Description of job Essay Example for Free

Description of job Essay We obtain more insight on the thoughts of the Pardoner through the description of his method of telling tales to trick people. We see this when he says For lewed peple loven tales olde;/ Swiche thinges kan they wel reporte and holde. From these two lines, we get the impression that the Pardoner holds himself in high regard because he sees other people as ignorant and simple-minded. This idea of self-importance is again emphasised in the later lines when he says For I wol preche and begge in sondry landes;/ I wol nat do no labour with mine handes,/ Ne make baskettes, and live therby,/ By cause I wol nat beggen idelly and That I wol live in poverte wilfully? / Nay, nay, I thoghte it nevere, trewely! . His refusal to even think about living in poverty and his unwillingness to put himself down and do manual jobs reflects on how he thinks he is of high social status. This is ironic because by gaining wealth through such unscrupulous means of tricking people, he is the one who is truly of lower moral character. We also gain insight on his character from his description of his job. He says that he would still want to enjoy the monetary gains from all his trickery even if Al were it yeven of the povereste page,/ Or of the povereste widwe in a village,/ Al sholde hir children sterve for famine. This three lines really show the extent of the evil side of the Pardoner that he almost seems inhuman and unfeeling because he shows no sign of discomfort in enjoying even at the expense of another persons life. We can gain another insight on the methods that the Pardoner uses when he says, Now hoold youre pees! My tale I wol biginne. Over here, the Pardoner is telling everyone to keep quiet and listen to his story. This is quite dramatic and we are reminded of the theme of performance because it seems as if he is acting for the other pilgrims. In conclusion, we are already able to see the various themes of The Pardoners Tale through the concerns and methods used by the Pardoner in the Prologue. Furthermore, this also contributes to providing us with a better characterisation of the Pardoner. This better understanding of the Pardoner is useful in comprehending the tale which he goes on to tell.

War Poetry Essay Example for Free

War Poetry Essay Read Owens Dulce et Decorum est. the Kings speech before Agincourt in Shakespeares Henry v. Compare how and why the two Writers manipulate their audiences feelings about war. Dulce et Decorum est was written by Wilfred Owen during the time of world war one. The poem is known for its horrifying imagery and its condemnation of war. The difference between Dulce et Decorum est to Henry v, is that first of all it is written as a personal experience of war where as Henry v is written as a poem in a history play, so its themes and imagery is portrayed from a more personal perspective of war. William Shakespeare the famous playwright, is the author of the poem taken from the history play Henry V. The poem taken is a dramatic monologue by Henry v responding from a comment his cousin Westmoreland. The idea or theme of war is portrayed in both Owens D. E. D and William Shakespeares Henry v. , but they are put across in two very different ways. First of all in Henry v poem is more of a speech from a king ho is trying to install faith among his soldiers and most importantly his cousin Westmoreland. Where as Owens D. E. D is more of a physical and traumatizing account of a war that has already taken place. In Owens D. E. D we can see that the images that are given out are those of struggle not only physical suffering but also those of also mental suffering. With use of similes the physical suffering is shown to us. Coughing like hags is a simile used to relate to something we know and to give us not just to give us an image but a sound of the suffering. As hags is a word used to describe old witch like people. Whereas in HenryV the image created is that of honour and triumph. Images such as st crispians day a day created to remember the soldiers that fought for their country and king.

