Ife, Efe, and Space Matrix of Coca-Cola Essay

INTRODUCTION Coca-Cola, the product that has given the world its best known taste was born in Atlanta, Georgia on May 8, 1886. Coca-Cola Company is the world’s leading manufacturer, marketer and distributor of non-alcoholic beverage concentrates and syrups, used to produce nearly 400 beverage brands. They have a strong management and marketing team, and they produce products that people want and in some cases need. Examples of well-known brands they own include Coke, Sprite, Fanta, Vitamin Water, Minute Maid, Bonaqua and Powerade. Although, even a successful company can come tumbling down, and in order to stay ahead of the competition and to continue revenue growth, we would advise the company to seek out additional business strategies in which will explain in depth in the following sections (our company, 2014). CURRENT MISSION, GOALS AND STRATGIES: Coke’s mission is to, â€Å"refresh the world, inspire moments of optimism and happiness, and to create value and make a difference.† Coca-Cola believe that they main responsibility is providing customers with refreshing beverages including soft drinks, water, energy drinks, juice and tea to fit any occasion in their daily lives. Coca-Cola signature product, Coke, is a favorite around the world and a wide variety of products are sold in over 200 countries. They use the only the most sophisticated equipment to process and make the products to ensure each glass of coke product it as good as always. Besides, employees are fairly compensated and we practice fair trade in all markets we compete. Coca-Cola values their responsibility to all communities to serve and support many educational programs. Furthermore, The Company’s goals include maximizing growth and profitability to increase shareholders’ wealth and to be globally known as a business that conducts business responsibility and ethically and to accelerate sustainable growth to operate in tomorrow’s world. The strategies that The Coca-Cola Company is currently pursuing to achieve these goals include: product innovation; creating well planned packaging and pricing schemes; and increasing operating efficiencies. The Company often reviews and evaluates their business plans and performance to improve their earnings and analyze their  competitive positioning the market. They make decisions in realigning their business models to match the objectives of the Company by using strategies and tactics in the analysis of their performance (our company, 2014). INTERNAL ANALYSIS: (See attached IFEM) The Coca-Cola Company has an IFEM score of 2.82, which is an indication of a strong internal position. It can also be observed that there are much more internal strengths than the weakness which is why also the company has a strong internal position. FINANCE: Coca-Cola has consistent financial operating results and compared to their competition, they are much better financial shape. For the year ending 2013, the company generated a whopping $48 billion in revenue, an increase over the past two years. According to the company’s 2013 Income Statement, net income, operating income, and gross profit resulted in a positive year-over-year percent change. Coca-Cola has a Quick Ratio of 0.92% and a Current Ratio of 1.03%, thus having a low projected risk of delinquency and a low risk of failure. Coca-Cola has the total debt to asset ratio of 41.17 and profit margin of 18.22%. The company meets its goal of maximizing shareholders’ wealth as the company’s stock (KO) price plus reinvested dividends continue to trend upwards. MANAGEMENT: There are a lot to say for a company that is been in business for 127 years and it’s evident that the management structure is strong, the company also has a global employee workforce of 150,900 that contributes to the overall success of the organization. The company strives to make a positive impact in the world and intends for their core values to display not only inward but also outward toward the customer. Some of those core values are: diversity, collaboration, passion, accountability, and integrity. RESEARCH AND DEVELOPMENT: With the proper qualitative research, the company can gauge what type of beverage the consumers want and whether or not their products taste good to the consumer. The company offers over 91 products worldwide, but in order to stay ahead of competition, the development of new products, product packaging, and product diversification is essential. MARKETING: Coca-Cola is a marketing giant, which proves to be an internal strength for the organization. Through effective marketing strategies, 98% of the world’s population recognizes the famous white and red Coca-Cola logo. Over the years, Coca-Cola has had many creative slogans such as â€Å"Open Happiness† and  Ã¢â‚¬Å"It’s the real thing†. Consumers also enjoy the yearly Coca-Cola Super Bowl commercials that often promote happiness with the Clydesdale horses or Polar Bears. In addition, Coca-Cola is taking advantage of social media sites to communicate with their customers. In summary, The Coca-Cola Company yielded a positive internal analysis. The company is in good financial shape and