102 Analyzing Monsters and Evaluations Professor Ramos Blog

102 Analyzing Monsters and Evaluations Quick Write Quick Write Our next essay is an evaluation. What does evaluation suggest to you? What monster are you thinking or writing about? Narrow it down to 2 or 3 that you would be interested in learning more about. IGN Dracula Untold Review What do you think is the purpose of the evaluation? Evaluations: What is it and Why do it? Good walk through that explains evaluations more in depth. Even though it is for a program, many of the ideas apply to your Monster evaluations. Monster List of Monsters Monsters Vampires Dracula . . . Evaluation Essay 3 Evaluation: Monster  Prompt Gathering Data You will need to decide on the monster you want to evaluate, and investigate the subject thoroughly. You will need to find your primary sources and scholarly sources. For Example: Dracula or Vampires Primary Sources: Bram Stoker’s novel, Dracula (1898) – Book Bram Stoker’s Dracula (1992) – Film Scholarly Sources: Search the  Crafton  library database for your monster or category of monster. Also, Google Scholar is a great search engine for scholarly stuff. Possible search terms: Dracula Dracula critical analysis Dracula vampire Evaluation Notes Writing an Evaluation: It is one thing to offer an opinion, yet it is an entirely different matter to back up a claim with reasons and evidence. Only when you do will readers take you seriously. Explain your mission: Just what do you intend to evaluate and for whom? Are you writing for experts, a general audience, or novices? How much explaining do you need to do so that you audience follows you without getting annoyed with to much information. Establish and defend criteria: Criteria are the standards by which objects are measured. Successful presidents leave office with the country in better shape than when they entered. When readers are likely to share your criteria, you need to explain little about them. When readers disagree or object, be prepared to defend your principles. Remember: Monster Theory (Seven Theses) is a great starting point for establishing criteria.   Offer convincing evidence: Evidence makes the connection between an opinion and the criteria for evaluation that supports it. Supply data to show that a product you judged faulty didn’t meet those minimal standards. Offer worthwhile advice: Some evaluations are just for fun. Done right, most evaluations and reviews provide usable information, beneficial criticism or even ranked choices. We evaluate everything from pizza, restaurants, movies, and even professors. Commentary and criticism of all sorts just happen. Doing them well is another matter. Here is a useful explanation of an evaluation to help you out. The Evaluation Essay Using Sources What are the ways you can use sources in your essay? Explain Provide information Examples Credibility Quotes Research data Ideas! Quote Sandwich One of the most important skills you can learn in academic writing is how to incorporate sources. To help remember this, we will use the metaphor of the quotation sandwich. The Quote Sandwich. Introduce the Quote, Quote, explain the quote. Do not drive by quote. When you quote or use a source you have to explain it and use it. The quote sandwich is why you cannot start or end a paragraph with a quote. Movie Review ‘The Hunger Games’: EW Review Lisa Schwarzbaum is reviewing â€Å"The Hunger Games† movie. Does she acknowledge what her mission is and who her audience is? What criteria does she establish for it to succeed? Does she anticipate her audience’s questions and reactions? Does she address any differences between the book and movie? What is her grade or judgment of the movie? Quick Write What monster are you going to write about? Narrow it down to one or two.

Globular Protein, X-ray Crystallography

Globular Protein, X-ray Crystallography _1265540470.bin PAGE PAGE 5 Globular protein, X-ray crystallographyGlobular protein, X-ray crystallographyStrategy to purify and characterize a globular protein from bacteriaA bacterium which is a microorganism has a storage f protein inside it. Escherichia coli are one of the bacteria which could be called as protein factory. The two important factors for purifying and characterizing the bacterium protein are the inclusion bodies and cellular metabolism. Some insoluble aggregates which are targeted by protein are called inclusion bodies. Cellular metabolism is directly influenced by the catalytic properties of protein. (Sorensen Mortensen, 2008)The amount of raw material and energy which is used for the maintenance of foreign DNA is known as metabolic burden, which is derived from the host metabolism. One of the most important factors which determine the ability of cell to produce a soluble recombinant protein is that there is no link between the metabolic burden and inclusion body formation but both of them are important.Structure showing the basepairing of 5'-GUC-3' to ...

