Family Essay Example for Free

Family Essay Every time we have a family gathering in our house, informal debates are always part of the â€Å"program†. My family and I are delighted to involve talking about current issues especially that concerns the humanity’s welfare morals. It will start from simple talks and later become a big debate amongst our family members. It sounds funny but that is how we have our family gatherings. In fact, discussing current issues make our spirits alert and alive but if there is none, our gathering will become boring and seems incomplete. I personally really like exchanging ideas and point of views from others. Through them, I can learn many insights and know their position regarding the issue, whether they are pro or not. This kind of characteristic really runs in my veins. I am a kind of person that will truly stand for what I believe is right. I will never concede to a perverse beliefs and ideas. Even though I have this kind of attitude that like to debate even on simple issues, I do still have my friends that stick with. There are times that we argue on nonsense things that sometimes lead us to a â€Å"fight†. I can still remember one incident that I and one of my closest friends had a fight over on one issue and that is upholding the good morals. I know we have different views when it comes to that matter. She is quite liberated but I am a reserved and quite conservative type of person. So if we talked over on morality, our ideas always clash and it is not new to me at all. Yes, we are friends but I do not do what she does and she does not do what I do because of our opposite views when it comes to morality. The argument started when she confessed to me that she and her boyfriend had indulged into premarital sex several times. My initial reaction was shocked. I was not able to talk for a moment because of her confession to me. I was shocked with her confession not because the idea itself is new to me but because I was not expecting them do it. I trusted her boyfriend very much that he will not do anything wrong to my friend because I expect him as a person who wants my friend to be preserved even we are in this perilous times where our morals are already deteriorating. I am not against on the idea of having sex because it is a gift of God to be enjoyed by individuals specifically for the married people but doing it outside marriage is a very big â€Å"no, no† to me. And I don’t even say that I want her to be like me because I do believe on individualism. All I want to see is, she will learn how to respect her own self and not allowing anyone, not even her â€Å"beloved† boyfriend, abused her body and take advantage on her. In this modern world, several people either young or old, of legal age or not are into it. It becomes a trend of our society. If you don’t experience it, people will regard you as â€Å"loser† and coward but if you do, you will gain their appreciation and approval. See? This is how our world being corrupted of worldly pleasures. And I don’t believe that if everybody is doing it, it is already right. We have to uphold our morals as people and not letting the things of this world influence and corrupt our good character. That is one of my convictions as a person. Furthermore, she continued to relay to me the things they did in full details and silence came up in the atmosphere. I just allowed her pour out her heart on me. After a few minutes, I asked her why she sticks for that idea and permitted it to happen. But she only answered, â€Å"Why not? Everybody is doing it. And besides, we love each other very much. I was very annoyed and disgusted with her answer but I tried to hold back my temper and trying to make a â€Å"good† discussion with her regarding the matter. So, I continued asking her. â€Å"Do you think that is the only way you can express your love to your boyfriend? † I asked. Then, answered back â€Å"what do you mean? We do this because we love each other. Don’t you understand! And don’t you ever dare to dictate my life on what should I do. You are not my parents! † she exclaimed. Those words struck me a lot. I am just discussing this matter to her because I love her as my dear friend and I want the best for her. I am hoping that, through our discussion, she can be able to realize the possible things that might happen to her in the future if she and her boyfriend will continually indulge on it. So I told her that even though everybody is doing it, it doesn’t mean that it is already right. My point was, even though everything is permissible but not everything is beneficial. Everything is permissible but not everything is constructive. What seems right to our eyes may lead us into destruction. I told her that she is just destroying her life. Her dignity as a woman was lost. I am trying her to understand my point that I would just want her to preserve her virginity until she will get married because that would be the only best gift she can give to her husband aside from her precious love. But she chose not to understand my point because she was â€Å"extremely† in love with that guy. I can understand her feelings but I can’t tolerate her actions. What she only thinks is the present happiness and not looking for the possible consequences in the future. I told her that every action she will be doing has its consequence. It might be right or wrong. Then, I asked again. â€Å"What if you get pregnant? Is he willing to accept the responsibilities and marry you? † She was silent for awhile and thinking for an answer. â€Å"Well†¦My boyfriend loves me so much and I am pretty sure that he will! † she replied and I can see her trying to convinced herself as she said those words to me. â€Å"Oh, well†¦ if that’s the case, I can’t force you to listen to my advices. I respect your opinion and decision because that is your life. But, always remember that I am not intruding your personal life. I am just worried what might be the consequences of your action and if you are really ready to face that consequence. † I responded. So, that argument is closed and I am thinking that it will never be an issue again to both of us. As time passes by, she continued to share to me what she and her boyfriend were doing and it was all about their sex escapades. I do listen to her even I do not like what I am hearing. I am trying my very best to understand her and remind her that it is not yet late to change. But she will just tell me that there is nothing wrong with her. In fact, she is very proud to experience it. One day, she phoned me and asked if we can dine out. We went to our favorite restaurant. When I saw her, she looked restless and haggard. I smiled at her and asked, â€Å"What is wrong? How are you and your boyfriend? † She just smiled bitterly to me. â€Å"Why? † I asked again. â€Å"I am pregnant and I do not know what to do with this baby. † I just looked at her and never said anything for a second. â€Å"I will abort this baby! † She started to cry. â€Å"No! † I said. â€Å"Did your boyfriend learn about this? † What did he say? † As I asked those questions, tears kept falling on her eyes. â€Å"Tell me†¦ What did he say about the baby? † I repeated. â€Å"He wanted me to abort the baby? He doesn’t want to marry me because we are still young and he has no job yet. I told her to keep the baby and never mind her boyfriend. Anyway, she can take care and provide the needs of her baby if she wants to. But she told me straight on my face that she will abort the baby. Due to her confusions, abortion came up into her mind as an ultimate answer for her recent problem. I told her that she already committed sin once, the sin of committing premarital sex, and now she should not sin again by aborting her own child. It is not right. It is morally not right. You are killing an innocent child, a child that has no strength to defend and fight for himself. This time, I persistently argued with her not to abort her baby. I told her that the guilt will always haunt her for the rest of her life. She might escape the shame for having a baby without a husband but she will not surely escape the guilt that will forever haunt her conscience. She was very stubborn because she told me that she needs to abort the baby because she cannot handle the responsibilities and the shame. I told her that all those scorns from other people will just pass and never be remembered again as the time will pass but the life of her baby cannot be withdraw from death once it is aborted.

