Magna Carta for Students Essay Example for Free

Magna Carta for Students Essay EXPLANATORY NOTE One of the biggest foundations of a progressive nation is an educated population. Development in the different areas of knowledge such a science and technology, business, medicine, social science and others have brought about drastic advancement in our present society. In an increasingly demanding and dynamic global economy, competitiveness, more than an advantage, is a must. As expressed in the Philippine Constitution, education is one of the priorities of the State. Aside from the basic needs such as food, shelter and clothing, it is one of the primary necessities that the State should provide for its constituents. While the private sector is an active participant in the promotion of education at present, the governrnent should still lead in ensuring its quality and accessibility. It should be recognized that the full development of the students is not dependent merely on books and lectures. Aside from providing them with an environment conductive to learning, it is the duty of the State to ensure the quality of education that goes beyond the corners of the classroom; for indeed the true lessons in life are gained in the real world. However, the present formal educational system has, in one way or another, deprived the students of the chance to develop their full potential. This Magna Carta for Students intends to equalize the chance of the students to admission in school and to avail of competent and quality education. It seeks to provide measures to ensure that the students are able to exercise their rights to organize, right to participate in policy-making, right to academic freedom, and right to free expression and information. For these reasons, the passage of this bill is earnestly sought. Senator FIFTEENTH CONGRESS OF THE REPUBLIC OF THE PHILIPPINES First Regular Session ) ) ) HI SENATE Senate Bill No. JUl. -8 A9 :(). :i 911 INTRODUCED BY SEN. JINGGOY EJERCITO ESTRADA AN ACT PROVIDING FOR THE ESTABLISHMENT OF THE MAGNA CARTA OF STUDENTS Be it enacted by the Senate and House of Representatives of the Philippines in Congress assembled: SECTION 1. Students. Title. This Act shall be known as the Magna Carta of CHAPTER I GENERAL PRINCIPLES SEC. 2. Declaration of Policy. It is hereby declared to be the policy of the State to promote and protect the rights of students to enable them to participate actively and effectively in the democratic processes of effective progressive and developmental changes in society. SEC. 3. Guiding Principles. This Act declares the following as basic guiding principles: (a) The formal educational system being the principal institutional mechanism for imparting knowledge and developing skills is given priority attention and support by the govemment. Education is a right and not a mere privilege. It is therefore the responsibility of the State to provide quality education accessible at all curriculum levels. Student organizations enhance democratic processes on the campus. Membership and active which promote and protect students rights and welfare and\or contribute to national development shall be guaranteed by the State and school authorities. Student organizations shall not be subject to rules and regulations that unduly hamper their activities and are prejudicial to their objectives and interests, provided such objectives, activities and interests are with the schools mission. Student councils\governments being the most representative of the studentry and the highest expression of student power on campus shall be consulted in the formulation of school policies directly affecting students. (b) (c) (d) (e) (f) . (g) Student publication shall serve as a principal, medium for free and responsible expression, dissemination of information, and interaction, among the different sectors of the academic community . With their democratic rights guaranteed, students can serve as a potent and cogent force in the countrys social transformation. SEC. 4. Definition of Terms. As used in this Act, the following terms shall mean: (a) Student any person enrolled in school in post secondary, tertiary, graduate and post graduate levels, including vocational and technical education. School any private, public or government-run and funded academic educational institution offering any or all courses in the above-mentioned levels. School campus the totality of all contiguous or proximate buildings, grounds and other facilities designed by the school as areas or facilities for the use of its students. Governing Board the highest policy making body of the school such as: Board of Directors, Trustees or Regents. Student Council/Government the body representing the whole student population in one school or school campus whose officers are annually elected at large by the whole student population pursuant to its constitution and by-laws, if any. Council of Leaders the body composed of the heads of various stUdent organizations chaired by the President/Chairman of the Student Council. Tuition Fee The fee representing direct costs of instructions, training and other related activities, and the use of school facilities. The term other school fees refers to fees which cover other necessary costs supportive of instruction, including but not limited to medical and dental, athletic, library, laboratory, and Citizen Army Training (CAT) or Citizen Military Training (CMT) fees. CHAPTER II RIGHT TO ADMISSION AND QUALITY EDUCATION SEC. 5. Admission. . (a) No student shall be denied admission to any school on account of