Factors Influencing International Students Choice Of An...

Factors Influencing International Students’ Choice of an Educational Destination – A case study of the University of Birmingham (UoB) Researcher: Van Hai Nguyen Supervisor: Professor Jo Andrews Programme: MSc International Business Academic year: 2014/2015 Student ID: 1504119 Word count: 11,460 Dissertation Submitted in Partial Fulfilment of the MSc in International Business (2014/2015) Acknowledgement I would like to express my deepest appreciation to my supervisor Professor Jo Andrews for her guidance, suggestion and encouragement. Her profound knowledge and supports gave me a great chance to enhance my understanding and knowledge about the topic under the investigation. I also would like to thank my family and friends who have always been beside me and gave me all the supports needed for finishing this research. Last but not least, I also want to express my sincere thanks to the University of Birmingham’s international students participated in this study for their valuable supports. Date: August 2015 Researcher: Van Hai Nguyen Abstract The purposes of this research are to investigate the factors influencing international students’ choice of an educational destination and evaluate the level of impact that each factor influences upon the decision making process of international students at the University of Birmingham (UoB). This research has quantitative approach and mainly uses descriptive statistics to analyses the data. The convenience sampling technique wasShow MoreRelatedFactors Influencing The International Students1338 Words   |  6 Pages Factors influencing the international students to choose the United States as their higher study destination Prejin Kumar Pradeep Kumar Husson University â€Æ' Abstract The United States hosts more of the world’s 4.5 million global mobile college and university students than any other country in the world, with almost double the number hosted by the United Kingdom, the second leadingRead MoreInternational Study Destinations : A Case Study Of Fdi Of Foreign Students1800 Words   |  8 Pages International Study Destinations: A case study of inflow of foreign students in China Rupesh Regmi*, Zhang Zhuo College of Economics and Management Nanjing University of Aeronautics and Astronautics, Nanjing 210016, China Email: regmi@nuaa.edu.cn Abstract The Belt and Road Initiative was proposed by Chinese President Xi Jinping in 2013, with the main aim of promoting economic and cultural ties between China and countries in Asia, Europe and Africa, apart from cooperation in infrastructureRead MoreLiterature Review : an Investigation Into the Push and Pull Factors That Influenced Students’ Decision to Study at Glasgow University2301 Words   |  10 Pagespush and pull factors that influenced students’ decision to study at Glasgow University LITERATURE REVIEW Introduction The student intake at the University of Glasgow has increased from 23,310 to 26,550 from 2006-2011 (HESA, 2011), indicating a positively inclined student decision to study at the university. The decision making process is a complex process made by the student intentionally or unintentionally (Moogan and Baron, 2003). This process is stimulated by â€Å"Push† factors related to homeRead MoreThe Socio-Economic Factors Affecting the Decision of Ofw Family Members of Upv Students to Work Abroad6203 Words   |  25 PagesThe Socio-Economic Factors that Affect the Decision of OFW Family Members of UPV-CAS Students to Work Abroad A Research Paper Submitted by: Anna ViktoriaBanay Camille May Savillo Submitted to: Prof. Karen Varona October 4, 2012 Abstract One reason for the increasing number of overseas Filipino workers (OFWs) is the search for better job opportunities abroad. However, this is not the only cause for the increase in the flow of human labor outside the country. Sociological factors also play a partRead MoreTourist Typologies and Travel Motivations3187 Words   |  13 Pagesprofessional, choose to travel to a particular destination for different reasons, influenced by a variety of extrinsic and intrinsic factors. Throughout the years, many researchers in the field have sought a more academic answer to the question â€Å"Why do people travel?† It is the aim of the present paper to critically examine different authors’ views on travel motivations and tourist typology models and discuss their practical applicability to the type of destination choice. The first part of the discussion focusingRead MoreTravel and Tourism14814 Words   |  60 Pagesaims tÐ ¾ explore thÐ µ motivations fÐ ¾r tourists choice Ð ¾f diverse tourism environments Ã'â€"n Ð ° Third World country, Nigeria. Results obtained from Ð ° questionnaire survey Ð ¾f 376 tourists randomly sampled from seven tourism destinations Ã'â€"n Nigeria show that thÐ µ most prominent motivations fÐ ¾r tourist destination choice are self-actualization Ã'â€"n an appreciative, educational or cultural context Ð °nd leisure/recreational pursuits. Attractiveness Ð ¾f destination, quality services, facilities/amenities, favourableRead MoreFasting Feasting18686 Words   |  75 PagesSyllabus Cambridge International A AS Level Travel and Tourism Syllabus code 9395 For examination in June and November 2013 Contents Cambridge International A AS Level Travel and Tourism Syllabus code 9395 1. Introduction ..................................................................................... 2 1.1 1.2 1.3 1.4 Why choose Cambridge? Why choose Cambridge International A AS Level Travel and Tourism? Cambridge Advanced International Certificate of Education (AICE) HowRead MoreOnline Shopping Marketing Research Proposal5166 Words   |  21 PagesPROPOSAL Identify the critical factors that influence the online shopping pattern for consumers of Apparel products in Bangladesh. Prepared for: Md. Iftekharul Amin Lecturer Course Instructor (M609 - Market Research) Prepared by: Monamee Afroze Ishika (Roll: 119, MBA 46 D) Priyom Mozumdar (Roll: 124, MBA 46 D) Mohammad Zulqar Nayen (Roll: 126, MBA 46 D) Mir Zahidur Reza (Roll: 160, MBA 46 D) Institute of Business Administration University of Dhaka April 21, 2013Read MoreMotivations for Pleasure Vacation7629 Words   |  31 PagesUniversity, USA Crompton, John L., Motivations for Pleasure Vacations, Annals of Tourism Research, October/December 1979, VI(4):408-424. The study is concerned with identifying those motives of pleasure vacationers which influence the selection of a destination. It also seeks to develop a conceptual framework capable of encompassing such motives. Empirically nine motives were identified. Seven were classified as socio-psychological, namely: escape from a perceived mundane environment, exploration and evaluationRead MoreThe Human Resources Management of Five-Star Hotel in China12630 Words   |  51 PagesManagement Studies Management Project Spring 2010 |Title of Project |: |The human resources management of Five-star hotel in China | |Student Name |: |LUI WING-HI | |Student Number |: |073042 | |Supervisor’s Name |: |Lolita Lau

The True Meaning Of Madness - 2862 Words

Adrian Olivas Mrs. Loeb AP Literature September 22, 2014 The True Meaning of Madness 1. Madness is a tool and when used correctly one can escape one’s true reality. Authors use madness to explain eccentric behavior in characters and the reason madness occurs is due to society’s expectations. People are not forced to follow society’s expectations but, if one choses to break away and be themselves, society will look at them with a scornful eye. Social standards bind women and don’t allow them from reaching their potential. Madness is a way to gain self-acceptance without having to deal with societies judgments. Authors have written books in which protagonist are lost and unable to find the meaning of life due to these expectations, if it weren’t for madness these characters would have never have learned to accept themselves for who they really are. 2. Silvia Plath writer of The Bell Jar never understood society’s expectations both in her books and in real life. Esther Greenwood the protagonist in The Bell Jar lives her life with discontent, and even when she should be having fun is she really just contemplating on what she is doing. It is Esther s self-critical attitude that differentiates her from her friends which seem content with what they have achieved. None of the other characters ever seem to have a worry in the world and when they do they sweep it under the rug as if it were nothing. They re self-absorbed in their own way, preoccupied with conqueringShow MoreRelatedEssay on Hamlets Antic Disposition1487 Words   |  6 Pagesof his character traits. Yet on Hamlets antic disposition, meaning his obviously absurd temperament or madness, Shakespeare leaves plenty of reason to believe that it is feigned, meaning that it is simply a ploy to help Hamlet carry out his plans for revenge. It is feigned, meaning tha t it is faked, merely put on as a faà §ade. This is denoted in various aspects of his antic disposition. Hamlets antic disposition is self imposed, meaning that he himself decides to appear mad, assuming the anticRead MoreOphelias Madness in Hamlet612 Words   |  3 PagesMadness is usually misinterpreted and misconstrued. Sometimes it is faked, sometimes it is nonsensical. However, that is not always the case. Ophelia’s madness in Shakespeare’s Hamlet is real and of great significance; furthermore, when seen with a discerning eye, Ophelia’s actions might not seem as irrational and without meaning and cause. Shakespeare displays Ophelia’s madness through her deranged singing and through the reactions of the other character to her strange behaviors. Throughout ActRead MoreThe Madness Inside, or Outside Hamlet977 Words   |  4 Pagesmost controversial pieces of Hamlet is whether Hamlet’s madness is real or if he is faking it. If his madness isn’t real, and he is feigning it, it opens up the idea that he is using his madness as a distraction in order to divert attention from his true actions of killing Claudius. In The Lion King, Simba doesn’t have any of his own madness, but his friends Timone and Pumba supply him with some of their own. Timone and Pumba are Hamlet’s madness, but instead of Simba being mad himself, it is projectedRead MoreHamlet Is A Theater Performance Of The Shakespeare Play1715 Words   |  7 Pagesused by Shakespeare in Hamlet and the understanding gained after watching the scene in a film. The use of language and characterization in Hamlet The author uses language to convey the characters. To convey Hamlet s madness, the author uses language manipulation to every time the madness of Hamlet is displayed. Hamlet speaks in prose every time he wants to deceive people into thinking he is insane. He speaks iambic pentameter to Gertrude and Horatio but uses prose to Ophelia, Polonius, Claudius andRead More Use of Insanity and Madness in Hamlet Essay1141 Words   |  5 Pages It is or is it not true that Hamlet was faking his insanity? I’m not saying Hamlet was faking the whole thing. The meaning for insanity on Dictionary.com is â€Å"a permanent disorder of the mind.† I dont think Hamlet had a permanent disorder of the mind he knew what he was doing and even planned the majority of the events that happened. Most of the time anyway. Having your father die is bad enough, but to have your mother marry your uncle, within a few weeks of your father’s death? Then to seeRead MoreTim O’Briens Going After Cacciato Essay680 Words   |  3 Pagesslipping, and . . . being high in the tower by the sea.† This sets the novel as never truly being stable, but as â€Å"slipping† and â€Å"falling.† Li Van Hgoc helps to establish the confusion in Going After Cacciato. He shows the madness of people during wartime, the madness of war, and the madness of the world. nbsp;nbsp;nbsp;nbsp;nbsp;Since this, â€Å"tea party,† is an obvious allusion to Alice in Wonderland, it also helps to add to the ‘noise’ and confusion of the novel. The tea party helps to establish thatRead MoreHamlet, By William Shakespeare Essay1636 Words   |  7 Pageswhether Hamlet s â€Å"madness† is sincere or if he is simply a fake. However there is evidence in order to support one side of this debate. The answer simply lies in the actor s performance. In William Shakespeare’s tragedy, Hamlet, it is clearly evident Prince Hamlet is feigning madness in an effort to outsmart his enemies and avenge his father’s murder. Hamlet is distinctly pretending to have lost a grip on his own life. â€Å"There need be no doubt, then, that Hamlet s madness was really feigned†Read MoreThe True Nature of Obsession (Othello, Endless Love and Damoyre)1637 Words   |  7 PagesThe true nature of obsession manipulates a person’s character, forcing them to act in unusual ways, as if possessed by an involuntary need. An obsessed mind becomes intensely absorbed in the subject of the obsession to an extent that drives away the truth and realism in their values, morals and perceptions. William Shakespeare manifests this idea of an involuntary change in character in the play â€Å"Othello†, and with a similar approach this idea is identified by Scott Spencer in the novel â€Å"EndlessRead More Hamlets Sanity Essay1522 Words   |  7 Pagesfather?s murder. He decides to feign madness as part of his plan to gain the opportunity to kill Claudius. As the play progresses, his depiction of a madman bec omes increasingly believable, and the characters around him react accordingly. However, through his inner thoughts and the apparent reasons for his actions, it is clear that he is not really mad and is simply an actor simulating insanity in order to fulfill his duty to his father. Hamlet only claims madness because it allows him to say andRead More Savage Journey in Joseph Conrads Heart of Darkness Essay927 Words   |  4 Pagesof atrocities that have occurred when one culture comes into contact with another. Whenever fundamentally different cultures meet, there is often a fear of contamination and loss of self that leads us to discover more about our true selves, often causing perceived madness by those who have yet to discover their own self.   Joseph Conrad’s book, The Heart of Darkness is a story about Man’s journey into his self, the discoveries to be made there and about Man confronting his fears of insanity, death

