Social And Institutional Barriers Of Social Entrepreneurship

Social entrepreneurship is the method used by startup corporations and other entrepreneurs to recognize the social problems and achieve a social change by employing entrepreneurial principles, processes and operations to create, fund and implements innovative ideas with the potential to solve social, cultural, or environmental problems. It is the process of focusing on the improvement of existing conditions. It is seeing an opportunity to remove social and institutional barriers while addressing the market failures connected to the provision of public goods and distributional equity. Ebrashi (2013) narrated that social entrepreneurship was introduced in the 1970s to address the issue of social problems. Banks (1972) first mention The term â€Å"social entrepreneur† in his seminal work named The Sociology of Social Movement. (El Ebrashi, 2013). It was used to address social problems, as well as to address business challenges. Social entrepreneurship practices emerged in the 1980s with Ashoka being the first corporation to support social entrepreneurship. Social entrepreneurship is rooted in the social sector or the citizen sector, which centers on the creation of sustainable social change (Ebrashi, 2013). Social entrepreneurs target market failures related to public goods and distributional equity. Social value in social entrepreneurship is the explicit and central driving force. Social entrepreneurship assesses and estimates in advance the social consequences that are likely toShow MoreRelatedBusiness Opportunities14520 Words   |  59 Pageshave been encouraged in theoretical studies of entrepreneurship. Bouchikhi (1993) claims that each approach taken separately has crucial weaknesses and neither the personality of the entrepreneur nor the structural characteristics of the environment illuminate the process. Thus, multi-leveled studies have been encouraged in research programs (Low MacMillan, 1988). In my previous paper, I attempted to examine the different forms of entrepreneurship by using the interplay between individual personalityRead MoreEntrepreneurship Development10530 Words   |  43 PagesChapter 5 ENTREPRENEURSHIP DEVELOPMENT ENVIRONMENT Entrepreneurship is not an inborn skill; it is a product of environment. It involves a complex of economic and social behavior. To be successful, an entrepreneur has to remain dynamic and responsible to the whole environment. Entrepreneurship can hardly survive under any given circumstances. It can flourish only under right environment. It is a part of total system. The social values, culture, government policies, political system, technologyRead MoreRole of Women Entrepreneur3988 Words   |  16 Pageschallenging role to meet her personal needs and become economically independent.The challenges and opportunities provided to the women of digital era are growing rapidly that the job seekers of yesterday are turning into job creators. The transformation of social fabric of the Indian society, in terms of increased educational status of women and varied aspirations for better living, necessitated a change in the life style of Indian women. India has traditionally been a patriarchal so ciety with low participationRead MoreModernization Of A Poor Communist Country1619 Words   |  7 PagesThis is evident from the employment offered by firms funded by foreign capital versus the local firms. There is also a strong co-relation between rural private entrepreneurship and financial reforms with poverty reduction and fast GDP growth in China. 1990 to Present China’s rapid rise until now had been attributed to rural entrepreneurship and liberalisation; however, this was reversed in 1990s due to political considerations. In the mid-nineties the hukou system started being relaxed. Markets forRead MoreEntrepreneurship And The Economic And Social Development2207 Words   |  9 Pagesdecades, it has become clear the importance of the entrepreneurial phenomenon in the economic and social development of the regions involved in its creation, and their contribution to mitigate the problems of unemployment, and the improvement of competitiveness within the productive sectors. Consequently, from the political, business and academic fields it has been a growing interest towards entrepreneurship, and especially for everything that contributes to promoting and encouraging the creation of newRead MorePresent Status of Women Entrepreneurship in India1836 Words   |  8 Pagesentrepreneurs in India. In Hindu scriptures, woman has been described a s the embodiment of shakti which means source of power. This paper includes rationale behind the women entrepreneurship and to analyze policies of Indian government for women and also to analyze that are those policies enough for the growth of women entrepreneurship. Main reasons for women to become an entrepreneur, the institutions that are helping the women to put their thoughts into action are also included in this study. This studyRead MoreAnalysis On The Result And Implication Of The Policy779 Words   |  4 Pagessense, the projects of building infrastructures drives to other unintended impact that is limits the outcome of the policy to empower society in creating productive activities. Programs that are likely to give ‘easy money’ rather than providing entrepreneurship training and education can shift the behaviour of people who actually want to be poor in order to get poverty relief, not even to