People pay much more attention on females who start their own business in the past two decades. One reason is that the notion of gender equality is brought into practice, therefore, starting a business is no longer fo...People pay much more attention on females who start their own business in the past two decades. One reason is that the notion of gender equality is brought into practice, therefore, starting a business is no longer for male only. Another reason is that female entrepreneurs can also improve their social status and drive the economy by starting their own enterprises. The purpose of microfinanee programs is to encourage women to start an enterprise. Moreover, women can get financial sustainability, poverty alleviation, and more female empowerment through their business. The research applies the conception of microfinance programs to discuss if 10 Hakka female entrepreneurs can achieve the effect of empowerment through the promotion of economic ability. Furthermore, the research focuses on Hakka female entrepreneurs in Miaoli area, and probes into entrepreneurial situations and difficulties in order to find out what can be empowered for expanding their business.展开更多
The aim of this paper is to elucidate the nature and viability of teaching philosophy establishing their impact on the construction of philosophy in developing countries such as Peru. This article is inserted in the c...The aim of this paper is to elucidate the nature and viability of teaching philosophy establishing their impact on the construction of philosophy in developing countries such as Peru. This article is inserted in the context of the need to rethink the missed philosophy marked by Badiou who proposes two ideas and binding areas： Philosophy is a reflection on all that is in the infinite universe, including humans; and, being the reflection （thinking） an innate characteristic of the human being, then, in some way, we are philosophers. It follows two thoughts that philosophy is not taught or learned but is assumed in the measure of their level of education and knowledge. In such conditions, it is not the teaching of philosophy that which has to build philosophy or form ＂philosophers,＂ but is education. It is established, therefore, that between the philosophy and the education, there is a direct relationship in the sense that the first is based on the second and a good education is a prerequisite for the development of philosophy in a society condition. For this important reason, developing countries still do not have adequate conditions for sustained construction of philosophy because they have educational models that prevent it from radiating a good education to society. Being a good carrier of a good education philosophy, a poorly educated person has limitations to acquire of philosophical thinking. Therefore, these reasons are that in these countries, the teaching philosophy has proved to be unsuccessful. Being poor education in underdeveloped societies, where language skills and science are below international standards, it is easy to deduce that such societies are facing philosophy and devoid of conditions to form part of their cultures. Our hypothesis is that philosophy in a society cannot be built on the basis of the teaching of philosophy, but on the basis of a good education. The fact that in underdeveloped societies, as is the case of Peru, there is no philosophy in terms of what it means in modern times, is not because there is no teaching of philosophy but because there is archaic educational models. In these countries, the education model is anti-philosophical. Our approach is based on the education system prevalent in underdeveloped countries such as Peru, which is not feasible ＂teaching philosophy＂ to steadily build philosophy as part of national cultures, and instead it is necessary for the design and implementation of new models of education.展开更多
The article epitomises its foundations by providing definitional and explanative dichotomy among the State, Nation, and Nation State. It affords a depiction of the centrality of the mind, the interface of the body and...The article epitomises its foundations by providing definitional and explanative dichotomy among the State, Nation, and Nation State. It affords a depiction of the centrality of the mind, the interface of the body and mind in behavioural manifestations. It furthermore acknowledges that nothing occurs in a vacuum but in the context of the fullness of the mind. The visible manifestations of human behaviour are contended to be informed by the noiselessness invisible aspects of the mind. The same noiseless mind that informs the behavioural visibility that becomes somewhat active and busier in its conspicuousness. The dual existence of things and events in a revolutionary context that transcends to other behavioural undertones is discoursed. In the context application of the revolutionary mapping, the mind is presented as a culprit revolutionarist that wages revolutions without fear of external threats through arrests, danger, pain, terror, dread, apprehension, detentions, and any other similar means including death. The article settles that the mind is the determinant factor of human behaviours and it therefore defines the state of the State in any revolutionary circumstance. It denotes a functional separatism of the mind from the brain which is an organ of the body thereby equally accepting that the brain functionalises the mind. The equal essential role of the mind in post revolution construction to establish and promote an acceptable system of government that responds to socio-economic factors is detailed herein the manuscript. A deliberate attempt is made not to be suggestive and prescriptive on the shape and form of such a post revolution system of government.展开更多
文摘People pay much more attention on females who start their own business in the past two decades. One reason is that the notion of gender equality is brought into practice, therefore, starting a business is no longer for male only. Another reason is that female entrepreneurs can also improve their social status and drive the economy by starting their own enterprises. The purpose of microfinanee programs is to encourage women to start an enterprise. Moreover, women can get financial sustainability, poverty alleviation, and more female empowerment through their business. The research applies the conception of microfinance programs to discuss if 10 Hakka female entrepreneurs can achieve the effect of empowerment through the promotion of economic ability. Furthermore, the research focuses on Hakka female entrepreneurs in Miaoli area, and probes into entrepreneurial situations and difficulties in order to find out what can be empowered for expanding their business.
