Karsanbhai Patel Essay Example

Karsanbhai Patel Essay Entrepreneurship Development- assignment 2013 Entrepreneur Profile-Mr. Karsanbhai Patel NIRMA- From Rags to Riches -Gitika Kolli(1225112321) -MBA-C-GIM Gitam institute of management(2012-2014) Introduction: Nirma is one of the few names – which is instantly recognized as a true Indian brand, which took on mighty multinationals and rewrote the marketing rules to win the heart of princess, i. e. the consumer. Nirma, the proverbial ‘Rags to Riches’ saga of Dr. Karsanbhai Patel, is a classic example of the success of Indian entrepreneurship in the face of stiff competition. Starting as a one-man operation in 1969, today, it has about 14, 000 employee-base and annual turnover is above Rs. 25, 00 crores. Way back- Nirma and its existence: India is a one of the largest consumer economy, with burgeoning middle class pie. In such a widespread, diverse marketplace, Nirma aptly concentrated all its efforts towards creating and building a strong consumer preference towards its ‘value-for-money’ products. Innovation, Creation and Foundation: It was way back in ‘60s and ‘70s, where the domestic detergent market had only premium segment, with very few players and was dominated by MNCs. It was 1969, when Karsanbhai Patel started door-to-door selling of his detergent powder, priced at an astonishing Rs. 3 per kg, when the available cheapest brand in the market was Rs. 13 per kg. It was really an innovative, quality product – with indigenous process, packaging and low-profiled marketing, which changed the habit of Indian housewives’ for washing their clothes. In a short span, Nirma created an entirely new market segment in domestic marketplace, which is, eventually the largest consumer pocket and quickly emerged as dominating market player – a position it has never since relinquished. We will write a custom essay sample on Karsanbhai Patel specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Karsanbhai Patel specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Karsanbhai Patel specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Rewriting the marketing rules, Nirma became a one of the widely discussed success stories between the four-walls of the B-school classroom across the world. Marketing Miracle: The performance of Nirma during the decade of 1980s has been labelled as ‘Marketing Miracle’ of an era. During this period, the brand surged well ahead its nearest rival – Surf, which was well-established detergent product by Hindustan Lever. It was a severing battering for MNC as it recorded a sharp drop in its market share. Nirma literally captured the market share by offering value-based marketing mix of four P’s, i. e. perfect match of product, price, place and promotion. The year 2004 sees Nirma’s annual sales touch 800,000 tones, making it one of the largest volume sales with a single brand name in the world. Looking at the FMCG synergies, Nirma stepped into toilet soaps relatively late in 1990 but this did not deter it to achieve a volume of 100,000 per annum. This makes Nirma the largest detergent and the second largest toilet soap brand in India with market share of 38% and 20% respectively. Strategies: It has been persistent effort of Nirma to make consumer products available to masses at an affordable price. Hence, it takes utmost care to provide finest products at the most affordable prices. To leverage this effort, Nirma has gone for massive backward integration along with expansion and modernization of the manufacturing facilities. The focal objective behind modernisation plan is of up gradation with resource-savvy technology to optimise capabilities. Nirma’s six production facilities, located at different places, are well equipped with state-of-art technologies. To ensure regular supply of major raw materials, Nirma had opted for backward integration strategies. These strategic moves allowed Nirma to manage effective and efficient supply-chain. Nirma has always been practiced ‘value-for-money’ plank. Nirma plans to extend the same philosophy in categories as commodity food products, personal care products and packaged food. Distinct market vision and robust infrastructure allowed Nirma to have cost leadership. Apart from this, lean distribution network, umbrella branding and low profile media promotions allowed it to offer quality products, at affordable prices. Organisation Structure: In present scenario, an inspiring 59-year-old persona, Dr. Karsanbhai K. Patel, leads Nirma, playing role of key strategic decision-maker, whereas his next generation has already skilled management capabilities. Shri Rakesh K Patel – a qualified management graduate, is spearheading the procurement, production and logistic functions, whereas Shri Hiren K Patel – a qualified Chemical engineer and management graduate, heads the marketing and finance functions of the organisation. Shri Kalpesh Patel, Executive Director, leads the professional organisational structure. Awards and Accolades: The man behind the success of Nirma phenomenon – Dr. Karsanbhai Patel is a recipient of various awards and accolades. He has been bestowed with various awards like†¦ * Udyog Ratna by Federation of Association of Small-Scale Industries of Gujarat, New Delhi. * Outstanding Industrialist of Eighties by Gujarat Chamber of Commerce and Industry, Ahmedabad (in 1990). * Gujarat Businessman Award in 1998 by Gujarat Chamber of Commerce and Industry, Ahmedabad. * Excellence in Corporate Governance Award by Rotary International District 2000. * AM Hall of Fame, _______. Shri Karsanbhai has been awarded an Honorary Doctorate by Florida Atlantic University, Florida, USA in the year 2001 in recognition of his exceptional accomplishments as a philanthropist and businessman. This world has also recognised his ability, acumen and wisdom and in recognition of the services rendered by him in his various capacities. Dr. Karsanbhai Patel has also served as a Chairman for two terms to the Government of India’s Development Council for soaps and detergents, as a Member of Bureau of Indian Standards Committee for Soaps and Detergent Industries and President of Gujarat Detergent Manufacturers Association. Conclusion: Karsanbhai Patel stands to be a source of inspiration and provides insights in setting up an industry with the spirit of self-confidence and fulfilling the criterion of a budding entrepreneur in evolving his conceptual knowledge into a practical approach by using creativity and innovation, which has accolades of praises in due for him. REFERENCES: http://www. nirma. co. in/genesis. htm http://www. slideshare. net http://www. iloveindia. com/indian-heroes/karsanbhai-patel. html http://toostep. com/insight/success-story-of-nirma http://en. wikipedia. org/wiki/Karsanbhai_Patel

