The International Standard of Banking Regulations with Basel II - Free Essay Example

Sample details Pages: 5 Words: 1587 Downloads: 7 Date added: 2017/06/26 Category Finance Essay Type Narrative essay Did you like this example? Basel II is the international standard that banking regulators use when creating regulations on how much capital banks need to put aside to guard against financial and operational risks being faced. The Basel IIs main aim is to introduce a more comprehensive and risk-sensitive treatment of banking risks to ensure that regulatory capital bears a closer relationship to credit and other risk.(Source: Introduction to Banking by Barbara Casu,page 173). Meanwhile, to comply with the Basel II, banks need to implement credit rating techniques that represent the risk profile of their particular credit portfolios. The Internal Rating Based Approach (IRBA) of Basel II allows banks to use their own models for estimation of risk parameters. There are 3 key Basel II risk parameters: The Likelihood of a default by the counterparty-Probability of Default (PD). The absolute losses value under default- Exposure at Default (EAD). The share of the losses under the c ounterpartys default-Loss given Default (LGD). https://www.scorto.com/basel_2.htm The Basel II framework has faced intense criticism for the collapse of Lehman brothers, because large banks (Lehman brothers) were permitted to build capital adequacy framework, with minimal supervision from banking regulators. Credit risk for banks consists of the amounts owed by borrowers on loans for both interest payments and loan principal repayments, and also for customers debts on other transactions, such as swaps, letters of credit, performance bonds or forward rate agreements (FRAs). Lending is the principal business activity for most commercial banks. The loan portfolio is typically the largest asset and the predominate source of revenue. As such, it is one of the greatest sources of risk to a banks safety and soundness. Whether due to lax credit standards, poor portfolio risk management, or weakness in the economy, loan portfolio problems have historically been the major cause of bank losses and failures. https://www.occ.treas.gov/handbook/lpm.pdf A bank as a financial institution that lends money to its customers is subject to a lot of risk and by so doing has to manage the risk of lending portfolios of which the banks are required to calculate the PD(Probability of default) ,EAD(Exposure at default) as well as LGD(Loss given default). The Probability of default (PD) is also known as the expected default frequency, which is derived from moodys analytics. It is the likelihood that a loan will not be repaid and will fall into default that is three (3) missed payments in 12 months. There are various methods of estimating the PD, usually it is derived from a historical data base of actual defaults using techniques like logistic regression, credit defaults swaps, bonds or option on common stock through the use of external rating agencies such as Fitch, moodys and standard and poor. Exposure at default (EAD): This is a measure used in the calculation of economic capital or regulatory capital under Basel II for a banking institution.EAD is seen as an estimation of the extent to which a bank is exposed to a counterparty in the event of and at the time of the counterpartys default. https://bis2information.org/content/Exposure_At_Default_EAD Simply the EAD means the total value that a bank is exposed to at the time of default. Each underlying exposure that a bank has is given an EAD value and is identified within the banks internal system. https://www.investopedia.com/terms/e/exposure_at_default.asp Example For retail bank exposures, any change of a facility (e.g. extending the life of a mortgage to reduce monthly payments) is regarded as a default. Also, loss Given Default (LGD): This is the actual total loss that is experienced by a bank when a debtor defaults on a loan from that bank. The loss given default is not always equal to the total amount of the loan. Example, if the debtor pledged collat eral against the loan, the bank could receive these assets, and their total loss would not be greater than the amount of the loan minus the value of the assets. https://www.investorwords.com/6858/loss_given_default.html Loss Given Default (LGD) is the magnitude of likely loss on the exposure and is expressed as a percentage of the exposure.LGD is determined in two ways: Foundation methodology: here the LGD is based upon the characteristics of the underlying transaction where the starting point proposed