Now you see me(2013) Essay Example | Topics and Well Written Essays - 1250 words

Now you see me(2013) - Essay Example There is no link in the cast of this film. Laurent and Ruffalo are engaging protagonists. The film’s bumbling steely optimism vs. pessimism makes it enjoyable to watch. It is also interesting to watch Caine portray Freeman as Thaddeus, and Arthur Tressler as the rich sponsor of the Four Horsemen. These two subvert the audience’s expectations, by acting as older gentlemen. By comparison, the Four Horsemen, despite likable performances, are not equally satisfying as characters who are fully-realized on the surface and as metaphorical embodiments of emotional qualities. The Louis Leterrier’s cinematic technique blends well with Boaz Yakin Magician Caper storyline. The result is a captivating subtext about the importance of art in entertainment, an enduing magic of films, and the critical role of creative integrity in the cynical skepticism world. The final film features a charismatic band of actress and actors who create a bit of fun and exciting viewing experience through better communication that underlies the message. The film Now You See Me lacks the majestic pop-art statement. The movie’s central set pieces and action sequences are not executed with enough finesse. Furthermore, an attempt to spin the deeper mythology may seem too much like a sequel fodder or rather an afterthought. Nonetheless, this demonstrates that Hollywood films can still entrance. Commenting on the film Ricourt and Yakin said the Now You See me film is similar to a screenplay by (Yakin 4). The film is characterized by twists and turns that probably do not pe rfectly hold up under close-scrutiny. The narrative tends to boil down to a cat and mouse game. However, it is interesting to participate in the guessing contest. Similarly, â€Å"the final reveal† caps off themes and ideas, which are developed throughout the story, is satisfying and easily brings greater significant to the story line proceedings. A look at review’s of renowned critics can give an insight

The Five Forces by Michael Porter Essay Example | Topics and Well Written Essays - 2500 words

The Five Forces by Michael Porter - Essay Example This model distinguished the strength of rivalry and hence the revenues and attractiveness of an industry. Five Forces Model can be utilized as an instrument to enhance a strategic edge over the rivalry of companies inside an industry in a competitive manner. The Five Forces Model is as follow (Bowers et al, 1990): The characteristics of these forces provide the companies the appropriate framework to give them the ability to create the necessary strategies in order to be successful in the industry (Thurby, 1998). To provide an in-depth review of the industry where a company dwells, the researcher will use Porter's five forces model (Campbell et al, 2002). The model of pure competition implies that risk-adjusted rates of return should be constant across firms and industries. However, numerous economic studies have affirmed that different industries can sustain different levels of profitability; part of this difference is explained by industry structure. Michael Porter provided a framework that models an industry as being influenced by five forces (Cemal and Keskin, 2003). The strategic business manager seeking to develop an edge over rival firms can use this model to better understand the industry context in which the firm operates. The discussion will be initially covered by the description of the buyer's power over the industry followed by the depiction of the power of suppliers over the companies (David, 1999). Another attribute of the industry that will be taken into account is the intens ity of competition among companies as well as the level of potency of new companies who have recently entered the market of retail. And finally, the ability of substitute product to affect the business disposition of a company will also be taken into consideration (David, 2001). Buyer's Power Based on Porter's five forces analysis, companies in the industry sell to a few large customers/buyers (Downes, 1999). Likewise, the industry also displays an apparent impracticality for customers/buyers to switch from one source of supply to another. This is reflected by the cost of raw materials as well as the costs of operations. Moreover, the products offered by companies in the industry are essentially interchangeable and indistinguishable (Gratton, 1999). The product

Destructive natural phenomena Essay Example for Free

Destructive natural phenomena Essay Among the most destructive natural phenomena caused by nature and known to man are earthquakes. Earthquakes are not only considered as one of the most destructive, but among the most frightening, traumatic and violent as well. In addition, earthquakes are beyond man’s control. They are also unpredictable. This paper aims to answer the following questions: How do earthquakes occur? What causes earthquakes? Based on its scientific definition, an earthquake is the result of a sudden movement of the earths crust due to the stress released from geologic faults or by volcanic activity. Sometimes it is also called as seism or temblor (â€Å"Earthquakes†). We often think that an earthquake is merely the shaking of the ground based on what we experience and what we see in the news. What we are not really aware of is that an earthquake happens everyday. It is reported by the United States Geological Survey that over 3 million earthquakes occur yearly which means every 11 seconds, an earthquake takes place. That’s around 8,000 earthquakes a day. Most of the time, the majority of these quakes are and cannot be felt. What alert us are the stronger earthquakes that happen in highly populated areas. In order to determine an earthquake’s strength, scientists measure earthquake strength by using a seismograph. The information gathered by the graph is then calculated. The unit of measuring an earthquake’s strength or ‘intensity’ is the Richter scale which is in turn used to rate the energy released by the quake which is known as the magnitude. When an earthquake occurs, it continuously produces waves referred as seismic wave. There are several types of seismic waves but the waves responsible in the first few strikes of movement during an earthquake are called body waves. These waves often travel at the earth’s inner part (Harris, 2001). With the help of the P waves and the S waves, which are the types of body waves, scientists are able to determine where an earthquake took place. P waves also known as primary waves can travel through different mediums. It can travel through solids, liquids and even gases. It travels faster and hit the ground first. On the other hand the S waves or the secondary waves follows through making the ground also shake. Apparently these waves helps scientist locate an earthquake’s epicentre of location. Through the help of seismographs, the amount of time between the P waves and the S waves are then recorded which is called seismogram, this will then determine how far away the earthquake was from the location. Most of the time it takes 3 seismographs to locate the epicenter or the exact direction of the earthquake which is called triangulation (Wald, 2008). During early times, natural causes were accounted with the anger of the gods that were displeased with mans action. Today, natural disasters are no longer accounted to ancient gods anymore. Instead, man explains such occurrences based on modern science. There are many causes of earthquakes. These can be attributed to volcanic eruptions or even explosions created by humans but the most frequent potential cause of this is the seismic plate movement. The plate tectonic theory states that the surface layer of the earth called lithosphere is comprised of different plates. Through the advent of the plate tectonic theory, different phenomena and facts that were formerly unknown were finally understood. Facts such as the movement of the continents and volcanic activities were just among the few facts that plate tectonics had unveiled. Since plates tend to slide on the region below the lithosphere, any of the three different things can happen at the boundaries between these huge plates: (1) the plates can move apart- whenever this occurs, hot, molten rock called magma, flows up. Magma will then appear on the surface, an activity that mostly happens on the ocean floor turning it into lava which in turn cools down and fills the gaps when it hardens. The area where this occurs is called the divergent plate boundary. (2) The plates can push together- an occurrence where in one plate is pushed under the other one which is called subduction. When the plate is then pushed beneath, it melts down in the lower mantle layers. Although plates have the tendency to subduct with one another there are certain boundaries wherein neither of these two plates would be able to do so thus, the tendency of each plate is to push one another and form mountains. The convergent plate boundaries are an area where plates are more like to push against each other. The plates would slide against each other- when this happens the plates are then pushed tightly together building a great tension in the transform boundary (Harris, 2001). We all know that earthquakes may occur anywhere and anytime but there are certain areas that are close enough where frequent actions of tremblors take place. The ring of fire is a zone where frequent earthquakes as well as volcanic eruptions occur. It is said that almost 90% of earthquakes in the world is experienced in this area. Countries like the United States, Indonesia, Canada, Brazil, Colombia and Chile are some of the areas that are prone to tremblors (Crystal, 2008). An earthquake brings fear and devastation is alarming. Furthermore, the inability to predict an earthquake makes it even more fearful. Though scientists are still looking for ways to minimize the devastating effects of an earthquake, knowledge and the understanding earthquakes are man’s best defence. Earthquakes education serves as the best protection and the hopes and continuous researches provides more security and helps in devastation prevention. References Earthquakes. The American Heritage Dictionary of the English Language, Fourth edition. Retrieved June 11, 2008, from http://dictionary. reference. com/browse/earthquakes Harris, T. (2001). How Earthquake Works. How Stuff Works. Retrieved June 12, 2008, from http://science. howstuffworks. com/earthquake. htm Wald, L. (2008). The Science of Earthquakes. U. S. Geological Survey. Retrieved June 12, 2008 from http://earthquake. usgs. gov/learning/kids/eqscience. php Crystal, E. (2008). Pacific Ring of Fire. Crystalinks. Retrieved June 12, 2008 from http://www. crystalinks. com/rof. html

