Food production and service systems Essay Example | Topics and Well Written Essays - 1500 words

Food production and service systems - Essay Example The fast food items like meat, eggs, fish, bakery, beverages, etc. are increasingly consumed by the people in today’s world. This led corporate houses in the food industry to invest in fast food business. With the presence of a large number of customers in the fast food industry, the number of business houses began to tap the opportunities of increasing demand of fast food. In order to cater to the rising demand of fast food consumers, the production of the fast food were also increased over the years. In order to provide fast food to the consumers with convenience that specially fits the requirements of cost and time, the fast food outlets were developed. Easy and low cost establishment of the fast food outlets helped this industry to cater to a large number of customers at optimal cost. The delivery system of the fast food chains is also important for sustainable business in the highly competitive markets. Several potential opportunities in fast food industry motivated the producers to invest in the emerging overseas markets apart from their domestic markets for expansion of business. Several fast food outlet and food chains are visible in the food markets with the producers focusing on quality fast food with excellence service to gain competitive edge in this high competitive market. (Brotherton, 2012, p.22). McDonalds McDonalds is one of the largest fast food chains in the world. The company has active presence in 119 countries and is catering more than 68 million customers. McDonalds started their fast food business with the sell of hamburgers which became famous among the consumers. Over the years McDonalds have increased their offerings by looking at the growing demands among their consumers. The production in fast food category of McDonalds includes variety of food items of chicken, fish and also beverages like ice cream. The fast food offered to the customers include hamburgers, fried chickens, cheeseburgers, pizza, French fries, salad, fried fish items, beverages, milkshakes and also a combination of all these offerings (Smith, 2007, p.40). The production and distribution of fast food is customized as per the requirements of different markets. McDonalds have special offerings in the name of McRib which are sandwiches sold by the company for particular seasons. Due to the seasonality of McRib, the sale of such sandwiches is in the peak levels of the season in which it is offered. Several fast food outlets of McDonalds in Asia are selling soup and beverages which are comparatively in high demand in the market. The fast food outlets of McDonalds sell beer in Germany and other European countries. The regional food taboos are also followed by the McDonalds fast food outlets

