Placoid Scales on Sharks and Rays

Placoid Scales on Sharks and Rays Placoid scales are the tiny tough scales that cover the skin of sharks, rays, and other elasmobranchs. Even though placoid scales are similar to the scales of bony fish, they are modified teeth and are covered with hard enamel. They grow out of the dermis layer and this is why they are called dermal denticles. Placoid scales are packed tightly together, supported by spines, and grow with their tips facing backward. This gives the fishs skin a rough feel. The function of these scales is for protection against predators. In some sharks, they may also have a hydrodynamic function, helping them swim more efficiently and quietly. The placoid scales are shaped such that little vortices form, reducing friction as the shark swims. They also direct the water around the fish. The Structure of Placoid Scales The placoid scales grow out of the dermis, with the flat rectangular base plate embedded in the skin of the fish. Like our teeth, placoid scales have an inner core of pulp made up of connective tissues, blood vessels, and nerves. Like the pulp cavity of a tooth, it is nursed by a layer of odontoblast cells that secrete dentine. This hard, calcified material forms the next layer. The dentine is covered by enamel-like vitrodentine, which is produced by the ectoderm. Once the scale erupts through the epidermis, no more enamel can be deposited on that portion of the scale. Different species have different kinds of spines develop to support the scales. The spines give the scales their rough texture. It is so rough that it has been used as sandpaper by various cultures form many centuries. The species of fish can be identified by the shape of the scales and spines. On some sharks, they are shaped like a duck foot. Scales in bony fish grow as the fish gets larger, but placoid scales stop growing after they reach a certain size, and then more scales are added as the fish grows. Shark Skin Leather The tough nature of the placoid scales makes shark rawhide leather, called shagreen. The scales are ground down so the surface is rough with rounded protrusions. It can take on dye colors or be left white. It was used in Japan to cover sword hilts, where its rough nature was appreciated to help form a good grip. Other Types of Fish Scales Ctenoid scales are another kind of toothed scales, but the teeth are only along the outer edge of the scale. They are found on fish such as perch that have spiny fin rays. Cycloid scales have a smooth texture and they are found on fish with soft fin rays, including salmon and carp. They are rounded and show growth rings as they grow with the animal. Ganoid scales are diamond-shaped and they do not overlap, but they fit together like pieces of a jigsaw puzzle. They are seen on gars, bichirs, and reedfishes, and they act like armor plates.