How vaudeville theatre elements are found in entertainment today Research Paper

How vaudeville theatre elements are found in entertainment today - Research Paper Example The decline of the Vaudeville genre can be traced to the rise of the cinema. Despite the fact that Vaudeville genre no longer exists in its entirety, some of the signature elements of Vaudeville can still be found in the American entertainment industry today. These elements include family entertainment, sensationalism, slapstick, and variety. As earlier stated, Vaudeville gained popularity after the American Civil War. The genre had however been introduced before 1820. At the beginning, the Vaudeville genre only appealed to the men in the society and it mainly had male performers. It was seen as the new and cheerful entertainment that provided the society relief in the times before and after the civil war. It was not until 1865 when Tony Pastor changed this to a form of Vaudeville that included men, women, and children. This followed the opening of ‘Tony Pastor’s Opera House’ in New York. The form of theatre included performances in which objectionable words had b een removed, and was thus appealing to the entire family. This form of Vaudeville genre remained in the entertainment scene for a long time. Later, different creative artists would follow the conventions that had been set by Tony Pastor in Vaudeville theatre performances. They also began to make use of female performers to further to promote the theatre (Page, 4). The acts in the Vaudeville genre consisted of a total of up to 15 different performances that included jugglers, trained animals, acrobats, singers, magicians, and dancers. The Vaudeville genre however evolved to the point where it became a form of light musical drama. There are some Vaudeville theatres that have however retained the original format and can be found in areas such as England. There are also some few theatres in the United States that continue to showcase the different forms of Vaudeville genre. In most cases however, there are only some of the elements of the original Vaudeville genre that can be seen in th e different genres of entertainment that can be found in the American entertainment scene (Bandle 1546). The success of the Vaudeville genre was mainly because of the level of mastery that the different artists that took part in the performances showed. They (the artists) were skilled in the use of the different tools that they had. They were also skilled in utilizing the stage to maximize the effect of their performance. The stage was set in such a way that it made use of few definite possibilities of use. The stage however allowed the use of scenery and lights to be manipulated by the writer or by the creator of the specific performances. The performers of the Vaudeville genre were focused on the enjoyment and the satisfaction of the wide audiences that were present during the performances (Gottlieb 21). There were several forms that made up the variety theatre that made up the Vaudeville genre. One form was the original variety shows that were designed to please the male audience s. There was also the minstrel show that was a form of performance for public amusement. The minstrel performances usually begun with a walk around that had verbal exchanges between the different performers and the audiences. The content of the comedy was adapted to the different social circumstances, issues and

Critically discuss the extent to which an organisations structure not Essay

Critically discuss the extent to which an organisations structure not only shapes its culture, but also its ability to transform itself - Essay Example Notwithstanding the fact that the influence of organisational structure on culture and transformation has been overlooked in many studies and practical management of businesses, there exists a rather important interconnection between these aspects of an organisation (Strandgaard & Sorensen, 1990). However, it may be quite a difficult task to distinguish an organisation’s structure and culture since structure always operates within business culture, implying culture and structure are quite intertwined. Therefore, this paper explores the assertion that the structure of an organisation not only influences its culture but also its ability to incorporate and manage changes. While culture refers to the umbrella issues and manner/patterns in which an organisation operates, structure refers to the infrastructures, methods, and practices therein. The structure of an organisation thus helps ensure that its culture is practised and run efficiently and consistently. Given this important role of structure in shaping an organisation’s culture and ensuring cultural consistency and efficacy, establishing good structures should be the hallmark of every organisation (Newman, 1996). Structure therefore not only influences and shapes organisational culture but it is also an integral part of the culture. The culture of an organisation is also a responsibility of its structure, which relates and deals directly with the settings of an organisation’s culture (Strandgaard & Sorensen, 1990). For instance, cultural issues in an organisation such as the workings of the management, employees’ responsibilities and the handling of disputes and complaints ar e all directly tied to its structures and how they work. The main way in which structure affects organisational culture is through the role of structure in interconnecting the different groups/teams in an organisation hence enabling them to work smoothly to realise

The Janissaries from the Ottoman Empire Essay Example | Topics and Well Written Essays - 750 words

