The Things They Carried Essay -- Literary Analysis, History

Joy Kogawa and Tim O’Brien: two authors that have wielded their mastery of the English language to yield literary masterpieces that reflect not only their own struggles, but the hardships of multitudes around them. In her acclaimed Obasan, Joy Kogawa illustrates the intense discrimination that was faced by Japanese-Canadians during World War 2, and provides many reflective anecdotes to give the reader some insight on her personal situation. Tim O’Brien accomplishes basically the same goal in The Things They Carried by giving the reader many brief stories about his time in the Vietnam War. These two books- though incredibly different on the surface - share a plethora of themes and symbology, as well as many similar events. They do not, however, emphasize or present these ideas in the same way. Each of these authors has a unique way of incorporating their own themes or values into their writing, which gives the reader an entirely different view of what may be happeni ng. The brain is an amazing thing. It allows us to think, blink, walk and talk; it enables us to run, hide, seek, and stride; but most importantly, it allows us to remember. Neither literary work takes a firm stance on their opinion of memories, as both have many different characters with many different opinions. Naomi views and even loosely mirrors Obasan’s opinions on memory; that the past be left to the past and the future will bear what is to come (65 Kogawa). This â€Å"Ashes to Ashes† stance is mirrored by Rat Kiley in The Things They Carried (SparkNotes Editors). Though Obasan has a much tougher exterior and is able to keep her composure, they are both haunted by cruel memories that they are trying to suppress. Rat, however, doesn’t have as much luck as ... ...n previously expected. Things aren’t always what they seem; a concept that applies to the characters themselves. Obasan is more than just a wrinkled old lady, just as Rat Kiley is more than just an infantry soldier. Don’t judge a book by its cover, and don’t jump to conclusions; everyone is different. Take some time to find out and get to know someone, and you might just be surprised by The Things They Carried. Works Cited SparkNotes Editors. â€Å"SparkNote on Obasan.† SparkNotes.com. SparkNotes LLC. 2007. Web. 22 Feb. 2012. SparkNotes Editors. â€Å"SparkNote on The Things They Carried.† SparkNotes.com. SparkNotes LLC. 2002. Web. 22 Feb. 2012. Kogawa, Joy. Obasan. 1981. New York: First Anchor, 1994. Print. The Purdue OWL. Purdue U Writing Lab, 2010. Web. Feb. 22 2012. O'Brien, Tim. The Things They Carried. New York: Houghton Mifflin Harcourt, 1990. Print.

The Ways to Prevent Influences of Rock Music on Teenagers

The subject of rock has been controversial and a source of conflict between parents and children ever since it first appeared on the scene in the mid 1950’s. When Elvis Presley performed on the Ed Sullivan Show for the first time in 1956, the cameras only showed him from the waist up, because adults were offended by the way he shook his hips. The kids loved it! When the Beatles arrived in the mid 1960’s, parents were shocked again this time by the mop-top haircuts. But young people were swept away by the infectious enthusiasm of their music.After the Beatles, more shocks were in store as groups like the Rolling Stones and the Animals popularized a more coarse, gritty, and vulgar style of blues-influenced rock. Rock and Roll has a major impact on our society and the way people acted. Early on the issues of cars, school, dating, and clothing, and the famous artists or bands that are singing them could really influence the minds of young kids. A lot of the songs would also talk about events or conflicts that people listening could relate too.Topics such as sex and drugs that were pretty much unacceptable in the 1950s were starting to be in songs in the 1960s and 1970s, and now today rock artists such as Marilyn Manson sings about everything. Eventhough rock music is one of the arts that promotes creativity and expression, it still has negative effects on our society today, especially among teenagers. The first effect that we can see are rock music is a genre of music that uses guitar, drum and bass, which contribute to its noisy music.Not only that, the most negative part of rock music is its heavy metallic sound, which unconsciously makes its listeners violent. Rock music can cause a phenomenon called nerve jamming which is similar to hypnosis. Rock music also an often-cited example in this case is that of a sixteen-year-old boy in Texas, U. S. A who was taken