BCG Matrix and SWOT Analysis of Reebok

BCG Matrix and SWOT Analysis of Reebok BCG Matrix to analyze the product portfolio of REEBOK Overview of the Indian Footwear Sector The footwear sector is a diverse industry which covers a wide variety of materials (textile, plastics, rubber and leather) and products from different types of mens, womens and childrens footwear to more specialized products like snowboard boots and protective footwear. This diversity of end products corresponds to a multitude of industrial processes, enterprises and market structures. The footwear market consists of the total revenue generated through the sale of all types of mens, womens and childrens shoes. The market is valued at retail selling price with any currency conversions calculated using constant 2007 annual average exchange rates. The Indian Footwear Industry The Indian footwear market has seen very healthy increases in its growth over the past five years, although it was outperformed by the larger Chinese market during this period. Its value and volume are set to increase at a with double-digit annual growth rates over the forecast period. The Indian footwear industry is a significant segment of the leather industry in India. It ranks second among the footwear producing countries next to China. It produces more of gents footwear while the worlds major production is in ladies footwear. The industry is labor intensive and is concentrated in the small and cottage industry sectors. While leather shoes and uppers are concentrated in large scale units, the sandals and chappals are produced in the household and cottage sector. In the case of chappals and sandals, use of non-leather material is prevalent in the domestic market. The major production centers of India are Chennai, Ranipet, and Ambur in Tamil Nadu, Mumbai in Maharastra, Kanpur in U.P., Jalandhar in Punjab, Agra and Delhi. The following table indicates concentration of units in various parts of the country The Indian footwear industry is provided with institutional infrastructure support through premier institutions like Central Leather Research Institute, Chennai, Footwear Design Development Institute, Noida, National Institute of Fashion Technology, New Delhi, etc in the areas of technological development, design and product development and human resource development. The availability of abundant raw material base, large domestic market and the opportunity to cater to world markets makes India an attractive destination for technology and investments. The Indian footwear retail market is expected to grow at CAGR of over 20% for the periods spanning from 2008 to 2011. Footwear is expected to comprise about 60% of the total leather exports by 2011 from over 38% in 2006-2007. Presently, the Indian footwear market is dominated by Mens footwear market that accounts for nearly 58% of the total Indian footwear retail market. By products, the Indian footwear market is dominated by casual footwear market that makes up for nearly two-third of the total footwear retail market. The Indian footwear market scores over other footwear markets as it gives benefits like low cost of production, abundant raw material, and has huge consumption market. The annual domestic consumption of shoes in India is 1.1 billion pairs and it is estimated that the footwear market is around Rs 10, 000 crore and will grow at 10% pa, this offers great opportunities for a company like Bata to expand. MNC Brands Sold in India are sold Adidas, Aldo, Bally, Clarks, Ecco, Florshiem, Ferragammo, Hush Puppies, Lee cooper, Lloyd, Marks Spencer, Nike, Nine West, New Balance, Reebok, Rockport, Stacy Adams, Levi Strauss , Lee Cooper, Puma, Bata. Indian Brands sold in India are Red Tape, Liberty, Khadims, Lakhani, Metro, Action, Provogue, ID, MB Footwear, Firangi Reebok: Reebok India commands a 51% market share in the premium sportswear industry in the Rs 2000-crore premium sportswear market.. It plans to increase the store count from the existing 500 to over 600 before 2008. Reebok reaches out to its target customers through its 500 exclusive Reebok Stores, 200 Shop in the shop outlets 2500 dealer outlets. The company has plan to tap tier II and Tier III ci ties. Reebok is planning to add 55 new lifestyle stores by the end of this year. It offers different segments for both men and women like sports and fitness footwear, apparel, accessories, fitness equipment and the lifestyle section. The Global Footwear Industry The global footwear market grew by 4.1% in 2008 to reach a value of $208.4 billion. In 2013, the market is forecast to have a value of $272.5 billion, an increase of 30.7% since 2008. The market grew by 4.8% in 2008 to reach a volume of 11.6 billion pairs. In 2013, the market is forecast to have a volume of 15.1 billion pairs, an increase of 30.2% since 2008. Europe is the largest footwear market, accounting for 42.3% of the global value. The global footwear market consists of the total revenues generated through the sale of all types of mens, womens and childrens shoes. The market is valued at retail selling price with any currency conversions calculated using constant 2007 annual average exchange rates. Reebok International, a subsidiary of Adidas, is engaged in the design, marketing and distribution of sports, fitness and casual footwear, apparel and equipment. The company primarily operates in North America, Europe and Asia Pacific. The company recorded revenues of E2,333 million in the fiscal year ended December 2007, a decrease of 5.7% over 2006. The operating profit of the company was E109 million in the fiscal year 2007, an increase of 26.7% over 2006. . According to 2004 figures by the Sporting Goods Manufacturers Association International, Nike had about 36%, Adidas 8.9% and Reebok 12.2% market share in the athletic-footwear market in the U.S. Introduction- REEBOK Reebok is an American-inspired, global brand that creates and markets sports and lifestyle products built upon a strong heritage and authenticity in sports, fitness and womens categories. The brand is committed to designing products and marketing programs that reflect creativity and the desire to constantly challenge the status quo. Reebok India Reebok started its operations in India in 1995. Headed by Managing Director Mr. Subhinder Singh Prem, Reebok India has a pan-India presence with branch offices in Mumbai, Kolkata and Bangalore and ranks at the top amongst international footwear companies in India. The Companys brand vision is fulfilling potential, its mission – Always challenge and lead through creativity. Reeboks brand values are authentic, individualistic, courageous, empowering, innovative and real. Reebok has introduced its internationally acclaimed fitness programs in India, conducted under the banner of Reebok Instructor Alliance, which is dedicated to fitness instructors, personal trainers and health club owners. Reebok has trained and certified more then 800 trainers till now. Reebok India commands a 54% market share in the premium sportswear industry according to the calendar year December 2008. Its revenue has touched 1400 Crores (at retail price) in 2008. It plans to increase the store count from the existing 500 to over 600 before 2007. Reebok reaches out to its target customers through its 500 exclusive Reebok Stores, 200 Shop in the shop outlets 2500 dealer outlets. Reebok has the single largest store in Hyderabad. REEBOKS VISION Fulfilling Potential Reebok is dedicated to providing each and every athlete from professional athletes to recreational runners to kids on the playground with the opportunity, the products, and the inspiration to achieve what they are capable of. We all have the potential to do great things. As a brand, Reebok has the unique opportunity to help consumers, athletes and artists, partners and employees fulfill their true potential and reach heights they may have thought un-reachable. REEBOKS MISSION Always Challenge and Lead through Creativity At Reebok, we see the world a little differently and throughout our history have made our mark when weve had the courage to challenge convention. Reebok creates products and marketing programs that reflect the brands unlimited creative potential. REEBOKS POSITIONING Celebrate Individuality in Sport and Life Reebok understands that people are, above all, unique. Reeboks positioning reflects this; celebrating the distinct qualities that make people who they are their unique points of view, their individual style and their remarkable talents and accomplishments. Reebok celebrates their individuality, their authenticity and the courage it takes to forge their own path to greatness. While some may call them crazy or eccentric, Reebok calls them visionary and original. REEBOKS PURPOSE To Empower Global Youth to Fulfill their Potential Commitment to Corporate Responsibility is an important legacy and hallmark of the Reebok brand.For two decades, Human Rights, through the Reebok Human Rights program, was the primary focus of this effort. Reebok has expanded on what had been built and created a Global Corporate Citizenship platform with a purpose for the brand that will help underprivileged, underserved youth around the world fulfill their potential and live healthy, active lives. REEBOKS BRAND TERRITORY Having Fun Staying in Shape Having Fun Staying in Shape comes to life through a fun, bold, provocative manner expressed through fresh, eye catching imagery signed off with a unique Reeword. The tone and manner allows the consumer to look at sport and lifestyle through our lens of Ree. HISTORY 2000 In 2000, Reebok and the National Football League announced an exclusive partnership that serves as a foundation of the NFLs consumer products business. The NFL granted a long-term exclusive license to Reebok beginning in the 2002 NFL season to manufacture, market and sell NFL licensed merchandise for all 32 NFL teams. The license includes on-field uniforms, sideline apparel, practice apparel and an NFL-branded footwear and apparel collection. 