Biography of Hans Hofmann, Abstract Expressionism Pioneer

Biography of Hans Hofmann, Abstract Expressionism Pioneer Hans Hofmann (March 21, 1880 - February 17, 1966) was an American painter born in Germany. He was one of the foremost pioneers of the abstract expressionist movement. As an art instructor for four decades, he influenced some of the greatest painters of the 20th century. Fast Facts: Hans Hofmann Occupation: Painter and art teacherBorn: March 21, 1880 in Weissenburg, BavariaDied: February 17, 1966 in New York, New YorkSpouses: Maria Wolfegg (died 1963), and Renate Schmitz (married 1965)Selected Works: The Wind (1942), Pompeii (1959), Song of the Nightingale, (1964)Key Accomplishment: 1963 New York Museum of Modern Art retrospective that toured three continents.Notable Quote: In nature, light creates the color. In the picture, color creates the light. Early Life and Education Born to a German family in Bavaria, Hans Hofmann demonstrated a keen interest in science and mathematics from an early age. At age sixteen, he followed his fathers career path and took a job with the government. The younger Hofmann worked as an assistant to the director of Public Works. The position allowed him to indulge his love of mathematics while patenting a wide range of devices, including a portable freezer for military use and a radar system for sailing ships. During his government employment, Hans Hofmann began to study art. Between 1900 and 1904, while living in Munich, he met his future wife, Maria Miz Wolfegg. He also befriended Philipp Freudenberg, owner of the high-end department store Kaufhaus Gerson and a passionate art collector. Still Life. Geoffrey Clements / Getty Images Through Freudenbergs patronage over the next decade, Hans Hofmann was able to move to Paris with Miz. While in France, Hofmann immersed himself deeply in the avant-garde painting scene. He met Henri Matisse, Pablo Picasso, Georges Braque, and many others. As his reputation grew, Hofmanns painting Akt (Nude) appeared in the 1908 Berlin Secession show. Leaving Germany When World War I broke out in 1914, Hofmann and his wife were forced to leave Paris and return to Munich. The government disqualified him from military service due to a respiratory condition, and he opened an art school in 1915. In 1924, he married Miz. Hofmanns reputation as an art instructor reached overseas, and in 1930, a former student invited him to teach the 1930 summer art session at the University of California at Berkeley. After spending two years traveling between the U.S. and Germany to teach and work, he postponed a return trip to Germany for the foreseeable future. Hans Hofmann lived in the United States for most of the rest of his life, applying for U.S. citizenship in 1938 while Europe was barely a year away from the start of World War II. In 1934, Hans Hofmann opened his art school in New York and offered classes for the next 24 years. In the summer, he moved his instruction to Provincetown, Massachusetts. He earned tremendous respect as an instructor working as a mentor to Helen Frankenthaler, Ray Eames, and Lee Krasner, as well as becoming close friends with Jackson Pollock. Hans Hofmann (American, b. Germany, 1880-1966). Fantasia, 1943. Oil, duco, and casein on plywood. 51 1/2 x 36 5/8 in. (130.8 x 93 cm). Gift of the artist. Berkeley Art Museum, University of California. Photo: Benjamin Blackwell. Â © Renate, Hans Maria Hofmann Trust / Artists Rights Society (ARS), New York Abstract Expressionism Hans Hofmann was the only painter of the group of New York-based artists given credit for popularizing abstract expressionism who was directly involved with the Paris avant-garde before World War I. With that connection, he bridged the gap between two of the most influential communities of artists in the 20th century and inspired a generation of painters. In his own work, Hofmann explored color and form. He claimed that art could be given its voice by distilling it to its basics and removing unnecessary material. Among his prominent pieces was The Wind. For years, many historians believed that seeing paintings like it was a key influence on Jackson Pollocks development of the drip painting technique. More recent examination has led art historians to believe that Hofmann and Pollock were experimenting with poured paint at the same time. The Wind (1942). University of California, Berkeley Art Museum In 1944, Hans Hofmann received his first solo gallery show in New York. Art critics celebrated it as a step forward in the exploration of the abstract expressionist style. His work during the 1940s ranged from playful self-portraits executed with bold strokes to colorful geometric shapes that echoed the work of European masters Hans Arp and Joan Miro. Later Work After a retrospective at the Whitney in New York in 1957, Hofmann experienced a late-career renaissance of interest in his work. He quit teaching in 1958 and focused on the creation of art for the final years of his life. Artists and critics alike celebrated his work around the world. In 1963, New Yorks Museum of Modern Art mounted an even more extensive retrospective that traveled across the U.S., South America, and Europe. During the 1960s, Hofmann endured significant sadness due to the passing of many of his artist friends. In response to the deaths of Franz Kline and Jackson Pollock as well as others, he dedicated new pieces to their memory. The most significant blow occurred in 1963 with the passing of Miz due to a heart attack. In the fall of 1965, Hofmann married Renate Schmitz, a woman 50 years his junior. They remained together until his death from a heart attack on February 17, 1966. Hans Hofmann (American, b. Germany, 1880-1966). Memoria in Aeternum, 1962. Oil on canvas. 84 x 72 1/8 in. (213.3 x 183.2 cm). Gift of the artist. The Museum of Modern Art, New York. Â © 2010 Renate, Hans Maria Hofmann Trust / Artists Rights Society (ARS), New York Educator Hans Hofmann was arguably the most influential art instructor of the 20th century. He influenced a generation of young European artists through his teaching in the first years after World War I. Later, particularly in the 1940s, his instruction inspired a generation of American artists. Hans Hofmanns School of Fine Art in Munich focused heavily on the ideas of Paul Cezanne, Wassily Kandinsky, and the Cubists. He offered regular one-on-one critiques, which were a rarity in art schools of the time. Some historians count Hofmanns Munich school as the first ever school of modern art. One of Hofmanns most lasting contributions to the understanding of art was his push/pull theory of spatial relations. He believed that contrasts of colors, forms, and textures created a push and pull in the mind of the viewer that must be balanced. Hofmann also believed that social propaganda or history lessons put an unnecessary burden on paintings and did not make them better works of art. The additional content worked against a vivid depiction of space and the pure magic of creating two-dimensional art on canvas. Legacy As an instructor and mentor, Hans Hofmann was at the center of some of the most significant movements in modern art from the turn of the 20th century to the 1960s. His avid interest in the colorful work of Henri Matisse took the young Hofmann away from a focus on cubism that ultimately led to his work with slabs of color in his mature abstract expressionist work of the 1950s and 1960s. Sources Dickey, Tina. Color Creates Light: Studies with Hans Hoffman. Trillistar Books, 2011.Goodman, Cynthia. Hans Hofmann. Prestel, 1990.

