Dialysis essays

Dialysis essays The topic of this paper is dialysis. Throughout the paper I will discuss the alternative names given for dialysis, reasons on why the test is performed, how the test is performed, how the test will feel, how to prepare for the test, risks that may occur, and lastly, some pictures of a dialysis machine and the instruments used during dialysis. There are several alternative names used for dialysis that include artificial kidneys, AV fistula, AV graft, hemodialysis, and peritoneal dialysis. Dialysis is performed to remove contaminants from the blood that could, and eventually, result in death in the absence of kidney function. The kidneys function as filters for the blood, removing products of amino acid breakdown. More than that, they serve to reclaim and regulate body water, maintain electrolyte balance, and ensure that the blood pH remains between 7.35 and 7.45. Without the function of the kidney, life is not possible (http://content.health.msn.com/content/asset/adam_test_av_graft). Dialysis serves to replace some of the functions of the kidney. Since dialysis is not a constant ongoing process, it cannot serve as a constant monitor as do normal functioning kidneys, but it can eliminate waste products and restore electrolyte and pH levels on an as needed basis (http://content.health.msn.com/content/asset/adam_test_av_graft). The test is performed by a process called homodialysis. Hemodialysis works by circulating the blood through a machine. The blood flows across a semipermeable membrane with solutions that remove toxins. Before hemodialysis can be performed, there needs to be adequate access to the vascular system. The access needs to support a blood flow of 250 ml/minute, and a normal venous peripheral IV will not support that volume of blood flow. A special type of arterial and venous access is therefore established. The access can be either external or internal. External access involves two catheters, one th...

How a Gamble Paid Off

How a Gamble Paid Off Several years ago, I spent ten days in Las Vegas on business. I allowed myself only twenty dollars to gamble with and am proud to say I broke even. After my home state approved the lottery, people lined up to buy the prized tickets. Not I. I can probably count on one hand the number of lottery tickets Ive bought. Im just not that much of a gambler. But the one time I did gamble, it paid off in a big way. A very big way. I had this completed manuscript titled Wink of an Eye gathering dust in my file drawer when I saw a notice in FundsForWriters for the St. Martins Press/Private Eye Writers of America Best 1st PI Novel competition. The manuscript met all the criteria for submission so I stuffed it in an envelope, scraped together the thirty dollar entry fee and mailed them off. To others, thirty dollars may not seem like a lot, but at that time I was unemployed and on the last weeks of collecting unemployment. It was a weeks worth of groceries. But I took a chance, crossed my fingers and said a prayer. Time went Then one day many weeks later, there in my inbox was an email from St. Martins Press. They were pleased to advise me Wink of an Eye had been chosen as a finalist for the competition. I remember being super excited that it could garner a publishing contract or some other kind of notice as a second place, third place, or honorable mention submission, because surely it wouldnt win. A week later, I received another email from St. Martins advising me my manuscript, Wink of and Eye, had won the competition. The prize was a ten thousand-dollar advance and publishing contract. Not a bad return on a thirty-dollar investment. Im still not much of a gambler, but I will take a second look at contests with big prizes now. If you consider entering your work in a contest, there are a few things to consider. First, is the entry fee fair in relation to the prizes? I saw a recent call for submissions where the entry fee was forty dollars with a hundred-dollar prize. You do the math. Secondly, winning a contest does not mean your winning entry will be published, unless the prize is publication. In that case, you still must read the contest rules and regulations, and contract if offered, thoroughly, to determine if the rights taken and means published fit your preferences. And lastly, entering your unpublished work in a contest should carry the same polish as if you were submitting to a publisher. Revise, edit, proofread. Repeat. The process should be the same whether its going to a contest, small press, or big house. Not all contests are equal, but there are some really good ones out there. And they can be an excellent way of getting your foot in the door and reaching an audience, if youre willing to take the gamble.

