The Honorable Brutus in Shakespeares Julius Caesar :: Julius Caesar Essays

The Honorable Brutus in Shakespeare's Julius Caesar In Shakespeare's play of "Caesar" Brutus is a conspirator who portrays a person who favors a republic for Rome. Brutus is an honorable man. Many characters in the play show there reverence for Brutus. Brutus exemplifies his honor in many ways. Brutus is obsequious when he is needed to abet his fellow romans. Brutus is an honorable man. "Am I entreated to Speak and Strike? O Rome I make thee promise, If the redress will follow, then receivest thy full petition at the hand of Brutus" (Shakespeare 397). Brutus will obey to whatever the romans convey to him. Consequently, Brutus joins the conspiracy inorder to help the romans rid rome of Caesar. Brutus also understands that he is putting it all on the line for his romans, therefore Brutus is an honorable man. Brutus is a scrupulous man, whose virtues endure. "No not an oath, If not by the face of men, the sufferance of our souls, the time's abuse-If these motives be weak, break off betimes, and every men hence to his idle bed; So let high sighted tyranny rage on, till each man drop by lottery" (Shakespeare 399). Brutus said that if the conspirators do not join for a common cause, then there is no need for an oath because the conspirators are self-righteous, and they are serving the romans. If the conspirators don't bind together, then each man will go his own way, become a weakling, and die when it suits the tyrants caprice. Brutus is advocates peace, freedom and liberty, for all romans, which shows that Brutus is an altruistic as well as an honorable man. Brutus also had a compassion for Caesar when he had killed Caesar. "If then that a friend demand why Brutus rose against Caesar, this is my answer: Not that I loved Caesar less, but that I loved Rome more" (Shakespeare 421). Brutus had honored Caesar but Brutus felt that Caesar was to ambitious. Brutus also felt that Caesar made the romans as slaves.

Nothings Changed :: Afrika Culture Cultural Poems Poetry Essays

Nothings Changed In ‘nothings changed’ Afrika describes the cultural difference between coloured people and whites. He represents this by using many different poetic techniques, he does this by emphasising that there is a cultural difference between them, he shows this by using a small village in Africa called District six. The Title of the poem suggests that when the whites destroyed District six and built a new village, for coloured and whites to mix, it did not work. He shows this with the feeling of being unwelcome, in the village that used to be his home when he was a child. In this poem the cultures are divided because of wealth and power. In stanza 1, Afrika clearly builds up a sense of his anger at the continuing injustice. As he walks through District six, once so familiar to him, he feels an outsider. He begins his poem with short monosyllabic words, ‘small round stones’, which adds a feeling of sharpness to the tone which suggests his anger. In addition, the onomatopoeia word ‘click’ emphasises his anger because of his sharp aggressive ‘ck’ sound. Secondly he begins to use harsh and aggressive words, for example the word ‘thrust’ is a very harsh and unwelcome word, and it sounds very violent and aggressive. In this poem Afrika uses the symbol of â€Å"weeds† as the weeds are unwelcome, the weeds and Afrika are similar because they are unwelcome as they are both outsiders. Afrika’s hatred for what he believes it continually discriminated, this it shown as a symbol with the ‘whites only inn’, Afrika uses a word ‘brash’ which shows his vulgar, garnish and ostentations into appearance. Also alliteration is used in ‘guards at the gatepost’ with its aggressive ‘g’ sound, to reveal how intimidating it feels. Secondly there is a sense of unwelcome ness this is symbolised with the imported trees, menus and luxury foods; additionally there is repetition of the word ‘glass’ this symbolises a barrier physical and psychological as he is not allowed in. In the poem ‘nothings changed’, Afrika compares the working-mans cafe to the up-market restaurant. He compares the imported trees, menu, to the cheap and basic cafe, this is shown by when he says ‘we know where we belong’, and this says that he knows that he can’t go into the up-market restaurant because of laws and feels that he doesn’t fit in there. Also in this stanza there is also a symbol ‘it’s in the bone’, this symbolises that his culture is inside like it is imbedded inside him, he also shows this by saying ‘wipe your fingers on your jeans’ it

If Thought Corrupts Language, Language Can Also Corrupt Thought

I am going to conduct an experiment by comparing and contrasting the linguistic choices between two newspaper articles with different views on the same event but different representations of the event and other aspects strategically placed to determine whether words have the power to manipulate or persuade ones thoughts through the ideologies of their own. Article 1’s headline is more elaborated and uses much more animated lexical choices, which paint more of a picture in the readers mind.Article 2 is more simplified and straight to the point, summarising bluntly. A1 is in the present tense to give a more dramatic effect and add impact. A2’s lexical choice â€Å"evicted† is in a past tense as if to say, the decision has already been made. The rest of the sentence is in a future tense, emphasising the certainty of the eviction. A2 is in a passive voice drawing attention away from the doers. A1’s in an active voice, drawing focus to the positive actions. A1s lead focuses the subject on the confrontation using lexical choices to create an effect of epicenes, representing the travellers like freedom fighters.A2’s lead focuses on the matter in hand and the Councils demands. Both leads reflect the ideologies of the writers. Both articles were selective on the choice of quotes ensuring they reflected the ideologies of the articles. A1 mainly uses sources