IMAGE: Penn State
According to the researchers, who report their findings in a recent issue of Studies in Educational Evaluation, lessons can be designed so that they not only teach entrepreneurial skills, but also show that barriers may not be as daunting as the students believe.
“For example, take a simple step, like registering a business,” said Konak. “One lesson we use is to have the students go to a government website and search for company names and whether the business they are visualizing is registered. Then, the students learn the steps of what it takes to register a business in Pennsylvania. This is a very simple assignment, but I think it helps them remove a barrier.”
Miracle or Disgrace: A Perspective on the CCP’s Report on Poverty Alleviation
Commentary
Beijing’s mouthpiece, the People’s Daily, has described the ruling Communist Party’s poverty alleviation efforts in an article on April 7 as “fulfilling a solemn commitment and creating a miracle on earth.”
The message from state media came a day after the State Council Information Office of the Chinese Communist Party (CCP) released a white paper titled, “Poverty Alleviation: China’s Experience and Contribution.”
In announcing the paper, Xu Lin, deputy head of the CCP’s publicity department, said, “The most important reason why China has eliminated absolute poverty is the CCP’s sentiment toward the people from the Party leaders to ordinary Party members and cadres, who all put the people in the highest position in their hearts.”
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WYOMISSING, Pa. Teaching people to become entrepreneurs requires more than just passing on entrepreneurial skills, according to a team of Penn State Berks-led researchers. Would-be entrepreneurs also need to understand and negotiate the barriers that they might face.
In a study, researchers built a multidimensional model to measure the effectiveness of entrepreneurship education. The model not only includes teaching entrepreneurial skills, but also addresses the students intentions to start a business and their perceptions of the barriers they might encounter when starting a business. There are a lot of studies in the literature that focus on, for example, how entrepreneurship education influences the students competence in starting a business, said Abdullah Konak, professor of information sciences and technology. But, our model does not look at it from one perspective. We look at it from three perspectives competencies, intentions and barriers. What we found
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