The broken tower Research Paper Example | Topics and Well Written Essays - 1750 words

The broken tower - Research Paper Example Crane’s poetry manifested a lot of treats of death and rebirth of love (Hazo, 1963). The modern perfection of death showed a lot of impossibilities in motion while having some resurrection of some kind though giving a very pessimistic message (Quinn, 1963). In his poem, A Broken Tower, Hart Crane uses a lot of biblical allusions and echoes to describe the creative process and the difficulties that come with it forcing the artists to be bound by it. There are several metaphors used in the poem. In the poem, crane used a lot of metaphors and references to referring to God and the church bells directly. This makes it possible to give a religious interpretation to the poem. It is also argued that both arts and religion have metaphors that are similar making the works of the poet both a way of spiritual expression while at the same time making it possible to search for the truth (Hazo, 1963). The tittle, â€Å"A Broken Tower† has been used continuously to allude to the fact that there is a continuous deconstruction of the existing paradigms making it critical for artistic progress. Crane in the poem talks of destroying a stone tower in a continuous manner while building a new one within himself. There is also the change of tone from negative to positive making the poem a stylistically simple with abab rhyming pattern of ten quatrains (Quinn, 1963). At the beginning of the poem, crane uses the bell which is one of the predominant metaphors. The bell has a lot of religious importance as it is use to refer to the morning call that is normally made for people to go for morning prayers (Hazo, 1963). In this poem however, Crane’s bell is not used to call people for morning prayers but used to gather God. There is also a strange fact in stanza one as the tone is negative despite being used to regard to dawn and God which have traditionally been positive. The angelus bells in stanza one is imagery used to treat the resurrection of Crane from hell as the images suggest in the poem. This is show by the falling stone tower with some stony and hellish (Quinn, 1963). The death that Crane is dealing with was caused by modernity that has caused a lot of pessimist by ostensibly that is nearly inescapable. These towers would be guessed as the one of the modern world. The bells of resurrection are used to open the breaking bonds of the first four stanzas making it possible to bring back the poet to the broken world. As the poem proceeds, the bells become a metaphor of poetry which makes the poet sing. The same is true for the coming of the word of God and the divine revelation that bring love. The same revelation of love is brought in according to the poet. External towers of love forms one of Crane’s poetic projects which broken and inner ones are building (Hazo, 1963). The poet has his ‘feet chill on steps from hell’ and ‘dropped down the knell of spent day’. This portrays a lot of curious negativity showi ng how crane has rejected the traditional region that is established. Going ‘from pit to crucifix’ as always been positive and used to symbolize the movement towards God. The first stanza is however decidedly negative manifesting a disdain of tradition (Hazo, 1963). Some of the Biblical allusions like the angelus bell commemorated the incarnation of Jesus Christ, the alternating melodies that overlapped played on the bells while the papal documents eluded the divinely inspired messages. The bell-towers and campaniles represented the Italian cathedrals

Buffalo Wings Essay Example | Topics and Well Written Essays - 250 words

Buffalo Wings - Essay Example Buffalo wings are â€Å"chicken wings that have been deep fat fried and coated with a signature spicy hot sauce, served with bleu cheese dressing and celery sticks† (The History of Buffalo Wings, par. 1). Although it had nothing to do with buffalos, this American food got its name from the place where it originated, Buffalo, New York. It was first served in 1964 at Anchor Bar, a restaurant owned by Frank and Teressa Bellissimo (Suddath, par. 3). So, what makes Buffalo wings very popular not only in the United States but also all over the world? What makes this recipe a unique American tradition? Buffalo wings are chicken wings â€Å"deep fried without any coating or breading, after which they are slathered in that zesty bright orange sauce which is a combination of melted butter, hot sauce and red pepper† (Suddath, par. 4). The plump wings are cooked just right to make it crispy, even if it is not breaded. It is very juicy yet not too saucy. The sweet and salty taste of the wings is perfectly combined with the hot and spicy blends in the sauce. Its peppery taste does not over power the other flavors. It simply adds to the zestiness of the wings. This dish is truly mouth-watering and sumptuous. This delicious dish does not only boasts of its splendid taste. While the wings are being cooked, one cannot resist the aroma that it evokes. It has a very savory scent brought about by the mixture of the various spices and flavors infused in the wings.