considered with good credentials because people usually listen to and respect points from authority figures and therefore are more likely to agree or be persuaded by them, also because ‘elite sources are considered newsworthy by the media. The articles use unidentified sources to disclaim ideological responsibilities.The specific sources they use really reflect their overall ideological message. Both use representatives i. e. †Council spokesman â€Å"and â€Å"a source† instead of specifying the actor, which indicates writers â€Å"doubts or contention over the f acts’† (Bell. A 1991) or it may not suit the articles representation. A1 uses a human interest figure to put the matter into perspective because the travellers views may still be rather bias and propagandarish. A1 avoids labelling council sources with professional titles to devalue their quote, in one case they use a marital title instead in-order to derogate their authority.A2 uses qualifier determiner + noun phrase (the Dale Farm) to label travellers to subtly disclaim allegations of prejudice, emphasising dispute with that specific community. Both use a first name basis source to indicate their support. A1 qualifying labels represent the authorities negatively to demean them. A2s qualifiers were quite neutral, maybe because the writer was more focused on justifying their actions rather than belittling the travellers. A1 mentions support of respected public figures i. e. celebs, Bishop and UN worker.A2 mentions political figures as support, readers respect ‘elit e’ views and might think ‘if they believe it’s right or wrong then it must be’. A1’s sequence of information is in an anachronical order, throwing the reader into the scene before elaborating and adding further cohesion. They lay down the ground work and build suspense before reaching the climax 1. Sets scene of confrontation to grab audience’s attention. 2. Celebration pictures. 3. Reasons for celebrating (injunction). 4. Pictures of traveller’s defence strategies. 5. Council’s response to injunction. 6.Issues – politics. 7. Opposing army pictures. 8. Preparations for war. 9. Supporter pictures. 10. Architecture eviction plans. 11. Finale – battle. A2s sequence is more structured in the sense of ‘opening’, ‘body’ and ‘conclusion’, sought of an open and shut case. 1. Verdict – outline decision. 2. Dispute. 3. Support. 4. Negotiations. 5. Threats. 6. Remorse. 7. Selectiv e traveller sources. 8. Resistance. 9. Plea. 10. Denied. What is mentioned and not mentioned is a clear indication of the writer’s intentions on the representation of the article. Each article is coming from n ideological view point with every linguistic choice made. A2 makes excessive use of modal verb â€Å"will†, to reinforce the Councils authority as in to say the travellers will comply and nobody is above the law, this gives inkling that the writer is more conservative. A1 uses a lot of modal verbs expressing probability, therefore devaluing the Council’s authority revealing a more liberal attitude. A2 is tactful when using pronouns, i. e. personal pronoun â€Å"we† is used frequently to give the readers a feeling of inclusivity, so that the Council can align themselves with the reader.Both discourses make use of the 3rd person pronouns i. e. â€Å"they†, â€Å"them† and â€Å"their† but A2 uses it in the context to distinguish b etween ‘us’ and ‘them’ further aligning themselves with the reader. A1 uses it to avoid repetition. Both articles use rhetorical questions, which forces the reader to agree with the question and provokes them to think about the question. i. e. â€Å"is there not equality under the law of this country? † and â€Å"what are we doing throwing these people into destitution? Do we want more poverty in the country? A1 uses antithesis i. e. â€Å"aren’t complicated†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. larmingly simple† and â€Å"Is there, or is there not†. A2 uses â€Å"human rights for minorities, but†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. majority have human rights too† this is used to make the argument stronger and by contrasting the two opposites it forces the reader to compare the two ideas and therefore puts emphasis on the intended idea adding impact. A1s extraposition â€Å"take a stand if we don’t this will just carry on with ot her traveller communities† adds weight to their point by enlarging the proportion of the statement and adding more conviction to their argument. Both use three part lists i. e. Police, council and bailiffs†, â€Å"orange, yellow and blue†, â€Å"their homes, their land, the money they’ve spent† etc. because people are comfortable with things that come in three and it gives the sentence rhythm making it more memorable.A1 uses plenty of metaphors ‘small platoon’, ‘opposing forces’ etc. This paints a more elaborate picture in the reader’s minds and stimulates their imagination. Also it adds colour to the text and can have powerful emotional connotations, therefore being a powerful persuasive tool. A2 uses very few metaphors but for the purpose of figurative speech i. e. go on the table† and â€Å"weight behind† this is to express a complex idea through the comparison of two ideas, which has the effect of sim plifying the idea intended to be expressed. A1 uses copious amounts of collocations dominantly in metaphoric models i. e. ‘stand-off’, hard-standing’ etc. to add a degree of epicenes. The lack of collocations used by A2 suggests that they want to de-dramatize the confrontation and keep the matter in perspective. A1 uses lots of epithets i. e. ‘long-awaited’, ‘last-stand’, ‘latest twist’ etc. this adds flavor to the lexemes provoking a degree of suspense.A2’s lack of epithets suggest that they want to present the information bluntly. Both use many presuppositions, for example the sketch saying â€Å"leave the site or the LibDem conference will be transmitted†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. the implicature is that the authorities cannot do anything except talk. or â€Å"the court