A small business entrepreneur

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Y​‌‍‍‍‌‍‍‌‍‌‌‍‍‍‌‍‌‌‌‍​ou are a small business entrepreneur who has finally reached your dream of owning a fast food restaurant located in a busy strip mall in a medium size town in Texas. You have worked hard for over five years to get your small business to “turn” a profit. In the past year due to COVID-19 you have had to make some decisions to “cut” some corners in order to remain in business and still be profitable. You have: Cut back on full time employees to part time so you don’t have to pay benefits and minimum wages Take 25% of all tips from employees Have employees post “great” comments on Google about the business and food Hired employees from your cousin that you pay a low income for cooking the f​‌‍‍‍‌‍‍‌‍‌‌‍‍‍‌‍‌‌‌‍​ood. You provide little no training on preparation and pay them “cash under the table.” Using another vendor for your products that is much cheaper. The food and produce is sometimes expired but you use it to make your products Most of your employees are young ladies (if you’re a female student, young men) only. You’re regularly “flirt” with them as they work. If they object you tell them you can “always get a replacement for them!” You regularly post negative comments on social media on two of your close competitors that are misleading or false. Provide a detailed summary of integrity and ethical issues you have identified from this scenario. What would you recommend to this entrepreneur​‌‍‍‍‌‍‍‌‍‌‌‍‍‍‌‍‌‌‌‍​ to improve his small business?

 

 

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An entrepreneur creates a new business, bearing most of the risks and enjoying most of the rewards. The process of setting up a business is known as entrepreneurship. The entrepreneur is commonly seen as an innovator, a source of new ideas, goods, services, and business/or procedures.Entrepreneurs play a key role in any economy, using the skills and initiative necessary to anticipate needs and bringing good new ideas to market. Entrepreneurship that proves to be successful in taking on the risks of creating as startup is rewarded with profits, fame, and continued growth opportunities. Entrepreneurship that fails results in losses and less prevalence in the markets for those involved.

laska, 2008), and Fraser (2000) warned about the need for a reliable methodology behind self-assessment in teaching pronunciation. The impact of such a method on learners’ pronunciation, whether negative or positive, needs further investigation. Because students are the center-part in their own learning and need to be more proactive (Salimi, Asghar Kargar, & Zareian, 2014), it is also necessary to examine students’ awareness of their own learning progress. This paper proposes to look at self-evaluations as a tool in the acquisition of French pronunciation as an L2 and test self-evaluations’ reliability and validity by doing an item analysis. It will analyze the data from a beta-pilot test of the two instruments created (sentences to record and self-evaluations). This paper will also assess whether the use of self-evaluations by college-level learners of French enrolled in a phonetics course, will improve their pronunciation over the course of a semester. The aspects of French pronunciation studied here, have been carefully selected because they represent segmental (/y/ vs /u/) and segmental/suprasegmental (schwa) features in French, and they are particularly critical for comprehensibility. This paper seeks to answer the following questions: RQ1: Are the instruments created valid and reliable tools to assess pronunciation? RQ2: Is there a difference between control and treatment groups overall and on both aspects: segmental and segmental/suprasegmental? RQ3: To what extent do the students’ self-evaluations compare with evaluations by the expert rater overall and on both aspects: segmental and segmental/suprasegmental? Literature Review Self-assessment is described as a type of formative assessment. Formative assessment is student-centered and differs from summative assessment which is teacher-centered. Formative assessment occurs during the learning process, and not at the end of the learning period. According to Fulcher (2016), formative assessment’s purpose is to “inform and improve learning, rather than simply to assess whether the learners have mastered the learning objectives”. Summative assessments are made of criteria set by the instructor while formative assessments are types of assessment that provide feedback on learner’s performance in order to improve this performance. In an article published in 2006, Nicol & Macfarlane-Dick argue that “formative assessment and feedback should be used to empower students as self-regulated learners” (p.199). Ross (2005) praises the use of

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