Joe Salatino, President of Great Northern American Case Study - 1

Joe Salatino, President of Great Northern American - Case Study Example As the discussion highlights understanding the perception of people is essentially important. The role that perception of a customer plays in a business transaction is very much significant for the growth of the organization, as it is due to the perception of an individual which affects the outcomes of the conclusion that an individual draws on a particular good, product or service. In the case study of Joe Salatino, the President of Great Northern American, it is evident that the understanding of the perception of the customers is essentially important for the employees working in Joe’s firm. As it is acknowledged before, the firm of Joe Salatino is a marketing firm that deals with selling and providing goods and services to more than 60,000 customers and offices in the United States of America. The firm is comprised of 30 sales team employees, who work efficiently towards achieving the major goals of the organization, Great Northern American. Due to the still completion in t he market from the competitors of the firm, it is important that the employees realize the needs and wants of the product and services that the firm delivers. Customer of the firm derives the perception about the product from the way an employee projects the product to them. When employees of the firm are able to effectively understand the way of thinking of the customer, then they stand a chance to control the customer’s perception and, accordingly, deviate from the process of conclusions made by the customers to benefit the growth process of the organization. It is important to procure different ways to understand the thinking of the customers. Active, attentive listening, which implies listening to the customer and also proving adequate response to their queries, effectively helps in understanding a person’s thinking and judging their perception.

SOCIAL SCIENCES APPLIED TO HEALTH & NURSING Essay

SOCIAL SCIENCES APPLIED TO HEALTH & NURSING - Essay Example The profile of the patient can be found in the appendix at the end of this study. Like any other research study involving human a consent form is given to be filled up by the relative or the participant itself. A consent form 1 includes the following details: reason for the study; what specifically is being tested; why was the subject selected; and what exactly is required of participants. Consent form 2 includes the potential risks / potential benefits; anonymity; right to decline or withdraw; who to contact if concerns and a copy for patient ( www.nmc-uk.org, 2004 ). This paper includes a different approach in having a healthy life throughout the entire life span. The shift from treating the disease to preventing the disease has helped a lot of people understand their risk of having a disease. A person health is affected by the following factors; environment, family history, lifestyle and beliefs. The purpose of this study is to be able to convince a client that health is not merely having free of disease but it is the total wellness of an individual. There is a saying that if you are free from disease the person is healthy. There are 6 dimensions of health that will be discussed in this paper. They are the Social, Emotional, Physical, Intellectual, Environmental and Spiritual wellness of an individual. Comparison in the definition of health is discussed from traditional to Western to modern. It is better to prevent the disease than curing it, which is why government are having health promotions to educate the people on how to prevent disease. The models and different approach in health promotion will be presented and analyzed. The role of a nurse is said to be important in health promotion, one of the factor to be able to have a success in health promotion is how the nurse would play his role. At the end of this paper we will be able to analyze and advised the client as to how she will be able to achieve a healthy life span. The traditional definition of health includes the definition given by the Greek physicians; they believed health to be a condition of perfect body equilibrium. (Kirsten, 2001). The ancient Chinese believed that health was a reflection of a vital body force called "Qi"(Edelman, 1986). However the definition given by the Western medicine became the most famous definition of health focusing on the single component diseases. Not until recently wherein Health was defined by WHO as a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity. (Russel 1975). Health and wellness are interrelated, wellness is multidimensional, an expanded idea of health, it is a popular model used by health programs that encompasses 6 dimensions of health. Wellness is a life long process that includes the awareness of making a choice and making decisions toward a balanced and fulfilling life. Precepts of wellness includes holism, balance, lack of sufficient at tention, self-responsibility and positive and proactive. Holism is your health and well being as an outcome of the constant interaction between the natural dimensions of life and wellness. Balance is by giving significant attention to each of the dimension. Lack of sufficient attention to any one will result in less than optimal development as a person, and may lead to

RESEARCH PROPOSAL ON PRISON POPULATION AND RATES OF INCARCERATION IN Paper

PROPOSAL ON PRISON POPULATION AND RATES OF INCARCERATION IN OUR COUNTRY - Research Paper Example While crime level appears to be driving some of this growth, much of it is connected to sentencing rules and guidelines, the length of sentences, and a general public intolerance of crimes. Racism is still prevalent in America and this is reflected in levels of sentencing and incarceration as well as the proportion of minority races in prisons. This study looks at minority races within prisons, what factors drove them to commit crimes, what their background is and what their sentencing severity was like compared to other races. To do this, face-to-face interviews with prisoners and written questionnaires will be undertaken at many prisons across the country. This attempts to provide a snapshot of the current prison population in the US, how the racial minorities are distributed and whether there are differences in their sentencing and imprisonment compared to other races. Keywords: Prison population, incarcerations, disparity, sentencing policies, African American, racial minority. C ontents Prison Population and Rates of Incarceration in the United States of America among Racial Minority Populations 1 A Research Proposal 1 Abstract 2 Prison populations are rapidly growing with no leveling off of growth rate in sight in the United States. ... 2 To do this, face-to-face interviews with prisoners and written questionnaires will be undertaken at many prisons across the country. This attempts to provide a snapshot of the current prison population in the US, how the racial minorities are distributed and whether there are differences in their sentencing and imprisonment compared to other races. 2 Contents 3 Introduction 4 Literature Review 5 Why are Prison Populations so High? 5 What is the Connection between Crime and Prison Population? 7 How is Minority Races Represented? 8 The population of the US is not uniform, and there are many minority groups widely present. While there have been many increases in equality of treatment across races, it is clear that there is still some way to go. The historical election of President Barack Obama into office, making him our first black president has played a large role in the rights and the equal treatment of minority races, however there are still many socioeconomic examples of racial d ifferences in factors such as employment and rate of incarceration . 8 The rates of incarceration have not risen at the same rates for different minorities. For African Americans the rate of increase has been 184% while it has been 235% for Hispanics. In contrast for non-Hispanic whites the rate has been 164% . A strong example of this is the imprisonment rate of young African Americans. Throughout the country an average of three African Americans for every four serves some time in prison. This is a high rate, and is not proportionate to rates for non-Hispanic whites . 9 The question remains, what is driving the high rates of imprisonment for racial

