Anecdotes For Reflection Essay

1. What was the book about and what did you gain from it? This book is about ethics dependent on stories on the heavenly prophet and the mates of the honorable prophet. There are tales about the imams and different prophets as well. Above all the finish of this book is going to control us to right way. I have learnt three fundamental things about the first is mortification on the off chance that you go to the fifth part it, at that point go to Page 52-53 it is a miracle full anecdote about ‘The short and monstrous child ‘ I’ll let you know in a nutshell there was a lord who had a few of children to which 1 among every one of them was short and appalling and the others were tall and excellent the ruler consistently looked down at the short and revolting kid. Be that as it may, the ruler never knew how clever the short and monstrous child was. To which the monstrous kid told his dad ‘ He who is taller isn't vital better or predominant; a sheep is perfect yet an elephant like a carcass’ by which the began to chuckle at him and mortifying him, so I have adapted never to embarrass anybody to how ever they are. The second thing I have educated is ‘LIE’ in the event that you lie you will be gotten out and your untruth won’t remain for quite a while. Furthermore, in the event that you lie, at that point you are constrained to state a falsehood again till you state reality. The third I have scholarly is ‘ignorance’ in the event that I disregard somebody, at that point straight away I have disappointed four sentiments initial one is Bibi Fatima the subsequent one is prophet Muhammad the third one is Allah and the forward one is the individual is the one I overlooked. Also, I will rehearse this by making notes and attempt to stick on close to my work area so I ought to recollect. 2. Did you like this book offer motivations to your response? I loved the book I have taken in something from every single area and it has indicated me the correct way and the correct lessons. These accounts in the book have caused me to reflect to what I have done before and as the book got all the more intriguing and inshallah I will have a go at amending myself from now onwards. also, the other I loved in this book is the manner by which he writer has made segments which was awesome and I am planning to peruse â€Å"the accounts for reflection part three† 3. Which 5 accounts did you like the best and why? * The Jews and unlawful food The part I enjoyed is that when were talking among themselves while the honorable prophet who 7 years of age while the Jews were having food so 1 Jew said to other I Have perused in a sacred text that a prophet could never go close to an unlawful food so they welcomed the prophet however the respectable prophet declined the Jews pulled this prank on the prophet twice yet bombed yet to which intrigued was that the heavenly sacred text was correct and astonishing as well. Furthermore, the other thing I adored was that the prophet was just 7 and he realized what was correct and what wasn't right. * Bahul the undertaker There was an individual in the hour of the honorable prophet named mu’adh-ibn-jabaal. Mu’adh-ibn-jabaal told the heavenly prophet there is an individual who needs to see you. At the point when the prophet approached the entryway of the mosque he saw a gorgeous person who was crying as though a mother would weep for his child then the prophet asked why he was crying then the man went to the prophet and said for what reason should I not cry I have submitted a wrongdoing which Allah will never excuse. at that point the prophet asked ‘did you partner any other person with Allah or did you murder anyone’ the man said so the sacred prophet said regardless of whether your transgressions are greater than a mountain than Allah will pardon them so the man said that my wrongdoings are greater than the mountains so the prophet said are you sins greater than the seven earths, all the sands, tree, oceans, the man said yes so the blessed prophet asked would you please des cribe one of your transgressions to me the man said why not he at that point said for as far back as seven years I have been uncovering individuals graves and took their covers and I sold them. At that point the prophet said ‘o’ miscreant avoid me or I dread that I would consume from your fire as well. At that point the man looked down and went towards the mountains and tied himself and sobbed for forty days and requested that Allah excuse him and afterward Allah uncovered to the prophet that the man is pardoned so the prophet went to the mountains and revealed to him that he was pardoned so the good is that on the off chance that you need be excused, at that point ask from genuine heart and inshallah you will be excused. * Imam Hasan and the Syrian. I preferred this story in light of the fact that the way imam Hasan talks about the man in this tale I have discovered that if your dad has a foe that doesn't imply that you ought to be his foe you will make great connections and great bonds with everybody. One day a man sets his eye on the imam then he began reviling him the imam stood by quietly till he completed then the imam welcomed him and said ‘If you have a craving I will satisfy it E.T.C’ when the imam completed the man began crying and crying then he said I take the stand you are the caliph of this world. * The humbleness of Salman Farsi I enjoyed this tale since it shows you how to be modest. In the event that you convey things that you can convey and give another person to convey it you get a transgression and you may wind up everybody being against and you may wind up by individuals feet arguing and arguing for absolution. At that point saying please pardon me as I didn't understand who you are.and I have learnt not to give my weight to any other person. * Isa and the insatiable individual. I preferred this story since it has two focuses one is lie and the other one is eagerness there was at one time an individual in the hour of Isa and Isa offered cash to the man and said proceed to purchase three portions bread so the man returned with portions of bread as Isa had drawn in himself with supplications for quite a while the man discreetly devoured a portion of brad so when Isa had completed his petition and asked the man where is the other portion of bread the man said that there were just two portions of bread than they settled down and began eating when they had completed they took a walk they saw a deer they yielded and began to eat it after they had completed Isa gave that deer back his life the man was stunned so Isa solicited again where the third portion from bread is the man despite everything said there was just two so they came and they saw three gold blocks Isa took one the man took one then Isa said this is the person who ate the third portion of bread the ma n said ravenously I ate the third portion of bread. 4. What didn’t you comprehend from the book? I never comprehended that the honorable prophet uncovered his prediction till the age of 20 or higher pg 166 it says the gathering of Jews said to themselves that a prophet could never go close to an unlawful food when the prophet was 7 they had welcomed him to come and eat the unlawful food And the prophet dismissed it. 5. What other Islamic books will I read throughout the following year. I will peruse the accompanying books throughout the following year inshallah: 1. WHY I BECAME A SHIA 2. Account FOR REFLECTION PART 3 3. A†¦BEAUTIFULL†¦STRING†¦OF†¦INCIDENTS 4. Accounts OF THE PROPHET.

Dead Mens Path free essay sample

The story I read didnt mean the equivalent to me as it did to different assessments of individuals that read it. To me it implied that individuals are as yet coming about to viciousness as opposed to settling it in a legitimate way. It may have been a custom and have been there perpetually however now circumstances are different. Whenever changed never happened then we wouldnt go anyplace throughout everyday life. I think it wasn't right what occurred toward the end and I dont believe that the residents won, I am certain despite the fact that mass will never again be there the following individual that comes along will keep on battling for what Is correct so I dont think his Is and ever will be a success, win situation.The subject of old versus new Is Introduced In this story. One dust Is that the school Is attempting to instruct the individuals of the zone that the old notions aren't right Including the ones about the pathway. We will compose a custom article test on Dead Mens Path or on the other hand any comparable subject explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page The locals can't adapt to this. They devastate the new so they can keep the old. The old conventions won here. Another dust Is that the old custom successes, however that doesn't really imply that the old convention is correct or that it is the most ideal method of getting things done. Custom ought to have a spot in the better approach for doing wings. It wouldnt have made any genuine issues leave the old path open.The superintendent could even have constructed his lovely gardens around it. His declining to be progressively adaptable brought about the pulverization of his grounds and in his losing his employment. I think the creator is attempting to show how despite the fact that we may discover that our customs and culture probably won't be right we should remember it. We can't overlook or pulverize the past to proceed onward. There are a few suppositions about the story and the message give can't help thinking that there is no off-base to individuals when they have solid convictions in there radiation, and in the event that it is undermined they will battle to keep it alive.Then theres some that state maybe the more up to date ages should regard customs, and old and new should bargain with each other. What's more, there are likewise a few sentiments about how this is composed like the announcement we will make a great job of it, shant we? This expression proposes that Michael Obi is an exceptionally enthusiastic man and this gives us as the peruser the desires that he will be resolved to succeed and this Is the thing that the creator has made us to accept toward the start (source from http: //illusion. Logs. Com/2006/04/dead-mens-way. HTML) another Is They will give all their time and vitality to the school, this expression shows us additional proof that Michael Obi is resolved to succeed regardless of whether he harms others, for example, the school personnel of the school. I think there are a few topics investigated here the respect In societies the new, western culture of Michael Blob v, the customary agnostic culture, the egotism of youth, and the Importance of convention figuring out how to push ahead without overlooking the past.I think the plot of the author mirrors a ton of encounters that we have In a great deal of networks today wherever u look there are Rosen customs whether Its a Christmas convention wedding convention or a yearly race custom this story identifies with it since when a convention is broken or is attempting to be broken there will consistently be individuals there to prevent that from occurring and there will be individuals on the opposite side attempting to get it going one explicit mod el that influenced my locale was the yearly Dead Mens Path By mammalian go anyplace in life.I think it wasn't right what occurred toward the end and I dont believe that the townspeople won, I am certain despite the fact that Obi will never again be there the following mistakes that comes along will keep on battling for what is correct so I dont think this is and ever will be a success, win circumstance. The subject of old versus new is presented in this story. One assessment is that the school is attempting to instruct the individuals of the territory that the old notions aren't right including the ones about the keep the old.The old conventions won here. Another sentiment is that the old convention progressively adaptable brought about the annihilation of his grounds and in his losing his Job. I the peruser the desires that he will be resolved to succeed and this is what divert. Bloodspot. Com/2006/04/dead-mens-way. HTML) another is They will give Michael Obi is resolved to succeed regardless of whether he harms others, for example, the school personnel of the school.I think there are a few subjects investigated here the distinction in societies 0 the new, western culture of Michael Obi v, the customary agnostic culture, the egotism of youth, and the significance of convention figuring out how to move encounters that we have in a ton of networks today wherever u look there are broken customs whether its a Christmas convention wedding custom or a yearly.