Mary kay reference sheet Free Essays

The irony with the youth of today’s generation is that even when they become romantically involved with a certain person or a certain project, they eave the abnormal ability to disengage from that entanglement in an instant. II. Preview Statement: The issue our society is suffering from mainline Ill. We will write a custom essay sample on Mary kay reference sheet or any similar topic only for you Order Now Preview Statement: In the modern society, one of the major social constrains to this particular issue has to do with liberty-I am going to discuss this ‘V. Preview Statement: [Environmental factors are also a constraint in the development of creating loving and decent adults. Body: [About 85% of speaking time. ] l. Our society is suffering from the condition of anomie, which is a situation in which society doles out very little ethical guidance to individuals, and allows a great amount of self-regulation. A. The recognition of should not go unnoticed. It is important we effectively educate our pupils to appreciate spiritual truth, spiritual fruits, beauty, and each other. 1 . Prevention measures should be taken against individuals from becoming underdeveloped and self-centered in their pursuits of selfish desires. 2. These slackers’ concept of sex is all about lust and not love, marriage and babies. Our education must prevent individuals from becoming meaningless members who sole purpose is to consume with relentless voracity. . Proper values and education are vital, and students should also be surrounded by the right people as role models. B. Woodrow Wilson sums this up perfectly, â€Å"Friendship is the only cement that will ever hold the world. B. These days, our members of society view liberty as the privilege of not having any outside form of control to limit them. 1 . Landfills are free to go about as they please and act on their impulses. A. Len counterbalancing their behavior against our society, these individuals find a considerable amount of social permissiveness to commit whatever wrongdoing they wish to rationalize as legitimate. . Wit h society misleading the youth, they are at a disadvantage of understanding the true meaning liberty. Transition: To truly understand good, we must study the concept of virtue. The great philosopher, Aristotle says, â€Å"the true student of politics, too, is thought to have studied virtue above all things, for he wishes to make his fellow citizens good and obedient to the laws† (Aristotle: Ethics). II. As a result, all our choices and decisions should be made with this end result in mind. The way to go about this rule is through making virtue the sole intention in performing our actions. A. Our society has failed to educate our youth that if our decisions are based on self- interest or emotions such as attitudes such as envy, ill will, or hatred, we are indeed lacking liberty. B. This is because if we do not have the ability to practice self-control by choosing to do what’s good, we are blinded to the degree that we ourselves are lacking in liberty. Transition: [Review the last point and preview the next. Be sure to use complete sentences. ] Ill. Modern parents work long hours and spend less time with their kids, giving them less room to teach them right from wrong, values, and etc,. A. The parents are more focused on making more and more money in the modern economy. B. The curriculum of education does not place a sufficient amount of importance on artistic activities. C. The system does not spend enough time teaching our children to acquire an ear for a taste in music and poetry. Conclusion: [About 5% of speaking time. ] l. Summary of Main Points: A. The culture of modern society promotes interests aside from going to work and coming back, to simply consume and consume to fill an internally felt psychological emptiness. B. The issue is multifaceted: how to socialize our children to love one another satisfactorily (which encompasses education); how to correctly assess whether an individual is worth pursuing (which is wisdom and sagacity); and lastly how to choose confidants who will continue to appreciate and care for us even after we have proven to be of no source of personal benefit or entertainment. C. The teaching of love explains that we are not to love the gifts of this world (self- care, companionship, family) for the sake of itself. How to cite Mary kay reference sheet, Papers

The Relationship Between America and England free essay sample

Once the colonies finally took root, Britain stepped back and demanded no money from them through taxes or debt, although its native citizens paid taxes regularly. However, over the course of the French and Indian War, Britain racked up a huge debt, and because the initial fighting took place in North America, defending the American lands from the French, Britain felt it logical and necessary to ask taxes of the growing nation. These included the Stamp Act In 1765 and the Revenue Act of 1767. However, the colonies reacted violently.After the Stamp Act required the colonies to pay extra for all paper goods, Hated Stamp cartoons appeared in colonial newspapers that depicted the British seal as a skull and cross-bones. This symbol of death represented how threatened the colonies felt by the constricting tax. It also inspired the Stamp Act Resolutions of 1765, a response from the colonies to the crown that explained their displeasure at being subject to taxes on which they had no say. We will write a custom essay sample on The Relationship Between America and England or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The Resolutions demanded the repeal of the Stamp Act and the repeal of any other acts restricting American commerce In any way.The Acts, an attempt to avoid colonial anger by utilizing external axes to raise revenue, tried to explain to the necessity of British taxes: it is expedient theta revenue should be raised, in your Majestys dominions in America, for making a more certain and adequate provision for defraying the charge of the administration of Justice, and the support of civil government And towards further defraying the expenses of defending, protecting, and securing the said dominions ( Revenue Act). Still, the colonies reacted negatively. Massachusetts in particular circulated a letter trying to create unity among the colonies concerning the British taxes, which included the text, This House further re of opinion, that their constituents, considering their local circumstances, cannot, by any possibility, be represented in the Parliament; and that it will forever be impracticable, that they should be equally represented there, and consequently, not at all; being separated by an ocean of a thousand leagues (Massachusetts Circulation Letter).Where previously the colonies demanded a repeal of all taxes, this document shows that they later came to the conclusion that British taxing was inevitable and that American participation in the British parliament was nigh possible, and became an unrealized argument for American independence. Before, the colonies relied on Britain economically; afterwards, they found it Impossible to stand British control over American finances. Moreover, the w ar also oppression. Before the French and Indian War, the British monarchy ruled America, but due to the distance between them, America began forming its own local governments.These were much more democratic than their British counterparts. As America grew and encountered struggles that challenged the entire nation, they felt the need for a stronger central power on their own continent. Therefore, the prominent statesman Benjamin Franklin proposed the Albany Plan of Union, writing It is proposed that humble application be made for an act of Parliament of Great Britain, by virtue of which one general government may be formed in America, including all the said colonies, within and under which government each colony may retain its present constitution (Benjamin Franklin). This plan was rejected by the individual colonies for proposing too weak a government and rejected by the British crown for proposing too strong a government, a direct conflict of interests that was previously nonexistent. Its author later reflected, On reflection it now seems probable, that if the foregoing Plan or some thing like it, had been adopted and carried into Execution, the subsequent Separation of the Colonies from the Mother Country might not so soon have happened. .. (Benjamin Franklin), showing how important this political clash turned out to be. There was also much British legislation that angered the colonists in much the same way as the British taxation. In 1765, Britain passed the Quartering Act, which required colonists to welcome British soldiers into their homes and provide them with food and lodging as long as was necessary. The colonists disliked this because it forced them to foot the bill for the soldiers lodging, and they refused to listen.In response, the British crown suspended the New York Assembly, saying, In order therefore to enforce, within the said province of New York, the supplying of his Majestys troops with the necessaries and in the manner required by the said acts of parliament. .. Be it enacted. That from and after. .. [October l, 1767,] It shall not be lawful .. . (Parliament Suspends he New York Assembly).Around this time, colonial newspapers reprinted Benjamin Franklins famous Join or Die political cartoon, which warns the colonies that if they do not band together, they will be crushed by an overbearing power from overseas. These events show the disintegrating British control over American colonies and the gradually shifting colonial desire for independence from the crown and a central American power to govern themselves. In conclusion, the French and Indian War was a major catalyst in shifting the relationship between America and Britain both politically and economically.

