Attitudes to Risk and Entrepreneurship

Attitudes to Risk and Entrepreneurship Entrepreneurship, as defined by Stevenson (1983) â€Å"†¦ is the pursuit of opportunity beyond the resources you currently control†. Stevenson and Gumpert (1985, pp. 85-94) advise that the preceding definition represents both the individual as well as the society that he or she is embedded in as he or she identifies an opportunity they desire to pursue, and as an entrepreneur they thus must seek the resources from the broader society. The approach to entrepreneurship as voiced by Stevenson and Gumpert (1985, pp. 85-94) builds upon earlier scholars such as Schumpeter (1934) who identified the context of the interaction of the individual and wider society. The title of Schumpeter’s (1934) work â€Å"The Theory of Economic Development† could almost be suited to a title for entrepreneurship, as Harper (2003, p. 1) advises that one of the prominent features â€Å"†¦ of a competitive enterprise economy is the ability of people continually to seek out and seize opportunities for profitable new activities in local and world markets†. That statement mirrors the definition of entrepreneurship as put forth by Stevenson and Gumpert (1985, pp. 85-94). French economist Say, around 1800 stated that the entrepreneur â€Å"†¦shifts economic resources out of an area of lower and into an area of higher productivity and greater yield† (Dracker, 1985, p. 21). However, starting a new venture does not necessarily constitute entrepreneurship, and is not limited to new and or small businesses. Dracker (1985, p. 22) advises that entrepreneurship is indeed being practiced by all sizes of companies and corporations, and said activity represents the creation of something new, or different, and or the change / transmutation of value. As such, Dracker (1985, pp. 21) cites McDonald’s, which is an example of entrepreneurship. And while its product did not represent anything new, the management concepts, techniques, standardization of the product, the process of designing systems and tools, the understanding of the work that needed to be done, and devising working and training techniques to transmit this to others is what defines it as being entrepreneurial (Dracker, 1985, p.21). He also uses General Electric as an example in that the company’sâ€Å"†¦ long history of starting new entrepreneurial businesses from scratch, and raising them into sizable industries† is another example of this process (Dracker, 1985, p. 23), as well as Marks and Spencer of the United Kingdom. Sheller (2006) advises that â€Å"Entrepreneurship is a delicate organism†, continuing that â€Å"It needs the right environment to flourish†. Welsh (2003, p. 4) elaborates on Sheller’s (2006) view by stating: 1. Entrepreneurship flourishes in communities where resources are mobile, 2. Entrepreneurship is greater when successful members of a community reinvest excess capital in the projects of other community members, 3. Entrepreneurship flourishes in communities in which the success of other community members is celebrated rather than derided, and 4. Entrepreneurship is greater in communities that see change as positive rather than negative.† Given the risk taking nature of entrepreneurs, an examination of the context of this word is deemed as an important consideration before delving into the examination of the attitudes to risk and entrepreneurship. Inherent in the analysis of an entrepreneurial environment is risk, but, as stated by Culp (2001. 3) â€Å"Risk is everywhere†. Burt (2001) advises that â€Å"risk is the probability that an event will occur† and is â€Å"†¦ often used to express the probability that particular outcome will happen following a particular exposure† and also denotes the probability, or possibility of a loss. However, there are differing views and attitudes regarding risk, just as there are regarding entrepreneurship. These facets shall be examined herein, equating the various attitudes and approaches to these two areas. Chapter 1 – Introduction Implicit in understanding the context of attitudes to risk and entrepreneurship, are the words that constitute this examination. The simplistic nature of the statement belies the striations inherent in the different contexts. Follendore (2002) in commenting on that fact that words carry meaning, also states that words also can limit potential meanings. As shown by the preceding brief exploration of entrepreneurship and risk, these words have a broader dimension that one usually associates with them in general conversation, and or use. Termed linguistics, the meaning of words represents the context in which they are used in combination with other words and permits us to communicate with one another (Hill, 1969, p. 3). The character of the word stock of English has its roots in the Germanic tribes of the preromantic era and consists of French, Italian and other languages that have been incorporated into the body of words utilized by English speakers (Leith, 1997, p. 62). The foregoing is important in understanding that the word dictionary is 1. â€Å"A reference book containing an alphabetical list of words, with information given for each word †¦Ã¢â‚¬  that 3. Lists â€Å"†¦words or other linguistics items in a particular category †¦Ã¢â‚¬  (Houghton Mifflin, 2007). Its etymology stems from Medieval Latin dictinrium, and from Latin diction, which is a derivative of diction (Houghton Mifflin, 2007). The weakness of the English language lies in its lexical ambiguity. Lin and Ahrens (2001) provide a further understanding of the importance of words that in most instances have multiple meanings, thus the phrase lexical ambiguity. They go on to add that â€Å"†¦ multiple meanings associated with †¦ (words) †¦ can be etymologically associated†¦Ã¢â‚¬  The words utilized in the title of this examination fall into the category of words that have â€Å"†¦ greater number of meanings †¦Ã¢â‚¬  thus they are â€Å"†¦ recognized faster than words with few meanings† (Lin and Ahrens, 2001). Dictionary meanings, as stated by Lin and Ahrens (2001) are the form that is usually preferred by researchers as a result of their having standardized meanings â€Å"†¦ comprehensive, and easy to obtain†. However, semantically speaking, the meaning of the words attitudes, risk and entrepreneurship change depending upon the context, thus variables are added as a result of using these words in combination, further compounding the equation. As borne out by the limited exploration of meanings for entrepreurship and risk. Thus in exploring the attitudes to the preceding, this examination shall explore these combinations and seek to find common linkages to result in an understanding of the foregoing. Chapter 2 – Attitude The context of this examination, which represents an exploration into the ‘Attitudes to risk and entrepreneurship’, embodies looking at the relationships of these words to define the phrase and bring out its meanings. It is the context in which these words reside, as well as the implications thus resulting, represent the underlying precepts that provide for a broad field of interpretations and thus variants. In beginning with the word ‘attitudes’, Houghton Mifflin (2007) defines its â€Å"1. A position of the body or manner of carrying oneself, 2. a. Astute of mind or a feeling; disposition, 2. b. An arrogant or hostile state of mind or disposition, 3. The orientation of an air or spacecraft relative to a reference †¦Ã¢â‚¬  Its etymology is French, from the Italian word ‘attitudinal, which was adopted from late Latin‘aptitd’ (Houghton Mifflin, 2007). Schneider (2006) advises that the word ‘attitudes’ consists of two components. One represents belief, and the other represents feeling (Schneider, 2006). Beliefs are a mental concept association that are usually â€Å"†¦ associated with an identity †¦ and as Dr. Schneider (2006) states, â€Å"†¦ are often stereotypical†. He continues that these stereotypical beliefs are usually stemmed in the â€Å"†¦ socio demographic differences of a person †¦ (as well as their) †¦ personal experience†. Thus, based upon the context as well as usage, ‘attitudes’ brings with it the usage context as formulated within an individual’s historical framework as well. These historical preconceptions, however slight, represent influencing factors acting upon the individual as they mentally traverse through their personal feelings, and beliefs regarding the word sets that follow, thus triggering other memory concepts, feelings and beliefs. Schneider (2006), refers to Sheriff in discussing ‘norm formation which represents the prevailing understanding(s) associated with a particular word in contemporary common usage. We as individuals have grown through experiences, associations, and circumstances in our environments as impacted upon by family, friends, acquaintances, and our abilities to cope, to develop personalities as well as thinking patterns that are the outgrowth of these variables. We see the environment, filter