will find in the Councils†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ , presuming that the court will agree with them or â€Å"we are doing the r ight thing because it is a breach in criminal law†, the presumption is that they know what is right but what may be legal in one country may be illegal in another, so doesn’t really determine what is right and what is wrong.An implicature of â€Å"if you are human beings†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. imply that to have morals is to be human, which is a strong statement because it pries on the readers moral values. Presuppositions reveal the ideologies of the writer and manipulates or persuades the reader towards their perspective of the matter. A2 uses the sound bites â€Å"the time for talking in almost over† Sound bites capture the overall message of the writers intentions and are attention grabbers, making the statement much more memorable.Both Articles are in a declarative mood because they both have the primary purpose to inform and both choose different lexis to represent the articles differently. A1 uses a theatrical approach in their lexical choices, painting a more elaborate picture and dramatizes the discourse. They use lots of emotive language, with strong connotations i. e. â€Å"dangerous†, â€Å"joy† etc. This draws on the readers emotions and therefore persuades them to agree with their point of view. A2 uses less emotive language and uses more of a descripted approach, this is a registry tactic, choosing a more political register.As a broadsheet The Guardian in general is more aimed at professionals and may consider their readers as intelligent and therefore presume that they want a more descriptive and informative discourse. The discourse is formal and they use more complex lexis and Standard English to reflect their stereotypical audience of upper middle class readers. The Mail is a tabloid aimed generally at the working class and has a secondary purpose to entertain, thus why the language is more informal. They use imple and frequently colloquial and non-standard lexis because if you use the language of your reader s it strengthens your persuasion because they can identify with the linguistics and so the writer can manipulate the readers thoughts through language they’re familiar with. A1 makes good use of pre-modifiers i. e. last gasp, tense etc. to add suspense and climax. The lexis chosen by the papers have been specially chosen to have a certain amount of impact/effect on the reader in-order to manipulate the reader’s perspective to homogenize with their ideologies.The angle of facts from A2 represents the travellers as a burden to society, whereas A1 angle of facts represents the travellers as fighting for their human rights Both use the euphemism ‘travellers’ A1 uses â€Å"ethnic minority† and A2 â€Å"minority†, â€Å"physical support† and â€Å"physical solidarity† this is so that they are politically correct in some cases and to not cause offence to the reader and to turn a negative into a positive to a degree. ‘note the rep etition to emphasize â€Å"physical†. A1 and A2 dominantly use passive sentences in their discourses but for different effects.A1 plays on the passiveness of the process transitivity in order to victimize the travellers and draw attention to the ‘doers’ bad actions. A2s passive sentences draw attention away from the ‘doers’. A1 uses nominalisation i. e. â€Å"joy†, â€Å"happy†, â€Å"dangerous process† etc. This is to emphasize their good properties/actions(A. mooney 2011 p70)† and maintain the positive aspects by disregarding the doer. The writers use over-wording, this is to reinforce the overall massage of that representation. A1 uses the equivalence of â€Å"homeless†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦into destitution? †¦.. more poverty? † And A2 uses â€Å"racist, as it is now politically correct†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ethnic minority. † This adds lexical cohesion and emphasizes the statements points adding im pact. A2 uses contrastive pair â€Å"if they can’t live in a scrapyard, where can they live? † By contrasting these two pairs they put emphasis on the pair which has priority for the function of the statement, adding extra impact. A1 makes intentional use of alliteration i. e. Battle of Basildon, Death of Danger etc. Alliteration makes the phrase catchy and memorable adding impact.A1s copious amounts of pictures entices the readers almost placing them at the scene. The pictures have been strategically selected to represent the travellers in a positive light. They use symbolism in some pictures using arms aloft gesture which is associated with revolutionists and somewhat represents them as freedom fighters. The pictures were predominantly women and also use gender labels i. e. female, woman, maybe this was because women are perceived as less threatening than men therefore less aggressive, which will have more of a positive representation.Both articles use the superlativ e ‘largest’ but for slightly different effect. A1 uses it to increase the scale of the scene, which escalates the picture. But A2 adds the post-modifier Irish to draw attention to the members and size of the community which people might negatively stereotype as gypsies. This experiment reinforces the Sapir-Whorf hypothesis of linguistic relativism being that â€Å"language has a bearing on the way we think† It also adds collateral to the theory of ‘newspeak’ in that by â€Å"controlling language you can also control thought†(A.Mooney 2011 p32, p41). So to conclude I agree with Orwell (1998) that language can corrupt thought because as we’ve discovered using particular linguistic choices can have a particular persuasive effect on the readers and therefore can be used to manipulate or change ones perspective towards the writers ideological view but at the same time everybody is an individual with their own ideologies and perspectives, so yes language ‘can’ corrupt thought but may not necessarily do so.BIBLOGRAPHY * Mooney. A 2011 Language, Society and Power: introduction, Routledge: London * Bell. A 1991 The Language of New Media, Blackwell: Oxford * Fowler. R 1991 Language in the News: discourse and ideology in the press, Routledge: London

