Advertisement gone too far Essay Example | Topics and Well Written Essays - 2000 words

Notice gone excessively far - Essay Example Numerous little youngsters are adversely influenced by the expanded sexualisation and typification of ladies a factor that makes them attempt to copy the models that show up in promotions. Numerous organizations have depended on profoundly sexualised ads to advance their items. For instance, the American Apparel has a long history of sexualizing ladies in their commercials. This paper will do a basic examination of how ladies have been sexualized and externalized and how the American Apparel famously spoke to sexualized ladies as they advanced their items. The globe has seen a whole century of ladies portrayed in the promotion. The principal delineation of a lady in the ad was in 1912 during the testimonial development. During that period, numerous ladies activists pushed for their privileges to cast a ballot. Advertisers and publicists tried to utilize the battles for their potential benefit. Accordingly, they portrayed ladies in the advancement of the Nebo cigarettes. The commercials focused on men who were usually sickened or annoyed by the â€Å"sass† of a suffragette. A similar notice was additionally speaking to ladies who needed to enjoy smoking just because. In this way, the commercial bolstered the push for ladies to have equivalent rights. In 1923, Listerine propelled an ad that included a model named Edna. In its offer to advance the mouthwash, the promotion underscored that all ladies needed to get hitched. Nonetheless, factors, factors, for example, terrible breath kept them from turning into the lady of the hour. I n 1925, ladies advanced the fortunate cigarettes. Remarkably, smoking was still seen as a propensity for people who smoked were seen adversely (Yan, Ogle, and Hyllegard 2010, p. 213). Notwithstanding, the Lucky Company concentrated on creating cigarettes that explicitly focused on ladies. 1936 denoted the development of the primary bare lady in an ad for the Woodbury Soap. The Woodbury advert denoted a fresh start that would see to an ever increasing extent

Reading Essay Example | Topics and Well Written Essays - 1500 words

Perusing - Essay Example Initially, the guideline of punctuation is a phonetic rule that linguistic clarifies how syntactic procedures work essentially on given structures of sentences. This isn't relevant in a solitary word or progression of words since the rule of reliance structure is a standard of all inclusive syntax. In this standard, the rule of structure reliance orders the relevant dialects to join sentences of the language being referred to as per the structure rather than the sheer request of words. In linguistic structure approach, one can look at that specific brought together investigations of sentences in a given language can be exactly right or all together. This implies sentence structure helps in instructing of perusing in that unifications of explanations isn't as such alluring. In the recommendation of semantics, the syntax’s clarification is the course of action or the procedures through sentences experience development in a language (Rogers, 2006). This implies is in this way dir ected the guidelines and the rules that administer the sentence structure of that given language in instructing. Subsequently, powerful instructing of perusing in any language in the application must cling to the development rules of punctuation in syntactic methodology not simply the course of action of words. For instance, it would be fitting for an instructor to get right all the limitations that control satisfactory word request inside some random sentence. This likewise goes to the strength of connection like a head thing + a relative provision. The syntactic sequencing of such words directs that they should follow that request henceforth language structure. In educating, students can't procure this standard through the knowing about sentences of the language. On the other hand, the standard of linguistic structure forces itself in whichever language they experience. This implies students just need to apply these syntactic standards in the dialects that they just hear. For inst ance, in English language, students would dismiss an announcement like ‘for Mary is hound that white’. The linguistic structure rule isn't right even to the individuals who have never experienced it. It is thusly imperative to expand that structure reliance as a syntactic standard specifies that it is a rule of information that is worked in human personalities (Dalton, 2008). This makes it some portion of the language being found out in educating of learning, not really English. The semantics rule additionally includes as the guideline of compositionality. It is the investigation of significance. Completely, it centers around the connection between signifiers like words, phrases, signs, images, and what precisely they remain to communicate in a given sentence (Rogers, 2006). In theory of language, semantics helps in expounding the significance of a mind boggling articulation through its constituent articulations and the relevant guidelines utilized. For instance, given a structure like ‘ Frankenstein is a man’, on the off chance that one removes the significance lexical things away ‘Frankenstein’ and ‘man’, what stays, thinking back to the sentence is an unfathomable sentence. In this way, semantics is a significant structure expresses that the nonappearance of lexical things in syntactic developments, what stays behind is for the student to include the guidelines of arrangement. The capacity to have linguistically right structures and infer a legitimate significance in an announcement is the thing that semantics involve in the rule of viable educating of perusing. Hence, it is intelligent to attest that each activity of the punctuation intently connects itself with the semantics that

What Is a Hard Credit Check

What Is a Hard Credit Check What Is a Hard Credit Check? What Is a Hard Credit Check?Hard credit inquiries occur when you are applying for new credit and can only be run with your express permission.No credit check loans can help people with poor credit and meager savings obtain short-term financing when their car breaks down or they find themselves hit with a surprise medical bill. Unlike standard personal loans, these are bad credit loans that don’t perform a “hard” check on an applicant’s credit.For those who have bad credit, hard credit inquiries are something that they can come to dread, as it often means that their application is about to be denied and their score is going to get dinged even further. If you’re not familiar with the ins and outs of hard credit checks, here’s what you need to know.Credit scores: an overview.In order to explain credit checks, it helps to explain how credit scores work in the first place. Your credit score is a three-digit number that summarizes your creditworthinessâ€"basically, how likely y ou are to meet your financial obligations, whether that be a personal loan, a credit card, a rent check, a mortgage, etc.The most common kind of credit score is also the oldest: Your FICO score. Created by Fair, Isaac and Company in 1989, the FICO score is graded on a scale from 300 to 850. The higher your score, the better your credit, with 680 being a rough cut-off point for “good” credit.Credit scores are created using the information from your credit reports. These are documents maintained by the three major credit bureausExperian, TransUnion, and Equifaxthat track your history as a credit user.  Most of the info on these reports will drop off after seven years, though some informationâ€"like bankruptcies, for instanceâ€"sticks around for longer.In addition to the public record, credit reports rely on businesses like banks, credit unions, landlords, and debt collectors to report information. Some businesses do not report to all three credit bureaus, which means that your sc ore can vary slightly depending on which report was used to create it.There are five main factors used to create your FICO score: payment history (35 percent), amounts owed/credit utilization (30 percent), length of credit history (15 percent), credit mix (10 percent), and recent credit inquiries (10 percent). We’ll talk a little bit more about that last category in the next section.Here’s how hard credit checks work.Hard credit inquiries occur when you are applying for a loan, credit card, or other forms of credit. The prospective lender will pull a copy of your credit report to review whether or not your credit application should be approved. Hard credit inquiries can only be run on your report with your express permission.These hard inquiries get reported on your credit report under the “recent credit inquiries” category. Depending on your credit score, a single hard inquiry could ding your score by five points or not at all. These inquiries stay on your report for two ye ars but generally aren’t included in your score longer than one year.Why are hard inquiries reflected in your credit score? Well, hard credit inquiries represent a request for new credit. And any request for new credit could mean that you are encountering costs beyond what you could normally afford. While a single hard inquiry might just ding your score, several inquiries within a short period of time will have a greater negative effect.There is one exception: Lenders and credit bureaus do not want to discourage borrowers from shopping around when applying for a loan. But shopping around means multiple hard inquiries. This is why all credit inquiries within 45 days for mortgage, auto, and student loans are bundled together and counted as a single hard inquiry.If a business requests permission to run a hard inquiry on your credit, you do not need to grant them permissions. However, it is often the case that declining permission will result in your application being automatically de nied. Still, if you do not want that inquiry recorded on your report, the decision is ultimately up to you.Soft credit checks exist as well.Have you ever checked your own credit score or received a “pre-approved” credit card offer in the mail? If you have, then that means a soft inquiry has been run on your credit. Unlike hard inquiries, these soft checks do not affect your credit score.If hard credit checks represent instances where a lender is evaluating your request for more credit, then soft credit checks represent … pretty much any other instance where a credit pull is being requested on your report.It’s often said that soft credit checks don’t show up on your credit report, but this isn’t exactly true. Soft pulls are recorded on your report, but they are visible only to you, not to any other businesses or entities that might run a credit check. More importantly, soft inquiries do not affect your credit score.With a soft check, companies will often get a less clear picture of your overall creditworthiness: A solid overview, not a detailed analysis. This is why you can receive a pre-approved offer for an online loan or credit card and then still be denied when you submit an application and a hard inquiry is run.Unlike hard credit inquiries, soft inquiries can be run with or without your permission. So if you are applying for a new apartment and a landlord runs a soft check on your application, then they don’t need to ask for permission before doing so. However, if the landlord does request permission, then you know it is a hard check.Some loans use soft credit checks.If you have bad credit and you’re applying for a loan, you should consider the benefits of a soft credit check loan over a no credit check loan. While neither one of these loans performs a hard inquiry, soft credit check loans do indeed run a soft inquiry when evaluating their loan applications.Running a soft check allows the lender to determine a borrower’s ability to repay the loan they’re applying for. It’s pretty much exactly the same reason that traditional personal lenders run hard inquiries. If a soft credit check lender determines someone cannot afford a loan, they will decline to lend to them.No credit check lenders, on the other hand, will approve a loan regardless of whether the borrower can afford it or not. This means that it’s all too easy for no credit check loans to trap borrowers under a mountain of high-interest debt that they have little hope of ever paying off on their own.Common no credit check loans include payday loans, title loans, and cash advances. Soft credit check loans, meanwhile, most often come in the form of bad credit installment loans. Some soft credit check lenders even report payment information to the credit bureaus; this means that paying your loan off on time could help you build a better credit history.To learn more about how you can improve your credit, check out  these other posts and articles from OppLoan s:How to Raise Your Credit Score by 100 PointsWill Closing a Credit Card Affect Your Credit Score?Have Bad Credit? Here Are Two Things You Should Do6 Great Reasons To Check Your Credit ReportDo you have a personal finance question youd like us to answer? Let us know! You can find us  on  Facebook  and  Twitter.  |Instagram

