Belonging Essay

Response A sense of belonging can be found in many different places. But for one to belong to self, group or place one must fully understand one’s past. Peter Skrzynecki’s â€Å"10 Mary Street† and â€Å"Migrant Hostel† are two poems that explore his past, showing his attitudes and his quest to belong. Another text that explores this author’s past is John J. Encarnacao’s short story â€Å"Coming of Age in Australia†. These texts all explore relationships and feelings of cultural isolation. Relationships can be found in all 3 texts. Whether they are in the past or the present, they still form a basis to belong. Skrzynecki’s poem â€Å"Migrant Hostel† depicts the ? rst place that Skrzynecki arrives in Australia. From the beginning, it can been seen that Skrzynecki belongs to a forever changing group, a group of migrants held in a hostel where â€Å"No one kept count – Off all the comings and goings. † These opening lines give a sense of insecurity and instability. However, the â€Å"Arrival of newcomers†, shows the positive side of the migrant group, all embracing each other, and belonging to each other. With out this experience, however negative it may seem, Skrzynecki would not have been able to retell this story, his story, and ? d the places, or groups that he belongs to today. Another poem of Skrzynecki’s that explores relationships is â€Å"10 Mary Street†. Throughout this poem, the reader watches young Skrzynecki grow up and develop. In the beginning of the poem, Skrzynecki is naive to the world around him, â€Å"For nineteen years we departed each morning – Shut the house – Like a well-oiled lock†. He is placed into a routine. He does not know his own way, only to do as he is told. This poem explores the lack of a relationship, this lack that could shape one and possibly damage one’s self. My Parents watered plants – grew potatoes and rows of sweet corn: Tended roses and camellias – Like adopted children†. Skrzynecki feels unloved, like his parents care more for their plants than for their child. Without this relationship of work between parents and child, it would not have developed Skrzynecki personality into the one it is today. A similar type of relationship is shown in Encarnacao’s â€Å"Coming of Age in Australia†. Encarnacao is lost in Australia, his new country, â⠂¬Å"It has taken me 36 years, six kids, a divorce and a dozen jobs to come of age in Australia†. He feels secluded as a child. THe only way that he felt he could belong was to ? ght, â€Å"Fighting was a part of life†, â€Å"you had to ? ght – and win. It was the only way of gaining respect. † Encarnacao was lost, unloved, and didn’t belong. For him to belong in today’s society, â€Å"An Australian will still call me dago – but most of the time, it is over a friendly beer†. He had to ? ght his way through the harm, and become immune to the torment to become a man in Australia. Like every person in the world, Skrzynecki and Encarnacao made judgements, some good and some bad, and some that isolated them from other parts of their new culture. This judgements can be what what shapes a person, the can make a child into a man. Encarnacao’s wrong judgement to ? ght may have helped him develop a sense of belonging to a darker side of the world, but without it he would not have become the man he is today. This can be found in Encarnacao’s â€Å"Coming of Age in Australia†. Encarnacao now understands that what he did, help build the society of today, â€Å"I was not to know that Australia was growing up along with me†. Skrzynecki was faced with similar problems in his childhood. In â€Å"Migrant Hostel† Skrzynecki is in captivity, belonging to a group of so called outsiders. He had only found hope on the darkest of places, â€Å"Needing its sanctions to pass in and out of lives – That had only begun – or were dying†. He thought his only way out was death. Similarly, in â€Å"10 Mary Street† Skrzynecki thinks he ? nds his place of belonging, to belong to Australia, â€Å"We became citizens of the soil – That was feeding us Inheritors of a key – That’ll open no house – When this on is pulled down. † but he has lost his pre-war identity and does not feel like he belongs to Australia. With the bene? t of their current lives, both Skrzynecki and Encarnacao now know that their possible bad judgements, that caused them pain, have helped them to ? nd a sense of belonging today. Skrzynecki and Encarnacao tell their past, a past of exclusion and pain. But without them understanding their past, they would not have been able to ? nd their place or group of belonging that they are a part of today. This is re? ected in Skrzynecki’s â€Å"Immigrant Chronicle† and Encarnacao’s short story â€Å"Coming of Age in Australia†.