2001 In 2001, Reebok formed a long-term strategic partnership with the National Basketball Association under which Reebok designs, manufactures, sells and markets licensed merchandise for the NBA, the Womens National Basketball Association (WNBA) and the National Basketball Development League (NBDL), the NBAs minor league. Reebok secured the exclusive rights to supply and market all on-court apparel, including uniforms, shooting shirts, warm-ups, authentic and replica jerseys and practice gear for all NBA, WNBA and NBDL teams. Reebok also had exclusive rights, with limited exceptions, to design, manufacture, market and sell headwear, T-shirts, fleece and other apparel products for all teams in most channels of distributions. In 2006, Reebok transferred the NBA rights to the adidas Brand. 2002 In 2002, Reebok launched Rbk – a collection of street-inspired footwear and apparel hook-ups designed for the young man and woman who demand and expect the style of their gear to reflect the attitude of their lives: cool and edgy, authentic and aspirational. Inspired by street fashion, Rbks marketing is culturally relevant as well. With many of the industrys most marketable and valuable sports assets on its roster, Reebok rolled-out an integrated marketing campaign that fused together sports, music, technology and entertainment, and was designed to connect the Reebok Brand to millions of new consumers around the world. The global marketing campaign was launched in early 2002 and featured select Reebok athletes paired with some of the music industrys most successful hip-hop and rap artists. Reebok tapped into something the industry had not yet seen, and became a pioneer in the fusion of sports, music and technology. 2003 2003 was a landmark year for Rbk. Reebok formed an unprecedented partnership with rap musician Jay-Z, which included the design and marketing of the S. Carter Collection by Rbk, which launched in April. With the partnership, Jay-Z became the first non-athlete to have a signature athletic footwear collection. The launch of Jay Zs first shoe was extremely successful around the world. Later that year, Reebok teamed up with another superstar of the rap world, 50 Cent. The result was the equally successful â€Å"G Unit Collection by Rbk.† 2004 In 2004, Reebok became the worlds leading producer of hockey apparel and equipment with its acquisition of The Hockey Company. The Hockey Companys brands, CCM, Koho and Jofa, are among the most respected in the sport. Reebok has a long-term licensing agreement with the National Hockey League, under which the company serves as the supplier of authentic â€Å"on-ice† game jerseys to all 30 NHL teams. It also has the exclusive worldwide rights to manufacture and market authentic, replica and practice jerseys using the names and logos of the NHL and its teams. Reebok also has exclusive agreements with the Canadian Hockey League, the American Hockey League and the East Coast Hockey League. 2005 In early 2005, Reebok launched Rbk Hockey, a new and innovative line of ultra-high performance hockey equipment, sticks and skates and signed hockey phenom Sidney Crosby, who has lived up to his billing as the leagues next great player. In two short years, Rbk Hockey has become one of the most visible and in-demand hockey brands on the market. In 2005, Reebok launched its largest global integrated marketing and advertising campaign in nearly a decade. I Am What I Am is a multi-faceted campaign which links all of the brands marketing and advertising efforts under the I Am What I Am umbrella. The campaign encourages young people to embrace their own individuality by celebrating their contemporary heroes. Celebrities featured in the campaign include music icons Jay-Z, Daddy Yankee and 50 Cent; top athletes Allen Iverson, Donovan McNabb, Curt Schilling, Kelly Holmes, Iker Casillas and Yao Ming; screen stars Lucy Liu, John Leguizamo and Christina Ricci; and skateboarder Stevie Williams. 2006 In January 2006, adidas-Salomon AG acquired Reebok, forever altering the worldwide sporting goods industry landscape. Shortly after the close of the acquisition, Reebok Chairman and CEO Paul Fireman announced he was leaving the company to pursue other interests, and Paul Harrington was named President and CEO of the Reebok brand. Today, the adidas Group, which includes the adidas, Reebok, TaylorMade-adidas Golf and Rockport brands is a global leader in the sporting goods industry and offers a broad portfolio of products. Products from the adidas Group are available in virtually every country of the world. Activities of the company and its more than 80 subsidiaries are directed from the Groups headquarters in Herzogenaurach, Germany. 2007 Reebok launched Run Easy, one of the most comprehensive running campaigns in the brands history. The goal of the campaign was to inspire consumers around the world to fulfill their potential and celebrate their individuality. The message of the campaign was that while many other brands speak about the blood, sweat and tears of running, Reebok celebrated the camaraderie, joy and fun of running – Run Easy. In addition, Reeboks partnership with the National Hockey League took center stage with the unveiling the Rbk Edge Uniform System, a complete, team-wide redesign and re-engineering of the NHL uniform, and the opening of the NHL Powered by Rbk retail store in New York City. Reebok also launched its There are Two People in Everyone marketing campaign for the second half of 2007 in select regions. The global marketing campaign highlights Reeboks unique brand point of view of celebrating the individuals balance between sport and life. The campaign, featuring international sport stars such as Allen Iverson, Yao Ming, MS Dohni and Nicole Vaidisova, declared that there is more to an athlete than his or her sport. 2008 Reeboks global marketing campaign, ‘Your Move launched in March of 2008 and evolved Reeboks positioning as the brand that celebrates individuality and supports those who choose to do things their way. Expressed as a global brand campaign, ‘Your Move was an invitation to people to do it their way in sport and in life. The ‘whats your move? ad was a literal expression of this philosophy: key assets including Thierry Henry and Alexander Ovechkin showed us their moves and invited consumers to show us theirs. In the summer of 2008, Reebok and driving ace Lewis Hamilton announced a multi-year partnership at a spectacular 3-D event in Amsterdam, home of Reeboks European Headquarters. At the event, Reebok unveiled â€Å"The Athlete within the Driver,† gave media a rare insight into Hamiltons demanding fitness regime. Hamilton revealed how Reeboks Smoothfit training footwear and apparel range helped him to train better than ever before. 2009 In February 2009, Reebok launched the Jukari Fit to Fly workout, the first in a series of initiatives to come out of a new, long-term partnership with Cirque du Soleil. Jukari Fit to Fly makes fitness fun again by introducing a new way to move. The workout has been created on a specially-designed piece of equipment called the FlySet. The result is a workout that gives the sensation of flying while strengthening and lengthening the body through cardio, strength, balance and core training. Also in 2009, Reebok made a pledge to tone the butts and legs of women around the world with its innovative EasyTone footwear. Featuring first-of-its-kind balance pod technology, the shoe generates incredible results thanks to proprietary technology invented by a former NASA engineer. Brands Reebok International Rock Port RBK CCM Hockey (Worlds largest) Greg Norman Apparel Ralph Lauren Brand The Hockey Company Avia Onfield Apparel Athletic footwear DMX2000 3D Ultralite Ralph Lauren Apparel line REEBOK SWOT ANALYSIS Reebok International was a major player in the sports and fitness products market, with a particular emphasis on footwear. Its main strengths lied in its size and strong brand awareness. While footwear is clearly its core product, concerns were being raised over its comparative disinterest in the associated athletic apparel market, which is over twice the size of the footwear market. STRENGTHS Growing sales revenue As part of a strategy to grow quality market share, the company continued to invest in three key product and marketing platforms: Performance, RBK and Classic. Reebok International was the second largest manufacturer of athletic shoes in the US, behind Nike. The Reebok brand continued to drive sales pushing it closer to major competitors, Nike and Adidas. Reebok had become the number two or number three brand in most of its overseas markets. It held around 10% of the global market, compared to Nikes 34% and Adidas 15%. The company has been able to increase revenues and improve operating margins despite some challenging retail conditions in many key markets around the world in 2004. Excellent marketing strategy The company employed a strategy of reinventing its brands in order to gain market share. In order to enhance its Reebok brand, the company introduced a new street inspired product collection, RBK, in 2002, followed by an effective marketing strategy which carried into 2003 and 2004. During 2003/2004, the Reebok product