30A - Final Reflection

1) Read through your posts from this semester. Recall all of the experiences you've had a long the way -- the highs, the lows -- the fun moments, and the moments of drudgery, and even the moments of dread.
Looking back at this semester, there were plenty of highs and lows in this class. I remember all the times I've felt stressed about conducting interviews and practicing elevator pitches multiple times. I enjoyed reading the books for this class and designing the customer avatar.

2) What sticks out to you as the most formative experience? The experience that you'll remember years later? What was your most joyous experience? What experience are you most proud of yourself for accomplishing?
The most formative experience for me was doing the elevator pitches. It was one of the most uncomfortable things I've done and in the moment, I dreaded it. However, looking back, I can see my growth and how I've become more comfortable delivering my pitch. The elevator pitches was the assignment where I could see my progress and apply it for future occurrences as well.

3) At the beginning of the semester, I mentioned that I wanted each of you to develop an entrepreneurial mindset. Now, at the end, do you see yourself as an entrepreneur? Do you think you have moved closer to developing an entrepreneurial mindset?
Now that I am at the end of the semester, I wouldn't go as far as to say I'm a entrepreneur, but I would say that I have moved closer to developing an entrepreneurial mindset. I'm more receptive to failure and especially after reading books that exemplified an entrepreneur mindset, I have started adopting these characteristics as well.

4) What is the one recommendation you would make to the students who are going to journey down this path in the future? What would you recommend they do to perform best in this course? What would you recommend they do to foster that mindset?

One recommendation I would make to students who are going to journey down this path in the future is to take your business idea seriously but have fun with it. You're going to be working with this one idea for the whole semester so have a genuine interest in it and experiment with the direction you could take it. Who knows, you could actually start it in the future, and if you do, you've already done some of the groundwork.

29A - Venture Concept No.2

Opportunity: As more and more students graduate from high school, they have not learned important life skills to aid them in the "real world." More often than not, when reflecting back to the past, students remember random information from classes that won't help them in their daily lives. As a result, there is an unmet need to be met in terms of learning skills to tackle adult's challenges before they arise. As stated before, the target market is high school seniors.

• As of right now, the school system does not make life skills a priority - instead they are focusing on academic subjects, student organizations, and sports. Thus, students are forced to find these answers for themselves.
• The market is in the U.S. and typically within the public school system.
• Customers now are currently satisfying their need by either Googling it or asking family/friends. The method of satisfying their need is based off preference and varies depending on the degree of difficulty/complexity of their problem. However, they would probably rely on one method as of right now, but this could change when given the opportunity to learn beforehand during senior year of high school.
• This opportunity is widespread and applies to everyone at some point. However, there are some people who don't see this as a prevalent problem and are satisfied with what they are doing now.
• The "window of opportunity" is hard to judge how long it will be open. Most things are automated or through the internet, but this problem will most likely not be resolved until schools take greater steps to implement this into their curriculum or as a part of their responsibilities.

Innovation: The high school program I'm developing would run throughout the school year and address multiple topics such as credit cards/credit score, good financial habits, insurance, taxes, acquiring assets (buying/renting a house, apartment, or a car), stock market, investments, etc. These topics would be taught by experts in the "field" and would be provided to students through a hybrid system where students can choose to have more emphasis of the content either in-person or online. Ideally, the program would be offered to students in partnership with their high school in order to reach students more directly. To make money, either the program could be offered to students at a discounted rate in tandem with the school or by completing the program, students would benefit by not only learning these valuable skills but would also receive an external reward (such as having their college application fees waived/discounted). This would be similar to taking Driver's Ed to reduce your car insurance payment.

Venture Concept: With the high school program, students would have the ability to learn the skills while at school. This allows the program to be directed to the students as opposed to students trying to figure out their problem themselves. By having the program aimed at seniors, this ensures that students are prepared whether they go to college, enter the workforce, or join the military. With the incentives, students (or schools) are motivated to pay for this service.

• Customers would switch to this product if they realized their unmet need and desired to solve it. Some of these customers may not have reliable people around them that they could go to for help so by having the program, their needs are addressed. It wouldn't be that hard for them to switch if schools partnered with my program.
• Other competitors include companies like Khan Academy that have tutorial/informative videos addressing these topics on their website. A possible weakness they have is that it is not that enforced and that they do not have a direct connection to schools (they are more of a 3rd party service).
• Price points: Students themselves don't have that much disposable income and their budgets tend to be lower so having a program that offers students incentives and discounts was essential to reach my target market.
• Distribution: Students' learning styles are different and with the hybrid system, this caters to their different learning habits. In addition, having experts in their "field" teach is important to establish credibility.
• Customer support/experience: Having the program in partnership with schools allows for more direct access to students at a discounted rate to boost engagement and interaction.
• Business Organization: Like any business, there are multiple departments like finance, marketing, HR, operations, etc. Generally, the main departments would be marketing (those who would be making connections with schools and "field" experts), technology (the coders who actually implement the program), operations (those who actually design the program) and management (those who make sure everything is running smoothly).

1. Most Important Resource: From the last assignment, I learned my most important resource was my social capital. My market is extremely accessible to me, and I, too fit my market segment. This allows me to modify my idea fairly quickly, and gain valuable feedback very easily.
2. What's Next for the Venture: Aside from the program being primarily lecture based, the next step would be to make the program more interactive. This could include introducing different scenarios and having students navigate the situation to find the best solution, designing personal plans for the future as well as alternative options, and possibly even a workshop of some sort.
3. What's Next for Me: In five years, I would hope every subsequent class is graduating high school with more certainty, adaptability, and confidence for the real world and that my program was a part of that process. As an entrepreneur, in the next decade, I hope I have learned a lot and continue to keep learning from both the operational standpoint of my own business - while at the same time taking into account other methods successful business professionals are taking. This first venture is the tip of the iceberg and really sets the foundation of developing an entrepreneurial mindset. Throughout this course, I've done the groundwork for my idea and put in the thought behind it.

Summary of Feedback: The feedback I received mainly highlighted how the organization and format of my venture concept was easy to read and understand. In my "What's Next" blog post, there was a lot of positive feedback about how it could be more profitable to target schools instead of students and how making the program more interactive would be beneficial. 

What I changed: Although most of my feedback was positive, I tried to change some areas of my venture concept that could use more clarification and specifics.

28A - Your Exit Strategy

1) My Exit Strategy

My exit strategy mainly depends on how much I enjoy running the business and how profitable the market is in the future. I probably would intend to sell my business in the next 5-10 years for a large return. However, I would definitely leave my business in the right hands.

2) Why I Chose It

I chose this exit strategy because I don't think my window of opportunity will be available for a long time with everything turning digital and there are already a couple competitors in my market already. There are so many other things I want to explore and do in my life so I don't see this business being a long-term career for me.

3) How it Influenced My Decisions

My exit strategy has definitely influenced my growth intentions as to how far I want to take my business, especially in terms of new things I want to add. I didn't put too much thought into my exit strategy when I initially came up with my business idea, but it will influence my future decisions.

27A - Reading Reflection No.3

I read the book "How to Fail at Everything and Still Win Big" by Scott Adams.

1) What was the general theme or argument of the book?

The main theme of the book was how Scott used his system of doing things to give him more energy ultimately made him more successful. These mainly included putting yourself first, having a system instead of goals, sample jobs in where you feel the most comfortable taking risks, and the difference between deciding vs. wanting. All of these tips shift the traditional mindset of success and give a more real grasp on successful behaviors.