Causes of the Fall of the Roman Republic

Causes of the Fall of the Roman Republic This paper discusses the statement, â€Å"The Roman Republic was brought down not by luxury or corruption but by fundamental flaws in the structure of its political system†. As will be argued, a statement such as this can only be discussed in relative, not absolute, terms, as no one cause for the demise of the Roman Republic can ever, realistically, be said to have been the factor that caused it’s fall. Under this framework, then, the first section of the paper discusses the various theories that have been posited to explain the fall of the Roman Republic, with the second section looking, in detail, at the political structure of the Roman Republic and how this could potentially have contributed to its ultimate demise. Gibbon’s great tome The Decline and Fall of the Roman Empire essentially concludes that the Roman Empire was brought down through moral decadence. Other authors have argued for different reasons behind the fall of the Roman Republic, with recent scholars (for example Hunt et al., 2001) arguing that the Republic did not fall, rather that it was subject to a highly complex transformation, with additional confusion amongst scholars as to when the Republic actually fell: some argue that the Republic fell in 476 with the deposition of Romulus Augustus; others argue that the Republic continued until as late as 1453, and that it fell only when Constantinople was lost. This next section will present some of the most prevalent theories about the fall of the Roman Republic. Ferrill (1998) has argued that the Roman Republic fell due to it’s barbarization, that the influx of German mercenaries in to the Roman military led to lack of loyalty and complacency amongst the Roman ranks, leading to a surge in decadence amongst the Roman soldiers and citizenry. This somewhat supports Gibbon’s (1983) assertion that decadence was responsible for the fall of the Roman Republic. Gibbon’s The Decline and Fall of the Roman Empire essentially concludes that the Roman Empire was brought down through moral decadence, as he argues, through the loss of what he terms ‘the loss of civic virtue’. The influx of barbarian mercenaries, coupled with the rising popularity of Christianity, Gibbon argues, led the Roman populace to come to believe more in the afterlife, leading to the loss of social structures, and, ultimately, leading to the fall of the Roman Republic. Other historians contradict this theory of Gibbons (1983) and Ferrill (1998), arguing that the Roman Republic continued to be strong right up until the Muslim conquests in the seventh century, at which point these conquests, amongst other things, disrupted trade routes, leading to a general economic downturn in Western Europe. It is argued that this economic downturn led, ultimately, to the disbandment of the Roman way of life, leading to the ultimate fall of the Roman Republic. This theory has, however, been recently rebutted by a number of historians who have argued that trade routes would not have been so badly affected, that trade must have entered Western Europe by some other route as the discovery, and therefore existence, of Islamic currency in Roman areas is suggestive of a two-way trade. Economic explanation for the fall of the Roman Republic are popular, however, and will be looked at in further detail later in the paper. Bury’s 1923 History of the Later Roman Empire presents in-depth research in to the issue of the fall of the Roman Republic and concludes with a complex theory to explain it’s fall. Essentially, Bury (1923) argues that the Roman Republic fell due to many simultaneously occurring factors, such as a general economic decline in the region, the influence of German (Barbarian) troops on Roman soldiers, and the dependence of Roman military leaders on Barbarian manpower, the depopulation of Italy[1], various murders and treasons that occurred within the top ranks of Roman politics, and the absence of any convincing leader following the murder of Aetius. As Bury clearly states in his concluding sections, Roman power gradually collapsed, and â€Å"†¦.was the consequence of a series of contingent events.†. As he argues, no general causes can be assigned, and nothing suggested to him, through his research, that the fall of the Roman republic was by any means inevitable. Bark (1958) argues that it was the massive effort that was involved in keeping the Roman Republic together that, ultimately, led to its fall. Around this time, feudalism was developing, yet the Roman ruling classes were not well organized in terms of having a system in place to collect taxes from their people, such that it became the responsibility of the middle classes to undertake the massive task of collecting grain taxes. As such, only a small proportion of these taxes actually arrived back to the Imperial government, leading to massive losses in revenues for the Roman rulers, having massive side-effects, such as decreased investment in the Roman military, for example. In addition, currency inflation, through a reduced supply of gold in to the Republic (see Jones, 1974) led to the government leaking money, with their stock of cash being reduced, leading, ultimately, to massive cash flow problems for the Republic, with obvious implications, in terms of funding the military and fun ding public building projects, for example. These two factors, occurring in conjunction, argues Bark (1958) led to the ultimate demise of the Roman Republic. Toynbee (1939) preceded Bark’s (1958) logic that the Roman Republic was an economically poor force, with his detailed research showing that Roman leaders had no budgeting system in place, leading to obvious problems with controlling cash flow, leading, ultimately, to a dwindling of whatever cash resources were available and to a lack of cash availability for providing for military expenditure, or public works, for example. This method of budgeting had proved successful as long as the Romans continued to expand into other areas, from which they could loot existing resources, but as soon as the Roman Republic stopped expanding, this source of revenue also stopped. At this point, the Romans, without an adequate budgeting system, coupled with loss of tax money through an inadequate collection system, coupled with currency inflation (see, also, Jones, 1974), faced massive economic problems, causing, it is argued, the ultimate demise of the Roman Republic (Toynbee, 1939). Building on this theory, Tainter (1990) argues that the fall of the Republic was due to marginal returns on investments, again contributing to cash flow problems for the Republic as a whole, ultimately contributing to its decline; unlike many authors who study the collapse of the Roman Republic, Tainter (1990) argues strongly that the fall of the Roman Republic may have been a good thing for many Roman subjects, in terms of benefits arising from not having to invest in maintaining such a complex society (i.e., no taxes to pay etc.) and indeed, archeological evidence, through studies of human bones pre- and immediately post- the fall of the Roman Republic, post-fall, humans were better nourished. Rostovtzeff (1957) also subscribes to this economic theory of the fall of the Roman Republic, arguing that the free trade market economy developed by the Roman Republic worked up until the debasement of the currency in the third century, at which point inflation began to hurt citizens, who then began to move away from urban areas, to move to the country in order to undertake subsistence farming as a way of surviving i.e., they could grow their own crops for food, and in this way not have to rely on failing monetary sources to keep them alive. Bartlett (1994) continues the work of Toynbee (1939) arguing that by the third century monetary taxation had been replaced with direct requisitioning, where food and cattle, instead of money, were collected directly from farmers. This pathway, argues Bartlett (1994) led directly to the development of feudalism, with estates formed around the cultivation of crops and cattle, and not, as such, dependent on any form of trade whatsoever. This, on a grand scale, Republic-wide, is then argued to have led to a massive downturn in the economic fortune of the Republic, and to a decrease in its military capability, for example, with, again, obvious consequences for maintaining control over the entire Roman territory. The research of Heather (2005) leads to conclusions about the fall of the Roman Republic which differ from previous theories: he argues that the emergence of the Persian Empire led to the Roman Republic stripping tax collection from its Eastern edge, leading to a decline in economic revenues, a decline in governance in these areas, and a mass influx of peoples to the empire, for example, by the Barbarians, leading to massive levels of immigration to the Roman Republic, leading to obvious social problems. Through his exhaustive research, Heather explicitly rejects Gibbon’s ‘moral decadence’ theory for the decline of the Roman Republic. Neither does he see any validity in the arguments of those who support