A Strategy is Born Essay Example for Free

A Strategy is Born Essay The events that were described in this case study sounds to me as if they started off with the planning model of Rational Planning. I say this due to the fact that all the right parties were alerted to what needed to be done with goals being said and set to be put into place for starters. This did help with the main concerns being priorities and kept to along with formations being followed with effective organized tactics. They were put into place after the goals were set and made. As I read this case study and from my understandings this war was being analyzed and evaluated by senior officers in Washington who all had different ways and structures they thought would work best for meeting the goals that had been set into place. This was one of the Rational models of continuing opinions with the planning process in order to see what all has currently worked with what was set to be done and what was not working and needed to be taken out and improved. But with that being said this is where I could see were the Rational Planning model some what worked and where the weakness of the plan begin to splay its role. The thorough communications about the goals that worked and were not working were not being met let alone everyone was on different pages with alternative actions that needed to be done. There were no set connections information being made of all the shared resources at all. First Heading The heading above would be used if you want to have your paper divided into sections based on content. This is the first level of heading, and it is centered and bolded with each word of four letters or more capitalized. The heading should be a short descriptor of the section. Note that not all papers will have headings or subheadings in them. First Subheading The subheading above would be used if there are several sections within the topic labeled in a heading. The subheading is flush left and bolded, with each word of four letters or more capitalized. Second Subheading APA dictates that you should avoid having only one subsection heading and subsection within a section. In other words, use at least two subheadings under a main heading, or do not use any at all. When you are ready to write, and after having read these instructions completely, you can delete these directions and start typing. The formatting should stay the same. However, one item that you will have to change is the page header, which is placed at the top of each page along with the page number. The words included in the page header should be reflective of the title of your paper, so that if the pages are intermixed with other papers they will be identifiable. When using Word 2003, double click on the words in the page header. This should enable you to edit the words. You should not have to edit the page numbers. In addition to spacing, APA style includes a special way of citing resource articles. See the APA manual for specifics regarding in-text citations. The APA manual also discusses the desired tone of writing, grammar, punctuation, formatting for numbers, and a variety of other important topics. Although the APA style rules are used in this template, the purpose of the template is only to demonstrate spacing and the general parts of the paper. The student will need to refer to the APA manual for other format directions. GCU has prepared an APA Style Guide available in the Student Writing Center for additional help in correctly formatting according to APA style. The reference list should appear at the end of a paper (see the next page). It provides the information necessary for a reader to locate and retrieve any source you cite in the body of the paper. Each source you cite in the paper must appear in your reference list; likewise, each entry in the reference list must be cited in your text. A sample reference page is included below; this page includes examples of how to format different reference types (e. g. , books, journal articles, information from a website). The examples on the following page include examples taken directly from the APA manual.

Business Plan For London Friend Chicken Marketing Essay

Business Plan For London Friend Chicken Marketing Essay Business plan is a document which is of very much importance. It is a plan which sets up the outline for doing a business and ascertaining its direction for growth and making profit in the future. In this report, a business plan is developed for the purposes of a new business which is to be started. The business plan is at the helm of every business where the planning, formulation of strategy, designing of the process and the setup of the business in performed. This document is of a prime nature and of valuable importance for the company which is planning to do the business from the start. This plan will set the objectives of doing the businesses and the overall strategy to follow so that the business will succeed. The strategy and projections for the business are set in this plan so that it is known well before in advance that in which direction the company / business will going to move. Here in this report, we will initially define the basic terms that are commonly to be used. This will than be followed by the discussion of the business plan, the objectives of the business, the products that will be offered by the business, an analysis of the market, a summary of the overall strategy and implementation, web plan, summary for the management and the financial plan will be discussed in the below paragraphs in this report. This report will comprehensively cover the aspects that are required for the purpose of a new and successful business plan. Some of the key definitions are discussed here under for the sake of creating an understanding for the users of this report: 1.1. BUSINESS PLAN: Planning plays a very important role in ascertaining how a business will perform and the level of success that it will achieve. Therefore, the essential and required aspects for the success of a business are the identification of the relevant goals and the development of the strategies for the purpose of obtaining and achieving those goals. A business plan is a significant aid and tool using which the business can actually organize their goals which it wants to attain and the objectives it has set for itself. This is basically a dry run of the company or in other words we can say that this is what a company will look like on paper. The business plan is used by the companies irrespective of the size and / or stage of the development process. It is used by the companies to bring improvement into its operations and to do marketing and give description of the business to those who will finance the project. The business plan generally follows a standard format for the purpose of this plan . By effectively utilizing a business plan the companies can not only attain and obtain their goals but even can do much better than that. Hormozi, A. M., Sutton, G. S., McMinn, R. D. Lucio, W., (2002) The level to which a business plan shows and incorporates costs and overheads and the resource allocation like the research, production, warehouse, storage, transport, distribution, training, head office, wastage, vary with the needs of the business. 1.2. STRATEGY: This sets the direction of the plan as how and in what manner it will work. This is usually set by the owners of the business or the shareholders of the business or the top management of the business sets the strategy for the business. This strategy sets the manner in which the company is going to operate and will strive for the purpose of obtaining the profits and goals and objectives of the company. The strategy needs to be set at the point of inception before anything is or could be done so that the business thrives and prospers as per the direction it has set for itself and the plan that it has made for attaining that objective and strategy. 