Perception Du Risque Et Intention French Essay

Perception Du Risque Et Intention French Essay La faible absorption par les Economies en Dà ©veloppement des ressources humaines qualifià ©es renforce le dà ©bat sur la nà ©cessità © de favoriser linsertion des jeunes par des initiatives autres que le travail salarià © ou le fonctionnariat. Diffà ©rentes initiatives sont prises allant jusquà   la crà ©ation des fonds dinsertion des jeunes par la mise à   disposition des crà ©dits de dà ©marrage et des structures daccompagnement. Malgrà © ces initiatives incitatives, beaucoup de jeunes ne sont pas candidats. Quelles sont les raisons possibles de cette rà ©ticence? une faible culture entrepreneuriale de ces jeunes ou une perception-menace du risque? une faible prà ©fà ©rence au risque? la perception du risque a-t-elle une influence sur leur prà ©disposition future à   crà ©er leurs propres entreprises? Cette recherche tente de rà ©pondre à   ces questions à   partir dune à ©tude de terrain menà ©e auprà ¨s de 500 à ©tudiants de cinq filià ¨res de formation. Mots clà ©s: Entrepreneuriat, Perception du risque, Prà ©fà ©rence au risque, intention entrepreneuriale Perception du risque et intention entrepreneuriale des à ©tudiants: une recherche comparative entre à ©tudiants en commerceet dautres formations universitaires au Bà ©nin RESUME La faible absorption par les Economies en Dà ©veloppement des ressources humaines qualifià ©es renforce le dà ©bat sur la nà ©cessità © de favoriser linsertion des jeunes par des initiatives autres que le travail salarià © ou le fonctionnariat. Diffà ©rentes initiatives sont prises allant jusquà   la crà ©ation des fonds dinsertion des jeunes par la mise à   disposition des crà ©dits de dà ©marrage et des structures daccompagnement. Malgrà © ces initiatives incitatives, beaucoup de jeunes ne sont pas candidats. Quelles sont les raisons possibles de cette rà ©ticence? une faible culture entrepreneuriale de ces jeunes ou une perception-menace du risque? une faible prà ©fà ©rence au risque? la perception du risque a-t-elle une influence sur leur prà ©disposition future à   crà ©er leurs propres entreprises? Cette recherche tente de rà ©pondre à   ces questions à   partir dune à ©tude de terrain menà ©e auprà ¨s de 500 à ©tudiants de cinq filià ¨res de formation. Mots clà ©s: Entrepreneuriat, Perception du risque, Prà ©fà ©rence au risque, intention entrepreneuriale Introduction Le dà ©veloppement du systà ¨me à ©ducatif à   travers la multiplication et la diversification des offres de formation permet aux nations de se doter des ressources humaines qualifià ©es pour animer divers secteurs de la vie à ©conomique et sociale. En consà ©quence chaque annà ©e, ce sont des milliers de jeunes diplà ´mà ©s qui sont libà ©rà ©s de nos università ©s et divers centres de formation pour à ªtre  «versà ©s » sur le marchà © de lemploi. Malheureusement sur ce marchà ©, le permanent dà ©sà ©quilibre qui existe entre loffre et la demande contraint gà ©nà ©ralement le surplus de demandeurs demploi au chà ´mage. Toute jeunesse à   travers le monde et en particulier celle des pays pauvres dAfrique est gà ©nà ©ralement victime de tels dà ©sà ©quilibres socio-à ©conomiques et professionnels. Face à   cette situation, les jeunes diplà ´mà ©s se comportement diffà ©remment selon les pays afin de soffrir des opportunità ©s de rà ©ussite dans le urs vies professionnelles privà ©es. Si dans les pays dà ©veloppà ©s, on note un cadre stimulant à   linitiative privà ©e, cest le cas contraire en Afrique. En effet, pour les contextes dà ©veloppà ©s, Hernandez (2006) souligne que face aux difficiles contraintes de la socià ©tà © postmoderne, sinvestir dans son propre projet professionnel, dans la crà ©ation de sa propre organisation, peut à ªtre vu comme une faà §on de redonner du sens à   une vie qui en manque de plus en plus. En Afrique, trà ¨s peu dentre eux arrivent à   prendre des initiatives personnelles pour crà ©er leur propre entreprise. Les quelques uns qui parviennent à   initier ont tendance à   imiter exactement ce qui se fait dà ©jà   sur le marchà ©, une attitude contraire à   ce qui caractà ©rise lentrepreneur dans la tradition Schumpetà ©rienne et rappelà © par Fonrouge (2008): lentrepreneur est celui qui propose de nouvelles combinaisons de produit et/ou manià ¨res de faire, donc un inno vateur. Pour la majorità © dentre eux en Afrique, cest la logique de  «lemploi à   tout prix »[1] (Sogbossi, 2005). Cest ainsi que par exemple au Bà ©nin, un phà ©nomà ¨ne connu gà ©nà ©ralement sous le nom de  «vacation » a vu le jour. Il consiste pour les jeunes cadres sortis des università ©s à   prendre dassaut les à ©tablissements denseignements secondaires pour y donner des cours dans lespoir du mieux. Sil est vrai que ce phà ©nomà ¨ne contribue fortement à   combler le dà ©ficit trop criard denseignants dans ces à ©tablissements, il nen demeure pas moins vrai que cela constitue un và ©ritable manque à   gagner aussi bien pour ces jeunes que pour tout le pays en gà ©nà ©ral. Malgrà © leurs formations qui font deux des gestionnaires, des à ©conomistes, des sociologues, des juristes etc., ces jeunes sont obligà ©s de donner des cours de Mathà ©matiques, de Sciences Physiques et Chimiques, de Biologies, de Franà §ais, dAnglais etc. dautres par contre finissent par regagner des professions militaires et paramilitaires afin de se garantir un emploi dà ©finitif. Cest donc dire que ces jeunes cherchent essentiellement à   soffrir un emploi salarià ©. Ils sont prà ªts à   tout sauf la crà ©ation dune entreprise. Ils sont presque tous obsà ©dà ©s par lidà ©e de gagner un emploi salarià © que lon est tentà © de conclure quils ont une aversion pour lentrepreneuriat. Cette situation contraste avec les conclusions de Hetezel (2006) pour les pays dà ©veloppà ©s. Dans son rapport, cet auteur souligne la forte tendance des jeunes à   entreprendre en donnant lexemple du passage chaque annà ©e de 8000 jeunes diplà ´mà ©s environ de lenseignement supà ƒ ©rieur du statut dà ©tudiant à   celui de crà ©ateur ou repreneur. Hernandez (2006) explique cette forte propension à   crà ©er par le fait que lindividu dà ©sorientà © dans sa vie privà ©e comme dans sa vie professionnelle, est en quà ªte de sens. Cest lune des raisons pour lesquelles lentrepreneuriat est aujourdhui devenu un enjeu important pour plusieurs nations. Basso (2005) explique cet enjeu par le fait que là ©mergence dun avenir radicalement non prà ©visible appelle la nà ©cessità © dune nouvelle posture volontariste, qui cherchera à   maà ®triser le risque en construisant son propre destin. En expliquant les facteurs dexistence de lentrepreneuriat chez les migrants maliens et sà ©nà ©galais