I recently applied for the Department for Education Fellowship, but instead of providing the usual hyped up CV and begging letter of suitability, I created something a little different. This application provides a brief insight into my thinking of how to strategically improve the education system via the model of the startup business.

1. KEVIN P.
HUDSON
kevin@theremarkablechange.co
www.kevinphudson.com
07714
323
556
33
Dean
Close,
LiDleover,
Derby,
DE23
4EF
Founder
of…

2. Table of Contents
Statement
of
Suitability
IntroducLon
–
a
story
My
suggesLons
on
improving
the
CoaliLons
business
plan
CV
Final
Word
Referee’s
Contact
InformaLon

3. Statement of
Suitability
PotenLal
start
date:
As
soon
as
possible
Eric
Ries
defines
a
startup
as
“a
por)olio
of
ac.vi.es”.
He
elaborates
on
this
with
the
following
definiLon,
“A
startup
is
a
human
ins.tu.on
designed
to
create
a
new
product
or
service
under
condi.ons
of
extreme
uncertainty.”
The
goal
of
a
startup
is
to
figure
out
the
right
thing
to
build
–
the
thing
that
customers
want
and
will
pay
for.
The
Department
for
EducaLon
–
and
every
single
school
–
is
a
startup.
The
tradiLonal
business
model
of
the
DfE
and
the
educaLon
system
is
overly
complex,
built
on
assumpLons
and
outdated
philosophies.
The
model
of
incremental
evoluLon
that
currently
exists
isn’t
producing
near
sufficient
enough
results,
let
alone
the
remarkable
results
that,
as
a
strong
society,
we
should
be
demanding
and
achieving.
What
does
this
mean?
And
why
does
knowing
this
make
me
a
suitable
fellowship
candidate?
I
am
a
startup
entrepreneur
with
recent
experience
both
in
building
and
delivering
startup
business
models
and
strategies,
as
well
as
enduring
(not
enjoying)
being
a
customer
of
the
educaLon
system.
As
a
result
I
am
best
placed
–
with
the
right
mindset,
world
view,
experience
and
skills
–
to
add
great
value
to
the
DfE’s
mission
and
future
challenges.
The
DfE
and
its
community
of
agencies
and
schools
have
the
raw
materials
needed
for
innovaLon
to
occur.
What
you
are
lacking,
it
would
seem,
is
the
personnel
and
process
for
converLng
these
raw
materials
into
real-­‐world
successes.
I
firmly
believe
that
I
am
that
person.
In
the
following
pages
I
will
take
you
through
a
brief
version
of
my
thoughts
and
ideas
for
creaLng
an
innovaLve
and
successful
DfE
startup
model
and
strategy.
A
strategy
that
adds
value
to
every
customer
of
the
DfE
and
the
UK
educaLon
system.

4. Introduction
A
story
from
my
final
hours
at
school.

5. Think Beyond The
Exam Hall
“If all we do with these tools is teach compliance and
consumption, that’s all we’re going to get. School can and
must do more than train the factory workers of tomorrow.”
-
Seth Godin, “Stop Stealing Dreams”
One
evening
in
June
2009
I
was
watching
on
as
my
year
group
were
all
stood
in
a
marquee
at
10pm
crying
into
each
other’s
arms.
Why
were
they
crying,
and
why
wasn’t
I?
It
turns
out
that
fear
was
the
main
reason
for
all
the
tears.
This
was
our
“leavers
ball”,
and
it
had
finally
hit
many
of
them
that
what
was
about
to
come,
they
weren’t
ready
for.
The
collecLve
fear
was
also
being
caused
by
impending
exam
results.
Sat
there,
watching
on
from
my
table,
a
quesLon
stormed
into
my
mind.
Have
we
become
so
comfortable
with
the
compliant
nature
of
schooling
that
we
fear
freedom?
Are
we
no
different
to
a
prisoner
who
develops
such
an
aDachment
to
their
captor
that
they
actually
fear
being
set
free?
I
watched
on
as
nearly
100
people
who
have
been
in
training
to
prepare
them
for
the
rest
of
their
life,
cried
at
the
very
thought
of
it.
The
fear
of
“what
if
I
don’t
pass
their*
test”
and
“what
am
I
going
to
do
without
them*”
was
controlling
them,
at
the
very
moment
that
they
should
have
been
happy
and
excited
to
enter
the
very
life
they
had
been
preparing
for.
How
can
so
many
people
consume
so
much
content,
yet
have
so
liDle
confidence
going
forward?
From
that
moment
on
I
decided
to
make
it
a
part
of
my
life,
my
mission,
to
solve
this
problem.
This
problem
cannot
be
solved
through
incremental
poliLcally-­‐
driven
policies.
It
must
be
driven
by
a
passion
to
challenge
the
status
quo
(including
our
own)
of
the
most
important
system
in
our
economy.
When
designing
the
future
of
educaLon,
we
need
to
begin
by
thinking
beyond
the
exam
hall,
because
that
is
where
everyone’s
happiness
and
success
truly
maDers.
What
happens
beyond
the
exam
hall
is
what
the
educaLon
system
must
be
measured
on.
We
can
and
must
do
so
much
more
than
achieve
a
series
of
grades
and
percentages
in
league
tables.
*
Meaning
school

