Business Essays Entrepreneur Education Natural

Business Essays Entrepreneur Education Natural Entrepreneur Education Natural Introduction The intention of this paper is to discuss whether entrepreneurs are born, that is, they have inherent, natural in-born endowments to become and succeed as entrepreneurs or they are the products of the art and the science of entrepreneurship that they have been taught in schools and colleges. This, of course, is not a new controversy; it has been debated for a long time and by different people from different backgrounds. Some aspects of this debate are discussed below in the review of the literature on the subject. It is tempting, no doubt, to follow in this matter of the debate too, Alexander Pope’s advice on the forms of government and get on with a discussion and analysis of the concept and implications of entrepreneurship without tarrying to find an answer to the query whether entrepreneurship is a god-given attribute or a man-made artefact. However, it is found prudent and even somewhat necessary in the matter of discussing the topic of this essay, to follow the sage dictum attributed to the amiable character, Sir Roger de Coverly of Addison’s Essays, that â€Å"much may be said on both sides of the question† . Much indeed can be said about the qualities of entrepreneurship being implanted in a person by Nature herself as in the case of Sir Alan Sugar in UK or Ophrah Winfry in USA. And much also can be said to counter this view with many examples of outstanding ‘entrepreneurial’ achievement by college-educated ‘entrepreneurs’. In a few paragraphs below we verify these points of view with some select appropriate examples. Entrepreneurs by natural endowments The US is a land of entrepreneurs. ‘From Benjamin Franklin to Ben Jerry, William Penn to Bill Gates, Eli Whitney to Oprah Winfrey, famous entrepreneurs, both historical and contemporary, offer insight and inspiration through their stories’. The discoverers of the American continent themselves were ‘entrepreneurs’ of a high calibre. It is not necessary to take any stand on a dispute whether it was Christopher Columbus or Amerigo Vespucci who discovered America, for both of them were in-born entrepreneurs. The hall-mark of an entrepreneur commonly accepted by ‘economist writers’ on the subject is the propensity of the person to start and manage an enterprise, with great risk and uncertainty being constant, in-built companions as it were, of the enterprise from the very moment of its commencement and later all throughout its journey towards achievement – a kind of risk incorporating within itself the possibility of losing one’s name, reputation, may be one’s entire wealth and friends, and even life itself. Cassen remarks that: â€Å"According to Cantillon the entrepreneur is a specialist in taking on risk. He insures workers by buying their products (their labor services) for resale before consumers have indicated how much they are willing to pay for them. The workers receive an assured income, while the entrepreneur bears the risk caused by price fluctuations in consumer markets. This idea was refined by the U.S. economist Frank H. Knight, who distinguished between risk, which is insurable, and uncertainty, which is not. Risk relates to recurring events whose relative frequency is known from past experience, while uncertainty relates to unique events whose probability can only be subjectively estimated† (Casson). Knight is said to have postulated that while the entrepreneurs can lay off risks much like insurance companies do (with their ‘law of large numbers’), they have to bear the uncertainties themselves. They are prepared to do this because the profit of the enterprise compensates them for the psychological costs involved. Casson goes on to say that Joseph Schumpeter took a different approach, emphasizing the role of innovation. â€Å"According to Schumpeter, the entrepreneur is someone who carries out new combinations by such things as introducing new products or processes, identifying new export markets or sources of supply, or creating new types of organization. Schumpeter presented a heroic vision of the entrepreneur as someone motivated by the dream and the will to found a private kingdom; the will to conquer: the impulse to fight, to prove oneself superior to others; and the joy of creating.(Casson) This ‘dream and vision’ attribute of a Schumpeterian entrepreneur to found a ‘private kingdom’ all his own seems to be a latter day echo of Marx-Engel’s version of the entrepreneur (‘the bourgeois’), ‘who cannot exist without constantly revolutionizing the instruments of production and creating such an abundance of wealth, to get rid of which â€Å"he is in search for new markets by conquest and/or by the more thorough exploitation of the old ones†. â€Å"The need of a constantly expanding market for its products chases the bourgeoisie over the whole surface of the globe. It must nestle everywhere, settle everywhere, establish connections everywhere† (Marx Engels). The burden of the argument in this paragraph has been that an entrepreneur is a person who takes the risks of failure of an enterprise and by analogy enjoys the benefits from its success. The proclivity to take risk and accept its consequences either for good or bad is largely a natural inclination, and not come by from pouring over voluminous pages of treatises on management. That entrepreneurship is inborn is exemplified by the life history of the famous Sir Alan Sugar. As the story of his life well known, it does not merit repetition here. But what does merit mention here is the overwhelming substantiation of the proposition that entrepreneurial talents are inborn and not induced by school or college learning in a survey conducted by the Northeastern Universitys School of Technological Entrepreneurship. Leslie Taylor reports that according to the survey conducted by the School, â€Å"nearly two-thirds of entrepreneurs claim they were inspired to start their own companies by their innate desire and determination, rather than by their education or work experience. Only 1 percent of more than 200 U.S. entrepreneurs surveyed cited higher education as a significant motivator toward starting their own venture, while 61 percent cited their innate drive. Other motivators cited were work experience (21 percent) and success of entrepreneurial peers within their industry (16 percent). Thirty-three percent of respondents launched their first venture between the ages of  18 and 30; 13 percent between 30 and 40; and only 12 percent started their first business after the age of 40† (Taylor). The Survey also shed some light on the psychological trait of ‘risk’ on which a heavy weight has been laid in the context of entrepreneurship. The survey found that â€Å"that the majority of entrepreneurs were confident about the success of their first venture. Thirty-two percent said they had no fear that their venture would not succeed, while 42 percent had some fear but characterized themselves as confident. Only 14 percent said they experienced significant