Abstract Entrepreneurship not only is an attractive dream of today's youth, but also a main activity which organizational, economic and social community survives from. Consequently, it has been highly attentive by manageial scholars in recent decades, and triggered off a number of related research and discussion. However, mentality of entrepreneur is not very easy to investigated by research, and entrepreneurial spirit is difficult to discover. Research about entrepreneurship is on the horns of a dilemma when theoretical paradigm is still lack, for the purpose of understanding the current situation and problems of entrepreneurship and also exploring the development of entrepreneurial mentality. In a related study of psychology, early scholars focused on exploring "what kind of people will become entrepreneurs?" which called the personality traits of the entrepreneur. For example, entrepreneur with high-risk tendency, high-need for achievement and high-degree internal control characteristics. But in decades, researches have been still unable to empirically confirm what kind of significant impact the behavior of entrepreneur could be influenced by personality traits of entrepreneur (Baron¡A 1998; Mitchell¡A Busenitz¡A Lant¡A McDoufall¡AMorse¡A Smith¡A 2002)¡CTherefore, this study is to classify the development of entrepreneurial mentality, and to explore the Q organization of the L general manager with dreams achieved his vision. Throughout entrepreneur makes a self-narrative about the entrepreneurial process, our study is to explore the entirety and development of entrepreneurship, and to analyze and interpret from his entering and selecting occupation to investing business in the recallable and narrative history. This research discovers the entrepreneurial process has happened lots of transition from school teacher to real estate salesman to manager to investor, and from taking over the business of real estate to building the new human resources organization, and from multiple independent business to the whole organization, and observes about entrepreneurial mobility, managerial decision-making and the establishment of new business and business integration during the development. From these stories, better understanding about the creating whole process of the entrepreneur is to make several important implications. First, self-ability, interest and clearly strongly actions. Second, adaptability and decision-making capacity. Third, persistence and explicit beliefs. Fourth, from gratified myself to gratified talent and building up the core team Key words: Entrepreneurship¡BIntegrity¡Bnarrative inquiry

During the 20th century, John Dewey introduced a new idea with respect to the nature of logical theory: He presented a portrait of logic as a theory about how organisms interact and maintain an integrated balance between themselves and their environment. He wrote many texts on what he called his theory of inquiry, including Essays in Experimental Logic (1916), Studies in Logical Theory (1903), and How We Think (1910). However, the book where he most closely detailed his theory of inquiry is in his Logic: The Theory of Inquiry (1938). These texts by Dewey have served as the source for much recent discussion and commentary in Dewey scholarship. Most of these interpretations on Dewey’s theory of inquiry, I maintain, misunderstand Dewey in some fundamental way. I argue that these commentators have gone wrong in interpreting Dewey and his works by failing to understand some aspect of his theory of inquiry. I illustrate the flaws in their interpretations and subsequently integrate the conclusions I reach into a single, cohesive perspective on Dewey’s account of inquiry. The final chapter presents a new interpretation of Dewey that emphasizes the role of phenomenal, contextual, and social factors in the foundations of his logical works.

In the long run, people are confused between professionalism and specialized knowledge. Researcher discovered that specialized knowledge is not sufficient in conquering all the challenges in the real working field, professionalism is the key competency that we should have. But, what is professionalism? And how we can cultivate the ability? The study is to discuss the abilities what we should equip, the factors of professionalism, process of cultivation, under the¡ydynamic¡Bcomplex¡zindustry environment. Researcher also discovered the differences between professionalism and specialized knowledge and the dynamic process structure of ability cultivation. The dynamic learning structure is as follows¡G I. Career attitude A. Hard-working spirit B. Entrepreneurship of challenging courage C. Desire of learning II. Working sills A. Knowledge B. Imitation or experience copying C. Logical thinking D. Sense of conceptual issues