en France, Dieng (2000) fait ressortir que la raretà © de lemploi, les difficultà ©s et la volontà © dune meilleure insertion à ©conomique et sociale entraà ®nent le dà ©veloppement de lentrepreneuriat chez ceux-ci. Il apparaà ®t alors que la capacità © des nouvelles entreprises à   gà ©nà ©rer de la croissance à ©conomique, des emplois et de linnovation justifie dailleurs amplement lintà ©rà ªt quelles suscitent. Devant cet enjeu, les milieux universitaires sont amenà ©s à   jouer un rà ´le de plus en plus actif, notamment en offrant des formations et supports à   leurs à ©tudiants de faà §on à   rendre la carrià ¨re entrepreneuriale plus accessible. Cette implication des università ©s est dautant plus importante dans le contexte actuel de la nouvelle à ©conomie oà ¹ les à ©tudiants sont de plus en plus amenà ©s à   considà ©rer cette avenue profession nelle (Gasse et al. 2006). Si un grand nombres duniversità ©s dà ©veloppent activement leurs liens avec le monde professionnel à   travers la formation professionnelle continue, les sà ©minaires, les projets de recherche conjoints, †¦ (Dontriaux, 1992), trà ¨s peu dinitiatives similaires existent dans les pays sous-dà ©veloppà ©s. Dans un tel contexte de faible culture entrepreneuriale et donc peu incitatif, lentrepreneuriat peut apparaà ®tre pour les jeunes diplà ´mà ©s comme est un acte hautement risquà © quil faut sabstenir dembrasser si on ne dispose pas dimportants moyens financiers et matà ©riels, et dun soutien indà ©fectible de son entourage. Alors que la situation de pauvretà © amà ¨ne les populations à   se battre autrement, on sà ©tonne de lattitude des jeunes diplà ´mà ©s, une attitude axà ©e sur lattente dun emploi salarià © et la rà ©ticence à   la crà ©ation. Un tel à ©tat des choses suscite assez dinterrogations dont une a particulià ¨rement retenu notre attention:  ¶ comment les jeunes à ©tudiants bà ©ninois perà §oivent-ils le risque entrepreneurial et quelle est leur prà ©fà ©rence au risque? Par ailleurs, Lentrepreneuriat entendu au sens strict comme une actività © crà ©atrice de nouvelles organisations, est considà ©rà © comme un phà ©nomà ¨ne producteur demploi et de richesse. Malheureusement, force est de constater que pour la jeunesse, lidà ©e dentrepreneuriat est source dune peur nourrie par la crainte de là ©chec. La crà ©ation dune entreprise, aussi passionnante quelle puisse paraà ®tre, comporte à ©galement des risques à ©normes. Par consà ©quent, elle ne saurait à ªtre une improvisation de la part de son auteur, mais plutà ´t le fruit dune intention nourrie auparavant de rà ©flexions et danalyses profondes. Dà ¨s lors, quelle est lintention entrepreneuriale des à ©tudiants en fin de formation? Enfin, en dehors de la perception du risque, des à ©tudes ont dà ©montrà © que les prà ©dispositions entrepreneuriales sont le fruit de plusieurs facteurs: les facteurs denvironnement (là ©volution des personnes dans des milieux donnà ©s) et les facteurs individuels (les promoteurs dentreprise possà ¨dent certaines caractà ©ristiques particulià ¨res). Gasse (2003) explique par exemple que la dà ©cision dentreprendre repose sur trois dimensionsfondamentales: la dà ©sirabilità ©[2], la faisabilità © perà §ue, la crà ©ation (les moyens). Lentrepreneuriat à ©tant avant tout une faà §on dà ªtre, un style de vie, la dà ©sirabilità © est influencà ©e par la famille et les proches, le milieu immà ©diat, le profil psychologique, lexpà ©rience, là ¢ge, le niveau dinstruction et de compà ©tence, le type de formation . Cest donc dire que le goà »t pour lentrepreneuriat peut à ªtre lià © au type de formation. Ainsi, Est-ce que la filià ¨re de formation des à ©tudiant s a-t-elle une influence sur leur intention entrepreneuriale? A travers ces questions, lobjectif gà ©nà ©ral de cette recherche est danalyser la perception du risque et lintention entrepreneuriale des à ©tudiants en fin de formation. Dans un contexte oà ¹ la notion traditionnelle demploi est remplacà ©e par le concept de portefeuille dactività ©s que chacun gà ¨re pour son compte (Hernandez), cette rà ©flexion sur lentrepreneuriat des jeunes en labsence dà ©tudes empiriques dans le contexte bà ©ninois est dun intà ©rà ªt rà ©el. Elle est structurà ©e en quatre parties: la partie thà ©orique, la mà ©thode utilisà ©e, les rà ©sultats et la conclusion. 1. Cadre conceptuel de la recherche Le terme  «entrepreneuriat »[3] est un terme trà ¨s large admis dans un sens individuel, collectif et pour lentreprise en entier. Cet à ©largissement de sens entraà ®ne ainsi, la multitude dacceptations quon retrouve dans la littà ©rature (Leger-Jarniou, 2008). En effet, procà ©dà © mis en place par des individus, lentrepreneuriat identifie de nouvelles opportunità ©s et les convertit en produits ou services commercialisables. Il est aussi laction de constituer une organisation et en particulier la crà ©ation dentreprise. Il recouvre lensemble des actività ©s rà ©elles quelque soit leur nature et susceptibles de procurer des gains futurs (Dieng, 2000). Pour Verstraete et Fayolle (2005), lentrepreneuriat est une  «initiative portà ©e par un individu (ou plusieurs individus sassociant pour loccasion) construisant ou saisissant une opportunità © daffaires (du moins ce qui est apprà ©cià © ou à ©valuà © comme tel) dont le profit nest pas forcà ©ment dordre pà ©cun iaire par limpulsion dune organisation pouvant faire naà ®tre une ou plusieurs entità ©s et crà ©ant de la valeur nouvelle (plus forte dans le cas dune innovation) pour des parties prenantes auxquelles le projet sadresse ». Lentrepreneuriat relie donc lindividu à   une opportunità ©[4], et cest justement dans ce sens que Brush et al. (2003) donneront une dà ©finition de lentrepreneuriat qui prendra en compte les deux notions: entrepreneur et opportunità ©. Pour eux, lentrepreneuriat est une discipline qui à ©tudie le processus par lequel les entrepreneurs identifient, explorent et exploitent une opportunità ©. Ainsi, lentrepreneur est souvent associà © à   la crà ©ation voire de faà §on rà ©solument synonymique (Verstraete, 2000). Ce dernier se rà ©serve, quant à   lui, de donner une dà ©finition de lentrepreneuriat; pour lui, cest un phà ©nomà ¨ne bien trop complexe pour à ªtre rà ©duit à   une simple dà ©finition. Il se rà ©sout à   en donner une plus large: ‘Lentrepreneuriat est un phà ©nomà ¨ne combinant un individu et une organisation, lun se dà ©finissant par rapport à   lautre et vice versa. Lengagement de cet individu dà ©pend de sa perception du risque lià © à   son initiative, une perception qui à   son tour dà ©terminera lintention entrepreneuriale. Ainsi, cette partie thà ©orique abordera successivement le risque entrepreneurial et lintention entrepreneuriale. 