Course Profile
Entrepreneurial
Studies: Venture Planning (BDV4C), Grade 12, College Preparation, Public
Unit 1: Challenges of a Venture Start-Up
Time: 20 hours
Activity 1.1 | Activity 1.2 | Activity 1.3
Unit Description
The unit
focuses on the challenges and opportunities of the start-up phase of a business
life cycle; compares the advantages enjoyed by young entrepreneurs with the
challenges they face; and evaluates the key components, appropriate formats,
and presentation styles of venture plans.
Strand(s) :
Challenges of a Venture Start-Up
Unit Synopsis Chart
|
Activity |
Learning Expectations |
Assessment Categories |
Tasks |
|
1.1 |
VSV.01,
VS1.01, VS1.02, VS1.03 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
1. Life Cycle of a Product 2. Life Cycle of a Business 3. Glossary of Terms 4. Life Cycle Quiz 5. Pictorial Timeline 6. Timeline Assessment |
|
1.2 |
VSV.02,
VS2.01, VS2.02, VS2.03 |
Knowledge/Understanding
Thinking/Inquiry Communication |
1. Video 2. Comic Character Handout 3. Venn Diagram 4. Group Process Assessment |
|
1.3 |
VSV.03,
VS3.01, VS3.02, VS3.03 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
1. Guest Speaker 2. Speaker Notes Worksheet 3. Assessment of Various Venture Plans |
Activity 1.1:
Start-Up Challenges and Opportunities
Time: 6 hours
Description
Activity
1.1 begins with a teacher-directed investigation that explains the stages in
the life cycle of a product. Develop the life cycle of a product to which
students can relate, e.g., a cell phone. Brainstorm the life cycle of a
product, e.g., the telephone by placing several pictures, historical to
current, along a timeline. Students complete a formative (mix and match) quiz
to review key business terms. The key terms relate to the life cycle of a
product and to the life cycle of a Canadian business. Students then research
the life cycle of various Canadian businesses and the factors that contribute
to their su
Strand(s) & Learning
Expectations
Overall
Expectations
VSV.01 -
analyse the challenges and opportunities of the start-up phase of a business
life cycle.
Specific
Expectations
VS1.01 -
explain the stages in the life cycle of a business;
VS1.02 -
summarize the factors that contribute to the su
VS1.03 -
analyse the conditions (e.g., competitive, economic, demographic) facing
ventures starting up in various markets.
Planning Notes
·
Prepare
the bulletin board with the heading Canadian Achievement.
·
Refer
to the website, www.curriculum.org for the Oral Presentation Rubric and Oral
Presentation Checklist found in Introduction to International Business, BBB4M
Public.
·
Copy
and distribute all assessment tools before beginning the activities.
Teaching/Learning
Strategies
·
Students
as a class, in a teacher-directed investigation, explain the stages in the life
cycle of a product. Appendix 1.1.1 – The Product/Service Life Cycle.
·
Develop
the life cycle of a product to which the students can relate, e.g., a cell
phone.
Appendix 1.1.1 – The Product/Service Life Cycle.
·
Expand
the discussion of the life cycle of the telephone by constructing a timeline of
significant dates to illustrate the correlation between life cycle and timeline
of the development of the telephone. Appendix 1.1.2 – The Life Cycle and
Timeline of the Development of the Telephone.
·
Discuss
the similarities in the life cycle of a product/service to that of a company or
industry.
·
Have
students prepare a Glossary of Key Terms and establish a working portfolio,
Appendix 1.1.3. The Glossary of Terms should be placed in the student’s working
portfolio and up dated before the end of each unit.
·
Students
complete a formative quiz on the life cycle of a product, service, company, or
industry. Appendix 1.1.4 – Life Cycle Quiz.
·
Small
groups research and construct a timeline and life cycle depiction of a Canadian
product/service/company/industry. The teacher brainstorms with the class for
possible topics. Provide a teacher-developed timeline rubric.
·
Students
present their research findings to the class. The teacher discusses the
requirements of an oral presentation. Refer to Oral Presentation Checklist,
from Introduction to International Business, BBB4M Public.
·
The
teacher displays the research findings on a master timeline, showing key
historical and economic milestone dates on the bulletin board under Canadian
Achievement.
