How to Make Shoe Polish From Charcoal

CHAPTER I INTRODUCTION A. BACKGROUND OF THE STUDY Shoe polish is a wax material used for shining the shoes, boots or any other footwears. It makes the shoe clean and smooth all day long. Shoe polish is applied on cloth, brush, or rag. People can make our shoe shine by gently rubbing the cloth with an amount of the shoe polish. After you apply this, wait for the shoes to be dry. This shoe polish is made from charcoal and candle. By being creative, people can invent or discover a new thing like this. Also, by being creative, people can be frugal. Instead of buying expensive shoe polishes, people can now provide a low cost shoe polish for everyone. Sometimes people have been problematic about how to clean their shoes. Shoe polish is important because it maintains the shoe polished and neat to look at. Shoe polish can be a protective coat to maintain its smoothness. These shoe shiners should be kept away from clothes, carpets and furnitures because it can stain these things. Though this shoe polish is not on high quality, it is useful. It is useful especially for students and persons who work everyday. People can use this so that the shoe will look clean. Having a shoe polish at home can save money because instead of going to groceries, there are many valuable things inside the house that can be made of other things. B. OBJECTIVES This project aims to provide an alternative shoe polish that is very inexpensive and easy to make. This project also aims to provide shoe shoe shine boys a very low cost shoe polish for livelihood. Instead of buying a high cost shoe polish for jobs, shoe shine boys can now afford a low cost shoe polish. The researchers will also include the common objective of the shoe polish and that is to provide smoothness for everyone’s shoe. Lastly, this project aims to teach people on how to be frugal. There’s no need to go to groceries to buy, just look for any other materials at home. C. SIGNIFICANCE OF THE STUDY This shoe shine keeps our shoe shine and smooth. It protects the shoe to free from scratches. It adds a protective layer upon the surface of the shoe that protects the shoe and adds to its longevity as well. It makes a presentable way that people can be identified neat and clean. This study helps to have a frugal-living. It polishes the shoe instantly without wetting it out and keeping it dry for a long period of time. Instead of buying expensive shoe polish, the researchers provide a low cost shoe polish. This is cheap but useful, easy to make without needing to run to stores and waste money for transportation.

An every woman matters study Essay

In this country, many feel as though health care is a right of the citizens. I myself struggle with this idea as I do believe we need to address the health care needs of our country but do not feel responsible for those that make poor health care decisions on a daily basis and look for us as a country to care for them. With that same thought, I feel a responsibility to help those that are truly trying and are not offered health care benefits through their employers, and cannot afford to purchase health care insurance, as well as the underinsured. We have to take a stance of what is best for the whole. Our health system struggles with access to health services for everyone. The government is very focused on easing this access through its programs. In 1965, the passage of Medicare and Medicaid were revolutionary in that it provided coverage for the elderly and low income to include the disabled. While not perfect it opened more opportunities for access. In 2010, another revolutionary p olicy can into being with the passage of the Affordable Care Act (ACA). This pushes employers to either supply health coverage of face a penalty. For the smaller employers that offer coverage, in return they receive a tax credit. Again, this effort is to reduce those uninsured and underinsured in our country through federal policy (Kovner & Knickman, 2011). We are fighting an uphill battle with health care, because as we have tried to make health care more accessible to the citizens of this country we are seeing the cost rise at alarming rates. Kovner and Knickman (2011) points out that between 1999 and 2009 household income rose 38% while insurance premiums rose 131%. This creates more underinsured and uninsured Americans to care for which is an economic crisis for this country that we must address. We have to find new and different ways to overcome the economic obstacles we face with rising cost. Thaler (2013), in his article in The New York Times, says no single change will allow our health care system to be transformed into one that we need and that we need to try many new approaches that are not in lined with the typical way of thinking. He offers some suggestions that make a lot of sense. He says we should first look to change our way of thinking about services. He says we should be paying providers for keeping their patients healthy instead of paying for test and procedures. The federal government should protect providers with a proven quality record of care and from malpractice lawsuits. Patients can opt out of these providers  care but who would realistically do that given the quality they receive? Evidence-based practices should be employed with care to avoid unnecessary tests such as CT scans and M.R.I.’s that many times leads to more unnecessary, unrelated tests. He also believe more energy needs to be spent to employ pharmacist, nurse practitioners, and physician assistants and allow to practice to the fullest extent to allow to allow primary care physicians to spend more time with patients. The idea of promoting health to avoid health care issues is far less costly than treating a disease process once it arises. I am a firm believer in preventative medicine and not enough energy is place on this type of health care. We are far too focused on what I call reactive medicine. Improved quality has been proven through research to be more cost effective. All care should be evidence-based to help improve the quality and decrease cost in the long run. References Kovner, A. R., & Knickman, J. R. (2011). Jonas & Kovner’s Health Care Delivery in the United States (10 ed.). New York, NY: Springer Publishing Company. Thaler, R. H. (2014, February 23). Overcoming Obstacles to Better Health Care. The New York Times. p. BU6. Response

Economic Analysis and Policy_Coursework Essay Example | Topics and Well Written Essays - 1000 words

Economic Analysis and Policy_Coursework - Essay Example In terms of agent’s utility, discretion based solutions are normally the best. On the other hand, policy options that are based on rules usually have little room for policy errors. However, such an approach requires a lot of confidence that the variables will perform as intended without any challenges. This is certainly difficult to realize for inflation targeting especially in the identification of financial stability (Langdana, 2009). Indeed, most rule-based approaches have faced many challenges especially when applied as an inflation target framework. In this respect, a discretionary framework is always appropriate in addressing the issue. It allows policy makers to learn much from the interaction between various relevant stakeholders. Nevertheless, it should be realized that the adaptability and flexibility of discretion comes with its own share of costs. There is limited predictability of the decision in addition to a tendency toward forbearance as policy makers are tempt ed to postpone backfiring decisions. In most rule-based approaches, policy reactions are normally left to some pre-defined automatic triggers and mechanisms. However, the use of rules might be difficult especially for a new policy which should be used across the world (Peston, 2010). (Question b) Indeed, the Taylor rule has greatly revolutionized the manner in which policy makers and central banks approach the issue of monetary policy. It frames policy actions in line with the various incoming information regarding economic conditions. In this case its contrasts the traditional period-by-period optimization problem. The rule has greatly brought into focus the need for adjusting policy rates more than one-for-one in responding to increased inflation. The rule is therefore used in adjusting prudent interest rates which can help in stabilizing the economy both in the short term and maintain growth in the long term. This is much opposed to inflation targeting which basically focuses on estimation of the inflation rates and attempting to fix the situation through interest rates (Barro, 2005). The attractiveness of the rule arises out of its ability to foster price stability and ensure full employment through a reduction of uncertainty. It further increases the credibility of future actions of the central bank. The rule might further avoid most inefficiency associated with time inconsistency through the use of discretionary policy. The Taylor rule indeed provided a compromise between the various competing schools of thought in a proper language often lacking in rhetorical passion. A recent application of the Taylor rule was made by the Federal Open Market Committee (FOMC) after inflation was seen to have risen by 2%. The rule provided a quantitative prescription on how the interest rates should be increased to address this change. Indeed, the Taylor rule has been important in addressing some of the challenges which conventional inflation targeting cannot reach. Howe ver, the rule also has its own challenges and is often used together with other approaches in real economic situations (Prachowny, (2011). Microeconomics (Question a) It is certainly true that firms prefer making more profits to less. Profit is certainly a very important concept in the operations of a

Superintendent Office Coursework Example | Topics and Well Written Essays - 1500 words

Superintendent Office - Coursework Example Additionally, political developments within the district where the superintendents operate also infringe the course of service delivery and responsibility fulfillment by the representatives. Such politics include the processes of election leading to the selection of the board of governors alongside other education leaders in the district. These factors considered relating to the case that superintendent Mark faces within his locality of administration. The federal and state guidelines institute the position of the Superintendent within the district to operate in their capacity of overseeing education in the district (Sofo, 2008). The Superintendent is the CEO of the district school board and manages the entire responsibilities spanning from the hiring of staff to overseeing the education standards, budget, and resource planning and allocations and being the contact point to the government agencies (Sofo, 2008). Therefore, with these immense responsibilities, this core person in the education sector faces remarkably overwhelming challenges that institute the need to establish strong administrative guidelines. The federal and state laws are key in guiding the roles of the superintendent office, as they facilitate the regulatory frameworks of the office. First, the roles and responsibilities of the superintendent office are outlined within the confines of the federal law and recognized accordingly by each of the state laws as established. Thus, the federal and state laws influence the role of the superintendent accordingly from this perspective, that they facilitate and ensure the protection of the office from abuse and malpractices (Meek, 2012). The establishment of the responsibilities means that the superintendent office enjoys protection from the political influences that may impair the course of the decisions that the person in the office makes regarding education.

