Memory and its contribution to understanding consumer behavioral Essay

Memory and its contribution to understanding consumer behavioral change. (Psychology in marketplace) - Essay Example (1999) Perception in consumer behaviour is guided by the awareness a consumer has with regards to his market and the products in the market.(Barry, 2010) This awareness comes from how a manufacturer or a producer advertises his/her products, so that the consumer becomes aware of those products, and then from there onwards he starts to demand the product which shall fulfil his needs of a comfortable life. (2009) Memory is one of the important factors in the determination of consumer needs and wants. Memory is shaped by a lot of other aspects which galvanize into one stream and help a consumer recall his desires, needs, and wants, modes of satisfaction, the affordability and finally the motivation to buy. Memory is characterised by all the knowledge the consumer has about a certain product. Obviously, memory is shaped when a consumer attaches himself to a product which fulfils his needs and desires. Therefore, it is pertinent for the producers to produce and market products which remain forever into the consumer’s sub conscious. The sub conscious is what guides the memory, and therefore it is very important to have a totally different, alien but attractive approach towards the marketing of the product, so that the consumer is reminded of the particular product when he goes to shop. Memory can be divided into two aspects: The short term memory and the long term memory. The short term memory is characterised by logos, trademarks, the firm’s name, the products name. Therefore, anything which is catchy may attract the attention of the consumer instantly. The long term memory is what counts for a specific producer in the long run to promote the products. Long term memory needs to be christened and rubbed on constantly by the producer with heavy marketing and advertising. (Flamand, 2010) Red Bull(2008) is a prime example of this. They have gone ahead with massive marketing of their product through

Fixed Income Securities Essay Example for Free

Fixed Income Securities Essay Objectives: This course is intended to analyze the fixed income securities markets and its implications for investments. It will analyze the market characteristics, instruments, selling techniques, pricing and valuation issues, floating rate instruments, risk and return of fixed income securities, portfolio management techniques, term structure modeling, corporate debt and convertibles, bonds with embedded options, sub-national debt analysis, credit risk analysis, and interest rate risk management with swaps, options and futures. The course intends to cover the specific features of the Indian Fixed Income Securities Markets. The course will construct several Excel based techniques to analyze bond cashflows analytics. Course Structure: The course will include lectures, bond cash flows analysis, term paper assignments and class exercises. Contents: Lecture 1: Indian Fixed Income Markets, Institutional Arrangements, Market Participants and Instruments, Investors Perspectives, Market Conventions, Debt Management Monetary policies Lecture 2: Bond Valuation, Time Value of Money, Price and Yield Conventions, Bond Valuation using Yield Curve, Yield return, horizon return; Valuation of Repo Reverse Repo Lecture 3: Valuation of other Bonds: Floating Rate securities, Inflation index bonds, bonds with embedded options Lecture 4: Introduction to Bloomberg, Interpretations of Fixed Income Instruments using Bloomberg Templates, Understanding Market Quotes and Conventions Lecture 5: Corporate Bonds, Valuation, Implications for Rating Migration, Investment Grade and Low Rated Bonds, Valuation of Convertibles Lecture 6 7: Risk Identification in Bonds: Duration, Convexity, and Portfolio Immunization Lecture 8 : Yield Curve Analysis, Par Bootstrapping, Modeling YC using Nelson-Seigel and Spline Methods, Spot Forward rates, , Valuation of STRIPS Lecture 9: Term Structure of Interest Rates theories; Interest Rate Models (Cox-Ingersoll-Ross, Vasicek, HJM Model) Lecture 10: Government Securities Auction, Market Implications, WI Markets, Auction Primary Dealers Lecture 11: Auction Bidding: Game (students play bidding game and trade online in Computer Lab) Lecture 12: Bond Portfolio Construction Management; Bullet, Barbell Ladder Strategies, Construction of Bond Portfolio; Portfolio with Corporate Bonds Lecture 13, 14 15: Interest Rate Derivatives: FRAs, Swaps, Futures, Options, Eurodollar Futures, OIS(Overnight Index Swaps), OIS Trading Arbitrage Lecture 16: Bonds with embedded options, BDT Model(Modeling Interest Rate Tree) Lecture 17: Mortgage-Backed Securities, Prepayments, Option Adjusted Spreads(OAS) Lecture 18: Credit Derivatives, Valuation of Credit Default Swaps, Indian CDS Lecture 19 20: Assignment Discussions Presentations Other handouts: The course will provide several articles in debt and fixed income securities, circulars of RBI and FIMMDA, empirical techniques dealing with bond management, as well as my presentations, excel spreadsheet calculations, valuation templates from Bloomberg as well as web resources. Expectations: My expectation is that students work hard during the course, understand bond mathematics, how Indian bond market works and its implications on fixed income investing as an asset class, and portfolio implications for banks and financial institutions.