2) How did the book, in your opinion, connect with and enhance what you are learning in ENT 3003?

Reading this book gave me more insight into how I actually think now and how it can be improved. For most of my life I have been scared of failure and had the belief that to achieve success there were certain things you had to do (working hard all the time, finding something that you're passionate about, making goals, etc). Especially with this class, I am more receptive to failure and have more realistic expectations when it comes to developing my business idea. At the end of the day, failure is a part of the process.

3) If you had to design an exercise for this class, based on the book you read, what would that exercise involve?

Based on the book, I would create an exercise that identifies goals that you have, and how you can transition those goals into systems. In addition, you can identify talents you have and where you feel comfortable taking risks and research potential jobs that fit that description. With these exercises, it would help transition your mindset and behaviors for success.

4) What was your biggest surprise or 'aha' moment when reading the book? In other words, what did you learn that differed most from your expectations?

I had multiple 'aha' moments while reading this book but one of the biggest surprise moments I had was to maximize personal energy. This includes putting yourself first and doing activities that are best for YOU. For example, it can be as simple as eating, sleeping, and exercising. It sounds selfish, but it's the best way to go about things. I found this to be surprising because in our society, we romanticize overworking ourselves. If you're not putting in 10+ hours everyday and barely staying awake, you're doing something wrong. It was refreshing to have another perspective that took a more realistic view. 

26A - Celebrating Failure

1) My Experience with Failure
During this semester I failed in taking the Excel Certification Exam in my Information Systems class. Before the certification, I prepared for the test by doing practice exams multiple times and even running through the same exams with and without help. The day of the exam came and I felt ready. Unfortunately, I forgot my password that would let me access the exam and was kicked out of the room.

I was in shock afterwords and had a breakdown because without that score, it would be impossible for me to make an A in the class. At this point, I'm considering dropping the class or finding a way to take the exam on my own. My parents talked me through it, so I decided to email my teacher to see if I could take it during another class' time. 

To my disappointment, she flat out told me no, but I brushed it off and decided to go to office hours the next day. This time, she would allow me to take the exam for the sake of getting the certification, but I wouldn't receive any credit.

Over spring break I get an email from her giving me some serious heat about being unprepared, but at the end of the day, she would let me take the exam with a 2 point penalty. The day of the retake comes, and I pass!

2) What I Learned
Going through this experience was very humbling. It's rare that I mess up on things like this because I'm usually prepared for everything so it was kind of a shock for me. Even when I thought my teacher would say no, I asked anyway and it ended up working out. The main takeaway from this experience is that if you don't ask, the answer will always be no - so ask! Not only this, but it taught me to double-check myself even when I do think I'm prepared.

3) How I Feel about Failure Now
I would say that failure is bittersweet. Hurts in the moment, but it can teach you a lot. Even looking back at my past failures, they were always learning experiences for me and even when they felt astronomical in the moment, over time they lose their dramatics. 

I'm a perfectionist, so failure has always been a tough pill to swallow, but overtime I'm learning to be more receptive and accepting of failure. Usually, I talk to my friends and family when I fail, allow myself to feel the emotion in the moment, and then try harder the next time. 

This class has definitely opened up my eyes to failure and I feel more comfortable taking a risk now compared to a few months ago. I think just washing away the stigma of failure and taking it a positive way has really spun the meaning for me. At the end of the day, I want to grow as a person and failure is just a part of that process.

25A - What's Next

Existing Market

• What's Next: The next step for my program is to make it more interactive for students by incorporating possible scenarios for them to solve, workshop, and alternative solutions/options for their own future plans. 
• Interviews
• Customer 1
• I talked with one of my close friends and he said that I could add other life skills other than finance that are applicable. He also suggested that I could make it available to juniors as well - not just seniors.
• Customer 2
• I talked with one of my friends and she said that I could add more about the incentives to get students to take the program. Motivation to take the program would really drive my program's success and that students may not recognize the value in the program. Brainstorming other benefits to students could be profitable.
• Customer 3
• I talked with another one of my friends and she said had similar ideas to my other customers as well. She asked about how structured/unstructured the program could be and would it be the same for every student? In this interview, it was more focused on the details of the program and making sure everything worked together smoothly. 

Based off my own expectations and feedback that I have received from customers, there are small little changes I could add to make the program more unique and widespread. However, I think the best course of action is to test out the service on seniors first, evaluate the effectiveness, and if the demand is there, try it out on juniors too. 

Overall, as great as the ideas I received from my "customers" I think it would be beneficial to start small and then work my way outward if an avid interest is expressed.

New Market

• A different market I could target could be schools themselves, similar to a B2B market. 
• To creative value for schools, my program could increase the quality of education for their students by offering them a more well-rounded curriculum. In addition, the implementation of the program can increase their school rating to gain more funding, a goal countless public schools are trying to achieve.
• Interviews
• Interviewee 1
• I talked to one of my friend's mom and she was impressed by my idea. However, she suggested that I tailor the financial part of my business more to appeal to the school system and to make sure that although I have students at the forefront of my idea, to keep in mind how it benefits schools specifically.
• Interviewee 2
• I talked to a mutual friend and he said that although he really likes my idea, that it could be somewhat difficult for schools to get behind my idea because there are similar services out there for free (like Khan Academy). Similarly, he wasn't quite sure how to incorporate it in conjunction with academic subjects - but if I spend some time figuring out the timing of the program and tailoring the time commitment for both students and school faculty - this could be probable.

Reflection: 

Some of my assumptions were correct about this market. I'm surprised that I didn't think to tackle schools first as my market instead of the students themselves. The financial part of the program is probably the largest deciding factor when choosing a market as well the logistics of the program itself.

This market could prove to be even as attractive as the first since students themselves may not be as willing to pay for this service as schools. Schools are interested in what's best for their students, and if I can somehow find a way to make the financial part of it work, this looks like a promising market. 

24A - Venture Concept No.1

Opportunity: As more and more students graduate from high school, they have not learned important life skills to aid them in the "real world." More often than not, when reflecting back to the past, students remember random information from classes that won't help them in their daily lives. As a result, there is an unmet need to be met in terms of learning skills to tackle adult's challenges before they arise. As stated before, the target market is high school seniors.

• As of right now, the school system does not make life skills a priority - instead they are focusing on academic subjects, student organizations, and sports.
• The market is in the U.S. and typically within the public school system.
• Customers now are currently satisfying their need by either Googling it or asking family/friends. The method of satisfying their need is based off preference and varies depending on the degree of difficulty/complexity of their problem. However, they would probably rely on one method as of right now, but this could change when given the opportunity to learn beforehand during senior year of high school.
• This opportunity is widespread and applies to everyone at some point. However, there are some people who don't see this as a prevalent problem and are satisfied with what they are doing now.
• The "window of opportunity" is hard to judge how long it will be open. Most things are automated or through the internet, but this problem will most likely not be resolved until schools take greater steps to implement this into their curriculum or as a part of their responsibilities. 