6. Suggestions
A brief journey into my suggestions
on how DfE can better achieve the
first 4 goals of the business plan.
I hope this section, albeit brief, gives you a good
idea of my capacity for innovative thinking.

7. 1
How to increase the number of high
quality schools.
The
key
to
achieving
this
goal
is
to
allow
each
school
to
operate
as
a
startup.
Eric
Ries,
author
of
The
Lean
Startup,
defines
a
startup
as:
“…a
human
ins.tu.on
designed
to
create
a
new
product
or
service
under
condi.ons
of
extreme
uncertainty.”
What’s
more
uncertain
than
a
child’s
future
and
our
economy?
Schools
are
human
insLtuLons,
despite
their
resemblance
of
a
mechanisLc
factory.
The
new
product
is
every
pupil
that
passes
through
a
schools
gates.
And
the
new
service
is
every
single
class,
project
and
school
trip.
School’s
are
startups,
but
they
don’t
act
like
them…
yet.
At
the
moment
schools
are
acLng
like
departments
of
a
larger
corporate
giant
that
produces
only
one
product
on
mass.
This
the
reason
for
the
lack
of
quality.
Instead,
we
should
give
schools
the
freedom
(and
support
of
the
strategic
funcLon)
to
customise
the
learning
and
support
they
give
to
each
individual
pupil.
Instead
of
spending
hours
staring
blankly
at
a
whiteboard,
pupils
should
be
engaging
in
projects
that
involve
cross-­‐curricular
lessons
and
mulLple
skills
and
learning
types.
This
process
is
not
as
easy
to
manage
on
a
large
scale
–
but
we’re
not
mass
market
shepherds.
By
giving
each
school
the
freedom
and
conLnual
support,
it
can
be
done.
And
it
would
produce
remarkable
results
for
the
pupils.
Here’s
how
this
process
could
be
successful:
• Instead
of
employing
numerous
“desk
strategists”,
the
DfE
employs
professionals
with
project
management
and
business
advisory
skills,
and
assigns
each
professional
up
to
5
schools
that
they
work
with
on
a
daily
basis.
• An
internal
social
network
is
built
to
enable
the
sharing
of
best
pracLces
and
projects
across
each
advisors
network
of
schools.
• Each
advisor
is
given
a
small
budget
to
hire
local
business
professionals
to
join
an
advisory
board
for
his/her
schools.
• Each
school
isn’t
measured
against
each
other
–
as
if
we
are
trying
to
find
the
prize
goat
at
the
fair
–
but
instead
the
school’s
success
is
measured
against
achieving
each
pupils
personal
development
plan.

