Know how to identify development needs Essay

Everyone has their own preferred way of learning new things. Knowing how you learn can Help you take control of situations and develop further in learning or employment situations. To help me identify my own learning style(s) and that of a member of my team, I used the VAX questionnaire below. Tick box A B or C for each question that most represents how you generally behave. ABC 1When I operate new equipment I generally:x A B CRead the instructions first Listen to an explanation from someone who has used it before Go ahead and have a go, I can figure it out as I use it 2When I need directions for travelling I usually:x A B CLook at a map Ask for spoken directions Follow my nose and maybe use a compass 3When I cook a new dish I like to:x A B CFollow a written recipe Call a friend for an explanation Follow my instincts, testing as I cook 4If I am teaching someone something new I tend to:x A B CWrite instructions down for them Give them a verbal explanation Demonstrate first and then let them have a go 5I tend to say:x A B CWatch how I do it Listen to me explain You have a go 6During my free time I most enjoy;x A B CGoing to museums and art galleries Listening to music and talking to my friends Playing sport or doing DIY 7When I go shopping for clothes I tend to:x A B CImagine what they would look like on Discuss them with the shop staff Try them on and test them out ABC 8When I am choosing a holiday I usually:x A B CRead lots of brochures Listen to recommendations from friends Imagine what it would be like to be there 9If I was buying a new car I would:x A B CRead reviews in newspapers and magazines Discuss what I need with my friends Test drive lots of different types 10When I am learning a new skill I am most comfortable:x A B CWatching what the teacher is doing Talking through with my teacher exactly what I am supposed to do Giving it a try myself and work it out as I go 11If I am choosing food from a menu I tend to:x A B CImagine what the food will look like Talk through the options in my head or with my partner Imagine what the food will taste like 12When I listen to a band I can’t help:x A B CWatching the band members and other people in the audience Listening to the lyrics and the beats Moving in time with the music 13When I concentrate I most often:x A B CFocus on the words or the pictures in front of me Discuss the problem and the possible solutions in my head Move around a lot, fiddle with pens and pencils and touch things 14I choose household furnishings because I like:x A B CTheir colours and how they look The descriptions the sales people give me Their textures and what it feels like to touch them 15My first memory is of:x A B CLooking at something Being spoken to Doing something 16When I am anxious I:x A B CVisualise the worst case scenarios Talk over in my head what worries me most Can’t sit still, fiddle and move around constantly ABC 17I feel especially connected to other people because of:x A B CHow they look What they say to me How they make me feel 18When I have to revise for an exam I generally:x A B CWrite lots of revision notes and diagrams Talk over my notes, alone or with other people Imaging make the movement or creating the formula 19If I am explaining to someone I tend to:x A B CShow them what I mean Explain to them in different ways until they understand Encourage them to try and talk them through my idea as they do it 20I really love:x A B CWatching films, photography, looking at art or people watching Listening to music, the radio or talking to friends Taking part in sporting activities, eating fine foods and wines or dancing. 21Most of my free time is spent:x A B CWatching television Talking to friends Doing physical activity or making things 22When I first contact a new person I usually:x A B CArrange a face to face meeting Talk to them on the telephone Try to get together whilst doing something else, such as an activity or meal 23I first notice how people:x A B CLook and dress Sound and speak Stand and move 24If I am angry I tend to:x A B CKeep replaying in my mind what has upset me Raise my voice and tell people how I feel Stamp about, slam doors, and physically demonstrate my anger 25I find it easiest to remember:x A B. CFaces Names Things I have done ABC 26I think you can tell if someone is lying if:x A B CThey avoid looking at you Their voice changes They give me funny vibes 27When I meet an old friend:x A B CI say ‘it’s great to see you’ I say ‘it’s great to hear from you’ I give them a hug or a handshake 28I remember things best by:x A B CWriting notes or keeping printed details Saying them aloud or repeating words and key points in my head Doing and practising the activity or imagining it being done 29If I have to complain about faulty goods I am most comfortable:x A B CWriting a letter Complaining over the phone Taking the item back to the store or posting it to head office 30I tend to say:x A B CI see what you mean I hear what you are saying I know how you feel Total number of ticks in each column:130512 If you chose mostly A’s you have a VISUAL learning style. If you chose mostly B’s you have an AUDITORY learning style. If you chose mostly C’s you have a KINAESTHETIC learning style. Learning Styles Self-Assessment Everyone has their own preferred way of learning new things. Knowing how you learn can help you take control of situations and develop further in learning or employment situations. Tick box A B or C for each question that most represents how you generally behave. ABC 1When I operate new equipment I generally:* A B CRead the instructions first Listen to an explanation from someone who has used it before Go ahead and have a go, I can figure it out as I use it 2When I need directions for travelling I usually:* A B CLook at a map Ask for spoken directions Follow my nose and maybe use a compass 3When I cook a new dish I like to:* A B CFollow a written recipe Call a friend for an explanation Follow my instincts, testing as I cook 4If I am teaching someone something new I tend to:* A B CWrite instructions down for them Give them a verbal explanation Demonstrate first and then let them have a go 5I tend to say:* A B CWatch how I do it Listen to me explain You have a go 6During my free time I most enjoy;* A B CGoing to museums and art galleries Listening to music and talking to my friends Playing sport or doing DIY 7When I go shopping for clothes I tend to:* A B CImagine what they would look like on Discuss them with the shop staff Try them on and test them out A B C 8When I am choosing a holiday I usually: Read lots of brochures Listen to recommendations from friends Imagine what it would be like to be there ABC * 9If I was buying a new car I would:* A B CRead reviews in newspapers and magazines Discuss what I need with my friends Test drive lots of different types 10When I am learning a new skill I am most comfortable:* A B CWatching what the teacher is doing Talking through with my teacher exactly what I am supposed to do Giving it a try myself and work it out as I go 11If I am choosing food from a menu I tend to:* A B CImagine what the food will look like Talk through the options in my head or with my partner Imagine what the food will taste like 12When I listen to a band I can’t help:* A B CWatching the band members and other people in the audience Listening to the lyrics and the beats Moving in time with the music 13When I concentrate I most often:* A B CFocus on the words or the pictures in front of me Discuss the problem and the possible solutions in my head Move around a lot, fiddle with pens and pencils and touch things 14I choose household furnishings because I like:* A B CTheir colours and how they look The descriptions the sales people give me Their textures and what it feels like to touch them 15My first memory is of:* A B CLooking at something Being spoken to Doing something 16When I am anxious I:* A B CVisualise the worst case scenarios Talk over in my head what worries me most Can’t sit still, fiddle and move around constantly A B C 17I feel especially connected to other people because of:* A B CHow they look What they say to me How they make me feel 18When I have to revise for an exam I generally:* A B CWrite lots of revision notes and diagrams Talk over my notes, alone or with other people Imaging make the movement or creating the formula 19If I am explaining to someone I tend to:* A B CShow them what I mean Explain to them in different ways until they understand Encourage them to try and talk them through my idea as they do it 20I really love:* A B CWatching films, photography, looking at art or people watching Listening to music, the radio or talking to friends Taking part in sporting activities, eating fine foods and wines or dancing 21Most of my free time is spent:* A B CWatching television Talking to friends Doing physical activity or making things 22When I first contact a new person I usually:* A B CArrange a face to face meeting Talk to them on the telephone Try to get together whilst doing something else, such as an activity or meal 23I first notice how people:* A B CLook and dress Sound and speak Stand and move 24If I am angry I tend to:* A B CKeep replaying in my mind what has upset me Raise my voice and tell people how I feel Stamp about, slam doors, and physically demonstrate my anger 25I find it easiest to remember:* A B CFaces Names Things I have done ABC 26I think you can tell if someone is lying if:* A B CThey avoid looking at you Their voice changes They give me funny vibes 27When I meet an old friend:* A B CI say ‘it’s great to see you’ I say ‘it’s great to hear from you’ I give them a hug or a handshake 28I remember things best by:* A B CWriting notes or keeping printed details Saying them aloud or repeating words and key points in my head Doing and practising the activity or imagining it being done 29If I have to complain about faulty goods I am most comfortable:* A B CWriting a letter Complaining over the phone Taking the item back to the store or posting it to head office 30I tend to say:* A B CI see what you mean I hear what you are saying I know how you feel Total number of ticks in each column:151203 If you chose mostly A’s you have a VISUAL learning style. If you chose mostly B’s you have an AUDITORY learning style. If you chose mostly C’s you have a KINAESTHETIC learning style. Learning Styles Now I have identified the learning style(s) for a member of my team and myself, and buy Reading the explanations below, we can consider how this will help us to choose the type of Learning that works best for us. People commonly have a main preferred learning style, but This may be part of a blend of all Three. Some people have a very strong preference; other People have a more even mixture of two or less commonly, three styles. Remember, there is no right or wrong learning style. The VAK learning styles model suggests that most people can be divided into one of the Three styles: Someone with a Visual learning style has a preference for seen or observed things, including pictures, diagrams, demonstrations, displays, handouts, films, flip-chart, etc. These people will use phrases such as ‘show me’, ‘let’s have a look at that’ and will be best able to perform a new task after reading the instructions or watching someone else do it first. ?These are the people who will work from lists and written directions and instructions. ?Someone with an Auditory learning style has a preference for the transfer of information through listening: to the spoken word, of self or others, of sounds and noises. These people will use phrases such as ‘tell me’, ‘let’s talk it over’ and will be best able to perform a new task after listening to instructions from an expert. ?These are the people who are happy being given spoken instructions over the telephone, and can remember all the words to songs that they hear! ?Someone with a Kinesthetic learning style has a preference for physical experience – touching, feeling, holding, doing, practical hands-on experiences. These people will use phrases such as ‘let me try’, ‘how do you feel? ’ and will be best able to perform a new task by going ahead and trying it out, learning as they go. These are the people who like to experiment, hands-on, and never look at the instructions first! AC 1. 2 Use a simple technique for identifying own development needs and the development needs of another member of the team. It is very important for any organization to identify your own development needs and the Development needs of your team, and the development of all individuals at all levels. In The section below I have looked at a couple of ways you can identify the skills and Knowledge required for successfully delivering as well as providing the training and Development required for both me and that of another member of my team. Of course there are training and development texts that cover this subject in much more Detail, it is best to start with an analysis of the training and development that is required. The Starting point and the subsequent steps can be represented in ‘The Training Cycle’ or ‘The Systematic approach to Training and Development’. This is a widely recognised and used Model of the processes involved in professional development. When setting any objectives for training we should be using the standard management Practice of using SMART objectives. SYou will notice that the objectives are specific in that they explain a number of individual tasks. MThey are measurable in that you can determine if the tasks have been completed by checking against the targets, e. g. 2000 words, four bridges, grid reference, and so on. AThey are achievable in that resources are available to complete the task. For example, is there sufficient time for completion and does the candidate have access to a computer? RThey should be realistic. Clearly any task to be set at an appropriate level and be relevant to the development of the individual. We have to ask whether the person presently has the skills to carry out what we are expecting, does he/she need training or can they learn by on the job training. TFinally, the task should be time-bound in that you have to set time targets for completion, and possibly for reviewing progress. If you are able to set SMART objectives it makes the job of evaluation and review much easier. Identify the need The need for staff training can be identified in a number of ways, such as during interviews, Through feedback from colleagues, by competence or knowledge tests, by observing work Taking place, or from appraisal documents or CVs. Skills and knowledge audits and a SWOT analyses are well-known techniques that can be used for self-assessment as well as For identifying the needs of individuals and groups. Skills and knowledge audit A ‘brainstorming’ session will identify the skills, knowledge and understanding required to Carry out a particular task. To help me identify my own development needs I used the table On the next page, by comparing my existing skills and knowledge with the recommended Ones helped me to determine the training and development needs I could need. SKILLSLevel requiredCurrent levelDevelopment needs Project designDegree or HNC level management and review Supervisory management plus some specific project trainingILM Level 3 Certificate in Principles of Leadership and Management Planning and reviewingManagement Level 2 S/NVQManagement Level 2 S/NVQAs above Staff managementManagement Level 2 S/NVQManagement Level 2 S/NVQNone required Team briefingManagement Level 2 S/NVQManagement Level 2 S/NVQAs above Effective presentationAbility to present projects to community groupsNot confident in presenting to groupsILM Level 3 Certificate in Principles of Leadership and Management Report writingProfessional quality reportsAlready presents high quality reportsNone required Assessment skillsVocational Assessor AwardHolds Skills Assessor AwardTo work towards the D33 Team skillsManagement Level 2 S/NVQManagement Level 2 S/NVQNone required Training of trainers3- to 4-day courseAlready holds three relevant training unitsNone required KNOWLEDGELevel requiredCurrent levelDevelopment needs Managemen t of Health and SafetyIOSH levelAlready holds IOSH and has attended specific trainingNone required Safety in Housekeeping legislationIOSH levelAs aboveAs above Employment legislationManagement Level 2 S/NVQManagement Level 2 S/NVQUpdating courses when available Appraisal system and how it worksSpecific knowledge and use of the systemHas carried out appraisals in other organisationsSpecific coaching only required Environmental legislationFull knowledge of relevant environmental legislationHas full knowledge through personal researchNone required Do not be over specific about each and every aspect of the job, and do not use vague Expressions: communication skills, for example, may cover questioning, listening and talking To a group. You should attempt to be as clear and concise as possible about the skill or Knowledge required. To help me identify the development needs of a member of my team I used a SWOT Analysis, this is a simple self-assessment tool and is the SWOT analysis or analysis of STRENGTHS, WEAKNESSES, OPPORTUNITIES and THREATS. This can be used on its own or with the skills and knowledge analysis. It is good technique For helping staff identify their own training needs with or without support. My Team leader StrengthsWeaknesses Has a strong background in supervisory management techniques.? Has not worked to any degree with groups of manual workers. ? Has used a pc competently in previous jobs.? Is unfamiliar with project management software. ? Has an IOSH Certificate.? Health and safety training did not cover everything needed for this roll. OpportunitiesThreats ? There will be a number of candidates selected for a higher level qualification in supervision? Lack of supervision / management skills can hamper progress. ? Growth in the path industry may mean that there are more higher level jobs available.? Other candidates may have worked with manual workers – I need to improve my leadership skills. Using the SWOT analysis has helped us to see some of the development areas my team Leader needs, and from this I can help by finding the right course to help in his development. AC 1. 3 Identify potential barriers to learning Workplace learning is the process of gaining relevant skills and knowledge at work, either Informally as you gain experience or formally through structured training. Barriers to Workplace learning are factors that slow down the process, misdirect it or prevent it from Happening. These factors differ from one type of job to another. Misdirection If your goal is to achieve long-term success in your field, you need to learn new skills and Abilities on an ongoing basis. A sales professional must improve his closing techniques and His understanding of customer psychology, while an information technology specialist needs To keep up with new technological developments. One potential barrier to effective Workplace learning is that you may learn something that provides a short-term advantage But actually works against your long-term professional development. For example, if you Learn how to close just enough sales to meet your quota consistently, this may discourage You from learning the sales techniques that would substantially improve your close rate. Stagnation Another barrier to workplace learning is getting caught in a rut. If the work you do is not Mentally stimulating or challenging, you may not continue to improve on the job. Company Culture also can have a big impact on whether employees keep growing and learning or Whether their skills and motivation stagnate. If you believe your supervisors aren’t interested In hearing what you have to say, won’t listen to concerns you have and don’t welcome your Questions, you won’t keep learning and improving. Companies that foster an open culture Are less likely to have this problem. Obfuscation Effective learning often depends on effective teaching, but not all teachers are equally skilled Or willing. Many workplace skills are best learned from an expert, and experts are not Always readily available. Some co-workers who do have genuine expertise are not willing to Share it openly. For instance, the company’s best programmer might be worried that if he Teaches new employees all the tricks of his trade, his own value to the organization will Decline and he could lose his position. Teaching materials such as training videos or Instructional manuals may be poorly explained, confusing or limited. Companies can Overcome these issues by rewarding employees who mentor others and ensuring that there Are adequate materials on hand to facilitate learning? Access Depending on the type of business, the employees may face problems outside of the Workplace that interfere with their ability to learn in the workplace. Low-skilled employees Often are eager to obtain training to improve their job skills, but they sometimes face Complex life situations that make this difficult. This can include obligations to family Members, lack of free time to engage in additional training, medical problems and lack of Funds to pay for any training the employer does not provide. Anything the company can do To make training more accessible and flexible can alleviate this problem. This is just a few of the potential barriers to learning and I have explained these in a bit more Detail, below is a small list of some others, this list is again only a short list there are possibly Many more. Employee learning not seen as critical to business success Identifying and analysing true learning needs is time consuming Employees reluctant to take the time out to learn and develop Available learning not seen as specific enough to job roles and company strategy Learning doesn’t deliver tangible benefit Learning solutions simply don’t deliver No observed behavioral change Learning solutions are costly and risky AC 1. 4 Explain how barriers to learning can be overcome Overcoming barriers to success involves assessing the situation, consulting experts, Considering alternatives and taking action. To manage your career effectively, you need to Take charge of your own development. By assessing your own skills, getting advice from Others, learning new skills and making informed decisions, you can achieve your goals. Overcoming challenges and setbacks usually requires a positive attitude, as well as Dedication and commitment. Feedback To communicate more effectively and overcome objections, start by collecting information About the problem at hand. Avoid misinterpretation, misunderstanding and mistakes by Assembling all the facts. Depending on the situation, you can conduct surveys, run focus Groups or simply start a conversation with a colleague. Listen carefully and pay attention to The subtle nuances of what people say. Then take action to use the feedback and address The problem, tell people what you did, evaluate the outcome and refine your approach if Necessary. For example, to improve your chances of getting a new position, ask a friend or Colleague to review your resume and cover letter. Does it reflect your skills and knowledge In the best manner? Make modifications based on their feedback and submit your Application. Join a professional organization in your industry to network with other business Professionals. By making new contacts, you can learn about new opportunities to use your Unique skills and experience. Change Barriers to change include reluctance to part with old ways, sadness and regret associated With loss, and fear of the unknown. Managing change effectively and overcoming these Obstacles involve setting a clear course for the future and establishing realistic goals. Recognize that change can be disruptive. Then commit to the transition and form new Strategies. For example, once you decide that you want to pursue a new a career in a Higher-paying field, get the training and experience you need to succeed, according to your Budget and time availability. Define goals that are specific, measurable, attainable, realistic And time constrained. For example, if you want to pursue a career in health services, you Might aim to complete your bachelor’s degree and earn a nursing degree in the next six Years by participating in an online university program. Decision Making Barriers to success often involve an inability to make good choices. Learning how to Evaluate options efficiently can help you ensure career success. Sometimes you need to Make a quick decision without consulting others to ensure your safety and well being. Other Times, get input from other people you trust to help you make an informed decision about The next step to take in your development. When you work on a team, there may be times When the group needs to collaborate to make a choice that impacts everyone. This can take Time but the results are typically beneficial in the long run. When you don’t have time or the Outcome doesn’t really matter to you, delegate decision making to a subordinate to keep Processes flowing smoothly. This might include tasks such as approving travel expenses That are under a certain amount. Productivity When your goals don’t align with those of your company, your motivation and desire to Perform decrease. Ensure that you fully understand your company’s strategic objective, Mission and values so that you can position yourself appropriately. Examine your work Habits. Manage your work day effectively to achieve your short and long-term goals. For use Online time management tools to focus your attention on the task at hand and complete Work in short segments. Managing your own productivity tends to improve your long-term Success. Section 2: Know how to develop self and others to achieve organisational objectives AC 2. 1 Briefly analyse learning/development options to meet need(s) of Self and another member of the team.