2. DETAILED BUSINESS PLAN: This report now discusses the business plan of the business which is going to be set up. This business will thrive to make profit by making a good format, plan and strategy so that the company can be able to survive as well as than it can be able to make the profits. In this detailed business plan we will discuss the nature of the business, the objective of the business, the mission of the business, the strategy by which the business will operate and the pattern and mode in which the business will achieve the profitability. 2.1. NATURE OF BUSINESS: The nature of the business is a fast food restaurant chain having restaurants in three locations in London. The name of the business is proposed to be London Fried Chiecken LFC. This is a locally based and self owned fast food outlet chains. This will be positioned and made an international brand of the fast foods restaurants throught the creativity and approach in respect of the image of the outlets. This fast foods restaurant chain will provide very high quality food at value prices on buying this in combined. This food will be served in high quality presentation and layouts. London Fried Chicken is to be opened in relation to an increasing demand for snacks and fast food. This food is in demand especially when the people when the customers do window shopping or they walk in a shopping mall. In highly competitive environment of todays, its becoming more and more difficult to differentiate one outlet of fast food from another. London is the economic hub of not only the United Kingdom but also to most of the European Countries. With more than 11 million people visiting yearly, mainly from neighboring countries particularly in the European Union, Londons retail sector is very strong in the region. We have set out our main priority for opening the outlet in the central London, preferably in the central London or may be in one of the prominent malls for shopping in London. Later, through this effort we have plan to further develop more retail outlets in the areas surrounding. This business plan is being prepared for obtaining a location for initially launching of the concept. Additional finance amount will be required to be obtained for the purpose of opening two outlets subsequently, which we anticipate to open in  the thirteenth month and then in the third year after it. The amount of finance form the capital contributed by the shareholders will result in London Fried Chicken to open successfully and in doing expansion of the business within two to three years. The initial amount of capital invested will allow LFC to provide its valuable clients with a valuable and good experience through the creativeness of its founders. London Fried Chicken will  attract more youngsters in bringing their family and friends with our environment which is innovative, fresh cut Belgian fries, and other selected and unique dipping sauces. 2.2. OBJECTIVES OF THE BUSINESS: The following are the objectives of the London Fried Chicken: Making LFC a place to visit for eating for those who do shopping in malls. To establish its presence in London as  a successful fast food restaurant chain and gaining a market share in Londons industry of fast food. To do expansion into many outlets by the year three of business, and also sell our franchise to our neighboring metropolitan cities, like Paris, Spain, Bulgaria, Istanbul etc. 2.3. MISSION: The main aim and target of London Fried Chicken is to be among the most successful outlets of fast food in London, starting with one main outlet located in the main central London located as market tester. London Fried Chicken will strive to make itself a premiere local brand in fast food in the marketplace. We want to provide our customers the total all-in-one experience when visiting our place and also our website as they will know more about our new pop culture. We will be selling the products and goods from sauces which are pre-packaged and also t shirts, potato cutters etc, all with our own corporate brand name attached with it. Our main focus will be serving high-quality food at a great value. 2.4. KEYS TO SUCCESS: For being successful in the business we need to: Be innovative, having entertaining menu and creating a unique experience for customers, that will differentiate us from the other competitors. Controlling our costs at all times, in various areas and implementing a more conservative approach to our policy of growth. Although, as we want to be on the safe side in doing business, so we give more than required fund for opening more than one outlets. Selling products which are of the high quality, while keeping our customers happy and satisfied with our various product categories of food. Encourage the two most important values in fast food business: brand and image, as these two ingredients are a couple of main drivers in marketing communications. Providing 100% satisfaction to the clients and maintaining the level of excellent services among other competitors. Promoting good values of our business culture and philosophy of doing business. Get access to high-traffic shopping malls near the target market. 2.5. SUMMARY OF THE COMPANY: What London Fried Chicken is? London Fried Chicken sells  our French fries in a cone  with a  choice of sauce. We are using the concept of Belgian Fries, where the fries are prepared from fresh potatoes and fried two times. Our business also provide clients with excellent and good customer services to support fun ambience, and an energetic and youthful living style.   Fresh and youthful surroundings Following the patterns and footsteps of Starbucks and KFC, which also represent our core target market majority, between ages18 to 35 years of age. Our store will have live cooking of our main feature Belgian Fries from cutting to frying. Our client can be able to read our in-house brochures in respect of all the knowledge about Belgian Fries and our featured sauces. The store we have will be decorated with fast food setting, such as a bright counter and display menus on the wall. Quality food Each  of our outlet will  offer good quality service and food form our freshly fried Belgian fries, sandwiches and variety of other sauce blends, all served with old-fashioned home-style care. Open everyday The opening times of the store will be everyday from 11 am to 11:30 pm. Variety, variety, variety A new range of sauces will be displayed every three months and we will also change our Italian soda flavors to accompany our fries. 2.6. OWNERSHIP OF THE COMPANY: London Friend Chicken is a privately held business. It will be registered as a Limited company in the UK, with ownership 25% Tim, 25% Joseph, 25% Carol, 25% Amanda. Tim and Joseph have more than 10 years of experience in the food business. Both are currently working as Corporate Staff of a Company. Tim holds an MBA degree from University V. He is an entrepreneur by heart and his latest entrepreneurial project is a diamond store in the hub of London. Joseph holds a BA degree in Graphic Designing from the Arts Academy. His projects are widely varied from product design to developing brands of several reputable companies. Carol holds a MS degree from an Institute Y. She completed many projects and also served as project manager for multi-national companies in London. Amanda holds a BS degree from University Z. She has majored in Management and Information Technology. Prior to her return to London, she has held several management positions in a U.S.-based IT company. 