Collection of Quotations about Courage

Assortment of Quotations about Courage A brave individual is one who stands tall in the midst of misfortune, somebody who follows their feelings regardless of troublesome chances. You need a lot of mental fortitude to reattempt an errand after beginning disappointment. Here and there it can assist with hearing the expressions of others who have experienced emergencies and been fruitful at conquering impediments. At the point when issues pose a potential threat, perusing a portion of these statements of boldness can give you reestablished trust and a new viewpoint. Statements About Courage from Athletes There might be individuals that have more ability than you, however theres no reason for anybody to work more enthusiastically than you do. - Derek Jeter, resigned New York Yankees shortstop who won five World Series titles with the team.â It isnt the mountains ahead to ascend that destroy you; its the stone in your shoe. - Muhammad Ali, heavyweight champion fighter who challenged prejudice and other obstacles.â Mental fortitude Quotes from Politicians Mental fortitude is the stuff to stand up and talk; fearlessness is likewise the stuff to plunk down and tune in.- Winston Churchill It is just through work and agonizing exertion, by dreary vitality and unfaltering boldness, that we proceed onward to better things.- President Theodore Roosevelt Endeavors and mental fortitude are insufficient without reason and heading.- President John F. KennedyYou gain quality, mental fortitude, and certainty by each involvement with which you truly stop to glance dread in the face. You should do the thing which you figure you can't do. - Eleanor Roosevelt, First Lady to President Fraklin Delano Roosevelt. I discovered that mental fortitude was not the nonattendance of dread, yet the triumph over it. The daring man isn't he who doesn't feel apprehensive, yet he who overcomes that dread.-  Nelson Mandela There are no simple answers, however there are straightforward answers. We should have the mental fortitude to do what we know is ethically right.  -Ronald Reagan Statements about Courage from Writers History, regardless of its twisting torment, can't be unlived, yet whenever confronted with fortitude, need not be lived once more.  - Maya Angelou, American author and artist who conquered a troublesome childhood.â Life shrivels or grows in relation to ones courage.â - Anais Nin It takes a great deal of fortitude to demonstrate your fantasies to somebody else.â -Erma Bombeck, American author and humorist.It is an honored thing that in each age somebody has had enough uniqueness and mental fortitude to remain by his own feelings.- Robert G. Ingersoll, Civil War veteran and speaker Mysterious Quotes About Courage At times, the most moving contemplations originate from individuals whose names and characters have been lost to history. That doesnt make the suppositions any less convincing. Here are a couple of mysterious statements about courage.â Mental fortitude isn't characterized by the individuals who battled and didn't fall, however by the individuals who battled, fell and rose again.Each time we face our dread, we gain quality, boldness, and trust in the doing. Genuine fearlessness isn't the nonattendance of dread however the ability to continue notwithstanding it.

Chance of Success for E-Commerce Essay Example | Topics and Well Written Essays - 3500 words

Possibility of Success for E-Commerce - Essay Example Around the globe, photography has become a developing enthusiasm among people. With the expansion of telephones with cameras in them, the quantity of pictures that a normal individual takes for every day can be anyplace between 20 to 50 pictures. These beginner picture takers additionally prefer to share their photographs with others yet don't have quite a bit of a stage for this. The point of â€Å"eGallery.com† is to allow these people to show their photos and get perceived among others for their splendor. The intended interest group shifts from is up and coming youthful craftsmen to other sharp novice picture takers who simply want to demonstrate their ability to the world. To put it plainly, individuals all around the globe will have the option to utilize this stage with enrolled usernames. The site will offer three distinct kinds of enlistments, beginner accounts, fundamental expert records and first class proficient records. By offering restricted access to the beginner accounts, we anticipate that most clients should move up to one of the expert records to access more client transfer space and boundless transfers. The novice record and fundamental expert records will likewise have limitations on the extents of the photos transferred. To counter these limitations, the world class proficient record will be sans limitation with boundless photo sizes and extra room. Likewise, an additional online photograph editorial manager application will be accessible just to the world class proficient clients. This will target people who are keen on showing their work or people who acknowledge proficient photography and are keen on purchasing photos that intrigue to them. Google, Bing and Facebook advertisements will be utilized to convey the site name to the focused on individuals. The components that the site will use to have a compelling methodology for the site promoting are 4Ps for example value, advancement, spot, and items. There will be exceptionally soli d online rivalry from sites that have just been available in the market for comparable purposes, for example, â€Å"deviantart.com†. â€Å"deviantart.com† as of now centers around giving its specialty items to general society by buying them on the web. (Divider Art at deviantART.com). To handle our opposition, the site of eGallery.com will give a simple stage to utilize and furthermore give online photograph altering applications. The site will likewise give its essential expert and first class proficient records with liberated from cost publicizing of their photos. A SWOT examination has been directed to show signs of improvement point of view of the opposition and to investigate the site and its rival methodologies. The SWOT investigation has been given in this report. To work our center procedures, we would have the bank which would manage all the online exchanges of clients and purchasers. Then again, we would get a corporate record with â€Å"box.net† to co unter the mass online stockpiling of all the photographs in question. â€Å"box.net† has been an innovator in the field of giving proficient online answers for organizations which require capacity. (Straightforward Online Collaboration: Online File Storage). These will be our essential two specialists in the center to assist us with working our site once it is ready for action. A venture of generally $7000 will likewise be engaged with the set-up of the site. This will likewise include an installment of $500 dollars each time the site should be refreshed to meet new necessities.

Fanboying at the Career Fair

Fanboying at the Career Fair Picture for me, if you will, all your favorite celebrities. These are people youre in awe of, people you follow on Twitter, people you hold as your role models. They are rock stars and movie stars and talk show hosts and the fabulous glamorous divas of popular culture. Got it? Now imagine that they all convened at one place to throw a huge concert, and afterwards theres a gigantic meet-and-greet. They come armed with free samples of their new music, t-shirts, posters, bracelets, branded water bottles. And they dont just want to meet youtheyre looking for people to go and work for them. People are dressing to the nines and lining up around the block to get in for the chance to talk, face-to-face, with these celebrities, trying to impress them, make friends with them, prove that theyre their number one fans. Get a picture of the pushing crowds and the buzz of excitement. Get a picture of the banners and posters advertising each celebrity, saying, Come to us! Come meet us! Were super cool! Get a picture of all the toys and candy and stickers everyone is giving away. Thats what the MIT Career Fair is like. All the rock stars of the science and engineering world came out to the Johnson Athletic Center looking for new friends to make. DropBox, Facebook, Google, Apple, SpaceX (more on SpaceX later)they were all there. And the line really did stretch all the way down to Mass Ave and around the corner. It took a long, hot hour just to get inside. Now, being a freshman, going to the career fair was kind of like being the twelve-year-old at your big brothers birthday party. Youre kind of cute and everyone smiles at you and gives you cookies, but in the end, most of the people are there for the cool kids: the upperclassmen and grad students with UROPs and past internships and industry experience and higher-level coursework under their belts. That didnt stop me and a good fraction of the freshman class from going to check it out anyway, because, hey, why not? Theres no reason to pass up a chance to chat up celebrities. I had a lengthy discussion with Aurora Flight Sciences about their work with CubeSats (Google CubeSats because CubeSats are really cool  and there is a special place in my heart for CubeSats because I did a research project involving CubeSats during high school).  And the fair was also an opportunity to learn about new and up-and-coming celebrities; for example, today I met Planet Labs, a start-up in San Francisco designing and launching nanosatellites (incidentally, also CubeSats!) for planetary imaging. They even had a super-nifty model (I think it was a model and not the real thing) to share: Which brings me to SpaceX. Ive been using this celebrities metaphor for the career fair but I think SpaceX actually qualifies for celebrity-hood. Theyre the first private organization to send a capsule to the International Space Station, and probably will be the first to take humans up. You know how when NASA multistage rockets launch, the depleted stages detach and just fall into the ocean or burn up in the atmosphere? SpaceX is working on reusable rockets that will fly back to the launch pad and land vertically (as they say, the current state of rocketry is comparable to throwing the airplane away every time you make a flight). SpaceX is quite seriously working on getting a colony on Mars, and soon. They are making history, and, oh, on the side, theyre YouTube stars. This video of one of their Grasshopper tests has upward of 3 million views: Do you see this? You know when you tried balancing broomsticks on end on your hand as a little kid? SpaceX just did that with a broomstick the size of a small skycraper, filled with sloshing fuel, and using rocket engines instead of hands. Now imagine that you had to take a broomstick falling out of the sky and catch it on your hand, balancing it perfectly, and slowly lower it to the ground. Impossible, right? SpaceX is working on making it happen for their reusable rockets.If you havent noticed, Im a gigantic SpaceX fanboy. And you should be too. So, to wrap it up, a summary of the career fair. At the cost of a half-day of time and forgetting to eat lunch, I got:1. A TON of free stuff. Im talking stickers, t-shirts, water bottles, posters, backpackseverything. I picked up a penlight from the SpaceX table and found out later that it wasnt just your typical, run-of-the-mill flashlightit was, in fact, much, much cooler because it projected this: 2. A lot of great advice about what to do with my freshman year. I asked every recruiter what I could do as a freshman to build the kinds of skills and experiences theyre looking for. Get UROPs, they said. Get hands-on experience. Join Design/Build/Fly or the Rocket Team. Heck, join both! Learn Matlab and SolidWorks. Get your hands dirty! Suffice it to say, Ive got a lot of things to get on top of (this will probably be the subject of a future blog post).3. Perspective. Getting out and talking to people really opened my eyes to all the possibilities and opportunites free for the taking, as long as I work towards building the skills and experience to be ready to work in the Real World. The career fair was a great reminder that one day (gasp) I am going to graduate and I will have to get a job and become a productive member of society, and I think its something I should keep firmly in mind as I go through my four years (+grad school, possibly) at MIT. But hey, Im just a freshmanwhat do I know? See you later, Allan

The theme of Gender and Sexuality in The House on Mango Street - Free Essay Example

Sample details Pages: 2 Words: 591 Downloads: 4 Date added: 2019/06/24 Category Literature Essay Level High school Tags: The House on Mango Street Essay Did you like this example? The House on Mango Street, a fictional novel written by Sandra Cisneros in 2009, takes place in a poor city in Mexico. Esperanza, the narrator and the main character of this novel feels insecure about herself and feels like she doesnt belong in her neighborhood. The book shows how Esperanza has grown throughout the year. Don’t waste time! Our writers will create an original "The theme of Gender and Sexuality in The House on Mango Street" essay for you Create order Esperanza maturing from a young self-conscious girl to a strong self-sufficient women. As Esperanza learns new things, she notices the girls and women in her town are concerned about their beauty more than life itself. In their culture the women where taught that you must satisfy a man with your beauty and that looks are the number one priority.Esperanza would like to change the perspective that women have about themselves. Esperanza, is a young Latina girl that feels like she doesnt belong in society, but while she is in Mango Street recognizes the girls and boys live in separate worlds. Esperanza only has Nenny to socialize with, but is too young to be friends with her and is more of a responsibility than a friend. Someday I will have a best friend all my own. One I can tell my secrets to. One who will understand my jokes without me having to explain them. Until then I am a red balloon, a balloon tied to an anchor (Sandra 9). Esperanza describes herself as a red balloon, a balloon tied to an anchor, because she stands out from everyone else in her neighborhood, but is also in isolation from society. Until one day she finally meets two girls named, Rachel and Lucy, she can finally call friends. As Esperanza encounters new things as she comes across Mango Street she looks at the number of women that sit at their windows. She looked out the window her whole life, the way so many women sit their sadness on an elbow. I wonder if she made the best with what she got or was she sorry because she couldnt be all the things she wanted to be. Esperanza, I have inherited her name, but I dont want to inherit her place by the window (Sandra 11). Esperanzars grandmother was the first women that was trust beside a window. Esperanza knows she doesnt want to be in the same situation other women have put themselves into. The women sitting in their windows give Esperanza an understating of how womenrs decisions effect their future. Esperanza comes to realize that she doesnt want to put herself in a position of where shers looking out the window watching other women live there lives, while not living hers. Esperanza experiences that Mango Street is a male dominated society and how the women are being treated like second class citizens. In the movies there is always one with red lips who is beautiful and cruel. She is the one who drives the men crazy and laughs them all away. Her power is her own. She will not give it away (Sandra 89). The girls believe that being beautiful is one of the womenrs most powerful weapon. Esperanza grows to realize that power doesnt not come from beauty, but more from independence and strength. Esperanza observes that girls have trouble choosing between power or sexuality. This story is to show women that there is so much more in life that beauty. The beliefs that women have in the book is if they dont look beautiful, the women wont have a man. But Esperanza is different from the other girls, she believes in independence has more power than beauty does.