Ethical Decision on Smoking Policy Essay

A town council serves as a settlement court in the areas that cover their jurisdiction. I It is their job to hear the complaints and problems of their constituents and try to develop ethical decisions that will resolve the issues or complaints brought before them. One of the most common ethical issues brought before them is the right of an individual to smoke in public. Smokers also have human rights that are protected by the constitution. One of these is the freedom to choose. If they choose to smoke, we cannot stop them. But, what we can do is limit the exposure of non smokers to the smoking population in order to accommodate the health concerns of the latter. But what ethical decisions can we make regarding restaurants and buildings where both parties freely mingle? I have a few suggestions that may help ease the growing tension and often times violent encounters of the two parties. Restaurants must accommodate both smokers and non smokers without adding to the already building tension regarding smoker’s rights. It may sound like a return to segregation but the only solution to this problem would be to require restaurants, bars, and other public dining or drinking areas to have al fresco dining areas with tent covers for the snow or rain seasons, which will be assigned as the sole smoking area of the restaurant. All non smokers must be seated in the air conditioned area indoors wherein smoking will be strictly prohibited. In offices where there is a mixture of non smoking and smoking employees, there must be full compliance of the non smoking in enclosed spaces rules. The office should however, designate smoking areas to accommodate the smokers. This area may be the rooftop of the building that must be designed as some sort of garden where live plants must be planted in order to absorb the toxic smoke and provide the area with fresh air for the people staying there to enjoy a smoke. Smokers may not believe they need protection from their habits but we have to do our part in protecting them from themselves. The town council ruling regarding smoking in public places is not a perfect law, it should be open to revisions and addendums as complaints arise to be dealt with. The town council must also acknowledge that maybe the smokers may have some ideas that will benefit or indulge their habit without damaging the non smokers in public places. So the town council should set up an office or a desk that will accept suggestions from both smokers and non smokers in the hope of accommodating the rights of both parties. As such, the town council should be open to amending the non smoking in private places ruling using the suggestions from the parties concerned. In the end, there is no need to alienate either the non smokers or smokers. Even though there have been countless medical studies, results, and warnings aimed towards the public regarding the hazards of both first hand and second hand smoke, smoking has become a legalized addiction that we have to learn to tolerate or, as the case may be, accommodate. There are a number of ways wherein we can accommodate smokers and non-smokers needs provided that both parties are open to cooperating with each other. The Town Council must to its part as the mediator between the two parties and help them to come to terms and agreements that will be beneficial to all concerned.

A Juggling Act Essay

Anna feels dissatisfied with her level of contribution COMPARED to other managers. * Has a tendency to compare herself to those people around her. 3. Anna has 18 month old daughter. 4. Anna feels constant conflict between desire to surpass client expectations and her commitment to being a good mother. 5. Unsure what she wants in life. Anna is performing at a 100% within her 60% capacity, while she views others at 120% at 100% capacity, yet still feels like she isn’t measuring up. 7. Not being able to meet desired family life even with reduced work life. 8. Anna wants to be successful in every area of life— not just her career. 9. Church meeting made her realize she needs to look at her health gauges and set GOALS as to what she really wants in life. Symptoms The following symptoms (evidence) show that Anna is facing a serious problem 1. Feeling like a â€Å"star† again lead to her feeling guilty for not providing Kristin with enough dedicated time at home 2. Felt impatient during social interactions, when she used to be very social in the work place. 3. No longer taking lunch breaks. 4. Still feels pressure, even though only being paid 60% and working a lot of extra hours 5. Comparing herself to full-time workers, even though she is part-time 6. Felt like she had no one close to her who could really relate to her situation and provide her with the support she needed. 7. Reluctant to contact someone she didn’t know to obtain the support she needed. 8. Feels like she can’t keep all the balls (work life, social life, and mother life) in the air right now and anticipates a burn out if something does not change in the immediate future. 9. Chris (Anna’s husband) noticed her high stress level may be what was affecting her sleep, eating, patience level and emotional stability Underlying Problems 1. Anna is constantly comparing herself with individuals that are not operating under the same conditions (full-time vs. part-time, family vs. single). 2. A lack of clear, defined goals in her job. Management needs to provide Anna with specific, relevant and challenging goals, so that she stays motivated and has a feeling of accomplishment (meeting all goals/expectations). 3. Overload with work. From the key conversations I noticed that they were always asking her to do extra projects in addition to her current duties that required 100% work in a 60% capacity. 4. Anna is unsure exactly what she wants more out of life. Advance her career or advance her motherly duties. Is in a constant conflict in choosing between the two and feels she is failing at one when she succeeds in the other.

Hacker Hunters Essay Example | Topics and Well Written Essays - 750 words - 6

Hacker Hunters - Essay Example The contemporary era is the era of information technology, where fast and speedy flow of information is the key to success for the great brands and multinational organizations carrying vast business volume and sound corporate reputation at global level. The most meaningful way, Gates observes, to differentiate your company from your competitor, the best way to put distance between you and the crowd is to do an outstanding job with information and management. How you gather, manage, and use information will determine whether you win or loose. (1999: 2) Fast information technology provides the retailers a comprehensive, an accurate and detailed picture of the entire socioeconomic, cultural and corporate scenario. Since the well-reputed organizations undergo data stealing and accounts hacking dilemma at the hands of cyber criminals, they devise and review strategies and implement them in an affective way in order to protect their products and services from going into the hands of hacker s and criminals. The big retailers seek support from the information technology in order to escape cyber crimes conducted by the hackers. In addition, executive information system and decision support systems are also applied by the big retailers to protect their data from hacking by cyber crimes including elevation of privileges, hoexes attacks, malicious coding and others. Before articulating the plans to avoid hacking of data, the organizations should look into the nature of theft committed by the cyber criminals. The big organizations apply different strategies and techniques to avoid identity theft. They often make alterations in the data safety programs, so that the access to the data related to their sales and clients’ personal information could be made secure. Sales automation force (SAF) is also applied by the retailers where all the date related to the sales of their products is preserved and monitored regularly in an organized way, which indicates the level of sales as well as all the necessary information related to the product volume a client maintains at their institution on daily basis. When an organization offers its customers the ability to purchase products over the internet, it certainly looks for implementing the appropriate security. Transactional information technology and phishing methodology is exercised by the organization s and big retailers for the protection of their data and products.