Marketing Plan for Book Publisher Essay Example for Free

Marketing Plan for Book Publisher Essay ‘Knowledge Hub’Publishers is a provider of latest academic and research material, the best literary material in Urdu and English by quality writers both local and international. Our customers rest assured that when they purchase a publication of Knowledge Hub they receive the optimum value for their money or as we call it ‘your money well spent’. Our publications are free of plagiarism and we endeavor to stay a step ahead in providing academic material which is the most recently proven by researchers instead of re-publishing the same material in a different manner. We are a sole proprietorship and our office is located at Urdu Bazar, Lahore. Being a startup in an industry already being served by a huge number of brands, we shall initially target the Lahore market with intent to move into other cities throughout Punjab within 5 years time. Our focus shall remain to continually research and analyze customer needs, wants, reading trends and preferences to ensure that we provide only the most needed and sought after books with the latest content. Knowledge Hub shall provide its client authors with editing, proofreading, layout and design, promotion and authentication services. Whereas, we shall be outsourcing the printing and distribution of our books. Our long term focus is to motivate the culture of e-books and printing on demand in order to safeguard our natural resources for our future generations. Print on demand (POD) is a printing technology and business process in which new copies of a book (or other document) are not printed until an order has been received, which means books can be printed one at a time. Rationale of this Product: Books are priceless source of knowledge, wisdom and education the best company in times if solitude. Our affiliation with books and knowledge is further promoted by our religion which encourages us to gain knowledge and preaches us to respect books. In today’s fast paced world, where information and knowledge is continually increasing and modifying, the need for books containing the latest of information are always required. As soon as a book or article is publishes a chain of evaluation, testing and research on the published material starts which eventually leads to modified material ready to be published and the cycle continues. This causes a never ending need for high quality books available at easy to access touch points and at affordable prices. And this is exactly what we offer our customers as our product. Strategic Focus and Plan Mission: Knowledge Hub is the premium publisher of academic and illustrated books, novels, best sellers and e-books in Pakistan. We at Knowledge Hub believe that knowledge is a service to be provided to our nation so that we may progress in this fast paced world. The purpose of our affordable and easy to access products is to ensure availability of knowledge to all Pakistanis who seek for it. Goals: Non Financial Goals: Knowledge Hub seeks ensure availability of knowledge to all Pakistanis who seek for it. We at Knowledge Hub believe in a cleaner, safer tomorrow and in a ‘Paper Free World’ in which our natural resources are savored for our future generations to enjoy. Knowledge Hub’s comprehensive website holds the key to a better tomorrow. Our online e-books, research articles, audio and visual resources provide you easy and instant access along with it being environmentally beneficial. Financial Goals: We have targeted to publish 70 books by authors within a year’s time. Moreover, to a customer base of at least 200,000 readers at the end of year one which is approximately 10 percent Market Analysis: International Book Publishing Market: The worldwide book industry has been forecast to exceed revenue of $90 billion. The industry recorded yearly growth of 1% over the past four preceding years, and is expected to accelerate to a yearly rate of almost 4% between 2011 and 2016. Sales by music, video,books and stationery retailers represented the leading segment of the global book market in 2011, generating more than $50 billion and representing 56% of the overall market. Pakistan Book Publishing Market: Book publication is a business very closely related to the literary scenario since books are nothing if they don’t get a publisher or a printer. Like every other thing in Pakistan,the printing industry is with its own sets of problems the initial ones being the unfavorable socio-economic conditions, lack of mass education and the development of local languages. Constraints: Low Literacy Rate: The publishing industry in Pakistan is hampered both by a low literacy rate (48%) and the fact that the national language, Urdu, is written in the right-to-left Arabic script unlike the official language, English, which is written left-to-right. Pakistan has had its share of poetry and prose writers in Urdu, English and other regional languages. Incentives for Writers: Those who don’t reproduce work and are genuinely interested are hardly encouraged. The government, the NGOs and the intellectuals hardly ever take the initiative to encourage young and budding  writers of the country. These results in most of the young authors getting their works published under foreign publishers. At least they get the recognition they warrant in foreign waters. Yet, there are a few committed souls who work tirelessly to make a place for themselves in the literature-deprived country. Market Growth: The publishing industry has been steadily growing despite the many hurdles like the low purchasing power of the masses and the lack of facilities. The principle centers of publishing are Karachi, Lahore and Peshawar. Lahore stands out with its numerous publishing houses and has been the hub of the industry from the pre-independence era. Even now, getting a book published from Lahore is much easier than elsewhere. Pakistan’s publishing industry has a lucrative market for Urdu and religious books abroad. A considerable number of books and periodicals are exported to countries like Malaysia, East Africa and the Middle East. Also, a very large number of books is imported in Pakistan mainly from UK and USA. The Inter-Media Growth program of Pakistan and USA have signed an agreement whereby Pakistan can import books and still pay for them in its local currency. Market needs: In the Pakistan scenario, there is need for up-to-date information available at affordable prices and easily accessible via easy to access retail outlets and via e-books. Trends: The following trends are emerging in the publishing industry: E-books Online book stores Reading clubs Book fairs Mobile bookshops Print on Demand These trends are discussed in detail in the ‘Opportunities’section. Customers Analysis: Following is a detailed description of Knowledge Hub’s client authors, intermediate customers and ultimate customers: Client Authors: Our client authors shall include all local authors who have quality material to offer and who fall within in our product range. Intermediate Customer: Our Intermediate or trade customers include: Wholesaler Book Stores Ultimate Customer: Out ultimate customers include: 25534400 school/ college going children in Pakistan 1,349,000 university going individuals in Pakistan 57. 7 % of our adult population which is literate in Pakistan Needs of the Target Customers: Knowledge Hub endeavors to cater to these basic needs of the target consumers: Academic needs Literary/ information needs Entertainment needs Consumer Touch Points: Our target consumer shall purchase our product via the following channels: Book Stores: Knowledge Hub shall have its products available at book stores including academic and literary book stores book shops in schools, colleges and universities. Gift Shops: Our books shall also be made available on gift shops. Libraries: One of the major sources of contact with the target market are libraries. We shall endeavor to establish relations with the local libraries to allow the usage of our products there. Website: Our comprehensive website will also serve as a major source of interaction with our customers. Our website will display our catalogue of books and shall provide the viewers with an option to get access to our products in the form of both paper editions and electronic versions on-line. Customers would be able to be directed to bookstores for the paper version and they may send an order directly to us. They would also be able to unlock and access an on-line edition instantly by making an online payment. Our website viewers would also be able to opt to receive periodic catalogs of our products online via e-mail. Customer Value Proposition: Like they say â€Å"A book is man’s best friend†, Knowledge Hub shall serve to provide its target consumers with books that serve as their best friends in all their walks of life. Knowledge Hub is a provider of latest academic and research material, the best literary material in Urdu and English by quality writers both local and international. Our customers rest assured that when they purchase a publication of Knowledge Hub they receive the optimum value for their money or as we call it ‘your money well spent’. Our publications are free of plagiarism and we endeavor to stay a step ahead in providing academic material which is the most recently proven by researchers instead of re-publishing the same material in a different manner. Knowledge Hub believes in a cleaner, safer tomorrow. We believe in a ‘Paper Free World’ in which our natural resources are savored for our future generations to enjoy. Knowledge Hub’s comprehensive website holds the key to a better tomorrow. Our online e-books, research articles, audio and visual resources provide you easy and instant access along with it being environmentally beneficial. Constraint: The long term vision of Knowledge Hub is to provide all of its resources online so that the environment and our natural resources can be saved. However, due to low levels of computer literacy in Pakistan, this is not possible immediately and shall take efforts from our end to promote education and reading so that our country can move forward past its literacy barriers. Competitor Analysis: Our competitors include: Local Competitors: Sang-e-Meel Publications Ferozsons Awesome Publishers Association for Academic Quality AFAQ Fact Publications Idara-e-Islamiat Kiran Publications Azeem Academy Publishers Book Sellers Hassan Publishers 2 The Point Publishers 7th Sky Publications A to Z Publishers A-One Publishers Adara Talifat Khatm-e-Naboat Adara-Ul-Tahreer Adara-e Saadad Advanced Publishers A. H. Publishers Affaf Publishers Al Raza Publishers Al Quraish Publications Al