Business Plan for Early Childhood Development

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

Death is Definitely Not Justified With Physician-Assisted Suicide Essay

Doctors dedicate their blood, sweat and tears to achieve the ultimate goal of their profession – to preserve the health and well-being of their patients. Doctors positively intervene with life processes in order to maintain and preserve the lives of many people. However, when doctors negatively intervene with a natural process like death, problems can arise because they are caught in a dilemma of whether to forego life and help end the suffering or to preserve it and torment the patients suffering with terminal illnesses. This is why, physician-assisted suicide is not just perceived solely as a medical problem because it also involves legal, ethical, social, personal, and financial considerations. Physician-assisted suicide remained as one of the most controversial types of euthanasia because it violates the Hippocratic Oath. Physician-assisted suicide literally means that the physician provides the medication for suicide to a competent patient who is capable of carrying it out. It is not just morally reprehensible for a physician, or any medical practitioner, to assist the patient to conduct this procedure because it negates their responsibility to preserve life, physician-assisted suicide also devalues the life of the patient as their fate is put entirely in the hands of a human being. Indeed, there exists an unprecedented debate over physician-assisted suicide (also called euthanasia) because involves medical professionals, as well as the patients and their families. The arguments range from determining the dignity of the patients, the quality of their lives, their mental state, and sometimes their usefulness to society. For example, the patient who is in a vegetative state is considered dead by some but not by others, and this case presents substantial moral and ethical problems. The Oxford Dictionary of English (2005) defines euthanasia as â€Å"the painless killing of a patient suffering from an incurable and painful disease or in an irreversible coma†. However, euthanasia means much more than a â€Å"painless death†, or the means of procuring it, or the action of inducing it. The definition specifies only the manner of death, and if this were all that was needed to achieve it — a murderer, who is careful to drug his victim to death, could claim that he or she did an act of euthanasia. We find this ridiculous because we take it for granted that euthanasia is â€Å"death† itself, not just the manner of death. How can someone administer a â€Å"medical procedure† to the one who dies in the end? The spate of recent public and philosophical controversy has been over voluntary active euthanasia (VAE), especially physician-assisted suicide. Supporters of VAE argue that there are cases in which relief from suffering supersedes all other consequences and that respect for autonomy obligates society to respect the decisions of those who elect euthanasia. If competent patients have a legal and moral right to refuse treatment that brings about their deaths, there is a similar right to enlist the assistance of physicians or others to help patients cause their deaths by an active means. Usually, supporters of VAE primarily look to circumstances in which (1) a condition has become overwhelmingly burdensome for a patient, (2) pain management for the patient is inadequate, and (3) only a physician seems capable of bringing relief (Dworkin, Frey & Bok, 1998). A much publicized case of physician-assisted suicide came into the headlines when it shocked people with the bizarre activities of Dr. Jack Kevorkian in early 1990s (or â€Å"Dr Death† as the media have dubbed him) in the USA. Dr. Kevorkian, a retired pathologist, assisted over forty people to commit suicide in recent years in circumstances, which were somewhat beyond normal from regular medical practice. These people travelled to Kevorkian from all over the USA to seek his assistance in suicide. Kevorkian assisted their death by ending their suffering. He even attached his patients at the back of a dilapidated Volkswagen van, where a â€Å"suicide machine† can be found. This machine automatically injects patients with lethal doses of drugs, as patients themselves activate it. Despite being prosecuted for assisted suicide on several occasions, Kevorkian escaped conviction and continued his personal campaign for relaxation of the law in his peculiar way. It was only when he moved from assistance in suicide to euthanasia that he was finally convicted. He filmed himself administering a lethal injection, and the film helped secure his conviction for murder (Keown 2002, p. 31). Of course, his actions provoked discussion of the thin line separating passive euthanasia, which is legal in this country, and active euthanasia. Opponents of Kevorkian’s actions state that he is practicing physician-assisted suicide, which is illegal. Proponents of Kevorkian’s actions argue that the patient’s right to control his or her medical treatment is sufficient justification for assisted suicide. Unfortunately, most Americans seem to agree with physician-assisted suicide. A nationwide survey by the Gallup poll in 2004 showed that 69% of Americans believed that physicians should be allowed to help terminally ill patients in severe pain commit suicide. These results were consistent with those of Gallup polls over the past two years, where â€Å"Americans have shown slightly higher levels of support for doctors ending patients’ lives by painless means than for assisting patients to commit suicide† (Lyons, 2004). Allen et al. (2006) suggest about the reasons for these statistics. They said that â€Å"one explanation could be the increase in education and