by the Committee is use of a 50% LGD value for most unsecured transaction. And for transactions with qualifying financial collateral, the LGD is scaled to the degree to which the transaction is secured. Advanced methodology: here the bank itself determines the appropriate Loss Given Default to be applied to each exposure, on the basis of robust data and analysis which is capable of being validated both internally and by supervisors. https://www.basel-ii-risk.com/Basel-I I/Basel-II-Glossary/Loss-Given-Default.htm Basel II requires that, at a minimum, banks subject their credit portfolios in the banking book to stress tests. Stress testing empowers customers to attain compliance with Basel II requirements for retail credit risk management while improving reserve capital and credit portfolio management efficiency. https://www.scorto.com/basel_2.htm Banks use stress testing (which is a critical tool used) as part of their internal risk management and capital planning. The guidance sets out a comprehensive set of principles for the sound governance, design and implementation of stress testing programmes at banks. The principles address the weaknesses in such programmes that were highlighted by the financial crisis. Also, Stress testing also is a key component of the supervisory assessment process that assists supervisors in identifying vulnerabilities and evaluate banks capital adequacy. The principles therefore establish expectations for the r ole and responsibilities of supervisors when evaluating firms stress testing practices. https://www.bis.org/publ/bcbs155.htm Banks use stress testing because it gives a clear view of how a portfolio could be affected by unexpected events. https://findarticles.com/p/articles/mi_m0ITW/is_8_84/ai_n14897105/ Uses of Stress Testing Stress testing enables a bank to see how well it would be able to withstand the situations of expected losses, provisions, ratio of criticised loans to the whole book, ratio of nonperforming loans to provisions or the whole book. https://findarticles.com/p/articles/mi_m0ITW/is_8_84/ai_n14897105/ Preparing for contingencies: Through the critical review of all information of things that could happen if a given situation were to occur, by preparing for such a loss the experience of the loss will be limited. Stress test also enables the bank to see how well it would be able to withstand situations such as expected losses, provisions, ratio of cri ticised loans to the whole book, ratio of nonperforming loans to provisions or the whole book, economic capital. Definition of Basel II terms https://www.foreignbanks.org.uk/Members/simmons/simmons_and_sim www.foreignbanks.org.uk/Members/simmons/simmons_and_simmons_jargon_buster_for_baselII.doc There are various informations a lender needs, to access and use in order to assess and manage the risks of lending to its debtors (either to an individual consumer or a company). In the case of lending to an individual consumer, the lender can monitor the consumers behaviour by observing the ability of the consumer to manage his debts responsibly, to determine how risky it is to lend him money,i.e they want to know how creditworthy the individual is and to know this they need vital information on the individual which can be obtained from the credit application and credit bureau report. Assessing the risks of lending to an individual boils down to the creditworthiness of the in dividual which is based on the five Cs of credit, which are: Character or Credit reputation: Basically, this is to know if the borrower will pay back or not, how trustworthy is the borrower? Is the borrower the type that pays back debts as agreed and promptly? How the borrower handles financial obligation especially during periods of adversity is a significant indicator of character or credit reputation. Capacity: This pertains to the borrowers ability to make payment on time, it is determined by weighing the borrowers income (including the likelihood of continued earnings ability) against the amount of debt owed.i.e does the borrower have the capacity to repay the debt? Does he work and does he earn enough to pay back what he owes? Capital: Though capital is not expected to be a means of payment, however it is used as a measure of assurance that debts will be paid if a period of adversity arises.i.e. What assets or financial resources stand behind the borrower commitment t o repay a debt? Savings in the bank or a property in the name of the borrower? Conditions: In assessing economic conditions, the lender looks at both national and local forecasts, such as inflation and unemployment