Creation, Evolution and Intervention Essay Example for Free

Creation, Evolution and Intervention Essay I think religion and science have always been in conflict. Since the theory of Creationism has always been tied to religious accounts, it is only natural that this comes in conflict with the theory of Evolution. As it is, the theory of Creationism is based on legends and ancestral stories, whereas the theory of Evolution is based on empirical observations and scientific inquiry (â€Å"History of Creationism†). Whereas Creationism, in its literal sense, poses that all species have been existent and static since the birth of time, the theory of Evolution proposes that the existing species today are different from what existed many centuries past. The theory of Evolution eliminates the participation of a Supreme Being, which is the main character in Creationism. This, and the denigration of the human being as above other â€Å"creation† have been the root of much controversy ever since (â€Å"Evolution†). The introduction of the Intervention theory becomes another challenge for both the Creation and Evolution theories. Its affirmation of the existence of extraterrestrials and those human beings are descendents of primordial beings are against the views of Creationism, while the elimination of Neanderthals, Australopethecines and other intermediaries of human evolution and the process of Evolution per se, is completely against the views of the Evolutionists. The Views I have researched on the different views on the theories. The Creation Theory posits that the whole of the universe is made into existence by a Supernatural being. Different religions and beliefs have different versions on how the universe and the world were created by their respective Gods. The most common version of Creation is that told in the Bible Book of Genesis. Based on what I am taught, the universe was created in seven days by the God, Yahweh. It is said that the first to be created was light and in order, it was followed by the separation of the land and waters, the plants, the sun and the moon, the air and sea creatures, the land animals and lastly the first man and woman. On the seventh day, the God rested. This Creation story is similar to the version of the Muslims whose Supreme Being is called Allah. The Greeks, the Norse, the Babylonians and other cultures have their own versions but in general, the theory of Creationism holds similar elements like: the birth of the first men, a father and/or mother goddess, a supreme being, as well as a theory on destruction (â€Å"Origin Belief†). The theory of Creationism appears to be the opposite of another theory that was developed by Charles Darwin, The theory of evolution. Evolution is the process in which a certain species undergo a slow but intricate change in their traits. The changes in traits happen very slowly that differences in form and structure are only noticeable after successive generations, which could then, possibly allow the development of newer species (â€Å"Evolution†). In short, the theory of Evolution relates all organisms as having a common single ancestor that had undergone a series of changes. This means that we are still undergoing the process of evolution and our descendants my possibly be of different species. The process of evolution is subdivided into more processes, starting from adaptation, in which a species acclimatize itself with the environment; genetic drift, gene flow and mutation, in which the species body transforms its structure into something more capable of living with the environment; selection, in which the species who proves themselves incapable of adapting to the environment are naturally eliminated; and speciation, in which another species arise from a single ancestor species (â€Å"Evolution†). The Intervention theory poses as an alternative to the previous two theories. According to my research on the Intervention theory, terrestrial life was introduced on Earth by intelligent extraterrestrial beings (â€Å"Intervention Theory†). Among others, Lloyd Pye has made a controversial claim involving the Intervention theory. According to Pye’s claims, the first Homo Sapiens were products of interbreeding between the existing primates and extraterrestrials (â€Å"Lloyd Pye†). The Current Situation My experience in the academe, my observations and the theories that I’ve read say that the issue on Creationism and Evolution continues to this day. The proponents of the Evolutionary theory still hold firmly against the idea that the universe is created by a higher being while the proponents of Creationism supports the idea. While some believes that the two views are impossible to reconcile, other views are more accommodating. There are separate groups who believe that each of the theories answer different questions and must be considered separately (â€Å"Creation-evolution Controversy†). The teaching of Evolution in schools also currently poses an issue. The proponents of Creationism see the teaching as anti-theistic and propose that the theory be eliminated in the school curricula (â€Å"Creation-evolution Controversy†). The US President Bush thinks that both theories must be taught in schools to provide the public with a clear idea and understanding on the real root of the issue (Bumiller 3). The view on the Intervention theory involves a separate issue, which is against both the previous theories. Currently, there is limited evidence that could support the theory. Conclusion Among others, I think that only the Evolution theory shows empirical evidence. The other two, particularly the Creationism theory and the Intervention theory are merely based on age-old stories and hypotheses that are not yet supported by any historical and observational evidence. Proving the truth of the last two theories would be difficult. Proving any one of these involves evidence of the existence of a Supreme Being or and extraterrestrial being. This is the main problem in both the theories. The non-existence of evidence, however, does not necessarily prove its falsity. Such a case makes possible the incorporation of all the three theories into one. It is my view that the Creationism theory should not be interpreted literally. The â€Å"days† as mentioned in the Book of Genesis, for example could be interpreted as the â€Å"eras† or â€Å"eons† mentioned in the Evolution theory. Also, the Creationism theory does not mention the impossibility of the evolutionary process. It is possible that what happens in between â€Å"the days† in the Creation theory represents what the evolutionary process call â€Å"speciation†. If the land animals (including the primates) were â€Å"created† on the fifth day, and the human beings on the sixth day; and if the Creation’s â€Å"days† are equivalent to the Evolution’s eons, then what happens in between the fifth and sixth â€Å"days† was the speciation of today’s human beings from primates to Homo sapiens. That the order of â€Å"creation† of each group of living things coincides with the age of the firsts of each species creates another sound theory: the theory of Creationism and the theory of Evolution is not opposites but rather, the same theories. In other words, the theory of Creationism is simply an allegorical representation of what the theory of Evolution posits. Works Cited Bumiller, Elisabeth. Bush Remarks Roil Debate on Teaching of EvolutionThe New York Times. The New York Times. 3 Aug 2005: 3 Creation-evolution controversy. Wikipedia, The Free Encyclopedia. 5 Feb 2007, 02:49 UTC. Wikimedia Foundation, Inc. 6 Feb 2007 http://en. wikipedia. org/w/index. php? title=Creation-evolution_controversyoldid=105712111. Evolution. Wikipedia, The Free Encyclopedia. 6 Feb 2007, 06:13 UTC. Wikimedia Foundation, Inc. 6 Feb 2007 http://en. wikipedia. org/w/index. php? title=Evolutionoldid=105994871. History of creationism. Wikipedia, The Free Encyclopedia. 1 Feb 2007, 23:14 UTC. Wikimedia Foundation, Inc. 6 Feb 2007 http://en. wikipedia. org/w/index. php? title=History_of_creationismoldid=104954907. Intervention theory. Wikipedia, The Free Encyclopedia. 13 Jan 2007, 15:06 UTC. Wikimedia Foundation, Inc. 6 Feb 2007 http://en. wikipedia. org/w/index. php? title=Intervention_theoryoldid=100447011. Lloyd Pye. Wikipedia, The Free Encyclopedia. 15 Jan 2007, 00:24 UTC. Wikimedia Foundation, Inc. 6 Feb 2007 http://en. wikipedia. org/w/index. php? title=Lloyd_Pyeoldid=100764730 Origin belief. Wikipedia, The Free Encyclopedia. 2 Feb 2007, 02:20 UTC.