Human Progress in the Twentieth Century Despite Two World...

The world in the 20th century went through the destruction of World War I and World War II and the hazard of a nuclear war in the course of the Cold War and coped to revolutionize themselves with essential developments within their societies. The world, as a whole, has advanced more than it has suffered during the turbulent 20th century because of the advancements of innovations and human right, despite the demolition of the two World Wars. The 20th century inflicted the greatest suffering to the world with the devastation of two World Wars. A political commentator and an author named Ann Coulter once assumed, â€Å"We weren’t punctilious about locating and punishing only Hitler and his top officers. We carpet–bombed German cities; we killed†¦show more content†¦Invention of antibiotics in 1940s protected humans against various deadly infections. Consequently, the life expectancy of humans has increased during the 20th century. At the beginning of the 20th century, the life expectancy of humans had been around 50 years yet, near the end of the century, it increased to 78 years. Accordingly, the 20th century benefited humankind based on the growth of technology. The 20th century also enriched the human society by the advancements of human rights. In both the developed and underdeveloped nations, women took a greater role in society during this time. In the United States, women had a role of taking over the machines in the factory while the men had to battle in the war. However, when the war ended, men went back to factories, which compelled the women to lose this sensational opportunity of having a job in a factory. This loss motivated the women to fight for a greater role by attempting to attain their freedom and desired rights. Around the 1920s in the United States, women finally received their right to vote in national elections. In addition to women, minorities all over the world received greater rights and freedom and were able to enrich the society with their contribution. In the United States, despite the 13th amendment of the constitution freed all African Americans slaves in 1865, they continued to struggle to attain equal rights du ring the firstShow MoreRelatedAnalysis Of Jim Crow s Counterculture1468 Words   |  6 Pagesblues did not look at society from a national development point. The book reveals a contrasting identity between eighteenth century and twentieth century blues. According to Cox and Warner (96), modern music is accommodative of all cultures. Initially blues had a somewhat anti development motivation, blues music did not sell the idea of labor bringing national economic progress. However, after significant evolution, music enthusiasts engaged in production of blues, revised what message was to be emphasizedRead MoreModernization Theory Of The Post War Years1324 Words   |  6 Pagessentiment with regards to development following the Second World War. The United States found themselves in a unique position where they had shown their military and technological prowess, were the only victor whose infrastructure had not been damaged by the war and saw themselves as the technological leader of t he world and a model to be emulated. Along with growing fears about Cold War tensions and the threat of communism, the domestic post-war environment contributed to the emergence of the predominantRead MoreEssay Human Values: The Key to Solving Global Problems1580 Words   |  7 PagesHuman Values: The Key to Solving Global Problems ABSTRACT: At the dawn of global civil society, the test for humanity is to achieve unity while preserving cultural differences as well as the distinctiveness of nations and peoples. Such unity can be reached only by recognizing human values, especially human rights. However, these rights must be strictly determined and more than mere obligations. Hence, the most important task for philosophy is to develop foundations and principles for a worldRead More Booker T. Washington and W.E.B. DuBois Common Goal of Equality for African Americans1542 Words   |  7 Pagesand W.E.B. DuBois Common Goal of Equality for African Americans The United States societal system during the 19th century was saturated with a legacy of discrimination based upon race. Cultivating a humanitarian approach, progressive intellectuals ushered in an era of societal reconstruction with the intention to establish primary equalities on the pervasive argument of human race. The experiment poised the United States for rebellion and lasting ramifications. The instantaneous repercussionsRead MoreEssay on The Enlightenment1246 Words   |  5 PagesThe Enlightenment of the eighteenth century was one of these paradigm historical shifts, challenging the traditional notions of authority by investing reason with the power to change the human condition for the better. This ecumenical emphasis on reason and independent thought led to an explosion of change and development across science, philosophy, religion, and politics. Later ideologies that would shape the socioeconomic landscape of the next two centuries were themselves shaped by the threadsR ead MoreThe Phenomenon of Compelled Migration Essay examples1602 Words   |  7 PagesEnvironmental migrants. A way to recognition. At present the problems connected with ecological and natural disasters and accidents become more and more relevant and actual. A natural disaster can negatively influence all the spheres of human life. The phenomenon of compelled migration is one of the main effects of such a bad impact. The problems connected with deterioration of environment are complicated and differ greatly from the problems we used to solve. When we speak about the solution ofRead MoreTaking a Look at the Cold War1243 Words   |  5 Pages The Cold war The cold war began in 1945 and last till 1990.It involved many nation but the two main opponents were the United States and the Union of Soviet Socialist Republics. The cold war was a conventional power struggle between the two greatest military powers of the age . However; the Cold War was a struggle for world influence between two ways of life. The conflict in ideologies between capitalism and communism resulted in one of the greatest conflicts of the twentieth century ². The ideologyRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 PagesE SSAYS ON TWENTIETH-C ENTURY H ISTORY In the series Critical Perspectives on the Past, edited by Susan Porter Benson, Stephen Brier, and Roy Rosenzweig Also in this series: Paula Hamilton and Linda Shopes, eds., Oral History and Public Memories Tiffany Ruby Patterson, Zora Neale Hurston and a History of Southern Life Lisa M. Fine, The Story of Reo Joe: Work, Kin, and Community in Autotown, U.S.A. Van Gosse and Richard Moser, eds., The World the Sixties Made: Politics and CultureRead More Ronald Takakis Iron Cages: Race and Culture in 19th-Century America1674 Words   |  7 PagesRonald Takakis Iron Cages: Race and Culture in 19th-Century America After America declared its independence from British rule, the founding fathers faced a conundrum: How to build and maintain a successful republican government that was ultimately dependent upon the passions and character of its people. Their solution was to propose the construction of what historians have called iron cages, which were ideological devices intended to deter the corruption and folly that might consume a freeRead MoreThe African Of African Diaspora1733 Words   |  7 Pagesstory of the world is indeed, considered the study of African Diaspora. The term diaspora is commonly known to mean a settling of scattered colonies of people from their home country to another place. The study of African Diaspora represents a growth industry. Slavery has been a common theme throughout history. To conquer the oppression and adversity usually set into place for those whom are forced to leave their homeland, resiliency is essential. Humanity has molded and shaped the progress of the world

