Arturo Escobar Essay Example for Free

Arturo Escobar Essay Lectua â€Å"na ecologia de la diferencia: igualdad y conflicto en un mundo glocalizado† Dia 14 Mes 08 Ano 12 Docente Claudia Patricia Rodriguez CALIFICACION UNA ECOLOGIA DE LA DIFERENCIA: IGUALDAD Y CONFLICTO EN UN MUNDO GLOCALIZADO Arturo Escobar, es un antropologo colombiano, nacido en Manizales, interesado en la ecologia politica, el desarrollo y movimientos sociales en Colombia. Especificamente, Escobar se cuestiono los problemas de hambre y pobreza de grandes sectores de la poblacion colombiana, Pero sus intereses se dirigieron cada vez mas hacia el area de las ciencias sociales y la antropologia del desarrollo, de ahi que viajo a continuar estudios de postgrado en la Cornell University y en la Universidad de California, Berkeley, donde hizo su doctorado en 1987. Entre sus especialidades figuran la ecologia politica y la antropologia del desarrollo, los movimientos sociales y las nuevas tecnologias. (Penuela, M, 2005, http://www. javeriana. edu. co/Facultades/C_Sociales/universitas/62/penuela. pdf) Adicionalmente ha sido profesor de muchas universidades en Colombia y especialmente Estados Unidos. Este autor refleja en una de sus obras y ensayos uno de los mas importantes y cuestionados temas a nivel mundial: la igualdad y conflicto en un mundo glocalizado. Se habla de la diferencia que existe entre los individuos que hoy hacen parte de la globalizacion, esta diferencia es pocas veces dirigida hacia una igualdad para todos, ya que la relacion que existe entre la globalizacion, la cultura de un lugar especifico y el desarrollo benefician mas unos que a otros. He aqui el gran conflicto, es cada vez mas comun ver como la globalizacion, es decir, un mundo global, que busca una homogeneidad se impone. Se da entonces un acceso a excluir a unos y dominar otros, ya que aquellos que dominan son los que tienen el acceso a las oportunidades y los recursos como lo referencia el autor. Se excluye entonces lo local, para pasar a ser lo global lo mas importante y lo que se impone; es el capitalismo, los medios masivos y las mercancias lo que brinda las mejores oportunidades, ya no se habla de biodiversidad sino por el contrario de la biotecnologia que se vuelve un recurso aun mas importante que la propia diversidad ya existente. Aun mas alla de las nuevas tendencias, existe un tema que referencia el autor como uno de los grandes conflictos y es la adaptacion de la diversidad cultural a conductas globales. â€Å"El mundo no es solo global continua siendo local† (Escobar, 2005), es necesario entonces pensar que existen condiciones de pluralismo cultural, diferentes percepciones acerca del mundo en general. Las principales condiciones que niegan la igualdad entre individuos son la parte economica, cultural y ambiental. Los grandes economistas hablan del valor que tienen cada uno de los recursos, los precios y derechos de propiedad son los que valen dentro del sector economico, sin embargo, las comunidades definen las practicas que determinan la valoracion de los recursos especificamente naturales de manera distinta a la valoracion economica; mas que un precio o valor monetario, el entorno natural y sus recursos tienen un valor intrinseco, no se puede calcular este valor ya que cada cultura percibe los recursos naturales de una manera distinta. Por otro lado, la relacion de las personas con el mundo natural, le da al entorno un valor para cada territorio, no todos quieren compartir de igual manera la diversidad natural de un lugar porque las comunidades le estan dando su verdadero significado. Fundamentalmente lo ambiental y cultural se reune de algun modo para diferenciar y darle pluralismo al mundo que hoy se une a la globalizacion, pero se elude aun la sostenibilidad cultural y ambiental. Es en gran medida esta falta de sostenibilidad un conflicto, que se traduce en la distribucion cultural, las diferencias culturales propagan desigualdad ya que algunos imponen la dominacion y se convierten en propietarios de lo que es de una comunidad en su conjunto. Se quiere cada dia, dar paso a la hegemonia entre culturas pero sigue marcando diferencias los comportamientos, sus derechos colectivos y tradiciones. El Estado tambien juega un papel muy importante, este lucha por conservar su practica cultural y defender lo que es de un territorio. En el caso colombiano se da un ejemplo de las culturas negras riberenas en la selva del Pacifico las cuales desde 1990 se unieron para defender un territorio, su biodiversidad y lo que era suyo, se defienden entonces modelos locales que perduran en la cultura colombiana aun y los cuales se mantienen en movimientos sociales. Aun cuando lo global trata de imponerse, la diversidad cultural, la economia y el medio ambiente son niveles diferenciadores para la globalizacion. Finalmente, si es necesaria le equidad de la distribucion economica, estrechar la diferencia de dominacion entre comunidades para permitir el desarrollo e intercambio equitativo. Aun cuando las culturas sean diferentes, se pueden entremezclar para establecer una igualdad. BIBLIOGRAFIA Escobar, A. (2005), â€Å"Una ecologia de la diferencia: igualdad y conflicto en un mundo glocalizado† [Documento digital PDF]. Arturo Escobar, En: WEB, 2005, [en linea] disponible en: http://www. javeriana. edu. co/Facultades/C_Sociales/universitas/62/penuela. pdf. [consulta: agosto 12 de 2012].