2.7. LOCATION OF THE FACILITIES OF THE COMPANY: London Fried Chicken size of location will range from 50 70 meters square and will have seating from  18 to 30 guests. First of our locations will be on the larger end of this range. This venue will have features such as its own display of merchandise and other attributes for brand building. The outlet will be equipped with modern furniture and  aim for  calm and an  open feeling. We are currently searching at various possible venues around London Bridge or Oxford Street central London areas.. The venue will be selected based upon the following criteria: Tourist destination. Community size: minimum of 800,000 people within a radius of 8 kilometers. Large percentage  of teenagers in the community. Easy access. All of the above features are consistent with London Fried Chickens aim of providing a top class fast food experience. We want our best form of marketing to be word-of-mouth, where our customers value our brand as something exciting and cannot resist from telling to their friends and neighbors. London Fried Chicken will be competing directly with several other fast food giants inside the selected shopping mall. 2.7. COMPANYS PRODUCTS: We want to focus only on selling fries. Alcoholic drinks will not be sold in our outlet, as Fresin Fries promotes a healthy and positive Singaporean lifestyle. Instead, we will offer Italian Soda  to complement the fries. In promoting  the  Fresin Fries  lifestyle, we will offer various merchandise  with our logo and colors, from hats to t-shirts to potato cutters to our signature sauces, so that our customers can enjoy Fresin Fries at home. Our signature sauce is exclusively manufactured by Company Q. They can be also purchased at selected retailers. 2.7.1. DESCRIPTION OF OUR PRODUCTS: London Fried Chicken will sell friend chicken, burgers and fried together with our  unique sauces for dipping. Main products sold are: Chicken Roasted, Chicken Hot Burger, Chicken Sandwiches, Chicken Burgers, French Fries, Special Dip sauces etc. Also we will be having available Belgian-style fries in large 2 dips, or small 1 dip, with addition of garlic Fresin (add  £0.25). There are more than twenty flavours available for the dips for Belgian style fries which also be served with sandwiches. These dips are available in more than 20 flavours: Satay Sauce Pesto Mayo Thai Chili Ketchup Teriyaki Sauce Roasted Pepper Mayo Creamy Wasabi Mayo Black Pepper Sauce Lava Cheese Barbecue Curry Ketchup Caribbean Islands Jalapeno Ketchup Traditional Sambal Hot Chili Sauce Korean BBQ Garlic Dip 2.7.2. COMPARISON WITH COMPETITORS: London Fried Chicken will have several advantages over its leading competitors. These are: A high degree of enthusiasm is expected by us and we offer a store with fun having friendly staff, that reflects the culture of youth and energy at LFC. Unique concept based on fusion of dipping sauce. We do not use frozen fries as compared to other competitors and our fried potato is made 100% fresh. We have innovative packaging which is more entertaining than our competitors; we serve a single cone with cup which is reserved for dipping sauce. Our dipping sauce is made fresh by us without adding preservatives. 2.8. SOURCES OF OUR RAW MATERIAL: Our suppliers will deliver fresh halal chicken along with fresh potatoes will be delivered on a per week basis by our supplier who is based in Scotlan. We also undertaken an agreement with  Organization Q for exclusively manufacturing our crispy chicken, signature dip sauces. Our merchandise items will be printed and produced by our partners office in China. 2.8. PLAN OF SALES: We have set almost similar patterns of marketing for each of the LFC stores. Below are the programs that we have setup for opening of each of LFC locations. 2.8.1. OPENING IN A GRAND MANNER: We will be putting outdoor signs on each outlet as soon as possible for grasping orders in advance for parties etc. This signage will be supported by banners before opening of the stores. 2.8.2. POINT OF PURCHASE: We will be using the concept of tray toppers for the purpose of explaining our business and style. We will also be selling to our clients the gift certificates, announcing future jobs openings, and possibly will also mention about franchise opportunities. 2.8.3. DIRECT MAILS: Also, direct mails will be sent to the customers starting from a stand-alone piece, which will be folded, will be produced in good colours on good quality weight papers. Inside the brochure there will be all the required and essential details of LFC, explaining our menu, house of operation, prices and a map to find our location. 2.9. PRODUCTS FUTURE: Initially we will focus on capturing market share by selling our dipped and fried chicken and our good French fries and signature sauces. However, when grow ahead, we will also bring new additional categories to our menu, such as Buffalo Wings and Belgian Sandwiches. Our future growth strategy will be to offer franchises of our LFC brand to other food businessman in the region. There various examples of success of various organisation in the same business line on growing globally. 2.9.1. MEALS WITH VALUE: The LFC deals come with value for the customers. Sales of our products will not only generated from the sales of our Belgian Fries, but also will be generated by the concept of innovation in our packaging menu which is called the value meal. It is a deal which consists of combinations of our sandwiches, or burgers with featured Belgian Fries at much better value instead of us selling the individual items. We can also do customize sales by selling a fries which are of bigger size called Uber Fresin to attract price sensitive clients 2.9.2. LARGE PARTIES OF PRIVATE NATURE: We can also handle private parties and handle banquets, in addition  to our brochures which will be listing our entrees on a daily basis. 2.10. SUMMARY OF MARKET ANALYSIS: Consumer spending on fast food sector in London is rising steadily from rose during the end of the year 2008, followed by the recovery of UKs economy from recession. The increasing number of new outlets such as fast food restaurants, fancy restaurants and gourmet bakeries around UK has been showing a significant growth in this sector. Food spending is high as a percentage proportion of total consumer expenditures in UK At the weekends there is a much broader appeal as a large number of customers go to the outlets and malls at a very broader perspective. At the weekend there is saturation of the activities. Market consists of: Age   Youngsters who are single and currently enrolled in college and high school. Family units   Young families along with children. Gender   Both the sexes will be targeted for the purposes of generating sales.. People from medium income and individuals and other lower medium income bracket people will be more likely to visit us. As per a survey conducted of young people aged 15 45 years, 80% of those interviewed like fast food. 90% of them like fast food on a regular basis, and 10% of them claimed that they like fast food very much, or love fast food. The following reasons were also provided by the survey for purpose of positioning and increasing popularity of fast food: Usually people have 12 months with 52 weekends and there will be three long holidays a year. Most of UK people love to shopping in high streets and malls, and when they do strolling around the shopping centers, they require a quick bite to accommodate their activities. Parents give more money to kids and students to buy lunch. Fast food is naturally their first choice, because of the brand building effort that heavily targets their age group. White-collar workers in offices have stopped bring lunch, and enjoy chicken, hamburger, pizza or other fast food joints in the vicinity. People in UK do not perceive fast food is a luxury,  and they enjoy it by bringing their family, particularly if they have small kids. 2.10.1. SEGMENTATION OF MARKET: Our target market segment is the younger generation as our primary market. Due to high extra-curricular activities among UKs youth, it is common for the youth to have lunch inside shopping malls, and not at home. The secondary market that we have chosen is the Working class. There are various major shopping malls across London,  including  Westfields, Bretncross etc which are the biggest shopping mall in the nation, employing more than 50,000 workers. LFC is the alternative for a quick bite while shopping the fancy boutiques in the area and is also a delicious attraction for tourists. 