Babettes Feast essays

Babettes Feast essays The first part of the film describes how Babette settles into this small town. But the main story builds twelve years after her arrival. Babette receives notification from France that she has won the lottery, ten thousand francs. With her winnings she resolves to help two sisters, Martina and Phillipa, and the congregation celebrate the 100th anniversary of the birth of the late pastor by preparing a feast, not just any feast, a real French feast. But in seeing the elaborate preparations for the meal, the sisters grow alarmed and fear the strange food by the Catholic Babetter. Also, the members of the congregation all resolve to say nothing about the food placed before them, except General Loewenhielm, Martina ¡Ã‚ ¯s old suitor, who returned after 30 years of army career. Yet as the meal progresses, the pleasures these pious people have never even imagined begin to entice them in spite of themselves. Loewenhielm praise the food, and he interprets to the assembly the unique magnifi cence of the grand dinner. In the end Babetter ¡Ã‚ ¯s feast has its way even with old people. The final scene takes place inside, in the wreck of a kitchen piled high with unwashed dishes, greasy pots, and empty bottles. The two sisters tell Babette how great the meal was, and they will remember this evening after she has gone back to Paris. But Babetter tells them that she is not going to go back to Paris, because it is too expensive. She tells them that she had spent all of her winnings on preparing for the feast. Then, she reveals her identity to sisters that she was a renowned chef in Paris. Further, this most applauded chef has used her entire lottery prize. Her five-star feast, prepared for people who didn ¡Ã‚ ¯t trust her and who were determined not to enjoy it, had cost her everything she had won to give this obscure village a banquet they did not want, and in the process to bring about ...

2018 2019 Full Review of Every ACT Test Date

2018 2019 Full Review of Every ACT Test Date SAT / ACT Prep Online Guides and Tips Figuring out the best ACT test date for you isn’t always easy, especially if you’re stuck debating between two or more upcoming ACTs. Before you choose a date, ask yourself:which date will work best with your schedule? Will you have any obligations or extracurriculars around that time? When are your college application deadlines? This guide introduces all upcoming ACT test dates for the 2018-19 testing year and also offers specific advice on the best possible dates for sophomores, juniors, and seniors. 2018 ACT Test Dates These fall and early winter ACTs are some of the best dates for juniors looking totake their first ACT. They’re also good for seniors who want to take the ACT a final time before their college applications are due. As for sophomores, most of these dates are too early and should be avoided. September 8, 2018 Registration Deadline: August 10, 2018 Late Registration Deadline: August 26, 2018 Sophomores This test date is at the start of the school year and is therefore too early for sophomores. As a sophomore, you won’t yet have studied the bulk of concepts tested on the ACT, so there won’t be much point in taking it this early. In addition, because most sophomores don’t know for sure where they’ll be applying to college just yet, you probably won’t have a concrete list of schools or a specific ACT goal score in mind. If you’d really like to get a head start on your ACT prep, you can use this time to begin some light studying: try out some official ACT practice questions, get familiar with the test format, and take a look at a few official practice tests. Juniors This is a great date for juniors to take their first ACT. By this time, you should be familiar with most ACT content. This date also gives you plenty of time to retake the ACT in the spring, summer, and/or fall of your senior year, if needed. (We recommend taking the ACT at least twice since you’re more likely to get a higher score on your second try!) Finally, this test date gives you the whole summer to prep for the ACT, which can be helpful if you're not a fan of studying during the school year and having to juggle classes and test prep. Seniors Seniors can use this test date to take their final ACT before college application deadlines. If you’re applying early decision or early action, this date easily allows you to get your ACT scores to your colleges in time. (Most early decision/early action deadlines are around November.) Furthermore, since you’ll have the whole summer to prep for the ACT, you won’t have to worry about balancing test prep with college applications. Who said Halloween candy can't be brain food for the ACT? October 27, 2018 Registration Deadline: September 28, 2018 Late Registration Deadline: October 14, 2018 Sophomores Again, this test date is still early for sophomores. However, if you really want to get exposure to the ACT, you have three main options at this point: Option 1:Take a full-length ACT practice test.Doing this can help you learn more about the format and content of the exam. Just note that you won’t have studied all the concepts being tested on it yet. Option 2:Take the PreACT,which is a practice ACT for sophomores. This test is similar to the PSAT (a practice SAT), only it's not associated with a scholarship competition. The PreACT may be administered any time during the school year between September and June. Schools choose whether (and when) they want to administer it. To learn more about the PreACT and your high school's plans for it, speak with your guidance counselor. Option 3: Take the PSAT,which will be administered on October 10, 2018. Even though the PSAT is a practice test for the SAT and not the ACT, taking it can be a smart way to get in some general test-taking practice and help you determine whether you should take the SAT or ACT. It can also help prepare you to take the PSAT again as a junior when you'll be eligible for the National Merit Scholarship Program! Juniors This October test date is another great date for juniors, especially if you missed the earlier one in September. This ACT date gives you ample time to see your scores and then prepare for a retake in the spring or summer. If you’ve decided to take the PSAT, however, I don’t advise taking the ACT at this time. Studying for both tests could easily overwhelm you- and might even confuse you, too, sincethe PSAT/SAT and ACT, albeit similar, are not identical in content or form. Seniors Seniors can choose this test date and still get their ACT scores to colleges in time. Since most regular application deadlines are January 1, this is a good time to take the ACT one last time should you want to. If you'reapplying early action/early decision, this date should work for most schools- but be aware that it'll likely be the last possible ACT you can take. Don't forget that you’ll be pretty busy around this time as you prepare your college applications, so I highly recommend opting for an earlier test date if possible. If only this adorable Arctic fox administered this wintry ACT. December 8, 2018 Registration Deadline: November 2, 2018 Late Registration Deadline: November 19, 2018 Sophomores Although this test date is still early for 10th graders,if you’re really curious about what the ACT is like, go ahead and give it a shot. Remember not to put too much pressure on yourself to get a high score; you still haven’t learned all the ins and outs of the concepts tested on the ACT, after all! Ultimately, it's still a better idea to just focus on taking ACT practice tests instead of taking the actual ACT. (Plus, you’ll save money!) Juniors While you can definitely take the ACT on this date, it might overlap with your finals, so I suggest taking it on one of the earlier test dates if possible. If you haven’t taken the ACT at all and really want to get your first one over with before spring, this is a solid date to choose. Just make sure you have a plan for balancing your finals with your ACT prep. Seniors This is the last possible ACT test date for most seniors. If you're applying regular decision, most colleges should be able to accept ACT scores from this date; some won't, though, so make sure to check with your colleges directly before you register for this test. As is the case for juniors, since this test date might overlap with your prep for finals, it's important to strike a healthy balance in your schedule so that you don’t overwhelm yourself. C'mon, Frank, you had one job- to drag in the 2019 statue and get out of the frame! *sighs* 2019 ACT Test Dates Although seniors likely won’t be able to take the ACT after early winter, these test dates should work well for sophomores and juniors. February 9, 2019 Registration Deadline: January , 2019 Late Registration Deadline: January 18, 2019 This test date is not available in New York. Sophomores You can take the test on this date if you really want to, but just know that it’s still pretty early for sophomores. You’ll likely struggle the most with the Math section, especially if you’re in Geometry class. If you’re in Algebra II or higher, however, you should know most of the math concepts being tested and could give it a shot if you're truly interested. Juniors Juniors can opt for this test date if they wish, but it’s most likely better to wait to take the ACT until spring, especially if it’s your second ACT and you took your first test back in the fall. Waiting for a spring test date will give you more time between tests to prep and hone your weaknesses so you can ultimately achieve a bigger score increase. Moreover, if you choose this winter test date, you’ll likely have to do a significant amount of ACT prep over your winter break. Seniors This is the final test date seniors can choose if applying regular decision at select colleges. Though most colleges won’t accept ACT scores from the February test date, some will, especially those with late application deadlines. If you’re thinking of taking the ACT one final time, make sure to check whether the schools you’re applying to will accept scores from this test date or not. Ah, spring. When you can finally study for the ACT in the same field Edward Cullen sparkled in. April 13, 2019 Registration Deadline: March 8, 2019 Late Registration Deadline: March 25, 2019 Sophomores This is a good date for high-achieving sophomores to try out the ACT. By this time, you should have learned most of the concepts on the test (though there might be some math ones you’ve yet to master). I suggest using this test to get a baseline score and to figure out what your biggest weaknesses are so you can start to think about what you'll need to concentrate on in your future prep. After you get your scores, you can take the ACT again in the fall of your junior year, and if you hit your goal score then, that's it- no more ACT! This gives you a huge advantage, as it lets you get the test out of the way early and gives you extra time to work on your college applications. Juniors This April test date is an excellent time for juniors to take the ACT for the first or second time, as it shouldn’t conflict with finals. Plus, by this point, you’ll have learned all the major concepts that are tested on the ACT. If this is your second ACT, you’re doing a great job of organizing your time. If you're able to hit your goal score on this date, you won’t have to retake the ACT and can instead use the summer to relax and focus on getting a head start on your college applications. If you still haven’t taken the ACT, however, I recommend doing so by this test date. This way, you’ll still have the whole summer to study and retake it at the end of summer or in the fall of your senior year should you need to raise your scores. Seniors Unfortunately, this test date is too late for seniors, as nearly all college application deadlines will have passed by this time. Be sure to get in your final ACT by December (or possibly February, depending on your colleges’ deadlines). June 8, 2019 Registration Deadline: May 3, 2019 Late Registration Deadline: May 20, 2019 Sophomores This is another great date for sophomores to take the ACT. With this date, you’ll get your ACT scores back by mid-summer and can use the rest of the summer to start prepping for a retake at the beginning of your junior year. The only big disadvantage is that this date might conflict with finals, which can make it tricky to prioritize your prep time wisely. Juniors This is another solid option for juniors, especially if you want to get the ACT over with before summer vacation. As I mentioned above, however, this test date could conflict with your finals, so make sure you’re using your time smartly and aren't overwhelming yourself with too many study sessions. Ideally, you’ll check your schedule before you register for this date so you can know exactly when all your tests are and when you can dedicate time to studying for each of them. If possible, I recommend opting for the April test date instead of this one, as that one is a lot less likely to coincide with finals and other important school tests. Summer challenge: eat your ice cream before it melts while taking an ACT practice test! Bonus points if you don't get any ice cream on your test. Triple bonus points if you don't care and just lick it off. July 13, 2019 Registration Deadline: June 14, 2019 Late Registration Deadline: June 24, 2019 This test date is not available in New York or California. Sophomores This is a good date for sophomores who want to get their first ACT done before junior year. By this time you’ll have learned nearly all the big concepts on the test. Therefore, you can use this ACT to get a more accurate feel as to what your biggest strengths and weaknesses are. One big plus is that you won’t have to deal with any classes or homework as you prepare for this test, since it’s in the middle of summer.Unfortunately, this means that you’ll be spending about half the summer studying, so think deeply about whether this is OK before you sign up for it. You’ll get your scores in August, which doesn’t give you a ton of time to assess your performance and prepare for a retake in September. That being said, you should have enough time to prep for a retake in either October or December. Juniors This is an excellent test date for juniors who don’t want to prep during the school year and don’t mind studying over the summer. You also won’t have to worry about college applications at this time, so feel free to channelallyour energy into getting a great ACT score! Review: The Best ACT Test Dates for 2018-19 In total, there are seven ACT test dates for the 2018-19 testing year, which are as follows: September 8, 2018 October 27, 2018 December 8, 2018 February 9, 2019 (not available in New York) April 13, 2019 June 8, 2019 July 13, 2019 (not available in New York or California) For sophomores, the best test dates are those at the end of the school year and those in the summer: April, June, and July. These dates are good since they give you time to learn most of the content on the ACT; they also give you ample time to prepare for and later retake the exam during your junior year. When it comes to juniors, pretty much all ACT test dates work well. We typically advise juniors to take their first ACT in the fall and their second ACT in the spring. Following this schedule will give you plenty of time to retake the test a third time in the fall of your senior year, if needed. Seniors can take their final ACT in the fall (September or October),as these dates should allow enough time for scores to get to colleges before applications are due- even if you're applying early action or early decision. Seniors can also do the December or February dates but only if absolutely necessary- and if the colleges you’re applying to have specifically stated they will accept test scores from these dates. What’s Next? For more tips on how to find the best ACT test date for you, check out our in-depth guide to ACT test dates for 2018 and 2019.Once you pick a date, spend some time learning what you'll want to bring to the test- and what you'll want to leave behind! You know how to find the ideal date for you- but what about the ideal test center? Get tips in our guide to choosing the best ACT test center. Curious about SAT test dates, too?Read our full guide to choosing SAT dates for 2018 and 2019! Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