Read the powerpoint, then answer the question Assignment

Read the powerpoint, then answer the question - Assignment Example Due to this perception, negotiators do not prepare hard to gain a larger reward or benefit. 8. Various problems can occur while determining the target, including cultural problems which may result as a negotiators failure to identify the background of the target negotiators, failure of the negotiator to respect the other party’s interest and recognizing their BATNA (Thompson 17). 9. Target point is the actual party with which negotiations are taking place and reservation point is the reserved party who negotiators might approach as a result of negotiations with the target point. Both points should not be confused as target point has better benefits to offer. 10. Different issues in a negotiation should be treated separately as managing single issue is much easier than managing the whole. Secondly, there may be issues on which the negotiator might have to compromise and in certain issues; the negotiator might be able to win completely. 11. It is essential to perform a self, situation and counterparty assessment in order to identify one’s own and counter party’s strengths and weaknesses as well as the environment in which negotiations are taking place. These strengths and weaknesses will help a negotiator take advantage of the counterparty and change their techniques with the environment. Several questions pertaining to the situation need to be asked including, the importance, form, time as well as cost and benefits of the negotiation. 12. Pressure of limited time may not allow the negotiator to be well prepared and plan properly before negotiations. Time related costs at times may be too high for both the negotiation parties. Due to this one party may be in a hurry and other party can take advantage. 13. Bargaining zone is the situation or the bargaining area where both the buyer’s and seller’s range overlap each other. Positive bargaining zone can result in a win-win situation for both, while negative bargaining zone can result

Al Qaeda in Yemen Assignment Example | Topics and Well Written Essays - 2000 words

Al Qaeda in Yemen - Assignment Example This paper looks into the multiple dimensions of the problem ranging from its threat to the stakeholders, the history, current scenario and other dynamics of the problem at hand (Rollins 2010,p. 10). The overall threat comes in a multiple manner. The first is that to Saudi Arabia. Saudi Arabia shares its borders with Yemen. The potential control of Al- Qaeda in Yemen would lead to its expansion and reach out towards the borders of Saudi- Arabia. Saudi Arabia itself feels highly threatened and vulnerable by the ambitions of Al- Qaeda. It is a threat to the regional peace and poses serious threats to the gulf that exists between the Shiite and Sunni population which is being exploited by external sources. Another threat that is faced by the Yemen itself. Since Yemen’s elected government has been ousted in form of control over the office of President Mansur Hadi. Al- Qaeda being a globally banned outfit and radical in its outlook, the people of Yemen are at a direct threat in this regard since they are not only hostile to the locals but the outside world. Secondly, Al Qaeda’s actions have often been seen with high concern and fear by the Shiite population of Middle East. Given the fact that their slogan is religious in nature and they claim to be the protective guardians of the Sunni community, the over forty five plus percent Shiite population of feels directly exposed to this threat. The concerns of United States of America come about in the form of the spread of Al- Qaeda and its agendas and ideals. Since United States of America has initiated a global war on terror and aims at reaching out to any part of the world where Al- Qaeda may be operational, it therefore is a new front for United States of America to engaged in Yemen. United States of America is already engaged in mitigating the challenge thrown by Al- Qaeda in Iraq. This would lead to a new front (Davis 2008,p.144). While the traces of Jihadi elements

To what extent has realism dominated the study of security Essay

To what extent has realism dominated the study of security - Essay Example Power is a notion primarily thought of in the perspectives of material resources necessary to coerce or induce other states. The most important actor when it comes to realism is the state. It is autonomous and unitary because it speaks and acts with a single voice (Glassgold, 2012, p. 89). It is noted that the power of the state is understood in respect to its military capabilities, and thus security concerns. Although all nations seek hegemony under realism as the only path to ensure their own security, other states are incentivized to prevent through balancing the emergence of a hegemon. There is application of rational model of decision making the states through obtaining and acting upon accurate and complete information. National interest guides the sovereign states as explained in the terms of power. Since the single constraint of international system is the anarchy, none of the international authorities and the states are actually left to their devises to provide their own security. The perception of realists that Sovereign states are the key actors in the international system, leads to a special attention to large powers as they are viewed the most influential on the international stage. States are intrinsically obsessed with security (defensive realism) or are aggressive (offensive realism), and that territorial spreading out is only constrained by opposing powers. Security dilemma result due to this aggressive build-up, such that increasing ones security may convey along even increased instability as an opposing power puts up its own arms in response (Vu & Wongsurawat, 2009, p. 89). The dilemma is such that there is competition among the states to up their security as a result of feeling insecure yet at the end none of the state feels secure. There is a spiral of insecurity all along. Hence, security turns into a zero-sum game in that only relative gains can be made. Realists accept as true the fact that there are

The Criminology of Pleasure Essay Example | Topics and Well Written Essays - 1750 words

The Criminology of Pleasure - Essay Example This essay discusses the criminology of pleasure, that analyzes the basic motive behind imposing regulations while seeking pleasure, on the part of the political authorities, is to protect the members of society from harms and troubles caused by dint of the pleasure seeking activities of others. The researcher states that there are other activities and enjoyments too that look for the implementation of rules and restrictions. The same is the case with the drug consumption. With the advent of 20th century, drug consumption became order of the day for the individuals belonging to divergent societies and cultures of the world. The unabated demand for drugs and their usage created many problems for both the governments and societies. During last three centuries the use of drugs witnessed great increase and people invented various methods of consuming drugs and chemicals through oral and physical drugs. The consequent death of a famous actress, due to extra dose of cocaine, forced the gov ernment apply restrictions upon the cocaine. Subsequently, â€Å"the Dangerous Drugs Act introduces controls on the trafficking, manufacture, sale and possession of various drugs, including opium and cocaine.† It was a sonorous expression of the people’s voice, whose children and family members were undergoing drug usage problem. Moreover, the intoxication and excessive use of drugs had caused immoral activities in society. It is therefore, the drugs regulations were one of the most wanted laws from the authorities on the part of masses at large.

Project Study 01 - Personal Objective Strategy Con't Statement

Project Study 01 - Objective Strategy Con't - Personal Statement Example Other weighty considerations in a dreaming well plan include ones specific synergies with their target organisation and their critical success and risk factors, whose analysis Gentle (108) argues is of utmost importance. Besides personal analysis, my dreaming well plan accommodates my primary target firm Nestle, where I realise particular interest in environmental sustainability (Nestle Sustainability Review 1-5) which bodes well with my strengths; hence strong specific synergies. All of these factors for the establishment of dreaming well plan do not have to be taken into consideration as prioritising can help to settle down on the strategic options for a dreaming well plan based on the most effective factors. Simerson (89) argues that it is absolutely necessary to gather and analyse everything about your dream, from personal stock taking to the opportunities available externally. Based on this, my career strategy plan can include research tasks into my career goals, SWOT, UPPs, specific synergies, critical success factors and personal risk factors. Research tasks into my strengths, weaknesses, opportunities and threats will help me know my career potential. Basing research on my UPPs will help me realise my selling points, while establishing my specific synergy will provide me with insight into how I fit into my preferred career. Research tasks focused on my critical success factors and risk factors can help determine where to position myself and what to avoid in my career path. The stakeholders in the first SO (focussing on my career goal, undertaking a SWOT analysis and considering my UPPs) are personal belief in the selected SO and the targeted client, hence I give it a score of 2. It also gets a 2 in terms of systems since it only involves motivations and achievement. Financially, it gets a 3 in terms of its low costs, income and ROI. (Total score=7). Focusing

Death Cap mushroom Essay Example for Free

Death Cap mushroom Essay If you took RNA polymerase out of the equation? Human cells use RNA polymerase to make a template of a cell’s DNA. It is one of the first steps in the process of eventual protein production. RNA is the enzyme that makes RNA chains using genes found in DNA as a pattern. These specific genetic codes are  expressed on mRNA. When the toxin blocks the action of RNA  polymerase, it by default, stops the production of mRNA in the transcription phase. mRNA, if available, goes on to the translation phase and is read by tRNA. In the reading of the mRNA pattern, tRNA matches the correct amino acid to that specific pattern. The amino acids are read and placed three at a time to match the mRNA codon. From these codon of amino acids, polypeptides are formed with the help of the cell’s ribosome. In turn, these polypeptides form to make proteins. (Hudon-Miller, 2012) What’s the big deal about protein? Proteins, the performers of the cell, cause action at all levels of cellular functioning. At the cellular level protein is needed to reproduce that cell, for cell structure and functioning. Proteins are also used as enzymes to begin other biochemical functions that affect everything from immunity to electrolyte balance. The liver’s function has decreased because the proteins needed to make it’s cells work have been blocked by alpha-amanitin’s ability to stop protein production simply by blocking the function of RNA polymerase. These proteins are so important that without them you die as they destroy first your body’s filters, the liver and the kidneys. (Hudon-Miller, 2012; Santi, et al., 2012) References Luca Santi, Caterina Maggioli, Marianna Mastroroberto, Manuel Tufoni, Lucia Napoli, and Paolo Caraceni, â€Å"Acute liver failure caused by amanita phalloides poisoning.† International Journal of Hepatology, vol. 2012, Article ID 487480, 6 pages, 2012. doi:10.1155/2012/487480 Hudon-Miller, S. (2012) Death cap mushrooms. Retrieved from http://www.youtube.com/watch? v=vXONgeDC31Afeature=youtu.be

