Multiple physics Investigatory Essay

Repulsorlifts as a Method of Stable Magnetic Levitation | Repulsorlifts were used in the study to find out if they can be used to replace the wheels of a conventional car. It was hypothesized that it will be able to lift a car using magnetic repulsion forces. The different magnets were tested individually with the usual tests for magnetic strength, size, and temperature increase, which were done in the preliminary testing. The prototype road and car were then constructed based on the specifications that had been identified after the preliminary testing. The prototype car’s magnets were permanent magnets while the road magnets were electromagnets. They had been oriented so that the magnets would repel each other. | Investigatory Project in Physics Balloon Powered Car When it comes to powering a race car, there are a ton of different options. Some cars are powered by gasoline, diesel, or other combustible fuels, or you can even power miniature race cars using a mousetrap! In the Balloon Powered Car, we’ll show you how to build a racer that uses the power of air pressure to roll across a room. Objectives: a.) to create a balloon powered race car for maximum speed and distance b.) to incorporate Newton’s Laws of Motion Materials: * Foam core or corrugated cardboard * Wooden barbeque skewers * Regular cardboard * Straws * Tape * Balloons * Scissors * Wire cutters Procedure: 1.) Start off by cutting the chassis of your car. We don’t condone the use of blow torches or saws during Sick Science experiments, so you have to create the chassis using scissors and foam core (corrugated cardboard works great, too). Cut a 6Ãâ€"3 inch piece of your chosen material using the scissors. 2.) A car is nothing without axles. Given the size of your car, wooden barbeque skewers will make perfect axles. Use wire cutters to snip two 4†³ pieces of skewer. 3.) You need to mount the axles to your chassis in a way that allows the axles to turn freely. For mounts, cut two 3†³ sections of straw and use tape to fix the mounts to the front and back (3†³ sides) of your chassis. 4.) Now that you have axle mounts, mount your axles! Slide the wooden skewers through the middle of the straws. 5.) Axles are great, but humans invented the wheel for a reason. The wheel was invented for use on the Balloon Powered Car! Use scissors to cut four quarter-sized pieces of regular cardboard. If it helps, you can trace a quarter or circle of similar size to give yourself some guidelines. 6.) Push the cardboard circles onto the skewers, one on each end of both skewers†¦.

Is Texting and Driving as bad as Drinking and Driving Essay

There are many dangers when both drinking while driving and texting while driving. In this essay the two will be compared and contrasted to find why people do them even with the dangerous consequences. Drivers think they can text while driving and also drink while driving because they think they can get away with it because nothing has affected them in the past while doing it. Michael Austin states, â€Å"Texting, also known as SMS (for short message service), is on the rise, up from 9.8 billion messages a month in December ’05 to 110.4 billion in December ’08†. What does it mean to all drivers to text and drive, or even drink and drive? Why would somebody text and drive? Why would somebody drink and drive? Are the consequences great enough to make a change? Driving is already dangerous when the driver isn’t impaired, so when they add the risk of being impaired it increases their chances of getting hurt or damaging their car. Not only could they kill thems elves, but they could also kill somebody else and that’s not fair to the other people that are doing nothing wrong if it isn’t their fault. Drivers may want to pay close attention when they have their children because if they are texting while driving or drinking while drive when their children are in the car, the children will pick up the habits that are being influenced and think that it is okay. Larry Copeland states in USA today, although they’re otherwise protective of their young children, the survey finds, 78% of mothers with children under age 2 acknowledge talking on the phone while driving with their babies; 26% say they text or check their e-mail (Larry Copeland, 2013). What it means to text while driving is that the driver is on their phone emailing, texting, or searching the web while their attention should be on the road aware of their surroundings. All drivers should constantly be focused on the road and other cars instead of their phones. But is texting while driving as bad as drinking while driving? What it means to drink while  driving is that the driver has possession and is consuming alcohol while operating a motor vehicle at the same time. Although they are both different they have one thing in common, they both impair the driver. Micheal Austin states, â€Å"Intern Brown’s baseline reaction time at 35 mph of 0.45 second worsened to 0.57 while reading a text, improved to 0.52 while writing a text, and returned almost to the baseline while impaired by alcohol, at 0.46. At 70 mph, his baseline reaction was 0.39 second, while the reading (0.50), texting (0.48), and drinking (0.50) numbers were similar†. A huge difference betwe en the two is that when a driver drinks they are constantly impaired as they are driving. But when a driver is texting and driving there are usually impaired for less than a minute. According to The National Highway Traffic Safety Administration, â€Å"five seconds is the average time your eyes are off the road while texting. When traveling at 55mph, that’s enough time to cover the length of a football field. Also a texting driver is 23 times more likely to get into an accident than a non-texting driver.† (NHTSA, n.d). Even though texting and driving and drinking while driving are very dangerous one can be more harmful than the other at times. Everybody has received a phone call, email or text while driving one time or another. As soon as the driver gets the notification that somebody is trying to reach them they feel the urge to check their phone. Our phones have become a major addiction and people cannot resist the temptation to check their phones every minute they get. A driver feels like it won’t matter if they just happen to look down at their phone for a moment as they take their attention off of the road. Nothing has happened before as they’ve done it many times, so why would something happen now? But little do they know it could impact their lives in many ways. According to drivesafely.net, only 60% or more have admitted to texting and driving when the results are closer to 80% in reality (drive-safely.net, 2011). There may be more than one reason why people feel like it is okay to drink in drive. One of those reasons may be that they are so impaired that they aren’t aware of the dangers of get ting behind the wheel. In some situations a driver could get pulled over by a police officer and he would give a breathalyzer test that the driver would most likely fail. Then the driver would be taken away to  jail in hand cuffs and treated like a criminal. Another reason is that the driver feels as if they can drink as much as they would like and still be able to drive because they have done it in the past. Also drivers don’t want to feel intimidated by the alcohol in their system; they believe they are still capable of doing the same things they did when they weren’t under the influence. After you’re put in jail you will have to face a judge or jury and depending on your alcohol level you’ll be sentenced. If it’s okay to drink and drive, is it okay to text and drive? Neither option is okay. But people feel as if texting and driving is a lot more minor then drinking in driving. Drivers look at driving as a dangerous thing already and most think adding alcohol to the equation makes it more dangerous. But is it worse than drinking and driving? Teenagers and adults don’t think so. Drivers feel as if they can hide their phone when they are texting or talking on it and the police officer will not se e them or take the time to pull them over. Especially since the consequences aren’t that great. The current texting fine is around $150, if you bump that up to about $300 I’m sure people would be more careful. Also having insurance nowadays is a MUST. If insurance companies decided to stop covering these crashes I’m sure they would decrease. In both situations drivers feel they have the ability to drive while taking these actions even though they are wrong and a danger to all other drivers. Regardless of these situations a responsible driver should never drive impaired in any way. Texting while driving and drinking while driving both have their down falls. And no responsible driver should ever take part in either action. Drivers think they can get away with a quick text or a little alcohol while driving because it may have not affected them in the past. They aren’t aware of the true danger and consequences of these actions when things go horribly wrong. In my essay I hit three main points; what it means to do these things, followed by the reasons people do it, and also the consequences of doing it. In the end the roads are only as safe as we make them. WORK CITED PAGE http://www.caranddriver.com/features/texting-while-driving-how-dangerous-is-it-the-results-page-2

