Environmental analysis of Nivea in Thailand

Environmental analysis of Nivea in Thailand In todays world, all businesses are facing the dynamic of world economy. In business world, there is always strong competition in the market with new business players and convergence of the industry. Companies have to adjust themselves in order to survive and to conduct good performances; even the market leader of the industry needs to be successful with improved performance, high profitability and competitive edge. To be successful, a business needs to set its overall direction for the company through business plan aiming to achieve business goals and objectives. One of the most important parts of the overall business plan is the marketing plan. In formulating an effective marketing plan, a company needs to follow segmentation, targeting and positioning (STP) steps as they are the foundation of marketing strategy (Desarbo et al., 2008). STP process is in the area of market-oriented approach, which primarily examines the external environment based on market needs so as to develop products which well respond to the market. Currently, while the overall markets are becoming more mature and customer needs are greatly diverse, the use of STP strategy is indispensable. In highly dynamic environment, most companies conduct segmentation research studying the changes in the marketplace and adapt themselves to the dynamic world. Therefore, it is very common that most businesses are increasingly segmenting markets and identifying each target market in order to explore new opportunities, develop right positioning to establish brand image and brand reputation, deliver proper communications to the target audiences, and also effectively invest resources and specific capabilities to the main marketing activities. The company will be able to create a value proposition specific to the target market by developing an effective marketing strategy, including marketing mix. By going through the STP process, a company will be likely to establish its own identity and differentiate itself from other competitors in the marketplace. This research studies the mens grooming product industry in Thailand. The methodology is to examine how the product owner develops its marketing strategy and how the STP process has vital role in formulating the strategy. In Thailand, mens grooming market is a high growth industry, with approximately 14 percent growth annually from 2005 to 2008 and the market size in 2009 expanded with the value of Bt5.5 billion. Growth of the industry in year 2008 mainly came from growth of mens skin care market, with 26% percent growth in terms of current value (Euromonitor International: Mens Grooming Products Thailand, 2009). Mens skin care market is considered not only an attractive market but also a very highly competitive market in Thailand. This paper uses a case study of NIVEA FOR MEN brand in Thailand, the line of products manufactured by Beiersdorf Thailand, as it is a good case study about mens skincare market. Moreover, it specifically concentrates on male skin care market which is segmentation method of NIVEA FOR MEN. Therefore, this case study is of interest of the author to study the whole process of STP which can lead to the formulating of marketing strategy of a leading brand in mens skin care market, NIVEA FOR MEN. Prior to this study, there have been some researches studying male consumers behaviors which claimed that men consumers are now much more a part of modern consumerism as women (Sturrock et al., 1998). In recent years, a number of researchers aim their interests at male consumers in order to study male consumption of products and styles which contributes to the production of self image (Firat, 1993), and also the construction of self concept (Thompson and Hirschman, 1995). In this paper, the qualitative approach, in-depth interview will be the main research method. The research will provide more details of the area of study and clarify the discussed concepts. 1.2 Purpose of the project Points of the authors interest in this research are the rapid growth of mens grooming product industry and the way a leading brand in this industry has employed marketing strategies. An overall purpose of the project is to study the thorough process of segmentation, targeting, and positioning (STP process) that is the main part in creating effective marketing strategy, and to examine how and to what extent the STP process can be applied to men skin care industry as well as to assess its implementation on a leading brand in men skin care market, NIVEA FOR MEN which is owned by Beiersdorf Company. 