Challenges to Pradhan Manti Jan Dhan Yojana

Challenges to Pradhan Manti Jan Dhan Yojana A Study of Challenges and Problems Faced While Implementing  Pradhan Manti Jan Dhan Yojana Shilpi Pal Dr. M.S.Khan Research Scholar Head/Coordinator (MBA M.Phil Programme), Babasaheb Bhimrao Ambedkar University (A Central University), Lucknow Abstract The biggest development by the NDA government in the year 2014 is introducing first social welfare scheme that is â€Å"Pradhan Mantri Jan Dhan Yojana†. The purpose of introducing this scheme is financial inclusion launched by our Prime Minister Mr. Narendra Modi on 28th August, 2014. Mr. Modi has come up with this scheme on his first Independence Day speech on 15th August, 2014 which is a National mission for a financial inclusion. This scheme is based on â€Å"Sab ka sath sab ka vikas† that is inclusive growth. The basic aim of this scheme is that every family living in India must have bank accounts and must enroll in bank with Zero balance account. This is the first step to bring out economic quality in country. This paper highlights the problem and challenges faced while implementing the scheme. Also try to point out basic reason not to turn all people for adopting this scheme although it is Zero Balance account scheme which will be opened in all nationalized and pr ivate bank. Keywords- Financial Inclusion, National Mission, Inclusive Growth, Economic Quality Introduction Pradhan Mantri Jan Dhan Yojana (PMJDY) is National Mission for Financial Inclusion to ensure access to financial services, like Saving and Deposit Accounts,Remittance, Credit, Insurance, Pension in an affordable manner. Mr. Narendra Modi our prime minister has announced this scheme on his first independence speech on 15th Augst, 2014. The Objective of PMJDY is financial inclusion and intensive growth along with the improvement of economic status of our country. The aim behind PMJDY is that every family or household have their own account and can access banking facility easily so that everyone become evenly a part of country specially a lower section of society who may easily not able to get these facilities prior to PMJDY. The name Jan Dhan was chosen through an online competition on the MyGov Platform.Slogan of this scheme is â€Å"Mera Khata – Bhagya Vidhata.† PMJDY Account can be opened at Business Correspondent (Bank Mitr) outlet or at Bank branches.PMJDY gives the facility of Overdraft that is up to Rs.5000/- is available in only one account per household after 6 months of satisfactory carry out of accounts. On the first day itself 1.5 crore accounts were opened under this scheme. Then around 12.58 crore accounts were opened by 28th January, 2015. Joint account can also be opened under this scheme. The scheme has been started with a target to provide universal access to banking facilities starting with Basic Banking Accounts with overdraft facility of Rs.5000 after six months andRuPayDebit card with inbuilt accident insurance cover of Rs. 1 lakh and RuPay Kisan Card. Literature Review Dr.Anupama Sharma and Ms. Susmita Kukreja has discussed in their paper that â€Å"The study focuses on the role of financial inclusion, in strengthening the India’s position in relation to other countries economy. For analyzing such facts data for the study has been gathered through secondary sources including report of RBI, NABARD, books on financial inclusion and other articles written by eminent authors. Dr.G.H. Barhate and Ms. V.R.Jagtap has include includes study of various financial inclusion and to evaluate progress and current status of financial inclusion of the State in their research paper C. Paramasivan and V. Ganeshkumar discussed in his ppaper that Financial inclusion is aimed at providing banking and financial services to all people in a fair, transparent and equitable manner at affordable cost. This paper is an attempt to discuss the overview of financial inclusion in India. Objectives of the Study The basic objectives of my study are: To Know the reason behind introducing Pradhan Mantri Jan Dhan Yojana(PMJDY) To recognize awareness among people for this financial inclusion. To understand the problems and challenges faced in implementing PMJDY. To find out effect on banking sector after adopting this financial inclusion. Research Methodology My study is purely based on secondary data which include, Existing Articles, Newspapers, websites, online articles and Research Paper published in different journals. Through these secondary data and information available I have done my research on green advertising so deeply to meet up with the objective of the study. Result and Discussions It is good initiation for the purpose of financial inclusion and economic growth. Many have found positive aspect behind the Pradhan Mantri Jan Dhan Yojana specially the lower segment of country who feels more comfortable now as they easily take step in banking sector and have their own accounts with special facilities like Overdraft facility, RuPay card, Kisan card facility etc. Source: http://en.wikipedia.org/wiki/Pradhan_Mantri_Jan_Dhan_Yojana Challenges and Problems faced by PMJDY Implementation- The Connectivity Challenge – As we know around 68% of population lives in rural areas which need to be connected through complete banking system to avail this facility which is huge business potential for the banking sector .But it throws up connectivity-related challenges that need to be addressed in rural areas. Lack of physical and digital connectivity is posing a major hurdle in achieving financial inclusion for rural India. Technological Issue- The technological issues affecting banks from poor connectivity, networking and bandwidth problems to managing costs of maintain infrastructure especially in rural areas. To meet the increasing demands for banking services, banks often depend on passive optical network connectivity, for which they end up paying high costs to internet service providers. Infrastructure of banks in rural areas- It is about the connectivity in banking system. The connections in rural areas are not reliable and fall shorts on bandwidth. An alternative option must be adopted to connect in rural areas branches through satellite links. Banking through WAN or internet link of lower bandwidth at remote locations repeatedly suffers with video delays, slow browsing, slow file transfer, slow upload and download of files, failing to meet the demands of account holders at particular time. Are really people who don’t have account will turn around – This is the one of the major problem as most of the people are aware of it but still they are not turning into bank account user may be because they are not still understand the proper channel of opening bank account under Pradhan Mantri Jan Dhan Yojna. Gender Gap- There is major gender gap in banking sector; by 2012 for every 1,000 deposit accounts in the name of men, just 394 were opened in the name of women. Chhattisgarh, West Bengal, Madhya Pradesh, Maharashtra and Gujarat were even worse than the national banking sex ratio, while Delhi and the four southern States were better. ATM Network-People may face problem due to ATM in rural areas as there is low network of ATM so people are not well know how to use ATM. New account opening Creating new account is not challenge but transaction of this account is a challenge. As staff which is already there may find pressure if there is lot of people come with the problem at a time. Procedure not clear Most of the people are aware but still so many are not turned around as they are not understanding the proper procedure of opening account and required document at a time. Coverage of Difficult areas Many areas like parts of North East, Himachal Pradesh, Uttarakhand, Jammu Kashmir etc. are facing challenges of infrastructure and telecom connectivity . In these areas all household may not be fully covered under campaign Brand Awareness and sensitization- Customer must get proper awareness about the PMJDY and their benefit after opening account. All thing must clear to customer and made aware that overdraft of up to ` 5,000/- to be provided in their account is a credit facility which needs to be repaid in order to get fresh limits and is not a grant. Findings During research I found the major challenges and problem faced while Implementation of Pradhan Mantri Jan Dhan Yojana which is discussed above under the heading of challenges and problems. Still there are few points which need to be taken into consideration- It is not clear that those customers who have existing saving accounts without RuPay card will get other benefit or not. No clarity on that which has already accounts before announcement of accidental insurance coverage will get this benefit of 1 lakh accidental insurance coverage. Customers are not able to follow proper channel of opening account as they are not much aware about the procedure and benefits to the account holder. No awareness to the customers who will be going to wear bill of insurance premium and cost to keep account running. Banking staff may feel pressure as so many accounts are opening under this scheme. Suggestions There are lots of activities are going around so that everyone get aware about it and must open account under this who don’t have account in the bank and for those who may face problem in opening bank account prior to PMJDY. Awareness program is going through proper channel like Print Media, T.V, Radio, Banner and poster almost outside every bank etc. The result has been seen positive and almost everyone has opened account. But bank in rural areas are facing few problem like low connectivity, Less ATM machines etc. For this reason there are few suggestions which need to implement for the better banking service in the remote locations and they are- Bank must switch to WAN Optimization- Banks need to switch to WAN Optimization Controllers that support tunneling protocol/storage protocol capable of accelerating remote application delivery, thereby speeding up the delivery of banking services. WAN optimization controllers speed up data transfers and reduce application response time over wide area networks by reducing the amount of traffic transmitted between remote offices and between remote locations. This helps banks increase application response time significantly. Facilitate more ATM in remote locations- As in rural areas we see few ATM due to which everyone may not access ATM so much and they don’t know how to use. So, if everyone has account under PMJDY means they carry RuPay card and debit card for that purpose they need to access ATM machines. Awareness Campaign in Rural Areas- There should be proper awareness programs in remote locations about the PMJDY so that everyone must aware about the benefit and need of opening account and they must open account to run with economy. Bankers must give proper information about documentation and other facilities- People must aware about the document needed while opening account and if document is not there then other alternative way for opening account and other benefits related to the account opening like overdraft facility, accidental insurance etc. must be told to the person. As many people think if they don’t have single document they are not able to open the account but under PMJDY there is alternative solution to this problem but people are not aware about this. So banker must take interest and tell detail about it. Conclusion For the financial inclusion and economic growth this turn to be one of the best initiatives under which everyone can enjoy the banking facility as well as economic parity among everyone. It has turned into positive response where public sector players has opened 11.5 crore accounts under PMJDY covering 99.74 households and paving the way for transfer of over Rs 65,000 crore of subsidies and other transfers directly into these accounts. Almost every Indian is now into banking system expects inaccessible households of remote location. After one of the survey it come out thet out of 21.05 crore households, 20.99 crore have access to bank facility. As new technology introduced by National Payments Corporation of India (NPCI), a person can transfer funds, check balance through a normal phone which was earlier limited only to smart phones so far. Mobile banking for the poor would be available through National Unified USSD Platform (NUUP) for which all banks and mobile companies have come t ogether. For better acceleration in rural areas of banking sector these steps are taken by which an account holder feels comfortable in running account very well. References Sharma Anupam and Kukereja Sushmita (2013) .An Analytical study: Relevence of Financial Inclusion for developing nations. International Journal of Engeneering And Science, PP15-20 Paramasivan C. and Ganeshkumar V. (2013).Overview of Financial Inclusion in India. International Journals of Management and Development Studies 2(3) PP45-49 Barhate G.H. and Jagtap V.R. (2014).Pradhan Mantri Jan Dhan Yojana: National Mission on Financial Inclusion. Indian Journal Of Applied Research 4(12) PP340-342 http://en.wikipedia.org/wiki/Pradhan_Mantri_Jan_Dhan_Yojana http://www.businessworld.in/news/economy/pm%E2%80%99s-jan-dhan-yojana-the-connectivity-challenge/1646746/page-1.html http://timesofindia.indiatimes.com/business/india-business/Jan-Dhan-covers-99-7-households/articleshow/45960195.cms http://www.thehindu.com/news/national/pradhan-mantri-jan-dhan-yojana-faces-access-deficit/article6363310.ece

Comparing the Tragic Flaws in Oedipus Rex (the King) and Death of a Salesman :: comparison compare contrast essays

The Tragic Flaws in Oedipus Rex and Death of a Salesman "Oedipus Rex" and "Death of a Salesman" are two examples of tragedies. In these two plays the characters are good, but not perfect, and their misfortunes are the result of their tragic flaws. Blindness and vision are used as motifs in the play "Oedipus Rex," which are also the tragic flaws of the hero. Vision refers to both literal and metaphorical blindness. The frequent references to sight, light, eyes, and perception are used throughout the play. When Oedipus refuses to believe Tiersias, Tiersias responds by saying "have you eyes" and "do you not see your own damnation?" Tiersias also says "those now clear-seeing eyes shall then be darkened." The reference to sight has a double meaning. Oedipus is famed for his clear-sightedness and quick comprehension. He was able to "see" the answer to the Sphinx's riddle, yet ironically, he lacks the ability to see the truth about his own identity. Oedipus has become the very disease he wishes to remove from Thebes. In "Death of a Salesman," Willy Loman is the opposite of the classic tragic hero. Unlike Oedipus, Willy is a ordinary man. His name implies he is a "lowman" whose dreams and expectations have been shattered by the false values of thesociety he has put his faith into. This simple characteristic makes him a tragic hero like "Oedipus Rex." Willy is blind to the reality around him. This blindness, is his tragic flaw like that of Oedipus Rex. Willy is a dreamer who is unable to face the realities of a modern day society. Willy builds his whole life around the philosophy that if a person is well likedand good looking, he will be successful. Willy says to Biff, "I thank Almighty God that you are both are built like Adonises." Later, Willy makes the comment, "Be liked and you will never want." His need to be well liked is so strong that his choices throughout his life, and his blindness to the reality around him, prevents Willy from realizing his dreams and values were flawed.