that could affect the borrowers ability to repay. Collateral: This is a property or asset of value which the lender can take and sell in case of default ,by following legally mandated procedures(Note: only in the case of a secured loan is a collateral required). Other information a lender should have about an individual consumer is: the age, sex, financial health, income, length of credit history, payment history, outstanding debt and pursuit of new credit of the individual consumer. To asses and manage the risks of lending to a company, the lender should have information on the companys credit rating, credit reports Don’t waste time! Our writers will create an original "The International Standard of Banking Regulations with Basel II" essay for you Create order

Exercise 1 - 685 Words

Activity 1: 1. Did any solutes move through the 20 MWCO membrane? Why or Why not? 2. Did Na+Cl- move through the 50 MWCO membrane? Activity 2: 1. Are the solutes moving with or against their concentration gradient in facilitated diffusion? 2. What happened to the rate of facilitated diffusion when the number of carrier proteins was increased? 3. In the simulation you added Na+Cl- to test its effect on glucose diffusion. Explain why there was no effect. Activity 3: 1. Which membrane resulted in the greatest pressure with Na+Cl- as the solute? Why? 2. Explain what happens to the osmotic pressure with increasing solute concentration. 3. If the solutes are allowed to diffuse, is osmotic pressure generated? 4. If the solute†¦show more content†¦Do you think urea will diffuse through the 20 MWCO membrane? Your answer : c. No, not at all. Predict Question 2: Recall that glucose is a monosaccharide, albumin is a protein with 607 amino acids, and the average molecular weight of a single amino acid is 135 g/mole. Which of the following will be able to diffuse through the 200 MWCO membrane? Your answer : c. glucose only Stop amp; Think Questions: The reason sodium chloride didnt diffuse left to right is that You correctly answered: c. the membrane pore size was too small. Glucose is a six-carbon sugar. Albumin is a protein with 607 amino acids. The average molecular weight of a single amino acid is 135 g/mole. There is no reason to run these solutes at the 20 MWCO because You correctly answered: d. glucose and albumin are both too large to pass. The rate of diffusion for urea You correctly answered: b. is slower than that for sodium because urea is a larger molecule. Experiment Data: Solute Na+ ClUrea Na+ ClNa+ ClNa+ ClUrea Glucose Albumin MWCO 20 20 50 50 100 100 200 200 Solute Concentration 9.00 9.00 9.00 18.00 9.00 9.00 9.00 9.00 Average Diffusion Rate 0.0000 0.0000 0.0150 0.0300 0.0150 0.0094 0.0040 0.0000 Post-lab Quiz Results You scored 100% by answering 4 out of 4 questions correctly. 1. The effect of increasing the concentration of sodium chloride from 9 mM to 18 mM in the left beaker was to You correctly answered: b. increase the rate of diffusion. 2. Describe the differenceShow MoreRelatedNt1330 Unit 1 Exercise 1768 Words   |  4 PagesIP Addressing Scenario Unit 1 Exercise 1 ITT Technical Institute Floyd Washington Jr. April 4, 2015 When setting up a network that will consist of many host computers, one of the first things that an administrator must do is to determine what class of networks that they must administer to a given business. 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Group Polarisation free essay sample

The results were based on their opinions on the pre, group and post-discussion assessment and data were collected to examine whether individuals risk more as a result of group-discussion than when they were alone. Findings suggested that group-discussion does made an influence on decision-making on individual’s initial decision. Many of us spend a significant portion of our lives making decisions individually or in groups. We make decisions about all sorts of risks differently when we are within a group or when we are alone. Wallach, Kogan and Bern (1962) found an averaging effect between individual decisions and the group consensus. It was believed that groups might seek to reach an agreement with group members that made group members move from their initial decisions. In 1961, Stoner identified a phenomenon that later became known as the â€Å"risky shift†. The phenomenon explains that group discussion produced group decisions that chose riskier decision than the average of the individual group member prior decisions. However, the participants that were used in his study were all male graduate students of industrial management and this might cause