Transformational Grammar (TG) Definition and Examples

Transformational Grammar (TG) Definition and Examples Transformational grammar is a theory of grammar that accounts for the constructions of a language by linguistic transformations and phrase structures. Also known as  transformational-generative grammar or T-G or TGG. Following the publication of Noam Chomskys book Syntactic Structures in 1957, transformational grammar dominated the field of linguistics for the next few decades. The era of Transformational-Generative Grammar, as it is called, signifies a sharp break with the linguistic tradition of the first half of the [twentieth] century both in Europe and America because, having as its principal objective the formulation of a finite set of basic and transformational rules that explain how the native speaker of a language can generate and comprehend all its possible grammatical sentences, it focuses mostly on syntax and not on phonology or morphology, as structuralism does (Encyclopedia of Linguistics,  2005). Observations The new linguistics, which began in 1957 with the publication of Noam Chomskys Syntactic Structures, deserves the label revolutionary. After 1957, the study of grammar would no longer be limited to what is said and how it is interpreted. In fact, the word grammar itself took on a new meaning. The new linguistics defined grammar as our innate, subconscious ability to generate language, an internal system of rules that constitutes our human language capacity. The goal of the new linguistics was to describe this internal grammar.Unlike the structuralists, whose goal was to examine the sentences we actually speak and to describe their systemic nature, the transformationalists wanted to unlock the secrets of language: to build a model of our internal rules, a model that would produce all of the grammatical- and no ungrammatical- sentences. (M. Kolln and R. Funk, Understanding English Grammar. Allyn and Bacon, 1998)[F]rom the word go, it has often been clear that Transformational Grammar w as the best available theory of language structure, while lacking any clear grasp of what distinctive claims the theory made about human language. (Geoffrey Sampson, Empirical Linguistics. Continuum, 2001) Surface Structures and Deep Structures When it comes to syntax, [Noam] Chomsky is famous for proposing that beneath every sentence in the mind of a speaker is an invisible, inaudible deep structure, the interface to the mental lexicon. The deep structure is converted by transformational rules into a surface structure that corresponds more closely to what is pronounced and heard. The rationale is that certain constructions, if they were listed in the mind as surface structures, would have to be multiplied out in thousands of redundant variations that would have to have been learned one by one, whereas if the constructions were listed as deep structures, they would be simple, few in number, and economically learned. (Steven Pinker, Words and Rules. Basic Books, 1999) Transformational Grammar and the Teaching of Writing Though it is certainly true, as many writers have pointed out, that sentence-combining exercises existed before the advent of transformational grammar, it should be evident that the transformational concept of embedding gave sentence combining a theoretical foundation upon which to build. By the time Chomsky and his followers moved away from this concept, sentence combining had enough momentum to sustain itself. (Ronald F. Lunsford, Modern Grammar and Basic Writers. Research in Basic Writing: A Bibliographic Sourcebook, ed. by Michael G. Moran and Martin J. Jacobi. Greenwood Press, 1990) The Transformation of Transformational Grammar Chomsky initially justified replacing phrase-structure grammar by arguing that it was awkward, complex, and incapable of providing adequate accounts of language. Transformational grammar offered a simple and elegant way to understand language, and it offered new insights into the underlying psychological mechanisms.As the grammar matured, however, it lost its simplicity and much of its elegance. In addition, transformational grammar has been plagued by Chomskys ambivalence and ambiguity regarding meaning. . . . Chomsky continued to tinker with transformational grammar, changing the theories and making it more abstract and in many respects more complex, until all but those with specialized training in linguistics were befuddled. . . .[T]he tinkering failed to solve most of the problems because Chomsky refused to abandon the idea of deep structure, which is at the heart of T-G grammar but which also underlies nearly all of its problems. Such complaints have fueled the paradigm shift to cognitive grammar. (James D. Williams, The Teachers Grammar Book. Lawrence Erlbaum, 1999) In the years since transformational grammar was formulated, it has gone through a number of changes. In the most recent version, Chomsky (1995) has eliminated many of the transformational rules in previous versions of the grammar and replaced them with broader rules, such as a rule that moves one constituent from one location to another. It was just this kind of rule on which the trace studies were based. Although newer versions of the theory differ in several respects from the original, at a deeper level they share the idea that syntactic structure is at the heart of our linguistic knowledge. However, this view has been controversial within linguistics. (David W. Carroll, Psychology of Language, 5th ed. Thomson Wadsworth, 2008)

Secrets of Sense and sensibility Essay Example | Topics and Well Written Essays - 500 words

Secrets of Sense and sensibility - Essay Example It was essential then that the discourse of meaning in which these two characters appear though the passages within the novel be able to understand discreet measures in which women and women relationships were being censored by society. To show that Elinor and Marianne are able to use secrets as a measure of passing information and meaning to the other characters I have chosen two scenarios from the book to illustrate my point. The first scene that I would like to explore is when Marianne was having an intense relationship with Willoughby and an attachment so strong between the two of them that in the minds of the adults it was almost an assured attachment that would lead to marriage. However, in the eyes of pre-pubescent Margaret she could not understand that such daily contact between the two could excite into marriage. It was only when she witnessed that Willoughby had taken a lock of Marianne’s hair as a sign of fixed attachment did Margaret presume that the two will soon be engaged; Margaret related something to her the next day, which placed this matter in a still clearer light. Willoughby had spend the preceding evening with them, and Margaret, by being left some time in the parlour with only him and Marianne, had had opportunity for observations, which with a most important face, she communicated to her eldest sister, when they were next by themselves. The secret in question was the lock of hair obtained by Willoughby from Marianne that signifies their strong attachment from one another. However, we know this to be beside the case when Willoughby has a secret of his own to conceal that he may not marry Marianne. The eyes of a child, in this case, Margaret who’s pre-pubescent and slowly learning the art of conveying meaning without declaring it to the public world allows Marianne to be subtly disgraced without the knowledge of the public sphere thus securing

Counseling male rape victims Research Paper Example | Topics and Well Written Essays - 1500 words

