BUSINESS FILINGS

NY Business Filings and their Practical Applications



Table of Contents

I.INTRODUCTION5

Business Description15

Marketing16

Financial Requirements17

II. BUSINESS DESCRIPTION17

General recount of a Business17

Industry Background18

Goals and Potential of a Business and Milestones19

Uniqueness of a Merchandise or Service19

III. MARKETING SEGMENT20

Research and Analysis20

Target Market21

Market Size and Trends22

Competition24

Local Competition24

Estimated Market Share25

Marketing Strategy25

Pricing26

Advertising and Promotion27

IV. OPERATIONS SEGMENT27

Zoning Regulation28

Labor Supply29

Business Operations29

SCHEDULE30

Opening Procedure30

Closing Procedure31

Suppliers31

V.MANAGEMENT SEGMENT31

Management Team31

Ownership of a company32

VI. FINANCIAL SEGMENT34

Proposal34

Financing Plan34

Start-Up Capital34

Economic Assumptions - Income Statement35

Operating Revenue35

Operating Expenses36

Marketing36

FINANCIAL ASSUMPTIONS - Statement of Cash Flows40

VI.CRITICAL RISKS SEGMENT61

Inaccurate Sales Projections61

Weak Economy61

Construction Costs/Delays62

Competition63

Market Projections64

Property Damage/Personal Injury64

VII.HARVEST STRATEGY65

VIII.MILESTONE SEGMENT66

REFERENCES68

NY Business Filings and their Practical Applications

Introduction

Individual level learning our theoretical basis for identifying an occurrence of individual learning is Schon's theory of "reflection in action". Schon claims that a professional worker (i.e., knowledge intensive worker) uses and applies a range of knowledge and skills during their professional duties (whether they be a doctor, engineer, architect, manager, etc.) in a seemingly effortless way that would bewilder an untrained onlooker. He mentions to this as "knowledge in action". Reflection in action occurs when a knowledge that a worker uses and applies during their professional duties produces an unexpected outcome. Often this will be because applying their professional knowledge has fallen short of dealing with a problem they were trying to solve. This breakdown in their work requires then to reframe a problem -- view a problem from a different perspective. This allows them to reflect on their actions, question their assumptions and reshape their activity, whilst in a process of their everyday work. Once a breakdown has been resolved, they can return to working with knowledge in action, combined with explicit knowledge.

Reflection in action highlights an important distinction between two kinds of knowledge applied within an organization: tacit and explicit. Tacit knowledge is a knowledge that is used effortlessly and routinely as part of work, but it is hard for a person who uses that knowledge to explicitly describe that knowledge and how it used. A designer may intuitively seem that a specific approach is right, or condemned to failure. They will not explain why, but their intuition is almost always correct. Their tacit knowledge is a result of experience and only becomes apparent through action. An important advantage of tacit knowledge is that it allows a worker to concentrate on other, less routine problems. Workers can rely on tacit knowledge until a breakdown occurs, when some assumption within which a tacit knowledge is grounded fails to hold, leading to reflection in action. This method of reflection brings explicit information into play.

Group level learning we interpret group level learning within organizations using notions of domain construction, and community of practice learning, which draws on a number of sources. We intend a term "group" to encompass both officially sanctioned groups within an organization, often referred to as teams, and also unofficial groups emerging around shared interests, usually referred to as communities of practice.

Domain construction describes processes by which groups elaborate and evolve a shared knowledge of their domain over time. Domain construction takes many forms: negotiating and defining new ...