Category Archives: English 301

Poetry Analysis

Poetry Analysis

Poetry Analysis: Poetry is a more abstract literary form than the narrative stories we have read. With poetry, the meaning of the poem must be extracted by looking at the poetic devices that the writer uses. For this paper, you will conduct this extraction A Portable Anthology (yes, it can be one we did not read for class) and answer the following question: What is the theme of the poem? How do you know this? In explaining the theme and how it is established, it would be wise to some of the poetry literary terms form class (simile, metaphor, imagery, symbolism, personification, irony) to help you explain how the poet delivers his or her main message. Be sure to engage the text by giving close readings of passages of the poem.

poet Langston Hughes #8 on top 500 poets Poet’s PagePoemsQuotesCommentsStatsE-BooksBiographyVideosShare on FacebookShare on Twitter
Poems by Langston Hughes : 21 / 104 « prev. poem next poem »
Dream Deferred – Poem by Langston Hughes

What happens to a dream deferred?
Does it dry up
Like a raisin in the sun?
Or fester like a sore–
And then run?
Does it stink like rotten meat?
Or crust and sugar over–
like a syrupy sweet?
Maybe it just sags
like a heavy load.
Or does it explode?
Langston Hughes

English 301: Research Proposal

Work type: Research proposal
Subject or discipline: English 101
Title: Writer’s choice
Number of sources: 4
Provide digital sources used: No
Paper format: MLA
# of pages: 15
Spacing: Double spaced
# of words: 4125
# of slides: ppt icon 0
# of charts: 0
Paper details:
Ray Ban, Samsung and any medical research center that is known for people with hearing and sight disabilities to develop and market smart glasses with a cutting-edge technology to facilitate people with hearing and sight disabilities to communicate with the rest of the community and navigate easily in the environment around them
Comments from Support Team: Discipline: ENG 301 I have attached a sample of research proposal needed to submit to the course,also i have uploaded instructions to be followed.

I want you please to do it exactly the same as the sample with the details i have given you in the instruction box.

This is our Sample;

A Co-Branding Proposal


Produce the Instructional and Motivational Video CDs in Arabic and English

Based on

The “Suluok Wa Fiqh” books


Saudi Ministry of Education

Published by

Obeikan Printers

With the Technical Assistance provided by

Middle East Broadcasting Center’s Channel (MBC-3)

To be sold to students at

The Kingdom Schools







Submitted by: Abdulrahman Khalid Mohammad Al Aboun

Student ID: 201221345

Submitted to: Mr. ___________

Semester 2

ENG-301 Advanced Business Writing

Section: 204

College of Business

Al Yamamah University


Executive Summary


This proposal is based on the practice of co-branding which is a business strategy aimed at designing new products relying on the already existing market segments of loyal customers without investing extensive amounts of finance. This co-branding is between the Ministry of Education in Saudi Arabia and the three major businesses, Al Obeikan Publishers, Printers and Distributers, Kingdom Schools-a chain of elite schools in Saudi Arabia,  and Channel-3 of Middle East Broadcasting Center-a private media group which is a free-to-air satellite broadcasting company in the Arab World, headquartered in Dubai. This proposal promotes the idea to facilitate the students and the teachers of Arabic courses to use instructional videos to understand the traditional content of course books in an entertaining way of earning.  Teenage high school students often find the content and material in the Arabic text books presented in a dry and uninteresting way. These books usually contain little text and more pictures showing different manners of everyday life like, speaking the truth, keeping the environment clean, fulfilling religious duties to God and children and elders, following the safety rules and regulations, family life morals, and personal hygiene. Presenting these ideas in interesting details in reasonably entertaining videos can motivate students not only to learn about their course book content but also performing better during assessment.

This proposal contains three main parts, the front matter, main body of the proposal and the back matter. The major sections are outreach and response letters to introduce the proposal to companies, vision and mission statements of the business who join hands for this co-branding, detailed overview of each company, the main proposal idea and its details, this is followed by market analysis, market, project time line, and the financial plan. At the end, the conclusion will present the final projections of the proposal over the future shape of the plan including suggestions on further expansion.













Dear Dr. Ahmad Al Essa,

The minister of Education,

Primary, secondary, and higher education.



Following our discussion during the Ministry of education’s International Universities’ exhibition in Riyadh, please find enclosed a preliminary proposal for Produce the Instructional and Motivational Video CDs in Arabic and English. As a graduate of educational technology, I believe that the proposed production of educational videos will enhance the quality of teaching and learning for the subjects that are taught in schools in Arabic.


