A Critical Appraisal Of A Qualitative Journal Article Nursing Essay

A Critical Appraisal Of A Qualitative Journal Article Nursing Essay Research is a significant element in all professions, but perhaps more so in healthcare. It forms the basis of development and adaptation in the healthcare world, and allows professions to merely observe change (Griffiths, 2009). This essay critically appraises a research article, Using CASP (critical appraisal skills programme, 2006) and individual sections of Bellini Rumrill: guidelines for critiquing research articles (Bellini Rumrill, 1999). The title of this article is; Clinical handover in the trauma setting: A qualitative study of paramedics and trauma team members. (Evans, Murray, Patrick, Fitzgerald, Smith, Cameron, 2010). Many research articles are appraised due to the sheer degree of information obtainable in health care settings. Critically appraising articles allows one to filter out the low quality studies and distinguish misleading information (Cormack, Gerrish Lacey, 2010). The article title clearly explains the research, without being too extensive, using extraneous words or explaining the results found. It is able to inform the reader of the research aim without becoming uninteresting. The basic concept of a title should provide a summary of the content. A good title should be straight forward; a poorly written title will defer readers (Centre for research writing resources, 2012). Key words serve as key elements in the article, including handover, trauma and paramedics. Again allowing the reader to know precisely what the article consists of. The abstract of this article elucidates the purpose of the research, its results and reasonings. It also briefly articulates the method, highlighting key factors necessary. Everything declared in the article is present in the central text; all statistics and findings are indistinguishable. The abstract enables the reader to decipher if the article is of interest. This article clearly identifies the aims of the research in the abstract and main text. By using aims, the results and discussion are simply interpreted and flow effortlessly. Aims should be written plainly, in non-technical language and state the concepts the research is addressing (Stommel Wills, 2004). By using comprehensible and concise aims, the reader can simply understand what the researcher is setting out to obtain, giving the research a focus. In the background of the article, the researcher clearly identifies the relevance of the research aims and why the research is required, including medical mishaps and misinterpretation of trauma handovers. This allows one to understand the concepts behind the research, give the aims credibility and support incorporation into the results. Background information suggests that the topic has been thoroughly researched and aids construction of research methods and aims (Blaxter, Hughes Tight, 2006). This research uses qualitative methods, which deem appropriate for this type of research, as the researcher is trying to highlight the attitudes, experiences and emotions of participants concerning handovers. The research does not use statistics, rather participants responses and their subjective experiences around the topic. Qualitative research looks at the essence of social phenomena, giving people the opportunity to understand what people do and why (Williams, 2010). In the abstract, the researcher articulates using grounded theory and thematic analysis. Grounded theory is used to develop theories that can be used in practice (Oktay, 2012), suggesting this is a desired method for this research. The article is well set out, permitting the research design to be effortlessly recognisable and easily read. Although the researcher states that grounded theory was used, one may say that it was used incorrectly. Grounded theory is used to create theories that can be applied in real life situations (Oktay, 2012) and although this study does create a theory, (effective and ineffective handovers) it is building on an already established theory (MIST Mechanism-Injuries-Signs-treatment). The use of grounded theory is very ambiguous in this research; it could be argued that is has been applied correctly, due to using current research to guide the study. Whether it was applied accurately or not, the researcher has not explained how they used grounded theory or i ntegrated the theories into the research. The researcher does not disclose how they determined the exact method used. This would be beneficial as the research question, method of data collection and data analysis all depend on each other, and therefore these paramount decisions need to be made continually throughout the research process (Willig, 2008). The participants were selected through purposive convenience sampling, with no incentives. Although this is convenient for the researchers, it may mean the respondents are not the most appropriate to the task itself (Burnard Newell, 2011). In this case, all the participants were Paramedics or part of a trauma team and all had understanding with trauma cases. As the researcher states in the limitations, the conclusion may be different for less experienced participants or those who were trained differently. There is no explanation as to why the participants chose to take part in the study, nor why others chose to decline the opportunity. This