Goup Decision Making Essay -- Managing Management Business Essays

Group Decision Making Let?s define what is Group Decision Making, decisions made by committees, think tanks, teams and groups. They may include borrowers, lenders, producers, buyers, scientists and other experts, environmentalists, and real estate developers and so on. Decision making skills is one of the most important aspects of management. It involves personal and interpersonal skills, fact finding, logical thinking, creativity, analytical ability, sensitivity to others and assertiveness What are the key steps in making a decision? Whether decisions are straightforward or complex, a systematic approach will lead to success. ?  Ã‚  Ã‚  Ã‚  Ã‚  Setting objectives An objective is a specific step, a milestone, which enables you to accomplish a goal. Setting objectives involves a continuous process of research and decision-making. Knowledge of yourself and your unit is a vital starting point in setting objectives. Strategic planning takes place at the highest levels; other managers are involved with operational planning. The first step in operational planning is defining objectives - the result expected by the end of the budget (or other designated) cycle. Setting right objectives is critical for effective performance management. Such objectives as higher profits, shareholder value, and customer satisfaction may be admirable, but they don't tell managers what to do. They fail to specify priorities and focus. Such objectives don't map the journey ahead - the discovery of better value and solutions for the customer. The objectives must be focused on a result, not an activity, be consistent, be specific, be measurable, be related to time, be attain able. ?  Ã‚  Ã‚  Ã‚  Ã‚  Collecting information There are several ways to gather information. You can collect information from people, documents, performance data, and observation of events. Also, there are a number of methods for gathering information, including traditional measurement approaches such as tests and ratings, as well as more investigative procedures such as observation, interviews, case studies, and literature review. Each of the chapters in this handbook contains key criteria for the development and use of an effective technology infrastructure. If you employ these criteria as a guide, the first part of your evaluation will really be an audit in the sense that you will be looking retrospectively at the work ... ...sunderstood and sometimes resentful. Second, the minority members often feel that the voting has created two camps within the group and that these camps are now in a win-lose competition: The minority feels that their camp lost the first round, but that it is just a matter of time until it can regroup, pick up some support and win the next time a vote comes up. In other words, voting creates coalitions, and the preoccupation of the losing coalition is not how to implement what the majority wants, but how to win the next battle. If voting is to be used, the group must be sure that it has created a climate in which members feel they have had their day in court--and where all members feel obligated to go along with the majority decision. Summary Complicated issues often require the creation of a complex group and cooperation of the group's members to resolve the issues. In order to achieve consensus between members, the group should employ a facilitator and apply rules and guidelines of behavior. The chances that a diverse group can attain the goal of consensus are greatly increased when the group follows an established set of rules with the assistance of a facilitator.

Reconstruction :: essays research papers

At the end of the Civil War there was a period of time in the United States known as the reconstruction period, that lasted for about a decade. During this period the country was in a state of rebuilding. Money, bonds, and stocks were worth nothing. Forty thousand United State citizens were dead or gone, and cities lay in ruin. The dream of an independent nation was just that, an unrealistic dream. The south had lost entire cities to destruction of war and needed to not only rebuild them but also revive its cotton industry. During both the civil war and civil war reconstruction time periods, there were many changes going on in the Union. The Emancipation Proclamation, as well as legislation such as the thirteenth, fourteenth and fifteenth amendments, was causing a new awakening of democracy; while the renouncing of secession by the South marked a definite triumph for Nationalism. As well, the government was involved in altercations of its own. During reconstruction, the legislat ive and executive branches eventually came to blows over the use of power. The nation was being altered by forces which caused, and later repaired, a broken Union. President Lincoln wanted everything to return to normal as quickly as possible after the war. Therefore, Lincoln announced the freeing of all slaves in areas not in Union control. Although the proclamation did not free all slaves everywhere, it was the action that would push Congress to pass the thirteenth amendment in 1865. The amendment, ratified later in 1865, stated that "Neither slavery nor involuntary servitude . . . shall exist within the United States, or any place subject to their jurisdiction." Lincoln also established a plan for reconstruction, which was deemed the Ten Percent Plan. Even before the war ended, Lincoln knew there would be a need of a plan of reconstruction. Lincoln issued a proclamation of amnesty and reconstruction for the people in the south. The proclamation basically forgave and Confederate for trying to secede from the Union if he would swear to support the Constitution of the United States and the Union. Politically, Lincoln would recogn ize the state executively if one tenth of the conquered state’s total vote in the presidential election f 1860 took an oath of allegiance to the union and organized a government that got rid of slavery. The Radical Republicans wanted a slower readmission process so they trued to pass the Wade-Davis Bill, which would make one half of eligible voters to take the oath of allegiance and accept emancipation.

Man’s Evil Nature in “Lord of the Flies” by Golding Essay

When young boys are abandoned on an uninhabited island without adults, even they are capable of murder. This is the scenario depicted in the British author, William Goldings novel, Lord of the Flies, written and published in 1954 during World War 2. Comparing the characters of Jack, Ralph, Piggy and Simon with Freud’s theory of id, ego and superego, one can prove that man has an underlying evil nature. The characters are represented with Jack as id, Ralph as ego, and Piggy and Simon as superego. Freud’s theory of id, ego and superego influences the spheres of ones being. The id represents violence, and the drive to kill. The id is the desire to hurt others, and to dominate. In contrast the ego persuades one to make actions that make one’s actions acceptable by others around them. It also controls the need for acceptance and the need to be in control. Though different, the superego lies within one’s spirituality and need for order. It values rules, and commandments. Jack as id, represents the carnal drives in man. He illustrates this through painting his face. By painting his face, Jack suppresses his ego and superego, causing Jack to be capable of acts of violence without having any repercussions. Jack portrays this violence in different ways. First, Jack enjoys hunting because he gets to kill pigs. Often, in Lord of the Flies, Jack is consumed by killing pigs, and desires nothing more. The drive to kill rules his thoughts. In Jacks statement †We’re strong-we hunt! If there’s a beast we’ll hunt it down. We’ll close in and beat and beat and beat-†(83), he demonstrates his carnal desire to hint and kill. Next, Jack also strove to control others. He would even resort to torture, †What d’ you mean by it, eh?’ said the chief (Jack) forcefully ‘What d’ you mean coming with spears? What d’ you mean by not joining my tribe?’ The prodding became rhythmic. Sam yelled.'(166). The desire to kill is what proves that Jack has an evil nature, and the fact that he came from a civilized society shows that anyone can become like him. Ralph displayed himself as being ego through his need for acceptance and his leadership. Ralph’s need for acceptance is so strong that he would even go as far as to insult an other so all the boys would like him, and see him as  fitting in. An example of this is when Ralph said †He’s not Fatty,’ cried Ralph ‘his real name’s Piggy!†(20) when he had promised Piggy earlier that he would tell no one else his name is Piggy. Ralph’s desire to be one among the crowd made him stoop so low as to insult and hurt another, just so he could look better. When Ralph begins to fall away from the group, he begins to lose all his leadership. Often times Ralph would forget all the important things he would need to remember to become chief, and start to digress to savagery, just so he could be with the group. With Ralph’s need for acceptance and loss in leadership power, it is apparent that even he was naturally evil. Piggy and Simon were the representations of superego. Piggy’s need for rules and Simon’s mysticism both suggested that superego was the largest influencing force in their lives. Piggy would often try to set up rules, and other tools of civilization to create order. Without that order, Piggy knew that there would be no hope in there situation. He proved this need for rules with his need to take names, ‘Piggy moved among the crowd, asking names and frowning to remember them.'(17). Different from Piggy, Simon had a strange quality of mysticism about him. He had an understanding about the nature of the beast that no one else had. He illustrated this understanding when he had this vision, †Fancy thinking the Beast was something that you could hunt and kill!’ said the head. For a moment or two the forest and all the other dimly appreciated places echoed with the parody of laughter. ‘You knew, didn’t you? I’m part of you? Close, close, close! I’m the reason why it’s no go? Why things are what they are?†(130). With Piggy’s need for rules and Simon’s understanding of the nature of the Beast it is apparent that they both had the capabilities of the same savagery as the other boys. Through Freud’s theory of id, ego, and superego, it is apparent that man does have an underlying evil nature in the novel Lord of the Flies. Jack, Ralph, Piggy, and Simon each display these aspects of man’s evil nature, and also prove that if it can happen to  them that it can happen to anyone. Young children are typically thought of as more pure and innocent that those more experienced in the world. If they are  capable of such acts, it is sad to think what the rest of the world is capable of.

Sample Accountable Plan

It is the policy of the company to reimburse any officer or employee for company expenses paid for by such individuals from their own personal funds on the Company’s behalf, in the pursuit of company business. It is the intent of this resolution to satisfy the Accountable Plan requirements under Internal Revenue Code Section 61(c) and the substantiation requirements under Internal Revenue Code Section 274(d). Moreover, Section 1. 2-2(c)(1) of the Income Tax Regulations provides that a reimbursement or other expense allowance arrangement for business expenses paid or incurred by an employee are paid under an accountable plan if the arrangement meets the three requirements of a business connection, substantiation, and returning amounts in excess of expenses. Therefore, all reimbursements will follow these simple guidelines: 1) All individuals seeking reimbursement shall substantiate the expense by providing proof of payment in the form of an invoice to the company prior to any r eimbursement. Accordingly, employees are required to submit detailed expense reports describing each element of an expenditure with the necessary receipts within 30 days of returning from a business trip or incurring an entertainment expense but no later than 60 days after it is paid or incurred. 2) All expenses must be determined to have a direct business connection relating to the operations of the Company, personal expenses will not be reimbursed. Personal expenses if reimbursed will be treated as W-2 wages to the employee. ) All reimbursements by the Corporation shall be made for the expended amounts, pursuant to substantiated business expenses approved from employee expense reports or the proper invoices being submitted by the individual employee seeking reimbursement. The reimbursement relating to travel and entertainment expenses requires employees to describe each expense, the business purpose it served, and, for entertainment expenses, the names and business relationship of the persons entertained in addition to the date of, place of, duration of, and participants in any business discussion that occurred directly before or after the entertainment. ) Reimbursements may be made prior to and in anticipation of the individual incurring the expense out of personal funds, however, upon incurring such expense, the individual will produce the invoice related to such expense and reimburse the company for any excess funds paid exceeding the invoice amount. In cases where the reimbursement of the excess funds is not paid back to the Company, the excess will be reported as W-2 wages pursuant to Section 1. 62-2(c)(3) of the Income Tax Regulations for that individual at the end of the accounting period.