a bias results. It was believed that they were more willing to take risks because it is a desirable attribute of a potential manager (Stoner, 1961). Wallach, Kogan and Bern (1962) went on to replicate Stoner’s findings on â€Å"risky shift† and found out a much wider perspective that it is now referred to as â€Å"group polarization†. They did a similar study but with an addition of having participants for their individual opinions after the group discussion. The result of their studies showed that there was a tendency that group consensus produce riskier decisions than the average individual opinion prior to discussion (Hogg Vaughan, 2005). They also found out that after the group discussion, individual decisions were on average riskier than prior to group discussion. Through the post group discussion, individual’s risky shift on their decision was still maintained 2 to 6 weeks, this indicates that these group decisions were not just an overt conformity but as an acceptance of the new decision. Furthermore, group consensus can sometimes be riskier or cautious in making decisions, in the direction favoured by the mean of the individual members’ initial positions. One possible explanation was proposed by Wallach, et. l (1964) that greater risks are chosen due to a diffusion of responsibility. Another explanation was explained in terms of social comparison/cultural values and persuasive arguments theory (Hogg Vaughan, 2005) The current study sets to replicate the main findings of the original Wallach, et. al (1962) study on group polarization. The purpose of this study is to examine at the relationship betwee n the individual decisions and the group consensus based on a pre-discussion (individual decision), group-discussion and a post-discussion (individual decision) assessments. All of the three assessments have to reach to a unanimous decision. The hypothesis is to test whether if group decisions show a shift in riskier decision compared with the pre-discussion decision and finally whether post-discussion decision will show a shift in riskier decision compared with pre-discussion decision. Method Participants There were 154 male and female participants, ranged in age from 18 to 28, with a mean age of 19. 8 years (SD = 3. 2) in this study. All participants were second year undergraduate psychology students from the University of Sheffield. Participants were an opportunity sample from the Social Psychology lab class and were allocated to conditions haphazardly. Apparatus/ Materials Pre, group and post opinion questionnaires that includes instructions and answer sheets were used in the first practical. There were 6 different opinion questions on the opinion questionnaires that describes different social dilemmas situation. Most of the questions were a replication from Wallach, et. al. (1962) experiment on â€Å"Group influence on individual risk taking†. The answer sheets were used to obtain data on the level of shift in risk across each assessment. Computers were used in the psychology building’s computer lab to key in the pre, group and post answers from each student. Design The experiment had a one-way within subjects (repeated measures) ANOVA design. The independent variable was the opinion questionnaire within each assessment (pre, group and post discussions) and the dependent variable was the answers given by the participants about their decisions on risk as a result of pre group and post discussions. Procedure Participants were given some instructions about the opinion questionnaires that describe different social dilemmas. Participants were then asked to consider a series of social dilemma questions from the opinion questionnaire. Firstly they were asked to answer individually (pre-discussion) then participants were split into smaller groups (group-discussion) and were asked to discuss each of the situations and reach a unanimous decision over what the answer should be. Finally, participants were then asked to give their individual opinion about the same problems once again individually (post-discussion). Results As shown in Table 1, it demonstrates a clear difference in the average level of risk recorded across each condition. The table indicates that individuals in pre-discussion reported to risk less (M = 5. 70, SD = 1. 20). As for the group-discussion, with a unanimous decision, participants reported to risk more (M = 5. 14, SD = . 651). As a result of group-discussion, individuals reported to risk more in post-discussion (M = 5. 20, SD = . 