fear that their first venture would fail, while 12 percent said fear of failure delayed their leap into entrepreneurship† (Taylor). The survey findings are significant in so far as they indicate that the innate desire to become an entrepreneur cannot generally be taught; however, what may be called ‘the entrepreneurship skills’ can be taught, to a consideration of which I turn now. Skills required for an entrepreneur It has been mentioned above the entrepreneurship requires certain skills. In this section I propose to discuss some of the skills usually considered as being necessary for one to become a successful entrepreneur. It is a truism to say that getting a business off the ground successfully requires a combination of a sound business concept, skill, effort, and timing. Apart from the purely idiosyncratically individualistic factors that may motivate one to launch oneself as an entrepreneur, it has been noted that successful entrepreneurs normally have a number of similar skills and characteristics. Colette Henry et al citing Hisrich and Peters (1998) categorize the various skills required by entrepreneurs as follows. â€Å"Technical skills: includes written and oral communication, technical management and organizing skills. Business management skills: includes planning, decision-making, marketing and accounting skills. Personal entrepreneurial skills: includes inner control, innovation, risk taking and innovation. In addition, Hisrich and Peters (1998) stress that the development of particular skills, namely inner control, risk taking, innovativeness, being change oriented, persistence and visionary leadership, differentiates an entrepreneur from a manager† (Henry 2005). Specifically these skills include, first the â€Å"Product/expertise†, that is to say, in order to start, survive and flourish, all businesses need a product that is in demand. The would-be entrepreneur needs to have the know-how and industry-specific knowledge of product or service he or she is proposing to provide. He/she should examine what is unique about them, about their product or service, and the experience they have gained throughout their career; and how they can present all these to potential clients so that they see the value of what the entrepreneurs have to offer. Strong motivation to achieve is an essential â€Å"skill† for an entrepreneur. Working for oneself requires a great amount of dedication, discipline and drive. One must be able to get to work every morning without the support frame-work of a demanding boss or hustling co-workers to keep one going. Another skill requirement is that of marketing and sales. However much one is competent technically, one will have to market and sell oneself. This requires a large measure of self-confidence not just in one’s technical skills but in one’s ability to find and land assignments as well. It will be necessary to get potential clients to believe that one is the best person for this task even before one will get a chance to show off one’s technical competence. It is essential for one to have the confidence that he or she is the person who can deliver the special product that meets their customers needs. ‘Integrity and follow-through’ is another skill that is indispensable for an entrepreneur to succeed. The commitments and promises made to the consumers should be fulfilled honestly and promptly at or before the time when they have been promised to be done and according to the promised quality specifications. Any deviation from such promises should be made known to the client well in advance, in any case before the deadline arrives. This skill is an important key in building a successful business practice because a happy and satisfied class of customers help to build and enlarge the domain of one’s business. Another skill required is communication skills. Oral and written communication skills are required for networking, marketing, sales presentations, project proposals, project/client management and documentation of the finished product. If one is unable to convey thoughts clearly and concisely in conversation and in writing, it is apt to reduce one’s effectiveness as a professional. Associated with the communication skills that a would-be-entrepreneur is expected to have, are the interpersonal skills that he/she should posses. The ability to work with people at all levels of authority and status and all types of persons within one’s company is considered a critical requirement for success in getting projects and doing them in a timely manner. Another required skill is professionalism. The dictum that first impressions are important is to be taken as a statement of fact, because first impressions do really count. It will do a lot of good to the company if the entrepreneur’s appearance and behaviour make a terrific statement about the high quality of work they can expect from the company. An entrepreneur’s appearance is part of his or her marketing package. They should avoid giving people reasons to complain or think less of them. That an entrepreneur should have a healthy relationship with money sounds like ‘carrying coal to Newcastle’ because the popular perception is that he or she is out there to make money. It need not be so, because the ‘attitude to money’ is a ‘skill’ that has to be inculcated. Money is one of the means for living well; it should not be the â€Å"be-all-and-end-all† of business. ‘If youve started your business just for the money, you may at some point find yourself hating what you do and feeling trapped’ is a verifiable statement. Prudence would dictate that a business person should treat the money that flows through his or her business with respect or hire someone reliable who will do this for them. Planning skills is yet another skill expected of an entrepreneur. Apart from planning out how to tackle the technical problems of the project, the entrepreneur will need to provide time-estimates for pricing quotes to get business and plan his or her days and weeks effectively to meet the delivery schedule they have committed to. A skill that is important for an entrepreneur is the ‘problem solving skill’. An entrepreneur has to tackle many problems in different shapes and sizes. Right from the classical days of Cantillon, the capacity for judgement has been reckoned as a necessary skill for an entrepreneur. If one furrows the business area as a ‘lone wolf’, one may not have a colleague around to bounce ideas off or a buddy in the next cubicle for quick answers. One has to handle the challenges on one’s own with the resources available, and with the skills that one has been naturally endowed with and also with the skills acquired from one’s years of learning of the art and science of entrepreneurship from schools and colleges (4D Consulting Center). The presumption here is that the skills of an entrepreneur listed in this paragraph can be taught in schools and imbibed by discerning students. This aspect of the matter, that is, whether these skills and qualities can really be taught is examined in the section immediately