2.10.2. NEEDS OF THE MARKET: LFC sees out target markets as having a broad range of needs.  A recent analysis of consumer trends by Euromonitor has identified the below needs among our target markets. Our core group: Looking for speed in services Likes to have variety and flavors in the foods, preferably something fried Insists upon a friendly, clean, and attractive environment Wants an entertaining and fun experience Adopts a global lifestyle Comes from various ethnic backgrounds Enjoys eating out Is computer literate Has an active lifestyle There is large potential and growing market needs that can be served by LFC despite of the fact that there are so many competitors in the market. Yet London Fried Chicken feels that its great taste and unique services and offers will be able to attract more and more clients. 2.10.3. COMPETITORS IN THE MAIN AREA: Our main competitors in this fast food restaurant segment are the food outlets within the 2 miles radius along the Oxford Street. In our location, there is Pret-a-manger, pizza hut, KFC, Subway, and others. Therefore the following are the main competitors of LFC: Pret-a-manger Pizza hut KFC Subway McDonalds These are the brands of international fame and it can only be possible to attract clients by making oneself more competitive and tasteful in compared to the above. 2.10.4. STRATEGY FOR SALES: The sales strategy is building and opening new locations at different outlets in order for increase the revenue. However, this plan will be put into execution and implementation when the one market tester outlet at first showed potential growth. As each individual location will continue building its local client bases over a benchmark period of say first three years of operation, the goal of each store is  Ã‚ £109,460 in annual sales, with the original flagship store expected to earn almost  £225,000 per annum. 2.10.5. FORECAST OF SALES We anticipate the highest peak on the months of July and August in our volume of sales forecasted, due to the summer seasons and than in November and December season due to Christmas holidays. Millions  of people from the EU countries visit Britain each year, mostly for shopping purpose and dining. Then there are also tourists anticipated from Asian countries as well, this explains the jumped of sales in these last two months of the year. (all sums in below graph are estimated numbers in  £) 2.10.6. MILESTONES: During the initial phase of company being set up, the 4 founders (Tim, Joseph, Carol, and Amanda) will conduct planning and implementation in constructing the brand name and image and the making of LFCs first outlet. The planning and construction will take approximately 8 to 9 months. This is in addition to the process of refinement and revision which will take the remaining of the 12 month period before our opening in middle of the year 2010. 2.11. FINANCIAL PLAN: The company is now privately owned by Tim, Joseph, Carol, and Amanda. Future shares will be offered after two consecutive years of operating in UK. 2.11.1. START-UP FUNDING: Currently, company is being owned its four original founders, who each will contribute  £220,000 for the same amount of share, 25%. This will be the amount which is more than the amount required to cover start-up requirements, and provide the business with a cash margin so that it can use for expansion over the first three years. (all figures below are imaginary and assumed numbers. Funding at startup Fund for expenses at Start-up  £71,700 Funds for Start-up Assets  £51,300 Total amount of funds required  £120,900 Assets Non cash Assets at the Start-up  £41,500 Start-up Cash Requirements  £68,500 Additional amount of Cash Raised  £698,300 Cash Balance at the Starting Date  £810,400 Total Assets  £861,200 Liabilities and Capital Liabilities Current amount of Borrowing  £0 Long term Liabilities  £0 Accounts Payable (Bills Outstanding)  £0 Other Current Liabilities (interest-free)  £0 Total Liabilities  £0 Capital Planned Investment Tim  £220,000 Joseph  £220,000 Carol  £220,000 Amanda  £220,000 Requirement for Additional Investment  £0 Planned Investment total  £880,000 Start-up loss (Start-up Expenses) ( £69,600) Total Capital  £810,400 Total Capital and Liabilities  £810,400 Total Funding  £880,000 2.11.1. BREAK-EVEN ANALYSIS: The breakeven analysis performed by us show that we need unit sales over 9,700 per month to break even. It is not expected to make a profit upto the year three. Break-even Analysis Monthly Units to Break-even 9,706 Monthly Revenue for Break-even  £32,104 Data Assumptions: Per-Unit Average Revenue  £3.31 Per-Unit Average Variable Cost  £0.73 Monthly Fixed Cost Estimated  £24,979 2.11.3. PROJECTED PROFIT AND LOSS: The below is the projected Profit and Loss account which shows LFC will run at a loss for the initial two years, using up some of the cash reserves initially invested by the founders. As sales will rise, LFC can expand into new locations to aggressively spread the recognition of brand. This increase in visibility will allow us to take up less expensive locations off of Oxford Street, while maintaining our flagship operation, the first store, in a  prime spot. Pro Forma Profit and Loss Year 1 Year 2 Year 3 Sales  £289,173  £659,328  £1,127,654 Direct Cost of Sales  £62,956  £134,916  £258,837 Other Costs of Sales  £0  £0  £0 Total Cost of Sales  £62,956  £134,916  £258,837 Gross Margin  £226,217  £524,412  £868,817 Gross Margin % 78.23% 79.54% 77.05% Expenses Payroll  £88,200  £262,000  £449,600 Marketing/Promotion  £10,000  £10,010  £10,020 Depreciation  £0  £0  £0 Rent  £174,010  £248,010  £298,020 Utilities  £2,550  £5,000  £8,000 New location setup  £25,010  £50,010  £50,020 Total Operating Expenses  £299,770  £575,030  £815,680 Profit Before Interest and Taxes ( £82,523) ( £140,557)  £53,146 EBITDA ( £82,523) ( £140,557)  £53,146 Interest Expense  £0  £0  £0 Taxes Incurred  £0  £0  £0 Net Profit ( £82,523) ( £140,587)  £53,226 Net Profit/Sales -29.57% -25.18% 4.77% 2.11.4. PROJECTED CASH FLOW The following is the table that shows a Projection of the Cash Flow for LFC: Pro Forma Cash Flow Year 1 Year 2 Year 3 Cash Received Cash from Operations Cash Sales  £279,163  £558,327  £1,116,654 Subtotal Cash from Operations  £279,163  £558,327  £1,116,654 Additional Cash Received Sales Tax, VAT, HST/GST Received  £0  £0  £0 New Current Borrowing  £0  £0  £0 New Other Liabilities (interest-free)  £0  £0  £0 New Long-term Liabilities  £0  £0  £0 Sales of Other Current Assets  £0  £0  £0 Sales of Long-term Assets  £0  £0  £0 New Investment Received  £0  £0  £0 Subtotal Cash Received  £279,163  £558,327  £1,116,654 Expenditures Year 1 Year 2 Year 3 Operating Expenditures Spending in Cash  £88,200  £262,000  £449,600 Payments of Bills  £244,265  £430,245  £599,286 Subtotal Spent on Operations  £332,465  £692,245  £1,048,886 Additional Cash Spent Sales Tax, VAT, HST/GST Paid Out  £0  £0  £0 Principal Repayment of Current Borrowing  £0  £0  £0 Other Liabilities Principal Repayment  £0  £0  £0 Long-term Liabilities Principal Repayment  £0  £0  £0 Purchase Other Current Assets  £0  £0  £0 Purchase Long-term Assets  £0  £0  £0 Dividends  £0  £0  £0 Subtotal Cash Spent  £332,465  £692,245  £1,048,886 Net Cash Flow ( £53,301) ( £133,918)  £67,767 Cash Balance  £677,899  £543,981  £611,748 3. CONCLUSION: As discussed in detail above, a business plan is a comprehensive document which requires a lot of efforts to be undertaken for its preparation. The above chart and table in particular the PL and the cash flow clearly shows that the company can turn into profitability in the year three as compared to the initial two years. Also there are positive cash flows of the business. This shows that the business is viable and can be undertaken on a genuine basis.