Risk factors in Coronary Artery Bypass Graft

Risk factors in Coronary Artery Bypass Graft Association of selected risk factors and the number of grafts at Coronary Artery Bypass Graft (CABG) surgery: A preliminary study E M S Bandara1, S Ekanayake1*, A D Kapuruge2 and C A Wanigatunge3 Coronary Artery Disease (CAD) is associated with multi-factorial risk factors; i.e. family history, hyperlipidemia, obesity, hypertension, diabetes, environmental and life style variables. The study attempted to find the association of some selected risk factors (family history, hyperlipidemia, hypertension and diabetic) and the number of grafts (> 3 or à ¯Ã¢â‚¬Å¡Ã‚ £ 3 by considering the middle point as the maximum number of grafts bypassed at surgery is five) of the patients (n=73) who underwent CABG at Cardiothoracic unit of Sri Jayewardenepura General Hospital (Ethical Approval No.635/12). Data on family history, hyperlipidemia, hypertension and diabetes were gathered by using an interviewer administrated questionnaire. The patients were categorized into two groups depending on the number of coronary artery bypass grafts as those who have hadà ¯Ã¢â‚¬Å¡Ã‚ £ 3 grafts (n=38) and > 3 grafts (n=35) irrespective of the gender. The prevalence of family history, hyperlipidemia, hypertension and diabetesof patients with à ¯Ã¢â‚¬Å¡Ã‚ £ 3 grafts were 63%, 71%, 79% and 50% respectively. The prevalence of above risk factors in patients who had > 3 grafts was40%, 51%, 62%, and 54%respectively. From the total group 4% of patients did not have any of the above risk factors.The results indicate that hypertension was the most prevailing risk factor in both the groups. However, a significant difference was seen only between family history and number of grafts (p 2 = 3.9).The odds ratio of >3 grafts being bypassed at surgery for patients with any of the four risk factors were 2.6 (95% C I: 0.96-6.88), 0.4 (95% CI: 0.16-1.23), 2.0 (95% CI: 0.67-6.0), 1.2 (95% CI: 0.67-6.05) respectively compared to those without above risk factors. Even though not significant, those who have a family history of CAD and hypertension as risk factors are more likely to (2.6 times and twice respectively) have > 3 grafts bypassed at CABG irrespective of the gender or age. According to the above results contribution of hyperlipidemia to augment the number of grafts is less. Early detection and treatment for hypertension thus may contribute to reduce the number of grafts being performed at CABG. Therefore, CAD patients should be made aware of the contribution of above risk factors to contribute to increase the number of grafts at surgery. Keywords: Coronary Artery Diseases, Risk factors, Grafts Association of selected risk factors and the number of grafts at Coronary Artery Bypass Graft (CABG) surgery: A preliminary study Introduction A high incidence of Coronary Artery Disease (CAD) has been observed in South Asian countries including Sri Lanka. According to a recent estimation 524 deaths from 100 000 in Sri Lanka were from cardio- and cerebro-vascular diseases. Hospitalization due to non communicable diseases and ischemic heart disease has increased significantly over the past 10 years. Hypertension, smoking, diabetes, obesity and hyperlipidemia, age and family history are established risk factors for cardiovascular disease. According to previous studies prevalence of hypertension was 63.7% in, over 70 years and it was 28.4% in over 20 yrs [1]. High prevalence of dyslipidemia is also reported in a study of Sri Lankan individuals > 18 years [2]. No data were found on the prevalence of above risk factors in patients with confirmed CAD or number of grafts performed and their association to the CAD risk factors. The study attempted to find the association of some selected risk factors (family history, hyperlipidemia , hypertension and diabetic) and the number of grafts (> 3 or à ¯Ã¢â‚¬Å¡Ã‚ £ 3 by considering the middle point as the maximum number of grafts bypassed at surgery is five) of the patients who underwent CABG at Cardio-Thoracic unit of Sri Jayewardenepura General Hospital. Methodology This descriptive study was carried out with patients (n=73, male- 48, female 25) who underwent CABG at Cardio-Thoracic unit of Sri Jayewardenepura General Hospital (Ethical Approval No.635/12). An interviewer administrated questionnaire was used for gathering data on family history, hyperlipidemia, hypertension and diabetes. Patients were categorized in to two groups, considering the middle point (03 grafts as the maximum number of grafts bypassed at surgery is five) and those who have had à ¯Ã¢â‚¬Å¡Ã‚ £ 3 grafts (n=38) and > 3 grafts (n=35) irrespective of the gender and age. Data were analysed using SPSS version 16 statistical package. Result and Discussion The prevalence of family history, hyperlipidemia, hypertension and diabetes of the study population is summarized in table 01. Table 1. Prevalence of risk factors Hypertension was the most common risk factor among both groups. Hyperlipidemia and diabetes were second common risk factors among groups of à ¯Ã¢â‚¬Å¡Ã‚ £ 3 and > 3 grafts respectively. Prevalence of diabetes is comparatively low in the patients that have had à ¯Ã¢â‚¬Å¡Ã‚ £ 3 grafts. According to Wijewardene et al (2005) the total prevalence of hypertension in Western, North central, Uva and Southern provinces of Sri Lanka was 18.8% for males and 19.3 % for females among age group of 30 – 65 yrs [3]. Katulanda et al (2010) reported the prevalence of hypertension as 28.4 % for males and 27.7 % for females of > 20 yrs among adults from seven provinces in Sri Lanka [1]. In the current study the patient’s age ranged from 38 to 80 years and also all of them were confirmed as having CAD. Sri Lanka diabetes and cardiovascular study, carried out in 2005 – 2006 period have concluded that high prevalence of dyslipidemia among Sri Lankan adults (> 18 years) [2]. In this study among confirmed patients of CAD hyperlipidemia was the second common risk factor among patient who had à ¯Ã¢â‚¬Å¡Ã‚ £ 3 grafts (71 %) and 51 % in patients who had > 3 grafts. According to Fernando et al (1994) prevalence of diabetes and hypertension was 15% and 61% for males and 18% and 41% for females in suburban community of age range 30 – 64 years respectively [4] which agrees with present data among CAD patients. A significant difference was observed between the family history and number of grafts bypassed (à ¯Ã‚ Ã‚ £2 = 3.9, p Table 2. The odds ratios related to risk factors According to Veeranna et al (2010) diabetes mellitus was the only predictor of obstructive CAD