The Reagan Administration Had On America And Government

In The Wars of Watergate Stanley Kutler accurately â€Å"described Watergate as ‘the nations most sustained political conflict and severest constitutional crisis since the Great Depression’† (Qtd. in Hillstrom, 2004, p.75). But that incident was just the key that unlocked a worm hole of unlawful activities that Richard Nixon’s administration was involved in. Some claim that the system established by the founders more than two hundred years ago was unequipped to handle the demands of the 20th century (Mosher, 1974, p.16), which may explain it all. When one administration can monopolize power, control other governmental agencies, and commit as much illegal atrocities as Nixon’s did, people start to question the overall design in the system and†¦show more content†¦In the wake of the Watergate scandal, however, that dynamic changed completely. Bob Woodward’s and Carl Berstein’s single-minded pursuit of the real perpetrators of Wat ergate seemingly unlocked a new, aggressive form of journalism, investigative journalism, which completely change the way media interacted with the government (Streissguth, 2006, p.51). In Media Bias, Tom Streissguth (2006) explains that â€Å"before the turn of the twentieth century, political leaders were largely immune from personal attacks† and that â€Å"...their private lives and professional crimes held little interest for newspapers editors† (p. 47). One major revelation that the scandal introduced was how interested the public was in politicians’ transgressions. Shortly after Watergate, Congressmen Wilber Mill was involved in a drunken driving accident and after being torn apart by the media, he had to resign. But no politician got the full brunt of private-life attacks as President Bill Clinton, who narrowly escaped being trialed on â€Å"perjury and obstruction of justice† (Streissguth, 2006, p.53). Because of the Nixon administration, uncovering corrupted lives of officials has become paramount, even when it has little to do with the political agenda. In Watergate and the Resignation of Richard Nixon, Palermo (2006) explains that â€Å"journalist pounce on any scandal no matter

Islam Is The Third And Newest Religion Of Abrahamic Faiths

1a. Islam (5) You often hear that Islam is the third and newest religion of the Abrahamic faiths (after Judaism and Christianity). However, you have read and heard that Islam does not understand itself as a â€Å"new† religion. Please describe how Islam understands itself as a continuation of monotheism and a correction of Judaism and Christianity. You can make reference to certain Qur’anic ideas which we discussed in class and include considerations of historical objects like the Kaaba in your answer. You are also welcome to use ideas found in the readings. Word Limit: 100 – 150 Firstly, the word Islam literally means â€Å"one who surrenders† [to Allah], in Arabic (http://muslimvoices.org/word-islam-meaning/). This directly and instantaneously expresses the direct continuation of monotheism that Islam understands itself as. For example the Qur’an describes the Kaaba, the most sacred place in the Islamic world, to have been built by the recognized father of Judaism and Christianity, Abraham. Islam recognizes itself not only as the continuation of the monotheism spoken by Judaism and Christianity but also as the correction of it. The Islamic belief is that Judaism and Christianity originally taught the word of God, but eventually corrupted it. While Islam recognizes Judaism and Christianity as religions originating from the same God as it does, Muslims believe that Islam supersedes Judaism and Christianity; the Qur’an is the final, undivided word of God and Muhammad is the last of the

Activity Based Management Systems Free Essays

string(50) " to make an art that is aesthetically delighting\." Noverre is seeking to state here that the maitre de concert dance should non try to utilize force and coercion to accomplish his coveted result, and that he should more or less be present merely to offer words of advice and non to implement anything on the terpsichoreans. Similarly, if we transpose this into the context of dance instruction, a good dance pedagogue should non turn his or her pupils into some sort of machine-controlled automatons by take a firm standing that the pupils all simply follow and transcript him. This does non promote any sort of artistic and aesthetic sensitivenesss in the pupils, nor does it excite the scholars to develop their ain sense of look, passion and individuality in their ain dance. We will write a custom essay sample on Activity Based Management Systems or any similar topic only for you Order Now They therefore create pupils who are mere C transcripts of themselves who will non last nor travel far in the dance universe because they have non been taught to believe for themselves. In add-on, dance instruction should perservere to supply a acquisition environment that non merely offers encouragement and advice on how to better themselves and their dance, but one that will excite the pupils ‘ creativeness and artistic virtue. Dance pedagogues should besides move as wise mans who are at that place to steer the pupils alternatively of smothering them by throwing them into an environment where the pupils learn under fright and by force. Based on the citations below, dance is an abstraction of world and it should be expressive. To develop a terpsichorean is to prepare an creative person who is technically adept, aesthetically sensitive, intelligent, and creatively expressive. How do you, as a dance pedagogue, develop the aesthetic sensitiveness, interpretative ability and originative expressivity of your dance pupils? As a dance pedagogue, the first measure for me towards developing aesthetic sensitiveness, interpretative ability and originative expressivity of my pupils would be to concentrate on 3 watercourses: prowess, aesthetics, and cultural grasp of dance. The pupils would hold to make, experiment, and ticker and the combination of these 3 actions would in bend lead to a greater grasp of and for dance as a signifier of art. I would desire my pupils to non merely dance, but besides create – as in, choreograph because it is through this procedure where they would develop a great sense of artistic virtue and esthesia. I would besides desire them to watch a great assortment of dance shows and non merely simply limit themselves to state concert dance, or pat. This would open their positions in the universe of dance and assist them to pull on many inspirations when they dance and create in category. Ultimately, I want to make pupils who are motivated to believe for themselves, and who are a ble to pull upon their ain personal cognition and experiences and link these to their dance. This I feel, would enable them to hone their interpretative and artistic accomplishments and go believing terpsichoreans with a great deepness of non merely intelligence, but proficient and artistic accomplishment. What in your thought, are the elements that need to be integrated to put up a meaningful acquisition context for your dance pupils? In my sentiment, to develop a really strong sense of kinaesthetic intelligence is needed to being with, because it is of import for the pupils to hold on the construct and be able to associate really closely both head and organic structure in their dance enterprises. This can be brought about by developing our focal point on the procedure in dance instruction whereby the 3 watercourses of artistic, aesthetic and cultural grasp of dance culminate to supply a meaningful acquisition context. In add-on, I feel it is of import that we include the component of easing the acquisition of dance through other academic subjects and life accomplishments. This in bend makes the whole experience of dance instruction double meaningful because it enables the pupils to pull upon their ain personal experiences and convey these into developing their ain alone individualities and believing in dance. Furthermore, it is besides of import non to bury to include the indispensable proficient facets of dance such as the find of beat, infinite, way, attempt, kineticss, locomotor, and motion motives and unite these with the non-locomotor facets of dance such as look, representation and public presentation to make a wholistic acquisition environment for the pupils. Furthermore, it is of import to incorporate cognition and cognitive intelligence together with bodily and kinaesthetic intelligence so that the pupils come to recognize that dance as a signifier of art is non merely about mere superficial proficient glare and aesthetic beauty and that there is far more to it than meets the oculus. How would you use the construct of incorporating reason and prowess to dance instruction? This is a really of import issue that should be addressed because there is a really all right line between being nonsubjective and excessively nonsubjective, or being subjective or excessively subjective. However, this is a line that we as dance pedagogues frequently need to step on because of the nature of dance as a signifier of art. We can non trust on ever the merchandise – by concentrating merely on proficient ability, we hence negate the elements of look and individuality in the public presentation of dance. However, if we rely excessively much on the procedure of learning dance and acquire so caught up with stimulating creativeness and look in the pupils, so we are besides contradicting the factor that dance is finally, a signifier of art that serves to showcase aesthetic glare and extended proficient capablenesss that audiences ever look for. Therefore, there needs to be an equilibrium that is applied between reason and prowess in learning whereby the pedagogue needs t o ever be cognizant of the balance between keeping and bettering the pupils ‘ proficient abilities and yet at the same clip seek to foster their unconditioned sense of prowess to make an art that is aesthetically delighting. You read "Activity Based Management Systems" in category "Essay examples" I would use this construct of incorporating reason and prowess in dance instruction by using the midway theoretical account of learning as proposed by Smith-Autard in her book ‘The Art of Dance in Education ‘ . I find that this is a really appropriate theoretical account to turn to because it is a matrimony of the most of import elements from the procedure and merchandise theoretical accounts severally. It combines the opposing points from these theoretical accounts into a theoretical account of all rounded acquisition, which places equal accent on making, executing, sing and appreciating dance. We frequently teach how we were taught, what are the branchings of this booby trap for a beginning dance instructor? This is besides yet another issue that tend to impact many of us immature instructors and that needs to be addressed. The effects of learning how we ourselves were taught can be both positive and negative. The general position we tend to keep is that if we are or were being taught in a certain mode, so it must be the absolute and right manner in which we should learn our ain pupils. The gimmick lies in the fact that if we had good pedagogues who nurtured our passions and encouraged the development and cultivation of artistic, aesthetic, and cultural intelligence in dance, who married both proficient and public presentation facets of dance, so this method would be more or less harmless if we in bend decided to learn our pupils in this mode every bit good. However, if we had instructors who taught us without any respect whatsoever for artistic virtue and kinaesthetic esthesias, who, harmonizing to Rand in Reading 2, were monsters who created machine-controlled pupils, so this would be the incorrect manner to travel and the result would be batches of pupils who would non be able to widen their positions and believe for themselves, who would follow mindlessly and non see the absolute ‘joyous spontaneousness ‘ ( Noverre ) of the art of dancing. In add-on, if we do non seek or try to develop our ain methods of learning – by pulling upon all the positive and effectual methods which we have experienced throughout our old ages of dance and acquisition dance, there may be many loopholes in our instruction methods and the pupils in bend will non be able to acquire the most out of their dance instruction procedure. We, as dance pedagogues, have to and should bear in head that even learning dance is a signifier of art that we should near with much sensitiveness, attention, cognition, and daintiness in order to make the most meaningful acquisition environment for our pupils. An first-class dance pedagogue inspires. In order to actuate your ain dance pupils positively, it is of import you demand yourself to possess the same qualities as you demand of your pupils. What, in your sentiment, are these qualities? In my sentiment, these qualities should be expressiveness, creativeness, invention, being extremely perceptive to the infinite and people around oneself, holding a sense of unfastened mindedness so that we do non barricade our personal creative and inventive procedures, sensitiveness with respects to infinite, clip, beat, and way, esthesia with respect to the employment of logical thought, every bit good as artistic, aesthetic and cultural consciousness, careful use and application of technique and manner, every bit good as possessing a strong sense of individualism, good musicalness, spontaneousness, and most significantly, public presentation quality. Reading 2 Compare and remark on the position behind these two instruction attacks refering human nature and how one learns: ‘†¦to obtain conformity and subject from dance pupils by shouting at them, penalizing them for errors and haling them into accepted behaviours through bribing and calming ‘ ‘†¦to cultivate self-denial and ownership through positive support, development of independent believing through logical thinking and, duty through larning about causality ‘ In the reading, Rand introduces us to the modern doctrine of Naturalism and its metaphysical projection of how adult male should be and act. First, the two positions here are polar antonyms of each other and they represent basically what Rand negotiations about in the reading of the ideal and existent projection of adult male by the naturalists as monsters alternatively of heroes. The first position here so represents adult male as an machine-controlled monster who has no feelings nor respect whatsoever for others because he is reassured by the irrational philosophical strong belief that he can be pardoned or accounted for even by moving like that. In this instance, the ‘cultural bankruptcy ‘ that Rand negotiations about is apparent in that Man has succumbed to his ‘tragic defect ‘ and has chosen non to exert any sort of control over his sense of ground values. Hence in this instance, the pupils would endure from a really machine-controlled sort of acquisition and finally, the ‘joyous spontaneousness ‘ that should be present in Man ‘s learning procedure and journey would be destroyed. However, in contrast in the 2nd position, we can see that this conforms more to the Romantic doctrine whereby adult male is presented as a hero, as being in entire control over his actions and being every bit good as being in ownership of a positive energy to make his highest potency and to hold the same respect for others. In bend, the acquisition procedure here would finally be really different from that in the first position. This could be representative of a successful instruction theoretical account, because the pupils are placed in a positive acquisition environment whereby their creativeness and spontaneousness will be stimulated because they are happy and encouraged, non to reference they will be an impulse to seek out artistic virtue alternatively of contradicting it in the acquisition procedure. Compare and remark on thoughts in dance aesthetics in ancient history, the Renaissance period, modern and modern-day times. What are the deductions for dance pedagogues as a effect of these altering thoughts about dance aesthetics? Dance aesthetics in ancient history, the Renaissance period and modern and modern-day times differed really greatly from each other. The biggest going would likely be that of the Renaissance period whereby the Romantics painted a really positive and epic image of adult male as a godlike entity whereas the naturalists during the modern and modern-day times regarded aesthetics as non being present but simply as a statistical presence. As a consequence of these altering thoughts about dance aesthetics, there are many deductions for dance pedagogues, one of which would be to maintain an unfastened head about how to educate and instill this sense of aesthetics into the terpsichoreans. We have to be really careful because there is a all right line between steering and fostering this sense of aesthetics as opposed to going forceful and didactic in our avidity to pull this out from the pupils. As it is, aesthetics in dance in the present is really extremely regarded as of import and indispen sable portion of our art so in bend it is of import that we as dance pedagogues manage to promote this in our pupils. How to cite Activity Based Management Systems, Essay examples