Sustainability in the City of Melbourne

Sustainability in the City of Melbourne Introduction The planets environment is warming up and our seas are acidifying at disturbing rates since we consume excessively fossil fuel. Essentially, in the event that we need to illuminate environmental change we should go net zero basically eliminating all greenhouse gas emissions by middle of the century The good news is that there are myriad solutions and innovations to help us tackle climate change.   Energy efficiency, smart urban design and 100% clean technologies, like solar, geothermal, tidal and wind and rapidly displacing fossil fuels. Purpose and justification This approach is a piece of City of Melbournes intend to create techniques to be one of the worlds most green urban communities. Achieving zero net emissions will include; Substantial structural Economic change Policy change in Melbourne to drive an increase in energy efficiency Decrease in use of carbon intensive fuel sources Offsetting any remaining emissions The future vision for the City of Melbourne is of a flourishing and maintainable city that all the while seeks after monetary thriving, social value and ecological quality. A key component of this vision is to urge individuals to live in the city. Through dynamic consolation of private improvement and by giving a focal point of culture and diversion, the City of Melbourne has made an appealing area for Melburnians to live. From an entire of-Melbourne point of view, this vision can possibly help with decreasing general emissions as it evacuates or altogether lessens the requirement for occupants to utilize an engine vehicle for work, amusement or shopping purposes. Objective(s) Become a carbon neutral city Being carbon neutral implies that the net greenhouse gas emissions related with an associations or citys, activities are equivalent to zero. It is accomplished through a blend of measuring and decreasing greenhouse gas discharges and acquiring of carbon offsets. Zero net emissions and carbon neutral are terms that can be utilized reciprocally. Make a striking and sustainable future for the Municipality of Melbourne Through research and technical analysis, City of Melbourne has distinguished proof based needs, which upgrade the measure of emissions reduction and limit cost. Commercial buildings have the biggest potential to decrease emissions. Residential buildings, transport, waste and energy supply are other key divisions where innovatively practical and financially accessible chances to decrease emissions are obvious. Example; For council operations and leadership-Maintain carbon neutrality, reduce greenhouse gas by 10%. Need to review and measure the effectiveness of the emission reducing initiatives annually. Commercial buildings and industry- roughly a 4% increase in energy efficiency per building. City of Melbourne will display case the potential to create positive-energy buildings, which generate more energy than they use. The later will ease opportunities to drive efficiency outcomes through the design, construction and performance of buildings. Moreover, it will also facilitate ways to overcome the barriers currently preventing action to achieve high performing commercial buildings. Residential buildings- launch a long-term target in the implementation plan. City of Melbourne will bring together multiple parties to develop appropriate, reasonable and available solutions for decreasing emissions from peoples homes. Stationary energy supply- 25% of electricity from renewable sources The city will develop a joint connection with different companies to design and deliver an energy management and supply system for the municipality of Melbourne that: Meets the community needs and expectations for energy supply. Is safe and secure. Is managed and delivered economically and environmentally efficiently. Minimises greenhouse gas emissions. Supports Melbourne as a prosperous city and premier business location Responds to future demands, challenges and changes. Transport and freight- Using of low emission transport City of Melbourne will bring together multipleà ¢Ã¢â€š ¬Ã‚ ¨parties to develop solutions enabling people to move easily, safely and comfortably using environmentally sustainable transport, and to ensure the citys private transport network complements the public system. Waste management- decrease waste to landfill per resident Waste separation and collection Implement resource efficiency behaviour change programs targeting residents and the commercial sector. Identify optimum waste separation methodologies for residential and commercial sectors. Waste treatment Work with the Metropolitan Waste Management Group, councils, developers and building owners to develop alternatives to land disposal. Explore waste-to-energy solutions, in partnership with key players and industry. Success criteria Speed of limitation Cost effectiveness Leadership and Visibility Community support and awareness Innovation and Technology Co-benefits Assumptions and constraints Assumptions; Future population Economic growth Constraints; These climate changes will impact business and the broader community. Melbourne is predicted to be significantly affected by warmer temperatures, heat waves and intense storm events. High level project description Significant progress were made by City Of Melbourne in order to become a zero net emissions.   These projects have been realised in year 2003, namely: Queen Victoria Market Solar array installed City of Melbourne replacing old style recycling crates with mobile recycling bins Established the sustainable Melbourne Fund First Victorian Wind Farm Certified carbon neutral for its council Completion of the Swanston Street redevelopment increasing public transport and cycling access High level risks Australia/ City of Melbourne is at risk of being socially and financially not ready for the changes that will happen in the near future. Flood risks exist in zones near the Yarra and Maribyrnong Summary milestone Melbourne will turn into a zero-net emitter of greenhouse gasses by decreasing its emissions and sourcing all its energy from renewable sources. Thus resulting in an eco-city and decent to live in. Summary budget To be investigated Stakeholder list Reducing Melbournes greenhouse gas emissions and working to become a zero-net emissions city requires collaboration from everyone in our community. A comprehensive, forward-thinking approach right now is crucial to implement the sustainable energy, infrastructure, transport and waste systems required to reduce our growing emissions. Therefore, major milestones can be accomplished by collaborating diligently with stakeholders like; Victorian Government Departments Energy Companies Regulators Property Developers Transport Providers Education institutions and researches Non-government organisations Industry associations Other Local Councils Approval requirements Building and planning approval Need to investigate deeply PM authority on staffing, technical decision, conflict resolution, budget management Initiating, planning, control and monitoring and closure