A Critical Reflection on PSHE Free Essays

string(125) " it may need to be approached gently as the aim is not frighten the children into thinking any stranger will take them away\." This essay will look at the teaching of an area in PSHE (Personal, Social and Health Education); the chosen area the essay will discuss is keeping safe. The essay will discuss how this aspect of PSHE can be taught and how it varies from the teaching of other curricula subjects. The national curriculum states an aspect of the PSHE curriculum as â€Å"they learn the basic rules and skills for keeping themselves healthy and safe and for behaving well. We will write a custom essay sample on A Critical Reflection on PSHE or any similar topic only for you Order Now † (QCDA 2011) In a school environment there are a number of policies that staff will follow to ensure that they can do everything they can to keep the children they work with safe. Severs (2003) looks at the responsibilities of the class teacher and the head teacher in insuring the children’s safety; the class teacher has the responsibility to follow the set policies and guidelines, ensure that the environment and resources are safe participate in inspections and risk assessments and ensure that any problems are reported straight away. Teachers will have a responsibility to keep the children safe when the child is in that school, but what happens when the child leaves school. A teacher may have the ability to protect the child in their classroom but all children should be aware of how to keep themselves safe at all times. This essay will look at the teaching of keeping safe and the following areas that may link with this aspect. Road safety, dangers of electrical objects, stranger danger, medicines in the home, hygiene and who can help you stay safe. The Institute for Citizenship (2000) looks at how PSHE and citizenship provide children with the skills, knowledge and understanding they may need to develop confident healthy and independent lives. It is important for all children to understand how to take care of themselves; or even just to be aware of how to stay safe when an adult is not right by them. On previous School Based Learning (SBL) experiences I have witnessed a year 1 class taking part in road safety exercises; the school carried out several assemblies on the importance of road safety, and the stop, look and listen method when crossing roads. In order for the children to experience this method and apply it to real life the class took part in a walk around the local area in which they all wore the florescent vests. When arriving at a road the children were told about the importance of using the pedestrian crossings and how before they cross the road they should always look both ways, and listen out for cars before they continue to cross. Robertson (2007) talks about how pedestrian injury is the second main cause of death for children aged between 5 and 9 years. Robertson also looks at the importance of reminding parents about the supervision of their children in road crossing and anywhere with traffic. When providing the children with road safety training the school could also provide the parents with the opportunity to attend. In the above description of the activity I witnessed just like any other school trip, the children’s parents were invited to take part. When looking at the teaching of PSHE I believe it may be difficult to teach it the same as other subjects; However when looking at the teaching of road safety there is the possibility to teach it imbedded in with another subject. Hayes (2010) looks at how teaching road safety can be linked with geography, maths, ICT, and art: for example creating warning posters. When teaching road safety there is the possibility to link with national curriculum geography; â€Å"make observations about where things are located (for example, a pedestrian crossing near school gates) and about other features in the environment (for example, seasonal changes in weather)† (QCDA 2011) After introducing the geographical aspects of their local area the children could begin to discuss why they think we need pedestrian crossings and why they think the crossings are positioned where they are. By developing road safety signs and warnings in art, the children can use their work around the school and in the local area to help share the importance of what they have been learning. Primary schools that I have attended both as a pupil and in earlier placement experiences have often had a road safety council, in which the council were provided with free equipment to hand out, such as florescent badges for coats and bags along with the florescent wrist bands. The council would help organise school assemblies and contests in which all children were asked to create posters demonstrating the dangers of roads and how to stay safe; when teaching road safety the school could do it either as a whole or as individual classes. Stones (1992) talks about how very little teaching on road safety takes place in school and when it does take place it is delivered through visitors such as road safety officers or the police. If teachers received some training from these sources on the issue they may be able to deliver more frequent sessions. When walking or playing in their local area along with road safety it is important for children to be aware of stranger danger. Many young children can be easily influenced and should be taught that if they do not know an adult that approaches them; then they should not talk to them as they may not be a nice person. Higton (2004) refers to an discussion he observed from a group of children about what they would do when separated from their parents in a shopping centre, he talks about the children making suggestions of asking another shopper when one child suggested that that person may be bad and take them away, the children then decided that they should ask somebody that worked in one of the shops for help. These children had developed an understanding of the stranger danger concept, but when teaching this subject it may need to be approached gently as the aim is not frighten the children into thinking any stranger will take them away. You read "A Critical Reflection on PSHE" in category "Papers" When looking for useful resources to teach stranger danger, I came across a book by Noel Gyro Potter, this book is called Stranger Danger and tells the story of a group of children who remembered what they were taught about stranger danger and chose to run away from the stranger, they then shared their knowledge with their friends, this book also comes with stranger danger tips that you can share with both children and adults. The book was full of pictures so may be useful in helping young children to understand. Children form a young age should develop an awareness of how to deal with the above situation and who the right person to ask for help would be. This area of keeping safe can lead to looking at who they can turn to if they need help. Wyldeck (2008) looks at the use of games to help the children understand how to deal with certain situations. She talks about reading out an incident and asking the children what they think they should do; Wyldeck talks about teaching the children how to call 999 by using a toy / disconnected telephone. In a classroom situation you can ask the children to work in groups to think of a solution to the emergency. Other useful tools for providing this knowledge could be role play. Teachers may feel it helpful to invite emergency services to the school / class to explain what emergencies it is necessary to call 999 for, and what to do when they call. Children may be aware of services such as the police and the fire service and how they help with bad situations, and therefore should be taught how to contact them. Along with gaining help from emergency services children should also be spoken to about who to go to if they are lost if there is no phone or emergency services nearby: for example asking help from a nearby neighbour that they know if at home or if in an area such as a shopping centre to ask somebody that works there to help. When teaching the children to stay safe it is important from a young age to inform the children about using electrical objects safely. Children will come into contact with electrical objects at home as well as school. Charlesworth (2007) talks about how the teaching of science can introduce the dangers of electricity; why it is dangers to play with objects such as toasters, why you should never place a metal object such as a fork into a plug socket. Many children will want to explore how and why things work, therefore it will be safer to teach the children in a safe environment rather than have the children investigate on their own and hurt themselves. Demonstrate safely and allow the children to use the electrical objects safely this may be a good way to help them explore but carry out the investigation under supervision. Explain to children that when they wish to plug an object in to ask an adult to help; or even demonstrate the importance of making sure the socket is switched off before they plug the object in. In any environment where young children will spend their time it is important to ensure that harmful substances such as medicines and cleaning products are kept in a secure place and out of the reach of children; children unaware of these products may ingest them and cause harm to them. Moyse (2009) looks at the use of speaking to nurses, using posters and leaflets and identifying resources such as teaching packages and the use of the internet. Children depend on the adults around them to make their environment safe for them. In many circumstances children may not have an adult at home that is capable of making their environment fully safe for them, therefore the school will need to do as much as they can to teach them the dangers and help make them capable of identifying and avoiding such dangers. The school can provide lessons that introduce warning signs and symbols, for example on cleaning products the sign for harmful. Children should be taught that medicines are for ill people and that they should not take any medicine unless an adult provides it for them. The use of role play in this situation may be useful as in the home corner children can be shown that medicines go on a high shelf or a locked cupboard so that they cannot harm babies and young children. The children can take part in a circle time session in which the teacher can ask the children ‘why do we take medicine? The teacher could show the children bottles of harmful substances and ask them if they know what they are used for? Should we play with these liquids? In my last SBL experience the reception children would often help the teacher tidy the snack area, the teacher would show them that they used one spray of the cleaning product on the table and then wiped the table with the cloth and that once they had finished they were to wash their hands in order to get rid of the cleaning product on their hands. The teacher would role model this as she ensured she was in the habit of washing her hands after cleaning. In one incident a child asked the teacher why the cleaning lady wore gloves top clean, the teacher told her that the teacher has to clean lots of different places and use lots of products and doesn’t want to get them on her hands because if she didn’t wash them properly when she ate her food she might eat some of the cleaning liquids and that isn’t very good for you. This child then suggested that they get a small pair of gloves for the person that helps to clean up. If the teacher explains the dangers to children clearly children may often come up with their own solution to the problem, by making suggestions the children are showing that they have developed an awareness of the dangers. The last area of keeping safe I will look at is the aspect of hygiene and the importance of keeping clean. In one SBL experience, I took part in an activity in which the teacher brought in a bowl of water, soap and paper towels the teacher then demonstrated to the nursery class how to wash their hands ensuring they washed all the creases. Each child then came up in small groups and washed their hands; the teacher told them how important it was to wash their hands after going to the toilet in order to get rid of germs. Mayesky (2011) talks about how it is important for adults in the child’s life to present good self hygiene in order for the children to lead from example; and that the children have the environment is equipped well to encourage good hygiene. Teaching children that being unclean can lead to illness; and that when they are ill they can easily spread germs and the importance of covering their mouth when they cough and using a tissue to wipe their nose. Encouraging children to wash their hands can be placed into the child’s school routine with ease. In one SBL experience I witnessed a class in which the teacher ensured they washed their hands before dinner, after any art classes and before and after any cooking activities. This allowed the children to develop a routine for washing their hands and keeping clean. . The following section of the essay will look at the possible difficulties of teaching PSHE. When looking at providing lessons for the keeping safe aspect of PSHE, I could think of areas of importance that the children should be taught however I was unsure of how best these areas could be taught in the classroom. The national curriculum provides very specific targets for curriculum subjects, and most curriculum subjects can be observed on a weekly basis. When teaching curriculum subjects such as maths the teacher will choose or be given a set topic to teach for a section of the term, the teacher can then look for the set targets that the age they are working with will need to meet. The PSHE curriculum has outlines for specific key stages; however I have yet to witness any direct teaching. After looking at the areas for keeping safe discussed above I identified that there are numerous ways of building the PSHE targets in to other subjects and even into the daily routine, if teachers found little time to teach it directly. Halstead (2006) refers to findings from researchers on schools lacking PSHE policies, and how many schools are not teaching PSHE in order to make room other subjects and activities. After writing and researching for this essay, and taking part in lectures around different PSHE areas, I believe that is a very important subject to teach in schools, as it may help to prepare children for independent living and in relevance to this essay help children to develop knowledge and understanding of how to stay safe in their own environments. Tew (2007) looks at one of the disadvantages of delivering PSHE is the difficulty of maintaining a consistent ethos as it is often delivered by outside agencies, however if teaching staff can receive training at the same time as the other agencies the school could take a much more consistent approach. One struggle that teachers may face in the delivery of PSHE is that after multi agencies pay visit to the school the teachers are unsure on how to continue to teach the chosen topic. In conclusion to this essay I believe that the teaching of PSHE can be very informative to teachers, children and parents; by providing children with the knowledge and understanding of the PSHE curriculum you may be able to help provide them with the ability to make their own safe choices. Many of the difficulties I have identified from this essay are that teachers may not necessarily have the full training or awareness on how to provides lessons around the PSHE curriculum, if teachers had the opportunity to gain the same training of the multi agencies that deliver the assemblies in schools they may be more willing to able in delivering it themselves. After writing this essay I believe that PSHE is very important for the development of children, and it is more important for teachers to deliver than I first thought. How to cite A Critical Reflection on PSHE, Papers

UMD Essay free essay sample

There are many parts that add to the sum of me, and that have created who I am today. Much of who I am today has come from my Indian heritage and family. Learning about my father’s culture opened my eyes on the differences between cultures around the world. I believe that an ideal society is one that is very culturally-diverse, so people can respect others and the way they live. My father grew up in an Indian village with no power, water, or technology, but he still to make it in the world. My mother came from a family that was not very wealthy, but she has overcome that and pursued a successful career. Now, I live with all of these amenities and many, many more which has made me very thankful for how I live and appreciate how far my family has come. The other parts that add up to me are my friendships, community service, and writing ability. We will write a custom essay sample on UMD Essay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Many great friendships have resulted because of the people I go to school with. These friendships have taught me to â€Å"never judge a book by its cover†, and also to get along and collaborate with many different types of people. I have also volunteered for many organizations that assist people with disabilities. Considering my aunt had Down’s syndrome, I am proud to help other people like her and I have learned a sense of respect I will never forget. In addition, I believe writing demonstrates who I am in a sense that I am free to show my feelings and attitudes towards many subjects, and I enjoy the genuine freedom it gives me with no limits. Overall, my Indian culture, family, friendships, community service and education are all of the parts that have crafted who I have become today.

Sir Marcus Laurence Oliphant essays

Sir Marcus Laurence Oliphant essays Marcus Laurence Elwin Oliphant, was the eldest of five sons, and was born in 1901 in Kent Town, near Adelaide, South Australia. His father was a civil servant and his mother was an artist. Oliphant was interested in a career in medicine or chemistry, and in 1919 started studying at the University of Adelaide. However, his physics teacher, Dr Roy Burdon, helped him discover the lovely feeling when there is a discovery in the field of physics, and Oliphant began studying Physics more closely. In 1925, Oliphant was further inspired in the field of physics after attending a lecture by Ernest Rutherford, a New Zealand physicist. An expert in the field of nuclear physics, Rutherford had made discoveries about radioactivity and the atomic nucleus. In 1927 Oliphant gained the opportunity to live his dream of becoming a physicist. He won an '1851 Exhibitioner' scholarship that allowed him to study under the supervision of Rutherford at the Cavendish Laboratory at Cambridge University in England. Oliphant made his most significant works in science during his stay at the Cavendish Laboratory. He researched nuclear physics, and worked on the artificial disintegration of the atomic nucleus, and positive ions. During this period many discoveries were made at the Cavendish Laboratory, and the field of nuclear physics was rapidly expanding. Rutherford later asked Oliphant to work with him to further investigate Cockcroft and Walton's work. During this time, Oliphant discovered new types of hydrogen (deuterium and tritium) and helium (helium 3). He also designed and built particle accelerators, the most famous of these was a positive ion accelerator. All this work paved the way for the creation of nuclear weapons. Sir John Cockcroft and Ernest Walton made the first major breakthrough in 1932 when they split the atom for the first time, using their revolutionary high-powered par ...

6 steps toward a cautious career change

6 steps toward a cautious career change A life where you dread what you do every day isn’t sustainable. If you’re absolutely miserable, it’s clear you need a change- maybe even a total career overhaul. What isn’t clear is how to transfer all the hard work you’ve put into building this one career into the start of a new one. There are ways to make a big change without having to give up all the gains you’ve made so far. Let’s explore some key steps you can take.1. Define your ultimate goals.First and foremost, take a big step back and ask yourself some tough questions. What do you want out of a career, and why aren’t you getting it in your current career? Look at your life from higher up to map out the career and work life you hope to attain. Taking time to assess the situation will help you make the right choices and not rush into anything too fast.2. Pick an ideal moment.A career change is a stressful move, no matter how happy it makes you. Even if you’ve done your homework and can make the transition as smooth as possible, your life will be turned upside-down for a while. Choose a time to explore career change when everything else in your life (your family and friends, your home life, etc.) is stable and can fly on autopilot as you navigate the bumpy seas of your transition. Don’t attempt any massive job changes when you’re about to go through a massive life change, as well!3. Ask people who have found success.Seek advice from people further up the food chain who have made big career leaps. They can give real-life examples of how to handle specific situations. Ideally, you can find a mentor in the field to ask about steps for your particular industry. You’ll want to gain a full understanding of the territory you’re branching into in order to make smart, calculated moves.4. Think big, act small.Once you’re sure you have an ideal scenario of where you want to eventually end up, go  for it. Just break th at massive goal down into smaller benchmarks- goals that you can meet in the shorter term. Then put your blinders on and focus on one task at a time until you start generating the momentum to carry yourself closer to your desired endpoint.5. Test the waters.If you’re not 100% sure of what you want, don’t just leap headfirst into a new career- particularly one that will involve a major lifestyle change. Try to gain some casual experience in the field or position before you commit. The last thing you want to do is end up in a new career and hate it! Try volunteering or taking on some freelance work until you see how well you fit.6. Remain humble throughout the process.You’re making a move into a territory you can’t know as intimately as the one you’ve been in- no matter how well-respected and successful you are currently. You’ll have to start a few notches down and prove yourself. Embrace new challenges with eagerness and gratitude, and youâ⠂¬â„¢ll be fine.