1.3 Design of the Project and Objectives This paper mainly deals with the scope of the process of segmentation, targeting, and positioning of a leading brand in men skin care market. As the stated process is the foundation and genesis of marketing strategy formulation, this research covers the linkage among these market-led marketing strategies. The paper will analyze market attractiveness in Thailand, and male consumers needs as well as Beiersdorf Thailand resources and capabilities. The investigation will be done by in-depth interview with marketers in Beiersdorf Thailand in order to gain insight information about the STP process and also the implementation of NIVEA FOR MEN marketing strategies. After all, the theory will be concluded and will also be used as a base of recommendation for the potential growth direction of NIVEA FOR MEN, a market leader in the very high growth industry. The objectives of this research are as follows to trace the origins of marketing strategy concept in real word situation in mens grooming products market and men skin care market in Thailand; to investigate the process of segmentation, targeting, and positioning of NIVEA FOR MEN brand; to examine the linkage among segmentation, targeting, and positioning as well as to study how STP process leads to the formulation of marketing strategy of NIVEA FOR MEN; to study the creation of competitive positioning and marketing plan as a market leader men facial care industry; and to make recommendation in respect of the maintenance of its market leader positioning according to consumers perspectives. 1.4 NIVEA International History and NIVEA Thailand History The case study of Beiersdorf Thailand, NIVEA FOR MEN is used in this research as it is the best case to study about the market-oriented approach with focusing on segmentation, targeting, and positioning process. Moreover, it is of interest of the author as NIVEA FOR MEN, with the various lines of products, is the leading brand in Thai rapid growth industry, mens skin care market. The history of Beiersdorf AG is briefly summarised (See Appendix [4-1]). Both NIVEA international history and NIVEA Thailand history are summerised to illustrate NIVEAs current conditions in world market and in Thailand. 1.4.1 NIVEA International History Figure [1-1]: NIVEA Worldwide Source: www.nivea.com NIVEA is one of the worlds leading international skincare industries, founded in 1911 in Germany by Oskar Troplowitz, who named the company NIVEA, from the Latin word nix or nivis, meaning snow, in reference to the colour of the product. Currently, NIVEA is claimed to be the worlds largest skincare brand with a strong international presence in around 170 countries and an enviable reputation. Also, Beiersdorf has had strong sales worldwide as during 2008 and 2009, Beiersdorfs annual sales in terms of worldwide products sales are at à ¢Ã¢â‚¬Å¡Ã‚ ¬ 5,971 million and à ¢Ã¢â‚¬Å¡Ã‚ ¬ 5,748 million, respectively. Beiersdorf had already established an international presence with a large number of products prior to World War II. Trademarks were registered in many countries in order to protect these brands. According to the Beiersdorf website (2010) after World War II, these trademarks were lost in almost all countries, particularly those for NIVEA, and the company tried in each of these countries to recover the trademarks. Beiersdorf began expanding internationally in 1952s. Among the countries involved in the first international expansion were the Netherlands, followed by Argentina, Switzerland and Brazil in 1958. The following overview shows when the rights were recovered in each country. 1961 Sweden 1963 Mexico 1966 Finland/Denmark 1968 African Commonwealth Countries (except South Africa) 1973 U.S.A 1974 France incl. former colonies, now Chad, Mali, Cameroon, The Congo, etc 1977 Hong Kong, Thailand, Malaysia, Singapore, Gibraltar, Cyprus, Malta, Bermuda, Bahamas, Jamaica, Barbados, Trinidad and Tobago 1985 Norway 1992 United Kingdom, Ireland, Canada, South Africa, New Zealand, India, Pakistan, Israel, Australia 1993 Romania 1998 Poland Besides guaranteeing continued high quality on individual products, NIVEA expanded their product range into new cosmetic fields, such as decorative cosmetics and hairstyling and made notable innovations in skincare. Moreover, NIVEA began expanding their product line to provide complete cosmetic care for the whole family and for style-conscious singles. 1.4.2 NIVEA Thailand History In 1984, the NIVEA brand was introduced in Thailand, imported and distributed by Beiersdorf (Thailand) Co., Ltd. The brand was introduced as the first mass market skincare cream and the worlds first true cosmetic moisturizer in the famous blue tin with the white logo. NIVEAs products included NIVEA Crà ¨me, Skin Lotion and Labello Lip Care. According to the Beiersdorf (2010) website, Thai Food and Drug Administration (FDA) chooses the NIVEA factory for shooting Good Manufacturing Practices (GMP) Introduction Video. Later, in 1995, NIVEA obtained the GMP certificate from the local FDA Public Health Ministry which was the first GMP certificated to a cosmetic factory in Thailand and NIVEA Research and Development (RD) presented the New Method in Non-Animal Allergy Testing, to the Dean and professors of Pharmaceuticals Science Faculty, Chulalongkorn University. (Nivea website, 2010). By 2008, NIVEA in Thailand was successfully growing and had achieved an excellent 32% market share in the Super Hypermarkets sales channel which is of strategic importance in the Thai market (Nivea website, 2010). Overall, in skin care market, Beiersdorf Thailand is market leader with 11.9 percent market shares in 2008. In this year, Beiersdorf Thailand overtook Unilever Thai Holdings to lead sector sales (Euromonitor International: Skin Care Thailand, 2009) (See Appendix [1-2]). In Thailand, NIVEA achieved market leadership in Mens grooming sectors in year 2008 with 23.4 percent market share, followed by Gillette by Procter Gamble with 14.1 percent market share (Euromonitor International: Mens grooming products Thailand, 2009) (See Appendix [1-3]). NIVEA is also number one in body care sector, with body care brand share 23 percent and 23.5 percent in 2007 and 2008, respectively. (Euromonitor International: Skin Care Thailand, 2009) (See Appendix [1-4]). The NIVEA brand is now available in Thailand in the following products: NIVEA Body NIVEA FOR MEN NIVEA Visage NIVEA Deodorant NIVEA Sun NIVEA Lip Care NIVEA Bath Care