his/her physical handicap, socio-economic status, political or religious beliefs, or shall pregnant students and certified reformed drug abusers be discriminated against. A student shall have the right to freely choose his/her field of study subject to existing curricula and the instituti. ons admissions policies and to continue his/her course up to graduation except in case of academic deficiency, inability to meet program requirement, or violation of disciplinary regulations which do not infringe upon the exercise of students rights. (b) (c) (d) (e) (f) (g) (b) SEC. 6. Rights to Competent Instruction and Relevant Quality Education. Every student shall have the right to competent instruction and quality education to relevant to his/her personal and cultural development and  that of the nation, and commensurate to the school fees paid, and for state institutions, public subsidies granted. Students shall have the right to make a written evaluation of the performance of their teachers toward the end of the school term. SEC. 7. Right to Adequate Student Services and Academic Facilities. It shall be the responsibility of the school administration to provide the students with adequate student services and academic facilities commensurate to the school fees paid, and for SCUs, public subsidies granted. CHAPTER III RIGHT TO ORGANIZE SEC. 8. Right to Organize among Themselves. Unity and collective effort being fundamental to the realization of common goal and the promotion and protection of common interest, the State recognizes the right of student to organize among themselves . . The rights of student to form, assist, or join any campus organization, alliance or federation, not contrary to the school mission, for their physical, intellectual, moral, cultural, spiritual and political interest shall not be abridged. SEC. 9. Student Council/Government. The State shall ensure the democratic and autonomous existence of student councils/governments. Pursuant thereto, there shall be one student council/government for each school campus, which shall be given recognition by the school, colleges and universities concerned. It shall have its own. set of officers elected in annual popular elections. Every student council/government shall have the right to determine its policies and program on student activities subject to this duly ratified charter or constitution, school rules and regulation, and state policy. SEC. 10. Recognition of and Granting of privileges to Student Organizations. No unreasonable requirements shall be imposed on student organizations seeking recognition. The guidelines concerning recognition shall be formulated by the Student Affairs Office in consultation with the student council. The process for seeking recognition shall begin upon the submission to the Student Affairs Office by the organization concerned on its (1) concept paper and constitution; and (2) a formal letter addressed to the Student Affairs stating that the organizations intent to be recognized. Recognition will be granted by the Students affairs Office upon compliance with the guidelines. There shall be no discrimination in the assignment of school facilities and granting of other privileges to student organizations. Excessive charges for the use of school facilities shall be prohibited. Whenever possible the school administration shall allow stud~nt organizations to use school facilities free of charge. SEC. 11. Coordination of Student Organizations Activities. All on and off campus activities of student organization shall be coordinated by the student council/government in consultation with the Student affairs office. The Committee on Elections (COMELEC) constituted to conduct the election of the officers of the student council/government shall be composed solely of bona fide student of the school. The conduct of the student council election shall be held in coordination with the Student Affairs Office. SEC. 12. Prohibition against the Use of Force and Exaction and Excessive. All campus organization shall be prohibited from using force in initiation and from exacting excessive fees from their members, as well as in their other students activities. CHAPTER IV RIGHT TO PARTICIPATE IN POLICY MAKING SEC. 13. Representation in policy-making process. The student shall be represented in policy-making bodies (other than the governing board) which directly affect their welfare, especially in curriculum review, student discipline and academic standards. The representatives shall be designed by the student council. SEC. 14. Student Initiative and Referendum. The student council/government through a majority vote of all the members of the student body shall have the right to initiate the formulation, modification or rejection of a school policy affecting the students. The proposition for the formulation, modification or rejection of a school policy affecting the students shall be submitted to and approved by a majority of votes casts by all bona fide students of the school in an areas shall be excluded from the power of students on initiative or referendum: (a) admission; (b) curriculum; gc) faculty recruitment and tenure; (d) rules on student conduct and discipline; (e) tuition fees; and (f) scholastic rules (e. g.academic credits and retention and graduation of students). CHAPTER V RIGHT TO FREE EXPRESSION AND INFORMATION AND RIGHT TO ACADEMIC FREEDOM , SEC. 15. Right to be Informed. The right of the student to be given information upon request on matters directly affecting their welfare shall be recog ·nized. SEC. 16. Freedom of Expression. Subject