Nike Case Study Questions - 882 Words

Nike Case Study Questions 1. Evaluate Nike by using the competitive forces and value chain models. Nike is one of the strongest sports brands, even though it is faced with competitors in the lines of clothing and shoe manufacturing. Nike constantly releases new products, and that keeps competitors from catching up to them. I can vouch for the quality of Nike, because I have had a pair of their shoes last me for over four years without any significant wear. Granted, the soles are worn to the point that there’s no traction on wet surfaces, especially the floors at ODU. They are facing new market entrant competition with their fitness tracking technology from smartwatch brands like Samsung and Fitbit. They have their own proprietary†¦show more content†¦Explain your answer. Many people like the idea of being able to track their physical activity and measure it against other people. Nike satisfies this demand with many useful fitness apps associated with their products. Nike lets people connect through their Facebook pages, online training programs, etc. Nike+ allows people to have their data saved in one place. In the future, if smartwatches become more affordable, Nike might begin to struggle against competition. The reason being is that their products focus specifically on fitness, and not more general tasks that people would expect from a smartwatch. Second Case Study 1. How did Datacard Group’s previous business processes affect operations and decision making? Essentially, business units would request to have information systems built based on their personal requirements. This approach consequently led to fragmented information systems which could only serve the designated departments. By building the systems around various lines, the company as a whole could not benefit. 2. What people, organization, and technology factors contributed to Datacard Group’s problems with its business processes? Managers were permitted to create separate information systems, which did not satisfy the company needs. Employees had to spend extra time to exchange information between departments. In terms of organization, the information systems did not allow information to transfer betweenShow MoreRelatedReport on the Case Study Nike Essay1485 Words   |  6 PagesReport on the Case Study Nike This report has been produced to provide an insight into the consumer decision-making process, buyer behaviour factors that consumers of Nike are influenced by. The report also details recommendations based on the findings. 2.0 Summary =========== The report is about Nike, regarding the case study. The report elaborates on the aspects including buyer behaviour, brand image, consumer decision making, and marketing researchRead MoreNike Markeing1333 Words   |  6 Pagescontexts Context The purpose of this report is to apply your knowledge of marketing to Nike (a well known sports retailer). Your report should explain the concepts of marketing and illustrate segmentation, targeting and positioning using one of their products. Finally, you will analyse their marketing and devise a marketing mix for one of their products. Your report should answer each of the following questions in turn: Task 1 - Investigate the concept and process of marketing (LO1) 1a) CompareRead MorePsychology of Business - Nike She Runs1414 Words   |  6 PagesPerspective Synopsis Exam Exam Question: â€Å"Today business and organizations have to function within a globalized, diverse, highly competitive and rapidly changing market. This calls for new approaches, strategies, organizations and understandings. 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Essay842 Words   |  4 PagesCase Study Questions: 1 What was the key insight that helped Nike develop a holistic marketing strategy? Before the Internet era, Nike had already established itself. It had done well though TV ads and celebrities getting on board like Bo Jackson. However, when the new era came, it changed everything for Nike. They needed to be able to change with the new era. If millions of people use Facebook, IG, and Twitter, Nike needed to expose themselves in those areas as well. Therefore, they became moreRead MoreNike : Sustainability And Labour Practises1217 Words   |  5 Pageswhich may question the sustainability of an organisations. Sustainability of organisations, nations, humanity is becoming