Air pollution of fracking Essay Example | Topics and Well Written Essays - 1250 words

Air pollution of fracking - Essay Example In this essay, we shall discuss the documentary and the changes that have occurred since its production in 2010. ‘Gasland’ is an American documentary film produced in 2010 by Josh Fox to educate and enlighten communities in the United States of America on the impact of natural gas drilling especially horizontal drilling otherwise known as fracking. Fox starts the movie with narrating how he received a letter in May 2008 requesting him to lease his family land in Pennsylvania for $ 100, 000 to drill for gas, a claim that Energy In Depth later refuted arguing that it did not offer anyone money to lease his land for drilling gas. Fox goes to the west where the process of mining natural gas through fracking has been for the last 10 years. He engaged and stayed with the residents as they narrated their stories and experiences of natural gas drilling in Colorado, Wyoming, Utah and Texas among other several states, he talked with residents of those areas who had developed chron ic ailments that can be directly traced to contaminated air quality and pollution of water wells and surface. Fox goes ahead to show how some of the residents who have been affected by the negative effects of pollution from fracking have obtained court injunctions and settlements in terms of money from the gas mining companies in order to replace the water supplies that have been affected with safe drinking water or portable water purification kits. In his documentary, Josh Fox tries to reach out to the scientists, politicians and executives and all stakeholders in the gas mining industry. In addition to congress sub-committee, which was tasked with discussing the ‘fracking responsibility and awareness of chemicals act’, which was intended to amend the ‘safe drinking water act’ to repeal the exemption of hydraulic fracturing from safe drinking water act. Since 2010, a lot of changes have happened in the gas mining industry with relation to the process of mi ning that uses hydraulic fracturing. despite the concerns that have been raised over the pollution levels of the process, the number of gas wells that are being sunk have been constantly increasing with estimations putting that there are at least 35 wells that are being drilled daily for the last one decade. This has been largely contributed by the federal government’s laxity to enact federal laws that regulate the use of hydraulic fracturing in mining gas. In 2012, more than 30 million cubic feet of natural gas were drilled, which signified about 25 per cent, increase since the year 2006 (Anonymous, 13). Most of the proponents of the process have argued that the process of hydraulic fracturing could help the country become energy independent by the year 2020 and supply the country with relatively cheap and clean energy for the next 90 years. In addition, the states that have been using hydraulic fracturing to mine natural gas have been able to create recession resistant econ omies that have withered the economic storm that had swept the country in the last 5 years. However, despite these benefits, people living within the areas that these mining companies operate have always complained about the noise and air pollution that include odours that comes from these companies. The environmental protection agency study in 2011, which tested water and air in Wyoming where

Bounced Check, Return of Unsold Books, Safety at work Places Essay

Bounced Check, Return of Unsold Books, Safety at work Places - Essay Example In respect to this provision, Watson could be presumed to be aware that the check will bounce if one or two conditions occur. The first one is, in case he did not have an account with the drawee during the stated date or the issue time, whichever comes later. The second reason could be, if the check appropriately declined payment for lacking enough funds, when presented within 30 days after the stated date or issue date, either of which comes later, and if the responsibility of Watson, or any other party who may be involved happens not to be set free through payment, not later than ten days following the bouncing date. If Watson successfully satisfies that the two conditions did not arise, then it is hard to place any blame on him, therefore, Wilson can easily prevail against the store’s intentions of reclaiming the computer from him – as it will be presumed that it was legally transferred. 2. Return of unsold books, which are damaged. Both the express and implied condi tions of contract between Press Publishers and Boardwalk Books must be satisfied. Although Press Publishers could not have expressly stated that the unsold books must be returned in good condition, there is an implied responsibility for the Boardwalk Books to exercise due care – in order to avoid damage of books while in the books store. The fact that some pages had been ripped off by customers, while coffee had been spilled over others is a blatant negligence on the part of Boardwalk Books. Press Publishers can refuse to accept the 20 copies that had been destroyed and successfully sue Boardwalk Books for negligence. The law presumes that Boardwalk Books should act professionally and with due care, to avoid any foreseeable danger that could happen in its premises, upon goods stored there but owned by the third parties. On the other hand, Boardwalk Books can raise a defense against some books which were destroyed for merely sitting on the bookshelf. They could argue that Pres s Publishers had supplied books of low quality; hence, they easily get damaged. To prevail against Press Publishers, Boardwalk Books must prove beyond doubt that they exercised due care, and could not have done anything to prevent the books from getting destroyed. Boardwalk Books may want to argue that the problem arose from the fact that the publisher’s goods were selling very slowly, however, such argument many not hold any water since it does not prevent them from taking care of the goods. 3. Safety at work Places All employers are responsible for the health and safety of all their employees. Laws have been enacted to protect employees from hazards at their work places. Examples of such laws are the Fair Labor Standards Act (FLSA), Occupational Safety and Health (OSH), and the Mine Safety and Healthy Act of 1977. Under the OSH act provisions, all employers should provide a workplace free from hazards or accidents that cause, or are likely to cause, death or serious emotion al or physical harm to the workers. The occupational Safety and Health Administration creates standards and regulations that implement the Act. All employers should comply with the OSH regulations and standards (Emerson, 2009). The company Delores was working for failed to provide enough security in the work place, and that is why she was raped in the premises. The company breached the OSH standards and regulations. The Vandalay Company was wrong about the position-risk test. Why did the janitor rape her at the company premises? Was he

Indonesia And Its Past Economic Crisis Economics Essay

Indonesia And Its Past Economic Crisis Economics Essay Indonesia is one of the most promising and fast developing countries in the world. After the financial crisis in 1997, this country has managed to demonstrate the great pace of development and to become one of the worlds leading economies. It has become possible because of the combination of internal and external factors and reasonable macroeconomic policy of the government. The economic and geopolitical potential of Indonesia is tremendous. It has a lot of natural and human resources, large potential market and appropriate corporate and organizational culture of doing business. It also rely lowly on exports, hence Indonesia performed better riding through slump. Exports are equivalent to only about 25% of GDP, compared with over 100% in Malaysia in 2008. Moreover, Indonesias core exports are dominated by gas, oil and coal, so the country was less exposed to the sudden and drastic destocking that caused trade in manufactured goods in Asia to dry up in late 2008 (Indrawati 2009). The countrys $514 billion economy, which is the biggest in South Asia, has 240 million citizens. It means that the country is a great potential market in terms of domestic consumption. An emerging middle class (35 million) is driving the economic growth in the country. It means that the country is able to create demand for the goods and services provided not only by national manufacturers, but also by multinational companies. The middle class creates not only an attractive market for multinational companies, but also a basis for the development of small business. Under modern circumstances, small business is a foundation for an effective economy. It creates new working places, contributes to the national GDP and makes the national economy more flexible and resistant to crisis and fluctuations. Indonesia is also rich in different natural resources. The country is the worlds leader in the export of coal. It has the largest gold mine and the single largest reserve of recoverable copper. As we can see, export is an integral part of the countrys success. On the one hand, it creates a lot of benefits for Indonesia. However, on the other hand, it makes the countrys national economy dependent on the situation on global markets. Fluctuations in these markets may hinder the development of the country. This situation however may be improved by having a higher share of value-added goods. These goods are produced by using educated labor force, knowledge and IT technologies. Thus, Indonesia will be able to occupy another niche in the global market and make its economy more competitive. It will also make the development of the country more intensive. One should mention that the current development has an extensive character. The development that has an extensive character is based on the use of resources, labor force, etc. At the same time, intensive development is based on innovations, investments, production of high value-added goods. The country also has some geopolitical advantages. It is close to China and Japan its biggest export markets. It means that transaction costs are insignificant. As a result, the efficiency of business is increasing. Moreover, these countries are not only Indonesias biggest partners, but also some of the biggest markets of the world. The combination of all the above-mentioned factors leads the country to the status of one of the best-performing economies in the world. According to the experts, the national economy of the country is going to grow 6 percent this year. It will make it the best-performing economy after China and India. The current GDP per capita is about $4.000 in Indonesia. Respectively GDP of Indonesia was about $960 billion in 2009 (Indonesia GDP Per Capita (PPP)). According to the experts, Indonesia should be included in BRIC club in the nearest future. Probably, we should explain what the so-called BRIC club is. The BRIC thesis posits that China and India will become the worlds dominant suppliers of manufactured goods and services, respectively, while Brazil and Russia will become similarly dominant as suppliers of raw materials (Brazil, Russia, India And China BRIC). It only proves our assumption that one of the strong sides of the countrys economy is its export of raw materials, including coal, metals, etc. However, as we have already mentioned, the share of these raw materials should reduce in the nearest future. Being a powerful country in the worlds economy also means being a leader in the worlds politics. Thus, the political influence of Indonesia in the world is also going to grow. At least in the Asian region, it is expected to happen very soon. We have said a lot about the countrys competitive advantages. Now it is time to analyze the potential risk factors that may scare the foreign investors and hinder the sustainable development of Indonesia. First of all, one should mention terrorism among the disadvantages that create risks for investors. Terrorist attacks in Jakarta and other similar countries scare foreign investors and thus hinder the economic development of such countries. Islamist terrorist actions have always been usual for the country. Foreign companies do not have any desire to invest in a country, where their facilities may be destroyed or their managers and workers may be killed. That is why decisive steps should be taken to solve this problem. Such steps are currently being made. The current government of the country is fighting against Islamist terrorist factions. However, its efforts should be combined with the assistance of the international community. We believe that this risk factor is going to be eliminated in the nearest future. Another risk factor is potentially dangerous natural factors. We mean, for example, tsunami in 2004 that killed a lot of people and shocked the world. In fact, there is a risk that such a cataclysm may occur again. The scope of that cataclysm can be described by the following words. Massive sea surges triggered by an earthquake under the Indian Ocean have killed over 10,000 people in southern Asia, with many more feared dead. Indonesia is thought to be the worst-hit country in the region, with 94,000 dead, 132,000 missing and 132,000 (Government of Indonesia 2005). Possible consequences of natural disasters may be the following: death of thousands of people (labor force and intellectual potential); destruction of infrastructure; destruction of material objects, including factories, offices, etc.; expenditure of billions of dollars on reconstruction of the country, etc. In general, it, of course, hinders the sustainable development of the countrys economy. This factor should be taken into account by the investors in Indonesias economy. Not only does the country have to fight against possible natural disasters, but it also has to handle other problems related to the natural environment, including climate change and depletion of natural resources. It can be proven by the following quote. The government in 2010 faces the ongoing challenge of improving Indonesias insufficient infrastructure to remove impediments to economic growth, while addressing climate change mitigation and adaptation needs, particularly with regard to conserving Indonesias forests and peatlands (Indonesia Economy 2010). After comparing the advantages and disadvantages of Indonesias economy, we have to talk about the main problems of its current state and prospects for the near future. Nowadays the main problem of Indonesias economy and financial system is a danger that its financial market may be overheated. It is essential to take this factor into account because a few years ago it caused a lot of problems. Ten years of growth resulted in the financial crisis in 1997. One of the reasons was the overheated regional financial market, including that of Indonesia. The influence of that financial crisis on the national economy was enormous. After an average annual rate of between 5% and 7% during a long-term growth in the last two decades, Indonesia has been hard hit during the recent wave of the Asian monetary crisis. With an economic growth of 4.7% in 1997, the 1998/99 State Budget envisages a minus 12% economic growth with an inflation of 66%, which gradually developed into an economic crisis (Indonesias Economy. Economic Growth and State Finance). That is why it is very important to evaluate whether the market is overheated now or not in order to avoid a similar crisis. We believe that we have to explain the term overheated market. It means that market prices of different assets, including stocks, raw materials, etc., do not correspond to their fundamental prices. Thus, the assets are overestimated and the so-called bubbles are formed because of some speculative tendencies. When investors realize that the assets are overestimated, the whole system ruins, creating terrible consequences. As a result, the whole national economy is harmed. The most recent and vivid example of such a cataclysm is the global financial crisis 2008-2010 that was caused by the bubbles in the markets of leading assets. Despite that fact, the tendencies for such bubbles to form are still observed in the global economy. Thus, to conclude, we would like to say the following. Despite the crisis in 1997-1998, Indonesia has managed to demonstrate the rapid pace of economic development in the past decade. As a result, nowadays a lot of people tend to treat Indonesias economy as one of the most promising economies in the world. We also support this opinion and believe that its economy is going to become one of the leading ones. It is possible because of the combination of the countrys advantages and effective governments policy. The countrys advantages are the following: beneficial geopolitical location; rich natural resources; cheap labor force; large internal market. The government economic policy is based on the use of liberal principles that are traditional in the developed countries. The most important thing is that the countrys leaders desire to see their country as an innovative and prosperous state. The countrys economy may also be characterized by some risks, among which some of the most important are a danger of terrorism and possibility of natural disasters. These risks should be taken into account by investors and internal policy makers because they are able to hinder the sustainable development of the country. If they cannot be avoided, they should be forecasted and minimized.