Gabriel of the Modern Wasteland in The Dead Essay

Gabriel of the Modern Wasteland in The Dead - Essay Example That is, ‘death’ of the good old civilization in the ‘life’ of spiritual, psychological, and moral decay of the present one which chiefly resembles the life of Gabriel Conroy whose insecure character is made to acquire possible resolve in self-discovery after learning about the untold past of his wife Gretta. Being an inhabitant of the wasteland, along with its circumstances of desolation or demise of fertile sensibility and wisdom, Gabriel portrays the idea of what Eliot claims in ‘The Waste Land’ on uttering â€Å"I could not Speak, and my eyes failed, I was neither Living nor dead, and I knew nothing, Looking into the heart of light, the silence.† Equivalently, when ‘The Dead’ shares in agreement stating that ‘Gabriel’s eyes, irritated by the floor which glittered with beeswax’, altogether it becomes representative of the citizens of Dublin who, due to gradual corruption of scrupulous ways of living, have unconsciously neglected the use of indispensable senses other than that of sight. With the figurative lack of these other senses Gabriel, like the rest of the Dubliners at the time, relies upon the ‘eye’ alone for understanding and judgment of matters. During the annual dance and dinner party of the Morkan sisters, probably held in the Feast of the Epiphany, Gabriel enters a scene that all the more underscores his personal conflicts through sick humors thrown at him and his attempt to compensate for the awkwardness of the situation. In his scheming endeavor to drive discomfort away, Gabriel makes fun of Lily, the maid who takes offense on his inquisition regarding her love life prospects, and resumes talk with colleague and dancing partner Molly Ivors in order to express his acclaim for Irish virtues and pride toward conventions. Instead of healthy consequences, however, Conroy happens to have overly addressed idealism in a fashion that appears unnecessarily cunning and deprived of real nationalistic sense and familiarity, prompting Ivors to walk out of the picture. These instances readily justify an inference that even on trying to cope with his struggles forward as such, the amount of pretentions attached to Gabriel’s cha racter at this stage can never attain for him genuine triumph over the losses incurred by the former acts. The resulting absence of mutual respect, no matter how unintentional, attests to the major deficiency of Conroy as he fails to convey the truth in himself and observe the appropriate mode of communication. Not only does such crises render close relations accumulate risks but unknowing Gretta’s life prior to their union also implies a profound effect of failure in communication. When he is about to leave the party, Gabriel finds his wife in a seemingly nostalgic look or state of trance which he mistakes for a romantic lure. Later moments of intimate conversation reveal that Gretta has been enthralled by the music played as Bartell D’Arcy sings ‘The Lass of Aughrim’ which reminds her of once being a Galway girl in love with a boy named Michael Furey. This then enables Gabriel to commence his in-depth rather contemplative exploration of his own traits in cluding the substance of his perceptions regarding his wife and the past, as well as of the living and the dead. At the end of the story, the Dublin labyrinth of the ‘eye’ is likely subjected to transformation while Gabriel realizes how death manages to occur in his well-being. His period of emotional recollections and random yet significant thoughts suggests an epiphany of sudden enlightenment or radiance that has never been present in plain view of things. It is a point at which Conroy engages into his identity for the first

Journalism, Mass Media and Communication Essay Example | Topics and Well Written Essays - 1000 words

Journalism, Mass Media and Communication - Essay Example Journalism is an activity that can be described as one that defines journalists. It is the system in which journalists get to engage the public, and this can be in terms of written, visual or audio material. Journalism is done with the intention of bringing the news to the public. It is about making the community aware of their surroundings. Through journalism, mass media and communication, the public is able to know how the world they live in operates. They have a sense of guidance and cause change in places is needed. The ongoing events in the day to day lives partly depend on the influence of journalists. This is the reason why mass media is a very important tool in any country. They are able to influence what people think, see and hear. They are able to make stories and events known within a short time. The media is an important tool, one which is used to inform on upcoming events that might directly affect the people. Over the years, the mass media has faced criticism, praise an d also ridicule because of the way they have handled themselves. In modern times, the press has been used to make false statements, show false news, hide some information and also reveal some of the worst known secrets. Journalists have been put in the spotlight over the various news that they have written. They have been charged with intimidation, violence and harassment, but all this is because of the temperament of their occupation. There are different forms of providing news to the public. They include broadcasting over the television and radio stations, newspapers, journals, magazines, and the other important one is the internet. In this essay, attention will be focused towards the newspaper section and its popularity and influence in the United States and China. The newspaper section takes up a lot of heat when it comes to the transmission of news to the public (Hallin & Mancini, 2004). A newspaper is a publication that is periodical and contains news that regard the current a tmosphere and events. It covers the diverse features, editorials, and the advertising bit of marketing. The newspaper can be termed as one of the greatest prominent mass media device that exists. This is because they are printed daily, and are relatively cheap and contain a lot of information regarding the current events and happenings of a place. There are millions of newspaper copies that are sold on a daily basis because they do cover a lot of published material. Some of the things published in a newspaper include editorial opinions about the writing, criticism of or for the writing, persuasion publishing and op-ed, obituaries, entertainment facilities and features that include things such as  crosswords,  Sudoku  and horoscopes (Hallin & Mancini, 2004). There are also news about the weather and  forecasts on certain areas and places. There are also the facilities of advice,  food  and other columns such as reviews of ‘radio’, ‘movies’, †˜television’, ‘plays’ and ‘restaurants’. The newspaper also has  classified advertisements that include the ‘radio’ and ‘television’ listings, inserts from ‘local merchants’,  cartoons and comics. These are just some of the facilities that a newspaper carries. It is because of the various facilities that it offers that it gets the popularity. Newspaper popularity in the United States is less pronounced and common than in the republic of China. When looking at the popularity of the newspaper in the United States, it is safe to say that the newspaper industry in the United States supplies fewer newspapers in a day than their Chinese counterparts. Looking at the average of the newspaper circulation between the United States and China, it is safe to say that newspapers are less popular in the United States than in China and Japan (Hallin & Mancini, 2004). There are many factors that can attribute to this. One i mportant factor is the factor that concerns

Ryan air case study Essay Example | Topics and Well Written Essays - 2000 words

Ryan air case study - Essay Example The Ryanair, founded in 1985 by the Ryan Family, is an airline which provides airline services that cover routes between Ireland and the United Kingdom. This airline industry served first as a second choice for passengers because the main airline that time was Aer Lingus. During its first years of operations, Ryanair was a "full service conventional airline", with two different seat classes and renting three varied types of aircraft. (O'Higgins 2004) In the early 1990's, Ryanair encountered problems in terms of management and profit gains. The lack of a stable management led by a good CEO resulted to losses amounting to 20 million Irish pounds. Before the appointment of Michael O'Leary as chief executive, five people have already held that same position in a short span of time. (O'Higgins 2004) With the leadership of the newly appointed CEO Michael O'Higgins, Ryanair underwent reforms in order to recover the losses the airline had in the early years. The new formula includes setting-up cheap fares, having no frills or decorations, and adopting the Southwest Airlines model. These reforms started the big turnaround in the airline company in the latter years of the decade. In 1997, Ryanair was a company "floated in an IPO1 on the Dublin Stock Exchange and on Nasdaq- 1002 but the following year, it registered 9.1 million shares on the London Stock Exchange." By the year 2002, the company was included in the Nasdaq- 100. (O'Higgins 2004 p. 834) III. STRATEGIC INTENT Low Cost Airfares The main goal of Ryanair is to keep the company as the leader of low fare airlines which operates "point-to-point short-haul flights" out of regional or secondary airports in Europe. (O'Higgins 2004, p.835) All the other strategies revolve around the primary objective of providing "no-frills service with low fares". This approach tries to target the budget conscious leisure and business travelers, as well as people who are never used to travel by air instead used other means of travel like land and water. (O'Higgins 2004) The air company provided the cheapest way possible to travel by air. It distributed most of the seat inventories to the lowest fare class. The no frills services made the company focus more on other services that are essential to the customers like: (1) frequent departures, (2) advance reservations, (3) baggage handling, and (4) consistent on-time services. It also removed the "non-essential extras (advance seat assignments, free in-flight meals, multi class seating, and access to a frequent flyer program, complimentary drinks, and other amenities) that interfered with the reliable, low cost delivery of its basic flights." (O'Higgins 2004, p. 835) Impacts The strategies of Ryanair which are centered to providing the cheapest air travelling services contributed to very good results. The company surpassed the Aer Lingus as the number one airline covering travels between Ireland and United Kingdom. This fantastic result is due to increased number of passengers (4 million) availing the low cost airline services. The increase of the company's market share to 37 percent enabled them to expand from Irish-UK route to 133 routes, with 86 destinations from 16 countries around the world. (O'Higgins 2004) By the end of 2003, the company had achieved the following: Ryanair became