political infighting as the major reason for the fall of the Roman Republic. Heather supports the arguments of Bury (1923) who argues that the fall of the Roman Republic was not inevitable but that it occurred as a result of a series of events which, unfortunately , came together at the same time, and which, ultimately, led to the fall of the Republic. Heather’s viewpoint is argued against by Ward-Perkins in his 2005 book The Fall of Rome and the End of Civilisation which argues, in a similar manner to previous historians assessments of the situation, that the fall of the Republic occurred as a result of political instability, foreign invasions and economic instability due to reduced tax revenues. The massive, and sustained, immigrations of foreigners, such as the barbarians, Ward-Perkins (2005) argues, led to a weakening of the tax base, leading to an inability to equip the Roman army, with obvious deleterious consequences. Ward-Perkins, ultimately, however, argues, as do Bury (1923) and Heather (2005) that the fall of the Roman Republic was due to a complex mixture of processes and events which came together at the same time to lead to a definite fall in the Roman Republic. Levick (1982) looks at the morals and political system of the Roman Republic, and their relation to its fall. She argues that ‘ambitio’ – ambition – led to major political difficulties during the last century of the Roman Republic, with a thirst for ultimate power leading to in-fighting and political problems. As Levick (1982) argues, however, it is difficult to infer the Roman political structure from contemporary documentation, as much is contradictory, but it can be inferred that the Roman constitution and community was a self-regulating device, kept in perpetuity and in check by a series of checks and balances that prevented disintegration from within and also made the community better able to cope with threats from outside. To Romans, however, as Levick (1982) argues, this political system was seen explicitly as a moral obligation, with anything that upset the political balances being seen as something undesirable and immoral. Levick argues that, ultim ately, the political system had a built-in tension between the group and the individual, and that, ultimately it was this in-built tension that led to the death of the Roman Republic, through squabbles for individual power which led to the breakdown of Roman society. As we have seen in this paper, therefore, there are many different explanations for the fall of the Roman Republic, with the main theories being economic demise, immigration and overtaking by Barbarians and other groups, and political infighting which, it is argued, led to the ultimate demise of the Roman Republic through a disintergration of the moral fibre of Roman society. As to which theory of the fall of the Roman Republic one subscribes to, this depends on the literature that has been studied, and the quality of the sources used within that literature. Heather (2005) and Gibbons (1983), for example, both use quality primary sources, and yet arrive at different conclusions for the reasons behind the fall of the Roman Republic. It is perhaps most prudent, at this stage, therefore, to argue that a statement such as â€Å"The Roman Republic was brought down not by luxury or corruption but by fundamental flaws in the structure of its political system† can only be discussed in relative, not absolute, terms, as no one cause for the demise of the Roman Republic can ever, realistically, be said to have been the factor that caused it’s fall. The present paper has thus presented the various theories for the fall of the Roman Republic in this framework, in terms of offering a holistic view of the situation on the ground around the time of the fall; fundamental flaws in the Roman political system were, as we have seen, just one part of a complex situation which, together, led to the fall of the Roman Republic. References Bark, W.C., 1958. Origins of the Medieval World. Bartlett, B., 1994. How Excessive Government Killed Ancient Rome. The Cato Journal 14(2), pp. Available online from http://www.cato.org/pubs/journal/cjv14n2-7.html. Accessed on 23rd April 2007. Bury, J.B., 1923. History of the Later Roman Empire from the Death of Theodesius I to the Death of Justinian. Ferrill, A., 1998. The Fall of the Roman Empire: The Military Explanation. Gibbon, E., 1983 (Reprint edition). The decline and fall of the Roman Empire. London: Penguin Classics. Gunderson, G., 1976. Economic Change and the demise of the Roman Empire. Explorations in Economic History 13(1), pp.43-68. Heather, P.J., 2005. The Fall of the Roman Empire. Hunt, L. et al., 2001. The Making of the West, Peoples and Cultures, Volume A: To 1500. Bedford: St. Martins Press. Jones, A.H.M., 1974. Inflation under the Roman Empire. Economic History Review 5(3), pp.293-318. Kagan, D., 1992. The End of the Roman Empire: Decline or Transformation? (Problems in European Civilisation). Houghton Mifflin. Levick, B., 1982. Morals, politics and the fall of the Roman Republic. Greece Rome 29(1), pp.53-62. Rostovtzeff, M., 1957. The social and economic history of the Roman empire. London: Oxford University Press. McNeill, W.H., 1976. Plagues and Peoples. Millar, F., 1984. The political character of the Classical Roman Republic. The Journal of Roman Studies 74, pp.1-19. Tainter, J.A., 1990. The collapse of complex societies. Cambridge: Cambridge University Press. Toynbee, A.J., 1939. A study of history: Volume IV. The breakdown of civilisations. Oxford: Oxford University Press. Ward-Perkins, B., 2005. The Fall of Rome: and the End of Civilisation. Oxford: Oxford University Press. Footnotes [1] McNeill (1976) argued in his book Plagues and Peoples that a plague swept through the Roman Republic, leading to a massive population decline in Western Europe.

Am I Me Or Am I Someone Else? Essay -- Psychology, Personality

Who am I? What makes me who I am? My friends would probably say that it’s my genuine nature and compassion that make me who I am. They might also say that I find ways to create my identity without even trying and that I make my own path with my morals as a guide. I’d probably say it’s my dashing good looks, wit, and charm. My experiences, my parents, and my surroundings, have all contributed to establishing my identity. In Derek Parfit’s writings Reasons and Persons and â€Å"Personal Identity,† he discusses his ideas on what would matter most, personal identity or survival, and he claims that it is survival, rather than personal identity that matters. Where Parfit expresses this view, this is where I disagree. I believe that where survival is there must be personal identity. Both should go hand in hand and there is more to personal identity than psychological/bodily continuity. I believe to an extent that Parfit is right in claiming that survival i s what matters, overall it is better to be surviving than physically dead but if your personal identity is gone, doesn’t that make you dead as a person and a new person is in your place? In an article, Derek Parfit argues is that: â€Å"The real reason seems to me now this. Does personal identity just consist in bodily and psychological continuity, or is it a further fact, independent of the facts about these continuities? Our reactions to the ‘problem cases’ show, I believe, that we believe the latter. And we seem inclined to believe that this further fact is peculiarly deep and is all-or-nothing---we believe that in any describable case, it must hold completely or not at all. My main claim is the denial of this further fact† (Robinson). In Reasons and Persons, Parfit makes the claim that pe... ...ontinuous with me is what is important. For me to survive, in the way that matters to Parfit, means that it is enough for someone to inherit enough of my psychological attributes. If two or more people inherit my attributes, that is almost as good as ordinary survival. Although, I would argue that this idea of being the same person is what matters in survival/continued existence. When one is divided, they cease to be. Even though they have remnants of the past them, that doesn’t make it them. Works Cited Fumerton, Richard, and Diane Jeske. Introducing Philosophy Through Film: Key Texts, Discussion, and Film Selections [Paperback]. Print. Parfit, Derek. Personal Identity. The Philosophical Review, Vol. 80, No. 1 (Jan.,197) pp. 3-27. Robinson, John. Personal Identity and Survival. The Journal of Philosophy , Vol. 85, No. 6 (Jun., 1988), pp. 319-328

Olenka In The Darling Essay -- essays research papers

Olenka was quite a darling. She was quiet, and always had an imaginative smile. Unfortunately, she had a personality defect. Her problem was the fact that she didn’t have a personality of her own; it was always that of her lovers.   Ã‚  Ã‚  Ã‚  Ã‚  In the beginning of the story she was married to Kukin. When she was with Kukin, he complained about the rain on his garden. He said, “Almost every evening it rains. It is simply awful! The public doesn’t come, but I have to pay the rent just the same, '; (172). This foreshadows what is going to happen to Olenka when Kukin dies. She worked hard at taking on his beliefs and opinions, and mastering his way of thinking. She acted as a mirror of her husband and it was her only way of life. Then when he died, her mirror was broken. This left her not knowing what to do cause she had no personality anymore because it died.   Ã‚  Ã‚  Ã‚  Ã‚  After Kukin’s death, Olenka did nothing else but cry and dwell on the fact that she had no one to love. As she mourned, she said, “ my precious, my darling! Why did I ever know you and love you! You poor heart-broken Olenka is all alone without you,';(174). Then Pustovalov came along, the timber merchant, and she once again fell in love. This changed her life from the theater into a new life of business. Her husbands ideas were hers. If he thought the room was too hot, she thought the same.   Ã‚  Ã‚  Ã‚  Ã‚  At one...