to existing laws and school rules and regulations, students shall have the right to freely express their view and opinions. SEC. 17. Academic Freedom. Students academic freedom shall subject to school rules and regulations and the exercise by the school and members of the faculty of their respective academic freedom, consist of, but is not limited to, the following rights: (a) To conduct research in connection with academic work, and to freely discuss and publish their findings and recommendations; (b) To conduct inquiry in curricular and extracurricular activities within the campus and in appropriate circumstances; (c) To choose a field of study for research and to pursue the quest for truth; to express their opinion on any subject of public or general concern which directly or indirectly affects the students of the educational system; (d) To invite off-campus speakers or resource persons to student sponsored assemblies, fora, symposia, and other activities of similar nature; (e) To express contrary interpretation or dissenting opinions inside and outside the classroom; (f) To participate in the drafting of a new curriculum and in the review or revision of the old; and (g) To participate in the drafting and/or revising of the student handbook which shall include the school rules and regulations, a copy of which shall be furnished the students upon admission to the school. , CHAPTER VI . RIGHT TO DUE PROCESS IN DISCIPLINARY PROCEEDINGS . SEC. 18. Right to Due Process. (a) (b) A student subject tot disciplinary proceedings shall have the right to defend himself/herself, to be heard and to present evidence on his/her behalf before an impartial body. There shall be a Student Disciplinary Board to be composed of two (2) representatives form the school administration, one (1) faculty member, and two (2) students to conduct investigations into and decide on cases student violation of disciplinary standards. The blacklisting, expulsion, suspension and other such disciplinary sanctions that may be taken against a student shall not be valid unless the following rights have been observed: (1) the right to be informed in writing of the nature and cause of the accusations against his/her; (2) the right to confront witnesses against him/her and to have full access to the evidence on the case; (3) the right to defend himself/herself and to be defended by a represented or counsel of his/her choice, adequate time being given for the preparation of a defense; (4) the right to a hearing before the student Disciplinary Board; (5) the right against self incrimination; and (6) the right to appeal adverse decisions of the Student Disciplinary Board to the governing board and ultimately to the appropriate education agencies. (c) The decision in any disciplinary proceeding must be rendered in the basis of relevant and sUbstantial evidence presented at the hearing, or at least contained in the record and disclosed to the student affected. The deciding body must act on its own independent consideration of the facts of the case. The body should, in all controversial questions, render its decision in such a manner that the issues involved, and the reasons for any decision made are clear to the student. (d) Disciplinary sanctions shall be corrective rather publish on a periodic basis acts which are deem violate or school rules and regulations and the corresponding disciplinary sanctions do not violate the rights guaranteed herein and under the Constitution. CHAPTER VII OTHER RIGHTS SEC. 19. Right Against Unreasonable Searches and Seizures. Every student shall be free from any form of unreasonable search and seizure. Except for the following instances no search or seizure of a student shall be deemed valid: (a) (b) (c) (d) (e) Searches made at the point of ingress and egress by authorized personnel of the school. Searches and seizures of illegal article or articles falling in the plain view of duly authorized personnel; Searches and seizures of articles that are illegal, discovered inadvertently by duly authorized personnel; Searches made when the student is about to commit, is committing or has just committed a crime or a serious infraction of the schools rules and regulations; Searches made with a valid search warrant. Articles seized in violation of the here above mentioned provided rights shall not be used as evidence against the student in any disciplinary action that may be brought against him/her. SEC. 20. Access to School Records and Issuance of Official Certificates. Subject to the provision of the following section, every student shall have access to her/him own school record, the confidentiality of which the school shall  ·maintain. He/she shall have the right to be issued official certificates, diplomas, transcript of records, grades, transfer credentials and other similar documents within thirty (30) days from the filing of request and accomplishment of all pertinent requirements. SEC. 21. Unpaid Tuition Fees and Examination. No student shall be prohibited from taking a periodic or final examination because of unpaid tuition and other fees under the established terms of payment prescribed by the school concemed and approved by the appropriate education agency. Students with delinquent fees permitted to take an examination shall nevertheless be subject to the right of the school concerned to withhold the release or issuance of such students school records or of the documents mentioned in the preceding section or to deny such students admission at the next succeeding term or year until the prior delinquencies are fully paid.