strive in order to get out of the poverty cycle. This unintended impact is called as ‘lived effect’ that is ‘howRead More AfricanAmerican Entrepreneurship Essay2471 Words   |  10 PagesAfricanAmerican Entrepreneurship In a comparative light there seems to be significant problems, or obstacles, for African-American entrepreneurs. These problems are categorized by environmental factors, opportunity factors, and issues related to capital. The purpose of this paper is to provide sociological, and economical insight to the plight of African-American entrepreneurs. There is an effort to trace the development of African-American entrepreneurship throughout American historyRead MoreSocio-Economic Factors Influencing6764 Words   |  28 PagesDEVELOPMENT The emergence and development of entrepreneurship is not a spontaneous one but a dependent phenomenon of economic, social, political, psychological factors often nomenclature as supporting conditions for entrepreneurship development. These conditions may have both positive and negative influences on the emergence of entrepreneurship. Positive influences constitute facilitative and conductive conditions for the emergence of entrepreneurship, whereas negative influences create inhibitingRead MoreThe Colombian Confederation Of Chambers Of Commerce2337 Words   |  10 Pageseconomic efficiency, it also has a distributional impact. While there is strong evidence of a negative correlation between corruption and the level of GDP per capita, some authors argue that such studies should also take into consideration indicators of social welfare and distribution of wealth. In 1998, the International Monetary Fund (IMF), based on cross-country regression analysis, established the substantial imp act of corruption on income inequality, with a one standard deviation point increase in

The Allegory of the Cave Free Essays

The Allegory of the Cave How does Plato’s allegory represents the activity of philosophy? 9/23/2010 HZT4Ua Diana MS. The Allegory of the Cave The Allegory of the Cave is a metaphor that can be seen to describe many aspects and situations in life that one had no control or choice over. The reason Plato uses many metaphors in his allegory is to think or ‘philosophize’ about the world around us because in fact our understanding of the world is very limited. We will write a custom essay sample on The Allegory of the Cave or any similar topic only for you Order Now This is due to the fact that we live in a world of shadows and not reality to whom very little is actually known about by everyone. The metaphors are seen to actually represent a society with all its people, truths, hidden meanings, problems, solutions etc†¦ The meanings transferred in the allegory of the cave apply to philosophy because it shows the philosophers position in society. It gives the philosopher the opportunity to philosophize/think about what exists/reality and what does not exist in our surrounding environment. To society, the allegory of the cave contemplates many issues related to man in his society. Such issues include human’s ability to be ignorant or knowledgeable, free or imprisoned, stubborn, lazy, active, etc†¦ by choosing either to or not to search for answers to many of the issues that arise continuously. Moreover, The Allegory of the Cave is about ignorance and learning because the men in the cave are ignorant or unaware of the outside world that exists except for the shadows that they saw passing by on the walls. The man who is freed engages in the process of learning from the moment he is released from the cave and is forced to adapt to the new conditions and situations that now surround him. In addition, the chains are used to symbolize the limited amount of information that a person has about reality. For whatever reason, this limited amount of information can be considered to be a type of ignorance. Last but not least, as humans in this world, many of us are really ignorant about many important issues that surround us in or everyday lives. We are unfamiliar of many things in life and are either unaware of it or simply choose not to bother with it. The world that many of us choose to live in is in fact very different from reality itself. However, many of us choose to live in such ignorance or denial when it comes to certain issues and this is due to many factors. How to cite The Allegory of the Cave, Papers

Students’ Attitudes Towards Learning English Language free essay sample

This study investigated Libyan secondary school students’ attitudes towards learning English in terms of the behavioral, cognitive and emotional aspects. It also explored whether there is any significant difference in the students’ attitudes towards English language based on their demographic profiles i. . , gender, field and year of study. A total of 180 participants in the three study years from three specializations of Basic Sciences, Life Sciences, and Social Sciences took a questionnaire as a measuring instrument. Regarding the three aspects of attitude i. e. , cognitive, behavioral, and emotional, the participants showed negative attitudes towards learning English. On the demographic profile, there were statistically significant attitudinal differences regarding gender and field of study but not year of study. Based on the research findings, some recommendations are finally presented. Keywords: EFL learner, Attitude, Language learning, Gender, Field of study, Year of study 1. Introduction It is argued