Personality Biases of Accounting Students: Some Implications for Learning Style Preferences

The current issue and full text archive of this journal is available at www. emeraldinsight. com/1362-0436. htm CDI 13,4 Factors in? uencing career choice of management students in India Tanuja Agarwala Faculty of Management Studies, University of Delhi, Delhi, India Abstract Purpose – This paper aims to explore the in? uence of a range of factors on the career choice of management students in India. The importance of different individuals in the family and at work in making career choices among these students is also to be explored.In addition, the study seeks to address the relationship of the cultural values of individualism-collectivism and the protean/conventional career orientations of MBA students from India, with factors as well as people in? uencing the choice of a career. Design/methodology/approach – Participants consisted of 93 students from India entering management, who were starting their ? rst year of the two-year full time MBA program. Self-administered questionnaires were used to gather data on factors and types of relationships in? encing career choice, individualism/collectivism, and protean/conventional career orientation. Findings – â€Å"Skills, competencies, and abilities† was the most important factor and â€Å"father† was the most signi? cant individual in? uencing the career choice of Indian management students. The predominant cultural value was collectivism, although the students demonstrated individualist tendencies in some contexts. A protean orientation guided the career orientation of these students. Research limitations/implications – The data were collected only from one management institute in India.Originality/value – Empirical research on factors and types of relationships in? uencing career choice, and their correlates, has not been conducted among Indian students. The paper addresses this issue and the study has implications for career counseling. Keywords Careers, Career g uidance, National cultures, Students, India Paper type Research paper 362 Career Development International Vol. 13 No. 4, 2008 pp. 362-376 q Emerald Group Publishing Limited 1362-0436 DOI 10. 1108/13620430810880844Introduction Globalization has brought about a radical transformation in what organizations need to do to maintain their competitiveness. As managerial skills become crucial for organizations to achieve success in a competitive and turbulent business environment, there has been a sharp rise in the demand for managerial professionals worldwide. Sturges et al. (2003) proposed that the MBA degree imparts certain key competencies to students. These competencies may be of key signi? cance in the career success of students as â€Å"management† has gained in importance over other forms of professions.Industry demand for new managerial resources in India far exceeds supply. According to one estimate, the total number of entry-level managers needed by corporate India every y ear stands at 2,735[1]. But the best business schools in India produce about 1,740 managers in any given year. This demand-supply gap, amounting to almost 36 percent, has resulted in competition for scarce managerial talent, high levels of attrition, and an increase in the compensation levels of managerial professionals.For a large number of students in India, a managerial career has become the most preferred career choice. The emergence of management as a formal education is fairly recent, yet the MBA degree has emerged as one of the most sought after higher educational quali? cations. There was a 55 percent increase in the number of institutes imparting management education in India between 1999/2000 and 2005/2006. More than 100,000 students are studying towards an MBA degree in approximately 1,200 institutions offering MBA degrees in India.Business factors coupled with several sociocultural changes have led to changing career preferences among young people in India. An individual ’s choice of career is likely to be in? uenced by several factors, including personal and cultural values, family background, career expectations, etc. Studies have been conducted in different cultural contexts to determine the range of ? factors that in? uenced students in making career choices (Ozbilgin et al. , 2005; Kyriacou et al. , 2002; Ozkale et al. , 2004). However, a literature review suggests that no empirical study has been onducted among management students in India in order to understand their subjective view about why they choose to pursue a career in management. The main purpose of the present study was to identify important factors that in? uenced the choice of career of students pursuing an MBA degree in India, and the role that various people and relationships played in their career choice. The study also attempted to explore the dominant cultural values of the students along Hofstede’s individualism-collectivism dimension, as well as the strength of their protean career orientation.An attempt was also made to examine whether there was a relationship between individualism versus collectivism as a cultural value and protean versus conventional career orientation of management students in India with the types of factors, people and relationships that are likely to play an important role in their career choice. Gender differences among the Indian MBA students were also explored. Career choice of management students 363 Theoretical background â€Å"Choice† means â€Å"selecting or separating from two or more things that which is preferred† (Webster’s Dictionary, 1998). Career choice† involves choosing one occupation over another. Hence, in order for â€Å"career choice† to take place, two conditions are necessary: (1) availability of alternative career options; and ? (2) an individual/personal preference between these career options (Ozbilgin et al. , 2005). The numbers of career options/alternativ es available to an individual at any given point in time are in? uenced by external factors (labor market, state of the economy, etc. ), as well as individual factors (education, family background, attitudes, etc. . Career choice, therefore, is not unbridled. Rather, career choices are often constrained by sociocultural factors (Swanson and Gore, 2000), individual factors, personal and cultural values, signi? cant relationships, and structural factors such as barriers faced by women in certain careers such as management. Most career choice research has focused on predicting career choice behaviors based on personality or demographic ? variables (Ozbilgin et al. , 2005). Studies attempting to identify career choice in? encing factors have focused largely on individuals’ aptitudes, interests, opportunities, etc. CDI 13,4 364 Factors in? uencing career choice Few studies have examined the factors that in? uence career choice. Previous studies have identi? ed a number of varied f actors that in? uence students’ career choice (Ginzberg, 1951; Super, 1957; O’Connor and Kinnane, 1961; Paolillo and Estes, 1982; Felton et al. , 1994). The most widely used classi? cation in career choice studies is the three-dimensional framework by Carpenter and Foster (1977) and Beyon et al. (1998).The three factors are: (1) intrinsic (interest in the job, personally satisfying work); (2) extrinsic (availability of jobs, well paying occupations); and (3) interpersonal (in? uence of parents and signi? cant others). Some research evidence exists to show that sociocultural, economic, and political changes affect the career choices of young people. Bai (1998) found that the market economy changed the values of university students who put self-interest before societal interests, and rated money and power as the primary motivators in ? nding a job. The relative in? ence of various factors on the career choice of students has been found to ? vary across cultures (Ozbilgin et al. , 2005). Most research on career choice has been conducted on occupational groups such as accountants and healthcare professionals (Carpenter and Strawser, 1970; Paolillo and Estes, 1982; Gul et al. , 1989; Bundy and Norris, 1992; Auyeung and Sands, 1997; Morrison, 2004). Barring a few studies ? (Simmering and Wilcox, 1995; Moy and Lee, 2002; Sturges et al. , 2003; Ozbilgin et al. , 2005; Pines and Baruch, 2007), the career â€Å"choice† of MBA students and the factors in? encing this choice have rarely been addressed. The subject matter is worth exploring since the MBA degree has raised management to professional status, offering management graduates a gate to a fast-track managerial career. There is no data about the factors that in? uence career choice of students in India. The in? uence of relationships on career choice Relationships constitute an important dimension of human functioning, yet the interest in understanding how relationships and careers are intertwi ned has increased only in recent years (Blustein et al. , 2004; Schultheiss, 2003; Phillips et al. 2001; Schultheiss et al. , 2001). Most research efforts in the area have focused on how relationships and networks are conducive to career mobility and advancement. The role of relationships in making career choices has been overlooked. There exists a need to direct research efforts to exploring the types of relationships that matter, and why they are signi? cant in making career choices. The present study speci? cally aims to explore the relative importance and in? uence of different relationships (mother, father, relatives, colleagues, etc. ) in making career choices among Indian MBA students.Individualism-collectivism, and factors and relationships in? uencing career choice Culture is an important determinant of how people think and behave, while â€Å"values† are â€Å"broad tendencies to prefer certain state of affairs over others† (Hofstede, 1980). Cultural values a re likely to have an impact on the factors and relationships that in? uence career related choices of students. Studies have focused on the cultural dimension of individualism-collectivism (I/C) as an important determinant that in? uences career â€Å"choice† of students from countries that vary along the I/C dimension.These studies have examined cultural variations in factors in? uencing career choice ? (Auyeung and Sands, 1997; Ozbilgin et al. , 2005). The I/C dimension, ? rst measured empirically by Hofstede (1980), describes how individuals relate to others and to society, and represents the extent to which they are emotionally and cognitively attached to a particular network of individuals. According to Hofstede’s empirical index for the dimension, Western countries (the USA, the UK, Australia) cluster toward the individualist end while Asian nations (such as Japan, Taiwan and India) cluster toward the collectivist end. Individualism† refers to the tendency of people to consider their own interests only, to view themselves as â€Å"independent† of organizations, and to place a higher value on self-reliance and individual action. â€Å"Collectivism† refers to the inclination of people to view themselves as â€Å"interdependent† and as part of a larger group, and to protect the interests of group members. Therefore, preferences for social in? uences in making career choices may also differ in individualistic versus collectivistic cultures. Research examining the differential role of peers, colleagues, mentors, managers, etc. in career decision-making is limited. Related research suggests that there is a positive relationship between collectivism and family relatedness, and individualism and peer relatedness ? n, (Benet-Martinez and Karakitapoglu-Aygu 2003; Kwan et al. , 1997). Some studies have treated I/C as an individual difference variable (Ramamoorthy and Carroll, 1998; Ramamoorthy and Flood, 2002), suggesting th at even within a country considerable variability may exist in cultural values at the individual level. These differences may have an effect on individual’s attitudes and behavior.It may be inferred, therefore, that variability in I/C is likely to exist in the sample of Indian management students, and this variability may have