a primary goal of the individuals and groups in all the different sectors anyone can think of. Leaders are very keen to launch new sustainability initiatives on a daily basis in order to make the surroundings more sustainable in nature. So now in this report which is based on the case study of â€Å"Nike: sustainability and labour practises†. This case illustrates that Nike was foundRead More Case Study - Nike: Spreading Out to Stay Together1343 Words   |  6 PagesCase Study: Amazon: Nike: Spreading Out to Stay Together Nike, Inc. is an American  multinational corporation  that is engaged in the design, development and worldwide marketing and selling of footwear, apparel, equipment, accessories and services. The company is headquartered near  Beaverton, Oregon, in the  Portland metropolitan area. It is the world s leading supplier of  athletic shoes  and  apparel  and a major manufacturer of  sports equipment, with revenue in excess of US$24.1  billion in its fiscalRead MoreEssay on Winged Victory: The Nike of Samothrace1376 Words   |  6 PagesWinged Victory: The Nike of Samothrace The Nike of Samothrace (fig. 1) Charles Champoiseau uncovered pieces of masterfully worked Parian marble in April of 1863.1 On Samothraki, the island from which Poseidon is said to have watched the fall of Troy, these segments of stone came together to form four main sections: a torso, a headless bust, a section of drapery, and a wing.2 The sections were shaped to be assembled though the use of cantilevering and metal dowels, allowingRead MoreNike International Business and Trade Unit1207 Words   |  5 PagesCase Study: Nike, Inc. International Business and Trade Unit 1. Company Ethics: Nike Inc. in Cooperation with its suppliers Many global companies like Nike, Inc. are seen as role models both in the market place as well as in society in large. That is why they are expected to act responsibly in their dealings with humanity and the natural world. Nike benefits from the global sourcing opportunities, therefore areas such as production and logistics have been outsourced to partner companies in low-wageRead MoreNike vs Adidas1379 Words   |  6 Pages1. Visit minimum 5 retailers of NIKE/ADIDAS and prepare a brief summary report of: a) Typical customer profile/demographic profile of the products of NIKE/ADIDAS shoes. b) Acceptance levels of the 2 brands in the consumers of your city. c) Consumer feedback for improvement, if any, of NIKE/ADIDAS. Ans: The Finally report After visit of Six Outlets of Nike Adidas: Introduction: As we know that both the brands NIKE and ADIDAS are having a very good reputed brands

Question Response Example

Essays on Question Response Coursework Question Response Question Response Sufism can be described as the inner dimension that exists within the Muslim faith. The mystical nature of Sufism involves the selfless acceptance of experiencing truth, through love and devotion of anyone and everything. Unlike other religions where the belief of being fully closer to God in life is not so deeply rooted, Sufism creates the intrinsic belief that an individual can fully embrace the divine presence of God while still living. Sufism involves enlightening individuals to believe that an individual can become one with God in this life, and not just in the final judgment and death. The main reason as to why Sufism may appeal to a large number of people is the openness and inclusiveness brought on by it. It is often believed that Sufis can preach to every individual in their presence, regardless of their religious affiliation. This means that Sufis are comfortable doing prayers anywhere; a synagogue, a temple, or even a church. The basic d octrine that surrounds Sufism is spiritual enlightenment. The principle surrounding this is largely focused on asceticism, which requires individuals to live simply. That being said, material needs and desires are not a subject of concern. It is believed that as the prophet Muhammad lived in poverty, Sufis should also strive to find happiness in life without the presence of material things. The knowledge that surrounds the principles and lifestyles of Sufis comes largely from their interpretation of the Qur’an. This makes them believe that their search for the truth refreshes Islam from within. It is my belief that Sufis are true Muslims, and that their doctrine should not be shunned for the differences that exist.