offerings generated healthy sell-through performance at retail. Alongside reinventing brands, the company introduced new marketing campaigns to promote them. To support the RBK product Reebok created a marketing campaign entitled Reeboks Sounds and Rhythm of Sport, which fuses music and entertainment with sports and performance. Celebrity associated sponsorships The company expanded its product offerings into more lifestyle and performance categories, introducing new product segments for both the NBA and NFL, including NBA and NFL footwear, classic lifestyle apparel and performance gear for off-the-field activities. Reebok sponsored many top athletes in tennis; Andy Roddick and Venus Williams; as well as music stars Jay-Z, Pharrell Williams and 50 Cent. Yao Zings impact in the Asian market is hugely important to Reebok. Affiliating itself to such globally renowned celebrities enhanced the company name among many different customer groups. Strong womens sector Another one of Reeboks strengths was its success in the womens sector. The market for womens athletic shoes is larger than that for men, accounting for around 46% and 40% of the sectors value respectively. In volume terms, the womens sector was even more important, 46% compared to 35%. Reeboks market share of womens athletic shoe sales was around 35%, and has been boosted by its Its A Womans World marketing campaign. WEAKNESSES Classics under fire The company had come under fire from its rivals in the classics department. In the past Reebok has controlled this shoe category without much competition, however companies such as Nike and Adidas were coming up with their own classic shoes. Reebok were still the market leaders in that area but the gap kept narrowing. Low market share in apparels Reebok controlled only about 1.4% of the apparel market. This posed a problem when squaring up with its fierce competitor, Nike. The footwear markets growth was slowing. Athletic apparel gives scope for a larger and more diverse range of products, keeping the market fast moving. The apparel market was 2.4 times larger than the footwear market. Nike took charge there, with its innovative designs, and contracts with sports teams and organisations throughout the world. Danger of stockpiling products by retailers Futures, or ordered in advance sales, represented around 60-70% of Reeboks business. This has been valuable to Reebok in the past; however five of the companys brands that represent around 60% global market share could cause problems in the future. Futures growth for these five brands was around 9.5% on a dollar-weighted basis. This growth was alarmingly fast. Reebok had to be careful as retailers may be ordering more than they can sell. This could result in a sudden cut off in orders, leaving the company with large inventories and a decrease in sales. OPPORTUNITIES Increase average shoe price Reeboks average price per shoe in athletic footwear stores, which account for around 15% of the market, was considerably lower than average. Its average price per shoe is $45, compared with an outlet average closer to $60. The companys lower than average shoe price is partly due to the high percentage of basic products sold, which is itself partly attributable to its traditional position in the womens sector. This left plenty of space for the company to muscle in on higher priced sales, as its products and promotional efforts improve. As well as raising brand awareness, Reeboks sponsorship deals helped the company increase its average sales price. Draw attention toward new technological developments Reebok had started developing its product to make it more modern and has invested heavily in added technology to enhance its shoes. Reebok had a lot to gain from a continued investment in more technologically advanced, premium products. In 2003, the company introduced new fashionable and technologically advanced products tied to new integrated marketing programs. These displayed an enhanced and prominent vector logo which ties back to the Professional athletes wearing the products on the field. This branding created a real point-of-difference for its performance products and should help to generate consumer interest at point-of-purchase. These products are supported at retail with a new performance marketing campaign, which utilises the athletes and the vector logo in new and creative ways. This campaign included television, print and in-store marketing packages. Encourage a strong brand push in Europe The company planned to enhance its European market, recruiting new management talent and initiating an aggressive program to regionalise this business utilising a consistent brand image throughout Europe. Reebok executed unified product, marketing, and sales strategies across all borders in Europe, thereby presenting the Reebok Brand in a more relevant and consistent manner. Exploit Nikes lack of high profile sponsorship Nike, the worlds most successful sportswear brand and footwear producer struggled to fill the void vacated by Michael Jordan. This was the first time in a long time that Nike did not have an eminent sports star to spearhead their marketing drive. This has left an opening for the likes of Reebok to exploit, particularly in the basketball arena. The company took the Chinese sensation from Nike, Yao Ming, hoping to increase market share by 10% to 30% by 2006. THREATS Over reliance on footwear sales Footwear is Reeboks largest division and the company relies fairly heavily on the footwear market. That was a competitive field experiencing much slower growth than in previous years and, like most other producers, Reebok felt that it must do more to increase sales. Reebok had also to be aware that the market for more expensive footwear was slowing. This could ultimately force prices down, should this trend continue for a significant period of time. With the company so reliant on footwear, it risked losses, whereas other competitors such as Nike can fall back on their apparel division. Diverted from historical markets Reeboks original success stemmed from the womens aerobics market in the 1980s. It has since become apparent that the company has shied away from its roots. Reeboks womens products represent only 25% of its athletic apparel volume. The womens apparel sector actually accounts for around 40% of industry sales, which suggests that Reebok risked losing out in the key market that transformed them into a global company. Product portfolio strategy introduction to the boston consulting box Introduction Thebusiness portfoliois the collection of businesses and products that make up the company. The best business portfolio is one that fits the companys strengths and helps exploit the most attractive opportunities. The company must: (1) Analyze its current business portfolio and decide which businesses should receive more or less investment, and (2) Develop growth strategies for adding new products and businesses to the portfolio, whilst at the same time deciding when products and businesses should no longer be retained. Methods of Portfolio Planning The two best-known portfolio planning methods are from the Boston Consulting Group (the subject of this revision note) and by General Electric/Shell. In each method, the first step is to identify the various Strategic Business Units (SBUs) in a company portfolio. An SBU is a unit of the company that has a separate mission and objectives and that can be planned independently from the other businesses. An SBU can be a company division, a product line or even individual brands it all depends on how the company is organised. The Boston Consulting Group Box (BCG Box) Using the BCG Box (an example is illustrated above) a company classifies all its SBUs according to two dimensions: On the horizontal axis: relative market share- this serves as a measure of SBU strength in the market On the vertical axis: market growth rate- this provides a measure of market attractiveness By dividing the matrix into four areas, four types of SBU can be distinguished: Stars -Stars are high growth businesses or products competing in markets where they are relatively strong compared with the competition. Often they need heavy investment to sustain their growth. Eventually their growth will slow and, assuming they maintain their relative market share, will become cash cows. Cash Cows- Cash cows are low-growth businesses or products with a relatively high market share. These are mature, successful businesses with relatively little need for investment. They need to be managed for continued profit so that they continue to generate the strong cash flows that the company needs for its Stars. Question marks- Question marks are businesses or products with low market share but which operate in higher growth markets. This suggests that they have potential, but may require substantial investment in order to grow market share at the expense of more powerful competitors. Management have to think hard about question marks which ones should they invest in? Which ones should they allow to fail or shrink? Dogs- Unsurprisingly, the term dogs refers to businesses or products that have low relative share in unattractive, low-growth markets. Dogs may generate enough cash to break-even, but they are rarely, if ever, worth investing in. Using the BCG Box to determine strategy Once a company has classified its SBUs, it must decide what to do with them. In the diagram above, the company has one large cash cow (the size of the circle is proportional to the SBUs sales), a large dog and two, smaller stars and question marks. Conventional strategic thinking suggests there are four possible strategies for each SBU: (1) Build Share: here the company can invest to increase market share (for example turning a question mark into a star) (2) Hold: here the company invests just enough to keep the SBU in its present position (3) Harvest: here the company reduces the amount of investment in order to maximise the short-term cash flows and profits from the SBU. This may have the effect of turning Stars into Cash Cows. (4) Divest: the company can divest the SBU by phasing it out or selling it in order to use the resources elsewhere (e.g. investing in the more promising question marks). THE BOSTON CONSULTING GROUP BOX (BCG BOX) OF REEBOK STARS  · Greg Norman Apparel Question Mark  · Athletic footwear  · DMX2000 Cash Cows  · Rock Port Dogs  · Avia Stars: [high share; high growth] 1. The Collections moisture-wicking innovative Play Dry ® technology and unique Performance. Luxury. 