Cloud computing Research Paper Example | Topics and Well Written Essays - 500 words

Cloud computing - Research Paper Example It is clear that organizations are moving to this direction as data storage for the future. Cloud computing is one of the most essential concepts that will continue to play a dramatic role in the modern century. Cloud computing is undoubtedly a vital components for organization as it upholds security, embeds flexibility and allows corporations to implement a modern IT system. In essence, cloud computing is a cluster of servers that function together. Moreover, number of characteristics that define cloud data, applications services and infrastructure. For instance, cloud services can be remotely hosted. In addition, they are ubiquitous, meaning Services or data are available from anywhere. When it comes to cloud computing, many flavors are present. Research shows that cloud computing is beneficial to most companies because it is cost efficient, offers unlimited storage and is easy to maintain and upgrade. Another great feature of the cloud is the fact that it can provide services for end-users. One of the notorious services is known as Platform as Service(Paas). In the PaaS model, cloud providers deliver a  computing platform  typically including operating system and programming language. MVC framework is a prime example of this service. Moreover, Infrastructure as Service or (IaaS) or IaaS clouds often offer additional resources such as virtual machines, storage capacity, security and end-to-end logical network model. Lastly, Software as Service (SaaS) can be beneficial because of a software deployment where an application is hosted as a service. A great example of this is Salesforce 2.0 in the e-commerce realm. A great benefit of cloud computing is the fact is the fact that it takes high energy costs. In addition, the traditional mainframe networks take too much space. Furthermore, the heat that is generated through these servers must be cooled. In fact, recent studies have found that organizations achieved on average an 18% reduction in their budget

Educational Enquiry Essay Example | Topics and Well Written Essays - 1000 words

Educational Enquiry - Essay Example In regards, to appointments and work experience it is evident from the curriculum vitae that Ball has held various key positions in numerous institutions that are largely academically or educationally oriented. The academic qualifications and work experience of Ball helps in understanding his evolving position because of the fact that he has had a long participation or involvement with the education sectors that are even beyond the borders of the United Kingdom and his positions in the two papers talks about the evolutions that are being witnessed within the education sector. For example, in the position paper that he published in 2011 he talks about creating a new research agenda for educational leadership and policy, and this can be well understood from the previous research studies that he had written and contributed to, which alluded to a pending shift on the English education policy. The main points presented in the Ball’s 2011 article that was titled â€Å"A new researc h agenda for educational leadership and policy† To begin with, Ball (2011) wrote the article with primary intent to bring to the attention of researchers in the field of leadership and education policy about the new emerging research issues and the pertinent research questions that could help in understanding these emerging research issues in the English education policy. Therefore, the arguments presented by Ball (2011) in this article were mainly geared for use by researchers in the field of leadership and education policy but it could be applied further to researchers in other countries. At the start, Ball (2011) acknowledged the fact that there has been some changes and development in the English educational policy, which have lead to a subsequent change in the way learners are educated and even the way learning institutions are managed. Therefore, it is for this reason that there needs to be a radical change in the approach through which research studies are conducted on the English education policy so as to address pertinent problems and come up with solutions that are in tandem with the changed or the newly formed education landscape. From a wider perspective, it is can be stated that Ball (2011) was advocating for a paradigm shift on the research methodology that is normally applied by researchers in the field of leadership and educational policy since there is need to develop new research skills, data collection tools, and also exploit news locations for obtaining research questions. Ball (2011) suggested that the new research methodology that should be adopted by the researchers should integrate business and financial analysis, which means that the researchers should become conversant with the analytical analysis of an education policy from a business and financial perspective. This new research approach is promoted by the fact that the education sector has in the recent past witnessed increased incorporation of commercial players who were prev iously confined to the private school sector and thus, there is need to look at the education policy from the financial/ money side. According to Ball (2011), one of the key research issues that researchers should critically consider on English Educational Policy is the leadership within learning institut

How social network has bad effect on people Essay

How social network has bad effect on people - Essay Example positive advantages, social media does have a number of drawbacks on individuals and society alike and it is important for these drawbacks to be analyzed so as to better understand how these negative drawbacks can be avoided. Although the use of social media has been noted to have a positive effect on our social lives as it enables us to easily keep in-touch with each other, of note however is that a number of negative effects are associated with it; social media is thought to cause it to be difficult for individuals to distinguish the positive and meaningful relationships that they are able to foster in the real world, and the myriad of causal relationships that they form through social media. We now tend to focus more n the less meaningful social media connections at the expense of the meaningful real life connections that we have made. Although social media has positively impacted our social lives as it has served to provide increased intimacy between friends, this attribute is also being widely used by predators that practice cyber bullying. The devastation that is wrought by online attacks can have the effect of leaving victims with deep emotional scars and as illustrated by a number of well-publici zed cases, cyber-bullying has at times resulted in victims being driven to committing suicide (Ryan and Cooper, 115). Social media has also been noted to have an impact in our social lives as constantly knowing where one’s friends are going, what they are doing or seeing can be deemed as being voyeuristic. If not careful, users can end up comparing themselves to their friends and in the process generating feelings of inadequacy. If they are not engaged in a process whereby they are doing something as exiting or great, they might start feeling worthless as their self esteem gradually becomes dented (Szalay et al. 285). If not careful, users can attempt to try and counteract this by making up stories and in the process find themselves trapped in an ever expanding

Heart of Darkness Term Paper Example | Topics and Well Written Essays - 1000 words

Heart of Darkness - Term Paper Example The script further entails a summary of the ‘Heart of Darkness’ and the implied atrocities that depict the European colonialists as dark hearted, to the extent that they suffice the cultural and societal norms of the African Congo community. The writer narrates that curious Marlow approaches his aunt who works for an exploration company and seeks for a sail to the Belgium colony of Congo1. The aunt grants Marlow the opportunity to make a sail after one of the sailors dies during the war with the African habitats. As he sails the ship alongside the company’s lawyer, accountant, and director, Marlow appears as a person who has no role in the society, as the Europeans tend to realize personality by the relevant qualifications, one has in their civilized world. Because of this factor of civilization, Marlow articulates to the crewmembers that he depicts the European countries as malign and dark hearted, using their enlightened skills to rape colonies off their values2. As he narrates of the hard feelings on the antisocial deeds, the others stare at him without any comments, a factor he holds as ignorance due to his unskillful nature. The issue of culture arises at the time of anchoring the sail at the African shores, Marlow is quick to identify empty creatures with which one comes forward and secures a pack of ship biscuits. He sighs from relief when the creature walks away and gives way for the four to talk with the company’s chief accountant, a well dressed up man. Introductions prevail between the crew and the man as they proceed to the hut. Similarly, Marlow establishes that the Belgian colonists have the mandate and control over the resources available a factor exhibited precisely when the accountant sets out to assess the palms, whereas on the native creatures languish in poverty and hunger as learned from the creature with whom