out what isn’t relevant, evaluate what remains, then process this information through our individual self-images â€Å"†¦ and / or sets of expectations, and /or personal characteristics, motivational factors and life experiences †¦and then we respond with either â€Å"†¦ reflective or spontaneous behaviour†¦Ã¢â‚¬  (Rice University, 2003). The preceding would appear in a diagram as follows: Figure 1 – Individual Environmental Perceptions (Rice University, 2003) The next step in the process is the examination of individualbehavior in the context of two individuals as an interaction. Such can consist of one of three types of interactions, as represented by superior to subordinate, leader to peers, and leader to boss (Rice University, 2003). The importance of these distinctions is that such interactions often tend to influence, impact, change, and or colour person’s perceptions, and or processing thus causing them to arrive at differing conceptualizations. Figure 2 – Individual Environmental Perceptions in a Two Party Relationship (Rice University, 2003) Under Figure 2, it illustrates the interactive effects of environmental perceptions in a two-party relationship, and how the images of Individual A can impact upon the perceptions of Individual B. Another facet of how external influences can impact upon an individual’s thinking has been put forward by Janis (1972, pp. 15-30) who states that groupthink is the psychological drive for consensus at any costs which suppresses disagreement, and thus prevents the appraisal of potential alternatives in decision making groups. Thus, an individual in a bank will have a completely different set of mental references that will occur when he or she hears the word risk, than will an entrepreneur. In a limited and distant way, the preceding represents a variant of groupthink, or the thinking adopted by an individual as represented by being part of a group or enterprise. The symptoms can be mild to strong based upon the degree of adaptation, position and or other factors, and can fall into any of the following categorizations (Janis, 1972, pp. 174-195, 242-258): 1. Negative Outcomes The examination of only a few alternatives, Not being critical of the ideas of others, Failure to examine alternatives early, Failure to seek expert opinion, Being very selective in terms of gathering information, Failure to have contingency plans, 2. Symptoms An illusion of invulnerability, The rationalization of poor decisions, A belief in the morality of the group, The sharing of stereotypes that guide the decision process, The exercising of direct pressure on others, Failure to express true feelings, The maintenance of the illusion of unanimity, The use of what are termed mind guards to protect others in the group from receiving or evaluating negative information 3. Solutions The utilization of a policy forming group that thus reports to a larger group, thus forcing or bringing wider thinking latitudes into the equation, Having the leaders remain impartial, The utilization of differing policy groups to accomplish different tasks, The division of individuals into groups and then a discussion on differences to open up potential alternatives and additional thinking, Having discussions in sub groups that report back, The utilization of a Devil’s advocate to call into question all of the ideas raised by the group, Holding second meetings to provide another opportunity for other courses of action The idea of the preceding is to help minimize preconceived notions, ideas, and approaches to open them up to a broader field of discussion, ideas, alternatives, and possibilities. The foregoing is applied in individual situations by the individual taking the time for reflective thinking away for the instant pressures of now or of another’s influence. Chapter 3 Risk The Houghton Mifflin (2007) dictionary defines risk as â€Å" 1. The possibility of suffering harm or loss; danger, 2. A factor, thing, element, or course involving uncertain danger; a hazard †¦Ã¢â‚¬ . It, risk, represents a concept that carries with it the potential for a negative outcome or less that desired outcome that can potentially arise from a specific, desired or combination of actions in the present or sometime in the future (Douglas, 1992, pp. 102-105). Viscose (1998, p. 5)advises that â€Å"Individual risk perceptions are often in error †¦Ã¢â‚¬ ,explaining that â€Å"†¦ people make mistakes with respect to how they perceive risk and behave in the presence of uncertainty†. Douglas(1992, p. 102) states that it has been a long held belief that individuals are risk averse, which is based upon â€Å"†¦ the theory of rationale choice †¦ (that) †¦ assumes that the individual will always choose according to his own self-interest †¦Ã¢ €  which are choices, thus a factor of rational behaviour. Adams (1995, p. 1) simplifies the understanding of risk by personalizing it in order for us to gain aclearer perspective. He states that each and every one of us is â€Å"†¦ a true risk expert †¦Ã¢â‚¬  in that â€Å"†¦ we have been trained by practice and experience in the management of risk† (Adams, 1995, p. 1). Risk represents something that we as human being learn in infancy, starting with our trial and error processes representing learning how to crawl, walk, and then talk (Adams, 1995, p. 1). He adds to Douglas’ (1992, p.102) statement that individuals are risk averse as he points out the example of that although we as child tend to act out of â€Å"†¦ curiosity and a need for excitement †¦ (we are ) †¦ curbed by †¦ â€Å" our sense of danger (Adams, 1995, p. 1). The importance of investigating the components and foundations of risk as a part of the equation of this examination is crucial to the examination of attitudes, risk and entrepreneurship in that one needs the foundation of the theories, and usages attributed to these words and concepts. Risk, as a function of perceived uncertainty and dangerous also subject to prevailing public views, experience factors and acceptance. By any account, taking a flight in a piece of metal whose outer skin is thin, with the entire container flexing while one travels at speeds in excess of 400 km would not only sound risky to those born in ancient Rome, it would be viewed as insane. Thus risk is a changing variable based upon our degrees of exposure, the exposure of others, and its place in what we subscribe to as normal routines. Risk taking for one used to making investments, such as a financier, stock trader or venture capitalist, whose circle of acquaintances, friends, upbringing, and experiences is less than it is for a doctor, lawyer, cab driver or railroad engineer, as they lack the exposure, and mental familiarity that underpins uncertainty, and how to deal with it. The foregoing represents the third of Starr’s (1969, pp. 1234) three laws describing behavioural phenomena â€Å"†¦ 3. The acceptable level of risk is inversely related to the number of persons exposed to that risk†. The other two segments of this law are (1969, p. 1238): â€Å"1. The public is willing to accept voluntary risks about 1,000 times greater than involuntary risks. 2. The acceptability of risks appears to be roughly proportional to the third power of the benefits† Starr’s (1969, p. 1238) three putative laws however have not gained wide spread acceptance with risk specialists on all grounds, however there are those who agree with his assertion that there is a relationship between risk acceptability ad benefits. Otway and Chen(1975, pp. 76-80) however found that through a replication of the analysis that the resulting data did not support Starr’s (1969, p.1238) assertion in qualitative formulations, and instead found that individuals were indeed willing to accept high involuntary risks with large benefits. Despite the findings of Otway and Chen (1975, pp.76-80) the jury is still out regarding Starr’s (1969, p. 1238) three putative laws. And while we have been discussing risk as on an individual basis, risk exists in all forms, thus the exploration of it in institutions also has relevance as it is still a human facet. Culp (2001, p. 15) advises that we find it â€Å"†¦ tempting to associate definition of risk with measures of risk, such as the variance of returns on some asset† or in order mathematical means. Culp (2001, p.15) asserts that risk can be shown through mathematical formulas to that†Ã¢â‚¬ ¦ make sense in illustrative purposes†, adding that â€Å"Risk is concept, not a particular statistical construct†. In further exploring risk, Culp (2001, p. 15) adds that attempting to glean an understanding of risk â€Å"†¦ at the conceptual level †¦Ã¢â‚¬  is a daunting task. He states that there is a tendency to use terms such as interest rate risk, maturity, accident, credit and so forth, which have their applications, and adds that the conceptualization of the â€Å"†¦ definition of risk varies with the perspective† (Culp, 2001, p. 15). Thus, he offers perspectives on how risk can be defined, and the relationships