Equality And Diversity In Education

Equality And Diversity In Education The main aim of this case study is to explore the concept of equality and diversity in contemporary society, this research will concentrate on the impact of poverty upon the educational, emotional and social experiences of a child, in this case a young boy attending a mainstream school; he will be referred to throughout the study as Tom. The research will aim to identify some current legislation and policy surrounding equality and human rights, along with some of the inequalities related to class and the impact of these upon the social, personal and educational experiences of a child, his parent and teacher. These issues will be explored through the use of a case study of a fictional scenario which centres upon the experiences of a young boy who lives in a deprived neighbourhood with his single mother. The case study focuses on the young boy suffering from bullying due to his hygiene; the study also includes his mother and teacher. Scenario and Dialogue Child A is a young boy attending a mainstream primary school; he lives in a deprived neighbourhood with his single mother. It has been noticed by the boys teacher and other pupils that the boy and also his mother have a low standard of hygiene and they both often look unkempt. The lesson plan for today is to work in pairs for a P.E lesson. Classroom: Teacher: OK children, I would like everyone to pair up with the person sitting next to them and one of the pair should go and collect a football from the apparatus cupboard. Child B: Missà ¢Ã¢â€š ¬Ã‚ ¦I dont want to be with Tom, he smells funny! Teacher: Thats not a very nice thing to say about Tom Child B: No miss Im not playing with him, look at him, hes all smelly and dirty Miss! Tomà ¢Ã¢â€š ¬Ã‚ ¦you stink of wee! Teacher: Now come on, this is silly, it is not nice to call your friends names, you will hurt Toms feelings. Im sure you wouldnt like your friends calling you nasty names would you? Child B: Nah Miss, he isnt one of my friends, Id never want to be friends with someone like him, and he makes me feel sick. Tom: Shut up!!! Its not my fault, I cant help it! (Tom runs to the toilets crying) Telephone Call between Teacher and Toms Mother: Teacher: Hi, could I possibly speak to Mrs Connor please? Mother: Yes speaking Teacher: Oh hello, I was hoping I could discuss with you a matter concerning me about your son Tom. He seems to be struggling to make friends at school and there has been a bit of trouble with name-calling today due to his hygiene. Mother: Im sorry to hear that but Im a single mother with a part-time job, I cant always afford to buy luxuries, Im sure you understand this? Teacher: Yes of course that is understandable, but it seems to just been simple things, nothing a bar of soap couldnt sort out Mrs Connor. Mother: Like I said, I cant afford it Teacher: Im just concerned as it seems to be affecting his confidence to join in group activities and even paired work. He did comment today that its not his fault, so it is clearly bothering him. Does he have any other clothes he can wear to school, as his current ones seem to smell of urine? Mother: No, he only has the ones he wears to school. Teacher: I will contact you again in the next few hours, as I know that the council can sometimes give people an allowance for school uniforms. It might help you out a bit. Mother: Thank you, Id appreciate some help. This case study highlights class inequalities and how physical differences can impact upon a child whether he/she is at school or out of the school grounds. This study aims to explore the ways in which social class can impact both positively and negatively on a childs personal, social and educational experience. This will then be followed by a brief analysis of how the process of entering a childs experience has affected my understanding of the issues explored in this module. I will be including the words and thoughts of Tom and will also be including discussions he may have between his family, teachers or peers, which I will endeavour to link directly to policy and legislation and also background critical reading, related to specific aspects of the case study. Davies (2005) expresses a need to believe that all children are individuals and are to be valued. Davies also comments that we are to take into account each childs home life and background circumstances not only as detrimental effects but as experiences to be utilised in furthering their educational opportunities. It is important to also point out that professionals also need to expand on their knowledge of the subject in order to accommodate a more diverse way of teaching alongside their pupils. The scenario shows Child B referring to Tom as stinking of wee, here we are witnessing Child B stereotyping Tom as a smelly child who he does not want to be friends with. There has clearly become a normalizing attitude towards Tom, which through constant reinforcement of attitudes, Child B has come to understand that Tom is the smelly child and therefore refuses to associate with him. Butler (1993) explains this to be performative discourse, the repeated assumption of an identity in the course of daily life. Basically, the more the children call Tom the smelly child, the more accepted it will be by the other children and he will then be subjected to bullying on a daily basis. The teacher is this case study does not in fact challenge the language used by Child B but simply diverts the name calling by providing an excuse for the problem by replying Now come on, this is silly completely avoiding the fact that one child is bullying another in her own classroom. The teacher had the opport unity here to utilise her authority over the pupils, yet failed to do so. Foucault (1974) tells