The Enforcement of International Law Essay -- United Nations Legal Jus

Members of The United Nations have a duty â€Å"to maintain international peace†¦in conformity with the principles of justice and international law.†[1] China, a core member of the United Nations since its formation in 1945, fails to comply with international human rights’ norms set forth by The United Nations Charter. This failure is noticeably prevalent in the practices of the Chinese Legal System. Its judicial proceedings in handling peaceful, political dissenters fail to provide the minimum protection of human rights guaranteed to all through international law. By examining accounts of Tibetans detained for such peaceful protests, this paper will set out to highlight the discrepancies between Chinese enforcement of international law in theory and in practice. Before this paper goes any further, the notion of international law must be explained. Providing a better understanding of international law will make easier the task of highlighting Chi na’s struggles with enforcing such standards. â€Å"On November 21, 1947, the General Assembly of the United Nations adopted resolution 174 (II), establishing the International Law Commission and approving its statute.†[2] The International Law Commission encourages the development of international law and its codification. The Commission deals primarily with public international law, but also hears private cases as well.[3] International law is applied within an international community, such as the United Nations, and functions to define the proper norms or standards for members to abide by in a collective manner. Examples of such standards could be a ruling on The Universal Declaration of Human Rights or on threats to peace within the International Community. ... ...30†¦> (23 Feb 2003). (21)Eckholm, Erik. â€Å"The New York Times† From a Chinese Cell, a Lama’s influence Remains Undimmed. 23 Feb 2003. www.nytimes.com (28 March 2003) (23) â€Å"Amnesty International† People’s Republic of China: Amnesty International condemns execution of Tibetan, following unfair trial. 27 Jan 2003. (23 Feb 2003). (27) Canada Tibet Committee. â€Å"World Tibet Network News.† 1 Jan 2003. www.tibet.ca/wtnarchive/2003/1/1_3.html (6 March 2003). (28-32) HRIC. â€Å"HIRC† April 2000. Impunity for Torturers Continues Despite Changes in the Law: Report on Implementation of the Convention Against Torture in the People’s Republic of China. (6 April 2003). (33) People’s Supreme Court. Chinese Criminal Procedure Law. 29 June 1999. The Enforcement of International Law Essay -- United Nations Legal Jus Members of The United Nations have a duty â€Å"to maintain international peace†¦in conformity with the principles of justice and international law.†[1] China, a core member of the United Nations since its formation in 1945, fails to comply with international human rights’ norms set forth by The United Nations Charter. This failure is noticeably prevalent in the practices of the Chinese Legal System. Its judicial proceedings in handling peaceful, political dissenters fail to provide the minimum protection of human rights guaranteed to all through international law. By examining accounts of Tibetans detained for such peaceful protests, this paper will set out to highlight the discrepancies between Chinese enforcement of international law in theory and in practice. Before this paper goes any further, the notion of international law must be explained. Providing a better understanding of international law will make easier the task of highlighting Chi na’s struggles with enforcing such standards. â€Å"On November 21, 1947, the General Assembly of the United Nations adopted resolution 174 (II), establishing the International Law Commission and approving its statute.†[2] The International Law Commission encourages the development of international law and its codification. The Commission deals primarily with public international law, but also hears private cases as well.[3] International law is applied within an international community, such as the United Nations, and functions to define the proper norms or standards for members to abide by in a collective manner. Examples of such standards could be a ruling on The Universal Declaration of Human Rights or on threats to peace within the International Community. ... ...30†¦> (23 Feb 2003). (21)Eckholm, Erik. â€Å"The New York Times† From a Chinese Cell, a Lama’s influence Remains Undimmed. 23 Feb 2003. www.nytimes.com (28 March 2003) (23) â€Å"Amnesty International† People’s Republic of China: Amnesty International condemns execution of Tibetan, following unfair trial. 27 Jan 2003. (23 Feb 2003). (27) Canada Tibet Committee. â€Å"World Tibet Network News.† 1 Jan 2003. www.tibet.ca/wtnarchive/2003/1/1_3.html (6 March 2003). (28-32) HRIC. â€Å"HIRC† April 2000. Impunity for Torturers Continues Despite Changes in the Law: Report on Implementation of the Convention Against Torture in the People’s Republic of China. (6 April 2003). (33) People’s Supreme Court. Chinese Criminal Procedure Law. 29 June 1999.

The College Diet and Its Effect On Eating Habits Essay -- Eating Disor

The College Diet and Its Effect On Eating Habits Food -- it is a necessity. There is not one person who does not think about it on a daily basis. For a college student, the quality of food available is not always to the highest of standards. Many students can not afford to buy expensive food or eat out on a regular basis. Many times their only option left is to eat from their school’s dining halls. The transition into college can be one of the most exciting times in a young adult’s life. They are starting a new chapter in their lives that may have a lasting effect on their future. Many new friendships will be made, along with countless amounts of changes in their life including new habitat, change in income, workload amounts, and eating habits. Change in eating habits is one of the most significant changes a college student experiences. There are many different factors for this change such as being away from home and home-cooked meals, late night snacks, increase in alcoholic beverage consumption, along with the fact that many college students now have a meal plan to eat at their college dining halls. At Northeastern University, the Dining Services Department works very hard to try to accommodate the many different needs of their students. Bill Fantasia (Director of Residential Dining), failed to respond to several attempts to set up an interview regarding the dining hall’s healthy aspects, however, research and trips to the dining hall provided information on the options offered. Many college dining halls have a limited amount of diverse foods. The presence of healthy foods may sometimes only be the salad bar. The lack of healthy food, along with the idea of having an endless supply of the food offered during e... ...genetic, environmental, and social factors. College-life includes many of these factors and occurs more often in college-aged females than males. Another fact is that the males in college tend to dine more frequently at the school's dining halls than females. About 43 percent of males surveyed eat 10-15 times a week at Northeastern’s dining halls; whereas only about 14 percent of females do. However, 50 percent of females surveyed eat 1-4 times a week, whereas only 7 percent of males eat 1-4 times a week. There are many books out for college students, if they are interested in eating well while living at school. One such book is called the College Student’s Guide to Eating Well on Campus by Ann Selkowitz, M.S., R.D., L.D. This book describes the basics of nutrition, along with why the freshman 15 occurs and how to avoid it and other healthy eating techniques. The College Diet and Its Effect On Eating Habits Essay -- Eating Disor The College Diet and Its Effect On Eating Habits Food -- it is a necessity. There is not one person who does not think about it on a daily basis. For a college student, the quality of food available is not always to the highest of standards. Many students can not afford to buy expensive food or eat out on a regular basis. Many times their only option left is to eat from their school’s dining halls. The transition into college can be one of the most exciting times in a young adult’s life. They are starting a new chapter in their lives that may have a lasting effect on their future. Many new friendships will be made, along with countless amounts of changes in their life including new habitat, change in income, workload amounts, and eating habits. Change in eating habits is one of the most significant changes a college student experiences. There are many different factors for this change such as being away from home and home-cooked meals, late night snacks, increase in alcoholic beverage consumption, along with the fact that many college students now have a meal plan to eat at their college dining halls. At Northeastern University, the Dining Services Department works very hard to try to accommodate the many different needs of their students. Bill Fantasia (Director of Residential Dining), failed to respond to several attempts to set up an interview regarding the dining hall’s healthy aspects, however, research and trips to the dining hall provided information on the options offered. Many college dining halls have a limited amount of diverse foods. The presence of healthy foods may sometimes only be the salad bar. The lack of healthy food, along with the idea of having an endless supply of the food offered during e... ...genetic, environmental, and social factors. College-life includes many of these factors and occurs more often in college-aged females than males. Another fact is that the males in college tend to dine more frequently at the school's dining halls than females. About 43 percent of males surveyed eat 10-15 times a week at Northeastern’s dining halls; whereas only about 14 percent of females do. However, 50 percent of females surveyed eat 1-4 times a week, whereas only 7 percent of males eat 1-4 times a week. There are many books out for college students, if they are interested in eating well while living at school. One such book is called the College Student’s Guide to Eating Well on Campus by Ann Selkowitz, M.S., R.D., L.D. This book describes the basics of nutrition, along with why the freshman 15 occurs and how to avoid it and other healthy eating techniques.