an effect on what factors and relationships are likely to in? uence these students in their choice of career. Career orientation and career success â€Å"Career success orientation† may be described as â€Å"the way people de? ne their success at work and that individual perceptions of career success re? ect individual values, attitudes and motivation with respect to both work and life in a broader sense† (Derr, 1986).This orientation provides a guide to action, and hence is similar to an attitude (McGuire, 1985), which has a cognitive component (a set of beliefs about the career), an evaluative component (a sense of what would be a  "good career† or a â€Å"bad career† for oneself), and a behavioral component (an action tendency or a predisposition to behave in certain ways). There are two types of career orientations: (1) protean (new career orientation); and (2) conventional (traditional organizational orientation). Hall ? rst described the protean career in 1976.According to Hall (2004), a â€Å"protean† career is one that is managed proactively by individuals (self-directed) according to their own personal values (values driven), rather than by organizational rewards. Core protean values are freedom and growth (Hall, 1976, 2002), and the main criteria of success are subjective (intrinsic/psychological success) and not objective (extrinsic/material). A protean career orientation re? ects the extent to which an individual adopts such a perspective to their career (Briscoe and Hall, 2006). Career choice of management students 365 CDI 13,4 66 A conventional career orientation de? ned career success in terms of measurable objective factors such as salary, recognition, or number of promotions (Gattiker and Larwood, 1988). The core value of conventional career orientation is â€Å"advancement†. Even though career success has been researched extensively since the 1950s, the study of subjective and objective career success did not start until 1988 (Gattiker and Larwood, 1988), and until 2002, none of these studies involved collecting the participants’ own (subjective) view of their measures of career success.The current study aims to explore Indian management students’ subjective view of career success and also attempts to understand the relationship of their career success orientation with the factors and relationships in? uencing career choice. Method Sample characteristics and data collection The sample[2] consisted of 93 management students at the University of Delhi, India, who were starting their ? rst year of a two-year full time MBA degree progr am. Questionnaire responses were obtained from 99 students, of which 93 were Indian citizens. The other six students were foreign students from Nepal, Sri Lanka and Canada.For the purpose of the present paper, only the responses of the Indian citizens were analyzed. Hence, the total sample size was 93, of whom 50. 5 percent (n ? 47) were male, and 49. 5 percent (n ? 46) were female. Their age ranged from 20 to 27 years, with an average age of 22 years and two months. The majority of the students (31. 2 percent) were 21 years of age and Hindu (88. 2 percent) by religion. All the students were unmarried. The majority of students (n ? 65; 69. 9 percent) belonged to families in which the father was serving as an employee in either a technical or a professional capacity.Only 18 students (19. 4 percent) had a business background, with their father being self-employed or an entrepreneur. Of a total of 93 students, 42 students (45. 2 percent) had non-working mothers and 43 had working mothe rs, of which 37. 6 percent (n ? 35) were in the employment of others, 6. 5 percent (n ? 6) were self-employed, and 2. 2 percent (n ? 2) were working part-time. A total of 43 students came from families where both parents were working, either in the employment of others or owning their own business. Each student was asked to complete a questionnaire within the ? rst 20 days of joining the full-time, wo-year MBA degree program. The data for the present article was collected in July 2006. Measures ? Factors in? uencing career choice. The 14-item scale developed by Ozbilgin et al. (2004) was used to obtain data on the degree to which various factors in? uenced the career choice of the students sampled. Each item on the scale corresponded to a career choice factor. The reliability of the scale, as evidenced by Cronbach’s a, was 0. 66. Relationships in? uencing career choice. The in? uence of certain individuals (relationships) such as father, mother, friends, colleagues, etc. on s tudents’ career choice was assessed through a nine-item questionnaire (a ? 0:65). Individualism-collectivism. Cultural values on Hofstede’s individualism-collectivism dimension were measured using a 16-item questionnaire developed by Triandis and Gelfand (1998). Cronbach’s a for eight individualism items was 0. 59, and for eight collectivism items it was 0. 62. Career orientation. A 13-item scale developed by Baruch (2006) was used to measure career orientation, with nine items measuring a protean view of a career and four items measuring a traditional view of a career. Cronbach’s a for protean items was 0. 5, and for traditional items a was 0. 81. Responses on all the questionnaires were obtained on a seven-point Likert scale where 1 ? strongly disagree/not at all important, and 7 ? strongly agree/very important. Results Factors in? uencing career choice The means and standard deviations of the 14 factors that in? uenced the career choice of MBA students in India are presented in Table I, for the total sample and by gender. As is evident from Table I, MBA students from India rated their â€Å"skills, competencies, and abilities† as the most important career choice in? uencing factor, followed by â€Å"education and training† and â€Å"? ancial rewards in this career†. Separate analyses by gender showed that male and female Indian MBA students differed in the factors they rated as the most important in in? uencing their career choice (see Table I). Male students rated â€Å"? nancial rewards in this career† as the most important factor in their career choice decision followed by â€Å"Quality of life associated with this career† and â€Å"skills, competencies, and abilities†. For female students, â€Å"skills, competencies, and abilities† and â€Å"education and training† were the most important factors. T-tests revealed two factors – â€Å"Quality of life associated wi th this career† (t ? :98; p , 0:05) and â€Å"Financial rewards in this career† (t ? 2:37; p , 0:05) – that were signi? cantly more important determinants of career choice for male as compared to female MBA students in India. No other career choice factors revealed signi? cant gender differences. For both male and female Indian management students, as well as for the total sample, â€Å"lack of access to other career options† was the lowest rated factor in their Total sample (n ? 93) Mean SD 6. 04 5. 90 5. 82 5. 77 5. 70 5. 58 5. 46 5. 39 5. 13 4. 59 4. 31 3. 71 2. 94 2. 48 1. 07 6. 04 1. 31 1. 30 1. 40 1. 53 1. 52 1. 57 1. 52 1. 47 1. 93 1. 89 1. 66 1. 60Career choice of management students 367 No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Factors in? uencing career choice My skills and abilities My education and training Financial rewards in this career I have a free choice in making my career decisions Quality of life associated Promotion opportunities Training and education My love of this career Success stories of friends, family My knowledge of the labor market My ? nancial/economic condition Ease of access to this career Chance, luck or circumstances Lack of access to other career options Males (n ? 47) Mean SD 5. 96 5. 77 6. 13 5. 72 5. 98 5. 83 5. 17 5. 30 5. 04 4. 36 4. 23 3. 66 3. 09 2. 1. 02 1. 29 0. 82 1. 26 0. 99 1. 15 1. 48 1. 60 1. 44 1. 54 1. 95 1. 82 1. 47 1. 55 Females (n ? 46) Mean SD 6. 13 6. 04 5. 50 5. 83 5. 41 5. 33 5. 76 5. 48 5. 22 4. 83 4. 39 3. 76 2. 78 2. 35 1. 13 1. 43 1. 62 1. 34 1. 68 1. 81 1. 52 1. 55 1. 60 1. 37 1. 94 1. 96 1. 84 1. 65 Table I. Means and SDs: factors in? uencing career choice of Indian MBA students CDI 13,4 career choice. â€Å"Chance, luck or circumstances†, â€Å"ease of access to this career†, â€Å"? nancial and economic condition†, and â€Å"knowledge of labor and/or career market† were also not perceived as having an important in? uence on their career choice . Role of relationships in in? encing career choice Table II presents the means and standard deviations with respect to the in? uence of individuals and relationships on career choice of Indian MBA students for the total sample and by gender. It is evident from the results that â€Å"father† exerted the greatest in? uence on the career choice of students in India, for both male and female students. For female students, the second most important in? uence was that of the â€Å"mother†. However, for male students, â€Å"friends†, that is, the peer group, played a more important role than the â€Å"mother†, and was second only to the â€Å"father† in their career choice decision. Managers† and â€Å"relatives† were the least important in in? uencing the career choice of all Indian management students. t-Tests revealed no signi? cant differences between male and female students in the in? uence of relationship types (father, mother, work c olleague, etc. ) on career choice. Cultural values and career success orientation Table III presents the descriptive results for individualism/collectivism (I/C) and for protean/conventional career orientation. The mean scores on Hofstede’s I/C dimension suggest that Indian MBA students were moderately high on both individualism (mean ? 0:52) and collectivism (mean ? 42:82), with a slightly higher score on 368 No. 1 2 3 4 5 6 7 8 9 Individuals/relationship types Father Mother Friend/s Fellow students Teacher/mentor Work colleagues Signi? cant other/partner Another relative Manager Total sample (n ? 93) Mean SD 4. 76 4. 23 4. 13 4. 03 3. 60 2. 94 2. 68 2. 63 2. 63 1. 94 1. 90 1. 89 1. 83 2. 03 1. 90 2. 22 1. 83 1. 94 Males (n ? 47) Mean SD 4. 57 4. 19 4. 32 4. 00 3. 83 3. 20 2. 61 2. 37 2. 63 2. 03 1. 87 1. 83 1. 68 1. 98 1. 85 2. 22 1. 72 1. 98 Females (n ? 46) Mean SD 4. 96 4. 26 3. 93 4. 07 3. 37 2. 68 2. 75 2. 9 2. 63 1. 85 1. 94 1. 95 1. 98 2. 08 1. 94 2. 24 1. 92 1. 92 T able II. Means and SDs: relationships in? uencing career choice of Indian MBA students Table III. Means and SDs: cultural values and career orientation of Indian MBA students Indian MBA students Total (n ? 93) Males (n ? 47) Females (n ? 46) Cultural values Individualism Collectivism Mean SD Mean SD 40. 52 40. 98 40. 04 5. 77 5. 69 5. 87 42. 82 42. 63 43. 00 5. 77 5. 37 6. 20 Career orientation Protean Conventional Mean SD Mean SD 48. 85 49. 38 48. 30 6. 33 5. 78 6. 87 19. 80 20. 26 19. 33 4. 86 3. 85 5. 72 collectivism.A paired t-test was conducted to determine whether there was a signi? cant difference on these two cultural values among the Indian MBA students. The paired t-test revealed that the mean score of collectivism was signi? cantly higher than the mean score of individualism (paired samples t ? 22:82; p , 0:01). The mean scores of male and female students on the I/C dimension (Table III) suggest that both male and female MBA students in India had stronger collectivistic v alues (mean scores for males ? 42:63; for females ? 43:00) compared to individualistic values (mean scores for males ? 40:98; for females ? 0:04). Mean scores for the two types of career success orientation, protean and conventional, suggest that Indian management students were moderately high on both (protean mean ? 48:85, nine items; conventional mean ? 19:80, four items). Thus, freedom and growth, as well as position and salary, were important criteria of career success for these students. A paired t-test conducted between the two subscales (protean subscale and conventional subscale) revealed the protean career orientation to be signi? cantly higher among the Indian MBA students (paired samples t ? 