Leadership and Management The Roal Ahead

Question: Describe about the Leadership and Management for The Roal Ahead. Answer: Introduction: Leadership can be regarded as a procedure by which an individual influences others to accomplish a pre determined organizational objective and direct the business enterprise in a way that is more cohesive as well as coherent. The leaders can undertake this process by implementation of leadership attributes that includes principles, values, ethics, nature, knowledge as well as skills. The current study elucidates in detail description along with the rationale of the leadership model with reference to the operations of the Maldivian school Villa International High School (VIHS). The present study also presents advanced understanding of different theories as well as models of leadership along with issues associated to leadership. In addition to this, the current segment also outlines the problems and the ways by which the issues can be resolved by proper assimilation of different characteristics of new leadership model. Thereafter, the current study also presents valid as well as creati ve recommendations for the selected school Villa International High School (VIHS). Background of the school: Villa International High School (VIHS) is a chief Higher Secondary Education provider in the region of Maldives that is highly valued, recognized regionally as well as internationally. The mission of the school is essentially to sustain, move ahead as well as impart knowledge by offering globally acknowledged quality of education by means of improved process of teaching as well as training. The administration of the school is also keen on development of intellectual capacity as well as values that is critical for the overall development of the entire Maldivian community. Again, the administration of the school Villa International High School (VIHS) also focuses on activities such as the development of the Media Club, Nature Nurturers, Eureka, Business Club, Aesthetic Club and English Consortio among many others (Vihs.edu.mv, 2016). In addition to this, the school also functions through different segregated departments such as the Business Department, Accounting Department, Economics Department, Law Department, Biology Department, English Department, Mathematics Department, Physics as well as Chemistry Department (Vihs.edu.mv, 2016). The school also has a team of leaders that includes the principal Saeed Ahmed, deputy principal Ismail Nasheed, assistant principal Zulakha Fazna along with deputy principal Aminath Nihan (Vihs.edu.mv, 2016). The leadership can help in the process of improvement of learning outcomes, creation of conditions for effectual teaching and learning, making connections and building networks and development of leaders. Rational of the Leadership model: Description of the leadership model followed in the Villa International High School The administration of the Villa International High School adopts the traditional leadership model where the head teachers are essentially supported and assisted by the deputy as well as assistance heads. The school Villa International High School is headed by principal Saeed Ahmed and supported by deputy principal Ismail Nasheed, assistant principal Zulakha Fazna along with deputy principal Aminath Nihan. The traditional school leadership has the characteristic of maintenance of collaborative arrangements with other institutions (Arends, 2014). The Villa International High School too essentially is a single school although it has collaborative arrangements with various other institutions. Again, the traditional leadership model also has certain degree of distributed leadership (Avolio Yammarino, 2013). The analysis of the operations as well as structure of Villa International High School reveals that the distributed leadership is essentially associated to the practice of leadership instead of particular leadership roles as well as responsibilities (Cordeiro Cunningham, 2012). This specific type of the distributed leadership also directs towards the shared and at the same time collective and extended leadership exercises that can help in building the potential for alteration as well as improvement (Botha Triegaardt, 2014). The distributed leadership also refers to the process of mobilising leadership expertise at different levels in the school to create greater opportunities for transformations and for generation of capacity for enhancement (Hallinger Chen, 2015). However, this form and approach of leadership cannot ensure the best outcomes for the target learners (Cordeiro Cunningham, 2012). The distributed leadership is difficult, disruptive, debilitating to alteration and there is not guarantee for success. Therefore, it is clear that distributed leadership helps in misunderstanding, misalignment as well as misrepresentation (Cosner, 2014). Rationale for the traditional school leadership model selected for the critique The rationale behind application of traditional school leadership in the school Villa International High school is that traditional school model calls for the need of the appointment of the qualified teachers. The traditional leadership also follows a particular structure where the head teachers are backed by different deputy as well as assistant principals (Dimmock, 2013). This particular model is also widespread in the primary sector and this structure suits the structure of the primary sector. This framework can also be seen in the secondary as well as special educational institutions (Evers Wong, 2013). The traditional school leadership model essentially comprises of exclusively qualified teaching staff and includes Head Teacher backed by the Deputy as well as Assistant Heads. The model of the traditional school leadership model is essentially applicable for the primary sector and is to certain extent is applicable for the secondary schools (Harris, 2013). The rationale of follo wing this structure is that this traditional leadership model provides a clear framework, concentrates on teaching as well as learning, generates distinct lines of responsibilities, and creates