into a trance like state while listening to rock song that he became violent and unconscio usly murdered his aunt.After hearing the negative effects of the rock music, do we as parents would just sit idly by and continue to let the youth drift with rock music that turned out to have an adverse effect on them? Parents always want the best for their children. Thereby, there are several ways to control and prevent this problem from becoming rampant in our society, especially the youth who always need guidance and advice. The first ways that you can do as a parents to prevent the problem is monitor your children's music the same way you supervise their use of television, videos, and the Internet.Developmental psychologists and other researchers who study the effect of media on children have found that parents who are involved in all their children's media choices have a great impact on taming its potentially destructive effects, such as encouraging aggressive behavior and reinforcing negative stereotypes about women and men. Luckily, as parents of young children, you are like ly to be involved in buying the tapes or CDs, or borrowing them from the library, so music choices should be easy to monitor. But remember. The monitoring should be done on an ongoing basis.There are other ways you-can maintain control such as stay involved and listen to your child's music choices with him. If you find something objectionable, clearly explain in specifics why you're concerned so that he begins to understand that you're not just being mean and also you have valid reasons and particular values that you'd like him to understand and adopt. Also, don't make the mistake of dismissing your child to his room to listen in private to music you don't like: The more privacy he has, the less control and awareness you have.You also must to make sure the rules apply to everyone. One way that young children are often exposed to music that may not be appropriate for their ears is through older siblings (and parents). If you don't want your 6-year-old listening to music that offends you, you probably don't want your older kids listening to it, either. Lastly, you can share your favorite selections with your child and make an effort to appreciate his music. Encouraging your child to explore different kinds of music is likely to benefit him in many ways.In fact, our research shows that children whose parents introduce them to, and encourage them to listen to, a variety of music do better in school. Teenagers tend to get their style of dress from musicians that they like. Singers and songwriters have always set the tone for fashion trends. The music and fashion industry have become so intertwined that recording artists are now using their fame to sell their own fashion line of clothing. The rock fashion including black nail polish, waist chains and black makeup fashions are from rock music.For example Sleeveless T-Shirts Rock Band became very popular sense awesome bands like AC / DC, Metallica, Poison, Ratt, Ozzy & others made prototypes all the Rage. The band Nir vana brought the Grundge look to the masses in the 90's. Although this look started out in the city of Seattle, USA, it quickly became a popular fad. Even now in our country, we can see that young children wearing head skin pants, leather jackets, cut rock hair style and so on, where they take advantage of clothing shows how the singer or bands that they like. Follow clothing trends favored artist directly cause teenagers tend to follow the development of the artist.Parents should better monitor and take care of what are their children wearing even where they are, especially the teenagers because this group is more likely to follow changes in fashion and always want up-to-date. Parents can control with a fashion review and selection of children's clothes when they go out shopping. In other way, although the parents just give children pocket money for the teenagers to buy their stuffs or things that they want parents need to find out what fashion and how clothes and the bought by the ir teenage children.As a conclusion, rock music seems to be the most controversial but it also has many positive influences that should be taken in to consideration. There are some negatives that come with it, and those should be filtered out by the parents. So, the next time your child wants to listen to a song they like, instead of immediately refusing, listen with both ears. You will learn much of what your child likes and dislikes. You will gain insight into the thinking of your child. You will also learn what to absolutely deny your child.