Free Essays on Myths Of Marriage

Five Myths about Marriage You hear a ton of analysis and jokes about the trap of marriage. However, many are pulled in to the trap in any event; 96% of us live with an accomplice at some point in our lives. The majority of us are anxious to do soand for valid justifications. Adoring somebody brings such huge numbers of delights and excites thus much solace... it very well may be awesome. A miserable marriage, be that as it may, can be awful. Marriage is totally different for various individuals. We don't know precisely how to cause union with be what we need it to be. Realities of marriage are normally mistaken for fantasies. There are numerous reasons why individuals are astonished by the genuine encounter of marriage. One of them is that the vast majority have a poor thought of what everyday living in marriage is truly similar to. Suspicions individuals make about marriage are frequently altogether different from the real world. As indicated by the course reading, there are five significant legends about marriage that sadly numerous individuals accept. (Knox and Schacht, 1999) The first is, Our Marriage will be extraordinary (Knox and Schacht, 1999). A great many people know wedded couples that are troubled, battle, are exhausted, and so on. This legend is the â€Å"it won’t happen to us† thought couples have typically before marriage. As indicated by Knox and Schacht, this is hazardous in light of the fact that â€Å"many of us who enter marriage accepting that it will be diverse for us aimlessly impersonate the marriage examples of others as opposed to putting forth a cognizant attempt to deal with our own relationship to cause it as satisfying as we to anticipate that it should be† (1999). The second fantasy about marriage is, We Will Make Each Other Happy. Despite the fact that your accomplice has some effect on your joy, each accomplice has other life jobs other than life partner (Knox and Schacht, 1999). These different jobs can spoil the collaboration with one’s life partner. For instance, on the off chance that you have lost your employment, it would make it exceptionally hard for you to satisfy your life partner. Knox and Schacht make a valid statement by saying. â€Å"Waiting for another person to make ... Free Essays on Myths Of Marriage Free Essays on Myths Of Marriage Five Myths about Marriage You hear a great deal of analysis and jokes about the trap of marriage. However, many are pulled in to the trap at any rate; 96% of us live with an accomplice at some point in our lives. The majority of us are anxious to do soand for valid justifications. Cherishing somebody brings such huge numbers of delights and excites thus much solace... it tends to be fabulous. A troubled marriage, nonetheless, can be awful. Marriage is totally different for various individuals. We don't know precisely how to cause union with be what we need it to be. Realities of marriage are normally mistaken for legends. There are numerous reasons why individuals are amazed by the genuine encounter of marriage. One of them is that the vast majority have a poor thought of what everyday living in marriage is truly similar to. Presumptions individuals make about marriage are regularly altogether different from the real world. As per the course reading, there are five significant legends about marriage that tragically numerous individuals accept. (Knox and Schacht, 1999) The first is, Our Marriage will be unique (Knox and Schacht, 1999). A great many people know wedded couples that are miserable, battle, are exhausted, and so on. This fantasy is the â€Å"it won’t happen to us† thought couples have for the most part before marriage. As per Knox and Schacht, this is perilous in light of the fact that â€Å"many of us who enter marriage accepting that it will be diverse for us aimlessly emulate the marriage examples of others as opposed to putting forth a cognizant attempt to deal with our own relationship to cause it as satisfying as we to anticipate that it should be† (1999). The second fantasy about marriage is, We Will Make Each Other Happy. Despite the fact that your accomplice has some impact on your joy, each accomplice has other life jobs other than companion (Knox and Schacht, 1999). These different jobs can pollute the association with one’s mate. For instance, on the off chance that you have lost your employment, it would make it hard for you to fulfill your life partner. Knox and Schacht make a valid statement by saying. â€Å"Waiting for another person to make ...

Uncommon Article Gives You the Facts on Sat Optional Essay Samples That Only a Few People Know Exist

Uncommon Article Gives You the Facts on Sat Optional Essay Samples That Only a Few People Know Exist Sat Optional Essay Samples: the Ultimate Convenience! The simplest way to figure out the sort of an essay is to realize the writer's point of view. Feel free to pick a topic you will delight in writing about and not just one that you believe will please your professor. See that the objective of a persuasive speech is like the purpose for writing an argumentative or persuasive essay. You still must make an outstanding bit of writing. A mental writing schedule are able to keep you from running short in time and rushing to finish. Utilize Your Outline to Refocus There are a lot of reasons why it's wise to choose the opportunity to produce an outline before starting your essay. The aim of brainstorming is to assist you in getting ideas. While attempting to learn how to compose a persuasive essay step-by-step, students forget about another important activity. Your persuasive a rgument is going to be made stronger if you're able to demonstrate that you're passionate about this issue and have a strong opinion one way or the other. Examples might also be included in every one of the body paragraphs to additional support and clarify your principal points. Such a paragraph might incorporate a succinct overview of the ideas to be discussed in body of the paper together with other information related to your paper's argument. Each body paragraph should concentrate on a single argument, called the most important point. Supporting details have to be presented accurately also. There are several free examples of appropriate formatting. In your introduction paragraph, it is sufficient to introduce the topic and supply meaningful background details. Begin with general subjects that you are conversant with then narrow down to a particular topic. Then you're interested in figuring out how to compose persuasive paper. As soon as it's wise to demonstrate some d iversity, overusing vocabulary is never advisable. Possessing very good research abilities and selecting an excellent topic is important. The perfect place to bear in mind is a totally free online English writing lab named Purdue OWL. Your paragraphs do not connect one another's meaning and the whole thought of your essay may be incomprehensible. No matter the subject, the structure is precisely the same for any persuasive essay. The introductory paragraph is perhaps the most crucial paragraph in the essay as it's the very first and possibly last opportunity to produce an effect on the reader. As soon as your writing is finished, be certain to have an editor review your essay for you. Just stick to the guidelines stated above, and you're going to be well on your way to writing a decent persuasive essay. Most academic essay topics usually ask you to select a side in an argument or maybe to defend a specific side against criticism. A Secret Weapon for Sat Optional Essay Samples There's no ideal solution on the best way to compose an effective essay. There are more than a few reasons as to why you might need to earn your order with argumentativeessaywriting.com. There are many persuasive essay examples college students are able to make use of online. The major aspect which produces a persuasive essay in English stand out from the remainder of assignments is the use of reasoning. Sat Optional Essay Samp les Ideas Essay writing is often practiced is schools. Unlike topics for middle school or higher school, decent college topics are somewhat more challenging to discover. Students and teachers can buy balanced lunch and drinks aside from alcohol, that permits them to feel nice and study much better. High school, college, and sometimes even university students from all around the world are writing persuasive essays. Introducing Sat Optional Essay Samples While each particular criterion has its specific directions, to find a fantastic grade, you will need to learn how to properly combine them. If you satisfy their requirements, you're almost sure to obtain an offer of admission. Such last-minute searching never becomes futile, which causes unfinished essay assignments and ends in a poor grade. Generally, students are requested to compose assignments which take between 30 minutes and an entire hour. Nobody can argue that America has been formed by men and women who migrated fro m Europe, and other nations. If you wish to learn how to compose an excellent persuasive essay, you're looking in the correct place! Main point is the heart of the entire writing and something which you're going to convince your readers in. A persuasive speech is provided with the aim of persuading the audience to feel a particular way, to take a particular action, or to support a particular view or cause. Another thing which you should think of before writing is your primary point. To begin with, it's important to pick a topic that it is possible to take a stand for. The remainder of the paragraph should argue the most important point.