Innovation: The high school program I'm developing would run throughout the school year and address multiple topics such as credit cards/credit score, good financial habits, insurance, taxes, acquiring assets (buying/renting a house, apartment, or a car), stock market, investments, etc. These topics would be taught by experts in the "field" and would be provided to students through a hybrid system where students can choose to have more emphasis of the content either in-person or online. Ideally, the program would be offered to students in partnership with their high school in order to reach students more directly. To make money, either the program could be offered to students at a discounted rate in tandem with the school or by completing the program, students would benefit by not only learning these valuable skills but would also receive an external reward (such as having their college application fees waived/discounted). This would be similar to taking Driver's Ed to reduce your car insurance payment.

Venture Concept: With the high school program, students would have the ability to learn the skills while at school. This allows the program to be directed to the students as opposed to students trying to figure out their problem themselves. By having the program aimed at seniors, this ensures that students are prepared whether they go to college, enter the workforce, or join the military. With the incentives, students (or schools) are motivated to pay for this service.

• Customers would switch to this product if they realized their unmet need and desired to solve it. Some of these customers may not have reliable people around them that they could go to for help so by having the program, their needs are addressed. It wouldn't be that hard for them to switch if schools partnered with my program.
• Other competitors include companies like Khan Academy that have tutorial/informative videos addressing these topics on their website. A possible weakness they have is that it is not that enforced and that they do not have a direct connection to schools (they are more of a 3rd party service).
• Price points: Students themselves don't have that much disposable income and their budgets tend to be lower so having a program that offers students incentives and discounts was essential to reach my target market.
• Distribution: Students' learning styles are different and with the hybrid system, this caters to their different learning habits. In addition, having experts in their "field" teach was important to establish credibility.
• Customer support/experience: Having the program in partnership with schools allows for more direct access to students at a discounted rate to boost engagement and interaction. 
• Business Organization: Like any business, there are multiple departments like finance, marketing, HR, operations, etc. Generally, the main departments would be marketing (those who would be making connections with schools and "field" experts), technology (the coders who actually implement the program), operations (those who actually design the program) and management (those who make sure everything is running smoothly).

1. Most Important Resource: From the last assignment, I learned my most important resource was my social capital. My market is extremely accessible to me, and I, too fit my market segment. This allows me to modify my idea fairly quickly, and gain valuable feedback very easily.
2. What's Next for the Venture: Aside from the program being primarily lecture based, the next step would be to make the program more interactive. This could include introducing different scenarios and having students navigate the situation to find the best solution, designing personal plans for the future as well as alternative options, and possibly even a workshop of some sort.
3. What's Next for Me: In five years, I would hope every subsequent class is graduating high school with more certainty, adaptability, and confidence for the real world and that my program was a part of that process. As an entrepreneur, in the next decade, I hope I have learned a lot and continue to keep learning from both the operational standpoint of my own business - while at the same time taking into account other methods successful business professionals are taking. This first venture is the tip of the iceberg and really sets the foundation of developing an entrepreneurial mindset. Throughout this course, I've done the groundwork for my idea and put in the thought behind it. 

23A - Your Venture's Unfair Advantage

1. Lack of competition: There isn't a lot of available resources that are like mine that would have a close partnership with schools.
1. Valuable: Very valuable. I want to be able to stand out.
2. Rare: Not too rare, there are no noticeable barriers to entry and there a couple of similar services.
3. Inimitable: My service in partner with schools would be more unique, however, someone else could also enter my market.
4. Non-substitutable:  Could be substituted with another idea or better plan.
2. My connection to other entrepreneurs/businessmen: My uncle is a businessmen with over 30 years of experience and I have met other entrepreneurs through the Big Idea Competition.
1. Valuable: Very valuable. Having connections with other fellow entrepreneurs and business people gives me a point of reference and an avenue for advice.
2. Rare: Relatively rare if you're not already in the industry where you would be in contact with these type of individuals.
3. Inimitable: Could not be imitated - no two relationships are the same.
4. Non-substitutable: Could not be substituted to the same extent.
3. Fundraising Experience: I have some experience with fundraising by helping plan and organize soccer fundraisers for Susie's Knee.
1. Valuable: Very valuable. Could be a way to make money and support my idea.
2. Rare: Not that rare - other people have this ability (especially through clubs)
3. Inimitable: Could be imitated to some degree.
4. Non-substitutable: Yes. There are people I could hire who have this skill or I could have other people join my team.
4. Social Capital/Connection to other students: I'm in a place where my market is literally all around me, essentially "at my fingertips."
1. Valuable: Valuable. Having my market be so accessible to me allows to me to gain feedback instantly and allow me to make changes as needed.
2. Rare: Not that rare - anyone can get in contact with students.
3. Inimitable: Could easily be imitated.
4. Non-substitutable: Yes, could be substituted. This problem is not only reflected in recent high school graduates, but other young adults as well.
5. My Marketing Experience: I served as the Director of Marketing with Susie's Knee.
1. Valuable: Very valuable and extremely relevant when trying to get the word out about my service.
2. Rare: My experience is unique but the skill itself isn't that rare.
3. Inimitable: The skill could be imitated, but not the experience.
4. Non-substitutable: Yes. I could hire people who have this skill. 
6. Support from other Organizations: Quality of education is something so many organizations are passionate about and would be willing to help.
1. Valuable: Very valuable. The more support I can get, the better.
2. Rare: Not too rare, this is a prevalent topic.
3. Inimitable: To some extent this could be imitated since education is such a broad subject.
4. Non-substitutable: Since there are so many organizations willing to help, I would consider it substitutable. 
7. Popular Theme for Millennials: Many students connect to this issue that school didn't really teach them any valuable life skills.
1. Valuable: Valuable. My market is aware of their unmet need, which makes it even better to market my idea.
2. Rare: Not too rare, there are so many relevant trends for millenials.
3. Inimitable: Slightly imitable. 
4. Non-substitutable: Could be subsituted with other similar problems. 
8. Relationships with Past Teachers
1. Valuable: Valuable in the way my idea could be implemented and the way the content could be taught.
2. Rare: Not very rare, a lot of students have good relationships with their teachers.
3. Inimitable: Relationship itself could not be imitated, but there are plenty of other students who have connections with their teachers.
4. Non-substitutable: Could be substituted by other types of teachers like mentors, school board directors, guidance counselors, etc.
9. Personal Connection to Problem
1. Valuable: Valuable in that I can identify the pain points of the problem and I have a higher motivation to solve this problem.
2. Rare: Not rare, students everywhere have this problem.
3. Inimitable: Widespread problem, so it is imitable. 
4. Non-substitutable: I could be satisfied relying on parents to solve this problem so yes it is substitutable.  
10. Access to UF Resources: By using the resources UF has, I can bring more awareness and even elevate my idea to the next level.
1. Valuable: Valuable that I have so many resources I can utilize to promote my idea.
2. Rare: Not rare to UF students, but outside of that, yes.
3. Inimitable: Other universities' resources could provide similar services.
4. Non-substitutable: Could be substituted by other universities.

Top Resource: My top resource is my social capital/connection to other students. Having my market in my immediate surroundings is a huge advantage for my business idea. A lot of my other resources are both useful and relevant, but to me what stands out is how closely I'm connected with people who have an unmet need. Life skills are the most relevant to when students graduate from high school and I can see the effects/mechanisms of that by looking at those around me. 

22A - Elevator Pitch No.3

Link: https://youtu.be/_TRDVaLfPMI

Reflection: Some of the feedback I received said that I had good eye contact, I asked good questions to keep the audience engaged, and kept my composure. In my pitch, I aimed to highlight my strengths and improve some areas I was weak in.