us that schools have a hierarchical identity within society that remains unchallenged and provides a framework for power which gives the teacher authority over the children not just as an adult over a child, but as someone who has more power and authority; this reinforces what a child accepts as being a normal power relationship. Tom has been isolated at school during activities, as his classmates refuse to work with him as he is seen as the smelly child. It seems that Tom is not receiving the support of the teacher, as she is failing to take authority over the bullying classmates and having a deprived social background seems to leave Tom unable to express his needs and rights as a child. The Children Plan (2007) states that children and young people need to enjoy their childhood as well as grow up being prepared for adult life (DCSF 2007). The Human Rights Act (1998) states the need for children to have the opportunity to express themselves. Article 10 gives everyone the right to freedom of expression, this includes children and is also linked to the outcomes of the Every child Matters agenda (DfES 2005). It is evident that Tom and his mother are suffering from social deprivation in this scenario and this can adversely affect Toms educational opportunities and his future prospects. It has been published in t he past that was published that a childs educational achievements are still too strongly linked to their parents social and economic background (Secretary of State for Education and Skills. 2005. p. 10) Vincent and Ball (2007) argue that this is social and educational link between classes is because middle class families tend to invest much more time and effort in their children, in order to ensure that they have every possible advantage that can be provided. This theory corresponds with Bourdieus description of cultural capital, which contributes to the social reproduction of class differences (Bourdieu 1990). In an attempt to try and resolve some of the class differences, the government has set up Sure Start Centres and extended schools in an effort to provide after school activities aimed initially at areas of socio-economic deprivation. This may provide activities for Tom as well as perhaps some help and advice for Toms mother. The introduction of the 10 year Childrens Plan (DFSC 2007) was another step forward for deprived children. This is aimed at providing children with equality of opportunity and improving communities through education as well as further legislation aimed at helping children and their families out of poverty. James and James (2001) argue that social policy restricts and controls childrens lives. The government through its agenda is trying to address the imbalance in opportunities between children from deprived areas and those from more wealthy families. Devine (2000) believes that in order to increase the rights of children, society in general must change its discou rses surrounding children. Cremin and Thomas (2005) contend that children compare and contrast themselves with each other and these judgments can affect feelings of self worth within the school and wider community, they go on to explain that the school as an institution can endorse such judgments to the detriment of its pupils. Esping-Anderson (2004) states that the child care provision needs to be of a high quality and supported by other policies. Local authorities have a duty to deliver services which meet the needs of individual children and promote inclusion within local communities. This government intervention is aimed to stimulate and cajole people into doing more to find a job (Deacon 2002 p. 113) and give the result people can be an active part of the economy. However, the government does tend to contradict itself, first stating that it would like all mothers to try and find a job, but then as Mayall (2002) points out, the government are encouraging mothers into work and also emphasising that a mothers responsibility is also to be a primary carers for her children. Working at home is obviously not acknowledged as a real job simply because the mother is not getting paid to do it and therefore not performing their social economical abilities. The efforts of the government to provide legislation to support children and families in areas of socio-economic deprivation may not have the desired effect however, as there appears to be a limit on the affect which education alone can have on social opportunities (Beck 2007). During the classroom dialogue in the scenario, the linguistics used by Child B when he says: Nah Miss, he isnt one of my friends, Id never want to be friends with someone like him, and he makes me feel sick can provide us with evidence of language and linguistic traits which link back to the social background of the child. (Peterson 1994 p.252) makes an interesting theory that all children enter school with discourse skills appropriate to the community in which they were raised. It is also evident that teachers tend to use language which is more easily understood by middle class children as they are more familiar with this language structure from home (Peterson 1994 p264). Peterson (1994 p.253) also expresses that some differences in linguistics may be due to cultural diversity not just social differences in the community. In a study conducted by Connolly and Neil (2001) middle-class children tended to limit their educational and career prospects because of the influences of their co mmunity such as family and peers. This was especially evident amongst the boys who felt a need to defend their locality as part of their masculine identity and found it difficult to move out of the area in which they lived. The girls however had slightly higher aspirations for themselves and were more likely to