The Janissaries from the Ottoman Empire - Essay Example The head of the Ottoman Empire was the Sultan and he was vested with powers that were absolute, though with the understanding that he ruled with the expectation of being just. This concept is the foundation of much Middle Eastern thought, reinforced by Islamic tenets of fairness. Both Turkish and Persian traditions bequeathed the Sultan with the role of the protectorate of the rights enjoyed by all citizens, with a special focus on those at the bottom of the class system. Because of this, the Sultan received his authority in the belief that it was the only way to ensure that corruption could be avoided (Hooker 1996). This fidelity to both the authority and fairness to the Sultan was a key element in the evolution of the Janissaries. A significant portion of the training of Janissaries involved indoctrinating them to believe they were a family and the Sultan was their father. Until the late 1380s, Janissaries consisted prisoners and slaves. Sultan Selim I transformed the conscription by filling their ranks with non-Muslim youths. The training was highly disciplined that obeyed Islamic laws such as celibacy and not being allowed to wear beards (Greene). The Janissaries were an essential element of the Ottoman Empire throughout its major wars and battles from the 1453 capture of Constantinople to the wars against the Austrian-Hungarian Empire several centuries later. In the beginning it was the Sultan himself who very often led his Janissary troops into battle. As they began to assert their dominance in battle, their reputation and favor increased, along with the desire of many to join them. While this was an advantage in the arena of recruitment, it also quickly proved to be something less then desirable to the Sultan and his political advisors. The Janissaries slowly began to realize that their reputation could bring them an even better life, as well as more power. Over the course of the next few centuries there the evolution of the Ottoman Empire was marked by a series of uprisings and revolts that all served to increase the power of the Janissaries. The first revolt by the Janissaries did not take place until 1449 when they demanded better pay. The success of this revolt doubtlessly set the stage for future revolutions. In fact, this rebellion created the precedent whereby each new Sultan was expected not only to extend a reward to each Janissary, but also to raise pay. A later insurrection in the 16th century resulted in Sultan Selim II bestowing permission for Janissaries to marry. The Janissaries had achieved such a position of power by the 1700s that entire Ottoman bureaucracy was dictated by their desires. Any mutiny by the corps could result in a change of political policy. Coups directed by Janissaries had the effect of replacing Sultans who were not specifically sensitive to their demands. A key, and ultimately fatal, mistake by the Janissaries was moving to block modernization of the military in an effort to hold onto their own power (Gerolymatos 152). In 1807 a Janissary revolt deposed Sultan Selim III, who had tried to modernize the army along Western European lines. His supporters failed to recapture power before Mustafa IV had him killed, but elevated Mahmud II to the throne in 1808. When the Janissaries threatened to oust Mahmud, he followed suit and had the captured Mustafa executed and