FBI Whistleblower Colleen Rowley Essay Example | Topics and Well Written Essays - 250 words

FBI Whistleblower Colleen Rowley - Essay Example In the hours after the Sept. 11attack, the FBI agents shared a joke. For days, they had made attempts to create interest in the FBI in Washington, to look into Zacharias Moussaoui, who was the 20th hijacker. They had made attempts to ask the FBI to give them the permission to search Moussaoui’s computer; they were denied. Amidst their frustration, they made the joke that the headquarters back in Washington had been working with Osama Bin Laden, as otherwise there would have been no reason for them to turn them down. This was a disturbing story that was told in a 13-page letter that was written to the director of the FBI Robert Mueller, by Colleen Rowley. The letter is documentation of the effort put by Rowley as well as the Minneapolis Chief Division Counsel, to develop an interest in Moussaoui. Coleen Rowley commenced her career with the FBI in Mississippi and later made relocation to the city of New York in the year 1984. After the 9/11 attacks, Rowley explained to the direc tor of the FBI, how the personnel had not responded to the information that had been providing on Zacharias Moussaoui. In the months that followed, Muller made the acknowledgment that the attack could have been prevented if the FBI had responded the tips that they had been given.

David Orton PLC Essay Example | Topics and Well Written Essays - 2500 words

David Orton PLC - Essay Example In order to understand the challenges that Costwise employees have to face since the merger of their organization with Ortons it is necessary to refer primarily to the main events followed the above merger, meaning the events that are likely to affect the employee relationships across the organization: before the merger both firms, Ortons and Costwise have been quite powerful in the British retail industry. However, the two firms had a different culture, as reflected in their strategic priorities: for Ortons, keeping its prices at a rather high level, ensuring the quality of its products, and increasing the number of its larger stores have been the most important elements of the firm’s strategy. In opposition, the stores of Costwise were of various sizes; developing an effective communication with customers has been more important in Costwise instead of increasing the number of profits. Moreover, the level of compensation in Costwise has been lower than that of Ortons, a fact that has not negatively affected the performance of employee in Costwise. After the merger, when the differences between the two organizations revealed, employees in the two firms have been asked to cooperate for promoting the plans of the organization resulted by the merger, the David Orton plc. However, inequalities in compensation and in the participation of employees in the firm’s decision-making process led employees in Costwise at a lower position compared to their counterparts in Ortons.

Is there life out there other than us Essay Example | Topics and Well Written Essays - 1000 words

Is there life out there other than us - Essay Example We are able to see the process of formation and evolution of various planets, far away from our own home. There is life beyond our earth and possibly they are thriving as much as we are. There could also be beings that make use of an entirely different kind of existence which could be totally not interfering with our existence as a matter of fact even invisible to us. The question of whether there is life elsewhere in all the numerous other planets and the various solar systems that go around the millions of stars in this galaxy and in many other galaxies has always been a fascinating query. Many people have remarked in many ways in the days earlier on. But then, today almost no one among the known scientists of the planet today would say that there is no life elsewhere. Looking closely at the various papers, research works and exploration missions, that was taken up in the recent past have concluded successfully that there is a very high possibility that life exists in more than one form, in more than one location on the planets that abound in outer space1. In our own solar system, there are number of planets, planetoids and their satellites which boast of their own atmosphere. A temperature that is nearly as good as that of the earth. But then, the recent advances in the microbial sciences, have led from one discovery to another. It was spotted that there are millions of new bacterium that could possibly exist in Mars and the kind of harsh climates that they could manage to live with2. On closer introspection, one can find that the living organisms on the planet earth have been subjected to extreme conditions and that they lived through these conditions. In a similar way, conditions at many places in the universe are to the extreme side on temperature, on atmospheric conditions and on planetary material. All these have led to conclude that there is a high possibility for living organisms to exist in multi-various locations on the planetary systems3 that are continuously evolving across the universe. 3. Research Continuing research has revealed that the very definition of a living organism needs to be clearer when it comes to dealing with living organisms in other worlds. The question of 'what is a living organism' seems to have rocked the boat of the researchers in more than one way. Though there still seems to be a great amount of latency in defining the living organism, most people as of date seem to have accepted the fact that many of the so called, non-living organisms or man made objects seem to display tendencies that are similar to living organisms. They all eat, produce energy for their purpose and they also 'exhaust' unwanted or used up or unwanted material. They go through a chemical or nuclear or any other reaction that could sustain them. To date, what was found was that artificial objects do not copulate and reproduce. Current investigations into the existence of living organisms assume that the only difference between the living and non living organism is that they do not have a copulation methodology resulting in

(Macroeconomics) A company that did well during the recession. For Term Paper

(Macroeconomics) A company that did well during the recession. For example (Ferrari) - Term Paper Example According to the Company Website, â€Å"Ferrari S.p.A. designs and manufactures sports cars that are synonymous with speed and performance. Ferrari sports cars are among the most prestigious automobiles in the world, along with Porsche, Maserati, Alfa Romeo, Jaguar, and Lamborghini. The name Ferrari is still venerated on the international racing circuit, and many automotive experts regard the Ferrari GTO as one of the most exotic sports cars ever made. Only 35 Ferrari GTOs were built, and some of them have been sold as collectors items for more than $10 million. About 3,800 Ferraris are sold each year, at prices starting at $120,000 apiece. Ferrari S.p.A., which has been affiliated with Fiat S.p.A. since 1969, also owns the Maserati brand. About 20 percent of Ferraris and Maseratis are sold in North America, with the second largest market being Germany, at around 18 percent†. The latest financial statements for Ferrari show that ,† On 2008 revenues of nearly 59 billion euros (12.9% higher than 2006), Fiat Group posted a trading profit of 3.2 billion euros, well ahead of previous guidance and nearly 66% higher than in 2006, with all major Sectors contributing to the improvement. Trading margin rose accordingly to 5.5% from 3.8% in 2006, with the Automobiles business more than Doubling trading profit to 1.1 billion euros, CNH at 1 billion euros (+34.3%; +46.7% in dollar terms) and Iveco at 0.8 billion euros (+48.9%)†. In the same report, it states that â€Å"Ferrari closed 2007 with a trading profit of 266 million euros, up 45.4% from 183 million euros in 2006. The improvement is mainly attributable to higher sales volumes and efficiency gains, offset in part by increased R&D expenses and unfavorable US dollar exchange rate. Trading margin was 15.9% in 2007 against 12.6% in 2006†. The domestic environmental factors that the company face may be divided into the production volumes that the company sets itself targets for and the domestic market that it caters

Essay 2 Example | Topics and Well Written Essays - 1250 words - 9

2 - Essay Example From Tito’s story, the theme of family relationship emerges, and one learns about the disadvantages of having poor relationship with family. The immigrant, Tito Urena, is portrayed as one that had poor relationship with his family members. He is shown as having not communicated with his family for a long time. Additionally, he was involved in a conflict with one Haydee, who was once his wife, with whom he had separated for 16 years (Spack 156). The story also shows the remarkable isolation of Tito during the time of his death, as well as after his death. A highlight of this story is where Tito suffers a heart attack that cuts his life short while in his office. At the time of his death, Tito had no one around him in his office, as he was all alone. He lived far away from his family whom he never contacted. His poor relationship with family could not allow him to call any of them before succumbing to the heart attack. Therefore, Tito died all alone. After his death, no one realized that Tito was dead. In fact, his body spent two days in the office before being noticed (Spack 159). His body remained unclaimed, and only his mistress could be traced by police. Therefore, this kind of alienation and failure to embrace family relationships made Tito live and die a lonely death. The second story, â€Å"Albert and Esene† by Frances Khirallah also bears the significant theme of family relationships. The author depicts Esene, a widow, as having good relationship with her family members and relatives. This story teaches on the advantages of embracing good relationship with family. There are different aspects in this story that are an evidence of the good relations that Esene had with her family. For instance, Esene shares jokes and a light moment with her husband’s, Albert’s, sisters that came to visit her (Spack 162). The mere fact that these two ladies, Safiyah and Amelia, visited Esene shows just how strong their

Works of Art. Denticas artistic works Essay Example | Topics and Well Written Essays - 750 words

Works of Art. Denticas artistic works - Essay Example Stories by Dentica not only represent the politics in the country but also the culture that the society especially, women have to defy in order becoming successful in the society (Munro 76). In this writing, emphasis will be on the stories, children of the sea, seeing things simply, and epilogue; women like us. Violence and suffering The story children of the sea are Dentica’s work in which she narrates a story of two persons in Haiti. The theme of suffering and violence is evident from the story where the narrator tells of the challenges and hardships of life in the war torn region. The story entails two lovers separated by war in the country (Munro 76). The author brings them together in his unique writing skills. The â€Å"boat people’’ is in use to describe the lover of the female and the sufferings that he has to experience. From the narrator we get the phrase â€Å"a number of students were shot in front of fort Dimanche today, they protested for the bodi es of the radio six†. This describes the level of violence in Haiti and the oppressions plus sufferings they encountered. The author utilizes stylistic language to express the problems faced by the people (Munro 76). For example, she uses the vultures to explain how she spends nights without sleep listening and â€Å"counting bullets in the dark† (Munro 76).... Her baby succumbs to the hush conditions that she faces in the boat which leads her to great desperation. Eventually, the boat could not stay floating for long. In the children of the sea, the narrator utilizes first person narration to describe the violence and problems faced by in the story (Davis 74). Celline tells to her lover how she got pregnant from the ordeal with the macoutes. The author uses the phrase â€Å"cutting the face† to explain the action that Celine took to escape from her country. The narration creates a picture of the situation in Haiti due to the author’s use of styles such as symbolism. This enables her to convey her messages to the audience concerning the issue of oppression and the role of the women in the story (Davis 72). To express the pain in the society, the author utilizes crying as a symbol. The inhabitants of Haiti face problems and therefore cry. In addition, the author explains the lack of senses of the dead as Celine’s baby do es not cry. The butterflies in the story convey information that relates to the difficult situations presented by the narrator. For example, there was a black butterfly which indicated the death of the narrator (Braziel 77). Through the use of symbols and other styles, the author portrays the writing as an art. The story seeing things simply presents Danticats use of style to communicate writing as an art. It consists of princesse and her encounters when she visits her painting friend. While Catherine is talking about art, princesse poses naked, but she is shy. She eventually gains her confidence because no other person watches her (Braziel 77). Through Catherine’s mentorship, princesse is able to produce a painting of her own. When she is going to the painter, she encounters

Steve Jobs the founder of Apple entrepreneurial venture Research Paper

Steve Jobs the founder of Apple entrepreneurial venture - Research Paper Example In the concluding section, the key aspects that have helped Steve Jobs to achieve success will be reflected. Traditional Entrepreneurial Path An entrepreneur can be described as a person, who undertakes the probable risks that can arise in order to organize, manage and develop a business. In the present day context, an entrepreneur is recognized as a developer or an innovator who generally recognizes as well as seizes opportunities and translates those opportunities to marketable as well as workable ideas (Kuratko, D. F. & Hodgetts, R. M., â€Å"Entrepreneurship: Theory, Process, and Practice†). A traditional entrepreneur intends to make the undertaken business venture successful. The path that generally is followed by an entrepreneur in traditional process of entrepreneurship are converging on an idea of business, preparing a business plan, business formation, growth and exit strategies identification and going public with the business venture (Silver, â€Å"Stages of Entrep reneurship†). In traditional entrepreneurial path, the virtues possessed by an entrepreneur include ingenuity, diligence, ambition, tenacity, perseverance and self-discipline. These virtues guide in the endeavor of building a financially stable as well as successful business venture (Belmont University, â€Å"The Good Entrepreneur†) In the inception stage, the idea of business is conceived which is then analyzed in the traditional path in terms of feasibility of the business idea from financial viewpoint as well as other crucial aspects such as availability of the sources for funding. The sources of funding can be from two aspects i.e. financial bootstrapping method where acceptance of financial resources are avoided from any external source of investor and in the other aspect, traditional sources of finance are sought e.g. venture capital investors, hedge funds, crowd funding to start-up the entrepreneurial venture. The financial aspects such as analysis of ratio, capi tal budgeting which includes payback method, net-present value, internal rate of return analysis and break-even analysis are part of the traditional method of entrepreneurship (Kuratko, D. F. & Hodgetts, R. M., â€Å"Entrepreneurship: Theory, Process, and Practice†). Path Followed By Entrepreneur Steve Jobs The endeavor of Steve Jobs, the entrepreneur, can be comprehended from his saying that â€Å"We started out to get a computer in the hands of everyday people, and we succeeded beyond our wildest dreams† (Entrepreneur Media, Inc, â€Å"Steve Jobs The Comeback Kid†). Steve Jobs’ vision had been to develop a â€Å"computer for the rest of us†. This endeavor sparked a PC revolution and turned Apple into an American business icon. The business plan of entrepreneur Steve Jobs was conceived from the endeavor of Steve Wozniak, who was an engineer and as part of his hobby, was trying his best to construct a small computer. Visionary Steve Jobs with his e ntrepreneurial traits convinced Steve Wozniak to be a partner in his venture. Steve Jobs had grasped the potential of the business with a computer in the initial phase. In the business formation stage, they started on their business named as Apple, in Steve Jobs’ parental garage and started working towards developing a prototype called Apple I. They generated funding for their business by selling Apple I, which