between them. Firstly, Culp (2001, p. 15) offers what he terms the â€Å"event-driven definition of risk† which works on the principle of â€Å"†¦ the type of event that can result in a loss†, such as a flood or earthquake. The second type of risk Culp (2001, p. 16) defines is ‘market risk’ thatâ€Å"†¦ arises from the event of a change in some market determined asset price, reference rate or index†. He explains that ‘delta represents the value that is the â€Å"exposure that deteriorates as a result of the price, or value of some risk factor changes†, with â€Å"‘gamma’ as the risk that delta will change when the value of an underlying risk factor changes â€Å"and ‘rho as the â€Å"risk that the interest rates used to discount future cash flows in present value calculations will change and impose unexpected losses on the firm (Culp, 2001, p. 17). Culp (2001, p. 18)defines ‘liquid risk’ as that which †Å"occurs in the event that cash flows, and current balances are insufficient to cover cash outflow requirements†, and ‘credit risk’. The other types of risk Culp (2001,pp. 18-22) defines are ‘operational risk’, and ‘legal risk’, with other risks representing a broad array of items such as intellectual risk, customer loss risk, and supply chain risks as a few examples. In equating risk with the subject of this examination, risk aversion represents the division of risk that is associated with individuals. Culp (2001, p. 34) refers to this as â€Å"†¦. the shape of a utility function dictating the degree to which an individual is risk-averse, risk-neutral, or risk-loving†. Barrett (1993, p. 2) states that inside of these risk categories is what he terms the ‘disaster threshold ‘whereby one engages in behaviour that includes risk only when it does not touch their threshold of misfortune beyond which they will not goes such would †Ã¢â‚¬ ¦ be experienced as a disaster†. He adds that when individuals have a preference for â€Å"†¦ risk-aversion †¦ (it) †¦ displaces the preference for rational decision making† (Barrett, 1993, p. 79).Under this type of thinking the rule is â€Å"†¦ to take as few risks as incompatible with the perception of opportunities, and to expect corresponding attitude i n others† (Barrett, 1993, p. 79). Lane and Cheek (2000) conducted a study on risk-aversion examining theâ€Å"†¦ role of contingencies and experimental context in human decision-making†. They subjected twelve individuals to â€Å"†¦ a series of conditions that provided response alternatives of a small, high-probability reinforce (non-risky alternative), or a larger, low probability reinforce (risky alternative)†. The range of therein forcer probabilities and amounts were utilized via a discrete trial design that had repeated trials conducted in multiple sessions. In comparing the results with prior data it was found that the subjects in the study â€Å"†¦ displayed a strong preference for the non-risky response alternative, even when doing so resulted in lost earnings† (Lane and Cheek, 2000). These results support decision, and risk models that emphasize the subjective as opposed to mathematically expected value of reinforces, and â€Å"†¦ the data highlight the important role of reinforcement contingencies, and context in risk-taking behaviour† (Lane and Cheek, 2000). Risk, as explained by Adams (1995), Viscose (1998),Douglas (1992), Starr (1969), and others is inherent in any choice that involves probabilistic outcomes. Lane and Cheek (2000) found that inâ€Å"†¦ contexts with two or more response alternatives, both the probability, and size of each alternative presumably influence decisions†. Lawrence (1992) concurs with Lane and Cheek (2000) in that the choice of decision making that occurs under uncertainty usually includes options of selecting, and or choosing to use an informational system, and a set of probable messages that take in current decisions. Under this type of thinking the rule is â€Å"†¦ to take as few risks as incompatible with the perception of opportunities, and to expect corresponding attitude in others† Barrett (1993, p. 79) whereby the taking of as few risks as possible is the preference in compatibility with opportunity perception, and the corresponding attitude of others. Hahnemann and Tversky (1979, pp. 341-350), Silberberg et al (1988, pp.187-195), and Slavic and Lichtenstein (1968, pp. 1-17) all conducted studies in risk aversion, and noted the tendency toward a mild approaching conditions as represented by gain versus no-gain. Hahnemann andTversky (1979, pp. 341-350) found that under some conditionsâ€Å"†¦equivalent outcomes with real, and hypothetical outcomes, but results from other studies are not so straightforward, and suggest that there may be differences in subjects’ decision making when real payoff contingencies are implemented†. Slavic (1969) found â€Å"†¦ when choices were hypothetical, subjects maximized gains and discounted the probability of loss, but were more risk averse under conditions in which they actually played out their choices†. In equating risk as a variable of simply participating as opposed to gain and or loss Reuchlin and Frankel (1969, pp. 444-449) found that in the utilization of gambling situations that contained no payoffs, the individuals involved in the study were indifferent to the response they selected, but when the probabilities of winning, and losing were introduced whereby monetary gains, and or losses were involved, they were real sensitive to the choices made. The understanding of why people make decisions in situations whereby an alternative is the better choice based upon some attributes of values and in others the alternative is better based upon some other attribute represents a problem of preferential choice, and judgment in psychology. Castellan (1993, p. 20) advises that in general, when people are â€Å"†¦faced with more complex decision problems involving many alternatives, people often adopt simplifying strategies that are much more selective in the use of information†. He continues thatâ€Å"†¦strategies adopted tend to be non-compensatory, in that excellent values on some attributes cannot compensate for poor values on other attributes† (Castellan, 1993, p. 20). He elaborates on the foregoing by making reference to a number of job applicants with basically the same qualifications, however, the interviewer might decide that a published article background is a determining factor which he utilizes to aid in the decision process. The preceding represents a simplification strategy for getting through, and or making a decision, which is termed heuristics for choice, which can change based upon the conditions. Tversky ( 1972, pp. 281-299) referred to such a strategy as an elimination-by-aspects process. Heuristics such as the equal weighting rule, majority of confirming dimensions, and lexicographic represent differing methods for simplifying processing in the making of choices(Castellan, 1993, p. 20). The preceding represents a factor of risk as individuals work through their own history and experience base as well as any applicable organizational or society rules in reaching a risk based decision. The equal weighting strategy simplifies the decision making process by virtue of ignoring information concerning the relative importance of each attribute (Castellan, 1993, p. 21). In the confirming decisions heuristic, the general process entails the processing of pairs of alternatives whereby â€Å"†¦values for each of the two alternatives are compared on each attribute, and the alternative with a majority of winning (better) attribute values is retained †¦.† (Castellan, 1993, p.21). In this manner â€Å"†¦processing is simplified by requiring only ordinal judgments of which alternative is better on an attribute, rather than assessments of the degree to which one alternative is better than the other †¦ (thereby the) †¦ process of pairwise comparison is repeated until all alternatives have been evaluated, and the final winning alternative identified† (Castellan, 1993, p. 21). In the final heuristic, lexicographic choice works by â€Å"†¦first determining the most important attribute, and then examining the values of all alternatives on that attribute. The alternative with the best value on the most important attribute is selected† (Castellan, 1993, p. 21). In cases of ties, the second most important attribute is considered and the process repeated until the decision making tie is eliminated. The foregoing are aspects in risk decision making that some individuals use in arriving at their choices, and are usually reserved for more long term risk analysis decision making such as investment, business decisions, long term purchases of higher monetary value and so forth. These types of risk taking processes are also associated with entrepreneurs. Chapter 4 – Entrepreneurship The Houghton Mifflin dictionary (2007) defines entrepreneur as â€Å"Adperson who organizes, operates and assumes the risk for a business venture†. An entrepreneur represents an