Business Plan for Early Childhood Development

Business Plan of Early Childhood Development Center in Gilgit Balistan Glowing Pearl Education Center (GPEC) Prepared By: Muniba Islam (Registration No. 55093) Najumus Sehar (Registration No. 55226) Kanwal Gill (Registration No. 54468) Contents AKNOWLEGMENT3 EXECUTIVE SUMMARY4 INTERNAL RESOURCE ANALYSIS5 ?Resources5 ?Capabilities7 EXTERNAL ENVIRONMENT ANALYSIS8 1. 1. GENERAL ENVIRONMENT ANALYSIS8 a. Demographics8 b. Economic Segment9 c. Socio Culture Segment10 d. Environmental Segment18 1. 2. INDUSTRY ENVIRONMENT ANALYSIS19 . 3. C OMPETITOR E NVIRONMENT A NALYSIS28 AKNOWLEGMENT Firstly we would thank Allah for giving us the opportunity and the resources to be able to do something productive with our lives. Without His blessings we would not have been able to come as far as we have. Then our sincere thanks to SIR ADNAN ANWAR helping us throughout this report. His guidelines have been very useful for us in preparing this report. This report would not have been possible without his coop eration and continuous direction.I would like to express my gratitude to my facilitator SIR ADNAN ANWAR whose continuous encouragement and support to solve the case. This report has enabled us to apply all that we studied in class and gave us the chance to enhance our knowledge. EXECUTIVE SUMMARY This project involves establishing a Montessori school in big cities of GILGAT BALISTAN, starting classes from early childhood development to Class I. The target market of this school is children, 0 – 6 years of age, belonging to the middle income group and also target working woman.The school will provide quality education starting at the primary level charging an affordable fee. The school will practice advanced educational procedures – teaching an extensive curriculum and using modern teaching methodology in sync with international standards. Qualified and experienced faculty will be hired. The school will have sophisticated infrastructural facilities, spacious classrooms, and wide-ranging learning material from books to toys for a good educational experience.Schools with high reputation have a stringent admission selection process, for which, Montessori schools provide the necessary training. This has given rise to high demand for Montessori school systems that can prepare children for admission to reputable Primary schools. With the growing population and a limited number of schools, establishment of elementary schools has become a requirement for necessary educational training starting at an early age. The total project cost for setting up this school is estimated at Rs. illion out of which the Capital Cost is estimated at Rs. 2. 0 million. The overall proposed capacity of the school is 300 students. Each class level from Early Childhood development (ECD) – Class I has two to four sections. The maximum number of enrollments per class is limited to 20 students from ECD till KG II and 30 students for class I. The proposed building will be acq uired by own, covering an approximately area of building is 500 SQM to accommodate the proposed student strength. INTERNAL RESOURCE ANALYSIS * Resources Tangible Resources|Resource| Description| Source| | LAND| 500 Square Yard| OWN| BUILDING | 10 Bed room house| OWN| INITIAL WORKING CAPITAL| Rs. 2. 0 Million| SAVING| IT- EQUIPMENT| 5 LAPTOPS, Audio & Music accessories| OWN| ECD REQUIRED MATERIAL| Chairs, tables, book storage, carpets, cribs, Block play accessories, Strollers and other ECD required materials| OWN| Intangible Resources| Resource| Description| | HUMAN CAPITAL RESOURCE| * Expertise in early childhood development and Montessori directors (best knowledge in children psychology). Expertise of different area like MBA – Education Leadership, MBA HRM, MBA-Marketing * Knowledge of local business environments (specially small and medium business)| INNOVATION RESOURCE| * Innovative ideas to analyze business requirements with specialized software tools * Variety of ideas t o develop complex business software * Innovative ideas to educational products| REPUTATIONAL RESOURCE| Reputation for exceptional customer/ parents * Having good reputation with educational services due to affordable cost.Reputation with universities * Good reputation with educational institutes and teachers training and management institutes for competent young graduates resources for cheap source of input Reputation with universities * Good reputation in educational industry| TRAINING RESOURCE| * Expertise in child growth and development * Skill in cognitive development * Knowledge of health safety and nutrition * Personal management| * Capabilities Functional Area| Resources| Capabilities| |PROJECT FEASIBILITY| Montessori directors and educational professional / ECD required materials / Computer equipment and building| Business plan for early childhood development center and its impact on into children development center’s profitability| REQUIRED EDUCATIONAL STAFF | Montes sori directors and educational professional / Innovative resources/ ECD required materials / Computer equipment’s| Art of translating business requirements into children development center for maximum customer/ parents satisfaction| MARKETING| Marketers| Promoting and marketing children development center and also promotes the teacher training program | TEACHER TRAINING PROGRAM| Training professionals| * Expertise in child growth and development * Skill in cognitive development * Knowledge of health safety and nutrition * Personal management * Financial management * Excellent Relationship with parents and children| EXTERNAL ENVIRONMENT ANALYSIS 2. 1. GENERAL ENVIRONMENT ANALYSIS a. Demographics Population by Age Groups ; Pakistan Projection (000s)| AGE GROUP 2005 2010 2015 2020 2025 2030 | TOTAL M+F 155,772 173,383 192,262 211,397 229,377 246,272| MALES 0? 4 9,562 11,886 12,429 12,711 12,350 12,062| 5? 9 10,047 9,287 11,631 12,205 12,513 12,180| 10? 4 10,130 9,936 9,210 11,55 4 12,133 12,446| 15? 19 9,897 10,047 9,878 9,161 11,503 12,084| 20? 24 7,885 9,767 9,958 9,801 9,089 11,428| 25? 29 6,240 7,729 9,655 9,859 9,706 9,001| 30? 34 5,077 6,099 7,627 9,555 9,763 9,617| 35? 39 4,460 4,957 6,008 7,536 ,459 9,673| 40? 44 4,042 4,349 4,869 5,919 7,440 9,354| 45? 49 3,465 3,926 4,249 4,770 5,812 7,320| 50? 54 2,796 3,331 3,795 4,120 4,637 5,664| 55? 59 2,035 2,633 3,155 3,609 3,932 4,440| 60? 64 1,543 1,854 2,416 2,911 3,346 3,662| 65? 9 1,199 1,341 1,625 2,133 2,587 2,992| 70? 74 841 973 1,100 1,346 1,782 2,179| 75+ 921 1,077 1,271 1,482 1,796 2,315| TOTAL 80,140 89,190 98,874 108,670 117,849 126,417| Source: World Bank's World Development Indicators (WDI) database| * Age structure * 0-14 years:  35. 4% (male 34,093,853/female 32,278,462) * 6. 5% population lies in the age group of 0-5yrs * 15-64 years:  60. % (male 58,401,016/female 54,671,873)   * 65 years and over:  4. 2% (male 3,739,647/female 4,157,870) Interpretation: * 60% of population falls under age of 35 means large market of young people and approx. 36% teen-ager have niche market for childhood development center. * Males and females constitutes around 51%, 49 % of the population respectively. * Population is migration from rural areas to urban to seek better economic opportunities. * Population growth rate is 1. 57% per year. b. Economic Segment Interpretations: * Inflation is the major factor of weak economic condition of Pakistan * Due to high discount rate local investment has been educed to around 50% * Government borrowing from private sector has created the liquidity crunch in the financial sector * Employment status shows marginal changes i. e. decrease in the comparative profiles of employees and self-employed workers while increase in the case of employers. * Due to week investment in large sector SME sector is growing at rapid pace * GDP growth at around 2. 