The Forgotten Group Member free essay sample

The forming stage focuses around the initial entry of members to a team. The storming stage is one of high emotionality and tension among team members. The norming stage is where members start to work together as a coordinated team. The performing stage marks the emergence of a mature and well-functioning team and the adjourning stage is where teams disband when their work is finished. In reference to the case, The Forgotten Group Member, found on page W-113 of Schermerhorn (2012), the team remains in the storming stage one of high emotionality and tension among team members (Schermerhorn 2012, p. 57). Tension and emotionality are demonstrated in the case with Mikes absence and incomplete contribution, as well as his sarcastic reaction in the cafeteria based on the incorrect assumption the team was meeting without him. Conflict is also illustrated in the case by the anxiety and pressure experienced by the leader as the deadline approaches. We will write a custom essay sample on The Forgotten Group Member or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Although she notes deep concern and empathy for Mikes situation, she admits to feeling distracted by Mikes lack of participation and engagement in the group and cannot focus on her accounting course work. By understanding the stages of group development, Christine would see the need to intervene as a leader to manage the tension and emotionality through maintenance leadership tasks to clarify, encourage, support, redirect and provide feedback (Schermerhorn 2012, p. 175). Part II: Problem Identification The primary problem in this case is one of poor leadershipChristine is missing some of the must have leadership skills for creating effective teams as described on page 170 of Schermerhorn (2012) which nclude keeping goals and expectations clear, communicating high standards and modeling positive team member behaviors. She has either not communicated or not reinforced standards of attendance and submission. According to Schermerhorn (2012, p. 161) When tasks are clear and well defined, it is easier for members to both know what they are trying to accomplish and to work together while doing it. Christine should understand that individual members on teams need to be encouraged, supported, directed and given feedbackprocesses of maintenance leadership (Schermerhorn 2012, p. 175). She does not yet understand how to incorporate meeting the individual group members needs into the process of effective team building. Maintenance leadership (Schermerhorn 2012, p. 175) refers to leadership activities which support the emotional life and interpersonal interactions among members through encouragement in participation, praising of contributions, and resolving conflicts between members. Although Christine felt empathy and concern for Mikes job constraints and girlfriend problems, she seems to have done nothing with this information which inadvertently reinforced Mikes absentee behavior. The secondary problem in this case is related to Mikes social loafing which threatens the effectiveness and cohesiveness of the group. A social loafer is an individual who works less hard in groups than he would individually (Schermerhorn 2012, p. 154 ). Mikes social loafing is intimately related to the poor maintenance leadership of Christine. According to Schermerhorn (2012, p. 157) the relationship between social loafing and perceived dispensability strengthened when individual contributions were more identifiable. In place of providing constructive feedback, modeling appropriate group behavior, encouraging or supporting Mikes role in the groupfunctions of a good leadershe is simply enabling his social loafing by passively accepting this behavior. Part III: Retrospective Evaluation I have identified the primary problem in the case as a lack of effective leadershipspecifically Christines failure to build an effect team with clear objectives, well-defined responsibilities and high standards. Short of sending Christine for a crash course in leadership, I would recommend an instructor intervention and leadership self-appraisal. Christine will perform a self-analysis by identifying the issues present in the group in order to consider her role in their development. Finally she will define strategies to integrate Mike into the groups culture, thereby minimizing his social loafing behavior. She can then meet with Mike individually to reinforce his role in the group and to discuss his social loafing behavior and together come up with strategies for change. She will then meet with the group as a whole to reinforce expectations, standards and each members value to the group as a whole. A second solution to the problem of leadership would be to change the leader. Based on the case scenario Steve is portrayed in the case as a business-like personality who was always wanting to ensure that group meetings were guided by an agenda and noting the tangible results achieved or not achieved at the end of every meeting (Schermerhorn 2012, W-113 and may possess a task-focussed leadership style that would benefit the group at this late stage in the assignment. The group should meet immediately to vote on a new leader as it may be difficult to achieve unanimity as I imagine Mike wont attend. Following the vote, the new leader would perform a team building exercise which would include Mike in a way that would help him reintegrate and then set clear expectations for task deadline achievement, participation and standards of submission. The pros and cons of performing a leadership appraisal versus changing the leader are presented here: ProsCons Leadership AppraisalKeeping the same leader avoids delay in group task progress Team may not accept a new leadership personality from the same individual Christine learns from the self-analysis and improves her leadership skills (trial by error) Mike may not be willing to share or change his behavior with the same leader in place Mike has the opportunity to share his needs and concerns directly with the leader Change of LeadershipA new leader creates an opportunity and expectation for change Christine does not learn as effectively from her mistakes without the analysis Steves business-like approach will help the group complete the task this close to deadline Mike may not be affected by the leadership change and continue to underperform as his needs are still not addressed formally Part IV: Reflection Christine is an ineffective leader. An effective team reflects good leadership and team cohesion. An effective team is one that achieves high levels of task performance, member satisfaction, and team viability (Schermerhorn 2012, p. 152). In this case, one of the members displays social loafing behavior reinforced by the leader through passive acceptance. He erroneously believes he has been left out of a secret group meeting by virtue of observing a cohesive group simply engaging in an impromptu lunch which subsequently reinforce his social loafing behavior.