Comparing Theories of Language Acquisition and Language Development Ess

The aim of this essay is to explore language acquisition and compare and contrast different theories of language acquisition and language development. Language in its most basic form is used to communicate our needs and wants. It encompasses a range of modes of delivery including signing, spoken and written words, posture, eye contact, facial expressions and gestures. So how do we learn ‘language’? Are we born with the skills for communication, or is it something that we have to learn or have taught to us? Four theories are looked at in this essay to determine how children acquire and then develop language. These theories include behaviourist, nativist, cognitivist and sociocultural. This essay will highlight some similarities and differences in each theory and what impact these have on a child’s acquisition and development of language. Lastly we will look at the implications of these theories when working with children. Can a classroom teacher deliver a quality l iteracy program based on just one of these theories or does it need to incorporate components of all four? Sims, (2012) pp. 21 states ‘’High-quality learning experiences in the early years of life enhance children’s cognitive and language skills’’. This places a great responsibility on educators and teachers alike to provide an environment which is rich in learning opportunities that will encourage both the acquisition and development of language. Language acquisition is perhaps one of the most debated issues of human development. Various theories and approaches have emerged over the years to study and analyse this developmental process. One factor contributing to the differing theories is the debate between nature v’s nurture. A question commonly asked is: Do humans a... ...conditioning.html Sims, M. & Hutchins, T. (2011). Program planning for infants and toddlers: In search of relationships. Sydney: Pademelon Press. Slavin, L. (2010). Theory on Cooperative Learning. Retrieved from http://books.google.com.au/books?hl=en&lr=&id=oE-3bZik8rQC&oi=fnd&pg=PA160&dq=slavin+2010+theory+on+cooperative+learning&ots=K_fTJis6u7&sig=O6SN6RtlnBSjSt-VP8lFzxIN944#v=onepage&q&f=false Stocia, D. (2008). Vygotsky’s Theory of Cognitive Development [Online presentation]. Retrieved from http://www.slideshare.net/dtr200x/vygotskys-theory-of-cognitive-development-presentation Vukelich, C, Christie, J & Enz, B 2002, Helping Young Children Learn Language and Literacy, Allyn & Bacon, Bosten MA. Wadsworth, B. (1978). J. Piaget for the Classroom Teacher. NY, Longman Wilhelm, J., Baker, T., & Dube, J. (2001). Strategic Reading. Portsmouth, NH: Heinemann

Katie And Joe Play

Is she the reason your grades are so low? Katie: NO it isn't about her. [Joey's phone beeps. ] Joe: Did you go to Dry. Phil yesterday by any chance? [Joe walks over to the other side of the room picks up a charger and walks towards the small round table where there was an outlet and plugs in the charger and puts his phone on the table. ] Katie: Yeah.. ; [Pause] Joe: What did you guys talk about? Katie: Doesn't matter. [Joe frowns] Joe: You know you can tell me anything, right? Katie: That's Beethoven me and Dry. Phil. [Long pause] We just talked about mom, again.Joe: Oh, I see. [Joe walks over and sits beside Katie] Katie: Mom is coming back, right? Joe: Sweetie, Janice†¦ I mean your mother, she's gone†¦ She's not coming back. [Katie starts tearing] Joe: Katie [Long Pause] are you- Katie: I'm fine! [Joe walks to the stand across the room that held napkins and walks back with the napkin at hand] Joe: Oh my god, Kate! [Katie is sobbing and takes the cushion from the sofa and buries her face in it. Joe runs to the sofa and sits down] Joe: It's going to be okay, you don't have to cry anymore. Katie cries harder.Joe lets Katie cry for a while and let it all out] Joe: It's going to be alright sweetie. Here wipe your face with this. [Joe held his hand out with the napkin still at his hand] Katie: Just leave me alone! [Katie pushes his hand out the way, the napkin flies across the room] Joe: Katie! [Katie gets up, the cushion falls. Katie tries to run out the room, Katie trips over the cushion and tries to get up, Joe tries to help. ] Katie: I said, leave me alone! [Small pause] I said I'm fine. [Joe stands back and watches Katie limp UT the room.Joe walks over to the other side of the room where his cellophane lied on the table. Joe takes out the plug and picks his phone up and dials a number. The phone rings, no one picks up. Joe walks to the bookshelf still holding onto his phone and picks up a photo album and sits down on the sofa. Joe flips through pages , slowly feeling depressed. Joe receives a phone call, he picks it up. ] Joe: Hello. Mike: Hey, you called earlier? Joe: Yeah, you busy? Mike: No why? Joe: Can you come over? Really need to talk to you.