Fair Value Case

Case 11-2(b) Fair Value Disclosures Case 11-2(b) is an extension of Case 11-2(a). For this case, assume that the Case 11-2(a) facts remain, with the exception of the additional assumptions listed below for each security. As stated in Case 11-2(a), Family Finance Co. (FFC) accounts for its investments at fair value, with changes in fair value reflected either in earnings (for trading securities) or other comprehensive income (OCI) (for available-for-sale (AFS) securities). Because FFC uses the interest rate swap in a cash-flow hedge, FFC measures the derivative at fair value, presenting the portion of the fair value change that effectively offsets cash flow variability on its corporate debt in OCI and the remainder in earnings. Additional facts related to specific securities and derivatives owned by FFC are described below. Also refer to the data table at the end of this section for the fair value amounts for each instrument needed to complete the case. S tudents should assume that al l amounts discussed below and those included in the data tables are U.S. dollars in thousands. Instrument 1 — Collateralized Debt Obligation †¢ FFC classifies its collateralized debt obligation (CDO) within Level 3 of the ASC 820, Fair Value Measurement, fair value hierarchy as of December 31, 2012. †¢ FFC identified October 1, 2012, as the date on which the CDO’s fair value measurement changed in classification from Level 2 to Level 3. †¢ FFC determined the broker quotes were not significant to the fair value measurement in its entirety because those quotes resulted in a management adjustment to the income-approach discount rate of just 1 percent.On the basis of sensitivity analysis performed by adjusting the discount rate, management determined percentage changes of 2 percent result in a significantly higher or lower fair value. Further, management performed a qualitative assessment of the significance of these inputs to its fair value measurement and concluded that it did not place much weight on these measurements because they were based on proprietary models using unobservable inputs.That is, management could not, without unreasonable effort, conclude with sufficient assurance whether the quotes were prepared in accordance with ASC 820 and reflected current market conditions and market participant assumptions. †¢ FFC accounts for the CDO as a trading security. 1 Note that as discussed in Case 11-2(a), Instrument 4 is an equity security that does not have a readily determinable fair value and thus is not within the scope of ASC 320, Investments — Debt and Equity Securities.However, FFC has elected the fair value option for the security in accordance with ASC 82510, Financial Instruments: Overall, and thus accounts for the investment at fair value with changes in fair value recorded through earnings. C opyright 2009 Deloitte Development LLC All Rights Reserved. Case 11-2(b): Fair Value Disc losures Page 2 Instrument 2 — Mortgage-Backed Security †¢ FFC classifies its mortgage-backed security (MBS) within Level 2 of the fair value hierarchy as of December 31, 2012. †¢ FFC accounts for the MBS as a trading security. Instrument 3 — Auction-Rate Security †¢FFC classifies its auction-rate securities (ARSs) within Level 3 of the fair value hierarchy as of December 31, 2012. †¢ FFC identified November 1, 2012, as the date on which the fair value measurement of the ARSs changed in classification from Level 2 to Level 3. †¢ FFC accounts for the ARSs as AFS securities. Instrument 4 — Equity Security of a Nonpublic Company †¢ FFC classifies its investment in Company X within Level 3 of the fair value hierarchy during 2012. †¢ FFC sold the equity security in October 2012 for $120. Instrument 5 — Interest Rate Swap †¢ The interest rate (IR) swap is part of a portfolio of IR swaps.FFC individually assessed the IR swaps and classified them wit hin Level 2 of the fair value hierarchy as of December 31, 2012. †¢ FFC does not measure its corporate debt at fair value with changes in fair value reported in earnings. †¢ FFC executes IR swaps with various counterparties and accounts for its IR swap assets and liabilities on a gross basis on its balance sheet. Instrument 6 — Fuel Swap — Gasoline †¢ FFC classifies its fuel swap within Level 3 of the fair value hierarchy as of December 31, 2012. †¢ The fuel swap was the only derivative in FFC’s commodity derivatives portfolio. †¢The fuel swap’s fair value at initial recognition (January 2, 2012) was $0. Furthermore, each of the four annual swaplets 2 had an inception value of $0. 2 A s waplet is akin to a swap with a single settlement. For example, an IR swap with a duration of two years that re-prices and settles every quarter can also be viewed as a sequential series of eight swaplets at inception (each swaplet is net settled a s of the settlement date specified in the swap contract). The fair value measurement of an IR swap considers the expected cash flows of all unsettled swaplets as of the measurement date.C opyright 2009 Deloitte Development LLC All Rights Reserved. Case 11-2(b): Fair Value Disc losures †¢ Page 3 The first annual swaplet settled on December 31, 2012, resulting in a net cash payment to FFC of $100. Required: †¢ Using the case facts and the fair value amounts provided in the fair value data table below, prepare the annual quantitative disclosure tables required by ASC 820 as of December 31, 2012, for each of the six instruments: o For fair value measurements as of the reporting date (i. e. , December 31, 2012) separately for each class of assets and liabilities.Use blank table formats 1a and 1b below to complete the required quantitative disclosures. (Note that participants are also required to identify the classes of assets