would be valuable information as there may be a specific group of people that decide to volunteer for research studies, therefore the research may not be applicable for all paramedics and trauma staff. One may find it difficult to consider how all of the volunteers happened to be experienced, this may lead to the suggestion that the researchers f iltered through the respondents and chose the most suitable, still using convenience sampling. The article is also unclear about how the volunteers came to know about the research and what they were told before the research commenced. Convenience sampling is most commonly used in larger- scale studies (Sim Wright, 2000) and therefore seems an outlandish method to use, as only 27 participants were used in this study. In this article, the researcher does not disclose the setting in which data was collected. This may well have an impact on the results, as it could influence the participants emotions, how comfortable they feel and how much information they are willing to provide (Shi, 2008). Also, they do not specify which researcher conducted the interviews. By the interviewer being a Paramedic, part of a trauma team or neither may have an interviewer affect (Alder Clark, 2011). This in turn may change the results of the study, make it bias or unreliable. There is an obvious section in the article relating to how the data was collected. All participants were interviewed face to face, but the researcher does not specify if these were in groups or individual. By interviewing as a group some people may conform to others responses. Using a semi-structured face to face interview allows the interviewer to observe non-verbal communication techniques, as well as how the participants give their responses ( Flick, 2009). The interview consisted of pre-determined questions, using a topic guide. It is not discussed who wrote the topic guide, this again could have an effect on the results or the way in which certain questions are worded. The paramedics were given a somewhat different question format to those of the trauma team, allowing the researchers to gain full potential of questions given. The topic guide was integrated into the article, so readers are fully aware of questions asked. The participants were given a copy of MIST and asked to comment on how it could be enhanced. This was modified and presented at the specialties clinical meetings and opinions were given to the researchers by email or telephone. The researcher does not specify who was present at the clinical meetings, and whether the Paramedics were given the opportunity to see the modified version. It also does not disclose how long participants were given to respond and if they were given a chance to confer with any oth er people. If the participants were able to discuss the modified MIST before replying, the results may be inaccurate; some responses may be influenced by other professions with different experiences. The article is very vague about who was interviewed on the minimum dataset for handovers, as only the speciality groups were declared. This could cause a bias result, if only one profession was interviewed on specific aim. The researcher has not commented on their rationale for using any of these methods; supplying a rationale can help ensure validity in the research process and results (Piekkari Welch, 2004).There is no mention of any changes made throughout the study, therefore one can assume the original plan was followed through the majority of the study. The researcher has not mentioned how the data was recorded; this could have a detrimental effect on the results, because if they are noted from the researchers memory, mistakes could be made. Grounded theory usually records data u sing audio and video tapes, allowing the researcher to carefully examine responses given (Schreiber Stern, 2001). At no stage in the article does the researcher comment on their own role and any bias they may cause in the study. Researchers are said to be bias when they do not take an objective approach to research (Powers Knapp, 2006). From the article itself one can see that the research team consists of 1 Ambulance service employee, 1 trauma team member and 4 people from the research centre of excellence, suggesting there is minimal bias from researchers, but this is not documented. One may say bias was reduced as the participants were not given MIST until after they had been asked some of the questions; therefore it had no influence on previous responses. There is no research question used in this study, but there are four clear aims that were derived from the extensive background and initial research. Ethical issues have been considered by the research team as the study was approved by an ethics committee, but there is no justification of ethical issues taken into consideration concerning the participants. Although there are no ethical issues relating to the welfare of the participants, the researchers do not explain confidentiality and informed consent. One can presume that informed consent was gained from each respondent as they volunteered for the research. Informed consent requires the participants to have adequate information regarding the research (Surrena,2011). During this study, the data was sufficiently analysed, using thematic analysis. Thematic analysis uses coding to identify the recurrent or main themes in research