reassurance for parents as well as wider community (Hallinger Chen, 2015). The head teachers of the school Villa International High School function as per the guidelines of the traditional school leadership model. However, the members of the staff of the educational institution Villa International high School also might face the challenges of poor balance between work and life; experience compelled by tremendous levels of responsibilities as well as tactical planning as they are dodged down by pressure. Again, the workload levels announced by the head teachers is said to be sustainable in the upcoming period. Figure 1: Traditional Leadership (Source: Leithwood Hallinger, 2012) Issues associated to the models of leadership selected by Villa International high School The issues associated to the models of leadership adopted by the administration of Villa International High School can be discussed in the present section for rectification of the models. The possible constraints associated to the traditional school leadership model are connected to the recognition of the individual accountable for the actions at different levels of hierarchy (Miller et al., 2016). Therefore, the school following the Villa International High School faces ambiguity as regards the uncertainty regarding the person accountable for the decision making as well as actions at different echelons of the school administration (Northouse, 2015). In addition to this, the administration of the school following the traditional leadership model can face the problems related to the management of the diverse workforce, students from different cultural backgrounds on necessarily the school site. Villa International High School being an international school therefore faces an issue as r egards management of the school having staff members as well as students from diverse cultural as well as ethnic background (Peus et al., 2013). In addition to this, the analysis of the structure of the school reveals that the school has several departments of operations such as the Business Department, Accounting Department, Economics Department, Law Department, Biology Department, English Department, Mathematics Department, Physics as well as Chemistry Department. Therefore, the structure of the leadership followed in the school essentially includes the head teacher being assisted by the assistant as well as deputy teacher. Therefore, the structure also needs establishment of different posts for overseeing several departments of the school (Smith et al., 2012). The structure of the traditional model therefore leads to improper distribution of accountabilities as well as responsibilities and diverse lines of responsibilities of the members of the staff. This finally leads to extreme levels of accountability of particular individuals. This also leads to extreme workloads on certain head teachers that cannot prove to be sustai nable in the upcoming period (Snell et al., 2015). Therefore, the administration of the school can modify the current traditional school leadership model for the addition to different posts for distribution of responsibilities. In addition to this, the traditional school leadership also incorporates the distributed leadership approaches in the model (Storey, 2016). Whilst certain advantageous features of this particular leadership approach, there are also certain disadvantages of this particular leadership model that poses challenge and prove to be an issue to the organization. This approach of leadership cannot ensure the best outcomes for the target learners (Woodhouse Pedder, 2016). The distributed leadership is difficult, disruptive, debilitating to alteration and there is no guarantee for success. As a result, it is clear that distributed leadership helps in misunderstanding, misalignment as well as misrepresentation (Zepeda, 2013). Issues Particulars Difficulties in recognition of individual responsible for activities There is ambiguity concerning the person responsible for the decision making and actions at diverse echelons of the school administration Management of the diverse workforce, students from different cultural backgrounds on necessarily the school site Villa International High School being an international school consequently faces a problem regarding management of the school having staff members in addition to students from diverse cultural as well as ethnic background Improper distribution of accountabilities Improper distribution of accountabilities leads to extreme workloads on certain head teachers that cannot prove to be sustainable in the upcoming period Improper Structure of the school Despite having various departments, the school lacks proper departmental heads for proper administration of the institution. However, as per the traditional leadership model, the school has inadequate departmental heads and faces challenges of improper structure. Distributed leadership approaches in the traditional model This approach of leadership cannot ensure the best outcomes for the target learners as this leadership is disruptive, debilitating to alteration and there is no guarantee for success Advanced understanding of theories and models of leadership by discussing issues The growth in the importance of school leadership accompanies by theory development by developing new models for establishing approaches for redefining activities (Zepeda, 2013). The main purpose of the assignment is reviewing the current as well as recent writing based on the leadership models. This paper examines the theoretical literature for showing leadership for conceptualizing empirical literature for demonstrating for supporting these concepts. This section will discuss on new leadership models on Multi-Agency Leadership in subject to fashion reflecting changes in school leadership practices (Snell et al., 2015). School Leadership relates with teaching among school-related factors affecting student learning for the main research activities. In other words, principals enables shaping the conditions for high quality teaching considering as prime factor for determination of whether teacher stay in high-needs schools (Dimmock et al., 2013). Therefore, High-quality principals, on the other hand, are vital to the effectiveness for nation public schools for serving children with some of the advantages in life. Model developed for Villa International High School The new approach of Advanced Multi-Agency School Leadership can prove to be as one of the variation of managed model. This model has greater diversity within the Senior Leadership team in responsive to multi-agency work (Smith et al., 2012). In other words, application of this model by Villa International High School will help in managing the diverse workforce on the school sites. There are various ways whereby leadership team can be properly structured within the model in case there is co-located as the Children centre (Dimmock et al., 2013). Figure: Advanced Multi-Agency School Leadership Model for Villa International High School (Source: Created by author) The above model named as Advanced Multi-Agency School Leadership will be beneficial for current operations at Villa International High School. Chief Executives works efficiently with other lead practitioners as presented in the multi-agency school leadership model (Northouse, 2015). The main key point of the above-mentioned model is explained below: Wide access towards range of support services especially for families (Dimmock et al., 2013). High improvement in pupil well-being (edu.mv, 2016) Motivational aspects Smooth transactions between home as well as school especially among the young people (Harris, 2013). Advanced Multi-Agency School Leadership approach manages with the models for Villa International High School for including senior support staff members for introducing innovative working practices (Evers Wong, 2013). In other words, this approach will be found in the secondary sector acting beneficial for Villa International High School. Multi-Agency School Leadership approach will bring into consideration aspects such as elements of participative leadership. This will further involve staff motivation at schools as well as greater capacity in Senior Leadership team (Botha Triegaardt, 2014). In other words, Multi-Agency School Leadership approach will take out the necessary human resources for schools in expanding leadership team from existing school culture (Dimmock et al., 2013). Level of critical thinking and evaluation of issues identified from the traditional model of School Leadership On critical analysis, it has been noticed that report on leadership conducts major approaches mentioned in the above study (Botha Triegaardt, 2014). Earlier, Villa International High School was adopting traditional leadership model that lacked proper application and was misaligned, disruptive because it followed distributive leadership approach in their school activities (Arends, 2014). These are some of the approaches for viewing at the styles of leadership adopted by principals in a school. These leadership approaches help in depicting progress from the historic leadership styles looking into inward for approaching response to the high level of complexity especially in educational environment (Arends, 2014). There are several issues identified from the traditional model that has been rectified by developing new approaches to leadership for Villa International High School (Snell et al., 2015). Earlier approaches give rise to uncertainty that cannot be accountable in any cases. It gives rise to problems for working in diverse workforce from school sites for Villa International High School. In other words, there have been sustainability issues found from traditional models for some of the initiatives in terms of funding activities. Addition to that, traditional model concern majorly on building as well as premises management (Dimmock et al., 2013). Justification on problems or issues for resolving with the integration of new leadership forms models involving qualities New Model Leadership developed for Villa International High School will help them in managing their human resources in the most appropriate way (Snell et al., 2015). From the previous traditional model adopted by Villa International High School depicts some of the loopholes that need proper rectification so that future mistakes are reduced as far as possible. New Model works upon the system leadership approach (Avolio Yammarino, 2013). These are some of the leaders assuming roles beyond any boundaries of school as well as contributing wider educational systems at local, regional or national level (Evers Wong, 2013). Multi-Agency School Leadership approach should be adopted by Villa International School indicates willingness for taking systems-wide acting as leadership roles (Dimmock et al., 2013). In other words, moral as well as strategic purpose will be explained in this Multi-Agency School Leadership approach. This model will be rendering detailed investigation on moral as well as strategic purpose for resolving the level of complexity in school context for Villa International High School (Hallinger Chen, 2015). Major benefits for this model is bringing high level of commitment by building lateral capacity with extreme collaboration as well as networking for Villa International High School (Evers Wong, 2013). This approach will be focusing majorly on quality enhancement for learning as well as achievement for all children studying at Villa International High School. In addition, this approach has the ability in transforming schools as well as networks in areas relating to personal as well a s professional learning communities (Dimmock, 2013). Therefore, Multi-Agency School Leadership approach has the capacity in empowering as well as developing leadership for planning high level of succession (Snell et al., 2015). Validity and creativity of the recommendations made for the school It is recommended that Multi-Agency School Leadership approach for Villa International High School will be benefiting from the entire system of education by Expertise as well as individual experienced for in-service leaders (Evers Wong, 2013). Further, suggestions for Villa International High School will be taking consultant