Instruction essay Essay Example for Free

Instruction essay Essay Sport is a very important part of life of many people. Even though most of the people don’t become outstanding athletes, they still devote lots of time to watching sports on TV and playing them themselves when they have time. One of the most popular kinds of sports nowadays is tennis, and many guys and girls devote lots of time to playing it. The most thrilling part of tennis is taking part in competitions and competing with other tennis players. The process of preparing for a tennis tournament is not an easy task to complete, that is why we are going to give detailed step-by-step instructions for this process which will help anybody to get ready for it. The first thing you have to do when getting ready for tennis competitions is staying in a good shape. Even though the tournament might be starting in a couple of months, you have to make sure you devote lots of time not just to playing tennis but also doing general exercises. It’s very important to build up your endurance before the tournament because lots of matches may turn out very long, and if you are not in the best shape, you will eventually lose only due to your bad endurance. It’s necessary to start running every day for long distances in order to prepare for running in the tennis-court. Running should take place not only in the morning when it’s comparatively cool, but also in the day time because very often games on tournaments start in the mid-day when the sun is shining the most. In order to be ready for that time of weather and not to get tired right away, you have to get used to that well before the tournament. Most recommended is running for 3-4 miles every day. It doesn’t take much time, so you can do lots of other things during the day, but at the same time you will be working on your endurance without fail. If you have friends who are preparing for the tournament together with you, you should practice not only running but some team sports which will probably be even more interesting for you. After you are done with running for the day, you should devote some time to team sports. Basket-ball and volley-ball are recommended in such a case because they require lots of movements, and you will all get a good exercise. The fact that you are preparing for the tennis tournament doesn’t mean that you only need to play tennis to get ready. The more sports you play, the better you will be able to react during your match, and thus the better your results will be. During the next step of preparing for the tournament you have to do such general exercises like jumping and swimming. Swimming is always considered great exercise because it helps to build up both your muscles and your endurance. You also have to do some weight-lifting in the fitness center to make sure your legs and arms are in a very good shape. The stronger your arms and legs will be, the better you will be serving and just hitting the ball. As long as you follow all the mentioned steps about the general exercising part of your preparations, you will make sure that during the tournament you will only have to worry about your technique. As long as your opponent and you will be playing at the same level, you will be able to compete until the last minute because you won’t be getting tired. Next step of getting ready for the tennis tournament consists in practicing the technique. It’s by far the most important step, that is why you have to make sure you devote maximum attention to it. Practicing tennis should be done every day preferably 1 or 2 times for a couple of hours. Here you have to focus on the following main issues: playing with as many partners as possible and trying to make as few mistakes as possible. Practicing technique has to include the following steps: practicing forehand, backhand, volleying, and serves. When you are practicing forehand, you have to make sure you realize that this will be your main weapon during the game. You need to hit the ball as hard as possible in order to make sure you will the point any time you have a chance. Practicing backhand should mostly focus on avoiding mistakes, but you shouldn’t forget about hitting the ball with lots of power. When you are standing near the net, you have to remember that you can easily win a point there as long as you hit the ball in the empty part of the tennis-court. It’s very important to look at the opponent and notice his movements so that you can easily lay the ball into the corner which is not protected at the moment. When you are serving, you have to remember that the first serve can be as powerful as possible and you can hit it flat. However, you need to be much more careful with the second serve because you might end up making a double-fault, so you need to make sure you hit the ball in the court. You have to remember that winning your own serve is goal number one: once you lose it, your opponent gets some advantage which you might not be able to get back. The last step of preparing for tennis competitions is making sure you are emotionally ready for them. You have to tell yourself every day that you are capable of winning all the matches, and that you will be fighting for every point. You have to remember that many people lose matches not because they are bad players but because they are not very strong emotionally. You have to prepare yourself for possible difficulties during the match during which you will never give up but keep playing at the same high level. All the described steps will help you to get ready for the tennis tournament in the best possible way. In order to achieve the best results, you have to devote equal attention to every one of the mentioned steps, and make sure you follow all the mentioned instructions. Winning a tournament is very difficult but as long as your process of preparing for it is provided on a high level, you can always count on the best possible results.