2. Style. combination continue to differentiate the brand. Influenced by one of the worlds leading golf professionals and identified by the four-color shark logo, Greg Norman Collection has become a complete lifestyle brand since beginning as knitwear line in 1992. India is now a major sourcing hub for Reebok Internationals golf apparel and accessories brand Greg Norman Collection. The $100 million brand which retails at $60 to $90 per piece globally sources about 30-40% of its total apparel needs from India. According to Ms Biszantz, the entire Greg Norman range was being outsourced from India including the regular knitwear polos, the fragile rain suit and even Greg Normans patented play dry technology apparel range. At present, the range is being outsourced from five vendors located across the country, these include textile majors like: Ahmedabad based Arvind Mills and Gokuldas Exports, apart from companies like Gurgoan-based Matrix and Faridabad-based Super Fashion and Gupta Exim. The design and merchandising inputs are however still comi ng from New York. The Greg Norman Collection made its debut in the Indian retail market through the opening of an exclusive brand store in Gurgaon The company plans to set

Indian Education Market Analysis

Indian Education Market Analysis Introduction Framework of International Business in overseas market. Higher education these days has become a profitable business due to high demand of quality education worldwide. This has given rise to international branch campuses all around the world. These campuses operate in host country and provide awards and qualifications with a brand name of home university. An Analysis of why University of Wollongong expand to India UOW has already established a very strong partnership with Indian academic institutes in the areas of mining technology, renewable energy and logistics. UOW also have strong links with major Indian IT companies like Infosys. The cost of setting up a campus in India will be less because UOW has very strong local ties which will be helpful in raising the capital. University is also popular among Indian students and over one thousand Indian students are currently enrolled in UOWs Australian and Dubai campuses. Indian education sector is viewed as very lucrative as the country want to develop skills of around 400 million people by 2022(Munro, 2017). It is highly anticipated that UOW would make profit by extending its overseas market to India. There is no doubt that every business venture has some risks associated with it.   In this case, major risk would be that students may prefer to study in universitys Australian campus instead of Indian campus. This risk can be minimised by offerin g less tuition fees at Indian campus. Another solution is to offer twinning arrangements to students which would involve option of partial study in Indian campus followed by study in Australian campus. PESTLE Analysis of Indian Education Market Indian education sector has recently been identified as a lucrative market for investment due to low literacy rate, growing urban population and recent increase in per capita income. Indias education sector does offer many profitable business opportunities for foreign universities like UOW(Tohmatsu, October 2012). Indias higher education market has grown significantly in the past ten years as shown in the fig below. More students are enrolling in higher educational institutes after leaving school and willing to pay more for quality education. There are opportunities for foreign universities to establish an international branch campus in India independently or in collaboration with private sector. A detailed analysis of Indian market in terms of political, environmental, social, technological and legal factors can be discussed as follows: Political Environment India is a democratic country and current government was elected in May 2014 under the leadership of Prime Minister Narendra Modi. Current government is very stable and strongly support foreign investment in education sector. A legislation is currently underway to allow foreign universities to setup international campuses in India. The proposal is to allow foreign universities to operate independently, award degrees and repatriate all profits which is strongly supported by many state governments as well. Governments focus is on providing opportunities for millions of young Indians to receive quality education and employment skills. Government is committed to skill development of half a billion people by 2022(Export.gov, 2017). Government strongly support collaboration between foreign universities and Indian universities in research and development. Government focus is on developing partnership with foreign universities in the field of mining technology, software development, pharmaceuticals and nanotechnology. UOW has recently joined hands with Indian state government of Gujarat to support Centre of Mining Excellence due to the universitys expertise in mining technology. Current political environment in India is very favourable for UOW to setup an international campus in India. Economic Environment India is the third largest economy by purchasing power parity and seventh largest in the world in terms of nominal Gross Domestic Product (GDP). India is considered as one of the major economy in G-20 nations. During the last five years, Indian economy has experienced a growth rate of 7-8% per annum and it is expected to grow at the same rate for at least next five years. The driver behind countrys economic expansion is its service sector which comprised of retail, telecommunications and information technology. India is emerging as a very strong market for higher education and vocational training due to its service sector driven economy. The number of enrolments at educational institutes in India is the third largest in the world only behind China and the US. Education sector in India has witnessed a strong growth in the past 20 years and it continues to grow which gave rise to strong demand for higher education. Higher education sector in the past was dominated by government institutes, however admissions in private institutes have suddenly increased recently due to higher demand supply gap. It is estimated that education market in India will worth billions of dollars in upcoming years. Education market in India is becoming very lucrative and this is the best time for UOW to setup an international campus in India(Deloitte, September 2013). Social and Cultural Environment India is considered one of the youngest countries in the world with a median age of around 24 years. Indias potential workforce is estimated to reach one billion by 2025. Indian literacy rate is 74.04 % as compared to world literacy rate of 86.3%. Indian society is very diverse with many cultures, languages and religions. In India, religion plays an important role and people are very much influenced by it. Culture and Religion also have implications on education(Andy Bertsch, 2013). In the past, most of the students were only interested in engineering and medicine courses due to the influence of their family and friends. Nowadays students have started showing interest in variety of other courses such as journalism, hospitality, law and management.   There is a golden opportunity in India for UOW to offer specialised courses and quality education to millions of aspiring students. Technological Environment Technological changes can lead to innovation, better quality and less costs for the organisations. Internet and telecommunication technology is evolving very fast in India. Most of the country is served with 3G and 4G networks to support businesses. India has a powerful information technology sector which constantly provides new computer systems, software and technological advancements. India has all the infrastructure in place to provide world class teaching facilities like smart lecture theatres with audio video connectivity, e-learning and fast internet connection for the proposed international campus(Scholar, January 2016). Legal Environment Indian legal system is well developed and based on the Common law of England. Judicial system is fair, accountable and transparent. Taxation policies support foreign direct investment and international trade is governed by flexible regulations. Indian companies pay flat tax rate of 30%, however foreign companies pay flat tax rate of 40%.   