Health Care For The Affordable Care Act - 1888 Words

Issues in Health Care Careers These days Health Care professionals face many issues in their day to day services either as doctors, nurses, or non-medical professionals. Aging and end of life care is an issue that a lot of doctors these days are having to face with their terminally ill patients. Physician-Assisted Suicide (PAS) is a very hot topic these days and could be a major part of future healthcare services and insurances. With the changes is hospice care and PAS in today’s healthcare system the current system the Affordable Care Act (ACA) will have to be improved to assure that all of these new changes are accounted for and apply to every American. Planning for end of life care for a loved one can be a very difficult process for some families. Knowing that you are going to lose a loved one and planning for how they will be taken care of can be quite stressful. End of life planning can be used in two different scenarios one of which is for terminally ill patients and the other is for the aging and elderly. Planning for end of life care can be quite expensive with all of the doctor visits and counseling’s. In Obama’s Affordable Care Act there is some hope for the elderly for paying for some of these expenses. The Affordable Care Act has a provision within it that encourages seniors to attend an â€Å"end-of-life† counseling. The provision would offer Medicare coverage for end-of-life counseling every five years, or more recurring visits if the patient is dealing with aShow MoreRelatedHealth Care And Affordable Care Act1714 Words   |  7 Pages2010, Congress enacted the Patient Protection and Affordable Care Act in order to increase the number of Americans covered by health insurance and decrease the cost of health care† (Supreme Court Opinion, 1). In America, it is a basic necessity to possess health care, logically, Congress would like to make such a necessity more accessible to Americans. Due to a divided government, t here are variant views on whether this is necessary and just. Health care benefits all Americans; it is just a matter ofRead MoreThe Affordable Health Care Act1024 Words   |  5 Pagesafter Congress passed the Affordable Care Act and was then signed into law by President Barack Obama. The law was passed that the number of Americans covered by health insurance would increase. In return, the cost of health care will decrease. What is the Affordable Health Care Act? According to the Health Insurance Organization(2015, pg.1) The Affordable Health Care Act, also known as, The Patient Protection and Affordable Care Act (PPACA) –is the landmark health reform legislation that includesRead MoreThe Affordable Health Care Act1343 Words   |  6 Pages The Affordable Health Care Act in Advanced Practice Kristin Curcione Daemen College â€Æ' The Affordable Health Care Act (ACA) has been a hot topic of discussion since it was signed into law by the President in March 2010. According to the U.S. Department of Health Human Services, the primary upshot of this act was to provide health benefits and access to health insurance to millions of uninsured under the new law. A study conducted by the Commonwealth Fund was released in 2013 identifyingRead MoreThe Affordable Health Care Act972 Words   |  4 PagesThe Affordable Healthcare Act also known as ACA, is very important for us as consumers. But what does it mean exactly? Well the Affordable Health Care Act allows us to have insurance coverage. There are several different ways that we can achieve coverage either as an individual or through our employer. There are many different health care insurance is you can trees from and they all have different things they cover in different cost or premiums. There are several different things that can take intoRead MoreThe Affordable H ealth Care Act1359 Words   |  6 PagesThe Patient Protection and Affordable Care Act (PPACA) is a United States federal statute that was signed into law by President Barack Obama on March 23, 2010. This particular law has come with much controversy. The law (along with the Health Care and Education Reconciliation Act of 2010) is the principal health care reform legislation of the 111th United States Congress. PPACA reforms certain aspects of the private health insurance industry and public health insurance programs, increases insuranceRead MoreThe Affordable Health Care Act1811 Words   |  8 PagesThe Affordable Health Care Act was designed to help Americans gain increased access to healthcare, improve the quality of healthcare, and decrease the overall cost of receiving health care. â€Å"The changing epidemiology of the nation and its impact on the cost of healthcare became one of the major drivers of healthcare reform in the United States,† (Mason et al., 2016, p. 275). Accountable care models were also introduced to improve the quality of healthcare and improve the costs of healthcare. In theRead MoreThe Affordable Health Care Act1403 Words   |  6 PagesThe Affordable Care Act has been a point of contention for many people. I am going to review the Affordable Care Act as far health care provider challenges and benefits. I will look at this from an individual point of view. I will look at this from an employer point of view. I will look at this from an employee point of view. Lastly, I will give my reflection regarding this topic. The most apparent benefit of the Affordable Health Care act is that it makes health insurance obtainable to the uninsuredRead MoreThe Affordable Health Care Act1600 Words   |  7 PagesHealth care has been a prominent issue within the United States. The United States has made strides to make health care more affordable and accessible to all citizens. However, those strides are not enough to truly make health care obtainable for everyone. The Affordable Health Care Act was made to help make health care affordable for everyone so that everyone can receive the care they need. The Affordable Health Care Act (ACA) does not do its job in making health care affordable. It is essentialRead MoreThe Health Of The Affordable Care Act1637 Words   |  7 Pagesas well as managers of health care costs. How can an advocate be involved in a process that limits care to some, while providing more complete care to others? As the elderly population grows, the idea of rationing care has become an ethi cal discussion. Reasons for rationing resources and care might be to preserve dwindling resources or to prevent waste. However, there is a question about who decides what is wasteful or non-beneficial to patient care. The Affordable Care Act is allowing individualsRead MoreThe Health Of The Affordable Care Act1747 Words   |  7 PagesBasic changes were needed in the way Americans got health coverage. Trying to figure out what it was going to cost them starting in 2014, when major parts of the Affordable Care Act, also known as â€Å"Obamacare†, went into effect was the challenge. The four main ways Americans experience healthcare once the Health Reform Law was fully in effect were coverage by an employer, the government, buy it themselves or have none. About half of Americans get insurance through their jobs. About one third through

A Report On The Seals - 1495 Words

It was 0400 at the staging area, the SEALs had shown up in four fully outfitted DPV’s (Desert Patrol Vehicles – Off road vehicles used for combat). Captain O’Hara wondered where the hell they had been keeping those. The plan was that the SEALs would for the most part move hard and fast to the museum and secure it, then hold it until the much larger Marine follow on force arrived. The Marine follow on force consisted of the entire Marine Company; they had pulled, temporarily, the Marine platoon from the school to help with this operation. The SEALs would leave at 0415 and they were itching to go, they were actually looking forward to it. The Marines in armored Humvees and two-half ton trucks, the old M-35’s, would follow thirty†¦show more content†¦The mission was the museum; let the Marines deal with idiots that wanted to take them on and God help them if they did. If you can call if a benefit of the EMP event that it happened on a weekend l ate in the evening which meant there wasn’t a great deal of traffic on the roads. Post event, as they were finding out, it made getting down the roads they needed to quicker and less risky. The SEALs were driving the DPV’s balls out, while the others in the vehicles were looking for potential bad guys. At five miles out they hadn’t seen a living soul, at six and seven miles they had passed through two very small camps, they surprised the hell out of the occupants, they saw that several members of the camps were armed but the SEALs passed through them so quick that they didn’t have time to react. They radioed back the information to the main convoy to be on the lookout for the armed civilians in the camps. At mile eight they entered a large camp that looked to have a population in the hundreds, they realized they wouldn’t be able to go around it; their only option was to pass directly through it. The road passed through the center of it with al l sorts of tents, dwellings made of wood and cardboard, some people only had a tarp over them. The SEALs moved slowly through the camp, people were startled to say the least as seeing the