文摘The aim of this paper is to elucidate the nature and viability of teaching philosophy establishing their impact on the construction of philosophy in developing countries such as Peru. This article is inserted in the context of the need to rethink the missed philosophy marked by Badiou who proposes two ideas and binding areas： Philosophy is a reflection on all that is in the infinite universe, including humans; and, being the reflection （thinking） an innate characteristic of the human being, then, in some way, we are philosophers. It follows two thoughts that philosophy is not taught or learned but is assumed in the measure of their level of education and knowledge. In such conditions, it is not the teaching of philosophy that which has to build philosophy or form ＂philosophers,＂ but is education. It is established, therefore, that between the philosophy and the education, there is a direct relationship in the sense that the first is based on the second and a good education is a prerequisite for the development of philosophy in a society condition. For this important reason, developing countries still do not have adequate conditions for sustained construction of philosophy because they have educational models that prevent it from radiating a good education to society. Being a good carrier of a good education philosophy, a poorly educated person has limitations to acquire of philosophical thinking. Therefore, these reasons are that in these countries, the teaching philosophy has proved to be unsuccessful. Being poor education in underdeveloped societies, where language skills and science are below international standards, it is easy to deduce that such societies are facing philosophy and devoid of conditions to form part of their cultures. Our hypothesis is that philosophy in a society cannot be built on the basis of the teaching of philosophy, but on the basis of a good education. The fact that in underdeveloped societies, as is the case of Peru, there is no philosophy in terms of what it means in modern times, is not because there is no teaching of philosophy but because there is archaic educational models. In these countries, the education model is anti-philosophical. Our approach is based on the education system prevalent in underdeveloped countries such as Peru, which is not feasible ＂teaching philosophy＂ to steadily build philosophy as part of national cultures, and instead it is necessary for the design and implementation of new models of education.
文摘The article epitomises its foundations by providing definitional and explanative dichotomy among the State, Nation, and Nation State. It affords a depiction of the centrality of the mind, the interface of the body and mind in behavioural manifestations. It furthermore acknowledges that nothing occurs in a vacuum but in the context of the fullness of the mind. The visible manifestations of human behaviour are contended to be informed by the noiselessness invisible aspects of the mind. The same noiseless mind that informs the behavioural visibility that becomes somewhat active and busier in its conspicuousness. The dual existence of things and events in a revolutionary context that transcends to other behavioural undertones is discoursed. In the context application of the revolutionary mapping, the mind is presented as a culprit revolutionarist that wages revolutions without fear of external threats through arrests, danger, pain, terror, dread, apprehension, detentions, and any other similar means including death. The article settles that the mind is the determinant factor of human behaviours and it therefore defines the state of the State in any revolutionary circumstance. It denotes a functional separatism of the mind from the brain which is an organ of the body thereby equally accepting that the brain functionalises the mind. The equal essential role of the mind in post revolution construction to establish and promote an acceptable system of government that responds to socio-economic factors is detailed herein the manuscript. A deliberate attempt is made not to be suggestive and prescriptive on the shape and form of such a post revolution system of government.