43:56; p , 0:01).T-tests for group differences revealed no gender differences with respect to cultural values as well as career success orientation, among Indian MBA students. Relationship of factors in? uencing career choice and relationship types with individualism/collectivism Apar t from an attempt to explore the relative strength of I/C cultural values among Indian MBA students, the present study aimed to examine the relationship between individualistic and collectivistic value orientations at the individual level and the in? uence of various factors and relationships in making career choices among Indian management students.Pearson correlations were calculated in order to understand which career choice factors will be more in? uential for students with a more collectivistic or individualistic orientation. Individualism was found to be signi? cantly positively correlated with the â€Å"quality of life† (r ? 0:36; p , 0:01), â€Å"promotion opportunities† (r ? 0:22; p , 0:05), and â€Å"? nancial rewards† (r ? 0:35; p , 0:001) available in a management career. High collectivism was signi? cantly positively correlated with â€Å"love of a career in management† (r ? 0:26; p , 0:05), and â€Å"belief that one had a free choice in mak ing the career decision† (r ? :33; p , 0:001). Pearson correlations were also calculated between cultural values and types of relationships that in? uenced career choice of Indian MBA students to see whether students who differed in their levels of collectivism/ individualism also differed in the extent to which they were in? uenced by different types of relationships (father, mother, friends, etc. ) when making career choice. The results showed no signi? cant correlation between individualistic values and in? uence of relationship types on the career choice of Indian MBA students. However, a high level of collectivism was found to be signi? antly positively correlated with the in? uence of â€Å"father† on their career choice (r ? 0:24; p , 0:05). No other relationship type was found to have a signi? cant correlation with collectivism. The ? ndings of the present study are supported by studies conducted in other collectivistic societies such as Turkey. Career choice of management students 369 CDI 13,4 370 Relationship of factors in? uencing career choice and relationship types with career orientation Pearson correlations calculated between career orientation and factors in? uencing career choice and relationship types suggested that protean career orientation was signi? antly positively correlated with â€Å"skills, competencies, and abilities† (r ? 0:30; p , 0:005), â€Å"knowledge of labour/career market† (r ? 0:25; p , 0:05), â€Å"training and education opportunities† (r ? 0:36; p , 0:01), â€Å"quality of life† (r ? 0:23; p , 0:05), â€Å"love of this career† (r ? 0:27; p , 0:01), and â€Å"free choice† (r ? 0:23; p , 0:05). Conventional career orientation was found to be signi? cantly positively correlated with â€Å"quality of life† (r ? 0:50; p , 0:01), â€Å"promotion opportunities† (r ? 0:30; p , 0:005), â€Å"? nancial rewards† (r ? 0:55; p , 0:01), â€Å"training and educ ation opportunities† (r ? :22; p , 0:05), â€Å"ease of access to this career† (r ? 0:21; p , 0:05), and â€Å"success stories† (r ? 0:33; p , 0:001). With respect to relationship types, high protean career orientation was signi? cantly negatively correlated with the in? uence of â€Å"relatives† (r ? 20:27; p , 0:05) and positively correlated with the in? uence of â€Å"manager† (r ? 0:28; p , 0:05). Conventional orientation, on the other hand, was signi? cantly positively correlated with the in? uence of â€Å"mother† (r ? 0:26; p , 0:05), â€Å"father† (r ? 0:23; p , 0:05), and â€Å"manager† (r ? 0:26; p , 0:05).Discussion The study aimed to identify the factors and relationship types that in? uenced career choice of MBA students in India. The relationship of individualism/collectivism and protean/conventional career orientation with factors and types of relationships that in? uenced the career choice of these students was a lso explored. Indian MBA students considered their own â€Å"skills, competencies, and abilities† and â€Å"education and training† (intrinsic career choice factors) as playing the most signi? cant role in their choice of a management career. With respect to relationships, â€Å"father† exerted the greatest in? ence on their career choice. The results replicate the ? ndings of the study by Pines and Baruch (2007), and Pines et al. (2002) across ? ve countries (i. e. Israel, the UK, Turkey, Cyprus, and Hungary). Students opting for a managerial career may be similar in certain respects, irrespective of nationality. The important in? uence of â€Å"father† in career decision of Indian students may be understood in the context of a largely patriarchal society. The fact that the majority of the students had a professional background, their father being an executive/ professional, may also have in? uenced their career choice.Numerous studies have shown similar ities between parents’ occupations and their children’s career aspirations (Barling, 1990; Trice and Knapp, 1992). Findings on I/C suggest that even though Indian MBA students had a mix of both cultural values, they showed a de? nite preference for collectivism, thus supporting Hofstede’s (1980) ? ndings. Several other studies suggest that the Indian culture is collectivist (Sinha and Verma, 1987; Verma, 1999; Verma and Triandis, 1998). Evidence also suggests that Indian students exhibit a mix of both individualistic and collectivistic behaviors when I/C is seen as an individual level variable.Hence, I/C are not a bipolar dimension (Triandis, 1994). In a dynamic society characterized by economic liberalization and a Western pattern of education, students may be exposed ? n to both I&C value preferences, emphasizing both (Karakitapoglu-Aygu and Sayim, 2007; Ramamoorthy et al. , 2005). It is likely that Indians value both I&C, which coexist and jointly in? uence t he way they de? ne themselves, relate to others, and decide priorities in conforming to social norms (Sinha et al. , 2001). The relative salience of the situation will determine which of the two – collectivism or individualism – will be evoked (Tripathi, 1988).It is likely that Indian students who demonstrated high collectivistic orientation may make individualistic choices in situations that related to the individual’s career (Sinha and Tripathi, 1994). Similarly, students who showed higher individualism may make collectivist choices in a non-career context. The ? ndings about the relationship of factors and people in? uencing the career choice of Indian MBA students to cultural values may be explained within this context. In individualistic cultures, individuals are looking for individual advantage, career progression, autonomy and individual ? ancial security (Price, 1997); they believe they are responsible for their own future and are concerned with material possessions and social status (Di Cesare and Golnaz, 2003; Hofstede and Hofstede, 2005). A higher level of individualism among Indian students was found to be signi? cantly correlated with extrinsic factors (money, status, etc. ), suggesting that these students placed a greater value on material bene? ts, such as money, social prestige, and career advancement. Those students who had a collectivistic orientation emphasized â€Å"free choice† and â€Å"love of career† as important in? uences on their career choice.Collectivists tend to subordinate personal goals to group goals, and emphasize values of harmony, cooperation, and low levels of competition. Hence, high levels of collectivism may be associated with a desire to demonstrate that one had chosen the career out of free will, and not out of competition or pressure to conform, thus emphasizing harmony. Indian management students who were high on individualistic values were not in? uenced by their family or signi? c ant social networks in their choice of career. However, students who were high on collectivism were in? uenced by their father in ? their career choice decision.Similar ? ndings were reported by Karakitapoglu-Aygun and Sayim (2007) in a study of Turkish MBA students. Since the I/C dimension emphasizes separateness versus embeddedness in social relationships, it is expected that a collectivistic person may value support from others, especially from family members, in his/her career decision-making process, thus suggesting a positive relationship between collectivism and family relatedness (Kwan et al. , 1997). On the other hand, an individualistic person might not value the involvement of others, especially family members, in an important decision such as career choice.Indian management students demonstrated both protean and conventional career orientation, but were predominantly protean. According to Reitman and Schneer (2003), MBA graduates enjoy both self-managed and promised (con ventional) career trajectories. Except for one career choice factor – i. e. â€Å"quality of life† (extrinsic) – all other factors (â€Å"love of the career†; â€Å"skills and competencies†) that were positively correlated with protean career orientation in the present study were individual-centric.Studies have shown a protean career orientation to be positively related to subjective career success (in terms of career satisfaction) while the ? ndings with regard to objective career success (in terms of salary and promotion rate) have been inconsistent (Briscoe, 2004). Since the protean career orientation re? ects self-directedness, people/relationships may not in? uence career choice of protean individuals. The in? uence of manager on a protean individual’s career choice in the present study may suggest the protean individual’s desire for growth, and the perception of manager as a symbol of success.Career choice of management students 371 CDI 13,4 372 Individuals with higher conventional orientation, unlike those with protean orientation are not likely to be self-directed or in charge of their career. Therefore, factors like ease of access and success stories of others may play an in? uential role in their choice of career, as among Indian students. These individuals are also likely to be in? uenced by others, such as father and mother, in their career choice. These ? ndings may be viewed in conjunction with the predominantly collectivistic orientation of Indian students.Gender differences In terms of the â€Å"intrinsic† and â€Å"extrinsic† classi? cation of career choice factors, it appears that intrinsic factors (such as skills and competencies) were more important for female students in their choice of management career, while extrinsic factors were more important for male students. The results may be explained with reference to the traditional view of â€Å"managerial career† as being a â€Å"male† profession. Women face barriers to career success not faced by males (Simpson, 2000) and are assessed under stricter criteria than men (Morrison et al. , 1987).To progress women must prove that they have the competence to succeed. Hence, the inputs of education and training are more objective merits that help women to enhance their credibility and credentials (Melamed, 1996). The study revealed no gender differences on any other variable. Hall (2004) proposed that a person’s career orientation was unrelated to gender. Regarding the study of sex differences, Baumeister (1988) proposes that this is no longer necessary, while Eagly (1987) and Lefkowitz (1994) advocate the investigation of sex differences in organizational behavior.If obtained consistently across studies, even null ? ndings are important (Lefkowitz, 1994) since these would help establish that women and men are similar in many respects. Implications The ? ndings of the study may have an implic ation for vocational guidance and counseling among Indian students aspiring for a career in management. By gaining an insight into how students make their career choices, an effort can be made to guide students towards more realistic career choices. However, the ? ndings of the study have limited generalizability. Notes 1. See www. india-today. om/btoday/07051998/cover5. html/12/28/2007 2. The data presented in the article were collected as part of the multicultural