·
As
a class, brainstorm conditions facing a new venture: conditions that would
affect a venture start-up; factors that can contribute to the su
·
In
small groups, have students research a local product/service, business, or
industry. Rural students may need teacher direction in recognizing farms, wood
lots, gravel pits, etc., as businesses. This may include entities no longer in
operation. The assignment is outlined in Appendix 1.1.5 – The Local
Marketplace. Students submit the assignment for evaluation a
Assessment &
Evaluation of Student Achievement
Formative
Knowledge/Understanding, Thinking/Inquiry, Communication,
Application
· Life Cycle Quiz, Appendix 1.1.4
· Oral Presentation Checklist, BBB4M Public at www.curriculum.org
· Portfolio Checklist, Portfolio Inspection Tool, and Archive, Appendix 1.1.3
Summative
Assessment
Knowledge/Understanding, Thinking/Inquiry, Communication
·
The
Local Marketplace Assignment, Appendix 1.1.5
Acc ommodations
·
The
teacher should take into consideration the student’s IEP for specific a
·
Extensive
suggestions for a
Planner, K-12.
·
ESL
students may not be familiar with the use of rubrics and should be given
practise before using them as assessment tools. They could be allowed more time
to prepare presentations and allowed to pre-tape spoken segments. Provide ESL
students with a glossary of difficult English vocabulary used in the
Appendices.
Resources
Refer to
Resources listed in Overview
Appendix
1.1.1
The
Product/Service Life Cycle
Appendix
1.1.2
The
Life Cycle and Timeline of the Development of the Telephone
Appendix
1.1.3
The Working Portfolio
The
working portfolio is not just a collection of the student’s work. The portfolio
has a clear purpose: to hold student work for subsequent units or the
Culminating Project. Students need teacher direction on which pieces of work
will be used in future units. The portfolio is a tool to store and organize
student work.
The
unit descriptions outline the links or connections. The teacher and students
establish the form the portfolio takes and selects the contents for the
portfolio (rough drafts, best work or work that needs revisions, school
materials, or material from outside the school). At the end of each unit, the
teacher or students determine the work to be placed in the portfolio.
Other
options are a working portfolio that progresses to either a showcase portfolio
to display the best work or an assessment portfolio used to document
achievement of learning expectations.
Portfolio
Checklist
(The
checklist becomes a formative assessment tool for the student).
|
Superior
Portfolio Performance |
|
q Extensions
of assigned activities are done. q Applications
of concepts are enhanced wherever possible. q The
portfolio is stored in more than one medium. |
|
Proficient
Portfolio Performance |
|
q Extensions
of assigned activities are done with assistance. q All
errors are corrected. q Applications
of concepts are o |
|
Adequate
Portfolio Performance |
|
q Assigned
activities are completed. q Initial
errors have been corrected. q Applications
of concepts are evident. |
|
Limited
Portfolio Performance |
|
q Assigned
activities are not completed. q Initial
errors, which have been pointed out, are not corrected. q Gaps
exist in the applications of concepts. |
|
|
Portfolio
inspection/assessment should be an ongoing process. The assessment tools should
be kept in an archive that reflects the student progress.
The
Portfolio Inspection/Assessment Tool starts with the highest category first.
The hope is that the student will aspire to the first set of criteria. This
tool is both a formative and summative inspection tool.
Portfolio
Inspection/Assessment Tool
|
Superior
Portfolio Performance |
|
|
|
The
portfolio is clearly organized and exciting to look through. |
|
|
The
work demonstrates creative and insightful mastery of concepts and tools. |
|
|
Unique
techniques are used to store the portfolio. |
|
|
Clear
and precise correction of all errors. |
|
|
Self-evaluation
reflects a desire to excel in the subject. |
Appendix 1.1.3 (Continued)
|
Proficient
Portfolio Performance |
|
|
|
The
portfolio is organized and easy to look through. |
|
|
The
work demonstrates perceptive use and comprehensive mastery of concepts and
tools. |
|
|
Storage
method is clean and attractive. |
|
|
All
errors are corrected. |
|
|
Self-evaluation
reflects a desire to su |
|
Adequate
Portfolio Performance |
|
|
|
The
portfolio is complete and organized. |
|
|
The
work demonstrates appropriate use of concepts and tools. |
|
|
Basic
requirements are met for the storage method. |
|
|
Most of
the errors are corrected. |
|
|
Self-evaluation
reflects a desire to su |
|
Limited
Portfolio Performance |
|
|
|
The
portfolio is unorganized, messy, or hard to look through. |
|
|
The
work demonstrates limited mastery of concepts and tools. |
|
|
Storage
method problems are not solved. |
|
|
Errors
are not corrected. |
|
|
Self-evaluation
does not reflect a desire to improve in the subject. |
|
Comments |
|
|
Assessed
by: |
|
|
Date: |
|
Educational Services
Committee OSSTF/FEESO clearly outlines the portfolio process (see Resources).