822). The error bars are small and approximately the same size across each assessment, this suggests that the data are grouped closely around the means. The results shows that the average level of risk taken in the pre-discussion is significantly different from the risk recorded in the group-discussion F(1) = 32. 23, p = . 000. Moreover, the average level of risk taken in the post-discussion is also significantly different from the risk taken in the pre-discussion F(1) = 37. 0, p = . 000 . Therefore, the unanimous group decisions did show a shift towards greater risk taking when compared with pre-discussion, while there is also a shift towards greater risk taking in post-discussion compared with pre-discussion. Discussion The results are consistent with the experimental hypothesis: The decisions that were made in the pre, group and post discussion did show a significantly difference from each other. The unanimous group decisions showed a shift in riskier decision compared with the pre-discussion individual decisions, while the post-discussion individual decisions also showed a shift in riskier decision compared with pre-discussion individual decision. The findings did support the concept of Group Polarization. It showed that when individual were put into group discussion, they were willing to accommodate greater risks collectively than they would as an individual. Perhaps the most obvious explanation for this finding is that risky shift revolves around the notion that risk taking is a cultural value in itself (Hong, L. K. , 1978), people tend to seek social approval and try to avoid social criticism (Hogg. M. A. , Vaughan, G. M. , 2005). Group discussions reveals which views that are socially desirable or culturally valued, so in order to gain approval, individuals will shift in the direction favoured by the group (Hogg. M. A. , Vaughan, G. M. , 2005). Moreover, Forsyth (1990) said that studies shown that most people tend to exhibit feelings of admiration for others who perceived as being greater risk-takers. In the current studies shows that participants were willing to show greater risk than the average person, one possibility might be that they believe that showing themselves as a risk-taker might enhance their appearance in the group. However, the current study used students from the same university, same level, same department and also 80% of the class room students are British, this can cause the findings to be biased. Even though that social comparison and cultural values is one of the reasons to explain about risk-shift, we have to keep in mind that culture provides a wide range of different beliefs and norms. Although Forsyth (1990) had made his point clear that there is evidence on the general idea of people in the society value risk, but this doesn’t necessary apply to other culture practices as well. Some culture for instance was brought up from an internalized oppressive culture that hinder their ability to take risk or give opinion. Some might not even have the opportunity to go through the development of social-comparison, whereby to compare their own opinions with others in order to establish the socially approved way of thinking. Having to live through oppression, many people are forced to relinquish their sense of leadership and development to make any risky decision or opinions for themselves; this distinguishes the differences in cultural values on risk-shift behavior. In conclusion, the current study findings did provide evidence to support the hypothesis that there will be a difference in the average level of risk across the pre, group and post assessments. Group Polarization phenomenon ties in well with social influence but future studies should investigate whether social influence does have an impact on shifts in risk within different social groups. It is important to recognize this issue and further research on risk-shift behavior in groups and individual with a diversity of people from different culture. References Brown, R. (2000). Group Processes. (2nd Ed. ) Oxford: Blackwell. pp. 197-212. Forsyth, D. R. (1990). Group Dynamics (2nd Edition). Pacific Grove, CA;Brooks/Cole Publishing. Stoner, J. A. F. (1961). A comparison of individual and group decisions involvingrisk. Unpublished master’s thesis, Massachusetts Institute of Technology,School of Industrial Management. Wallach, M. A. , Kogan, N. , Bem, D. J. (1962). Group influence on individual risktaking. Journal of Abnormal and Social Psychology, 65, 75-86. Hong, L. K. (1978). Risky shift and cautious shift: some direct evidence on theculture-value theory. Social Psychology, 41: 342-346. Hogg, M. A. , Vaughan, G. M. (2005). Social psychology. 4th edition, pp. 341-343.