continues to improve and produce positive year-over-year profits. As long as the company can keep its debt under control, they will continue to be in good financial health. The management team and global workforce at Coca-Cola are strong and their core values reflect positively though their commitment to social responsibility. The company should continue to research what type of beverages best suit consumer’s needs in order to stay ahead of the competition. Lastly, the company excels with their marketing campaigns and should continue with aggressive and creative marketing to maintain market share. EXTERNAL ANALYSIS (See attached EFEM) Company Coca-Cola appears to be competing in a hostile environment as indicated by the EFEM score of 2.39. It can be seen in the External Factor Evaluation matrix that the industry is facing more threats than the opportunities and the priority of the threats are also more than the opportunities. This means that the industry is more vulnerable to the effects of threats than opportunities. DEMOGRAPHIC: Coca-Cola is the most well-known product throughout the world. The demographics used to segment those users of Coca-Cola located in the United States are as follows: age, race, income, education, employment, household size, gender and lifestyle. Coca-Cola was originally created as syrup to be sold to soda fountains, where it would be mixed with soda water and served to patrons, typically teenagers and young adults. And just as it was created for the younger generation, that’s where it’s popularity has remained, with the 18-24 year-old age demographic. However, Coca-Cola’s volume potential is highest for 25-34 year-olds. In the adult population, Coca-Cola is most popular among men, and more specifically, single men. However, there is significant volume potential for married persons, and Coca-Cola could therefore prospectively increase their sales volume by marketing more towards married persons ages 25-34. COMPETITION: Existing Rivalry in the soft drinks  industry is between Coca Cola PepsiCo and Dr Pepper Snapple. However, Coca Col a remains to be the market leader and has maintained the leadership through its intensive marketing campaigns, innovation in introducing brands which captures the evolving customer needs and the wider presence of its brands in many countries across the world. This combined by the significant market experience for the many years the business has been in the industry gives the Coca Cola a competitive edge over competitors. New entrant’s new entrants: Coca cola as the leading soft drink sel ler in the industry has a large network which gives it economies of scale and wide presence all over the world. The economies of scale makes Coca Cola’s average cost to be too low for new entrants to be able to enter the market since they cannot afford to produce at such low cost hence the market has low entrant. The cost of entering the soft drinks industry is also high due to the much research needed for the brands development, equipment and expertise involved which also keeps away many potential entrants in the market. This gives Coca Cola a competitive edge against any potential entrants. ECONOMIC: Inflation rate rise which is the general rise of the price level reduces the consumer’s purchasing power reducing demand for the business’s products while its reduction increases purchasing power increasing demand. Next, Emerging markets are increasing business operations in international market l. This can be demonstrated by the significant performance of the company with the earnings before interest in markets outside US representing 80% of the company earnings. Interest r ate determines the cost of borrowing for investors in the market. Thus a rise of the rate increases the cost of investment which reduces competition in the market while a fall of the rate reduces the cost of capital increasing competition in the market. Unemployment rise affects the amount of disposable income available to the consumers with its rise reducing the income hence reducing demand. On the contrary, an increase in employment increases the disposable income increasing demand for goods boosting the business performance. Economic growth rate and performance determines the level of income in the economy which determines the aggregate demand in the market. Thus a positive economic growth increases demand in the market while a negative growth reduces demand. SOCIAL: Lifestyle change in the market changes demand for products, calling for the business to introduce products that meet the new  demand while phasing out the old products with no demand; this has promoted innovation of the company in introducing relevant products like the diet brands and low or Zero calories brands. Aging population and population composition change and diversified products preference in the market as different age groups have different tastes and preferences, with the elderly becoming more concerned with their health hence having their demand change to healthy products reducing demand for some of the businesses products. The consumers health concern and age preferences has resulted to Carbonated drinks being