I believe this includes all specifications, options and terms we discussed. If not, please let me know so we may revise the proposal to meet your needs.

This proposed project involves and enjoys the complete cooperation from the worthy partners that are Al Obeikan publishers, The Kingdom Schools and the Middle East Broadcasting Company’s Channel 3.


Most of the technical solutions will come from MBC-3, as they are a leader in producing video content for children. The Kingdom schools are providing the instructional theory and content that will be recorded in the video format. Finally, Al Obeikan publishers will be responsible for the printing, storage with logistics and the marketing components for the proposed CDs. Currently, Al Obeikan is running a strong network of warehouses, printing press, cargo and logistics and advertising.


If all is in order, let us know how and when you wish to proceed. As noted previously, we assure you the highest quality video productions designed to stay within your operating budget which will be available for any future changes that your ministry requires.


While I understand this is a major undertaking for the Ministry of education, I would request you to look at the prices charted out in the financial plan section as the prices may increase in the coming days. The prices included with this proposal are valid for 90 days from the time of receipt. Please call me if you have any questions or require additional information.



Abdulrahman Al Aboun.








Dear Mr. Paul Berry

Obeikan Education

Riyadh, KSA.


As an expert in educational technology, I would like to approach Obeikan Education with a proposal to join a business and educational opportunity which aims at creating educational videos for primary and secondary level students of Kingdom Schools in Saudi Arabia. These videos will be used by the teachers as a teaching tool and by the students as an extra resource to learn about the “Fiqah and Solouk” course books.


Keeping in view the company profile of your organization I understand that Obeikan Education is a division of Obeikan Investment Group in 2004 and was formed as a result of the combination of the Obeikan family’s desire to improve educational standards in KSA and the deep involvement Obeikan had in the worlds of publishing and bookstores, many of whose customers were educators, schools/colleges and students.


Obeikan Education’s long experience in training and content generation will be a precious contribution in this project. Your organization will be able to see this project as a profitable business. Once the course book based video lessons will be applied in Kingdom Schools’ Arabic classes, other institutes which are using the same course books will follow the suit. My reasons for such strong conviction are as follows;

The Sulouk and Fiqh books are considered easy but dry. The lessons in the book follow a certain pattern that does not leave much room for creativity for teachers. The videos will provide teachers with more ideas to engage students in creative discussions and writing.

To see the plan’s practical approach, I will send you the complete proposal. You are requested to read it in order to understand its educational and business advantages.


It will be a pleasure to answer any queries that you may like to ask about the financial, analytical and evaluative aspects of this proposal.

To have a follow-up meeting, or a discussion, I am available six days of week during the day time working hours. Please, do not hesitate if you need to call me to have answers to any of your questions.


Thank you,



Dear Principal,

Kingdom School, Riyadh,




It is with great pleasure that I contact you to request your cooperation for a co-branding project that will boost the goodwill of your renowned school. This offer combines your efforts with those of ministry of education, Middle East Broadcasting Center and Obeikan Education.

I would like to introduce myself, first. I am an educational technologist. My aim for this project is to help promote educational videos which are based on the Arabic ‘Fiqh and Sulouk’ books that are used at the primary and secondary levels. I personally believe that with the joint efforts for this project, your school will earn more profits in the sales of this new product and it will immensely increase the goodwill about your school as a research based institute.

As your institute is at the fore front of using Education Ministry’s syllabus by a highly qualified staff, I would like to present my ideas on this project so that your expertise and knowledge can be utilized.

The detailed project is explain in the attached document. Please, take some out of your busy schedule and read it thoroughly.

If you think it suits your institute’s level of professionalism, please contact me. I will be available to answer any questions that you may have.

Hope to hear from you a positive response,

With best regards,

Abdulrahman Al Aboun.












Section: 3

This section provides the detailed introduction to the notable participant organizations which will joining their resources and expertise to turn this idea into reality.