Status Of Women In Islam Essays - Bereshit, Book Of Genesis

Status Of Women In Islam The Status of Woman in IslamThe status of woman in Islam constitutes no problem. The attitude of the Qur'an and the early Muslims bear witness to the fact that woman is, at least, as vital to life as man himself, and that she is not inferior to him nor is she one of the lower species. Had it not been for the impact of foreign cultures and alien influences, this question would have never arisen among the Muslims. The status of woman was taken for granted to be equal to that of man. It was a matter of course, a matter of fact, and no one, then, considered it as a problem at all. In order to understand what Islam has established for woman, there is no need to deplore her plight in the pre-Islamic era or in the modern would of today. Islam has given woman rights and privileges which she has never enjoyed under other religious or constitutional systems. This can be understood when the matter is studied as a whole in a comparative manner, rather than partially. The rights and responsibilit ies of a woman are equal to those of a man but they are not necessarily identical with them. Equality and sameness are two quite different things. This difference is understandable because man and woman are not identical but they are created equals. With this distinction in mind, There is no problem. It is almost impossible to find even two identical men or women. This distinction between equality and sameness is of paramount importance. Equality is desirable, just, fair; but sameness is not. People are not created identical but they are created equals. With this distinction in mind, there is no room to imagine that woman is inferior to man. There is no ground to assume that she is less important than he just because her rights are not identically the same as his. Had her status been identical with his, she would have been simply a duplicate of him, which she is not. The fact that Islam gives her equal rights - but not identical - shows that it takes her into due consideration, ackn owledges her, and recognizes her independent personality. It is not the tone of Islam that brands woman as the product of the devil or the seed of evil. Nor does the Qur'an place man as the dominant lord of woman who has no choice but to surrender to his dominance. Nor was it Islam that introduced the question of whether or not woman has any soul in her. Never in the history of Islam has any Muslim doubted the human status of woman or her possession of soul and other fine spiritual qualities. Unlike other popular beliefs, Islam does not blame Eve alone for the First Sin. The Qur'an makes it very clear that both Adam and Eve were tempted; that they both sinned; that God's pardon was granted to both after their repentance; and that God addressed them jointly. (2:35-36;7:19, 27; 20:117-123). In fact the Qur'an gives the impression that Adam was more to blame for that First Sin from which emerged prejudice against woman and suspicion of her deeds. But Islam does not justify such prejudi ce or suspicion because both Adam and Eve were equally in error, and if we are to blame Eve we should blame Adam as much or even more. The status of woman in Islam is something unique, something novel, something that has no similarity in any other system. If we look to the Eastern Communist world or to the democratic nations, we find that woman is not really in a happy position. Her status is not enviable. She has to work so hard to live, and sometimes she may be doing the same job that a man does but her wage is less than his. She enjoys a kind of liberty which in some cases amounts to libertinism. To get to where she is nowadays, woman struggled hard for decades and centuries. To gain the right of learning and the freedom of work and earning, she had to offer painful sacrifices and give up many of her natural rights. To establish her

Word Choice Ensure vs. Insure - Proofeds Writing Tips

Word Choice Ensure vs. Insure - Proofeds Writing Tips Word Choice: Ensure vs. Insure Although ensure and insure sound similar and differ in spelling by only one letter, they are typically used in very different contexts. Nevertheless, due to their similarity, they are often mixed up in writing. However, repeated misspelling of the word ensure, or confusing it with the word insure will reflect badly on your attention to detail. As such, you should try to memorize what these words mean. Ensure (Make Certain) Ensure is a verb meaning make certain of something. It is commonly used in academic assignments when checking that something is accurate or guaranteed. For instance, we might say: To ensure that the results were accurate, we repeated the test. If you need to use ensure several times in one paper, you may want to use synonyms such as guarantee or make certain to vary your word choice. Insure (Guarantee Against Loss or Harm) To insure something is to secure it against potential damage, loss or harm by arranging for compensation should anything unfortunate occur: My house is insured against fire and water damage. It is most often used when discussing finances, specifically the idea of getting insurance against a risk: Before you go abroad, make sure to get travel insurance. Sometimes, you can also use it in a more general sense to mean take precautions, as in the sentence: By apologizing to the headmaster, the children hoped to insure themselves against detention. Ensure or Insure? Although they look similar on the page, there is a clear difference in meaning (and spelling) between these two words. To ensure that you use the correct one in your paper (see what we did there?), remember the following: Ensure = Make certain/guarantee Insure = Take out financial protection against a risk If you would like more writing advice, get in touch with the professionals at Proofed today!