and liabilities to include in Tables 1a and 1b. ) o For assets and liabilities measured at fair value by means of significant unobservable inputs on a recurring basis, a reconciliation of the beginning and ending balances (i. e. , annual table) separately for each class of assets and liabilities, including where the gains or losses included in earnings are reported in the income statement.Use blank table format 2 below to complete the required quantitative disclosures. (Note that participants are also required to identify the classes of assets and liabilities to include in Table 2. ) o For certain assets and liabilities measured at fair value, (1) the amount of the total gains or losses for the period included in earnings that are attributable to the change in unrealized gains or losses relating to those assets and liabilities still held as of the reporting date (i. e. , December 31, 2012) and (2) a description of where those unrealized gains or losses are reported in the income statement.Use blank table format 2 below to complete th e required quantitative disclosures. o For assets and liabilities measured at fair value by means of significant unobservable inputs, quantitative information about the significant unobservable inputs used in the fair value measurement. Use blank table format 3 below to complete the required quantitative disclosures. (Note that participants are also required to identify the classes of assets and liabilities to include in Table 3. ) †¢ Identify any qualitative disclosures required under ASC 820 for each of the six instruments as of December 31, 2012.C opyright 2009 Deloitte Development LLC All Rights Reserved. Data Tables Fair Value Data Table (U. S. dollar amounts in thousands) I nstrument 1. CDO 2. MBS 3. ARS 4. Equity security of nonpublic company (PEI) 5. IR s wap (asset) 5a. IR swap portfolio — gross asset values 5b. IR swap portfolio — gross liability values 5c. IR swap portfolio — net assets by counterparty 5d. IR swap portfolio — net liability by counterparty 6. Fuel swap Beginning Balance — 1/1/2012 N/A N/A 75 90 N/A 200 (125) 105 (30) N/A Purchase Value / Date 50 / 6/1/12 85 / 9/1/12 N/A N/A 0 / 1/2/2012 Various Various VariousVarious 0 / 1/2/2012 Fair Value at Transfer Date 40 N/A 55 N/A N/A N/A N/A N/A N/A N/A Ending Balance — 12/31/2012 25 75 50 0 40 140 (100) 60 (20) 375 I ncome Statement Line I tem Trading revenues Trading revenues Other revenues Other revenues Trading revenues Trading revenues Trading revenues Trading revenues Trading revenues Trading revenues PEI = private equity investments. I nstrument 5 — IR Swap Portfolio (Support for Break-up by Counterparty to Compute Gross Values) Beginning Balance Asset Liability Net Ending balance Asset Liability Net Total A-1 200 –125 75 20 –30 –10 140 –100 40 0 –15 25 Counterparties A-2 B-1 40 20 –25 –40 15 –20 50 –15 35 30 –50 –20 B-2 120 –30 90 20 –20 0 C opyright 2009 Deloitte Development LLC All Rights Reserved. Case 11-2(b): Fair Value Disc losures Page 2 Fuel Swap Data Table Pay Fixed, Receive Float (Fuel Swap) Four-year swap settles annually, executed 1/1/12, matures 12/31/15; Inception transaction price = zero (at-market swap), each of the four annual s waplets had an inception fair value = zero Cash Flow From Settlements Occurring at End of Fair Value by Period by Swaplet Swaplet Fair Value Quarter Year 1 Year 2 Year 3 Year 4 TotalFair value — Year 1 (1/2/12 — beginning of period) 0 0 0 0 0 N/A — Fair value — Year 1 (12/31/12 — end of period) s ettled 120 125 130 375 Y1 100 Unobservable Inputs Data Table Collateralized Debt Obligation Credit spread Discount for lack of marketability 2% 5% Aucton-Rate Security Estimate of future coupon rates Constant prepayment rate Credit spread Discount for lack of marketability 4. 30% 4. 00% 2. 00% 15% Aucton-Rate Security U. S. unleaded gasoline forward pr ice curve (per gallon) CVA $2. 00 – $4. 00 4. 00% C opyright 2009 Deloitte Development LLC All Rights Reserved. Format for Table 1a:Table 1a Description / Classes [For Assets] Fair Value Measurements as of Reporting Date Determined by Quoted Prices in Active S ignificant Other S ignificant M arkets for Identical Assets Observable Inputs Unobservable Inputs (Level 1) (Level 2) (Level 3) [CLASSES TO BE DETERMINED BY PARTICIPANTS] T otal assets -– – – – – Format for Table 1b: Table 1b Description / Classes [For Liabilities] Fair Value Measurements as of Reporting Date Determined by Quoted Prices in Active S ignificant Other S ignificant M arkets for Identical Assets Observable Inputs Unobservable Inputs (Level 1) Level 2) (Level 3) [CLASSES TO BE DETERMINED BY PARTICIPANTS] T otal liabilities Format for Table 2: Level 3 Recurring Fair Value Measurement Disclosure Trading CDO AFS ARS PEI Retail Derivatives Commodities Beginning balance Total gai ns or losses (realized/unrealized): Included in earnings (or changes in net assets) Included in other comprehensive income Purchases Issues Sales Settlements Transfers into Level 3 Transfers out of Level 3 Ending balance The amount of total gains or losses for the period included in earnings (or changes in net assets) attributable to the hange in unrealized gains or losses relating to assets still held as of the reporting date Realized Total C opyright 2009 Deloitte Development LLC All Rights Reserved. Case 11-2(b): Fair Value Disc losures Page 2 Format for Table 3: Level 3 Fair Value Measurements – Quantitative Information About Significant Unobservable Inputs I nvestment Fair Value at 12/31/12 Valuation Technique Unobservable Input Value Instrument 1 Fair Value Technique Input 1 Input 2 Amount, range, etc. Amount, range, etc. Instrument 2 Fair Value Technique Input 1 Amount, range, etc. C opyright 2009 Deloitte Development LLC All Rights Reserved.