Evaluation of Mathematics Curriculum

Evaluation of Mathematics Curriculum The question, ‘Why Teach Mathematics?’ as put forward by Ernest (2000), is one without a straightforward answer. Ernest (2000) outlines many difficulties which must be overcome if mathematics is to be taught effectively, namely the wide-ranging and complex aims of school mathematics (Ernest 2000, 7). The debate continues to rage in the columns of the broadsheets, as to whether the mathematics teaching in this country is effective and indeed whether or not it meets the needs of an increasingly complex society. Furthermore, as propounded by Ernest (2000), should the learners themselves be allowed to opt in or out of mathematics learning by choice? The first issue to be discussed is the mathematics curriculum itself. Ernest (2000) recognises four main aims for school mathematics and, therefore, the curriculum: ‘1 To reproduce mathematical skill and knowledge-based capability; 2 To develop creative capabilities in mathematics; 3 To develop empowering mathematical capabilities and a critical appreciation of  the social applications and uses of mathematics; 4 To develop an inner appreciation of mathematics – its big ideas and nature’ (Ernest 2000, 7) These four aims represent the need for a demanding and comprehensive curriculum. The mathematics curriculum has undergone radical changes in recent years, most notably with the introduction of the National Numeracy Strategy in 1998 (DfES 1998). This was followed in 2006 by the renewed Primary Framework for Mathematics (DfES 2006), its aim ‘to support and increase all children’s access to excellent teaching, leading to exciting and successful learning,’ (DfES 2006, 1). Throughout the new framework there seems to be an increased emphasis on problem solving (using and applying) and calculating skills, seemingly in accord with Ernest’s views on the matter, particularly in terms of developing creative abilities in mathematics. The renewed framework for mathematics places increasing importance on developing practical skills and, ‘providing real experiences, context and meaning,’ (DfES 2006, 13), seemingly in line with Ernest’s views. Consequently, it would seem that the current mathematics curriculum is headed in the ‘right’ direction. Indeed current classroom practise is a far cry from the traditional mathematics lessons of the past. Teachers are encouraged to think of the needs of all their learners through using a variety of different interactive teaching strategies. Children are challenged and supported to make progress at a differentiated level. Indeed classroom practitioners are expected to include sophisticated differentiation into their short term planning. This should surely mean that the standard of mathematics within schools is improving. This would also seemingly be at odds with the suggestion put forward by Ernest when he asks, ‘should the same curriculum be followed by all?’ (Ernest 2000, 8). This would imply that if the same curriculum is followed by every pupil, the needs of every pupil are not being met. However, this is not the way that mathematics should be dealt with in the classroom, as summarised by Wain: ‘The degree to which the teacher retains control of what the learners  do each lesson and the extent to which the learners can choose the next task  vary†¦but typical of all is that learning is individualized to a very great extent,  although often within a group setting. Whole-class teaching is, in general,  not used, or used sparingly, and each pupil is engaged in a learning process  that is unique to him or her.’ (Wain 1994, 136) The view that modern teaching methods have improved the standard of mathematics learning in this country is not, however, the opinion commonly put forward by many of today’s journalists. Chris Woodhead of the Sunday Times (August 26th 2007) recently reported that an insufficient number of pupils are obtaining A*-C grades at GCSE level, despite the fact that pass rates are higher than ever: ‘Last year 45.8% of students achieved five A*-C grades including English  and mathematics in the GCSE examination: 54.2% did not. This annual  statistic is one that the government was long reluctant to release. In that  English and maths are of such crucial importance, it is the only statistic  that matters.’ (Woodhead 2007) These figures would seem to suggest that the teaching of maths in this country, and perhaps the maths curriculum itself is in someway failing the young people who sit their GCSE mathematics examination every summer. However, A*-C are not the only pass grades, and this figures could, therefore, be construed as misleading. Institutes of further and higher education do seem to place emphasis on successful candidates having the required A*-C grade in mathematics, however, is this the most useful way of assessing how successful an individual will be at higher levels of study, particularly when that individual may not be continuing their mathematics education beyond GCSE level? Indeed Ernest puts forward the idea that, ‘mathematical attainment is mistakenly identified with intelligence and mental power and used to grade and select persons for various forms of work, including professional occupations, as well as in terms of suitability for higher education,’ (Ernest 2000, 8). Consequently it would seem that too much emphasis is placed on achieving desired grades in mathematics at GCSE level. However, the view of employers and those of higher education institutes is unlikely to change until public opinion is revised, after all, ‘Yes 98% of candidates are awarded some sort of grade, but everyone knows that any grade below a C is worthless in the real world,’ (Woodhead 2007). This argument would seem to lead into another suggestion by Ernest (2000, 8), concerning the viability of the current arrangements for teaching mathematics to five to sixteen year olds in a modern environment, ‘Requiring learners to study mathematics from the age of five to 16 years is less easy to justify if mathematics is not as useful as is often assumed,’ (Ernest 2000, 8). This could be taken to mean, is mathematics as necessary as we think in order to survive and progress in today’s society? It could be proposed that any number of professions, or avenues of employment, do not require the individual to have mathematical knowledge in order for them to execute their duties successfully. Consequently, it could be argued that individuals should be allowed to, ‘opt out altogether,’ (Ernest 2000, 8), if their chosen career path permits it. The difficulty with this route would be deciding at what point in their education the individual should be allowed to opt out of their mathematical instruction. On the other hand Orton (1994, 14) expounds at length on the importance of mathematics in the world today: ‘The indisputable fact is that mathematics is vital to the maintenance of satisfactory living standards. It is mathematics which underpins the science  and technology that support modern society. It would seem to be a  legitimate aim for educators to wish that pupils will come to an understanding  of how society works, and this implies an understanding of how mathematics provides support’ (Orton 1994, 14). Consequently, it could be said that regardless of whether or not we need mathematics for our employment, it is essential for survival in the modern world. At its simplest level individuals needs a knowledge of money and monetary systems to survive in today’s world, something that is addressed by mathematics teaching. At a more advanced level, as technology advances apace, the individual needs to be equipped to operate it in a variety of different occupations. However, is the mathematics curriculum preparing the individual for this adequately? Another question to be considered as part of this debate is, ‘where does mathematics teaching end, and information and communication technology (ICT) teaching start?’ There is surely considerable overlap, and when considering Orton’s (1994, 14) point above, this must be taken into account, indeed the teaching of mathematics must have considerable overlap with a number of different subject areas if it is to be effective. This is a view put forward by the renewed mathematics framework, which places emphasis on the importance of, ‘making links between curriculum subjects and areas of learning,’ (DfES 2006, 13). Making meaningful links between other subject areas and mathematics could make what is learned more valuable as it becomes ‘real’ for the learner. Ernest puts forward the idea that, ‘it is an unhappy learning experience for almost half of the population,’ (Ernest 2000, 8), referring to the experience of learning mathematics which five to sixteen year olds undergo. This would seem to be supported by current research, which indicates that students are reluctant to carry on their study of mathematics beyond GCSE level. Doctor Richard Pike of The Royal Society of Chemistry said in an interview with BBC News: ‘Schools and students are reluctant to consider A-level mathematics to age  18, because the subject is regarded as difficult, and with league tables and  university entrance governed by A-level points, easier subjects are taken.’ (Doctor Richard Pike, BBC news 2007) This would seem to suggest that mathematics at A-level is considered too difficult and insufficiently interesting to tempt students to continue their studies after GCSE level. It also implies that schools and further education institutes are foregoing this more traditional subject in favour of more popular subjects. Doctor Pike also claims that because of this drop in the number of students taking A-Level mathematics, there has been a knock on effect for students wishing to study science at university: ‘Increasingly, universities are having to mount remedial sessions for incoming science undergraduates because their maths skills are so limited, with many having stopped formal lessons in mathematics two years earlier at GCSE level.’ (Doctor Richard Pike, BBC news 2007) If the fact that students are no longer choosing to take their mathematical studies forward into A-level can have such a knock-on effect on their university studies, surely it could be argued that giving students the opportunity to ‘drop’ maths earlier in their education could have even greater implications. Pupils need to be fully aware of all implications before making choices about their A-Level studies. It would seem that thought should also be given to making the prospect of studying A-Level mathematics more attractive to both students, and educational establishments. The concept of making mathematics more ‘attractive’ to the potential A-Level student, takes us back to the discussion we started about the curriculum. It also links into Ernest’s thoughts on appreciating mathematics for its own sake. He discussed appreciating the social role mathematics plays, and has played in the past, (Ernest 2000, 7). Perhaps by incorporating the history of mathematics into pupils’ education it may give them an increased appreciation of the subject itself: ‘The appreciation of mathematics as making a unique contribution to  human culture with special concepts and a powerful aesthetic of its own,  is an aim for school mathematics often neglected by mathematicians and  users of mathematics alike.’ (Ernest 2000, 7) This would suggest that this aspect of mathematical education would be a valuable addition to the mathematics curriculum. Ernest also says that it would be a mistake to confuse an appreciation of maths with ability, as the two don’t necessarily go hand in hand. It is quite possible to develop an appreciation of maths without having an innate ability in the subject (Ernest 2000, 7). Indeed developing an appreciation for mathematics itself, may lead to an increased interest in the subject, consequently this may lead to an improvement in mathematical ability, as interest can be a key factor in children making academic progress. In conclusion Ernest (2000) makes a number of interesting points in attempting to answer the question, ‘Why Teach Mathematics?’ Despite the improvements made to the mathematics curriculum, and the teaching of mathematics, in recent years, there does not seem to have been a sufficient improvement in the number of pupils achieving A*-C grades at GCSE level. There has also been a knock-on effect on the number of pupils taking mathematics at A-Level and beyond, perhaps due to lack of interest, or perhaps due to the difficulty of the subject. Institutes of further education also seem reluctant for their pupils to study mathematics at A-Level. Ernest also puts forward the suggestion that pupils should be permitted to choose to what point they continue their mathematics education, however, this could also have multiple implications. It has been argued that a sound mathematical knowledge is essential for living and working in the world today, despite the fact that many occupatio ns do not necessarily require the individual to have any formal mathematical qualifications. Ultimately a mathematical education would seem to be a necessity for pupils in full time education, however, the way in which it is taught should be constantly reviewed in order for pupils to gain the full benefit of what they have learned. It is the responsibility of educators nationwide to ensure that pupils have a rich and varied mathematical experience, and that they themselves see the importance of teaching mathematics. Bibliography BBC News (2007) www.news.bbc.co.uk/2/hi/uk_news/education/6588695.stm, date accessed 27.08.07 DfES (2006) Primary Framework for literacy and mathematics. London: Department for Education and Skills. DfES (1998) The National Numeracy Strategy. London: Department for Education and Skills. Ernest, Paul (2000) Why Teach Mathematics? in Bramall, S and White, J (Eds) Why Learn Maths? Bedford Way Papers London: Institute of Education Orton, Anthony (1994) Aims of Teaching Mathematics in Orton, Anthony and Wain, Geoffrey (eds) Issues in Teaching Mathematics. London: Cassell. Wain, Geoffrey (1994) Learning Styles and Teaching Mathematics: Towards Open Learning in Orton, Anthony and Wain, Geoffrey (eds) Issues in Teaching Mathematics. London: Cassell. Woodhead, Chris. (2007) The GCSE’s Failure www.timesonline.co.uk/tol/news/uk/education/article2326707.ece, date accessed 27.08.07