awareness of advances in both medical technology and research on various chronic diseases†. As more Americans are becoming more aware of the devastating psychological effects of disease on a person’s well being; â€Å"they may be more willing to make informed decisions on end-of-life care†. Armed with knowledge of how painful and grueling pains that patients suffer, Americans think that sometimes the best option for a terminally ill patient is physician-assisted suicide or some other form of euthanasia. Strangely enough, a group of doctors also support physician-assisted suicide. Known as the Hemlock Society, these doctors advocate the legalization of euthanasia (Snyder, 2001). This organization believes that the final decision to terminate life ultimately is one’s own, although it does not encourage suicide for emotional, traumatic, or financial reasons, or in the absence of terminal illness. Conversely, the National Hospice Organization supports a patient’s right to choose, but believes that hospice care is a better choice than euthanasia or assisted suicide (Snyder, 2001). Despite the salient points made by the supporters of physician-assisted suicide, we should not forget that this process essentially negates the purpose of a doctor’s profession. The Hippocratic Oath, which dates back in the 400 B. C. E. states that â€Å"I will give no deadly medicine to anyone if asked, nor suggest any such counsel†. Not only that it is in clear opposition to the oath of their profession, it is also morally and ethically reprehensible. According to Somerville (2006), there are two major reasons why people should not allow euthanasia to be legalized. First reason is purely relying on principle that it is not right for one human to intentionally kill another (with the exception of justified self-defense cases, or in the defense of others). Somerville (2006) stated that the second reason is utilitarian, as legalizing physician-assisted death has harmful effects and risks to people and society. In fact, the harms and risks far outweigh any benefits of physician-assisted suicide. While Mak, Elwyn & Finlay (2006) reasoned that â€Å"most studies of euthanasia have been quantitative, focusing primarily on attitudes of healthcare professionals, relatives, and the public†. Most people perceive pain as the major reason for requesting euthanasia, while other factors that convince people to choose it are impairment of functions, dependency, being a big burden, being isolated to people, depression, losing hope, and losing autonomy or control. This is why, Mak, Elwyn & Finlay (2006) thought that legalizing euthanasia is a â€Å"premature† move when research evidence from the perspectives of those who desire euthanasia is not yet proven to be necessary. The researchers suggested that there needs to be additional qualitative patient-based studies in order to broaden the physician’s understanding of patients. They deemed that there should be the â€Å"inclusion of medical humanities, experiential learning, and reflective practice into medical education should help ensure doctors have better communication skills and attitudes†. Thus, doctors and healthcare professionals should focus in examining ways to improve cure and care at all levels so that they can trash out the â€Å"side effects of poor end of life care†. In this way, physician-assisted suicide would not be necessity anymore. In 1997, the U. S. Supreme Court ruled that the Constitution does not guarantee Americans a right to physician-assisted suicide and returned the issue to the state legislatures for continued debate. In its decision, the Court placed emphasis on the American tradition of condemning suicide and valuing human life. In its ruling, the Court made it clear that the states have a legitimate interest in banning physician-assisted suicide, but it also left it open to them to legalize the practice. As a result, the practice has been legalized in Oregon. Although the law is rather unequivocal in regard to the practice of active euthanasia, the court decisions have been quite ambiguous. This may be a proper stance for the law in that its adamant negative position provides a deterrent to all considerations of the practice and forces deliberation of the merits on a case-by-case basis. But under what circumstances is euthanasia justifiable? Is it permissible to kill the terminally ill? How about those who are not terminally ill but have only lost their appetite for life? Even if society decides that citizens have a right not only to life, liberty, and property but also to death, what part do health care practitioners play in this right? Would the role of physician who conducts euthanasia have a chilling effect on the medical profession? What law cannot answer, ethics and morality could provide the answers of what needs to be done by health professionals when faced with a difficult dilemma, such as physician-assisted suicide. As medical practitioners, medical code of ethics should not just become theoretical concepts, because ethics are important references in the application of one’s moral and value system to a career in health care. Ethics involves more than just â€Å"common sense†, which is an approach for making decisions that most people in society use. Ethics goes way beyond this: It requires a critical thinking approach that examines important considerations such as fairness for all consumers, the impact of the decision on society, and the future implications of the decision. In the end, as doctors, the central issue remains caring for the dignity of the patient, which involves respecting the patient’s wishes, protecting the integrity of the profession, and sparing the life of a person under all conditions which are generally understood to be extremely burdensome. Thus, all forms of physician-assisted suicide are ethically and morally reprehensible because it promotes intentional killing. This principle does not require the preservation of life at all costs, which is essentially the role of all physicians.