Mashriq Publishers A. S. Publishers Adabistan Publishers Adan Publications A. N. Publishers Al-Asad Publications Al-Badar Publications Al-Bilal Publishing House Al-Hamd Publications Al-Madina Publications Al-Mezaan Publishers Book Sellers National Competitors: Iqbal Sons Educational Publishers Karachi, Pakistan New Century Education Karachi, Pakistan Baitul Qalam Karachi, Pakistan Electronic Journals of Academic Research and Reviews(EJARR Publishing) Islamabad, Pakistan Library Promotion Bureau Karachi, Pakistan World Trade Publishers Karachi, Pakistan U. S. Publishers (pvt) Ltd. Karachi, Pakistan Children Publications Karachi, Pakistan Jumbo Publishing Karachi, Pakistan 3KBioXML Publishers Pakistan Haripur,Pakistan Strengths of Competitors: Our competitors have the following strengths: Well established brand names. Extensive market experience. Widely available and accepted products. Strong relations with distributors. Huge chains of retail outlets. Weaknesses of Competitors: Our competitors have the following weaknesses: Most of them are obtaining very high profit margins. They provide less incentive for local authors. Re-publishing of material similar to the one already in the market. Low on-line presence. Most of them do not have their own websites. Well established chain throughout Pakistan. Some competitors are also exporting books. Mahwish: SWOT Analysis: Strengths: Well established relations with authors,editors and media personnel Comprehensive website Up-to-date content of book Our mission is in itself a strength Weaknesses: New brand name thus requiring massive promotion Yet to establish credibility with the target customers Initial focus which is only on the Punjab market Opportunities: The emerging trends are opportunities which Knowledge Hub seeks to take advantage of: Time and Technological Advancements: Time and technological advancements play a pivotal role in shaping the trends over the passage of time. As Pakistan is also entering the digital age, traditional distinctions in media become blurred. It can be seen as furthering the book culture. E-books: The biggest contribution of the internet in the book industry would be to digitize books and grant them a wider readership. A number of online websites have sprung up in the last few decades. Quite a lot of these sites are free and others charge a very nominal fee and provide unlimited access to e-books. They can either be downloaded or read on screen. These obviously have become popular because of easy accessibility and the low cost. In Pakistan,a huge majority of people cannot afford the expensive original foreign titles. Hence,these customers can download the electronic versions at much cheapers rates. Some Urdu websites have started to offer online versions of books for foreign readers. This helps in promoting one’s culture as well as to help the expatriate Pakistanis and is a viable opportunity that Knowledge Hub can take advantage of. Online Book Stores: Closely related to e-books are the online book stores, another wonder of the internet and an opportunity for Knowledge Hub. An extension of the traditional book stores, online book stores give the option to search and read reviews of books, browse through categories, view the covers, author information, reader ratings and then order these books online. Although they are not free and even charge a shipping fee, it’s very convenient to search and order books online saving the hassle. Reading Clubs: Reading clubs are a breath of fresh air into the dying book culture. There are a number of book clubs/reading clubs online and offline. People sit and discuss their favorite books or simply talk about what they are reading these days. Readers Club is an exemplary example is of a Readersclub at the University of Karachi, which is moderated by a teacher who is Lecturer at the Department of the International Relations. This is also an opportunity that Knowledge Hub seeks to avail in the future. We plan of starting our own reading club in different cities throughout Pakistan to encourage the reading culture amongst the people of Pakistan. Book Fairs: The first International Book Fair was held in Karachi and Lahore last year at the expo centre and it was well received by the public at large despite the fact that all the books were originals and were highly priced. Knowledge Hub also seeks to participate in such book fairs at both national and international level in the future. Mobile Bookshops: The concept of a Mobile Bookshop was first used by the Welcome Book port some years back. Recently, Oxford started its own mobile book shop and it has been touring the city for quite some time now. Set on a truck, with the back converted into a small book shop with shelves and a counter set snugly at the end, the book shop attracted people outside various schools and universities. Threats: Threat of New Entrants: The threat of new entrant is always present in our industry and Knowledge Hub shall endeavor to keep track of the latest practices and customer trends and preference in order to stay ahead of our game ahead of competition. Plagiarism Another threat is the problem of plagiarism. That is, either simply copying out whole extracts or stealing the idea or characters. Plagiarism is an old problem and a big worry for authors who spend time and money on writing a piece of good writing and then someone else copies it and sells it at a lower cost. Then there are one-time authors who just reproduce material from some international author and make money by claiming it as their own. Incentives for Writers: The government, the NGOs and the intellectuals hardly ever take the initiative to encourage young and budding writers of the country. This has resulted in most of the young authors getting their works published under foreign publishers. Decline in Reading Habits: There has been a visible decline in reading habits in last few decades. This can be attributed to a number of factors like television, internet and other means of entertainment. Product Market Strategy: Segmentation: Our initial target market for the first five years of operations includes: 10623380 school/ college going children in Punjab 3,683,920 college going individuals in Punjab 3034350 individuals going to universities or acquiring diploma in Punjab Literate individuals above the age of 25 in Punjab This overall customer base has been divided into segments on the following bases: Step No. 1- Geographic Segmentation: As of now we are catering to the consumer base in Lahore. Step No. 2 Segmentation on the Basis of Consumer Age and Needs: From within this customer base our market is further divided into the segments on the basis of the ages and needs of the different customers. Books needs of consumer vary with age and needs such as academic, literary, entertainment or information, etc. Hence we have divided our Lahore consumer base into the following segments: Children below the ages of 10 for their academic, literary and entertainment needs. Children between the ages of 10 – 18 who seek to cater to their academic, literary/ information or entertainment needs. Individuals between the ages of 18 – 25 who seek to cater to their academic, literary/ information and entertainment needs and for research purposes. Individuals and professional from the ages of 25 and above for their academic, literary/ information and entertainment needs and for research purposes. Targeting: Knowledge Hub is provider of books to all the mentioned segments. The reason being that the market is already filled with book publishing brands that have had their names recognized and sought after. If we chose to cater to a narrow segment, chances would have been that our brand would not have attained quick popularity in the overall Lahore Market. Hence, Knowledge Hub is catering to all these segments. We shall target the abovementioned segments with the following products: Academic books for primary level Academic books for secondary level Academic books for university level Illustrated books Novels Best Sellers Our focus shall remain on the publishing of quality and up-to-date material. Positioning: Knowledge Hub will position itself as provider of latest academic and research material, the best literary material and best sellers in Urdu and English by quality writers i. e. both local and international. Knowledge Hub endeavors to position itself as a provider of high quality material at affordable prices. Brand Name: ‘Knowledge Hub’ represents the firm as being a provider of various different sources of knowledge, be it academic or in the form of beautiful pieces of writing to enrich our minds and groom our personalities. Marketing Mix: Product: Our products include: Academic Books for Primary Level: These further include English and Urdu language, mathematics, science, general knowledge, geography, national and international history, Islamiat,social studies and arts and crafts. Academic Books for Secondary Level: These further include English and Urdu language, advanced mathematics, biology, chemistry, physics, geography, national and international history, Islamiat, social studies, sociology, business studies and arts and crafts. Academic Books for University Level: These further include books for business studies, information technology, social sciences, media studies, engineering, commerce, law, pharmacy and medicine. Illustrated Books: These books include books on history, local and international cultures, wildlife, politics, etc. Novels: These include prices of writing by local, national and international writers. Our focus always remains to ensure that only quality material which does in fact impart some type of knowledge or provides quality entertainment and grooming to the readers. Best Sellers: This category includes the best selling stories and novels of today’s age and over the decades. E-Books: All of our publications shall be available online in the form of e-books. Price: High Value but Varying Purchasing Power of Consumers: Books are of tremendous value to readers. Readers of the same types of book belong to drastically varying income levels. Competitors’ Pricing: The prices that prevail in the market are not rigid. It an original book is priced high; its copy is prices at very low prices. Our competitors vary in terms of their size, market shares and prices. Consequently their prices also vary. Some competitors are charging premium pricing with tremendous profit margins due to attractive designing, book cover and page and printing quality. Penetration Pricing Strategy: Since the purpose of the creation of Knowledge Hub is to ensure availability of knowledge to all Pakistanis who seek for it, we use penetration pricing strategy. Knowledge Hub believes that knowledge is not a product to be sold but a service to be provided to our nation so that we may progress in this fast paced world. Knowledge Hub has priced its products so that they are easily purchased by the masses. Knowledge Hub will use penetration strategy to penetrate in the market which is already filled with numerous providers. Knowledge Hub has made a point to publish original books at affordable prices and only attain profits sufficient to achieve our vision of making knowledge accessible to all. The attainment of our vision requires periodic expansions first with in Punjab then throughout the country. Since, Knowledge Hub is a sole proprietorship; the profits shall be retained and reinvested in the expansion of the business. Knowledge Hub has priced its products a bit cheaper and more affordable as opposed to its competitors while maintaining high quality in terms of designing, book covers, page material and printing. We strive to position ourselves as the provider of high-quality material at reasonable prices. The prices of our products shall fall in the following ranges: Sr. No. Product Line Price Range (Rs). 