results. It is most often used in qualitative research as it emphasises recurrent ideas and feelings (Mays, Popay Pope, 2007). By using a coding programme to categorise responses from participants, the researchers were able to find recurrent themes and were capable of placing responses into three nodes that were directed by the initial aims. This was independently checked for consistency and in some cases a third researcher was used to decipher any discrepancies, again reducing bias. In the main text, the researcher does not mention the use of thematic analysis, only the coding process, although it is mentioned in the abstract; one can assume this method was used throughout. It is not explained why the responses shown in the article were chosen to be published, but there is a descriptive table shown that entails several re sponses. It is exceedingly supportive to the results given, as it concurs with the results and highlights how the paramedics and trauma team share equivalent experiences with trauma handovers. The data analysis materialized no contradictory responses; there was a general consensus between all participants, emphasizing the need for further research and handover training and frameworks. There is a clear consensus that countless handovers are ineffective and several participants agreed on reasons for this. This was evidently stated by the researcher, along with the need for paramedics to obtain training in effective, concise handovers. There is no evidence for argument as all participants agreed that handovers needed to be enhanced in order to improve patient outcome and quick treatment. The researchers were not trying to settle argument, merely emphasise the experiences of professionals in the emergency setting. The researcher considers triangulation, but declares it should be used with caution in other hospitals, not mentioning the studys use in other ambulance services. Triangulation refers to approaching data from various perspectives (Flick, Kardorff Steinke, 2004).The discussion is flawlessly set out as the aims the researcher set out to justify. This makes it easier to alternate between the method, results and discussion with ease. The researcher discusses how the study can be the basis to further development with trauma handovers and illuminates the need for further research and application. It does mention the need for further paramedic training, but as a lone piece of research, it is unable to act upon this. The research has not highlighted any new areas that need investigation or further research, but has merely emphasised the awareness of poor trauma handovers. There is also no mention of transferability in this study, other than using it cautiously in other hospitals. Transferability refers to the probability that the study has meaning or use in other situations (Surrena, H 2011). In addition, there is a short time period between the article being written and it being published; meaning the information in this study is relevant and up to date. In conclusion, this research study is well designed with meaningful and useful results. The aims and background information are impeccable, giving the researcher ample reasons to conduct the study. The results are well analysed and supported by the discussion. The only downfall to this article is the minimal justification of choices made throughout the study. There are various limitations, that the researchers have identified themselves, allowing further researchers to replicate the study, modifying the limitations noted in this article. Due to the researcher identifying the need for further research, the reader may not consider changing their current practice based on this article alone. However it would be exceptionally useful in further research.

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

Key Pieces of Ap Literature Poetry Essay Samples

Key Pieces of Ap Literature Poetry Essay Samples The Ap Literature Poetry Essay Samples Pitfall Also, you might be experiencing a wide variety of different challenges, which ultimately block you from creating well-researched English literature essay topics. Literature analysis, therefore, gives you the opportunity to escape from real life and venture into a zone that has no tension and sadness. The Reader might start to suspect that the student is merely attempting to bluff her or his way through the question. Don't hesitate to browse the webpage and click on any individual download hyperlink button below a sample which you like. After discovering our website, you will no longer will need to bother friends and family with these kinds of requests. In general, I don't suggest this website. When you're writing an English essay, you have zero chance to verify your paper by another individual. The ending of the essay needs to be firm and sum up the entire article. When you inf orm us about all of the paper information, we'll begin trying to find a proper writer for your paper. The subject of a report determines the points which will be used. Who Else Wants to Learn About Ap Literature Poetry Essay Samples? You should make a strong well-supported analysis instead. The tiny note at the conclusion of the prompt about avoiding plot summary is extremely important. It says that you ought to not do an overview of the whole plot. Although the poem utilizes consistent first individual, the ironic effect is that the