that language learning is regarded as the cornerstone of human existence. Knowing the language can help us to express our opinions, hopes, and even our dreams (Tavil, 2009). In foreign Language learning context, there are various factors that influence the learning process such as motivation, attitudes, anxiety, learning achievements, aptitudes, intelligence, age, personalities, etc. Gardner, 1960; Lehmann, 2006, cited in Shams, 2008). The matter of learner’s attitude is acknowledged as one of the most important factors that impact on learning language (Fakeye, 2010). This study looks into the concept of attitude as one of the major affective factors for success in learning a foreign language. More specifically, it investigates Libyan secondary school students’ attitudes towards learning English language, taking into consideration the three aspects of attitude i. e. , emotional, cognitive, and behavioral. Additionally, it attempts to determine the influence of students’ demographic profile i. e. , gender, year and field of study on their attitudes towards learning English. 1. 1 Background of study Kara (2009) stated that attitudes towards learning besides opinions and beliefs have an obvious influence on students’ behaviors and consequently on their performance. It is argued that those students who possess positive beliefs about language learning have a tendency to increase more positive attitudes towards language learning. Published by Canadian Center of Science and Education 119 www. ccsenet. org/ass Asian Social Science Vol. 8, No. 2; February 2012 Conversely, negative beliefs may lead to class anxiety, low cognitive achievement, and negative attitudes (Victori Lockhart, 1995). According to Alhmali (2007), the purpose of education in Libya is to obtain high grades and pass the exams. Creativity and understanding the nature of students and their needs are not taken into account. The EFL teachers’ role is basically to transmit information to their students effectively. There exists little knowledge about the best strategies to develop the students not just cognitively but also behaviorally and emotionally. In 2000, the new English curriculum â€Å"English for Libya† was implemented. This curriculum represents an outstanding change, compared to the previous one. Textbooks are based on the communicative approach. â€Å"The curriculum recommends that English to be used as much as possible by the teachers and students in the classroom. † (Orafi Borg, 2009). Yet, the new curriculum is not applied as planned mainly because of the obvious differences between the main standards of these books and teachers’ beliefs. Meanwhile, the controversial concern is why some EFL students attain higher grades in English language exams than others who are under the same conditions and situations. The concern on the learners’ attitudes towards the target language was emphasized by Gardner (1985). He stated that the learners’ attitudes towards learning another language play a key role in enhancing and motivating them to learn that language. This, in turn, affects on their performance, too. 1. 2 Research Questions and Hypotheses The research seeks to answer the following questions: 1- What are the attitudes of Libyan secondary school students towards learning English language in terms of their behavioral, cognitive and emotional aspects? 2- Is there any statistically significant difference in Libyan secondary school students’ attitudes towards learning English language by gender? 3 Is there any a statistically significant difference in Libyan secondary school students’ attitudes towards learning English language by the field of study? Is there any a statistically significant difference in Libyan secondary school students’ attitudes towards learning English language by the year of study? Hence, the addressed hypotheses are: H01: There is not a statistically significant difference in Libyan secondary school students’ attitudes towards learning English language by gender. H02: There is not a statistically significant difference in Libyan secondary school students’ attitudes towards learning English language by the field of study. H03: There is not a statistically significant difference in Libyan secondary school students’ attitudes towards learning English language by the year of study. 2. Literature Review As attitude is one of the key predominant factors for success in language learning, numerous studies have already been conducted in the field of language attitude (Alhmali, 2007; Ghazali et al. , 2009). In addition, Saidat (2010) mentions that language attitude research has been considered in the previous 50 years because of the growing relation between the importance of the language use and the nature of individuals. However, the information concerning the language attitudes of Arab students, especially the Libyan students is not sufficient. For that reason, this study investigates the attitudes of EFL learners towards English language at secondary schools in Libya. 2. 