Enrollment in Institutions of Higher Education :: Teaching Education

Enrollment in Institutions of Higher Education As the years go on, more and more students are enrolling in higher forms of education, including collages, institutes, technical schools, and universities. This rise can be from the increase of students due to the growth of population, or the realization of the importance of after high school education. The rise of students from 1992 to 1993 was from 281,000 students to 293,000 students, a 12,000 people increase. From 1993 to 1994, the rise was from 293,000 students to 295,000 students, a 2,000 people increase. Some of the businesses affected by the growth are construction companies, staffs, cafeterias, school supplies, public transportation, and areas of entertainment. The construction companies get business by the incoming students. They get jobs building extra dormitories, class rooms, cafeterias, and anything else the collages may need. Also, home owners can raise the prices of apartments and houses because of the rise in the demand for a close by campus home. The school staffs are greatly affected by the increase of incoming students. More teachers will be hired, as well as custodians to keep the campus a clean environment. Guidance counselors and secretaries will also be needed to keep the school organized. The cafeterias in or around the campus will have more customers every day, mostly from the students who live in or around the campus. Students commuting to the school are more likely to not use the cafeterias around the school. With the rise of students, the sales of text books, pencils, book bags, and other everyday school supplies are likely to increase. This is great for the schools bookstores, the publishing companies, the book authors, and large or small school and office stores in or around the campus. School supplies are a must in collage. Most students who live on campus do not have a car. Mostly because of the most of parking, students use public transportation such as trains, busses, and taxi cabs to get around. Also, maybe areas of study are in the city where having a car is not as beneficial as in suburban areas. Movie theaters, restaurants, and comedy clubs will have more customers from students who like to have fun. Also bars, strip clubs, and liquor stores will have more business from the collage student who likes to party and have fun. Many people gain from the increase of