Cats And Dogs Essays - Cat, Animal Communication, Dog, Dog Anatomy

Cats And Dogs Essays - Cat, Animal Communication, Dog, Dog Anatomy Cats And Dogs Erwin Malicsi English 51 Dogs and Cats I am going to compare and contrast the similarities and differences between dogs and cats. The similarities are innumerable, yet this holds true with the differences as well. First, we shall discuss the similarities that these two creatures share. One of the most obvious similarities between these two animals is that they both have hair. They are also domesticated animals kept as pets. They require love and affection from their owner, and can show love and affection If you show it towards them. Another thing is that when you pet them, not only does it relieve stress, it gets dog or cat hair everywhere. They both give birth to multiple offspring at one time, which must be very hard on the mother. Now that I am finished with my explanation of the similarities between dogs and cats, I will now discuss with you the differences between these two majestic animals. One of the main differences is that of their species. The cats belong to the family of felines. Dogs, on the other hand, are canines. Another difference is that dogs are pack animals, which means you should spend lots of time with your dog so that it doesnt get lonely. Cats are loners, meaning they can spend alot of time alone without getting lonely. Another big difference is the sounds that they make. A dog goes woof, bark, growl, or howl. A cat, on the other hand, goes meow and purr. The canine group also has a peticular social status, and how they determine their ranks.Cats dont have any.The determining factor in dogs is the tail. When a cat holds its tail up, it means it is happy, but in dogs, how high they hold their tail is how they determine ranks. If one dog meets another dog, and one holds it's tail up, it is the one of the higher social class. Another difference is that cats are nocturnal, meaning they go out at night. Dogs, however, are day animals. Another very obvious difference between dogs and cats is that dogs are usually bigger than cats. Cats are usually scared of dogs, and the dogs usually chase the cats. Dogs are also somewhat smarter than cats in the area of verbal command. For example, you can call your dog by name and usually it will come to you, unlike a cat. Also, you can train dogs to do tricks when commanded. Some of the most commonly seen tricks in dogs are role over, fetch, shake hands, sit down, lay down, and play dead. I have never seen a cat do any of these things, and I doubt that I ever will get an opportunity to see a cat perform even one of these tricks. Another difference in claws is that a cats claws are retractable, while dogs arent. For example, when my dog Busta was a little puppy, its claws were sharp, but since they are not retractable, they were ground down so they arent sharp any more. A cat, on the other hand, is born with sharp claws, but they are kept inside until they are needed, there by making it so they dont get dull by just walking, like dogs claws do. And finally, they both have tongues, a cats tongue has little barbs, or hooks, that are used to get every last bit of meat off of a bone. So a cat can just lick a bone, and the meat will come off. A dog doesnt have barbs on its tongue, a dog uses its tongue to sweat. Have youever wondered why on a hot summer day a dog usually has its tongue hanging out? Well the reason is that it is just sweating. Those are the differences and similarities in dogs and cats.

3 Ways To Make a Saturated Solution

3 Ways To Make a Saturated Solution Its easy to make a saturated solution for chemistry lab or growing crystals. Heres a look at what a saturated solution is and how to prepare one. What Is a Saturated Solution? A saturated solution is one containing as much solute- the solid being dissolved in the liquid- as possible without forming a precipitate, or leftover solid. This is the maximum concentration of solute. How to Make a Saturated Solution Here are three ways to make a saturated solution: Add solute to a liquid until no more will dissolve. Solubility often increases with temperature, so you may be able to get more solute into a hot solvent than you would if the solvent was cool. For example, you can dissolve much more sugar in hot water than you can in cold water.Evaporate solvent from an unsaturated solution. You can evaporate the solvent by permitting air circulation or by heating the solvent.Add a seed crystal to a supersaturated solution. The seed crystal will cause the solute to precipitate, leaving a saturated solution.​

Consumer Behaviour Assignment Example | Topics and Well Written Essays - 2500 words

Consumer Behaviour - Assignment Example Consumer Behaviour The term consumer behavior is simply the behavior that consumers display in searching, purchasing, using, evaluating and disposing of services and products that they think will satisfy their wants and needs. Consumer behavior centers at how individuals make decisions to use or spend their available resources, that is, time effort or money on consumption linked items. This simply means what they buy, where they buy it, when they purchase it, how often they utilize or use it, how they analyze it after they buy it and the impact of evaluating it in future and lastly, the way they dispose of it. In other words, consumer behavior can be used to refer to the behavior of individuals in regard to acquisition, utilization, and disposal of products, ideas, services or experiences. Acquisition and use of information are also included in consumer behavior. This means that, communicating with consumers and getting feedbacks from them forms a crucial and important part to marketers. Importance of studying customers’ behavior Studying consumer behavior is very significant in our lives. It plays a very crucial role in our daily activities. Every body spends a lot of time in market places and other places shopping different items. Before doing any transaction, everybody must make a decision. This shows that, consumer behavior cannot be avoided in our lives. It also plays a crucial role in marketing. Understanding consumer behavior is important in successful delivery of firms’ offerings in market places. ... This is analysis and evaluation of trends and conditions in market places to understand consumers’ needs that are not fully met. Here, it is useful in identifying the weaknesses and developing these weaknesses to meet consumers’ satisfaction. Consumer behavior is also used in Target Market Selection. This is identifying different groupings of consumers who have needs and wants that are unique and segment selection that matches the strengths of the firm. It analyses all this and then offer better chances and opportunities. Consumer behavior also involves Marketing Mix Destination. This is development and implementation of strategies for delivering effective combination of different features of satisfying wants to consumers within target market. Marketing mix is made up of four components, namely; place, promotion, price and product. Each and every person has his or her own way of perceiving or understanding things. Cognition and affect are one and same (Chisnall, 1995). Understanding of marketing strategy is also part of consumer behavior. Strategies used in marketing as well as the tactics are based on beliefs about consumer behavior. These beliefs can either be implicit or explicit. Not to forget, regulatory policy needs wide knowledge of consumer behavior. In addition, understanding of consumer behavior will also be incredibly useful in social marketing. Social marketing is use of marketing tactics and strategies to create or alter behaviors that have constructive effects on the target individuals and the society. It is used to increase sound environmental behaviors and to reduce vices like smoking. It is also used to improve support of charities and reduction of behaviors leading to HIV/AIDS. Evaluation of attitude According to Olson and Peter, analyzing

Clinical Nurtiution health Case Study Example | Topics and Well Written Essays - 1500 words

Clinical Nurtiution health - Case Study Example In this essay, dietary and nutritional assessment of the patient will be performed and the extent of malnutrition will be ascertained based on the evaluation. Interactions with other health care professionals and strategies to tackle malnutrition will be discussed. Dietary and Nutritional Assessment Dietary assessment has become an integral part of clinical evaluation and nursing assessment. Good nutrition is not only important for preventing disease, but also for comprehensive management of a patient (Beerman, 2009). Anita takes soft white bread and peppermint tea for her breakfast. Peppermint tea actually contributes towards weight loss (Wolinsky, 2010). For lunch she takes white bread, margarine and yogurt, but the yogurt is low-calorie one and will not contribute towards her calorie intake. For dinner, Anita takes mashed potato, baked white fish and baked beans. But she does not always finish her dinner because of her poor appetite, nausea, depression and mouth abscesses. Her eve ning diet consists of semi-skimmed milk, digestive biscuit and some horlicks, which have proteins and carbohydrates, but not to a good extent because in the milk, proteins are removed. From what we can see from Anita's’s 24 hour food recall, the total calorie intake is about 1000 kcal, shortcoming of her requirement. Based on the age, sex, height, weight and lifestyle, the calorie requirement of Anita is 1581 kcal per day. Her basal metabolic rate based on Harris-Benedict formula is 1318 kcal per day. The protein intake is about 20 grams when she needs about 45 grams (ICMR, 2010). Total fat is about 10% and mainly constituting saturated fat. Dietary fiber is only about 10% (when it should be 30%) (ICMR, 2010). Except for some iron and calcium in the breakfast and some vitamins in the snacks, her diet is poor in vitamins and minerals. The diet does not contain fresh fruits or vegetables or starchy staple foods. Nor does the diet contain adequate milk. Clinical Signs of Malnutr ition Anita lost weight from 65 kgs to 49 kgs in just 4 months period. Malnutrition occurs when an individual's diet fails to provide nutrition that is required for growth, health and normal body function (NHS, 2012). Anita did not take diet that was sufficient to maintain health and normal functioning of her body. Malnutrition can affect any system in the body (NHS, 2012). The most significant symptoms of malnutrition are fatigue, weight loss and dizziness (NHS, 2012). Anita lost 6 kgs in 4 months. Anita also has anemia, depression and mouth abscess. One of the leading causes of weight loss in adults is depression. Anitha also has anemia. Her current hemoglobin is 10.4g/dl, much less than the normal range of 12- 14 g/dl. Anemia occurs due to deficiency in iron intake and also due to deficiency in the intake of some vitamins like B12. Another important sign of malnutrition in Anitha is repeated mouth abscesses. Malnutrition can cause depletion of important elements like zinc, calciu m and magnesium which are very important to build a strong immunity (Beerman, 2009). Malnutrition makes the individual vulnerable to infection, causes delay in wound healing, impairs the function of lungs and heart, causes depression and decreases the strength of the muscles (NHS, 2012). Thus, Anita has a mouth abscess healing that with just antibiotics alone is difficult. In general, patients with malnutrition have higher mortality and morbidity