1 Academic Books for Primary Level 200   500 2 Academic Books for Secondary Level 250 –800 3 Academic Books for University Level 300 –1200 4 Illustrated Books Up till 1500 5 Novels 200 –1500 6 Best Sellers 300 1800 7 Primary Level Academic E- Books 150 400 8 Secondary Level E- Books 150- 650 9 University Level E- Books 200 –850 10 Illustrated E- Books Up till 850 11 E- Novels 150 900 12 Best Seller E- Books 200 –1000 Price Sensitivity of Customers: In the Lahore market, the customers are highly price sensitive. The customers shall most willingly opt for a provider of quality books at low prices. Distribution Strategy: Our office shall be located near Urdu bazaar, Lahore. Our products shall move from us to our distributor who will supply our books to retailers and from these retailers our books shall reach our consumers. Our distribution network is as follows: Distributors: Since book stores no longer order directly from most publishers and prefer fewer vendors and quicker service. We shall enter into a contract with our distributor and allow us to reach the book trade (independent bookstores, chain bookstores, wholesalers and libraries) is with a distributor. Our Distributor will have sales reps who visit book stores and libraries, show your book catalogs and take orders. We shall use the following touch points to provide our products to the target market: Book Stores: Our products shall be made available in book stores throughout Lahore. Initially our books shall be available at the following book stores: Defence Book Store Readings Classic Book Store Ferozsons Kitabistan Liberty Books Readings The Last Word Variety Books Books Bank and Gift Shop Ravi Book Store Mavra Books. Libraries: We shall also have our books placed in the following libraries throughout Lahore: Quaid-e-Azam Library Environment Data Resource Centre (EDRC) Defence Public Library Complex Punjab Public Library Atomic Energy Minerals Centre Library Islamia College Library, Islamia College Government College Library, Government College University Lahore University of Management Sciences Library, Lahore University of Management Sciences National Library of Engineering Sciences Dyal Singh Trust Library Provincial Assembly of the Punjab Library, Lahore Peoples Bank Library, Lahore Pakistan Administrative Staff College Library, Lahore The Ewing Memorial Library Babar Ali Library Atchison College, Lahore Punjab University Library, Lahore Dr Baqirs Library, Lahore Gift Stores: Gift stores will also be a touch point of Knowledge Hub. It is often noticed that people gift good illustrated books, novels and best sellers as gifts on various occasions. Hence placing our products in gift stores shall cause an increase in the number of sales and the popularity of our brand name. Places like Illusions will serve as an ideal place for placing our products. Gift Baskets: We shall also enter into mutual agreements with gift shop owners to form ‘gift baskets’ which will include different items to be placed in the form of a gift basket and including one of our books. An example of this can be a pen/ a diary or note pad along with a small teddy bear and a novel or best seller placed in a beautiful gift basket and covered with a net and tassels. Fiction and Poetry Books: Fiction and poetry can be sold better in gift stores as opposed to book stores. Website: Knowledge Hub shall maintain a comprehensive website containing electronic versions of all its books. We will use this website to display our catalogs of books and to sell those books in both paper editions and in electronic versions on-line. Customers would be able to be directed to bookstores for the paper version and they may send an order directly to us. They would also be able to unlock and access an on-line edition instantly by making a online payment. Our website viewers would also be able to opt to receive periodic catalogs of our products online via e-mail. Retail Outlet: By 2014, we plan to open our own retail outlet in H Block Defence with the name of Knowledge Hub. Our outlet shall contain all of our publications. Tahira: Promotion Strategy: Knowledge Hub will use the following promotional techniques to promote its products: Newspaper and Magazine Advertisement: Knowledge Hub shall have the following print advertisement placed in the newspapers and magazines including Sunday Times, Zarnigar, Weekly Pulse,Pakistan Textile Journal Magazine ,Herald ,Defence Journal Magazine (DJ),etc. Book Promotion: Knowledge Hub will use tools like book reviews, news releases and a limited amount of highly targeted direct mail advertising. Book reviews and news releases result in free (editorial) publicity while direct mail (Postal and email) delivers your sales message directly to potential customers. Book Reviews: Book reviews are editorial copy that is far less expensive and much more credible than space advertising. The huge number of magazines, newsletters and newspapers columns that are in the market will receive review packages. These reviews will be published for the trade wholesalers and bookstores and libraries. These reviews tell the trade what is coming so they can order the books before the public reads the post-publication reviews in the popular magazines and newspapers. News Releases: We shall follow the review copies with news releases and articles every month to the very same magazines, newsletters and newspapers. These news releases allow opinion-molding editors know what you are doing and why your book has the information their readers need. Direct Mail Advertising: Direct mail advertising of our catalog and books will provide us with the opportunity to get our complete sales message to a specific potential buyer. Our mailing list for direct mails shall remain selective and include only our main buyers. Broadcast E-mail to Main Buyers: This method will is even better than direct postal mail and eliminates printing, stuffing and postage while getting a quick response. Knowledge Hub will assemble email addresses from customers and potential customers and alert them pertaining to our books. Radio TV Interviews: Radio/TV interviews are an easy way to have the masses asking and searching for an upcoming book. Knowledge Hub shall arrange radio and television interviews of authors hose books are about to be published with us. If the book gains popularity so do we. Radio and television talk shows need interesting guests to attract listeners and viewers. Most people feel that authors are experts and celebrities, so most of the guests booked on such shows are authors. While advertising products on the air is expensive interviews are an editorial matter. People listen to editorial matter. Interviews are more effective than advertising and they are free. Hence, they will serve as an inexpensive way to sell our books. Autograph Parties: Knowledge Hub will arrange autograph parties or book signings in our client bookstores, both chain and independent to draw potential customers into their stores. Best Sellers: Knowledge Hub will endeavor so that its books are labeled as bestsellers. This would drastically improve our brand image. Book fairs: Knowledge Hub will organize book fairs are where publishers traditionally show their books but there are several different kinds. There fairs will be for bookstore buyers, libraries, the general public and so on. Initially these book fairs will be local but they will be replaced with book fairs in other cities as our business expands. Specific Category Promoting: From time to time Knowledge Hub shall also indulge in specific category book promotion. Where we shall promote our different products like children’s books, illustrated books, etc in schools, universities, etc. Audible Books: Some of our potential customers may commute or travel a lot and hence will not have time to read our book. This constraint can be overcome by forming audible books. E-Books: One of the very rapidly emerging trends in the book publishing industry is that –f electronic books. Knowledge Hub shall take complete advantage of this means of reaching to the targeted audience. Public Relations: Knowledge Hub will endeavor to maintain good relations with the distributor, retailing chains,gift stores, editors who write book reviews and leading authors. Sales Promotions: Knowledge Hub will provide sales promotions to retailers and libraries such as books at discount prices when purchased in huge bulks to motivate them to purchase our products and help the company penetrate into the target market. Implementation Strategy: Our primary function as book publishers is to procure books and make them available for sale. Procurement of books will involve soliciting and accepting marketable manuscripts, contracting with the author for selling rights, and getting them copies printed and distributed. The selling of our books will involve making contacts with industry retailers and distributors, and selling directly through your own website. We shall make a percentage of each sale and pay the balance to the author. Operational Plan: For works written independently of the publisher, writers shall first submit a query letter or proposal directly to a literary agent or to a publisher. Submissions sent directly to a publisher are referred to as unsolicited submissions, and the majority come from previously unpublished authors. We shall accept these unsolicited manuscripts, and place it in the slush pile, which our readers will sift through to identify manuscripts of sufficient quality or revenue potential to be referred.