Life Developed Only on Earth Essay Example for Free

Life Developed Only on Earth Essay Life developed only on this one small planet in this one small galaxy. There are several reasons to explain this and some of these are the following: First of all, water is sufficient on Earth making it fit for life to exist (BBC, n. d. ). Second, oxygen is available on Earth for a life to carry on living (BBC, n. d. ). Third, neither earth is too close nor too far from the Sun, thus neither it is not too warm nor is it too cold to live in (BBC, n. d. ). Fourth, the chemicals necessitated to create a living cell are more than enough (BBC, n. d. ). Fifth, a considerable amount of plant and animal species have already developed and adjusted to the environment (BBC, n. d. ). Sixth, the surface of the Earth is perfectly designed since it amazingly protects it from the rays of the Sun (BBC, n. d. ). This is the same reason why the Earth gets the right temperature while other planets are either extremely hot or excessively cold (BBC, n. d. ). Consequently, this also made it possible for water to be available in its liquid state (BBC, n. d. ). Seventh, even if it has been said that life exists in Mars, there are no evidences that support such yet (Fisher, 2005). Furthermore, telescopes are not that good enough to provide details as to whether life really exists there or not (Fisher, 2005). Moreover, to declare such a statement would entail a closer scrutiny of the aforementioned (Fisher, 2005). Eighth, unfortunately, nobody from Earth can leave for Mars (Fisher, 2005). In fact, even NASA say â€Å"no such mission will be attempted for several years† (Fisher, 2005). Last but not least, the Earth is the only planet which has a magnetic field that â€Å"turns away dangerous particles of space radiation† (Fisher, 2005). This means that other planets have a much lesser air and have a much colder temperature, thus living will be quite impossible (Fisher, 2005). References BBC. (n. d. ). Why is There Life on Earth? Retrieved August 22, 2007 from http://www. open2. net/science/finalfrontier/life/why. htm Fisher, D. (2005). Is there Life on Mars. Retrieved August 22, 2007 from http://spaceplace. nasa. gov/en/kids/phonedrmarc/2002_june. shtml

A Depicted Theory On Why Criminal Behavior Occurs Criminology Essay

A Depicted Theory On Why Criminal Behavior Occurs Criminology Essay Throughout history theorist and people have tried to find a reason to why criminal behavior occurs. Going back to ancient Babylons Code of Hammurabi, some 3,700 years ago, was the time where the fist efforts to control bad behavior took place. In the seventeenth century, in America, European colonists believed that sin and crime we the same thing. For example, they believed that evils spirits possessed the people who did not form to social norms and follows the laws, or rules. To sustain control of the colonies the people who display antisocial behavior would be dealt with promptly and most of the time severely. By the twenty-first century criminologists looked to a wide range of factors to explain why a person would commit crimes. These included biological, psychological, social, and economic factors. Some would argue that a combination of these as well would be the cause. A Depicted Theory on Why Criminal Behavior Occurs A controversial question is Are criminals born, or made? That is an argument that has been continuing for many years and has been the subject of numerous passionate debates. Early theorists during earlier time had thought that it had something to do with an inherent inclination, or even something as severe as a genetic defect or some form of mental retardation. Over the years, many sociologists and psychologists have tried to make sense of this complicated question. Several suggesting that with todays magnitude of chemical substances, enhancers, and habit forming hobbies, combined with poor living conditions, learned morals, lifestyles, lack of income and education, that criminality is certainly not an innate tendency, but a lifestyle forced upon certain individuals in response to their environment, social class, and social relations. To completely understand the nature of genes and the environmental influences criminal behavior, you must first know how to define criminal behavior. Law in our society is defined by social and legal institutions. Therefore, determining what constitutes criminal behavior can cover a wide variety of activities so researchers tend to focus on the wider context of antisocial behavior (Causes of Crime, 2010). Personality and disorder traits have become necessary in the analysis of those with criminal or antisocial behavior. Generally these disorders or traits are seen in early childhood rather than as an adult. Attention Deficit Hyperactivity Disorder (ADHD), Conduct Disorder (CD), and Oppositional Defiance Disorder (ODD) are three of the well-known disorders that have shown to have a relationship with adult behavior later on. ODD is characterized by confrontations, rebellion, and a bad temper. As a child with ODD grows older their behavior grows more unpleasant. ADHD is associated with hyperactivity-impulsivity and the inability to keep attention focused on one thing. When an individual violates the social norms and rules that is a CD (Taylor, 1985). A large amount of proof has shown that there is a considerable amount of people with psychological problems are in our criminal justice system. Although some would like to believe this is some kind of solution, it is problematic for our society. When those individuals who suffer from psychological issues are accused to be criminals there is a sense of stigma that is brought on to them because of their disorder. Certain psychological problems have been shown to be heritable and if given the right circumstances, individuals with those genes could find themselves engaging in criminal activity (Jones, 2005). Environmental concerns in criminal behavior occurrence include employment being at minimum wage or below not helping deter criminal activity. Even with government social services, such as public housing, food stamps, and medical care, the income of a minimum wage household still falls short of providing basic needs. People must make a choice between continued long-term low income and the prospect of profitable crime. Gaining further education, of course, is another option, but classes can be expensive and time consuming. While education can provide the chance to get a better job, it does not always overcome the effects of abuse, poverty, or other limiting factors. Thus far it has been established through research and various studies that genetics do influence criminal or antisocial behavior. Researchers agree on the point that genes influence personality traits and disorders (Blumstien, 1987). The family environment is critical to the upbringing of a child and if problems exist then the child is most likely to suffer the consequences. Children who are neglected or abused are more likely to commit crimes later in life than others. Similarly, sexual abuse in childhood often leads these victims to become sexual predators as adults. Many inmates on death row have histories of some kind of severe abuse. The neglect and abuse of children often progresses through several generations. So the cycle of abuse and crime keeps repeating itself. The cycle of violence concept, based on the quality of early life relationships, has its positive counterpart. Supportive and loving parents who respond to the basic needs of their child instill self-confidence and an interest in social environments. These children are generally well-adjusted in relating to others and are far less likely to commit crimes (Causes of Crime, 2010). In addition to environmental concerns the Twin and Adoption Statists from the studies that have been done. Some believe that studies support the genetic foundation of criminal behavior. Twin studies are done by the way of comparing monozygotic (MZ), or identical, twins and the percent of criminal behavior with the percent of criminal behavior of dizygotic (DZ), or fraternal, twins. Ordinarily these studies are used to assess the roles of genetic and environmental influences. The outcome of the twin studies show that there is a higher similarity percentage for MZ twins than for DZ twins in criminal behavior. Adoption studies are serious in observing the relationship that exists between adopted children and both their biological and adoptive parents, thus because they are believed to separate nature and nurture. Some studies have been performed that test for criminal behavior of the adopted children and if their biological parents had also been involved with criminal activity. Family s tudies are the third type of instrument used to assess the relationship between genetics and environmental influences on criminal or antisocial behavior (Himebauch, 2000). Another significant factor in the development of antisocial or delinquent behavior in adolescence is peer groups. A persons peer group strongly influences a decision to commit crime. For example, young boys and girls who do not fit into expected standards of academic achievement or participate in sports or social programs can sometimes become lost in the competition (Fadaie-Teharani, 2002). Children of families who cannot afford adequate clothing or school supplies can also fall into the same trap. Researchers believe these youth may abandon schoolmates in favor of criminal gangs, since membership in a gang earns respect and status in a different manner. In gangs, antisocial behavior and criminal activity earns respect and street credibility. An important point to make is that levels of education have been determined to be significant in the manifestation of criminal behavior. Individuals with learning disabilities have been shown to be more prone to violent behavior. The major reason for this is given in an interrelated causal pattern of events with education at the center. School achievement is predictive of pro-social behavior or behaviors designated as upholding the moral values of a society. This is because academic achievement is interrelated in our society with several other variables such as financial success, high self-esteem and an internal locus of control. This particular model may account for reasoning behind the general idea that individuals with a high IQ generally have fewer tendencies for criminal behavior than individuals with a low IQ. The hypothesis is that having a higher IQ results in easier achievement in school. As stated above, doing well academically is associated with several societal factors as well. Individuals with a lower IQ may not succeed as much academically which would result in lower self-esteem and not as much financial success, resulting in an increased disposition for criminal behavior. It is important then to stress education and to address issues with learning disabilities at an early age to disallow the appearance of these negative attributes (Himebauch, 2000). Yet another factor many criminologists consider key to making a life of crime easier is the availability of handguns in U.S. society. Many firearms used in crimes are stolen or purchased illegally which means it was bought on what is called the black market. Firearms provide a simple means of committing a crime while allowing offenders some distance or detachment from their victims. By the beginning of the twenty-first century firearm use was the eighth leading cause of death in the United States. At the beginning of the twenty-first century, firearm use was the eighth leading cause of death in the United States (Causes of Crime, 2010). Similarly, the increased availability of free information on the Internet also makes it easy to commit certain kinds of. Web sites provide instructions on how to make bombs and buy poisons. Easy access, however, will not be the primary factor in a persons decision to commit a crime. Social learning theory has been cited as way to explain how the environment can influence a childs behavior. Using this theory to explain the aggressive or antisocial behavior of a child means that a child observes aggressive behavior between parents, siblings, or both. As a result, the children believes that this aggressive behavior is normal and can therefore use it themselves because they do not see the harm in acting similar to their parents. Interaction between family members and disciplinary techniques are influential in creating antisocial behavior. Using the social learning theory these two factors are also critical in the development of aggression (Taylor, 1985). Children who are raised in an aggressive family environment would most likely be susceptible to experiencing a lack of parental monitoring, permissiveness or inconsistency in punishment, parental rejection and aggression. The exposure to such high levels of aggression and other environmental factors greatly influenc es and reinforces a childs behavior. A significant point that should be known however is the fact that other research has supported the notion that genetics do influence levels of aggression, which stands in opposition to the social learning theory (Shepard, 1995).