How Kurt Vonneguts Life Efected his Work :: essays papers

How Kurt Vonneguts Life Efected his Work Kurt Vonnegut Kurt Vonnegut, Jr. was born in Indianapolis in 1922. His father was an architect, his mother a noted beauty. Both spoke German, but wouldn’t teach Kurt the language because of all the anti-German sentiment following the first World War. While in high school, Vonnegut edited the school's daily newspaper. He attended Cornell for a little over two years and wrote for the Cornell Daily Sun. In 1942, he was drafted into the U.S. Army. In 1944, his mother committed suicide and he was taken prisoner following the Battle of the Bulge. After the war, Vonnegut entered a Masters program in anthropology at the University of Chicago. His thesis, titled Fluctuations Between Good and Evil in Simple Tales, was not accepted, but eventually he was awarded his MA for his writings in Cat’s Cradle. Throughout the 1950s Vonnegut published numerous short stories in national magazines. Player Piano, his first novel, appeared in 1952. This was followed by Sirens of Titan in 1959, Mother Night (1962), Cat's Cradle (1963), God Bless You, Mr. Rosewater (1965), and his most highly-praised book, Slaughterhouse Five in 1969. Vonnegut has been prolific in the subsequent years, too. His most recent novel Timequake was published in 1997. On February 13, 1945, while Vonnegut was still a POW in Dresden, the city was bombed killing 135,000 citizens. Vonnegut and other Allied POW’s took shelter in an underground meat locker. This was the basis for one of Vonnegut’s most famous works, Slaughterhouse-Five. "All of this happened, more or less. The war parts, anyway, are pretty much true."1 So begins Slaughterhouse-Five. In the book an American POW named Billy Pilgrim witnesses and survives the firebombing of Dresden. Later, after he makes it home from the war, Pilgrim is kidnapped by aliens from the planet Tralfamadore. They explain to him their concept of time and space and that we exist solely for them. Vonnegut has said that he always intended to write about his experience, but was unable to do so for more than twenty years. He wanted to simply describe what happened through a narrative, but it never worked. The novel is a response to war. "It is so short and jumbled and jangled," says Vonnegut, "because there is nothing intelligent to say about a massacre." It’s easy to see how Vonnegut’s war time experience had an influence on Slaughterhouse-Five but, his knowledge of war also had some influence on Cat’s Cradle.

Assessment and its important part of education process

Recently, research workers have progressively recognised the importance of formative appraisal in bettering kids ‘s advancement and attainment ( Bone, 1999 ; Wiliam et al. , 2004 ) . Although groundss provided in this work suggest that policies have underestimated the complexness of this sort of assessment- and that some instructors find it hard to do- the benefits of formative appraisal can far outweigh the disadvantages. Appraisal has become a really of import portion of instruction procedure and it has advanced well over the past old ages ( Johnston et al. , 2009 ; Hall and Burk, 2004 ) and, as our instruction system becomes more course of study focused, the accent moves progressively to how instructors teach and how kids are taught ( Butt, 2010 ) . In this position, acquisition is concerned with the building of apprehension, accomplishments and attitudes ( Johnston, 1996 ; Pritchard, 2005 ) . In other words, it is concerned with the type of larning pupils become involved with. In add-on, why and how we assess students has an tremendous impact on their educational experience and accordingly on how and what they learn ( Wynne, 2007 ) . In the visible radiation of these, this work aims to specify what appraisal is, puting peculiar focal point in the formative appraisal. It will besides critically analyze how formative appraisal may back up students ‘ acquisition, back uping the analysis with theories on kid development and kids ‘s acquisition, every bit good as observations and grounds from school experiences. Appraisal ‘ The appraisal of kids has to function a assortment of intent, but it is chiefly to inform determinations made by the instructor about what work a kid is capable of pull offing ‘ . Hayes ( 2006 ) Assessment means different things in different contexts and it is besides carried out for different intents ( Arthur et al. , 2006 ) . During my preliminary fond regard I noticed that instructors were measuring all the clip and some of those appraisals were traveling on besides during learning. For illustration, while learning, instructors picked up information about kids ‘s cognition through eavesdropping ( where in group treatment, the instructor would stand by a tabular array, but listening to the other table treatment alternatively ) or oppugning and they besides assessed the degree of apprehension of the category through a speedy quiz or game at the beginning or terminal of the lesson. Those appraisals have helped instructors to see what works and what does non in footings of pupil acquisition. However, they normally used this information to measure their ain lesson and/or the degree of cognition and apprehension of the category, instead than to do formal appraisals which could be fed back to students ( Preliminary Attachment, 2010 ) . From reflecting in illustrations from theory and pattern, it is possible to state that appraisal in instruction involves doing opinions about students ‘ attainments ( Alexander, 2010 ; Preliminary Attachment, 2010 ) . In other words, it involves instructors make up one's minding on how they will roll up information, what information is relevant, how they will come to a opinion and so how to describe and notice a judgement to those who want to cognize how students are accomplishing ( Arthur et al. , 2006 ; Aldgate et al. , 2006 ; Hayes, 2006 ; Hughes, 2008 ) . In add-on, appraisal is frequently divided into summational and formative classs for the intent of sing different aims for appraisal patterns ( Pollard et al. , 2005 ; Arthur, et al. , 2006 ; Butt, 2010 ) . Yet, argument continues over whether and how summational and formative appraisal should be distinguished ( Threlfall, 2005 ; Wynne, 2005 ) . In its summational function, the intent of appraisal is to judge students ‘ quality and features, summarizing these in a clear and widely acceptable format. Summational appraisal is besides known as appraisal of acquisition ( Threlfall, 2005 ; Arthur et al. , 2006 ) and grounds for this type of appraisal may come from formal testing of what has been learnt, taking to bring forth Markss or classs which may be used for different intents, such as studies of assorted types ( Pollard et al. , 2008 ) . Furthermore, surveies indicate that summational appraisal can hold a negative impact on pupils ‘ motive for larning, as instead than adv ancing ‘intrinsic ‘ motivation- in which they perform because they are interested and engaged with the work, summational appraisal is believed to advance ‘extrinsic ‘ motive, in which pupils merely react to the promise of some sort of wages ( Crooks, 1988 ; Sansome and Harackiewicz, 2000 ; Wynne, 2001 ) . On the other manus, appraisal besides has a formative map. In this function, appraisal is closely linked with pupils ‘ acquisition procedures, naming pupils ‘ strengths and failings, assisting pupils to develop self-awareness ; supplying feedback on countries of larning necessitating farther work ; assisting to steer them in their surveies and by and large actuating them and advancing the coveted acquisition result ( Pollard et al. , 2008 ; Alexander, 2010 ) . FORMATIVE ASSESSMENT AND PUPILS ‘ Learning ‘Assessment for acquisition is any appraisal for which the first precedence in its design and pattern is to function the intent of advancing students ‘ acquisition. It therefore differs from appraisal designed chiefly to function the intents of answerability, or of superior, or of attesting competency ‘ . ( Black et al. , 2002, p.7 ) Furthermore, harmonizing to researches, some of the cardinal elements of formative appraisal include the designation by instructors and pupils of larning ends, purposes or results and standards for accomplishment ; conversations, with feedback, between instructors and pupils that build on what is known and what is to be learned ; active engagement of pupils in their ain acquisition and besides instructors reacting to identified larning demands and strengths by modifying and/or accommodating instruction schemes, stuffs and attacks ( Stiggins, 1992 ; Stiggins and Conklin, 1992 ; Fontana and Fernandes, 1994 ; Fredrickson and White, 1997 ; Black and Wiliam, 1998a ; Shepard, 2000 ; Boston, 2002 ; Guskey, 2003 ; Liang and Creasy, 2004 ) . In the visible radiation of these, instructors can utilize the information of where pupils are holding problem and how they are come oning, to do necessary accommodations, such as re-teaching and seeking alternate instructional attacks. These activities c an take to improved students success. Harmonizing to Pryor and Crossouard ( 2005, p. 2 ) formative appraisal occupies a ‘curious and somewhat self-contradictory ‘ place within educational theory. Although may be argued that formative appraisal has ever been a cardinal portion of educational pattern it was merely in the late sixtiess and seventiess that the term was invented ( Black and Wiliam, 2003 ) . Furthermore, as a consequence of a turning international dissatisfaction with current signifiers of appraisal, formative appraisal was one of a figure of thoughts that attracted the attending of educational research workers ( Bloom et al. , 1971 ) . Since the beginning of the 1990s it has enjoyed considerable attending, particularly in schools, under the rubric of Assessment for Learning, following Caroline Gipps ‘s differentiation from appraisal of acquisition ( Gipps, 1994 ) . Part of this involvement has involved a acknowledgment that