Assignment Objectives

Describe the dynamics of unleashing innovation and creativity

Distinguish between the thought process and mindset of successful entrepreneurs and intrapreneurs

Identify characteristics of entrepreneurs who recognize and seize business opportunities and new ventures

Recognize the behavior attributes of those who become entrepreneurs

Part 2 Tasks

According to Byers, Kist, and Sutton’s article titled “Characteristics of the Entrepreneur: Social Creatures, Not Solo Heroes,” entrepreneurs are inherently social people (1997). This article explains why entrepreneurs are highly social by nature. In an article titled “Who’s Most Likely to go it Alone?,” Alessandra Bianchi offers a set of characteristics that predispose people toward entrepreneurship (1993). These characteristics, for example, come from life experiences such as being the child of an entrepreneur, being fired from multiple jobs, or being either an immigrant or the child of an immigrant.

With these readings in mind, complete the following in a paper of 4 pages:

• Profile the founder of a well-known company, and focus on that person’s social characteristics.
• Include references to the characteristics found in the Bianchi article, and align the characteristics with the founder’s personality.

References

Bianchi, A. (1993). Who’s most likely to go it alone? Inc. Magazine. Retrieved from http://www.inc.com/magazine/19930501/3537.html

Byers, T., Kist, H., & Sutton, R. I. (1997, October 27). Characteristics of the entrepreneur: Social creatures, not solo heroes. The Handbook of Technology Management, Retrieved from https://web.stanford.edu/class/e145/2007_fall/mate…

Instructions: There are 2 responses below. Write a 100 word response for each.

Response 1:) Shala

“Do to others whatever you would like them to do to you. This is the essence of all that is taught in the law and the prophets” (Matthew 7:12 New Living Translation). The Golden Rule encompasses the empathic essence of morality. It is a simple yet powerful way of saying that we should recognize our fellow man’s dignity and not forget we all are capable of inflicting immoral actions. This is vital in following the commandments of God and creating a more virtuous world.

“Providing benefits and payments to participants in health research, either in cash or in-kind, is a common but ethically controversial practice” (Njue et al., 2015). Governments around the world transfer benefits to their citizens, sometimes as cash and sometimes in the form of in-kind transfers of goods and services. Some economists feel that cash benefits give the most significant boost to the recipients’ happiness, yet most governments choose in-kind transfers as the preferred way to control how aid dollars are used.

Just giving cash to the poor is not typically a good plan because it is often counterproductive. Very frequently, providing money to someone does the recipient more harm than good. It is hard to help people. Writing a check does not usually do the job. If it did, the trillions this country has spent on various income transfer programs would have wiped out poverty.

Whether in democracies or other government systems, politicians the world over has through the ages preferred to redistribute economic privilege mainly through benefits in kind, rather than through cash.

References

The Holy

Njue, M., Molyneux, S., Kombe, F., Mwalukore, S., Kamuya, D., & Marsh, V. (2015). Benefits in Cash or in Kind? A Community Consultation on Types of Benefits in Health Research on the Kenyan Coast. PLOS ONE, 10(5), 1–17.

Response 2:) Ryan

The Bible discusses the distinctions between the rich and the poor and how they are all children of God in the end. Scripture says, “A good name is more desirable than great riches; to be esteemed is better than silver or gold. Rich and poor have this in common: The Lord is the Maker of them all” (Proverbs 22:1-2, New International Version). The Bible talks about the importance of remembering we are equal in the eyes of God. Rich or poor, we are all God’s children. Another thing Scripture says is, “The rich are wise in their own eyes; one who is poor and discerning sees how deluded they are” (Proverbs 28:11, New International Version). While we are all equal to God, it is the poor that are the ones stronger in faith.

In the Bible, the role of the ruler is to provide for their citizens. Scripture writes, “A ruler who oppresses the poor is like a driving rain that leaves no crops” (Proverbs 28:3, New International Version). Scripture tells us that it is one of the central roles of the ruler to care for their poor citizens. It is when the ruler does not care for their citizens that they are not doing what is best for their nation. It is important for his city and for the ruler’s own salvation that they rule for their citizens. A market economy is different as the ruler allows for their citizens to flourish for themselves. It seeks to help protect citizens from oppression, but it does this by allowing the citizens more opportunity to exist on their own, not its central function helping the lesser-off individuals.

REFER TO CH: 26 in textbook link https://d3bxy9euw4e147.cloudfront.net/oscms-prodcm…

Introduction

Primary sources are eyewitness accounts of historical events. As such, they are precious to historians since they provide a fly-on-the-wall glimpse of history in the making by those who witnessed that history.

Though I don’t expect you to be an expert on analyzing primary sources immediately, by the end of our course, you will be.

This assignment grows out of the article I assigned at the start of the semester — “Windows on the Past: Primary Sources and Why They’re Important.” That reading contains two videos showing you how historians source their documents and the types of questions they ask about them. You cannot do well on this assignment unless you’ve read the earlier article and viewed the videos. They will help you in the work that lies ahead in the course.