following this. In the subsequent sections detailed analysis and discussion of the different programmes and content of entrepreneurial education and training are proposed to be made. In the course of discussion of these aspects of education and training, it is also proposed to incorporate a review of the literature pertaining to the specific topic of discussion in that section. Can entrepreneurship really be taught? Can entrepreneurship really be taught is a question that is still debated among some academicians and also practitioners of the ‘profession’. But disregarding the debate, entrepreneurship education has been offered by educational institutions and been a sought-after course of study by many people over the last couple of decades (Sexton et al., 1997). Some countries have developed courses in â€Å"what can be broadly termed the field of enterprise and entrepreneurship education in schools and colleges† (Gibb 1993b). In the UK, for instance, specific kinds of programmes regarding the â€Å"concept of enterprise† sponsored by both the public and private sectors were developed in the 1980s (Gibb 1993b). At the university level, under the Enterprise in Higher Education Initiative, courses were hammered out for training in â€Å"interpersonal† and â€Å"enterprising† skills. It was realised that general skills, on their own, were probably not sufficient for developing entrepreneurial traits. Gibb has pointed out that, in order to avoid confusion, it is particularly important â€Å"to clarify notions of the relationship between enterprise, entrepreneurship, business skills and personal transferable skills in developing an approach to entrepreneurship education† (Gibb, 2000). In one of his previous works Gibb has differentiated between entrepreneurship, enterprising behaviour and small business management (Gibb 1987a). He defined the entrepreneur in terms of attributes, and the small business manager in terms of tasks. In the US, entrepreneurship education is provided not only by the universities, but also by private consultants and trade associations (Sexton et al 1997); and their contribution in the area of entrepreneurship education has been on the increase in recent times. In addition, research in the area is growing (Gibb 2000). Research has been particularly on the increase at empirical levels in the areas of educational process and structure (Gorman et al 1997). Gorman and colleagues also report that their findings indicate that entrepreneurship can be taught, or if not taught, at least developed by entrepreneurship education. This is in conformity with the findings of a survey in which US University professors were of an overwhelmingly consensus view that entrepreneurship can be taught (Vespers 1982). The same view was found to prevail among a group of 408 entrepreneurship students in Ontario, Canada, who believed that the majority of entrepreneurial traits and abilities can be taught, with abilities seen as being more teachable than traits (Kantor 1988). An important opinion that has been expressed is that entrepreneurship being both a ‘science and an art’, it is possible to teach the ‘science’ part of it because it involves skills of the business management job amenable to be taught through the conventional pedagogical approach, while the ‘art’ part, which relates to the inherent and innovative attributes of entrepreneurship, does not appear to be teachable in the same way (Jack and Anderson 1998). A similar view is expressed by others, Saee (1996) for instance, who suggest that some individuals are naturally talented, whilst others must work hard to achieve the same kind of objectives. Saee is of the view that a curriculum cannot create an entrepreneur, rather it can only demonstrate the process necessary for being successful. The individual will always be responsible for their own success (Saee (1996). This distinction between the ‘science’ and ‘art’ of entrepreneurship seems to have stood in the way of developing a holistic programme of entrepreneurship education. Collette Henry et al say that these critics see â€Å"science as something that is selective, analytical, sequential and fixed while they describe art as generative, provocative, jumping and without constraint. While they do not suggest that the essence or art of entrepreneurship is completely unteachable, they propose that this area has been largely neglected by those involved in delivering entrepreneurship and business courses† (Henry, Colette et al). It is incumbent on schools and colleges to develop ‘teachable modules’ of entrepreneurial attributes, incorporating in them the ‘science’ and the teachable part of the ‘art’ of the profession. â€Å"The challenge for entrepreneurship teachers and trainers†, say Henry et al, â€Å"is to find innovative learning methods that coincide with the requirements of potential entrepreneurs† (Henry et al). Training and instruction in entrepreneurship, either in its ‘science’ component or its ‘arts’ component, or in both need not be confined to schools and colleges. They can be done through ‘on-the-job methods’ as has been demonstrated by the Minnesota Mining and Manufacturing Company (3M). The 3M Company is 106 years old as of 2008, but is still leading the list of world’s top-ranking ‘innovative’ companies. Innovation, as explained above is a distinguishing mark of entrepreneurship. If a metaphor can be used here: ‘innovation is in the blood of the 3M company’. The first tenet of the company is that from the chief executive on down, the company must be committed to innovation. It is acknowledged that in the present age innovation is impossible without a broad base of technology. 3M claims to have leading know-how in 42 diverse technologies. That allows researchers to take an idea from one realm and apply it to another (Arndt). In earlier times 3M’s innovation success relied on long-term, individually directed exploratory research projects. Now it is usually the result of team work. One such team work project is called the Lead User System, which has reliably produced profitable new products, services and strategies for 3M. â€Å"It does this at a rate that beats the natural odds. Lead User Teams are made up of four to six individuals with a diverse set of skills from both technical and marketing areas. Depending on its focus, a team may have members from procurement, manufacturing or any other functional area. All team members are taught techniques for creating profitable solutions to unarticulated customer needs, well in advance of the competition. Lead User Teams are told to welcome ambiguity and uncertainty. They are taught to set their sights on exploring the areas where the possibilities for discovery are greatest because the pre-existing knowledge is most slim. The teams must learn to recognize these gaps in understanding as prime locations for generating new products and concepts. The teams are shown how to seek, value and protect ideas that don’t reflect business as usual, be it new technologies, applications, strategic relationships, channel partnerships, or service offerings. Team members start by getting acquainted with what we don’t know; they then work to increase their knowledge base at a greatly accelerated pace, primarily through their contacts with ‘Lead Users’ and ‘Lead User Experts.’ The Lead User System achieves success by approaching innovation in a disciplined way. The teams go through a set of phases, retrieving information from specific sources and then collaborating with these sources to create new products, services and strategies† (Shor, Rita). From the discussion in this section, it is clear that that it is possible to teach the skills, the ‘scientific’ nuances and even aspects of the ‘art’ of entrepreneurship, and that it can be done in schools and colleges and also outside them. Teaching Entrepreneurial Skills Colette Henry and colleagues specify at least four circumstances that have compelled, so to say, entrepreneurs and even others who have something to do with business and the economy to familiarise themselves with the tenets of ‘entrepreneurial/business’ theory. They say: â€Å"At the global level, the reduction of trade barriers and the reality of the Euro currency, together with the advancements in telecommunications, technology and transportation, all combine to provide more opportunities, as well as more uncertainty in the world. At the societal level, privatisation, deregulation, new forms of governance, mounting environmental concerns and the growing recognition of the rights of minority groups are all presenting society with greater complexity and uncertainty. At the organisational level, decentralisation, downsizing, re-engineering, strategic alliances, mergers and the growing demand for flexibility in the workforce, all contribute to an uncertain climate. Finally, at the individual level, the individual is now faced with a wider variety of employment options, the probability of ending up with a portfolio of jobs, more responsibility at work and more stress. Given the above, it is apparent that, at all levels, there will be a greater need for people to have entrepreneurial skills and abilities to enable them to deal with lifes current challenges and an uncertain future. Furthermore, whatever their career choice or personal situation, individuals, will be able to benefit from learning an innovative approach to problem solving; adapting more readily to change; becoming more self-reliant and developing their creativity through the study of entrepreneurship. There is no doubt that in any economic climate such learning could have far reaching benefits for society. It could be argued, therefore, that the need for entrepreneurship education and training has never been greater than now† (Henry, Colette et al). The consensus arrived at on â€Å"the need for entrepreneurship education and training has never been greater† has not percolated to the particulars of organising this kind of education and training. For instance, for Gorman et al (1997) the ‘educational objectives, subject matter and pedagogical approach might be expected to vary depending on the nature of the target audience’, while for others such as McMullan and Long (1987), Monroy (1995), OGorman and Cunningham (1997) and others the training needs of an individual will vary according to the particular stage of development of the enterprise such as awareness, pre- start-up, start-up, growth and maturity. A three-category framework for organising entrepreneurship education has been put forward by Jamieson (1984). His categorisation is in terms of â€Å"education about enterprise, education for enterprise and education in enterprise†. The role that education has to play in threes three categories is different. In the first category, education about enterprise, education has to deal mostly with awareness creation, provide information on the various aspects of setting up and running a business mostly from a theoretical perspective. The business and related modules in this category at all levels of collegiate education seek â€Å"to foster skills, attitudes and values appropriate to starting, owning, managing or working in a successful business enterprise† (Jamieson, 1984). Jamieson’s second category, education for enterprise, is concerned with providing the would-be entrepreneurs for a self-employment career, with the intellectual tools specific to setting up and run their own business. ‘Participants are taught the practical skills required for small business set-up and management, and the courses are often geared towards the preparation of a business plan.’ The third category, education in enterprise, is designed for imparting management training to established entrepreneurs and focuses on ensuring the growth and future development of the business. Management development and growth training programmes, and also specific product development and marketing courses, are in this category. Training in this category also provides skills and knowledge for people to create their own futures and solve their own problems (Jamieson, 1984,). Garavan and OCinneide (1994) emphasise more on the education and training for small business entrepreneurs, classifying the type of training that they might receive into three categories, which relate specifically to the particular stage of development. The first of these is termed small ‘business awareness education’ and is normally found in secondary school syllabi. The objective of this type of training is to encourage people to consider small business as a career option. The second category describes education and training for owners of small business, its aim being to provide practical help to those seeking to change over to self-employment. The content of training here would include instruction on raising finance, marketing the product and matters of legal issues. The third kind of education and training in respect of small business is meant to enable people to enhance and update their skills. The content of entrepreneurship programmes Entrepreneurship educators have identified that there are two objectives of entrepreneurship education programmes, which are 1) to increase the awareness and understanding of the process involved in starting and, 2) managing a new business, as well as to increase students awareness of small business ownership as a serious career option. At the initial stage of entrepreneurial development the need is to inculcate, as far as it is feasible, a sense of readiness and capability to venture into the realm of entrepreneurship. Instruction at this stage, therefore, should provide opportunities to act in an ‘entrepreneurial’ manner, as well as an exposure to several real-life entrepreneurs (Cox 1996). Life-history of truly successful entrepreneurs might serve as a ‘guiding-star’ in the students’ journey towards reaping the benefits of entrepreneurship. The song of the poet that â€Å"Lives of great men remind us/ We can make our lives sublime/.And, departing, leave behind us Footprints on the sands of time† (Henry Wadsworth Longfellow, 1807-1882) should be made to resound in their mind frequently. The main focus of