Perception Du Risque Et Intention French Essay

Perception Du Risque Et Intention French Essay La faible absorption par les Economies en Dà ©veloppement des ressources humaines qualifià ©es renforce le dà ©bat sur la nà ©cessità © de favoriser linsertion des jeunes par des initiatives autres que le travail salarià © ou le fonctionnariat. Diffà ©rentes initiatives sont prises allant jusquà   la crà ©ation des fonds dinsertion des jeunes par la mise à   disposition des crà ©dits de dà ©marrage et des structures daccompagnement. Malgrà © ces initiatives incitatives, beaucoup de jeunes ne sont pas candidats. Quelles sont les raisons possibles de cette rà ©ticence? une faible culture entrepreneuriale de ces jeunes ou une perception-menace du risque? une faible prà ©fà ©rence au risque? la perception du risque a-t-elle une influence sur leur prà ©disposition future à   crà ©er leurs propres entreprises? Cette recherche tente de rà ©pondre à   ces questions à   partir dune à ©tude de terrain menà ©e auprà ¨s de 500 à ©tudiants de cinq filià ¨res de formation. Mots clà ©s: Entrepreneuriat, Perception du risque, Prà ©fà ©rence au risque, intention entrepreneuriale Perception du risque et intention entrepreneuriale des à ©tudiants: une recherche comparative entre à ©tudiants en commerceet dautres formations universitaires au Bà ©nin RESUME La faible absorption par les Economies en Dà ©veloppement des ressources humaines qualifià ©es renforce le dà ©bat sur la nà ©cessità © de favoriser linsertion des jeunes par des initiatives autres que le travail salarià © ou le fonctionnariat. Diffà ©rentes initiatives sont prises allant jusquà   la crà ©ation des fonds dinsertion des jeunes par la mise à   disposition des crà ©dits de dà ©marrage et des structures daccompagnement. Malgrà © ces initiatives incitatives, beaucoup de jeunes ne sont pas candidats. Quelles sont les raisons possibles de cette rà ©ticence? une faible culture entrepreneuriale de ces jeunes ou une perception-menace du risque? une faible prà ©fà ©rence au risque? la perception du risque a-t-elle une influence sur leur prà ©disposition future à   crà ©er leurs propres entreprises? Cette recherche tente de rà ©pondre à   ces questions à   partir dune à ©tude de terrain menà ©e auprà ¨s de 500 à ©tudiants de cinq filià ¨res de formation. Mots clà ©s: Entrepreneuriat, Perception du risque, Prà ©fà ©rence au risque, intention entrepreneuriale Introduction Le dà ©veloppement du systà ¨me à ©ducatif à   travers la multiplication et la diversification des offres de formation permet aux nations de se doter des ressources humaines qualifià ©es pour animer divers secteurs de la vie à ©conomique et sociale. En consà ©quence chaque annà ©e, ce sont des milliers de jeunes diplà ´mà ©s qui sont libà ©rà ©s de nos università ©s et divers centres de formation pour à ªtre  «versà ©s » sur le marchà © de lemploi. Malheureusement sur ce marchà ©, le permanent dà ©sà ©quilibre qui existe entre loffre et la demande contraint gà ©nà ©ralement le surplus de demandeurs demploi au chà ´mage. Toute jeunesse à   travers le monde et en particulier celle des pays pauvres dAfrique est gà ©nà ©ralement victime de tels dà ©sà ©quilibres socio-à ©conomiques et professionnels. Face à   cette situation, les jeunes diplà ´mà ©s se comportement diffà ©remment selon les pays afin de soffrir des opportunità ©s de rà ©ussite dans le urs vies professionnelles privà ©es. Si dans les pays dà ©veloppà ©s, on note un cadre stimulant à   linitiative privà ©e, cest le cas contraire en Afrique. En effet, pour les contextes dà ©veloppà ©s, Hernandez (2006) souligne que face aux difficiles contraintes de la socià ©tà © postmoderne, sinvestir dans son propre projet professionnel, dans la crà ©ation de sa propre organisation, peut à ªtre vu comme une faà §on de redonner du sens à   une vie qui en manque de plus en plus. En Afrique, trà ¨s peu dentre eux arrivent à   prendre des initiatives personnelles pour crà ©er leur propre entreprise. Les quelques uns qui parviennent à   initier ont tendance à   imiter exactement ce qui se fait dà ©jà   sur le marchà ©, une attitude contraire à   ce qui caractà ©rise lentrepreneur dans la tradition Schumpetà ©rienne et rappelà © par Fonrouge (2008): lentrepreneur est celui qui propose de nouvelles combinaisons de produit et/ou manià ¨res de faire, donc un inno vateur. Pour la majorità © dentre eux en Afrique, cest la logique de  «lemploi à   tout prix »[1] (Sogbossi, 2005). Cest ainsi que par exemple au Bà ©nin, un phà ©nomà ¨ne connu gà ©nà ©ralement sous le nom de  «vacation » a vu le jour. Il consiste pour les jeunes cadres sortis des università ©s à   prendre dassaut les à ©tablissements denseignements secondaires pour y donner des cours dans lespoir du mieux. Sil est vrai que ce phà ©nomà ¨ne contribue fortement à   combler le dà ©ficit trop criard denseignants dans ces à ©tablissements, il nen demeure pas moins vrai que cela constitue un và ©ritable manque à   gagner aussi bien pour ces jeunes que pour tout le pays en gà ©nà ©ral. Malgrà © leurs formations qui font deux des gestionnaires, des à ©conomistes, des sociologues, des juristes etc., ces jeunes sont obligà ©s de donner des cours de Mathà ©matiques, de Sciences Physiques et Chimiques, de Biologies, de Franà §ais, dAnglais etc. dautres par contre finissent par regagner des professions militaires et paramilitaires afin de se garantir un emploi dà ©finitif. Cest donc dire que ces jeunes cherchent essentiellement à   soffrir un emploi salarià ©. Ils sont prà ªts à   tout sauf la crà ©ation dune entreprise. Ils sont presque tous obsà ©dà ©s par lidà ©e de gagner un emploi salarià © que lon est tentà © de conclure quils ont une aversion pour lentrepreneuriat. Cette situation contraste avec les conclusions de Hetezel (2006) pour les pays dà ©veloppà ©s. Dans son rapport, cet auteur souligne la forte tendance des jeunes à   entreprendre en donnant lexemple du passage chaque annà ©e de 8000 jeunes diplà ´mà ©s environ de lenseignement supà ƒ ©rieur du statut dà ©tudiant à   celui de crà ©ateur ou repreneur. Hernandez (2006) explique cette forte propension à   crà ©er par le fait que lindividu dà ©sorientà © dans sa vie privà ©e comme dans sa vie professionnelle, est en quà ªte de sens. Cest lune des raisons pour lesquelles lentrepreneuriat est aujourdhui devenu un enjeu important pour plusieurs nations. Basso (2005) explique cet enjeu par le fait que là ©mergence dun avenir radicalement non prà ©visible appelle la nà ©cessità © dune nouvelle posture volontariste, qui cherchera à   maà ®triser le risque en construisant son propre destin. En expliquant les facteurs dexistence de lentrepreneuriat chez les migrants maliens et sà ©nà ©galais en France, Dieng (2000) fait ressortir que la raretà © de lemploi, les difficultà ©s et la volontà © dune meilleure insertion à ©conomique et sociale entraà ®nent le dà ©veloppement de lentrepreneuriat chez ceux-ci. Il apparaà ®t alors que la capacità © des nouvelles entreprises à   gà ©nà ©rer de la croissance à ©conomique, des emplois et de linnovation justifie dailleurs amplement lintà ©rà ªt quelles suscitent. Devant cet enjeu, les milieux universitaires sont amenà ©s à   jouer un rà ´le de plus en plus actif, notamment en offrant des formations et supports à   leurs à ©tudiants de faà §on à   rendre la carrià ¨re entrepreneuriale plus accessible. Cette implication des università ©s est dautant plus importante dans le contexte actuel de la nouvelle à ©conomie oà ¹ les à ©tudiants sont de plus en plus amenà ©s à   considà ©rer cette avenue profession nelle (Gasse et al. 2006). Si un grand nombres duniversità ©s dà ©veloppent activement leurs liens avec le monde professionnel à   travers la formation professionnelle continue, les sà ©minaires, les projets de recherche conjoints, †¦ (Dontriaux, 1992), trà ¨s peu