Walmart- The Consumer Champion Research Paper Example | Topics and Well Written Essays - 2500 words

Walmart- The Consumer Champion - Research Paper Example A brief description about the social consciousness of Walmart through this paper is also portrayed. Introduction Walmart is one of the most famous and leading retail chains of the world. Sam Walton established the first Walmart store in Rogers, Ark in the year 1962. The retail company was included as Walmart in the year of 1969. The major growth of the company had picked up from 1970 by opening of their initial Walmart distribution center along with the Head Office in Bentonville, Ark in the first half of the same year. At that time Walmart engaged 1,500 employees to work in 38 stores. Currently, Walmart operates in excess of 10,130 retail units in 27 overseas countries with having in excess of 2.2 million staffs globally (Walmart stores, n.d.). They consequentially started to make growth through increasing their number of retail chains. Walmart was listed in the New York Stock Exchange in the year 1972 (Walmart Stores, Inc., 2010). Founder Sam Walton wanted to take advantage of the opportunity to capture the customers through available branded merchandise in low prices. At present, according to the altering business scenario influenced by the changing tastes and preferences of the consumers the company still has the same vision to save the people’s money in order to ensure that they live their life in a better way (Bedford, Cable, Oulicky, & Sanchez, 2007). Walmart manages above 4,300 retail units that include the Walmart Supercenters, Walmart Discount Stores, Sam’s Club and Walmart Neighborhood Markets in the United States (Walmart Stores, Inc. 2011). The main objective of this paper is to focus on Walmart’s strategies in their business, their conscientious practices within the business for the society as well as their stakeholder management that have made Walmart the consumer champion. Business Strategy of Walmart Walmart employs varied strategies for business in local as well as global context. This part of the paper would intend to rec ognize the competitive strategy formulation and the implementation procedure of the strategies of the company. The diverse business strategies of the company are the following: Control the Retail Market with Existence Number of The Walmart Presence Globally To dominate the entire retail market is the main and prime objective of Walmart. Walmart is essentially a discount retail store, which provides the merchandises in low and attractive prices as compared to other retailers or outlets. Founder of Walmart, Sam Walton envisioned a strategy of reducing the prices of the goods substantially than any other provider and to make profit by selling merchandise in a large quantity. This concept is still practiced by the company, which keeps them to dominate in the world’s retail revolution. Walmart is presently marked as one of the top retail corporations in terms of the sale of merchandize in the world. In order to increase the number of merchandize sales their key concept is to provi de low price of the branded products as compared to the competitors in the retail segment (Hayden, Lee, McMahon, & Pereira, 2002). Expansion By Spreading Out In The US And Globally The expansion of the retail units by covering almost the whole world is one of the major strategies of Walmart. According to the present scenario, the retail giant has spread out in almost 27 countries of this

The Replicability of the Technological & IT Sector Model of Silicon Dissertation

The Replicability of the Technological & IT Sector Model of Silicon Valley, USA in the City of Birmingham, UK - Dissertation Example The paper presents the Silicon Valley, popular section of northern California just south of San Francisco Bay which has an extremely high concentration of hi-tech research centres and offices of the largest innovative companies in the world. Silicon Valley represents the hub of America's innovation sector. It has a global reach and is the concentration of the best brains in the IT and technology industry. However, in spite of the extremely high concentration of minds and capital in Silicon Valley, it came from very modest beginnings. Lee recalls that two classmates began a major electronic device manufacturing company from a one-car garage and six decades later, in 1999 the company, then known as Hewlett-Packard led Silicon Valley in revenue with $47.1 billion. Yahoo, another brand with its operations in Silicon Valley had a market capitalization of $70 billion in 1999. Silicon Valley is a leader in the technology and innovation industry. The following hi-tech hardware and software have companies that have their primary operations located in Silicon Valley: 1. Integrated Circuits (Intel) 2. Personal Computers (Apple) 3. Work Stations (HP, Sun Microsystems) 4. 3D Graphics (Silicon Graphics) 5. Database Software (Oracle) 6. Network Computing (3Com, Cisco Systems) 7. Internet (Excite, Yahoo, Ebay & PayPal). In terms of output, each worker at Silicon Valley accounted for $115,000 in 1999 and this represented 30% higher output per head than the average in the United States. (Lee 2000). Also, Venture Capitalists invested $13 billion in Silicon Valley alone in 1999 representing a third of all venture capital investments in America (Lee, 2000). Ironically, Silicon Valley was just a piece of agricultural land in the Southwest of America a century ago (Shueh & Wyman, 2009). This therefore shows that any fallow land could potentially be rebuilt to become like Silicon Valley, provided some important facts exist. This forms the crux of this research. Research is a quest to acquire knowledge on a given topic through the use of systematic tools and techniques (Kothari, 2005). This research is therefore initiated to answer important questions about how and why Silicon Valley developed into a multi-billion dollar concentration of top-notch research entities. The enquiry will therefore move further to identify the possibility of replicating the main initiators of the development of Silicon Valley in Birmingham, UK. It will seek to identify if the replication can be done and/or the role other significant factors are likely to play in the replicated model of Silicon Valley in Birmingham. Research Aim The research question will therefore be the assessment of the relevant factors that will be significant in the replication of the Silicon Valley Model in Birmingham, UK. In arriving at this end, the following objectives will have to be addressed: 1. An examination of the evolution of Silicon Valley USA and the identification of the roles of key stakeholders in the process. 2. A critical evaluation of how other replicas of Silicon Valley sprung up around the world. 3. An assessment of