The government has started projects like E-Biz and Invest India with an aim to facilitate investments from global investment community. Now only single application is required for multiple clearances to set up a new business in India. This is the best time for a foreign university like UOW to establish an Indian campus. Conclusion There is no doubt that international branch campus can be a financial risk for the Universities however, UOW is already running a very successful campus in Dubai. Lucrative Indian education market, favourable economic conditions, strong partnership with local IT industry and research collaboration with academic institutes are some of the potential success factors for UOW to open a campus in India. References ANDY BERTSCH, J. O., M.SAEED, SONNIE BATES AND ABM ABDULLAH 2013. Business Environment in India: An International Perspective Business Environment in India: An International Perspective Dhaka. DELOITTE September 2013. Deloitte Foreign Universities in India. Touche Tohmatsu India Private Limited. EXPORT.GOV. 2017. India Education Service [Online]. International trade administration. Available: https://www.export.gov/article?id=India-Education-Services [Accessed 25 March 2017]. HEALEY, N. October 19, 2015 The Conversation Academic rigour journalistic flair Universities that set up branch campuses in other countries are not colonisers [Online]. The Conversation Media Group Ltd. Available: http://theconversation.com/universities-that-set-up-branch-campuses-in-other-countries-are-not-colonisers-46289 [Accessed 22 March 2017]. MUNRO, K. 2017. Could building campuses offshore be the future for Australias universities? [Online]. Faltex Media. Available: http://www.smh.com.au/nsw/could-building-campuses-offshore-be-the-future-for-australias-universities-20160719-gq8wsv.html [Accessed 27 March 2017]. SCHOLAR, M. R. R. January 2016. MAKE IN INDIA: PROSPECTS AND CHALLENGES International Journal of Business Quantitative Economics and Applied Management Research, 2, 60. TOHMATSU, D. T. October 2012. Indian Higher Education Sector Opportunities aplenty, growth unlimited! :  ©2012 Deloitte Touche Tohmatsu India Private Limited.

Vasco da Gamas Exploration of India and Portuguese Voyages of Discover

Vasco da Gama's Exploration of India and Portuguese Voyages of Discovery When asked which nation contributed the most to sea exploration in the fifteenth century, the obvious answer is Spain. What if there were another nation, a nation whose contributions were far more than landing one continent? What if there was a nation that in only 100 years managed to sail in every ocean, every major sea, touched every continent except Antarctica and possibly Australia, and were the first Europeans to land in China, Korea, New Guinea, the Azores, Cape Verde and numerous other places. Well, there was such a nation, and it is Portugal. Portugal was the country that lead the greatest expansion of the known world in the history of the world. In only one hundred years they managed to be the first Europeans in nearly one half the globe, as well as be the first to push south. The accomplishments of the rest of Europe paled in comparison. The Portuguese exploration and expansion at this time is a huge subject. Here will be discussed only one of their voyages, that of Vasco d a Gama's voyage to India, as he was the first European to sail to there. Prince Henry the Navigator was most definitely a driving force in this venture, while the King during the voyage, Manuel, was the one who ordered it. Bartolmeu Dias was the first to round the Cape of Good Hope, in his 1487-88 voyage, proving that it could be done, and breaking ground for da Gama. Born in 1394, the Infante Enriques, known to the world as Prince Henry the Navigator, became the man who was most responsible for the maritime expansion of Portugal and of general marine science, as well, both of which led to the voyage to India. As a boy he was infatuated with accounts of the wild beasts, w... ...bus and Spain tried to reach India by going West, some daring, risk taking Portuguese knew it could be reached by sailing east, and unlike Spain, actually acheived what they meant to do. Works Cited: Hamilton, Genesta. In the Wake of Da Gama. London: Skeffington and Son Limited, 1951. Hart, Henry. Sea Road to the Indies. New York: The Macmillan Company, 1950. Jones, Vincent. Sail the Indian Sea. London: Gordon and Cremonesi Publishers, 1978. Pearson, M. N. The New Cambridge History of India. pt. 1, vol. 1. Cambridge: Cambridge University Press, 1987. 8 vols. Russell-Wood, A. J. R. A World on the Move: The Portuguese in Africa, Asia, and America 1415-1808. New York: St. Martin's Press, 1993. Wallis, Helen. "England and Portugal 1386-1986; 'Things Hidden From Other Men'; the Portuguese Voyages of Discovery." History oday June 1986: 27-33.

The Political Status of Tibet and China :: Foreign Policy Politics Political

In contemporary society, before major decisions are made, we are often urged to look back at the pertinent historical information and see if we can use this information to help us make clearer decisions and definitions especially in national and international policies. The real problem with this is that those making decisions often have a personal investment in the decision and are able to skew history and data towards the solution that they prefer. In these cases, it is necessary to look at both sides of the information before reaching a decision, and this is what I have tried to do concerning China’s policies and political viewpoint of Tibet. Through using objective and pro-Chinese documents, as well as outside knowledge of pro-Tibet viewpoints, I have attempted to prove whether or not I feel the Chinese are justified in claiming authority over Tibet, and conversely, whether Tibet is justified in claiming autonomy from China. My conclusion is that neither is justified. Through studying the political histories of the relationship of China and Tibet since the Tang Dynasty, constructed as alternating periods of each state’s dominance over each other in different ways, I believe that neither China nor Tibet is justified in their political opinions over the other and instead they historically have been partners unable to clearly be separate from each other. In order to properly come to a conclusion on what the actual historical status of Tibet and China is, one must begin with the first real documented political relationship existing between the two states. This period begins with the Tang Dynasty ruling in China (approximately 618 to 908 AD) and a series of powerful tribal chiefs in Tibet, referred to as the â€Å"‘Tubo’ in Chinese historical documents† (Yin 201). During this period, the Tubo were a highly powerful group, and for almost three centuries, constant battles erupted between Tibet and China, not clearly defined with borders yet. The Tibetans were still a highly nomadic society and sparsely spread along the high Tibetan plains. As the tribal chiefs began to gain more power, larger groups of people would congregate, and battles broke out when the nomadic Tibetans would either travel into Chinese territory or when the Chinese would infringe upon the Tibetan nomads’ lands. Due to the unclearly de fined borders between China and Tibet, many â€Å"minor frontier states† existed as a buffer zone between Tibet and China (Norbu 34). The Political Status of Tibet and China :: Foreign Policy Politics Political In contemporary society, before major decisions are made, we are often urged to look back at the pertinent historical information and see if we can use this information to help us make clearer decisions and definitions especially in national and international policies. The real problem with this is that those making decisions often have a personal investment in the decision and are able to skew history and data towards the solution that they prefer. In these cases, it is necessary to look at both sides of the information before reaching a decision, and this is what I have tried to do concerning China’s policies and political viewpoint of Tibet. Through using objective and pro-Chinese documents, as well as outside knowledge of pro-Tibet viewpoints, I have attempted to prove whether or not I feel the Chinese are justified in claiming authority over Tibet, and conversely, whether Tibet is justified in claiming autonomy from China. My conclusion is that neither is justified. Through studying the political histories of the relationship of China and Tibet since the Tang Dynasty, constructed as alternating periods of each state’s dominance over each other in different ways, I believe that neither China nor Tibet is justified in their political opinions over the other and instead they historically have been partners unable to clearly be separate from each other. In order to properly come to a conclusion on what the actual historical status of Tibet and China is, one must begin with the first real documented political relationship existing between the two states. This period begins with the Tang Dynasty ruling in China (approximately 618 to 908 AD) and a series of powerful tribal chiefs in Tibet, referred to as the â€Å"‘Tubo’ in Chinese historical documents† (Yin 201). During this period, the Tubo were a highly powerful group, and for almost three centuries, constant battles erupted between Tibet and China, not clearly defined with borders yet. The Tibetans were still a highly nomadic society and sparsely spread along the high Tibetan plains. As the tribal chiefs began to gain more power, larger groups of people would congregate, and battles broke out when the nomadic Tibetans would either travel into Chinese territory or when the Chinese would infringe upon the Tibetan nomads’ lands. Due to the unclearly de fined borders between China and Tibet, many â€Å"minor frontier states† existed as a buffer zone between Tibet and China (Norbu 34).