With a number of major economic and social turnarounds already occurred in mankind¡¦s history, we are currently also at such an era. From the onset of the 90s, the rapid high-tech development and the global economic integration have fueled the world economy and the society to undergo rapid transformation, a shift that also fosters new research perspectives and viewpoint. Under the globalization, digitalization and diversification trend, with the present startup ventures having to confront the rapid changes in the external environment, a majority of the past startup venture studies and analyses that tend to fall under a still-mode, one-sided and single perspective approach, and a logical validation theory-based research methodology, has fallen short of manifesting the actual interactive process of the startup act. To compensate the deficiency of the past startup studies, the study attempts to truthfully present, in the duo capacity as a startup operator and a research, the process of a startup venture. With a startup entrepreneur regards the startup venture as an action-based startup process, while a research regards the startup as a research process, the searcher has, through nearly two years of research on entrepreneurship, developed eight story narrations through the author¡¦s self reflection and the constant self dialog as a startup entrepreneur. By putting the eight story narrations through the Narrative Inquiry to interpret the reconstruction process, the study discovers that successful startup ventures have not come from a perfected startup opportunity or a startup plan, but rather through the startup management process in how a startup initiator locate the resources, utilize the resources and group the resources. Of the research findings derived from the ¡§Bricolage¡¨ , the study will also offer an in-depth observation and emulate how startup entrepreneurs are able to constantly interact with the resources around them to promote the emergence of new organizations, new markets and new products.

Thesis (M.S.) in Teaching--University of Maine, 2009. / Includes vita. Includes bibliographical references (leaves 131-135).

Thesis (Ph. D.)--Ohio State University, 2003. / Title from first page of PDF file. Document formatted into pages; contains xv, 294 p.; also includes graphics (some col.). Includes abstract and vita. Co-advisors: Christopher Andersen and Michael E. Beeth, College of Education. Includes bibliographical references (p. 256-262).

Thesis (Ph. D.)--Ohio State University, 2003. / Title from first page of PDF file. Document formatted into pages; contains xxii, 299 p.; also includes graphics (some col.). Includes abstract and vita. Advisor: Arthur White, College of Education. Includes bibliographical references (p. 223-228).

Thesis (M. Ed.)--York University, 2002. Graduate Programme in Education. / Typescript. Title on certificate page: Teaching question-based learning in elementary science education. Includes bibliographical references (leaves 100-102). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ71573.

Appreciative Inquiry is a revolution in the way we look at our organizations, a holistic approach that begins with the health of the organization, understanding what we do well and building on our strengths, rather than focusing on our problems. Early in 2006, BC Electronic Library Network conducted an Appreciative Inquiry Interview Exercise, for two purposes: strategic planning, and communications. The results were astonishing: a collection of stories and quotes of BC ELN's best, from a great variety of perspectives and throughout BC ELN's history, that are being used to inform BC ELN communications, and will form part of the BC ELN website. The Weller Library, University of Northern British Columbia, conducted a recent strategic planning process employing the appreciative inquiry approach. This session will present a brief overview of the Appreciative Inquiry approach, and outline the processes and results of the BC ELN and University of Northern British Columbia exercises.

This study explored outcomes of inquiry-based teaching and learning as perceived by students, and which they felt were the most important or salient. Participants were 6 teachers and their 181 students in classes categorized as least, middle, and most with respect to degrees of using inquiry. Information from teacher interviews was used to place classes in these groups. A student questionnaire, constructed using a criterion-referenced list of potential inquiry outcomes from a literature search, assessed the extent to which they experienced these outcomes in their classes. Principal Components Analysis yielded four components from the 32 items. A MANOVA then used these components as dependent variables, with inquiry level as the independent variable. The most inquiry group significantly more strongly endorsed Component 1--learning competencies, including several inquiry-related outcomes. On Component 2-personal motivation, most inquiry students responded more favorably than middle inquiry. The most inquiry group more highly endorsed items addressing increased responsibility for their learning (Component 3), and the least inquiry group rated more highly items that were related to traditional teacher and student roles (Component 4) such as memorization of information; the middle inquiry group highly endorsed items combining both of these components. Inquiry provides optimal conditions for students to achieve outcomes less likely to be found in a more traditional classroom. Students' responses regarding cognitive, social, and emotional benefits of the most inquiry-oriented classes affirmed that, consistent with social constructivist theory, unique outcomes are achieved through inquiry more frequently and more effectively than through other forms of instruction.