Hawaiis political economy :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Hawaii’s political economy went through some major changes. The development of plantations and tourism paved the path for how Hawaii’s economy is today. I will discuss how tourism, ethnicity, gender and education both constrain and enable opportunities in contemporary Hawaii.   Ã‚  Ã‚  Ã‚  Ã‚  Captain James Cook and his crew came to Hawaii in 1778. Bringing along many diseases such as, syphilis, gonorrhea, tuberculosis, and viral hepatitis.(Blaisdell, p.44) Native Hawaiians were not immune to these diseases, they were unable to be cured therefore died and a massive depopulation occurred. An estimated 500,000 Hawaiians were living in Hawaii before Western Contact, and in 1878 less than 45,000 Hawaiians remained.(Trask, p.10). With the rapid decrease of Hawaiians, also came the fact that their culture was in danger.   Ã‚  Ã‚  Ã‚  Ã‚  Foreign exploitation began, when Cook replaced the traditional island subsistence-sharing economy by the for-profit barter and afterward the money economy. Firearms, and sandalwood lumbering where just a few items that brought foreign economic and political control of the ruling ali’i, who were tricked by many greedy Western merchants. The Great Mahele of 1848 and the Kuleana Act of 1850 contained a major land redistribution act, which was forced onto the monarchy by Westerners(Blaisdell, p.44). Bringing fee simple ownership to Hawaiians, these land divisions actually alienated the land from them. The Mahele divided the lands between the chiefs, king and government. The Kuleana act supposedly guaranteed to the makaainana fee simple title to small plots of land, which would eventually separate the individual from the group. (Trask, p.10) Hawaiians depended on the land, they were not use to â€Å"private property†, which led to many problems, and the c hiefs and the government were heavily indebt to the Western merchants.   Ã‚  Ã‚  Ã‚  Ã‚  A small company of thirty-four New England missionaries came to Hawaii between 1820 and 1930, were the first modern immigrants. (Lind p.59) Missionaries were powerful agents of cultural destruction, coming to Hawaii to settle and teach their ways and beliefs. Bloodthirsty priests and despotic chiefs had ruled one reason for missionaries arriving and settling in Hawaii, due to the fact that they believed ancient Hawaiians. (Trask p.14) Bringing along cultural havoc by establishing a western style educational system, which included the first textbook as the Bible. The most critical change was in the use of language as a tool of colonization. Language had once been inseparable from the Hawaiians and their history by communicating their heritage between and among many generations, now came to be used as the very vehicle of alienation from their habits of life.