What I changed: In my last pitch, I didn't have complete eye contact so this time I tried to have my pitch more memorized and flow better. This time around, I felt more comfortable in front of the camera, my pitch sounded more natural, and the pitch itself was better.

21A - Reading Reflection No.2

I read the book "Mindset The New Psychology of Success" by Carol S. Dweck.

1) What was the general theme or argument of the book?The general theme of the book was that there was two types of mindsets: either the fixed mindset or the growth mindset. The fixed mindset essentially made you scared of failure and mistakes and that everything is innate and could not be changed. It defined someone based off their talent or ability and didn't promote hard work or effort. On the other hand, the growth mindset recognized the importance of learning, and how people can change over time in their skills and ideas. Failures and mistakes were opportunities for growth.

2) How did the book, in your opinion, connect with and enhance what you are learning in ENT 3003?The book connected with the type of mindset an entrepreneur should have, and that to really be successful, it takes time, effort, and energy. Nothing is perfect right away - and it takes significant effort to improve. This mindset can be applied to all parts of life too,

3) If you had to design an exercise for this class, based on the book you read, what would that exercise involve?

The book discusses multiple case studies and scenarios that highlight either the fixed mindset or the growth mindset. For this class, there can be an exercise to reflect on what mindset you have towards a particular area, and what you can do to improve it or shift it into the growth-mindset area.

4) What was your biggest surprise or 'aha' moment when reading the book? In other words, what did you learn that differed most from your expectations?

The biggest surprise for me when reading this book was how I realized I had a fixed mindset towards a lot of things without even realizing it. It was an eye-opener for me and showed me ways I could improve. From realizing that I have a fixed mindset, I realized the reasoning behind so many things that I do and how I can change it. I definitely didn't expect the book to hit me so personally.

20A - Growing Your Social Capital

Domain Expert

• Mr. Walker works with Khan Academy and has been working there for 8 years.
• He fits the Domain Expert role because he works with a company that I would like to model my own after and has similar services to my own.
• I looked at the Khan Academy website and sent an email.
• In the email, I described my service and showed him my idea napkin. He said that it was great that I was looking to solve this problem and that they actually have a section on their page that also looks to address these topics. He encouraged me to continue on my idea and that perhaps I could add more to make my service more unique and accessible.
• By having Mr. Walker in my network, I have a company that I look at as a reference when building my own and can look to him in advice as to how to execute my idea.

Market Expert

• Mrs. Kretzer is an AP environmental teacher from my high school who interacts with students everyday. Her family is from Maine and she has been teaching students for over 10 years and has also served as a high school wrestling coach for girls. 
• She fits the Market Expert role because she consistently works with students (who are in my market segment) and they have even asked her to teach them life skills in the time after AP exams and before school ends. 
• I took her class my senior year and she was also my wrestling coach junior year so I emailed her for her feedback.
• In the email, I gave her a brief summary of my service by showing her my idea napkin. She acknowledged how this is a problem that more and more students are realizing and how since I have a personal connection to it, that would make me more successful. She hinted that she wasn't sure how I would deliver the product - either by selling it directly to students or in tandem with schools themselves.
• By having Mrs. Kretzer in my network, I have an inside look into the school system from the back-end as well as having someone who has a huge connection to my market. 

Important Supplier to Industry

• Mr. Porter works with Kaplan and has been working there for more than 5 years. 
• He fits the important supplier to my industry because he works with a company that offers a service to students that helps them prepare for an exam, advancing their career, learning English, preparing for university, and earning a degree.
• I went to the Kaplan website and sent an email.
• In the email, I gave him a overview of my business idea with my idea napkin. He thought my idea was innovative and clearly addressed a problem so many students have. He said that my idea targeted a skill set that isn't normally taught in schools or even services like Kaplan. However, he did mention that my idea could be further developed and encouraged me to reach out to more people for feedback.
• By having Mr. Porter in my network, I'll be able to connect with a business that is similar to my own in the sense that it is a third-party service and targets a similar market and how they go about it.

Reflection

This experience will help shape future networking events by giving me more practice in how to talk to people in terms of giving context before saying my piece as well as making sure I stay on topic and to focus on the relevant information. This has been different from my networking experiences in the past mainly because it was through email as opposed to the in-person networking events that I've been to.

19A - Idea Napkin No.2

1) My name is Ashley Phang and I'm a freshman at the University of Florida studying marketing. I am someone who has also struggled with this problem and wish for the unmet need to be met. I constantly look for ways for things to be more efficient and can anticipate what's coming next. Some of my skills is reading other people, problem-solving, analyzing a situation from multiple angles, and thinking of creative solutions. Through my experience working with my cousins on Susie's Knee Project (a non-profit organization) I have been exposed to the behind-the-scenes of a business and through my participation in the Big Idea Competition, I'm constantly learning more about what it like to run a business, the effort that goes behind it, and the type of mindset you need to have in order to succeed. I aspire to not only be successful in school but also my future career and can foresee this business pushing me outside my comfort zone and teaching me valuable life skills.

2) I'm offering customers a program that will help prepare them for the real world by teaching them real life skills. As of right now, students are not taught these skills in school and have to rely on outside resources to learn. Through the program, the lessons and skills will be brought to them by real life professionals, instead of them seeking them out through other ways. The medium of this program is dependent on a student's learning style - whether that be in-person, online, or a hybrid style.

3) I am offering the program to high school students, specifically high school seniors across the U.S. They are all are either going to go to college, the workforce, or possibly the military after graduation. These students usually rely on the internet or those around them (their parents for example) for help when they are faced with this problem.

4) More and more students are graduating from high school with no real knowledge of what real life looks like and so many students complain about how they didn't learn any valuable material while they were in school. I aim to change that and give them something that is tangible and applicable to their own life.

5) No one else has really addressed this problem and actually implemented it. Part of my advantage is that the problem is relevant mainly to people my age right now and I'm able to connect with them.

For the most part, my five elements work together but there is definitely room for improvement. Specifically on the fifth element of core competencies, this could be more well-developed. Overall, I think everything aligns because there is an unmet need, I relate strongly the to the problem, and others recognize the need as well.

Feedback Memo: For the most part, I've kept my idea napkin the same with minor changes. Two main points that I took away from the feedback I received was that my past experiences would be really helpful in developing my current idea and that I could further develop my idea to make it more tangible and applicable. From the feedback, I added a bit more detail with my past experiences, specifics about the program itself, and my market.  

17A - Elevator Pitch No.2

Link: https://youtu.be/zfBZuxdDmcg

Reflection: The feedback I received was very positive and the strong point of my pitch that was addressed in my feedback was that my introduction caught people's attention and that my idea was easy to understand.With that said, in my second pitch I tried to maintain my strong points while also having more passion and movement.

What I changed: I tried to be more engaging in my second pitch but having more personality in my voice and using my hands more. Overall, the content of my pitch was the same, but I tried to spice up the delivery a bit more to give the pitch more life and dynamic.

18A - Create a Customer Avatar

My prototypical customer is an 18 year old high school senior who lives in the U.S. In her free time from school she watches The Office and reads stories like Flowers in the Attic. She's worried about what comes next after graduation and how she's going to live in the real world. Throughout high school, her parents have supported her and her siblings and the most she has done truly on her own in terms of the "real world" is getting herself a part-time job. She knows how to search for available jobs on websites like Indeed and Glassdoor, and how to apply for them as well as basic knowledge when going in for an interview. She doesn't know too much about what to do when it comes time for her to file her taxes, but no worries, her parents will probably take care of that for her. 