Reasons for Returning to College Essay -- Personal Narrative, Admissi

Returning back to school was a very natural decision for me. It seemed to be the next logical step in my personal and career goals. My ultimate goal is to be happy and healthy and be a good provider and role model. With that set aside for now, my next goal is to be financially stable and able to provide for my family in ways that my family was not able to provide for me. I definitely expect to work for what I want and earn every bit of it. The most recent motivator was that my company was willing to contribute a huge chunk of the yearly tuition, therefore removing some financial burden. This makes me feel like they truly care about my future and they really want to see me succeed. I have several personal reasons for returning to school. I take my personal goals very seriously. Some might say that I am my own worst critic and I am very hard on myself. I simply feel that I can and will do better and I do not settle for anything but the best out of myself. Ultimately, I have to live with myself and the decisions I make on a daily basis for the rest of my life. I must fulfill my own personal goals otherwise I am not giving myself to others completely. I have very clear and specific personal goals. To begin, I want to be financially stable. By having my degree, I want to be able to get a better job through a promotion thus making more money. I want to be able to help my child pay for college so he doesn?t have to struggle as hard as I did to put myself through school. Plus, m...

Charles Schwab Case Essay -- essays research papers

Charles Schwab, a Stanford MBA, founded Charles Schwab & Company in 1971 in California. The company quickly established itself as an innovator. A defining moment came with the 1975 â€Å"May Day,† when Schwab took advantage of the new opportunities deregulation offered. Schwab would not provide advice on which securities to buy and when to sell as the full-service brokerage firms did. Instead, it gave self-directed investors low-cost access to securities transactions. From the late 80s to the early 90s, before the commercial use of the Internet, Schwab used technology to increase efficiency and quality and expand its services. Schwab’s innovations harnessed technology to the solution of business problem. As Schwab’s President and co-CEO David Pottruck put it, â€Å"we are a technology company in the brokerage business.† Schwab introduced TeleBroker, a fully automated telephone system that allowed customers to retrieve real-time stock quotes and place orders. Schwab also leveraged its back-office operations with SchwabLink, a service to provide fee-based financial advisors with back-office custodial services and the capability for RIAs to plug into Schwab’s computers to trade. The RIA market became an important source of revenue for Schwab. By 2000, Schwab had 5,900 affiliated RIAs, who controlled about 30% of Schwab's assets, up from zero in 1987. Merrill Lynch viewed these RIA’s as a â€Å"virtual sales force† for Schwab: â€Å"We don’t compete with the discounters. We do compete with Schwab. They have essentially built a Merrill Lynch by proxy.† Schwab introduced the Mutual Fund OneSource program in 1992, enabling customers to purchase no-load mutual funds without paying commissions. The vast majority of OneSource assets were in non-Schwab funds, except the Schwa bFunds money market, the only money market fund offered to OneSource customers. Funds were ranked and presented to Schwab customers based on objective characteristics (e.g., sector, investment style, or management fees) and performance. Customers could use their Schwab account to buy or sell more than 1,100 mutual funds from about 200 third-party fund families without paying any fees, and the transactions were integrated into their Schwab account statements and reports. Schwab serviced these accounts, aggregating all OneSource trades into a single daily transaction that was communicated electronically to the pa... ...s value proposition. Schwab customers could trade through Schwab’s branch offices, through representatives at call centers, via automated telephone services, over the Internet, and over wireless devices. Schwab sought to take advantage of synergies between the Internet and its traditional channels. For example, Schwab planned to hold over 13,600 online investing seminars in 2000 in its branches for those not comfortable with Internet technology. Looking at the market share in Figure. 1 below, Schwab was the leader in 1999. However, in today’s world competition has gotten even more competitive. Fidelity and Vanguard have become household names in today’s market. Fidelity with their proven customer service, range of mutual funds, stocks, and Retirement plans is well balanced diversified credible firm with a proven track record. Vanguard is one of the newer but fast growing firms. Vanguard trademark is for low commission and expense ratios fees. Vanguard has the lowest fees in the industry and makes a big difference if one is a long-term investor. In conclusion, Fidelity and Vanguard are the tier 1 firms in the industry with Vanguard having the potential to be #1 in the near future.