Effectiveness of Time and Financial Management Essay

The researchers chose 7 different scholars to conduct a survey about the chosen topic. Most of the respondents came from student assistant’s category and the others came from the category of academic scholars. These scholars were given scholarships from Ozanam Study Grant Program and Megaworld Foundation. On the range of their ages, 17-22 years old were the students who were given an opportunity they wanted to have. The scholars being interviewed have a daily allowance of more or less 150 pesos. On the Graph 1.1 being shown below are some of the expenses of the following students. Graph 1.1 A little number of respondents said that they stay in boarding houses that cost them Php 1,600 to Php 1,700. Literally, the cost was being solved by their parents. 3 out of 7 students said that both of their parents are self-employed. 1 respondent said that his/her parents run a business and another corresponds to unemployed parents. The rest of the students match up on other answers like their father/mother neither is an overseas Filipino worker, a tricycle driver, a plain housewife nor was deceased. Researchers proceed to the monthly income of their parents in able to measure the financial background of each and every respondent. Graph 1.2 illustrates the possible monthly income of the parents of these learners. Graph 1.2 As you can see, there is an equality of 14,000 and lower and 15,000-20,000 income. It is based on the survey being conducted by the researchers and from the occupation of their parents. On the part of their financial management, they spent the biggest part of their allowance for their food (50%) followed by their transportation and some other expenses. This shows that food is very important especially for the scholars like them. Food is an essential and they must not ignore because of the responsibilities they have in the university. The primary reason of the pupils asked in preferring themselves in being a scholar of Adamson University is that because they wanted to help their parents in decreasing the expenses. In this reason, an individual can determine that financial or money matters are the first basis in order for them to have financial management. Other reasons are for them to gain independency. The effectiveness of financial management is measured by proper usage of money and thinking a creative way of using up money. The researchers also find ways on evaluating time supervision of scholars. Because of a more number of student assistants being interviewed, most of their time is allotted on their duties. Here is Graph 1.3 that shows how long an ordinary scholar uses his /her time in the university. Graph 1.3 Take a look of the graph that has been illustrated by the researchers. Student D and F are academic scholars. According to the information gathered from the survey, these students are academic scholars. As academic scholars, their worlds are focused on studying. They usually spend time in resting, studying and even have a time for leisure. On the other hand, the remaining students (A, B , C and E) make use of their time in duties and offices. Equalizing time in each activity of a student like them is not easy to do. Like on the Graph 1.3, student assistants are divided in different opinions. Some of them were able to balance their time and others cannot. Same answer was derived by academic scholars. However, they also answered it depends on the situation. Situations are unpredictable and make equalization of time in different planned activities. Somehow, all of them have a time for rest and have a break after long hours from school. Lastly, as a scholar, grade is the most important or basis in acquiring scholarships. Grades of these scholars are not affected by activities being done in school. Therefore, these learners have a good strategic measures in managing their time and studies. Conclusion Based on the presented and interpreted data above, the following conclusions were drawn: 1. That most of the scholars spend their money more on food for it is an essential need. 2. That most of the scholars wanted to help their parents to reduce the number of expenses. 3. That most of the scholars allot their time to school by doing different duties but assures that grades of them will not be affected.