speaker's individuality is just expressed in regard to the child she carries. Academic papers can't contain any signals of plagiarism. Analysis Now you have a working example of the way in which a Poetry Analysis Essay can be written, let's look at some particular portions of the essay which functioned successfully. An outline for a poetry analysis essay can be quite easy, as it is only a guideline for the writer to construct upon as the very first draft is written. There are various elements involved with writing an effective essay. An interesting rhetorical analysis example will allow you to begin with rhetorical essays. Rubrics especially intended for introductory paragraphs also can be useful. Scroll down the page in order to see extra essay samples which can help you in producing your very own literary essay. In case the topic selection gets difficult, you may make a literature essay topic list that will help in settling on the most appropriate topic to tackle. Revision provides you the opportunity to check whether the report is in accord with the literature essay writing guide assigned. Apparently, if you can't write this up to the necessary standard, you should look for qualified guidance. The most frequently encountered paper writing service that the bulk of our clients require is essay writing. Contrary to other companies, we're safe and skillful group of writers that are deeply concerned in regards to the academic writing tasks. They're educated and friendly persons who will gladly assist you in any matter associated with using our expert services. Your essay should be between 800-1200 words. Be aware, however, that a number of the prose and poetry excerpt s can't be reprinted because of copyright concerns. Every author and poet have their own distinct style that cannot be replicated. Make a purchase and get the ideal poetry essays here! A number of the sonnets work nicely. All that information typically provides the reader a more in-depth grasp of the poem, and it appears self-explanatory that a person who has an improved comprehension of the poem would have a simpler time conducting an analysis of that poem. The narrator in the poem is a superior observer. The best poems for teaching poetry reading are poems that appear to crack open once you use the perfect strategy. What to Expect From Ap Literature Poetry Essay Samples? You will learn how to write under time pressure, and have the chance to complete practice assignments that are much like those you will discover on the AP examination. Some students think about the absolutely free response section being the hardest portion of the whole English exam. AP Language and Composition course is a huge deal, and your primary goal is to demonstrate your capacity to create decent analysis with an ideal structure and grammar indexes. Stick to exactly the same procedur e every time. Revising gives you the opportunity of identifying spelling and grammatical errors that could be avoided. Students lead busy lives and frequently forget about a coming deadline.

Consumer Decision Making Process Essay - 1449 Words

Consumer Decision Making Process A key factor in successfully marketing new/existing products or implementing a product Extension is a thorough understanding of the motivation, learning, memory, and decision Processes that influence consumers purchasing behavior. Consumer purchasing behavior theories have found their way into managerial decision making to help companies more effectively develop and launch new products, segment the market, determine market entrance and in brand management. Therefore, a better understanding of how consumers decide what to purchase is critical to the success of a product. There are numerous theories and models describing the consumer purchasing decision†¦show more content†¦The extent of the information search is typically related to the cost of the product and the consumer’s prior knowledge and experience with the product and/or product category. This is the process where the consumer will develop their purchase set, or group of products that they will consider purchasing. If a consumer is considering the purchase of a pick-up truck, at this stage they will collect information and research automobile manufacturers and their trucks. However, the information search may be less extensive when the consumer considers purchasing less-expensive or daily-use items. Marketers can significantly impact the decision process by providing product information. Detailed product information, available product features/attributes and benefits may satisfy potential consumers need for information. Marketing at this step allows companies to â€Å"toot their own horn† to a degree and explain the advantages of their product. In some instances, companies compare their product to competing products to help the consumer realize that their product is clearly superior to its competitors. One consideration is that comparison information maybe misinterpreted or may confuse potential consumers. If this happens, the potential consumer might mistake the competingShow MoreRelatedThe Consumer Decision Making Process1706 Words   |  7 Pagesuse a lot of strategies to make the consumer purchase their brand over various other competitors. But what is it exactly that happens inside the head of the ‘king’ that the marketers are always so interested in? What process does a consumer