dominant signifiers of summational appraisal did non hold a good tan trum with constructivist larning theories, whereas formative appraisal seemed to offer distinguishable possibilities. Since so a significant figure of surveies, peculiarly in the UK, at all degrees of instruction have attempted to aline formative appraisal with modern-day psychological theories of acquisition ( Gipps et al.,1995 ; Boud 1995 ; Black et al. , 2002 ; Hall and Burke 2003 ) and others have besides taken history of sociological positions ( Torrance and Pryor 1998 ; Filer and Pollard 2000 ; Ecclestone 2002 ) . In add-on, in order to incorporate formative appraisal into schoolroom pattern, a scope of appraisal schemes and techniques are presently in topographic point taking to better students ‘ acquisition. Some of those schemes, which I have had the chance to detect and critically analyse during my preliminary fond regard, are: feedback, self- appraisal and schoolroom treatment. Feedback ‘Unless pupils are able to utilize the feedback to bring forth improved work, neither they nor those giving the feedback will cognize that it has been effectual ‘ . ( Boud, 2000, p.158 ) Black and Wiliam ( 1998a ) research on whether formative appraisal raises academic criterions in the schoolroom, shows that attempts to beef up formative appraisal can bring forth important acquisition additions ( Black and Wiliam, 1998b ) and their analysis of these surveies has shown that feedback resulted in positive benefits on acquisition and accomplishment across all content countries, cognition and accomplishment types and degrees of instruction ( Black and Wiliam, 1998a ) . Furthermore, when feedback is given as portion of formative appraisal, it helps to steer students through the actions they need to accomplish their end, doing them cognizant of any gaps existent between their current cognition, understanding or accomplishment and their coveted end ( Ramaprasad, 1983 ; Sadler, 1989 ) . Besides, it is taken for granted by constructivist theory that supplying information or feedback to pupils in an ongoing mode, such as that which formative appraisal should supply, will bring forth positive consequences ( Shepard, 2000 ) . Yet, during my preliminary fond regard, I have observed a twelvemonth 2 instructor giving pupils feedback information on their work. The scheme in topographic point was called ‘two stars and a wish ‘ , where the instructor collected students ‘ work and compared their public presentation to the acquisition ends, foregrounding two good points about their work and one point necessitating betterment. The instructor gave students their work back, bespeaking students to set their initials below the feedback to show that they have understood what needed to be improved. However, I have observed that some students, who put their initials below the feedback, found the feedback hard to understand, particularly when the acquisition ends had non been assimilated in first topographic point. For illustration, a peculiar student had the feedback: ‘Make certain you use two adjectives in your sentence to depict people and topographic points ‘ ( Preliminary Attachment, 2010 ) . This feedback given by the instructor was non sufficient to assist this peculiar student to shut the spread, as he did non to the full understand what adjectives were in first topographic point and was still unable to use this cognition in his hereafter work. Black and Wiliam ( 1998a ) farther elaborate on this communicating issue when they discuss the links between the manner a feedback message is received and what pupils do w ith that message. Besides, Hayes ( 2006 ) argues that in offering feedback, instructors must utilize remarks which guarantee that students understand their significance. He besides suggests that, ideally, kids should be given clip to believe and react to the instructor ‘s remark and be involved in the appraisal procedure, instead than inactive receivers, as these give them a sense of ownership in their acquisition. This position is shared by Piaget, who is concerned with the cognition and apprehension and the manner which new information is dealt with by immature scholars ( Sullivan, 1969 ) . Furthermore, the larning theory of Piaget and Inhelder ( McCarthy Gallagher and Reid, 2002 ) , which is the first effort to garner together constructs and research surveies of Piaget ‘s cognitive theory that direct relates to larning theories, besides suggest that the growing in cognition is frequently sparkled by a feedback procedure that consequences from oppugning, contradictions and accordingly reorganization. This manner, it is important that any theoretical account of feedback must take history of the manner pupils make sense of, and usage, feedback information, as suggested by Black and Wiliam ( 1998a ) . On the other manus, another observation on instructor ‘s feedback, evidenced during my preliminary fond regard, in a twelvemonth 6 category, had a more positive result. The instructor sat beside the student while giving him feedback and she explained to the student what needed improving, clear uping any misconceptions. Besides, when written feedback was given, kids were encouraged to react with a written remark of their ain. It was observed that this scheme has helped