individual who is usually of high aptitude, who possesses certain characteristics that are found in only a small portion of people in general, who pioneers change(Quick MBA, 2007). The more popular definition that is thought of by society when this word is mentioned, is of a person who wants to work for themselves. The origin of entrepreneur is French, based on the word ‘entreprendre, which means ‘to undertake’. Entrepreneurship represents the practice of beginning new companies, and or organizations as usually represented by a new business as a result of new opportunities that have, or are presenting themselves. Such naturally entails elements of risk. The equation of risk in entrepreneurship is represented by the spectre of failure, which can beat result of a multitude of business, supply, sales, market condition, financing, timing, competitive, new innovations, cost, locale, another problems that are all interweaved to result in a complex series of risks that must be examined, explored, decided upon, and dealt with correctly to minimize failure, which does not necessarily translate into success. Stevenson (1983), as previously referred to, describes entrepreneurship represents â€Å"†¦ the pursuit of opportunity beyond the resources you currently control†, which he further amplifies with Gumpert (Stevenson and Gumpert, 1985, pp. 85-94) that entrepreneurship represents both the individual as well as the society that he or she is embedded in as he or she identifies an opportunity they desire to pursue and as an entrepreneur they thus must seek the resources from the broader society. Given all of the research, and studies devoted to entrepreneurship no universal theory has been generated, as various disciplines have their â€Å"†¦own unique way of viewing entrepreneurship which remains relatively unaffected by the perspectives of other disciplines †¦Ã¢â‚¬ (Gartner, 2001). All of the foregoing have been engaged in as a part of the purpose of this study, which is to equate attitudes toward risk and entrepreneurship. The three critical words that comprise this examination have extremely broad interpretations as well as context that are dependent upon when, and how they are used. For Dracker (1985,p. 28) entrepreneurship is about risk. But his view does not take the skew of said risk being negative or positive, but rather that risk is inherent with the concept as it, risk, is inherent with business in general, simply that entrepreneurial risk is a different form. Thus, the attitudes concerning risk and entrepreneurship are individual and dependent upon the prevailing social circle, or societal views that can take on any the differing contextual concepts of any of the words in arriving at a mental conceptualization of what these words mean in combination. He describes entrepreneurship as â€Å"†¦ ‘risky’ mainly because so few of the so-called entrepreneurs know what they are doing(Dracker, 1985, p. 29). And continues that they â€Å"†¦ lack the methodology†¦ (and) †¦violate elementary and well known rules (Dracker, 1985, p.29). Thus Dracker (1985) is seemingly saying that the high degree of complexity inherent in entrepreneurship, as either demands or requires an individual who is usually of high aptitude, who possess certain characteristics that are found in only a small portion of people in general, who pioneers change (, 2007). The attention being devoted to an examination of entrepreurship is deemed as an important part of the risk attitude equation in that like risk, and attitude, it, entrepreurship, entails a large number of variants in how they are viewed contextually. Dracker (1985, p. 30) aids in providing clarity by advising that entrepreneurship requires innovation, as it â€Å"†¦ is the specific instrument †¦Ã¢â‚¬  of the process. It represents the factor â€Å"†¦that endows resources with a new capacity to create wealth †¦Ã¢â‚¬  (Dracker, 1985, p. 30). He explains that innovationâ€Å"†¦ creates a resource †¦Ã¢â‚¬  and that a resource represents something that has no value until a need, and use is found for it, and thus endows it with an economic value (Dracker, 1985, p. 30). To illustrate, he points to various plants, rock, and minerals that went unused for centuries until a use were found for them. Owing to this view, Dracker (1985, p.33) advises that innovation represents an economic term, in this context, as opposed to a social or technical one. He adds that it, innovation, â€Å"†¦can be defined the way J. B. Say defined entrepreneurship, as changing the yield of resources † as well as being â€Å"†¦ defined in demand terms rather than in supply terms, that is, as changing the value and satisfaction obtained from resources by the consumer †¦Ã¢â‚¬  (Dracker, 1985, p. 33). Francis and Demirep (2006) address the issue of entrepreneurship in the context of â€Å"Wealth, Entrepreneurship and Occupational Experience â€Å"citing that as a factor of the probability of becoming an entrepreneur, one is likely to be male, a member of the Caucasian race, in the upper middle age bracket, and married. They cite that the theoretical aspects of the preceding profile represent facets such as risk aversion, along with entrepreneurial ability, as mentioned by Dracker (1985, p. 30) â€Å"†¦and the desire to be one’s own boss† (

Online School Vs. Traditional Essay

According to the National Center for Education Statistics, about 4.3 million undergraduate students, or 20 percent of all undergraduates, took at least one distance education course in the 2007-08 school year. And about 0.8 million, or 4 percent of all undergraduates, took their entire program through distance education (May, Ryan). There are many pros and cons about distance and traditional education, as well as many similarities and differences. Online education is a more flexible option for students to get an education since most classes can be taken anywhere you are able to take your laptop or hook up to the internet. It’s very convenient for people who have a busy lifestyle, such as families, full-timer workers, and those who serve in the military. With online learning, students don’t have the traditional methods of sitting at a desk and learning with lectures and books. You have the freedom to learn your way at your own comfort level. Studies have shown that in on line learning conditions perform better than those receiving traditional instruction (NCU). However, for some, lectures in the classroom are more beneficial to them since some need more a more hands on approach. A disadvantage of online learning is not having your degree being seen as creditable. Be sure that your college choice is accredited since there are many â€Å"Degree Mills† out looking for your money. There are many students and employers who are skeptics about how much you really do learn from online learning. According to Allie Bidwell from USA news, In a survey of 656 human resources professionals released Wednesday, the researchers found that although nearly half of employers said online-only programs require more discipline, 56 percent said they still prefer applicants with traditional degrees from an average university over those with an online degree from a top university. Overall, most employers (82 percent) said a combination of in-person and online education would benefit the majority of students (Bidwell, 2013). Most employers are going to view how effective an online education is by the quality of the new hires  they bring in. Cost is another consideration to think of when deciding to go online or traditional. Online education is less expensive since there are no extra fees for maintaining a large campus or classrooms. Some classes may not even require books for you to purchase. Either way you choose to go, there are still rules and guidelines that must be followed. Along with that, attendance is still a must with online education and participation in discussions just as you would participate in a classroom. Depending on the type of person you are and the lifestyle you live, either online or traditional education will be right for you. Before getting into either one, students should carefully research both to find out which is the right fit for them. References Bidwell, A. (2013). Employers and Students Remain Skeptical of Online Learning. Retrieved from http://www.usanews.com/news/articles/2013/09/20/employers-students-remain-skeptical-of-online-education North Central University. Online Education Versus Traditional Education. Retrieved from http://www.ncu.edu/why-northcentral/online-learning/learn-more Dudley, S. (2013) Why Online Education Is More Valuable than Traditional College. Retrieved from http:// http://www.wired.com/2013/11/why-online-learning-is-more-valuable-than-traditional-college/ May, R. Traditional Education vs Online Education-Should You Switch? Retrieved from http://www.businessdictionary.com/article/655/traditional-education-vs-online-education-should-you-switch/

Escape to the Land of China in the Middle of Downtown...