in elderly (> 65 years) and lipid levels had no correlation or a weak correlation with obstructive CAD [5]. According to present data hyperlidemia had the lowest odds ratio while diabetics had 1.2 time risk of having > 3 grafts. However, those who have family history and hypertension are twice likely to have > 3 grafts performed at the surgery irrespective of the gender or age. However, according to this study contribution of hyperlipidemia to increase the number of grafts is comparatively less. Early detection and treatment for hypertension thus may contribute to reduce the number of grafts being performed at surgery (CABG). Therefore, CAD patients should be made aware of the contribution of above risk factors to contribute to increase the number of grafts at surgery. Referances Katulanda, P., De Vas Gunawardena, A.N.P., Constantine, G.R., Sheriff M.H.R., Matthews, D.R.: Prevalence and correlates of hypertension in Sri Lanka. In: 42nd Anual Academic Sessions of College of Physicians, pp. 43 (2009) Herath, H.R.I.S., Katulanda, P., Matthews, D.R., Sheriff, M.H.R., Constantine, G.R., De Vas Gunawardena, A.N.P., Katulanda, G.W.:Prevalence and patterns of dyslipidaemia among adult Sri Lankans. In: 123rd Anual Scientific Sessions of Sri Lanka Medical Association, pp. 15 (2010) Wijewardene, K., Mohideen, M.R., Mendis, S., Fernando, D.S., Kulathilaka T., Weerasekara, D., and Uluwitta, P.: Prevalence of hypertension, diabetes and obesity: baseline findings of a population based survey in four provinces in Sri Lanka. Ceylon Medical Journal. 62–70 (2004) Fernando, D.J.S., Siribaddana, S.H., De Silva D.R., Perera S.D.,: The prevalence of obesity and other coronary risk factors in a suburban Sri Lankan community. Asia Pacific J Clin Nutri, pp. 155–159 (1994) Veeranna, V., Pradhan, J., Niraj, A., Fakhry H.,and Afonso, L.,: Traditional Cardiovascular Risk Factors and Severity of Angiographic Coronary Artery Disease in the Elderly. Preventive Cardiology, pp. 135-140 (2010)

Cultivating Entrepreneurial Mindset And Skills Commerce Essay

Cultivating Entrepreneurial Mindset And Skills Commerce Essay Entrepreneurship is not merely starting a new venture, it is a mindset. It requires a certain level of skills to be an entrepreneur. Some people are born with this mindset, others hone their skills and attitude through education. In the present scenario, the aim of education is to attain a job in a reputed company with a hefty package. Education is ending up with a good placement. After placements there are two possibilities. Either the student does not get the desired job or he does not fit into the criteria of the organisation. Any of these situations leads into unemployment or dissatisfaction from job resulting into frustration and suppression of the skills of the student. The need of the hour is to imbibe attitudinal traits of positivity, motivation, innovation, open-mindedness, telescopic vision and a balanced approach towards life. These are the traits of an entrepreneur. An entrepreneur is a person who can face challenges, a risk-taker, a decision-maker, an innovator, a visionary, a leader, one who can build consensus and lead from the front. We need employees, who have this attitude, so that they can fit in the structure of an organisation, who can make a strong foothold with their work, who can turn the tables in their favour, who are passionate and dedicated towards their work and who have the courage and determination to face what may come. Such employees are an asset to and add to the growth of the organisation they are associated with. Moreover, if such individuals setup their own ventures, they add to the overall growth of the economy of the nation. As is well known that the MSME (Micro, Small and Medium Enterprises) sector forms the backbone of any economy, the development of this sector will result in the propulsion of the economy. Whether it is an employee or the owner of a business, the existence of entrepreneurial mindset and skills is a requisite. This can be a hereditary trait or can be developed through apposite education. If the education system develops this attitude and skills in the students, they can change the face of the earth with their innovative ideas and vigorous energy. This puts an added responsibility on the management institutions which are at the core responsible for teaching management skills to the students. The management institutions and the faculties need to create an environment which is suitable for the next generation entrepreneurship crop. The right platform and environment can help the students develop entrepreneurial mindset and skills that will enable them to be better employees and owners of businesses. The hidden talent and skills of the students needs to be identified and honed to perfection. The management course should not only teach the skills of managing a business but a lso cultivate the desired attitude and mindset leading to change in overall persona of the student. ENTREPRENEURSHIP IN INDIA As is rightly said, necessity is the mother of all invention, in India basically we have need based entrepreneurship. The examples are numerous; from the known faces of Dhirubhai Ambani, Indra Nooyi to unknown faces of Remya Jose for the foot pedal washing machine, Sheikh Jabbar for the geared rickshaw, Raghav Gowda for innovating the milking machine, Ashok Kumar for the tea making machine, Balram for remote controlled burning of crackers, Usman Shekhani for bamboo peeler, Appachan for tree climbing apparatus, Md. Saidullah for the amphibious bicycle, and many more. Mahendra Singh Dhoni (Captain Indian Cricket Team), Kishore Bayani (Future Group), Sabeer Bhatia (Hotmail) and Anil Agarwal (Vedanta) are entrepreneurs in their own settings. All these people, whether they are owners of big successfully running businesses or are into occupation or are sportsmen or are from rural backgrounds with not even basic academic credentials, have similar traits like innovation, leadership, courage, guts, determination, ideas, execution, self-belief, hard-work and the desire and passion to translate their dreams into reality. The small and middle enterprises set up by the entrepreneurs form the backbone of the economy. According to a report Empowering SMEs for Global Competitiveness released by Small and Medium Business Development Chamber of India, Small and Medium Enterprises (SMEs) play a vital role for the growth of Indian economy by contributing 45% of industrial output, 40% of exports, employing 60 million people, create 1.3 million jobs every year and produce more