4 % due to devastating flood c. Socio Culture Segment Interpretations: * Pakistan is the 10th large st country in the world according to the size of the labor force * In 200809, the estimated labor force grew by 3. % * The growth in female labor force was greater than male labor force and consequently the increase in female employment was greater * The increase in self-employed persons as well as unpaid family workers indicates that activities at the household level are increasing * Population is migration from rural areas to urban to seek better economic opportunities * Pakistan is the most urbanized nation in South Asia making up 36% of its population, (2008) Urbanization rate is 3% (2005? 10). * Urban population in Pakistan will constitute 50% of the total. The rate of urbanization in Pakistan will continue to increases due to the past high growth rates. * More than 50% of urban population (2005) lived in eight urban areas: Karachi, Lahore, Faisalabad, Rawalpindi, Multan, Hyderabad, Gujranwala and Peshawar. Interpretations: * 2008? 9, the estimated labor force grew by 3. 7%. * The growth in female labor force was greater than male labor force and consequently the increase in female employment was greater Population of Major Cities of Pakistan| CITY| 1981| 1998| CAGR (%)| 2010| | | | | | | KARACHI| 9,339,023| 5,208,132| 3. 49| 13,386,730| | LAHORE| 5,143,495| 2,952,689| 3. 32| 7,214,954| | FAISALABAD| 2,008,861| 1,104,209| 3. 58| 2, 912,269| | RAWALPINDI| 1,409,768| 794,834| 3. 43| 2,013,876| | MULTAN| 1,197,384| 732,070| 2. 93| 1,610,180| | HYDERABAD| 1,166,894| 751,529| 2. 62| 1,521,231| | GUJRANWALA| 1,132,509| 600,993| 3. 79| 1,676,357| | PESHAWAR| 982,816| 566,248| 3. 29| 1,386,529| |QUETTA| 565,137| 285,719| 4. 09| 871,643| | ISLAMABAD| 529,180| 204,364| 5. 7| 972,669| Interpretations: * In 1950, only 29. 8 % of people lived in urban areas whereas by 2020, an estimated 57% will live in c cities. * Karachi city’s population is growing at about 5% per year including an estimated 45,000 migrant workers coming to the city every month. * Urban expa nsion can be the key to continuing economic success * It will unfold opportunities for investment in many new markets for example, infrastructure, transportation, healthcare, education and character building. Table: Civilian Labor Force, Employed and Unemployed for Pakistan (in millions)| | 03-04| 05-06| 06-07| 07-08| 08-09| | Labor Force | 45. 5| 50. 05| 50. 33| 51. 78| 53. 72| | Employed | 42| 46. 95| 47. 65| 49. 09| 50. 79| | Unemployed | 3. 5| 3. 1| 2. 68| 2. 69| 2. 93| | Source: Various issues of Labor Force Survey Federal Bureau of Statistics| | Interpretations: * Unemployment rate is higher as compared to the last statistics. * The change is due to female than male and urban than rural unemployment rates. Interpretations: * Employment comprises all persons ten years of age and above who worked at least one hour during the reference period and were either â€Å"paid employed† or †self-employed†. The labour force is growing and the growth in FY09 is greater t han that in FY 08. Table : Employment Status by Sex (%) | 2007? 08| 2008? 09| | Total Male Female| Total Male Female| Employers| 0. 9| 1. 2| NA| 1. 2| 1. 5| 0. 1| Self employed| 34. 2| 39. 6| 12. 8| 33. 3| 38. 7| 13. 1| Unpaid family Helpers | 28. 9| 19. 7| 65. 0| 29. 7| 20. 2| 65. 0| Employees| 36. 0| 39. 5| 22. 2| 35. 8| 39. 6| 21. 8| Total| 100. 0| 100. 0| 100. 0| 100. 0| 100. 0| 100. 0| Interpretations: * 2008? 09 employees increased both in rural and urban setting. * Employers almost remained the same during 2007? 08 and 2008? 09. * Self-employment increased in 2008? 09.This emphasizes the fact that in formalization of our sectors is taking place. * The increase in self-employed persons as well as unpaid family workers indicates that activities at the household level are increasing. * Employment status shows marginal changes i. e. decrease in the comparative profiles of employees and self? employed workers while increase in the case of employers Interpretations: * The self? emp loyed males have decreased while female self-employed has increased. * The increase in self-employed persons as well as unpaid family workers indicates that activities at the household level are increasing * Employment status shows marginal changes i. e. ecrease in the comparative profiles of employees and self-employed workers while increase in the case of employers. Interpretations: * 45. 1% labour force is employed in agriculture. * 13. 6% labour force is employed in services. * 50% 0f population is residing in urban areas so emphasis will shift towards other sectors. Table: Employed labour force by sector sector| 2007-08| 2008-09| | total| male| female| total| male| female| Agriculture | 44. 6| 36. 9| 75. 0| 45. 1| 37. 3| 74. 0| Manufacturing | 13. 0| 13. 3| 11. 8| 13. 0| 13. 3| 11. 9| Construction| 6. 3| 7. 8| 0. 4| 6. 6| 8. 3| 0. 4| Transport| 5. 5| 6. 8| 0. 2| 5. 2| 6. 6| 0. 2| Services| 13. 7| 14. 4| 10. 6| 13. 66| 11. 1| 11. 6| Others| 2. 3| 2. 9| 0. 2| 0. 10| 2. 9| 0. 3|So urce: Labour Force Survey 2008-09 Federal Bureau of statistics Interpretations: * 11. 6% female and 11. 1% males are in services, which indicate as compared to males females are more in service sector. * 24. 4% females are working in other sectors. * The growth in female labor force was greater than male labor force and consequently the increase in female employment was greater Table: Employed-Pakistan and provinces Area/Province| Employed| | 2007-08| 2008-09| | Total| Male| Female| Total| Male| Female| Pakistan| 49. 09| 39. 06| 10. 03| 50. 79| 40. 04| 10. 75| Rural| 34. 48| 25. 79| 8. 69| 35. 54| 26. 46| 9. 09| Urban| 14. 1| 13. 27| 1. 34| 15. 25| 13. 59| 1. 66| Punjab| 28. 97| 22. 07| 6. 9| 29. 95| 22. 68| 7. 27| Sindh| 12. 26| 10. 43| 1. 83| 12. 72| 10. 67| 2. 05| KhyberPukhtoonkhua| 5. 73| 4. 65| 1. 08| 5. 97| 4. 77| 1. 2| Balochistan| 2. 13| 1. 91| 0. 22| 2. 15| 1. 92| 0. 23| Source: Labour Force Survey 2008-09| Interpretations: * This table gives a comparison between employmen t figures in FY 07-08 and 08-09 * The general trend is a rise in employment in both rural and urban areas, and in both genders * Higher rate of rise is registered in Punjab as compared to other provinces Table: Formal and Informal Sectors? Distribution of non?Agriculture workers (%) Sector| 2007-08| 2008-09| | |   | | Total| male| female| total| male| female| Total| 100| 100| 100| 100| 100| 100| Formal| 27. 2| 27. 2| 27. 4| 26. 7| 26. 6| 27. 6| Informal| 72. 8| 72. 2| 72. 6| 73. 3| 73. 4| 72. 4| Rural| 100| 100| 100| 100| 100| 100| Formal| 24. 9| 25. 9| 23. 2| 23. 8| 24| 22. 2| Informal| 75. 1| 74. 1| 76. 8| 76. 2| 76| 77. 8| urban| 100| 100| 100| 100| 100| 100| formal| 29. 5| 29. 2| 29. 4| 29. 4| 29. 1| 32. 8| Informal| 70. 5| 70. 8| 70. 6| 70. 9| 70. 9| 67. 2| Source: Labour Force Survey 2008? 09 Federal Bureau of Statistic | Interpretations: Large amount of in formalization is evident both in agricultural as well as non-agricultural sectors * In formalization is rising and that it is more pronounced in rural than urban areas. * According to gender, males are shifting from the formal sector so are females. d. Environmental Segment Interpretations: * Pakistan is at high risk of climatic vulnerability which results in heavy floods in the country and poses threat to agricultural sector 2. 