Creating a Business Plan Example For Free - Free Essay Example

Sample details Pages: 7 Words: 2238 Downloads: 4 Date added: 2017/06/26 Category Business Essay Type Essay any type Did you like this example? Executive Summary The executive summary of the business plan should summarise in such a way that the sections hang together all that has been included in the ensuing chapters. It should be a distillation of the plan itself following the same order and pattern of the plan itself so that the reader may easily refer to a chapter for more detail if need be (Jenkin 2014). Depending on where the business currently stands perhaps a start up or an established business looking to expand, the executive summary should highlight where the business is, where it needs to go, why it needs to go there, what it needs to get there and what can be expected to happen when the business does achieve its startup goals or expansion goals (SBA, 2015). Don’t waste time! Our writers will create an original "Creating a Business Plan Example For Free" essay for you Create order The Business If the business is an established business, this section should detail the current position of the business. This should include the product mix offering, the customer segments or groups to which it is offered, the current financial position of the business, the current goals and objectives of the business (which should be Specific, Measurable, Attainable, Relevant and Time-limited), the current strategy of the business (i.e. the competitive advantage of the business) and finally how it currently utilises its resources (Evans, 2010). Where the business plan is for a start up this section should set out what the goals and objectives of the business would be again making sure that they are specific, measurable, attainable, relevant and time-limited. Furthermore this chapter should summarise the proposed product mix to be offered and the proposed customer segment or groups to whom it would be offered. The product mix must be presented in terms of its benefit to the proposed custom er segments (Evans, 2010). Market Demand This chapter essentially details the results of the market audit or market research that should be carried out. The result of the market research presents the platform in which the markets can be defined; that is divided into segments, the target market is identified and the product offering is positioned (Barnett, 1988). The first step thus is researching the market and business environment (Barnett, 1988). One way of determining market size is by adding the turnover of potential competitors (Evans, 2010). This can be done using a PESTLE analysis. A PESTLE analysis gives an overview of how key drivers such as the population, economic, socio-economic, technological, legal and environmental factors affect the market size and capability (Kotler and Keller, 2012)). For example, if a start-up plans to begin the manufacturing and sales of a new smart phone in the UK, the population and the percentage of the population that uses a smart phone gives an estimate of the market size of smartphones. The population can be further broken down into age and sex segments to further narrow down the target in terms of the age brackets and sex of the market this will inform the positioning of the product and the identification of the target market (Hooley et al, 2012). As can be expected a larger market size would be preferred (Kotler and Keller, 2012). The economic and socio-economic factors of the business environment or the market gives insight into the purchasing power of the market again this should inform the target market and the positioning of the product. For example, if the economy is generally bad, consumers may not be willing to make high end purchases. Similarly, if the gross domestic product of a country is low, high-end products may not be suitable for the market. The technological, legal and environmental factors also affect the capability of the market to make a purchase or how the market now makes a purchase. In the smartphone example, perhaps it has b ecome a trend that consumers now prefer à ¢Ã¢â€š ¬Ã…“greener phones, or the government has passed a law limiting the number of mobile phones one person can have or technological advancements now influence the kind of smartphones consumers want or the methods in which they purchase these smartphones perhaps they now make more purchases online than they do in brick and mortar shops. The information required to carry out this analysis can be found via the internet on sites such as Office for National Statistics UK which provides statistics on the population, the ratio of men to women across different ages and how much