follow towards making a purchase that reduces the level of his cognitive dissonance? Let’s have a look. Need Recognition This is the first stage of the consumer decision making process (Solomon et al 2010), when a consumer recognises that there is a differenceRead MoreThe Decision Making Process Of Consumers Essay1679 Words   |  7 PagesIntroduction One of the important objective of marketers is to identify and understand the purchase decision maker. Understanding them helps the marketers in various fields from product manufacturing process to developing a good marketing strategy. The focus of the review of the research is to understand the decision making process by focussing on family buying decision or role of gender in family buying decision. Over the last few years, the pattern of family has changed a lot. Changing are occurring inRead MoreConsumer Decision Making Process1577 Words   |  7 PagesThis piece of work is about consumer behavior on electric vehicle which included the five stages of consumer decision making process such as Need Recognition, Information Search, Evaluation on Alternative, Purchase Decision, and Post-purchase decision. Lastly, the five different concepts which made up by social cultural factors and individual factors. 2.0 Five Stages of Consumer Decision Making Process 2.1 Need Recognition A problem is recognized when consumer found out a difference betweenRead MoreConsumer Decision Making Process2329 Words   |  10 Pages2Extensive problem solving and perception 3 2.3 Consumers accept satisfactory decision 3 2.4 Motivation 3 2.5 Physiological field 4 2.6 Implication for marketers 4 3 Passive view 4 3.1 Characteristics 4 3.2 Arguments 4 4. Emotional view 5 4. 1 Characteristics 5 4.2 Consumer decision making process 5 4.3 Offers for emotional view 5 4.4 Implication 5 4.5 Effective Communication 5 5. Cognitive view 6 5.1 Characteristics and decision making 6 5.2 Relevance 6 5.3 Cross-cultureRead MoreThe Consumer Decision Making Process2218 Words   |  9 PagesFIGURE 2.4 Consumer future decision-making process (Fotis, 2015; Moutinho, 1987) The value of influence is also a crucial element in understanding consumer purchase decision. Brown and Hayes (2008) interpret influence as ‘the action of creating a conductive environment which shapes other consumers’ perspective on a particular matter’ and ‘the ability to alter a person, item or route’. A book published by James Duesenberry in 1949, who is the first to embrace the term â€Å"consumer behaviour†, focusingRead MoreConsumer Decision Making Process2217 Words   |  9 PagesINTRODUCTION We all have to make choices. One of those most important decisions made in our life are based on the market - buying goods. No one buy goods unless they have a problem, a need or a want. The Consumer Decision Making Model can be applied with any economics decision you have to make. The goal in creating this model was to analyze how individuals sort through facts and influences to make decisions that are logical and consistent for them. Think like an economist with this convenient toolRead MoreThe Consumer Decision Making Process1923 Words   |  8 PagesIntroduction Consumer behaviour examines how individuals acquire, use and dispose of company offerings (Noel 2009). Acquiring a product or service is not the only consideration of consumer behaviour but the various stages and processes before these offerings are bought. In this essay I will be analysing a television purchase I made from Argos using the consumer decision making process and concluding with a justification in the context on consumer decision-making process. The consumer decision-making processRead MoreThe Decision Making Process Of The Consumer1950 Words   |  8 Pagesstates that each person seeks to maximize their own gains. Putting that in context with a low self-control, one can identify that an offer should be fair since the key demographic might reject an unfair offer out of altruism. The decision making process of the consumer is a quick and intuitive one [See Appendix A]. In order to start advertising a change needs to happen in the eating habits. The strategy is to spread the word, create a buzz and sell an experience. In order to spread the word aboutRead MoreConsumer Behaviour And Decision Making Process Essay1264 Words   |  6 Pagesliterature based on the order of the objectives. The literature review is on purchase intention, financial capability, and social factors, consumers’ attitudes and online buy. While analysing the literature, contributions, weaknesses and gaps in the existing literature were identified. 2.2. Theoretical review While consumers/buyers have existed for thousands of years, consumer behaviour research really began after World War II. It was established as a unique field of study during the 1960s (Engel, BlackwellRead MoreAnalysis of Consumer Decision Making Process1581 Words   |  7 PagesIntroduction Consumer decision making process is a list of steps that are carried out by consumers concerning to a potential market transaction, before, during and after the purchase of a product or service. The process includes identifying the problem, collecting information, evaluating the alternatives, making the purchase decision and evaluating post purchase. Generally, decision making is the  cognitive process  of selecting a course of action from among multiple options. As a consumer, I find that