training at the start-up stage should be to intensify students resolve to become entrepreneurs. Accordingly instructional emphasis should be on the development of a viable business plan which should be supported by individualised assistance in the form of financing, networking, or counselling. It is advisable to assist the students in developing their personal characteristics of leadership; promoting and strengthening their willingness to invest a significant portion of their savings or net worth to get their business started; inculcating and hardening their confidence in themselves and their abilities to sustain themselves in business, if or when things get tough; prodding them to make their own decisions; advising them to adjust their standard of living at a lower level, if necessary, until their business is firmly established; to acquire the traits of a team-player and be willing to commit themselves to long hours of work to make their business work. Hisrich and Peters (1998) examined entrepreneurship programmes from the students perspective. The students were found to be keen to have in the course content the essentials of marketing, finance, operations planning, organisation planning and venture launch planning. They also wished to include as an essential part of the Course all information concerned with obtaining resources. To find out topics considered to be most important by prospective students, Le Roux and Nieuwenhuizen (1996) conducted a survey of 220 aspiring entrepreneurs. Their survey revealed that the main areas of interest were practically the same as those mentioned by Hisrich and Peters (1998) and included marketing, entrepreneurship, business planning, management and financial management. From the discussion in this section, it is apparent that the content of the a course on entrepreneurship need to include topics considered as being relevant to the ‘science’ part of the discipline as also those that would serve to enhance the ‘art’ component of the discipline. In the following section, I propose to discuss the methods of teaching entrepreneurship. Methods of teaching entrepreneurship The literature on the learning methods employed in entrepreneurship education and training programmes mentions a variety of methods, including lectures, video presentations and handouts, case study-based learning, seminars, group discussion and role-plays. Additionally, mention is also made about both traditional and non-traditional approaches to learning. Traditional methods are said to focus mainly on theory and a didactic approach and some writers are critical of their adoption as a teaching method, because in their view they are ‘inappropriate’ in the teaching of entrepreneurship (Davies and Gibb 1991). This view is endorsed by others, Young (1997) for example, who say that a theoretical approach is not relevant to teach a subject which deals almost exclusively with activity, implying that the experience and practical skills for entrepreneurs are not something that can be acquired through conventional teaching methods. Against the contention of these writers, others like Shepherd and Douglas (1996) criticise the use of the less traditional methods like ‘role play, simulation and problem solving’, arguing that, in the classroom guidelines are to be provided to promote creative entrepreneurial thinking, but the ‘modern’ methods of teaching encourage only logical thinking which is inappropria

Cigarette Law Reinforced

Have you ever been around someone smoking? Yuck right, well almost half of the world’s children breathe air polluted by tobacco smoke, which worsens asthma and causes dangerous disease. America has a problem with smoking, an estimated 430,000 Americans die each year from the effects of cigarette smoking. But the real problem is not just people smoking but it is when people toss their cigarette buds out their car window. About 240 million cigarette buds are thrown on the ground a year by the U. S.  alone, these buds eventually wash down into streams, lakes, rivers and bays causing massive pollution. This is why there should be a larger penalty for people who are caught throwing cigarette buds on the ground whether it be walking down the street on in a car. An estimated 4. 5 trillion cigarette buds are tossed worldwide which end up in waterways and oceans, leaking traces of how toxic chemicals found in cigarette smoke take 12 years to decompose. By creating a harsher punishmen t would make people think twice about smoking while inside their cars and blowing it out to the cars beside them.It has been estimated that half of the world’s children have breathed in second hand smoke from other cars, what would seem like a small amount to you could be very damaging to a developing child’s lungs. Also it could possibly be damaging to adults who are stuck in traffic for hours a day just breathing the toxic air you are polluting which doesn’t affect just the one or two people next to you, the smoke can travel through the air into people’s lungs without you or them even knowing it.The polluted air that children and adults are breathing in, maybe on a daily bases, has been known to hold over 4,000 chemical compounds, 60 of which are known to cause to cause many diseases. Creating a harsher punishment for cigarette pollution could not only save the world but save people too. Making a stricter law would not only stop people from littering, b ut it would also benefit the economy. Tobacco companies spend over 4 billion dollars each year on advertising and promotion of their deadly products.Also smoking costs the nation over $100 billion per year in health care costs and lost productivity, that's about $398 per American each year. In Washington State there is record of $1. 3 billion dollars spent each year on health care costs associated with caring for people with tobacco related illnesses. This is what is destroying the economy and putting America in a national debt. Last the cost of a pack of cigarettes averages around $4. 50 to $5, including taxes, depending on where you live.Using the lower number, a pack-a-day smoker burns through about $31.50 per week, or $1,638 per year. That could be used for a house payment or a nice vacation with the family. A 40-year-old who quits smoking and puts the savings into a 401(k) earning 9% a year would have nearly $250,000 by age 70. So making a stricter law would benefit the economy and yourself in expenses. Studies have shown that 50% of a life time smokers die because of diseases from the tar and many other chemicals put into their bodies. Scientists have proven that if you smoke a pack a day, then you die on an average 10 years sooner.Each cigarette takes 11 minutes off of your life expectancy. All smokers think that by smoking they are only damaging their health. They are ignorant about the fact that their smoking is indirectly affecting others health. And they are one of the direct contributors to the environmental pollution. If people had harsher punishment for littering cigarette buds onto the ground they would realize that smoking isn’t really worth its while after paying off all their fines and maybe even time in jail.Some people may argue that actually enforcing such a punishment would cost too much money on the government, the police department and the process it would have to go through to actually become a law. But with an estimated 48. 