kids to make full the spreads and advancement in their acquisition, as the feedback to pupils was focused on accomplishment and had identified the following stairss in acquisition, in ways that students could understand and move upon ( Preliminary Attachment, 2010 ) . This is supported by Duschl and Gitomer ( 1997 ) , who argue that aggregations of pupil work may besides be used formatively if pupils every bit good as instructors annotate their remarks and continually detect their advancement. These show that the most helpful type of feedback on prep and trials are the 1s which instructors provide students with specific remarks sing to mistakes, offering specific suggestions for betterment and besides promoting students to concentrate their attending on their undertaking, instead than merely being concerned if their replies are right ( Bangert-Drowns et al.,1991 ; Elawar and Corno, 1985 ; Irons, 2007 ) . SELF- ASSESSMENT ‘It is clear that self-esteem, so cardinal to success both in school and in life more by and large, harmonizing to recent research, is all excessively frequently eroded by the experience of negative ratings. ( Weeden et al. , 2002, p. 152 ) Learners can besides play an of import function in formative appraisal through self-evaluation. This position is supported by experimental research surveies which have shown that when pupils understand the acquisition aims and assessment standards and are given chances to reflect on their work, they normally show greater betterment when comparing with those who do non ( Fontana and Fernandes, 1994 ; Frederikson and White, 1997 ) . In add-on, surveies show that public presentation additions were besides witnessed among pupils with larning disablements who are taught to utilize self-monitoring schemes related to their apprehension of reading and composing undertakings ( McCurdy and Shapiro, 1992 ; Sawyer et al. , 1992 ) . During my preliminary fond regard, twelvemonth 6 students were encouraged to measure their work by composing a remark saying if they found their work easily, mean or difficult. Students were besides encouraged to put marks for themselves and observe what aspects needed betterment. In this juncture, students demonstrated to be actively engaged with their self-assessment and were able to build their cognition and set challenges for themselves in order to accomplish their ends ( Preliminary Attachment, 2010 ) . Piaget suggests that kids should be free to work in different ways and learn through active geographic expedition and personal find ( Sullivan, 1969 ) and from a constructivist point of position, acquisition is non a inactive procedure and so, battle must be at the start of the procedure of acquisition ( Pritchard, 2005 ) . In other words, pupils learn most efficaciously when they actively construct their ain cognition, understanding and accomplishments based on their ain explora tory activities and contemplation. In add-on to this, active battle is an index that existent acquisition takes topographic point and cognizing that they can get by with troubles makes students seek challenges and get the better of farther jobs ( Clark, 2008 ) . Besides, Vygotsky ‘s Zone of Proximal Development ( Vygotsky, 1978 ; Smidt, 2006 ) shows that students learn best when they have a somewhat hard undertaking which they have to work at and which leads them to a province of ‘flow ‘ . Claxton ( 2002 ) suggests that ‘flow ‘ describes how engaged a individual is in an activity, the degree of soaking up and how engaged they are in their acquisition. However, in the same school, twelvemonth 1 students were asked to measure their work by seting their work in the several trays: smiley face if the work was easy, impersonal face if the work was all right and sad face if the work was difficult. While standing beside the trays, detecting the students while they assessed their work, I notice a kid stating: ‘I found this work hard, but I do n't wish sad faces! ‘ The kid them put her work in the tray with a smiley face ( Preliminary Attachment, 2010 ) . Over the last decennary there has been an increasing involvement in schemes that encourage pupils to take a more active function in the direction of their ain acquisition ( Falkchikov, 1995 ; Hyland, 2000 ) . Black and Wiliam ( 1998a, p.54 ) make the statement that ‘a pupil who automatically follows the diagnostic prescription of a instructor without apprehension of its intent will non larn ‘ , while Sadler ( 1989 ) argues that the intent of formative appraisal should be to fit pupils bit by bit with the appraising accomplishments that their instructors ‘ possess. On the other manus, the fact that the pupil found the work hard, yet placed it inside the smiley face tray, can be related to the kid ‘s self-esteem. Clark ( 2008 ) argues that kids love to be praised for their intelligence and endowment, but if this is the norm, the minute they encounter an obstruction, their assurance beads. If success means that they are clever, than, failure can merely intend the y are non. In the visible radiation of this, students can non work with the message that they can accomplish their marks by seting things right when they are clouded by overtones about ability, competition and comparing with others ( Black and Wiliam, 1998b ; Miller