leave the area they lived in. This could have repercussions for Tom and his class mates were they to limit their outlook to their locality. It is clear that children in Toms social locality need to be educated further and encouraged on their career opportunities in the future. Teachers could play a large role in this by exploring what career their pupils would consider going into once they leave school. This could stimulate the children into wanting to do better for themselves in the future, once their school education has come to an end. The Child Poverty Action Group found in a survey that while parents believed that uniforms and school trips were important for children to be involved in school life, they would not seek help to pay for them in case their children were bullied as a result (CPAG 2003). This is also applicable in Toms case, as the teacher tried to offer some support to Mrs. Connor during their telephone conversation: I will contact you again in the next few hours, as I know that the council can sometimes give people an allowance for school uniforms. It might help you out a bit. In the scenario Mrs. Connor mentions that she cannot afford luxuries or spare clothes for Tom as she is a single mother with a part-time job. Lack of finance at home can also lead to a stressful atmosphere within the household, which can result in low performance at school. In a report about the impact of poverty upon childrens school experiences it was found that although in theory school uniforms were a good idea because of their equalising effect children from disadvantaged areas were acutely aware that uniforms cost money (Horgan 2007). At the present time in England, funding from the council for school uniforms is not available and therefore Mrs. Connor will not be able to claim any benefit to get new clothes for her deprived son; meaning he will continue to be the smelly child who does not conform to the norm unless she takes it upon herself to start putting money aside to pay for such things. Reflection Upon reflection of this research and scenario with regard to Tom and his mother, there are many implications to be discussed. There is no reason for children who are born into Toms area of social deprivation to have to go to school each day with a reinforced reputation as the smelly child or the boy who stinks of wee. In this day and age there should be access to government funding for parents such as Mrs. Connor who need help with simple things such as clothing. When a single mother has a child, a house, bills and food to pay for, it is understandable that she would not be able to cater for every need on a part-time wage. In light of the research conducted throughout this case study, it is important to highlight that Connolly and Neill (2001) believe that there is a need to provide alternative aspirations and life chances for children in areas of social and economic deprivation in order to mitigate the negative effects of their cultural norms and habits, which can be accomplished by challenging constructed ideology and establishing practices that can break down these barriers to learning. Primary practitioners need to be aware that they can influence school choices and assist families in using the current educational market to their advantage rather than just allowing choices to be forced upon them by the government. The case study also raised the issue of school uniforms and how families with a low income can struggle to make ends meet. It would be wise for schools to take into consideration these families when deciding upon the cost of uniforms, school dinners, trips and activities and so on. Children of a lower social class should not be stigmatised and miss out on such activities simply because they cannot afford to pay for them, as this means that they may not develop to the standard of a higher class child who is less deprived. With the help of childhood practitioners, the integration of sure start and extended school programs may begin to solve some of the deprivation issues to a point where they can be aided by other services. Teachers need to focus on taking control of their classroom so that pupils are aware of the hierarchical power above them. In the case study, the teacher did not solve the problem by taking Child B aside and discussing his problem with Tom; instead it was left a pub lic incident where Tom would have felt very embarrassed and ashamed of himself, when in fact there was nothing he could do about his economic deprivation at home. The teacher could have allowed the rest of the class to participate in their paired work and could have then taken Child B and Tom aside to discuss the issue. Whether he knew the impact his words would have upon Tom or not, Child B should have definitely been made more aware that he could not say such hurtful things to Tom and perhaps both sets of parents should have been informed. This situation was due to a lack of personal hygiene, lack of finance and perhaps lack of awareness on the part of Mrs. Connor. All of the issues raised are definitely not easy to confront in a modem society and need to be approached in a sympathetic and supportive way, which the teacher did seem to achieve during her conversation with Toms mother. Schools and childhood practitioners hold a responsibility to ensure that children receive a equal education with equal opportunities; they have a huge role to play in recognising the inequalities surrounding class issues and challenging discrimination within the classroom. Children should be given a broader knowledge of social deprivation, so that higher classes may hold fewer prejudices towards those who are not as fortunate as themselves. They should be made aware of their own prejudices and ways in which these link into social class.