Marketing Survey Dettol Liquid Handwash Essay

Following is the questionnaire followed to take up the survey: Neha: Who makes the decision to buy this product? Kamal: I make the decision to buy the product. Neha: Who else plays a role in this decision making? Is there anyone else whose opinion you take into consideration while choosing this product?Kamal: Mostly, I decide as to which product to buy, but my kids and husband also voice their opinion sometimes. Neha: Why did you buy this product and what are the attributes you look for? Kamal: I have been using this product for quite a long time. The main attributes are quality assurance and cost factors. Its re-fill pack is also a good attribute, as once you buy the pump pack; you can get the re-fill at much lower cost. It is reasonably priced and also the dettol is a well known brand. Neha: Have you used any other brand of liquid handwash? If yes, then what motivated you to try the other brand? Also, what made you come back to dettol? Kamal: Yes, I have also used Lifebuoy hand wash. I have tried lifebuoy once or twice, mainly because of the non availability of the dettol hand wash in the local store from which I get the monthly ration. So, when dettol is available, I go for that only. Neha: Why didn’t you choose to wait for the new stock of dettol liquid hand wash to arrive? Kamal: Hand wash is a product of daily use, so availability is necessary. Also, Lifebuoy, dettol and a couple of other brands are almost similar in pricing and quality. Thus, there is no incentive in waiting for new stock. Neha: Have you been using this product for long? Where did you get information about this product? Kamal: Yes, I have been this product for quite some time. I got to know about this product from advertisements in television. Also the displays in the store from which I buy most of my daily needs products , also helps me make an informed decision as I can compare the prices of different brands and also the various discounts and schemes offered. Neha: Which store do you go to? Any specific reason to choose that particular store? Kamal: I go to the local departmental store in the market near to my house. I choose this store as it is nearby and I can get everything from kitchen products to sanitary products to everything. It has wide variety of products available which makes my job easier. Summary: From the above survey, following are the conclusions that can be drawn about the consumer preference and the demand of a daily mundane product of less than Rs. 75/-. Stock Availability: One of the most crucial factors for low price daily products is the availability. As they form the daily needs of the consumers, non availability of the product is not an option. Consumer will quickly switch to a new brand. Competitive Pricing: For daily products like hand wash, face wash etc. pricing plays an important role in consumer opting for a particular product. As lots of options offering almost comparable quality and price are available, pricing is very important to attract the consumers. Consumer Loyalty: Consumer loyalty also plays a significant role in the sales of the product in question. A common answer as to why they continue to buy a given product is, that they have been using the product for very long time and never faced a problem. Hence, as long as the product is consistent in quality and pricing, consumers tend to be loyal to one brand as they get used to it. Promotion: Advertisements in television/print and display in the retailer store is the main source of information for the consumers. Attractive advertisements may prompt the consumer to try out a different product and thus effective promotion campaign is needed to sustain consumer interest. As the consumer is mainly the budget conscious house wives, discounts and schemes are another effective means to maintain consumer base and also attract new consumers.

Free Essays on Microsoft Legal Issues

Microsoft’s Legal Audit Microsoft, manufactures, licenses, and supports a host of software products for a number of computing devices. Their software includes operating systems for â€Å"intelligent devices, personal computers and servers; server applications for client/server environments; knowledge worker productivity applications; and software development tools. They also license consumer software programs; sell PC input devices; train and certify system integrators; and research and develop advanced technologies for future software products.† Should there be a reference here? Microsoft's ambitions are anything but small. The world's #1 software company provides a variety of products and services, including its Windows operating systems and Office Suite software. The company has expanded into markets such as video game consoles, interactive television, and Internet access. With its core markets maturing, Microsoft is targeting services for growth, looking to transform its software applications into Web-based services for enterprises and consumers. Microsoft has reached a tentative settlement to end an ongoing antitrust investigation, agreeing to uniformly license its operating systems and allow manufacturers to include competing software with Windows (Company Information). The following issues involving Microsoft were researched and analyzed in preparation for the production of this audit report. The three issues that were picked involve Microsoft’s employment discrimination troubles, anti-trust/monopoly problems, and revenue reporting investigations by the SEC. Following the legal audits, the appendix contains basic financial statements, a 5-year stock chart, and the 20 most recent insider trades as of March 2003. Employment Discrimination When it rains, it pours. The Associated Press headline and story lead-in of January 2001, announcing Jackson v. Microsoft, must have caused the hearts of anti-trust-weary Microsoft su... Free Essays on Microsoft Legal Issues Free Essays on Microsoft Legal Issues Microsoft’s Legal Audit Microsoft, manufactures, licenses, and supports a host of software products for a number of computing devices. Their software includes operating systems for â€Å"intelligent devices, personal computers and servers; server applications for client/server environments; knowledge worker productivity applications; and software development tools. They also license consumer software programs; sell PC input devices; train and certify system integrators; and research and develop advanced technologies for future software products.† Should there be a reference here? Microsoft's ambitions are anything but small. The world's #1 software company provides a variety of products and services, including its Windows operating systems and Office Suite software. The company has expanded into markets such as video game consoles, interactive television, and Internet access. With its core markets maturing, Microsoft is targeting services for growth, looking to transform its software applications into Web-based services for enterprises and consumers. Microsoft has reached a tentative settlement to end an ongoing antitrust investigation, agreeing to uniformly license its operating systems and allow manufacturers to include competing software with Windows (Company Information). The following issues involving Microsoft were researched and analyzed in preparation for the production of this audit report. The three issues that were picked involve Microsoft’s employment discrimination troubles, anti-trust/monopoly problems, and revenue reporting investigations by the SEC. Following the legal audits, the appendix contains basic financial statements, a 5-year stock chart, and the 20 most recent insider trades as of March 2003. Employment Discrimination When it rains, it pours. The Associated Press headline and story lead-in of January 2001, announcing Jackson v. Microsoft, must have caused the hearts of anti-trust-weary Microsoft su...

Computers------Computer Production Essays - Computing, Free Essays

ComputersComputer Production Essays - Computing, Free Essays ComputersComputer Production The market for computer products is a multi-billion dollar business where one can find a perfect balance of technology and efficiency. The huge industrial market is lead by such names as IBM, Hewlett Packard, and Compaq. In the world today, computers are used for a variety of tasks and play a crucial role in the areas of academics and business. The steps that are taken to bring the computer from several small components to a desktop product are organization of the manufacturing facility, assembly of hardware, installation of software, and a test process. The production of a high quality product is important to computer buyers. The following discussion demonstrates steps large corporations take to make an efficient computer. Companies such as IBM and Apple computers are well known in the computer industry. These companies have several manufacturing facilities around the world where thousands of computers are built. Manufacturing factories, which typically range between 75,000 to 200,000 square feet() in size, produce approximately 14,000 systems weekly. Companies generally use 2 methods of computer assembly. One method involves complete unit assembly by one person, the other being group assembly where several people construct a single computer (the latter method is known as assembly line production). A factory employing the single unit assembly method produces about 40 to 60 computers a day (this number varies base on the complexity of the system being assembled). The assembly line method yields approximately 70 computers a day in the average factory. The assembly line method is the most efficient way to produce computes as individual workers become highly specialized in a specific task. In addition, the next person down the line can check the pervious persons work to check for errors. Additional inspection [, as used on assembly lines] tends to increase the computers quality(). The first step in manufacturing a computer is for the designer to consider a balance between economic need (customers price level) with computer power and practicality. Manufacturers try to make the best computer (in a given price range) for the lowest cost. Once a specific model is designed the company orders the high quality parts from their own component manufacturing divisions or outside suppliers. Inventory control is an important part of acquiring components as, to remain efficient, the company tries to avoid overstocking. Manufacturers take note of the consumer demand, on a daily basis to efficiently establish quantities for the production line. Top manufactures such as IBM and Apple buy computer components for their products based on availability, quality and priority of the configuration (). When assembling a computer, there are 8 to 10 major components installed including the processor speed chip, the motherboard, RAM (Random Access Memory), diskette drive, modem or network card, video card, hard drive, sound card, and CD-ROM. Before the components are placed into the computer, each part undergoes an extensive testing process called quality control (). Quality control ensures that faulty systems are not shipped. As an initial step, prior to the assembly process, an inspection of the outer case to ensure that there are no scratches or defects. The brand name and indicator labels are put onto the computer case at this time. Next the motherboard is installed and prepared for the processor chip. The chip (which is often a Pentium chip) is attached to the motherboard along with the RAM component. Once the chip and RAM are installed, the internal speakers and sound card are placed into the case. The hard drive, disk drive and CD-ROM drive are in snuggly attached to the computer chassis. All these components are then attached to the motherboard with cables so that they may communicate with each other. Power supply is then applied to the computer and other additional components such as the video card, and modem are added near a final stage of assembly. After all these components are installed to create the finished PC, the unit is thoroughly inspected to ensures that all the cables connections are i n place and all other defects are fixed. Inspectors also ensure that cables are in appropriate places so that they do not touch components. This is important as heat given off components, while operating can cause minor explosions. The CMOS