18 to 20 Page Research Proposal Essay Example | Topics and Well Written Essays - 4750 words

18 to 20 Page Research Proposal - Essay Example Dropping out Ð ¾f Ã'•chool limitÃ'• oneÃ'• choiceÃ'• Ð °nd labor market advantageÃ'• in an increaÃ'•ingly Ã'•ophiÃ'•ticated economic Ð °nd Ã'•ocial climate; thuÃ'•, an incomplete high school education engenders grave conÃ'•equenceÃ'• for thÐ µ individual Ð °nd Ã'•ociety in termÃ'• Ð ¾f economic impact Ð °nd future productivity (Ð…trothÐ µr, 2006). These negative impacts of dropout rates are heightened when students with special needs are in question because they have disabilities that already act as a handicap when they try to embark on a career. Furthermore, the dropout rates of special education students triple that of ordinary students (Blackorby and Wagner, 2006; deBettencourt, Zigmond and Thornton, 2005). This makes the issue of the high dropout rates of special education students more pressing. That is why it is highly important for the causes and reasons for special education students dropping out of high school to be examined. Sadly, it is only in the recent years that awareness for the drop out rates of special education students have arisen. This is because â€Å"students with disabilities are included in the â€Å"all students† agenda of federal, state, and district standards-based reforms† through the No Child Left Behind Act (NCLB) and the Individuals with Disabilities Education Act (IDEA) (Thurlow, Sinclair and Johnson, 2002). Furthermore, studies that have been conducted that present usable data related to students with disabilities that can be adapted to the present times are very few compared to studies of drop out rates of regular students (Lehr, et al., 2004, p. 13). The fact that special education students â€Å"have been identified as being among the lowest performing students on current high-stakes tests† shows the urgency of the need f or programs that can help them stay in school and graduate. This is the primary reason why there is a need to closely examine the top reasons why special education students drop