Comparing Truth in The Education of Children, Paradise Lost and Hamlet

Nature of Truth in The Education of Children, Paradise Lost and Hamlet      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   To some, truth is something that is absolute and unchanging. To others, truth is volatile and inconstant. In the 16th and 17th century, the foundations of civilization itself had been shaken. Many of the ideas which were thought to be absolutely true had been plunged into the depths of uncertainty. The cosmological, geographical, and religious revolutions called into question the nature of truth itself. It is no wonder, then, that some of the great writers at the time included within their works a treatise on the ways in which truth is constructed. Because of the major ideological revolutions that shaped their world, Milton, Montaigne, and Shakespeare all used characters and theatrical devices to create their own ideas on the construction of truth.    As a result of Milton's failed political aspirations, he believes that individuals do not construct truth, or decide for themselves what the truth is; instead, individuals receive the truth directly or indirectly from God. Conversely, deception comes from Satan. In Paradise Lost, Milton sets up this idea by forcing good to result only from obedience to God's will and evil to result whenever God is disobeyed. Dr. Evans' argument that Milton's ultimate point in all this is to express a moral position that is very extreme, that no quality or action can be innately good or evil, is firmly rooted in this model. What determines the morality of anything we do is in whose service we do it. Since Raphael was sent from God, his warning is true and divine. Since Satan disobeyed God, his ideas are all false lies. Part of Milton's ideology may have come from his own life experiences. After the restorat... ...FCS, 2000.    Brentano, Franz, The Origin of our Knowledge of Right and Wrong, trans. Cecil Hague (London: Constable, 1902).    Fish, Stanley Eugene. Surprised by Sin: The Reader in Paradise Lost. New York: St. Martin's Press, 1967.    Milton, John. Paradise Lost. Ed. Roy Flannagan. New York: Macmillan, 1993.    Patrides, C.A. Milton and The Christian Tradition. (Oxford: Clarendon Press, 1966)    Montaigne, Michel de. The Complete Essays of Montaigne. Trans. DonaldM. Frame. Stanford: Stanford UP, 1958.    Moore, G. E., Review of The Origin of our Knowledge of Right and Wrong by Fritz Brentano, International Journal of Ethics, vol. 14 (1903), pp. 123-8. -----, 'Nature of Truth', Mind, vol. 16 ns, no. 62 (April 1907), pp. 229-35.    Shakespeare, William. Hamlet. 1600? Ed. Sylvan Barnet. New York: Signet Classic, 1998.

Principles of Accounting Essay

1.Analyze the effects of Draper Consulting transactions on the accounting equation. Use the format of Exhibit 1-6, and include these headings: Cash; Accounts receivable; Supplies; Equipment; Furniture; Accounts payable; and Draper, capital. 2.Prepare the income statement of Draper Consulting for the month ended December 31, 2012. 3.Prepare the statement of owner’s equity for the month ended December 31, 2012. 4.Prepare the balance sheet at December 31, 2012. PANEL A—Details of Transactions 1. Received $18,000 cash and gave capital to Draper. 2. Paid monthly office rent, $550. 3. Paid cash for a Dell computer, $1,800. This equipment is expected to remain in service for five years. 4. Purchased office furniture on account, $4,200. The furniture should last for five years. 5. Purchased supplies on account, $900. 6. Performed consulting service for a client on account, $1,500. 7. Paid utility expenses, $250. 8. Performed service for a client and received cash of $1,100. 1 Received $42,000 cash and gave capital to Stewart. 4 Purchased supplies, $700, and furniture, $1,900, on account. 6 Performed services for a law firm and received $1,400 cash. 7 Paid $24,000 cash to acquire land for a future office site. 10 Performed service for a hotel and received its promise to pay the $1,000 within one week. 14 Paid for the furniture purchased September 4 on account. 15 Paid secretary’s bi-monthly salary, $490. 17 Received cash on account, $400. 20 Prepared a design for a school on account, $700. 28 Received $2,100 cash for consulting with Plummer & Gorden. 30 Paid secretary’s bi-monthly salary, $490. 30 Paid rent expense, $650. 30 Stewart withdrew cash of $3,000. Requirements 1.Open the following T-accounts: Cash; Accounts receivable; Supplies; Furniture; Land; Accounts payable; Stewart, capital; Stewart, drawing; Service revenue; Salary expense; and Rent expense. 2.Record each transaction in the journal, using the account titles given. Key each transaction by date. Explanations are not required. 3.Post the transactions to the T-accounts, using transaction dates as posting references in the ledger accounts. Label the balance of each account Bal, as shown in the chapter. 4.Prepare the trial balance of Doris Stewart, Designer, at September 30, 2012.