· The purpose is discussed.
· The types: working portfolios, showcase portfolios, assessment portfolios are explained.
· The process: collect, select, reflect is detailed.
· Inspection is covered and a portfolio rubric given.
Appendix 1.1.3 (Continued)
The following summary is
adapted from the resource:
|
Hints
on Portfolios ·
Do not get too focused on delineating the contents of the portfolio. ·
Resolve the “container” issue. (File folder, box, envelope, digital) ·
Decide whose portfolio it is. (Who selects the items?) ·
Include an archive for a sense of history in the portfolio. ·
Defining an audience is critical. ·
Attaching meaning to the contents of the portfolio contributes to the
student’s metacognitive growth. Provide parent education on portfolio points. ·
Organize a celebratory event to bring student, portfolio, and audience
together. |
The
teacher may wish to let students trade items in their portfolio and make a note
of it in the portfolio archive; in this way, the student learns from another
student’s work.
Portfolio
Archive
Requirements:
1. Title Page __________________
2. Inspection/ Assessment Tools _______________________
|
Formative
assessment of mechanics |
|
|
·
Glossary of Key Terms ·
·
·
|
·
·
·
·
|
Complete
Venture Plan Component Checklist
|
Unit 1 |
q |
Date
Submitted |
|
Unit 2 |
q |
Date
Submitted |
|
Unit 3 |
q |
Date
Submitted |
|
Unit 4 |
q |
Date
Submitted |
|
Unit 5 |
q |
Date
Submitted |
Appendix 1.1.4
Life Cycle Quiz
Select a
phrase from Column B that best describes the life cycle terminology in Column A
and place the corresponding number in the # column. All nine phrases should be
matched.
Value: 10
Marks
|
Column A |
# |
Column B |
|
Life
Cycle of a Business |
1. has reached its peak of popularity and has
established itself in the marketplace; 2. there is little or no competition during
this stage because it is a new idea; 3. your goal for this stage is to reach the
break-even point; good management, weekly goal setting, and a 4. a time for generating and investigating
ideas, initiating research, and identifying and solving problems; 5. a time to bring in experts to share the
workload and help expand the business, add new product lines or services,
broaden customer base; 6. competition moves in and there is a need to
emphasize the uniqueness of the product/service, reduce prices, or increase
the advertising and sales promotion; the venture is probably in financial
trouble; 7. sales begin to drop off and many
competitors have already left the scene; assets are worth more than the
liabilities. |
|
|
·
Pre-start-up Stage |
|
|
|
·
Development Stage |
|
|
|
·
Growth Stage |
|
|
|
·
Comfort Stage |
|
|
|
·
Turnaround Stage |
|
|
|
Life
Cycle of a Product/Service |
||
|
·
Introduction |
|
|
|
·
Growth |
|
|
|
·
Maturity |
|
|
|
·
Decline |
|
|
Appendix 1.1.5
The Local Marketplace
Assignment
Assignment
1. Select a local product/service, business, or
industry to research. This may include entities no longer in operation.