What also will help you is reading the assigned reading for this week BEFORE you tackle this assignment. That reading that will give you the context or backstory to this document. That backstory will provide important clues to your understanding of this document. When I come to grade your work, I will look to see if you used the assigned reading in your primary source analysis.

The Question Set

1. Source the document. That is, who (or what) wrote or produced this source? How do you know? That is, independently confirm the authorship of the document. When was the source made? It’s important to know, as precisely as possible, what was going on at the time. List three important events from our history textbook that occurred at about the same time that this document was created.
2. In at least 250 words, summarize the key points of the source. Put your answer entirely in your own words. Quote nothing.
3. How does Roosevelt characterize the views of Alexander Hamilton and Thomas Jefferson on government and democracy, and with which view does Roosevelt profess greater agreement? Does Roosevelt implicitly endorse either view in the remainder of his speech?
4. What are the “new terms of the old social contract” according to Roosevelt, and why has it become necessary to add these new terms?
5. What Larger Themes of those listed in the “Principal Themes in Our Class” does this source link to and shed light on? List and discuss at least two. If more linkages exist, discuss them. One is the “relation between the citizen and the government.” How does FDR view this relationship? What does the government owe its citizens and when in turn does the citizen owe the government (whether stated or implied)

THEMES:Defining America and Americans / National Identity

What does it mean to be an ‘American’? Are there distinctly American values — and if so, what are they? Are Americans bound by these values? How do Americans differ from other peoples and how are they similar to them? Is there the myth of America and a reality?

Rights (What is owed to you? What are your obligations as a citizen?)

What is a ‘right’? Whose rights? According to whom? And what happens when rights collide? Whose rights come first — and why?

Equality

Equality for all? Legal equality? Racial equality? Equality of opportunities? (and by the way, are we all born with equal capacities to reason and think and communicate?)

Race / Ethnicity

What is a race (define it)? Are all races equal in the U.S.? How have racial differences been exploited? By whom? Why? Is the history of the color line (i.e. race) the history of the U.S.?

Progress / Decline

What does progress look like? Progress for whom? For some? For all? Measured by what standard?

City vs. Country

Is there a cultural divide between urban and rural America? What is the relationship between the two? Are they unalterably opposed? Why or why not?

Multiculturalism / Diversity

Are all cultures equally valuable? According to whom? And why? Is Cultural Appropriation a good, bad, or inevitable process? Why or why not? What is diversity and is it always a good or bad feature of the U.S.?

Immigration / Citizenship

Do immigrants have rights in the U.S.? When and how far? Who is a citizen and what “rights” does that confer on them?

Religion / Secularism

What does “freedom of worship” mean? What can the state do or not do in regulating religion and religious worship? Is belief in god an American value? Can a person be an American and not be Christian? How far? And where?

Patriachy / Sexism

Do women have the same rights as men in the U.S.? Think of the LGBT. How has discrimination based on a person’s sex, sexual orientation, or gender shaped U.S. history? (Is the “Me Too” movement about sex, rights, power or all three?)

The Community v. the Individual

When do communal rights outrank the rights of individuals? And vice versa? Do we succeed or fail because of our efforts and choices or because of the “system” and long-term structural realities?

The Proper Role of the U.S. Government / The Proper Role of the Citizen

What IS the proper role of government? What does the Government owe its citizens, and what does its citizens owe their government? For instance, can it force you to buy health insurance?

U.S. Exceptionalism

Is the U.S. exceptional in the world? If so, in what way? If not, why the claim of exceptionalism?

The Proper Role of the U.S. in the World

What is the proper role of the U.S. in the World? As a city on a hill? Should it promote American values abroad? How far? When do those values contradict the interests of the U.S.? – or is that possible?

Technology

What has been the impact of technology on the U.S. and its history? Is technology generally good or bad? Why or why not? Do we control IT or does IT control U.S.?

Democracy

What does democracy mean in the U.S.? According to whom? What promotes democracy? What hinders it?

Freedom (see “Rights” above)

How do Americans define ‘Freedom’? Whose freedom? Under what conditions is democracy possible? When does “your freedom” violate “my rights”?

Environment / Climate

Who owns the water, minerals, and other natural resources of the U.S.? For always? And shared by all equally — or just some? According to what right or rule? “This is your land; this is my land” — but is it?

Capitalism

What is it? Has it made the U.S. great? At what cost? To whose profit? Is there a better system? If so, what is it?

Cult of the Celebrity

What function do celebrities serve in U.S. culture?

1. What is most memorable about this source for you – you personally?

The Assignment

Please read the following primary source as a historian might — in order to better understand the past. As you read, answer the questions in the Question Set as they pertain to this historical document. Then submit your answers by the deadline in your Initial Post. Next, respond to the Initial Post of another in your Response Post. The deadlines for each type of post are given at the top of this assignment.

PRIMARY SOURCE:attached