per household is earned in the UK amongst other relevant information. Alternatively or in addition, a customer survey using questionnaires may prove quite useful in determining the preferences of the market. Having identified the market size, the next step would be to segment the market and identify the market in order to shape the product and value offering. Th e market can be segmented by geography, demography and behavior (Kotler and Keller, 2012). Having segmented the market thus, one of these segments or all of the segments could be identified as the target market. It is however worthy to note that a larger market segment with an equally attractive purchasing power may be the obvious preference but a niche may sometimes be found in a smaller or sometimes larger market with a low purchasing power. An example of this is insurance companies India, selling policies for as low as a pound because the population of India is quite large making its a large market albeit one with a low purchasing power (Kotler and Keller, 2012). It is recommended that a diagrammatic representation of the relevant information sourced for this section is included in this chapter of the business plan to make for easy reference of facts and figures. Competition and Strategy This chapter of the business plan should detail the industry attractiveness and the business strategy for competing in that industry. The attractiveness of an industry may be analysed and discovered by carrying out a Porters 5 forces analysis which essentially determines the profitability of the industry as determined by the 5 sources of competitive pressure (Grant, 2015), Porters 5 forces is diagrammatically represented below in Fig 1. Threat of substitute products or services The price customers are willing to pay for a product depends in part on the availability of substitute products (Gran, 2015). In other words, if there are no substitutes of the product or service one offer, customers may be inclined to pay a little more e.g cigarettes and gasoline. In addition the extent to which substitutes depress prices and profits depends on the likelihood of the buyer to switch between alternative products or services (Grant, 2015). For example, if customers are likely to switch fro m sugar to honey, then the prices and profits of sugar will fall in order to attract more customers. Threat of Entry If an industry earns a capital in excess of its cost of capital, it will act as a magnet to firms outside the business (Grant 2015). Put simply, if there are no restrictions on new entrants into the industry the rate of profit will fall towards the competitive level (Grant, 2015). In other words the more competitive the industry, the less profitable it is. Thus it will be worthy to check if there are barriers to entry in that industry such as high capital requirements, product differentiation, economies of scale, governmental and legal barriers etc. The more of these there are the less competitive and the more profitable the industry would be. Bargaining powers of suppliers and buyers This refers to whether the buyers are price sensitive or not and these would depend on a number of factors (Grant, 2015). For example in the car manufacturing and sales industry, it importance of a car usually outweighs its cost. Some cars are differentiated as luxury cars thus they are sold at a premium e.g Jaguar Land Rovers Land Rover. Car manufacturers may have to be insensitive to price in a bid to get the important car parts they require in the manufacturing process, finally car manufacturers today are in intense competition with each other thus they put pressure on their suppliers to reduce prices. The same is the case for supplier bargaining power, except the roles are reversed and the firms in the industry are the buyers and the producers of their inputs are the suppliers. Rivalry between firms would depend on the number and size of the rivals and whether they are relatively similar (Grant, 2015). If they are similar they may avoid price wars in favor of collusive pricing strategies. Also the extent to which the products are differentiated determines the intensity of competition more differentiation means less competition and price cuts whilst the opposite is the case (Grant, 2015). Fig.1 (Porter, 2008) Having identified the intensity of competition in the industry and the target, the next step would be to identify a suitable strategy of value offering to the customers. In simple terms this could be either through product differentiation or price differentiation (Grant, 2015). Product differentiation strategy offers the consumers a product which benefits the consumer in a way no other product does whilst differentiation or cost leadership offers a price value which is below that offered by other suppliers