Obeikan Education is a division of Obeikan Investment Group. Obeikan is a leader in education publishing, with nearly 3,000 titles, a print operation, as well as 20 bookstores across the country. Founded in 1981 as a printer by Dr. Sheikh Fahad Obeikan, and still run as a family business by the Sheikh and three of his brothers who each look after an aspect of the company, over the years it expanded into publishing and retailing, opening its first bookshop in 1991. It now has 20 stores across the country offering a wide range of titles. In 2004 Obeikan Education, a subsidiary of the printing house, was formed as a result of the Obeikan family’s desire to improve educational standards in KSA. Since then, Obeikan Education has been showing its deep involvement in the worlds of research and training. Most of Obeikan’s customers are educators, schools/colleges and students. (Taghlm, 2015)


Since its formation Obeikan Education has grown in to one of the largest providers of education solutions in the Middle East and North Africa.  That is clearly mentioned in their mission statement – ‘To be the leading provider of education solutions in MENA”.  Currently Obeikan Education operates across the full spectrum of education, from Early Childhood, through Schools, Vocational Colleges, Higher Education and Workplace education and has long term partnership contracts in these areas in KSA, Qatar and Bahrain as well as discussions underway in the Emirates and many other parts of the Arab speaking world. (Taghlm, 2015)

The heart of Obeikan’s success has been the ability to take best practice, best partners and best products from other parts of the world e.g. US, UK, Europe and make them wholly relevant to the needs and challenges of education in KSA, the Gulf and across the region.

The essence of Obeikan Education’s differentiation is a combination of strong education experience in the team – many of our staff have deep academic roots combined with, a sensitivity in handling the right way to adapt education material to improve its cultural relevance and impact.  With the core of most educational programs still requiring print assets but increasingly adding digital components, Obeikan is well placed with a pedigree in print and eLearning team in Amman to bridge this difficult transition with the clients.

At all education levels and in all countries in which Obeikan operates it faces a similar challenges – how to improve education outcomes for students, how to equip them for lives in the 21st century and how to appropriately introduce technology to support these aims.

Keeping Obeikan’s strong belief in combining technology with education, this proposal consider it as an ideal partner in generating video content.







The Middle East Broadcasting Center (MBC) Group is the first private free-to-air satellite broadcasting company in the Arab World. It was launched in London in 1991 and later moved to its headquarters in Dubai in 2002. MBC Group provides multiple channels of information, interaction and entertainment. MBC Group includes 10 television channels: MBC1 (general family entertainment via terrestrial), MBC2 and MBC MAX (24-hour movies), MBC3 (children’s entertainment), MBC4 (entertainment for new Arab women via terrestrial), MBC Action (action series and movies via terrestrial), MBC Persia (24-hour movie channel dubbed in Persian), MBC Bollywood (24-hour Bollywood movies dubbed in Arabic), Al Arabiya (the 24-hour Arabic language news channel); Wanasah (24-hour Arabic music channel) and MBC Drama coinciding with the Group’s 20th anniversary, and offers 24/7 Arabic Drama. The Group also includes two radio stations: MBC FM (Gulf music), and Panorama FM (contemporary Arabic hit music); as well as O3 productions, a specialized documentary production unit. (Shalhabi, 2013)

MBC 3 was launched in 2004 and is the kid’s entertainment channel. It delivers a programming mix of children’s education and entertainment that connects with and stimulates the imagination of Arab kids aged between three and thirteen as well as creating the quality viewing time with their parents. The channel focuses on local production in Arabic, from edutainment, to game shows, and reality shows, while also continuing its various long standing international studio deals and partnerships. Some of the main primetime productions of the channel include “Eish Safari” (a children adventure program), “Tasali Ahla Alam” (LIVE game show with MBC3 Presenters), “Banat Wa Bass” (a talk show catered to young girls) and “Soccer Academy” among many others.

With a strong base in producing educational programming for young TV viewers, MBC is an ideal partner for this project. The current project would like to tap into MBC 3’s skill and expertise in presenting educational ideas on TV, like:

  1. Qololi Kaif (Tell me How),
  2. Meen Al-Aqwa (Who’s The Strongest),
  3. Rihla haoula al Alam (journey around the world),
  4. Etkharaj Fe youm (Graduate in a Day),
  5. Al Mokhtabar (The Laboratory),
  6. Al Tajrouba (The Experience),
  7. Asia fi 30 Youm (Asia in 30 Days),
  8. Zoo Time,
  9. Yalla Nehki (Let’s Talk),
  10. Haoula al Mamlaka (Around the Kingdom),
  11. Telescope,
  12. Hilmak Hakika (Dream Jobs),
  13. Khataouat Naima (Gentle Steps), and






The Ministry of Education (MOE), Saudi Arabia, is the parent government organization and the agency which looks over all educational activities in progress in the Kingdom of Saudi Arabia. The ministry’s monitoring system covers all educational levels ranging from Kindergarten to the highest level of research studies, like PHDs.