Essay Sample on How to Buy a Car in University

Essay Sample on How to Buy a Car in University On becoming a student, each one gets a sense of freedom and adolescence. This kind of feeling is rather tempting, as young people realize they are grown up enough to take serious steps and nothing can stop them. Exactly at this period of time students buy their first cars – and that seems to be exciting and unforgettable! However, there are some useful tips and its better to know about them to make this investment successful. See them below: The moment you make up your mind to buy a car – its a good idea to talk it over with your family and other close people – they might support your decision and give you practical recommendations about where and what model of car to buy, etc. Making your choice in favor of a business class car or a sports car will restrict your search in the needed direction. Surfing the Internet and analyzing the feedback of other customers can confirm or disapprove the ideas you have already. Its worth keeping in mind that cars need constant investment – buying a car is just a starting point. The thing is the moment you start using it, the car may need additional investment for its repair and improving the way it functions. Thus, the price you pay when buying a car is not the final sum to spend. The next important thing is the insurance you are to buy. In case youre lacking the necessary sum to buy the insurance policy, look for an insurance company that will be able to offer you a discount or even a driving credit especially designed for students. Keep in mind that your grades may influence the decision of the company manager (Harrison, 2011)! Do not exceed the limit of the sum of money you have planned to spend for this purchase. Try to resist the temptation to get all the modern updating to the car you choose (Harrison, 2011). Later you surely will be able to buy a better designed model, equipped with all the latest functions and being perfectly tuned. So everything comes with time, and theres no need to increase the number of possible debts. Just get exactly the same car your mature distant relative has! When buying a car, make sure you feel comfortable with the salesperson. Dealing with a person you feel at ease with may influence making the right choice. In case you feel the slightest tension when communicating with the person selling you a car, ask to speak to another representative of the sales department or the manager. In terms of making important decisions, you must not undergo any kind of pressure and be forced to buy the thing you dont want to buy. Besides, a good salesperson is likely to give you practical advice on what model of car is better to buy (Harrison, 2011). Apart from it, mutual understanding with the sales person can encourage you to negotiate and reduce the price for the car of your dreams! Feel free to ask for a discount – you risk nothing, but may benefit a lot! Study the contract carefully before signing it – it is a necessary part of your business deal. Having the smallest detail that seems unclear to you, pepper the manager with questions. Its better to ask a couple of extra questions to be on the safe side than to regret afterwards. Mind the advantage of using gas guzzling when driving long distances –using gas instead of petrol can save you a real fortune! And finally, on having bought the car, mind your personal safety and take care while driving (Embly, 2010)! Buying a car is a truly unforgettable moment in life, make it even brighter by taking care and providing full preparation for your purchase! Feel free to buy an essay online  on any topic and discipline you need at our website. Our custom writing service is always online to help you!

Military vs Business Strategy Assignment Example | Topics and Well Written Essays - 250 words

Military vs Business Strategy - Assignment Example The enemy will not sacrifice dignity or pride easily, even if at times irrational. If an outlet is left, then acceptance of the dire situation can be made and the enemy will choose to surrender. (Cantrell, 16) If the enemy chooses not to surrender, the overwhelming advantage that one side possesses by means of military advantage would soon close off the one remaining outlet. If the foe is â€Å"desperate†, the goal is to encourage surrender without engaging in further unnecessary bloodshed. Giles further elaborated on what Tzu meant by this excerpt when he stated that the object is to make the enemy realize that there is at least one road to safety. This prevents â€Å"his fighting with the courage of despair†. He next adds: â€Å"After that, you may crush him.† (Giles 72). We can see a similarity is regards business strategy. Leaders of companies have often fought hard to get to the market position that they currently hold. They naturally feel that their company, product or service is the best, and usually have an intense dislike of competitors for obvious reasons. If a company feels overly threatened without letup, they may engage in irrational behaviors by expending vast amounts of scare resources to somehow beat the odds to prevail over the competitor in one particular â€Å"battle†. However, if the company with the upper hand does not press unnecessarily hard due to the circumstances, the disadvantaged competitor may come to reason that they need to back off of the current plan and regroup with a new plan. This saves resources for all sides, since the outcome of the particular strategic business battle is inevitable at that point, barring some very remote and unforeseen occurrence. Companies should keep in mind that a battle is different than a war. Companies will be at war for the length of their business operations in most cases, and to pursue a win of