and Lavin, 2007 ) . Studies show ( Elliot and Dwenck, 1988 ; Dwenck, 1989 ) that schemes based on public presentation ends, such as smiley faces, adversely affects public presentation and they tend to take students to impute trouble to low ability and go disquieted when faced with trouble or failure ( Clark, 2008 ) . Miller and Lavin ( 2007, p.6 ) argue that there is limited research grounds which shows that formative appraisal will non needfully hold good effects on self-pride. However, they suggest that there is a demand to look into contexts where instructors are doing usage of formative appraisal as an built-in portion of their daily instruction, such as: ‘in busy primary schoolrooms, over longer periods of clip and utilizing a scope of different schemes and techniques presently endorsed as ‘good pattern ‘ , in order to happen out whether formative appraisal procedures might impact kids to different grades or in different ways. CLASSROOM DISCUSSION ‘What a kid can make in co-operation today, he will be able to make entirely tomorrow ‘ . ( Vygotsky, 1962 ) Since the end of formative appraisal is to give instructors an apprehension of what pupils know, or do n't cognize, and utilize this information to do antiphonal alterations in instruction and acquisition, schemes such as schoolroom treatment and instructor observation have an of import topographic point alongside analysis of trials and prep ( Spendlove, 2009 ) . Furthermore, the usage of oppugning and schoolroom treatment as chances to better students understanding and increase their cognition is besides encouraged by Black and Wiliam ( 1998b ) . However, they caution that instructors need to guarantee that thoughtful and brooding inquiries are asked, instead than simple and factual 1s, and pupils must be given equal clip to react. During my preliminary fond regard I had the chance to detect two categories where the instructors had in topographic point a scheme called think-pair-share, where the instructors gave the category a subject and asked kids to discourse their thought in brace or in groups of four. If in groups, students had to take one representative to portion the thought with the category. The instructors took into history kids ‘s old cognition of the topic and built on it to scaffold kids ‘s acquisition. Sing to cognitive development, the treatment was really productive and led to higher quality authorship, a higher degree of speech production and hearing and it has besides increased students assurance in their ability to lend. However, although some instructors in the school acknowledged that treatment and scaffold duologue have a great cognitive potency, they found this scheme really hard, as it demanded much on instructors ‘ accomplishments and capable cognition ( Preliminary At tachment, 2010 ) . Spendlove ( 2009 ) argues that although the think-pair-share scheme requires readying from the instructor, when used efficaciously, it engages the whole category in thought, speech production and listening through treatment and sharing co-operative acquisition with equals. In add-on, Torrance and Pryor ( 1998, p. 131 ) suggest that a focal point group appraisal can bring forth a great trade of information about kids ‘s cognition accomplishments and understanding piece at the same clip contribute to the procedure of making apprehension. Every kid is alone ( DfES, 2004 ) , develops in different gait ( DCSF, 2008 ) and has his/her ain storage of cognition ( Fisher, 1995 ) . Children can make a batch of speaking when given clip and infinite by a instructor prepared to listen and detect ( Robson, 2006 ) . Such talk provides grounds of kids ‘s advancement to day of the month but besides scaffolds the acquisition of the group as they interrogate each other about the nature of th e undertaking and collaborate to carry through it ( Hill and Hill, 1996 ; Shepard, 2005 ) . Furthermore, for Vygotsky, societal interaction has a critical function in a kid ‘s instruction ( Vygotsky 1962 ; 1978 ; Daniels, 1996 ) . Besides, Bruner states that ‘making sense is a societal procedure ‘ ( Bruner and Haste, 1987 ) .This means that we become who we are through take parting in the communities around us and our acquisition is reconstructed through battle with others ( Lave and Wenger, 1991 ; Kehily, 2005 ; Smidt, 2006 ) . This is because, with others, we can make more and achieve more than we can make on our ain. Furthermore, Shepard ( 2000 ) links this type of schoolroom appraisal with the constructivist motion, which suggests that larning is an active procedure, constructing on old cognition, experience, accomplishments and involvements. So, since acquisition is extremely individualized, constructivism recognises that learning must be adaptative to the context, affecting complex decision-making, and necessitating that a instructor draws upon a scope of techniques ( Giebelhaus and Bowman, 2002 ) . Besides, Fisher ( 1995 ) argues that kids should be provided with challenges that extend their cognitive potency. For Vygotsky ( 1978 ) , this possible ( Zone of Proximal Development ) exists non merely in the kid ‘s head, but it besides lies in the accomplishments, thoughts, experiences and from the kid ‘s societal interaction with his/her equals. Decision ‘When instructors ‘ schoolroom appraisals become an built-in portion of the instructional procedure and a cardinal ingredient in their attempts to assist pupils larn, the benefits of appraisal for both pupils and instructors will be unbounded ‘ . Guskey, ( 2003, p. 11 ) Evidence from researches clearly indicates that good, well-developed and effectual formative appraisal does hold a powerful impact on pupil acquisition and can be a critical constituent in our attempts to better instruction ( Assessment Reform Group, 1999 ; Guskey, 2003 ) . Further, formative appraisal changes the rhythm ‘s consequence where students attribute hapless public presentation a deficiency of ability, which discourages them to put in their hereafter acquisition. It besides supports the outlook that all can larn to high degrees ( Ames, 1992 ; Vispoel and Austin, 1995 ) . Yet, some instructors argue that measuring pupils for the intent of informing future planning and instruction can non be easy accommodated alongside measuring students for the intent of class/school answerability. This is because, in order to describe classs and meet answerability, instructors by and large need to take portion in or set about some summational appraisal. This manner, the intent of summ ational appraisal remains rather different from the intent of formative appraisal in monitoring and bettering advancement ( Herman et al. , 1992 ) . In add-on, groundss in this work suggest that considerable sweetenings in pupil accomplishment are possible when instructors use assessment, daily, to set their instruction to run into their pupils ‘ acquisition demands. However, it is besides clear that doing such alterations is much more than merely adding a few modus operandis to one ‘s normal pattern. It involves a alteration of focal point from what the instructor is seting into the procedure and to what the scholar is acquiring out of it. Besides, the extremist nature of the alterations means that instructors need extra support for detecting and/or developing formative appraisal tools, which non merely inform pupils and instructors about advancement, but provide aid on where the spreads are and how to continue. Furthermore, it is important that instructors acknowledge that every kid is alone ( DfES, 2004 ; Aldgate et al. , 2006 ; DCSF, 2008 ) and that development is a procedure which involves interaction between the turning kid and his/her societal environment ( Vygotsky, 1978 ) . So, if acquisition is to take topographic point, it is indispensable that instructors take kid development and larning theories earnestly and use this cognition in their appraisal and intercessions ( Department of Health et al. , 2000 ) .

transformational leaders in sports - 9224 Words

Tony Dungy Tony Dungy is the #1 New York Times bestselling author of Quiet Strength and Uncommon. He led the Indianapolis Colts to Super Bowl victory on February 4, 2007, the first such win for an African American coach. Dungy established another NFL first by leading his teams to the playoffs for ten consecutive years. Dungy joined the Colts in 2002 after serving as the most successful head coach in Tampa Bay Buccaneers history. He has also held assistant coaching positions with the University of Minnesota, Pittsburgh Steelers, Kansas City Chiefs, and Minnesota Vikings. Before becoming a coach, Dungy played three seasons in the NFL. Dungy has been involved in a wide variety of charitable organizations, including the†¦show more content†¦On the court, Johnson is unrivaled. His physical domination, unselfish no-look passes, and ability to assist and steal were apparent from his first games in Lansing, Michigan, where he first earned his nickname. The tallest point guard in NBA history, he led five teams to the championships, was a 12-time All-Star, and won a gold medal with the original Dream Team at the 1992 Olympics in Barcelona. In 2002, the player that his friend and fellow great Larry Bird called â€Å"head and shoulders above everybody else† was inducted into the Naismith Memorial Basketball Hall of Fame. Michael Jordan Michael Jeffrey Jordan (born February 17, 1963), also known by his initials, MJ,[1] is an American former professional basketball player,entrepreneur, and majority owner and chairman of the Charlotte Bobcats. His biography on the National Basketball Association (NBA) website states, By acclamation, Michael Jordan is the greatest basketball player of all time.[2] Jordan was one of the most effectively marketed athletes of his generation and was considered instrumental in popularizing the NBA around the world in the 1980s and 1990s.[3] After a three-season career at the University of North Carolina at Chapel Hill, where he was a member of the Tar Heels national championship team in 1982, Jordan joined the NBA s Chicago Bulls in 1984. He quicklyShow MoreRelatedLeadership Styles Within Sports Organization1374 Words   |  6 Pages Introduction The purpose of this research paper was to understand leadership and styles within sports organization, which organizations are the most effective and understanding which style leads to success within the organization. Leadership is important because it ultimately can effect an organization in a positive or negative manner. 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