8. 2
Reform the school curriculum and
qualifications.
Where
to
begin.
The
school
curriculum
is
boring,
outdated,
almost
useless
and
does
nothing
but
enforce
the
compliant
nature
of
schooling.
I
have
never
used
any
of
the
content
I
learnt
in
school
–
besides
the
obviously
necessary
skills
of
reading,
wriLng
and
numeracy.
Of
the
one
subject
that
caught
and
kept
my
aDenLon,
Business
Studies,
I
have
found
that
the
subject
content
is
woefully
outdated
and
simplisLcally
wrong.
Here’s
a
simple
bullet
list
of
ways
to
improve
the
curriculum
and
qualificaLons:
• Realise
that
the
world
changes,
and
what
we
needed
to
know
in
the
early
1900s
is
different
to
what
we
need
to
know
now.
• Knowledge
is
one
thing
–
but
then
Google
came
along
–
and
now
applicable
skills
are
of
the
utmost
importance.
School’s
are
lacking
in
their
teaching
of
the
most
necessary
and
important
skills,
such
as
communicaLon
and
creaLve
thinking.
• Homework
–
would
you
like
to
take
your
work
home
with
you
every
night?
Instead
of
giving
forced
homework,
allow
each
pupil
to
work
on
a
2-­‐4
week
project
of
their
own
–
something
that
ignites
their
passion
and
apLtude
(which
means
they’ll
do
it).
• Exam
grades
do
nothing
but
allow
the
system
to
mark
the
caDle
and
promote
extrinsic
moLvaLon.
I
never
did
find
out
what
I
got
wrong
on
my
A-­‐Level
exams…
why
is
that?
Was
the
grade
the
only
important
outcome?
Was
I
not
supposed
to
learn
from
the
mistakes
I
made?
If
grades
are
promoted
as
the
aim,
then
children
will
go
through
life
only
chasing
extrinsic
moLvaLons,
rather
than
intrinsic
happiness
and
success.
And
we
wonder
why
money
poisons
so
many.
• Instead
of
subject
exam
grades,
we
should
create
a
system
of
skills
and
competency
based
achievements.
Including
recognising
humility,
integrity
etc.
Reforming
the
current
curriculum
will
not
work
–
we
will
only
get
what
we
got
yesterday,
just
maybe
a
liDle
more
efficient
to
mark.
We
must
treat
the
curriculum
and
qualificaLons
as
startup
products
and
services,
and
give
each
other
the
freedom
to
innovate
them.

9. 3
Reduce bureaucracy and improve
accountability.
I
fear
repeaLng
myself,
but
a
reducLon
of
bureaucracy
can
be
easily
achieved
by
removing
the
command
and
control
culture
of
Government,
and
replacing
it
with
a
startup
model
of
freedom
and
direct,
specialist
support.
By
allowing
each
school
to
experiment
and
create
minimum
viable
products
of
new
lessons,
learning
models
etc,
we
reduce
bureaucracy
and
open
up
the
system
to
major
innovaLon
at
the
same
Lme.
By
allowing
the
above,
we
also
SHOW
that
we
want
to
reduce
bureaucracy
–
a
nice
change
to
recent
years’
empty
promises
of
such
acLons.
I
have
just
two
ideas
on
improving
accountability
that
I’d
like
to
inform
you
have
here:
1. Create
a
system
that
allows
pupils
to
review
their
teachers/school.
When
such
innovaLons
occurred
in
the
shopping
industry,
retailers
feared
the
worst
(backlashes,
negaLvity
etc),
but
the
reality
has
been
enLrely
different.
Many
retailers
are
reporLng
that
the
feedback
(good
and
bad)
has
been
extremely
important
in
improving
their
value
offering
in
the
future.
I
believe
such
a
system
could
significantly
improve
each
school
and
the
educaLon
system
as
a
whole.
By
allowing
it
at
a
school
level,
we
improve
accountability.
2. Customised
personal
learning
plans.
Teachers
and
schools
are
held
accountable
for
exam
results
in
the
main,
but
this
is
wildly
unfair.
An
exam
result
does
not
decide
the
future
(or
the
current
success
and
happiness)
of
a
pupil.
Instead
of
holding
schools
and
teachers
accountable
to
“whole
populaLon”
(of
school)
exam
grades,
hold
them
accountable
for
achieving
the
nuances
of
each
pupils
individually
customised
personal
development
plans.
This
way,
the
school/
teacher
is
accountable
to
each
pupil,
not
just
the
UK
educaLon
systems
world
public
face.