2. INDUSTRY ENVIRONMENT ANALYSIS *Map may not be accurate or to scale . It is a mere representation Gilgit-Baltistan formerly known as the Northern Areas is the northernmost political entity within Pakistan. Gilgit-Baltistan covers an area of 72,971 km? (28,174 mi? ) and is highly mountainous . It has an estimated population approaching 1,000,000.Its administrative center is the city of Gilgit (population 216,760) Gilgit Baltistan is administratively divided into two divisions which, in turn, are divided into seven districts Division| District| Area (km? )| Population (1998)| Headquarters| Baltistan| Ghanche| 9,400| 88,366| Khaplu| | Skardu| 18,000| 214,848| Skardu| Gilgit| Gilgit| 39,300| 383,324| Gilgit| | Diamir| 10,936| 131,925| Chilas| | Ghizar| 9,635| 120,218| Gahkuch| | Astore| 8,657| 71,666| Gorikot| | Hunza-Nagar| | | Aliabad, Sikandarabad| Gilgit-Baltistan totals| | | | | | 7 districts| 72,971| 970,347| Gilgit| DEMOGRAPHICS OF GILGIT BALTISTAN: * Population statistics for the research are based on the Gilgit Population Censes carried out in 1998, according to which total population of Gilgit is approximately, 0. million * 85% of the total population lives in rural areas. * Gilgit Baltistan is traditionally male dominated, with women working primarily in the home or in agriculture. * Average household size is approximately eight people. Characteristics | Gilgit Baltistan| National| Per capita Income | US $350 | US $1046 | Literacy rate| 38% | 56% | Population Doctor Ratio | 1:4100 | 1:1183 | Maternal Mortality Rate | 600/100000 | 272/100000 | Total Fertility Rate| 4. 6 children per woman | 3 children per woman | * The study reveals that the ag e structure of the population was typical of a society with a youthful population * . t shows a pyramidal age structure due to a large number of children less than 15 years of age * 52% of the population is in age group of 15-64 * Less than 4%were over 65 years of age. * About half of the total women population was in the reproductive age group15-49 years. This is a major reason for population growth. * Education turned out to be an important factor influencing individual’s attitude and approach on various aspects of life. Majority(77%) of married women in Gilgit Baltistan are not educated, * Despite this it is encouraging to note that a significant proportion (39%)of the women is engaged in gainful employment. CURRENT FERTILITY ASFR| Urban| Rural| All Areas| 5-19| 44. 5| 66. 2| 58. 2| 20-24| 171. 7| 219. 2| 201. 1| 25-29| 245. 7| 279. 5| 267. 1| 30-34| 181. 1| 218. 2| 204. 7| 35-39| 73. 2| 143. 1| 119. 4| (NIPS Quarterly Newsletter issue no 9, march 2010) * Total fertility r ate in Gilgit Baltistan is 4. 6 children per woman,whereas fertility rate in rural (5. 1 children per woman) is higher as compared to urban areas( 3. 8 children per woman). Education level is the most conspicuous differentials in fertility. EDUCATION SECTOR SUMMARY We have selected the educational industry and analysis is as follows: Legend: Size of Industry Statistical Summary of Education Sector of Gilgit-Baltistan: Institutions|District| Primary Schools| Middle Schools| High Schools| Colleges| | Boys| Girls | Co-Edu| Total| Boys| Girls | Co-Edu| Total| Boys| Girls | Co-Edu| Total| Boys| Girls | Co-Edu| Total| Gilgit| 58| 50| 119| 227| 35| 21| 9| 65| 27| 20| 0| 47| 4| 2| 0| 6| Ghizer| 44| 17| 118| 179| 7| 3| 8| 18| 13| 1| 3| 17| 1| 1| 0| 2| Diamer| 128| 18| 25| 171| 21| 0| 0| 21| 8| 1| 0| 9| 1| 0| 0| 1| Astore| 46| 21| 49| 116| 19| 11| 0| 30| 13| 2| 1| 16| 1| 0| 0| 1| Skardu| 187| 86| 118| 391| 50| 21| 7| 78| 20| 9| 3| 32| 3| 1| 0| 4| Ganche| 57| 30| 112| 199| 17| 11| 4| 32| 20| 3 | 1| 24| 1| 0| 0| 1| Estimate: * In Pakistan especially in Gilgat Balistan have very competitive environment of educational industry. * Many of organization and NGOs are working on this industry.Legend: Industry growth Estimate: * In Gilgat Balistan have chance for growth in educational industry. * Below 6 year education school are not available in Gilgat Balistan. Legend: Employment growth Teachers| District| Primary Schools| Middle Schools| High Schools| Colleges| Grand Total| | Male| Female| Total| Male| Female| Total| Male| Female| Total| Male| Female| Total| Male| Female| Total| Gilgit| 302| 432| 734| 252| 225| 477| 348| 127| 475| 87| 38| 125| 989| 822| 1811| Ghizer| 226| 245| 471| 122| 15| 137| 156| 10| 166| 15| 0| 15| 519| 270| 789| Diamer| 273| 37| 310| 168| 0| 168| 96| 11| 107| 21| 0| 21| 558| 48| 606| Astore| 192| 74| 266| 13| 44| 157| 112| 7| 119| 15| 0| 15| 432| 125| 557| Skardu| 564| 385| 949| 239| 99| 338| 108| 24| 132| 38| 22| 60| 949| 530| 1479| Ganche| 252| 148| 400 | 155| 44| 199| 244| 21| 265| 15| 0| 15| 666| 213| 879| Total| 1809| 1321| 3130| 1049| 427| 1476| 1064| 200| 1264| 191| 60| 251| 4113| 2008| 6121| Emerging Trends in an Industry Trend| Trend Nature| Description| 1| Level of education| | 2| Required for best teacher| | 3| | | 4| | | Educational Statistics Gilgit-Baltistan Important information / Statistics Regarding the Education Sector of Gilgit-Baltistan| | Literacy Rate| Year| Male| Female| Both| | 1981| 24%| 3%| 15%| | 1998| 53%| 22%| 33%| | 2008 (Projected)| 57%| 27%| 43%| | | | | | | Teacher Student Ratio| Level| Institutions| Teaching Staff| Enrollment| Student Teacher Ratio| Govt.Schools| 1672| 5870| 151508| 1:26| Govt. Colleges| 15| 251| 6233| 1:25| Total| 1687| 6121| 157741| 1:26| | | | | | District Wise Comparison (Government Vs Private)| District | Government| Private| | Institutions| Enrollment| Institutions| Enrollment| Gilgit| 345| 43188| 160| 21070| Ghizer| 216| 18458| 146| 23303| Diamer| 202| 16457| 11| 1213| Astore| 163| 12610| 29| 2729| Skardu| 505| 44588| 116| 18575| Ganche| 256| 22440| 70| 6882| Total| 1687| 157741| 532| 73772| | | | | | % age Govt. Vs Private| 76%| 68%| 24%| 32%| 1) Threats of New Entrants Threats in education sector: * Poverty – Cost of education * Low enrolment and high dropout * Gender inequities Lack of availability of well-resourced educational institutions * Geographical and cultural constraints * Lack of awareness about value of education * Reluctance of teachers to serve in hard areas * Lack of special education institutions Threats of New Entrants| Analysis| Barriers to Entry| | Economies of Scale| | Product Differentiation | | Capital Requirement| | Switching Cost| | Access to Distribution Channel| | Cost disadvantages independent of scale | | Government Policy| | Interpretation: * 73% has access to Primary Education * 27% are out of Schools age 5-9 Years * Dropout Rate is 9% at primary level * Projected literacy rate (64 Male, 38 Female )overall 51% * Stu dent Teacher Ratio 1 : 23 5-9 Years Population( 92554 Male, 85942 Female) Total 178496 * 5-9 Years Enrolment ( 74638 Male, 55166 Female) Total 129804 * Children attending primary schools in Gilgit-Baltistan in 2009-10 is 73% where as 81% Boys and 64% Girls. 2) Bargaining power of Buyer 3) Bargaining power of Supplier 4) Intensity of rivalry among Competitors Intensity of rivalry among competitors| Analysis| Numerous or Equally Balanced Balance Competitors| | Fast Industry Growth| | High /low Fixed or Storage Cost| | Lack of Differentiation or Low Switching cost| | High Strategic Stakes | | High Exit Barriers| | 2. 3. C OMPETITOR E NVIRONMENT A NALYSISCompetitor Name| Size of Competitor| Specialization| Product line categories| Shining Star| Medium| vocational training and middle school , vocational trained staff| | Mehnaz Fatima| large| montessori and special education, montessori trained| | Mountain School| Small| montessori – middle school, trained staff| | ECDC KU| Small| early childhood developmental center, montessori experienced teachers| | APS| Large| | | | | | | RESULTS FROM INTERNAL ; EXTERNAL ANALYSIS 2. 