The Promotional Role of Commercial Banks in Economic Development in Essay

The Promotional Role of Commercial Banks in Economic Development in Oman - Essay Example The paper tells that there has been favorable progress made towards developing economic well being of the people worldwide. However, there has not been a significant development realized in Oman in various fields. However, it has been realized that commercial banks can significantly boost the level of development in Oman. This can be realized through promoting its operations. This paper is set to explore the subject of promoting the role of commercial banks in the economic development of Oman. In this case, the paper is set to achieve various research objectives among them are finding out the role of commercial banks in developing the economy of Oman, and identifying the functions of commercial banks in Oman. With a view to realizing the objectives set above, the following research questions shall be of prime importance. First, what is the promotion role of commercial banks in developing Oman’s economy? Secondly, what are the advantages of commercial banks? Thirdly, what is th e relationship between commercial banks and the development of Oman’s economy? Last but not least what is the contribution of Oman’s banks in the development of the economy? Future Plans For a follow-up plan, a study shall be conducted and shall involve collecting of primary data. The collection of primary data will be done using a questionnaire. Both quantitative data and qualitative data will be collected from selected commercial banks. Questionnaires will be randomly administered to the chosen participants and will be carried out one by one. After this process, data shall be analyzed through coding first and then later through triangulation of the coded data. Descriptive techniques such as tables, charts, percentages, and charts will then be used to present the analyzed data. Secondary data will also be used in the analysis of the promotion role of commercial banks in economic development, and make a comparison with already conducted studies on the same topic. The f inal process shall involve discussing the findings. In this case, obtained results will be compared with given theories in the literature. This will give the researcher an insight concerning the contribution of commercial banks to Oman’s economy. Last but not least, recommendations shall about the study shall be