than 8000 quality products for the Indian and international markets. SMEs Contribution towards GDP in 2011 was 17% which is expected to increase to 22% by 2012. There are approximately 30 million MSME Units in India and 12 million persons are expected to join the workforce in the next 3 years. SMEs are the fountain head of several innovations in manufacturing and service sectors, the major link in the supply chain to corporate and the PSUs. By promoting SMEs, the rural areas of India will be developed. SMEs are now exposed to greater opportunities than ever for expansion and diversification across the sectors. Indian market is growing rapidly and Indian entrepreneurs are making remarkable progress in various Industries like Manufacturing, Precision Engineering Design, Food Processing, Pharmaceutical, TextileGarments, Retail, IT and ITES, Agro and Service sector. The government of India is taking efforts to promote entrepreneurship. Following are some initiatives taken by the Government of India, Entrepreneurship cell in various educational institutions and universities of India Aim of the E-cells is to guide and motivate the students towards developing entrepreneurship skills They organize panel discussions, conferences, workshops, lectures, camps and competitions periodically to generate awareness about entrepreneurship Helping budding entrepreneurs during their start-up phase by mentorship programs Channelizing creative ideas to successful ventures Organizing annual events like Global Entrepreneurship Summit, Ventura Networking with investors to provide opportunities for viable projects and industry to provide them experience and ability to face the challenges Case studies, interactions with alumni entrepreneurs and business plan competitions Entrepreneurship Development Institute of India (EDI), Ahmedabad, promoted in 1983 by All-India Financial Institutions viz. IDBI Bank Ltd., ICICI Ltd., IFCI Ltd. and SBI with active support from the government of Gujarat. It is a national resource institution committed to promoting entrepreneurship through education, research, training and institution building. The organisation believes that entrepreneurs need not necessarily be born but can be developed through well conceived and well directed interventions. They provide learning programmes, various courses related to entrepreneurship development and provide support for research activities in entrepreneurship. They aim to empower rural artisans, rural industries and village cluster industries. They provide gender sensitization training for personnel of corporate sector to promote women entrepreneurship. Apart from the government agencies, there are other organisations that are working to promote entrepreneurship. Some of them are as follows: TiE, The Indus Entrepreneurs, an association of venture capitalists that was founded in 1992 with the aim of fostering entrepreneurship globally through mentoring, networking, and education. They have various programmes like TiE Young Entrepreneurs (TYE) program and TiE Womens Forum. It is spread over 14 countries. They provide one-on-one mentoring from successful business owners. TiE has chapters in India in cities like, Ahmedabad, Chennai, Bangalore, Chandigarh, Bhubaneswar, Chandigarh, Coimbatore, Delhi, Hubli, Hyderabad, Kochi, Pune, Patna, Kanpur, Jaipur and Nagpur. The chapters of TiE are customized based on the need and requirement of that region. National Entrepreneurship Network (NEN), an initiative of Wadhwani Foundation, is a non-profit organisation established in 2003 has a mission to create and support high-growth entrepreneurs, driving job creation and economic growth in India. NEN was co-founded by IIT Bombay; IIM Ahmedabad; BITS, Pilani; SP Jain Institute of Management Research, Mumbai; Institute of Bioinformatics and Applied Biotechnology, Bangalore. NEN is a community of new and aspiring entrepreneurs and has a base of 70,000 members in 30 cities. It provides support to budding entrepreneurs through entrepreneurship education, access to mentors and experts from industry, access to incubation, funding, learning material and tools. About 470 top-tier institutes in India are partners with NEN to facilitate in development of entrepreneurial mindset and skills on campus. It also runs Entrepreneurship Week India, an entrepreneurship-awareness campaign. These organisations are working towards developing entrepreneurial mindset and skills of students in colleges, universities and various other institutes. They are providing on campus support through collaboration with various universities, colleges and institutions and helping students directly or indirectly to develop entrepreneurial mindset and skills. The increase in the number of these organisations and appropriate dissemination of information will greatly help in the development of the required mindset. These organisations have to reach small cities and touch the students at the grassroot level. IMPORTANCE OF ENVIRONMENT To evaluate the importance of environment let us look all around us and observe nature. The seeds of a plant find their way to soil by various mechanisms and wait in dormant stage for the rains and the right temperature. The seed waits for the right environment and then sprouts. All seeds of a plant are similar, but the once that get the right environment flourish, the rest shrivel. It is all about the right kind of environment that nurtures the plant. Nature gives suitable environment. In a forest all the activities take place in perfect symphony, nature does the balancing act. In animal kingdom, the colony and social interaction of ants is a classic example of how nature teaches them to live and work together. Similarly, honey-bees with their Queen bees, drones and worker bees work in perfect synchronization with each other. Nature teaches them to survive, grow and develop. The team spirit of dolphins, the love and anger of monkeys, all is naturally learnt by nature. Human-beings are also natural learners. We have also learnt so many things from nature, for example, invention of injection has taken inspiration from biting of mosquito. The art of Kungfu has been developed from actions of our daily lives. We made urea, artificial fertilizer by taking inspiration from the nodules of leguminous plants that bind nitrogen to provide natural fertilizers to the plant. Similarly, Appachan could innovate the tree climbing apparatus because of the environment he lives in and Md. Saidullah could make the amphibious bicycle because he wished to meet his love who stayed across