10. 4
Train and develop the professionals who
work with children.
For
teaching
to
improve
we
need
to
go
beyond
making
teachers
beDer
distributors
of
textbook
knowledge
–
they
must
become
beDer
role
models,
mentors,
coaches
and
industry
professionals.
I
have
one
idea
that
I
am
currently
planning
to
build
with
The
Remarkable
Change
Company,
however,
should
I
be
chosen
for
the
fellowship
I
would
happily
help
the
DfE
to
build
it…
Professional
Networking
and
Mentoring
for
the
teaching
profession
The
idea
is
a
series
of
human-­‐connecLons,
boosted
by
an
online
social
network.
The
networking
group
would
consist
of
local
industry
professionals
meeLng
for
an
evening
meal
with
teachers
to
discuss
the
goings-­‐on
in
their
industry.
This
knowledge
(as
well
as
new
skills,
technologies
etc)
would
then
be
integrated
into
the
teachers
classroom
acLviLes.
Such
groups
would
also
build
stronger
relaLonships
between
teachers
and
professionals,
leading
to
beDer
work
experience
opportuniLes
for
the
teachers
pupils
(as
part
of
that
pupils
customised
personal
development
plan).
The
mentoring
service
would
match
industry
professionals
to
teachers.
The
industry
professional
would
then
mentor,
coach
and
train
the
teacher
to
improve
his/her
pracLcal
knowledge
and
skills
of
the
industry/ies
that
are
relevant
to
the
school
subjects
that
they
teach.
The
mentor
could
also
introduce
the
teacher
to
his/her
network
of
professionals,
thus
scaling
the
impact
of
the
program
on
the
teachers
work
and
school.
The
social
network
would
beDer
facilitate
conversaLons
and
acLviLes
between
the
three
core
stakeholders:
parents,
teachers
and
professionals.

11. Bonus
A word on measurement.
The
tradiLonal
ways
of
measuring
success
in
the
educaLon
system
are
idenLcal
to
that
of
a
major
corporate
giant
–
including
the
key
point
of
being
outdated.
Standard
accounLng
is
not
helpful
in
evaluaLng
entrepreneurship
and
innovaLon
–
which
of
course
are
the
two
core
requirements
for
leading
the
educaLon
revoluLon.
Startups
–
schools
–
are
too
unpredictable
(at
least
they
should
be
if
real
customised
learning
is
happening)
for
forecasts
and
milestones
to
be
accurate.
Each
year
the
system
makes
changes
to
improve
the
results
of
the
same
tests,
and
then
we
worry
about
trends
and
fluctuaLons
with
other
years…
do
we
not
realise
that
each
human
being
is
unique,
and
will
therefore
produce
different
results?
Measuring
me
against
the
person
who
sat
the
exam
last
year
is
fuLle…and
no
good
at
all
to
me
or
the
person
last
year.
The
success
of
schooling
is
being
measured
enLrely
wrongly.
Instead
of
measuring
every
pupil
on
the
same
sheet,
like
caDle,
we
should
be
measuring
success
against
each
pupils
customised
learning
plan.
We
should
also
run
away
(as
fast
as
we
can)
from
the
sit-­‐down-­‐quietly-­‐alone
standardised
exam
system.
Instead,
it
should
be
our
objecLve
to
work
with
each
individual
school
to
devise
real-­‐world
learning
and
tesLng
projects.
It
does
not
maDer
if
every
pupil
isn’t
doing
the
same
tests,
because
a)
not
every
pupil
learns
the
same
way,
b)
not
every
pupil
is
a
clone
of
the
other,
and
c)
as
a
collecLve,
the
only
thing
we
work
out
from
tesLng
everyone
the
same
is
who
can
remember
the
most
content
and
handle
the
exam
situaLon
the
best.
All
it
would
take
to
devise
this
process
of
measurement
is:
• Giving
each
school
(startup)
the
freedom
and
support
to
develop
customised
learning
programs
for
each
pupil.
• Members
of
the
strategic
funcLon,
local
professionals
and
parents,
working
with
the
school
to
design
worthwhile
projects
to
test
the
learning
development
of
pupils.

12. CV
EducaLon
Professional
Experience
Skills
and
Strengths
Personal
Development
Plan
&
Vision
Salary
–
Annual
salary
of
£18,500

