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Tips For Success In the Classroom… - Always show up for class on time!! If you don’t, your chances of knowing what’s going on are remarkably slim. - Attend classes regularly and participate. - Try to get a seat in the front where you have a good view of the board and the professor. - Come to class prepared! Read your material and complete all assignments. - Ask questions if you don’t understand the professor. Someone else may be wondering the same thing! - Your professors are required to keep office hours. Take advantage of them! - Classes are real obligations. Don’t schedule doctors’ appointments during class hours. - Be sure to examine returned tests. - Bad things happen when you cheat …..Don’t do it! - Plagiarism is a form of cheating and is defined as using the words or ideas of another as one’s own either on purpose or unintentionally. back | home | next
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Entrepreneurship: is it good enough to be social? John F. McVea and Michael J. Naughton Introduction • The term Social Entrepreneurship has experienced a huge growth in influence over that last decade. The literature proposes a number of advantages to social entrepreneurship as a frame of reference: • Promoting innovation within non-profits • Leveraging and focusing scarce philanthropic resources • Faster response to strategic challenges • Infusion of business skills to non-business world • Involvement of non government assets in social problems • Creation of hybrid (blurred) organizations between for profit and non profit worlds. It is widely observed that practice has outpaced theoretical development leading to little agreement on definitions or frameworks for social entrepreneurship. We believe that widespread and unchallenged acceptance of the term Social Entrepreneurship masks some dangers and has contributed to confusion in the field. We believe that if we apply some insights from Catholic Social Teaching to the issue of social entrepreneurship we can move beyond the false dichotomy of Entrepreneurship/ Social Entrepreneurship and identify three specific entrepreneurial strategies which support a more robust discussion of the nature of the work that is entrepreneurship. We believe that the field would benefit from spending less time discussing social entrepreneurship and more time discussion the nature of the good entrepreneur. • • • • • The dangers of naïve acceptance of Social Entrepreneurship • • • The rhetorical risk: • Narrow definition: if S.E. is simply used to rebrand non-profits then much of the value of the new activities, hybrid design, stimulation of new resources and innovation is lost. • Implied dichotomy: if “good” ventures are termed “social” it can imply that other forms of entrepreneurship are “asocial” or “anti social” • Boundarylessness: In contrast, if all business activities are deemed “social”, to some degree or other, then the term loses all meaning focus on the distinctive phenomenon that is S.E. Despite these risks we are more concerned with a risk beyond rhetoric; the risk of undermining the meaning of work, particularly from the perspective of Catholic Social Teaching. While this perspective is drawn from the Catholic tradition, accepting the content of CST does not require acceptance of Catholic faith (Guitan, 2009). The three goods of social entrepreneurship • We are concerned by the side-effects of a concentration thesis that suggests that the moral responsibilities of entrepreneurship can be concentrated in a subset of businesses called social enterprises, presumably leaving other enterprise to simply concentrate on serving themselves. • We are concerned by the impact such a concentration thesis could have on the conception of the meaning of work beyond the world of social enterprise. • We are concerned with how such an approach can focus attention solely on the altruistic contributions of entrepreneurial ventures as the sole measure of their contribution to the Common Good • Instead we propose that, rather than trying to determine the difference between entrepreneurship and social entrepreneurship, it would be more productive to focus on the questions “What is Good Entrepreneurship? What action and activities define that goodness?” • We further propose that, by apply the perspective of Catholic Social Teaching, we can identify three specific strategies through which entrepreneurial ventures may contribute to the Common Good thus suggesting that good entrepreneurship requires a focus on: 1. Good Goods. The primary way an entrepreneurial venture can contribute to the Common Good is by bringing into existence new products and services which are inherently good and which enrich lives and minimize any unintended harms. This can include what we call the “entrepreneurship of the mundane”, that is, the manufacture of the nuts and bolts and basic necessities of life as well as the creation of life saving treatments. However, inclusion of good goods as a primary moral contribution of entrepreneurship must also require of the entrepreneur analysis of what goods are not good, and what aspects of even good goods should be redesigned or rethought in order to minimize unintended consequences. We find, in our discussions, that this is a much under appreciated dimension of the good of entrepreneurship. 2. Good Work. The second way an entrepreneurial venture can contribute to the Common Good is through the nature of the work that is carried out by the venture. This dimension has several aspects both internal and external to the entrepreneur: • The development of good character in the entrepreneur. This aspect of the good is derived from the subjective dimension of work, that is, just as how-we-work ends up changing the world, so working-on-the-world changes us. Most professionals spend the majority of their waking hours at work. As habits, character and wisdom are developed through experience and activity, for the entrepreneur, doing good work is an important opportunity to develop character. Society as a whole is better off for having good, successful entrepreneurial leaders who, through that calling, can become leaders of character. This dimension of the entrepreneurial good is widely unappreciated even by entrepreneurs themselves • Good relations with employees, customers and other stakeholders. Value creation and trade creates opportunities for the building of social relationships. The central question is “Are you in good relation with those with whom you create value?’ Do your employees have opportunity to develop as people? 3. Good Wealth. The third way the good entrepreneur can contribute to the Common Good is through the creation of good wealth. Good wealth requires a balance of reward for labor/ creativity with the provision of a living wage to all. Good wealth is often captured by individual action but has social strings attached. From the CST perspective the creation of good wealth implies a particular solidarity with the poor. One way to contribute to the common good is to donate altruistically to those in need. But even here, altruism is only one of a number of possible strategies. Good entrepreneurs may also contribute by donating their time or their particular skills. Indeed, since the donation of time and work often requires physical interaction with those in need, it often generates a solidarity of far greater integrity. Finally, it must be emphasized that altruism, for the entrepreneur, is always dependent, indeed subsequent to the creation of good wealth in the first place. Literature cited Alvord, Sarah, David L. Brown, and Christine W. Letts, 2004. “Social Entrepreneurship and Societal Transformation: An Exploratory Study,” The Journal of Applied Behavioral Science. 40:260. Benedict XVI, Caritas et veritate,   Boschee, Jerr. 1998 “What does it take to be a social entrepreneur?” National Centre for Social Entrepreneurs (www.socialentrepreneurs.org/whatdoes/html), 5pp.   Cannon, Carl. 2000. “Charity for profit: how the new social entrepreneurs are creating good by sharing wealth” National Journal, June 16: 1898-1904.   Christie, Michael and Benson Honig. 2006. “Social entrepreneurship: New research findings.” Journal of World Business. 41: 1-5.   Dees, Gregory, J., 1998. “The Meaning of ‘Social Entrepreneurship,’” Original Draft: 10/3.   Drucker, P.F. 1985. Innovation and Entrepreneurship. New York: Harper & Row.   Fowler, Alan. “NGDOs as a moment in history: beyond aid to social entrepreneurship or civic innovation?” Third World Quarterly, 21(4): 637-654.   Gregg, S. and G. Preece: 1999, Christianity and Entrepreneurship (The Centre for Independent Studies Limited, St. Leonards, NSW, Australia).   Hibbert, Sally A., Gillian Hogg and Theresa Quinn. “Consumer response to social entrepreneurship: The case of the Big Issue in Scotland.” International Journal of Nonprofit and Voluntary Sector Marketing. 7(3): 288-301.   Johnson, Sherrill, 2000. “Literature Review on Social Entrepreneurship,” Canadian Center for social Entrepreneurship. (http://www.bus.ualberta.ca/ccse/Publications/).   John Paul II, Pope.: 1992 Laborem Exercens (On Human Work): 1981, in D. J. O’Brien and T. A. Shannon, (eds.), Catholic Social Thought (Orbis Books, Maryknoll, NY).   John Paul II, Pope.: 1992 Sollicitudo Rei Socialis (On Social Concern): 1987 in D. J. O’Brien and T. A. Shannon, (eds.), Catholic Social Thought (Orbis Books, Maryknoll, NY).   Kennedy, R., G, Atkinson, and M. Naughton, (eds.): 1994, Dignity of Work: John Paul II Speaks To Managers and Workers (University Press of America, Lanham, Maryland).   Mair, Johanna and Ernesto Noboa, 2003. “Social Entrepreneurship: How Intentions to Create a Social Enterprise get Formed,” IESE Business School.   Mair, Johanna and Ignasi Marti, 2006. “Social entrepreneurship research: A source of explanation, prediction, and delight,” Journal of World Business. 41: 36-44.   Melé, D.:2001, ‘A Challenge for Business Enterprises: Introducing the Primacy of the Subjective Meaning of Work in Work Organization’, (http://www.stthomas.edu/cathstudies/cst/mgmt/le/papers/mele.htm) Conclusions We have argued that, while there is great promise in the contemporary social entrepreneurship movement, there are also a number of important dangers. We propose that, if we confront rather than acquiesce to these dangers, we can use the perspective of Catholic Social Teaching to broaden the scope of entrepreneurial ventures that we study, to enrich the moral dimension of entrepreneurial strategy and to deepen the teaching of entrepreneurship as a whole. We recommend the following to move toward these contributions: • Incorporate social entrepreneurship into entrepreneurship in a way that enhances the three goods of entrepreneurship. Specifically we propose replacing the questions “What is social entrepreneurship?” with the questions “What does it mean to be a Good entrepreneur?” From this perspective we can then apply what we have called the three goods of entrepreneurship as a means of supplying critical challenge and inspiration to all forms of entrepreneurship such that the true moral dimension of this critical force in our lives comes into fruition. • Encourage research within the entrepreneurship discipline that addresses traditional social entrepreneurial issues such as micro lending, fair trade products, etc. • Develop bridge courses such as Theo/Cath 306 which help students understand and experience the meaning of the good entrepreneur as well as connect students to the spiritual and moral principles of a good entrepreneur. • Expose entrepreneurship students to so-called social entrepreneurs as well so-called conventional good entrepreneurs so they can see the spectrum of entrepreneurial activities. © File copyright Colin Purrington. You may use for making your poster, of course, but please do not plagiarize, adapt, or put on your own site. Also, do not upload this file, even if modified, to third-party file-sharing sites such as doctoc.com. If you have insatiable need to post a template onto your own site, search the internet for a different template to steal. File downloaded from http://colinpurrington.com/tips/ academic/posterdesign. Acknowledgments I am indebted to Michael Naughton and Laura Dunham for their reflections and thoughts on this paper.
