology is literally all about the positive energy within a person. It is an organized attempt to make the most out of it. It is believed by the psychologists that it is preventative therapy instead of it being post illness therapy. Most of the psychologists that believe in this system believe in the glass being half full. It is optimism and happiness that can lead a person to live a better and a fuller life. I believe that action must be taken before it is too late. The effort of professionals in trying to make the world a happy place and to attempt to make a go at it is commendable. It is a very effective method of trying to bring out the positive energy. In the fast changing world of today, materialism and consumerism rule the roost. It is that only that which is making a lot of people unhappy unnecessarily. It is the competition and the need to strive for more. Positive psychology teaches one to be satisfied with what one has. Once that person is happy, he will emit happiness. Happiness, laughter and smiles are all contagious. One smile goes a long way. Many a times it takes just a smile to light up a person’s day. Small changes in ones lifestyles on a daily basis can go about a long way in maintaining a healthy outlook on life. It is important to appreciate the small things in life. One needs to take time out to stop and stare. To be able to smell the flower. To be able to see the ants in the garden. On a more personal level, being more organized can save a person from unnecessary frustration and anger while looking for something. Knowing where to find what can add to the confidence and that’s a small step towards having a good day. In the long term, it is important to remind to oneself, the need for patience and tolerance. A cool mind can handle any problem more effectively and let it affect one much lesser. At the end of the day, positive psychology is all about the ripple effect one person can have on the community. It is the chain reaction caused by the positive energy radiating from one person to the other. It is all about happiness, and sharing. It is truly about being human.

Assignment On The Fundamental Rights

Assignment On The Fundamental Rights All democratic constitutions provide for the guarantee of certain rights, which are inviolable and beyond the reach of the state. Rights arise from very social nature of man and which are the external conditions necessary for the greatest possible development of the capacities of the personality. Fundamental Rights are sacro sanct and the supporting pillars of democracy as a form of government and as a way of life. . Democracy and inviolable fundamental rights go together. In this assignment I would like to elaborate the Fundamental Rights under the Constitution of India. Constitutionalism is an achievement of the modern world. The following are the salient features of Indian Constitution. The longest written constitution in the world The idea of popular sovereignty Supremacy of the constitution Provision for Fundamental Rights Provision for Directive Principles of State Policy Provides Parliamentary system of Government Provision for secularism Encouraging Socialistic pattern of so ciety Sovereign Democratic Republic Provision for Emergency Provides single citizenship Provision for single integrated judiciary Federalism The constitution of India has a wonderful preamble. The preamble is an introduction to a Constitution. It proclaims the source, objectives and date of adoption of the constitution. The preamble of the Indian constitution reads as follows: WE, THE PEOPLE OF INDIA, having solemnly resolved to constitute India into a SOVEREIGN SOCIALIST SECULAR DEMOCRATIC REPUBLIC and to secure to all its citizens: †Ã¢â‚¬â„¢JUSTICE†Ã¢â‚¬â„¢, social, economic and political; †Ã¢â‚¬â„¢LIBERTY†Ã¢â‚¬â„¢ of thought, expression, belief, faith and worship; †Ã¢â‚¬â„¢EQUALITY†Ã¢â‚¬â„¢ of status and of opportunity; And to promote among them all †Ã¢â‚¬â„¢FRATERNITY†Ã¢â‚¬â„¢ assuring the dignity of the individual and the unity and integrity of the Nation; IN OUR CONSTITUENT ASSEMBLY this twenty-sixth day of November, 1949, do HER EBY ADOPT, ENACT AND GIVE TO OURSELVES THIS CONSTITUTION. Demand for Fundamental Rights in India During the 19th century a demand for civil rights in India took deep root. The Indians were subjects and not citizens under British rule. Before 1947 India did not have national liberty, and the individual, therefore, could never imagine to have individual freedom with the complete set of guaranteed fundamental rights. As early in 1895, under the inspiration of Bal Gangadar Thilak, a swaraj bill was prepared and this thought in terms of a constitution guaranteeing fundamental rights. In 1928, the Nehru Report spoke of the need to have fundamental rights in the future constitution of India. In 1933, the Karachi session of the Indian National Congress adopted a resolution in favor of fundamental rights. But the British government did not accept the demand of the Indians to incorporate a list of fundamental rights in the constitutions introduced in India. Fundamental Rights: A Preface The F undamental Rights, embodied in Part III of the Constitution, guarantee civil rights to all Indians, and prevent the State from encroaching on individual liberty while simultaneously placing upon it an obligation to protect the citizens’ rights from encroachment by society. Seven fundamental rights were originally provided by the Constitution – right to equality, right to freedom, right against exploitation, right to freedom of religion, cultural and educational rights, right to property and right to constitutional remedies. However, the right to property was removed from Part III of the Constitution by the 44th Amendment in 1978.

Bilateral Trade Agreements between the EU and the Philippines Essay

Bilateral Trade Agreements between the EU and the Philippines - Essay Example International trade traces its roots from the modern economic concepts popularized by economists such as David Ricardo. Particularly, it has its foundation on the "principles of comparative advantage" which supports international trade (Mankiw). Introduced by David Ricardo in 1817 through his book On the Principles of Political Economy and Taxation, comparative advantage posits that trade can create value for both countries even if one has the fewer resources in the production of all goods. Using the production possibilities frontier, Ricardo was able to prove this, achieving a significant breakthrough in the field of international economics. Practically, Ricardo believes that given the situation, both countries can still gain by having the less efficient country specialize in the production and exportation of the commodity in which its absolute disadvantage is smallest and import the product in which it has its greatest absolute disadvantage. The commodity in which one country has the least absolute disadvantage can be thought of as one in which it has a comparative advantage. ... Therefore, if each 'economic agent' (firm, person, country) does what he, she, it does best, and each trades some of the results for what others do best, then everyone can be better off in terms of the amount of goods and services available to them" (Mackintosh). This argument that asserts the gains from trade is not only concerned about international trade; it is also an issue of most of the debates in the politics of economic policy. It is an argument for freedom of specialization and trade (Mackintosh). In a high-income and low-income country comparison, the book, Making the International: Economic Interdependence and Political Order highlighted that in a two-commodity example of food and pills, specialization will benefit both countries as each will be producing the commodity with the least opportunity cost, simply saying that trade can help increase income even for the low-income countries (Mackintosh). In recent years, there is an observed rise in the number of bilateral trade agreements between countries. Experts say that for a powerful country like the USA, "smaller FTAs accomplish the goal of liberalization and the expansion of markets for U.S. goods" in the absence of a broader agreement like the Doha round (MacMahon). On the part of the smaller countries, bilateral trade agreements increase the local employment and provide a better climate for investors from powerful nations (MacMahon). A significant general reason for the rising popularity of bilateral trade agreements is the disenchantment with the progress with liberalization at the multilateral level. The difficulties and failures associated with concluding the Doha round have simply supported this view.