leaders as well as executive head teachers for working in less successful schools. Multi-Agency School Leadership approach has the potential for increasing capacity as well as creativity and innovation in the education sector. In addition, this particular approach lacks capacity in home school of the leader (Evers Wong, 2013). The administration of Villa International High School can essentially include the characteristic features of the educational leadership model. Educational leaders can adopt administration of school can help in improvement of learning outcomes for all the students, creation of the conditions for effectual teaching as well as learning, development as well as maintenance of schools as learning corporations, making connections and building networks within as well as beyond the schools and development of leaders (Avolio Yammarino, 2013). Educational leadership model if followed in the school can help in the process of development of trusting associations through active listening, demonstration of personal integrity (Zepeda, 2013). The educationalleadership model(ELM) can also help in the process of establishment of qualities, knowledge as well as skills that essentially the middle in addition to higher-ranking educational leaders have the need to acquire to properly directschoolsin the c urrent age of the twenty-first century (Northouse, 2015). This modelreflects that the associations are necessarily at the center ofschool leadershipand thatleadershipconstantly functions within a definite circumstance (Harris, 2013). Villa International High School should adopt whole-town approach by creation of overarching strategic school activities. In other words, the new approach adopted by Villa International High School will be able to establish Executive Head or Chief Executive for overseeing several school activities in the most efficient way (Botha Triegaardt, 2014). It further reveals sharing middle leaders as well as consultant teachers for Villa International High School (Harris, 2013). The newly designed approach named as Multi-agency Leadership will be characterized under collaboration among schools as well as providers. In this case, Villa International High School should be reporting for conducting informal collaborations with other schools. It significantly brings out minority of primary schools as effective part of collaboration (Botha Triegaardt, 2014). Conclusion At the end of the study, it has been noticed that Leadership models and techniques are adopted by Villa International High School. Contrast and comparison of study has been made in the entire assignment for bringing validation of the given project. Villa International High School has been using Traditional Leadership model for carrying out the operational aspects at school. Later, it has been recognized that traditional leadership theory lacks uncertainty regarding person accountable for the decision-making process at schools, improper distribution of accountabilities. There should be more number of departments and establishment of courses for handling the managerial aspects at school. Traditional Leadership Model uses distributive leadership that needs to be developed in the current models such as Multi-agency School Leadership at Villa International High School. Clear description of Advanced Multi-Agency School Leadership description has been developed as it has the ability in redu cing the issues at schools as far as possible. References: Arends, R. (2014).Learning to teach. McGraw-Hill Higher Education. Avolio, B. J., Yammarino, F. J. (Eds.). (2013).Transformational and charismatic leadership: The road ahead. Emerald Group Publishing. Botha, R. N., Triegaardt, P. P. (2014). Distributed Leadership Towards School Improvement: Case Study in South African Schools. Botha, R. N., Triegaardt, P. P. (2014). Distributed Leadership Towards School Improvement: Case Study in South African Schools. Cordeiro, P. A., Cunningham, W. G. (2012).Educational leadership: A bridge to improved practice. Pearson Higher Ed. Cosner, S. (2014). Leadership for school improvement.LEADERSHIP,2, 9. Dimmock, C. (2013).School-based management and school effectiveness. Routledge. Evers, C. W., Wong, K. C. (2013).Leadership for quality schooling. Routledge. Hallinger, P., Chen, J. (2015). Review of research on educational leadership and management in Asia A comparative analysis of research topics and methods, 19952012.Educational Management Administration Leadership,43(1), 5-27. Harris, A. (2013).Distributed school leadership: Developing tomorrow's leaders. Routledge. Vihs.edu.mv, (2016).Vihs.edu.mv. Retrieved 25 October 2016, from https://www.vihs.edu.mv/ Leithwood, K. A., Hallinger, P. (Eds.). (2012).Second international handbook of educational leadership and administration(Vol. 8). Springer Science Business Media. Miller, R. J., Goddard, R. D., Kim, M., Jacob, R., Goddard, Y., Schroeder, P. (2016). Can Professional Development Improve School Leadership? Results From a Randomized Control Trial Assessing the Impact of McRELs Balanced Leadership Program on Principals in Rural Michigan Schools.Educational Administration Quarterly, 0013161X16651926. Northouse, P. G. (2015).Leadership: Theory and practice. Sage publications. Peus, C., Braun, S., Frey, D. (2013). Situation-based measurement of the full range of leadership modelDevelopment and validation of a situational judgment Smith, W. K., Besharov, M. L., Wessels, A. K., Chertok, M. (2012). A paradoxical leadership model for social entrepreneurs: Challenges, leadership skills, and pedagogical tools for managing social and commercial demands.Academy of Management Learning Education,11(3), 463-478. Snell, S. A., Morris, S. S., Bohlander, G. W. (2015).Managing human resources. Nelson Education. Storey, J. ed., 2016.Leadership in Organizations: Current Issues and Key Trends. Routledge. Woodhouse, J., Pedder, D. (2016). Early career teachers perceptions and experiences of leadership development: balancing structure and agency in contrasting school contexts.Research Papers in Education, 1-25. Zepeda, S. J. (2013).Instructional leadership for school improvement. Routledge.