Drama in English National Curriculum The WritePass Journal

Drama in English National Curriculum Bibliography Drama in English National Curriculum 1. Drama in the National Curriculum. 1.1   Drama as part of English in the National Curriculum.1.2 How we got to where we are now.CHAPTER TWO – ARGUMENTS FOR DRAMA BEING A  DESCRETE SUBJECTCHAPTER THREE – ARGUMENTS AGAINST DRAMA BEING A  DESCRETE SUBJECTCONCLUSIONBibliographyRelated The aim of this report is to understand where Drama stands in education within England at present. It searches for its’ mention within the National Curriculum and interprets what this means for the teaching of the subject. It looks at primary and secondary schools’ current trends towards Drama as a discrete subject, and argues the benefits and disadvantages of it having its’ own subject heading within the National Curriculum. The evidence will be evaluated and a conclusion formulated. 1. Drama in the National Curriculum. The National Curriculum website provides the most up to date information on how Drama is placed within the curriculum. At first glance Drama is absent but mention of it can be located, mainly within the subject of English. [See Appendix One for a description of the requirements and activities for Key Stages (KS) 1 2. (National Curriculum, 2011a)]. Whilst there are aims and objectives published for KS1 2, at KS3 4 there is mention of selected playwrights as subjects to be studied and the expectation that at least one Shakespearean play will be explored in depth at each stage (National Curriculum, 2011b c). References to the use of Drama appear under Literature [See Appendix Two] (National Curriculum, 2011d). For England the Teachernet (Teachernet, 2011), DFES Drama Objectives (DFES, 2011) and QCDA (QCDA, 2011) resources have been/are being decommissioned with edited highlights appearing in the National Archive. In fact most of the Government resources advocated by the Initial Teacher Education website for English are no more (ITE, 2011a). The Department of Education website is replacing it, but the only suitable material found for Drama is an item for the Speaking and Listening element at KS1 2 dated 2004 (Department of Education, 2011). In Ireland drama is within the ‘arts’ sector, alongside visual arts and music. The strand is â€Å"Drama to explore feelings, knowledge and ideas, leading to understanding.†   They expect that when this subject is taught correctly it can help children at a young age to understand/relate and deal with life situations that can occur (Irish Curriculum, 2011). Whilst Drama is placed firmly in Arts Education as a trio with the visual and aural mediums, there is little support to be found in their Curriculum Planner as well (NCCA, 2011). Compare this to 52 resources for Drama in the Scottish Curriculum (Scottish Curriculum Resources for Drama, 2011). In Northern Ireland Drama is mentioned in Language Literacy and has its own subject within The Arts and resources are well provided (N. Ireland Resources, 2011). At KS1 2 the statutory subjects that all pupils must study are art and design, design and technology, English, geography, history, information and communication technology (ICT), mathematics, music, physical education and science. Religious education must also be provided at KS 1 and 2 (National Curriculum, 2011e), although there is a non-statutory program of study. From the National Curriculum (2011e) for Religious Education there are the following two points: 1). Explore how religious beliefs and ideas can be expressed through the arts and communicate their responses. 2). Using art and design, music, dance and drama to develop their creative talents and imagination. Art and design does not mention drama until KS 2 as follows from the National Curriculum (2011f): Exploring a range of starting points for practical work [for example, themselves, their experiences, images, stories, drama, music, natural and made objects and environments] Yet making puppet theatres, and also creating atmosphere in sounds, lighting, backdrops and costumes for full size plays would make the subject more fun whilst defining a practical purpose for the work. Drama in a similar way should be a fertile ground for scenery and special effects within Design and Technology yet it is not mentioned at all (National Curriculum, 2011g 2011h). Music and Physical Education in a similar vein have a relationship to Drama through Dance but there is no credit for it. History could conceivably use period dramas to illustrate points and the appreciation of accuracy in the texts and writers’ bias would then be covered in Drama. Stenhouse (1981, p.29) is against the idea that Drama is for teaching other subjects in the curriculum and rejects the imagined realities of Drama for the authenticated realities of pure history. ICT could provide a multi-media back drop similar to that of exhibition trade stands and modern performances that use computerised effects and giant screens. When the National Curriculum was being formulated teachers were vocal in their disapproval of the many curriculum subjects being loaded into the National Curriculum, such that subjects were curtailed following Music and Art (Baldwin, 2011). As the (NCCCE, 1999, p.75) report states ‘there are more than ten subjects in the world.† It also notes that Dance is not found with sport, games and athletics after education and that Drama is not just verbal. (NACCCE, 1999, p.76) points out that of all the countries in the QCA/NFER INCA archive, England was unique in having 10 discrete subjects from KS 1-4. â€Å"When the National Curriculum was introduced, specialist drama practitioners eagerly awaited the National Curriculum for Drama. They are still waiting.†Ã‚  (Baldwin, 2011). 1.1   Drama as part of English in the National Curriculum. One of the ongoing debates about the nature of English centres around its relationship [sic] the creative arts.   Ã¢â‚¬Å"Is English an Arts based, creative discipline, or a much more functional, competency led subject?†, and â€Å"Is Drama itself an Arts based discipline or a method of education, a form of learning?† (ITE, 2011b) The role of drama in the curriculum remains in practice very much in doubt. It is believed that future employers have been unhappy with general educational standards of school leavers. A contributionary factor to this low estimation (for the subject) has been the   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  political shift from a liberal view (of the centrality of aesthetic and artistic   Ã‚  Ã‚  Ã‚  Ã‚  experience in education) towards a more vocationally – orientated view in which   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  the secondary curriculum is seen rather as a feeder of commercial, industrial and post-industrial requirements as they have been immerging in recent years. (Morton, 1984, p.56). The Arts Council England (2003, p.6) explains that all pupils’ minimum statutory entitlements for the study of Drama are acknowledged within the National Curriculum for English. According to Ashcroft Palacio (1995, p. 196), â€Å"The national curriculum firmly places drama within the English domain.† Neelands (2008, p.1) refers to the National Curriculum as the English Model where, â€Å"Drama was first introduced into the secondary curriculum through the English curriculum and timetable†. He amusingly cites the fact that Shakespeare was English to explain how we arrived at this unique position, which has not been followed elsewhere in the world except maybe Wales (Welsh Curriculum KS 1 (2008) Welsh Curriculum KS 2-4 (2008) where Drama is mentioned within English and to a lesser extent Welsh. Drama as a subject in its’ own right is not present in the primary curriculum, but as a part of English or R.E, or furnishing other areas and cross curricular themes. Even though Drama is absent from the curriculum for primary schools, it is still present through the activities and lessons which are taught using drama, â€Å"many primary schools already include drama in their curriculum, without realizing that the activities the children are involved in are actually drama.† (Arts on the move, 2010). For High School teachers, it can be a problem for them to know what to expect of pupils entering KS 3, this is because of the lack of continuity in Drama across all the Primary Schools, therefore only an educated guess can be made on the pupils’ prior drama experiences. Neelands (2004, p.9) offers 6 points of common reference which can be found in Appendix Three. According to Neelands (2008, p.2) statistics show that, †¦many schools in England do offer drama as a separate timetabled subject in Key Stage 3 and this makes drama the only ‘subject’ in the English system which is ‘unregulated’ in terms of a nationally agreed curriculum beyond the references to speaking and listening in the Orders for English†. So only at KS 3 do some pupils get the opportunity to take Drama as a separate subject but it is still an unofficial one. Whilst this offers a complete freedom in how the subject is taught and presented [see Neelands (2004, p.5) for three different approaches at secondary level], it also means there is little in the way of a safety net for its practitioners that standards, assessments, guidelines and official support can provide. So it would appear that Drama has become a Cinderella subject that is busy working in the shadows whilst the Ugly Sisters of English and Religious Education take all the credit. 1.2 How we got to where we are now. â€Å"Most of what young people know of the world, they know through representations of it.† (Neelands, 2008, p.9), suggesting that schools have a moral obligation to help shape the citizenship of their stundents. â€Å"There is little time allotted in the daily routine for drama in early childhood education settings, due to the pressure that many teachers feel to cover too many materials in too little time.† (Jones and Reynolds, 1992, p.7). This suggests that head teachers and teachers are forced to focus their concentration and resources on the subjects the ‘really matter’ For example, those subjects that are recorded as National statistics, showing how many A* C students have obtained; in particular on Maths, English and Science. Drama being mentioned in the curriculum saw a mixed reaction. Some celebrated the â€Å"fact† that Drama would now have to be taught. Others were quick to point out that there was a fundamental flaw here. There were few trained Drama teachers left. The reality has been, that hardly any Drama is happening (in Primary)  despite the fact that it is deemed statutory. (Baldwin, 2011). Yet Neelands (2008, p.1) states that, â€Å"In the English education system, all students in the 5-16 age range have an entitlement to drama within the National Curriculum Orders for English.†   Baldwin (2011) the president of the International Drama/Theatre Education Association provides a background to how Drama fell from grace, how a timely reaction to the rigid curriculum being built subject by subject stopped it being included at the eleventh hour and then, as it was no longer a subject, support for it fell away. Practitioners were left high and dry, as Drama was no longer part of Ofsted unless a fee was paid to assess it, which in one case ended up being marked as a ‘Satisfactory’ P.E. lesson. Dearing tried to soften the curriculum but then came the constraints of the National Literacy Strategy which concentrated on reading and writing for the ‘Literacy Hour’ at the expense of speaking and listening. However Winston Tandy (2001, p.75-86) in their chapter entitled ‘Drama and literacy’ provide some ideas for including Drama within the hour. Then at Secondary level we find a carte blanche where anything goes with Drama either as a separate subject taught by a Drama specialist or as a continuing addition within English or as another entity, which perhaps suits the more pronounced different streams of ability. Neelands (2004, p.5-6) noticed that the various sources of national guidance for Drama, for example the specific references to Drama in the Programs of Study for English showed a general agreement for the aims and objectives for Drama, such as: Drama as personal, social and moral education Drama as English Drama as a subject in its own right. As stated earlier he cites three very different secondary schools each illustrating one of these points as their individual approach to Drama. The demands of a nationally prescribed curriculum put considerable pressure on teachers to â€Å"fit everything in†; each subject has it own expectations and makes its own particular demands. Finding the time for Drama, however highly you and your class may value it in its own right, can be difficult- the more so if we are going to give the Drama time to develop, deepen the children’s involvement and understanding, and reach a satisfactory conclusion. (Winston Tandy, 2001, p.54) Ashcroft Palacio (1997, p.6) infer that longer serving teachers will find the prescribed nature of the National Curriculum and all its revisions to be a bone of contention. On the other hand The lack of core guidance for Drama, the parallel development of Drama within English with its development as a discrete Arts subject, together with the diversity of models of curriculum and assessment to be found in schools make it a particularly problematic area of English teaching for trainees. (ITE, 2011c) Especially as: School Drama Co-ordinators disappeared almost overnight, as did LEA Drama Advisers and advisory teachers.   Drama courses became few and far between, relying more and more on professional organisations, which were and are run voluntarily, by increasingly stretched full time teachers and lecturers. (Baldwin, 2011). CHAPTER TWO – ARGUMENTS FOR DRAMA BEING A  DESCRETE SUBJECT â€Å"As part of a broad and balanced curriculum, drama has a significant contribution to make† (Winston Tandy, 2001, p.73). â€Å"Drama, more than any other subject in the curriculum, mirrors life as it is lived and experienced† (Winston, 2004, p.18). Please see Appendix Five for some positive results Winston (2004) notes as being seen in children’s writing due to their involvement with Drama.â€Å"At least a national agreement provides some external, relatively objective and visible materials to discuss† (Neelands, 2004, p.6). However, the absence of a nationally agreed framework for Drama gives two points of concern; The individual Drama teacher has no external framework to follow, therefore the success of the Drama class is completely at the mercy of the ability or lack thereof of the teacher; How Drama is perceived at the school may well be based on the head teachers’ predilections and prejudices. To illustrate this point I found at X High School, where the author has experienced Drama via a teaching training day placement, it was noticeable that Drama is thought of as a high priority subject. This was thanks to the Head realising that in a catchment area of high poverty Drama provided interest and expression for children that found reading and writing difficult. The school used Drama also as a marketing tool to promote itself to the wider community and its governors. It held annual Drama productions, school assemblies were punctuated with Drama in the form of funny sketches or more serious pieces designed to entertain and inform, it supported fundraising activities etc. Drama here is a timetabled subject throughout all the year groups, and is offered as an A-level subject. As Ashcroft Palacio (1995, p. 196) advocate, â€Å"Primary school pupils can develop through drama an extensive range of language uses, including the majority of those referred to in the national curriculum.