the river and he didnt like to wait for the boat. Entrepreneurship is innate. This is true but this is also equally true that entrepreneurship can be cultivated by the right environment and need. In the examples stated above, nature has given an environment to the persons. They did not have any academic credentials to boast of, neither they had the resources for research, but then also they were able to innovate because nature gave them the environment and generated the need for innovation. Moreover, human brain is the most fertile on earth that is always overflowing with ideas. Innovation, out of the box thinking has brought us from the Stone Age to the techno savvy age. Whatever technology is today is due to the innovations of yesterday. Nature relates to management science. Just as nature provides the environment for innovation, similarly we can create an artificial environment for cultivating the mindset and skills imperative for entrepreneurship. We need to apply it in education. The management institutions and faculties need to generate entrepreneurs. Everything can be learnt by giving the right kind of environment. The combination of right time, right environment, right place and right person can only bring about true entrepreneurial success. The fact of need based innovation does not only hold true in rural settings. Entrepreneurs like Sabeer Bhatia (Hotmail), Steve Jobs (Apple Computers), Steve Wozniak (Apple Computers), Buchheit (Gmail), Max Levchin and Peter Thiel (PayPal) also have done innovations when they got the right environment (case studies in Appendix 1). It is prudent to note that many of them did not have the required skills of their jobs and businesses but they had the right environment and so they learnt the skills and developed entrepreneurial mindset and became successful entrepreneurs. After reading these case studies we realize that we are all capable of training ourselves provided we get the right kind of environment and have the motivation to do something. ROADBLOCKS AND CHALLENGES In India students have a misconception that by scoring higher percentage by any means will result in better job opportunities. Students link percentage directly with intelligence and job prospects. In practical life, this is not true. The biggest challenge is the attitude of the student. The students generally have the IKIA (I Know It All) attitude. They are not exposed to the real working scenario in industries and corporate sector. The students in undergraduate and post-graduate courses believe that getting a descent placement is the end all and be all of education. The importance of attitude building is not understood by the students. Moreover, they pose a high degree of resistance to change. Neither they wish to change their perception nor do they wish to improve themselves in attitude. Their passive behaviour makes it difficult for any entrepreneurship related activity or program to make an impact on them. There are various stages in entrepreneurship namely, idea, innovation, prototype, finance, resources, consent and then commercial production. A person cannot be equally knowledgeable in all the fields, he / she can have expertise in one field and may be lacking in others. We need to device a methodology that caters to all the aspects of a personality to carve out a perfect entrepreneur. Timely dissemination of information is not done. The information about government schemes, activities and events related to entrepreneurship, initiatives by venture capitalists do not reach the students at the proper time. The absence of adequate and timely financial aid, inadequate capital and knowledge, dearth of suitable technology, struggle with the production capacity, unsuccessful marketing strategy, identification of new markets, limitations on modernisation expansions, non availability of skilled labour at affordable cost, support of various government agencies to solve problems etc. prove to be roadblock for the budding entrepreneurs. Lack of awareness about schemes, government policies, loan methods, bank schemes, legal processes, paper work, documentation, etc. make the students hesitant and scared in taking up steps to establish their own venture. Students do not have any idea about these issues. They should be aware about these issues and should have knowledge of these sectors. This will give them the required base for decision-making. As is rightly said, knowledge is power. We need to give them the environment that equips them with tools, knowledge, and awareness and gives them the confidence to take effective decisions. Sanctioning of loans, long and tedious procedures, requirement of venture capitalists, guidance, trademark, patent and copyright related issues, research and development, society support, support from government departments, banks and other financial institutions and corporate sector are factors that prove to be handicap in development of entrepreneurial skills and mindset. The major ingredients for success in developing entrepreneurial mindset are need, opportunity, desire and passion. Figure 1 SUGGESTED METHODOLOGY In education sector we have variety of students available and wide range of education institutes are available to cater them. Students studying in colleges are at the best level of understanding as they wish to grow higher in life. If job-oriented environment is provided to them then the students will consider job as their final objective. If the environment of entrepreneurship is provided then entrepreneurs will be generated. It is imperative that cultivation of entrepreneurial environment is done to prepare a breed of students with entrepreneurial skills and mindset. To develop or cultivate mindset of an entrepreneur in education sector, we have three stakeholders majorly, students, management institutions and faculty associated. We have variety of students available with different mindsets, coming from different educational backgrounds like science, arts, commerce, engineering, management, etc. They have different understanding of the subjects. Faculties are at the grass root level who know and understand their students. The management institutions provide facilities and resources for the generation of desired environment. Together they can create an environment fertile for the development of seeds of entrepreneurship. They can have the entrepreneurial workshops in their institutes, seminars related to the creativity and innovation, guest lectures by successful entrepreneurs, associations with organisations like TiE, EDI, etc., develop