She will be attending an in-state college after graduation a couple hours from where she lives currently, and she will live in the dorms her freshman year. She will be taking her car with her; a white 2015 Honda Civic that she'll probably use on the weekends. Some of her concerns include how she's going to handle paying her rent on time, what credit card to get before she moves out for school, and the consequences of not paying on time. She can't help but feel like school prepared her for fluency in subjects like math and science, but not for daily tasks like filing taxes and interest rates. 

I actually have a lot in common with the customer avatar. I had some anxiety when I graduated high school about what to do in future situations that required some life skills. Just like my customer avatar, I the only real experience I had was getting part-time jobs. I don't think what I have in common with my avatar is a coincidence because most people from my demographic are pretty similar. The education system is pretty much the same wherever you go so I think this a problem that a lot of people have.

16A - What's Your Secret Sauce

1) Five ways in which you think I have human capital that is truly unique.

• I can usually identify a problem that is going to occur before anyone else is aware of it
• I consider myself to have a good judge of character, and can read people fairly easily
• I am extremely introspective and constantly think of how I can improve as a individual
• I'm a fast learner, and catch on quick to my surroundings
• I'm futuristic and focus on what I want to do next and what I hope to achieve

2)
I interviewed one of my best friends. He said that I was detail-oriented, energetic about things I care about, introspective, how I understand and listen to people, and how I am trustworthy.
https://trackdmusic.com/ashphang/mat-1

I interviewed my sister. She said that I'm affectionate/loving, frugal, adventurous, ambitious, studious, perfectionistic, and that I plan for the future

https://trackdmusic.com/ashphang/alyssa-2

I interviewed one of my friends that I consider a brother. He said that I'm caring, considerate, responsible, high-spirited, and adept at research.
https://trackdmusic.com/ashphang/tashim-3

I interviewed my mom. She said that I'm fun-loving, compassionate, responsible, level-headed, a forward thinker, decisive, deep thinker, loyal, committed, and have a strong business mind.
https://trackdmusic.com/ashphang/mom-4

I interviewed my dad. He said that I'm genuine, decisive, efficient, organized, and a forward-thinker.
https://trackdmusic.com/ashphang/dad-5

3) Reflection:
For the most part, how I see myself and how others see me are fairly similar. I'm naturally harder on myself so in some areas I don't give myself enough credit. I think my interviews are correct about me and I don't think I would make any corrections to my original list.

15A - Figuring Out Buyer Behavior No.2

Alternative Evaluation
For my interviews, I had my "customers" choose between three choices to each highlight price, quality, and style. I had them choose between a program that was affordable but was average in quality and style, a program that was a little pricier but was really good quality and average style, and a program that was average price and quality, but had a really cool style/aesthetic.

The most popular choice was the program that was a little pricier but had good quality and average style. Quality was the most important factor in their decision as it pertained to the level of content they would be able to receive. Price was also a factor since most students don't want to be investing a ton of money since they don't have a lot of disposable income. All in all, all three parts contribute to the "customer's" decision.

Purchase Decision
For the purchase decision, I got mixed feedback as to if the high school program should be online or in-person. One of the people I interviewed suggested a hybrid set-up, where they are able to learn both in-person and online. Some people prefer it to be solely online so they don't have to divert any of their time at school and some like it solely in-person so they don't have to worry about it outside of school. I think it's a matter of personal preference and would find it beneficial to have it in a way that meets all three ways.

Post-Purchase Evaluation
For post-purchase evaluation, the biggest things that my "customers" consider is how much use they get out of the product, how much they like it, if it meets quality standards and maintains them, and if the price is justifiable. To determine if it's a bad idea, it's basically the opposite - if the price if outrageous, the quality doesn't last, changed opinions, or if the product gets less usage than expected.

Conclusion
To succinctly describe this segment, quality is the most important factor when choosing between alternatives, the purchase decision ranges based off of personal preference, and post-purchase evaluation is based off likability, expected quality, price range, and usage.

14A - Halfway Reflection

1) The behaviors that I used to keep up for the requirements of this course is to stay on top of everything. Every week, I mark down in my planner when the assignments, cupcakes, and peer reviews are due and I read the assignments beforehand so I have enough time to complete it. By being aware of the deadline, I hold myself accountable to do the assignments on time. Time management is the biggest skill for this class.

2) There have been some assignments were I mentally groaned at the requirements, but I know I'll always pull through. I've always had the attitude that I'm going to get the best grades I possibly can since elementary school so being academically driven is nothing new to me. Especially since this class i only 100 points, I can't really afford to slack off.

3) Three tips I would offer to next semester's students to foster skills that support tenacity and to develop the "tenacious mindset" is to 1) Mark down when assignments are due, 2) Look ahead to gauge how much work is needed for a particular assignment (especially if you're having a busy schedule during that time), and 3) When choosing your opportunity, choose something that you're genuinely interested

13A - Reading Reflection No.1

1)

• I was most surprised that Ray Kroc was 52 when he started taking on the McDonald's business. 
• I admired Ray Kroc's work ethic and how much he believed in McDonald's and its future. He was a dreamer and never stopped pushing for the company to improve and grow. He also had close relations with the people who came onto the team and never compromised his values or his vision.
• It's hard to find something that I didn't admire about Ray Kroc but I guess what I least admired about him was how he didn't dedicate a lot of time to his family. It's understandable since he was working so hard to build up the company but it seemed he never made room for his family.
• Ray Kroc faced adversity and failure, but he always found a way to solve the problem - either by reaching out to other people for help (either for money or more manpower) or trying to compromise with those involved. He never gave up.

2) Ray Kroc had a huge background in sales when he sold cups for many years, he was outspoken and honest, a hard-worker, rigid in his values, and utilized his connections to get what he wanted.

3) I was confused with some of the business jargon, how some of his deals worked with the leasing for his properties, and some of the compromises he had to make in order to gain ownership of the company.

4) If I were able to ask Ray Kroc two questions, I would ask what were his biggest motivations behind his drive for McDonald's and if he had the opportunity to change the school system, how would he reform it? I thought it was interesting his take on how schools teach students and wonder how he would modify it and why he worked so hard to get McDonald's where it is today.

5) Ray Kroc's definition of hard work entails being persistent and dedicated to your cause. I also share this opinion - because no matter how talented you are, what advantages you have, none of that compares to if you're actively putting in effort and exhausting the resources you have.

12A - Figuring out Buying Behavior No.1

Segment: The segment I'm choosing is high school seniors. All three of my interviews consisted of people in the same age group as me (college students) in a variety of majors - Materials Science and Engineering, Chemical Engineering, and Health Sciences.

Summary of Interviews:

• Need Awareness: Through my interviews, I learned that need awareness usually arises when they encounter a problem or they reach a stage in their life when that problem becomes relevant. For example, my friend who is about to graduate said that he's going to have to consider how to pay a mortgage and the process of buying a house since he wants to move out. Another one of my friends has to consider different types of credit cards since she's going to be getting her own and not tied to her parents' one anymore. In situations like these, that's when they become aware of the need.
• Information Search: After becoming aware of the need, through my interviews I learned that a common approach is either asking family/friends or Googling it. By asking family/friends, they ask about their prior experience, any problems they have run into, what they recommend, and what to look out for. Googling is used more when they have a specific question in mind or when they want to compare details between companies for example.