13. EducaLon
Foremarke
Hall
|
September
1996
–
June
2004
• Passed
common
entrance
to
Repton
School.
• Chosen
to
represent
the
cricket
team
on
a
tour
of
Barbados.
Repton
School
|
September
2004
–
June
2009
•
•
•
•
•
9
GCSE’s
–
5
A’s,
2
B’s,
2
C’s
A-­‐levels
in
business
studies,
economics
and
RS
(philosophy
and
ethics)
Duke
of
Edinburgh
Silver
Award
House
Prefect
1st
xi
football
team
Experience
Peartree
Joinery
|
1990’s
|
Chief
Learner
Peartree
was
the
joinery
and
construcLon
business
owned
by
my
grandparents
during
the
90’s.
I
spent
a
large
part
of
my
holidays
and
weekends
in
the
offices,
where
I
learnt
more
about
business
and
management
than
I
did
during
4
years
studying
business
studies.
The
core
skills
I
learnt
during
this
period
are:
• CommunicaLon
• Leadership
• Problem
solving
• Crises
management
• OrganisaLon
and
Lme
management
Scargill
Mann
&
Co
|
August
2007
|
Work
Experience
I
spent
a
two
week
period
at
the
Derby
Estate
and
Lesng
Agent,
working
closely
with
co-­‐founder,
Dean
Mann.
As
well
as
learning
the
specifics
of
the
estate
and
lesngs
businesses,
I
also
learned/enhanced
the
following
skills:
• Leadership
and
management
• Analysis
• Strategic
thinking
• Market
research

14. Repton
Security
|
2010
–
2011
|
Security
Officer
In
between
two
aDempts
at
University
I
worked
for
a
Derby
based
security
company
as
a
staLc
guard.
My
role
consisted
of
working
12-­‐hour
shits
at
warehouse
and
factory
premises
monitoring
CCTV
and
execuLng
various
other
security
responsibiliLes.
My
main
responsibility
was
to
manage
the
safety
of
the
premises
contents
and
any
staff
on
site.
During
this
Lme
I
learned/enhanced
the
following
skills:
• Teamwork
• Crises
management
• Assessing
a
situaLon
and
making
a
quick
decision
• CommunicaLon
• Developing
policies
and
processes
to
improve
the
service
we
offered
CredenLa
|
2011
–
2012
|
Business
Development
Manager
CredenLa
was
a
property
maintenance
service
provider
started
by
myself
and
my
mother.
Together
we
grew
the
business
to
a
sub-­‐contracLng
team
of
10,
with
a
customer
base
of
20
lesng
agencies.
My
role
comprised
sales
and
markeLng,
including
training
the
sub-­‐contract
staff
to
enable
them
to
beDer
support
the
operaLons
sales
and
markeLng
strategy.
Core
skills:
• Training
and
coaching
• Influencing
behavioral
changes
• Analysis
and
applicaLon
• Business
management
• MarkeLng
IdenLfy
Social
Media
MarkeLng
|
Mid-­‐2011
–
December
2012
|
Owner
IdenLfy,
a
social
media
markeLng
consultancy,
was
my
first
sole
venture
into
business
ownership.
My
work
was
split
into
three
core
categories:
training,
strategic
planning
and
content
creaLon.
Skills
learned/enhanced:
• Business
management
• Training
and
coaching
• Strategy
and
analysis
• Content
creaLon

15. Present
Day
Magni-­‐Eye
Ltd
|
January
2013
–
Present
|
Lean
Startup
Advisor
Magni-­‐Eye
is
a
property
sotware
development
startup,
founded
by
my
mother
and
myself
to
beDer
support
property
professionals
in
the
technological
economy.
Using
our
collecLve
experience
of
the
property
industry,
as
well
as
my
love
of
technology,
we
uLlised
the
startup
methodology
to
create
a
minimum
viable
product
of
our
first
release
–
TimeSaved,
the
property
inventory
app
that
improves
efficiency,
producLvity
and
profitability
for
landlords,
lesng
agents
and
home
insurance
companies.
My
role
includes
the
following
areas:
• MarkeLng
strategy
and
implementaLon
• ExperimenLng
(creaLng
minimum
viable
products)
• InnovaLon
accounLng
• Improving
the
customer
experience
The
Remarkable
Change
Company
|
September
2013
|
Founder
TRCC
is
on
a
mission
to
posiLvely
transform
the
UK
educaLon-­‐to-­‐employment
journey
for
pupils,
parents
and
professionals.
We
will
achieve
our
mission
through
a
three-­‐pronged
strategic
approach:
1. Work-­‐related
learning
projects
2. Young
entrepreneur
(students
and
graduates)
startups
3. Digital
product
development
Our
first
work-­‐related
learning
project
–
due
for
pilot
tesLng
in
January
2013
–
is
a
24-­‐week
volunteer
program
for
pupils
aged
15+.
The
program
will
see
the
pupils
become
their
schools
markeLng
team.
With
the
coaching
support
of
myself
and
another
industry
professional,
the
pupils
will
create
a
markeLng
campaign
from
start
(strategy)
to
finish
(measurement),
including
creaLng
all
physical
content.
We
will
also
be
creaLng
TRCC’s
first
“school
networking
club”
–
see
www.theremarkablechange.co
for
details
and
other
WRL
project
ideas.
At
the
same
Lme
as
this
is
happening
I
am
aiming
to
start
a
small
integrated
markeLng
agency
–
that
works
with
schools,
chariLes
and
small
businesses
–
made
up
of
final
year
university
students
and
first
year
graduates.