E-cells in their institutes, etc. For financial facility they can have National and Pvt. Banks along with venture capitalists. All the above mentioned methods are being followed by many colleges. These methods are general methods that will make the student aware of the skills and attitudes and will also help to cultivate them. But, none of these methods is parametric, none of these methods measures the presence or lack of the traits on a certain scale and none of these methods is individualistic in nature. We need a method that precisely delivers the information about the measure of each and every trait in each individual and has person specific methods to enhance the desired traits. Each individual is different and so the methods applied for the development of attitude and skills should also be different. When the attitude and skills of entrepreneur are developed then only mindset will cultivate. The power of skills, knowledge and the right tools promote the development of the right mindset. Such methods are used in army training camps and entrance tests conducted for army wherein each skill of an individual is tested on a scale by using various forms of assessment techniques. For developing entrepreneurial mindset, the education sector will also have to develop such a rigorous and accurate method for measuring each skill and attitudinal trait. The suggested methodology is, Develop innovation and creativity. Give the students some situations to think upon. Use simulation and case study methodology. For example, divide a batch of 60 students into groups of 10 students. In each group put them into a situation / task and silently observe them through glass walls or CCTV cameras. Record the full session for future reference. Identify the behaviour of each student according to entrepreneurial skills, for example, extrovert, introvert, team-member, initiator, motivator, leader, etc. Out of these 6 groups, we have approximately 10-15 students who are highly motivated, extrovert with leadership skills and rest of them having average or below average skill set. The next task after identifying skills of each group or person is to device methodologies to work upon and improve the skills upto the optimum level. The sessions need to continue with different kinds of situations / tasks so that different behavioural aspects of the individuals are visible. Introduce them to different sectors and situations, expose them to live projects and assign exercises that would find the loop holes. This will help in identifying the potential personality traits like leadership, team-spirit, initiative, team-builder, team-member, thinker, moderator, marketer, etc. Next, we have to develop the traits into more specific traits. The recordings should be done of each session to measure the change in bahavioural pattern of each individual and the group as a whole. After achieving the optimum level, students are having greater acceptability and better understanding. Continue the segmentation process / funnel process for choosing students. The refined ones will be segregated from the rest. Device specific methods to deal with each segmented group and each member of the group. Finally, the last lot will be remaining. Give them such an environment that they will also be motivated to think like the successful ones, the forerunners. After getting at optimum level, throw the light of knowledge of each and every aspect of entrepreneurial development like financial part, Research and Development, marketing, government grants and schemes and legal issues like trademark, copyright, patent, successful entrepreneurial theories, etc. A person after knowing all aspects of entrepreneurial development can have a better stand from traditional entrepreneur. The traditional entrepreneur have the hidden talent, they are able to discover only one talent and not able to polish all skills. In the modern entrepreneur, we are touching and polishing all skills and giving the right kind of environment to develop. This methodology is a systematic psycho-analysis based methodology for better and deeper understanding of a persons skills and attitudes. By using tools like: Test series Interview Role play Real life situations Story writing Essay writing A concept wherein the individuals each action, word and emotion is being monitored (as in Big Boss) Lecture Meditation Picture Analysis Mind games Perception Handwriting Analysis Games that force us to think out of the box, best possible ways to do things and develop alternatives. The main processes of this methodology are Identifying Segmenting Targeting. The major part of the study is governed by perception and assumption of the observer about the participants. Any false negative and false positive perception would lead into wrong decisions. As a result, we could skip the deficient skill in a person and result in incorrect stress on other skills that require less attention. We are performing 10-12 tests on an individual in a group with numerical tabulated results, then further discerning the overall trait score by applying appropriate statistical measures. This kind of approach would result in unbiased opinion about the entrepreneurial mindset of an individual. Figure 2 FUTURE The suggested methodology needs to be experimentally tested at school and college level. More and more researchers need to come forward to take up this study to add and extend it. Government and private agencies should support such experimental studies so that we can generate refined individuals with entrepreneurial skills and mindset. This methodology will yield into highly motivated, energized, aware and knowledgeable individuals who are capable to cater the needs of the society and will form the backbone of Indian economy. Development of such mindset will result in faster growing economy with more business opportunities flourishing. Our dependency on MNCs will shrink and we will be a self-sustained economy. The right mindset of the youth has the power to make India a super-power. CONCLUSION This research paper analyses the entrepreneurial mindset in India and suggests a novel methodology to create an environment of entrepreneurship. This study needs experimental base and needs time to set standards. It needs equal contribution from students, faculties and management institutions. After successfully completing the study, we have clear-cut demarcation of skill of each individual with an idea and scope of improvement in each each individuals skill. Then we can concentrate on each skill of each individual for improvement.