Cochlear Implants and the Internet :: Health Disability

On-line communities are something I have never participated in. I have always felt (due to personal observations of friends using chat rooms and listening to other’s renditions of their experiences) these communities can, and most often do, consume inordinate amounts of time and spare time is a rare commodity for me. Beyond the time consumption, from my observations of chat rooms, there are rarely any well-thought-out responses to the topic of discussion. In fact, often there are inane and childish retorts that just stir up the emotions of those involved and tend to sidetrack the majority as they rally against the perpetrator. On the other hand, I assume there are places where professionals can have relevant and introspective discussions, but I had never viewed, participated in or even read archived logs of such discourse. I imagine these â€Å"professional† discussions could be highly beneficial interactions for problem solving, as well as being supportive while offering constructive criticism. Since my specialty is education of the deaf and hard-of-hearing (D/HH), I have been exposed to the highly emotionally charged debates on the issue of cochlear implants (CI). I was interested in finding out how easy (or difficult) it would be for hearing parents with deaf children to receive balanced and unbiased information on cochlear implants. Could they acquire the knowledge they would need in order to make informed decisions on behalf of their children on the World Wide Web? For those unfamiliar with CIs, the simplest explanation is to think of it as a high powered hearing aid which is surgically implanted in the recipient’s head (actually the inner ear) and feeds electrical impulses directly to the brain. It does not take away or alter a person’s deafness. When the processor is on, the implant stimulates hearing. When it is turned off, the hearing is gone. Maybe a short description of the process would be appropriate to insert here before continuing. First a recess is drilled in the temporal bone of the skull (behind the ear) and a magnetic disk is placed in this well. Connected to this disk is a wire—actually a bundle of wires depending on the CI’s number of channels or frequencies.

Villain, Hero, or Victim?

Katie Parlier Villain, Hero, or Victim? Jay Gatsby is one of America’s most prized antagonists who the reader genuinely wants to believe in but his personae of a hero is falsely presented and admired. Characters are commonly placed in either the hero or villain category, but Gatsby is the exception because he exhibits more qualities of a victim. Gatsby has fallen victimized by Daisy’s guise. During the initial relationship between Daisy and Gatsby in Kentucky, Daisy continues to encourage Gatsby’s affections even though she knows that there is no future with Gatsby.Gatsby is not and will never be aristocratic and in his pursuit of the impossible, Gatsby loses his identity along the way. A victim is defined as a person who has been harmed or tricked, and Gatsby unquestionably falls prey to Daisy’s ability to â€Å"smash up things and creatures and then retreat back into her money or †¦ vast carelessness†¦Ã¢â‚¬  Before Gatsby and Daisy even met, Gatsby had set a goal to leave behind his poor roots and create a successful life full of wealth.Gatsby in the summer of 1924 has accomplished exactly that but because of his encounter with Daisy his initial dream changes and becomes further complicated because it now depends on the actions of another person. After Daisy and Gatsby’s month of romance, Gatsby has tacked on the ambition to not only become wealthy and successful for himself, but for the hope that Daisy will acknowledge his prosperity and select Gatsby as her husband. Daisy presents Gatsby with a false sense of hope because she knew all along that money was not enough, she must be involved with an aristocratic society.This fictitious sense of hope causes Gatsby to attain the maximum amount of money in the minimum amount of time; even it is accomplished in unsavory ways. Gatsby is victimized by Daisy’s lies and becomes a criminal just to satisfy Daisy’s needs. His criminal activity caused as a result by Daisy’s actions lead Gatsby into a downward spiral that is recognizable throughout the novel with the endless parties. Now that Gatsby has acquired his great wealth, he decides to attract Daisy by throwing ostentatious parties that attract people like kids flocking to the wonders of a circus.The never ending flamboyant parties become so vast, that the host morphs into a ghostlike entity with his presence known lurking around the parties every once in a while without being recognized as an actual man. Gatsby becomes this grand and mysterious socialite who not known by the own people who visit his house. His personality does not exist for the partygoers, so they have to create their own versions of the great Jay Gatsby. Gatsby does not bother with making friends while he is in West Egg because his only goal is to attract the attention of Daisy.Because he does not socialize, he has lived the life of a hermit creating new ways to fascinate Daisy while Daisy is out living her life without the slightest memory of Gatsby. Daisy does not acknowledge the presence of others unless they are some use to her, and manipulation and deceit towards Gatsby only continues to escalate as the novel progresses. The final victimized act of Gatsby’s life occurs when takes the blame for Daisy’s actions against Myrtle that eventually lead to his death. Just before Daisy’s hits Myrtle with Gatsby’s car, Daisy has chosen to stay with Tom because of Gatsby’s suspicious business practices.However Gatsby still believes that Daisy will come back to him because she never outright admitted to loving Tom. Just like Gatsby and Daisy’s month of love, Daisy is never able to tell Gatsby the truth and completely end her relationship with Gatsby because she likes the power. In both cases Gatsby is presented with the false sense of hope and once again becomes the victim of Daisy’s fun and games. Daisy is too selfish to realize that she is pla ying with someone’s life and her actions could have long term consequences to others.Up until the very end Daisy continues to manipulate Gatsby like an inconsiderate puppet master. She controls the strings of Gatsby’s life, but when things get messy Daisy takes the quickest way out, to remove her fragile societal image from the dubious situation. Daisy’s influence on Gatsby turned him from a strong-willed man who created a destiny to make himself a better man to a disappointed fool who modeled his life actions after the feelings of another. Gatsby has become the ultimate victim to the alluring qualities of a woman and never has the chance to recover.