Language Related Tasks free essay sample

We can put off sleeping for a limilted period. Meaning To decide or arrange to delay an event or activity until a later date or time * Concept questions: Do we want to do this now? No Will we delay this until a later time? Yes Will we complete it at some point in the future? Yes Other examples: A businessman who puts off a meeting or an important decision, students who put off doing their assignments, an engaged couple who puts off their wedding. Extension: An engaged couple may put off their wedding if they don’t have enough money saved up to pay for it. Students may put off doing their homework until it’s almost too late. Form Put off (verb+ adverb) is a transitive phrasal verb. Put off is normally followed by an object. In the example above the object is sleeping (verb+ing form, acting as a noun) Put off is also separable, i. We will write a custom essay sample on Language Related Tasks or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page e. you can separate the verb part from the adverb. However, if you change the direct object to a pronoun, i. e. , it, it then becomes inseparable (see examples below) We can put it off for a limited period. v We can put off it for a limited period. X Pronunciation We can put off sleeping for a limited period p? There is one syllable in each part of the verb phrase. The main stress is placed on the first syllable. The underscore represents a link between the two words i. e. , there is no interruption of airflow between them. Appropriacy Put off is fairly neutral in appropriacy. There are other more formal words which may be used such as, delay or postpone. These may be used in such contexts as a letter regarding a change in schedule of a dental appointment. Anticipated problems or solutions: 1. Problem: Ss may confuse the meaning of to put off , i. e. elay, postpone), with another meaning such as to discourage. Ss will therefore be confused with the concept of the whole sentence. Solution: Use the CQs above to show that in this context, to put off means to delay rather than to deter someone from something. Elicit examples of other contexts as in the examples in the section on meaning. Problem: Ss may confuse the spelling of off with of. Solution: Elicit the correct spelling using examples su ch as, a piece of cake and off and on. Problem: Ss may pronounce the phasal verb as two separate words producing a plosive sound between the two syllables. Solution: Drill the two words separately and then together so that ss can detect the difference in air flow. (/p? t/ /? f/ and /p? t? f/) *Cambridge Dictionaries Online Lexis 2 †¦the unpleasant symptoms we suffer Meaning Signs or indications of a disorder or disease, which are not pleasing. Concept Questions: Do we feel well? No Are there any signs to tell us that we feel unwell? Yes What kind of signs do we have? Sore eyes, headache etc. Is our condition life threatening? No Will the conditions probably go away? Yes Form Unpleasant (adjective) symptoms (noun, plural) N. B. The word pleasant can be formed by simply removing the negative prefix un-. Pronunciation †¦the unpleasant symptoms we suffer /? nplez? nt s? mpt? mz/ There are 5 syllables within the phrase. The main stresses occur on the second syllable of unpleasant and the first syllable of symptoms. The schwa sound present in /? nplez? nt/ links the 2nd and 3rd syllable almost merging the two. (/? nplez? nt/) Anticipated problems and solutions Problems: Ss may pronounce /? nplez? nt/ as /? npli:z? nt/ because they are confusing it with the verb, to please. Solution: Model and drill the sound plez/ followed by the whole word /? nplez? nt/. Give other examples of lexis with the same spelling and pronunciation e. g. , pleasure, peasant , etc. Problems: The sound /mpt/ may prove to be difficult for ss to pronounce. Solution: Drill the pronunciation of the individual letters m,p ,t. Drill the sound /mpt/ then finally the whole word. Practical English Usage New Edition by Michael Swan. Grammar 1 †¦everything that has happened to us during the day. Meaning (Of an event in time) to come about or has taken place; has occurred. Concept questions: Did this take place in the past? Yes Do we know exactly when this took place? No Is this still taking place now? No Are we thinking about the past and the present or both? Both Other examples: Many things have happened since you left. What has happened to our economy? [pic] Form Has happened is the present perfect of the verb to happen (has/have + past participle) Has is the auxiliary verb, to have and is used for the third person conjugation (he/she/it) Pronunciation †¦everything that has happened to us during the day. /h? z h? p? nd/ There are three syllables within the verb pattern. The main stress lies on the first syllable of happened. There is no extra stress on the ‘pp’ in happened. Anticipated problems and solutions Problem: Ss may not understand the difference in meaning between the present perfect (has happened) and the simple perfect (happened). Solution: Use CQs to help explain that you cannot use the present perfect to refer to a particular point in time unlike the present simple, (demonstrate this on the timeline) Provide e. g: my cat has died and my cat died on the 30th June 2012. Problem: Ss may omit has and only use happened thinking that this is acceptable. Solution: Elicit from students whether we need to add or omit the auxiliary verb to in different sentences. Problem: Ss may exaggerate the pronunciation of the /p/ sound in happened because it contains a double ‘p’. Solution: Separate the two syllables of happened as /h? p/ and /? nd/. Drill separately then drill natural model. Collins English Dictionary Third Edition Grammar 2 †¦but sooner or later we will be asleep. Expressing a prediction about being in a state of sleep in the future Concept Questions: Are we asleep now? No Will we be asleep in the future? Yes But do we know for certain that we will be sleeping in the future? No Form †¦but sooner or later we will be asleep. (future auxiliary verb+ infinitive without to + adjective) N. B. The future auxiliary shall can be used to replace will. The subject pronoun, we can merge with auxiliary verb will to form we’ll, /wi? l/ Pronunciation /w? l bi: ? sli:p/ (alternative, /? sli:p/) will be asleep Of the 4 syllables present the stress is put mainly on the 2nd and the last. Anticipated problems and solutions Problem: Ss may confuse the adjective asleep with the noun (or verb), sleep.