Road to Ielts - Free Essay Example

Sample details Pages: 4 Words: 1077 Downloads: 7 Date added: 2017/09/11 Category Advertising Essay Did you like this example? Syllabus Road  to  IELTS  General  Training Unit  1:  Ã‚   Leisure  Ã‚  entertainment Words: Words and phrases to talk about leisure activities, sports, games and equipment Listening: A talk about places to eat out in a town; a conversation about a survey on popular forms of physical activity Reading: An article about a new top spot to visit in London; a brochure from a museum of games Writing (1): Practice exercises for writing a letter of introduction Writing (2): Practice exercises for compositions discussing advantages and disadvantages Speaking: Video clips and practice exercises for answering general questions about yourself in Part 1 of the Speaking Test Don’t waste time! Our writers will create an original "Road to Ielts" essay for you Create order Unit  2:  Ã‚   Language  Ã‚  communication Words: Words and phrases to talk about language and varieties of language Listening: A talk about ways to improve your English; a conversation about endangered languages Reading: A guide for effective letter writing; an article giving advice for job interviews Writing (1): Writing (2): Practice exercises for letters giving advice Practice exercises for compositions discussing arguments for and against Speaking: Video clips and practice exercises for talking about a topic in Part 2 of the Speaking Test Unit  3:  Ã‚   Travel,  tourism  Ã‚  transport Words: Phrases to talk about traffic-related problems and solutions; words and phrases to talk about air travel Listening: A conversation about a plane trip; a lecture about a tribe of Native Americans P a g e   |  1  Ã‚  Ã‚   www. ClarityEnglish. com    © Clarity Language Consultants Ltd, 2009 Syllabus Reading: A brochure about the quickest way to get from Heathrow Airport to central London; an article about backpacking Writing (1): Practice exercises for letters asking for information Writing (2): Practice exercises for compositions giving an opinion Speaking: Video clips and practice exercises for taking part in a discussion in Part 3 of the Speaking Test Unit  4:  Ã‚   Environment Words: Words and phrases to talk about environmental problems and geographical features Listening: A conversation about adopting a zoo animal; a lecture about the structure of the Earth Reading: An article about making plastic; an article about a danger to a variety of birds Writing (1): Writing (2): Practice exercises for writing letters of complaint Practice exercises for compositions discussing the causes of a problem and suggesting solutions Speaking: Video clips and practice exercises for answering general questions about yourself in Part 1 of the Speaking Test Unit  5:  Ã‚   Art  Ã‚  culture Words: Words and phrases to talk about art, cinema, theatre and national treasures Listening: A telephone conversation about booking theatre tickets; a lecture on the history of British cinema Reading: A catalogue from a book store; an article discussing tourist information for Bath, in southwest England Writing (1): Writing (2): Practice exercises for letters giving information Practice exercises for compositions discussing advantages and disadvantages Speaking: Video clips and practice exercises for talking about a topic in Part 2 of the Speaking Test P a g e   |  2  Ã‚  Ã‚   www. ClarityEnglish. om    © Clarity Language Consultants Ltd, 2009 Syllabus Unit  6:  Ã‚   Mass  Media Words: Words and phrases to talk about television, newspapers and jobs in the media Listening: A talk given by a guide to visitors to a media museum; a conversation about news consumption Reading: A brochure about SummerSkill Sydney; an article about the press Writing (1): Practice exercises for writing letters saying thank you Writing (2): Practice exercises for compositions discussing arguments for and against Speaking: Video clips and practice exercises for taking part in a discussion in Part 3 of the Speaking Test Unit  7:  Ã‚   Health  Ã‚  fitness Words: Words and phrases to talk about medical conditions and symptoms; food-related vocabulary; words to talk about the causes, prevention and treatment of infectious diseases Listening: A talk about keeping healthy in winter; a conversation about insects and human diseases Reading: An article about keeping your teeth healthy; an article about food and health myths Writing (1): Writing (2): Practice exercises for letters of apology Practice exercises for compositions giving an opinion Speaking: Video clips and practice exercises for answering general questions about yourself in Part 3 of the Speaking Test Unit  8:  Ã‚   Work  Ã‚  business Words: Verbs we use at work and words and phrases to talk about a variety of work-related issues Listening: A talk about writing a CV; a conversation about changes in womens employment Reading: A brochure about working at a funfair; an article about the first ball P a g e   |  3  Ã‚  Ã‚   www. ClarityEnglish. com    © Clarity Language Consultants Ltd, 2009 Syllabus Writing (1): Writing (2): Practice exercises for letters of application Practice exercises for compositions discussing the causes of a problem and suggesting solutions Speaking: Video clips and practice exercises for talking about a topic in Part 2 of