Counseling male rape victims - Research Paper Example The victims are also required to process the rape and the possible experiences they may face after the ordeal with their formal and informal providers of support. Second, observations made from evaluating therapeutic techniques show that cognitive behavioral therapies (CBT) can work quite well in the reduction of the short term post rape anxiety and fear symptoms. Though, feminist therapies focus on the long term issues in dealing with self blame and guilt, they are known to work at times for the short term issues. Finally It is common for the mental health practitioners who deal with the male rape victims to also experience disturbing feelings that are similar to those experienced by the rape victim. These symptoms are referred to as Secondary Traumatic stress usually experienced by practitioners who deal with a high number of sexually assaulted victims, thus, the need for the application of self-care strategies for these therapists. Introduction The term rape/sexual assault are usu ally defined in many different ways, but, it is explained that rape is the unwanted sexual acts that range from touching to penetration. Usually it is assumed that phrase ‘victims of sexual abuse’ or ‘rape victims’ usually refer to women, but contrary to that, men and boys are also victims of the vice and research shows that in America 10% of the rape victims are men and boys. According to the mental health practitioners who dealt with them, men and boys suffer post-traumatic stress similar to those experienced by women, but are not willing to accept that they are rape victims and need assistance. For some time now practitioners, researchers have tried to find out how sexual assault on males impacts the individuals health psychologically and to create therapies that efficient in enhancing the recovery of these male victims. This essay seeks to explain the research results on three major issues for the practitioners who deal with the male rape victims. These issues are: one, the experiences of the male rape victims and the issues they may put forward in therapy, two, the therapeutic techniques and methods that have yielded success in enhancing recovery of the victims, lastly, the effects of dealing with the male rape victims on the health practitioner dealing with them. The experiences of the male rape victims and the issues they may put forward in therapy Currently, research focuses mainly on putting down and explaining the post traumatic impacts ion the male rape victim’s way of life. The research findings show that the victims struggle with the effects of the assault directly and the effects of the assault on the people who are close to them, that is family and friends. Thus, these results shows that the male rape survivors may share a variety of concerns in therapy and the therapists must be informed of the various negative impacts of sexual assault (Odem & Warner, 1998). Sexual assault/ rape are devastating and normally it wrecks the survivor’s ability to maintain a consistent illusion of safety at the personal level, their invulnerability, and threatens some of the beliefs and assumptions the victims identify with and the larger community that surrounds them. The victims are likely to display extreme levels of psychological distress, guilt, fear, shame, tension, anxiety, anger among others. These different psychological symptoms are usually viewed as an exhibition of the

A Theory of Justice Presented by John Rawls Essay -- inequalities, f

In A Theory of Justice John Rawls presents his argument for justice and inequality. Rawls theorizes that in the original position, a hypothetical state where people reason without bias, they would agree to live in a society based on two principles of justice (Rawls 1971, 4). These two principles of justice are named the first and second principles. The first is the equal rights and liberties principle. The second is a combination of the difference principle and the fair equality of opportunity principle, or FEOP (Rawls 1971, 53). Rawls argues that inequality will always be inevitable in any society (Rawls 1971, 7). For example, there will always be a varied distribution of social and economic advantages. Some people will be wealthier than others and some will hold places of greater importance in society. Rawls’s argument is that to ensure the stability of society the two principles of justice are needed to govern the assignment of rights and regulate the inequality (Rawls 1971 , 53). Any infringement of an individuals rights or inequality outside the parameters of the principles of justice are unjust. In order to understand Rawls, one has to understand the theoretical concept of the original position. It lays the groundwork for Rawls’s argument by providing a foundation for society. Calling it a state where people reason without bias is a very general definition that does not at all fully explain all of the different aspects of the original position. The original position, according to Rawls, has to do with a social contract (Rawls 1971, 11). People agree to rules in society that are pursuant to their own general well being. However, they decide on these rules behind what Rawls calls a veil of ignorance. Behind this veil of ignor... ... his principles of justice to evaluate such an inequality. If rights were not being infringed then he would immediately move on to the second principle criteria. In this scenario, if the workers were getting the greatest benefit then the inequality presented would be justified. For example, if the corporation were putting the increased profits into safer equipment for its workers, or providing insurance, compensation, etc. then it could be said that the inequality is justified. However, if the corporation were keeping it’s profits then the workers are least advantaged, but not getting the greatest benefit, so the inequality would be unjust in Rawls eyes. Allowing the inequality to continue would lead to instability in society and it would violate Rawls’s principles. â€Æ' Works Cited Rawls, John. A Theory of Justice. Cambridge, MA: Belknap of Harvard UP, 1971. Print.