1.1 Le risque entrepreneurial et sa perception Pendant longtemps, les chercheurs en entrepreneuriat ont soutenu lidà ©e que crà ©er une entreprise est un comportement risquà ©. Fayolle et al. (2008) ont alors soulignà © que la volontà © à   prendre des risques ou la propension au risque à ©tait le trait de personnalità © qui discriminait les entrepreneurs des non-entrepreneurs. La prise de risque apparaà ®t ainsi comme lune des caractà ©ristiques distinctives du comportement entrepreneurial. Elle demeure au cÅ“ur des diffà ©rentes recherches qui ont abordà © lentrepreneur en ce sens que la crà ©ation dune nouvelle entreprise ou la reprise dune existante est par dà ©finition une aventure tachà ©e de risques. Le risque est prà ©sent dans tout projet, quel que soit lactività © ou le secteur visà ©, il est une consà ©quence à ©vidente de lincertitude et de la contingence dans laquelle baigne chaque projet. Sa perception est alors admise comme un dà ©terminant du comportement entrepreneurial de lindividu. Cette perception a à ©tà © conceptualisà ©e dune manià ¨re gà ©nà ©rale comme une à ©valuation du risque par le dà ©cideur ou lacteur dans une situation donnà ©e. Ainsi, le risque est perà §u comme un dà ©terminant du comportement risquà © et de la prise de dà ©cision entrepreneuriale. Autrement dit, la perception du risque est prà ©sumà ©e à ªtre nà ©gativement associà ©e avec les comportements ou les dà ©cisions risquà ©es et lacte de crà ©ation dentreprise. Macgrimmon et Wehrung (1985) postulaient que «la prise de risque comprend deux composants: le degrà © de risque des situations et la volontà © des individus à   prendre des risques ». Limportance relative de ces à ©là ©ments[5] a à ©voluà © au cours du temps dans la littà ©rature en une autre dimension de perception du risque qui vient de la thà ©orie du comportement planifià © (Ajzen, 1991) et de ses applications dans la littà ©rature en entrepreneuriat. Dans cette thà ©orie, les intentions vis-à  -vis dun comportement donnà © sont dà ©terminà ©es par les attitudes vis-à  -vis du comportement, le degrà © de perception du contrà ´le de ce comportement et les normes subjectives lià ©s à   ce comportement. Ces normes expriment une certaine pression sociale qui est perà §ue par les individus et les poussent à   rà ©aliser le comportement ou à   ne pas le faire. Fayolle et al. (2008) sintà ©ressant aux perceptions du risque associà ©es à   la dà ©cision de crà ©ation dentreprise, ont trouvà © logique dinclure une dimension sociale à   leur à ©chelle de mesure du risque. Au-delà   de tout, dà ©marrer une nouvelle entreprise exige non seulement une capacità © financià ¨re et un engagement personnel, mais aussi un important soutien de la famille et des amis. Inversement, le faire peut avoir des consà ©quences positives et nà ©gatives pour ces deux groupes sociaux. Par ailleurs, le risque est le facteur clà © qui motive les entrepreneurs à   sengager dans le processus de crà ©ation et à ©galement le facteur qui dà ©courage les non-entrepreneurs. Pendant que les uns le perà §oivent comme une opportunità © à   saisir absolument, les autres le voient plutà ´t en termes de menace potentielle quil faut à ©viter. Plusieurs auteurs se sont intà ©ressà ©s à   ces deux aspects du risque entrepreneurial. Dabord une conceptualisation originale du risque entrepreneurial qui sà ©carte des modà ¨les traditionnels basà ©s sur la thà ©orie de lutilità © a à ©tà © prà ©sentà ©e par Dickson et Giglierano (1986). Dans leur modà ¨le, le risque entrepreneurial a deux composantes: le risque dà ©chec[6] et le risque de manquer une opportunità ©[7]. Dans la continuità © des travaux de Dickson et Giglierano, Fayolle et al. (2008) pensent aussi que le risque entrepreneurial est mieux conceptualisà © en termes de risque dà ©chec et de risque de manquer une bonne opportunità ©.En complà ©ment, ces auteurs suggà ¨rent dà ©tendre les idà ©es de Dickson et Giglierano en conceptualisant deux types de risque: Le risque comme une menace et le risque comme une opportunità © En tant que menace, le risque correspond à   la vision classique perà §u à   travers des pertes potentielles, limportance de ces pertes et lincertitude de ces pertes (Mullins et Forlani, 2005; Yates et Stone ,1992).Il correspond à ©galement à   la notion de risque dà ©chec ou  «Sinking the boat » dans lapproche de Dickson et Giglierano En tant quopportunità ©, le risque reprà ©sente la face opposà ©e du risque, perà §u à   travers des gains potentiels, leur importance et leur incertitude. Les gains potentiels sont, bien à ©videmment, la force motrice poussant les entrepreneurs à   agir. La conception du risque comme une opportunità © permet donc une meilleure comprà ©hension des facteurs qui motivent les entrepreneurs, en intà ©grant plus particulià ¨rement des notions telles que le sentiment de regret. Ce dà ©veloppement mà ¨ne à   la proposition suivante: H1: Les à ©tudiants en fin de formation perà §oivent le risque entrepreneurial comme une menace parce quils ont gà ©nà ©ralement peur dentreprendre et prà ©fà ¨rent pour la plupart poursuivre un emploi salarià ©. 1.2 Lintention Entrepreneuriale Le concept de lintention[8] entrepreneuriale a à ©tà © dà ©fini et expliquà © par plusieurs auteurs. Parmi eux, retrouvons Krueger et Carsrud (1993) qui dà ©finissent lintention entrepreneuriale comme une structure cognitive qui conclut les fins et les moyens. Partageant cet avis, Bird (1988) prà ©cise que «celle-ci reprà ©sente un processus cognitif qui naà ®t avec les motivations les besoins, les valeurs et les croyances ». Pour Grant (1996), lintention entrepreneuriale est dà ©finie par les jugements de lindividu sur la probabilità © de possà ©der sa propre entreprise. Ajzen(1991) quant à   lui dà ©finit lintention comme un  «indicateur » de la volontà © à   essayer, de leffort que lon est prà ªt à   consentir pour se comporter dune certaine faà §on. Tournà ©s (2006) souligne quelle est caractà ©risà ©e par la dà ©termination, la rà ©solution et la volontà ©. Au regard de ces dà ©finitions, on pourrait dà ©duire la place quoccupe lintention dans le processus entrepreneurial. En psychologie, lintention sest avà ©rà ©e ainsi à ªtre le meilleur moyen de prà ©voir un comportement planifià ©, particulià ¨rement lorsque ce comportement est rare et difficile à   observer. La crà ©ation dentreprise en est lexemple type dun tel comportement planifià © et intentionnelles. Selon les modà ¨les dintentions entrepreneuriales, lintention prà ©cà ¨de laction. En dehors des actes routiniers oà ¹ laction peut prà ©cà ©der lintention, un comportement intentionnel peut prà ©dire par lintention davoir un comportement donnà ©. Krueger et Carsrud (1993) en concluent