Level of Stress in Final Year Students | Research

Level of Stress in Final Year Students | Research Level of stress in Final year MBBS students at Rural Medical College: A Cross-sectional Study. Shelke Umesh S1, Kunkulol Rahul R2, Narwane Sandeep P3 Abstract: Introduction: Stress, defined as an imbalance between environmental conditions necessary for survival and the ability of individuals to adapt to those conditions, has a high prevalence in MBBS students. A variety of stressors play a significant role in developing stress. Objective:  To study the level of stress and stressors responsible in Final MBBS students of Rural Medical College, Loni. Methods: A descriptive cross sectional study was carried out in 100 students (50 of either sex) willing to participate in the study. They were subjected to fill the Medical Student Stressor Questionnaire, which consists of 40 questions for evaluating the stressors and severity of stress perceived by the subjects.  Results: 71% subjects’ perceived moderate stress, while 13% and 16% perceived high and mild stress respectively. Academic stressor counted for moderate stress in 63% and high stress in 24 % of subjects, which was higher than other stressors. Conclusion: Academic stressors bein g the major stressor perceived,Strategies are required to decrease the burden of academic stress in the students. Introduction Stress is defined as an imbalance between environmental conditions necessary for survival and the ability of individuals to adapt to those conditions1.Studies have revealed a high prevalence of stress in medical students, ranging from 30% to 50%2-7. Learning a lot of new information in relatively short time, with pressure of exams,cause development of stress in medical students 8. A stressor is defined as a personal or environmental event that causes stress9, 10. Stressors of medical students can be grouped into academic related, intrapersonal and interpersonal related, teaching and learning-related, social related, drive and desire related and group activities related stressors3. One or more of such stressors might act at the same time and contribute in development of stress among students. Excessive amount of stress in medical training predisposes students to have difficulties in solving interpersonal conflicts,sleeping disorder, decreased attention, reduced concentration, temptation to cheat on exams, depression, loss of objectivity, increased incidence of errors, and improper behavior, such as negligence. Stress may also manifest in the form of headaches, gastrointestinal disorders, coronary heart disease, impaired judgments, absenteeism, self-medication, suicidal ideation, depression and the consumption of drugs and alcohol11,12. A few studies in India have studied the prevalence of stress and stressors responsible in medical students. The present study (references from folder Indian references) was planned to study of stress in last year medical students at Rural Medical College. Methods A descriptive cross sectional study was conducted with a study population of 100 medical students (50 of either sex) in III MBBS from Rural Medical College, Loni, Ahmednagar. Duration of the study conducted form 1stFebruary 2014 to 1st March 2014. IEC approval was taken before the commencement of study. Students who were ready to give consent were enrolled in the study and inclusion and exclusion criteria were applied. III MBBS students of either sex consenting to participate were included in the study. Students not ready to participate or of other year were excluded from the study. The participants were subjected toMedical Student Stressor Questionnaire (MSSQ)3 The MSSQ consists of 40 items representing the six stressor domains.Each item were answered in the form of score as The 40 items were divide into sections A(20 items) and B(20 items) respectively. Total score of A and B of each domain were divided by following value and results were interpreted. 1. Academic related stressors (ARS) =13 2. Intrapersonal and interpersonal related stressors (IRS) =7 3. Teaching and learning-related stressors (TLRS) =7 4. Social related stressors (SRS) =6 5. Drive and desire related stressors (DRS) =3 6. Group activities related stressors (GARS) =4 Interpretation: 0.00-1.00 causes mild stress 1.01-2-00 causes moderate stress 2.01-3.00 causes high stress. 3.01-4.00 causes Severe stress. The mild type of stress means it does not cause any or mild stress. The moderate type indicated that it caused reasonable but manageable stress. The high type of stress indicated lot of stress and causes emotional disturbances and mildly compromises daily activities. The severe stress indicates severe emotional disturbances and compromise of daily activities. Statistical Analysis: Data were analyzed by Chi- square test. Results: Moderate type of stress due to academic related stressors was commonly seen in final year MBBS students in both genders. 33% females and 30% malesshowed Moderate type of stress. 