Inclusive Learning Essay

XXXXXX XXXXXX is a registered charity offering work based learning programmes to young adults. Within my role as Advanced Teaching Practitioner, I am responsible for curriculum design, monitoring teaching, staff training and mentoring, quality assurance and learner achievement in addition to my role as a Basic Skills Tutor. Before analysing current practices, I have gained the consent from those directly involved. In order to assess current inclusive learning principles and practices of the organisation, I need to increase my understanding of inclusive learning for my own Continued Professional Development (CPD). I need to reflect of my own practices and the practices of others and evaluate the service provided. Findings What is Inclusive Learning? Inclusive learning can be defined as ‘the greatest degree of match or fit between the individual learners’ requirements and the provision that is made for them’ (FEFC, 1996, p2). Inclusive teaching means recognising, accommodating and meeting the learning needs of all students and being aware of their individual needs. It is about identifying the reasonable adjustment that can be made without it having a negative impact of the teaching and learning of others. Open University Press (2006) defines inclusive learning as ‘acknowledging your students have a range of individual needs and are members of diverse communities. Inclusive teaching avoids pigeonholing students into specific groups with predictable and fixed approaches to learning’. It is important to consider the need to be proactive as opposed to being reactive. To practice inclusive learning, actions need to be taken prior to students commencing the process. The Tomlinson report 1996 states: ‘Re-designing learning, assessment and organisations to fit objectives and learning styles may mean introducing new content to courses, adapting access or both. This approach is quite different from offering courses and then giving students with difficulties some additional human or physical aids to participate. ’ Under the Special Education Needs and Disability Act (SENDA) 2001, all educational establishments must not treat students less favourably than others and make reasonable adjustments to ensure that their learners are not substantially disadvantaged. Learning Environment An accessible and safe learning environment is vital for inclusive learning to take place. The premises that XXXXXX XXXXXX occupy are located on the second and third floor of a listed building. There are no lifts and there is a staircase leading up to the main reception. Under the Disability Discrimination Act, there is a requirement to make reasonable adjustment to be able to ensure those students with a mobility disability are not excluded. XXXXXXhave made contingency plans whereby they use the premises within a local college as and when required. SENDA 2001 states that students should be able to access all services provided for other students. In this case, the local college offers all the facilities and services we offer our students. Taking this into consideration, reasonable adjustments have been made. Access for all In order to give strategic direction to inclusive learning, Smith and Armstrong (2005, p1) state ‘providers need to adopt a co-ordinated approach to inclusive learning, working with different groups, genders and levels of learners’. These is achieved ongoing within XXXXXX XXXXX. There is no discrimination on the grounds of gender or sexual orientation within XXXXXX XXXXXX and therefore XXXXXXcomply with all aspects of the Sex Discrimination Act 1975. Our learners come from mixed race, religion and in order to ensure that we accommodate these learners, all staff receive multifaith calendars to ensure that they can manage their learning over religious or cultural holidays. As we are funded for a 14-19 age provision, we cannot offer learning to anyone outside this age range. This is a limitation by DCELLS. Should anyone outside this age range require the same type of education and training, there are other training providers where they can be signposted. McGivney (2003) guidelines suggest that people with disabilities, ex-offenders, low paid unqualified workers, male manual workers, unemployed groups, rural residents, women with young children, homeless and those from ethnic minority groups may have problems in participating in organised learning activities. (DCSF, 2008) states ‘9% of young people aged 16-19 are Not in Education, Employment or Training (NEET). As part of the ‘Every Child Matters Agenda’ their aim is to break down the barriers to achievement and provide opportunities for those disengaged from learning. This agenda intends to ensure that programmes have been set up to identify children and young adults at risk and promote early intervention. According to the 14-19 Education and Skills White Paper ‘those with learning difficulties are twice as likely to become NEET’. XXXXXX XXXXXX have recently established street based youth work teams; across communities in south Wales, working with partner organisations to engage some of the hardest to reach young people; And to progress them onto positive development opportunities in their own communities. The current teams are a pilot and are hoping to expand the project into other geographic and sector communities. XXXXXX XXXXXX are also establishing links to deliver full and part time extended curriculum services in schools for 14-18 year olds across Wales, providing support for young people in the youth justice system; establishing a youth drop in facilities at many centres and expanding the street based youth work. XXXXXXare also in community cohesion work particularly in areas with a large European migrant youth communities and those with a migrant non-welsh speaking community within Welsh speaking indigenous communities. XXXXXXis piloting development of youth volunteering in under-represented groups. Taking all this into consideration, it shows the effort that is being made in order to provide inclusive learning to those students who are at risk of becoming NEET. Inclusive Learning in Initial Assessment According to Green and Bartram 1998, p7) ‘Early and effective assessment of students’ requirements is critical to the concept of inclusive learning. There are three stages to the initial assessment process within the organisation. Prior to a learner joining they go through an initial assessment process. This begins with an informal interview following an endorsement from Careers Wales. In this interview, it allows the organisation time to carry out an informal assessment and identify individual learning needs. On entry, basic skills initial assessments and a VARK learning styles questionnaire are completed. From this process, an Individual Learning Plan (ILP) is written that is specific to the needs of the learner which will identify individual goals. Green and Bartram (1998. p10) outline that in order to achieve best practice; there should be ‘a common and shared understanding of the purpose of initial assessment’. Through discussion with staff and observations of the initial assessment process, it is evident that this there is a thorough initial assessment process which allows many opportunities to identify any individual needs and preferences. Following this process, if a learner is identified as having a literacy or numeracy need, diagnostic assessment is carried out. Learners have the opportunity to do these either by paper based methods or using Information Technology (IT). The results of this assessment then produce an Individual Learning Plan that is specific to the learners literacy and/or numeracy needs and takes into consideration any special arrangements that may be required. Inclusive learning in the classroom If there has been an individual need identified through initial assessment, it is at this point XXXXXX XXXXXX are reactive as appose to being proactive. For those with physical disabilities, arrangements are made to support them. As previously discussed there is a lack of facilities within the centres to support learners with a disability affecting mobility and this is taken into consideration when careers signpost learners. Apart from this, Rooms are bright, well ventilated and are small enough to be able to accommodate those with minor hearing or visual impairments. When considering students who are deaf and hard of hearing, XXXXXXdo not have a strategy in place for dealing with those who require specialist support including lip speakers, sign language interpreters and speech to text reporters. Although many learners who require this support often plan their own support requirements. To ensure inclusion in the classroom, it should be considered when planning lessons. Once the aims and objectives have been decided, it is then important to consider the needs and previous experiences of the learners’. At this stage, you can consider if there are any adjustments that can be made to ensure that the lesson is inclusive Open University Press (2006). This could be large print handouts, varied teaching strategies, practical tasks as appose to written, aural or visual methods and where possible, taking into account multi sensory learning. When carrying out questioning in the classroom, there was very good use of reinforcement techniques to consolidate learning. Although tutors encouraged all members of the group to participate, this was done in such a way that no learners felt uncomfortable. When this was necessary (e. g. a speaking and listening task) it was managed in a positive way to recognise individual needs. If learners need support with basic