2 m illion smokers in the U. S. the economy would gain a great deal of money from an estimated 100-700 people who drop their cigarettes on the ground and could be fined for the act of littering. While not only does the pollution from the cigarettes leave a permanent scar on earth it also kills 440,000 people a year and making stricter laws would help this large number of deaths decrease.Even though it may be pricey for the process of this becoming a law it would benefit the U. S. citizens from death. In conclusion, people should not have to be forced to put their bodies at risk of second hand smoke and the earth should not have to be polluted by people who chose to ruin their lives and others by smoking. By creating a law saying that if one is littering their cigarette anywhere they should have to pay a major fine, depending if it is their first offense or not, or do time in jail. Pollution is a serious problem and needs to be solved quickly before our air becomes permanently damaged.

Popular Music in the Making of Modern Brazil Essay

Bryan McCann’s book â€Å"Hello, Hello Brazil† colorfully discussed the fascinating world on the development of the Brazilian music industry, the customs and the traditions of the population and the political standing that has influenced the Brazilian culture as a whole. The rapid acceptance of the cultural and political changes that has taken Brazil by storm has turned this nation to become one of the admired Latin American countries with the advancement of their musical industry. From the 1930s to the 1940s, the Brazilians have embarked on a cultural marketplace of recording and broadcasting that was influenced by Getulio Vargas, the politician from Rio Grande do Sul who was known for his dramatic and uneventful style of political agenda. In 1926, Getulio Vargas, a young congressman proposes that movie theaters and radio stations must grant royalties to the musicians for the recorded music they played. The â€Å"Getulio Vargas Law† suddenly became the congressman’s powerful means of endearing himself with the people of the music industry. The Brazilians love music and anyone in his power who protect and pursue the industry will be adored by the people. From then on, the music became livelier and the radio turned to be the most important tool for commercial broadcasting. Suddenly the seemingly boring stage of Brazil’s entertainment industry is teeming with composers, producers, music lovers and even politicians who ride up the wave for political purposes. But since there was a disparity between Minas and Sao Paolo, the two opposing regions with different roots and culture, music was used to unify differences over racial and regional gap. But as McCann discovers the living culture and the progress of Brazil into becoming a developing nation he also took a keen observation on the form of government ran by Getulio Vargas. From 1930 to 1954, the presidency has been advocated on and off by Getulio Vargas for which as some historians say has created a chain of uneventful events not only in Brazil but to the international scene as well. McCann relevantly categorized Getulio Vargas as the president with an unfamiliar way of rules not only in the world of politics but his way of influencing people as well. Vargas was loved by his nation not only because he has made Brazil the musical symbol of Latin America but he also imbibed a great authority on the country’s political and economic standard. He adopted and introduced different social, cultural and technological alternatives that were categorically from Western influence but this method, however, became unpopular especially to the socialist groups. Vargas became known for his goal in unifying Brazil to heal the long-standing class and regional differences between Sao Paolo and Minas. He tried to reconstruct Brazil’s political theme by removing regionalism and inject nationalism but his objectives have became so large that he ruled out the differences of ethnicity and class and at the same time introduced American influence into the culture starting with the music. However as the music progresses, Brazilian musicians and fans started to justify their musical preference with political color. This innovation has affected the purity of music into the realm of opinionated culture and nevertheless turned the foundation of music again into a tool of political segregation. And so the Brazilian and American influenced music industry although has founded solid grounds during the 1930s to 1940s has suddenly became fragmented in the 1950s (Bryann McCann). Getulio Vargas was born at Rio Grande do Sul in 1883. His family belongs to a wealthy clan who are politically strong which gave him the interest and advantage to assume a political career in his younger years. He became a congressman in 1926 through the Legislature in Rio de Janeiro and then appointed by President Washington Pereira as the Finance Minister of Brazil. Vargas has served his appointment well but in 1928 he decided to run for governorship against the political party of Pereira and incidentally won. After two years of being a governor, Vargas was selected by the party Alianca Liberal (Liberal Alliance) to run for president. But Pereira who is still the current president does not want to release his position to another party represented by a politician from the state of Minas. The â€Å"Golden Rule of Brazilian Politics† during that period is that it is required that there will be alternating president from among the state of Sao Paulo and the state of Minas. Since Pereira is from Sao Paulo, he quickly appointed Julio Prestes to be the upcoming president and asked the support of the people from Sao Paulo. This instigates a rebellion starting from the Southern Brazil but incidentally Prestes still won the presidency. Vargas publicly stated that he accepted his fate but then he clandestinely plotted to topple the administration of Prestes. A coup ensued and in three weeks, Getulio Vargas became by force the Provisional President of Brazil in 1930. Vargas’ ideals were of a capitalist and a corporatist and hates socialism. He focused on solidifying the powers of the federal government rather than providing strength and protection for the local and state government. Even in his first term in his office Vargas introduced a new constitution and people see it as a manipulation of the constitution to strengthen his hold. This is his means in achieving a long term project to turn Brazil into a strong nation with a strong economy much like the Western nation he is very fond of. When the people began to feel uncomfortable with his administration Vargas felt he has to do something to continue his ruling and prove himself again otherwise. When his original