3.03 Two Idealists: Double Feature

Part I. Ralph Waldo Emerson In an essay published in 1841, Emerson addressed one of the central characteristics of the American sensibility: individualism. Before you read, take a moment to think about the term â€Å"self-reliance† and what it means to you as a teenager and a student. As you read, determine what â€Å"self-reliance† meant to Emerson and how your meaning and his overlap. †¢ Read â€Å"Self Reliance. † †¢ Open and complete the questions on the Emerson Questions page. †¢ Then, continue to Part II.Part II Henry David Thoreau â€Å"Civil Disobedience† was inspired by a night in jail, which Thoreau had to serve for not paying his poll tax. His refusal to pay a tax to the state stemmed from his opposition to slavery. The state supported it, and to show his disdain towards the state's position, he refused to pay this tax. Some people have suggested the essay shows that Thoreau merely wanted to withdraw from life and all its hard que stions. Others see Thoreau's position as the only one he could take to justify his stand.Upon completion of this assignment, Part II, you will have to decide for yourself how this essay affects you. †¢ Read â€Å"Civil Disobedience. † †¢ Write a letter to the editor either in support of, or in opposition to this statement from the excerpt above, â€Å"That government is best which governs not at all. † – Thoreau †¢ Before you begin writing, continue to the Report page, where you will receive further instruction on how to formulate this letter. †¢ You will be adding this letter (Part II) to your Part I assignment to submit as your assessment for this lesson

Identity and Belonging Essay

Feedback is considered by many education experts to be one of the most important elements of assessment for student learning as well as being a crucial influence on student learning (Brown, Harris & Harnett, 2012). Feedback, when applied effectively, can result in an increase in learner satisfaction and persistence as well as contributing to students taking on and applying more productive learning strategies. Feedback is a powerful strategy for teachers of all subjects and grade levels to use and has been endorsed worldwide. Feedback can be defined as ‘the information provided by an agent, for example; a teacher or parent, regarding aspects of one’s performance or understanding’ (Brown, Harris & Harnett, 2012). However, when feedback is provided to students inappropriately it can lead to negative effects. This is why, as teachers, we need to have a full understanding of what constitutes effective quality feedback as well as developing an understanding of how to apply feedback in an appropriate manner for our students as differentiated learners (Clark, 2012). Feedback is consistent with the Assessment for learning strategy which focuses assessment on in-course improvement-orientated interactions between instructors and learners rather than end-of-course testing and examinations (Brown, Harris & Harnett, 2012). Assessment for learning acknowledges that individual students learn in idiosyncratic ways and is designed to give information to teachers on how to modify and differentiate teaching and learning activities as well as giving teachers an idea of how best to provide effective feedback to their students (Brown, Harris & Harnett, 2012). There are a few guidelines in which teachers can follow to help improve the quality of their feedback to their students to increase learner satisfaction and persistence as well as catering for differentiated learning, these guidelines include timing, amount, mode, audience (James-Ward, Fisher, Frey & Lapp, 2013) and also allowing students to provide one another with feedback (Brown, Harris & Harnett, 2012). The timing in which teachers provide their students with feedback is important as feedback needs to come while students are still mindful of the topic, assignment or performance in question (James-Ward, Fisher, Frey & Lapp, 2013). Feedback needs to be provided while students are still thinking of their learning goal as a learning goal, meaning; something they are still striving for and not something they have already done (Brown, Harris & Harnett, 2012). It is extremely important to provide students with effective feedback whilst they are still working on reaching their learning target, as mentioned earlier this will influence student learning. It is extremely important for teachers to know the audience in which they are providing feedback to in order for the feedback to be most effective for student learning (James-Ward, Fisher, Frey & Lapp, 2013). This is based on the fact that no student is the same and feedback needs to accommodate for differentiated learners (Clark, 2012). Once a teacher understands his or her students individual learning they can then apply feedback in a way that is best addressed to the student about the specifics of the individuals work in terms the student can understand. Mode is also extremely important in providing effective feedback as it also supports differentiated learning. Mode stands for the different ways in which feedback can be delivered as it can be given in many modalities (James-Ward, Fisher, Frey & Lapp, 2013). Some sorts of assessment lend themselves better to written feedback, some to oral feedback and others are better in demonstrations, and teachers can decide with their knowledge of how best to provide each individual student with feedback based on how they learn and understand best, whether it is written, spoken or demonstrated, in order for the feedback to be most effective in reaching each students learning needs (Clark, 2012). Also recently there has been an increasing agreement that students are a legitimate source of feedback as peer and self-assessment practices encourage students to identify learning objectives and helps them to understand the criteria used to judge their work aiming to reach the goal of increasing self-regulation (Brown, Harris & Harnett, 2012). As timeliness can play a real issue in the effectiveness and quality of feedback from teachers, using students as a source of feedback can legitimately reduce this problem (Brown, Harris & Harnett, 2012). As there are many different ways in which a teacher can go about providing feedback on set learning tasks to their students whether it is orally, written or demonstrated, the ways in which to construct effective feedback varies depending on the student (James-Ward, Fisher, Frey & Lapp, 2013). Ultimately it is the teachers understanding of feedback and the knowing of how each individual student learns best that influences the type and quality of feedback they provide (Brown, Harris & Harnett, 2012). Effective feedback will help increase student evaluation of their own learning progress and will help reach the Assessment for learning goal of developing self-regulating learners (Brown, Harris & Harnett, 2012).