dinitiatives similaires existent dans les pays sous-dà ©veloppà ©s. Dans un tel contexte de faible culture entrepreneuriale et donc peu incitatif, lentrepreneuriat peut apparaà ®tre pour les jeunes diplà ´mà ©s comme est un acte hautement risquà © quil faut sabstenir dembrasser si on ne dispose pas dimportants moyens financiers et matà ©riels, et dun soutien indà ©fectible de son entourage. Alors que la situation de pauvretà © amà ¨ne les populations à   se battre autrement, on sà ©tonne de lattitude des jeunes diplà ´mà ©s, une attitude axà ©e sur lattente dun emploi salarià © et la rà ©ticence à   la crà ©ation. Un tel à ©tat des choses suscite assez dinterrogations dont une a particulià ¨rement retenu notre attention:  ¶ comment les jeunes à ©tudiants bà ©ninois perà §oivent-ils le risque entrepreneurial et quelle est leur prà ©fà ©rence au risque? Par ailleurs, Lentrepreneuriat entendu au sens strict comme une actività © crà ©atrice de nouvelles organisations, est considà ©rà © comme un phà ©nomà ¨ne producteur demploi et de richesse. Malheureusement, force est de constater que pour la jeunesse, lidà ©e dentrepreneuriat est source dune peur nourrie par la crainte de là ©chec. La crà ©ation dune entreprise, aussi passionnante quelle puisse paraà ®tre, comporte à ©galement des risques à ©normes. Par consà ©quent, elle ne saurait à ªtre une improvisation de la part de son auteur, mais plutà ´t le fruit dune intention nourrie auparavant de rà ©flexions et danalyses profondes. Dà ¨s lors, quelle est lintention entrepreneuriale des à ©tudiants en fin de formation? Enfin, en dehors de la perception du risque, des à ©tudes ont dà ©montrà © que les prà ©dispositions entrepreneuriales sont le fruit de plusieurs facteurs: les facteurs denvironnement (là ©volution des personnes dans des milieux donnà ©s) et les facteurs individuels (les promoteurs dentreprise possà ¨dent certaines caractà ©ristiques particulià ¨res). Gasse (2003) explique par exemple que la dà ©cision dentreprendre repose sur trois dimensionsfondamentales: la dà ©sirabilità ©[2], la faisabilità © perà §ue, la crà ©ation (les moyens). Lentrepreneuriat à ©tant avant tout une faà §on dà ªtre, un style de vie, la dà ©sirabilità © est influencà ©e par la famille et les proches, le milieu immà ©diat, le profil psychologique, lexpà ©rience, là ¢ge, le niveau dinstruction et de compà ©tence, le type de formation . Cest donc dire que le goà »t pour lentrepreneuriat peut à ªtre lià © au type de formation. Ainsi, Est-ce que la filià ¨re de formation des à ©tudiant s a-t-elle une influence sur leur intention entrepreneuriale? A travers ces questions, lobjectif gà ©nà ©ral de cette recherche est danalyser la perception du risque et lintention entrepreneuriale des à ©tudiants en fin de formation. Dans un contexte oà ¹ la notion traditionnelle demploi est remplacà ©e par le concept de portefeuille dactività ©s que chacun gà ¨re pour son compte (Hernandez), cette rà ©flexion sur lentrepreneuriat des jeunes en labsence dà ©tudes empiriques dans le contexte bà ©ninois est dun intà ©rà ªt rà ©el. Elle est structurà ©e en quatre parties: la partie thà ©orique, la mà ©thode utilisà ©e, les rà ©sultats et la conclusion. 1. Cadre conceptuel de la recherche Le terme  «entrepreneuriat »[3] est un terme trà ¨s large admis dans un sens individuel, collectif et pour lentreprise en entier. Cet à ©largissement de sens entraà ®ne ainsi, la multitude dacceptations quon retrouve dans la littà ©rature (Leger-Jarniou, 2008). En effet, procà ©dà © mis en place par des individus, lentrepreneuriat identifie de nouvelles opportunità ©s et les convertit en produits ou services commercialisables. Il est aussi laction de constituer une organisation et en particulier la crà ©ation dentreprise. Il recouvre lensemble des actività ©s rà ©elles quelque soit leur nature et susceptibles de procurer des gains futurs (Dieng, 2000). Pour Verstraete et Fayolle (2005), lentrepreneuriat est une  «initiative portà ©e par un individu (ou plusieurs individus sassociant pour loccasion) construisant ou saisissant une opportunità © daffaires (du moins ce qui est apprà ©cià © ou à ©valuà © comme tel) dont le profit nest pas forcà ©ment dordre pà ©cun iaire par limpulsion dune organisation pouvant faire naà ®tre une ou plusieurs entità ©s et crà ©ant de la valeur nouvelle (plus forte dans le cas dune innovation) pour des parties prenantes auxquelles le projet sadresse ». Lentrepreneuriat relie donc lindividu à   une opportunità ©[4], et cest justement dans ce sens que Brush et al. (2003) donneront une dà ©finition de lentrepreneuriat qui prendra en compte les deux notions: entrepreneur et opportunità ©. Pour eux, lentrepreneuriat est une discipline qui à ©tudie le processus par lequel les entrepreneurs identifient, explorent et exploitent une opportunità ©. Ainsi, lentrepreneur est souvent associà © à   la crà ©ation voire de faà §on rà ©solument synonymique (Verstraete, 2000). Ce dernier se rà ©serve, quant à   lui, de donner une dà ©finition de lentrepreneuriat; pour lui, cest un phà ©nomà ¨ne bien trop complexe pour à ªtre rà ©duit à   une simple dà ©finition. Il se rà ©sout à   en donner une plus large: ‘Lentrepreneuriat est un phà ©nomà ¨ne combinant un individu et une organisation, lun se dà ©finissant par rapport à   lautre et vice versa. Lengagement de cet individu dà ©pend de sa perception du risque lià © à   son initiative, une perception qui à   son tour dà ©terminera lintention entrepreneuriale. Ainsi, cette partie thà ©orique abordera successivement le risque entrepreneurial et lintention entrepreneuriale. 1.1 Le risque entrepreneurial et sa perception Pendant longtemps, les chercheurs en entrepreneuriat ont soutenu lidà ©e que crà ©er une entreprise est un comportement risquà ©. Fayolle et al. (2008) ont alors soulignà © que la volontà © à   prendre des risques ou la propension au risque à ©tait le trait de personnalità © qui discriminait les entrepreneurs des non-entrepreneurs. La prise de risque apparaà ®t ainsi comme lune des caractà ©ristiques distinctives du comportement entrepreneurial. Elle demeure au cÅ“ur des diffà ©rentes recherches qui ont abordà © lentrepreneur en ce sens que la crà ©ation dune nouvelle entreprise ou la reprise dune existante est par dà ©finition une aventure tachà ©e de risques. Le risque est prà ©sent dans tout projet, quel que soit lactività © ou le secteur visà ©, il est une consà ©quence à ©vidente de lincertitude et de la contingence dans laquelle baigne chaque projet. Sa perception est alors admise comme un dà ©terminant du comportement entrepreneurial de lindividu. Cette perception a à ©tà © conceptualisà ©e dune manià ¨re gà ©nà ©rale comme une à ©valuation du risque par le dà ©cideur ou lacteur dans une situation donnà ©e. Ainsi, le risque est perà §u comme un dà ©terminant du comportement risquà © et de la prise de dà ©cision entrepreneuriale. Autrement dit, la perception du risque est prà ©sumà ©e à ªtre nà ©gativement associà ©e avec les comportements ou les dà ©cisions risquà ©es et lacte de crà ©ation dentreprise. Macgrimmon et Wehrung (1985) postulaient que «la prise de risque comprend deux composants: le degrà © de risque des situations et la volontà © des individus à   prendre des risques ». Limportance relative de ces à ©là ©ments[5] a à ©voluà © au cours du temps dans la littà ©rature en une autre dimension de perception du risque qui vient de la thà ©orie du comportement planifià © (Ajzen, 1991) et de ses applications dans la littà ©rature en entrepreneuriat. Dans cette thà ©orie, les intentions vis-à  -vis dun comportement donnà © sont dà ©terminà ©es par les attitudes vis-à  -vis du comportement, le degrà © de perception du contrà ´le de ce comportement et les normes subjectives lià ©s à   ce comportement. Ces normes expriment une certaine pression sociale qui est perà §ue par les