que lintention entrepreneuriale a un rà ´le central dans le processus entrepreneurial parce quelle forme un à ©là ©ment de soutien des nouvelles entreprises. Mà ªme si les idà ©es daffaires naissent avec linspiration, Bird (op.cit.) fait remarquer quune attention et une intention soutenues sont nà ©cessaires pour les rendre manifestes. Elle prà ©cise que lintention entrepreneuriale oriente lexpà ©rience et laction vers lobjectif de crà ©ation dentreprise. Ainsi les intentions entrepreneuriales sont essentielles à   la comprà ©hension du processus gà ©nà ©ral dentrepreneuriat car elles à ©tablissent les caractà ©ristiques initiales des nouvelles organisations. Elle va plus loin pour conclure que lentrepreneuriat est un processus oà ¹ lintentionnalità © est centrale. Selon elle, là ©tude de lintention entrepreneuriale, fournit une voie avancà ©e de la recherche qui permet de dà ©passer les à ©tudes descriptives. Il ressort de ces dà ©veloppements que lintention permet de prà ©dire le comportement et par consà ©quent son à ©tude est trà ¨s indispensable pour expliquer le processus qui conduit à   la crà ©ation dune entreprise. Son intensità © et sa pertinence vont dà ©terminer toute la suite de la dà ©marche entrepreneuriale de lindividu. Doà ¹ notre proposition: H2: Lintention entrepreneuriale des à ©tudiants en fin de formation est trà ¨s faible car trà ¨s peu dà ©tudiants ont la volontà © de crà ©er une entreprise à   lissue de leurs formations. 2. La mà ©thode utilisà ©e 2.1 Les participants Les à ©tudiants en fin de formation constituent la population de base de cette recherche. Il sagit des à ©tudiants des troisià ¨me (BAC+3) et quatrià ¨me (BAC+4) annà ©es des entità ©s de formation publique. Cinq domaines de formation sont concernà ©s : les sciences juridiques, lagronomie, la mà ©dà ©cine, là ©conomie et la gestion. 2.2 La mesure des variables Cette recherche porte sur trois variables: la perception du risque entrepreneurial, la prà ©fà ©rence au risque, lintention entrepreneuriale La perception du risque entrepreneurial a à ©tà © mesurà ©e dans cette recherche grà ¢ce à   cinq (05) items adaptà ©s des travaux de Fayolle et al. (2008). La prà ©fà ©rence au risque des à ©tudiants a à ©tà © apprà ©cià ©e à   partir de cinq (05) items issus de lobservation et adaptà ©s de Weber et al. (2002). Considà ©rà ©e comme une volontà © individuelle et une libertà ©, lintention ou la volontà © est considà ©rà ©e par Hernandez (1999) comme le premier à ©là ©ment nà ©cessaire pour crà ©er une organisation. Elle rà ©flà ¨te lobjectif ou les objectifs du ou des crà ©ateur (s). Lintention entrepreneuriale des à ©tudiants a à ©tà © à ©valuà ©e sur deux dimensions : la perception de la dà ©sirabilità © et la perception de la faisabilità ©. La dà ©sirabilità © à   lentrepreneuriat des à ©tudiants a à ©tà © apprà ©cià ©e à   travers trois itemsadaptà ©s de Bird (1988). Les trois items demandaient aux à ©tudiants de se prononcer surla forte probabilità © de crà ©er une entreprise ou de poursuivre un emploi salarià © aprà ¨s les à ©tudes et ce quils pensent de leur chance de rà ©ussir dans la vie professionnelle en crà ©ant une entreprise. Afin de savoir ce que pensent les à ©tudiants de la faisabilità © de leurs intentions de crà ©er une entreprise, nous avons à ©galement retenu trois items. Ces items demandaient aux à ©tudiants de se prononcer sur la facilità © pour eux de devenir crà ©ateurs dentreprise ou de trouver un emploi salarial et sils pensent avoir un contrà ´le parfait de la situation en tant que crà ©ateur dentreprise. 2.3 Les principales à ©tapes de la recherche Cette recherche a dà ©marrà © par une observation du comportement entrepreneurial des à ©tudiants pendant et aprà ¨s leur formation. Cette observation nous a permis de nous rendre compte que malgrà © le taux du chà ´mage croissant, trà ¨s peu dà ©tudiants sengagent dans lentrepreneuriat. Les constats de cette observation ont nourri lidà ©e de la prà ©sente recherche qui repose sur trois variables. Ils ont aussi permis dà ©laborer quelques items et dadapter ceux issus de la littà ©rature. La mesure de ces variables a à ©tà © faite sur la base dun questionnaire denquà ªtes quantitatives. Structurà © à   base dà ©chelle dattitude, ce questionnaire est composà © dun ensemble de dix huit (18) items et rà ©partis en trois dimensions : la perception du risque entrepreneurial, la prà ©fà ©rence au risque, lintention entrepreneuriale à   travers la perception de la dà ©sirabilità © et la perception de la faisabilità ©. La partie identification de lenquà ªtà © concerne le domaine dà ©tude, là ¢ge, le sexe, le contact et la prà ©sence dentrepreneur dans la famille des rà ©pondants. Dans le but de và ©rifier la comprà ©hension et la cohà ©rence des items, un prà ©-test a à ©tà © effectuà © auprà ¨s dune dizaine dà ©tudiants. Deux items ont à ©tà © à ©liminà ©s et cinq autres reformulà ©s. Limportance de chaque item a à ©tà © à ©valuà ©e sur une à ©chelle de type Likert à   quatre points variant de 1 à   4:  «Pas daccord »,  «Ne sais pas », un peu daccord et  «daccord. Par ailleurs, comme recommandà ©s par Smith et Blackbum (1988) et Aupperle et al. (1985), les proprià ©tà ©s psychomà ©triques de validità © et dintà ©grità © du questionnaire ont à ©tà © examinà ©es. Linstrument sest rà ©và ©là © robuste avec le coefficient alpha dintà ©grità © de CrombachS à ©gal à   0,79. En tenant compte de la taille des à ©tudiants en fin de formation des cinq entità ©s[9] de formation dont les filià ¨res sont concernà ©es par la prà ©sente recherche, la taille n de là ©chantillon a à ©tà © obtenue grà ¢ce à   la formule ci-aprà ¨s: n ≠¥ [tÃŽ ±2 p (1-p) ]/e2 p est le pourcentage dà ©tudiants en fin de formation , p = 15% et q = (1-p); e la marge derreur (ici nous retenons e = 5%); tÃŽ ± la valeur de la loi de Student au seuil ÃŽ ±; ÃŽ ± le seuil de confiance recherchà © (pour ÃŽ ± = 95%, tÃŽ ± = 1,96) n= (1,96)2Ãâ€"0,15Ãâ€"0,85/(0,05)2 Soit n= 196 à ©tudiants. Mais nous avons retenu cinq cent (500) à ©tudiants. Ces à ©tudiants interrogà ©s sont de la tranche dà ¢ge 22 à   29 ans avec une forte dominance des individus du sexe masculin qui sont au nombre de 404 à ©tudiants (soit 80,80%) contre seulement 96 à ©tudiantes (soit 19,20%). Par ailleurs, 64,80% des interrogà ©s nont aucun parent crà ©ateur dentreprisealors que 21,20% ont un seul parent crà ©ateur et 14% affirme avoir plusieurs parents crà ©ateurs dentreprises. Le tableau n °1, nous prà ©sente la rà ©partition des enquà ªtà ©s suivant les diffà ©rentes filià ¨res de formation. Tableau n °1 Rà ©partition des enquà ªtà ©s par filià ¨re de formation Filià ¨res de formation Effectifs Frà ©quences Agronomie 92 18,40% Droit 74 14,80% Economie 156 31,20% Gestion 130 26% Mà ©decine 48 9,60% Total 500 100% La mà ©thode dà ©chantillonnage retenue est celle non probabiliste, prà ©cisà ©ment la mà ©thode de convenance. Nous avons choisi la mà ©thode non probabiliste en raison des difficultà ©s dexploitation de la liste officielle des à ©tudiants notamment labsence de coordonnà ©es prà ©cises pouvant permettre leur identification. Le questionnaire a à ©tà © administrà © face à   face. Quant à   lanalyse des donnà ©es, les rà ©sultats lià ©s au risque perà §u, à   la prà ©fà ©rence au risque et à   lintention entreprneuriale ont fait lobjet de calcul de score. Quant à   linfluence de la filià ¨re dà ©tude sur lintention, un test de khi-deux a à ©tà © effectuà ©. 