King Lear: Critical Study of Text Essay

In this production of Shakespeare’s King Lear, a feminist reading of the play has been chosen to be presented to the audience. Certain important factors must be taken into consideration as to how this reading will be reflected on stage. Thus, we will examine, in detail, two important scenes: Act I, scene i, and Act IV, scene iv, their impact on the action and main issues of the play (ambition/ greed, power, corruption, appearance versus reality and growth through suffering) and how the characters, specifically the women roles, are to be portrayed to reflect this particular critical reading. Act I, scene i, is worthy of our attention as a valid representation of the major issues within the play, an impetus for the play’s ensuing conflict and a display of the nature of the characters. The scene opens with Gloucester and Kent discussing Lear’s plan to retire and partition his kingdom amongst his daughters. The king’s public drama of the love test denotes the insecurity and fear of an old man who requires reassurance of his importance, blindly accepting his elder daughters’ seditious falsehoods. As opposed to a genuine assessment of his daughters’ love for him, the test seems to invite, rather demand, flattery. Goneril and Regan’s professions of love are banal and insecure, ‘I love you more than word can wield the matter,’ however Lear unreservedly welcomes these trite remarks. Regan echoes her sister by saying, ‘I find she names my very deed of love; only she comes too short.’ In contrast to her sisters, Cordelia, the youngest and favourite daughter responds to Lear’s emotional demands by answering ‘Nothing, my lord.’ Markedly, she has a much greater degree of forthrightness and assurance: ‘Unhappy as I am I cannot heave my heart into my mouth,’ a metaphorical statement that enrages Lear, who thus disinherits Cordelia, triggering the tragic events that are to follow. A feminist reading of this play could focus on a number of aspects from this opening scene. Consideration could be given to the early dialogue between Kent and Gloucester. Gloucester’s blatant indiscretion to Edmond’s bastardy compels the audience to see reasoning in the character’s subsequent actions, ‘I have so often blushed to acknowledge him.’ Edmond is seen as flawed owing to the flaws of his mother, ‘A son for her cradle ‘ere she had a husband for her bed. Do you smell a fault?’ The metaphorical devices that can be seen in  this statement, ‘husband for her bed’, works to both debase the maternal figure and offend the son. Gloucester seemingly disengages himself from any form of culpability and particular emphasis on this aspect of the scene could direct more focus on the ensuing misogynistic aspects of the play. Traditionally, from a feminist perspective, the characters of Goneril and Regan are branded villains ; stock characters, conventional representations of ‘evil’. This ‘evil’ is defined by acts of will, power, desire, and sexuality – acts which disrupt both conventional morality and the patrilineal order’s definition of ‘appropriate’ femininity and consequently must be met with punitive penalties. Feminist perspectives examine the explicit attack on Goneril and Regan as evil, lustful creatures and the savagery of Lear’s curses and harsh judgments, †Down from the waist they’re centaurs, /though women all above†. Once their fraudulent appraisals of their father secure their powers and demotes his, their villainous agendas come to surface as reverence to Lear is ultimately decimated. Family relations in King Lear are fixed and determined by the patriarchy and any movement is destructive of this rightful order. The actions of Lear’s treacherous daughters are thus seen as not simply cruel and selfish, but as a fundamental violation of human nature. A feminist reading of the pl ay focuses on the propriety of male power – fathers are owed particular duties by their daughters and we must be appalled by the chaos which ensues when those primal links are obliterated. Furthermore, the abruptness of Cordelia’s refusal to play her role in Lear’s test of love dramatizes the outrage of her denial of conformity, and the fury of Lear’s ensuing appeal to archetypal forces shows that a rupture of ‘propinquity and property of blood’ is tantamount to the destruction of nature itself. Cordelia’s words, ‘I cannot heave my heart into my mouth,’ introduce a conflict into the question of obligations within the family. A feminist reading of the play could consequentially give particular consideration to the prospect of women being regarded a key to property. Burgundy states, ‘Royal king/ Give but that portion which yourself proposed/ and here I take Cordelia by the hand;’ feminist critical reading implies that the motivations are imbedded with misogynous ideas, that females are merely in place to fuel the institution of male power. This is further underscored by the notion that Regan and Goneril c ontrol their land through their husbands, Cornwall and Albany  respectively. Following from this, the characterisation of the roles, to reflect a feminist reading of the play in the production, is of particular importance. The characters of Goneril and Regan would need to be portrayed as ambitious, cold and calculating, ruthless in their disloyalty to the patriarchy, as this links both to the major issues within the play of ambition/ greed and the concept of appearance versus reality, and to a feminist reading of the play. The hollow flattery of Goneril and Regan represents the type of service traditionally expected of women. Their actions in the opening scene seemingly facilitate a feminist reading as their contrived accolades and dismemberment of familial links provides for a source of conflict and witnesses the destruction of the patriarchal system. Cordelia, here, is the first to revolt against Lear’s organizing authority and at the end of the play her saving love is less a redemption for womankind as an example of patriarchy restored. Cordelia is sanctified as angel/Madonna, as Goneril and Regan are demonized as devil/whore. Lear’s description of Cordelia’s voice as †ever soft and low† establishes images of the conventional patterns of behaviour that are required of women. For a feminist production of the play, an actor portraying Cordelia in this scene would need to place particular emphasis on this aspect of her character, the acknowledged ‘joy’. The imbalance in power between the sexes is clear; women are consistently shown as disempowered by men and the actors playing the role of these three women would be required to make this evident on stage. In terms of this production, the second significant section of the play worthy of feminist consideration is Act IV, scene iv, where Lear and Cordelia are reconciled. Her part in establishing the terms of the conflict is over by Act I and when she reappears it is as an emblem of dutiful pity. Lear’s metamorphoses takes full form in this scene as the old king, formerly prone to foolish rashness, demonstrates the humility and humanity that was severely lacking in his life, which evokes our pathos and Cordelia’s forgiveness. From the angry autocrat of Act i to the appealing figure of pathetic insanity to a man with new perceptive clarity, Lear’s character evidently comes full circle. The psychological realism of Lear’s decline  into madness, specifically in Act II, scene iv, forges the bonds between Lear as a complex character and the sympathies of the audience. The ideological power of Lear’s speech lies in his invocation of nature to support his dem ands on his daughters; its dramatic power lies in its movement from argument to desperate assertion of his crumbling humanity as the abyss of madness approaches. However, once again, that humanity is seen in gendered terms as Lear appeals to the gods: ‘let not women’s weapons, water drops/ stain my man’s cheeks.’ In terms of a feminist reading of the play, when Lear condemns Goneril for her treachery, ‘But yet thou art my flesh, my blood, my daughter, or rather, a disease that’s in my flesh,’ the emphatic repetition of ‘my’ indicates ownership and although he effectively destroys the filial link to his daughter in this scene, the idea of female subordination remains. In the scene of reconciliation, Act IV, scene iv, Lear discovers that he is to drink not the poison of Cordelia’s revenge as he had expected, but rather her unconditional mercy. In this scene Cordelia represents the stereotypical feminine quality of healing. The imagery in this scene gives Cordelia’s forgiveness divine sanction and the realism of Lear’s struggle for sanity closes off any responses other than complete engagement with the character’s emotions. When Lear fears that she cannot love him ‘your sisters†¦done me wrong/ you have some cause, they have not,’ Cordelia demurs ‘No cause, no cause.’ Here, the spectacle of suffering eradicates past action so that the audience, along with Cordelia, will murmur ‘No cause, no cause.’ Rather than a resolution of the action, their reunion becomes an emblem of possible harmony, briefly glimpsed before the tragic debacle. The portrayal of Cordelia in IV vi is of particular significance in facilitating a feminist reading of the play. Here she acts as a feminine catalyst for the purgation of her father’s evil doings. An actor portraying the role of Cordelia in this particular scene would need to make evident Cordelia’s compassion and exhibit the virtues of patience, forgiveness and familial loyalty.