Researching Consumer Behaviour

Introduction â€Å"Consumer behaviour is the way that consumers act or behave when looking for, buying, and using products† (Dougherty, 2007). It focuses on how consumers choose and dispose services and products. The decision making process is complex and involves many psychological processes.Advertising We will write a custom research paper sample on Researching Consumer Behaviour specifically for you for only $16.05 $11/page Learn More Consumers must take time to recognize their needs, find possible, effective, economical, and convenient ways to solve the problems, before arriving at a buying decision (Mort, 1997). Despite the complexity of the decision-making process, consumers are faced with product decisions daily. In fact, product decision has become so integral to consumers and producers that billions are spent daily in promotion and research to influence the decision process. Currently, consumer behaviour acts as the main guide for produce rs in product development. It is a costly process full of uncertainties, but so critical to ignore. Consumer behaviour affects all sectors of the economy. The demand for all products and services is, therefore, affected by changes in consumer behaviour. As such, consumer behaviour has become an effective tool for influencing the nature of products in the market and their selling prices (Bagozzi, Canli Priester, 2002). This research will attempt to find out what influences students to purchase cars. Having established the influence of consumer behaviour on decision making, the research will attempt to establish the specific role of consumer behaviour in influencing students to purchase cars. It will further establish gender and age disparities, if any, in car purchasing by students. The decision to buy a car may not rest on the students alone, but also their parents. Cases that require the support and consent of parents tend to be more complicated. This is because most parents tend to be reluctant when it comes to allowing students to own cars. The main concern for parents and students intending to own cars while still in college is affordability. However, reliability and safety are other concerns that may cause differences. This research will attempt to establish the factors affecting the choice of cars for those students who have decided to purchase cars. All car buyers consider efficiency, reliability, affordability, and â€Å"coolness† before committing to pay. Getting all the mentioned requirements in a car could be hard (Wilson, 1995).Advertising Looking for research paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More In fact, it is only possible to get a car fitting in all the above categories in the high-end market. Most students do not fall in this market segment. Therefore, this research will attempt to determine the overriding factor, which most students will give priority in making a purchasing decision. Gender and age segmentation will be used in this research. Age segmentation will be considered for various reasons. â€Å"The basic logic is that people of the same age are going through similar life experiences and therefore share many common needs, experiences, symbols, and memories, which, in turn, may lead to similar consumption patterns† (Hoyer MacInnis, 2010). Most importantly, the research will consider consumption patterns for students from three countries United Kingdom, Spain, and Greece. Since age groups tend to have a similar consumption pattern, using age as segmentation will provide a solid foundation for comparison and analysis. The research will also consider the possible influence of gender on buying decisions. This is because â€Å"males and females can differ in traits, attitude, and activities that can affect consumer behaviour† (Hoyer MacInnis, 2010). The research hypothesis will be formulated from set objectives and will be carefully examined without any biasness. It is evident that the number of students purchasing cars has grown tremendously over the last few years. The trend is wide spread, as it has been observed not only in the United Kingdom, but also in Spain and Greece. As such, marketers, car manufacturers, and institutions offering higher education, are curious to know the main motivation behind the trend, which this research attempts to unravel. Research Objectives General Objectives The aim of this research is to identify and analyze the factors that influence students into purchasing a car and to investigate if there are any differences on students’ decision-making in the United Kingdom, Spain, and Greece. Specific Objectives This research was based on seven specific objectives.Advertising We will write a custom research paper sample on Researching Consumer Behaviour specifically for you for only $16.05 $11/page Learn More To examine the effec ts of socioeconomic status on decision making. To examine how cultural and cultural orientation affects consumer behaviour. To establish what influences priorities among different age groups, races, and gender. To determine the contribution of other factors in influencing decision making. To determine the applicability and relevance of Maslow’s pyramid of needs among students interested in purchasing cars. To establish the relationship between self esteem and owning a car among students. Determine if there has been a significant change in the number of students purchasing cars as compared to five years ago. Hypotheses Many students purchase cars for status and personality identity purposes Extensive marketing has influenced students to buy cars Culture influence students buying decision The society has started treating it as normal for a student to purchase a car A majority of male students are likely to buy cars unlike females because they believe it enhances their chances of dating the best women. Final year students are the majority car buyers The government and the media have influenced students to purchase cars The changes in the education system are some of the factors influencing car buying among students. That cheaper and second hand vehicles form the bulk of vehicles bought by students. Country selection There have been many researches on consumer behaviour and decision making. Corporations and multinational organizations have spent and continue to invest billions of dollars annually in research aimed at identifying the main driving forces in consumer decision making. Since consumers are the backbone of any organization, this trend is unlikely to stop. The business environment has continued to be dynamic and extremely competitive, and knowing what consumers want and the possible factors that could influence their consumption can make a difference between success and failure (Decker Learning, 2001). However, there are little if any research works that have explored cross border or international consumer decision making. Therefore, this research aims at finding out the possible regional differences that may influence consumer decision making, especially among students in buying cars. To get a more diversified result, the research will focus on students purchasing trend in three countries, United Kingdom, Spain, and Greece. Literature Review This section reviews the works done by other scholars and researchers in the area of students’ buying behaviour. It also identifies research gaps for the study. To analyze effectively the existing data and to establish the existing research gap, if any, the section is divided into sub-sections. Since the research aims to establish the purchasing trend of students in relation to gender, socioeconomic status, culture, and priorities, the literature review will be conducted under these four sub-headings. The fact that students have become the latest target market for car manufact urers such as Toyota, Nissan, Isuzu, Porsche, Hyundai, Chevrolet, and Isuzu cannot be denied. There are many probable forces behind the trend, ranging from desire for high social status to affordability. All consumption decisions are complex in one way or the other. The forces that affect households in making purchasing decisions also affect students. Using traditional purchasing decision process makes it hard to find out the factors that drive students to purchase cars (Schiffman Kanuk, 1997). Therefore, it is appropriate to explore all factors affecting students, by virtue of being students first, before considering them as consumers.Advertising Looking for research paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Gender role in decision making Whether it is purchasing property, consumables, or make-up, gender plays a core role in influencing the decision making process. This research will analyse the work of Solomon, Consumer Behaviour: Buying, Having, and Being, Englewood Cliffs (1996), Jennings Wattam, Decision making: an integrated approach (1964), and Kirchler, Conflict and decision-making in close relationships: love, money, and daily routines (2001). â€Å"There are different types of purchase, impulse buying, habitual purchases, and genuine purchasing decisions which have been arrived at by one person autonomously or by selected people together† (Kirchler, 2001). Kirchler further states that whichever the type of purchase; gender plays a significant role (74). Coley, conducted a research aimed at comparing the cognitive and affective differences between men and women in the impulse buying process and found â€Å"a significant difference† (2003). Using a sample size of 2 77 students, Coley found out that many processes associated with buying decisions varry in intensity between the two sexes (283). Such factors include positive buying emotion, buyers ability to manage personal mood, and irresistable urge to purchase a product. How socioeconomic status affects decision-making According to the American psychological association, socioeconomic status (SES) â€Å"is the social standing of an individual or group in terms of their income, education, and occupation.† Numerous researches have proven that SES affects decision making. Among the reputable and highly recognised research works include: Bruin, W.B., Parker, A.M., Fischhoff, B. (2007). Individual differences in adult decision-making competence. Journal of Personality and Social Psychology, vol. 92, no. 5, pp. 938-956. DOI: 10.1037/0022-3514.92.5.938. Finucane, M.L., Mertz, C.K., Slovic, P. Schmidt, E.S. (2005). Task complexity and older adults’ decision-making competence. Psycholo gy and Aging, vol.20 no. 1, pp. 71-84. DOI: 10.1037/0882-7974.20.1.71. Klein, M.F. (1991) The Politics of curriculum decision-making: issues in centralizing the curriculum, Albany: State University of New York Press. According to Finucane, Mertz, Slovic Schmidt (2005), people in the lower SES are prone to making poor decisions. Finucane et al. claims the people in lower SES experience so many problems because they are incapable of getting many things they desire including basic needs (2005). As such, when confronted with decisions to make, their poor background may blurr their vision or infuence their choices negatively. Educated people are more informed and are, therefore, deemed capable of making informed decisions (Klein, 1991). Cognitive functions are also known to decline with age (Finucane et al. , 2005). As such, older individuals are prone to making poor decisions. Since this research focusses on students, the possibility of buying decisions being affected or influence by age is minimal. Effects of culture on decision making Kalman describes culture as, â€Å"The way we live. It is the clothes we wear and the foods we eat. Culture is how we have fun† (2010). Culture encompasses all aspects of human lives, food, language, beliefs, traditions, and values. According to (Donnel, 2007), â€Å"People with different cultural backgrounds have different expectations, norms and values, which in turn have the potential to influence their judgements and decisions as well as their subsequent behaviour.