Learning Styles Essay

1. What I intend to do In this assignment I will aim to discuss the factors which can affect learning for a student. Incorporated in this I will discuss theories of ‘learning styles’, comparing and contrasting them and try to identify aspects which can impact upon my practice. I will analyse my own teaching style and that of others to see how the theories can be applied and also assess my own success in meeting the needs of the students. 1.1 Why? The information provided in this assignment will allow me a better understanding of the variety of ways a student can learn. This will impact on my future as it will allow me to become a more successful classroom practitioner and allow me to recognise and cater for a variety of styles in my teaching resulting in more enthused, able and satisfied students. 2. Definition of learning Before one can discuss concepts of learning and learning styles, an understanding of the term is necessary. Learning is defined by the Encarta dictionary as: 1. Acquiring of knowledge: the acquisition of knowledge or skill 2. Acquired knowledge: knowledge or skill gained through education 3. Change in knowledge: a relatively permanent change in, or acquisition of, knowledge, understanding, or behaviour Learning occurs throughout life as more and more information is acquired, definition two focuses on knowledge through education, this is obviously the factor which I will focus on during this assignment, however I felt the inclusion of the other definitions was important, the first links well to the second, and the third is important to understand to allow the implementation of the first two. The third definition highlights that not all learning comes in a school based environment and that learning occurs at all times in all different ways, in effect it highlights that learning can occur in many ‘styles’. 3. Factors affecting learning Learning is complex; it can be affected by numerous factors which can reduce the effectiveness of learning. Some of these factors can be controlled, others cannot, it is the job of the teacher to have control of as many aspects of the learning as possible to ensure students achieve. Maslow’s original Hierachy of needs incorporates the perceived basic needs of a learner and their motivation, of which most, if not all need to be met to allow learning to be successful Of the factors mentioned by Maslow, only some can be controlled by the teacher such as safety, stability etc but many are down to the child’s home life. The factors which a teacher can be in control of can be managed by providing a safe, warm teaching environment so that learners are comfortable; the teacher should build positive relationships with the learners to support them and enhance learning and also allow for working in groups within the class. A clear structure and procedure in the lesson will provide stability and rewarding positive acts will give the learner a sense of achievement and help to build a positive reputation, leading to personal growth. The factors which are beyond our control can arguably have a greater effect on the success of learning. Learning style theories The idea of learning styles or different approaches to learning ‘emphasizes the fact that individuals perceive and process information in very different ways’. The idea that students learn in different ways implies that how much an individual learns can be affected by teaching method, therefore intelligence needs to be recognised in a different way, instead of is this student intelligent, the question an educator should ask is how is this student intelligent. The concept of learning styles is ‘rooted in the classification of psychological types’ Basically, through research, it has been demonstrated that individuals learn in different ways due to upbringing, heredity and the environment, it has also been demonstrated that ‘different individuals have a tendency to both perceive and process information differently’ The different ways of doing so are generally  classified as: 1.Concrete and abstract perceivers–Concrete perceivers absorb information through direct experience, by doing, acting, sensing, and feeling. Abstract perceivers, however, take in information through analysis, observation, and thinking. 2.Active and reflective processors–Active processors make sense of an experience by immediately using the new information. Reflective processors make sense of an experience by reflecting on and thinking about it. Schooling generally focuses on active and reflective processors however concrete and abstract perceivers are becoming more and more catered for. Learning styles theories impact education through the curriculum, instruction and assessment. The curriculum must place emphasis on intuition, feeling, sensing, and imagination, in addition to the traditional skills of analysis, reason, and sequential problem solving. In the instruction, teachers should design their instruction methods to connect with all four learning styles, using various combinations of experience, reflection, conceptualization, and experimentation. Finally, in assessment teachers should employ a variety of assessment techniques, focusing on the development of â€Å"whole brain† capacity and each of the different learning styles (http://www.funderstanding.com/content/learning-styles) Learning theories have been grouped into five clusters: 4.1 Behaviourism learning theory Behaviourism is a view that operates on a principle of â€Å"stimulus-response.†, in other words all behaviour is in some way caused by an external stimulus and it is the association between the stimulus and response which leads to a change in behaviour. This theory can be explained without reference to consciousness or ones internal mental state. I have seen this theory in action through lesson observations, for example the Head of Science. The teacher has clear routines in the lesson, along with positive reinforcement, rewards system, praise and a firm but fair view on behaviour. The method works very well for the teacher in question as the classes are engaged, enthused and make progress in lesson. (http://www.learning-theories.com) 4.2 Cognitivism learning theory Cognitivism involves recall or recognition of key facts, it effectively views the mind as an information processor. It places emphasis of the role of prior knowledge and being able to convert information from short term memory to long term memory. This theory counteracts that of behaviourism by saying that the human mind is not pre-programmed to respond only to external stimuli and that it requires ‘active participation in order to learn’ The cognitivism theory views the brains learning as such: Information→Processing→Outcome I have observed this style in a humanities lesson on the Olympics, key ideas were constantly referred to and displayed on handouts, students were encouraged to link the information they were given to experiences they had had and link into different scenarios to allow the students to recognise and understand the key ideas of the lesson. This is probably the theory I use most, I try to engage students by getting them to use their own experiences and thoughts when discussing topics in science to allow better understanding and application. 4.3 Constructivism learning theory Constructivism uses the idea that all learners need to construct their knowledge from their previous knowledge and the new information presented to them. The learning also incorporates problem solving as the new information can conflict what they already knew, leading to a ‘solution’ being sought and found. Constructivism is subjective i.e. based on the learners opinion. Constructivism is a key area to focus on in the development of starter activities, if a learner uses previous knowledge then a starter must incorporate what they already know to allow them to build upon this and acquire new knowledge. In science, misconceptions are often found in a students prior knowledge, evidence provided in lesson, often in the form of experimental results can conflict previous knowledge, necessitating the need for the problem solving aspect of constructivism to allow the knowledge to be acquired. I have observed this theory in practice through the use of self assessment and peer assessment within the Science department. This allows students to give and receive feedback on their opinions allowing them to develop their individual knowledge. 4.4 Social learning theory This theory suggests that learning is most successful when dealt with in a social setting. The theory works on the principle that people can learn solely from observations. I have observed this in science lessons through the teacher demonstrating a practical to the students before they attempted the practical themselves, I have also seen it in group work where one student models an idea and others observe then copy to advance learning. 5. Stages of learning Learning is not an immediate process; learners typically will not immediately go from no knowledge to full understanding, usually a learner will advance through a series of learning stages. One theory is that there are four stages: 1.Unconscious Incompetence â€Å"I don’t know that I don’t know how to do this.† This is the stage of blissful ignorance before learning begins. 2. Conscious Incompetence â€Å"I know that I don’t know how to do this, yet.† This is the most difficult stage, where learning begins, and where the most judgments against self are formed. 3. Conscious Competence â€Å"I know that I know how to do this.† This stage of learning is easier than the second stage, but it is still uncomfortable and self-conscious. 4. Unconscious Competence â€Å"What, you say I did something well?