It is a season of change as one chapter at Portland State closes and another begins. Spring is an opportunity to renew our body and mind - a REAWAKENING. Escape to the faraway land of China, in the middle of Downtown Portland as Lan Su Chinese Garden sheds the cold and gray of winter to â€Å"drink in the fragrance† of spring with Lan Su in Bloom beginning April 1. April and May will be filled with sight and scents of special lush floral arrangements and unique plant displays. There will also be plant walks with Lan Su’s horticulture staff and talks by a variety of plant and garden experts. â€Å"Walled in a unique micro climate we are a bit warmer and protected, plants tend to bloom earlier in the spring - they wake up!† said Glin Varco, Lan Su’s Director of Horticulture. Featured are four of China’s most auspicious and culturally significant plants: rhododendrons, camellias, peonies and magnolias. These will be displayed as prize-winning cuts and talked about by several master gardeners during the Plant Talk Series. The first of a series of eight talks as part of Lan Su in Bloom will be given by Varco. This talk will focus on the 1000 year history of many plants at Lan Su that were originally planted due to their significance as symbols and how those plants have been used as botanical motifs throughout the arts in China. A Chinese plum, Prunus mume, blossoms in the cold of late winter and early spring. It is a classic Asian aesthetic of five petals. â€Å"It manages in theShow MoreRelatedProject Mgmt296381 Words   |  1186 Pagesarticles on matrix management, product development, and project partnering. He has been honored with teaching awards from both the Oregon State University MBA program and the University of Oregon Executive MBA program. He has been a member of the Portland, Oregon, chapter of the Project Management Institute since 1984. In 1995 he worked as a Fulbright scholar with faculty at the Krakow Academy of Economics on modernizing Polish business education. In 2005 he was a visiting professor at Chulalongkorn

A List of 25 Common French Words to Learn

French can be difficult to learn: The grammar is often different than in English, and correct pronunciation is key to mastering this Romance language. But learning basic terms can help. This list contains varied terms such as auparavant   (beforehand),  Ãƒ ©gard  (exhausted), and toucher  (to touch). You might know this last term by its pronunciation: too shay, a term anyone who has read the novel ​The Three Musketeers  or seen a movie with swashbuckling swordfights will readily recognize. The Top 25 Each French term on this list is followed its pronunciation in parentheses, and then its definition. Some of the words provide  links to web pages that provide ​more complete explanations, background information, and even tips on how to conjugate the words where appropriate. Word Pronunciation Definition auparavant o pa ra van Beforehand, previously bis bees a musical encore at the end of a concert; detour or diversion bouffer boo fay to be full; have volume chouette shweht owl; great, nice or cool coucou koo koo (exclamation) hello, hi, peek-a-boo; cuckoo (clock) dou doo wee gifted gard e gar respect gnial zhay nyal genius, inspired; great, cool incontournable a(n)-ko(n)-toor-nabl inescapable, inevitable, or indispensable intressant eh(n) tay ray sa(n) interesting, attractive, worthwhile justement ystm exactly lendemain la(n)d-ma(n) the next day, day after; future matriser meh tree zay to control, overcome, suppress; to master malin mah-la(n) Shrewd, cunning normal nor mal normal occasion uh ka zyo(n) chance, opportunity pige pj trap piger pie to get it pinard pee nar cheap wine, plonk projet p intention; plan rater ra tay misfire, miss, fail, bungle, miscarry, to mess up taux to rate toucher too shay to touch; to approach, be/go near; to affect untel oo(n) tel so-and-so vachement vahsh ma(n) really

Analyse Two or Three of Heaneys Poems to Show How Common...