Compare and contrast the approaches of Hamlet and Laertes to revenge Essay

â€Å"†¦ By the image of my cause, I see / The portraiture of his. † Compare and contrast the approaches of Hamlet and Laertes to revenge. Hamlet is the son of the late king Hamlet and is grieving over his father’s unexpected death. Both Laertes and Hamlet are avengers, avenging their fathers’ murders. He also has to contend with the fact that his mother, the queen, Gertrude, re-marries rather quickly to the new king Claudius (the late king Hamlet’s brother). Hamlet also wishes to return to university perhaps to deal with the incidents of late and to return to some sort of normality. This is somewhat ignored by the Claudius’s need to keep a fixed eye of him. As the play continues you learn that the late king Hamlet was actually murdered and it is Hamlet’s duty to seek revenge and resolve the situation. This he deals with badly, by continuously battling with his conscience as to whether or not he can do it and if it is acceptable to seek such revenge. Laertes is the Lord Chamberlain’s son and also the brother of Hamlet’s true love. His request to return to France is granted and he is away until he hears of the tragedies that occur within his family, namely the death of his father Polonius and the insanity of his sister, Ophelia. Initially characters, Hamlet and Laertes appear to be completely different from one another. It is not until you make a comparison between Hamlet and Laertes that it becomes apparent that there are a number of similarities as well as differences. Hamlet and Laertes are both honourable and noble men and come from very good families; Hamlet is royalty and Laertes is the Lord Chamberlain’s son. The part in the play, which shows true repentance from Laertes, is when he speaks out to Hamlet at the end. He tells him of his foul play, that his mother has been poisoned, that the blade is poisoned too and that it is the king to blame. Laertes also seeks forgiveness from Hamlet for his part of the evil that has spread. This proves that he is deeply an honest man and not one of evil. Hamlet, also of the same nature, exchanges forgiveness. This is a major indication, on Hamlet’s behalf that he is to an honourable man. â€Å"Exchange forgiveness with me, noble Hamlet. † (Laertes Act v Scene ii) â€Å"Heaven make thee free of it! I follow thee. † (Hamlet Act v Scene ii) Both Hamlet and Laertes love Ophelia and are devastated by her death. Also their reactions to certain events are also alike. Initially when Hamlet learns that his father was murdered he shouts out in temper and portrays an angry man ready to seek revenge. However, this gets waylaid by Hamlet dwelling on the truth as opposed to acting on it, whereas Laertes has the same initial reaction but with the intent to seek revenge instantly, with prompting by Claudius. Hamlet’s only prompting is by the ghost, and in one instant acts on impulse. This act of impulse occurs in the Queen’s closet when she and Hamlet are arguing and Hamlet kill’s who ever it is hiding behind the arras. This is most certainly not a natural reaction by Hamlet. â€Å"A sword unbated, and, in a pass of practice, /Requite him for your father. † (Claudius speaking with Laertes privately Act v Scene ii) Another similarity is when the two characters commit themselves to whatever lies ahead, namely a destiny as a result or consequence of their actions. However, a main difference is the fact that this is an almost instant reaction for Laertes but one which Hamlet commits to in Act I scene v but there is a delay and he does not seem to be ‘ready’ until Act IV scene ii. â€Å"Let come what comes† (Laertes Act iv Scene v) â€Å"mine is ready, now or whensoever† (Hamlet Act v Scene ii) However as many similarities as there are, the contrasts are more noticeable and at first glance are clearer and easier to perceive. Some would think Hamlet to be the cowardly avenger, this I feel portrays Laertes to be a more courageous character. Hamlet deliberately attempts to delay the revenge he seeks for his father’s death. He accuses himself of â€Å"bestial oblivion† and â€Å"over-speculation†. He seems to be less focused than Laertes and on occasion battles with his conscience. â€Å"To be, or not to be – that is the question† (Hamlet Act iii Scene I). Laertes on the other hand is very direct, consistent, and almost the single-minded avenger. He doesn’t seem to struggle with his conscience and is more than willing to accept the consequences of his actions. Laertes even states in act iv scene v â€Å"I dare damnation. To this point I stand, That both the worlds I give to negligence†. He really does not care what will happen to him providing his revenge for his father’s death is sort. This play was set in Elizabethan times, an era where attitudes were mixed and ambivalent towards revenge. This helps to truly appreciate this bold behaviour from Laertes. Revenge in these times was known to be against the church and condemned by God. Which in others words meant you would not meet with God after death and would have to deal with the devil damnation. However these attitudes were far more complex and did actually depend more on the circumstances as opposed to a ‘black and white’ theory. In Hamlet’s fifth soliloquy, he reflects on the repercussions of revenge, which is perhaps one reason for his constant dwelling and hesitation on the task of killing Claudius. Laertes does not in the slightest entertain these views. â€Å"When we have shuffled off this mortal coil, /must give us pause. There’s the respect/ That makes calamity of so long life. † (Hamlet Act iii Scene I).

Foot and Mouth essays

Foot and Mouth essays Foot and mouth disease (FMD) is a severe, highly communicable viral disease of cattle, sheep, and swine. It also will affect goats, deer, and other cloven-hoofed animals. This disease is characterized by fever and blister-like lesions on the tongue and lips in the mouth, on the udders, and between the claws. Many affected animals usually recover, but the disease leaves them debilitated. It causes severe losses in the production of milk and meat. This disease spreads widely and rapidly and it carries with it grave economic and physical consequences. Because of these reasons, many livestock owners dread this disease. This disease is caused by a virus. This virus has the ability to remain viable in carcasses, in animal by-products, in water, in such materials as straw and bedding and even in the open pastures. There are seven different types and many subtypes of FMD virus. The animal s can become infected by one or more than one virus types at the same type. Recovered animals can suffer repeated attacks of the disease because immunity to one type does not protect against other types. FMD is spread by animals, people, and materials that bring the virus into physical contact with susceptible animals. Some of the +causes of an outbreak are: v People wear contaminated clothes of footwear or use contaminated equipment v Contaminated animals are introduced to susceptible herds v Contaminated facilities are used to hold susceptible animals v Contaminated vehicles are used to transport animals v Raw or improperly cooked garbage containing infected meat or animals products is fed to animals v Animals are exposed to areas that may have been contaminated with the virus v Cow is inseminated by semen from an infected bull There has been no documented case of human becoming infected with the disease; however, they can carry it on heir clothes and hair, even in their lungs and nostrils, the virus, which kills cloven-hoo...