3. Les rà ©sultats de la recherche Les principaux rà ©sultats de notre recherche porteront successivement sur la perception du risque entrepreneurial, la prà ©fà ©rence au risque et lintention entrepreneuriale des à ©tudiants. 3.1 Perception du risque entrepreneurial Les rà ©sultats obtenus sont consignà ©s dans le tableau n °2. Tableau n °2: La perception du risque entrepreneurial par les à ©tudiants Items Pas daccord Ne sais pas Un peu daccord Daccord TOTAUX Lorsquon crà ©e une nouvelle entreprise les probabilità ©s de faillite sont trà ¨s à ©levà ©es 152 (30,40%) 236 (47,20%) 112 (22,40%) 500(100%) Dans la crà ©ation dune nouvelle entreprise, les possibilità ©s de gagner beaucoup dargent sont trà ¨s à ©levà ©es 144 (28,80%) 254 (50,80%) 102 (20,40%) 500 (100%) Si jà ©chouais dans la crà ©ation dune nouvelle entreprise, je perdrais mon honneur 270 54% 118 23,60% 112 22,40% 500 100% Toute idà ©e dentreprise comporte des risques; je vois cela comme une opportunità © 52 (10,40%) 02 (0,40%) 88 (17,60%) 358 (71,60%) 500 (100%) En rà ©sumà ©, je vois loption de crà ©er une nouvelle entreprise comme une chose positive 10 (2%) 04 (0,80%) 64 (12,80%) 422 (84,40%) 500 (100%) Source: Rà ©sultats des enquà ªtes, juin 2009 47,20% des à ©tudiants admettent quelque peu que les probabilità ©s de faillite des nouvelles entreprises sont trà ¨s à ©levà ©es, contre 22,40% qui ladmettent entià ¨rement. Ces rà ©sultats sont sensiblement voisins à   ceux recueillis à   propos des possibilità ©s de gagner beaucoup dargent dans la crà ©ation dune entreprise. Par contre, 54% dentre eux nadmettent pas quon pourrait perdre son honneur suite à   un à ©chec dans la crà ©ation dune nouvelle entreprise. La quasi-totalità © soit respectivement 71,60% et 84,40% est entià ¨rement daccord que le risque entrepreneurial est une opportunità © et la crà ©ation dune entreprise, une initiative positive. 3.2 Prà ©fà ©rence au risque Les rà ©sultats sont rà ©sumà ©s dans le tableau n °3 Tableau n °3: Lapprà ©ciation de prà ©fà ©rence au risque des à ©tudiants Items Pas daccord Ne sais pas Un peu daccord Daccord TOTAUX Entre crà ©er mon entreprise et à ªtre salarià ©, je prà ©fà ¨re crà ©er mon entreprise 38 7,60% 28 5,60% 98 19,60% 324 64,80% 500 100% Entre crà ©er mon entreprise et à ªtre salarià ©, je prà ©fà ¨re à ªtre salarià ©. 288 (57,60%) 34 (6,80%) 130 (26%) 48 (9,60%) 500 (100%) Je prà ©fà ¨re crà ©er mon entreprise car cela me rend indà ©pendant 40 (8%) 18 (3,60%) 98 (19,60%) 144 (28,80%) 500 (100%) Je prà ©fà ¨re à ªtre salarià © car cela me garantie lemploi 216 (43,20%) 22 (4,40%) 162 (32,40%) 100 (20%) 500 (100%) Je prà ©fà ¨re crà ©er mon entreprise car je peux y gagner beaucoup dargent 48 (9,60%) 20 (4%) 184 (36,80%) 248 (49,60%) 500 (100%) Source: Rà ©sultats des enquà ªtes, Juin 2009 Ici, la prà ©fà ©rence à   lentrepreneuriat a à ©tà © exprimà ©e à   64,80% contre seulement 9,60% pour lemploi salarià ©. On remarque à ©galement que 43,20% des rà ©pondants ne sont pas daccord pour la garantie de lemploi comme raison pour la prà ©fà ©rence à   lemploi salarià ©. Or 49,60% prà ©fà ¨rent lentrepreneuriat parce quils espà ¨rent y gagner beaucoup dargent. 3.3 Lintention entrepreneuriale des à ©tudiants Nous avons à ©valuà © lintention entrepreneuriale des à ©tudiants sous deux aspects: la perception de la dà ©sirabilità © et la perception de la faisabilità ©. Les tableaux 4 et 5 portent respectivement sur chacune de ces dimensions. Tableau n °4: La perception de la dà ©sirabilità © par les à ©tudiants Items Pas daccord Ne sais pas Un peu daccord Daccord TOTAUX Aprà ¨s mes à ©tudes, la probabilità © que je crà ©e mon entreprise est trà ¨s forte 66 (13,20%) 92 (18,40%) 156 1,20% 186 (37,20%) 500 (100%) Aprà ¨s mes à ©tudes, la probabilità © que je poursuive une carrià ¨re de salarià © est tr

Apnea :: essays research papers

Sleeping Apnea Approximately 30 million Americans are victims of a sleep disorder called Obstructive sleep apnea. Man millions more are predisposed and have a high risk of developing the illness. If you are and adult male, the odds are about 50/50 that your breathing is not normal when you are sleeping.   Ã‚  Ã‚  Ã‚  Ã‚  What is Obstructive Sleep Apnea (OSA)? OSA is a recurrent episode during sleep when their throat closes and they cannot suck air into their lungs. This happens because the muscles that normally hold the throat open during wakefulness relax during sleep and allow it to narrow. When the throat is partially closed and/or the muscles relax too much, trying to inhale will suck the throat completely closed and air cannot pass at all. This is an obstructive sleeping apnea episode.   Ã‚  Ã‚  Ã‚  Ã‚  A cessation of breathing must last 10 seconds or more to be called an apnea. Obstructive apnea episodes can last as long as two minutes and are almost always associated with a reduction in the level of oxygen in the blood. When an individual is in the midst of an obstructive sleep apnea episode, as long as sleep continues, the apnea continues. It is only terminated and waking up saves the victim’s life. This arousal instantly increases the activity of the muscles of the tongue and throat muscles that enlarge the airway. The victim will be able to breathe and to once again fill the lungs with life-giving oxygen. This cycle may be repeated hundreds of times a night while the suffer has no idea it is happing How serious is OSA? Depending on the degree of severity, OSA is a potentially life threatening condition. Some one who has undiagnosed severe obstructive sleep apnea is likely to have a heart attack, a stroke, cardiac arrest during sleep, or a harmful accident. In addition, awakening to breathe hundreds of times in a single night causes the victim to become very sleep deprived. There is a constant risk of serious accidents such as falling asleep while driving as well as impaired function in the workplace. Untreated OSA tends to progressively worsen and sooner or later will result in partial or complete disability and death.