1. RESOURCES T O B UILD Intangible Resources| HUMAN CAPITAL RESOURCE| * Marketing Research experts to conduct research for launching new software products for small and medium size segments * Accountants required to receive fees from parents | ORGANIZATIONALRESOURCE| * Management resources required to formulate organizational structure * SOP for school day to day business operations for creating exceptional value to parents or customers| Access to the Promotional Platform| * PR department to establish that requires people have exceptional PR with the exhibiting authorities, print and electronic media for promoting products on promotional channel| Tangible Resources| Additional Financial Resources | * Additional financial resources required with working capital requirement either from borrowing or investment from investor| 2. 1. S. W. O. T ANAL YSIS 2. 1. Strengths: * Low student-teacher ratio * English as a medium of instruction * Affordable to income group Accessible location for Pakistan steel worker’s children * Well-trained and qualified teaching staff * Up-to-date and extensive curriculum * Well maintained order and discipline * Environment conducive to joyful learning * Adequate security measures * Availability of adequate and modern facilities * Contribution to societal development * Weakness: * Time required for gaining recognition in the society * Higher rental cost for accessible locations * Insufficient area for playing fields to practice sports such as cricket, hockey etc. * Opportunities: * Overall increase in demand, linked with the growing population. * Government incentives and policies conducive for private investment in * education sector Gap between number of school going age children and actual enrolments in schools * Growing general public awareness (especially in urban areas) about * importanc e of quality education * Limited access to affordable, quality education. * Minimal budget allocation by government to education sector * Limited number of government/public schools * Poor facilities in government schools * Threats: * New entrants can easily share the business * Difficulty in retaining qualified teachers * Revival of public/government schools in the future through effective * Government policies and regulations. Company Information 4. 1 Company NameGlowing Pearl Education Center (GPEC) 4. 2 Company logo 4. 3 Company Vision The early Child Hood Development Centre will provide a broad, holistic early childhood education that follows the highest International standards of excellence. The Centre’s curriculum will be taught by competent early Childhood educators, is designed to help lay strong foundations for a child’s continuing education and growth 4. 4 Company Mission Our mission is to develop young men with active and creative minds, a sense of understa nding and compassion for others, and the courage to act on their beliefs. We stress the total development of each child: spiritual, moral, ntellectual, social, emotional, and physical . Each child is an individual; that all children are creative; that all children need to succeed. Therefore, School respects the individual needs of children; fosters a caring and creative environment; and emphasizes the social, emotional, physical, intellectual development of each child. To provide a safe, caring, therapeutic environment where students with psychiatric, educational, and social challenges can best develop the skills and character necessary to rejoin their communities with success. The school will design programs and learning experiences that promote academic achievement and the personal and social growth of every student.As a richly diverse community of learners that values all its Members School will provide a safe and productive learning environment in which students can communicate effectively, think critically, solve problems and are technologically literate through a variety of curricular and extra-curricular activities. Through a challenging course of study with high standards, students will become responsible learners who can not only work collaboratively, but also be accountable for their own academic and developmental progress. 4. 5 Short –term Objectives: Year| Objectives| April 2012- July 2012| * Advertising campaign at first level to introduce our brand GPEC (Glowing pearl educational center), your child glow as pearl in all among children. Aug 2012- Nov 2012| * By using current resources will establish school * Hiring of helping staff which are trained as Montessori trainer. | 4. 6 Long –term Objectives: Year| Objectives| Dec 2012- Dec 2015| * We would get 50% education market share in 3 years * More than 50% people of Gilgat Balistan should be aware of our brand GPEC. in 3 years * 50% people of Gilgat Balistan should be preference to o ur brand GPEC. in 3 years * We should at least 2 campus (one in Gilgat and other in Diyamer) of our brand GPEC to become market leader in 3 years| Jan 2016- Jan 2018| * We would open more campus other than Gilgat, we target the Khyber pakhtoon khowan which have more close nvironment and people life style etc * At least 5 campuses open in Khyber pakhtoon khowan during next 3 years. | 4. 7 Partner Profile: Muniba Islam| Expertise| | Academic Qualification| | Working Experience| | Working Experience History| | Najum-us-Sehar| Expertise| | Academic Qualification| | Working Experience| | Working Experience History| | Kanwal Gill| Expertise| | Academic Qualification| | Working Experience| | Working Experience History| | BUSINESS LEVEL STRATEGY 5. 1 Competitor product Detailed Analysis the product feature analysis before conducting the survey: Features| Competitor 1| Competitor 1| Substitute product| Our product| | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | 5. 2 Survey Quest ionnaire SummaryThe survey is conducted among 100 peoples Around 73% Around 47% 67% of 33% of businesses uses paper based system 26% using SMS 7% of 20% CHARTS ; GRAPH MARKETING STRATEGY * Market Segmentation Segmentation Variable a) Geographic :City b) Demographic : working Woman, Income * There are two broad market-positioning options available to a Montessori School Based on the household income; the target market will be middle income group. * Based on the target market’s preference, the school will provide quality education at an affordable fee. * Irrespective of the education services, income based target market will play a crucial role in the overall positioning of the school. Any entrepreneur planning to open up a Montessori school should first decide upon the objective of the venture. Various options available in this regard may include: * To plan a Montessori school with emphasis on Daycare services. * To establish a school as a Preparatory School for other reputed Primary Level Schools. * To establish a Montessori School with incremental expansion of services into primary and high school level. * Based on income level, the school can position itself for any of the following three broad income groups; THE HIGH INCOME GROUP: The upper income group segment is quality and reputation conscious. Most parents of the children enrolled in these schools belong to the different section of the society i. e. elf-employed businessmen, high paid government or private sector executives. Existing schools in the category charge a fee ranging from Rs. 5,000–10,000 per month. These schools are characterized by large custom built campuses, swimming pools, indoor as well as outdoor physical activities areas, and furnished spacious classrooms with heaters and air conditioners. These schools offer well designed modern course work, and employ highly trained Montessori teachers. MIDDLE CLASS INCOME GROUP: Schools in this category normally charge a fee ranging f rom Rs. 1,500-5,000 per month. These schools cater to