Analysis of learning theories

Analysis of learning theories Education is very dynamic, and new initiatives, focuses and theories are constantly being introduced with the collective aim of enhancing both teaching and learning. The foundations of most educational theories appear to be behaviourism and subsequently constructivism according to Woollard (2010). As a result, this assignment will focus primarily on these two learning theories. I aim to compare and contrast behaviourism and constructivism with regards to their impact on teaching and learning. Focusing on three areas of the curriculum, I shall also consider how both behaviourist and constructivist approaches are applied and consequently the impact on an individual childs learning. Throughout the assignment I will make considerations for my own teaching and conclude with the implications on my personal philosophy. During my time in school I have had the opportunity to observe a teacher in year two and as a result I was able to analyse theory being put into practice. The individual child I have chosen to focus on is aged six and is in year two. For anonymity purposes I shall refer to the child as Child A throughout this assignment. Child A is not recognised as having special educational needs (SEN), but she is currently working at a level 1b which is considered to be below expectations by two sub levels in all core subjects (National Curriculum n.d., online). Taylor and Mackenney (2008) explain how several theorists have contributed to behaviourism, which have influenced teaching and learning in classrooms today. According to Taylor and Mackenney (2008), Skinner and Pavlov are the major contributors to behaviourism, therefore due to restricted word count, this assignment will focus on their work with regards to behaviourism. Davis and Sumara (2006, p.113) state that the work of Piaget is acknowledged as the major influence on constructivism and in turn is prominent within contemporary discussions of curriculum and pedagogy research. This assignment will focus primarily on Piagets stage theory of development. The stage theory of maturational development offers a universal process for learning, however, similar to the behaviourist view that a law of learning can be provided, it may be too over simplistic (Sigelman and Rider 2011). Bruner (1960) questioned whether the stage theory is realistic. He suggested intellectual growth must take natural ways of thought into account. Similar to Piaget, Bruner developed stages of learning and intellectual growth, however, Bruner does not believe that the stages represent different and separate modes of thought at different points of development Bruner (2003). According to Bruner (1961), learning can be achieved at any stage of development if concepts are taught at a simple level initially and revisited with a higher degree of complexity at another time. Gardner (1992) argued against the stage theory of learning as he claimed that cognitive skills develop at different and unrelated speeds (Gardner 1992, cited in Cohen 2012, p.48). This is also supported by McInerney and McInerney (2009) as they believe that although learning does appear to develop through stages, cognitive development does not progress in the neat stages originally suggested by Piaget. Piaget did however state that although all children develop through each stage in the same sequence, they do not all develop at the same pace (Nairne 2010, p.113). Gardner (1992) further questioned Piagets theory, as like Bruner, he believes earlier aspects of learning and ways of thinking are used throughout all stages of development and can be used to support learning in new areas (Gardner 1992, cited in Pound 2006). Skinner argues children cannot be taught skills they do not naturally posses, this aspect of development is similar to that of Piagets theory of readiness as both theories imply that before learning can be achieved, the child must be at the appropriate stage of maturation (Elkind 2011, online). Davenport (2002) stated that children are capable of thinking in more advanced ways before the age of seven as Piaget believed. Piagets experiments have been questioned by more recent researchers as I shall discuss. It has been put forward that Piaget may have presented tasks in particular ways in order to get specific results. When aged four to seven year old children were asked direct questions opposed to open ended questions, their responses were less artificial (Meltzoff 2007). This could have therefore mislead children and subsequently lead to underestimating childrens level of understanding and sophistication. In turn, questioning whether developmental stages undervalue the extent to which children constantly change as they are growing up. Thus again questioning the simplicity of Piagets theory. Culture and individual differences appear to be irrelevant in Piagets theory of learning, as he believed all children are equipped to learn and develop through the same stages (Snowman et al. 2011, p.70). This was criticised by Cole (2006) as he emphasised the role of society on learning and stated that children who live in traditional societies are more attentive to adults and therefore likely to develop a more observational approach to learning, whereas children from a less traditional society, are more likely to learn through verbal instruction. He evidenced his theory by conducting an experiment involving aged 6 to ten year old children and found his results were consistent with his theory. All children can learn and succeed, but not on the same day in the same way supports this theory (Spady 1994, p.9). According to Wood (2012), Behaviourists assume that behaviour is entirely controlled by the environment and prior learning. This theory is very much on the nurture side of the nature nurture debate and as a result many experiments, the majority of which involving animals, have been carried out. The use of animals in behaviourist experiments is criticised by Robins (2012, p.36) for suggesting that animals and humans learn in the same way. Bjorklund (2011) described how humans are complex and behaviour changes of animals are instinctive, whereas human behavioural changes are due to learning. He also argues that humans are separate from animals as we are the only species with powerful intellect. The way in which we think and the technological and cultural innovations afforded by our intelligence set us apart from animals (Bjorklund 2011). The Stimulus Response theory was an attempt to discover general laws of learning (Wood, 2012). Piaget studied children and not animals, however Seltman and Seltman (2006) criticised Piagets research methods, as his theory of how babies develop was almost wholly based on his own children. This could suggest that his research samples were limited and therefore weakening validity (Robins 2012). The argument by behaviourists that behaviours are dependent upon prior learning and the environment implies that people have little or no control over their own actions Engler (2008, p.226). Popovic (2008) believes behaviourism offers no explanation for, and does not consider the possibility of behaviours being a result of mental events such as beliefs. Popovic (2008 p.87) also points out that if this was true of all learning, then we are unable to have any beliefs that we have not previously acted upon or verbally expressed, going against all sense of logic. Pastorino and Doyle-Portillo (2011, p.207) argued that Behaviourism is ignorant of the mental process, and disregards the activities of the mind, as only measureable and objective behaviours are regarded as learning. Put simply, if no explicit change in behaviours take place, then no learning has occurred. This strongly suggesting only quantifiable displays of knowledge are valid and any mental process is meaningless (Mingers 2006, p.11). Although in general, a change in behaviour is a result of learning, it may not always necessarily be the case (Lefrancois, 2006). Lefrancois (2006) offers an explanation as he describes how losing a hand modifies behaviour and states that the loss itself is not learning. He believes a person may learn to compensate for the loss of their hand by learning new skills, therefore changes in behaviours does not necessarily result in improved learning. One must question how children are able to solve problems without the trial and error method deemed essential by behaviourists, as Bandura (1977) suggests that observational learning and mental processes both contribute to development, as children learn by imitating behaviours and noting mentally the possible consequences of their own behaviours. Behaviourists believe that the teacher is responsible for all learning and as a result are in charge'(Huerta 2007, p.36). It may be argued that children will not be encouraged to work and learn independently, and creatively, therefore individuality and discovery will be nonexistent (Overall, 2007). Denby (2012, P.136) supports this by claiming that children are passive learners and purely learn what they are fed by the teacher. Palmer (2001) explains that simply teaching is not sufficient learning and supports her argument by stating Einsteins teachers did not teach him that e=mc ² (Palmer 2001, p.41). This thought provoking quote supports the need of discovery and independent learning. Palmer suggests purely acquiring knowledge which is taught and from prior experience, is not true learning. Piaget (1972), was also opposed to this theory as he suggested that teaching should not place emphasis on the passing on of knowledge and that children learn by discovery as they are naturally curious and well motivated to learn (Piaget 1972, cited in Kail and Cavanaugh 2012, p.124). He also believed that children should respond to their own curiosity and that education is making creators and not just resembling another adult (Piaget 1972, cited in Davenport 2002). As previously mentioned I have observed three separate lessons in year two and have been able to witness theory being put into practice. These lessons included Mathematics, Literacy and Science. Each lesson followed the same structure in which they began with a clear lesson objective and steps to success, with all the children on the carpet, developing on to the task and concluding with a plenary. The children appeared to be familiar with the structure of the lessons and due to the lesson objective and success steps, were aware of what they could expect from the lesson and in turn what was expected of them. Most children can learn curricular skills when the concepts are broken down into little steps and in the classroom a clear Learning Objective and Success steps would achieve this (Slavin 2000). This suggests that the childrens abilities to complete a learning objective gives a clear indication of what children do and do not know (Deiner 2009, p.121). This lesson structure appeared to be a behaviouristic approach to teaching as the lesson was broken down into small steps, however it may be criticised for discouraging spontaneity and not allowing for individuality if all the children are required to follow the same sequence (Curzon 2004, p.157). Some teachers do not care for the child who gives answers which do not comply with predetermined correct answers, which could be seen as inhibiting learning and development and promoting conformity (Sarsani 2005). A quantity of children are unable to work in an unstructured environment as they are reliant on consistency and the continuity and structure allow children to feel safe and secure (Tassoni 2002, p.238), which is, according to Maslow (1970), a basic need in order to learn effectively. During the literacy lesson of which I observed, the teacher read a story to the whole class on the carpet and afterwards dictated to the children the differences between thoughts and feelings. The teacher then asked the children to independently write down examples of thoughts and feelings offering a sticker for good examples. Although the children were being active, this appeared to be a behaviouristic approach as the children were told the information and worked alone with an extrinsic incentive. Child A failed to write any ideas on her board and as a result did not receive a sticker. The teacher may have interoperated this as Child A not understanding the task or having any ideas, when in fact, she may not have been confident in writing her suggestions or quick enough to complete the activity. Perhaps the children could have worked in pairs to discuss ideas and have the lower ability (LA) children paired with a more able child. If children have the opportunity to work with other children who are at a different cognitive