Managing Human Capital Entrepreneurship Assignment

Managing Human Capital Entrepreneurship Assignment Entrepreneurship Student Name: KHEROUFI MOHAMED EL AMINE Student ID card number: L0180AHAAHA1014 Table of contents †¢ 1.Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦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 †¢ 2.Entrepreneur definition†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦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 †¢ 3-Benefits of entrepreneurship†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦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 3-1 Make change†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦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 3-2 Get control†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦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 3-3 Collecting high profits†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦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 3-4 Motivating individuals to work their full potential†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦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 3-5 entrepreneurs have the chance to go after their own interests†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦5 †¢ 4-Drawbacks of entrepreneurship†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦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 4-1 Incomes†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦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 4-2 Risk of failing†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦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 4-3 Time and difficulty of the job†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦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 4-4 uncertainty†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦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 4-5 No guarantee†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦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 4-6 Competition†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦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 4-7 Bad luck†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦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 †¢ 5.Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦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 †¢ 6.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‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦8 1- Introduction: Entrepreneurship has a major and an important role in every country’s economic development as it creates businesses and therefore provides more job opportunities. In fact entrepreneurship has a great impact on every society, as one of theShow MoreRelatedImportance of Global Leadership in Business Essay849 Words   |  4 Pagesget first selection on the most important and interesting jobs. There are several global skills that one must know and need. The first one is educating and influencing line managers on global human resources policies and practices. Another is when global leadership properly manages reputational capital, exhibiting focus, time, and commitment to corporate and industry reputation enhancement. The ability to focus attention on key aspects that affect reputation is a remarkable characteristic. SuchRead MoreVirtual Organization Behavior Framework1292 Words   |  5 Pagesa high knowledge, skills, and efficiency. The worker should possess willpower, ability, and commitment to learn. Learning process in virtual organization is done using multimedia technology to attain individual efficiencies. 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