The Biogas Production Worldwide Environmental Sciences Essay

The Biogas Production Worldwide Environmental Sciences Essay Energy is a necessary concomitant of human existence. Basically, there exist various sources of energy like coal and other petroleum products that are commercially exploited for many useful reasons. These fossil fuels have become a strong pillar of the economy and it has penetrated so deep in the mechanism of human living that it has become almost impossible to think of a world running without fossil fuel. Yet it is a fact that this source of energy will not last forever. Once, fossil fuels were available abundantly and at low prices. However, nowadays its price is high rocketing on the international market and it is also becoming very scarce. The immediate effect of this is that the world is facing the phenomena of inflation and rising prices. Moreover, today there is an energy crisis that has arisen due to the fear that the boons of fossil fuel may turn into a bane with its disappearance. In addition, the burning of fossil fuels releases carbon dioxide and other toxic gases in the atmosphere and a direct consequence of this is global warming. 1.1 Background Energy and energy resources can be known to be the backbone for survival on earth. People are heavily dependent on various energy sources like coal or fossil fuels so as to meet up with their daily needs whether it is in the power sector, the transportation sector or for cooking and heating purposes and about 88% of this demand is met by fossil fuels (Peter Weiland, 2009). It is predicted that the use of fossil fossils will come close to surpassing oil consumption by 2017 (IEA, 2012). On the other hand, greenhouse gases (GHGs) emissions in the environment are also increasing rapidly, with carbon dioxide being the highest contributor. Another global energy challenge is the depletion of fossil fuels. Due to the increasing demand, the availability of the fuel is decreasing. In addition, conventional oil and gas reserves are mostly found in politically unstable countries, making its ease of use less accessible. In this context, biogas can be derived from wastes, animal manure or energy crops so as to meet with the increasing energy demand in the future. Biogas can be defined as a versatile renewable energy source which can replace fossil fuels in the power and heat production sector and in the transportation sector. It has the capacity to replace natural gas also for producing chemicals and liquefied petroleum gas for cooking purposes. Table .1: comparison of heat values and efficiency of commonly used fuels with biogas (Nabard, 2007) Commonly used fuels Calorific values in kilo calories Thermal efficiency Biogas 4713/M3 60% Firewood 2093/kg 11% Diesel 10550/kg 66% Kerosene 10850/kg 50% Petrol 11100/kg Biogas production through anaerobic digestion (AD) process has many advantages over other bioenergy forms. It is one of the most energy- efficient and environmentally friendly bioenergy technologies. It not only reduces the emission of greenhouse gases drastically compared to fossil fuels, but it also produces high grade fertilizer as by- product. 1.1.1 Biogas production worldwide In the field of biogas, Germany has built itself a world top leading position. In 2006, it built 826 biogas systems to a total increased production unit of 3700, hence making Germany the number one biogas- based energy producer (Energy solutions, 2012). Figure .1: various substrates available in Germany having the potential energy accumulated for biogas production (Baltic Biogas Bus Project, 2012) The worldà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s biogas market is predicted to reach $8.98 billion by the year 2017, with the desire to reduce dependency on fossil fuels and to focus on eco- friendliness biogas programs (GIA, 2012). Latin America is also well known for its biogas technology in municipal raw sewage treatment and landfill gas technology. It has identified 25 types of wastes for biogas production. The country has 33 RD projects and since 1977, five projects have already been implemented to produce biogas from sanitary landfills. Latin America produces around 217 million m3 per year which is mostly used for cooking, lighting, vehicle fuel and town gas. (H.Naveau, 1993) Moreover, the biogas market has grown rapidly in the recent years for the cogeneration of heat and power and for the production of bio- methane to be used as vehicle fuel. In the European Union (EU), 17% of all the energy will have to be produced from renewable sources, and in the transport sector it has to reach 10% of the total according to the European Directive 2009/28/EC, thus making biogas the viable solution to reach this target. The reasons for having a spread out on the biogas energy market includes an increase in demand for distributed generation, severe environmental rules arising due to lots of pollution and an accelerating increase in infrastructure and vehicle build out adapting with natural gas. According to Pike Research, this fast- growing market reached $17.3 billion in global revenue in 2011, and this will almost double by 2022 to an amount of $33.1 billion (Globe- Net, 2012). biogas_640x383.jpg Figure 1.: Biogas market value by regions (Pike Research, 2012) 1.1.2 Energy sector in Mauritius Mauritius is an island having no oil, coal reserves or natural gas. It is heavily dependent on imported energy resources. The Ministry of Renewable Energy and Public Utilities (MPU) is responsible for the energy policy including energy, water and wastewater in the island. The Central Board of Electricity (CEB) occupies the generation, transmission, distribution and sale of electricity and the State Trading Corporation (STC) import petroleum products like gasoil, fuel oil and LPG. With the increase in standard of living, industrialization, population growth and more development in the transportation sector, the energy demand is climbing at an exponential rate in Mauritius. We are becoming an energy dependant society and as per the graph below, the exportation of gas oil will be more than doubled by the year 2025. Table 1.: Imports of energy sources in Mauritius in 2011 (Energy and water statistics, 2011) Energy source 2011 (Ktoe) Gasoline 126.0 Diesel oil 313.0 Kerosene 4.5 LPG 71.6 Coal 409.3 Figure1.3: Forecast of petroleumn product imports in Mauritius (Outline Energy Policy, 2007) Moreover, with the depletion of the energy sources, the price of the fuel are augmenting, hence making it more difficult to afford. Hence, to avoid an energy crisis in the future, other forms of energy resources need to be exploited which is environmentally friendly and has an infinite reserve. Figure 1.4: Trend in price of exported fuel from 2002 to 2011 (Energy and water statistics, 2011) The figures above demonstrate how Mauritius depends greatly onto fossil fuels, and this trend is going to increase in the years to come. Hence, new alternatives need to be found so as to match with this increasing demand. However, the alternate options should be in line with the Maurice Ile Durable (MID) concept; a renewable and environmentally friendly source. In each and every home in the Mauritian society, one makes use of LPG for cooking purposes. The actual price of the gas cylinder is Rs540. If the government maintains the price at Rs330 for consumers, the STC will have to look for Rs 820 million for subsidy. This is due to the increasing price of butane and propane in the global market. Hence, to remedy this, cooking gas can be obtained locally from anaerobic digestion of organic waste to produce biogas. It fits in the MID, whereby according to Pr de Rosnay, 37% of electricity will come from biomass/biogas by 2028. 1.2 Rationale In Mauritius, we are already a fossil fuel dependant society. Hence, to reduce this problem of dependency on the already depleting resource, we can focus on the use of biogas at our home itself. Moreover, with the concept of the MID, we are adopting a renewable energy source, which in the course of time can expand to the production of electricity. Also, we already have the problem of overfilling of our landfill at Mare- Chicose. Thus, by using our household organic waste, we not only produce useful cooking gas, but we also has as by- product a high grade fertilizer and we are alleviating the problem of our landfill. In addition, by converting the gas into methane to be used for cooking purposes, large amounts of carbon dioxide are not emitted in the environment, thus protecting our planet from global warming. And also, we are discarding much of the waste from the surrounding into useful products. Lastly, with the expansion of the biogas energy system in our country, more jobs can be created in the field of energy, whereby Mauritius can later be self- sufficient in the production of cooking gas and eventually in the production of electricity, thus reducing on imports. 1.3 Aims and Objectives The aim of this project is to produce an improved biogas system that can be adopted in a household for cooking purposes along with implementing its safety processes. To achieve this, the objectives identified are: To have an understanding of the functioning of the process to produce adequate biogas for cooking. To improve the biogas system by modifying the previous set- up To optimize the system by focusing on: Design of the system Ratio of substrate to be used Conditions to consider to favor biogas production To modify a cooking stove so as it can operate on biogas. To make laboratory testing to determine the methane composition in the biogas and the heating value. To study the risks and safety processes associated with the digester and to implement it. To make an assessment of the amount of gas produced for cooking purposes 1.4 Structure of report Chapter one- Introduction This chapter introduces the project title and gives an overview of energy trend in Mauritius and worldwide and the aim and objectives of the project. Chapter Two- Literature Review The types of anaerobic digestion process to produce biogas and the factors affecting the process are discussed, along with the production of biogas in the island. Also, the safety and risks associated with the system are identified. Chapter Three- Methodology The methods undertaken to construct the reactor and analytical testing of the feed and product of the biogas system are considered. Chapter Four- Design and Construction The materials of construction and cost analysis are assessed. Chapter Five- Results and Discussions The economic analysis and findings from analytical tests are observed and discussed. Chapter Six- Safety Implementation The safety precautions that need to be applied to the biogas system are discussed. Chapter Seven- Conclusion, Recommendation, Future works A summary of the aims of the project is made and some recommendations and future work are mentioned for improvements.

The Jewel in the Crown : Daphne Manners :: Jewel in the Crown Essays

The Jewel in the Crown : Daphne Manners Daphne Manners was a woman that was ahead of her time she was not prejudice in a hateful way. The prejudice she had was purely ignorance of the day and age. She did not dislike someone just because they were Indian. Daphne Manners even made negative comments about the prejudices that she saw happening. She ignored the social norms when she started falling for Hari Kumar. Had Miss Manners followed the standards for the day and age of the story she would never had given Hari a second look. A woman that left India because her husband " had to many Indian colleagues" for her liking raised Daphne Manners and she still was offended when she saw her friends abused by prejudices. (Pg 90 Scott, Paul. The Jewel in the Crown. [1996.] Vol. 1 of the Raj Quartet. Rpt. Chicago: University of Chicago Press, 1998.) While on the train Lili experienced a typical reaction from the English passengers they were riding with and Daphne Manners stated ' I get really angry about the kind of thing that happens over here." (Pg 94 Scott, Paul. The Jewel in the Crown. [1996.] Vol. 1 of the Raj Quartet. Rpt. Chicago: University of Chicago Press, 1998.) In 1942, English colonists in India did not feel they needed to treat the native inhabitants with any form of humanity. Daphne Manners on the other hand knew that they deserve to be treated as humans. She said "Honestly Auntie, a lot of the with people in India don't know they're born." (Pg 90 Scott, Paul. The Jewel in the Crown. [19 96.] Vol. 1 of the Raj Quartet. Rpt. Chicago: University of Chicago Press, 1998.) When Miss Manners interviewed at the hospital she talked with the Matron who told her "If your wise you'll trade on all three [of her sponsors] but avoid too obvious an association with the fourth." (Pg 97 Scott, Paul. The Jewel in the Crown. [1996.] Vol. 1 of the Raj Quartet. Rpt. Chicago: University of Chicago Press, 1998.) Matron was referring to the stigma that went with Lady Chatterjee. Daphne took a chance of not getting the position by telling her " My real sponsor is Lady Chatterjee." (Pg 97 Scott, Paul. The Jewel in the Crown. [1996.] Vol. 1 of the Raj Quartet. Rpt.

Steven Spielberg :: essays research papers

I'm Steven Spielberg and I was born in Cincinnati on December 18, 1947, but I was mainly raised in New Jersey and Arizona. When I was 12 years old I used my dads 8mm camcorder and made a movie. I continued to make films with the camcorder for five more years until I went on a trip to Universal Studios. I was 17 years old and I broke away from the main tourist group to see the sound stages. I bumped into the head of Universal's editorial department, Chuck Silvers. We talked for about an hour and he wanted to see some of my 8mm films. When I showed them to him he said they were good but he could only wish me luck. So the next day I put on a suit and borrowed my fathers suitcase and walked in the front gate of Universal Studio's like I did it every day. One reason I got away with this is because the guard thought I was the owners son. I bought some plastic name tags at a camera store and I found an empty office. Then I put my name in the building directory. Everyday that summer I hung out with directors, writers, and editors. After talking to all of these movie makers I found out that nobody really liked my movies. The next fall I asked some of the executives at Universal how I can get my films noticed. They said I should put my films on 16 or 35mm film. So I did. I made a 20 minute movie about a boy and a girl hitch-hiking from the dessert to the Pacific. The day after it was shown at Universal, Sidney Sheinberg, the head of Universal's T.V. production department, gave me a seven year contract to work on T.V. series. The first few years of the contract were fun, but after a while I didn't want to direct T.V. shows. In 1971 I got a chance to make my first real movie. It was Called Duel and it was about a salesman who was harassed by a truck driver. Even though the movie didn't make much money and wasn't popular, it was my first movie and I had a lot of fun. During the next 10 years I directed 4 of the top 10 movies ever made, including Jaws, Close Encounters of the Third Kind, Raiders of the Lost Ark, and E.T. which is number one. E.T.- The Extra Terrestrial made $720 million dollars worldwide in the theaters and over a billion dollars total with video sales. Some other movies I directed were, Indiana Jones and the