much preferred by and commanding a large youthful market segment who care less about carbon health effect which has been the concern. There has also been a significant growth of healthier soft drinks due to their branding image that they are natural but the carbonated brands consumption among the children and the adults has reduced. STRATEGIC OPTION ANALYSIS: See the I/E, SPACE, TOWS and QSPM I/E MATRIX: The I&E Matrix plot depicts a strategy area of 2.56 which indicates that the company should â€Å"hold and maintain. Suggested strategies for this position on the I&E Matrix are market penetration, market development, and product development. This is not a large problem for the company as they are in a very strong financial position to hold and maintain the current market position. Elimination of the major problems of Coca-Cola in term of production and marketing will strengthen the company internally and facilitate the adoption of a broader range of strategies. Coca-Cola must also consider to creating products for market niches in order to make it less vulnerable to competition (Product Development).One of the threat in the market is customer are changing health-consciousness attitude, the company have to develop products that can satisfy the need of customer and that are perceived as being clearly superior to the competition. SPACE MATRIX: The SPACE matrix shows a borderline plot in the AGGRESSIVE quadrant, which correlates with the result from the IE matrix as well. The plot ensure the company’s strong financial position (FS+5) with a great competitive advantage (CA-1.50). The industry itself is strong (IP+5.2) but the Coca-Cola finds itself in an unfavourable environment (CP-1.80). Due to  these factors, it is best that Coca-Cola be aggressive and cautious at the same time. The plot suggests that Coca-Cola needs to use their internal strengths to develop a market penetration and market development strategies to stay ahead of the competition. Some of the factors that afforded Coca-Cola with a competitive rating are their large percentage of market share, consumer loyalty to the brand, and their high-quality product offerings. TOWS MATRIX: The TOWS Matrix Yielded Ten Strategies. Two of the strategies were functional strategies and the remaining eight were Business/Corporate strategies. These functional strategies deal with the organization structure and sales force of Coca-Cola. Ten distinct B/C strategies were identified to include product development, concentric diversification, market penetration, horizontal integration, management, market development and joint venture. The QSPM and the QSPM score Summary Sheet: The eight distinct B/C strategies were evaluated by the QSPM. The tentative priorities established in the analysis of the BMS matrix were somewhat revised based on QSPM scores. All scores were at least moderate-above 50% of Max Possible Score (MPS) overall. Strategy #2 had a high overall score- 80% with an extremely high external argument score of 79%. It appears that the strategic thrust inferred in the I/E and BMS analyses and their supporting strategies are generally sustained by the QSPM analysis. RECOMMENDED STRATEGIC THRUST AND SUPPORTING STRATEGIES Coca-Cola should adopt a strategic thrust, which is aimed at positioning the company as a company that owns the innovative products. Aside from that, Coca-Cola should become a creative and memorable leader in the food and beverage industry. Coca-Cola should seek to at least maintain, but preferably increase its market share. Major emphasis should be placed on further penetrating foreign markets, with emphases on our marketing which able to tap into the psyche of the public, especially the teenagers (Hoistein, 2014). It should, as soon as possible, enter the teenagers market  by bringing the wonderful products that could catch the teenager’s mind. Coca-Cola must make its products more attractive and tasty to fulfill the customer’s expectation. FUNCTIONAL STRATEGIES The following functional strategies should be carried out in the time frames indicated. F/MG: Create new department to research and develop nutrition products. Product life cycles are shortening because of the people’s preference and trends are changing rapidly. Develop a â€Å"Market need† products for consumers in order to compete with other competitor. For instance, Coca-Cola must develop the right pricing and packaging, with small packs, large packs, or take-home packs (Hoistein, 2011). This need is pressing and paramount. SHORT RANGE, but will be an ongoing need. F/MG: Develop talent human capital in sales team. The organization’s structure must be redesigned to be more responsive to the field and unpredictable nature of the competitive environment. A talented sale leaded is needed to lead their team in order to provide the best in town services for the customers. SHORT-MID-LONG RANGES. B/C (BUSINESS/CORPORATE STRATEGIES) SHORT RANGE-INITIATE IMMEDIATELY AND IN PRIORITY: Strategy #2 and #3 – Research and development to create innovative products that appeal to the health conscious consumers and Capitalize on their strong brand name and expand operations to include food (SO) and (WO): Coca-Cola should employ more creative and innovative worker and gain several new attractions for the products Hire more creative and innovative worker able to generate more new ideas for Coca-Cola and Coca-Cola could increase the level of satisfaction of customers. For instance, Coca-Cola must understand the culture of every country before enter into the international market in order to increase the competitive advantage. For example, Coca-Cola has announced plans to launch a new version of its best-selling soft drink with a third less sugar and a third fewer calories in the market (Smithers, 2014). New green cans and bottle labels will feature alongside its range of drinks from the iconic 330ml red tins with 139 calories to Coke Light and Zero with no calories (Sayid, 2014). It can help Coca-Cola increase the  market share. Both strategies have the highest priority. Strategy #4 – Increase marketing efforts for bottled drinks (WO): Coca-Cola should do research on the bottled drinks. Coca-Cola has to make the bottled drinks that the customer feels attractive and purchase us. According to Fox (2014) Coca-Cola will personalize its bottled drinks with 250 of the nation’s most popular names among teens and millennial. Nowadays, most of the people likes fresh and new the products, which able to grab their attention. This trend had brought an opportunity for Coca-Cola to generate more customers. MID RANGE – BEGIN PLANNING IMMEDIATELY FOR IMPLEMENTATYION IN 2 TO 3 YEARS Strategy #1 – Improve environment awareness with community involvement (SO): To achieve environmental awareness Coca-Cola should organize seminars for the public in order to share the information and knowledge of the company. Aside from that, every bottled drink should print the information about environmental awareness to remind the customer regards the crucial of it. LONG RANGE-BEGIN PLANNING NOW FOR IMPLEMENTATION IN 4 TO 5 YEARS. Strategy #5 Increase advertising to maintain competitive edge (ST): Concentrate on every single advertisement able to maintain a competitive edge. Coca-Cola should target all audiences when advertise for its products. If the advertisement able to grab the attentions of consumer it means the advertisement was a good advertisement. Zmuda (2014) said increase the effectiveness of our marketing investment by transforming our marketing and commercial model to redeploy resources into more consumer facing marketing investments to accelerate growth. It proves that a good marketing will plan a good advertisement and it could maintain the competitive advantage. Strategy #6 – Acquire Golden Enterprises (GLDC) to help diversify the product line (ST): Coca-Cola should diversify its product line for market development and GLDC is required for this strategy. Coca-Cola must do research and development to achieve this goal. NOT RECOMMENDED: Strategy #8 – Advertising on encourages consumers to lead a healthy lifestyle (WT): Coca-Cola should not advertise a healthy lifestyle advertisement, products of Coca-Cola not a drink that can drink for healthy purpose. It  seems to increase the risk of failure if advertise healthy lifestyle advertisement. References (2014), Our Company. Retrieved from http://www.coca-colacompany.com/our-company/ David, F. (2013). Strategic Management A Competitive Advantage Approach. 14th ed Pearson Education, Inc. Fox. (2014). Why you may see your name on a bottle of Coca-Cola. Retrieved from http://www.myfoxorlando.com/story/25742524/why-you-may-see-your-name-on-a-bottle-of-coca-cola Hoistein, W. J. (2011). How Coca-Cola Manages 90 Emerging Markets. Retrieved from http://www.strategy-business.com/article/00093?pg=all Ruddick, G. (2014). Coca-Cola to launch new stevia-flavored drink. Retrieved from http://www.telegraph.co.uk/finance/newsbysector/retailandconsumer/10890702/Coca-Cola-to-launch-new-stevia-flavoured-drink.html Sayid, R. (2014). Coca-Cola Life to launch in UK as new low calorie alternative to classic brand. Retrieved from http://www.mirror.co.uk/news/uk-news/coca-cola-life-launch-uk-3672697 Smithers, R. (2014). Coca-Cola Life: Coke with fewer calories and less sugar to tackle obesity. Retrieved from http://www.theguardian.com/business/2014/jun/11/coca-cola-fewer-calories-less-sugar Zmuda, N. (2014). Coca-Cola Boosts Media Spending as Demand Slows, CEO Muhtar Kent Defends the Importance of Marketing. Retrieved from http://adage.com/article/news/coca-cola-boosts-marketing-spend-demand-slows/291747/

Audio Lingual Method