Nigerian Out Of Wedlock Births Health And Social Care Essay

Nigerian Out Of Wedlock Births Health And Social Care Essay The concept of childbearing, fertility and marriage house constantly been linked together in Nigeria. In the 1990s, out of wedlock birth was rapidly increasing despite Nigerians cultural influence on its population. Nigerians marry to have children, and marriage has meaning only when a child is born or in fact survives (Uche C. Isiugo-Abanihe, 1994). According to Olusanya(1982), marriage in Nigeria is so closely linked with childbearing that a change in the pattern of marriage necessarily influence birth rate and the rate of population growth. Data presented in this report are derived from the Demographic and Health Surveys conducted in Nigeria in 1990. This was done by Federal Office of Statistics, Nigeria, and IRD/Macro International, United States. This survey interviewed 8,781 women aged 15-49. All statistical data and sample in this project was obtained from this article. In this dissertation, we will focus on the high level of unwanted pregnancy and out of wedlock birth occurring in Nigeria as a result of low levels of contraceptive use among women in many parts of the country. This project will reveals wide variation in levels of contraceptive use among married and sexually active unmarried women. Both groups have a significant unmet need for family planning, but the reasons for their need differ. we will use old and previous data and surveys collected and conducted during the 1990s by the Nigerian federal office of statistics to explain and solve theoretically and statistically the purpose of this project which is to explain the out of wedlock birth per woman between 1950s and 1980s in Nigeria. All statistical element of this project will be done using sampling and standard error. Selection from the entire country to determine the fertility, determinants of fertility and fertility regulations that led to an increase in out of wedlock birth during t he 1970s to 1990s. Relatively, little empirical work has been conducted for out of wedlock birth in Nigeria. The statistical used in this project has been conducted by the NDHS(Nigerian Demographic Health Survey) mostly drawn from the National Master Sample for the 1987/1992 National Integrated Survey of Households (NISH) and the 1973 Nigerian census result. There is wide regional variation in the timing of marriage among Nigerian women. More than nine in 10 women aged 20-24 in the North East and North West had married by age 20, compared with half to three fourths of women in the three southern regions (The Alan Guttmacher Institute, 2005 series, No4). Nigeria is one of the largest countries in Africa and the most populated Black Country in the world with a population of over 100 million people, nearly twice the size of any other African country. The North East and North West regions are predominantly Muslim, the South East and South regions are mostly Christians, each with its own values and traditions regarding marriage, sexual behaviour, education and childbearing. There are major regional and educational differences in fertility. Women in the north have, on average, one child more than women in the south and women with no education have two children more than women who completed secondary or higher schooling. According to the NDHS survey, the fertility rate of a Nigerian woman between the ages of 15-49 from 1978-1990 moved from 5.9 to 6.0 significantly with an average of 6 children. Source: : Nigeria Demographic and Health Survey, 1990. Source: : Nigeria Demographic and Health Survey, 1990. The project reveals a big difference in levels of contraceptive use among married and sexually active unmarried women. Both groups have a significant unmet need for family planning, but the reasons for their need differ. The study directs attention toward far-reaching health policy and program responses that affect birth rate in Nigeria. The numerous ethnic groups found in Nigeria contribute considerable cultural diversity. In 1960s, Many article described the growth in Nigerias out of wedlock birth rate as a brief excitement amongst the Nigerian people that they had achieved independence finally, some presumed it to be illiteracy but a close study proved otherwise (study show that out of wedlock birth was more frequent among the most educated women (meekers, 1994b; Calves2000; Emina 2005), excitement of motherhood amongst teenage girls played a minor role, and also the brief civil war that began in 1967 and ended in 1970 played a bigger role in the whole analysis. The Nigerian ferti lity survey during 1981/82 put the average number of child birth per woman at 6.4 %( mostly out of wedlock). Although the data here suggest a slight decline from in the 1970s rate, the level is still relatively high.(www.onlinenigeria.com). During the civil war, many women were reluctant in getting married to prevent bearing the pain of being widows and war casualties. This effected their judgement and led to more pregnancies among women that are unmarried. According to some data analysed during that period by Donald Jonathan, Approximately 45% of children born among teenage women in Nigeria at that time were conceived outside of marriage; double the level recorded during the same period among women aged 18 and older (Donald 1979). This was a huge jump in the growth of the countries fast growing general population. The World Bank estimated Nigerias annual growth rate was rising during the 1950s. Although other sources differed on the exact figure, virtually all sources agreed that t he annual rate of population growth in the country had increased from the 1950s through most of the 1980s. The government estimated a 2% rate of population growth for most of the country between 1953 and 1962. For the period between 1965 and 1973, the World Bank estimated Nigerias growth rate at 2.5%, increasing to 2.7 percent between 1973 and 1983. Before 1970, the stigma of unwed motherhood was so great that few women were willing to bear children outside of marriage. Total fertility rate for the three years preceding the survey end mean number of children ever born to women age 40-49, by selected background characteristics, Nigeria 1990 Background characterises NDHS NFS Mean number Mean number of children of children Total ever born Total ever born Fertility to women fertility to women Rate age 15-49 rate age 15-49 Residence Urban 5.03 6.01 5.79 4.81 Rural 6.33 6.61 5.98 5.56 Region Northeast 6.53 5.75 5.95 4.34 Northwest 6.64 6.21 6.38 4.49 Southeast 5.57 6.99 5.72 6,53 Southwest 5.46 6.84 6.25 5.30 Education No education 6.50 6.41 6.14 5.45 Some primary 7.17 7,3 6.81 5,99 Completed primary 5.57 6.54 7.59 5.71 Some secondary 5.07 6.44 3.90 4.31 Completed 4.18 5.82 NA NA Total 6.01 6.49 5.94 5.41 Source: : Nigeria Demographic and Health Survey, 1990. Premarital sexual activity is most common among more educated women, who tend to postpone marriage the longest. In the southern regions, where educational levels are highest and the smallest proportions of young women are married, 41-69% of women aged 20-24 had had premarital intercourse by age 20. This compares with only 6-14% in the North West and North East, where educational levels are lowest and marriage before 20 is most common. The above diagram compares three-year total fertility rates as estimated by the NDHS and NFS. The two surveys, nearly a decade apart, yield almost the same total fertility rates (5.9 for the NFS and 6.0 for the NDHS. Both surveys do indicate that the fertility of uneducated women is fifty percent higher than the fertility of the most educated women. Reasons for increase in out of wedlock birth Three quarter of Nigerian women in the 1990s were married. Age at first marriage differed by region. In the north, women married early, at an average of 15 years of age. In the south, however, women are marrying later in life. Among younger women, the average age at first marriage is over 19 in the southeast and over 20 in the southwest. Women who marry later in life are more likely to have premarital sex which is a clear example of out of wedlock birth. Although the society does not approve of this behaviour, in regions where women stay in school longer and are, therefore, less likely to marry at a young age, premarital sexual behaviour is common. In the Southwest, where a great proportion of women aged 19-49 have completed secondary/ higher education and about one-fourth had not married by age 20, 69% had had premarital sex by this age. In contrast, in the less developed North West region, where only one in five women aged 19-49 have completed secondary/higher education, only a han d full said they had had premarital sex by age 20. These findings illustrate that in the northern regions, where most women in their early 20s have received no more than primary schooling, most sexual activity occurs within the context of marriage. In 1978-1982, Nigerias total fertility rate was 6.4 children per woman. By 1990, it had dropped to 6.0. The distribution of women by number of children ever born within the 1960s to 1980s is presented in the table below for all women and married women. This survey was conducted by the NDHS and documented statistically. The mean number of children ever born for all women increases rapidly with age, so that by the end of her childbearing years; a woman has given birth to almost seven children. The distribution of women by number of births indicates that almost one quarter of teens have already borne a child, and nearly one-third of women age 45 and over have borne nine or more children. Nationally and in all regions of the country, women aged 15-49 are having more children than he want. Source: Nigeria Demographic and Health Survey, 1990. Rural women have about one child more than their urban counterparts (6.1 vs. 4.9), and women in the less developed northern regions also have more children than women in the south. Yet women in the South South and South East regions have the largest gaps between their wanted and actual fertility rates, while women in the North West are nearly matching their fertility goals. Overall, women living in both rural and urban areas have more children than they want. Contraception Knowledge and Use: in the survey conducted by the NDHS, it indicates that less than half (46 percent) of all Nigerian women age 15-49 know of at least one method of family planning. This means that over half of the women reported that they did not know any method of family planning. Knowledge of methods was slightly lower among married women and higher among never-married. Although the level of contraceptive knowledge in Nigeria is low, there has been improvement over time. In the 1981/82 Nigerian Fertility Survey (NFS), only 34 percent of all women reported that they had heard of any method Thus, in the 10 years between the NFS and the NDHS, the level of contraceptive knowledge increased by 35 percent. There were also large increases in the proportion of women who knew and used specific methods. Contraceptive use among married and sexually active unmarried women aged 15-49 Married women sexually active Unmarried women % using % using a % using % using a An effective traditional an effective traditional Modern method modern method Method method Total 7 6 33 14 Region North Central 9 4 32 5 North East 2 2 10 3 North West 2 3 23 3 South East 12 10 20 27 South South 12 13 35 16 South West 21 11 53 13 Education â‚ ¬Ã‚ ¾7 years 16 11 38 17 Source: Nigeria Demographic and Health Survey, 2003.Contraceptive Use A small proportion of married women in Nigeria use a contraceptive method as seen on the above diagram. Contraceptive use in Nigeria is rare probably because of the preference for large families. In 2003, only 7% of married women aged 15-49 were using an effective modern method of contraception (implants, IUDs, the pill, the male condom, and female or male sterilization). Another 6% were relying on withdrawal, periodic abstinence, lactational amenorrhea or traditional folk methods. There are wide regional differences in overall levels of Contraceptive use: Only 2% of married women in the North East and North West regions are using effective modern methods, and 2-3% is using traditional methods. In the South West, in sharp contrast, 21% of married women are using effective modern methods, and an additional 11% are using traditional methods. In the remaining three regions, 9-12% of married women are using an effective modern method. It is noteworthy that overall contraceptive use is mo re than three times as high among married women with seven or more years of education as among those with less education (27% vs. 8%).(The Alan Guttmacher Institute, 2005 series, No4). Other case of ctraception Contraceptive use is much higher among sexually active unmarried women. In all regions of the country, probably because of widespread societal disapproval of out-of-wedlock pregnancies and births, sexually active unmarried women are more likely than married women to use a contraceptive method (47% vs. 13%-Table 2). In the South West region, 53% of sexually active unmarried women are using an effective modern method and 13% a traditional method, compared with 10% and 3%, respectively, in the North East region. And unmarried women with seven or more years of education are more than twice as likely to be practicing family planning as their less educated counterparts (55% vs. 22%). In addition, 46% of unmarried women who use contraceptives choose condoms, compared with only 15% of married users (not shown). Low awareness, disapproval and uncertain supply keep contraceptive use low. Various factors help explain the low level of contraceptive use among married Nigerian women. Foremost among these is that women generally want large families. Yet low awareness of family planning, conservative cultural attitudes and uncertain contraceptive supply are also important influences. More than 20% of women aged 15-49 have never heard of any method to prevent pregnancy, traditional or modern. The women who are most aware of contraception live in urban areas, have at least seven years of education, or listen to the radio or watch television regularly (about 90% of each group). Even if women have heard of family planning, many do not know where to obtain contraceptives: Of the 78% of women who are aware of any method, only half know where they can get it. In the North East and North West regions, only 28-36% of married women and 24 28% of sexually active unmarried women who are aware of family planning know where to go for contraceptive services. A much higher proportion of a ware women in the South West region know a possible source of methods-77% of married women and 82% of sexually active unmarried women. Low contraceptive use is also partly attributable to the fact that four in 10 married women disapprove of family planning. A data survey conducted by the NDHS shows the reasons for not using contraception given by women who do not intend to use a method. Of the 68 percent of married nonusers who say they do not intend to use family planning in the future, almost half say they do not intend to use because they want children (47 percent). Other reasons given are religion (12 percent), lack of knowledge (12 percent), and fatalism (6 percent), which encompasses responses that imply that there is nothing the woman can do about the number of children she will have. Women under age 30 are more likely to say that they do not intend to use because they want children, while those age 30 and over are more likely to cite reasons such as being menopausal or lack of knowledge. SAMPLE METHOD NDHS sample method used in this project is as a result of a two-stage stratified design, and, consequently, it was necessary to use more complex formulas. The computer package CLUSTERS, developed by the International Statistical Institute for the World Fertility Survey, was used to compute the sampling errors with the proper statistical methodology. The CLUSTERS treats any percentage or average as a ratio estimate, r = y/x, where y represents the total sample value for variable y, and x represents the total number of cases in the group or subgroup under consideration. The variance of r is computed using the formula given below, with the standard error being the square root of the variance: Sampling errors for the NDHS are calculated for selected variables considered to be of primary interest. The results are presented in this appendix for the country as a whole, for urban and rural areas, and for the four health zones: Northeast, Northwest, Southeast, and Southwest. For each variable, the type of statistic (mean or proportion) and the base population are given in Table B. 1. Tables B.2 to B.8 present the value of the statistic (R), its standard error (SE), the number of unweighted (N) and weighted (WN) cases, the design effect (DEFT), the relative standard error (SE/R), and the 95 percent confidence limits (R~SE), for each variable. In general, the relative standard errors of most estimates for the country as a whole are small, except for estimates of very small proportions. There are some differentials in the relative standard error for the estimates of sub-populations such as geographical areas. For example, for the variable EVBORN (children ever born to women aged 15-49), the relative standard error as a percent of the estimated mean for the whole country, fo r urban areas and for the Southeast zone is 1.5 percent, 2.3 percent, and 2.7 percent, respectively. The confidence interval (e.g., as calculated for EVBORN) can be interpreted as follows: the overall average from the national sample is 3.311 and its standard error is .051. Therefore, to obtain the 95 percent confidence limits, one adds and subtracts twice the standard error to the sample estimate, i.e., 3.311+.102. There is a high probability (95 percent) that the true average number of children ever born to all women aged 15 to 49 is between 3.209 and 3.413. 148 Conclusion: According to the NDHS, fertility remained high in Nigeria during the1980s. The total fertility rate may actually be higher than 6.0, due to underestimation of births. This is why out of wedlock birth has constant increased during these periods. In a 1981/82 survey, the total fertility rate was estimated to be 5.9 children per woman. One reason for the high level of fertility is that use of contraception is limited. Only 6 percent of married women currently use a contraceptive method (3.5 percent use a modem method, and 2.5 percent use a traditional method). Levels of fertility and contraceptive use are not likely to change until there is a drop in desired family size and until the idea of reproductive choice is more widely accepted. At present, the average ideal family size is essentially the same as the total fertility rate: six children per woman. Thus, the vast majority of births are wanted. The desire for childbearing is strong in Nigeria. Half of women with five chil dren say that they want to have another child. Another factor leading to high fertility is the early age at marriage and childbearing in Nigeria. Half of all women are married by age 17 and half have become mothers by age 20. More than a quarter of teenagers (women age 15-19 years) either are pregnant or already have children. National statistics mask dramatic variations in fertility and family planning between urban and rural areas, among different regions of the country, and by womens educational attainment. Women who are from urban areas or live in the South and those who are better educated want and have fewer children than other women and are more likely to know of and use modem contraception. For example, women in the South are likely to marry and begin childbearing several years later than women in the North. In the North, women continue to follow the traditional pattern and marry early, at a median age of 15, while in the South, women are marrying at a median age of 19 or 20 .Although fertility rates are declining as modernization is increasing, Many women are still experiencing unwanted and unplanned pregnancies, with consequences ranging from interruption of schooling to health risks and economic hardship, all of which hinder efforts to improve their socioeconomic status. By educating and empowering both married and sexually active unmarried women to make informed and responsible decisions about contraceptive use and their desired fertility, the Nigerian government can improve both the health and the economic productivity of its citizens. BIBLOGRAPHY REFERENCE: Federal Ministry of Health [Nigeria]. 1988. NationalPolicyonPopulationforDevelopment, Federal Office of Statistics [Nigeria]. 1963. Population Census of Nigeria, 1963 Combined National Figures. Lagos, Nigeria Frank Falkner and J.M. Tanner, Vol. 3, 241-262, New York: Plenum Press. NIGERIAN DEMOGRAPHIC AND HEALTH SURVEY 1990 -federal office of statistics. Lagos Nigeria Unity,Progressand Self-Reliance. Lagos, Nigeria: Department of Population Activities. London, Kathy A., Jeanne Cushing, Shea O. Rutstein, John Cleland, John E. Anderson, Leo Morris, and Sidney H. Moore. 1985. Fertility and Family Planning Surveys: An Update. Population Reports, Series M, No. 8. Baltimore, Maryland: Johns Hopkins University, Population Information Program. Martorell, R. and J.P. Habicht. 1986. Growth in Early Childhood in Developing Countries. In Human Growth: A Comprehensive Treatise, ed. by National Population Bureau [Nigeria] and World Fertility Survey. 1984. The Nigeria Fertility Survey 1981/82: Principal Report. Vol. 1: Methodology and Findings. Lagos, Nigeria: National Population Bureau. National Population Bureau [Nigeria[ and Institute for Resource Development/Westinghouse [1988]. National Demographic Sample Survey (NDSS) 1980: Nigeria National Report. Columbia, Maryland: IRD/Westinghouse. Ransome-Kuti, O., A.O.O. Sorungbe, K.S. Oyegbite, and A. Bamisalye, eds. [ 1989] Strengthening Primary Health Care at Local Government Level: The Nigerian Experience. Lagos, Nigeria: Academy Press Ltd. Rutstein, Shea Oscar and George T. Bicego. 1990. Assessment of the Quality of Data Used to Ascertain Eligibility and Age in the Demographic and Health Surveys. In An Assessment of DHS-I Data Quality, 3-37. Institute for Resource Development/Macro Systems. DHS Methodological Reports, No.1. Columbia, Maryland. REDUCING UNWANTED PREGNANCY IN NIGERIA BY the Alan Guttmacher Institute