Poverty and Social Stratification Essay

Absolute poverty corresponds to the situation wherein the individual person cannot survive or live due to lack of basic needs or resources such as food, water, clothes, medicines and the likes. On the other hand, Relative Poverty is the situation wherein the person could not satisfy his personal wants but this does not imply that the person is not going to survive. Social Stratification simply denotes the systems of layers and/or divisions made in the society that shall reflect their relative poverty or wealth. It is not focus in the individual person but instead refer to a larger group of people. The different kinds of Social Stratification are class systems, caste system and slavery systems. Today a so-called Global Stratification exist that categorizes each country according to their economy, population and wealth or national income. The most industrialized countries relatively are the wealthiest, their economy are mostly capitalist. The industrializing or otherwise known as developing countries have much lower standard of living and income than the industrialized. The least industrialized countries are the most poverty stricken. It includes majority of the South East Asian, Latin America and most of Africa. Most analyst believes that the economic growth of a country lies on raising the social standing of women, because in most industrialized countries women are given equal opportunity like men while in the least industrialized countries women are commonly regarded to have lower social status and capabilities than men. Uplifting the standing of men in a society would generally increase the labor force. Educating women would create women who are as much competitive as that of men. This type of women would be able to compete with men in a capitalist setting. Only when there is an equal treatment between men and women could a society fruitfully developed. Otherwise, women would be stagnant part of the economic system. The more players there are in an economic system the faster is the economic progress since there are more participants. References Relative and Absolute Poverty. Retrieved on November 9, 2006. Retrieved from the World Wide Web: http://www. qvctc. commnet. edu/brian/soc/sld027. htm Global Social Stratification. Retrieved on November 9, 2007. Retrieved from the World Wide Web: http://72. 14. 253. 104/search? q=cache:jmq-xfTAm0UJ:www. ilstu. edu/~jeweinz/soc106/notes/ch7notes. doc+global+social+stratification&hl=tl&ct=clnk&cd=1&gl=ph

An American Daughter The Construction of Lyssas Character in

An American Daughter The Construction of Lyssa's Character in Wendy Wasserstein was a highly influential playwright and person in general. She was a pioneer of feminism within the theatre as well as non-aggressive feminism outside of it. Her female characters are unlike any seen in theatre previously, and have a life that Wasserstein breathes into them through their dialogue, their descriptions, their actions and their lives. She presents characters that deal with serious issues, and has them respond in ways that are undeniably human, and draw the audience in. This lifelike female archetype is particularly visible in Wasserstein’s An American Daughter. Lyssa, a â€Å"Forty-two-year-old in a cotton shirt and jeans†¦,† (Wasserstein 7) is a sharp, career-focused woman. She is working to become the Surgeon-General, and she faces much to get there. She is not only smart and capable, but she deals with regret, bitterness, and the lack of a filter; flaws which make her life leap from the pages of Wasserstein’s script. Even within the description of the character lies an important break of stereotype. Lyssa is a career-driven woman, but she is not presented in a pantsuit and tie, nor does she wear heels and pearls every day. She is a woman. She wears jeans and a t-shirt, and she faces family issues just like real women do. By starting, at the most basic level, with a fight against diminutive and unrealistic standards, the precedent for honesty is set before anything else. Wendy Wasserstein’s An American Daughter is a prime example of Wasserstein’s presentation of women : smart, strong, capable, and well rounded. Lyssa, as well as her friend Judith and acquaintance Quincy, is presented not as the theatre-standard quiet, demure housewife, but as an independent woman seeking professional achievement. She works very hard, and obviously has a sharp mind and quick wit. What sets Lyssa apart from other female characters like her is not the blatant image of her, but rather the subtext and underlying character traits. In many other stories, there is a strong, witty female character who ‘goes against the grain,’ but Wasserstein’s protagonist (unlike so many others in the same strain) lacks the softer, alluring need for a man. This is the most significant difference between Lyssa and other female leads. Even Jane Austen’s Lizzy in Pride and Prejudice has the wit and the strength, but she boils down to a woman who craves a love interest. Lyssa does not. She has love, she has a husband and kids, but this is not her end goal. She loves her family and her job. She works hard to make her way in the world, and does so without leaning on her father the senator, and without using femininity, meekness, or sexual allure. She is not reduced to a sum of her womanly charm and a tube of lipstick, and this is Wasserstein’s genius. Not only is Lyssa a role model for career-seeking girls, she is also a role model for authors and playwrights alike. She is more than an archetype of the ‘capable woman,’ she seems to be a living, breathing person, someone who could walk out of her Georgetown home and into the lives of any and all of the readers. This is Wasserstein’s biggest influence on the w orld of theatre. She pioneered real, plausible female characters in theatre, and opened doors for equality and feminism within and outside of the theatre. Even when Lyssa catches her husband Walter kissing another woman, she doesn’t melt into the scene we know all too well: woman exits the room with a strong face, finds a place to be alone, sobs, finds her resolve again, and kicks the man out saying something along the lines of â€Å"I have too much potential to waste time on you.† Instead, Lyssa just walks away. She harbors some deep resentment toward her husband, which becomes obvious in the following interactions, but she doesn’t dust herself off and move on with her life. This is why Wasserstein’s characters are so important: they are beautifully, humanly, imperfect. Lyssa handles her husband’s infidelity in a way that isn’t healthy- and that’s important. This is one of the first instances of a character that the women in the audience can look at and say, â€Å"Oh,that’s me. I do that, too.