research study on career choice. References Auyeung, P. and Sands, J. (1997), â€Å"Factors in? uencing accounting students’ career choice: a cross-cultural validation study†, Accounting Education, Vol. 6 No. 1, pp. 13-23. Bai, L. (1998), â€Å"Monetary reward versus the national ideological agenda: career choice among Chinese university students†, Journal of Moral Education, Vol. 27 No. 4, pp. 525-41. Barling, J. (1990), Employment Stress and Family Functioning, Wiley, New York, NY.Baruch, Y. (2006) , â€Å"Career development in organizations and beyond: balancing traditional and contemporary viewpoints†, Human Resource Management Review, Vol. 16, pp. 125-38. Baumeister, R. F. (1988), â€Å"Should we stop studying sex differences altogether? †, American Psychologist, Vol. 43, pp. 1092-5. ?n, Benet-Martinez, V. and Karakitapoglu-Aygu Z. (2003), â€Å"The interplay of cultural syndromes, and personality in predicting life-satisfaction: comparing Asian- and European-Americans†, Journal of Cross-Cultural Psychology, Vol. 34, pp. 38-60. Beyon, J. , Kelleen, T. and Kishor, N. 1998), â€Å"Do visible minority students of Chinese and South Asian ancestry want teaching as a career? Perceptions of some secondary school students in Vancouver, BC†, Canadian Ethnic Studies, Vol. 30 No. 2, pp. 50-73. Blustein, D. L. , Schultheiss, D. E. P. and Flum, H. (2004), â€Å"Toward a relational perspective of the psychology of careers and working: a social constructionist analysis†, Journal of Vocational Behavior, Vol. 64, pp. 423-40. Briscoe, J. P. (2004), â€Å"National culture and the protean career†, paper presented at the European Group for Organizational Studies (EGOS) Annual Meeting, Ljubljana.Briscoe, J. P. and Hall, D. T. (2006), â€Å"The interplay of boundaryless and protean careers: combinations and implications†, Journal of Vocational Behaviour, Vol. 69, pp. 4-18. Bundy, P. and Norris, D. (1992), â€Å"What accounting students consider important in the job selection process†, Journal of Applied Business Research, Vol. 8, pp. 1-6. Carpenter, C. G. and Strawser, R. H. (1970), â€Å"Job selection preferences of accounting students†, Journal of Accountancy, Vol. 159, pp. 84-6. Carpenter, P. and Foster, B. (1977), â€Å"The career decisions of student teachers†, Educational Research and Perspectives, Vol. No. 1, pp. 23-33. Derr, C. B. (1986), Managing the New Careerists, Jossey-Bass, San Francisco, CA . Di Cesare, J. and Golnaz, S. (2003), â€Å"Do all carrots look the same? Examining the impact of culture on employee motivation†, Management Research News, Vol. 26, pp. 29-40. Eagly, A. H. (1987), â€Å"Reporting sex differences†, American Psychologist, Vol. 42, pp. 756-7. Felton, S. , Buhr, N. and Northey, M. (1994), â€Å"Factors in? uencing the business student’s choice of a career in chartered accountancy†, Issues in Accounting Education, Vol. 13 No. 1, pp. 131-41. Gattiker, U. E. and Larwood, L. 1988), â€Å"Predictors for managers’ career mobility, success and satisfaction†, Human Relations, Vol. 4 No. 8, pp. 569-91. Ginzberg, E. (1951), Occupational Choice, Columbia University Press, New York, NY. Gul, F. A. , Andrew, B. H. , Leong, S. C. and Ismail, Z. (1989), â€Å"Factors in? uencing choice of discipline of study: accountancy, engineering, law and medicine†, Accounting and Finance, Vol. 29 No. 2, pp. 93-101. Hall, D. T. (1 976), Careers in Organizations, Scott Foresman, Glenview, IL. Hall, D. T. (2002), Careers in and out of Organizations, Sage Publications, Thousand Oaks, CA.Hall, D. T. (2004), â€Å"The protean career: a quarter-century journey†, Journal of Vocational Behaviour, Vol. 65, pp. 1-13. Hofstede, G. (1980), Culture’s Consequences: International Differences in Work-related Values, Sage Publications, Beverly Hills, CA. Hofstede, G. (2005), Cultures and Organizations: Software of the Mind, McGraw-Hill, New York, NY. ?n, Karakitapoglu-Aygu Z. and Sayim, K. Z. (2007), â€Å"Understanding the role of relationships in ? making career choices among Turkish MBA students†, in Ozbilgin, M. F. and Career choice of management students 373 CDI 13,4 374 Malach-Pines, A. Eds), Career Choice in Management and Entrepreneurship: A Research Companion, Edward Elgar, Aldershot. Kwan, V. S. Y. , Bond, M. H. and Singelis, T. M. (1997), â€Å"Pan-cultural explanations for life-satisfaction: adding relationship harmony to self-esteem†, Journal of Personality and Social Psychology, Vol. 73, pp. 1038-51. Kyriacou, C. , Coulthard, M. , Hultgren, A. and Stephens, P. (2002), â€Å"Norwegian university students’ view on a career in teaching†, Journal of Vocational Education and Training, Vol. 54 No. 1, pp. 103-16. Lefkowitz, J. (1994), â€Å"Sex-related differences in job attitudes and dispositional variables: now you see them . . †, Academy of Management Journal, Vol. 37 No. 2, pp. 323-49. McGuire, W. J. (1985), â€Å"Attitudes and attitude change†, in Lindzey, G. and Aronson, E. (Eds), Handbook of Social Psychology, 3rd ed. , Vol. 2, Random House, New York, NY, pp. 233-346. Malach-Pines, A. and Baruch, K. O. (2007), â€Å"Culture and gender in the career choice of aspiring ? managers and entrepreneurs†, in Ozbilgin, M. F. and Malach-Pines, A. (Eds), Career Choice in Management and Entrepreneurship: A Research Companion, Edward Elgar, Aldershot. Malach-Pines, A. , Sadeh, A. , Dvir, D. and Yafe-Yanai, O. 2002), â€Å"Entrepreneurs and managers: similar yet different†, International Journal of Organizational Analysis, Vol. 10, pp. 172-90. Melamed, T. (1996), â€Å"Career success: an assessment of a gender-speci? c model†, Journal of Occupational and Organizational Psychology, Vol. 69, pp. 217-42. Morrison, A. M. , White, R. P. and Van Velsor, E. (1987), Breaking the Glass Ceiling, Addison-Wesley, Reading, MA. Morrison, J. (2004), â€Å"In? uences before and during medical school on career choices†, Medical Education, Vol. 38, pp. 230-1. Moy, J. W. and Lee, S. M. (2002), â€Å"The career choice of business graduates: SMEs or MNCs? , Career Development International, Vol. 7 No. 6, pp. 339-47. O’Connor, J. P. and Kinnane, J. F. (1961), â€Å"A factor analysis of work values†, Journal of Counselling Psychology, Vol. 8, pp. 263-7. ? ? ? ? ? Ozbilgin, M. , Kusku, F. and Erdogmus, N. ( 2004), â€Å"In? uences on career choice†, paper presented at the Annual Convention of the American Psychological Association, Honolulu, HI. ? ? ?, ? ? Ozbilgin, M. , Kusku F. and Erdogmus, N. (2005), â€Å"Explaining in? uences on career ‘choice’: the case of MBA students in comparative perspective†, International Journal of Human Resource Management, Vol. 16 No. 11, pp. 2000-28.Ozkale, L. , Kusku, F. and Saglamer, G. (2004), â€Å"Women in engineering education in Turkey†, Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition: Engineering Education Reaches New Heights, Salt Lake City, UT, July 23-26. Paolillo, J. G. P. and Estes, R. W. (1982), â€Å"An empirical analysis of career choice factors among accountants, attorneys, engineers, and physicians†, The Accounting Review, Vol. 57 No. 4, pp. 785-93. Phillips, S. D. , Christopher-Sisk, E. and Gravino, K. L. (2001), â€Å"Making career decisions in a relational context†, The Counseling Psychologist, Vol. 9, pp. 193-213. Price, A. (1997), Human Resource Management in a Business Context, International Thompson Business Press, London. Ramamoorthy, N. and Carroll, S. J. (1998), â€Å"Individualism/collectivism orientations and reactions toward alternative human resource management practices†, Human Relations, Vol. 5 No. 5, pp. 571-88. Ramamoorthy, N. and Flood, P. (2002), â€Å"Employee attitudes and behavioral intentions: a test of the main and moderating effects of individualism-collectivism orientations†, Human Relations, Vol. 55 No. 9, pp. 1071-96. Ramamoorthy, N. , Gupta, A. , Sardessai, R. M. and Flood, P.C. (2005), â€Å"Individualism/collectivism and attitudes towards human resource systems: a comparative study of American, Irish and Indian MBA students†, International Journal of Human Resource Management, Vol. 16 No. 5, pp. 852-69. Reitman, F. and Schneer, J. A. (2003), â€Å"The promised pa th: a longitudinal study of managerial careers†, Journal of Management Psychology, Vol. 18 No. 1, pp. 60-75. Schultheiss, D. E. P. (2003), â€Å"A relational approach to career counseling: theoretical integration and practical application†, Journal of Counseling and Development, Vol. 81, pp. 301-10. Schultheiss, D. E. P. Kress, H. M. , Manzi, A. J. and Glasscock, J. M. J. (2001), â€Å"Relational in? uences in career development: a qualitative inquiry†, The Counseling Psychologist, Vol. 29, pp. 216-39. Simmering, M. and Wilcox, I. B. (1995), â€Å"Career exploration and identity formation in MBA students†, Journal of Education for Business, Vol. 70 No. 4, pp. 233-8. Simpson, R. (2000), â€Å"Winners and losers: who bene? ts most from the MBA? †, Management Learning, Vol. 31 No. 2, pp. 45-58. Sinha, D. and Tripathi, R. C. (1994), â€Å"Individualism in a collectivist culture: a case of coexistence ? ? of opposites†, in Kim, U. Triandis, H. C. , Kagitcibasi, C. , Choi, S. C. and Yoon, G. (Eds), Individualism and Collectivism: Theory, Method, and Application, Sage Publications, Thousand Oaks, CA, pp. 123-36. ? ? Sinha, J. B. P. and Verma, J. (1987), â€Å"Structure of collectivism†, in Kagitcibasi, C. (Ed. ), Growth and Progress in Cross-cultural Psychology, Swets & Zetlinger, Lisse, pp. 123-9. Sinha, J. B. P. , Sinha, T. N. , Verma, J. and Sinha, R. B. N. (2001), â€Å"Collectivism coexisting with individualism: an Indian scenario†, Asian Journal of Social Psychology, Vol. 4, pp. 133-45. Sturges, J. , Simpson, R. and Altman, Y. 2003), â€Å"Capitalising on learning: an exploration of the MBA as a vehicle for developing career competencies†, International Journal of Training and Development, Vol. 7 No. 1, pp. 53-66. Super, D. E. (1957), Psychology of Careers, Harper & Row, New York, NY. Swanson, J. and Gore, P. (2000), â€Å"Advances in vocational psychology theory and research†, in Brown, S. D. and Lent, R. W. (Eds), Handbook of Counseling Psychology, 3rd ed. , Wiley, New York, NY, pp. 233-69. Triandis, H. C. (1994), â€Å"Theoretical and methodological approaches to the study of collectivism ? ? and individualism†, in Kim, U. , Triandis, H. C. Kagitcibasi, C. , Choi, S. C. and Yoon, G. (Eds), Individualism and Collectivism: Theory, Method, and Application, Sage Publications, Thousand Oaks, CA, pp. 41-51. Triandis, H. C. and Gelfand, M. J. (1998), â€Å"Converging measurement of horizontal and vertical individualism and collectivism†, Journal of Personality and Social Psychology, Vol. 74, pp. 118-28. Trice, A. D. and Knapp, L. (1992), â€Å"Relationship of children’s career aspirations to parents’ occupations†, The Journal of Genetic Psychology, Vol. 153 No. 3, pp. 355-7. Tripathi, R. C. (1988), â€Å"Aligning development to values in India†, in Sinha, D. and Kao, H. S. R. Eds), Social Values and Development: Asian Perspectives, S age Publications, New Delhi, pp. 314-32. Verma, J. (1999), â€Å"Collectivism in the cultural perspective: the Indian scene†, in Lasry, J. C. , Adair, J. and Dion, K. (Eds), Latest Contributions to Cross-cultural Psychology, Swets & Zetlinger, Lisse, pp. 228-41. Career choice of management students 375 CDI 13,4 Verma, J. and Triandis, H. C. (1998), â€Å"The measurement of collectivism in India†, paper presented at the Meeting of the International Association of Cross-Cultural Psychology, Bellingham, WA, August. Webster’s Dictionary (1998), Webster’s Revised Unabridged Dictionary, MICRA, Plain? ld, NJ. Further reading Agarwal, P. (2006), â€Å"Towards excellence – higher education in India7†, Working Paper No. 179, Indian Council for Research on International Economic Relations (ICRIER), Confederation of Indian Industry (CII). Kumar, R. and Usunier, J. -C. (2001), â€Å"Management education in a globalizing world: lessons from the French ex perience†, Management Learning, Vol. 32 No. 3, pp. 363-91. Corresponding author Tanuja Agarwala can be contacted at: [email  protected] com 376 To purchase reprints of this article please e-mail: [email  protected] com Or visit our web site for further details: www. emeraldinsight. com/reprints