term was due to end in 1937, he staged another coup at the very last minute and declared that he is placing a new economic system – the â€Å"Estado Novo† or the New State. The Estado Novo was a corporatist state based on the same principles used by Antonio Salazar of Portugal. This new state allowed for Vargas to become President again because basically Estado Novo is founded by the support from large labor sectors in the government. He again snatched another term that will serve him until 1943. However, as 1943 came around he stated that, due to the crisis situation brought about by the eruption of World War II, he would remain in office and that a new election would be held as soon as the war ended. He made a similar announcement in 1944 in the middle of the war. When the war ended, however, it seemed he had no option but to allow for elections to continue. Brazilian election laws of that time required any government official to resign one year prior to elections if they wished to be eligible for the following elections. But Vargas did not want to resign nor showed any intention of doing so. During this period the people of Brazil want him out of the palace and branded him as a dictator. The military became upset and tell him he needs to resign because he is not eligible to run. Vargas was outraged and said if they wanted him to be out of the presidential palace then they have to remove him physically but assured the military he would fight them with his own men. The military officials want no bloodshed and so their only option was to cut off of the electricity and the water supply to force him out. Although he challenged them to attack so that, as he said, his blood would symbolize his protest against the violence they are imposing on him the military did not hurt him. Finally he left the palace with a belief that he has served his country well. But Vargas has a heart of concrete determination and the appetite for power. In his years of being out of the palace he became a senator and a congressman thanks to his political party who is always in support for his candidacy. He became the Senator for the state of Rio Grande do Sul but although he is still active as a politician for four years he said he prefers being a private person. Then suddenly Vargas re-emerged as a member of the Brazilian Labor party which encouraged him to run for president again. In 1951, Vargas re-assumed his third term as the President of Brazil. However, the Brazilian economy was in shambles and there is an increasing opposition against his ruling. The country’s inflation cannot able to cope up with the cost of living which made Vargas powerless in the middle of this crisis. His health began to fade and attacks of depression and insomnia became frequent. The worst thing, however, was that the United States which he thought was his ally have became less concerned with Brazil and do not want to fulfill its promise of economic assistance. His ever increasing critics became more direct in hitting his administration until his chief bodyguard was implicated in an attempted killing of Vargas’s infamous critics. Corruptions of his government were exposed and the military leaders again called for his resignation but he did not resign. On the morning of August 24, 1954, a large crowd gathered in his palace shouting for his resignation. Then the military officials gave him an ultimatum of forcing him out. Pressured and officiated as the great dictator he went to his room, sat down and wrote a note to his people and then committed suicide. He wrote all his frustrations against those who criticize him – the military and the opposition who continued to ask for his blood. He said they have insulted him and was not given the right to defend himself and has silenced his voice. He listed all the accomplishments he had done for Brazil such as liberating the people by means of social freedom, revised the wages in favor of the poor, guided the economy to prevent the effect of economic meltdown, and bring peace to warring factions by means of unification of the two states. He dramatically ended his note and added that now that he was condemned, he has to leave the people defenseless from an institution he has always protected but now exploited. When the note was read on the radio and aired on television, the audience suddenly felt his frustrations and despair. They began chanting his name and want him back. In the history of Brazil’s regime, Vargas became known by many to be the â€Å"Father of the Poor†. However, most people see him as an egomaniacal dictator. While he was seen as an idealist and a principled leader by captivating the hearts of the poor, his means in achieving a long lasting success for Brazil is nonetheless ostracized because of many shortcomings. First, he formed alliances with rich foreign countries in building a corporatist and a capitalist government so that he can control the economy and trash out socialism. In effect this did not materialize but socialism succeeded after he died. Second, those who oppose and criticize his dictatorial administration were imprisoned to contain them. Lastly his greed for power is endless and invalidated the laws by creating selfish deeds against the government just to hold on to power. Getulio Vargas ruled Brazil for almost 20 years. Unfortunately, most people claimed that his dictatorial leadership virtually destroyed Brazil’s constitutional government because of his greed for power and corruption. His means on making Brazil a great country was not successful for he has manipulated not only the constitution but fooled the people by denying them their own sovereign power to vote the person they want. Once in power he became an authoritarian and a corporatist which somehow destroyed the state controlled labor sectors. But as McCann said Vargas has at least earned a reputation of a good leader by those who he handed help. This is the part when he was successful with his leadership. In his long years of leadership, he once hailed a hero by the people of Brazil, Vargas became successful in some aspects for he has instituted social programs for the poor and created a bill that would allow women to vote. He gave freedom to women and encouraged them to become part of the labor forces of Brazil. He revitalized the military and for a time he enlivened the economy while improving the relationship of Brazil to other countries. Although many observers say Vargas was more prominent on the national than the local level, his relationship with the Western world signifies his intention in turning Brazil into an industrialized nation. Unfortunately his dreams did not completely materialize until he took his own life thinking he was a good president and had served his people well (Bryan McCann). Works Cited: McCann, Bryan. Hello, Hello Brazil: Popular Music in the Making of Modern Brazil Duke University Press, 2004. McCann, Bryann. â€Å"Hello, Hello Brazil: Popular Music in the Making of Modern Brazil. † Estudios Interdisciplinarios de AmA ©rica Latina y el Caribe (2004). August 4, 2009 .