Distributed File Sytsem :: Essays Papers

Distributed File Sytsem Intro CODA is an experimental distributed file system being developed at Carnegie Mellon University. Dr. M. Satyanarayanan heads this group whose purpose is to design and implement a distributed file system that allows for transparent mobile computing in a client server environment. The goals set forth for CODA include disconnected operation for mobile clients, failure resistance, performance, scalability and security. Architecture Most of the aspects of CODA’s basic architecture are inherited from its predecessor AFS (Andrew File System). Like AFS, CODA makes a distinction between servers and clients. The CODA workstation servers consist of partitions available to the file server. The partitions are made up of volumes that contain files. The volumes are set up like a directory structure, a root directory and the tree below it. A typical server would have hundreds of volumes of around 10MB each. The use of volumes helps to make large amounts of data more manageable and flexible. CODA stores volume and directory information along with access control lists and file attributes in raw partitions. These partitions are accessed through a log based recoverable virtual memory package (RVM). Only the file data is stored in the server partition files. Each of the volumes has a name and an ID. Volumes can be mounted anywhere in /coda except for under existing directories. A new directory will be created as part of the mount process (the volume name cannot conflict with existing directories in order to eliminate confusion). CODA makes the mounting points invisible to the user; they appear as regular directories. Files in CODA are identified by a FID (File identifier). The Fid consists of three 32 bit integers: the VolumeId, a VnodeId and an Uniquifier. The VolumeId identifies the volume the file resides in, the VnodeId is the inode number of the file and the Uniquifier guarantees no FID is ever used more than once. CODA stores replicated copies of volumes on a group of servers for higher availability and reliability. The list of the servers that hold a copy of the replicated volume is the VSG or Volume Storage Group. Each replicated volume’s VolumeId is also replicated. The replicated VolumeIds keep the VSG and the local volumes of each member together. Connected Operation The inner workings of a file system operation in CODA begin in much the same way they would in many other file systems.

The Circus :: essays research papers

A circus is an arena for acrobatic exhibitions and animal shows. Usually circular and surrounded by tiers of seats for spectators, a circus may be in the open air but is usually housed in a permanent building or sheltered by a tent. The term circus is also applied to the performance itself and to the troupe of performers. The entertainment offered at a circus generally consists of displays of horsemanship; exhibitions by gymnasts, aerialists, wild-animal trainers, and performing animals; and comic pantomime by clowns. The first modern circus was staged in London in 1768 by Philip Astley, a former sergeant major in the English cavalry, who performed as a trick rider. Beginning with a visit to Paris in 1772, Astley introduced the circus in cities throughout continental Europe and was responsible for establishing permanent circuses in a number of European countries as well as in England. A circus was first presented in Russia in 1793 at the Winter Palace in Saint Petersburg. By the early 19th century several permanently based circuses were located in many larger European cities. In addition, small traveling shows moved from town to town in caravans of covered wagons in which the performers lived. The traveling shows were usually simple affairs, featuring a fiddler or two, a juggler, a ropedancer, and a few acrobats. In the early circuses such performers gave their shows in open spaces and took up a collection for pay; later, the performers used an enclosed area and began to charge admission. By contrast, the permanently-based circuses of Europe staged elaborate shows. In the earlier part of the 19th century a main feature of the permanent circus program was the presentation of dramas that included displays of horsemanship. The circus was introduced in the United States by John Bill Ricketts, an English equestrian who opened a show in Philadelphia, Pennsylvania, in 1792 and staged subsequent circuses in New York City and Boston, Massachusetts. President George Washington reportedly attended a Ricketts circus and sold the company a horse in 1797. The Ricketts circus remained in existence, with several name changes, through the first decade of the 19th century. Some of the outstanding companies in the early history of American circuses were the Mount Pitt circus and the troupes of the American animal tamer Isaac Van Amburgh, the American chemist and inventor Gilbert Spaulding, and the American clown Dan Rice. Throughout the 19th century the circus evolved in programming and

Resources for Food Storage Warehouse Requirements

Warehouse Sanitation Workshop Handbook, by Education Resources Information Center (ERIC) – PDF http://www. eric. ed. gov/ERICWebPortal/search/detailmini. jsp? nfpb=true&_&ERICExtSearch_SearchValue_0=ED201821&ERICExtSearch_SearchType_0=no&accno=ED201821 Foreword (pg 31/67)| There is good description of the scope of how they define ‘Food Warehouse’ and differentiate it from Food Manufacturing| II Buildings and Grounds (pg 31 – 32)III Fixtures and Equipment (pg 32)| Can be used for Section 2: Warehouse exterior and surroundings| IV Sanitary Facilities (pg 32-33)V Sanitary Operations (pg 33-34)VI Procedures & Controls – Part I, J, K (pg 35 – 36)| Can be used for Section 8: Hygiene of premises including housekeeping, personal hygiene, pest control and waste disposal| VI Procedures & Controls – Part A to H (pg 34 – 35)| Can be used for Section 7: Safe Handling of Food| VII Personnel (pg 36)| Can be used for Sect ion 11: Appointment of hygiene officers and personnel training| Appendix (pg37-39)| Could be used as our Appendix and Checklist too| 2.Food Safety for Warehousing and Distribution (a training course that comes with a copy of the AIB International Consolidated Standards for Inspection: Food Distribution Centres) https://secure. aibonline. org/php/ecomm-catalog. php? catalogNbr=11-3375 3. Food Establishment Regulations, by Southern Nevada Health District – PDF http://www. southernnevadahealthdistrict. org/food-regulations/index. php Chapter 1 Purpose and DefinitionsChapter 9-1 Definitions| Can be used for Section 1: Definitions| Chapter 2 Management and Personnel Supervision| Can be used for Section 11: Appointment of hygiene officers and personnel training| Chapter 3-305. 