Internet Security Essay -- essays research papers

Security on the Internet How do you secure something that is changing faster than you can fix it? The Internet has had security problems since its earliest days as a pure research project. Today, after several years and orders of magnitude of growth, is still has security problems. It is being used for a purpose for which it was never intended: commerce. It is somewhat ironic that the early Internet was design as a prototype for a high-availability command and control network that could resist outages resulting from enemy actions, yet it cannot resist college undergraduates. The problem is that the attackers are on, and make up apart of, the network they are attacking. Designing a system that is capable of resisting attack from within, while still growing and evolving at a breakneck pace, is probably impossible. Deep infrastructure changes are needed, and once you have achieved a certain amount of size, the sheer inertia of the installed base may make it impossible to apply fixes. The challenges for the security industry are growing. With the electronic commerce spreading over the Internet, there are issues such as nonrepudiation to be solved. Financial institutions will have both technical concerns, such as the security of a credit card number or banking information, and legal concerns for holding individuals responsible for their actions such as their purchases or sales over the Internet. Issuance and management of encryption keys for millions of users will pose a new type of challenge. While some technologies have been developed, only an industry-wide effort and cooperation can minimize risks and ensure privacy for users, data confidentiality for the financial institutions, and nonrepudiation for electronic commerce. With the continuing growth in linking individuals and businesses over the Internet, some social issues are starting to surface. The society may take time in adapting to the new concept of transacting business over the Internet. Consumers may take time to trust the network and accept it as a substitute for transacting business in person. Another class of concerns relates to restricting access over the Internet. Preventing distribution of pornography and other objectionable material over the Internet has already been in the news. We can expect new social hurdles over time and hope the great benefits of the Internet will continue to ove... ...o that its confidentiality and integrity are preserved. That is, the data remains secret to those who do not posses the secret key, and modifications to the cipher text can be detected during decryption. Two of the most popular symmetric ciphers are the Data Encryption Standard (DES) and the International Data Encryption Algorithm (IDEA). The DES algorithm operates on blocks of 64 bits at a time using a key length of 56 bits. The 64 bits are permuted according to the value of the key, and so encryption with two keys that differently in one bit produces two completely different cipher texts. The most popular mode of DES is called Cipher Block Chaining (CBC) mode, where output from previous block are mixed with the plaintext of each block. The first block is mixed with the plaintext of each block. The block uses a special value called the Initialization Vector. Despite its size and rapid growth, the Web is still in its infancy. So is the software industry. We are just beginning to learn how to develop secure software, and we are beginning to understand that for our future, if it is to be online, we need to incorporate security into the basic underpinnings of everything we develop.

The Use of Intensity and Passion as Resources for Social Transformation

Baldwin saw his race lynched, beaten, and emotionally tormented, alongside white America’s indifference towards this social problem. He witnessed firsthand the shortcomings of his country. Meanwhile, his father obfuscated this intense reality, which likely paralleled a similarly hidden reality of white people his age whose parents repeatedly eluded such inequalities because it was easier than facing them head-on. For Baldwin, trouncing social injustice requires the white man’s knowledge of how to love the Negro, to love one must suffer reality by facing their fears of experiencing the wicked and unknown. Ironically, the only wicked and unknown is that of the white man’s private fears and longings projected onto the Negro, fear of the burdensome reality that life is tragic and death is inevitable. The Negro more or less accepts his eventual death, since throughout American history he was raped, tortured, humiliated, and experienced a loss of human identity and human authority from confronting the twisted beauty of suffering (Baldwin, 98-99). The Negro was forced to face sensuality, that which Anglo-Teutonic, anti-sexual Whites have not (Baldwin, 43 & 30). â€Å"The [white] person who distrusts himself has no touchstone for reality—for this touchstone can be only oneself† (Baldwin, 43). It is for this reason that the Negro must rise-up, assuming that any potential for social justice rests in his hands. The few relatively conscious whites and relatively conscious blacks must, â€Å"like lovers, insist on, or create, the consciousness of others† (Baldwin, 105). Up to this point in American History, blacks and whites have instead experienced universal joylessness (Baldwin, 43). To the white man’s benefit, love for the Negro absolves his ... ...rm their own lives, at the same time the members desire to learn from the students and from inspired self-reflection about how they can transform their own lives. On the other end of the spectrum, extremist examples of passion and intensity used as resources for transformation include groups like Wikileaks.org, Al-Qaida, and the Dove Community Outreach Center. Such resources may invoke the spirit of war, rebellion, and deceit, detract from societal progress and antagonize tensions already rooted in sensitive geopolitical relationships. However, we must recognize that outside the western world, many people see these resources as positive for social and personal transformation. Ascertainable from these diverse resources is that passion and intensity may be leveraged regardless of geographical, political, or social divides, to effect diverse social and personal change.