Kim Campbell, Canadas First Female Prime Minister, Rose Quickly In Her

Kim Campbell, Canada's first female Prime Minister, rose quickly in her political standings reaching, what she would find to be the height of her career only seven years after entering politics. It appeared like the loss of the 1993 election and the all around destruction of the Progressive Conservative party was completely Kim Campbell's fault however actually was a joint effort by Brian Mulroney and Kim Campbell. Kim Campbell rose so quickly in her political status that she did not have the experience that most of the others MPs had at her level. The Tories were finishing their second term in power and the people of Canada were displeased with Brain Mulroney by the time of his resignation. Kim Campbell was voted in as Prime Minister by her party and was not elected by the people of Canada. During the 1993 election Kim Campbell had an American company make a commercial that mocked Liberal party leader Jean Chr?tien's physical disability. Kim Campbell's first entered politics in 1986 . She first won a provincial seat in Vancouver and in 1988 she won her bid for the House of Commons. She had many good ideas, one of them being the USA-Canada Free Trade Agreement. This part of her campaign was recognized by Brian Mulroney who was the current Prime Minister. In 1989 Mulroney appointed Kim Campbell to the position of Minister of State for Indian and Northern Affairs. Later, in 1990 she was appointed Minister of Justice and a year later became the Minister of Defence. Just two years after becoming Minister of Defence and 7 years after entering politics, she ran for leader of the Progressive Conservative party and became Brian Mulroney's successor. Kim Campbell inexperience in the world of politics gave her a huge disadvantage when things started to go wrong. Brain Mulroney and the Tories had been in power for two terms, a total of 9 years. The Canadians had become tired of Brian Mulroney and his Progressive Conservative government, so when it was announced that he would resign most Canadians were happy to see him go. However his resignation did mean the end of the Progressive Conservatives power in Canada. Canadians unhappy with what the Progressive Conservatives had done chose to elect an other party. When Brain Mulroney resigned there was, in place of a federal election, a leadership convention. The Tories just had to elect a new leader who would then become the Prime Minister. This meant that Kim Campbell was not the choice of Canada but instead the choice of the Progressive Conservative party. So when it came time, 3 months later, for an election Canada not only went with a different leader but an entirely different party. The Liberal party was elected to power and leaving the Progressive Conservative party was left with only two seats. Canadians were not pleased with the Tories no matter who their leader was, this dissatisfaction caused the worst loss in Canadian history. It was in the 1993 federal election that Kim Campbell found she was behind in the poles and made a decision that destroyed her party. She chose to have an American Company make a commercial that made fun of Liberal party leader Jean Chr?tien's physical disability, Bell's palsy. This disease paralyzes on side of the face, where the muscles on the right side of his mouth were paralized The Canadian people responded to this commercial by giving him sympathy and Kim Campbell and the Tories suffered because of it. "Campbell's problematic performance in the campaign,...and her inability to distance herself from the extremely unpopular Brian Mulroney propelled the party from defeat to disaster."1 The problem started before she took on the leadership, Brian Molruney's nine years in power was too much for Canadians so that when Brian Molruney resigned it would have been difficult to make the PC party more popular. Kim Campbell's inexperience in politics was the reason she made the commercial about Jean Chr?tien and lost her the 1993 election. After the works of Mulroney and Campbell were finished there was not much left of the Progressive Consecrative Party of Canada. "It was wiped out completely, even in its traditional stronghold of Alberta."2 So when the facts are taken into