† Much of the validity of Wasserstein’s characters comes from their start in reality. Once again, the truth of her characters stems from the truth in her life. She said what she felt needed to be heard, whether people would like it or hate it ( and most of the time they hated- or at least some did. ) She never presented her ideas as all-encompassing or perfect, instead she celebrated the flaws in all that she commented on: life, women, parents, children, feminism, and society; she commented on them in honesty, rather than trying to brush over issues. Wasserstein devoted most of her adult life to promoting better media presence for women, whether this was through her plays or through her own presentation of herself, her affect was widely experienced. Wasserstein poured (at least) a little bit of herself into each of her characters, and this is what changed the history of American Theatre. Wasserstein’s own life; her difficult childhood; the secrecy in her home; and the intense rivalry between her and her brother ensnared her audience with the fact that at long last- they were watching real women living real lives. One of the major influences on Wasserstein’s writing and, in fact, her life, was her mother Lola Schleifer. Lola was an eccentric woman to say the least. She ran her home and looked after her children, and all the while centered her life around her passion dance. She taught Wendy many important lessons about life, but was also the source of serious strife within the Wasserstein home. Lola demanded perfection from her children and would accept nothing less. This lead to her sending her mentally disabled son Abner to a mental care facility and ceasing all contact. The family never visited him, and soon ceased to acknowledge his existence whatsoever. He did not fit into Lola’s perfect suburban-mold family, so he wasn’t included. This was the type of behavior that put immense pressure of Wendy as she grew up. Wendy was constantly being compared to her brother Bruce, a well-to-do investment banker. Wendy’s accomplishments, however impressive, were held up to t he mold of her brother’s victories, and always seemed to fall short. This search for validity was present in all of Wasserstein’s life, and so it trickled into her writing. It is present in Lyssa specifically. Lyssa seeks her own career and advancement opportunities, and is constantly being compared to her father, which is endlessly frustrating to her. This is a clear link to Wasserstein’s own life, and one of the many reasons Lyssa seems to jump right off the page. Wasserstein also manages to capture a very real vulnerability in her characters. This likely stems from her mother’s influence. Her mother was particularly hard on Wendy as she was growing up and searching for what she wanted to do as an adult. Her mother even said at one point, â€Å"‘Wendy, you make me want to blechhh,’† (Salmon 62). Wendy wanted to win her mother’s favor and approval, but didn’t have a direction for her life, and so was a disappointment to Lola. This type of apathy shows through in the powerful vulnerability of her characters, and gives some insight into the basis of their strife. Aside from just her written works, Wendy Wasserstein was a powerful public figure, and an invaluable voice for women in society. One of the most significant facets of her public persona was the fact that she refused to be the aggressive, hot-tempered stereotype of the feminist. Instead, she lived her life in a way that didn’t allow for misogyny towards herself or her career. In so doing, she led a quiet, well-adjusted opposition to the predominantly-male broadway of the time. The fact that she managed to accomplish so much had everything to do with her public persona. Wasserstein is credited as having one of the first intimate public personas, at a time before Facebook statuses opened a window into people’s lives. Wasserstein published a series of newspaper columns that presented a manicured version of her life to the public eye. She wrote casually, as if she was talking to friends, but still kept the more personal or untidy portions of her life just that personal. This is not to say that Wasserstein shied away from discussing more personal subject matter in her works. In fact, it was just the opposite. She wrote in her plays frank discussions of love, intimacy, sex, and infidelity. Once again, however, she had a distinguishing factor: none of these was used gratuitously. Her female characters didn’t sit around gossipping about boys because what else do women do?. Wives had sex with their husbands not because that was a wifely duty, but because they wanted to. Once again, Wasserstein presented real life, and part of that was real discussion and real relationships. An interesting dynamic is created within An American Daughter when Lyssa brings up the idea that she wouldn’t have lost her nomination had she not been a woman. If a man had done the exact same things (skipping jury duty, making an offhand joke about homemakers), it would have been dismissed as a mistake, but because she was a woman, there was a shift in the power dynamic, and so the public jumped at the chance to have a reason to scorn her. This moment is almost certainly a commentary on our society. Wasserstein is using the reaction to Lyssa as a method of commenting on the ever-present distinction of reactions to mens failures versus womens. This is amplified by the fact that Lyssa is running for a position of power which had a long tradition of being male, and is taking the place of a man. Wasserstein is drawing attention to the fact that men have just as many shortcomings as women, and yet only with women in power roles are those shortcomings thrust into the spotlight. This is another area of feminism in which Wasserstein for many years led the charge: true equality. She did not fight for women to be seen as better than men, she didn’t want to take men down, she simply quietly and reasonably persisted towards her goal of equality. She was a mouthpiece for women across America, and lent a voice to women who wanted to see themselves being accurately represented without forcing a major debate. All of this innovation in the world of feminism in the theatre did not come without debate. Because Wasserstein was unafraid to push the envelope when it came to serious topics, her worked tended to chafe nearly as many people as it encouraged. Wasserstein herself commented on the fact that her plays were breaking through a societal barrier and, in doing so, causing some strife. She mentioned the idea that she was the only woman writing plays for women about women, and so they were expected to be all-inclusive