2. Your report should include:
· a synopsis of the entity
·
factors that have contributed
to the su
· a timeline and life cycle depiction
· primary, as well as secondary, research
Evaluation
Your
report should demonstrate:
·
understanding
of the entity
·
ability
to analyse the factors contributing to the su
·
ability
to illustrate a timeline/life cycle depiction of the venture
·
ability
to communicate the content effectively
|
Understanding of the Business and
the |
Yes |
No |
|
·
It is a |
|
|
|
·
It is complete. |
|
|
|
·
Freedom from narrowness of viewpoint or interest exists. |
|
|
|
·
Appropriate connections are made. |
|
|
|
·
Unique/imaginative interpretations are made. |
|
|
|
Comments |
||
|
Inquiry Skills |
|
|
|
·
Insight into the topic |
|
|
|
Total |
|
|
|
Comments |
||
|
Communication |
|
|
|
·
Clarity |
|
|
|
·
Use of vocabulary |
|
|
|
·
Structure |
|
|
|
Total |
|
|
|
Comments |
||
Due Date ____________ Students: ___________________
Activity 1.2:
Advantages and Challenges Related to Youth
Time: 4 hours
Description
Activity
1.2 focuses on the advantages and challenges related to entrepreneurship and
youth. The teacher introduces the topic with a video. After class discussion,
students write a brief report on the issues raised. The teacher distributes a
handout (Appendix 1.2.1) depicting a young entrepreneur and a mature
businessperson. A large group teacher-directed discussion on the findings helps
develop a Venn diagram and covers the concept that the mature businessperson’s
advantages are often the youth’s challenges. Each small group brainstorms the
solutions to an assigned challenge; thinks of ways the youthful entrepreneur
can work with the challenge and take advantage of the opportunities.
Strand(s) & Learning
Expectations
Overall
Expectations
VSV.02 -
compare the advantages enjoyed by young entrepreneurs with the challenges they
face.
Specific
Expectations
VS2.01 -
summarize the advantages and disadvantages experienced by young entrepreneurs
because of their youth;
VS2.02 -
describe how young entrepreneurs might benefit from specific advantages of
youth;
VS2.03 -
describe strategies to help entrepreneurs who face challenges because of their
youth.
Prior Knowledge &
Skills
·
familiarity
with skills and characteristics commonly associated with entrepreneurs
·
awareness
of the process and resources needed to start-up and run a small business
·
ability
to use and analyse the findings from a Venn diagram
Planning Notes
·
Teachers
should select videos that show how an entrepreneur’s age positively or
negatively affects his/her venture (see Resources).
·
Book
a VCR or DVD.
·
Photocopy
Compare the Entrepreneurs Worksheet, 1.2.1.
Teaching/Learning Strategies
·
Students
as a class discuss how society stereotypes young people.
·
The
teacher should steer the conversation so students discuss how they are treated
differently from their older counterparts in restaurants, banks, stores, etc.
·
The
class tries to come up with reasons why prejudices related to age exist.
·
The
teacher records some of the responses on the board for reflection.
·
The
discussion is a good lead into the movie that will further reinforce that young
entrepreneurs and older entrepreneurs are treated differently.
·
After
the movie is finished, students write a response paper that discusses the
movie’s treatment of the theme “advantages and challenges related to youth” in
business, its characterization of age and experience, and impressions about the
movie.
·
The
response paper is self-assessed using a rubric, designed by the teacher.
·
Each
student completes Appendix 1.2.1.
·
Using
the worksheet as a guide for a large group discussion, the teacher asks
students to describe how a mature person’s advantage in business is often a
younger businessperson’s challenge and vice versa.
·
The
teacher then constructs a Venn diagram based on student input that illustrates
that some advantages and challenges only affect youth, some affect only older
businesspeople, and some affect both groups regardless of age. (See Ontario
Curriculum Unit Planner for Venn diagram strategies.)
·
The
class clusters the advantages and challenges into general headings such as
Banking, Sales, Management, and Networking.
·
The
class breaks into small groups that are each assigned a cluster of challenges.
·
The
groups brainstorm how youth can turn their advantages into venture
opportunities and capitalize on the challenges faced by older entrepreneurs.
·
The
small groups’ ideas are presented to the class.
Assessment &
Evaluation of Student Achievement
Diagnostic
·
The
sub-activities for Activity 1.2 allow for dialogue between the teacher and
students along with many opportunities for the teacher to observe if students
understand the expectations of the unit.
·
The
first sub-activity is a discussion where the teacher can listen and question
students as to their comprehension of the unit expectations.
·
After
the students have presented their group ideas, the teacher again questions
students about their learning. The teacher could ask students to orally reflect
on the advantages and challenges activity and comment on what they have
learned.
Formative
Knowledge/Understanding,
Thinking/Inquiry, Communication
·
In
the second sub-activity, students write a teacher-directed response paper to
comment on the video. Students use the teacher-developed rubric for formative
assessment. The teacher should collect these and provide students with
feedback;
·
Appendix
1.2.1 is completed by students and collected by the teacher for comment.