level, they are likely to be encouraged by the more mature child, therefore advancing to higher understanding of the material (Wood 2008, online). As previously mentioned, the children were offered a sticker as a reward for completing their work. Kohan (1993) states that offering extrinsic rewards will reduce intrinsic motivation, which according to Piaget (1970) children are self motivated therefore extrinsic rewards are not necessary (Piaget 1970 cited in Groark and Eidelman 2011, p.40). Child A failed to complete the task and as a result she was upset because she did not receive a sticker. Slavin (2000) criticises offering rewards for completing work as it may lead to children only completing any task if a reward is given and suggests the emphasis should be on the process of learning and not the end product. Slavin (2000) continues to explain how the children may not always complete a task, but they have developed their knowledge and understanding through the process. I feel this is particular constructivist view of learning is very important for my own teaching practice, as it is important to recognise individual achievement which is likely to differ highly between children. Something which is taken for granted for one child, may be a big accomplishment for another. Following on from this, the children were then set tasks involving describing characters. Child A being in the LA group, was given a worksheet with a list of adjectives, in which she had to circle appropriate words to describe her chosen character. This was with adult support, who read out all the words and child A circled the ones she deemed appropriate. This appeared to be a constructivist approach as the adult could be said to be acting as a facilitator, however if the adult had asked Child A to attempt to read each word, rather than doing it for her, she may have improved her decoding and blending skills as well as highlighting knowledge and areas for development. The fact that Child A had to circle adjectives which were already provided on a worksheet, was perhaps not the most effective way of developing understanding, as Child A chose both evil and kind to describe the same character. This task does not necessarily demonstrate understanding. A behaviourist may argue that because Child A has circled many appropriate adjectives, she has displayed learning, when in fact she has chosen words at random or words she is familiar with. This activity could have also been made more active for the children by allowing them to study pictures and props and having to produce adjectives themselves following manipulation and assessment. As a result, a more accurate demonstration of understanding could be produced. Piaget believed children learn for themselves rather than being taught, and therefore construction is superior to instruction (Santrock 2001). Child A may be missing out on this opportunity and according to her maturational stage of development she should be focusing on physical reality and should teach herself through direct experiences (Smart 2011, p.95). The teacher could then follow on from this lesson by looking at the describing words the children came up with, and building on their prior knowledge to develop their skills by introducing alternate (more complex) adjectives and lead on to produce a descriptive sentence. Piaget believed children can build on existing knowledge in order to concrete knowledge (Brain and Mukherji 2005, p.77). The children then had a fifteen minute phonics lesson which included nonsense words. Child A struggled to decipher which words were real words which appeared to have a negative impact on her self esteem as Clark (2012, online) suggests that the latest phonics tests do more damage than good. He continues to criticise the nonsense word strategy by questioning whether it demonstrates the childrens abilities to decode words rather than their ability to understand words in context. The maths lesson I observed was the introduction of estimations and sorting. At the start of the lesson the children chanted the three times tables and Child A participated confidently. The teacher then asked individual children a times table at random and when asked, Child A was unable to give the correct answer. It may be possible that Child A had learned to regurgitate the times tables in sequence, but has not got any reasoning or logic. It may be criticised that Child A has not been allowed enough opportunities to develop a depth of understanding (Tassoni 2007). An article in TES magazine (Brettingham 2007, online) reported that the rote learning focus devised from the numeracy strategy resulted in an increase in number skills, but a decrease in problem-solving. This was also supported by an analytical report of the Rose review, as it states children need not only to learn what to study but also how to study (Baker 2009, online). More recently, school Minister Paton (2012) claimed that children will increase their confidence with their number knowledge if they learn times tables by heart and rote learning should become a fundamental part of primary education. Ward (2012, online) criticises this theory of learning as he states that lessons should focus on logic not solely arithmetic. He claims that by placing greater emphasis on children knowing pairs of numbers by the end of year two instead of year one, there is a danger of assuming the children is successful however having no sense of reasoning or calculation. Mathematics does however appear to be gearing towards rote learning as recent article in the NUT confirmed that the Government are proposing by 2014 and teaching will be more directed, with rote learning a key method of delivery (Anon. 2012, p.23). Following the mental starter children were then shown a meter stick and the teacher modelled how an estimation would be made of the board. A child was asked to stand next to the meter stick and the teacher asked the children to estimate how tall the child was. Child A gave the answer sixty meters. It could be criticised that estimation is too abstract for year two because at age six, Child A is considered to be in the pre-operational stage of development, suggesting that she should not be able to understand the concept of logic or abstract thinking Sigelman and Rider (2012). Perhaps this particular lesson or unit of work was not appropriate for Child A in relation to her developmental stage. Pollard (2012, p.18) states that teachers have to start from where pupils are in their learning. He also says the Government need to set the framework and let the teachers take control, suggesting that concepts will be more individualised to suit childrens abilities. Constructivists believe children need time to practice and master skill as Piaget stated that teachers should not try to speed up the learning process, as children can only learn at their biological maturation level and therefore understanding would be incomplete (Hill 2001). One must be concerned about the children who may not be ready to move on as well as the children who grasp a concept quickly as Slavin (2000), suggested children who learn quickly will receive less instruction than others, therefore they will be held back and have to wait for others to catch up and consequently the children do not learn as much as possible. Guskey (1982) said work should be highly individualised and differentiated and the learner should not wait for others to comprehend a concept. The final task in mathematics was sorting shapes by their properties to understand classification. Child A seemed to lack concentration and barely attempted the task. Perhaps the teacher could have chosen something to sort that was of interest and relevant to Child A so she would be self motivated as when a child is self motivated, they are more engaged and likely to further their own development (Hill 2001). Donaldson (1978) argues that children need meaningful context in order to learn and understand why they are completing particular tasks. During the science lesson the children worked in the same groups as Literacy and Mathematics, (ability groups). While grouping by abilities may be appropriate in mathematics due to wide varieties of skills and understanding, science is an opportunity for children to work in mixed abilities. Whitney and Dean (2005, p.32-33) suggest that ability groups can be damaging to self esteem and result in teachers having lower expectations of LA children. The teacher could be denying Child A the opportunity to develop and extend her knowledge as Whitney and Dean (2005, p.33) also state that less able children are often stimulated when working in mixed ability groups and the more able do not appear to suffer. One of the possible reasons for teachers not placing children in mixed ability groups could be the fear of being marked down by OFSTED inspectors claims Harris (2012, online). In this recent report by Harris (2012, online) Michael Wilshaw (2012) the head of OFSTED, claimed it is critical to have high quality mixed ability teaching, if a child with low abilities is placed next to Oxford potential. He describes the ability to teach an individualised curriculum as hugely difficult and due to a combination of low expectations and inadequate mixed ability teaching, the brightest children are failing (Wilshaw 2012, cited in Harris, 2012, online). Despite this, Smith (2006, online) argues that science education in junior schools could be transformed by mixed ability grouping pupils as children lean to be more independent and communicate better with each other(Smith 2006, online). As stated in the introduction, Child A is said to be underachieving in all core subjects. It may be fair to suggest that she has not been given the chance to develop in science and due to her below average literacy and mathematical skills, has been generalised to be underachieving in all core subjects and Eshach (2006) argues that although scientific concepts may be hard to grasp, it does not mean that children are unable to think abstractly about scientific concepts. The terms below average expectations and lower ability are used often in schools. One must raise the question as to what is deemed to be average in order to establish expectations. Egan (2012 p.98) suggests the stage of maturational development theory highly influences the expectations set by teachers and the Government, as the National Curriculum is broken down into Key Stages, and years groups are determined by ages rather than abilities. It is argued by Kincheloe (2005, p.22) that this works by a one size fits all rule, which could prove detrimental to those deemed to be below average. A report by The Department for Education (Richardson 2011, online) stated that children who are slow to develop in early primary stages fail to catch up to where they should be as they move through school. This may be supported by theories of how the brain develops as Taylor (2002, p.23) states that there can be no doubts that learning is dependent upon the speeds with which nerve messages move and are sorted within the brain therefore learning is restricted the maturity stage of a childs brain. Newberger (1997) argues that childhood is the optimum time to provide children with new knowledge as the brain continues to grow throughout childhood and due to its plasticity it can grow in response to new experiences. Through critically analysing both behaviourism and constructivism and observing applications of both theories within the classroom, I have reached the conclusion that in order to reach each child and maximise potential, approaches are used hand in hand. Despite its criticisms, behaviourism is still an important aspect of education (OHagan 2003, p.37). My researched has allowed me to consider my personal philosophy for teaching and pedagogy, and my observations have further enabled me to see the implications of learning theories and strategies on an individual childs development. Through distinguishing between practice which appears to work effectively and practice that may not, I recognise the importance of understanding the stage of development each child is at and how my teaching must reflect that as a result. I feel that having high expectations of all children, allowing children to discover, construct their own knowledge and express individuality is important, alongside encouraging individuals to share ideas and learn from one another in both ability and mixed ability groups. The most prominent aspect, which shall impact on my emerging educational philosophy as a result of all my research, is that all children are individuals and one approach to learning and teaching is not effective to ensuring children fulfil their potential.