New Developments in Technology Management

The teaching of technology management has a long history in business schools. However, the nature and focus of such curricula have changed in recent years, due to several trends. The rise of a knowledge-based economy has brought greater attention to the management and commercialization of intellectual property (Markman, Siegel, & Wright, 2008).Questions regarding the appropriate business models to foster successful commercialization have been further complicated by the rise of â€Å"open-source† innovation (e. g. , Linux, a software company that has captured substantial market share). And new institutions (e. g. , incubators and science parks; Phan, Siegel, & Wright, 2005) and new organizational forms (e. g. , research joint ventures [RJVs], and technology alliances) have emerged that may also have profound effects on technology management education.Nonprofit institutions, most notably universities and federal laboratories, have become much more aggressive in protecting and ex ploiting their intellectual property (Siegel & Wright, 2007). Such institutions, es324 Copyright of the Academy of Management, all rights reserved. Contents may not be copied, emailed, posted to a listserv, or otherwise transmitted without the copyright holder’s express written permission. Users may print, download or email articles for individual use only. pecially universities, are also working much more closely with industry and government.These trends and growing involvement of government and nongovernmental institutions in innovation and commercialization have led to growing international recognition of the narrowness of technology management education as it is practiced today. Some business and engineering schools have responded to these developments by designing new courses and curricula related to technological entrepreneurship. Some countries with centralized educational systems (e. g. , Japan, Singapore, and Ireland) are graduating â€Å"bilingual engineers† with capabilities in technology and business.Yet, this trend of marrying technology with management education is still far from being in the mainstream. Another important development in stimulating and changing the nature of the demand for technology management education is the rise of knowledge and intellectual property management as a professional field. In many countries, national governments have supported these initiatives by en- 2009 Phan, Siegel, and Wright 325 acting legislation to facilitate public–private research partnerships, technology transfer (through patenting and licensing) from universities to firms (e. g. , the Bayh–Dole Act of 1980), and collaborative research.For example, the EU, China, and Singapore have established technology-based venture funds to stimulate the development of technologybased start-up companies. In the United States, the national â€Å"public sector venture capital† for technology-based new ventures, the Small Business Inn ovation Research (SBIR) program and numerous state-level programs with similar goals (e. g. , Ben Franklin Technology Partners, Pennsylvania, and the Massachusetts Technology Development Corporation) have propelled technology transfer issues to the forefront of university technology management curricula.Government is also providing subsidies for research joint ventures involving universities and firms (e. g. , the Commerce Department’s Advanced Technology Program/Technology Innovation Program), shared use of expertise and laboratory facilities (e. g. , the National Science Foundation’s Engineering Research Centers and Industry– University Cooperative Research Centers), and programs to promote management and entrepreneurship education among scientists and engineers (e. g. the Science Enterprise Challenge in the U. K. ). These and other trends discussed here have led to experimentation and innovation in technology management pedagogy and content, which is the focu s of this special issue. For example, it is obvious that the rise in collaborative research and commercialization has important educational implications, since it implies that team-work has become more important in science and engineering, especially when both innovation and commercialization are involved.This has resulted in the increasingly popular use of real-life team projects as the primary method of delivering discovery-based learning. Our purpose in this special issue is to assess the implications of these trends for technology management curricula in business schools. In spring 2008, we issued an open Call for Papers on the Academy of Management website, the Social Science Research Network, and other venues. We received 38 manuscripts, which were reviewed according to AMLE standards for the Research & Reviews section.Papers were also solicited for the Essays, Dialogues, & Interviews and Exemplary Contribution sections, which were subject to the usual peer-review process. Bas ed on the results, we selected several manuscripts for inclusion which are summarized in Table 1. The remainder of this essay is organized as fol- lows: First, we describe recent public policy changes, which have promoted university– industry partnerships, collaborative research, and technology transfer from universities and federal labs to the private sector.Then, we discuss the educational implications of these trends, drawing on some of the lessons learned from the papers in special issue. Finally, we outline an agenda for additional research on technology management education. PUBLIC POLICY INITIATIVES INFLUENCING TECHNOLOGY MANAGEMENT In recent decades, we have witnessed rapid growth in the incidence of a variety of research partnerships and technology commercialization involving corporations, universities, nonprofit organizations, and government agencies.This growth can be attributed to three policy initiatives: †¢ Policies promoting the transfer of technology from universities and federal labs to firms †¢ A large increase in the incidence of public– private partnerships †¢ Relaxation of antitrust enforcement related to collaborative research Examples of such technology partnerships are research joint ventures, strategic alliances and networks involving high-technology organizations, industry consortia (e. g. SEMATECH), cooperative research and development agreements (CRADAs) involving federal labs and firms, engineering research centers (ERCs), and industry– university cooperative research centers (IUCRCs) sponsored by the U. S. National Science Foundation, federally funded research and development centers, science parks and high-technology incubators (many of which are located at universities), and licensing and sponsored research agreements involving universities, government laboratories, firms, and university-based start-ups. Table 2 summarizes the key U. S. egislation promoting government– university œindustry partnerships, collaborative research, and technology transfer/commercialization. The most important legislation in this regard is the Bayh–Dole Act of 1980, which dramatically changed the rules of the game with respect to the ownership of intellectual property rights of technologies emerging from federal research grants. Bayh–Dole conferred the right to universities to patent and claim the scientific discoveries arising from U. S. government-funded research, instituted a uniform patent policy across federal agencies, and lifted numerous restrictions on technology licensing.As a result of this legis- 326 Academy of Management Learning & Education September TABLE 1 Summary of Papers Authors Barr, Baker, Markham, & Kingon Key Research Question Discovering how to teach technological entrepreneurship skills that will help bridge the â€Å"valley of death† in COT between creation of technology and emergence of a commercial venture. Theory/Framework Van Burg et al. (2008) science-based design framework of five factors critical to enhance science-based start-ups; cognitive theory; theory of planned action.Data/Methods Analysis of development of a COT program for MBA, PhD, and master’s students at North Carolina State over 14year period. Findings/Conclusions Enactive mastery experiences have to be perceived as authentic and real to have desired effect; importance of loosely structured handson engagement; program needs to be real, intensive, interdisciplinary and iterative; need to create temporal checkpoints, decenter business plans, to structure large blocks of time, to emphasize and balance team diversity, generate technology flow, beware of idiosyncratic heuristics.Significant positive effects of the program on student perceptions of the multidisciplinary capabilities needed to operate in a technological business environment. Thursby, Thursby, & Fuller What are the benefits and challenges of integrated approaches to graduate edu cation in technological entrepreneurship? Theory of the Firm—Economic Approach to Evaluation. Austin, Nolan, & O’Donnell How to design a student experience in technology management that addresses the learning cycle more completely, while maintaining very high levels of student engagement. Experiential learning theory.Ordered logit analysis of program assessment data including pre- and postsurveys and a control group relating to a NSF-sponsored integrated program at Georgia Tech and Emory University involving PhD, MBA, and JD students. Programs at universities in two countries, MNC executives, and open enrollment course at a business school; combination of case and traditional lecture-based approaches; narrative approach based on monomyth; student course feedback and follow-up 1 year later. Verzat, Byrne, & Fayolle Boni, Weingart, & Evenson What teaching methods can be used to create entrepreneurial engineers that have a keen sense of teamwork?Are games an appropriate p edagogical device to meet the specific learning needs of engineering students? Can games help engineering students learn about teamwork? How to teach skills of creating disruptive innovations and develop new business opportunities through blending entrepreneurial thought and action, design thinking, and team building. Education science and team process; Kirkpatrick’s 4level hierarchy of evaluation. Use of team games in a traditional elitist French teaching context that emphasizes individual learning; evaluation data collected from 111 groups on initial reaction to the game and interviews 3 months later.Approach works at multiple student levels with same materials but emphasis differs across groups; able to use with introductory and capstone courses; approach acts as a leveler in class as all can engage with the ‘story’; issues concerning integration of supplementary materials, lack of ‘closure’ in each class, use of fictionalized cases. Games rated a positive reaction from students despite being an informal departure from normal formal approach; real learning outcome in exposing students to importance of team working.Disruptive innovation, entrepreneurial leadership, design thinking, and team building. Capstone course for MBA Entrepreneurship in Organizations & Design master’s students at Carnegie Mellon involving team teaching; Multidisciplinary teams of designers, technologists, and business student entrepreneurs. It is important to blend three perspectives for effective commercialization of innovation: (1) entrepreneurial thought and action, (2) design thinking, and (3) teambuilding.A key feature of this project-based course is the collaboration between MBA students and School of Design students, which leads to the development of new business opportunities. (table continues) 2009 Phan, Siegel, and Wright 327 TABLE 1 Continued Authors Clarysse, Mosey, & Lambrecht Key Research Question What are implications for developm ents in technology management education of contemporary challenges such as globalization, open innovation, and the need for corporate renewal (and venturing)? Theory/Framework Technology management skills provision.Data/Methods Qualitative analysis based on interviews with 10 technology management education demand- and supply-side actors in universities, consultancies, and corporations across Europe. Findings/Conclusions Technology Management Educations is a dynamic field moving from traditional MBA focused programs towards more entrepreneurial ‘bootcamps’, from a case study oriented teaching style towards a mentoring approach and from an emphasis upon general business towards working across disciplines yet being sensitive to underlying technologies; a shift from general to specific skills; Linkages between business schools and technology chools is an important element of this change. Courses in IP management, management of industrial R&D, systems architecture and engin eering could only be offered by transfer to School of Engineering; traditional professional degrees can be enhanced by integrating management of technology programs into core engineering curriculum; advantages of offering part-time courses for those in employment.Need to find a subtle balance between traditional didactic courses, presentations of leading edge research, workshops and meetings with practitioners, field studies and involvement in real projects through internships (including outside France); need for faculty to have close links with industry both domestically and abroad; important use of concurrent teaching modes. Hang, Ang, Wong, & Subramanian How can management of technology programs & curricula be designed to meet the needs of a small newly developed Asian country?Action learning as a foundation for curriculum design in technology intensive technology management programs. Qualitative analysis of transfer of MSc in Management of Technology from business school to a sc hool of engineering in Singapore Mustar How to develop a highly selective technology management course for students in a leading French engineering school, in an institutional and country environment traditionally resistant to the notion of entrepreneurship, that develops their entrepreneurial skills but which goes beyond an introductory course on how to start a business.How to combine the acquisition of knowledge and the development of skills. How to develop their entrepreneurial skills and their ability to take responsibilities. How to encourage imagination, creativity, involvement, and risk taking. Qualitative analysis of the case of innovation and entrepreneurship in Mines Paris-Tech, a leading French engineering school. lation, U. S. research universities established technology transfer offices to manage and protect their intellectual property.The Stevenson–Wydler Act, enacted in the same year as Bayh–Dole and then extended in 1986, required federal labs to adopt technology transfer as part of their mission and also authorized cooperative research and development agreements (CRADAs) between the labs and private organizations. The National Cooperative Research Act (NCRA) of 1984 and the National Cooperative Research and Production Act (NCRPA) of 1993, promoted collabo- 328 Academy of Management Learning & Education September TABLE 2 Key U. S.Legislation Promoting Government–University–Federal Lab–Industry Partnerships, Collaborative Research, Technology Transfer/Commercialization Legislation Bayh–Dole Act of 1980 Key Aspects of Legislation Transferred ownership of intellectual property from federal agencies (which sponsor most basic research) to universities; Spurred the growth of university technology transfer offices, which manage university patenting and licensing. Required federal labs to adopt technology transfer as a part of their mission; Authorized cooperative research and development agreements (CRADAs) be tween federal labs and private organizations.Created the Small Business Innovation Research (SBIR) and the Small Business Technology Transfer (STTR) programs, which require each federal agency to allocate a percentage (now 2. 