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Replay    QoE measurement  Old way: QoE = Server + Network  Modern way: QoE = Servers + Network + Browser Browsers are smart  Parallelism on multiple connections  JavaScript execution can trigger additional queries  Rendering introduces delays in resource access  Caching and pre-fetching HTTP replay cannot approximate real Web browser access to resources 0.25s 0.25s 0.06s 1.02s 0.67s 0.90s 1.19s 0.14s 0.97s 1.13s 0.70s 0.28s 0.27s 0.12s 3.86s 1.88s Total network time GET /wiki/page 1 Analyze page GET GET GET GET GET GET GET GET GET GET GET GET GET GET GET GET GET GET GET GET GET GET GET GET GET GET GET GET combined.min.css jquery-ui.css main-ltr.css commonPrint.css shared.css flaggedrevs.css Common.css wikibits.js jquery.min.js ajax.js mwsuggest.js plugins...js Print.css Vector.css raw&gen=css ClickTracking.js Vector...js js&useskin WikiTable.css CommonsTicker.css flaggedrevs.js Infobox.css Messagebox.css Hoverbox.css Autocount.css toc.css Multilingual.css mediawiki_88x31.png 2 Rendering + JavaScript GET GET GET GET GET GET GET GET GET ExtraTools.js Navigation.js NavigationTabs.js Displaytitle.js RandomBook.js Edittools.js EditToolbar.js BookSearch.js MediaWikiCommon.css 3 Rendering + JavaScript GET GET GET GET GET GET GET GET GET GET GET 4 GET GET GET GET GET GET page-base.png page-fade.png border.png 1.png external-link.png bullet-icon.png user-icon.png tab-break.png tab-current.png tab-normal-fade.png search-fade.png Rendering search-ltr.png arrow-down.png wiki.png portal-break.png portal-break.png arrow-right.png generate page send files send files mBenchLab – [email protected] BROWSERS MATTER FOR QOE? send files send files + 2.21s total rendering time 6
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if Lesson 3 Outline 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. if Lesson 3 Outline Multiple, Related Conditions #1 Multiple, Related Conditions #2 Multiple, Related Conditions #3 else if Clause #1 if inside else else if Clause #2 else if Clause #3 if-else if Can Short Circuit if-else if Might Execute No Clause if-else if Indenting if-else if Clause Order if-else if Example #1 if-else if Example #2 if-else if Example Flowchart Mixing Branching Clauses #1 Mixing Branching Clauses #2 Mixing Branching Clauses #3 Mixing Branching Clauses #4 Mixing Branching Clauses #5 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. if - else if - else Example #1 if - else if - else Example #2 if - else if - else Flowchart Multiple else if Clauses #1 Multiple else if Clauses #2 Multiple else if Clauses #3 Multiple else if Clauses #4 General Rule for Multiple else if Clauses Order of Condition Evaluations Multiple else if Example #1 Multiple else if Example #2 Multiple else if Flowchart if, Multiple else if, else Clauses #1 if, Multiple else if, else Clauses #2 if, Multiple else if, else Clauses #3 if, Multiple else if, else Clauses #4 if, Multiple else if, else Clauses #5 if, Multiple else if, else Example #1 if, Multiple else if, else Example #2 if Lesson 3 CS1313 Spring 2019 1
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Hunt’s Algorithm Yes No Don’t Cheat Don’t Cheat home home Yes Yes No Single, Divorced Marital Status Taxable Income Cheat 1 Yes Single 125K No 2 No Married 100K No 3 No Single 70K No 4 Yes Married 120K No 5 No Divorced 95K Yes 6 No Married No 7 Yes Divorced 220K No 8 No Single 85K Yes 9 No Married 75K No No Single 90K Yes home Don’t Cheat Don’t Cheat Tid home Don’t Cheat Marital Status Cheat 10/18/2006 Classification I Married Single, Divorced No Marital Status Married 10 10 Don’t Cheat Taxable Income Don’t Cheat 60K < 80K >= 80K Don’t Cheat Cheat Mining Biological Data KU EECS 800, Luke Huan, Fall’06 slide13
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Not All 20 Point Fonts Are Equal 20  A - Can You Read B - Can You Read C - Can You Read D - Can You Read E - Can You Read F - Can You Read G - Can You Read H - Can You Read I - Can You Read 16  J - Can You Read K - Can You Read L - Can You Read M - Can You Read N - Can You Read O - Can You Read P - Can You Read Q - Can You Read R - Can You Read 14  J - Can You Read K - Can You Read L - Can You Read M - Can You Read O - Can You Read P - Can You Read Q - Can You Read R - Can You Read 12  J - Can You Read K - Can You Read L - Can You Read M - Can You Read N - Can You Read O - Can You Read P - Can You Read Q - Can You Read R - Can You Read My Students Tell Me That They Like The Readability Of Ariel Font I never use fonts smaller than 20 point for lecture.
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