Conclusion: After conducting my interviews, I can succinctly say that my segment consists of high school seniors who become aware of the need when they encounter the problem and solve their problem by turning to family/friends or Google.

11A - Idea Napkin No.1

1) My name is Ashley Phang and I'm a freshman at the University of Florida studying marketing. I am someone who has also struggled with this problem and wish for the unmet need to be met. I constantly look for ways for things to be more efficient and can anticipate what's coming next. Some of my skills is problem-solving, analyzing a situation from multiple angles, and thinking of creative solutions. Through my experience working with my cousins on Susie's Knee Project (a non-profit organization) I have been exposed to the behind-the-scenes of a business and through my participation in the Big Idea Competition, I'm constantly learning more about what it like to run a business. I aspire to not only be successful in school but also my future career and can foresee this business pushing me outside my comfort zone and teaching me valuable life skills.

2) I'm offering customers a program that will help prepare them for the real world by teaching them real life skills. As of right now, students are not taught these skills in school and have to rely on outside resources to learn. Through the program, the lessons and skills will be brought to them, instead of them seeking them out through other ways.

3) I am offering the program to high schoolers, specifically high school seniors across the U.S. They are all are either going to go to college, the workforce, or possibly the military after graduation.

4) More and more students are graduating from high school with no real knowledge of what real life looks like and so many students complain about how they didn't learn any valuable material while they were in school. I aim to change that and give them something that is tangible and applicable to their own life.

5) No one else has really addressed this problem and actually implemented it. Part of my advantage is that the problem is relevant mainly to people my age right now and I'm able to connect with them.

For the most part, my five elements work together but there is definitely room for improvement. Specifically on the fifth element of core competencies, this could be more well-developed. Overall, I think everything aligns because there is an unmet need, I relate strongly the to the problem, and others recognize the need as well.

10A - Elevator Pitch No.1

https://youtu.be/VWhj02Mxjpc

9A - Testing the Hypothesis Part 2

Who: From my second round of interviews, I found that there is some people who fall outside my boundary, although it is very limited. Since my opportunity consists of teaching mainly high school seniors essential life skills, there are some students that don't really feel that they need their school to teach them these skills. They actually don't mind having their parents teach them when the time arises and don't really mind learning "to cross that bridge when they get there."  Some students would rather focus on their other academic subjects and leave learning the life skills on the side. In other words, they don't feel it is the school's responsibility to teach them these skills.

What: Some of the people I interviewed agreed that by having mandatory sessions that students must attend, that could boost student engagement, but they expressed that it could be complicated finding the right speaker for certain life skills since there are so many different ways to approach it and not every skill necessarily has an expert for it.

Why: The underlying need for those inside and outside the boundary is the same, however for those outside the boundary, it's just less emphasized since they could rely on their parents more.

	Inside the Boundary	Outside the Boundary
Who is in	High school seniors who want to learn life skills	High school seniors who rely on their parents to teach them
What the need is	Teaching students a baseline of life skills that they further define for themselves	Teaching students and expecting them to know every option and have an expert level of understanding
Why the need exists	To better prepare students for the real world so they are better equipped to handle daily obstacles and could set up their future	Students who satisfied learning from their household and do not rely on school/outside resources for this knowledge

8A - Solving the Problem

My opportunity is having a high school class designed to help students learn life skills. Too often, high school seniors are graduating without any real knowledge of the real world and the skills to tackle daily challenges such as paying taxes, applying for loans, paying a mortgage, buying a car, building credit score, etc. By having a class to each students these skills, hopefully they will be more prepared for when they are presented with these problems.

My solution to a problem that arose in the previous assignment is to offer two separate courses - one for high school and one for college. For high school since there are challenges with sufficient funding, the unlikelihood of students enrolling for these classes, and the complicated nature of designing the class, my solution to this problem is by having shorter, mandatory sessions that mainly high school seniors attend. This way, they are required to learn the material but not necessarily have  a full blown class to do so. The sessions could be taught by guest speakers who specialize in that field and could provide helpful advice so students learn from the source, and the school doesn't have to dedicate too much time and resources designing the class. At the college level the class could be more in depth to give more specific details and information.

7A - Testing the Hypothesis Part 1

High School Class Designed to Teach Students Essential Life Skills

• Students aren't properly prepared for the real world when they graduate high school and could use assistance in tackling life's daily challenges
• The what: Since high school hasn't taught students life skills, they feel unprepared for the world
• The who: High School Students
• The why: Either schools don't feel responsible for departing this knowledge for students, the complexity of how to design the course plan, or insufficient funding

• Testing the what: The boundaries of the need are partially unclear because there are so many possible answers. Boundaries can include exactly what would be taught and the extent of the detail of each such as filling out tax forms, paying a mortgage, how to apply for loans, how to pick the right credit card company, and how to choose the best insurance - there isn't an exact answer to all of these situations and some are subjective.
• Testing the who: College students have this need as well as high school students who didn't go to college. Eventually everyone has this need.
• Testing the why: Schools may recognize that some students end up learning the knowledge from their parents and therefore don't feel responsible for teaching the students this valuable information. Moreover, how the schools would go about introducing the course can be ambiguous such as making the class required or as an elective, how they evaluate a student's knowledge of these skills, etc.

• Interview #1
• I asked a female college freshman and she never considered the high school class because she never considered it a possibility. To combat the problem now she would ask family or Google it herself. She believes that a class hasn't been implemented yet because schools assume that family or reliable resources teach students. Possible problems that could arise in designing the class is that there is too many personal details and too many ways to solve a problem. 
• Interview #2
• I asked a male college freshman and he would usually ask his parents or do online research to combat the problem. People who could be affected is young adults who may have not been responsible for major life responsibilities. Demographic wise it mainly affects middle-class and upper middle class in suburban neighborhoods. He believes that a class hasn't been implemented yet because schools are underfunded and the current state of education is more focused on the state curriculum and having good standardized test scores to gain more funding. Possible problems that could arise in designing the class is that not many people would take it because they wouldn't take it seriously or would consider it worthless, having someone to teach it in a school setting, and not needing it to be a full-on class, it could be an after school program administered in a more effective way instead.
• Interview #3
• I asked a male college senior and he mainly learned from YouTube and thinks that students wouldn't take the class because they won't view it as important as other subjects. Possible problems include everyone having different learning styles and problems with methods of teaching the material.
• Interview #4
• I asked a father and he expressed the need for awareness of life skills because if not, it could be detrimental for those involved. He also highlighted the importance of knowing personal finance such as saving, building credit score, how to utilize the right financial strategies, and what to look out for/avoid. In the past, he had to ask people with good financial history for help and hire an accountant. Reasons why a class like that has failed in the past is because the class wasn't as popular, wasn't relevant at the time, and wasn't well publicized. Possible solutions include making it mandatory for high school seniors b/c not everyone goes to college and in college, make it more in depth.
• Interview #5
• I asked a mother and she expressed that possible barriers are that students don't think about needing life skills at that age and since it's not required to learn, students rely more on their parents. Possible solutions include having a mandatory session (not necessarily a class) and having a college-level one be more in depth.