† The final stage of learning a skill is when it has become a natural part of us; we don’t have to think about it. This is a simple model for learning, however it doesn’t always fit with how a student will learn in a classroom environment as other skills are asked of students such as application of knowledge. Another theory which does incorporate this is the learning hierarchy (Haring, Lovitt, Eaton, & Hansen,  1978) has four stages, these are: acquisition, fluency, generalization, and adaptation: 1.Acquisition: The student has begun to learn how to complete the target skill correctly but is not yet accurate or fluent in the skill. The goal in this phase is to improve accuracy 2.Fluency: The student is able to complete the target skill accurately but works slowly. The goal of this phase is to increase the student’s speed of responding (fluency). 3.Generalisation: The student is accurate and fluent in using the skill but cannot apply it to other suitable situations, the focus of this stage is to encourage the use of the skill in the widest possible range of settings and situations. 4.Adaptation: The student is accurate and fluent in using the skill and can use it in many situations or settings. The student still cannot adapt the skills to fit novel tasks-demands or situations. The focus of this stage is for the student to identify previously learned skills and adapt them to new situations. If a teacher can accurately identify which stage the learner is at then that teacher can select ideas that are more likely to be successful in meeting the students learning needs (Differentiation). The stages are also important to consider when introducing a new topic, especially one which is unlikely to be familiar to the learner. The lesson plan needs to be chunked to allow each learning stage to be met, a learner cannot be asked to apply knowledge before they have acquired it in the first place 6. What are learning styles? The learning styles movement in the UK began in 1982 with the launch of the Honey and Mumford questionnaire (to be discussed later).The basic idea of learning styles is that students learn in different ways. It is said that everyone has a preffered style to learn in and that this style can be tested for to give the teacher information on how best to support a students learning and accommodate them in the learning environment. (http://www.tes.co.uk/article.aspx?storycode=2153773) 6.1 David Kolb’s learning styles model and experiential learning theory (ELT) In 1984, Kolb published his learning styles model, it focussed on four distinct learning styles, however, Kolb’s model allows a learner to touch on all four categories in a cycle rather than sit in just one, however the  learner will have a preferred style of learning.. The four Kolb’s learning styles are as follows: 1.Diverging (feeling and watching – CE/RO) – These learners prefer to watch a scenario rather than be involved in it, gathering information and using imagination to solve problems. They are interested in people, tend to be imaginative and emotional, and tend to be strong in the arts. This type of learner prefers to work in groups and listen with an open mind; they also enjoy receiving personal feedback. 2.Converging (doing and thinking – AC/AE) – This type of learner is a problem solver; they use their learning to find solutions to practical problems. Convergers are more interested in a task where there is a single answer and respond well in this situation. Convergers like to experiment with new ideas and find practical uses for ideas and theories. Convergers tend to be relatively unemotional and would rather deal with things than people, in this sense they are opposite to Divergers. 3.Assimilating (watching and thinking – AC/RO) – This type of learner requires a clear explanation rather than an opportunity to practice it themselves. An assimilating learner seeks a concise and logical approach, favouring ideas and concepts over people. An assimilator likes to structure information into a logical format, as such they excel in information and scientific careers. An assimilator likes a formal learning situation, with readings, lectures, an opportunity to explore analytical models, and the time to think things through. 4.Accommodating (doing and feeling – CE/AE) – This type of learner enjoys practical learning which relies on intuition rather than logic. An accommodator tends not to do their own analysis but will rely on information from others. Accommodators are risk takers and work on a trial and error basis, they excel in team work and like to set targets and actively work to achieve them. These models, as stated before, are not necessarily distinct, i.e. it is still possible for an accommodator to work in a converger’s environment, but learning is likely to be less successful. Kolb also said that it is possible to change a learning style but it takes a great effort to do so. 6.2 Honey & Mumford In 1982, Honey and Mumford developed a model of learning styles using Kolb’s work as a basis. The model is a variation of Kolb’s using the terms  Activist, Reflector, Theorist and Pragmatist to represent each stage rather than Kolb’s terms. Below is a table defining the stages. Learning StyleCorresponding Kolb Learning StylePreferred Mode Of Learning Activist (Do)AccommodatingDoing things, carrying out activities, ‘act first before considering consequences’ Reflector (Review)DivergingCollect and analyse data, ‘stand back and observe’ Theorist (Conclude)AssimilatingThink in logical steps, create theories from information, ‘disciplined, aim to fit things into a rational order’ Pragmatist (Plan)ConvergingApplication of knowledge to a specific problem, ‘Keen to put theories and techniques into practice’ http://www.mftrou.com/honey-mumford.html http://www.businessballs.com/kolblearningstyles.htm Below is a brief description of the learner and a table displaying in which situation that learner will learn well and which situations the learner may not thrive in. 1. Activists- These learners are open minded and enthusiastic about new ideas, they enjoy doing an activity, especially in a new situation. Activists enjoy working in groups but like being in limelight Activists learn best when:Activists learn less when: Involved in new experiences, problems and opportunitiesListening to lectures or long explanations Working with others e.g. team work, role playReading, writing or thinking on their own Being thrown in the deep end with a difficult taskAbsorbing and understanding data Leading/chairing discussionsFollowing precise instruction to the letter http://www.excellencegateway.org.uk/media/ferl_and_aclearn/ferl/pages/news_events/events/2004/november/workshop_presentations/B10.doc 2. Reflectors- Reflectors like to stand back from a situation and view it from different perspectives. A reflector will gather data and analyse it before coming to a conclusion. Reflectors enjoy observing and listening to others. Reflectors learn best whenReflectors learn less when Observing individuals or groups at workActing as a leader or role playing in front of others Given opportunity to review what has happened and think about what they have learntDoing things with no time to prepare Produce analysis and reports without tight deadlinesBeing thrown in at the deep end Being rushed or worried by deadlines http://www.excellencegateway.org.uk/media/ferl_and_aclearn/ferl/pages/news_events/events/2004/november/workshop_presentations/B10.doc 3. Theorists- Integrate observations into theories, problems are worked through on a step by step basis, tend to be detached and analytical rather than emotive and subjective. Theorists learn best whenTheorists learn less when Given structured situations with clear purposeActivity is unstructured or poorly briefed Put in complex situations where they have to use their skills and knowledgeHave to partake in activities which involve emotion or feelings Given the chance to question or probe ideas behind thingsHave top do things without knowing the principles or concepts involved Offered ideas or concepts not necessarily immediately relevantFeel they are ‘out of tune’ with other participants http://www.excellencegateway.org.uk/media/ferl_and_aclearn/ferl/pages/news_events/events/2004/november/workshop_presentations/B10.doc 4. Pragmatists- These are keen to try things out, they enjoy working with concepts which can be applied to situations they encounter. Pragmatists tend to be impatient with long discussion and prefer to be practical. Pragmatists learn best whenPragmatists learn less when There is an obvious link between the topic and the jobThere is no obvious or immediate benefit that they can recognise Have the chance to try out techniques with feedback There is no practice or guidelines on how to do it They are shown techniques with obvious advantages e.g. saving timeThere is no apparent ‘payback’ or reward They are shown a model they can copy e.g. a film or a respected bossThe learning is all theory http://www.excellencegateway.org.uk/media/ferl_and_aclearn/ferl/pages/news_events/events/2004/november/workshop_presentations/B10.doc 6.3 VAK VAK is a multi-sensory approach to teaching and learning. It is split into three distinct groups: Learning styleDescription VisualSeeing and reading AuditoryListening and speaking KinaestheticTouching and doing Visual- This can be incorporated into a lesson using pictures, observation, handouts, demonstration, videos, flip-charts etc. Auditory- This can be incorporated into a lesson by the use of spoken word, sounds, noises etc. Kinaesthetic- This can be incorporated into lessons by the use of practical, hands on activities-touching, feeling, holding, doing, role play etc. According to VAK, most people will have a dominant style of learning; however it is possible for some people to have a relatively balanced mixture of the three styles. A person’s learning style is a reflection of their mix of intelligences. It is also a reflection of their brain type and dominance.