1 GGGV 2044 METHODS IN TEACHING ENGLISH AS A SECOND LANGUAGE Semester 2 2009/2010 AUDIO-LINGUAL METHOD: A DISCUSSION (INDIVIDUAL ASSIGNMENT) LECTURER: DR. HAMIDAH BT. YAMAT @ AHMAD LISA KWAN SU LI A123040 TESL/2 2 1. 1 INTRODUCTION The Audio-lingual Method (ALM), by its very name – â€Å"audio† and â€Å"lingual† – refers to a language teaching approach that focuses on two aspects of language, namely listening and speaking.Unlike its predecessor, the Grammar Translation Method, which focuses on reading and writing skills, this approach chooses to emphasize on the first two stages in the natural order of language learning (listening, speaking, reading followed by writing) with the belief that learners who are better speakers and listeners consequently make better readers and writers. The ALM has a firm foundation in the theories of both structural linguistics and behavioural psychology, and thus incorporates techniques and strategies that advocate the conce pts and assumptions of language learning from both schools of thought.The structural linguistics view of language learning says that language is learned through awareness and specific attention to the patterns and structure of the language. One of the ALM’s main characteristics is its use of repetition and drills that draw learners’ attention to the patterns of the target language which are subsequently memorized and repeated to automaticity. Language learning from the view of behavioural psychology on the other hand, occurs by conditioning and habit formation of accurate responses to stimuli. The right response for a stimulus is modelled by the teacher beforehand and then drilled into the learners repeatedly until such responses become a â€Å"habit† that enables learners to successfully produce accurate responses without clues or prompting by the teacher. This discussion aims to further understand the Audio-lingual Method and explore the advantages and disadva ntages of employing it in the second language classroom. The author also puts out her recommendations for the use of the ALM in the second language classroom. 2. 1 HISTORY By the first half of the twentieth century, the Direct Method had lost its popularity in the U. S.However, it is believed that the decline of the Direct Method brought about the emergence of the ALM. As Brown (2001) puts it: â€Å"†¦ by the middle of the twentieth century, the Direct Method was revived and redirected into what was probably the most visible of all language teaching â€Å"revolutions† in the modern era, the Audio-lingual Method. † The U. S. educational institutions at the time still believed that a reading approach like the Grammar Translation Method was more practical than an oral one. Therefore the 1930s and 1940s saw the Grammar Translation Method going strong in all schools across the U.S. However, after World War II, the U. S. saw an urgent need for her to be orally proficien t in the language of her allies as well as foes. This led to a drastic change in 4 the current view of language teaching from a mere reading approach to one with a heavier emphasis on aural and oral skills. Special intensive language programs were developed by the U. S. army which came to be known as the Army Specialized Training Program (ASTP), or more simply, the Army Method. In the 1950s, the Army Method was renamed the Audiolingual Method. 3. 1 PRINCIPLES OF ALMSome of the main principles of language learning in the ALM are stated by Alkhuli 2005 (as cited by Abdel-Rahman Abu-Melhim in the International Forum of Teaching and Studies). One of these principles is that the second language learning process should be similar to that of first language acquisition. This complies with the natural order of language learning which is listening, speaking, reading and finally, writing. It is believed that the learner first learns to speak what he has listened to, then read what he has spoke n, and write what he has read.Therefore, the ALM emphasizes on listening and speaking skills in order to facilitate the progress of reading and writing skills besides increasing communicative competency. Another principle is that the second language is best acquired by habit formation. A habit is created when an action is repeated and is subsequently produced 5 in response to certain stimuli almost without conscious activity. This is achieved via the repetitive pattern practices that are part and parcel of the ALM. Translation of the target language into the native language is considered harmful and will hinder acquisition of the second language.Such translations are believed to impede the mastery or control of the second language. When the target language is used in all circumstances in the classroom, learners learn to make direct connections between the vocabulary and its semantics in the target language itself, which is ideal for effective second language learning. However, these principles are merely assumptions. Counter-arguments include: second language learning is completely different from native language acquisition in many different aspects.In addition, the natural order of language learning that the ALM stresses on is irrelevant because the four language skills can be developed simultaneously rather than sequentially. The learning of a second language is not necessarily a process of habit formation where responses are elicited by stimuli, but also involves the cognitive. Finally, translation into the native language has proven a useful technique indeed in learning a second language, demonstrated in methods such as the Grammar Translation Method. 4. 