providing representation for all women everywhere. Of course, realistically, this is impossible to achieve. The plays offer much more representation for actual women, but they cannot possibly include characters that everyone identifies with, and so some people will feel that there is still inaccurate and unrealistic representation. This disagreement towards Wasserstein’s works is particularly present against her major success The Heidi Chronicles. This is a work which manages to portray (and sometimes outrightly state) feminist views, but it does so in such a way that seems to undermine the very point she tries to make. The characters in this play may present feminism, but they do not do so without critique. Wasserstein pointed out that feminism isn’t flawless by any means, but that, just like the women it is seeking to further, it is worth it despite the shortcomings. (Barnett 14 15). It is important to note that Wasserstein’s legacy is not only in her feminism, but in her realism as a whole. Wasserstein had a way of writing characters and situations that made her audience believe that the character could live right next door to them. Her characters had real conversations with each other, and rather than trying to force in subtext, Wasserstein seemed to just allow subtext to happen as it would. Characters faced their adversities and responded in ways that people would, rather than grotesque caricatures. This is one of the qualities that created her lifelike characters. One difficulty that Wasserstein faced because of her subtextual messages was being taken seriously. Because much of her agenda was hidden beneath layers of other meaning, many people saw her work as simple comedy, a glimpse at silly interactions. This perception is one that deeply frustrated her. Wasserstein fought to have her work recognized for what it was: a scathing review of societal norms. She is quoted as having said in response to her work being seen as lightweight, â€Å"‘No, you don’t understand, this is a political act,’† (Wasserstein quoted in Dolan 444). Much of this aversion to being underestimated was again attributed to her dedication to honesty. Her characters were created in way that would comment on issues that she felt needed discussion, and so by allowing those conversations to go without being communicated, She was being dishonest to them. By demanding that her work be understood for all of its subtext and hidden meaning, she was once again affirming her stance in truth and honesty, and her position as a mouthpiece for these ideas. From many people, this demand for her works to be wholly understood would come off as haughty and even possibly offensive, but Wasserstein’s calm demeanor and unassuming lifestyle kept this feeling at bay. She lived out the ideas that she wrote in a very genuine way. Because she lived out her ideals, she earned the respect she asked for. Her honesty lived in her characters, their dialogue, their interactions, and their back stories; as well as though her speech, life, family, and work. Another major influence in Wasserstein’s life was her daughter, Lucy Jane. Wendy had Lucy at age 48, and because of the lateness of the pregnancy, she faced severe health problems. Wasserstein was ill almost constantly through the entire pregnancy, and Lucy was born three months premature. She struggled for a time, but ended up surviving, and became a light in Wasserstein’s life. The pregnancy, however, left Wasserstein ill, and she suffered illness based on the complications of birth until her death in 2005. The pregnancy (and the father) were kept secret from the public, and in fact many of Wasserstein’s friends and family as well. Only the people closest to her, the ones she interacted with on a daily basis, were aware of the pregnancy, and knew better than to share the news with anyone. Only after Lucy was born and spent time in the NICU was her birth announced. It was a short article, keeping details about the complications to an absolute minimum and keeping up Wasserstein’s persona. Wasserstein then proceeded to raise Lucy by herself, once again shunning society’s idea of a perfect family in favor of her own version of perfect. The once-solitary woman now travelled with an entourage, including herself and Lucy and usually a nanny and a personal assistant. She spent less time writing and more time doing lectures and answering questions. She gave her effort to her daughter rather than playwriting, feeling that she could now give to her daughter the effort she had given her plays. She worked with many people as she oversaw productions of her shows, as well as the group of people who formed her support system. She referred to the men around her as her ‘husbands,’ and actually had two of them at the hospital when she was giving birth to Lucy. These people became her family, overcoming the image Wasserstein’s mother had left with her of the (so-called) perfect suburban family, in order to create her own little family unit. Six years later, Wasserstein passed away due to lymphoma. This would come as yet another shock to the audience, as the always-private Wasserstein had kept the news of her diagnosis a secret since she had received it. She had continued to appear in the public eye despite her physical ailments, including facial swelling and near-constant discomfort. To the unaware observer, Wasserstein seemed just as put-together as always, even in her last few months. She held lectures and interacted with fans until she was hospitalised in December of 2005. To those who knew her, however, it was clear that she was physically deteriorating. She had been sick since she gave birth to her daughter, and had gone through a string of misdiagnoses and referrals, before finally being diagnosed with lymphoma. Upon her passing, legions of people were shocked and grieving. The lights of Broadway were dimmed in her honor on January 31, 2006, the night after she passed. Wasserstein’s legacy started with her characters and her voice, and will carry on and resonate with her audience for years to come. Despite the social changes that have occurred since her writings, her message remains as relevant as ever. She was a pioneer in the theatrical world for women and their portrayal. Her comments on feminism, relationships, women, and life still hold meaning in our society. Her calm and ordered response to the lack of realistic women in media stands applicable even today, and her heroines are still admirable role models. Wasserstein’s work commented not only on women in theatre, but in the reality of people being depicted in any case. She presented real, vivid characters dealing with real life events, holding a mirror to and commenting on realism in the theatre.