the Speaking Test Unit  9:  Ã‚   Society   Words: Words and phrases to talk about social issues and crime and punishment Listening: A telephone conversation between a student and a campus security officer about a burglary; a lecture about old age and society Reading: An article about Neighbourhood Watch schemes; an article about changes in life expectancy Writing (1): Writing (2): Speaking: Revision exercises for Writing Task 1 Revision exercises for Writing Task 2 Video clips and practice exercises for taking part in a discussion in Part 3 of the Speaking Test Unit  10:  Ã‚   Education Words: Words and phrases to talk about the education system and university education Listening: A conversation between an admissions officer at an evening school and a prospective student; a talk about methods of study at universities in the UK Reading: Course information about Learndirect; an article about learning to read and write Writing: A letter asking for information; a composition discussing arguments for and against Speaking: Video clips and practice exercises for answering general questions about yourself in Part 1 of the Speaking Test P a g e   |  4  Ã‚  Ã‚   www. ClarityEnglish. om    © Clarity Language Consultants Ltd, 2009 Syllabus Unit  11:  Ã‚   Developing  world Words: Words and phrases to talk about a variety of development issues and aid Listening: A radio talk about an international charity; a discussion about a British invention Reading: An article about development projects; an article about improving living conditions for Maasai people Writing: A lette r of advice, and a composition giving and justifying your opinion Speaking: Video clips and practice exercises for talking about a topic in Part 2 of the Speaking Test Unit  12:  Ã‚   Science   Words: Words and phrases to talk about the Internet, astronomy, sciences and scientists Listening: A telephone conversation about a faulty washing machine; a lecture about setting up a website Reading: An article about the British Broadcasting Corporation; an article about the differences in men and women Writing: A letter of praise; a composition discussing the causes of a problem and suggesting solutions Speaking: Video clips and practice exercises for taking part in a discussion in Part 3 of the Speaking Test P a g e   |  5  Ã‚  Ã‚   www. ClarityEnglish. com    © Clarity Language Consultants Ltd, 2009

The City Council s Radar - 929 Words

After a final swig of Bacardi a figure stumbles down an empty street in a drunken stupor. He settles down on the steps of the infamous Mckell housing commission in Redfern just two blocks from Sydney’s Central Station. His name is Tyson, he is 13 years old. Below the skylines located in the heart of Sydney City lies the once proud McKell Housing commission, a collection of flats that once hosted a vibrant living environment for poor families in need. However it is now an epicenter of drug abuse and violence with its most vulnerable victims being the next generation of Australia, its children. Tyson and Jai are amongst the many children aged between 10 and 16 who live in and around the area of Redfern. In the lives of these youths, fleeing the police is an everyday occurrence. Could this be part of an overarching social issue that has flown under the City Council’s radar? Or rather blatant neglect by the system in place? With crime being rampant and methamphetamine abuse in the area said to be multiple times higher than the state of NSW itself. Many children were forced to bypass their adolescence, moving forth into an extremely rough life often filled with drugs and other illicit activities. Studies have linked over 70% of youth crime with alcohol intoxication and is a problem in lower income areas. Alcoholism amongst the youth, however, is product of a larger social issue. â€Å"There ain’t much to do in dis area bruv, schools boring but liquor keeps me alive hey† TysonShow MoreRelatedHistory Of The United Arab Emirates897 Words   |  4 Pagesunique Arabian country, UAE’s society has always been an open minded and a welcoming host. With UAE’s harsh deserts covering mass amount of the country, most of their population is located near the coast and in the mountains in the far eastern region(s) of the country. 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These factories are usually located in developing countries mainly because it’s easier to slip under the radar. It is said that â€Å"Women sewing NBA jerseys make 24 cents per garment that will eventual ly sell for $140.† Women predominantly work in Sweatshops and often endure physical and sexually abuse. Despite the harsh condition and the negative grotesque imageRead MoreTraffic Cameras Should be Forbidden Essay examples2032 Words   |  9 Pageswhether the cameras are effectively functioning to keep drivers safe or whether they are just another source of revenue for cites. Facts have proven that the purpose for the traffic cameras is simply generating more money for the cities. The estimated amount of money that the city of Denver will be making in 2011 from these cameras (Kaminsky)—excluding the ones recently put up—a grand estimation total of seven million dollars†¦ â€Å"According to the Insurance Institute for Highway Safety more than 550 communities

The 20th Century - The Most Violent Century of All Time....