The heights of 16-18 year old young adults varies between males and females Essays

The heights of 16-18 year old young adults varies between males and females Essays The heights of 16-18 year old young adults varies between males and females Essay The heights of 16-18 year old young adults varies between males and females Essay ? à ¯Ã‚ ¿Ã‚ ½) then n ~ N ( à ¯Ã‚ ¿Ã‚ ½ , ? à ¯Ã‚ ¿Ã‚ ½ ) provided that n is n sufficiently large. (A good rule of thumb is n ? 30) By using the Central Limit Theorem it enables me to make a prediction about the distribution of the sample mean even if I dont know the parent population. Providing the sample is large enough I am able to be confident that the mean of the sample is close to the population mean. Heights of 16-18 year old females x (inches) x^2 F xF x^2F 5ft 60 3600 1 60 3600 5ft 1inc 61 3721 5 305 18605 5ft 2inc 62 3844 8 496 30752 5ft 3inc 63 3969 10 630 39690 5ft 4inc 64 4096 5 320 20480 5ft 5inc 65 4225 4 260 16900 5ft 6inc 66 4356 6 396 26136 5ft 7inc 67 4489 3 201 13467 5ft 8inc 68 4624 2 136 9248 5ft 9inc 69 4761 2 138 9522 5ft 10inc 70 4900 1 70 4900 5ft 11inc 71 5041 1 71 5041 6ft 72 5184 1 72 5184 6ft 1inc 73 5329 1 73 5329 Total 50 3228 208854 Mean 64.56 Variance 9.0864 Heights of 16-18 year old males x (inches) x^2 F xF x^2F 5ft 2inc 62 3844 1 62 3844 5ft 3inc 63 3969 0 0 0 5ft 4inc 64 4096 2 128 8192 5ft 5inc 65 4225 2 130 8450 5ft 6inc 66 4356 2 132 8712 5ft 7inc 67 4489 3 201 13467 5ft 8inc 68 4624 3 204 13872 5ft 9inc 69 4761 6 414 28566 5ft 10inc 70 4900 4 280 19600 5ft 11inc 71 5041 7 497 35287 6ft 72 5184 10 720 51840 6ft 1inc 73 5329 6 438 31974 6ft 2inc 74 5476 2 148 10952 6ft 3inc 75 5625 1 75 5625 6ft 4inc 76 5776 1 76 5776 Total 50 3505 246157 Mean 70.1 Variance 9.13 A 99% confidence interval for the height of females aged 16-18 = 64.56 Sà ¯Ã‚ ¿Ã‚ ½ = 9.0864 n = 50 ? (0.995) = 2.5758 ?à ¯Ã‚ ¿Ã‚ ½ n-1 ( n ) Sà ¯Ã‚ ¿Ã‚ ½ n-1 = 50 x 9.0864 = 9.272 49 à ¯Ã‚ ¿Ã‚ ½ = à ¯Ã‚ ¿Ã‚ ½ x ? n-1 V n à ¯Ã‚ ¿Ã‚ ½ = 64.56 à ¯Ã‚ ¿Ã‚ ½ 2.5758 x 9.272à ¯Ã‚ ¿Ã‚ ½ V 50 à ¯Ã‚ ¿Ã‚ ½ = 64.56 à ¯Ã‚ ¿Ã‚ ½ 2.5758 x V 9.272 7.071 à ¯Ã‚ ¿Ã‚ ½ = 64.56 à ¯Ã‚ ¿Ã‚ ½ 2.5758 x 3.045 7.071 à ¯Ã‚ ¿Ã‚ ½ = 64.56 à ¯Ã‚ ¿Ã‚ ½ 2.5758 x 0.431 à ¯Ã‚ ¿Ã‚ ½ = 64.56 à ¯Ã‚ ¿Ã‚ ½ 1.110 à ¯Ã‚ ¿Ã‚ ½ is in the interval [ 63.45 , 65.67 ] 63.45 x 65.67 A 90% confidence interval for the height of females aged 16-18 = 64.56 Sà ¯Ã‚ ¿Ã‚ ½ = 9.0864 n = 50 ? (0.95) = 1.6449 ?à ¯Ã‚ ¿Ã‚ ½ n-1 ( n ) Sà ¯Ã‚ ¿Ã‚ ½ n-1 = 50 x 9.0864 = 9.272 49 à ¯Ã‚ ¿Ã‚ ½ = à ¯Ã‚ ¿Ã‚ ½ x ? n-1 V n à ¯Ã‚ ¿Ã‚ ½ = 64.56 à ¯Ã‚ ¿Ã‚ ½ 1.6449 x 9.272à ¯Ã‚ ¿Ã‚ ½ V 50 à ¯Ã‚ ¿Ã‚ ½ = 64.56 à ¯Ã‚ ¿Ã‚ ½ 1.6449 x V 9.272 7.071 à ¯Ã‚ ¿Ã‚ ½ = 64.56 à ¯Ã‚ ¿Ã‚ ½ 1.6449 x 3.045 7.071 à ¯Ã‚ ¿Ã‚ ½ = 64.56 à ¯Ã‚ ¿Ã‚ ½ 1.6449 x 0.431 à ¯Ã‚ ¿Ã‚ ½ = 64.56 à ¯Ã‚ ¿Ã‚ ½ 0.709 à ¯Ã‚ ¿Ã‚ ½ is in the interval [ 63.85 , 65.27 ] 63.85 x 65.27 A 99% confidence interval for the height of males aged 16-18 = 70.1 Sà ¯Ã‚ ¿Ã‚ ½ = 9.13 n = 50 ? (0.995) = 2.5758 ?à ¯Ã‚ ¿Ã‚ ½ n-1 ( n ) Sà ¯Ã‚ ¿Ã‚ ½ n-1 = 50 x 9.13 = 9.316 49 à ¯Ã‚ ¿Ã‚ ½ = à ¯Ã‚ ¿Ã‚ ½ x ? n-1 V n à ¯Ã‚ ¿Ã‚ ½ = 70.1 à ¯Ã‚ ¿Ã‚ ½ 2.5758 x 9.316à ¯Ã‚ ¿Ã‚ ½ V 50 à ¯Ã‚ ¿Ã‚ ½ = 70.1 à ¯Ã‚ ¿Ã‚ ½ 2.5758 x V 9.316 7.071 à ¯Ã‚ ¿Ã‚ ½ = 70.1 à ¯Ã‚ ¿Ã‚ ½ 2.5758 x 3.052 7.071 à ¯Ã‚ ¿Ã‚ ½ = 70.1 à ¯Ã‚ ¿Ã‚ ½ 2.5758 x 0.432 à ¯Ã‚ ¿Ã‚ ½ = 70.1 à ¯Ã‚ ¿Ã‚ ½ 1.113 à ¯Ã‚ ¿Ã‚ ½ is in the interval [ 68.99 , 71.21 ] 68.99 x 71.21 A 90% confidence interval for the height of males aged 16-18 = 70.1 Sà ¯Ã‚ ¿Ã‚ ½ = 9.13 n = 50 ? (0.95) = 1.6449 ?à ¯Ã‚ ¿Ã‚ ½ n-1 ( n ) Sà ¯Ã‚ ¿Ã‚ ½ n-1 = 50 x 9.13 = 9.316 49 à ¯Ã‚ ¿Ã‚ ½ = à ¯Ã‚ ¿Ã‚ ½ x ? n-1 V n à ¯Ã‚ ¿Ã‚ ½ = 70.1 à ¯Ã‚ ¿Ã‚ ½ 1.6449 x 9.316à ¯Ã‚ ¿Ã‚ ½ V 50 à ¯Ã‚ ¿Ã‚ ½ = 70.1 à ¯Ã‚ ¿Ã‚ ½ 1.6449 x V 9.316 7.071 à ¯Ã‚ ¿Ã‚ ½ = 70.1 à ¯Ã‚ ¿Ã‚ ½ 1.6449 x 3.052 7.071 à ¯Ã‚ ¿Ã‚ ½ = 70.1 à ¯Ã‚ ¿Ã‚ ½ 1.6449 x 0.432 à ¯Ã‚ ¿Ã‚ ½ = 70.1 à ¯Ã‚ ¿Ã‚ ½ 0.711 à ¯Ã‚ ¿Ã‚ ½ is in the interval [ 69.39 , 70.81 ] 69.39 x 70.81 Comparing confidence intervals Below I have presented my confidence intervals graphically: This one shows the confidence intervals of 90% and 99% for the heights of females aged 16-18 years old. This one shows the confidence intervals of 90% and 99% for the heights of males aged 16-18 years old. As you can see by these to diagrams the bigger the confidence the more confident I am that the population will lie between the two values. However the smaller the confidence the less confident I am that the two values will lie between them two values. When you compare both the male and female confidences graphically you can see that the female heights are concentrated down the left side of the scale whereas the male heights are situated on the right side of the scale. This represents that males are taller than females. Conclusion When I relate my evidence that I have obtained from doing confidence intervals and working out the mean and variance values of both populations to my hypothesis, the distribution of the heights of males is bigger than the heights of females. I calculated two levels of confidence for both males and females; 90% and 99%. When I collected my data it wasnt random, however I did try and make sure that when I collected my data I ensured that I wasnt biased, I did this by not paying must attention to the persons height and the majority of people I asked were sitting down at a table, also I didnt collect my data at a modelling studio where the majority of the population would be over 6ft, If I had time I would have extended my problem by widening the age of males and females as I only managed to obtain the heights if males and females aged 16-18. I could have increased this by including younger and older populations. I could have concentrated my data collection on children aged 10-15 to compare the difference in height of all 10 year olds up to the age of 15. I could have also compared the difference in the heights of boys and girls as the age increases from age 10-15 to see if girls increase in height more gradually than boys do as they might shoot up at a certain age, or maybe it occurs the other way round. If I decided to keep to the data I had collected I could have adapted it by seeing if that the taller a person is, the bigger their shoe size would be and the shorter a person is, the smaller their shoe size would be. Formulae and definitions Variance Sà ¯Ã‚ ¿Ã‚ ½ Mean Standard error s.e. = ? s.e. Vn Unbiased estimate ( n-1 ) Sà ¯Ã‚ ¿Ã‚ ½ = ? n-1 n Confidence intervals C.I. à ¯Ã‚ ¿Ã‚ ½ = à ¯Ã‚ ¿Ã‚ ½ x ? n-1 V n