Interpersonal Relationships that Detract from a University Student's Essay

Interpersonal Relationships that Detract from a University Student's - Essay Example Often students may choose to please people in their immediate environment rather than completing assignments. Possible consequences include lower grades, increased stress and overall dissatisfaction with one's own academic achievement. The question arises as to how these interpersonal relationships can compromise a student's scholastic priorities. This paper will detail the effect these pressures have on academic performance and highlight some of the ways students have found to overcome these hurdles. The data supporting these claims was drawn from a set of twenty interviews conducted to ascertain a student's ability to cope to university life. The focus of these conversations was on how students combine academic and non-academic priorities to gain a balance between scholastic demands and non-academic requests for his time. The interview was conducted in a question and answer format with the questions. The questions from each interview contained strong similarities although not exactly alike. The subjects of the interviews were undergraduate students either majoring in or having a strong interest in Sociology or Child and Youth Studies. Many students have an additional minor relative to their proposed career upon graduating but the primary emphasis of students queried fell in one of these two fields. All conclusions reached in this study were arrived at by analyzing each case point by point in an exhaustive examination of files. The files contained quotes from both interviewer and students recorded exactly as spoken. Files scrutinized include students who have adapted well to external social pressures as well as those who haven't. This paper does not assume that the daily life of a student should be all work and no play. Rather, the author believes a student's university experience should also be enjoyable. Satisfaction in a student experience is directly correlated with their ability to balance studying with socializing. For example, as one student said, she wants "to find time to spend time with friends and my boyfriend but school is more important to me than these other responsibilities (Trina, 75). The most obvious diversions students face come from friends. Though well-meaning, friends may exert pressure on the student to neglect assignments. Different course schedules cause a student's deadlines to vary from that of his friends. This naturally results in conflicts between the student's free time and that of his peers. "I mean, everyone's been in that situation where all their friends are leaving to go to the bar and you feel like you're chained to your desk writing an essay" (Elizabeth, 101). Often the student is unable to resist the urge to please their friends. The dilemma faced is described as "going out, that's a big thing so far, and like, I find that I cave in a lot, too, to people" (Marta, 234). Rejecting social invitations too many times can cause a student to be perceived as a loner or asocial. Eventually the student may not be invited anymore. University students for the most part are not that removed from high school. The herd mentality of that age creates a desire to belong that makes them susceptible to placing studies on the back burner. They may not have developed the ability to say no. Socializing

Begin the paper by identifying some of the basic aspects of Research

Begin the by identifying some of the basic aspects of interpersonal communication identified in Chapter 1 (you choose whic - Research Paper Example Basic Aspects of Interpersonal Communication Interpersonal skills have so many aspects but we will look into the main four aspects. One of its basic aspects is that they are inescapable. No one lacks interpersonal skills whether good or bad. The only time one can escape is them is by choosing not to communicate at all which is not possible. People communicate daily, consciously and subconsciously. Communication occurs not only through words but also through facial expressions, posture, tone voice, and gestures among others (Wood, 2013). A number of times you hear people talk about taking back their words or statements but in a real sense, the damage or good it meant to achieve has already been achieved and it is inevitable remains. Interpersonal skills are irreversible. The impact or effect made by a word, gesture, posture or any other communication channel cannot be reversed even when the person communicating says he takes back his words. Once communicated, it cannot be swallowed ba ck (Wood 2013). Interpersonal communication is also complicated. It does not matter whether one is using words, gestures, postures, facial expressions, or whatever channel to communicate, none of them is easy. This is so because of the variables that are involved. Theorists have it there is a minimum of six people involved in every communication; who the communicator thinks he is, who he thinks the other person is, who the communicator thinks the other person thinks he is, who the other person thinks he is, who the other person thinks the communicator is and who the other person thinks the communicator thinks he is. Another thing that complicates communication is that people only swap symbols that stand for ideas and not the ideas. In other words, no two people use the same gesture, word, facial expressions, or posture to mean exactly the same thing (wood, 2013). The last aspect of interpersonal skills is that it is contextual. Communication cannot happen in isolation. It therefore involves several contexts. One of the contexts of communication is the psychological context. This is who the communicator and the communicated are and what he brings to the interaction. It includes their desires, personality, values, and others. The situational context deals with the psychosocial area where the communication is taking place. A conversation in a hospital is different from one in a restaurant. Relational context involves one's reaction to the other person they are communicating with. Environmental context is concerned with the physical area where the communication is taking place. Examples of factors I this context are time, temperature, noise level, season among others. The last context is the cultural context. This one involves rules and behaviors learned that affect the interaction (Wood 2013). Self-Disclosure and Interpersonal Communication Any form of purposeful verbal or non-verbal communication that exposes something about oneself to someone else is self-discl osure. It could be in the way we talk about ourselves, how we dress, and many other ways. Whether superficial or deep, self-disclosure does have both positive and negative effects of interpersonal relations. It has a positive effect for interpersonal relations if it works out well. However, when it does not turn