children of well-educated and professionally employed parents.The important characteristics of these schools include well located school buildings that may be custom built or rented premises, modern course work adopted by other modern school systems, and comfortable class rooms with some provisions for playing area. LOW INCOME GROUP: The concept of Montessori education is not very old in this income bracket; however an increasing number of parents in this category have also now started sending their children to these schools. One of the major reasons is that most of the private schools at primary level now do not accept students directly in Class 1. This category of schools charges a monthly fee up to Rs. ,500. These schools have small buildings with little or no provisions for physical activities. KEY SUCCESS FACTOR: At a Montessori school level, teachers/attendants play a critical role in the success of learning process. Theref ore, it is suggested that staff employed by the school should be highly educated and properly trained for Montessori education. Before starting education services, it is recommended that teacher training program should be imparted. In addition to the quality of teachers employed, the teacher student ratio should be kept at a well-researched optimum level. The education curriculum should be well researched and comprehensive.In addition to paper course work, it is suggested that visual and other teaching tools should also be optimally used. Parents are conscious about the well being and safety of their children at schools, therefore, it is suggested that the school environment ensures security and should be free from any apparent hazards. The school should preferably not be located in a highly populated location or at a location with high traffic hazards. The area of the classrooms should be in line with the number of students in each classroom. Moreover, the classrooms should either be air-conditioned or at least well ventilated. Classrooms should also be well equipped with teaching as well as extracurricular activity aids.Adequate provisions for physical, either indoor or outdoor or both facilities should be made available. Continuous teacher parent interaction should also be a regular feature of the school education system. Formal registration is required for the setup of new Montessori and elementary schools 6. 2 Market Targeting a) City Variable b) Working Woman REGULATIONS: Formal registration is required for the setup of new Montessori and elementary schools with the Executive District Officer (EDO) Education. The application is to be submitted on a prescribed form which can be obtained from the department along with Rs. 5,000 registration fee and Rs. 500 annual subscription.Domestic rates apply on the utility bills if an institution is registered with the department. HUMAN RESOURCE MANAGMENT position| number| Monthly salary| Annual salary| Principal| 1| 20,000| 240,000| Teacher coordinator| 1| 12,000| 144,000| Activity teacher| 1| 10,000| 120,000| Computer teacher| 1| 12,000| 144,000| Teacher play ground| 6| 10,000| 720,000| Teacher KG1| 3| 10,000| 360,000| Teacher KG2| 2| 10,000| 240,000| Class1| 1| 10,000| 120,000| Class2| 1| 10,000| 120,000| Game teacher| 1| 12,000| 144,000| Accountant| 1| 12,000| 144,000| Student attendant| 5| 10,000| 600,000| Guard| 2| 8,000| 192,000| Peon| 1| 7,000| 84,000| cleaner| 2| 7,000| 168,000| PrincipalThe principal should be responsible for coordinating all the activities of the school including the hiring of teachers, developing liaison with the parents, maintaining and developing the brand name of the school for appropriate positioning, course design, admission tests and extracurricular activities. Teacher’s coordinator An experienced and trained Montessori school teacher is recommended for this post . The Coordinator would be assisting the principal in all school matters. He/she will be res ponsible for teachers’ attendance, their performance and evaluation. He/she has to collaborate with students, parents, staff and volunteers to ensure that group activities run effectively. Supervise and monitor the tutoring of students. Coordinate any special projects to increase coaching awareness among teachers including arranging guest speakers, visits and workshops. AccountantThe accountant will be responsible for book keeping and maintaining accounts, salaries, and other administrative expenditures. Teachers Experienced teachers or fresh graduates with a natural aptitude for teaching should be employed. A balanced mix of experienced and fresh teachers is recommended for efficient running of the school. Each teacher shall be given a class and held responsible for proper training, imparting knowledge, arranging co-curricular activities for the children and their performances in the examinations. Student Attendants The students in the elementary institutes are very young an d may also need attendants or baby-sitters. One attendant will be requiring for every two classes. Librarian / Activity TeacherOne person is recommended for running the library and for activity room. Computer Teacher The person should be responsible for the introduction of information technology to the young students and for proper arrangement of students’ games and basic computer learning. EQUIPMENT REQUIRMENT: The details of the different equipment required for the project is given in the following table. EQUIPMENT| QUALITY| COST PER UNIT| TOTAL COST| Computers | 3| 25000| 75000| PRINTERS| 1| 10000| 10000| AIR CONDITIONS| 3| 40000| 160000| FAX MACHINE| 4| 12000| 12000| TELEPHONE SET| 1| 10000| 4000| UPS| 4| 7500| 22500| TOTAL EQUIPMENT| 16| | 283,500| LAND AND BUILDING: AREA REQUIRMENT:For three hundred (300) students, 2. 5 canals of land comprising double story building would be sufficient. A purpose built building may also be purchased. The covered area should have 13 cla ssrooms, one common room for teachers, one room for principal, one for teacher coordinator and one room for the administration staff. Appropriate numbers of washrooms are suggested for teachers, principal, children and administration staff. A big hall should be allocated with proper divisions for library/ entertainment room, and tools. Space Requirements| REQUIRED AREA| Class Rooms| 6000| Teachers Staff Room| 144| Library/Entertainment Room| 500| Admin Rooms| 575| Computer Class| 400|Washrooms ; Kitchen| 270| Grounds| 6961| Total Covered Area Requirement| 14850| Market Segmentation and Targeting Graphical Representation . 6. 3 Positioning Perception Map: 6. 4 Product: Product Information: 6. 4. 1 Product Name We offer two different type of product of three different segments which are: 1. Child care system which target only one segment which are: a. Children Age between 0- 1. 5 years 2. Education development system which target on two segments which are: b. Children Age between 1. 5 - 3. 5 years c. Children Age between 3. 5- 6. 5 years 6. 4. 2 Product Features 6. 5 Price Fixed cost = Rs. Variable cost = Rs. ariable Cost= 0 ( As once software is developed there is no additional overhead involved in licensing the software) No Licenses to be issued=70 Cost Per License Per Year= 764,700 /70= Rs 10,924. 29 Cost Per License Per Month=10,924. 29/12= Rs. 910. 36 Markup Profit Percentage = 10% Profit= 910. 36 * 10% =91. 04 Price Will be Charged= Cost Per License Per Month+ Profit=910. 36 + 91. 04=Rs. 1,001. 4 (approx. 6. 6 Promotional Strategy Promotion type| Detail | Advertisements in newspapers| | Company website| | Facebook | | | | 6. 7 Distribution Strategy ORGANIZATIONAL STRUCTURE Glowing Pearl Education Center organizational chart CVS Appendix I FOR QUESTION Appendix II FOR Budgeting