Biography of Louise Nevelson, American Sculptor

Biography of Louise Nevelson, American Sculptor Louise Nevelson was an American sculptor best known for her monumental monochromatic three-dimensional grid constructions. By the end of her life, she was met with much critical acclaim. She is remembered through many permanent public art installations throughout the U.S., including New York City’s Louise Nevelson Plaza on Maiden Lane in the Financial District and Philadelphias Bicentennial Dawn, made in 1976 in honor of the bicentennial of the signing of the Declaration of Independence. Fast Facts: Louise Nevelson Occupation: Artist and sculptorBorn: September 23, 1899 in present-day Kiev, UkraineDied:  April 17, 1988 in New York City, New YorkEducation: Art Students League of New YorkKnown For: Monumental sculptural works and public art installations Early Life Louise Nevelson was born Louise Berliawsky in 1899 in Kiev, then part of Russia. At the age of four, Louise, her mother, and her siblings set sail for America, where her father had already established himself. On the journey, Louise fell sick and was quarantined in Liverpool. Through her delirium, she recalls vivid memories which she cites as essential to her practice, including shelves of vibrant candies in jars. Though she was only four at the time, Nevelson’s conviction that she was to be an artist was present at a remarkably young age, a dream from which she never strayed. Louise and her family settled in Rockland, Maine, where her father became a successful contractor. Her father’s occupation made it easy for a young Louise to interact with material, picking up pieces of wood and metal from her father’s workshop and using it to construct small sculptures. Though she began her career as a painter and dabbled in etchings, she would return to sculpture in her mature work, and it is for these sculptures that she is best known. Though her father was a success in Rockland, Nevelson always felt like the outsider in the Maine town, notably scarred by the exclusion she suffered based on her height and, presumably, her foreign origins. (She was captain of the basketball team, but this did not help her chances at being crowned Lobster Queen, a distinction awarded the most beautiful girl in town.) Though her father was known around Rockland due to his professional activities, Nevelson’s mother secluded herself, rarely socializing with her fellow neighbors. This hardly could have helped young Louise and her siblings adjust to life in the United States. The feeling of difference and alienation drove young Nevelson to escape to New York by any means possible (a journey that reflects somewhat of an artistic philosophy, as she has been quoted as saying, â€Å"If you want to go to Washington, you get on a plane. Someone has to take you there, but its your voyage†). The means that presented itself was a hasty proposal from Charles Nevelson, who young Louise had only met a handful of times. She married Charles in 1922, and later the couple had a son, Myron. Advancing Her Career In New York, Nevelson enrolled in the Art Students League, but family life was unsettling to her. In 1931, she escaped again, this time without her husband and son. Nevelson abandoned her newly-minted family- never to return to her marriage- and departed for Munich, where she studied with the famous art teacher and painter Hans Hoffman. (Hoffman would himself eventually move to the United States and teach a generation of American painters, perhaps the most influential art teacher of the 1950s and 60s. Nevelson’s early recognition of his importance only reinforces her vision as an artist.) Louise Nevelson with her work in the 1950s.   