Future Prospects for the Use of Monoclonal Antibodies Research Paper

Future Prospects for the Use of Monoclonal Antibodies - Research Paper Example Later, Behring suggested that active immunity could be produced in humans by a combination of diphtheria toxin and antitoxin serum (Llewelyn, Hawkins, Russell, 1992). However, it was Paul Ehrlich whose work made it possible to produce antiserum to diphtheria toxin on a mass scale. The side chain theory of toxicity was proposed by Ehrlich, according to which, â€Å"toxins mediated their effects on cells through preformed protein side chains and immunity arose because of overproduction of these side chains† (Llewelyn, Hawkins, Russell, 1992.) Cà ©sar Milstein and Georges Kà ¶hler, in 1975, managed to produce in vitro "custom-built" antibodies. They produced a hybridoma by fusing rodent antibody-producing cells with tumor cells from mice bone marrow. A hybridoma, provided with the correct nutrients, can grow indefinitely and divide to produce monoclonal antibodies (antibodies of a single type), on a large scale (Saldanha, 2000.) Five classes of immunoglobulin (Ig) are found in mammals: IgA, IgD, IgE, IgG, and IgM. In some select mammals, IgG and IgA are further subdivided into subclasses (isotypes) due to polymorphisms in the heavy chain (Lipman et al, 2005). The prototype antibody is IgG, which is a glycoprotein having a molecular weight of 150000 Dalton. The molecule has a Y shaped structure, consisting of two identical heavy chain-light chain heterodimers, that is linked together by a disulfide bridge. While the heavy chain comprises three constant immunoglobulins (Ig) domains and one variable (V) domain, the light chains consist of a single constant Ig domain and a single variable domain. The host defense mechanism is initiated by the antigen binding site (Fab) and the Fc region (fragment crystallizable) site (Llewelyn, Hawkins, Russell, 1992.) In order to effectively bind a wide range of antigens, there are numerous mechanisms which come into play.

A study of Marketing Strategies of Burberry for the Chinese Luxury Essay

A study of Marketing Strategies of Burberry for the Chinese Luxury Market - Essay Example I also declare that the intellectual content of this dissertation is the product of my own work, except to the extent that assistance from others in the conception or in style, presentation and linguistic expression is acknowledged (where applicable). I certify that, to the best of my knowledge, my dissertation does not infringe upon anyone’s copyright or violate any propriety rights and that any ideas, techniques, quotations, or any other material from the work of other people included in my dissertation, published or otherwise, are fully acknowledged in accordance with the standard referencing practices. Furthermore, t the extent that I have included copyrighted material that surpasses the bounds of fair dealing within the meaning of the UK Copyright Act, I certify that I have obtained a written permission from the copyright owner(s) to include such material(s) in my dissertation and have included copies of such copyright clearances to my appendix. I declare that this is a t rue copy of my dissertation, including any final revisions, and that this dissertation has not been submitted for a higher degree to any other university or institution. AUTHOR’S NAME AUTHOR’S SIGNATURE .......................................... DATE ................... Table of Content 1. INTRODUCTION†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦7 1.1 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.7 1.2 Economic scenarios and its effect on the luxury brands†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.7 1.3 Shopper behaviour in recession†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..8 1.4 Objectives of the research†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...8 1.5 Research Question†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..8 1.6 Relevance of the study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦..9 1.7 Value of the research†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦....9 1.8 Purpose of the research†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦.9 1.9 Outcomes of the research†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.9 1.10 Personal motivation for the research†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..10 1.11 Research Questions†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦10 2. Literature Review†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦11 2.1 Luxury brands in the world†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..13 2.2 Luxury goods: A definition†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..............12 2.3 Marketing strategies for luxury goods†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.15 2.4 Brand awareness and Dream Values†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..17 2.5 Consumer Behaviour†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..18 2.6 Shiffman’s & Kanuk’s Theory†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...18 2.6.1 Passive View†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...†¦Ã¢â‚¬ ¦...18 2.6.2 Cognitive View†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..18 2.6.3 Emotional View†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦....†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.18 2.6.4 Economical View†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦

Trip to Oregon Essay Example | Topics and Well Written Essays - 500 words

Trip to Oregon - Essay Example I am exhausted.   The journey was quite an adventure passing through the Oregon Trail before settling here in Willamette Valley.   My parents chose to settle here because this is the most accessible part of Oregon where a series of trails can get anybody here.   The Oregon Trail we passed through is a 2,000 mile east to west route and I think the trail was made by the fur trappers.   The road was horrible especially during â€Å"spring when the melting snows and the up-heaving of the frost made mud† that buries the wheel of our carts. We traveled through the new invented mode of transport which is really a big cart called a wagon.   We passed through the Missouri River to the Valleys in Oregon but mostly dirt road.   Although it was more comfortable than riding horseback, the long travel was draining.   It took us a year by a wagon that I missed my 17th birthday because I was on the road with my parents on our way here.   I am going to make up that birthday wit h my debut this year.I am exhausted.   The journey was quite an adventure passing through the Oregon Trail before settling here in Willamette Valley.   My parents chose to settle here because this is the most accessible part of Oregon where a series of trails can get anybody here.   The Oregon Trail we passed through is a 2,000 mile east to west route and I think the trail was made by the fur trappers.   The road was horrible especially during â€Å"spring when the melting snows and the up-heaving of the frost made mud† that buries the wheel of our carts. We traveled through the new invented mode of transport which is really a big cart called a wagon.   We passed through the Missouri River to the Valleys in Oregon but mostly dirt road.   Although it was more comfortable than riding horseback, the long travel was draining.   It took us a year by a wagon that I missed my 17th birthday because I was on the road with my parents on our way here.   I am going to mak e up that birthday with my debut this year. Since the travel was anticipated to be long, we brought foods that can be stored to sustain us during the travel.   Among those we brought with us were dried meat, live poultry, potatoes, and beans.   I also brought furs and comfortable shirts because the weather can get extremely hot and extremely cold.  Ã‚   We met Indians along the road which was also traveling because of the enactment of the Indian Removal Act where they will be relocated. We also met other missionaries when we were near here but mostly, it was the natives who my parents intend to minister.  Ã‚  

Lifelong Learning Essay Example | Topics and Well Written Essays - 2000 words

Lifelong Learning - Essay Example Knowledge is one of the most precious wealth gained by any individual. Habits are part of the learning process as well, when an individual see some good habits they tend to adapt that habit and make it part of their life. Therefore the process of learning new things all along the path is a very common thing experienced by all individuals. What is lifelong learning? It is important for all individuals whether young or old to always keep the process of learning new things mandatory in their lives so as to remain up to date with the latest happenings that are taking place in the surroundings. The term lifelong learning can be defined as all the learning activities that take place in the life of an individual. Having continuous education is part of the lifelong learning process (Brenda and Osborne 2007). The process of being involved in learning new things at each stage of the life improves the decision making for individuals regarding different matters and also improves their level of o ptions to choose from as they have an understanding of different options through their learning processes. The importance of education cannot be weighted in words as education shapes the present and future lives of any individual. How demographic and economic change have affected lifelong learning. There has been a huge and drastic changes being observed by the individuals all around the world. In fact as we know that the only constant thing that is taking place in the world is change. Everything is changing around us with time and we individuals need to adapt to the processes of change to remain successful in this world of such cut throat competition. The field of education is becoming more and more competitive with time (Brenda and Osborne 2007). Many new studies and dimensions are being constantly explored through research work. The processes of research take place in the life of an individual both at the personal level and the professional working level. Research work allows new paths to be explored about any situation and helps in deducing and deriving possible solutions. Now, if we observe there have been many different and unique educational fields of study invented that were not present before. Science has advanced tremendously and it requires that individual should be aware of all the new scientific technologies that are pertaining so that they can be benefitted by them. Science has drastically transformed the living styles and has facilitated human beings in making their work easier and luxurious. The present era requires with high skills and ambitions so that they can face the challenges of both work and life. For developing skills and expertise in any field, one needs to constantly focus upon developing themselves with the latest technology and techniques that are becoming available in the surrounding. Regardless of the field of education any individual belongs to, it is always wise to know about the different things surrounding the individual so t hat they are able to gain an advantage economically since the world is at a constant pace of promoting change (Field 2006). All individuals should focus upon becoming lifelong learners on an effective and efficient pace. The more they are able to grasp knowledge about various aspects, the more chances they have of becoming successful individuals both on a personal level and a professional level (Burbules and Torres 2000). Lifelong learning at times takes place without the individual being aware of the fact that they