† â€Å"†¦drama is a social process of making meaning†¦the framework and method of drama provides a unique context for developing a sense of identity and productiveness.† (Morton, 1984, p.37). â€Å"All Our Futures† had already clearly recognised the importance of Drama, both as a creative teaching and learning medium and as the most powerful pupil motivator:  Ã¢â‚¬Å"OFSTED data on pupil response to learning indicates drama to be at the very top in motivating learning† (NACCCE, 1999, p.77). Drama in education can help pupils learn and understand whatever is required, in ways that are emotionally, aesthetically and cognitively connected and meaningful to children who are natural dramatic players.† CHAPTER THREE – ARGUMENTS AGAINST DRAMA BEING A  DESCRETE SUBJECT â€Å"†¦drama is a process that cannot be divided into a series of discrete and accessible outcomes in the kind of way that curriculum theorists have managed to do with many other subjects in the curriculum† (Young, 1981, p.94). Baldwin (2011) states: Trainees are likely to encounter a diverse range of arrangements for drama within schools. In the absence of national orders and a statutory subject framework, schools are free to design their own local variations of a drama curriculum based on the specific value given to drama in a particular school. Cynics were heard to mutter, that with an assessment driven curriculum emerging, process based drama would be too problematic for SCAA (as it was then) to deal with. Assessment in Drama has always been tricky as so much goes on cognitively and emotionally during the Drama process that is not easy or even possible to assess.   It is noted that this argument appears amongst many professionals, but no suggestions as to what criteria could be used is suggested. Is this because they believe there is to be none. Baldwin, (2011) continues. â€Å"Assessment records were being revealed as lists of statements of attainment tick boxes and needed to be based on easily observable, extrinsic outcomes† suggesting that Drama specialists were not sure they wanted such a meaningful and aesthetic art form measured and graded in this way.. Neelaands appears to contradict his issues by stating The local curriculum can be based on a highly idiosyncratic and ideologically motivated selection. What is taught may be left to the whim of an individual teacher and may reflect personal prejudices and interests rather that the breadth of depth of study which is a pupil’s entitlement (Neelands, 2004, p.6). Yet according to Neelands on the Initial Teacher Education website (ITE, 2011d), The non-statutory Framework drama objectives might usefully form the basis of the programme of study for drama at KS3. However, these specific objectives are unlikely to be considered sufficient as core objectives for drama as a discrete subject because they do not cover physical, visual, design and technical aspects of drama. This suggests that although the concerns of Patrice Baldwin are relevant, the concerns of the ITE is that without a defined structure and specific objectives, the importance of Drama could be overlooked. This point of view is rejected by Way (1967, p.12) who points out, â€Å"If we make drama another subject, then we make another ‘progressive straight line’ – in fact many straight lines, one for infants, one for juniors, and so on through the different age groups.† Again, because of its ‘uniqueness’ there is a concern over how Drama can be ‘measured’ i.e. marked. Way (1967, p.3) wrote, â€Å"Education is concerned with individuals; drama is concerned within the individuality of individuals, with the uniqueness of each human essence. Indeed this is one of the reasons for its intangibility and its immeasurability.† As Drama is not in the National Curriculum as its own subject, it might be seen as unimportant. With the pressures on schools to be ranked via league tables on the core subjects of English, Maths and Science, it is perhaps not surprising that schools focus on these subjects to the detriment of all else. However, the subject still has its own written examinations and an external examiner is called in to mark performances. It is therefore unclear as to the reasons behind why the subject is deemed by some to be difficult to assess. CONCLUSION â€Å"Ultimately, drama is a valuable tool, but first the tool itself must be fashioned.† (Way, 1967, p.7). There appears to be a divide in international practice over whether Drama should be used across the curriculum or as a subject within its own right and/or as part of the arts agenda. There were those who thought that if assessment was going to be the name of the game, then drama could and should be made to fit, in order to ensure its place in the new curriculum.   And there were those who breathed a sigh of relief that drama did not fit and had been left outside the new curriculum, where at least it would allow a greater freedom of practice and content, within the broader curriculum (Baldwin, 2011). Therefore, unless the individual schools value Drama, and encourage Drama teacher training, the concern is that the level of teaching Drama will not be sufficient to add any value to teaching within the school as a whole. According to Ashcroft and Palacio (1995, p.203) there are two types of Drama within the National Curriculum spectrum, one being performance based activities, such as assemblies and school plays, and the other being educational Drama, which involves children in the active creation and exploration of situations based on fact or fiction. â€Å"it is regarded by many teachers as a learning method rather than a subject area because it can be employed to deliver many aspects of the curriculum very effectively.† (Ashcroft and Palacio, 1995, p.204). Art is useful, not because it is true but because it is truly edifying. It is because drama – as – art functions in this way that a dramatic work cannot be explained, paraphrased or deconstructed into essays. Like any other art form, drama is unique and non – convertible†¦ it resists crassly utilitarian efforts to corral it into the service of geography, history or management training as much as it refuses to be the acquiescent servant of personal, social, or political education. In a secular age, the usefulness of drama lies in its ability to articulate meaning in particular direct and accessible ways so that we, in turn, can make better sense of the world in which we live. For these reasons, drama is an indispensible part of the arts curriculum.   (Hornbrook, 1991, p.40-41). Whilst we cannot expect the commitment of the National Theatre at every Primary School (Turner et al., 2004) they offer a model of best practice that can be used within the subject of Drama to really bring out the confidence and intellect of young children and this should be the ultimate goal whether Drama is housed within English or is a subject in its own right. Does this then mean that drama is yet another subject that has to be fitted into an already overcrowded curriculum? No. Drama is not another subject; theatre might be, with its ground work in history and its study of playwrights and their works but not drama. Drama is as intangible as personality itself, and is concerned with developing people. Indeed, it is as necessary to discard educational conventions as to disregard theatre conventions (Way, 1967, p.7). The arguments will rage on but only the will of the government can make a difference to the position Drama as a subject or non-subject is in. The conclusion drawn from all the evidence in this report is that Drama should be included as a subject in its own right in the National Curriculum, but not as the curriculum currently stands. There appears to be insufficient structure and no definitive way that the success of pupils taking Drama can be measured. To try and ‘fit’ it into the current curriculum could restrict its usefulness as a holistic well being tool for the personal growth of pupils. How could this be measured in academic terms? There could be pupils who come alive as actors and give wonderful performances, but cannot translate this successfully into a written piece of work. How does one measure personal growth? How can we mark a student who has grown in confidence, can express themselves better than before the introduction of the Drama lesson, and interacts wel l with other students in the class? Whereas before the use of Drama they may have been antagonistic, dealing with personal issues which had no voice except in eruptions of violent behaviour. One can set tests to measure the knowledge of the literacy greats, the search for meaning in the works of the playwrights but should this lie here or within the realms of English Literature, such that it cannot be used as a mark of success or failure for Drama students. The conclusion gathered is that this testing should be left within the English subject, thus allowing students of Drama more freedom to express themselves through this wonderful medium. It has been shown that Drama is a useful tool in the understanding of other subjects, but it should first be enjoyed and understood in its own right. The greatest problem for Drama being included in its own right in the National Curriculum appears to be the way the success of subjects are currently judged. There does not appear to be current procedures that can fairly measure the true success and positive impact Drama can have on a student’s life. For example with a Mathematics exam there is a definite right answer with marks available for showing your workings out, but what is the ‘right’ answer in Drama? The division between the teaching professionals as to the inclusion or not of Drama in the National Curriculum can be understood after researching and investigating this question. The concerns are that the importance of Drama within the schools is currently dependant on the will of the head teacher and the ability, passion and commitment of the Drama staff. Drama teachers’ experiencing schools who class Drama as a ‘fill-in’ subject and not that important will have experienced first hand the argument that Drama should be included. It could be very demoralising to the Drama teacher who feels that their work, however committed they are, maybe seen as unimportant. However those Drama teachers experiencing and enjoying a school that appreciates Drama and uses it throughout school life for example in assemblies, community gatherings and the annual school performance may enjoy the freedom of the subject not being included in the National Curriculum, as they do not feel threatened about the validity of their teaching skills. There appears to be no straightforward conclusion over Drama’s inclusion in the National Curriculum, however it must be pointed out that other parts of the British Isles make Drama a subject in its own right and provide excellent support for it. Perhaps there are lessons to be learned from the way they have gone about this by an exchange of ideas on best practice. For example what criteria are they using to measure Drama’s success as a subject; are more or less students choosing Drama as a subject at Secondary level; has its status had a positive or negative effect on the teachers? Without knowing the answers to these questions and many more besides we cannot hold these countries up as shining examples. There needs to be a way of trying to take the best from the arguments for and against Drama’s inclusion in the National Curriculum. For example this research has shown that most of the Drama professionals feel that both the subject and they benefit from its inclusion to put them on a level playing field with other subjects. They believe that they may be taken more seriously and have more support from training being given. The concern of its inclusion appears to be that it could stifle the very creativity and freedom of expression some professionals believe Drama should be. They all appear to agree that Drama cannot be measured in academic terms as easily as other subjects as no ‘marks’ are awarded for students personal development. Therefore after research and investigation into this question, the final conclusion is that Drama should be included in the National Curriculum as a discrete subject but only after the creation of relevant success criteria is added. Once there is an acceptable measurement formula in place Drama would then benefit from inclusion. As it stands at present there does not appear to be sufficient steps in place to recognise Drama students’ success. Bibliography Ashcroft, K Palacio, D. (1997). Introduction to the Primary School Curriculum. in Ashcroft, K. Palacio, D. (eds.) Implementing the Primary Curriculum: A Teacher’s Guide. London: RoutledgeFalmer, pp2-17. Ashcroft, K. Palacio, D. (1995). The primary teachers guide to the new national curriculum. The Falmer Press Arts Council England, (2003). Drama in Schools. 2nd Ed. London: ACE. Arts on the move, (2010). Drama in the Primary School [online]. London: Artsonthemove. [Accessed 13 April 2011]. Available at: artsonthemove.co.uk/education/primary/primary.php. Baldwin, P. (2011). Drama-coming out of the wings? [online]. London: PatriceBaldwin. [Accessed 01 April 2011]. Available at: patricebaldwin.com/publications/articles/wings.asp. Barbour, A. (2007). Dramatic Play and Imagination. [online]. California: Aplaceofourown. [Accessed 10 April 2011]. 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[Accessed 09 April 2011]. Available at: http://curriculum.qcda.gov.uk/key-stages-1-and-2/general-teaching-requirements/subject-requirements/index.aspx. National Curriculum, (2011b). KS 3 Programme of Study. [online]. [Accessed 09 April 2011]. Available at: http://curriculum.qcda.gov.uk/key-stages-3-and-4/subjects/key-stage-3/english/programme-of-study/index.aspx?tab=4. National Curriculum, (2011c). KS 4 Programme of Study. [online]. [Accessed 09 April 2011]. Available at: http://curriculum.qcda.gov.uk/key-stages-3-and-4/subjects/key-stage-4/english/programme-of-study/index.aspx?tab=4. National Curriculum, (2011d). KS 1 English. [online]. [Accessed 09 April 2011]. Available at: http://curriculum.qcda.gov.uk/key-stages-1-and-2/subjects/english/keystage1/index.aspx. National Curriculum, (2011e). KS 1 Religious Education. [online]. [Accessed 09 April 2011]. Available at: http://curriculum.qcda.gov.uk/key-stages-1-and-2/subjects/religious-education/keystage1/index.aspx. 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