Summative
The
Oral Presentation Checklist used in Activity 1.1 provide opportunities for
both formative and summative assessment and evaluation.
Acc ommodations
The
teacher should take into consideration the student’s IEP for specific a
Resources
Video
Generation
E. Changing World of Work. Social & Enterprise Development Innovations (SEDI).
Youth
Employment Strategy: Human Resources Development
Appendix 1.2.1
Compare the Entrepreneurs
Worksheet
|
Insert a picture that reflects the
area’s demographics for a young entrepreneur. |
Insert a picture that reflects the
area’s demographics for a mature entrepreneur. |
|
DESCRIBE
the advantages and challenges of the young business person above: |
DESCRIBE
the advantages and challenges of the mature business person above: |
Activity 1.3:
The Venture Plan
Time: 10 hours
Description
Activity
1.3 starts with a focus on the importance of planning. This activity cluster
provides an excellent opportunity to link with the business community. Guest
speakers can provide benchmarks for venture plans in terms of content,
thoroughness, clarity, organization, impact, and utility. The teacher should
remind students that Unit 3 uses the notes on the presentation. Students use a
variety of venture plan formats, then apply an assessment tool to the various
formats. The checklist/assessment tool becomes part of a working portfolio and
is used again in Unit 5. The venture plans recurs in Cluster 2.5.
Strand(s) & Learning
Expectations
Overall
Expectations
VSV.03 -
evaluate the key components, appropriate formats, and presentation styles of
venture plans.
Specific
Expectations
VS3.01 -
identify and describe the components of a venture plan;
VS3.02 -
compare a number of business plans in terms of their content, thoroughness,
clarity, organization, impact, and utility;
VS3.03 -
describe an exemplary venture plan and explain why it is exemplary.
Planning Notes
·
The
teacher selects a number of different venture plans, in order to illustrate the
various venture plan formats. Local financial institutions, business enterprise
centres, resource libraries, http://www.BusinessTown.com,
http://www.bplans.com, as well as additional websites listed in Resources are
useful references.
·
The
teacher obtains a video on the entrepreneurial planning process from his/her
school board’s media resource library. The teacher should preview the video and
photocopy the Information Organizer, Appendix 1.3.1.
·
The
teacher arranges for Internet a
·
Arrange
for guest speakers to explain on the importance of the venture planning
process. The Canadian Bankers Association provides speakers who can explain
what a venture plan should look like from a financial point of view. The
banking representative can emphasize what the financial institution would be
investigating when an entrepreneur applies for a loan. Students are strongly
encouraged to arrange to bring in their own guest speaker(s), with the
teacher’s approval. The Canadian Youth Business Foundation (CYBF), the Canadian
Foundation for Economic Education (CFEE) and the Business Development Bank of
·
The
teacher should send the speaker an orientation package that includes the
framework for content to cover, an example of a venture plan format students
will be investigating, and a copy of the Information Organizer students will be
using to make notes on the presentation.
Teacher/Learning Strategies
·
The
teacher sets the stage for looking at venture plans.
·
The
teacher introduces a personal business idea he/she wishes to initiate, e.g., a
dance club, video game store, snowboard shop, etc. (ideas with student appeal).
·
The
class acts as potential investors.
·
The
teacher attempts to sell the class on his/her idea, and have students provide
the financial funding for the idea.
·
This
idea is purely hypothetical; the purpose of this idea is to have students
develop an appreciation for the importance of business planning.
·
The
teacher describes the potential idea, and students ask him/her questions about
the feasibility of the idea.
·
One
student records the questions that are asked by the class on the board.
·
After
the class has generated a list of potential concerns, the teacher should
debrief the questions listed on the board.
·
The
teacher focuses on the planning process and not specific questions related to
the product/service.
·
The
teacher reviews a business plan format with the class. This activity sets the
stage for students to look at plans from three perspectives: (1) Rate the plan,
(2) Would this plan work for us? (3) What parts of the plan can we adapt?
·
The
teacher and students apply the Venture Plan Assessment Tool, Appendix 1.3.2, to
an example plan(s) provided by the teacher. The Venture Plan Assessment Tool
can be used again in Unit 5.