Getty Images After following Hoffman to New York, Nevelson eventually worked under the Mexican painter Diego Rivera as a muralist. Back in New York, she settled in a brownstone on 30th Street, which was filled to bursting with her work. As Hilton Kramer wrote of a visit to her studio, â€Å"It was certainly unlike anything one had ever seen or imagined. Its interior seemed to have been stripped of everything...that might divert attention from the sculptures that crowded every space, occupied every wall, and at once filled and bewildered the eye wherever it turned. Divisions between the rooms seemed to dissolve in an endless sculptural environment. At the time of Kramer’s visit, Nevelson’s work was not selling, and she was often by her exhibitions at the Grand Central Moderns Gallery, which did not sell a single piece. Nevertheless, her prolific output is an indication of her singular resolve- a belief held since childhood- that she was meant to be a sculptor. Persona Louise Nevelson the woman was perhaps more well-known than Louise Nevelson the artist. She was famous for her eccentric aspect, combining dramatic styles, colors, and textures in her clothing offset by an extensive collection of jewelry. She wore fake eyelashes and headscarves that emphasized her gaunt face, making her appear to be somewhat of a mystic. This characterization is not contradictory with her work, which she spoke of with an element of mystery, as if it arrived from another world. Louise Nevelson in the eccentric costume she was known for, photographed in her New York studio in 1974. Jack Mitchell / Getty Images Work and Legacy Louise Nevelson’s work is highly recognizable for its consistent color and style. Often in wood or metal, Nevelson primarily gravitated towards the color black- not for its somber tone, but for its evincing of harmony and eternity. [B]lack means totality, it means contains all†¦ if I speak about it every day for the rest of my life, I wouldn’t finish what it really means, Nevelson said of her choice. Though she would also work with whites and golds, she is consistent in the monochrome nature of her sculpture. A characteristically monochrome abstract sculpture by Nevelson. Corbis/VCG via Getty Images / Getty Images The primary works of her career were exhibited in galleries as â€Å"environments†: multi-sculpture installations which worked as a whole, grouped under a single title, among them â€Å"The Royal Voyage,† â€Å"Moon Garden One,† and â€Å"Sky Columns Presence.† Though these works no longer exist as wholes, their original construction gives a window into the process and meaning of Nevelson’s work. The totality of these works, which were often arranged as if each sculpture were a wall of a four-sided room, parallels Nevelson’s insistence on using a single color. The experience of unity, of disparate gathered parts which make up a whole, sums up Nevelson’s approach to materials, especially as the spindles and shards she incorporated into her sculptures give off the air of random detritus. By fashioning these objects into grid structures, she endows them with a certain weight, which asks us to reassess the material with which we come in contact. Louise Nevelson died in 1988 at the age of eighty-eight. Sources Gayford, M. and Wright, K. (2000). Grove Book of Art Writing. New York: Grove Press. 20-21.Kort, C. and Sonneborn, L. (2002). A to Z of American Women in the Visual Arts. New York: Facts on File, Inc. 164-166.Lipman, J. (1983). Nevelsons World. New York: Hudson Hills Press.Marshall, R. (1980). Louise Nevelson: Atmospheres and Environments. New York: Clarkson N. Potter, Inc.Munro, E. (2000).  Originals: American Women Artists. New York: Da Capo Press.