As a formal education system took shape in the Kingdom of Saudi Arabia in the middle of 19th century, when the General Education Management Center was established on Saturday 3 April 1926, which laid out the first plan for a complete educational system. On 13 July 1927, an Education Management Committee was formed which established a single system of education, with different educational levels. The first primary curriculum was designed by 1935. During 1938 a private school system was also formalized.

The Ministry of Education was formed in 1373H. The first education minister in the Kingdom was the late Custodian of the Two Holy Mosques, Fahd Bin Abd AlAziz.

The most significant achievements of the Ministry in its initial days were:

  1. Creation of an administration plan for the Ministry of Education.
  2. Construction of schools and continually improving the standards of education.
  3. Laying the foundations of higher education with the inauguration of the King Saud University in Riyadh


  1. To provide opportunities for education to every citizen of learning age, according to his abilities and inclinations, and to facilitate these opportunities by providing the appropriate infrastructure and services.
  2. To design and execute projects that cater to the requirements of the Ministry such as construction of educational buildings, and renovation of existing educational sites, by investing capital sums in the private sector for the implementation of such projects.
  3. To improve the curriculum and constantly upgrade the general education system so that it is in accordance with contemporary societal and industry requirements.

As MOE is the essential decision making authority on Saudi education system, this project proposal will be mainly addressed to the high authorities for the formal approval. The project will make it sure to prepare and present all required documentation and essential needs that are prescribed in the rules and regulations of the ministry.









Our fourth and the final partner in this project are the Kingdom Schools. This organization will be mainly approached to provide an instructional feedback based on their experience of teaching “Fiqh and Sulouk” books. This feedback will help the project to connect the concept of videos to both the teaching methodology for teachers and the learning goals for students. Here is the brief introduction of the Kingdom Schools:

Kingdom Schools, are among Saudi Arabia’s largest and most respected private school groups, with more than 4,000 students from kindergarten to high school level. Kingdom Holding Company established this chain of high quality educational institute in regards this investment as a strategy to support education in Saudi Arabia. Kingdom Schools’ physical facilities are built to exacting standards to attract families. Owing to their quality construction, premium features and prime locations, the school administration anticipates their objectives will grow in value for years to come.

Company Profile

The vision of Kingdom Schools Company is to provide the best general education environment in the Arab world.

With the intention of making high standard learning available to Saudi Arabian children of all ages, Kingdom Schools operate a number of private kindergarten, elementary, intermediate and high school establishments across Riyadh.

The schools cater to over 4,000 students and employ more than 300 teachers, offering one of the highest ratios of teachers to students among private schools in Saudi Arabia.

In 2010 Kingdom Schools partnered with GEMS education, the largest private school operator in the world, to enhance the quality of its offerings. GEMS manages a global network of world class international schools, providing high-quality holistic education to nearly 100,000 students from 125 countries while employing 9,000 education professionals, specialists and staff.

Kingdom School, located in Riyadh, has been operating since 2000.  The school’s physical plant boasts unique facilities including:  a large and beautifully designed complex of buildings that features separate buildings for kindergarten, elementary, intermediate and secondary classes on 140,000 square metres of land.  Each building, in addition to classrooms, has a multi-purpose hall, staff rooms and production areas.  Science and language labs are equipped with the latest technology and the indoor and outdoor recreation areas are extensive.

As Kingdom schools teach the curriculum approved by the ministry of education, their experience, teaching methods and learning out-comes of their students will be considered in the development of the educational videos for the Arabia courses.

Now the proposal details will be discussed in the next section.








The Proposal Details:

Background of the study:

There are many benefits to using video in education as shown in several decades of research. The recent research describes the transformative way video can impact on teaching and learning and encourages teachers to consider the flipped classroom model where learners can digest lecture content at their pace and explore content more deeply during class time.

Here are some of the benefits that teachers and students can gather from learning through videos:


  1. Facilitating thinking and problem solving

Shepard and Cooper (1982) and Mayer and Gallini (1990) made the connection between visual clues, the memory process, and the recall of new knowledge. Allam (2006) observes that the creative challenge of using moving images and sound to communicate a topic indeed engaging and insightful, but adds that it also enables students to acquire a range of transferable skills in addition to filmmaking itself. These include research skills, collaborative working, problem solving, technology, and organizational skills. (Bijnens, N.D.)