Heaneys first anthology Death of a Naturalist is the best source for poems that show how common and often mundane things are described in beautiful language and rediscovered as meaningful activities. Digging, Blackberry-Picking and Personal Helicon are prime examples of Kavanaghs words. When reading the name of the poem Digging, it seems like it will be about nothing at all. Digging is a basic and ordinary activity and the reader does not expect anything meaningful when reading the poem. This is deceptive, because the first two lines present readers with a sense of choice. Heaney immediately makes them aware of the deeper issue of the subject he is about to explore and therefore creates an alertness in them. Heaney labels†¦show more content†¦He digs with such intensity that he rests only to drink a bottle of milk before returning to his task. The grandfathers professionalism is contrasted to Heaneys clumsiness, because he brings his grandfather a bottle of milk corked sloppily with paper (20). It is clear that the seventh stanza is no longer about digging. It is about something far more significant. Heaney remembers the act of digging and it is no longer poetic. He describes the smell of potato mould as cold (25) and the sounds are no longer clean and precise. This sudden reality of the messiness of digging implies that Heaney is no longer referring to the activity, but rather is returning to the violence of the first stanza. The choice he gives is the pen or the gun and in the last line of the seventh stanza Heaney states that he has no spade to follow men like (28) his father and grandfather. Ultimately. Heaney chooses the pen over the gun and therefore poetry over violence. The last stanza shows that Heaney has faith in his poetry to make a difference. He believes that it can solve problems that can not be resolved with a gun. Digging is not a poem about an ordinary and simple activity, but rather a metaphor of choice between poetry and violence. Blackberry-Picking is similar in its function, but broaches a different subject. Again the heading names a simple and ordinary

The Return Midnight Chapter 18 Free Essays

string(52) " that their grins almost broke their faces in half\." After breakfast Matt went online to find two stores, neither in Fel ‘s Church, that had the amount of clay Mrs. Flowers said she’d need and that said they’d deliver. But after that there was the matter of driving away from the boardinghouse and by the last lonely remains of where the Old Wood had been. We will write a custom essay sample on The Return: Midnight Chapter 18 or any similar topic only for you Order Now He drove by the little thicket where Shinichi often came like a demonic Pied Piper with the possessed children shuffling behind him – the place where Sheriff Mossberg had gone after them and hadn’t come out. Where, later, protected by magical wards on Post-it Notes, he and Tyrone Alpert had pul ed out a bare, chewed femur. Today, he figured the only way to get past the thicket was to work his wheezing junk car up by stages, and it was actual y going over sixty when he flew by the thicket, even managing to hit the turn perfectly. No trees fel on him, no swarms of foot-long bugs. He whispered â€Å"Whoa,†in relief and headed for home. He dreaded that – but simply driving through Fel ‘s Church was so horrible it glued his tongue to the top of his mouth. It looked – this pretty, innocent little town where he had grown up – as if it were one of those neighborhoods you saw on TV or on the Internet that had been bombed, or something. And whether it was bombs or disasterous fires, one house in four was simply rubble. A few were half-rubble, with police tape enclosing them, which meant that whatever had happened had happened early enough for the police to care – or dare. Around the burned-out bits the vegetation flourished strangely: a decorative bush from one house grown so as to be halfway across a neighbor’s grass. Vines dipping from one tree to another, to another, as if this were some ancient jungle. His home was right in the middle of a long block of houses ful of kids – and in summer, when grandchildren inevitably came to visit, there were even more kids. Matt just hoped that that part of summer vacation was done†¦but would Shinichi and Misao let the youngsters go home? Matt had no idea. And, if they went home, would they keep spreading the disease in their own hometowns? Where did it stop? Driving down his block, though, Matt saw nothing hideous. There were kids playing out on the front lawns, or the sidewalks, crouching over marbles, hanging out in the trees. There was no single overt thing that he could put his finger on There was no single overt thing that he could put his finger on that was weird. He was Stilluneasy. But he’d reached his house now, the one with a grand old oak tree shading the porch, so he had to get out. He coasted to a stop just under the tree and parked by the sidewalk. He grabbed a large laundry bag from the backseat. He’d been accumulating dirty clothes for a couple of weeks at the boardinghouse and it hadn’t seemed fair to ask Mrs. Flowers to wash them. As he got out of the car, pul ing the bag out with him, he was just in time to hear the birdsong stop. For a moment after it did, he wondered what was wrong. He knew that something was missing, cut short. It made the air heavier. It even seemed to change the smel of the grass. Then he realized. Every bird, including the raucous crows that lived in the oak trees, had gone silent. All at once. Matt felt a twisting in his bel y as he looked up and around. There were two kids in the oak tree right beside his car. His mind was Stillstubbornly trying to hang on to: Children. Playing. Okay. His body was smarter. His hand was already in his pocket, pul ing out a pad of Post-it Notes: the flimsy bits of paper that usual y stopped evil magic cold. Matt hoped Meredith would remember to ask Isobel’s mother for more amulets. He was running low, and†¦ †¦and there were two kids playing in the old oak tree. Except they weren’t. They were staring at him. One boy was hanging upside down by his knees and the other was gobbling something†¦out of a garbage bag. The hanging kid was staring at him with strangely acute eyes. â€Å"Have you ever wondered what it’s like to be dead?†he asked. And now the head of the gobbling boy came up, thick bright red al around his mouth. Bright red – – blood. And†¦whatever was in the garbage bag was moving. Kicking. Thrashing weakly. Trying to get away. A wave of nausea washed over Matt. Acid hit his throat. He was going to puke. The gobbling kid was staring at him with stony black-as-a-pit eyes. The hanging kid was smiling. Then, as if stirred by a hot breath of wind, Matt felt the fine hairs on the back of his neck stand up. It wasn’t just the birds that had gone quiet. Everything had. No child’s voice was raised in argument or song or speech. He whirled around and saw why. They were staring at him. Every single kid on the block was silently watching him. Then, with a chil ing precision, as he turned back to look at the boys in the tree, al the others came toward him. Except they weren’t walking. They were creeping. Lizard-fashion. That’s why some of them had seemed to be playing with marbles on the sidewalk. They were al moving in the same way, bel ies close to the ground, elbows up, hands like forepaws, knees splaying to the side. Now he could taste bile. He looked the other way down the street and found another group creeping. Grinning unnatural grins. It was as if someone was pul ing their cheeks from behind them, pul ing them hard, so that their grins almost broke their faces in half. You read "The Return: Midnight Chapter 18" in category "Essay examples" Matt noticed something else. Suddenly they’d stopped, and while he stared at them, they stayed Still. Perfectly Still, staring back at him. But when he looked away, he saw the creeping figures out of the corner of his eye. He didn’t have enough Post-it Notes for al of them. You can’t run away from this. It sounded like an outside voice in his head. Telepathy. But maybe that was because Matt’s head had turned into a roiling red cloud, floating upward. Fortunately, his body heard it and suddenly he was up on the back of his car, and had grabbed the hanging kid. For a moment he had a helpless impulse to let go of the boy. The kid Stillstared at him but with eerie, uncanny eyes that were half rol ed back in his head. Instead of dropping him, Matt slapped a Post-It Note on the boy’s forehead, swinging him at the same time to sit on the back of the car. A pause and then wailing. The kid must be fourteen at least, but about thirty seconds after the Ban Against Evil (pocket-size) was smacked on him he was sobbing real kid sobs. As one, the crawling kids let out a hiss. It was like a giant steam engine. Hsssssssssssssssssssssss. They began to breathe in