Hamlet Literary Analysis - Stages of Grief Essay -- William Shakespear

Elizabeth Kubler-Ross developed a theory based on what she perceived to be the stages of acceptance of death. Her theory has been taken further by psychologists and therapists to explain the stages of grief in general. Kubler-Ross identified five stages: denial and isolation, anger, bargaining, depression, and acceptance, as happening in that order. In William Shakespeare’s Hamlet, Hamlet exhibits all five stages of grief, we can assume in relation to the recent death of his father, but not necessarily in this order, and in fact the five seem to overlap in many parts of the play.   Ã‚  Ã‚  Ã‚  Ã‚  Instead of denial and isolation, which is the first stage according to Kubler-Ross, Hamlet dwells in a state of depression. The University of Arkansas for Medical Sciences Department of Psychiatry states â€Å"Depression occurs as a reaction to the changed way of life created by the loss. The bereaved person feels intensely sad, hopeless, drained and helpless† (www.uams.edu). Hamlet’s depression is revealed in his fourth soliloquy. â€Å"Whether ‘tis nobler in the mind to suffer/ Or take arms against a sea of troubles,/ And by opposing them? To die, to sleep;† (Shakespeare III.i.57-60) Meditative and weary Hamlet gives up on any hope for the future. He contemplates suicide making obvious his profound state of despair. Hamlet’s thoughts of suicide continue in this painful speech, â€Å"His canon ‘gainst self-slaughter! Oh God! God!/ How weary, stale flat and unprofitable,/ Seem to me all the uses of this world!/ Fie onâ€⠄¢t! Ah fie! ‘tis an unweeded garden† (I.ii.132-135) Here are a sickness of life, and even a longing for death, that strengthens Hamlet’s intense depression.   Ã‚  Ã‚  Ã‚  Ã‚  While Hamlet may still be feeling depressed Hamlet moves into the stage of denial and isolation. Hamlet feels the effects of denial and isolation mostly due to his love, Ophelia. Both Hamlet’s grief and his task constrain him from realizing this love, but Ophelia’s own behavior clearly intensifies his frustration and anguish. By keeping the worldly and disbelieving advice of her brother and father as â€Å"watchmen† to her â€Å"heart† (I.iii.46), she denies the heart’s affection not only in Hamlet, but in herself; and both denials add immeasurably to Hamlet’s sense of loneliness and loss—and anger. Her rejection of him echoes his mother’s inconstancy and denies him the possibility even of imagining the experience of loving an... ...r. Hamlet speaks to Horatio quietly, almost serenely, with the unexultant calm which characterizes the end of the long, inner struggle of grief. He has looked at the face of death in his father’s ghost, he has now endured death and loss in all the human beings he has loved, and he now accepts those losses as an inevitable part of his own condition. â€Å"He states, â€Å"The readiness is all† suggesting what is perhaps the last and most difficult task of mourning, his own readiness to die† (Bloom 135). Hamlet recognizes and accepts his own death.   Ã‚  Ã‚  Ã‚  Ã‚  Hamlet throughout the play lives in a world of mourning. This bereavement route he experiences can be related to Elizabeth Kubler-Ross’s theory on this process. The death of Hamlet’s spirit can be traced through depression, denial and isolation, bargaining, anger, and acceptance. The natural sorrow and anger of Hamlet’s multiple griefs include all human frailty in their protest and sympathy and touch upon the deepest synapses of grief in our own lives, not only for those who have died, but for those, like ourselves, who are still alive. Hamlet’s experience of grief, and his recovery from it, is one it which we ourselves respond most deeply.

Science Fiction Explored in Frankenstein, Dr Jekyll and Mr Hyde and The

The Legacy of Science Fiction Explored in Frankenstein, Dr Jekyll and Mr Hyde and The Invisible Man Science Fiction is a branch of literature that explores the possibilities of human scientific advances, especially technological ones. Mary Shelley's Frankenstein (published in 1818) was a precursor of the genre which was established by Jules Verne's novels of the late 1800's. HG Wells at the turn of the twentieth century brought more scientific rigour in his works, such as The Time Machine, The Invisible Man and The War of the Worlds. Isaac Asimov and Arthur C Clarke are among the most familiar writers of science fiction of the modern era (Cambridge Encyclopaedia, 1994). However, works from an earlier time, Frankenstein, Robert Louis Stevenson's Dr Jekyll and Mr Hyde and H.G.Wells' The Invisible Man, have had a profound influence on thinking about science and its relationship to humanity and the world we live in. [AU1]This essay explores the cultural legacy of these three works and seeks to explain why they have been so influential. Frankenstein explores many issues related to science and humanity[AU2]. Behrendt has identified some of the themes as individual and class alienation, social conditioning, gender stereotyping, conflict between rational intellect and intuitive emotion and the revisionist Romantic view of the relation between God and humanity [AU3](1990). Alienation is seen in the fact that Frankenstein left community to do his experiments, and refused to share with others what he had found; at the same time he utterly abandoned the life that he created (Madigan 2000, cited in Penner nd). [AU4]Gender stereotyping is noted by Johnson (1987) who sees the novel as the story of a man who usurps the female role b... ...984) Science and society: A brief look at the Invisible Man. The Wellsian, 7: 19-23[AU11] Suvin, D (1991) Wells as the Turning Point of SF tradition. In J Huntington (ed) (1991). Critical essays on H.G. Wells. Boston: G.K. Hall[AU12]. US National Library of Medicine (Feb 2002) Frankenstein: Penetrating the secrets of Nature. [Online] Available: http://www.nlm.nih.gov/hmd/frankenstein/frank.birth.html [Accessed 13 June 2002] [AU1]Thesis statement [AU2]Topic sentence [AU3]Year of pub put here to mark off Behrendt from next reference [AU4] Content-prominent reference because it is not controversial [AU5]Author-prominent because it is an opinion. [AU6]Topic sentence [AU7]Direct quotation [AU8]Link with preceding paragraph [AU9]Conclusion [AU10]Chapter in book edited by two authors [AU11]Journal article [AU12]Chapter in book edited by one author

Modified Calendar Issue

Modifying a traditional school calendar essentially means that students attend school throughout the entire year with several mini-breaks rather than an extended summer break. There are both pros and cons involved in modifying the traditional school calendar. This essay will address the pros and provide rationale for selecting one calendar over another. Traditional School Calendar Growing up with a traditional school calendar, going to school from August until June and having the glorious three-month summer was something to look forward to as a child. According to Hsu’s article in the San Bernardino Sun, â€Å"Parents said a shorter summer would limit teens' chances to work and do internships, and that families would have to cancel planned vacations† (2007). Community involvement is essential for a child to nurture ownership of the community and feel a sense of belonging. The extended summer calendar worked in the past, traditionally, and it would seemingly work now, except that things have changed over the years and a modified school calendar meets some needs of a changing world. Things that were not evident in the past have become apparent and a modified school calendar creates opportunity to address some of those needs whereas a traditional calendar does not. Modified School Calendar Many parents struggle with an age-old problem of coordinating breaks and vacations with their children. Many times children have longer breaks from school than the parents do from work. Shorter breaks are more reasonable and true to life in the business world, preparing children for a coming future. Harold Vollkommer, an assistant superintendent said, â€Å"Longer spring and winter recesses would provide time for students who were behind in school to take short, intensive remedial courses† (2007). This type of opportunity also helps by preparing students for greater responsibilities. Additionally, children learn how to manage their time. Working in internships and volunteering for the community becomes a year-round thing rather than just a summer thing. Conclusion Having experienced both calendars, I am in favor of the modified calendar. Traditions are nice and should never be forgotten; but, as time changes and new advancements are discovered and made, so must we be willing to modify a traditional way of doing things to accommodate our growth and potential. References Hsu, C. (2007). Board rejects proposed school calendar changes. Retrieved January 24, 2007 from,