The progress made in the 20th century is staggering. Advancements in science, medicine and technology alone have brought incalculable benefits to human beings. Yet on the darker side, the 20th century was also the most violent time of human history. Two world wars, the massacres of Stalin, the Holocaust of Hitler, and many other such events killed over hundreds of millions of people and inflicted extreme suffering on hundreds of millions more that will make this period in time and period that will be remembered forever. The century had a trend toward weapon improvements. It wasnt until the 20th century that weapons became common in war and on the streets. The 20th century brought automatic firearms, missiles, and nuclear warheads.†¦show more content†¦Some were left to die in concentration camps and many others were killed in a line fashion in concentration camps. This hideous time in human history became known as the Holocaust. This was a horrible type of violence that should outrage us. Hitler, in my thought and also be seen in the book â€Å"Physicists†. The doctor spies on Mobies, to figure out his knowledge and she wants to take over the world with it. She always says how much power she has and how much money she has. This represents militarism and she is going to establish a dictatorship and dominate the earth and the noble people walk right into the trap. Violence has influenced lives because violence isnt as what it used to be. As a race we have become more tolerant of violence. People own guns because they feared somebody else with a gun will try to rob or kill them so they defend themselves. We deal with hearing and reading about war or violence every single day, even if we dont pay attention or notice it, its still there. People in the 20th century had to choose whether to run or face the violence and these voices didn’t go unheard. 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Culture in a Global Economy Free Essays

Culture in a global economy is a critical factor in international business. While many business transactions make economic sense, the ability to successfully fulfill profitable relationships often depends on being able to reconcile international differences arising from separate cultures. Understanding cultural differences is an initial step, but managers also need to engage in learning processes to develop international cultural competence. We will write a custom essay sample on Culture in a Global Economy or any similar topic only for you Order Now Cross-cultural training enables managers to acquire both knowledge and skills to fulfill the role of cultural agents. Advancing cultural intelligence and international cultural competence is critical to the future success of managers and leaders working in a global context. Culture, as defined in Kroeber and Kluckhohn’s classic, Culture: A Critical Review of Concepts and Definitions, is the â€Å"patterned ways of thinking, feeling, and reacting, acquired and transmitted mainly by symbols, constituting the distinctive achievements of human groups, including their embodiments in artifacts; the essential core of culture consists of traditional (i. e. , historically derived and selected) ideas and especially their attached values† (1952). In international management research, Hofstede defined culture as â€Å"†¦the collective programming of the mind which distinguishes the members of one group or category of people from those of another† (1991). Many other definitions of culture are available. Common elements in the definitions are the shared and dynamic nature revolving around norms, values, and beliefs that are expressed in different behaviors, artifacts, and interactions. Within the context of international business, culture involves multiple levels that span from broad to narrow and different dimensions. On a broad level, supranational culture differences span multiple countries and include regional, ethnic, religious, and linguistic dimensions. On a national level, governments create sovereign boundaries to distinguish different nations with political and legal regulatory systems. In the business literature, most research on culture uses the nation-state as a proxy for culture. Other levels of analysis for culture include subcultures, as well as professional and organizational groups. In addition to various levels, culture also involves different dimensions. Four major classifications schemes provide frame-works for identifying international differences in culture. First, anthropologist Edward T. Hall (b. 1914) classified cultural differences along five different dimensions: time, space, things, friendships, and agreements. Second, Kluckhohn and Strodtbeck developed a cultural orientations framework that identified six issues, with variations in each one: relation to nature, relationships among people, mode of human activity, belief about basic human nature, orientation to time, and use of space. Third, Hofstede’s framework is one of the most prominent one in international management. He identified four major dimensions of cultural values—individualism-collectivism, power distance, uncertainty avoidance, and masculinity-femininity—along with a fifth dimension subsequently identified as Confucian Dynamism, or long-term orientation. Finally, Trompenaars and Hampden-Turner extended Hofstede’s classification with seven dimensions that include universalism versus particularism, collectivism versus individualism, affective versus neutral relationships, specificity versus diffuseness, achievement versus ascription, orientation toward time, and internal versus external control. The four different classifications provide different and overlapping approaches to organize the many complex dimensions that make up culture. A major premise underlying the need for organizing different cultural dimensions is a means to avoid costly mistakes in conducting international business. The different classifications provide a map to make sense of the complex nature of culture. Important caveats to keep