15% femalesshowed high type of stress as compared to 9% in males.Severe type of stress was seen in one male. 80% of males and 96% of females suffered from moderate, high or severe type of stress due to academic related stressors. (Table 1) Table: 1Distribution between Academic related stressors (ARS) and Gender Value of χ ² =7.976, d.f. = 3, significant, p By applying g Chi-square test there is a significant association between ARS and gender (p Table: 2 Distribution between Intrapersonal and interpersonal related stressors (IRS) Table 2 showsfrequency of stress due to IRS. Moderate type of stress due to intrapersonal and interpersonal related stressors in final year MBBS students was high in both gender. 29% females and 25% males showed moderate type of stress. 10% malesand 8% femalesshowedhigh type of stress due to intrapersonal and interpersonal related stressors. 70% of males and 74% of females suffered from moderate to high type of stress in this category. Table: 3 Distribution between Teaching and learning-related stressors (TLRS) and Gender. Value of χ ² =3.226, d.f.=2, significant, p By applying g Chi-square test there is a significant association between Teaching and learning-related stressors (TLRS) and sex (p Table 3 showed more number of moderate type of stress due to teaching and learning-related stressors (TLRS) in final year MBBS students in both gender. 30% females and 29% malesshowed moderate type of stress. 17% males showed mild type of stress and 9% femalesshowed high type of stress due to teaching and learning-related stressors (TLRS). 66% of males and 78% of females suffered from moderate to high type of stress. Table: 4 Distribution between Social related stressors (SRS) and Gender Table 4 displays more moderate type of stress due to social related stressors (SRS) in final year MBBS students in both genders. 28% females and 26% males showed moderate type of stress. 20% malesshowed mild type of stress and 8% femalesshowed high type of stress due to social related stressors (SRS). 60% of males and 80% of females showed moderate to high type of stress. Table: 5Association between Drive and desire related stressors (DRS) and Gender Value of χ ² =3.648, d.f.=3, significant, p By applying g Chi-square test there is a significant association between Drive and desire related stressors (DRS) and sex (p Table 5 shows more subjects showing mild type of stress due to drive and desire related stressors (DRS) in final year MBBS students in both genders. 31 % males and 24% femalesshowed moderate type of stress. 19% femalesshowed mild type of stress, 5% femalesshowed high type of stress and 2% femalesshowedsevere type of stress due to drive and desire related stressors (DRS). 38% of males and 52% of females showed moderate to severe type of stress. Table: 6Association between Group activities related stressors (GARS) and Gender Table 6 showed more moderate type of stress due to group activities related stressors (GARS) in final year MBBS students in both gender. 22 % males and 23% femalesshowed moderate type of stress. 21% malesshowed mild type of stress, 8% femalesshowed high type of stress and 1% malesfemalesshowedSevere type of stress due to group activities related stressors (GARS). Table 7 Stressors according to rank of mean degree of stress perceived by medical students. Test and examinations was the only item that caused moderate to high stress among students. All other items fell under the category of mild to moderate stress except working with computers and talking to patients about personal problems. Table 7. Stressors according to rank of mean degree of stress perceived by medical students (by MSSQ) Degree of stress classification: 0 1.00 is ‘causing nil to mild stress’, 1.01 – 2.00 is ‘causing mild to moderate stress’, 2.01 – 3.00 is ‘causing moderate to high stress’ and 3.01 – 4.00 is ‘causing high to severe stress’ Discussion MSSQ having a high score in a particular stressor group generally indicates that the subjects perceive events, conditions or situations from that particular group as causing the subjects stress. The scores, however, do require frank and honest response in order for it to be of any use. The scores are also affected by factors which can falsely increase or lower the scores, but generally the validity and reliability studies have indicated that the scores from the questionnaire are highly trustworthy.8 Personal and environmental events that cause stress are known as stressors9,10. Stressors of medical students are grouped into six categories. Academic related stressors refer to any event related to the academics of the students.Interpersonal and intrapersonal related stressors refer to any form of relationships between and within individuals that cause stress. Teaching and learning related stressors refer to any events related to teaching or learning that causes stress. Social related stressors refer to any form of community and societal relationships that cause stress. Drive and desire related stressors refer to any form of internal or external forces that influence one’s attitude, emotion, thought and behavior which subsequently cause stress.Group activities related stressors refer to any group events and interactions that cause stress13. In present study moderate type of stress caused due all the 6 stressors was commonly seen in both