skills, subject specific tutors (NVQ, Key Skills) liaise with the Basic Skills Tutor to organise extra support in addition to their literacy and/or numeracy classes. If the learner has a learning difficulty that affects concentration, extra comfort breaks can be given and short activities should also be planned that vary in teaching strategy to keep learners engaged. At present, DCELLS are working towards converged basic and key skills. This initiative should have encourage a more standard approach as qualifications will be delivered in a different training and staff will be required to update their CPD. Practices vary depending on the experience of individual tutors within XXXXXX XXXXXX. When observing a key skills session, a tutor suggested to her group that it would be advantage to take notes whilst completing practical activities. On her lesson plan, she had shown inclusive practices by suggesting a Basic Skills Tutor could offer support with both reading and note taking if required. In terms of the use of classroom assistants or support workers, this is the only instance that in class support is offered due to staffing levels within the organisation. The majority of tutors promote equal opportunities practices by having notes available at the end of the lesson for all learners. Others show inclusive learning techniques by issuing gapped handouts at the beginning of the lesson to support those with individual needs. This later method allows those learners who have lack of confidence in groups, those with hearing difficulties or partial sight a greater chance of achieving the objectives set from the lesson. Experienced staff uses assistive technology in the classroom such as coloured acetate, worksheets on coloured paper or magnifying equipment to support learners when reading books, but once again staff training is needed to ensure consistency throughout the organisation. Smith and Armstrong (2005) suggest providers should make sure that CPD and staff training supports structures and systems implemented to deliver the inclusive learning agenda. Through discussion with staff, it is evident that staff members have little knowledge of how to support learners with Dyslexia, Attention Deficit Disorder (ADD), Attention Deficit Hyperactive Disorder (ADHD) and other learning and behavioural needs. Therefore staff CPD needs to be updated and staff training offered. Having observed a selection of basic skills sessions, I have seen differentiation being managed very well within the classroom. There are isolated cases where worksheets have been the main teaching strategy due to the diverse nature of the group but the main reason for this is the need for staff development and training. Within sessions, individuals show good inclusive learning techniques when giving feedback. They are constructive and give praise for what has been done well and avoid being negative to learners. For those who have physical disabilities, there is IT equipment available such as specialist mouse and the ability to increase the font size on the majority of programmes used. If there is a need for out of class support, this is also available from the training assessors responsible for the individual learners. Individual training assessors are encouraged to spend time with all learners to build a rapport and encourage them to discuss any individual learning needs. These persons are trained to signpost for guidance and counselling if required. Assessment Once learning has taken place, there are various methods of assessment that are used. Within basic skills, learners are given a choice of completing assignments which are paper based or tests that can be taken using IT. For those who have to submit a portfolio, they are given the option of using IT to produce their work. There are also dictaphones available to record case studies, professional discussions or oral questioning as appose to written questions. These strategies in place show differentiation for individual needs are being considered. As well as the usual methods of assessment, learners also get a review which is carried out every four weeks. In this review, their progress is monitored and feedback is given on their performance. The Tomlinson Report (1996) shows us that monitoring progress and providing effective feedback contributes to effective inclusive teaching. Within their basic skills support sessions, further feedback is also given as part of their literacy/numeracy ILP. All learners at the end of their visits are given a Training And Support Log (TASL) which gives them feedback on any work produced. Conclusion Following this investigation, I have reached the conclusion that the organisation is reactive as appose to proactive with regard to inclusive learning. As a training provider, XXXXXX XXXXXX are genuinely non-selective about the learners who complete a programme. Many of the learners face a number of obstacles to engaging in learning including low educational attainment, a lack of basic and/or personal skills, caring obligations, homelessness, lack of self belief, confidence and self worth. Despite this, over 70% of the young people that are supported leave with a positive outcome. The 14-19 Education and Skills White Paper state that 12. 5% of the NEET group have learning difficulties and/or disabilities. If XXXXXXtraining wishes to continue aiming to offer inclusive learning and reduce this NEET cohort, there is a need to train staff by offering CPD in inclusive learning and ways of developing an inclusive learning strategy within the learner process. There are different teaching approaches within the organisation. (Tilstone et al. ,1998, p. 6) states ‘a key issue in promoting inclusive practice must be a reappraisal of the training provided to teachers and other professionals’ From my observations, I feel that this is an accurate assumption to make. I have been able to observe many sessions over a period of time and have seen that tutors need training on how to incorporate inclusive learning strategies within their lesson plan. Smith and Armstrong (2005) also discuss how providers should establish a strategy for sharing best practice within an organisation. XXXXXXhave meetings for every subject route on a quarterly basis. Although this is an excellent way of sharing best practice, inclusive learning should be listed as an agenda item to ensure that it gets the attention it requires. Although everything is done during the learner process to ensure that equal opportunities and diversity are managed, XXXXXXhave a bullying and harassment procedure in place and also a grievance procedure that prospective, current and past learners can instigate if they wish. From carrying out research into inclusive learning within XXXXXX XXXXXX, it has been shown that on the whole, a lot of work goes in to meeting the individual needs of the learner and offering a positive learner experience. Having now completed this research, it has made me aware of the financial restraints of the organisation. I feel that I will carry out my role as ATP differently when training staff and mentoring. When working towards curriculum design, I will also ask myself the question â€Å" How can I make it more inclusive? † and from this, I feel that this has played a big part in my CPD. Bibliography †¢ACCESS UNIT. (2006, December 18). Access Unit – Making Information Accessible to Disabled Students. Retrieved December 8, 2008, from University of Bristol: http://www.bristol. ac. uk/accessunit/disabilityinfo/accessible33. html †¢ADAMS, M. , & BROWN, S. (2006). Towards Inclusive Learning in Higher Education. London: Routledge . †¢BLOOMER, M. , & HODKINSON, P. (1997). Moving into FE: The voice of the learner. London: Further Education Development Agency (FEDA). †¢CLOUGH, P. (1998). Managing Inclusive Education. From Policy to Experience. London: Sage. †¢CSIE. (2008, April 30). About Inclusion. Retrieved December 15, 2008, from Centre For Studies On Inclusive Education: http://inclusion. uwe. ac. uk/csie/csiefaqs. htm †¢DCSF . (2008, July 02). Education, Training, Employment. Retrieved December 10, 2008, from Department for Children, Schools and Families. http://www. dcsf. gov. uk/14-19/index. cfm? go=home&sid=26 †¢Every Child Matters: (2008, July 02) Change for children: Retrieved December 15, 2008, from Every Child Matters http://www. everychildmatters. gov. uk/ete/ †¢FEFC. (1996). Inclusive FE: Report of the Further Education Funding Council Learning Difficulties and/or Disabilities Committee CSIE Summary. Bristol: Centre for Studies on Inclusive Education (CSIE). †¢GREEN, M.a. (1998). Initial Assessment To Identify Learning Needs. London: Further Education Development Agency (FEDA). †¢LEARNING AND SKILLS DEVELOPMENT AGENCY. (2002). Access For All. London: DFES. †¢MCGIVNEY, V. (2003). Working With Excluded Groups. Leicester: National Institute of Adult Continuing Education. †¢OPEN UNIVERSITY PRESS . (2006, December 30). Inclusive Teaching. Retrieved December 12, 2008, from Open University Press: http://www. open. ac. uk/inclusiveteaching †¢SMITH, V. , & ARMSTRONG, A. (2005). Beyond Prejudice; Inclusive Learning in Practice. London: Learning and Skills Development Agency. †¢TILSTONE, C. , FLORIAN, L. , & ROSE, R. (1998). Promoting Inclusive Practice. London: Routledge Falmer. †¢WELSH ASSEMBLY GOVERNMENT. (2008, September 29). Delivering Skills that Work for Wales: A new approach to adult community learning. Consultation Document 057/2008 . Caerphilly: Department for Children, Education, Lifelong Learning and Skills. †¢What is SENDA 2001? (2007, January 22). Retrieved December 13, 2008, from Hobo: http://www. hobo-web. co. uk/tips/12. htm.