Giuseppe Garibaldi Essay -- essays research papers fc

Giuseppe Garibaldi â€Å"The Sword† of Italian Unification †My goal, which was, I believe, shared by most italians at that time, was to unite the country and rid it of foreign powers. Those who gave Italy her freedom would earn her people’s gratitude† (Garibaldi, page 6). During the age of Italian unification, there were three men who fought for her (Italy’s) freedom. Those men were Cavour the brains, Mazzini the soul, and Garibaldi the sword (Chastain). Giuseppe Garibaldi was born in Nice in 1807 (Garibaldi, page 173). He spent his life working towards not only Italian unification, but that of France and South America. He is considered by many to be the â€Å"Hero of two worlds† (Chastain). He spent most of his complex life on the run from political zealots fighting battles anywhere and everywhere volunteers supported his cause. His is a great leader in all aspects of the framework provided by Kouzes and Posner. With his deep passion for freedom, Garibaldi was a selfless man devoted for the cause, who fought with his soldiers on the field, and met with kings in his spare time. His life is filled with much tragedy including illness and wounds, death, jail, exile, and much, much mutiny and betrayal. A sentence of death was put on his life, but never carried out. The following paper presents a critical analysis of the leadership qualities of Giuseppe Garibaldi following the framework provided in The Leader Challenge, by Kouzes and Posner. The outline for analysis is presented below: Model the way Find your voice by clarifying your personal values Set the example by aligning actions with shared values Inspire a shared vision Envision the future by imagining exiting and ennobling possibilities Enlist others in a common vision by appealing to shared aspirations Challenge the process Search for opportunities by seeking innovating ways to change and grow, and improve. Experiment and take risk by constantly generating small wins and learning from mistakes. Enable other to act Foster collaboration by promoting cooperative goals and building trust. Strengthen others by sharing power and discretion. Encourage the heart Recognize contribution by showing appreciation for individual excellence. Celebrate the values and victories by creating a spirit of community. Using the above analysis we will attempt to put in perspective the qualities of Giuseppe which make him an exemplar... ...ndations for the establishment of Italy as one, unified country. His values spoke out to hundreds of thousands, and his words rallied volunteers to fight towards a common goal, the unification of Italy. His selfless acts allowed the proper figures to replace him once battle was done, whereby creating the chain of events. His radical risk-taking caused many retreated battles, but showed his commitment to the main organizational value of Italy, unification. He was trusted in revered by many, and then hated for some. He was hated and feared from the foreign governments for his evolutionism. They, his opponents, saw him as threat their ‘resort place’, and He saw Italy has having the potential for being a great european power. Giuseppe is an exemplary leader. Bibliography  Ã‚  Ã‚  Ã‚  Ã‚   Garibaldi, Giuseppe. 2004 (1932). My life. London: Hesperus Classics. Translated by Stephan Parkin, Foreword by Tim Parks. The History Place. Giuseppe Garibaldi Speech - Encouraging His Soldiers from http://historyplace.com/speeches/garibaldi.htm Chastian, James. Encyclopedia of 1848 revolutions. Garibaldi, Giuseppe (1807-1882). 9/27/2004. From http://www.ohiou.edu/~chastain/dh/gari.htm

Nine Characteristics of Successful Entrepreneurs Essay

1. Motivation Entrepreneurs are enthusiastic, optimistic and future-oriented. They believe they’ll be successful and are willing to risk their resources in pursuit of profit. They have high energy levels and are sometimes impatient. They are always thinking about their business and how to increase their market share. Are you self-motivated enough to do this, and can you stay motivated for extended periods of time? Can you bounce back in the face of challenges? 2. Creativity and Persuasiveness Successful entrepreneurs have the creative capacity to recognize and pursue opportunities. They possess strong selling skills and are both persuasive and persistent. Are you willing to promote your business tirelessly and look for new ways to get the word out about your product or service? 3. Versatility Company workers can usually rely on a staff or colleagues to provide service or support. As an entrepreneur, you’ll typically start out as a â€Å"solopreneur,† meaning you will be on your own for a while. You may not have the luxury of hiring a support staff initially. Therefore, you will end up wearing several different hats, including secretary, bookkeeper and so on. You need to be mentally prepared to take on all these tasks at the beginning. Can you do that? 4. Superb Business Skills Entrepreneurs are naturally capable of setting up the internal systems, procedures and processes necessary to operate a business. They are focused on cash flow, sales and revenue at all times. Successful entrepreneurs rely on their business skills, know-how and contacts. Evaluate your current talents and professional network. Will your skills, contacts and experience readily transfer to the business idea you want to pursue? 5. Risk Tolerance Launching any entrepreneurial venture is risky. Are you willing to assume that risk? You can reduce your risk by thoroughly researching your business concept, industry and market. You can also test your concept on a small scale. Can you get a letter of intent from prospective customers to purchase? If so, do you think customers would actually go through with their transaction? 6. Drive As an entrepreneur, you are in the driver’s seat, so you must be proactive in your approaches to everything. Are you a doer — someone willing to take the reins — or would you rather someone else do things for you? 7. Vision One of your responsibilities as founder and head of your company is deciding where your business should go. That requires vision. Without it, your boat will be lost at sea. Are you the type of person who looks ahead and can see the big picture? 8. Flexibility and Open-Mindedness While entrepreneurs need a steadfast vision and direction, they will face a lot of unknowns. You will need to be ready to tweak any initial plans and strategies. New and better ways of doing things may come along as well. Can you be open-minded and flexible in the face of change? 9. Decisiveness As an entrepreneur, you won’t have room for procrastination or indecision. Not only will these traits stall progress, but they can also cause you to miss crucial opportunities that could move you toward success. Can you make decisions quickly and seize the moment?