individus et les poussent à   rà ©aliser le comportement ou à   ne pas le faire. Fayolle et al. (2008) sintà ©ressant aux perceptions du risque associà ©es à   la dà ©cision de crà ©ation dentreprise, ont trouvà © logique dinclure une dimension sociale à   leur à ©chelle de mesure du risque. Au-delà   de tout, dà ©marrer une nouvelle entreprise exige non seulement une capacità © financià ¨re et un engagement personnel, mais aussi un important soutien de la famille et des amis. Inversement, le faire peut avoir des consà ©quences positives et nà ©gatives pour ces deux groupes sociaux. Par ailleurs, le risque est le facteur clà © qui motive les entrepreneurs à   sengager dans le processus de crà ©ation et à ©galement le facteur qui dà ©courage les non-entrepreneurs. Pendant que les uns le perà §oivent comme une opportunità © à   saisir absolument, les autres le voient plutà ´t en termes de menace potentielle quil faut à ©viter. Plusieurs auteurs se sont intà ©ressà ©s à   ces deux aspects du risque entrepreneurial. Dabord une conceptualisation originale du risque entrepreneurial qui sà ©carte des modà ¨les traditionnels basà ©s sur la thà ©orie de lutilità © a à ©tà © prà ©sentà ©e par Dickson et Giglierano (1986). Dans leur modà ¨le, le risque entrepreneurial a deux composantes: le risque dà ©chec[6] et le risque de manquer une opportunità ©[7]. Dans la continuità © des travaux de Dickson et Giglierano, Fayolle et al. (2008) pensent aussi que le risque entrepreneurial est mieux conceptualisà © en termes de risque dà ©chec et de risque de manquer une bonne opportunità ©.En complà ©ment, ces auteurs suggà ¨rent dà ©tendre les idà ©es de Dickson et Giglierano en conceptualisant deux types de risque: Le risque comme une menace et le risque comme une opportunità © En tant que menace, le risque correspond à   la vision classique perà §u à   travers des pertes potentielles, limportance de ces pertes et lincertitude de ces pertes (Mullins et Forlani, 2005; Yates et Stone ,1992).Il correspond à ©galement à   la notion de risque dà ©chec ou  «Sinking the boat » dans lapproche de Dickson et Giglierano En tant quopportunità ©, le risque reprà ©sente la face opposà ©e du risque, perà §u à   travers des gains potentiels, leur importance et leur incertitude. Les gains potentiels sont, bien à ©videmment, la force motrice poussant les entrepreneurs à   agir. La conception du risque comme une opportunità © permet donc une meilleure comprà ©hension des facteurs qui motivent les entrepreneurs, en intà ©grant plus particulià ¨rement des notions telles que le sentiment de regret. Ce dà ©veloppement mà ¨ne à   la proposition suivante: H1: Les à ©tudiants en fin de formation perà §oivent le risque entrepreneurial comme une menace parce quils ont gà ©nà ©ralement peur dentreprendre et prà ©fà ¨rent pour la plupart poursuivre un emploi salarià ©. 1.2 Lintention Entrepreneuriale Le concept de lintention[8] entrepreneuriale a à ©tà © dà ©fini et expliquà © par plusieurs auteurs. Parmi eux, retrouvons Krueger et Carsrud (1993) qui dà ©finissent lintention entrepreneuriale comme une structure cognitive qui conclut les fins et les moyens. Partageant cet avis, Bird (1988) prà ©cise que «celle-ci reprà ©sente un processus cognitif qui naà ®t avec les motivations les besoins, les valeurs et les croyances ». Pour Grant (1996), lintention entrepreneuriale est dà ©finie par les jugements de lindividu sur la probabilità © de possà ©der sa propre entreprise. Ajzen(1991) quant à   lui dà ©finit lintention comme un  «indicateur » de la volontà © à   essayer, de leffort que lon est prà ªt à   consentir pour se comporter dune certaine faà §on. Tournà ©s (2006) souligne quelle est caractà ©risà ©e par la dà ©termination, la rà ©solution et la volontà ©. Au regard de ces dà ©finitions, on pourrait dà ©duire la place quoccupe lintention dans le processus entrepreneurial. En psychologie, lintention sest avà ©rà ©e ainsi à ªtre le meilleur moyen de prà ©voir un comportement planifià ©, particulià ¨rement lorsque ce comportement est rare et difficile à   observer. La crà ©ation dentreprise en est lexemple type dun tel comportement planifià © et intentionnelles. Selon les modà ¨les dintentions entrepreneuriales, lintention prà ©cà ¨de laction. En dehors des actes routiniers oà ¹ laction peut prà ©cà ©der lintention, un comportement intentionnel peut prà ©dire par lintention davoir un comportement donnà ©. Krueger et Carsrud (1993) en concluent que lintention entrepreneuriale a un rà ´le central dans le processus entrepreneurial parce quelle forme un à ©là ©ment de soutien des nouvelles entreprises. Mà ªme si les idà ©es daffaires naissent avec linspiration, Bird (op.cit.) fait remarquer quune attention et une intention soutenues sont nà ©cessaires pour les rendre manifestes. Elle prà ©cise que lintention entrepreneuriale oriente lexpà ©rience et laction vers lobjectif de crà ©ation dentreprise. Ainsi les intentions entrepreneuriales sont essentielles à   la comprà ©hension du processus gà ©nà ©ral dentrepreneuriat car elles à ©tablissent les caractà ©ristiques initiales des nouvelles organisations. Elle va plus loin pour conclure que lentrepreneuriat est un processus oà ¹ lintentionnalità © est centrale. Selon elle, là ©tude de lintention entrepreneuriale, fournit une voie avancà ©e de la recherche qui permet de dà ©passer les à ©tudes descriptives. Il ressort de ces dà ©veloppements que lintention permet de prà ©dire le comportement et par consà ©quent son à ©tude est trà ¨s indispensable pour expliquer le processus qui conduit à   la crà ©ation dune entreprise. Son intensità © et sa pertinence vont dà ©terminer toute la suite de la dà ©marche entrepreneuriale de lindividu. Doà ¹ notre proposition: H2: Lintention entrepreneuriale des à ©tudiants en fin de formation est trà ¨s faible car trà ¨s peu dà ©tudiants ont la volontà © de crà ©er une entreprise à   lissue de leurs formations. 2. La mà ©thode utilisà ©e 2.1 Les participants Les à ©tudiants en fin de formation constituent la population de base de cette recherche. Il sagit des à ©tudiants des troisià ¨me (BAC+3) et quatrià ¨me (BAC+4) annà ©es des entità ©s de formation publique. Cinq domaines de formation sont concernà ©s : les sciences juridiques, lagronomie, la mà ©dà ©cine, là ©conomie et la gestion. 2.2 La mesure des variables Cette recherche porte sur trois variables: la perception du risque entrepreneurial, la prà ©fà ©rence au risque, lintention entrepreneuriale La perception du risque entrepreneurial a à ©tà © mesurà ©e dans cette recherche grà ¢ce à   cinq (05) items adaptà ©s des travaux de Fayolle et al. (2008). La prà ©fà ©rence au risque des à ©tudiants a à ©tà © apprà ©cià ©e à   partir de cinq (05) items issus de lobservation et adaptà ©s de Weber et al. (2002). Considà ©rà ©e comme une volontà © individuelle et une libertà ©, lintention ou la volontà © est considà ©rà ©e par Hernandez (1999) comme le premier à ©là ©ment nà ©cessaire pour crà ©er une organisation. Elle rà ©flà ¨te lobjectif ou les objectifs du ou des crà ©ateur (s). Lintention entrepreneuriale des à ©tudiants a à ©tà © à ©valuà ©e sur deux dimensions : la perception de la dà ©sirabilità © et la perception de la faisabilità ©. La dà ©sirabilità © à   lentrepreneuriat des à ©tudiants a à ©tà © apprà ©cià ©e à   travers trois itemsadaptà ©s de Bird (1988). Les trois items demandaient aux à ©tudiants de se prononcer surla forte probabilità © de crà ©er une entreprise ou de poursuivre un emploi salarià © aprà ¨s les à ©tudes et ce quils pensent de leur chance de rà ©ussir dans la vie professionnelle en crà ©ant une entreprise. Afin de savoir ce que pensent les à ©tudiants de la faisabilità © de leurs intentions de crà ©er une entreprise, nous avons à ©galement retenu trois items. Ces items demandaient aux à ©tudiants de se prononcer sur la facilità © pour eux de devenir crà ©ateurs dentreprise ou de trouver un emploi salarial et sils pensent avoir un contrà ´le parfait de la situation en tant que crà ©ateur dentreprise. 