Capitalist Society in The Death of a Salesman by Arthur Miller Essay ex

Capitalist Society in The Death of a Salesman by Arthur Miller "Death of a salesman" is a "tragedy of a common man". Throughout the play the reader sees how Willy Loman struggles to achieve something, which is beyond his capability. He has a dream, the American dream of success and accomplishment. And yet, he is not able to ever thrive because his idea of how to succeed is wrong. The times have changed, the play is set in the period of an economic boom and increasing desire for material goods in America and the Loman family is now living in a capitalist society, however, Willy seems not to have realised that things have changed. He is constantly battling between the present and the past, the reality and a dream. The play is about a conflict between a man and his society, it's a "hanging fire" between suicide and intolerably changing world. To begin with, however, it is important to identify what is meant by the term "capitalist system". Capitalist system is a type of an economy where the owners of the businesses retain all the profits for themselves. This type of a system encourages people to want more, as they hold total responsibility of how much they earn. The importance of the employer and employee relationship increases, as the workers are judged by the quality of the work they are putting into the company. It becomes a tough competition between the staff to survive and keep their jobs. There is now a need to impress on the employer with the effort and work you put into his firm and consequently climb up the ladder of success. The relationship between Howard and Willy in the play is very ambiguous. Howard on one hand is running... ... physically and mentally. He desperately tries to integrate, but he was left behind the modern world. Unable to control his senses of past and present, mixing and confusing the two, Willy fails to see the flawed nature of the system he functions in. He follows wrong dreams and ideas, which are mainly imposed upon him by the society, only to prove himself; nonetheless he is "crushed" by the unjust, competitive culture. And in addition, his personal failures add to the self-perceived wasted life of a "common man". 1. C.W.E. Bigsby: "A critical introduction to Twentieth-century American Drama"; Volume One 1900-1940 2. York Notes Advanced: "Death of a salesman, Arthur Miller"; editor: Adrian Page, 1998 3. Stratford-upon-Avon Studies: "American Theatre"; general editors: John Russel Brown, Bernard Harris, 1967