in mind are that each classification is not exhaustive and each one originates from a particular cultural perspective. Managers have to engage in learning processes with cross-cultural training to develop both cultural intelligence and international cultural competence. Cross-cultural training for international assignments encompasses a broad range of methods that may include area briefings, readings, lecture/discussions, language lessons, films, self-assessment exercises, role plays, field trips, sensitivity training, and cross-cultural simulations. Cross-cultural training also needs to be coordinated in multiple phases to maximize the learning effectiveness for individual managers and organizational performance. The three phases are predeparture orientation, in-country socialization, and country exit debriefing. The exit debriefing is important for organizational learning, and a knowledge management system can support the capture of the cultural lessons that are learned. Kim and Ofori-Dankwa described four major delivery methods for cross-cultural training: the intellectual model, the area simulation model, the self-awareness model, and the cultural awareness model. The intellectual model involves the traditional classroom approach of general readings and lecture. The area simulation model incorporates culture-specific activities (e. . , working in Japan or Mexico) with games and exercises. The self-awareness training method focuses on having participants identify their strengths and weaknesses in dealing with different cultures, especially taken-for-granted assumptions about intercultural situations. The cultural awareness model focuses on the theoretical foundation for behavioral differenc es across cultures. The key to effective cross-cultural training is the integration of multiple methods that allow a participant to move from simple to complex levels of learning with increasing levels of training rigor. The purpose of using multiple methods in cross-cultural training is to advance the learning process through the learning stages to develop cultural intelligence and international cultural competence. Cultural intelligence integrates the three interrelated elements of knowledge, mindfulness, and behavioral skills. International cultural competence goes a step further with a more complex skill set that integrates cognitive, affective, and behavioral learning to effectively engage in successful cross-cultural relationships. International cultural competence is very similar to intercultural communication competence, which integrates three components: culture-specific understanding of the other, culture-general understanding, and positive regard of the other. Increasing one’s ability to work effectively across cultures also provides positive support to address a range of adjustment issues for expatriates who often face culture shock in the acculturation process. Overall, the most important key of cultural intelligence and intercultural competence is the integration of multiple spheres of cross-cultural learning to effectively engage in international business situations. Effectiveness in reconciling cross-cultural differences often leads to creativity, innovation, and synergy for productive workplace performances. Although cross-cultural training supports global managers’ ability to be effective, the learning process often moves through different stages of development. The different development stages of cultural intelligence are: (1) reactivity to external stimuli, (2) recognition of other cultural norms and motivation to learn more about them, (3) accommodation of other cultural norms and rules, (4) assimilation of diverse cultural norms into alternative behaviors, and (5) proactiveness in cultural behavior based on recognition of change cues that others do not perceive. Global managers with high levels of cultural intelligence and competence play important strategic roles as cultural agents (c-agents), helping their organizations to span international boundaries. C-agents require both the ability to navigate different cultures and the legitimacy from different cultural perspectives, including organizational and within the local community. Organizations have increasing needs for global managers to fill the role of c-agents because demands of globalization increasingly depend on successful relationships with strategic alliance partners, international vendors, and global customers. Within the global arena, national borders often form the defining entity for a culture. However, analysis of cultural differences needs to account for a range of diversity within a national culture. On a continuum of cultural diversity that ranges from homogenous to heterogeneous, Japan, Norway, and Poland are relatively more homogeneous when compared to India, Papua New Guinea, Australia, Britain, and Canada. The more heterogeneous societies encompass more distinctions between subcultures within the national borders. However, it is important to account for the fact that â€Å"almost no country is entirely homogeneous. The world’s nearly 200 countries contain some 5000 ethnic groups. Two-thirds have at least one substantial minority—an ethnic or religious group that makes up at least 10 percent of the population. † In many ways, how a society addresses issues of multiculturalism creates an orientation that enables its citizens to live and work together in a global community. Cultural norms shaped by national government policies will need to avoid and dismantle policies for separation (keeping different cultural identities but not integrated) or assimilation (forced rejection of traditional cultural identity to integrate into dominant identity) in order to adopt new approaches of multiculturalism. Important principles for multicultural policies center on promoting tolerance and cultural understanding to respect diversity, recognize multiple identities, and build common bonds of membership to the local community. In the future globalization will continue to increase the flow