5%) of their research budget to small business research with commercial potential. NCRA and NCRPA actively encouraged the formation of research joint ventures and joint production ventures among U. S. firms. Institutions Affected by Legislation Universities; teaching hospitals; firms Stevenson–Wydler Technology Innovation Act of 1980; Federal Technology Transfer Act of 1986 Federal labs; firms Small Business Innovation Development Act of 1982Universities; small firms; venture capital firms National Cooperative Research Act (NCRA) of 1984; National Cooperative Research and Production Act (NCRPA) of 1993 Omnibus Trade and Competitiveness Act of 1988; America COMPETES Act (2007) Firms; universities The 1988 act established the Advanced Technology Program (A TP), a public–private research program. In 2007, the America COMPETES Act created the successor to ATP, the Technology Innovation Program (TIP). Firms; universities rative research by eliminating antitrust concerns associated with joint research even when these projects involved firms in the same industry.The NCRA created a registration process, later expanded by the National Cooperative Research and Production Act (NCRPA) of 1993, under which research joint ventures (RJVs) can disclose their research intentions to the Department of Justice. The most notable research joint venture established via the NCRA registration process was SEMATECH (SEmiconductor MAnufacturing TECHnology), a not-for-profit research consortium, which provided a pilot manufacturing facility, where member companies could improve their semiconductor manufacturing process technologies.Other legislation created two key publicly funded technology programs: (1) the Small Business Innovation Research (SBIR) and the Small Business Technology Transfer (STTR) programs, which require each federal agency to allocate a percentage (now 2. 5%) of their research budgets to small businesses with commercial promise, and (2) the Advanced Technology Program (ATP), a public– private research program, which funds collaborative research on generic technologies. In 2007, the America COMPETEs Act created the successor to ATP, the Technology Innovation Program (TIP).Universities are actively involved in both programs, working closely with large firms on ATP/ TIP research projects, as well as with small companies on SBIR/STTR, sometimes founding these firms. As a result, many technology management curricula in the United States are now infused with a public policy dimension that was previously missing. Table 3 presents global evidence on key policy changes relating to the legislative and support environment for technology commercialization in five nations: France, Germany, Italy, Singapore, and the Un ited Kingdom.For example, according to Meyer (2008), Austria, Denmark, Finland, Germany, Italy, and Japan have adopted â€Å"Bayh–Dole like† legislation, emphasizing a â€Å"patent-centered† model of university and national laboratory technology transfer. The United Kingdom and Israel have always had a system of university-owned 2009 TABLE 3 Legislative and Support Environment for Technology Commercialization in France, Germany, Italy, Singapore, and the U. K. Germany 1999 Public researchers receive the right to be the owner of their IP.This is the opposite of the Bayh–Dole Act, but oftentimes the university makes a formal contract on an individual basis to give the IP rights to the university. 2002 Employer Invention Law: Invention belongs to the employer not to the professor. 2000–2006 Restructuring of various laws to make it easier to commercialize technology from universities, get part of the royalties as an academic, take equity in start-ups, etc. Italy Singapore U. K. No formal Bayh–Dole Act. In the case of UK public research organizations the IP is owned by the institution and the royalties associated with the IP are distributed between the relevant parties.The distribution of royalties is organized on an institutional basis. Milestone France I. University Ownership of Intellectual Property Arising From Federal (National) Research Grants (e. g. , Bayh–Dole Act in U. S. ) Not relevant as all IP belongs to universities/public research institutes following the â€Å"code intellectuelle de la propriete. † II. Other Key Changes 1999 Innovation Act gives the possibility to academics who are civil servants to participate as a partner or a manager in a new company and to take equity (previously illegal for civil servants).This Act encourages the creation of new start-up firms by students. 2002 Decree that regulates and increases the personal income an academic can receive from IP (50%). Phan, Siegel, and W right III. Financial Support 1999 11 (pre-) seed capital funds created to invest in innovative start-ups and take equity (investment in 150 spinoffs in 8 yrs). Creation of the annual National Competition for the creation of technologically innovative startups (grant from 45,000 to 450,000 Euros); 12,927 projects have been presented between 1999 and 2007: 1,879 have been funded.Creation of 29 incubators between 1999 and 2007; they hosted 1993 projects giving birth to 1,239 new firms. Between 1999 and 2007, these 3 schemes have benefited 1,760 new firms (taking into account that a company can benefit from different schemes). Around 50% are academic spin-offs. 2000 EXIST: public program that assists spin-offs through preseed capital and management support. 2002 EEF-Fund: Researchers can receive a scholarship to start a spin-off. 2002 22 TTOs established which take care of IP management. 999 National Research Commission created, which annually funds about 5-10 proposals for spin-offs, a mounting to 30,000 Euro, on average. 2005 Quantica Fund. First interuniversity seed capital fund (a form of public–private partnership) is created. 2005 Italian University technology transfer offices have to join together in groups of four and bid for money (100,000 Euro/university) to sponsor their day-today operations. 1963 Forms tripartite macroeconomic structure of industry, labor, and government as basis for funding innovation and economic development. 001–2008 National initiative to focus on microelectronics, biotechnology, nanotechnology, materials science, healthcare and life sciences as part of national innovation initiative. The right to commercialize IP are assigned to the faculty. 2001 Economic Development Board charged with the implementation of the 5-Year Science and Technology Plan which includes initiatives to target key technology sectors, attract foreign investment and human capital, and accelerate technological entrepreneurship and technology commerc ialization.Agency for Science, Technology and Research or A*STAR) created to fund and create infrastructure of industry– university joint research efforts in strategic technology sectors. 2005 The government’s funding plan is to increase R&D expenditure to 3% of GDP by 2010, from the 2004 R&D expenditure of $2. 5 billion US (about 2. 25% of GDP). 2007 Public sector R&D budgets more than doubled to $13. 55 US billion from 2005, comprised of $5 billion US for the National Research Foundation (NRF), $5. 4 billion US for the Public Research Institutes housed in the Agency for Science, Technology and Research (A*STAR). 1. 05 billion US for academic (universitybased) research. $2. 1 billion US for the Economic Development Board (EDB) to promote private sector R&D. 1970 onward Various schemes to promote collaborative projects between universities and industry, including Knowledge Transfer Networks. 1998–2004 Higher education reaches out to business and the community to provide funding to establish corporate liaison offices and collaborative projects. 1998 University Challenge Funds (UCFs): Universities were granted funds to support spin-off and limited incubation support. 001 onward HEIF (Higher Education Innovation Fund) provides permanent flow of funding to support & develop universities’ capacity to act as drivers of growth in the knowledge economy (various rounds up to 2008). (table continues) 329 330 TABLE 3 Continued Germany Italy Singapore UK Milestone France In 2005, six â€Å"Maisons de l’entrepreneuriat† in different universities have been created. They aim at facilitating the promotion of the entrepreneurial spirit and mind-set and â€Å"sensitization† to the new business start-up or new activities.Academy of Management Learning & Education Science Enterprise Challenge funding (1991/2001), to encourage culture open to entrepreneurship required for successful knowledge transfer from science base. Teaching ent repreneurship to support the commercialization of science and technology to produce graduates and postgraduates better able to engage in enterprise. Establish a network of UK universities specializing in teaching and practice of commercialization and entrepreneurialism in science and technology. 005 Medici Fellowship Scheme, pilot providing 50 fellowships over 2 years focusing on commercialization of biomedical research; fellows required to have significant prior research; local training in host institution in finance, marketing, IP, & business strategy; fellows encouraged to develop links with practitioners; postpilot further funding obtained to extend remit to include engineering researchers from 2007–2009; analogous schemes subsequently created by Research Councils and Regional Development Agencies and from 2007–2009 mainly focused in life sciences.Regional Development Agencies providing broad spectrum of assistance to develop more productive links between universit ies and industry. 2007–2011 Technology Strategy Board strategic plan envisages investing ? 1 billion of public funds plus matched funds from industry over 2008-2011, in doubling number of innovation platforms, a strategic review of Knowledge Transfer Networks, doubling number of Knowledge Transfer Partnerships, developing strategy to rapidly commercialize new and emerging technologies, piloting a new Small Business Research Initiative.September Information sources: Clarysse et al. (2007); Mustar & Wright (2009); and Koh & Phan (In Press). 2009 Phan, Siegel, and Wright 331 intellectual property. An increase in funding for technological entrepreneurship in many countries (see Table 3) has also stimulated greater interaction among firms, universities, and national labs, as well as the rise of intellectual property management curricula and courses at these institutions (for detailed comparison of France and the U. K. , see Mustar & Wright, 2009).EDUCATIONAL IMPLICATIONS OF THESE TRENDS The end result of these global trends is an increased emphasis on collaborative research, commercialization of intellectual property, entrepreneurship, venture capital, and research centers dedicated to emerging technologies, such as Organic LEDs, nanotechnology, biotechnology, materials science, MEMS, and so on. Such trends have brought new issues and perspectives, propelling the role of education to the forefront of discourse (e. g. , the recent AMLE special issue on entrepreneurship education).Conventional technology management and management of innovation curricula have focused largely on understanding the technology and innovation strategies of multinational firms (Nambisan & Willemon, 2003). There has been, until recently, less emphasis on start-up and entrepreneurial technology-based firms. The differences can be significant. For example, in the traditional curriculum, the role of teamwork, especially linking interdisciplinary teams of agents (scientists, technology ma nagers, and entrepreneurs) and institutions (firms, universities, government agencies) have not been stressed.That is, the individual and institutional levels of analyses have been ignored, such that technology management education curricula have been confined to how organizations respond to technological challenges. The developments in technology management education considered in this special issue can be seen as a response to the challenges leveled at business schools to be relevant to the practice of management (Pfeffer & Fong, 2002, 2004; Starkey, Hatchuel, & Tempest, 2004).At the same time, such programs that reside in business schools, when detached from the engineering and science faculties of their universities, run the risk of treating the technology component as a special case of general management. Our review of the literature and the lessons learned from this special issue suggest that a fully matured technology management program should treat technology with a capital â€Å"T† rather than the small one it has been to date. To accomplish this design goal, business schools eed to appoint program directors with strong boundary-spanning skills that can link up with technology-based units on and off campus by colocating or partnering with such institutions. We note that the challenge of integration is not easily solved. Over the years, business schools in the United States and United Kingdom have chosen to remain independent from the rest of their universities. This was partially enabled by the largesse of endowments in the 1980s and 1990s pouring in from private foundations and industrialists seeking to establish their names in perpetuity.Clarysse, Mosey, and Lambrecht (this issue) hypothesize that this is not a wise strategy for business schools administering technology management curricula. The authors conclude that business schools should expand their educational mission to include the education of engineering and science professors and res earchers, and the training of postgraduate science and engineering students, since these individuals are more likely to choose an industry or technology-specific master’s degree, instead of a traditional MBA.More generally, business schools need to have a stronger connection to schools of engineering and the sciences, and other technology-orientated organizations in the areas of medicine, public health, and pharmacy, as well as science-based business incubators and science parks. While acknowledging Clarysse et al. ’s points, we are concerned that each of these institutions has different paradigms, norms, standards, and values, as well as diverse languages and codes. Thus, it may be necessary to develop a shared syntax of boundary objects that include repositories, standardized forms, objects and models (Carlile, 2002).These communication devices enable individuals in business schools and technologybased schools to learn about their differences and dependencies, as wel l as jointly to evolve their knowledge bases about how things work â€Å"on the other side. † Hence, the recruitment and development of boundary spanners (such as program managers, center directors, or interdisciplinary faculty members) who can communicate across schools are important to facilitate such integration (see e. . , the Medici Scheme, Table 3). Another concern regarding the optimal design of technology management curricula arises in relation to the overall configuration of business schools. Ambos, Makela, Birkinshaw, and D’Este (2008) have argued that for universities to be effective at technology commercialization there is a need for ambidexterity in the organizational structures of these traditional research and teaching institutions.Similarly, with respect to technology 332 Academy of Management Learning & Education September management education, business schools must make their organizations more porous, for example, through the hiring and promotion of faculty with science and engineering degrees. Such ambidexterity configurations will enable business schools to more tightly bind the traditional business disciplines to science and engineering disciplines. The papers in this pecial issue challenge the proposition of Suddaby and Greenwood (2001), who asserted that business schools can sustain demand for new managerial knowledge through the education and accreditation of a continuing stream of management students. While it is true that there has been substantial growth in demand for courses in entrepreneurship and innovation in MBA and undergraduate programs, the ability of business schools to deliver these programs beyond an introductory level is open to debate, especially when faculty in such schools traditionally lack exposure to the hard sciences and technology disciplines.A third concern in the design of technology management curricula raised herein is the notion of avoiding polar extremes in content coverage, which are emphasiz ing theoretically rigorous, but highly abstract research or stressing practical content based on â€Å"war stories† and conventional wisdom. Placing too much emphasis on practical experience may have negative consequences since the mental models that such pedagogies create can quickly become obsolete, particularly in light of the fast evolving technologies the curricula are supposed to address (Locke & Schone, 2004).In ? other words, practice-oriented technology