or producers in the market (Grant, 2015). An example of a company with a cost leadership strategy is Primark. Financials and Forecasts There are a number of financial forecasts that could be created for the purposes of a business plan however the most suitable financial forecast for a start-up is a market driven sales forecast as it does not require the detail that a full financial forecast would require. A full financial forecast is more suitable for an already established business as historical financials of that business would be readily available. It is worthy to note that a market driven sales forecast for a start-up will involve some general estimates which must be justifiable and realistic. A market driven forecast can be presented as shown below Business Segment or Customer Segment Market Size Market Demand Growth %/year Forecast Market size( £000) in 3 years Company competitive position on a scale of 0-5 Likely market share Likely revenues A Note 1 Note 2 Note 3 Note 4 Note 5 Note 6 B C Total Notes Note 1 Assuming that the business has chosen segments that already exist in the market the market size would be readily available by adding the turnover of potential competitors with the same segment. Otherwise a simple multiplication of the proposed price of the product by the size of the market (number of customers in the market) would suffice in estimating a market size. Note 2 If it is an existing market, the information as to the growth trends of the market would be available on the internet (it is important to use a reliable source such Financial Times or Bloomberg). The average rate growth rate can then be used to predict the market growth rate for the next 3 years for each segment. Assuming that the growth rate remains constant makes it easier. Note 3 To determine the forecast market size in the next three years, the, the growth rate of the market size over the last three years could be examined to arrive at an average figure which can then be used to forecast the market size in the next three years. Note 4 The competitive position of the company in the next three years on a scale of 0 -5 (5 being the highest) may be determined by figuring out how much market share the company can realistically acquire in each year. For example if the company is starting up the fourth mobile phone network in a country that already has three, it is unlikely that the company would have a 25% market share in three years, rather it may have between 8-10% following an intensive marketing campaign (Evans, 2010). Note 5 as explained in note 4. Note 6 Likely revenue should be informed by the market size divided by the market share and then multiplied by the price per unit of the product. The revenue forecast in 3 years time should be determined by the growth rate of the market and the market share of the company. Control Control involves a system of controlling an organisations expenditure over a period of time such as budgeting, variance analysis, and internal and external auditing (Evans 2010). However where a start-up is concerned, budgeting may be more suitable for controlling the expenditure of the company after its first year in business. Funding The following are the most popular and relevant sources of funding for a startup; self-funding, friends and family, small business grants, loans or line of credit, start-up incubator, angel investor, venture capital and partnership (Zwilling, 2010). References Barnett, W. (1988). Four Steps to Forecast Total Market Demand. Harvard Business Review. Retrieved 9 June 2015, from https://hbr.org/1988/07/four-steps-to-forecast-total-market-demand Evans, V. (2011). The Financial times essential guide to writing a business plan. Harlow, England: Financial Times/Prentice Hall. Grant, R. (2015). Contemporary Strategy Analysis (8th ed.). West Sussexx: Wiley and Sons. Hooley, G., Piercy, N., Nicoulaud, B. (2012). Marketing strategy competitive positioning. Harlow: Financial Times Prentice Hall. Jenkin, M. (2014). Small business tips: how to write a business plan executive summary. the Guardian. Retrieved 9 June 2015, from https://www.theguardian.com/small-business-network/2013/aug/22/small-business-tips-write-business-plan-executive-summary Kotler, P., Keller, K. (2012). Marketing management. Upper Saddle River, N.J.: Prentice Hall. Porter, M. (2008). The Five Competitive Forces That Shape Strategy. Havard Business Review, 86(1) , 78-93. Sba.gov,. (2015). Business Plan Executive Summary | The U.S. Small Business Administration | SBA.gov. Retrieved 9 June 2015, from https://www.sba.gov/content/business-plan-executive-summary Zwilling, M. (2010). Top 10 Sources Of Funding For Start-ups. Forbes. Retrieved 9 June 2015, from https://www.forbes.com/2010/02/12/funding-for-startups-entrepreneurs-finance-zwilling.html