and interactions of people across cultures, which surfaces even more international differences. Understanding the different dimensions of culture provides an initial knowledge base to develop cultural intelligence and competence for effective international business relationships. However, global managers require cross-cultural training to advance their learning and growth in cultural intelligence and competence as they take on international assignments. More importantly, organizations will have an increasing need for global managers to become c-agents to develop effective international relationships. In addition, government leaders have opportunities to shape their national culture and support international competitiveness with new multiculturalism policies that promote both the inclusion of multiple cultural identities and the development of local communities in an era of globalization. How to cite Culture in a Global Economy, Papers

Inspiring Entrepreneurs Essay Sample free essay sample

Filipinos do hold a genius for concern. judgment from informations from the Department of Trade and Industry. Harmonizing to the DTI. 99. 6 per centum of registered concerns in the Philippines are micro. little and average endeavors ( MSMEs ) and these provide 63. 2 per centum of entire occupations in the state. â€Å"Our Filipino entrepreneurs contribute so much to the country’s economic system and supply the support of most of our work force. This is why our micro. little and medium enterprisers need and merit all the support they can acquire. † says Manny Aligada. Head of Corporate and SME Segments. Globe Business. Harmonizing to Aligada. Globe Business went through a batch of research in order to orient its solutions to the demands of the Filipino enterpriser. We will write a custom essay sample on Inspiring Entrepreneurs Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In the class of that research. the group discovered some traits and qualities that make Filipinos good enterprisers. Here are some of Globe Business’ penetrations into the character of the Filipino enterpriser. Practicality and common sense. The most successful Filipino enterprisers are non needfully those who have the best instruction. or have an impressive academic record. Some of them. in fact. neer even finished grade school. So how come they are now successful business communities? â€Å"Filipino enterprisers have what we might name street-smarts and a great trade of common sense. They are practical minds. They make determinations based on what they know about human nature from experience. They are non merely able to come up with good merchandises but. more significantly. they know how to associate to their clients and give what their clients want. You truly can non larn such accomplishments from a book or in a schoolroom. â€Å"This is practical cognition that you gain by associating to existent clients and seeking your ain manus at a concern. In other words. enterprisers develop their street-smarts and sharpen their common sense through experience. They learn from both their successes and their errors. That’s what makes them effectual enterprisers. † Aligada says. Filipino enterprisers are besides practical when it comes to money. They make certain that they get maximal net income for th e lowest possible cost. Passionate about concern. When a Filipino enterpriser decides on what concern he will set up. normally it will be related to something he or she is passionate about. This passion drives him to larn everything possible about the merchandises or services he is offering to clients. The same passion besides gives the Filipino entrepreneur a strong committedness and engagement in his endeavor. â€Å"Filipino enterprisers are all in concern to gain for themselves and their households. However. the most successful 1s have the passion that fuels their heads. emotions and organic structures to do the concern grow. This passion reaches the point where the concern in no longer merely about the bottomline ; the concern itself brings fulfilment and felicity to the enterpriser. This proves that if one is passionate about one’s endeavor. so one will happen the resources to do it successful for its ain interest. † says Aligada. Confident and autonomous. The Filipino enterpriser is ever hands-on and autonomous. When he is merely get downing out his concern. he is practically able to make everything involved in running it-from happening the best providers to leasing the topographic point of concern. to the selling. merchandising and client dealingss. and even ac counting. All this would non be possible without the entrepreneur’s supreme assurance in himself or herself. Filipino entrepreneurs trust their ain judgement and their ain capacity to run their concerns. They are able to take calculated or even make bolding. apparently unwise. hazards. They know that while they can acquire the best advice. the best research. finally. the success of the concern depends on their ain judgement. Hard-working and goal-oriented. No 1 can doubt how hardworking the Filipino enterpriser is. His engagement in his concern is about absolute. to the point that his personal clip for himself and his loved 1s is compromised. He is besides goal-oriented. and has the subject to put smaller ends that he will carry through in order to run into his concluding aim. A leader and an pioneer. The most successful Filipino enterprisers have first-class leading accomplishments. He is able to convert and act upon his employees and his clients positively. He is besides able to innovate-to come up with fresh solutions when a ambitious state of affairs arises. Value-oriented. Finally. the Filipino enterpriser has a set of values that guides him in making concern. The greatest value for a Filipino enterpriser is his household. â€Å"In general. a Filipino enterpriser. no affair how successful he has become. neer loses sight of why he is endeavoring to do his concern thrive and grow—he is making it for the wellbeing of his household. † says Aligada.