16. Skills & Strengths
Skills
•
•
•
•
•
•
•
CreaLve
wriLng.
CopywriLng
and
crating
wriDen
content
of
all
types.
CommunicaLon.
InnovaLve
thinking.
Product
and
service
creaLon.
Startup
business
development
Entrepreneurship
Strengths
•
•
•
•
•
•
•
•
•
Crises
management
Self-­‐confidence
(in
my
abiliLes
and
choices)
My
vision
Listening
Learning
Humility
Integrity
Trustworthy
Passionate
I
firmly
believe
that
others
are
the
beDer
judge
of
my
strengths
and
skills,
so
please
feel
free
to
contact
any
of
these
people
to
find
out
more:
• Rachel
Hudson
–
Mother
–
rachel@magni-­‐eye.co.uk
• Lauren
Benton
–
Friend
&
Founder
of
BODY
Charity
–
lauren.benton@live.co.uk
• Nino
Simone
–
Partner
@
Geldards
Law
Firm
–
nino.simone@geldards.com
• Angela
S
–
Owner
@
Virtual
Admin+
-­‐
angela@virtualadminplus.co.uk
• Simon
Earwicker
–
Repton
School
Housemaster
–
se@repton.org.uk

17. PD Plan & Vision
Personal
Mission
To
become
a
world
leading
entrepreneur
in
the
educaLon
and
social
enterprise
space.
Goals
• Become
a
top
ten
trusted
advisor
and
thought-­‐leader
in
the
UK
educaLon
industry.
• Build
the
UK’s
leading
educaLon-­‐to-­‐employment
consultancy.
• Significantly
improve
the
UK’s
youth
unemployment
problem
–
directly
and
indirectly.
• Launch
3
successful
The
Remarkable
Change
Company
(sub)
brands,
built
on
a
team
foundaLon
of
young
(students
and
recent
graduates)
entrepreneurs.
ObjecLves
• Finish
wriLng
my
first
book,
“Thinking
Beyond
The
Exam
Hall
–
a
vision
of
the
future
of
school”.
• Start
my
second
book,
“Think
Beyond
The
Exam
Hall”
–
ideas
and
acLviLes
to
help
pupils,
parents
and
teachers
to
innovate
their
roles,
responsibiliLes
and
acLviLes
to
produce
more
remarkable
outcomes.
• Successfully
launch
and
operate
work-­‐related
learning
projects
on
50
schools
by
Q4
2015.
• Create
jobs
for
over
30
young
entrepreneurs
by
Q4
2015.
• Mentor
10
young
entrepreneurs
in
starLng
up
their
own
businesses
by
Q4
2016.
Vision
To
lead
a
company
that
thrives
on
the
following
three
values:
1. Passion
never
fails
2. Do
good
by
doing
business
3. Always
be
disrupLng
–
innovaLon
is
a
habit,
not
a
process
To
lead
a
company
that
supports
the
following
three
demographics
beDer
than
any
other
organisaLon:
1. Students
(school
and
HE)
2. ChariLes
(the
social
good
space)
3. Young
professionals

18. To achieve greatness today
and tomorrow, we cannot
merely improve on what we
did yesterday.
In
the
past
decade
the
world
has
not
gone
through
a
mere
evoluLon,
but
a
revoluLon.
As
a
result
the
DfE
must
do
away
with
incremental
reform,
and
instead
challenge
ourselves
to
lead
a
revoluLon.
The
key
to
a
successful
revoluLon
is
to
think
like
a
community
of
startups…
to
think
beyond
the
exam
hall.
Thank You
A Publication of Kevin P. Hudson