1 MAIN FEATURES As aforementioned, the ALM follows the natural order of language learning.The use of repetitive drills is justified in shaping a new â€Å"habit† for learning the second 6 language. Stimuli-responses are expected and correct ones are immediately reinforced as conditioning, concurrent with the views of behavioural psychology. The native language also plays a minimal role in the ALM. Only the target language is used within the classroom by both teacher and learners. New material in the target language is also introduced in dialogue form, closest to a natural situational context for learners to gain communicative competence and skills.Modeling is done by the teacher whereby a particular structure of sentence is spoken and learners repeat the sentence, mimicking its sound patterns and intonation, and aiming for identicalness. Slips in learners’ pronunciation of words in the sentence are immediately corrected by the teacher to avoid formation of â€Å"bad habits†. Grammar rules are not taught explicitly but are expected to be induced by the learners through the various examples and patterns that are exposed to them during the lesson.Contrastive analyses are also done between the native language and the target language in order to draw learner’s attention to differences in pattern, structure and sound system of both languages. 5. 1 TECHNIQUES There are many techniques employed in the classroom that advocate the underlying principles (or assumptions) of the ALM, and are also based on the aforementioned two main schools of thought for the said method. 7 One of the main techniques used is of introducing new learning material in the form of a dialogue. A model conversation is analyzed, broken down and memorized through mimicry. Dialogues are seen as a natural conversational ontext that will aid learners in applying learned structures and vocabulary. Many drills are used in the ALM. The backward build-up drill (expansion drill) breaks down a difficult sentence into smaller parts. Usually the last phrase of the sentence is repeated by the learners and then parts are added on, or expanded, until learners are able to repeat the complete sentence without further trouble. Single-slot substitution drills require the learners to substi tute in cues given by the teacher into a particular slot in the sentence. Multiple-slot substitution drills on the other hand, require a higher level of competence from the learners.Learners must recognize particular slots within the sentence to substitute the cues given by the teacher, occasionally having to alter subject-verb agreements as well. Other drills include the repetition drill, chain drill, transformation drill and question-and-answer drill. (Refer to Appendix A) 6. 1 ADVANTAGES As compared to an extreme method like the Grammar Translation Method, where reading and writing are so stressed on that speaking and listening skills are neglected, ALM does develop the aural/oral skills of learners. Learners through the ALM are able to participate in situational contexts competently. 8In addition, learners are more aware of the phonetic aspects of the language. Through modeling and mimicry, learners pay more attention to proper pronunciation and intonation. Errors in pronunciati on are immediately dealt with, while correct responses are positively reinforced. Learners are sensitive to the intonation and are aware of their different functions of questioning, requesting, pleading etc. Through substitution drills, learners also learn to recognize the borders between the phrases that make up the sentence. They are also exposed to a variety of different sentences that have similar structures through repetition drills as well.Transformational drills help learners familiarize with question tags and their corresponding answers, affirmative and negative sentences and even active and passive ones. Such a wide variety of sentence and question structures serve to enhance learners’ communicative ability. 7. 1 DISADVANTAGES Although the drills that are the ALM’s distinguishing feature may be considered one of its strengths, they are also its weakness. Such drills leave no room for creativity, causing learners to lose interest or feel bored in the classroom. When learners lose their motivation, it negatively affects their progress in second language learning.New vocabulary learned is also limited in context. Instead, the sound system and grammatical patterns are emphasized on more. Learners are taught set phrases in gruel repetition in response to certain questions, where the form and structure are 9 highlighted. Consequently, learners are only drilled to respond correctly with answers that are expected of them without caring much for its meaning. For example, the set phrase, â€Å"Fine, thank you,† is taught as a response to the question â€Å"How are you? † which learners use even when they feel otherwise.This phenomenon is comparable to robots that have no cognition and only give particular responses to particular stimuli! There is rarely any variation in learners’ responses other than the ones that have been taught. Therefore, interaction and dialogue is very schematic and unnatural. In short, communicative com petence is still called to question. Learners of the ALM may be able to participate in conversations, but they are rarely spontaneous and it is observed to be rather a case of regurgitating the â€Å"right† responses in a certain situational context from memory.Should they not be able to recall the set phrases that have been learned, they are at a loss as to how to respond to the questions and conversational prompts of the other speaker. 