The Oxford American Dictionary

According to The Oxford American Dictionary, a fact â€Å"is a thing that is known to have occurred, to exist, or to be true,† while an opinion is â€Å"a view or judgment formed about something, not necessarily based on fact or knowledge. † Written in 1898, Albert Shaw’s work, â€Å"The Blowing Up of the Maine,† provides examples of the differences between fact and opinion that can be found in a writing style called â€Å"yellow journalism.† Coined in the late 19th century, the phrase â€Å"yellow journalism† was used to describe newspapers that used a combination of verifiable data, sensationalism and distorted imagery to increase sales and/or influence public viewpoints. In â€Å"The Blowing Up of the Maine,† author Shaw emphasizes emotion and anti-Spanish bias, while limiting facts, in his description of the destruction of the USS Maine, an American warship harbored briefly in Cuba’s Havana Harbor, to achieve the following g oals: promotion of American nationalism and justification of the subsequent conflict between the United States and Spain that led to the Spanish-American War.He accomplishes those two objectives through discussion of the following: 1. ) America’s collective opinion of Spanish policy and actions, 2. ) Spain’s anti-American sentiment, and 3. ) the federal government’s response to Spain and growth of the American military. Additionally, Shaw’s style allows readers to compare and contrast fact and opinion in his rendition of this part of American history. Firstly, Shaw’s focus on emotionalism is demonstrated at the beginning of his accounting with a description of the American public’s feelings about the explosion of the USS Maine.He states, â€Å"†¦75 million Americans have accordingly suspended judgment in the face of a great provocation†¦to suppose the destruction of the Maine an ordinary incident and not due to any external agency or hostile intent was, under all the circumstances, to set completely at defiance the law of probabilities. † While Shaw does infuse a factual approximation with his reference to America’s population, with the 1900 United States Census indicating 76,212,168 Americans, he presumes to know the feelings of the entire American populace. In 1900, approximately sixty percent of Americans lived in rural areas (U.S. Census, 1900). And only 1. 3% of the population had telephones (Guinee, 1995). Consequently, communications across country were limited, and the first national opinion survey wasn’t administered until 1916 (Converse, 1987). Thus, it would have difficult for Shaw to have documented the actual feelings of the entire American population. Additionally, Shaw infers that the explosion of the USS Maine was caused by Spanish aggression. Without reference to actual data, he suggests that it was highly improbable that the event was caused by anything other than an att ack from Spain. In 1898 and 1911, the U.S. Department of Navy conducted investigations, concluding that a mine had caused the destruction of the warship (Naval Historical Center, 2003). According to the U. S. Navy, â€Å"Technical experts at the time of both investigations disagreed with the findings, believing that spontaneous combustion of coal in the bunker adjacent to the reserve six-inch magazine was the most likely cause of the explosion on board the ship† (Naval Historical Center, The Destruction of the USS Maine section, para 12, 2003). To date, no final cause of the Maine’s destruction has been determined (Naval Historical Center, 2003).Shaw continues his emotional description of America’s opinion of Spain in a series of additional references. He states, â€Å"There are a few people in the United States – we should not like to believe that more than one hundred†¦ who believe that the United States ought to join hands with Spain in forcing t he Cuban insurgents to lay down their arms†¦ † Shaw makes assumptions about the opinions of the American public, assuming that less than 1% would support Spain’s actions, without actual facts to support his statement. He later states, â€Å"The people of the United States do not intend to help Spain hold Cuba.On the contrary, they are now ready, in one way or another, to help the Cubans drive Spain out of the Western Hemisphere. If the occasion goes past and we allow the Cuban struggle to run on indefinitely, the American people will have lost several degrees of self-respect†¦Ã¢â‚¬  Again, Shaw presumes to know the thoughts of all Americans and uses an emotional appeal to emphasize his views. He makes no reference to a poll or survey taken of American sentiment, and leads the reader to conclude that all Americans are ready to go to war with Spain to end its rule of Cuba, without any data to back his opinion.Additionally, he infers that America’s failu re to aid Cuba against Spain would be wrong, if not immoral. Secondly, Shaw also discusses Spain’s â€Å"feelings† about America throughout â€Å"The Blowing Up of the Maine† to further strengthen support for his opinions. He says, â€Å"It has been known perfectly well that Spanish hatred might at any time manifest itself by attempts upon the life of the American representative at Havana, Consul General Fitzhugh Lee.† He states, â€Å"The Spaniards themselves, however, looked upon the sending of the Maine as a further aggravation of the long series of their just grievances against the United States. They regarded the presence of the Maine at Havana as a menace to Spanish sovereignty in the island and as an encouragement to the insurgents. He also notes, â€Å"The American pretense that the Maine was making a visit of courtesy seemed to these Spaniards a further example of Anglo-Saxon hypocrisy.† And, finally, he adds, â€Å"†¦Spain on her p art was trying to raise money to buy ships and secure allies. † Shaw’s descriptions lead the reader to assume that a Spanish attack on America was imminent and something that America prepare for and expect. Again, Shaw expresses his opinions without supporting data. He makes no references to Spanish official documents or policies, or to statements made by Spanish leaders, that would prove Spain harbored ill feelings towards Americans or intended to attack the United States.Instead, he incites America’s emotions with his allusions that Spain caused the destruction of the USS Maine and has been preparing for war with America. Finally, Shaw appeals to American patriotism by discussing actions performed by the federal government and the subsequent growth of the military. He uses a mixture of fact and opinion, again presuming the entire American population is aware of a series of actions undertaken by the American government to prepare for war against Spain. He does n ot, however, provide verification of the information he writes. He states the following,â€Å"The whole country has known that†¦government work was being prosecuted with double or quadruple forces of men, working by night as well as by day; that ammunition factories, iron and steel plants, and every other establishment capable of furnishing any kind of military or naval supplies were receiving orders from the government and were working to the full extent of their capacity; that our naval representatives were negotiating abroad for additional warships; that new regiments of artillerymen were being enlisted for the big guns on the seaboard; that naval recruits were being mustered in to man newly commissioned ships; that the railroads were preparing by order of the War Department to bring the little United States Army from western and northern posts to convenient southern centers. † He adds â€Å"†¦on March 8 [three weeks following the destruction of the USS Maine], the House of Representatives unanimously voted to place $50 million at the unqualified disposal of President McKinley as an emergency fund for the national defense – †¦followed by an equally unanimous vote of the Senate†¦a very large sum to place in the hands of one man†¦no part of the $50 million will be squandered by the administration.† While the reader could verify Congress’ allocation of funds to the Executive branch of government for national defense, how could Shaw know that all plants were â€Å"working to full capacity† or determine that as many as two to four times as many men were working to prepare American for war? Or how would Shaw know exactly how the funds would be spent? Again, Shaw makes predictions regarding the conflict with Spain, this time about the American government. Shaw adds statements like, â€Å"The quickness and inventiveness of America[s]†¦have no parallel in Europe,† â€Å"Americans had been†¦building or buying†¦high speed and stanch qualities, capable of being quickly transformed into naval dispatch boats or armored and fitted with torpedo tubes.Probably not a single private Spanish citizen could turn over to his government such a vessel†¦,† and â€Å"[America] the most highly developed mechanical and industrial nation will by virtue of such development be most formidable in war†¦, a situation that the Spaniards in general are evidently quite unable to comprehend. † Shaw emphasizes the strength of American â€Å"might† (comparing it to Spain) and an increase in the size of the military to promote nationalism and gain public support for the war. Again, Shaw offers no data to support his opinions, only making the assumption that America would be better equipped for conflict than the Spanish. In conclusion, Shaw’s â€Å"The Blowing Up of the Maine† is an example of â€Å"yellow journalism,† using a combination of fac t, emotionalism and opinion to promote patriotism and public support of war with Spain.While there is no definitive proof that works like Shaw’s caused the Spanish-American War, sensationalist writing does rouse emotions. According to historians, a debate still continues: Did yellow journalism create the conflict between America and Spain, or simply demonstrate what contemporary Americans felt at that time? While the question remains unanswered, readers are able to compare fact and opinion and come to their own conclusions. References Converse, Jean M (1987). Survey Research in the United States: Roots and Emergence 1890-1960. Guinee, Kathleen (1995). A Journey through the History of Information Technology. Naval Historical Center (2003). Destruction of USS Maine. U. S. Census (1890).

Versailles Effect on Germany essays

Versailles Effect on Germany essays The Treaty of Versailles: Prelude to WWII The Treaty of Versailles was not a justified treaty, which created German feelings of revenge and dislike towards the victorious countries. This feeling of revenge felt by Germany, in addition with the social atmosphere of Europe, led to a Second World War in the September of 1939, just 11 years after the first World War. People at the time published reports on the unfairness of the treaty. America never ratified the treaty but Britain and France still enforced it. Germany had no choice but to sign the unfair document and it was only a matter of time before things turned for the worse. We must examine the background, clauses, and effects of the Treaty of Versailles on Germany and Europe to understand how it helped cause WWII. Then, when you look at the situation the treaty created for Europe, we can see how WWII came about. The war had left Europe in shambles. WWI ended on November 11, 1918, leaving millions of European soldiers dead and injured. Large areas of Belgium and France had been devastated and two of Europes most powerful countries, Germany and Austria-Hungary, were defeated and exhausted. All the European countries were now bankrupt from the cost of waging a war for four years. Germany had not been defeated, but knew that if it continued to fight war against the strong American army, defeat in Berlin would result. Because Germany had surrendered, her only option was to either sign the treaty, or else go back to war again, which would inevitably result in defeat. The Treaty was unexpectedly harsh, though, despite the fact Germany hadnt been defeated, she had merely surrendered. Germany was forced to agree that it was guilty of starting the war. This clause was the most insulting and damaging clause for it blatantly and wrongly accused Germany of being the sole cause of war, and this enabled the other clauses to be severe as she was now to pay for the whole of WWI....

Analyzing video Article Example | Topics and Well Written Essays - 1250 words

Analyzing video - Article Example In the video â€Å"Mediation in action: role-playing workplace dispute resolution | Acas†, the two competitors at managerial position Paul and Kristy required mediation for the sake of their professional efficiency, stability and future progress. They also needed to resolve their disputes so to bridge the gap in their communication. To mediate the situation between these two, Senior Manager Bernard suggested mediation session which was conducted by an external agent, when he was unable to eliminate the strife between them himself. Now, Bernard as a senior manager regards both of his mangers for their distinctive skills. However, he is unable to accept their continual defiance of each other, which adversely impacted on the business in terms of time, money, lack of contracts and reputation (Mediation In Action: Role-Playing Workplace Dispute Resolution | Acas). After individual sessions with Paul and Kristy, Mediator meets them in a joint meeting and sets the ground rules initially to be followed by both. She reminds them both how these mediation sessions should be kept confidential and how they can ask for private chat if something disturbs them. Moreover, she made it clear to both the participants that they have to give ample chance and respect to the other to share his concerns and the listener will not interrupt the speaker. Setting ground rules and agreement on them makes such session more smooth and participants reach to resolutions quickly without wasting time in arguments. Mediator depicts composed and tactful approach for the second step of mediation that is listening and summarizing (Doherty and Guyler, 2008). She initiated the discussion by picking the flashpoint between two; â€Å"Kristy’s delegation handling issue†. Since, it’s directly related to Kristy’s liabilities in office; therefore, she gave Paul a chance to speak out his understanding on the issue,

Managment Issues in the Global Family Business Essay

Managment Issues in the Global Family Business - Essay Example It has been said that most family businesses do not last more than two generations and that wealth barely lasts more than three generations (Lee 2008, p.8; Paisner 2007, p.7). Paisner (2007) notes that less than thirty percent of family-owned businesses have sustained their activities for more than two generations before shifting management, and even fewer businesses have managed to maintain their activity to the third generation. This implies that thousands of family businesses wrestle with myriad issues. Successor development, management transition, ownership transfer, creativity, and future focus are some of the issues that becloud the success of family businesses. Italian Family Business presents some of the key characteristics that determine the success or failure of family ventures all over the world. Multi, the owner of the restaurant, has to grapple with management issues and fights tooth and nail to prevent Guido from taking away the family business, something that many othe r similar businesses are grappling with. A look at the major characteristics of entrepreneurial businesses illuminates some of the gaps that might have landed Multi and his family into trouble. There is an unspoken misconception that creativity is only reserved for musicians and writers. This belief is commonplace in most family businesses. In others, there is an underlying conception regarding the usual manner of conducting business. Both mindsets can stifle business creativity, which is an antecedent to innovation, making it hard for family businesses to survive beyond two generations.