  1. Assisting with mastery learning

In some cases, video can be as good as an instructor in communicating facts or demonstrating procedures to assist in mastery learning where a student can view complex clinical or mechanical procedures as many times as they need to. Furthermore, the interactive features of modern web-based media players can be used to promote ‘active viewing’ approaches with students (Galbraith, 2004).


  1. Inspiring and engaging students

More recently, Willmot et al (2012) show that there is strong evidence that digital video reporting can inspire and engage students when incorporated into student-centered learning activities through:

  • increased student motivation
  • enhanced learning experience
  • higher marks
  • development potential for deeper learning of the subject development potential for deeper learning of the subject development potential for deeper learning of the subject
  • development of learner autonomy
  • enhanced team working and communication skills
  • a source of evidence relating to skills for interviews
  • learning resources for future cohorts to use
  • opportunities for staff development (CPD). (p.3)


  1. Authentic learning opportunities

The work of Kearney and colleagues show the benefits of using video to produce authentic learning opportunities for students (Kearney and Campbell 2010; Kearney and Schuck, 2006), and how ‘videos’ encourage academic rigor from an advocacy, research based perspective.

From kindergarten to college level, the teaching approach has changed. A vast majority of educational institutions are adopting online teaching approaches. In fact, from a recent survey, 70% of all colleges are already using online video to supplement their course work. In the last decade, many schools have started offering online courses. In combination to regular classes where students can watch lectures on their own time. According to Cisco’s research on the impact of video on education, more than 65% of teachers believe that video content stimulates discussions in class and increases student motivation.


More Effective


Videos prove better for teaching than text books.  The Cisco report (2011) shows that 62% of teachers think video helps them to be more effective. As well as 42% affirm that video directly increases student achievement. Flipping things around, the students are even more enthusiastic about the prospects of video based In fact, 90% of the respondents said they believe that video does improve the learning experience. Online video has become vital in our education system. According to Cisco’s research, on-demand video watching students outperform the students who go through traditional face-to-face classroom teaching.

All that data explains why online video is rapidly going from a preferable to mandatory tool. It allows students to access lectures and study groups remotely. They get to experience learning outside of the classroom walls and to assimilate information faster. It is an effective way to share resources and ideas. It also helps to enhance communication between teachers and students. Furthermore, it helps students of all situations keep up. For example, if a student is sick, they might find themselves out of class and missing vital information. Through video learning, that student can keep up and not fall behind at a possible key moment.


Videos better for teaching with the help of technology, education has crossed borders. The newest approach in the education system is teaching via video. Even in day-to-day life we use this approach. We all have looked up videos to learn something new. Video helps to exceed your reach far beyond the traditional classroom. Teachers can no address students on a countrywide or even global basis.

The Problem Statement:

The ‘Fiqh and Sulouk’ books published by the MOE and distributed to schools free of cost are written in easy and simple Arabic language. The books contain big size images almost on every page and a little amount of text. The activities are mostly related to Multiple Choice Questions (MCQs) and some open-ended questions. This pattern makes the books very easy for students to read. This should work as a positive point, but as there is no challenge for students in these books, they find these books uninteresting. Teachers, on the other hand find teaching these books quite challenging. The simple content makes the in-class activities more difficult to engage student’s attention. This results into discipline problems in many classes. Many chapters do not contain enough material to cover an hour of class time. At the time of evaluation, the simple exercises do not leave much room for designing a challenging question paper.


In order to solve all the above problems, this project proposes to turn the ‘Fiqh and Sulouk’ chapters into video lessons. These videos will be of 6 to 8 minutes long. Each episode will cover one aspect of the topic. The situations will be presented in a dramatized form, like a story opening up the topic and taking it to the complex level and finally a solution will be presented. The main features will be dramatic situations, dialogs, background music, natural settings- like streets, market places, mosques, shopping malls, schools, police stations hospitals, airports etc. This will generate interest in the use of appropriate language at the places and teaching how to deal with the problems related to these places.

Methods suggested to solve the problem.

Step-1: As a starting point, the feedback from teachers and students will be collected to determine specific problems ad their solutions.