genders of final year MBBS students. Statistically significant difference was seen in males and females with respect to academic related, teaching related and drive and desire related stressors. This difference was also noted in a study by Waghachavare et.al.14 Our study showed 58% of males and 64% of females perceiving moderate to high type of stress. This was high as compared to studies conducted in Malaysia which were 29.1 % to 41.9% in government institutes2,5,6 and 46.2% in a private school6, as measured by GHQ-12.In a study on medical student conducted in GS medical college, it was observed that 73% of students perceived stress15. Zung’sself rating scale for depression was used for the study. In the study by Waghachavareet.al.14,which used DASS-21 and GAD scales, stress was perceived by 34 % of medical students. There was a significant difference between males and females perceiving stress. The academic related stressor had 63% of population in the moderate type of stress, while it became 88% when moderate to severe type of stress added together. Academic related stressor was followed by intra and interpersonal related, teaching and learning related, social related, group related and drive and desire related stressors. The academic factor was higher stressor as compared to physical, emotional and social factors in the study conducted in GS medical college. Studies have revealed that the stressors affecting medical students’ well-being seem to be related to the medical training, especially academic matters3, 6, 14-19. On ranking the items depending upon the mean level of stress that the students perceived, it was found that the stress related to the academics was highest (Table 7). This finding supports the findings of the study done by Yusoff et al.2 To conclude, the study showed high prevalence of stress among students with respect to different stressors. Academic stressors have significant association with stress among students. Females show more stress as compared to males. Strategies are required to decrease the burden of academic stress in the students. Acknowledgement: Final MBBS students (Batch 2011 and 2012) and Mr. Hemant Pawar (Statistician), Department of Pharmacology Research cell, Rural Medical College (PIMS- DU), Loni. References Rosenham D L, Seligman M E. Abnormal psychology. 2nd ed. New York: Norton; 1989. Muhamad SBY, Ahmad FAR, Yaacob MJ. Prevalence and sources of stress among medical students in UniversitiSains Malaysia [Thesis]. Medical Education: UniversitiSains Malaysia (USM), Mei; 2009. Muhamad SBY, Ahmad FAR, Yaacob MJ. The development and validity of the Medical Student Stressor Questionnaire (MSSQ). ASEAN Journal of Psychiatry. 2010; 11 (1). Zaid ZA, Chan SC, Ho, JJ.). Emotional disorders among medical students in a Malaysian private medical school. Singapore Med J. 2007;48(10), 895-899. Sherina MS, Lekhraj R, Nadarajan K. Prevalence of emotional disorder among medical students in a Malaysian university. Asia Pacific Family Medicine. 2003; 2, 213-217. Saipanish, R. Stress among medical students in a Thai medical school. Med Teach. 2003; 25(5); 502-506. Miller, PM, Surtees, PG. (1991). Psychological symptoms and their course in first-year medical students as assessed by the Interval General Health Questionnaire (I-GHQ). Br J Psychiatry.1991; 159, 199-207. Yussof M, Baba A. Prevalence and associated factors of stress, anxiety and depression among prospective medical students. Asian Journal of Psychiatry.2013;59 (2),128–133. Lazarus RS. Theory-Based Stress Measurement. Psychology Inquiry. 1990; 1 (1), 3-13. Lazarus RS, Folkman S. Stress, appraisal, and coping. New York: Springer; 1984. O’Rourke M, Hammond S. The Medical Student Stress Proà ¯Ã‚ ¬Ã‚ le: a tool for stress audit in medical training. Medical Education. 2010; 27 (44): 1027–1037. Dahlin M, Nilsson C, Stotzer E, Runeson B. Mental distress, alcohol use and help-seeking among medical and business students: A cross-sectional comparative study. BMC Med Educ. 2011;11:92. Muhamad SBY, Ahmad FAR. The Medical Student Stressor Questionnaire (MSSQ) Manual . 1st edi. Malaysia: KKMED Publications; 2010. Waghachavare VB, Dhumale GB, Kadam YR, Gore AD. A Study of Stress among Students of Professional Colleges from an Urban area in India. Sultan Qaboos University Med J.2013;13(3):429-436. Supe A N. A study of stress in medical students at Seth G.S. Medical College. J Postgrad Med.1998; 44:1-6 Aktekin M, Karaman T, Senol YY, Erdem S, Erengin H, Akaydin M. Anxiety, depression and stressful life events among medical students: a prospective study in Antalya,Turkey. Medical Education. 2001; 35(1): 12-17. Guthrie EA., Black D, Shaw CM, Hamilton J, Creed FH, Tomenson B. Embarking upon a medical career: psychological morbidity in first year medical students. Med Educ. 1995; 29(5): 337-341. Kaufman DM, Day V, Mensink D. Stressors in 1st-year medical school: comparison of a conventional and problem-based curriculum. Teaching and Learning in Medicine. 1996; 8(4), 188-194. Kaufman DM, Day V, Mensink D. Stressors in Medical School: Relation to curriculum format and year of study. Teaching and Learning in Medicine. 1998; 10(3), 188-194.