• Reflection
• I learned from the interviews that the class could be split into high school and college. The high school course could be a shorter program after school or split into shorter sessions. To guarantee a more effective result, the high school program would be mandatory otherwise the amount of students enrolled in that class would be negligible. The college course would be more in depth to cover specific topics relating to personal finance.

6A - Identifying Opportunities in Economic & Regulatory Trends

1. Climate Change (Economic Trend)

• https://www.thebalance.com/top-usa-future-economic-trends-3305666
• Presented in the article, as a result of global warming, food prices are rising - specifically corn and soybeans since rising temperatures decreases the yield. Sea levels are also rising causing flooding in cities and more wildfires destroying homes and forestry.
• Prototypical customer: farmers, coastline citizens, overall entire population
• Could be both easy and difficult to exploit the opportunity - ultimately the source of the problem (climate change) won't necessarily go away but there are ways to slow it down and aid the effects.
• Why I saw the opportunity: Honestly I was a little confused on how to approach this assignment so I turned to Google to help me out. This website was one of the first things I found and I could clearly see how this problem affects our daily lives. Especially after taking an AP Environmental Science class senior year of high school, I could see how this opportunity is possible.

2. Delayed Retirement (Economic Trend)

• https://www.thebalance.com/top-usa-future-economic-trends-3305666
• Due to the recession, retirement has been delayed and Baby Boomers continue to work. Because of this, the younger generation has resorted to other jobs - even creating jobs for themselves.
• Prototypical Customer: Millenials/younger generation
• Currently relatively easy to exploit this opportunity because the internet has gave way to so many new jobs/careers such as social media influencers, YouTubers, and bloggers.
• Why I saw the opportunity: Again, I used Google to help me out but this is also relatable to my daily life right now since I grew up in the big technology surge. More businesses are marketing through social media and almost everything is done through the internet so it's not surprising that there's new jobs there. 

3. Interest Rates are Rising (Regulatory Change)

• https://www.thebalance.com/top-usa-future-economic-trends-3305666
• The cost of loans from various products/consumer goods will continue to rise as long as the economy doesn't look like its going back into a recession.
• Prototypical Customer: Adults/Consumers of large purchases (ex. house, car, education)
• Seems to be relatively hard to exploit this opportunity because it seems like an insurmountable obstacle to dodge, especially since the Federal Reserve is enforcing it.
• Why I saw the opportunity: Google's help and this can relate to me since I'm a college student and I know people who are struggling to pay back their student loans.

4. Paid sick leave (Regulatory Change)

• https://www.businessnewsdaily.com/7671-regulatory-issues-changes.html
• Paid sick leave is attractive to entrepreneurs who want to appeal to productive, valuable workers but adds to the planning and construction of policies.
• Prototypical customer: employees
• Relatively easy to exploit this opportunity since it's something that be easy to implement and has already been done before with larger corporations.
• Why I saw the opportunity: Google's help and it seems to be common sense - you want people who feel when they are sick or have to take medical leave that they are accommodated for in the workplace.

5A - Identifying Local Opportunities

1. Fla. student debt ranks highest in country - Experian study says rate spiked 35% in three-  year timespan 

• Link: https://infoweb.newsbank.com/apps/news/document-view?p=WORLDNEWS&t=pubname%3AORLB%21Orlando%2BSentinel%252C%2BThe%2B%2528FL%2529/year%3A2019%212019/mody%3A0122%21January%2B22&f=advanced&action=browse&format=text&docref=news/1711BDECA5359E98
• The story in the Orlando Sentinel described how student debts have risen, with Florida being the highest in the country. To combat part of the problem, lawmakers are having schools inform their students of their loan amounts and monthly payments.
• Student debt in Florida has skyrocketed and families are having to borrow even more money than before to pay for college. This is partly due to families moving to Florida and less grants being available. 
• Who has the problem: College students in Florida and their families

2. Orlando No. 1 for pedestrian deaths

• Link: https://infoweb.newsbank.com/apps/news/document-view?p=WORLDNEWS&t=pubname%3AORLB%21Orlando%2BSentinel%252C%2BThe%2B%2528FL%2529/year%3A2019%212019/mody%3A0124%21January%2B24&action=browse&format=text&docref=news/171269CE35BFB078
• The story in the Orlando Sentinel described how Orlando has become the hotspot for pedestrian deaths and delves into the history of how the city was built and other factors that have contributed to the level of deaths.
• The main reason for pedestrian deaths is that Orlando was designed for automobiles and cars. The main setup for pedestrian deaths are around roads that are “wide, fast, multilane, barren of safe crossing places and carry heavy traffic.” Those who are most vulnerable are older adults, people of color, and those who live in low-income communities.
• Who has the problem: Pedestrians in Orlando, FL and those who are most at risk: older adults, people of color, and low-income residents.

3. Orange high schools could see later start - School board members examine cost, logistics of pushing time back

• Link: https://infoweb.newsbank.com/apps/news/document-view?p=WORLDNEWS&t=pubname%3AORLB%21Orlando%2BSentinel%252C%2BThe%2B%2528FL%2529/year%3A2019%212019/mody%3A0124%21January%2B24&action=browse&format=text&docref=news/171269CD5B539B00
• The story in the Orlando Sentinel described how high schools in Orange County are considering pushing back their start times based off results from another county that tried it and the probable improvement of student academic performance and grades.
• A school district in Seattle pushed back their high school times and found that students were able to get 34 more minutes of sleep on average and their academic performance improved. That same school district have also switched high school and elementary school times - a plan that was well supported by teachers, parents, and staff.
• Who has the problem: High school students directly, but also teachers, parents, staff, and bus drivers are also affected

4. We must protect the youth from nicotine addiction - GUEST COLUMN

• Link: https://infoweb.newsbank.com/apps/news/document-view?p=WORLDNEWS&t=pubname%3AORLB%21Orlando%2BSentinel%252C%2BThe%2B%2528FL%2529/year%3A2019%212019/mody%3A0122%21January%2B22&action=browse&format=text&docref=news/1711BDEC21D9FC30
• The story in the Orlando Sentinel described how Florida’s youth have dramatically increased in e-cigarette use - mainly with the JUUL and a call for action to protect the youth from suffering from nicotine addiction.
• Youth nicotine substance use has reached an all-time high in the past 43 years mainly through the use of the JUUL that contains nicotine salts that allow the user to inhale high levels of nicotine with less irritation. To combat this issue, Tobacco Free Florida implemented education problems about the dangers of use as well as local and state communities including e-cigarettes in indoor smoke-free zones, restricting youth’s access in retail, and implementing price policies.
• Who has the problem: High school and college students - mainly those who have tried/use e-cigarettes

5. Arts, culture deserve full funding from state of Florida - GUEST COLUMN

• Link: https://infoweb.newsbank.com/apps/news/document-view?p=WORLDNEWS&t=pubname%3AORLB%21Orlando%2BSentinel%252C%2BThe%2B%2528FL%2529/year%3A2019%212019/mody%3A0123%21January%2B23&action=browse&format=text&docref=news/17121490C15FC2C8
• The story in the Orlando Sentinel described the need for funding for arts and culture in Florida and how it can generate profit for the state.
• Representative Anna V. Eskamani is pushing for art and culture funding because it instills values, translates experiences across space and time, bridge gaps across class and culture, teach public speaking skills, and create an avenue of expression for those of any ability. Florida has recently cut funding by nearly 90% last session, but funding the arts could actually make an economic profit.
• Who has the problem: museums, theaters, science centers, artists, etc.