and out very fast, as if working up to some new state. Their creeping slowed to a crawl. But they were breathing so hard Matt could see their sides hol ow and fil . As Matt turned to look at one group of them, they froze, except for the unnatural breathing. But he could feel the ones behind him getting closer. By now Matt’s heart was pounding in his ears. He could fight a group of them – but not with a group on his back. Some of them looked only ten or eleven. Some looked almost his age. Some were girls, for God’s sake. Matt remembered what possessed girls had done the last time he’d met them and felt violent revulsion. But he knew that looking up at the gobbling kid was going to make him sicker. He could hear smacking, chewing sounds – and he could hear a thin little whistle of helpless pain and weak struggling against the bag. He whirled quickly again, to keep off the other side of crawlers, and then made himself look up. With a quiet crackle, the garbage bag fel away when he grabbed it but the kid held on to what was in – Oh my God. He’s eating a baby! A baby! A – He yanked the kid out of the tree and his hand automatical y slapped a Post-It onto the boy’s back. And then – then, thank God, he saw the fur. It wasn’t a baby. It was too smal to be a baby, even a newborn. But it was eaten. The kid raised his bloody face to Matt’s, and Matt saw that it was Cole Reece, Cole who was only thirteen and lived right next door. Matt hadn’t even recognized him before. Cole’s mouth was wide open in horror now, and his eyes were bulging out of his head with terror and sorrow, and tears and snot were streaming down his face. â€Å"He made me eat Toby,†he started in a whisper that became a scream. â€Å"He made me eat my guinea pig! He made me – why why why did he do that? I ATE TOBY!† He threw up al over Matt’s shoes. Blood-red vomit. Merciful death for the animal. Quick, Matt thought. But this was the hardest thing he’d ever tried to do. How to do it – a hard stomp on the creature’s head? He couldn’t. He had to try something else first. Matt peeled off a Post-It Note and put it, trying not to look, on the fur. And just like that it was over. The guinea pig went slack. The spel had undone whatever had been keeping it alive up to this point. There was blood and puke on Matt’s hands, but he made himself turn to Cole. Cole had his eyes shut tight and little choking sounds came from him. Something in Matt snapped. â€Å"You want some of this?†he shouted, holding out the Post-it pad as if it were the revolver he’d left with Mrs. Flowers. He whirled again, shouting, â€Å"You want some? How about you? You, Josh?†He was recognizing faces now. â€Å"You, Madison? How ’bout you, Bryn? Bring it on! You all bring it on! BRING IT – â€Å" Something touched his shoulder. He spun, Post-it Note ready. Then he stopped short and relief bubbled up in him like Evian water at some fancy restaurant. He was staring right into the face of Dr. Alpert, Fel ‘s Church’s own country doctor. She had her SUV parked beside his car, in the middle of the street. Behind her, protecting her back, was Tyrone, who was going to be next year’s quarterback at Robert E. Lee High. His sister, a sophomore-to-be, was trying to get out of the SUV too, but she stopped when Tyrone saw her. â€Å"Jayneela!† he roared in a voice only the Tyre-minator could produce. â€Å"You get back in and buckle up! You know what Mom said! You do it now!† Matt found himself clutching at Dr. Alpert’s chocolate brown hands. He knew she was a good woman, and a good caretaker, who had adopted her daughter’s young children when their divorced mother had died of cancer. Maybe she would help him, too. He began babbling. â€Å"Oh, God, I’ve gotta get my mom out. My mom lives here alone. And I have to get her away from here.†He knew he was sweating. He hoped he wasn’t crying. â€Å"Okay, Matt,†the doctor said in her husky voice. â€Å"I’m getting my own family out this afternoon. We’re going to stay with relatives in West Virginia. She’s welcome to come.† It couldn’t be this easy. Matt knew he had tears in his eyes now. He refused to blink, though, and let them come down. â€Å"I don’t know what to say – but if you would – you’re an adult, you see. She won’t listen to me. She will listen to you. This whole block is infected. This kid Cole – â€Å"He couldn’t go on. But Dr. Alpert saw it al in a flash – the animal, the boy with blood on his teeth and his mouth, Stillretching. Dr. Alpert didn’t react. She just had Jayneela throw her a packet of Wet Wipes from the SUV and held the heaving kid with one hand, while vigorously scrubbing his face clean. â€Å"Go home,†she told him sternly. â€Å"You have to let the infected ones go,†she said to Matt, with a terrible look in her eyes. â€Å"Cruel as it seems, they only pass it on to the few who’re Stillwell.†Matt started to tel her about the effectiveness of the Post-it Note amulets, but she was already cal ing, â€Å"Tyrone! Come over here and you boys bury this poor animal. Then you be ready to move Mrs. Honeycutt’s things into the van. Jayneela, you do what your brother says. I’m going in for a little talk with Mrs. Honeycutt right now.† She didn’t raise her voice much. She didn’t need to. The Tyre-minator was obeying, backing up to Matt, watching the last of the creeping children that Matt’s explosion hadn’t scattered. He’s quick, Matt realized. Quicker than me. It’s like a game. As long as you watch them they can’t move. They took turns being the watcher and handling the shovel. The earth here was hard as rock, heavy with weeds. But somehow they got a hole dug and the work helped them mental y. They buried Toby, and Matt walked around like some foot-dragging monster, trying to get the vomit off his shoes in the grass. Suddenly beside them there was the noise of a door banging open and Matt ran, ran to his mother, who was trying to heft a huge suitcase, much too heavy for her, through the door. Matt took it from her and felt himself encompassed in her hug even though she had to stand on tip-toes to do it. â€Å"Matt, I can’t just leave you – â€Å" â€Å"He’l be one of those to get the town out of this mess,†Dr. Alpert said, overriding her. â€Å"He’l clean it up. Now we’ve got to get out so we don’t drag him down. Matt, just so you know, I heard that the McCul oughs are getting out too. Mr. and Mrs. Sulez don’t seem to be going yet, and neither do the Gilbert-Maxwells.†She said the last two words with a distinct emphasis. The Gilbert-Maxwells were Elena’s aunt Judith, her husband Robert MaxWell, and Elena’s little sister, Margaret. There was no real reason to mention them. But Matt knew why Dr. Alpert had. She remembered seeing Elena when this whole mess had started. Despite Elena’s purification of the woods where Dr. Alpert had been standing, the doctor remembered. â€Å"I’l tel – Meredith,†Matt said, and looking her in the eyes, he nodded a little, as if to say, I’l tel Elena, too. â€Å"Anything else to carry?†Tyrone asked. He was encumbered by a canary birdcage, with the little bird frantical y beating its wings inside, and a smal er suitcase. â€Å"No, but how can I thank you?†Mrs. Honeycutt said. â€Å"Thanks later – now, everybody in,†said Dr. Alpert. â€Å"We are taking off.† Matt hugged his mother and gave her a little push toward the SUV, which had already swal owed the birdcage and smal suitcase. â€Å"Good-bye!†everyone was yel ing. Tyrone stuck his head out of the window to say, â€Å"Cal me whenever! I want to help!† And then they were gone. Matt could hardly believe it was over; it had happened so fast. He ran inside the open door of his house and got his other pair of running shoes, just in case Mrs. Flowers couldn’t fix the smel of the ones he was wearing. When he burst out of the house again he had to blink. Instead of the white SUV there was a different white car parked beside his. He looked around the block. No children. None at al . And the birdsong had come back. There were two men in the car. One was white and one was black and they both were around the age to be concerned fathers. Anyway they had him cut off, the way their car was parked. He had no choice but to go up to them. As soon as he did they both got out of the car, watching him as if he was as dangerous as a kitsune. The instant they did that, Matt knew he’d made a mistake. â€Å"You’re Matthew Jeffrey Honeycutt?† Matt had no choice but to nod. â€Å"Say yes or no, please.† â€Å"Yes.†Matt could see inside the white car now. It was a stealth police car, one of those with lights inside, al ready to be fixed outside if the officers wanted to let you in on the secret. â€Å"Matthew Jeffrey Honeycutt, you are under arrest for assault and battery upon Caroline Beula Forbes. You have the right to remain silent. If you give up this right, anything you say can and wil be used against you in a court of law – â€Å" â€Å"Didn’t you see those kids?†Matt was shouting. â€Å"You had to have seen one or two of them! Didn’t that mean anything to you?† â€Å"Lean over and put your hands on the front of the car.† â€Å"It’s going to destroy the whole town! You’re helping it!† â€Å"Do you understand these rights – ?† â€Å"Do you understand what is going on in Fel ‘s Church?† There was a pause this time. And then, in perfectly even tones, one of the two said, â€Å"We’re from Ridgemont.† How to cite The Return: Midnight Chapter 18, Essay examples