Start Up of New Fast Food Chain in India

Group 3 Member Debashish Das Pallavi Talwar Hari Das Gupta Pramod Balakrishnan Ans Since the maiden business venture would be the first business venture of the group, we would prefer to keep the funding internal. The business venture we would start is Indian Street food restaurant â€Å" Pao Khao† Executive Summary Pao Khao is a locally owned fast food outlet that will be positioned as an international franchise through our creative approach to the company's image and detail presentation. Pao Khao will provide a combination of excellent food at value pricing, with fun packaging and atmosphere. Pao Khao is the answer to an increasing demand for snack-type & Ethnic Indian food. In today's highly competitive environment, it is becoming increasingly difficult to differentiate one fast food outlet from another. Delhi NCR , has population of more than 2 million. Our main priority is to establish starting in Gurgaon , preferably close to one of prominent shopping malls in MG road. Later, our effort will be a further development of more retail outlets in the surrounding area. This plan is prepared to obtain a location for the initial launch of this concept. Additional financing will need to be secured for the two subsequent outlets, anticipated in month 13 and early in year three. The financing, in addition to the capital contributions from shareholders, will allow Pao Khao to successfully open and expand through year two. The initial capital investment will allow Pao Khao to provide its customers with a value-driven, entertaining experience through the creativity of its founders. Pao Khao will entice youngsters as well as working couple (DINK) to bring their friends and family with our innovative environment, fresh Indian Snack /Ethnic food . 1 Objectives †¢To establish a presence as a successful local fast food outlets and gain a market share in Delhi NCR Fastest growing fast food industry. †¢To make Pao Khao a destination spot for mall-goers, leisure & pleasure seekers 1. 2 Mission Our main goal is to be one of the most successful fast food outlets in Gurgaon, starting with one retail outlet located inside a major shopping mall as a â€Å"market tester. † Pao Khao will strive to be a premier local fast food brand in the local marketplace. We want our customers to have the total experience when visiting our outlet(s) and website as they will learn about this fascinating new â€Å"pop culture. † We will sell merchandise from pre-packaged chutney and t-shirts, to innovative combinations such as Idli Dhokla, all with our official brand attached to them. Our main focus will be serving high-quality food at a great value. 1. 3 Keys to Success To succeed in this business we must: †¢Create a unique, innovative, entertaining menu that will differentiate us from the rest of the competition. Control costs at all times, in all areas and implement a conservative approach to growth policy. Although, we provide more than enough fund to open more than one outlet, we want to be on the safe side of the business. †¢Sell the products that are of the highest quality, as well as keeping the customers happy with all of our product categories from food to store merchandising. †¢Provide 100% satisfaction to our customers and maintaining the level of excellent services among other competitors. 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. †¢Get access to high-traffic shopping malls near the target market. †¢Promote good values of company culture and business philosophy. 2. 1 Company Ownership Pao Khao is a privately held company. It will be registered as a Limited company, with ownership 25% – Hari Das Gupta, 25% – Pallavi, 25% – Pramod, 25% – Debashish 2. 2 Start-up Summary The retail outlet will be rented at one of the target location shopping malls. Our preference is Space A, for the main reason of reaching larger traffic. Startup requirements will be financed through owner investments. (all values in INR) a 2. 3 Company Locations and Facilities Pao Khao locations will range in size from 70~100 meter square and will seat from 15 – 25 guests. Our first location will be on the larger end of this range. The location will feature its own originality in merchandise display and other brand building attributes. We will equip the outlet with modern furniture and aim for cleanliness and an open feeling. We are currently looking at several possible sites in shopping malls along MG Road. The space selection will be chosen based upon the following criteria: †¢Community size: minimum of 10,00,000 people within a radius of 5 kilometers. †¢Office Areas and Tourist destination. †¢Easy access. †¢Large percentage of upwardly mobile upper middle class in the community. All of these qualities are consistent with Pao Khao goal of providing a top quality fast food experience. We want â€Å"word-of-mouth† to be our best form of marketing, where our customers value our brand as something exciting and cannot wait to tell their friends and neighbors. Pao Khao will directly compete with several fast food joints inside the chosen shopping mall, including Mac Donald, Pizza Hut and other but create niche for its ethnic Indian Flavour. Products We want to focus only on selling Indian Food. Alcoholic drinks will not be sold in our outlet, as Pao Khao promotes a healthy and positive Indian lifestyle. 3. 1 Product Description Pao Khao primarily ethnic Indian Street/Snack food †¢Chole Bature †¢Dahi Bhalla †¢Indian Thaali †¢Executive Thali †¢Rajmaa chawal or noodles.. (fusion) †¢Pao Bhaji †¢Dhokla etc 3. Competitive Comparison Pao Khao has several advantages over its leading competitors: †¢Unique â€Å"fusion† concept of Indian Food. †¢We expect a high degree of enthusiasm and offer a fun store with friendly staff, that reflects the company's youthful and energetic culture. †¢Supporting merchandise items that support the company's brand building. †¢Our innovative packaging will be more entertaining than our competitors †¢Direct relation with farmers to procure fresh vegetable and grains at lower prices. Core essential for successful business strategy would be 1. Indentifying appropriate and correct place for the first restaurant. 2. Quality of service and food , cleanliness 3. Commitment to customer and creating the right ambience 4. Chefs are key USP and need to have competency to develop this and also keep in mind attrition due to competition. 5. Marketing – Without proper marketing, howsoever a good idea can fail , hence marketing strategy is paramount importance Marketing has to be both ATL and BTL†¦Since we are promoting amidst fierce competition, we need to have aggressive marketing strategy which creates buzz in