History of Puerto Rico and Spanish Rule :: Hispanic History Historical Essays

History of Puerto Rico and Spanish Rule The history of Puerto Rico under Spanish rule is one of European exploitation of non white peoples for the purpose of economic gain. The ‘discovery’ made by Columbus in 1492 had a great impact on the highly competitive countries in Europe who saw, in lands like Puerto Rico, the possibility of prosperity and advancement. More than hoping to spread their influence or religion, Europeans wanted to take advantage of the lands and resources which seemed unused. Actually the lands were being used quite successfully, but in unfamiliar ways which did not concern many Europeans. With little regard for the native people, Europe began conquering the eastern hemisphere in the name of colonization. Areas which had only known one race for centuries were flooded with people from all over the world seeking money and status. As the stakes grew, and select people and countries heavily prospered off their colonies, ethical and moral restraint declined. The result was a world filled wit h a diverse group of races, extreme distinctions in class differences, and mixing of culture. This was the case for Puerto Rico, which was just as much affected by colonialism as other areas, but has certain qualities which make the Puerto Rican identity unique. After conquering Puerto Rico in 1508 Juan Ponce de Leon looked for a labor supply which he could use to produce riches for Spain and himself. He attempted to force the native Tainos into hard labor and plantation life, but could keep them neither controlled or stationary. Many Tainos escaped enslavement or other forms of forced labor for two reasons (Figueroa, Sept. 24). First Tainos were historically a mobile culture, which roamed the land intentionally before the Spanish made it a necessity. Second, the hinterlands, the rough mountainous interior of Puerto Rico, was easily accessible and navigable to Tainos, but extremely difficult for the Spanish. Thus, Whites were unsuccessful in their attempts to bind natives to the land because the Tainos were able to strategically move away from their persecution. In their attempt to escape class persecution a subculture was formed in Puerto Rico. Many Puerto Ricans turned towards artistic means of expression, represented by the jibaro, because this was one area the Spanish could not restrict (Figueroa, Sept. 17). The result was the â€Å"total expression of the life of the spirit† through language in all of its forms (Valle Antilles, 95).

Enterpreneurship Education

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