Intelligent Operational Planning Support Tool

Question: Discuss about the Intelligent Operational Planning Support Tool. Answer: Introduction: The Government of Australia has been keen in impose the information system in the Healthcare System. They took the help form My Health Record Project (Wilis, Reynolds Keleher, 2016). A short analysis has been required to be made on the stakeholders connected to the Information System (Reed Curzon, 2015). The report provides a Stakeholder Map along with questionnaire and THE Use Case diagram of Information System. The stakeholders have been those entities in any organization who play an active part in the health of the organization. They also possess a typical functionality in the performance affected by the action of the organization. The persons or the group of persons those have vested their interest in clinical decision along with evidence supporting the decisions are indicated as the stakeholders (Dalton-Brown, 2016). Four kinds of stakeholders for the given healthcare are present: They are the doctors, nurses and staffs. The doctors have high interest on the data because this helps them very much. The nurses and staffs both possess interests as both of them get advantages from it. It includes the patients and the customers. However, they have very few interest in that system (Windsor et al., 2015). The first come the healthcare owners. They possess serious interests over the system. Then the CEO of the company show high interests as this helps them to perform their functionalities easily. The last one is the administrator of the My health Record. The administrator acquires an important role for every major operation about the Health Record. However, his major concern is the operating of the system. First of all it includes the government of Australia. They have been always concerned about the peoples welfare. Hence, they fall under those external executives, who show more interest on the Healthcare Record (Ziaian et al., 2015). Another significant external executive is the investors. They have been less interested than that of the government. This is due to the fact that their primary interests have been on the economic benefits that they need to obtain. The questionnaire has been planned about the My healthcare Record project for Australias healthcare system. The primary objective of the questionnaire has been to find out the capability of the Information System (Haddad, Schaffer Wickramasinghe, 2015).The questionnaire is the proof for itself that it could efficiently contribute the healthcare record systems in Australian society. Overall, ten questions are prepared that are shown below: Find out the overall impact of the My Health Record in the organization. How much benefit from this system has been brought to you? Is there any effect of the system over your patient observed? Can you assess how much the treatment costs have affected in overall? Is there any new disease identified with the help of the system? Any finding of new disease takes time. Can you determine how much the time consumption has affected? According to you won experience can you narrate the influence of the system on your society? Have you found any drawback in the system? Discuss the drawbacks of your system. There can be any further recommendations for the system. Have you found as such? Please declaim such recommendations. How much would you like to rate your system out of ten marks? The Brief Use Case Descriptions: Use Case Name Login Scenario The trigger Event User needs to access the services of My Health Record Brief description The user should login into the system of the protocols authorized. This should be done before access to the services of the system is done. Actors Patients Doctors Preconditions The login id with the password entered and then submitted Post-conditions The user logged in successfully. Use Case Name Registration Scenario The system would use the information from clinical systems for registering the users. Trigger Event The clinical system would record the new doctors or patients. Brief description The system keeps the basic information in the storage with login id and the password in the database Actors Patients Doctors Clinical Systems Preconditions New user accesses into the system Post-conditions The user has been successfully registered Use Case Name The Patient Health Record Entry Scenario The doctors inputs latest findings in the treatment of patients. Trigger Event The doctors or specialists would store the latest treatment related information. Brief description The record of the patient keeps the upgraded data about the treatment. Actors Doctors Clinical Systems Preconditions The doctors inputs new information Post-conditions Information is successfully stored Use Case Name Update Record Scenario The doctors get alteration in their old treatments. The treatment procedures get changed. Trigger Event Issues in the old treatment Brief description The doctors replace the medicine. The procedures of treatments are altered. After the identification of changes, the test results are also changed accordingly. Actors Doctors Clinical Systems Preconditions Doctors enter updated information. Post-conditions Data is upgraded successfully. Use Case Name Searching Patient Record Scenario The doctors authorized seek the records of specific patients. Trigger Event Searching of patient related data for good treatment. Brief description Searching of patient related data for good treatment. Actors Doctors Clinical Systems Preconditions Doctors seek the data about patient treatment. Post-conditions Information is been successfully updated Fully Developed Use Case Description: Use Case Name Patient Health Record Entry Scenario The doctors have found latest findings in the treatment of the patients. Trigger Event The specialists or doctors have been storing latest data regarding the treatment. Brief description The patient has been recording upgraded data about the treatment. Actors Doctors Clinical Systems Stakeholders Patient Doctor Hospitals Preconditions Doctors would enter latest information. Post-conditions Information has been successfully stored. Flow of the activities Actors Systems 1. The doctor send requests to access patient record 2. The doctors enter new data like symptoms, the test results, and the medicine and so on. 3. Doctor receives the message that the entry has been done successfully. 1. The systems check authorization. 2. The systems deliver access to doctors. 3. The systems check the data authentication. 4. The system keeps the latest data successfully in their storage. Exception Condition 1. The user information is corrupted. 2. The patient visiting to other doctors. Conclusion: It could be concluded by saying that the report has contained the brief but highly informative analysis of the system. The health care projects has been possessing unique planning of the challenges and requirements of their own. It also includes the regulatory and the privacy concerns. The report has helped in learning how effectively these challenges could be handled. Specific approaches have been shown regarding the project goals, mitigating the challenges and risks, managing stakeholders and scheduling tasks. These have been common to every medical field. Particular challenges to bring this concept to reality have been suggested. The report has generated a questionnaire where overall ten questions have been shown. This would help in the survey to effectively understand the project. The replies from those questions would definitely benefit in identifying the analysis of the healthcare system present in Australia. References: Dalton-Brown, S. (2016). Healthcare in Australia.Cambridge Quarterly of Healthcare Ethics,25(03), 414-420. Haddad, P., Gregory, M., Wickramasinghe, N. (2014). Evaluating business value of IT in healthcare in Australia: the case of an intelligent operational planning support tool solution.submitted Bled econference, Bled June. Haddad, P., Schaffer, J. L., Wickramasinghe, N. (2015, August). Evaluating Business Value of IT in Healthcare: Three Clinical Practices from Australia and the US. InMedInfo(pp. 183-187). Hoskins, A., Johnson, S., Bennett, N., Bull, A., Richards, M., Worth, L. (2016). Developing healthcare worker influenza vaccination as a hospital performance indicator.Infection, Disease Health,21(3), 123. Reed, M. S., Curzon, R. (2015). 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