1 Definitions of Attitude Researchers in the fields of psychology and education, especially language learning, consider several definitions of attitude which mention different meanings from different contexts and perspectives (Alhmali, 2007). Based on the theory of planned behavior, Montano and Kasprzyk (2008, p. 1) state, â€Å"Attitude is determined by the individual’s beliefs about outcomes or attributes of performing the behavior (behavioral beliefs), weighted by evaluations of those outcomes or attributes. Thus, a person who holds strong beliefs that positively valued outcomes will result from performing the behavior will have a positive attitude toward the behavior. Conversely, a person who holds strong beliefs that negatively valued outcomes will result from the behavior will have a negative attitude. † 120 ISSN 1911-2017 E-ISSN 1911-2025 www. ccsenet. org/ass Asian Social Science Vol. , No. 2; February 2012 Gardner (1985) also points out that attitude is an evaluative reaction to some referent or attitude object, inferred on the basis of the individual’s beliefs or opinions about the referent. â€Å"Attitude is thus linked to a person’s values and beliefs and promotes or discourages the choices made in all realms of activity, whether academic or informal. † Gardner’s argument led Wenden (1991) to present a comprehensive definition of the attitude concept. He classified the term â€Å"attitude† into three interrelated components namely, cognit ive, affective and behavioral. The cognitive component involves the beliefs, thoughts or viewpoints about the object of the attitude. The affective component refers to the individual’s feelings and emotions towards an object, whether he/she likes or dislikes. The behavioral component involves the tendency to adopt particular learning behaviors. 2. 2 Importance of Attitude Reid (2003, p. 33) declared, â€Å"Attitudes are important to us because they cannot be neatly separated from study. † Attitude is considered as an essential factor influencing language performance (Visser, 2008). Achievement in a target language relies not only on intellectual capacity, but also on the learner’s attitudes towards language learning. This means that learning language should be approached primarily as a social and psychological phenomenon rather than as a purely academic one. Kiptui and Mbugua (2009, cited in Tella et al, 2010) investigated that negative attitude towards English is the most affective and psychological factor that results in the students’ poor performance in English among the secondary schools in Kenya. . 3 Language Attitude Besides the intellectual perspective, the nature of language learning has psychological and social aspects and depends primarily on the learners’ motivation and attitude to learn the target language (Padwick, 2010). Gardner and Lambert (1972) have concluded that the ability of the students to master a second language is not only influenced by the mental competence or, language skills, but also on the students’ atti tudes and perceptions towards the target language. They also advocated that attitude concept could enhance the process of language learning, influencing the nature of student’s behaviors and beliefs towards the other language, its culture and community, and this will identify their tendency to acquire that language. In 1992, Baker proposed a comprehensive theoretical model, focusing on the importance of conducting attitudinal research in the field of language learning. Baker (1992, p. 9) states that, â€Å"In the life of a language, attitudes to that language appear to be important in language restoration, preservation, decay or death. Recently, De Bot et al. (2005) assert that language teachers, researchers and students should acknowledge that high motivation and positive attitude of students facilitate second language learning. Thus, if a learner does not have the interest and tendency in acquiring the target language to communicate with others, this learner will possess a negative attitude and will not be motivated and enthusiastic in language learning. Therefore, learners’ attitudes could incorporate in language learning because it may influence their performance in acquiring the target language. . 4 Aspects of Language Attitude Learning process is regarded as a positive change in the individual’s personality in terms of the emotional, psychomotor (behavioral) as well as cognitive domains, since when one has learned a specific subject, he/she is supposed to think and behave in a different manner and one’s beliefs have been distinguished (Kara, 2009). Furthermore, learning process has social as well as psychological aspects besides the cognitive approach. Attitude concept can be viewed from these three dimensions. Each one of these dimensions has different features to bring out language attitude results. Accordingly, the attitude concept has three components i. e. , behavioral, cognitive and affective. These three attitudinal aspects are based on the three theoretical approaches of behaviorism, cognitivism and humanism respectively. In the following, the three aspects of attitude concept i. e. , behavioral, cognitive, and emotional aspects are briefly described. 2. 4. 1 Behavioral Aspect of Attitude The behavioral aspect of attitude deals with the way one behaves and reacts in particular situations. In fact, the successful language learning enhances the learners to identify themselves with the native speakers of that language and acquire or adopt various aspects of behaviors which characterize the members of the target language community. Kara (2009) stated that, â€Å"Positive attitudes lead to the exhibition of positive behaviors toward courses of study, with participants absorbing themselves in courses and striving to learn more. Such students are also observed to be more eager to solve problems, to acquire the information and skills useful for daily life and to engage themselves emotionally.