Wells Fargo Analysis

MERCK & COMPANY INC.1. The marketing mix A. Product / Service Wells Fargo is an American bank that provides financial services to its customers throughout North America and Internationally. Our marketing mix starts with the description of the service mix of the firm Wells Fargo. This company gathers different ranges of services offered to the market place to meet the customers’ needs and expectations. Wells Fargo counts nine different kinds of bank services to compete in the financial industry.Ranges of services: Banking (Debit, credit card, Checking and saving account) * Brokerage (Facilitate the buying and selling of financial securities) * Insurance * Wealth management * Retirement services * Investments * Mortgages (4000 in 2009) * Consumer finance services (financial advice) * Well Fargo’s Financial Securities: Security business (merger advice, stock and bond underwriting, loan syndications, and fixed-income trading) B. Price We do not have any information about th e price of the services in the case study. C. Place Wells Fargo has a wide presence throughout the US territory.Headquartered in San Francisco, the company is decentralized to provide an optimization of the geographical coverage. Therefore, every local Wells Fargo store is like the headquarter for satisfying all their customers. The decentralization is an effective strategy when a company tries to have an effective wide presence on any market. This strategy has made the success of many of the Scandinavian organizations or institutions. Indeed, it allows any company, like Wells Fargo to get closer to its customers and be able to understand and meet better their needs and expectations.As we can see from the case, the company is doing well with its distribution and the customers service in general, it has even been rewarded Retail banker of the year according to US Banker. Consumers want and need a bank office near to the place where they live or where they work. The bank company must be strongly present in the quite big city and in the metropolitan area where the demand for the financial services is important. That is why Wells Fargo has developed a wide distribution, in the US domestic market, throughout more than 6,700 retail stores in 40 states in widely in North America.The acquisition of Wachovia is a part of a new distribution strategy to reach more consumers with an extended presence on the market. Now, Wells Fargo has branches almost all the states from the East to the West both in the North and the South. This acquisition has allowed Wells Fargo to extend its presence in the Eastern part of the US, which represents a huge part of the financial market. Indeed, Wachovia had a strong presence in the part of the US especially in Connecticut, Florida, Virginia, North and South Carolina. 6,700 Banking Stores: 3,296 US Wells Fargo Banking stores * 3,314 US Wachovia Banking stores * 90 Other financial branches Finally, in addition to the classical distribution channel, Wells Fargo use the electronic distribution with its online website where customers can be informed and have an access to some services like checking accounts, make wire transfer, plan a rendezvous with a financial adviser†¦ D. Positioning Without information about promotion, we chose to develop a part about positioning that is, in fact, a sub part of the promotion.In marketing, positioning is the process by which marketers try to create an image or identity in the minds of their target market. Positioning on the global market with a presence in Canada, in the Caribbean, Latin America and other countries, Wells Fargo is especially focused on the US national market. In 2008, after the acquisition Wachovia, a Wells Fargo’s press release said that the company was:† the most Extensive Financial Services company, Coast-to-Coast in community banking†. Wells Fargo is widely recognized in the financial industry.The company has built a very credible reputatio n with its promotional campaigns, its track records and the customer loyalty. The statistics based on the industry and government sources clearly show its size and brand image: * 41st revenue among all US companies ranked by Fortune * 17th most profitable company in the US * 33rd Largest employer in the US * 18th most respected company in the world as ranked by Barron’s * â€Å"AAA† credit-rated by Moody’s * The only standard & Poor’s AAA bank in the US * Among the top 50 companies as ranked by Diversity Retail Banker of the Year according to US Banker * Number-one commercial real estate lender * 18th among the world’s most valuable brands according to the Financial Times Wells Fargo tries to communicate to its customers, how much they are important for the company, saying that they are the center of everything they do. The mission is now to improve the quality of the services. Indeed, the company is, according to the CEO, Mr. Kovacevich, enough de veloped and enough big. The services are now provided with an easy access for the consumers.Now the direction to take is the quality provided: â€Å"We are a big company. We will continue to grow – not to become bigger but as a result of getting better†¦ Regardless of how big we are and how much territory we cover our team shares certain values that hold us together wherever we are and whatever we do†. Wells Fargo puts considerable emphasis on its culture in brand image toward the customers. It wants to be known as a financial partner, for outstanding services and sound financial advice, satisfying all of their financial needs and helping them to succeed financially.The company even considers its customers as friends. However, the company, does not only communicates to its customers but also with: * Its employees, telling them how much they are important for the company. Indeed, Wells Fargo wants to be known as a company that believes in its people as a competitiv e advantage over the competition, a great place to work, and as an employer of choice that really care about them * Its communities, promoting the economic advancement of each partners including those not yet able to be economically self-sufficient.Being seen as a community leader in economic development, in services that promotes economic self-sufficiency, education and social services is a necessity. * Its shareholders, insuring them that investing in Wells Fargo will be a great investment with financial results among the entire Fortune 500 and with the Moody’s credit-rated of â€Å"AAA† (the highest possible one) 2. Customer’s Analysis and Target Market The Wells Fargo’s target market gathers more than 25 million customers across the USA, and internationally.Demographically, the firm does not really have a specific target, and wants to provide financial services to all consumers who need either rich people or those who have financial difficulties. Geog raphically, the customers are divided up over 40 US states out of the 55. Mostly located in the metropolitan area, they are concentrated near the cost (both East and West). However, Wells Fargo, still provide its services in the less dense areas, where people need to have an access to a bank for community banking services.About buyer motivations and expectations, we noticed that customers are looking for efficient, reliable and adapted financial services and advice from the company. They expect good quality services and want from the bank the ability to meet their needs and expectations. Wherever they are, the consumers need to have an easy access to financial services in the bank office and in the Internet as well, where customers check their different bank accounts and transactions. Wells Fargo is specialized in different segments where it is one of the top companies, if it is not the top one.The most important segments are the homeowners, the small businesses, the agricultural bu sinesses, the debit card users and the prime home equity. In these segments, the company is performing very well, providing good quality services and good customer service which allow the company to constantly increase the customer loyalty, being able to keep its customers from the competitors. However, it does not mean that the others are abandoned. Wells Fargo really tries to emphasis that all customers are important, from the consumer banking over lending to the big institutional client. 3. SWOT MatrixThe SWOT Matrix is an important matching tool that us to develop four types of strategies for Wells Fargo: * The SO (Strengths-opportunities) strategies use a Wells Fargo’ internal strengths to take advantage of external opportunities. * The WO (Weaknesses-opportunities) strategies aim at improving internal weaknesses by taking advantages of external opportunities. * The ST (Strengths-threats) strategies use a Wells Fargo’s internal strengths to avoid or reduce the imp act of external threats. * The WT (Weaknesses-threats) strategies are defensive tactics directed at reducing internal weaknesses and avoiding external threatsStrengths 1. Brand Image and Culture and values (ethical behavior) 2. Credibility 3. Statistics based on the industry and the government sources show its size and strength 4. Acquisition of Wachovia: extension of the distribution channel and the number of customers 5. Decentralization strategy 6. Strong position in the markets involved in 7. Management: 8. Innovation leadership (Internet: E-commerce) 9. Market leadership in the West: the largest financial institution headquartered in the Western US that has a strong balance sheet and is able to steer through the pitfalls that plagued many of its competitors 10.The new products like the Wells Fargo Securities took from Wachovia securities business 11. Moody’s credit rate â€Å"Aaa† (the highest possible) Weaknesses 1. Decrease of the net income and ROA and ROE 2. L imited international presence 3. Bad reputation as a bank since the economic recession 4. Weakness asset quality among high real estate exposure 5. The Wachovia subprime mortgage problems 6. Overcommitted in credit default swaps 7. High amount of goodwill ($23 billion) Opportunities 1. Many banks are struggling like Citigroup with negative Operate margin (-57. 9%), Net income ($ -23. 9 Billion), and EPS (-3. 651) 2. Some Banks have recently failed and have been seized by Federal officials like Lehman Brothers Colonial Bank and Guaranty Financial group: Delinquency rates on their holdings has soared as high as 40% -> Decrease the competition 3. Grow internationally 4. Keep improving the internet uses 5. Develop new products for new businesses SO Strategies| WO Strategies| 1. Develop new internet applications and services for customers (S8, O4) 2. Increase promotions to attract more customers (S1, S2, O1, O2) 3. Open branches in foreign markets (S1, S3, O3) 4.Get closer to the custome rs needs and develop loyalty programs (S2, S5, O6)| 1. Advertising campaign to reassure the consumers (W3, O1, O6) 2. Open branches in foreign markets (W2, O3) 3. Develop alternative services to diversify the ranges and not focus and mortgages (W4, O5)| ST Strategies| WT Strategies| 1. Develop completive services and use competitive advantages to gain market share (S3, S5, T7) 2. Take advantage of the lack of regulation 3. Develop a strong customer loyalty database (S4, S5, S6, O7, O8)| 1. Develop alternative services to diversify the ranges and not focus and mortgages (W4, W1, T4) 2.Charging lower interest rates to the customers (W1, T1)| Threats 1. Continued deterioration in the housing and credit market 2. High unemployment rate 3. Tight credit 4. Many homeowners cannot make mortgage payments 5. The value of houses has dropped the amount borrowed -> great problem for owners and banks 6. The lack of regulation today has blurred the product and services bank offers 7. Competition w ith Bank of America and Citigroup 8. Superregional and International Banks are growing, they all tend to expand globally 9. Assurance rates increase 4. Industry and Competition analysisThe financial industry counted nine main players before the economic crisis in 2008, which meant height potential competitors for Wells Fargo including Bank of America, Citigroup, US Bancorp, Merrill Lynch, Morgan Stanly, Lehman Brothers, Colonial National and Guaranty Financial Group. The economic recession has eliminated the weak banks that were not doing well enough to overcome the outcomes of the economic crisis, like Lehman Brothers, Colonial Bank and Guaranty Financial Group. Furthermore, an economical selection has been made and only the best banks are still competing on this industry.The industry is currently suffering from the economic recession and all of its outcomes including the deterioration of the housing and credit market, high unemployment rate, and tight credit. That is why many bank s, especially the community banks, are struggling and some even have failed, including Colonial National, and Guaranty Financial Group. Moreover some Banks like Citigroup are not performing well by loosing money and market share. Guaranty had more than $3 billion of securities baked by adjustable-rate mortgages.The bank has seen the delinquency rates on holdings soared by 40% before the federal officials seized the bank in August 2009. As we can see from the chart, in term of revenue Wells Fargo is not the best financial service company. Until 2007; Citigroup was the leader in sales but the economic crisis and the recession that have followed this crisis has led to a sharp decrease of its sales. Since 2008, Bank of America is the leader in sales and the stronger competitor for Wells Fargo. However, its sales are fluctuating whereas the Wells Fargo’s sales show a slow but steady rise.This chart displays the evolution of the net income of the three main companies including Well s Fargo, Citigroup, and Bank of America. Wells Fargo was the last company in 2007 before the economic crisis in term of net income. However, we can see that the two competitors are not doing well enough to keep being competitive, especially Citigroup, which had a decrease of 210. 