·
Students
view a video that emphasizes the importance of preparing a venture plan and
follow up with the Information Organizer, Appendix 1.3.1.
·
The
teacher and students arrange for guest speakers to address the class on the
importance of properly planning a venture.
·
Students
fill in the Information Organizer. Students should include information that the
guest speaker shares that will be useful for their own proposed venture. The
organizer is provided for student in Appendix 1.3.1. The teacher has students
include the organizer in his/her working portfolio. The organizer will be used
again in Unit 3. An alternative strategy is to have students prepare a one-page
reflective learning paper on the information provided by the guest speaker.
·
As
a large group, students brainstorm interests/ideas for venture plans.
·
Each
student has the opportunity to explain his/her proposed idea to the class.
·
Students
form groups based on his/her interests. The student groups may vary in size.
·
Group
members take turns presenting their ideas.
·
Everyone
in the cluster can decide if they are in agreement about the venture idea.
·
Groups
may need to reform/switch members at this point.
·
Students
are now grouped based on same venture ideas.
·
The
teacher introduces a variety of business plans for students to match with the
venture idea, e.g., the format for not-for-profit, for a service industry, for
a retailing business; or the students research a variety of business plans
online searching for a format that best suits their venture idea.
·
Students
rate a minimum of three plans using Appendix 1.3.2, Venture Plan Assessment Tool.
·
Students
retrieve the Glossary of Terms started in 1.1 from the working portfolio and
update it.
·
The
teacher concludes with a summary of the parts of the business plan.
Note: Students select or adapt the business plan
models assessed in the previous strategy for use in
Unit 2, Introduction to the Culminating Project. The completed Venture Plan
Assessment Tool should be added to the working portfolio.
Assessment &
Evaluation of Student Achievement
Formative
Knowledge/Understanding, Thinking/Inquiry, Communication
·
The
teacher and students apply the Venture Plan Assessment Tool, Appendix 1.3.2, to
examples of plans. This provides an opportunity for the teacher to model
appropriate assessment techniques.
·
Students
apply the Venture Plan Assessment Tool, Appendix 1.3.2, to a minimum of three
additional plans. The Venture Plan Assessment Tool should be kept in the
working portfolio for use in Unit 5.
·
Students
use a teacher-developed rubric for formative self-assessment of the one-page
reflective learning paper. Changes should be made to the paper before it is
handed in for summative teacher evaluation.
Summative
·
Teacher
evaluation of the reflective learning paper
·
Teacher
evaluation of the Information Organizer
·
Teacher
evaluation will take place when the portfolio and venture plan are assessed in
subsequent units.
Acc ommodations
·
Teachers
should consult individual student IEPs for specific direction on a
·
Teachers
have a store of good practices they commonly use to enable the learning for all
students in their class. The
·
Provide
a course outline/calendar, which shows due dates to stay current with the
course. This process reinforces the expectations, focuses student and parent
attention on the expectations and marking criteria for the course.
Appendix 1.3.1
Information Organizer
|
Speaker/Video |
Student
Name |
|
|
Topic |
||
|
Headings |
Information |
|
|
Executive
Summary |
|
|
|
Description
of Venture |
|
|
|
Marketing
Analysis |
|
|
|
Financial
Analysis |
|
|
|
Personal
Reflections |
|
|
Appendix 1.3.2
Venture Plan Assessment
Tool
Evaluation
Key
5
4 Competent
3 Adequate
2 Limited
1 Missing or Unsatisfactory
|
Criteria |
Plan 1 |
Plan 2 |
Plan 3 |
|
Content Mastery of content ·
Cover sheet ·
Table of contents ·
Executive summary ·
Marketing analysis ·
Financial analysis ·
Appendix |
|
|
|
|
Thoroughness Quality
of content |
|
|
|
|
Clarity Attention
to detail |
|
|
|
|
Organization Clear structure
and organizational pattern Appropriate for topic, purpose, and audience High
level of criteria applied to sort and evaluate the information |
|
|
|
|
Impact Originality Variety
of presentation Expertise Professionalism |
|
|
|
|
Utility Value Use and
interest for the audience |
|
|
|
|
|
Score |
Score |
Score |
|
Notes:
Parts to adapt or use for our group venture/idea. |
|
|
|
Overview | Course Profiles Main
Menu