A Response to a Historical Essay Based on the US Civil War Essay

The war as people have known and understood it, has inculcated nothing but violence. Over the history, the remnants of different wars became distinct because of the horrors that it caused and imbibed within the innocent lives of people not involved with it. In addition, those who have actually participated in wars, battleworn and inflicted with such violence can only remember the dreadful effects that it left. However, recent studies and approaches to war histories suggest otherwise. Indeed, there have been numerous horrors inflicted by the war towards innocent victims – women, children, elderly, and the soldiers themselves. But on a different light, the article by Drew Gilpin Faust shows that these wars, although violent and bloody, have brought numerous lessons that only the battlefield can best teach the people. In contrast to the usual and common notion perceiving war as evil and violent, some historians view the war as an enlightening period in the history. Francis Parkman believed that the Americans, who have for so long been vilified by their pursuit for success, will be purified and strengthened after a season of war wherein they shall call out for new ideals and they shall learn to appreciate emotions and sentiments relevant for them to destroy selfishness and greed (Faust, 2004, pp. 369-370). In a distinct manner, the Americans have been dominating the international arena due to their indespensable strength and the supremacy that they hold before less developed and weaker countries. And as such, this rendered the Americans the incapability to become keen of other nations’ sentiments towards their leadership. And with this, the outcomes of the war can be the only way to bring about worthy realizations towards the Americans. Although no one can deny that in reality, the wars that people have bravely fought caused numerous of lives gone to waste. However, despite the horrors of losing loved ones, comrades and brothers became a necessary sacrifice in order to purify a nation that has been subjected to ill doings and a means to cleanse the people out of their sins committed against their own nation and other nations. It may seem morbid to other people, but more civilians became largely interested in understanding the experiences of the fighters firsthand. Civilians became more willing to feel the sensation because for them, these experiences will render them the ability to become more humane – feeling different sensations and privilege of having emotions for them to grasp (Faust, 2004, p. 372). Those who served the military to cure the wounded became immensely satisfied of their tasks. For them, the patients that they attended to and the wounds that they had to cure introduced them to richer and new insights. And though these may have connoted a great level of violence, nonetheless these experiences explored a great deal out of their humanity. And for those who have endured the battle themselves as soldiers, a number treated such experience with rejoice despite the destruction and chaos that it caused them (Faust, 2004, p. 372). With all these perceptions about wars, Civil War in particular, most of the historians developed greater interests in tackling the horrors and lessons that come with it. The fondness of most of Americans in the wars that they have fought became distinct that most of the historians have dedicated a large amount of their time and career to discover the truth behind the Civil War and the lessons that it has ought to teach the people. As such, over the history, numerous books and studies have been developed that were dedicated to the Civil War. James McPherson’s book entitled â€Å"Battle Cry of Freedom† was one of the most celebrated composition and a direct beneficiary of the Civil War’s fame. It turned out to become one of the most respected and famous books that tackled the experiences behind the war. Consequently, the â€Å"Journal of Southern History† also became one of the best compositions that broadly represented the different aspects of the conflicts during the Civil War. Given the significant increase of people’s interest in the war, it is logical to wonder what has triggered the people’s desire to study more about it. Ken Burn explained that the issues confronted during the Civil War era is continously reflecting the contemporary issues that Americans still face today (Faust, 2004, pp. 374-375). In addition to Burn’s explanation, several writers have also come to the conclusion that people are still interested with the cause and outcome of the Civil War because it has shaped modern America’s society and culture. They believe that the horrors and lessons behind the war, though they are considerably dreaded, are keys to discover America’s roots and origin. The whole point of the article really does make sense. The turnout and effects of the war that it bestowed upon the country, the fighters involved in it, and the greater number of innocent lives who had to bear with the war experiences created a huge impact that is impossible to forget in a lifetime. The different aspects and different angles given to the study of Civil War offered a great amount of help in understanding the fruits and losses behind the incident. As such, such wars and battles mirror the history of America. During the present era, the war that America has fought and is still fighting presents the same outcome – numerous lives lost and land and property devastation. Same with America’s previous war engagement, they invented the war â€Å"in order to control violence† (Faust, 2004, p. 381). Equipped with weak evidences behind America’s attack against Iraq, America has acted in order to create for their country a â€Å"sense of meaning, intention and goal-directedness† (Faust, 2004, p. 381). Again, America was pushed into a war in order to regain superiority and control. Indeed, the wars that America has fought came with distinct lessons despite the unwanted memories and experiences that the wars have unleashed. But despite these horrors, the American government still pushed their nations onto a different battle regardless of what the world has to say about it. It is true, the Civil War taught Americans a great deal of lessons which were learned the hardest and most painful way. But now, they stand the war again – and numerous studies about the wars may not have helped at all. War, from the dawn of the history until the present generation, is still yet a battle that has not been won. Reference Faust, D. G. (2004). We Should Grow Too Fond of It: Why We Love the Civil War. Civil War History. (pp. 368-383). The Kent State University Press.