7%. All of the companies have seen its net income decreased but Wells Fargo has the slightest decrease which allow it the to have the highest net income in 2009 and shows by the way its capacity to overcome though situations. 5.Type of strategies Wells Fargo shows the desire to take part in the top financial companies in the domestic market. This is one element from their long-term strategies. This desire to compete with the market leaders such as Bank of America represent the results expected from pursuing certain strategies. According to this case, we can say that Wells Fargo is pursuing a market development and market penetration strategy, introducing present services into new geographic areas. This stra tegy, has particularly led to the acquisition of Wachovia and the extension of the Wells Fargo’s presence to the Eastern US.This market development strategy has required intensive effort for Wells Fargo in terms of investment and management. This strategy basically involves introducing present products or services into new geographical areas. Here by acquiring Wachovia, Wells Fargo can use a strong presence through the Wachovia’s distribution. The firm’s competitive position was clearly to improve compared to the market leaders. However, the company was rather successful at what it does before the acquisition, which was a primordial condition prior to such acquisition.Then but not least, it already had the needed capital and management quality to manage the expended operations. With this acquisition, the firm has a huge distribution capacity throughout all of the Wachovia’s bank offices and retail stores. Combined with the strategy of decentralization, th is will allow them to reach more consumers and increase the productivity. The year 2009 shows a quick preview about what the firm can achieve in the next years. The acquisitions or mergers are two commonly used ways to pursue strategies like market development or more generally intensive strategies including, market penetration and product development.The market penetration consists in increasing market share for present products or services in present markets through greater marketing efforts (increase number of salespersons, advertising expenditures, promotion, and publicity efforts). Then, the product development strategy seeks increase sales by improving or modifying existent products or services (it entails large research and development expenditures). A merger occurs when two organizations of about equal size unite to form one enterprise. That is what often happened in the Wells Fargo’s history and what helped the firm to grow faster and reach the size the firm had in 2 008.On the other hand, an acquisition occurs when a large organization like Wells Fargo purchases a smaller firm or a firm not doing well, like Wachovia. By acquiring Wachovia, Wells Fargo has realized some major benefits: * Provide improved capacity utilization * To gain access to new customers and products 6. SPACE Matrix The Strategic Position and Action Evaluation (SPACE) Matrix, is a marketing tool used to help the company to define the best strategy to develop according to its internal strategic position (Financial Position and Competitive Position) and the external strategic position (Stability Position and Industry Position).The four quadrants of the Matrix indicate whether aggressive, conservative, defensive, or competitive strategies are most appropriate according the characteristics of the company and its industry. Financial Position * The bank’s return on asset is 0. 44 (decrease of 72%) but superior of all competitors * The Bank’s Net income was 3. 58 Bill ion (increase of 28%) and superior of all competitors * The Bank’s revenue was 42. 84 Billion (increase of 1. 51%) compared to the industry average of 7. 98 Billion * The Bank’s earning per share 0. 912, over the main competitors and over the average industry (0. 91)Total| Rating465520|Industry Position * Deregulation provides geographic and service freedom * Deregulation increases competition in the banking industry * Economic recession * Growth potential * Financial Stability Total| 4213410| Stability Position * Banking deregulation has created instability throughout the industry * Less-developed countries are experiencing high inflation and political instability * The barriers to entry into the market is high * The competitive pressure is highTotal| -4-4-2-4-14| Competitive Position * The bank provides financial services through 6700 offices and retails stores in 40 states * Superregional banks, international banks are becoming increasingly competitive * The bank ha s a large customer base * Customer loyalty Total| -1-5-2-2-10|According to the SPACE Matrix, Wells Fargo presents an aggressive profile. The company is financially pretty strong, has some competitive advantages in a rather stable industry. The Wachovia acquisition is a great operation following the product development or market penetration strategy. 7. External Factor Evaluation Matrix (EFE) Regardless of the number of key opportunities and threats included in EFE Matrix, the highest possible total weighted score for an organization is 4. 0 and the lowest is 1. 0, and the average total weighted score is 2. 5. An organization with 4. 0 total weighted score is responding in an outstanding way to existing opportunities and threats in its industry.It means, the firm’s strategies effectively take advantage of existing opportunities and minimize the potential adverse effects of external threats. Key External Factors| Weight| Rating| Weighted Score| Opportunities: * Many banks are s truggling like Citigroup with negative Operate margin (-57. 9%), Net income ($ -23. 79 Billion), and EPS (-3. 651) * Some Banks have recently failed and have been seized by Federal officials like Lehman Brothers Colonial Bank and Guaranty Financial group: Delinquency rates on their holdings has soared as high as 40% * Grow internationallyKeep improving the internet uses * Develop new products for new businesses * New customers in the Eastern US financial market| 0. 090. 120. 050. 040. 070. 11| 342423| 0. 270. 480. 100. 160. 140. 3| Threats: * Continued deterioration in credit market * High unemployment rate * Tight credit * Many homeowners cannot make mortgage payments * The value of houses has dropped the amount borrowed * The lack of regulation today has blurred the product and services bank offers * Competition with Bank of America and Citigroup * Superregional and International Banks are growing, they all tend to expand globallyIncrease in insurance rates | 0. 100. 030. 070. 050 . 110. 060. 050. 030. 02| 222323423| 0. 200. 060. 140. 150. 220. 180. 200. 060. 06| Total | 1. 00| | 2. 80| Here we can note that the total weighted score is of 2. 80 is above the average of 2. 5, which means Wells Fargo is doing pretty well in the Financial industry, taking advantage of the external opportunities like the bad shape of the competitors and also containing the threats facing the firm like the competition with Bank of America. Of course, the firm could do better, improving its strategies to respond in better way to the threats and get a higher total weighted score close to 4. 0.According to the case, Wells Fargo should expand more its activities on the international market, and develop new financial products and services to be more attractive and competitive. Moreover, the firm must find solutions to overcome the bad state of the economy and its outcomes. 8. C. Internal Factor Evaluation Matrix This strategy-formulation tool summarizes and evaluates the major strengths and weaknesses in the functional areas of business. Like in the EFE Matrix, the total weighted score can range from a low of 1. 0 to a high of 4. 0 with an average score being 2. 5. Total weighted scores well below 2. 5 characterize organizations that are weak internationally whereas scores significantly above 2. 5 indicate a strong internal position. Key External Factors| Weight| Rating| Weighted Score|Strengths: * Brand Image and Culture and values (ethical behavior) * Credibility: Statistics based on the industry and the government sources show its size and strength * Acquisition of Wachovia: extend the distribution channel and the number of customers * Decentralization strategy * Management * Innovation leadership (Internet: E-commerce) * Market leadership in the West: the largest financial institution headquartered in the Western US that has a strong balance sheet and is able to steer through the pitfalls that plagued many of its competitors * Moody’s credit rate  "Aaa† (the highest possible)| 0. 070. 090. 110. 100. 060. 040. 090. 04| 44443343| 0. 280. 360. 440. 360. 180. 120. 360. 2|Weaknesses: * Decrease of the net income and ROA and ROE * Limited international presence * Bad reputation as a bank since the economic recession * Weakness asset quality among high real estate exposure * The Wachovia subprime mortgage problems * Wachovia is overcommitted in credit default swaps| 0. 080. 060. 080. 060. 070. 05| 212212| 0. 160. 060. 160. 120. 070. 10| Total | 1. 00| | 2. 89| The IFE Matrix provides important for strategy formulation. With a total weighted score of 2. 89, we can say Wells Fargo has a pretty strong position in the financial industry and can expect to become stronger and stronger because the firm knows how to create competitive advantages and how to use its strengths. 9.IE Matrix The IE Matrix is based on two key dimensions: the IFE total weighted scores on x-axis and the EFE weighted scores on the y-axis. The Internal External Matrix inputs are the EFE and IFE total weighted scores. As the EFE Matrix and the IFE Matrix have shown, Wells Fargo had 2. 89 for EFE and 2. 80 for IFE. In the IE Matrix, we can see the red dot represents Wells Fargo’s position on the Matrix. It is in the V cell, which suggests that Wells Fargo should use a hold and maintain strategy consisting of the Market Penetration and Product Development strategies; it should the most efficient strategy for the firm after the stage of the acquisition.However, the firm is very close to the cell I, II, and IV, which means the company’s situation can be descried as slow growth and build and where intensive strategies would be the most adaptable like market penetration and market development. 10. Grand strategy Mix The Grand strategy matrix is based on two evaluative dimensions: competition position and market growth. Wells Fargo is located in the Quadrant I of this Matrix, which means that it is in a rather excellent strategic po sition. Therefore, continued concentration on current markets (market penetration and market development) and products (product development) is an appropriate strategy. We can notice that a notable shift from its established competitive advantages would be unwise. Rapid Market Growth Quadrant I Quadrant II Strong Competitive Position Weak Competition Position Slow Market Growth Quadrant IV Quadrant III