The 11 Worst Blizzards in U.S. History

It seems that every time a big snowstorm is in the forecast, the media hails it as record breaking or historic, in some way or another. But how do these storms truly match up to the worst storms to hit the United States? Take a look at some of the worst blizzards to ever hit U.S. soil. 11. The Chicago Blizzard of 1967 This storm dumped 23 inches of snow on northeast Illinois and northwest Indiana. The storm (which hit on January 26) wreaked havoc across metropolitan Chicago, leaving  800 Chicago Transit Authority buses and 50,000 automobiles abandoned all around the city. 10. The Great Blizzard of 1899 This devastating snowstorm was notable for the amount of snow it produced—around 20 to 35 inches—as well as where it hit the hardest, i.e. Florida, Louisiana, and Washington D.C. These southern regions are not normally accustomed to such large amount of snow and were thus even more overwhelmed by the snowy conditions.   9. The Great Storm of 1975 Not only did this intense storm drop two feet of snow over the Midwest over four days in January 1975, but it also created 45 tornadoes. The snow and the tornadoes were responsible for the deaths of more than 60 people and property damage topping $63 million. 8. The Knickerbocker Storm Over two days in late January 1922, nearly three feet of snow fell across Maryland, Virginia, Washington D.C., and Pennsylvania. But it wasnt just the amount of snow that fell—it was the weight of the snow. It was a particularly heavy, wet snow that collapsed houses and roofs, including the roof of the Knickerbocker Theater, a popular venue in Washington D.C., which killed 98 people and injured 133. 7. The Armistice Day Blizzard On November 11, 1940—what was then called Armistice Day—a strong snowstorm combined with fierce winds to create 20-foot snowdrifts across the Midwest. This storm was responsible for the deaths of 145 people and thousands of livestock. 6. The Blizzard of 1996 More than 150 people died during this storm that hit the east coast of the U.S. from January 6 to 8 of 1996. The blizzard, and subsequent flooding, also caused $4.5 billion in property damages. 5. The Childrens Blizzard This tragic storm occurred on January 12, 1888. While it packed only several inches of snow, this storm was most notable for the sudden and unexpected temperature drop that accompanied it. On what started as a warm day (by Dakota territory and Nebraska standards) of several degrees above freezing, temperatures instantly plummeted to a wind chill of minus 40.  Children, who were sent home by the teachers because of the snow, were unprepared for the sudden cold. Two hundred thirty-five kids died that day trying to get home from school. 4. The White Hurricane This blizzard—most notable for its hurricane force winds—is still the deadliest natural disaster to ever hit the Great Lakes region of the U.S. The storm hit on November 7, 1913, causing 250 deaths and packed winds sustained at over 60 miles per hour for almost twelve hours 3. The Storm of the Century On March 12, 1993—a storm that was both a blizzard and a cyclone wreaked havoc from Canada to Cuba. Labeled the Storm of the Century, this snowstorm caused  318 deaths and $6.6 billion in damage. But thanks to a successful five-day warning from the National Weather Service, many lives were saved thanks to the preparations that some states were able to put into place prior to the storm. 2. The Great Appalachian Storm On November 24, 1950, a storm rolled over the Carolinas on its way to Ohio that brought with it heavy rains, winds, and snow. The storm brought as much as 57 inches of snow and was responsible for 353 deaths and became a case study later used to track and predict weather. 1. The Great Blizzard of 1888 This storm, which brought 40 to 50 inches of snow to  Connecticut, Massachusetts, New Jersey and New York took the lives of more than 400 people throughout the northeast. This is the highest death toll ever recorded for a winter storm in the U.S. The Great Blizzard buried houses, cars, and trains and was responsible for the sinking of 200 ships due to its fierce winds.