† He further highlights the cultural differences and their possible effects on decision making by giving two examples. European Americans, for example, are generally influenced by the positive consequences of a decision, whereas Asians appear to be more influenced by the negative consequences that may occur due to a decision or line of action. Asians are therefore more â€Å"prevention† focused, manifesting a greater tendency to compromise, seek moderation or to postpone decisions if it is possible. (Donnel, 2007) Since this research is to be carried in three countries, United Kingdom, Spain, and Greece, there is a high possibility that cultural diversity could affect the outcome of the research. The changes in the education system have influenced car buying among students (H1) The increased demand for education has led to the emergence of numerous learning institutions (Smart, 2011). Unlike centuries ago when educational institutions were solely owned and run by governments, changes in the education sector, coupled with increased demand for education, has necessitated private investments in the education sector. The emergence of private institutions has seen increased competition for students’ enrolment. The increased competition has â€Å"seen some centres amalgamate with other units† to increase operations and dominance in the industry (Smart, 2011). The institutions have also introduced many luxurious fac ilities such as swimming pools and student parking to position themselves as preferred choices for students. Such moves could be considered as potential influence for students who own or are considering buying cars. Final year students are the majority car buyers (H2) Final year college students are liable for various financial facilities such as credit cards, and loans. Most of them are also involved in money generating activities such as part-time jobs (Eyring, 2010). The final year students are, in most cases, left with only a few units to complete college education. Therefore, most of them choose to spend wisely the extra time by taking up jobs. Since job schedule can clash with college programme, the students may find it inconveniencing using public means to juggle between job and school. This is because public transport can be inflexible. Worst still, some colleges are located far away from access roads, which makes the two engagements, college and job, hard to sustain. In suc h cases, the students may be forced to buy a car to keep the job while continuing with education. Most employers need relevant experience and quitting a job is something that most college students detest (Berger, 2012). According to the United Kingdom’s department of higher education 2011, â€Å"These days nearly all students have some sort of a part-time job. It might be anything from working a few evenings in a supermarket or behind a bar to dog walking or babysitting. â€Å"The desire to keep a job and continue with college is, therefore, a considerable drive to students to purchase a car other than SES. Extensive marketing has influenced students to buy cars (H3) The competition in the motor industry has reached fever pitch. Dominant car manufacturers such as Toyota, GM and Hyundai, are embroiled in all types of marketing campaigns aimed at increasing sales and market share. The list of leading motor manufacturers by volume of sales by 2011 is provided in appendix 1. As the competition in the motor industry intensifies, it is not only the quality of cars that improves, but also promotion campaigns and accessories installed in the cars. Motor manufacturers have exploited different promotional methods, online advertisements through social sites such as FaceBook and Twitter and company websites, road shows, brochures, auto magazines, and video games. These advertisements are so visually loaded that they lure not only students, but other potential customers. Sample of auto-magazine covers that have ignited demand are attached in appendix 2. The use of celebrity endorsement has had a fair share of influence among students who idolize them. The potentiality of student market cannot be ignored. Car manufacturers having realised this, have resorted to all ways to appeal to students’ perception and beliefs to influence them to buy cars. Advertisement that features â€Å"cool for you and your colleagues† are no surprise anymore. It is not only the visual aspects of the advertisements that have been bent to suit the student population, but also the language used. The use of slag in advertising low-end market cars is a common phenomenon. Many students purchase cars for status and personality identity purposes (H4) In attempts to embrace equally in the educational institutions, the institutions have adopted guidelines and policies that ensure no student is treated in any special way. Many institutions have attempted to improve the learning environment as well as facilities for aiding the learning process to ensure maximum comfort of learners (Collins, 2011). Despite the facilities provided in the institutions, many students still opt to buy cars and still go as a far as bringing them to school. It is believed that this is a move to make them stand out from the crowd. This is a probable explanation especially to those students who live in the institutional facilities, but still choose to come with their cars. Since many thin gs in the institution food, rooms, and facilities such as libraries and laboratories are shared indiscriminately, owning a personal car sets one special or in a class of their own. Methodology The three countries under study have a large number of students’ population in High schools, tertiary colleges, and universities. As such, selecting a representative sample is a complicated task. However, the consumption trends show concentrated purchase of cars in colleges and universities. As such, emphasis will be put on these specific groups. Considering the existence of only a few researches carried out to establish the factors that influence students to buy cars, a qualitative approach will be adopted since it is the best option for such a research. The cost and time involved in carrying out a primary research is extremely high. As such, the research will rely on other concluded works to provided additional information for secondary data. According to (Jackson, 2012), secondary da ta are data already collected by some other researchers for different purposes. These data are essential as they form the foundation for building new research and correcting earlier inaccuracies. No work of research can collect data for all the variables needed to complete the research without using already existing data. Such a research would be too expensive and would take a very long time. However, for secondary data to be of help, they must be readily available, accurate, sufficient, and relevant (Stewart, 1984). The data collected from secondary sources, in this case, will supply both qualitative and quantitative data. The data collected from secondary sources will be used for analysis and interpretation of primary data. As such, no secondary source will be used as a basis for further research. Instead, they will provide crucial information to bridge research gaps. Most data used in the research will be collected from primary sources. â€Å"Primary data refers to information c ollected for the first time specifically for a research study† (Kurtz, 2012). Data collected from primary sources is unique and suits the purpose for which it is collected. There are many methods of primary data collection. The main methods include critical incidents analysis, interviews, diaries, observation, case studies, portfolios, focus group interviews, and questionnaires (Saunders, Lewis Thornhill, 2003). The selection of appropriate data collection method requires the consideration of many factors such as cost, efficiency, and time available. In this case, focus groups, questionnaires, observation, and interviews will be used. The choice of questionnaires is prompted by its numerous advantages. Questionnaires are cheap to administer, have the ability to cover a wide geographical area, can be emailed hence no need for administrators, and ensures respondents anonymity. Focus groups, on the other hand, will be used to collect qualitative data. â€Å"A focus group could be defined as a group of interacting individuals having some common interest or characteristics, brought together by a moderator, who uses the group and its interaction as a way to gain information about a specific or focused issue† (Marczak Sewell, 2011). Focus groups will be used in collecting primary research because they provide the opportunity for recording not only individuals reactions, but also their attitude in relation to car ownership by students. Additionally, a focus group allows for interratction and broader discussion of the topic at hand (Barbour, 2007). For the opurposes of this study, three focus groups will be formed consisting of 10 individuals, five from each gender. The age of focus group members will be 18-25 years. There will be one focus group in each country, United Kingdom, Spain, and Greece. They focus groups will meet for approxiamtely one and a half hours to avoid lose of interest and fatique. This will also help reduce the chances of deviation. Since one of the objectives of this research is to establish the validity of the cliam that the majority of students who buy or consider buying cars are final year students, members of the focus group will not be randomly chosen, but will be selected from the various years of study, first, second, third, and final year students. Gender is also one of the varriables in the research and as such, the composition of the focus gropups will take care of gender balance. In brief, each focus group will comprise of males and females in their first to final year study in the selected institutions. Since culture and cultural orientation influences decision making, the focus groups will be enriched by selecting people of various races and cultures, and the environment in the focus groups regulated to favour divergent opinions and perceptions. The efficiency and accuracy of data received from the focus groups will be reinforced further by covering a few questions, five to seven questions. Since the focus group participants will not be paid, provision of a comfortable environment is essential. Comfortable chairs and quality refreshments will also be provided to enhance corporation and active participation. Further, the focus group meetings will be held in the respective institutions where the participants take their classes or in a close proximity to the institutions to curb inconveniencies arising from long travelling. Probing questions have been developed to help the focus groups in the discussion process. A copy of the questions is provided in appendix 3. The inefficiencies of focus groups as a primary source of data cannot be ignored (Jenkins Harrison, 1990). Focus groups give a researcher no control over data received, some of which can be quite irrelevant. The data from focus groups is often jumbled, which makes the analysis process quite complicated. Lastly, establishing the accuracy of data received from focus groups is an insurmountable task. These inefficiencies can hinder accurate results and, therefore, many checks have been put in place. For, instance, the data collected from focus groups will be compared with those collected from interviews and observations before any conclusion is arrived at. Interviews will also form part of primary data collection methods. â€Å"An interview is a conversation, usually between two people. But it is a conversation where one person A the interviewer, is seeking responses for a particular purpose from the other person: the interviewee† (Gillham, 2003). The choice of interviews as a source of primary data has been prompted by the fact that it gives the interviewer an opportunity to clarify questions and concepts that the interviewee might not be familiar with, something impossible with questionnaires. Its flexibility is also an added advantage, since it allows the interviewees to respond in any way they deem appropriate provided the response can be understood and captured. When focus groups fail to highlight individuals’ attitude, perceptions, and beliefs, interviews provide the interviewer with the opportunity to capture these important variable, which significant influence purchase decision. Car sellers and manufacturers will be interviewed to establish the purchasing trends of students. If possible, data for sales to students for a period of the past five years will be collected for analysis. Students will also be interviewed to find out if they own cars, or are considering owning one. Considering the low confidentiality of the research topic, both structured and unstructured interviews will be used. Structured interviews will be used because they save time and present same questions to interviewees leading to consistent and relevant data output. Unstructured interviews, on the other hand, will be adopted due to their flexibility, their ability to provide room for the interviewees to express their emotions, attitude, and perceptions, which are core to this research. The structured interview questions are attached in appendix 4. Common errors associated with interviewing such as poor responses resulting from poorly framed questions, probing errors, which may occur due to provision of insufficient time to the interviewee for answering interview questions, and lack of motivation and