11 Food Storage (pg 35/166)Chapter 3-305. 2 Food Storage prohibited areas (pg 36)| Can be used for Section 6: Safe storage conditions of food| Chapter 9-202 General Warehouses| Can be used for Section 3: Ware house structure, design and maintenance| Chapter 9-302 General Warehouses| Can be used for Section 7: Safe handling of food|Chapter 9-302. 17 to . 19| Can be used for Section 8: Hygiene of premises| Chapter 9-302. 20 Transportation| Can be used for Section 9: Transportation requirements| 4. Oregon ODA Food Safety Division http://oregon. gov/ODA/FSD/reg_law_index. shtml Division 25 – Food Establishment Standards and Standards for Retail Food Service Activities http://arcweb. sos. state. or. us/pages/rules/oars_600/oar_603/603_025. tml 603-025-0010 Definitions| Can be used for Section 1: Definitions Definition of Food Storage Warehouse: means any building or place where food is stored as a commercial venture or business, or stored in connection with or as a part of a commercial venture or business, but does not include a home, restaurant, rooming house, hotel or similar place where food is stored to be used or consumed by the owner or served to employees, customers, or guests, nor an establishment licensed by the department under other laws| 603-025-0020 General Standards (1) and (2)| Can be used for Section 2: Warehouse exterior and surroundings| 603-025-0020 General Standards (3) – (8)| Can be used for Section 3: Warehouse structure| 603-025-0020 General Standards (9) – (11)| Can be used for Section 8: Hygiene| 603-025-0020 General Standards (12)| Can be used for Section 11: Personnel| 603-025-0020 General Standards (13),(14),(16)| Can be used for Section 7: Safe handling| 603-025-0020 General Standards (15)| Can be used for Section 9: Transportation requirements| 603-025-0140 Food Storage WarehousesIn addition to the provisions of OAR 603-025-0020, a food storage warehouse shall comply with the following: (1) Cold Storage: Each cold storage room in a food storage warehouse shall be equipped with an accurate and easily visible thermometer with the sensing element at least five feet above the floor. (2) Morgue: The operator of a food storag e warehouse shall provide an area for the accumulation and holding of all damaged foods or foods which are or may be unwholesome. The operator shall maintain a program of timely and proper disposal of damaged or unwholesome foods to prevent development of insanitary conditions or vermin breeding places and rodent harborage.5. Organic Food Federation Storage, Warehouse & Transport Standards (PDF) http://www. orgfoodfed. com/Our%20Standards. htm 6. International Food Safety & Quality Network http://www. ifsqn. com/ http://www. ifsqn. om/brc-storage-and-distribution-quality-management-system-p-94. html 7. Wholesale Food Warehouse Risk Control Plan Workbook (PDF) sandiegohealth. org/food/wholesale_workbook. pdfSimilar Chapter III Food Storage Procedures| Can be used for Section 6: Safe storageCan be used for Section 7: Safe handling| Chapter IV Receiving, Transportation| Can be used for Section 9: Transportation requirements| Chapter V Food Security| Can be used for Section 11: Personnel| Chapter VI RecallChapter VII Traceback| Can be used for Section 13: Recall| Chapter X Pest Control| Can be used for Section 8: Hygiene| Sample Self-Inspection Form (pg 64/74)| Can be used as Appendix|

Nursing Home Visit Essay

As I visited RSL Anzac Village, Narraben, I have outlined the nurses performing their roles in communication and safety practice in a professional working environment. As I was bought up in Nepal, I was really surprised with my expectation comparing to what I have seen. In this reflective writing I am going to explain about how does my expectation meet the obesevatation communication and safety features. In my imagination, RSL could have been a hospital with many nurses, doctors and very filthy place with nonhuman behavior. The patients could have been very old, weak and motionless, the atmosphere in an aged care centre might be heartbreaking and miserable. Soon after I started walking inside the care center, I was surprise with the way it was operated. I noticed a nurse using very soft tone with acknowledgement. She started with Good morning. How are you today? Even though the person she was addressing was non-verbal, she responded as if she was a normal women. In reply, the person responded with the smile and head nodding. In fact, I was very impressed with the way conversation was made. I think this has demonstrated good interpersonal skills including respect for the patient, patience and politeness, so these are few things that I learned about effective communication and it is necessary to communicate compassionately and effectively with residents. I agree with the Jasmine (2009) as she says therapeutic communication is most essential for nurses as they have care both physically and emotionally. On the second instance, I saw so many mobility equipments to transfer patient from bed to shower chair or from shower chair to bed. After my tutor explained us importance of those equipment , which would simplify and breakdown the task and make our life easy. As a result these device provide mobility support for immobilized elders (Clarke, Chan, Santaguida and Colantonio, 2009). The second incident I got caught in made me to realize there are so many things I got to learn about safety features like, smoke detectors, all fire exist were clear and clearly marked, hall ways and toilets were wide enough for wheelchairs, hand rails provided in hall ways and in bathing areas, very high fence in balcony so that there will not be isk of fall, code access to entry and exit at doors so resident cannot escape, remote for attention or call nurse in need, zebra crossing inside the facility boundary for resident safety in road crossing, alcohol foam sanitizer for infection control. As an everyday routine, nurse visited the dinning room and greet all the residents. I suppose, this spiritual faith of residents and nurse has made this care harmonious and peaceful. Furthermore, I agree with the point of view that one who has not clear understanding of their own spirituality are less likely to meet others spiritual support (McSherry,2006). Therefore, I realized the importance of spirituality in health care. To sum up, the way communication, use of mobility aids, safety features and spiritual support that I experienced in my visit made me explore further in this industry. Which also made me believes it is also a community which is â€Å"the home† of many old people.