Step-2: based on the feedback, teachers with a writing experience will be asked to write and combine the text book content into dramatic situations with detailed scenarios and dialogs.

Step-3: the scenarios and dialogs will be judged, proof-read and will be revised according to the suitable cultural and religious needs.

Step-4: children and actors will be auditioned and selected through the methods and procedures provided by MBC-3.

Step-5: the finalized scenarios will be dramatized with the help of an expert film directors, requesting the assistance from MBC film making crew.

Step-6: The experts from Obeikon Education will be invited to oversee the procedures and recommend changes to the various filming procedures according to their needs of converting the recordings into manageable format like conversion on CDs.

Step-7: A joint-team from Obeikon Education experts and the Kingdom Schools will be asked to judge the final video productions and recommend the last changes that they would like suggest to improve the quality of the product. Finally, they will be asked to give their last approval according to the video content and books that accompany them.

Step-8: The final approved product will be sent to the Education ministry for their official approval.

Step-9. Further changes will be made in the light of change if these are recommended by the ministry.

Step-10: Obeikan will take over the project forward from this point. According to a required number of books that the Ministry of Education needs to publish before the start of the new academic year, Obeikan will prepare a pack of CDs with the books. The storage and logistics services of Obeikan will be utilized.

Step-11: According to a pre-decided time line, Obeikan will publish and distribute books.


Step-12: For the first semester of the new academic year, different surveys, questionnaires will be used to collect the results and feedback from teachers and students about the new additions of videos and exercises. In-class quizzes and the term and final exam results will be gathered to check the effectiveness of the new changes.

Step-13: the final evolution report will be prepared. The whole data and the report will be sent to the ministry of education.

Step-14: On the base of the results, reports and the final assessment by the ministry, the future strategy will be prepared.

Time Line:

Financial Analysis:

Surveys, feedback 3000 SR.
Payments to writers 16000 SR.
Auditions 10000 SR.
Video Productions: 60,000 SR
Payments to Actors, Directors 90,000 SR.
Publishing Books and CD Packs 100000, SR.


The above mentioned figures are speculative ranging to next five years. According to the current estimation, these rates are very close to the expected market changes that will be around for next five years. Any unexpected change in the political and economic situation can definitely have some effects on these projections. To counteract on that, we can discuss and agree on a plan ‘B’ that may be more cost effective. The total amount is considered at ____________ SR. this amount can be gathered from our partners’ reserves or through a bank loan. In the case of a bank loan, a return policy can be devised based on the marketing analysis.

Market Analysis:

The new product which is a CD and the text book pack will have a high rate of sales, as a strong investor is the part of this project, that is, the Kingdom Schools. The additional cost of CDs can be charged from students which should be nominal. The cost of printing, publishing and distribution will be borne by the Ministry, as they are already paying for these costs to Obeikan, as their main supplier. There is, as a result, very little risk of disadvantage involved.

Market strategy:

The new product will be advertised in the newspapers and on TV. The MBC-3 channel will allocate the airtime to promote these CDs as one of their own products. The logo of MBC will be placed on the books and the CDs. The Kingdom schools will not be charged with any cost related to the marketing. Rather, their prospective buyers, that is, students, will function as indirect promoters of the product. For other sources of marketing, a professional advertising company will be hired for at least one academic year. Social media web sites increasingly are becoming an essential part of marketing. This tool will be used to promote these CDs. Some of the promotional episodes will be aired through MBC channel 3’s official Facebook account. This will generate a quicker response than that of traditional marketing methods, as people will be able to comment, share and tag their friends on these video lessons on Facebook.

The following chart explains the increase in popularity for the Kingdom Schools as a result of their partnership in this project.




This project will be carried out in phases. Each phase will be monitored closely. A complete revision and feedback system will be developed to ensure the smooth continuity of the production and distribution of the product.

No course book or any other publication for that matter can stay at top without continuous improvements. A research team will be permanently established to keep a check on the changing trends in topics and the ministry’s requirements, and then making subsequent changes accordingly. This approach will ensure a text book which keeps pace with the changing needs of the students and the circumstances.

Once the product becomes known, more finances will be allocated for the marketing. With the expected growth of these video lessons, a new marketing strategy can be employed to involve social media like, Facebook, twitter and other such project specific accounts. As almost all types of social media websites come with live streaming of videos, the future changes may exclude the CD component altogether. Students and teachers will be able to link their lessons online and watch, share and comment on videos through social media web sites.

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