4A - Forming an Opportunity Belief

I believe that there is an unmet need for learning basic life skills such as filing a tax return, how to grow your credit score, how to get a loan, buying a house, choosing the right insurance, etc. The people I find the most who share this problem is graduating high school students and college students. For the most part, I believe that this problem has been prevalent for years, especially millennials today. In order to combat this problem, most people either ask their parents/guardians for help or learn by themselves when the problem arises (in other words, they cross that bridge when they get there). One way to solve this problem is to have seniors in high school take a class that teaches them the necessary skills before they graduate. I would say I'm 60% certain that this opportunity exists. The main prototypical customer will be high school/college students.

#1 - Male College Freshman

• When did you first realize that you need these skills?
• Probably around the time of graduating high school
• When do you realize that you need these skills?
• It comes into play a lot right now since I'm away at school and I have to take care of things myself 
• When you graduated high school, did you feel unprepared for the real-world?
• yes 
• What do you currently do if you don't know how to file a tax return for example? Are you satisfied with this solution?
• I usually ask my parents or friends and if not them, Google. It helps for now but extra help wouldn't hurt.
• Do you believe taking a class in high school that teaches you these skills would've helped you now?
• yeah probably, especially since most things you learn in high school don't apply to your day-to-day life

#2 - High School Senior

• When did you first realize that you need these skills?
• I felt the need a little bit throughout high school (with having a part-time job) but it was really emphasized the closer I get to graduation.
• When do you realize that you need these skills?
• Mainly whenever the situation arises, like applying for a job.
• As of right now, do you feel prepared for the real-world?
• Absolutely not
• What do you currently do if you don't know how to file a tax return for example? Are you satisfied with this solution?
• I would ask my parents and no - I would want to be able to be independent and not ask them for every little thing
• Do you believe taking a class in high school that teaches you these skills would/would help you now?
• Yes! I wish there was, it's really annoying that we learn about history and algebra but not any actual life skills

#3 - Graduating College Student

• When did you first realize that you need these skills?
• Senior year while using a credit card and thinking about the future
• When do you realize that you need these skills?
• Financial activities such as loans, rent, credit score, etc
• When you graduated high school, did you feel unprepared for the real-world?
• yes
• What do you currently do if you don't know how to file a tax return for example? Are you satisfied with this solution?
• Ask my dad. Not really satisfied because I'm going to have to learn it myself eventually.
• Do you believe taking a class in high school that teaches you these skills would've helped you now?
• Yes, it would've prepared me more.

Reflection from all 3: I learned that most people would ask their parents for help, especially if their parents were supporting them. From this, I would assume that students who are more independent (especially if they are financially independent) learned these skills on their own simply because they HAD to. Regardless, having a class in high school that teaches students these skills would be beneficial. In addition, there are resources students can turn to, but the older they get, the more crucial it is to have these skills.

Summary: Overall, the opportunity still exists partly because there's no harm done in having a class to educate high school students. Even for students that don't necessarily go to college, the skills they would learn is still applicable. However, those who learned from their parents may not necessarily need the class, it could still help. I believe that my new opportunity is more accurate than when I started based off the prototypical customer feedback. Entrepreneurs should definitely adapt and consider customer feedback since there would be no opportunity without them. However, I don't believe entrepreneurs should ever completely abandon their original idea/purpose. There must be a balance between the two.

3A - Your Entrpreneurship Story

I was first exposed to entrepreneurship when I was in high school and my cousins decided to start a non-profit organization called Susie’s Knee Project. The idea came from when we were on vacation in Jamaica and my aunt fell and shattered her knee. When rushed to the hospital, they were shocked to find inadequate conditions. After coming back to the states, they were inspired to arrange soccer fundraisers to raise money in order to purchase medical supplies and equipment to send back to that exact same hospital my aunt was admitted to. In collaboration with them, I conducted the social media marketing and constructed parts of the website. Through this experience, I learned more about entrepreneurship and my awareness of having a business mind.

By taking ENT3003, I hope to grow my skills not only as a businesswoman, but as an individual as well. I’m considering minoring in entrepreneurship so this class is the first step! I wish to gain some real-world skills and learn how to be more aware of my surroundings and how to utilize what’s around me to create something better.

2A - Bug LIst

1. Lack of healthy food options on campus
   WHY it exists: Healthy food is more expensive and fast food options (ex. Subway, Wendy’s, and Pollo Tropical) are more affordable.

2. Limited parking locations on campus for red 3 decals
   WHY it exists: Students with higher credits are able to have more options for parking and there’s limited space on campus for those with less credits.

3. No dining areas are open 24 hours on campus
    WHY it exists: It’s more expensive to have a place open all the time and potential workers want to be able to go home at a reasonable hour.

4. Long lines at Walmart during rush hour
   WHY it exists: People tend to get off work at the same time and because of its location and affordability, it’s a popular spot.

5. Recycling center is far away from housing
   WHY it exists: Recycling collectors usually access it by a vehicle and it’s easier to pick it up from one place instead of every doorstep.

6. Required new editions of textbooks for classes
   WHY it exists: Providers want to make money and there’s an occasional change of content between editions.

7. Creases in shoes (leather usually)
    WHY it exists: Shoes get worn down with use and especially with leather it’s something that’s difficult to prevent.

8. Shrinking clothes
    WHY it exists: Fabric’s reaction with heat and people’s general forgetfulness of not reading washing instructions.

9. Having trouble registering for classes
    WHY it exists: Popularity with classes/professors and different registration times.

10. Disposing old electronics (phones, old gaming consoles, DvD players)
      WHY it exists: New technology comes out and there’s no use for the old technology. There’s no proper recycling centers in place either.

11. Running out of memory on your phone 

      WHY it exists: Limited space on your phone, having too many pictures/apps, and not utilizing the cloud.

12. Getting leaves under the hood of the car
      WHY it exists: Parking under trees, wind, and exposed areas on the car.

13. Limited seating in Newell Hall
      WHY it exists: Too much open space and not enough chairs and tables.

14. Campus Chick-Fil-A doesn’t take gift cards 

      WHY it exists: May not be a full chain or because it’s located on campus.

15. Laundry machines don’t accept Gator 1 card in Hume Hall
     WHY it exists: System is not up to date.

16. Glasses sliding down face
      WHY it exists: Sweat prevents the nose-sitters on glasses from remaining stationary.

17. Getting a water cup and being given a smaller cup from Pollo Tropical in the Reitz Union
      WHY it exists: They don’t want to be scammed for a refill if it wasn’t paid for.

18. Limited bus routes on campus on the weekends
     WHY it exists: Less people on campus so there’s not as great as a need for the buses to run as often.

19. Having small desk space when taking exams in Turlington Hall
      WHY it exists: Building hasn’t been renovated and current seats are still functional.

20. iPhone speakers getting clogged with dust and lint
     WHY it exists: Exposed to the air and pockets

I found writing the bug list to be difficult since I don’t really consider how to solve the small problems I encounter in my daily life. My mind isn’t trained to spot the problems and find the root cause of why that problem exists. Usually, I have a second or two of annoyance and I move on with my day. In addition, trying to come up with bugs when they didn’t happen in the moment was also challenging.

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