concentration of the interviewees, have been put on check to eliminate any possible errors in the findings or to reduce error margin significantly. Due to cost reduction efforts, most interviews will be conducted through telephone calls. After identifying the correspondents, scheduled telephone interviews will be conducted at the convenience of the interviewees. Conducting telephone interviews comes with a host of challenges (Marcus, 2011). Since it involves communicating to people we do not see face to face, it is impossible to tell how committed, attentive, and willing they are to be interviewed. This is because it lacks facial clues, which are crucial in determinin g the level of commitment of an interviewee. The curiosity involved when dealing with telephone interviews further complicates its application. Many people find it hard responding to questions, especially when private information is involved, from strangers. Since the research will require the financial status of the students who have purchased cars, it will be important to emphasize the confidentiality of the information provided to boost the confidence of the interviewees. As such, the introduction to interviewees will be extensive and professional. The purpose of the research will also be stated to eliminate suspicions, which could lead to lack of cooperation or giving of false information. All interviews will be recorded for quality and data analysis purposes. The last primary data collection method to be used in the study is observation. â€Å"Observational data collection methods are techniques for gathering qualitative data by watching the behaviour of individuals without di rect questioning† (Hartog Staveren, 2006). It entails â€Å"the systematic noting and recording of events, behaviours, and artefacts (objects) in the social setting chosen for study† (Page, 2000). Page further claims, â€Å"Observation is a fundamental and highly important method in all qualitative inquiry† (2000). The observation process will be structured to enable easy coding and analysis. As such, all cars entering the selected institutions will be recorded. Since all vehicles entering institutions are not only for students, the ones that belong to students will be selected from student parking. Fine details such as vehicle models and the sex of the drivers will be noted. This is because the research aims to establish gender disparity in car ownership among students. For easy analysis, the observation process will be recorded by the use of a video recorder. Note taking will also run concurrently to ensure that no fine details are missed out. Because observat ion will not provided some important information such as the age of the students with cars, which is a critical requirement for this research, approximation will be used. However, the most important information to be collected form observation will be the number of cars owned by students and their models. In this way, observation will give a direct and concrete evidence of car ownership by students and will help to validate the other data gathered through interviews and focus groups. In brief, the data to be collected through observation will be categorized into: The car models owned by students The sexes of the car owners Year of study of the students owning cars The use of multiple data collection methods, interviews, focus groups, and observation, was meant to eliminate the occurrence of â€Å"inappropriate uncertainty† (Sheá ¸ ³edi, 2005). The idea is also supported by Wholey, Hatry Newcomer (2010) who cliam it is appropriate to â€Å"†¦use multiple data collect ion strategies to verify or refute findings †¦Here the solution is to analyze all available data using multiple techniques and addressing rival hypotheses† (179). After the data collection exercise, the data is then expected to be refined and thoroughly analyzed for any deviant or misleading information. Any information that will show a significant deviation from the others will be ignored. The selected data will then be analyzed using packages such as computer assisted qualitative data analysis software (CAQDAS). The variables expected to be used will include number of cars owned by students in the three selected Universities in the United Kingdom (Oxford), Spain (Universitat de Barcelona), and Greece (Aristotle University of Thessaloniki), the ratio of males to females owning cars, and the specific car models. Results and Discussion Introduction This chapter presents the results from the three primary sources of data collection that were employed in the research. It fur ther discusses findings from the in-depth interviews conducted; structured observations made, and focus group reactions. Focus Groups The three focus groups formed to collect relevant data for analysis gave different but close results. The main objective of the focus groups is to find out if the participants own cars or are considering buying one. The probing questions designed to guide the focus groups were responded to in varied ways. For instance, when asked, â€Å"Do you own a personal car?† There were two definite answers, yes or no. Still, others who did not own cars indicated that they were considering it. Other interesting findings emerged from the responses. Male students who owned cars, did not only stop at accepted the ownership, but also went ahead to mention the car models. â€Å"Yes, a 2012 Toyota Camry Hybrid.† â€Å"Yes, a Hyundai Sonata.† â€Å"Yes, a refined, comfortable, and extremely quiet Toyota Highlander.† It was even more interesti ng as those students who owned sports cars and other expensive brands showered their cars with praises and even at times quoted their purchase prices. Others went ahead to give fine performance details of their cars. The groups almost turned into motor shows, but this did not affect the quality of data recorded, instead, it enriched the data. Some of the recorded reactions are discussed below. One group member, an evidently proud owner of a Ford Mustang sports car said, â€Å"It is not only legendary, but also has low fuel consumption and a persuasive V8 power. It combines versatility and utility making it the best choice for any student. † Another member who owned â€Å"The Infiniti G† praised it in equal measure, if not in a higher degree. â€Å" The car has the best interior design in the world that provides unrivalled comfort. It also has a blistering acceleration.† One oxford student owning a 2012 Mazda MX-5 Miata described it as â€Å"an epitome of comfor t that sets the standard for practicality and fuel economy.† There were also females who owned cars. However, it seemed most of them were not informed of their cars specifications or were simply not interested in talking about them. This is because most females who had cars hardly mentioned their models. Even after asking the cars’ models and performance specifications, only 40% of the females could give detailed information. All males liked the idea of owning a car. The males who did not own cars were considering buying or would be glad to own a car, but face financial challenges. On the other hand, only 60% of females liked the idea of owning a car. They claimed owning a car in college â€Å"may intimidate potential dates.† They further claimed men â€Å"are scared of women they consider dominant, classy, and independent,† attributes associated with owning a personal car in college. A considerable 10% said they would rather support their boyfriends to bu y a car than own it themselves. It is, however, interesting that even the females who were not for owning cars in college, were not against fellow females owning them. The UK female students who were in the Oxford focus group, seemed to have a different opinion from their Greece and Spain counterparts. They strongly believed owning a car is essential for all students. The ones, who did not own one yet, strongly believed they would be happier and more comfortable if they owned one. Concerning the claim that students buy cars for prestige and social status, a considerable number agreed. Male students in Spain and Greece indicated that owning a car attracts considerable respect from the students’ fraternity and even college tutors. A whopping 60% said car ownership attracted females and increases one’s chances of dating high-class females. One male claimed, â€Å"Females want successful males. Owning a car is a symbol of success.† They also claimed owning a car inc reased morale and self-confidence. Students in the United Kingdom share this position. However, they tend to view car ownership in a completely different perspective. They consider it as a means of improving educational horizon like attending off-site classes and going for internships. Female participants overwhelmingly agreed that they would consider men who owned cars more successful than the ones who did not, even if; their guardians buy the cars. One claimed, â€Å"It is hectic dating a guy who has no car because going for parties is hard without a car.† Males, on the other side, felt immense pressure to measure up to the demands and expectations of their female counterparts, which forces them to buy cars if they are not to be treated as second in social ranking. Regarding the influence of government and educational institution’s on student’s car buying decisions, most students felt the two factors did not make any significant contribution. In Spain, for ins tance, the government has provided incentives for students who want to purchase cars (Vaughan, 2012). Many people believe this move has elicited interest among students to buy cars, pushing even those who would otherwise not be interested in purchasing cars to consider doing so. Educational institutions have also contributed in influencing car buying among students. According to one focus group member, â€Å"institutions have continued to create conducive environment for car ownership that have enticed students to buy cars. Security for students’ cars while in college premises has been heightened. Parking spaces are not only provided, but are also well maintained. Despite these incentives, many students feel the government and the education institutions are simply following the wishes of the students, as consumers. In terms of priorities, still the focus groups had varied concerns. Despite inability to fulfil sufficiently other basic needs, some students chose to buy cars. T he consumption of cars by students is in contravention of the theory of the hierarchy of needs developed by Abraham Maslow. According to the theory, a person can only seek higher needs after satisfying lower needs (Goble, 2004). In this case, some students who have bought cars accept that they still face every day challenges such as affording descent meals. Purchasing a car is for esteem needs as stated, but it leaves a lot to desire as to why students would buy a car when they still have a lot to achieve in terms of basic needs, safety needs, and social needs. Interviews Three car dealers were interviewed to establish the purchasing trends of students. Since students purchase various types of cars Isuzu, Mitsubishi, Toyota, Mercedes, Nissan and many more, choosing a suitable dealer was a complicated task. To get a more representative data, dealers who stock various car models were selected over those that stock specific brands. The selected dealers are Wheatley Car Centre in Wheatl ey Oxford, Mastertrac S.A, Barcelona, and Spanos in Athens. From the interview with the managing directors of Wheatley Car Centre, it was apparent that the company treasured students as a potential market for new and used cars. This is because the company had a variety of affordable cars and incentives such as discounts for every sale and recommendations. Appendix 5 provides the list of cars in the student’s section of the store at the time of visit. According to the manager, students prefer affordable cars with low fuel consumption, which prompted them to open a section with such cars. The manager also confirmed that their student customers are both female and males. However, he said there is a disparity in sales in terms of gender. Out of every nine customers, only one is female. The interview with Mastertrac’s sales representatives revealed closely related findings. The numbers of students who purchase cars have been growing steadily. Despite the growth, only a few female students purchase cars. Despite massive advertisements and incentives, the response from the female students has been low. The interview also revealed that the few females who went to purchase cars seemed to have little or no information on the type of cars they wanted. They preferred using price to guide them in making a buying decision. One sales man said, â€Å"Ladies simply want what they can afford, regardless of how it performs.