Divisions of the APA Essay Example | Topics and Well Written Essays - 500 words

Divisions of the APA - Essay Example The current president of this division is Dr. Kim Fromme from the University of Texas at Austin. The division oversees the publication of the journals which deal with addiction such as the Psychology of Addictive Behaviors and the Addictions Newsletter. Interestingly, the information provided about the division on the APA website makes it clear that alcohol and smoking are not the only psychological addictions a person can have. It was a new realization for me to note that the division considers things such as gambling, eating, sexual behavior and even spending to be addictions (APA, 2007). As the history of the division makes clear that the division has been active for many years, the current activities of the division also signify that research works as well as studies on addiction are being conducted by the division at the present time (APA, 2007). I personally feel that the study of addiction is an important aspect of psychology and the department will remain a positive force for the APA and its partner organizations in the

Maison Bouygues Assignment Example | Topics and Well Written Essays - 1500 words

Maison Bouygues - Assignment Example It is irrefutable that amidst the effort of companies to deliver the value which they have chosen to impart, there have been discrepancies with these two. The tactical aspect of marketing often does not fully embody what has been strategically formulated. In line with this, this paper looks at the value creation within MB, identifying the value that it chooses and how it provides this value to its clientele. At the end, this paper will give further recommendations on how value creation can be enhanced through the alignment of strategic and tactical marketing. As with any business organization, MB's strategic aspect of marketing is comprised of its segmentation, targeting, and positioning. The company's identification of the value that it wants to provide is rationally through identifying its customers and their specific needs and wants and specifically pinpointing what image the company wants to build in the mind of its customers. Among these client groups, the New Anxious represents approximately 25% of the company's customers. This segment, having the least income (average is FF12, 700), demands the most value for their hard-earned money for their first homes. It should also be noted that MB has a relatively high presence in this group indicated by the 138 MB presence index reported. The Wealthy Savers comes next with approximately 24% of MB's clientele. Directly opposed to the New Anxious, this group generates high income which averages FF18, 100 and have owned their previous homes. MB also has a high presence in this segment relative to the industry (MB presence index is 123). Autonomous Independents represents 19% of the MB's total market. Having an average income of $16, 500, this group occupies high social level and desires to own their home after renting for some time. Relative to its competitors, MB has a relatively low presence in this market indicated by MB's presence index which is reported at 53. Wealthy Spenders and New Responsible both share approximately 16% of MB's entire market. Wealthy Spenders have the highest average income at FF19, 700. However, MB's presence in this sector is only limited compared to the whole industry. New Responsible group has a low average income of FF14, 400 who demands more value and quality from MB's products because they would want to leave their house to their children. The company has a very high presence in this segment (MB's presence index is 123). The conducted market segmentation above clearly distinguishes the targeting strategy employed by MB. Furthermore, looking at the history of the company shows how it has alters and augments the particularly markets that it intended to serve: "Initially MB focused on building small, basic homes for middle and lower-income households. During the mid-1980s, the company shifted its focus to the higher end of the single family market." This shift in targeting strateg