Mats Ek Essay

Introduction In this essay I will present one of the greatest choreographers of the 20th century, Mats Ek. I will describe his specific stylistic characteristics, themes and dance vocabulary bringing as examples some of his most important re-adapted works such as Giselle, Swan Lake and Sleeping Beauty. Life and career Mats Ek was born in Malmo, Sweden on the 18 of April 1945. He came from a very culturally active background: he was the son of a famous Swedish actor Anders Ek and the internationally recognized choreographer Birgit Cullberg, founder and director of the Cullberg Ballet, his sister Malin was an actress and his brother Niklas a dancer. Mats Ek started his dance studies (Martha Graham technique) with Doya Feur in 1962 alongside with drama studies. In 1965 he became a full time drama student at the Marie College but few years later he returned to dance training at the Stockholm Ballet Academy. His first theatrical working experience began as the producer and then director of the Puppet Theatre in Stockholm. During the season 1980-1981, he was associated with the Nederland Dans Theater as dancer as well as choreographer. Few years later he joined the Cullberg Ballet as a dancer and in 1985 he became the artistic director of it, he directed the company for eight years. He left it in 1993 b eing replaced from Lidstrom and Wennergren Juras. Re-making of the ballet classics â€Å"Over ten years ago I saw it(Giselle) for the first time- with Makarova. She was really gripped me. Already then, I thought the traditional story of Giselle contains many hidden possibilities which are not recognized. There are various trails leading inside, but they are not utilized. They lie fallow or else are powered over† (Ek, Mats interviewed by Tegeder, Ulrich. Create characters, special people. Ballet International,5,1983:19) Mats Ek is a very innovative choreographer of his time, the post modern era. Postmodernism is a movement that rebels against traditional ideas. Mats Ek is an active man of his time fully absorbed by the rebellion that was happening those years. This new ideas incite him to rebel against the traditional ballet classics radically modifying them and giving his own interpretation of them. All of his works are still narrative works but the  storyline of all the ballets is updated. â€Å"The investigation of narrative alleys,epic paths and metaphorical tunnels is what provides the primary stimulus for re-telling those stories by creating new dances† (Giannandrea Poesio, Dancing Times, October 2003 page 23) His alternative storylines are pure reality not fairytales, he is not interested in abstract concepts, he change the conventional viewpoint putting on stage actual themes. He gives the audience a taste of contemporary reality. â€Å"A fairytale is a sweet little cottage, but on the door you can read: Explosive!† Mats Ek The most famous ballets he reinterpreted are traditional ballets such as Giselle (1982), Swan Lake (1987) and Sleeping Beauty (1996). Giselle Mats Ek’s Giselle is something completely different from Perrot’s original version. The character of the young Giselle is completely flipped over; she is not the sixteen years old innocent girl but a passionate and sexual active woman. In Giselle in fact, Ek introduces and shows sexuality and love seen such a sexual one and not a romantic one anymore. (https://secure.staatsoper.de/) Swan Lake â€Å"A lonely, somewhat weaker than the-average-Prince-Siegfried, who questions his sexuality (think Oedipus complex) and his mother’s open issues in attempting to marry him to someone just like herself. The Prince encounters  androgynous creatures, swans that waddle through the ground rather than the graceful water creatures that we know from Petipa/Ivanov.† (http://www.theballetbag.com/2012/07/13/mats-ek-biography/) (http://www.criticaldance.com/reviews/2002/cullberg_swanlake-021023.html) Sleeping Beauty â€Å"The teenager Princess Aurora falls in love with â€Å"the wrong guy† and ends up in a drug-induced coma. Carabosse appears as a drug dealer and tempts Aurora into pricking her finger with the â€Å"needle†. At Aurora’s birth the fairies are maternity nurses and later they are pop culture characters out of a TV show, while the Prince is a spectator.† (http://www.theballetbag.com/2012/07/13/mats-ek-biography/) â€Å"Ek has made an astounding break from the Sleeping Beauty we know and love, leaving not a single stone of Petipa’s edifice standing, renouncing all the choreographic gems cut by the imperial jeweller of the Tsarist ballet† (Vollmer, Horst. Irreverently Classical: Mats Ek stages Sleeping Beautywith the Hamburg Ballet. Ballet International,7,1996:19) Tà ¶rnrosa – Gà ¶teborgsOperans Balett (http://www.danzaballet.com/?p=3497) There are also some works that seem not to follow a precise storyline like Smoke (1995) or Appartement (1999) but they can’t be described as abstract works because oh their strong content. Stylistic elements of his choreography Mats Ek choreography has two main characteristic elements: clarity and irony. All of his choreographies have a direct and immediate message, really easy to understand by the audience. With the new version of the traditional  ballets in fact Ek wants to go straight to the point in the shortest time possible opposing his works to the articulate and often ambiguous traditional ballets. â€Å"Clarity is the choreographer’s key word, as opposed to what he calls the ambiguity of the conventions and the clichà © of classical ballet, â€Å"clarity†, however, should not be mistaken of simplicity. In both Giselle and Swan Lake there lies beneath an accessible, straightforward dramatic construction an intricate amalgam os social, political, cultural and literary references† (Fifty Contemporary choreographers) Another important element of Ek’s choreography, as the quote above suggests, is the dramatic construction of his works. Ek does not just present dramatic situations to the audience but he creates all around an atmosphere of irony. â€Å"Irony is a characteristic element of Ek’s choreography, in which strong images and dramatic situations often contrast with brief, humorous episodes† (Fifty Contemporary choreographers second edition) â€Å"Even amidst the darkest and most poignant moments of a not-so-happy-ending situation, he manages to insert fire-cracking comic sections or references that enhance greatly the dramatic build up by creating a unique game of contrasts and choreographic chiaroscuro† (Giannandrea Poesio, Dancing Times, October 2003 page 25) Clear examples can be found in Giselle and Swan Lake: The two male peasants’ comic duet in front of Albrecht’ fiancà ©e just before the arrival of the aristocratic and the end of the act in Giselle. The three jesters’ dances just before the end of the lack scene in Swan Lake. These comic episodes are introduced with great ability every time a dramatic situation reaches its climax. Themes â€Å"Political, social, racial and sexual concerns informed Ek’s first three creations, Kalfaktorn (1976), St George and the Dragon (1976) and Soweto (1977); psychological themes and gender issues played a part in both House of Bernarda Alba (1978) and Antigone (1979) long before Giselle and Swan Lake† (Fifty Contemporary choreographers second edition) The main interest of the choreographer is to explore the human psychology  and the human relationships. â€Å"In reworking ballet classics, Ek’s creed is to render the characters alive, providing a clear description of their inner emotions and contrasts. The psychological characterization of the role is thus enlarged; the characters’ relationships and their emotional response to the development of the action are considered in greater depth † (Fifty Contemporary choreographers second edition) There are various examples of different human relationships in Ek’s works: Man/Woman in Smoke. â€Å"In â€Å"Smoke† Mats Ek shows the relationship between a man and a woman (Niklas Ek and Sylvie Guillem). Each of them has his/her own life as expressed in their respective solos. They meet and mingle tenderly and violently in two pas de deux. The smoke which comes from their clothes and mouths expresses their communication.† (http://nycdancestuff.wordpress.com/2012/04/09/smoke-by-mats-ek-imz-dance-screen-award-1996-with-niklas-sylvie-guillem/) Family relationships (parent/ child) in Swan Lake as Prince Siegfried are given an oedipal complex or in Sleeping Beauty when Aurora turns against her  parents. Close to this is the very theme of â€Å"motherhood† that is explored many times as well as the one about gender issues in his works. In Giselle, for example, the only activity conducted by the women is giving birth as the eggs brought on stage by the peasant woman seem to suggest. Gender issues are overall explored in The house of Bernarda Alba (1980) since the main character is performed by a man and in Carmen where the main character seems to be much more masculine than her man. Ek is, once again, fighting against traditions; he rebels against the traditional way of characterizing by stylized movements man and woman on stage. Ballet pieces tend to prefer some movements to be performed by female dancers and different ones by males. Ek instead tries â€Å"to cross the boundaries of given gender-specific movements, finding that really interesting† (Ek,Mats in Jensen,Gunilla, Intervista a Mats Ek, Reggio Emilia Danza: Edizioni del teatro municipale Valli,2002, p.38) â€Å"The movement language usefully opens up gender binaries leading to much more contemporary representations of man and woman. He exposes complexities of gender by inverting the far more conventional, steryotiped and idealised figures of traditional ballet† (Midgelow Vida, Reworking texts- inverting bodies, Mats Ek radically reconceived the classics, Ballet Theatre Journal) Rich and poor in Giselle. In this work Ek introduces the social theme of class differentiation. Giselle, completely in love with prince Albrecht who is clearly from a different social class, attempts to transgress the social rules. Finally she will be punished and rejected from her and Albrecht’s social class. White and black in Soweto (1977). The mechanical doll’s endless movements represent the white people’ prejudices against the blacks. They are repetitive movements and they symbolized the unchangeable ideas of the whites about the black people. Society and outsider in the second act of Giselle. Giselle is banished from  her social class and trapped into the mental hospital. This is a clear example of the society oppression. Giselle is banished because mentally disable and considered unable to find her place into the society again. (https://secure.staatsoper.de/922 -spielplan~ballett~veranstaltungen~vorstellung.html) Movement Vocabulary Mats Ek choreography is a totally new and innovative choreography. It is based on contemporary techniques. Ek gives much more importance to the body weight so his steps look more grounded and heavy. The dancers make a very good use of the floor. His movement language is really particular, there is a fluid use of the torso in contrast with the lower part of the body that is usually bend (bend knees). Very interesting is the constant research of opposition between inwards and outwards movements. The dancer seems first to perform a movement that reaches out from his body’s centre that ends being suddenly pulled back. Ek’s movement language reflect his themes and narrative intention, it goes against the original movements of the classical ballet. â€Å"Ek’s choreography inverts the traditional language of the ballet, he eschews ballet codes. He leaves behind the conventions of gendered vocabularies and the structured hierarchy of the pas de deux in favour of more diverse representations† (Midgelow Vida, Reworking texts- inverting bodies, Mats Ek radically reconceived the classics, Ballet Theatre Journal) A clear example is given by the swans in Swan Lake. In the traditional ballet in fact swans are seen as beautiful and ethereal animals perfectly synchronized with each other in every movement. Ek’s swans instead are â€Å"a set of independent earthly creatures that cross the stage with weighty gallops and stamping feet† (Midgelow, Vida). (http://www.cullbergbaletten.se/en/history) References Mats Ek’s experience in different art form really helped to develop his choreography. Mats Ek is not just a dancer but also an actor and puppeteer. In some of the choreographer’s works there are some clear references to literature. Ek seems to be strongly linked to the famous dramatis William Shakespeare. For example the relationship between Prince Siegfried and his mother can remind us the one between Hamlet and Gertrude. Influences and muses His mother, Birgit Cullberg, was the most important Ek’s influence. He dedicated a whole work to her: Old Children (1989). He learned a lot from her while he was sharing with her the artistic leadership of the Cullberg Ballet. There are lot of common themes between the two of them but different stylistic characteristics. Birgit’s style in fact was much more closer to balletic style. â€Å"The attention to psychological characterization, the sensitive portrayal of human feelings, the juxtaposition of strong images and humorous episodes can be seen as typical attributes of both Cullberg’s and Ek’s creations† (Poesio,Giannandrea. Fifty Contemporary Choreographers) (https://birgit+cullberg&oq=birgit+cullberg&gs) Ana Laguna, Ek’s wife, is the inspiring muse of the choreographer. She originated Giselle character, the Swan Queen in Swan Lake and the protagonist in Carmen. â€Å"The character of Giselle would have never been born without Ana Laguna† (Giannandrea Poesio) Ana Laguna, Mikhail Baryshnikov and Mats Ek (http://dansportalen.se/111/-fler-artiklar/nyhetsarkiv/1-23-2010-lena-andren-) Another great dancer who inspired him was Sylvie Guilleme. Ek created for her three works: Smoke, Wet Woman and Bye. Conclusion I enjoyed so much writing this essay. I think Mats Ek is an absolute genius, his choreographies are brilliant original and innovative. I love his reinterpretations of the three ballet classics, and his choreographic style. The movement vocabulary is unconventional and provocative. He is a choreographer simple and in its clarity and spontaneity we recognized his greatness. The messages arrive immediately to the audience, we do not need any explications or help to understand what the choreographer wants to say we just need to seat and enjoy the performance. Bibliography Book: Martha Bremser, Lorna Sanders. Fifty Contemporary Choreographers, Routledge Taylor. London and New York 2011. Accessed on 8th of April 2013 Articles: Pesio, Giannandrea. Mats Ek. The Dancing Times, October 2003. p 22. Accessed on the 12th of April 2013 Midgelow, Vida, Reworking texts-inverting bodies, Dancer Theatre Journal 15(2) 1999. p 4-7. Accessed on the 12th of April 2013 Jensen Gunilla, Mats Ek and the Cullberg Ballet, the Dancing Times. August 1997,p 993. Accessed on the 13th of April 2013