management curricula may inspire students to become more entrepreneurially oriented, but without the concomitant development of critical thinking skills, such as the ability to assess risks and recognize the inevitable downsides of entrepreneurial activity. Technology management curricula that are light on practice, however, can produce students who may find the challenge of boundary spanning, a key skill for successful technology managers, too great to scale.Van Burg, Romme, Gilsing, and Reymenk (2008) have outlined a design science-based model for the development of academic spin-offs that is grounded in both theory and practice. As noted by Barr, Baker, Markham, and Kingon (this issue), new developments in technology management education stress the importance of active involvement (experiential learning) models that are authentic and real. Many technology management curricula mimic those of entrepreneurship, in that they include a ealthy dose of business plan writing, ostensibly as products of courses on commercialization and opportunity search. There is considerable debate over the usefulness of business plans in practice, even though venture capitalists and banks demand them. Indeed, Barr, Baker, Markham, and Kingon (this issue) challenge the effectiveness of teaching the preparation of a business plan. They suggest that it is preferable to deemphasize the writing of a plan because it tends to restrict creativity and the search for more appropriate solutions.Yet, as a pedagogical tool, we t hink that business plans, when used appropriately, can be a useful way to garner a student’s attention on a comprehensive set of issues that should be considered when commercializing an invention. A shift is taking place from traditional technology management curricula toward more entrepreneurially based courses that require interdisciplinary skills. As part of this development, there is a need for interdisciplinary team-learning activities to be a central part of curriculum development in technology management education.Team composition needs to be addressed carefully to enable participants to gain full benefits. Thursby, Thursby, and Fuller (this issue) present an interesting example of teams of law, business, science, and engineering students converging to commercialize innovations developed at Emory University and the Georgia Institute of Technology. Developments in technology management education also pose major faculty recruitment challenges. Many business school facult y members do teaching, research, and service (including consulting) that is focused on large corporations.Traditional business school academics typically lack the appropriate context-specific business creation skills that are increasingly demanded as central to technology management education (Wright, Piva, Mosey, & Lockett, 2008). As noted in Barr, Baker, Markham, and Kingon (this issue), the recruitment of adjunct faculty members should be focused on those who can serve as mentors to students. There is also a need to consider recruitment and training of faculty who can act as boundary spanners.The time-consuming nature of developing interdisciplinary curricula raises a concern about possible conflicts with the promotion-and-tenure process, which also needs to be addressed in recruitment and retention. AGENDY FOR FURTHER RESEARCH ON TECHNOLOGY EDUCATION To build on the findings of this special issue, we identify a number of areas for further research. 2009 Phan, Siegel, and Wright 333 These are summarized in Table 4, where we identify a series of research questions relating to institutional issues, the interaction between education and practice, the advancement of business schools, and evaluation.Universities typically have well-established conventions and practices concerning the management of their activities. The traditional academic culture of the university (the classic â€Å"ivory tower†) embodies a system of values that opposes the commercialization of research through company creation. When university administration is decentralized, with no mechanism for integration, links between business schools and technologyoriented units of universities may be weak or in- formal.This suggests a need for the development and implementation of clear and well-defined strategies, processes, and policies regarding new venture formation and approaches to technology management education that incorporate entrepreneurial activities. Institutional frictions and thei r impact upon intraorganization knowledge transfer are wellknown (Szulanski, 1996). These frictions in the interactions between different elements of the university may frustrate the development of interdisciplinary technology management curricula.Transferring personnel across organizational boundaries has been identified as an important mechanism to effect knowledge transfer (Inkpen & Tsang, TABLE 4 Research Agenda Institutional Issues How do incentive systems for faculty encourage the time-intensive development of effective technology management courses? What institutional challenges constrain the cross-disciplinary development of technology management education? What are resource implications for universities attempting to develop interdisciplinary technology management education?Interaction Between Education and Practice How can technology management education processes be transferred to promote the creation and development of spin-offs? How can universities develop integration processes among technology management education and technology transfer offices, incubators, and science parks? How can business schools enhance (effective) engagement with leading-edge technological entrepreneurs? Advancement of Business Schools How can the necessary specific skills now required for technology management education be developed within business schools?Do business schools have the requisite career structures for faculty involved in technology management education? (e. g. , adjunct, nontenure track faculty). What is the role of business school faculty in contributing to the development of technology management education? Evaluation Issues How effective are different developments in technology management education? Is it possible to have a valid control group in evaluation of technology management education? From a corporate perspective (since many students are sponsored by companies), how effective are technology management programs?What are the most appropriate metho ds for evaluating the effectiveness of technology management education? What decision making processes are most effective in promoting interdisciplinary teaching and research, and integration in technology management education (top-down vs. bottom-up)? Does development of technology management education represent a need to reevaluate the whole position of business schools within universities, or is there a need for ambidexterity? What are the roles of different competitors within the segments of the broad technology management space?What challenges arise in addressing â€Å"language barriers† between business school and technology/ engineering faculty and how can they be overcome? What is the best way to train technology managers who must engage in boundary spanning among industry, the entrepreneurial community, academia, and government? What challenges arise in integrating research with new developments in technology management education? Is it possible to build evaluation i nto the design of technology management education programs, so we can identify â€Å"best practices† and benchmark comparable programs? 34 Academy of Management Learning & Education September 2005). Universities may need to consider the facilitation of exchanges of staff between schools or the development of faculty with boundary-spanning skills. Academics may identify more closely with their discipline than with the business school or university and may seek to marginalize â€Å"tribes† from â€Å"outside disciplines† (Becher & Trowler, 2001). This concern is especially salient if the objective is to integrate research with new developments in technology management education.Differences in language and goals between business schools and science- and technology-based departments exacerbate these problems. Business schools may also lack credibility with conventional, â€Å"pure† scientists, who perceive them as professional schools with little research tra dition. This may be a major issue in universities with strong science departments and weak business schools (Wright et al. , 2008). However, even this effect is likely to vary between disciplines, as some departments, for example, engineering and medicine, may be closer in the sense of being professional schools than the pure science departments.It may also be important to focus on the role of technology managers within the university. Siegel, Waldman, and Link (2003) found that the key impediment to effective university technology transfer tended to be organizational in nature. In a subsequent field study (Siegel, Waldman, Atwater, & Link, 2004), the authors found there are deficiencies in the technology transfer office and other areas of the university involved in technology commercialization with respect to marketing skills and entrepreneurial experience.This finding has been confirmed with more systematic data by Markman, Phan, Balkin, and Gianodis (2004), who explained this res ult by reporting that universities were not actively recruiting individuals with such skills and experience. Instead, representative institutions appear to be focusing on expertise in patent law and licensing or technical expertise. To develop effective curricula, the expertise that business school faculty need to interact with science and technology departments may be discipline specific.Yet the background of business school faculty typically makes it difficult for them to convey sufficiently context-specific material for different groups of technologists. To this end, Siegel and Phan (2005) suggest the creation of formal training programs for university personnel on the issue of technology management. Thursby, Thursby, and Fuller (this issue) report that an integrated graduate program on technological entrepreneurship has a positive impact on student perceptions of the multidisciplinary capabil- ties needed to operate in a technologically oriented business environment. Taking a pa ge from Souitaris, Zerbinati, and Al-Laham (2007), who drew on the theory of planned behavior to demonstrate that entrepreneurship programs raised risktaking attitudes and inspired entrepreneurial intention among students, we suggest that technology management curricula can similarly inspire students to think creatively about how they can convert science to commercial ventures by immersing them in the experience of technology and opportunity evaluation early on in the program.Authors of evaluation studies need to find ways of incorporating the measurement of postprogram outcomes, such as new venturing and career trajectories, through more longitudinal studies. More specifically, it would be extremely useful to build evaluation into the design of such programs, so that we can identify â€Å"best practices† and benchmark comparable programs as we do for other types of programs. A critical methodological issue in evaluation concerns whether it is possible to have a viable contro l group for such a study. The papers in this special issue represent a number of different institutional contexts worldwide.A final question one can ask, after reading these papers, is whether there are developments that suggest a convergence in program design towards a universal model, or are we likely to experience a wide variation due to adaptations to the local contexts? Locke and Schone (2004) highlight ? important differences in the interaction between business schools and industry in Europe compared to those in the United States. They suggest that the relations between business school faculty and other scientists have traditionally been stronger in the United States than in the United Kingdom and France.Further, subjects taught in business schools in France, the United Kingdom, and the United States tend to be close to praxis, and professors have usually had practical experience. To contrast, in Germany management education has always been strongly oriented toward science, wi th academics having little business experience/ contact with industry; this pattern appears to have persisted despite pressure for convergence to an Anglo-Saxon business school model (Muller-Camen & Salzgeber, 2005).Mustar (this issue) and Verzat, Byrne, and Fayolle (this issue) illustrate the challenges of introducing entrepreneurial elements to the traditional approach to technology and engineering training in France. Hang, Ang, Wong, and Subramanian (this issue) argue that there was a need to design a program to meet the needs of a small newly developed Asian country. In sum, while the elements of technology man- 2009 Phan, Siegel, and Wright 335 agement curricula appear to be very similar, in part driven by the institutional hegemony of U. S. ased models, there is some indication of local adaptation in pedagogy, delivery mechanisms, and sequencing of content, based on government initiatives, types of corporations that employ the local graduates of such programs, and the capabili ties of the universities delivering them. REFERENCES Ambos, T. , Makela, K. , Birkinshaw, J. , & D’Este, P. 2008. When does university research get commercialized? Creating ambidexterity in research institutions. Journal of Management Studies, 45: 1424 –1447. Becher, T. , & Trowler, P. R. 2001. Academic tribes and territories.Buckingham: The Society for Research into Higher Education and Open University Press. Carlile, R. 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Journal of Product Innovation Management, 25: 114 –128. Wright, M. , Piva, E. , Mosey, S. , & Lockett, A. 2009. Academic entrepreneurship and the role of business schools. Journal of Technology Transfer. Phillip Phan is professor and vice dean for Faculty and Research at The Johns Hopkins University Carey Business School.Between 2000 and 2007, he was the Warren H. Bruggeman ’46 and Pauline Urban Bruggeman Distinguished Professor of Management at Rensselaer Polytechnic Insti tute. Phil is associate editor for the Journal of Business Venturing, the Journal of Financial Stability, and the Journal of Technology Transfer. His most recent books are Theoretical Advances in Family Enterprise Research (InfoAge Press); Entrepreneurship and Economic Development in Emerging Regions (Edward Elgar); and Taking Back the Boardroom: Thriving as a Director in the 21st Century (Imperial College Press).Donald Siegel is dean of the School of Business and professor of management at the University at Albany, SUNY. Don is editor of the Journal of Technology Transfer, associate editor of 336 Academy of Management Learning & Education Journal of Business Venturing, Journal of Productivity Analysis, and Academy of Management Learning & Education. His most recent books are Innovation, Entrepreneurship, and Technological Change (Oxford University Press); and the Handbook of Corporate Social Responsibility (Oxford University Press).He has received grants or fellowships from the Slo an Foundation, National Science Foundation, NBER, American Statistical Association, W. E. Upjohn Institute for Employment Research, and the U. S. Department of Labor. Professor Siegel is a member of the Advisory Committee to the Secretary of Commerce on â€Å"Measuring Innovation in the 21st Century Economy. † Mike Wright has been professor of financial studies at Nottingham University Business School since 1989 and director of the Centre for Management Buy-out Research since 1986.He has written over 25 books and more than 250 papers in academic and professional journals on management buy-outs, venture capital, habitual entrepreneurs, corporate governance, and related topics. He served two terms as an editor of Entrepreneurship Theory and Practice (1994 –1999) and is currently a consulting editor of Journal of Management Studies and an associate editor of Strategic Entrepreneurship Journal. Mike is also program chair of the Academy of Management Entrepreneurship Divisi on. His latest books include Academic Entrepreneurship in Europe and Private Equity and Management Buyouts. September