2.3 Les principales à ©tapes de la recherche Cette recherche a dà ©marrà © par une observation du comportement entrepreneurial des à ©tudiants pendant et aprà ¨s leur formation. Cette observation nous a permis de nous rendre compte que malgrà © le taux du chà ´mage croissant, trà ¨s peu dà ©tudiants sengagent dans lentrepreneuriat. Les constats de cette observation ont nourri lidà ©e de la prà ©sente recherche qui repose sur trois variables. Ils ont aussi permis dà ©laborer quelques items et dadapter ceux issus de la littà ©rature. La mesure de ces variables a à ©tà © faite sur la base dun questionnaire denquà ªtes quantitatives. Structurà © à   base dà ©chelle dattitude, ce questionnaire est composà © dun ensemble de dix huit (18) items et rà ©partis en trois dimensions : la perception du risque entrepreneurial, la prà ©fà ©rence au risque, lintention entrepreneuriale à   travers la perception de la dà ©sirabilità © et la perception de la faisabilità ©. La partie identification de lenquà ªtà © concerne le domaine dà ©tude, là ¢ge, le sexe, le contact et la prà ©sence dentrepreneur dans la famille des rà ©pondants. Dans le but de và ©rifier la comprà ©hension et la cohà ©rence des items, un prà ©-test a à ©tà © effectuà © auprà ¨s dune dizaine dà ©tudiants. Deux items ont à ©tà © à ©liminà ©s et cinq autres reformulà ©s. Limportance de chaque item a à ©tà © à ©valuà ©e sur une à ©chelle de type Likert à   quatre points variant de 1 à   4:  «Pas daccord »,  «Ne sais pas », un peu daccord et  «daccord. Par ailleurs, comme recommandà ©s par Smith et Blackbum (1988) et Aupperle et al. (1985), les proprià ©tà ©s psychomà ©triques de validità © et dintà ©grità © du questionnaire ont à ©tà © examinà ©es. Linstrument sest rà ©và ©là © robuste avec le coefficient alpha dintà ©grità © de CrombachS à ©gal à   0,79. En tenant compte de la taille des à ©tudiants en fin de formation des cinq entità ©s[9] de formation dont les filià ¨res sont concernà ©es par la prà ©sente recherche, la taille n de là ©chantillon a à ©tà © obtenue grà ¢ce à   la formule ci-aprà ¨s: n ≠¥ [tÃŽ ±2 p (1-p) ]/e2 p est le pourcentage dà ©tudiants en fin de formation , p = 15% et q = (1-p); e la marge derreur (ici nous retenons e = 5%); tÃŽ ± la valeur de la loi de Student au seuil ÃŽ ±; ÃŽ ± le seuil de confiance recherchà © (pour ÃŽ ± = 95%, tÃŽ ± = 1,96) n= (1,96)2Ãâ€"0,15Ãâ€"0,85/(0,05)2 Soit n= 196 à ©tudiants. Mais nous avons retenu cinq cent (500) à ©tudiants. Ces à ©tudiants interrogà ©s sont de la tranche dà ¢ge 22 à   29 ans avec une forte dominance des individus du sexe masculin qui sont au nombre de 404 à ©tudiants (soit 80,80%) contre seulement 96 à ©tudiantes (soit 19,20%). Par ailleurs, 64,80% des interrogà ©s nont aucun parent crà ©ateur dentreprisealors que 21,20% ont un seul parent crà ©ateur et 14% affirme avoir plusieurs parents crà ©ateurs dentreprises. Le tableau n °1, nous prà ©sente la rà ©partition des enquà ªtà ©s suivant les diffà ©rentes filià ¨res de formation. Tableau n °1 Rà ©partition des enquà ªtà ©s par filià ¨re de formation Filià ¨res de formation Effectifs Frà ©quences Agronomie 92 18,40% Droit 74 14,80% Economie 156 31,20% Gestion 130 26% Mà ©decine 48 9,60% Total 500 100% La mà ©thode dà ©chantillonnage retenue est celle non probabiliste, prà ©cisà ©ment la mà ©thode de convenance. Nous avons choisi la mà ©thode non probabiliste en raison des difficultà ©s dexploitation de la liste officielle des à ©tudiants notamment labsence de coordonnà ©es prà ©cises pouvant permettre leur identification. Le questionnaire a à ©tà © administrà © face à   face. Quant à   lanalyse des donnà ©es, les rà ©sultats lià ©s au risque perà §u, à   la prà ©fà ©rence au risque et à   lintention entreprneuriale ont fait lobjet de calcul de score. Quant à   linfluence de la filià ¨re dà ©tude sur lintention, un test de khi-deux a à ©tà © effectuà ©. 3. Les rà ©sultats de la recherche Les principaux rà ©sultats de notre recherche porteront successivement sur la perception du risque entrepreneurial, la prà ©fà ©rence au risque et lintention entrepreneuriale des à ©tudiants. 3.1 Perception du risque entrepreneurial Les rà ©sultats obtenus sont consignà ©s dans le tableau n °2. Tableau n °2: La perception du risque entrepreneurial par les à ©tudiants Items Pas daccord Ne sais pas Un peu daccord Daccord TOTAUX Lorsquon crà ©e une nouvelle entreprise les probabilità ©s de faillite sont trà ¨s à ©levà ©es 152 (30,40%) 236 (47,20%) 112 (22,40%) 500(100%) Dans la crà ©ation dune nouvelle entreprise, les possibilità ©s de gagner beaucoup dargent sont trà ¨s à ©levà ©es 144 (28,80%) 254 (50,80%) 102 (20,40%) 500 (100%) Si jà ©chouais dans la crà ©ation dune nouvelle entreprise, je perdrais mon honneur 270 54% 118 23,60% 112 22,40% 500 100% Toute idà ©e dentreprise comporte des risques; je vois cela comme une opportunità © 52 (10,40%) 02 (0,40%) 88 (17,60%) 358 (71,60%) 500 (100%) En rà ©sumà ©, je vois loption de crà ©er une nouvelle entreprise comme une chose positive 10 (2%) 04 (0,80%) 64 (12,80%) 422 (84,40%) 500 (100%) Source: Rà ©sultats des enquà ªtes, juin 2009 47,20% des à ©tudiants admettent quelque peu que les probabilità ©s de faillite des nouvelles entreprises sont trà ¨s à ©levà ©es, contre 22,40% qui ladmettent entià ¨rement. Ces rà ©sultats sont sensiblement voisins à   ceux recueillis à   propos des possibilità ©s de gagner beaucoup dargent dans la crà ©ation dune entreprise. Par contre, 54% dentre eux nadmettent pas quon pourrait perdre son honneur suite à   un à ©chec dans la crà ©ation dune nouvelle entreprise. La quasi-totalità © soit respectivement 71,60% et 84,40% est entià ¨rement daccord que le risque entrepreneurial est une opportunità © et la crà ©ation dune entreprise, une initiative positive. 3.2 Prà ©fà ©rence au risque Les rà ©sultats sont rà ©sumà ©s dans le tableau n °3 Tableau n °3: Lapprà ©ciation de prà ©fà ©rence au risque des à ©tudiants Items Pas daccord Ne sais pas Un peu daccord Daccord TOTAUX Entre crà ©er mon entreprise et à ªtre salarià ©, je prà ©fà ¨re crà ©er mon entreprise 38 7,60% 28 5,60% 98 19,60% 324 64,80% 500 100% Entre crà ©er mon entreprise et à ªtre salarià ©, je prà ©fà ¨re à ªtre salarià ©. 288 (57,60%) 34 (6,80%) 130 (26%) 48 (9,60%) 500 (100%) Je prà ©fà ¨re crà ©er mon entreprise car cela me rend indà ©pendant 40 (8%) 18 (3,60%) 98 (19,60%) 144 (28,80%) 500 (100%) Je prà ©fà ¨re à ªtre salarià © car cela me garantie lemploi 216 (43,20%) 22 (4,40%) 162 (32,40%) 100 (20%) 500 (100%) Je prà ©fà ¨re crà ©er mon entreprise car je peux y gagner beaucoup dargent 48 (9,60%) 20 (4%) 184 (36,80%) 248 (49,60%) 500 (100%) Source: Rà ©sultats des enquà ªtes, Juin 2009 Ici, la prà ©fà ©rence à   lentrepreneuriat a à ©tà © exprimà ©e à   64,80% contre seulement 9,60% pour lemploi salarià ©. On remarque à ©galement que 43,20% des rà ©pondants ne sont pas daccord pour la garantie de lemploi comme raison pour la prà ©fà ©rence à   lemploi salarià ©. Or 49,60% prà ©fà ¨rent lentrepreneuriat parce quils espà ¨rent y gagner beaucoup dargent. 3.3 Lintention entrepreneuriale des à ©tudiants Nous avons à ©valuà © lintention entrepreneuriale des à ©tudiants sous deux aspects: la perception de la dà ©sirabilità © et la perception de la faisabilità ©. Les tableaux 4 et 5 portent respectivement sur chacune de ces dimensions. Tableau n °4: La perception de la dà ©sirabilità © par les à ©tudiants Items Pas daccord Ne sais pas Un peu daccord Daccord TOTAUX Aprà ¨s mes à ©tudes, la probabilità © que je crà ©e mon entreprise est trà ¨s forte 66 (13,20%) 92 (18,40%) 156 1,20% 186 (37,20%) 500 (100%) Aprà ¨s mes à ©tudes, la probabilità © que je poursuive une carrià ¨re de salarià © est tr