Business Marketing Management Capstone Written Project Essay

A. Executive Summary The business plan is written for the Step Ahead Learning Center serving the children of Kennewick, Pasco, and Richland. The center educates young students in reading, writing, and math to meet or exceed the Common Core Standards for Washington State. The center will increase children’s literacy and comprehension of reading, writing, and math through practices such as one-on-one tutoring and small group sessions instructed by trained and certified personnel. The center will teach understanding and mastery of concepts over the memorization of concepts, testing comprehension by requiring practical, real life application of knowledge to prepare children for college, work, and life. The center will have a venue available for professional private events which include work presentations, public speaking, educational classes, etc. The revenue from the outside use of this venue will help fund operations of the Center. Step Ahead Learning Center is formally asking for $20,000 to complete a fifth fully functional computer lab, and asks for on-going contributions to further assist with the advancement of technology incorporation, helping to achieve or exceed the Common Core Standards as set forth by the Washington Education Association (WEA). Ginsburg, Leinward, and Decker (2005) stated that the mathematics concepts in U.S. textbooks are often weak, thus presentation is becoming more mechanical than ever. A.1 Business Identification Step Ahead Learning Center 1000 W. 4th Ave. Kennewick, WA 99336 (509)555-9876 stepahead.kennewick@gmail.com stepaheadlearningcenter.com A.2 Mission, Goals and Objectives The center’s mission is to integrate technology into teaching and learning, reinforcing consistent expectations in learning for all students across all grade levels consistent with school board expectations, teaching comprehension and mastery over memorization of concepts, and emphasizing critical topics children will need to possess to succeed in school and after graduation. This mission helps the Learning Center achieve the vision of a culture that promotes high educational standards, high expectations, individual learning, collaborative learning, and excellent communication skills. The partnership between the Learning Center and the local school board will increase the amount of highly educated children into the community, raising the community welfare and individual well-being. The primary purposes of the Learning Center are: 1. To reinforce consistent expectations in learning for all students across all grade levels, in partnership with the Kennewick, Pasco, and Richland school boards. 2. To teach comprehension of concepts over the memorization of concepts, instilling a high personal standard of learning. a. Consistently test to ensure a high level of retention by requiring a practical, real life application of knowledge to prepare students for life beyond school 3. To introduce or reinforce critical topics students will need to succeed in the classroom and in the future. 4. To provide a venue for professional based private events, helping offset operation costs of the Learning Center The primary objectives of the Learning Center are: 1. To increase overall average Measurement of Student Progress (MSP) test scores to â€Å"at grade level† or â€Å"above grade level† for the Kennewick, Pasco, and Richland school districts by the end of the 2015-2016 school year. 2. To increase Common Core Standards comprehension levels in reading, writing, math, and technology to â€Å"at grade level† or â€Å"above grade level† for the Kennewick, Pasco, and Richland school districts by the end of the 2015-2016 school year. 3. To decrease crime and substance abuse among children, teens, and young adults in the community by providing a safe and inviting Learning Center where children can learn and grow as individuals and as a member of the community. 4. To advocate collaboration among young children, increase comprehension in reading, writing, math, and technology, increase communication skills, broaden cultural views, increase moral reasoning, and foster growth of cognitive abilities. 5. To increase the level of personal responsibility of children in the community. A.3 Three Keys to Success The Learning Center anticipates success of goals and objectives through three key functions: hiring staff members that are the right fit, empowering staff to create devotion and a passion for excellence, and strong collaboration with various clientele. Hiring exceptional staff members: Step Ahead Learning Center is an equal opportunity employer. The right employees will embrace the center’s mission, hold a degree in a field of study related to education, and embody strong communication skills with peers and young children. Empowerment: This creates a high level of devotion and passion to strive for excellence. Every interaction with a child and every lesson presented, taught, or pursued by a staff member will be done with the  highest goal in mind: integrating technology into a safe and inviting learning environment to increase comprehension of reading, writing, math, and technology concepts. Collaborating and communicating with others: Staff will interact with a variety of clientele including by not limited to children, parents, school board members, funders, benefactors, and other partners or agencies providing support and opportunities for the Learning Center. Every interaction with a person inside or outside the Learning Center will help the center to meet its objectives. B. Company Summary B.1 Industry History The area in which the center will be providing educational services is well developed with current educational services. The relationship between Step Ahead Learning Center and the Kennewick, Pasco, and Richland school districts is unprecedented. Each of the three school districts strongly recommend and encourage struggling (and none struggling) students to the services offered at the center based on staff credentials and comprehension standards. In 2001, the No Child Left Behind Act was enacted to â€Å"ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach proficiency on challenging State academic achievement standards.† This act has increased the relationship between the three school districts and the Learning Center because schools are required to improve their performance to meet or exceed State standards. The Learning Center is providing extra assistance to students who need it in order for the schools to meet the expectation set forth by the No Child Left Behind Act. The primary purpose of the center is to ensure high-quality student comprehension of key concepts in Reading, Writing, and Math, aligning concepts with State academic standards so that progress against common core standards can be measured. There are several smaller businesses which strive to achieve the same vision, but one competitor has market share. For this competitor, one disadvantage is that Step Ahead Learning Center has a direct  relationship with the Kennewick, Pasco, and Richland school districts, they do not. An advantage this competitor has over Step Ahead is that they have built a reputation, having been in business for more than 30 years. This is the only other Learning Center in the area that meets an identical scope of the Step Ahead Learning Center. The secondary purpose of the center is to provide a rental revenue for professional or semi-professional events. There is a history of professional venues available at most large hotel chains. Several venues in the area meet the Center’s scope of a rental venue. B.2 Legal Form of Ownership Step Ahead Learning Center is incorporated in the state of Washington. The company is established as a 501(c) (3), which facilitates contributions from donors. A large majority of financing is raised internally or from charitable donations. Step Ahead Learning Center is governed by a board of twelve trustees. Independent contractors, if any, working for Step Ahead Learning Center will be held fully responsible for their own legal requirements, taxes, and expenses. A website, â€Å"stepaheadlearningcenter.com,† has been obtained by the company. This website is used as a marketing tool for the company and a source of information for parents/young adult children. B.3 Location and Facilities Step Ahead Tutoring Center is located in Kennewick, WA serving students in Kennewick, Richland, and Pasco school districts. The company will conduct business in a 10,500 square-foot space dedicated entirely to the operations of the business. Business licensure has been obtained from the City of Kennewick and fulfills any and all requirements to operate such a business. No legal issues or regulations in the city or state will now, or in the future, lessen the ability to operate in Kennewick or to conduct business from the named location. The building is equipped with general business equipment, including a high-tech computer system with Wi-Fi Internet connection, a cell phone for each staff member, Skype teleconferencing technology, and a company vehicle.  The center has two computer labs, each with 25 computers and a projector. Each computer has high speed Internet connection, Microsoft Office Home and Student, and several different purchased educational programs. The venue available for professional and semi-professional events is equipped with two computers and a projector. Each employee has a designated office with their own computer. The main teaching floor (lecture hall), each of the 5 computer labs, and each of the 3 private tutoring rooms have a projector. B.4 Management Structure Xxxxxx Xxxxx will perform Presidential duties and perform all management positions including, but not limited to, Business Development Manager, Communications/Public Relations Manager, and Project Manager. He is a certified teacher in the state of Washington with a BA Degree in Business Management / Marketing from the accredited online school Washington Governor’s University (WGU). He will handle marketing the benefits of the company’s education services to customers, human resource duties, and overseeing day to day operations. The one-on-one and group tutoring sessions will be the responsibility of four highly qualified and trained teachers. These employees are salaried and will receive a raise increase of 1% over the prior year’s pay (starting at $18,000 the first year). They will follow the company’s high standard of excellence in education that represents the local school districts and State’s required common core standard. Currently, the compan y has hired four teachers. Additional teachers can be added as deemed necessary by additional workload, meaning the company is growing. This organizational structure will meet the short-terms needs of the center, but long-term needs will require at least one receptionist and a general manager. The center plans to hire these two positions after the first 6 months of operation to reduce the work load of the teachers having to check-in students (or requiring parents to self-check-in) and the president having to oversee day-to-day operations. B.5 Products and Services The Common Core Standards in Washington state at the highest levels ever. Step Ahead Tutoring Center will use technology and hands-on methods to educate children ranging from Kindergarten to high school seniors. Students will be given additional tools and resources aligned with established school district procedures to help them succeed in school and in the future. The following services are offered by the Step Ahead Tutoring Center: Reading Tutoring: Academy of Reading, a program designed by EPS for students’ grades 2-12 (EPS Literacy and Intervention, 2014), will be used by a designated reading teacher. Sessions will be one hour in length in a group setting of no more than 10 students per one teacher. Students will log in to their account and begin working in the program. Teachers will introduce a lesson, review basic concepts, monitor progress, and view reports on each student daily to ensure progression. If teachers see a regression in progress, the student will be given a higher level of attention in the group setting. If this does not help the student improve, the student may be recommended to one-on-one tutoring sessions. Writing Tutoring: Writing Skills (2nd Edition), a program designed by EPS for students’ grades 2-12, will be used by a designed writing teacher. Writing Book A is for grades 2-4, Writing Book 1 is for grad es 5-6, Writing Book 2 is for grades 7-8, and Writing Book 3 is for grades 9-12. Students will be expected to complete one lesson every two sessions (with each session being one hour long with no more than 10 students in a group). If teachers see a regression in progress, the student will be given a higher level of attention in the group setting. If this does not help the student improve, the student may be recommended to one-on-one tutoring sessions. Math Tutoring: Academy of Math, a program designed by EPS for students’ grades 2-12, will be used by a designated math teacher. Sessions will be one hour in length in a group setting of no more than 10 students per one teacher. Students will log in to their account and begin working in the program. Teachers will introduce a lesson, review basic concepts, monitor progress, and view reports on each student daily to ensure progression. If teachers see a regression in progress, the student will be given a higher level of attention in the group setting. If this does not help the student improve, the student may be recommended to one-on-one tutoring sessions. One-on-one Services: An individualized one-on-one session can be scheduled with any of our four highly trained teachers in reading, writing, and/or math to ensure children are getting the help that  they need. Parents can enroll their child directly into a one-on-one session with a teacher for one session, or on a continual basis. A teacher may recognize that a student is struggling in a group atmosphere, making the recommendation that the child work in a one-on-one session until he/she shows signs of academic improvement. A one-on-one teacher will provide the student with assistance on their homework upon request. Venue Rental: Step Ahead Tutoring Center has a venue available for rent by outside parties for professional and semi-professional events such as guest speaking, presentations, meetings, etc. C. Market Analysis C.1 Target Market Step Ahead Tutoring Center’s primary target audience consists of mothers/fathers or grandparents of children enrolled in the Kennewick, Pasco, or Richland School Districts in grades 2-12. The primary target for the message is the parents/grandparents of students who are at or below State Common Core Standards in Reading, Writing, and Math. The secondary target for the message is the parents/grandparents of students who are at or above State Common Core Standards. Step Ahead Tutoring Center’s secondary audience consists of businesses and professionals, traveling and stationary, who require a venue to hold a professional or semi-professional meeting or event. The goal behind providing a venue for such meetings is to (1) gain exposure for the Tutoring Center, and (2) generate additional revenue for the operating expenses of the Tutoring Center. C.2 Industry Analysis Future trends that may affect the center’s efforts to educate students’ grades 2-12 in the Kennewick, Pasco, and Richland school districts include: Basic education and Common Core Standards goals are met. An average of 85% of students in the Kennewick, Pasco, and Richland school districts meet these standards. As the economy changes, the need for more highly educated and skilled workers will increase. The education and Common Core Standards goal and philosophy should be continually updated to reflect cultural and  economic needs. Expansion of Common Core Standards. A higher level of standards for students will mean updated training and certifications for staff, higher levels of work for students, and an increase in the number of students not meeting these standards, requiring extra attention. Mission, Goals, and Objectives creep. As the center gains momentum, other established or start-up business may use a similarly formatted mission statement for their company. It w ill be important for Step Ahead Tutoring Center to ensure the impact of the mission is not lessened by another groups’ participation in similar missions, goals, and objectives. Down time. The school year for the Kennewick, Pasco, and Richland school districts in from late August to the middle of June. During the summer months, summer school sessions take place around the area at various different school locations. There will be a significant decrease in the amount of students attending at the Tutoring Center during this time. The venue for rent by outside professional or semi-professional groups will help to offset costs during this time. Cash flow. During this down time during the summer months (middle of June to late August) there will be a decrease in revenues, resulting in the temporary release of two employees, or utilizing other rooms in the center for other uses, such as additional rental space. C.3 Competitive Analysis Competition for education services comes from several sources, the biggest competition being Sylvan Learning Center. According to the Sylvan Learning website, Sylvan offers tutoring in all levels for Math and Reading; they assess students’ needs and create a personal education development plan targeting select math and reading concepts; they offer their own technology for an engaging experience on the iPad; they also offer flexible schedules that fit any busy family schedule. To compete with Sylvan, Step Ahead will heavily market the availability of highly trained staff in each subject area, the inclusion of Writing concepts into the curriculum, the inclusion of technology in the administration of each subject to improve the child’s overall competence, and the partnership with the Kennewick, Pasco, and Richland school districts to ensure focus on helping students achieve proficient or advanced levels according to the State’s Common Core Standards. A second competitor is actually the Kennewick, Pasco, and Richland school districts. Select schools are offering after school programs focused directly on helping students understand the material being taught in the class room. This program is free of charge to students who need the additional attention. This is not a requirement of the school nor is it being offered at every school for every grade level, primarily because the school board cannot fund these programs. While the teachers at Step Ahead can assist with solving homework problems, the focus is on administering Math, Reading, and Writing programs to provide additional concepts that will further the students comprehension in the subject. Another competitor is after school clubs such as the YMCA or Boys and Girls Club of America. These programs are great for children who are succeeding in school and do not require additional attention to meet the State’s Common Core Standards. They provide