Louis Vuitton in Japan

1. What are the key success factors of LV in Japan? Since Louis Vuitton entered the Japan market in 1968, it became the most popular luxury brand in Japan by having 28 percent share in Japan’s market. The key success of LV in Japan is mainly contributed by the appropriate balance in keeping the brand globalized while localized at certain areas for the Japanese. To achieve this outcome, the consistency in product quality, fashion appeal and brand image were carefully controlled and ultimately the Japanese developed an obsession towards LV. Being a world-class luxury brand having a long history, LV does not need to localize its brand image in order to be successful in Japan. What the Japanese consumers seek from LV is a European luxurious image and lifestyle which can enhance their status. Thus, LV uses the foreign consumer culture positioning as a European (or French) brand to market its products in Japan. In order to maintain its image, product quality is a basic requirement for consumers to recognize the brand’s value. Therefore LV maintains high quality products and most of them were manufactured in France. In additional, the image of the brand is maintained by keeping up with the trends while enduring prestige of the brand’s culture. For advertising, as they understand the Japanese consumers, LV did not hire Japanese celebrities to be the spokesperson. They still use the international superstars like Jennifer Lopez and Madonna, top models like Naomi Campbell and Kate Moss to be the spokesperson in their advertisement. All these controls have emphasized LV’s consistent high-end image for the Japanese consumers. Although LV remains globalization in Japanese market, it still has some areas that is localized and suit the Japanese culture. For instant, LV’s classic Monogram Canvas pattern was inspired by Japanese floral print and the collaboration with Japanese artist Takashi Murakami in designing the bag have let the patriotic Japanese to recognized LV as they appreciate their own culture and support their own country in a large extent. Therefore, Japanese consumers are more willing to accept the brand and have a positive attitude towards LV. 2. What accounts for the two tiered economy? Why are Japanese consumers (especially women) purchasing luxury goods during economically instable times? The two tiered economy is a global phenomenon which is similar to the idea of M-shaped society in Japan. It refers to the polarization of the economy in two tiers. The two tiered economy was shown in this case by the increasing number of demand for the luxury product while the income of the Japanese was decreasing and the unemployment rate is increasing. Globalization is the main factor contributed to the two tiered economy as it stimulate the strength and speed of competition in different industries and also the shifting of wealth. There are several reasons for Japanese consumers to purchase luxury goods during economic downturn. The first reason is that some of the young Japanese women who are living with their parents were given money to spend. They are not directly affected by the economic conditions and therefore they are still affordable for the luxury goods. Also, some of the Japanese women may have no faith in the future and believe that they should concentrate on fulfilling their current need only. Some Japanese consumers even purchase luxury goods to maintain their identity and status in groups and social contact. If everyone in a particular group owned a LV good and you belong to that group, typical Japanese will definitely own one LV bag also. 3. What stimulates such a high demand for LV in Japan? What puts Louis Vuitton over its competitors in Japan? LV was demanded by a large amount of Japanese because it understands their consumers more. Japanese shoppers have a quest for perfection with their culture. LV providing high quality products which made it distinctive when comparing to its competitors thus fulfill the need of the Japanese consumers. In order to make sure the quality of the products, each product produced by LV must pass a rigorous control. They also have a perfect balance between mechanization and handmade. For the product design, not only the designer is responsible for this category. When the marketing team found that consumers have high demand for a certain product, they modified an existing bag and sent it to production later on. It is clear that LV response to their consumers more and quicker. 4. Was there any strategy undertaken by LV to enter the Japanese market? When entering the Japanese market initially, LV is hoping to tackle the problem of counterfeit goods in Asia region. Therefore LV has not changed its image or localized itself in different aspects so as to attract the Japanese consumers. However, it is also a kind of strategy that is appropriate for the Japanese consumers. As the Japanese consumers thirst for a high-end European brand which is the image of what a luxury brand should be liked, LV entered the Japanese market successfully. Some examples included the globalization of the advertisements used and also the price in Japan was even higher than the one in Paris. In addition, LV stores are designed with sleek and modern interior design and become a landmark in Japan. Consumers will then feel more luxurious when shopping in the stores. 5. What are the challenges facing LV? And how should LV address them? The main challenge of LV is the problem of counterfeit goods, loss of lead designers and the balance between expansion and protection in its own brand’s exclusive features. Indeed, counterfeit good is already a global problem for all the luxury brands. In order to tackle this problem, LV should restrict the information outflow of the production of its products. For instant, LV already closed down a huge factory in Guangzhou. Also, LV should be aware of the after sale service for the consumers, especially the Japanese consumers. When the consumers realized the quality and also services worth the high price, they will be encouraged to buy the real products rather than the counterfeit one. For the problem of loss of lead designers, LV should train some young and talented designers (e.g. graduates from Central Saint Martins College of Art and Design where a lot of famous fashion designer graduated) to let them work for the brand and develop a deeper understanding in the brand. For the problem of balancing its expansion while keeping the brand’s own personality, LV is already doing a good job as it controls its own distribution network. Even when the economy is in its downturn, LV insisted not to mark down its product. All these have helped LV to protect its own image.