† Another one said, â€Å"Ladies go for how a car looks and consider its affordability while completely ignoring its performance.† Unless the females come with someone to advice them and help them choose a car, they are likely to buy a completely different car from what they had in plan, provided the sales representative does a little persuasion. The Spanos’s interview also gave many similar revelations. The number of students purchasing cars has increased. However, the store did not have data showing gender difference in sal es. They also indicated that the students were not limited to low cost cars only, as some bough expensive sports cars. Additionally, other students requested pimping and customization of their cars. The three interviews gave very conclusive findings. Most importantly, the information received did not greatly deviate from the information from the focus groups. Observation The institutions under observation had parking lots for students. In fact, the students’ parking lots were more spacious than staff’s parking lot. This is a clear indication that the number of students owning cars is higher than the number of support and teaching staffs owning cars. Many vehicles owned by students, assuming all the cars parked at the students’ parking lot belonged to students, are quite affordable. In the UK and Greece, however, there were mixes of low-end and high-class cars owned by students. There was also an interesting observation made in Spain. Over 80% of males who owned cars drove into the institutions with their car windows down. This was perhaps meant to draw attention and could be used to deduce that they are proud of owning the cars. Those who owned expensive sports cars were the worst victims in this category. Over 90% of the females observed driving into the institutions, on the other hand, had their windows up. In fact, it was almost obvious that females drove any car that was approaching with windows down. It was also observed that the few females who owned cars, owned expensive ones. Most male students also had their cars pimped to suit their taste. Their cars had loud music systems, stickers, and mixed colours or in some cases abstract images. This is contrary to the belief that women like fancy things because most cars owned by female students were plain. Another important observation made in the sales stores was that students frequently came to window shop for cars. Male students were the majority of window shoppers. Those who had purch ased cars came to check on new arrivals, even if they didn’t intend to make new a purchase. Females, on the other hand, visited the stores only when they intended to buy or escorted friends to buy cars. Analysis of Findings Most findings from the focus groups, interviews, and observations were in support of the hypotheses of the research. Some of the findings, however, were in contradiction of the hypotheses. H1 predicted that students buy cars because of favourable and luring environment created by educational institutions such as parking lots and security. Students in the focus groups thought contrarily. They said the created environment by the institutions was simply due to increased car ownership by students and the desire by the institutions to create sanity in parking. This was concurrent with interview finding, which indicated that other factors other than socioeconomic status, culture, and priorities played on 5% role in influencing students’ decision to buy ca rs. As expected, the majority of students buying cars are final year students. Members of focus groups who did not own cars said they would only consider buying when they are in their final year of study. Even the students who did not approve owning cars while still staying said it was acceptable for final years to own one.H3 predicted that extensive marketing plays a significant role in influencing students to buy cars. Focus group members from all the three countries researched noted that advertisement played a role in convincing them that they needed cars. In fact, even members who had not purchased cars said they are under constant from the advertisements, some of which are â€Å"pinned in toilets and bathrooms.† The fact that most students buy cars to gain recognition and social standing was overwhelmingly confirmed. Interview results showed that 60% of students felt they were treated better than others because they owned cars. However, it was the results from the focus groups that were more interesting. Male students who owned cars said it places them in â€Å"a better position to date the best women† in campus. While the female students said they were unlikely to be influenced to date a male for owning a car, they admitted that they viewed the males who had cars as serious in life and of high social standing. Observations also confirmed this hypothesis overwhelmingly. It was observed in Spain that over 80% of males who owned cars drove into the institutions with their car windows down. However, only 10% of females had their windows down. This is an indication that the students who owned the cars felt special and were proud of owning the cars. Further, it was observed in the United Kingdom that students who owned cars pimped them and often came in campus playing loud music. This is perhaps another confirmation that the car owners seek attention from other students. Cultural and government influence on car buying was insignificant. Many stud ents in focus groups were not aware of any government incentives aimed at stimulating students demand for cars. The fact that 40% of those in focus groups in Spain said they are unaware of government incentives despites vigorous campaigns confirmed the little influence the policies have on students buying behaviour. The fact that the research was carried out in three countries with diverse cultures and still had consistent results is a clear indication that culture played an insignificant role too. Conclusion The findings from this research have shown that the number of students buying cars has increased, and that the trend is likely to continue. According to the research, the factors influencing students to buy cars range from desire for high social status, recognition, extensive marketing by motor manufacturers, and societal expectations, to improving educational horizon like attending off-site classes and going for internships. Whichever the reason for buying a car, it is time fo r motor vehicle manufacturers to realise that the student fraternity has become a significant market for motor cars. To succeed in selling to students, the following methods have been identified as effective. Investing in extensive marketing using social media, brochures, websites, and posters pinned in learning institutions have been identified to have significant influence on students’ buying decision. The fact that social standing is a major driving force for students buying cars, the advertisements should be crafted to portray high social standing of owners. Finally, it is evident that people of 18-25 years are driven more by esteem needs and will do everything possible to satisfy these needs even when their basic, safety, and social needs are threatened. It explains why many students rush to buy cars when they can hardly afford decent meals. Appendices Appendix 1: Leading motor vehicle manufacturing companies by volume 2010 Total motor vehicle production Appendix 2: Sa mple auto-magazine covers Ebscomags cited in Vaughan, 2012, p.14 Appendix 3: Discussion Guide for the Three Focus Groups General guidelines Achieving the full participation of the focus group members is essential. As such, it is important to welcome the members and make them feel comfortable and treasured. After the introduction, it will be important to communicate to all group members the aims and objectives of the focus groups. To avoid the reluctance of members divulging confidential information for fear of being exposed, confidentiality of collected information will be affirmed. The interaction process will be recorded for analysis. The discussion is to be as free flowing as possible. Therefore, the set probe questions must not be followed in that sequence, but in any order. Appendix 4: Questionnaire Design Cover letter Dear sir/madam, I am a final year marketing student. As a course requirement, I am supposed to carry out a marketing research in any area of interest. As such , I have decided to research on â€Å"why students buy cars?† As a student, I have selected you to assist in the research process by filling in the questionnaire. Please answer the questions as honestly and precisely as you can. I would also like to assure you that any information provided here in will be handled confidentially, and will not be used for any other purpose not specified without your permission. After completing the questionnaire, please send it to me using the â€Å"reply† option in this email. I expect the completed questionnaire by 20/06/2012. Instructions Answer all the questions Tick where appropriate Questions Do you own a car? If yes, how did you acquire the car? If you bought it, what inspired you to do so? Do you feel treated better because you drive? As the car helped achieve the intended purpose? What is your monthly average income any? Does your income influence your purchasing significantly? Appendix 5: List of Cars at Wheatley Car Centre Models Car Brands Chevrolet Ford Honda Hyundai Kia Mazda Nissan Toyota Others Chevrolet Aveo Hatchback Ford Fiesta Hatchback Honda Civic Coupe Hyundai Accent Hatchback Kia Forte Sedan Mazda MAZDA2 Nissan Cube Toyota Corolla Mitsubishi Lancer Chevrolet Aveo Sedan Ford Fiesta Sedan Honda Civic Sedan Hyundai Accent Sedan Kia Rio Hatchback Mazda MAZDA3 Sedan Nissan Sentra Toyota Yaris Hatchback Fiat 500 Hatchback Chevrolet Sonic Honda Fit Hyundai Elantra Kia Rio Sedan Nissan Versa Hatchback Toyota Yaris Sedan Jeep Patriot Honda Civic Coupe Hyundai Elantra Touring Kia Forte Sedan Nissan Versa Sedan Toyota Corolla Scion iQ Honda Civic Sedan Hyundai Accent Hatchback Kia Rio Hatchback Toyota Yaris Hatchback Scion xD Honda Fit Hyundai Accent Sedan Kia Rio Sedan Toyota Yaris Sedan smart fortwo Hatchback Hyundai Elantra Kia Rio Wagon Suzuki SX4 Sedan Hyundai Elantra Touring Kia Soul Volkswagen Jetta References Bagozzi, P, Canli, Z P riester, R 2002, The social psychology of consumer behaviour, Open University Press, Buckingham, England. Barbour, R 2007, Doing focus groups, SAGE, London. Berger, L 2012, All work, no pay: finding an internship, building your resume, making connections, and gaining job experience, Ten Speed Press, Berkeley, Calif. Bruin, B, Parker, M Fischhoff, B 2007, ‘Individual differences in adult decision-making competence’, Journal of Personality and Social Psychology, vol. 92 no. 5, pp. 938-956. Coley, A 2003, ‘Gender differences in cognitive and affective impulse buying’, Journal of Fashion Marketing and Management, vol. 7 no. 3, pp. 282 – 295. Collins, J 2011, The Greenwood dictionary of education, 2nd edn, Greenwood, Santa Barbara, Calif. Decker, D Learning, Inc. 2001, Customer satisfaction, 1st edn, Crisp Learning, Menlo Park, CA. Donnel, B 2007, The Effects of Culture on Decision Making and Judgment.  Web. Dougherty, D 2007, Consumer behaviour, Pear son Education South Africa, Cape Town. Eyring, J 2010, Major decisions: taking charge of your college education, Deseret Book Co., Salt Lake City, Utah. Finucane, L, Mertz, C, Slovic, P Schmidt, S. 2005, ‘Task complexity and older adults’ decision-making competence’, Psychology and Aging, vol 20, no. 1, pp. 71-84. Gillham, B 2003, The research interview, 2nd edn, Continuum, London. Goble, G 2004, The Third Force: The Psychology of Abraham Maslow, Maurice Bassett, New York, NY. Hartog, A Staveren, W 2006, Food habits and consumption in developing countries: manual for social surveys, Wageningen Academic Publishers, Wageningen. Hoyer, D MacInnis, J 2010, Consumer behavior, 5th edn, South-Western Cengage Learning, Australia. Jackson, S 2012, Research methods and statistics: a critical thinking approach, Wardsworth Cengage Learning, Belmont, CA. Jenkins, M Harrison, S 1990, ‘Focus Groups’, A Discussion British Food Journal, vol. 92 no. 9, pp. 33-37. 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Vaughan, A 2012, ‘Government launches  £5,000 car grant scheme’, AutoShow, vol 67, no. 3, pp. 13-17. Wholey, S, Hatry, P Newcomer, E 2010, Han dbook of practical program evaluation, 3rd edn, Jossey-Bass, San Francisco. Wilson, Q 1995, The good car guide, BBC Books, London. This research paper on Researching Consumer Behaviour was written and submitted by user Alfonso Fletcher to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

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