children with the opportunity to play and interact with other children their own age while being supervised in a safe environment. At Step Ahead, students are being supervised in a safe environment, but they are also learning and growing their minds. A marketing approach to be taken by Step Ahead is that children who require additional help should be enrolled in an â€Å"afterschool program† such as Step Ahead where they will spend time immersed in educational programs. Competition from hotels or reception buildings that host weddings, receptions, and other private events are not considered. In general, the rental of the venue at Step Ahead is not the primary objective, thus marketing the venue against competition is not pursued. While Word of Mouth marketing will be the primary marketing strategy for the venue, the goal is that the income generated by rental of the venue will help cover operating costs of the center. Many people in the area see the need for private and semi-private educational assistant with all grade levels in the Kennewick, Pasco, and Richland school districts. The main trigger for this realization is the lack of students meeting the States Common Core Standards. With awareness of this issue increasing, there is a positive and a negative for Step Ahead. The  positive is that more children will be enrolled into private and semi-private educational services, which means a possible increase in enrollment for Step Ahead, resulting in increased revenue and possible future growth of the business. The negative is that more schools, groups, or qualified individuals will begin to offer more private and semi-private educational services, which means an increase in competition for Step Ahead. D. Market Strategy D.1 The 4 P’s Pricing: The pricing strategy used to determine a price for the services provided by Step Ahead was a variation of Penetration Pricing and Predatory Pricing. Penetration Pricing is when a company sets their prices low to attract customers and gain market share, and then raises the prices once they have a large market share. Step Ahead used the first half of this strategy, which is setting prices low to attract customers and gain market share. Predatory Pricing is known as an aggressive strategy, intended to drive competitors from the market. Step Ahead is not interested in becoming market leader and running other companies out of business. The goal is simply to educate children and raise comprehension to the State Common Core Standard level, while covering expenses. In regard to the mission of the center, profitability is not the number one goal. Profitability, however, is still required in order to continue and expand the business, increasing efforts in providing higher levels of ed ucational services to children. The venue rental prices were set depending on cost of utilities used during these times, the cost of having a Step Ahead staff member on the premises during the event, and generating revenue for covering operating costs of the center. Product: As described previously, the service provided by Step Ahead Learning Center is additional education services. A profound need for higher levels of comprehension and Common Core concept teaching is found in the Kennewick, Pasco, and Richland school districts. Because of this need, the center will offer tutoring sessions at different times throughout the day Monday thru Saturday. Highly trained and qualified teachers will teach one-on-one and semi-private groups (no more than 10 students) on concepts aligning with the State’s Common Core Standards in Reading, Writing, and  Math. Academy of Math, Academy of Reading, and Writing Skills (2nd Edition) are programs distributed through EPS for use by teachers to improve struggling students com prehension in the concepts of Reading, Writing, and Math. The teachers at Step Ahead are trained on these programs and will monitor students’ use of these programs to ensure the highest quality comprehension and learning. A one-on-one teacher will assist a student with their homework upon request, a Reading teacher, Writing teacher, or Math teacher will not provide assistance with homework. Promotion: Promoting education services to mothers, fathers, and grandparents (even college age students with younger brothers or sisters) has been primarily easy. A quality education is easy to market, and if a parent or relative sees that a child is struggling with their education, the first option to consider is additional education services. Methods for promoting the services offered at Step Ahead Tutoring Center include radio advertisements, television commercials, flyers, word-of-mouth, direct mail, Facebook, and blogs. The primary channel for promoting the center is the partnership with the Kennewick, Pasco, and Richland school districts. Teachers, Paraprofessionals, Secretaries, and Principals can promote Step Ahead through word-of-mouth marketing. Flyers posted at each of the schools on a main bulletin board at the front office, or an informational pamphlet sent home with a student’s report card can promote Step Ahead. The biggest promotion for the center to date is the planned grand opening scheduled for August 2014. This event is geared to be a celebration of education and it will include students, parents, grandparents, brothers, sisters, teachers, paraprofessionals, secretaries, principals, donors, and any member of the community devoted to the success of children in their education. Promotion for the event will include television and radio advertisements, flyers, and direct mail to all households in the Kennewick, Pasco, and Richland school districts. A promotional tool to be used will be brochures. These informational  brochures will be given at every consultation, will be available at the front desk, and will be sent to every school is the Kennewick, Pasco, and Richland school districts. The information in this brochure will cover the mission, goals, and objectives of the center, the location of the center with hours of operation, contact information, and session times, a breakdown of cost compared to competitors, and information regarding the highly trained and certified teacher staff. Another promotional tool is a fully functional website for the center. It will include all the information placed in the brochure, plus much more. A staff directory will be included along with links to different online educational tools (learning games, Common Core Standard guides, school board information, school websites, etc.). The website URL is: stepaheadlearningcenter.com. Place (Distribution): Points of distribution for information about the services provided by the Step Ahead Learning Center are found (1) on site in each computer lab, at the front desk, and in the venue, (2) on the website (stepaheadlearningcenter.com), and (3) by phone call or direct mail. All promotional efforts for the Step Ahead Tutoring Center are targeted geographically to reach households in the Kennewick, Pasco, and Richland school districts. While select publications will reach locations outside the intended geographic area, a requirement to enroll in the learning center is enrollment in either the Kennewick, Pasco, or Richland school district. Any enrollment requests received for a student residing outside of these school district boundaries will be referred to a learning center (or equivalent) in their area. D.2 Price List The following prices are for services offered at Step Ahead Tutoring Center. Prices listed are per session. The following prices are for rental of the venue for professional and semi-professional events at the Step Ahead Tutoring Center. D.3 Selling Strategy There are many strengths of the center including: the location in the center of the three school districts which provides easier access for the families living in the area, highly trained and certified teacher staff, and a true focus in further educating students to help achieve the goals listed in the Common Core Standards set forth by the State of Washington. More companies and small business are requiring their employees, vested and entry level, to have a degree or some form of education beyond high school. The center’s mission is to increase the level of education in the area, increasing the number of educated young adults entering the work force. Goal: Further the education in children to assist with increasing the percentage of students testing â€Å"at grade level† or â€Å"above grade level† as defined by Washington State Common Core Standards to 65% by 2016, 70% by 2018, 75% by 2020, 80% by 2021, and 85% by 2022 (and to continually maintain an average of 85% or better). A milestone for this goal, set in 2001 after the â€Å"No Child Left Behind Act† was initiated, was achieved in 2011: 50% of students within the Kennewick, Pasco, and Richland school districts will test â€Å"at grade level† or â€Å"above grade level† in 10 years. Goal: Record, edit, and publish four videos to be posted on the Step Ahead Learning Center website. The videos will show how the teacher staff at the center teaches private and semi-private groups the concepts of Reading, Writing, and Math using technology to administer helpful programs. An HD recorded and latest editing software will be used to capture and edit the videos. The videos will be uploaded to the website by January 2015. Goal: Produce the Information Brochure mentioned earlier to be distributed to Kennewick, Pasco, and Richland school districts and to be sent out by direct mail to households within the school district boundaries. 10,000 brochures should be produced and distributed by the end of September 2014 after the first Washington State Assessment test is administered to every student in the Kennewick, Pasco, and Richland school districts. D.4 Sales Forecast Step Ahead operates under a fiscal calendar year of August 1 to July 31. Following figures are based on expected market conditions. The two year totals are: Fundraising $27,000, Learning Center Sales Revenue $359,000, Venue Rental Revenue $53,400, and Funding from Donors $126,000. It is estimated that fundraising will continue at its current momentum of $5,000 for year one, and increase to $6,000 per month for year two. It is estimated that the center’s sales revenues will increase as the goals and objectives of the center become better known by the residents of the Kennewick, Pasco, and Richland school districts. The forecasted two year revenue for Step Ahead Tutoring Center is $565,400. E. Implementation Strategy E.1 Overall Strategy The center will benefit from its location in the city. It is easily accessible by everyone in the Kennewick, Pasco, and Richland School District Boundaries. The grand opening will be the official launch of the business, set to take place this year in late summer, early fall (2014). During the event, there will be an open house where anyone from the community can take self-tours of the building, viewing all computer labs, reception area, and rental venue. Demonstration tutoring sessions will be taking place during the duration of the event with 10 children who were asked to simulate an actual classroom environment. There will alo be a registration at the reception area for those families that feel their student will benefit from tutoring sessions at the center and wants to sign up immediately. Fundraising will be taking place each month, with the money going to different projects or needs of the center. The fundraiser during August 2014 will be â€Å"First Day Back School Supplies.† Many different businesses from the area have donated back-to-school supplies to the center with the intent that the center would sell these items to raise money for the center. Every Monday thru Saturday in August, back-to-school supplies will be for sale at the center, with registration taking place at the same time. The items that will be on sale for the fundraiser include: Ruled/Unruled Notebook Paper (100 sheets): $1.00 Three-Ring Spiral Notebook (75 sheets): $1.50 Composition Notebook (100 sheets): $2.00 Pencils (package of 10): $2.00 Pens (package of 10): $2.00 Erasers (package of 4): $2.50 Pencil Pouch: $5.00 Three-Ring Binder (1†): $3.00 Backpack: $20.00 Evaluating the success of the center will be determined by two factors: did the business meet the financial goal to be considered a financial success, and did the percentage of students in the Kennewick, Pasco, and Richland school districts test â€Å"at grade level† or â€Å"above grade level† meet the set goal. E.2 Implementation Grand opening date for the Step Ahead Tutoring Center: August 1, 2014. The following is a list of items to be completed and a date that they must be completed by. Scheduled Item Target Completion Date Hire staff Math Teacher Reading Teacher Writing Teacher Private Tutor Teacher Complete Invitation list for grand opening Prepared Invites sent out July 1, 2014 Purchase EPS programs Install programs on each computer Ensure full functionality July 5, 2014 Create 10,000 brochures Deliver adequate amounts to each school in the districts Mail to cover school district boundaries July 10, 2014 Teacher Schedules Create Publish July 15,2014 August 2014 Fundraiser Obtain donated materials from local businesses Send out announcements Ensure staffing plan July 20, 2014 Grand Opening Event August 1, 2014 E.3 Control Plan The overall success of the Step Ahead Tutoring Center will be measured by: (1) the business’ ability to sustain its own operations through Sales, Venue Rental, Fundraising, and Donor Contributions, and (2) the percentage of students who test â€Å"at grade level† or â€Å"above grade level† according the Washington State Common Core Standards is at goal. The following is a table representing student enrollment and the percentage of students â€Å"at grade level† or â€Å"above grade level† from 2001 to 2013. From 2014 to 2022 is a projection of expected student enrollment and how many students will have to test â€Å"at grade level† or â€Å"above grade level† to meet the goal. The milestones set by Washington State are listed in bold. Enrollment Students At/Above Grade Level Year # of Students # of Students % of Students (Actual) % of Students (Goal) 2001 36,540 11,345 31% 50% 2002 35,400 10,456 30% 50% 2003 36,480 11,597 32% 50% 2004 37,919 12,679 33% 50% 2005 39,010 14,044 36% 50% 2006 41,111 15,622 38% 50% 2007 39,524 16,995 43% 50% 2008 38,125 16,775 44% 50% 2009 39,867 18,737 47% 50% 2010 42,985 21,063 49% 50% 2011 43,798 21,899 50% 50% 2012 40,288 22,561 56% 55% 2013 40,210 24,930 62% 60% 2014 41,014 25,429 62% 62% 2015 42,224 26,601 63% 63% 2016 45,914 29,844 65% 65% 2017 39,174 26,638 68% 68% 2018 38,765 27,136 70% 70% 2019 40,255 29,386 73% 73% 2020 39,782 29,837 75% 75% 2021 38,579 30,863 80% 80% 2022 43,814 37,242 85% 85% The first milestone, achieving a 50% pass rate by 2011 as determined by the Washington State Common Core Standards, was set in 2001 following the initation of the No Child Left Behind Act of 2001. This milestone was achieved. The second milestone will occur when a 65% pass rate has been achieved. Annual tracking (using a table such as this) will allow measurement of progress so marketing can be adjusted to the needs of the students in the area. There are several benefits of the center, including the monthly contributions from donors in the area who share the same dedication in seeing children succeed in education. Successful fundraising will raise $52,000 in the first two years to cover the daily operations of the center, including utilities and salaries. Rental fees are determined by the cost of utilities and salary during the reservation of the venue for a professional or semi-professional event. F. Financial Statement and Projections F.1 Revenue and Cost Estimate The following is a projection for the Step Ahead Tutoring Center’s first year in business: F.2 Forecasted Profit and Loss Statement The following is a projection for the Step Ahead Tutoring Center’s first year in business. Sales Revenues include Fundraising, Venue Rental, Sales, and Donor Contributions. Expenses include Utilities, Software, and Salaries (four teachers and owner), starting in August 2014. F.3 Forecasted Balance Sheet The following reports the Projected Balance Sheet for Step Ahead Tutoring Center after their first year of business: G. Financial Report G.1 Financial Projections The assumptions made in estimating the projected revenues in the prior section was based on expert judgement from past fundraising experience, anticipated demand for venue rental (based on community interest), and the cost of each private and semi-private tutoring session. Outside donor contributions are consistent each month during the first year and second year of operations. Projections for fixed expenses (Utilities) came from estimates provided by the building architect. G.1a Breakeven Point The following shows that the Step Ahead Tutoring Center will achieve a breakeven point in the fifth month of the first year. G.1b Financial Position After analyzing the estimated revenues and expenses for the first year, the company will be in a good financial position at the conclusion of operations on July 31, 2015. During the first year, the center will have $50,900 in revenue. The center would not be self-sustaining without the contributions from donors and the fundraising efforts. Sales are in line for the needs of the center during the first year. After successfully launching a website for the center and continual marketing efforts throughout the year, great awareness and a strong reputation will be build by the end of the firsr year. During the second year, further sales growth is planned with the addition of two staff members and the need to purchase replacement utilities along with additional software programs. The center will be self-sustaining without the requirement of donor contributions and fundraising efforts during the second year. G.1c Capital/Investment Needs The company will receive a $10,000 Capital Investment from Xxxxxx Xxxxx to assist with marketing the launch of the center. Step Ahead Learning Center’s website and email program have been developed prior to company planning by the owner. Using â€Å"in-house† resources to develop a product is much less  expensive then contracting the work through an outside vendor. The center is seeking a total of $20,000 to complete a fifth fully functioning computer lab (computers, projector, chairs, desks) plus on-going contributions to further assist with the incorporation of advancing technology. Donors should be prideful in knowing they helped create a better community through the higher education of children in the area, helping thousands of children to have a better future, allowing them to enter the work force better educated with high, attainable goals. References Ginsburg, Leinward, and Decker. (n.d.). Office of superintendent of public instruction. Retrieved from http://www.k12.wa.us/CoreStandards/Mathematics U.S. department of education. (2010). Retrieved from http://www2.ed.gov/policy/elsec/leg/esea02/index.html EPS literacy and intervention. (2014). Retrieved from https://eps.schoolspecialty.com/ Sylvan learning. (2013). Retrieved from http://www.sylvanlearning.com/