Business Plan Education
Literature Review for Integrative Project
Starting a business can be difficult. However, with the right knowledge and help, a successful business can start and operate indefinitely. This literature review will discuss have to prepare a successful business plan, solicit grant funding and start a non-profit minority organization that reflects teaching character education along with academics to help build good character and social responsibility for some disadvantaged children. Introduction
Every day and everywhere there are different cultures. This is not going to change. A lot of times when we use the word culture people think we are speaking only about color or race. However, culture includes race, class, gender, groups and a number of other things. So even if we are not dealing with race, we may have to deal with a gender or a particular class of people; and camp goers are definitely a different class of kids. As children experience things in their young lives they develop different outlooks on the world and flock to certain groups and classes. However, if children have a variety of experiences with a variety of resources they become versatile and can be comfortable in any group or class. (Riehl, 1993).
Certain philosophies should be used when teaching students about culture and bias so that they are able to see or hear through the media and other forms of uncontrolled avenues and continue to have little or no self-esteem issues. GLAM’R House’s business plan depicts the educational need of cultural, academics, morality and social responsibility in minorities, which certainly include most ethnic groups. Its claim is to educate these groups in social development and other areas that will affect them in the future. During my research there were other camps that catered to minorities along with academics and other activities. However, the one that stuck out in my mind was Camp Atwater. This camp has been in existence since 1921. The camp offers a residential camp experience within an Afro centric framework. Their said goal of this camp is to create an experience that will assist in the development of positive values in youth (http://www.campatwater.org/).
Even though some people believe that camps are just for fun or, are just a summer divergent for children whose parents can afford to send them away; it is not! Nonetheless, camps help children identify themselves. Theme One: The Business Plan
In order to start a new business, you must have a plan. There are government agencies that will assist new minority business owners who have a concrete plan to start a perspective business. Some of government agencies only focus on new entrepreneurs as they help them promote growth and competition publicly and privately while others focus on established progressive businesses (>http://nvn-toolkit.seedco.org/).
The Minority Business Development Agency and the Small Business Association is a couple of the government agencies who help potential business owners with funds and other information that they may need in order to create a competent business plan. These agencies can explain the importance of maintaining a successful plan which keeps new business owners abreast of their competition, products in demand, statistics that affect particular businesses and target market (www.mbda.gov).
Agencies like these have websites available to assist in offering information that promotes investigative techniques necessary for preparation of a business plans. Once a good business plan is prepared, if the potential entrepreneur does not have all the funds, a grant is the next reasonable resource. (http://www.sba.gov/smallbusinessplanner/plan/writeabusinessplan).
Depending on what type of business you want to launch, depends on the type of grant you seek. Since opening a residential summer camp is the business that is being sought, relevant grants could be located in the educational programs funding arena (http://exchanges.state.gov/education/RFGPs/menu.htm).
Because most first time entrepreneurs are not familiar with seeking information on grant funding, nor are they familiar with insider help, there are books and software programs that can be purchased that explains essential rules, obstacles, and opportunities that entrepreneurs face early in their business life cycle (Kanu, June 2008
). In addition, some websites get you caught up in purchasing fraudulent materials and software programs that claim to help find grant funding, when all they do is sell software and make you commit to memberships with a monthly fees of about $19.99 which does not help you in the way that you need (*****************) However, you have to make sure that each websites that you research is valid and legitimate. Make sure when you do research, these websites lay out a complete description of exactly what they do; who qualifies for funds, and the description on how to use the grant. Theme Two: Grant Funding
Once you have completed a business plan and determined that you will need funding to launch your business. There are numerous steps required to request grant money that must be followed precisely; such as letters of intent, applications, certain research information, demographic information, and need and demand summaries (http://grants.nih.gov/grants/guide).
Since GLAM’R House’s business plan requires the purchase of a facility the Federal Register of the Department of Housing and Urban Development is a good source to use in finding an affordable facility. Meeting compliances with HUD is very strict. Applications are only done electronically; they are examined with a fine-tooth comb and if any of the required steps are not met, this agency may reject the application until the discrepancies are corrected (Fed. Reg. 2008
). Along with the request for particular grants there are certain formatting requirements that must be followed to get the grant reviewed and approved. If the formatting of these sensitive documents is prepared improperly, your grant may not be denied. GLAM’R House is described as unique in its character whereby it is claiming to offer tuition assistance for disadvantaged, low income minority youths which will help them develop in comprehensive activities, high academics, self-discipline, critical thinking, transformative learning, self-motivation, socially, morally and ethical in their foundation for their future. Statistical views regarding the number of students who attend summer camps, summer activities, day camps, summer schools, etcetera, are documented in the chart below.
|Summer Camp ||Percentages |
|Length of the average summer vacation in U.S. schools ||9-11 weeks |
|Length of the average American vacation for working adults (in 1999) ||3-8 days |
|Percentage of six-to-twelve-year-old children who regularly spend time in summer programs ||24% |
|Percentage of children who are in summer school ||6% |
|Proportion of children who are regularly in the care of relatives during the summer ||1/3 |
|Percentage of children who are regularly in family childcare during the summer ||6% |
|Percentage of children who are regularly in the care of a nanny or baby-sitter during the summer ||8% |
|Percentage of children under 13 who are regularly without adult supervision during the summer: ||11% |
|Percentage of higher-income children who are regularly without adult supervision during the summer: ||15% |
|Number of day and resident summer camps in the U.S.: ||12,000 |
|Costs for Day camps ||$100 - $275 |
|Percentage of summer camps that are sleep-away camps ||60% |
|Average weekly fee for sleep away camps ||$325-$780 |
|Number of children that attend camp each year ||6 million |
|Average fees for children attending day camps ||$100 - $275 |
|Percentage of camps that offer financial assistance to children in need: ||90% |
|Percentage of children who visit a library at some point during their summer after kindergarten/a> ||64.8% |
|A state national park: ||55.1% |
|A museum ||38.9% |
|A zoo, an aquarium or a petting farm ||61.2% |
|A historical site ||39.9% |
|A vacation spot ||75.2% |
After reviewing this chart on http://www.babble.com/sectionhomepages/features/,
website it clearly does not give a report on the type of impact summer activities and camps have on children throughout their lifetime; nor does it confirm if these kids viewed themselves in another way after summer vacations, etc. The chart does not determine whether these kids are upper, middle or lower class, disadvantaged or even if the any of these summer experiences changed their lives tremendously.