8. 1 RECOMMENDATIONS From the discussion above, it is evident that although communicative competence is insufficient, the ALM drills provide learners with a multitude of structures and grammatical patterns that form the basic foundation for communication. The challenge is to help learners apply the knowledge they have gained to communicating effectively and in a natural manner. 10However, this cannot be done if drills are continuously insisted upon in the classroom. A degree of flexibility is needed on the part of the teacher to allow spontan eous and natural conversation to take place after drilling them as well. Unguided dialogue practice forces the learners to apply what they have been drilled with into a communicative setting, taking into consideration the meaning of the phrases learnt with relevance to the given situation. Model conversations can still be provided, but spontaneous ones allow for creativity and variety in responding according to the individual learner. Communication becomes more natural.With regards to learner motivation, the responsibility is shouldered by both the teacher and the learners themselves. The teacher needs to, again, be flexible and allow for elements not necessarily ALM-like to be incorporated into the lesson, if only for the sake of breaking the monotone. Drills can still be employed of course, but in more interesting ways like role play and physical activities. In essence, the teacher should be creative in her strategies with the aim of increasing the communicative competency of the learners rather than teach by the book. Learners as well, play a major role in their own learning progress.They should maintain a high level of self-motivation by actively participating in tasks and activities and being attentive at all times. 9. 1 CONCLUSION The ALM definitely has its pros and cons in a second language classroom. However, the disadvantages and negative implications can be overcome if a slightly more eclectic approach to second language teaching is taken. Some teachers may stubbornly hold fast to the rules of the ALM and refuse to stray from it. In such a case, the 11 objective of second language teaching should be questioned. Is one’s loyalty to the method or to the goal of aiding learners in achieving communicative competence?If it is the latter, it does not matter what method is used in the classroom as long as ultimately, learners gain valuable communicative skills. As Celce-Murcia illustrates (as cited by Abdel-Rahman Abu-Melhim in the International Foru m of Teaching and Studies): â€Å"Today, language students are considered successful if they can communicate effectively in their second or foreign language, whereas two decades ago the accuracy of the language produced would most likely be the major criterion contributing to the judgment of a student’s success or lack of success. † (1991, p. 125)One single method should never be used exclusively in the classroom because it shall always remain flawed. It is the teacher’s responsibility to determine her teaching goals and appropriate methods to be used; where an eclectic one might better achieve those goals. Therefore, the teacher of a second language must be prepared to modify and adjust her methods to suit the different learning needs of the learners. 12 APPENDIX A Here are examples of the different drills used in the Audio-lingual Method: Repetition drill Repetition drill is the normal drill, usually used to teach the lines of the dialogue.Students are require d to repeat after the teacher’s model until they are almost identical. Chain drill The Chain drill uses maybe the first few lines of a simple dialogue. The teacher begins by addressing a student, or asking him a question. The student responds, then turns to the student beside him and asks him a similar question. The second student responds and the chain goes on until each student has participated. This allows for the teacher to check learner’s speech. Transformation drill The teacher may give learners a question, and the learners are then required to formulate an answer from the form of the question given, and vice versa.Or, an affirmative sentence is given and learners need to transform it into the negative. This can be used for teaching active and passive sentences, as well as direct and reported speech. Question-and-answer drill This drill allows for learners to practice answering questions accurately and rapidly. It can also be done the other way round, where the l earners form the questions on cue. 13 REFERENCES Abdel-Rahman Abu-Melhim. 2009. Re-evaluating the Effectiveness of the Audiolingual Method in Teaching English to Speakers of Other Languages.International Forum of Teaching and Studies 5(2): 1-9. Britto, Rory. 2009. The Dissipation of Methods in ESL: Expanding to Fill the Void. The Journal of Education p. 75-84. Brown, H. Douglas. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy, p. 13-37. Second edition. New York: Addison Wesley Longman, Inc. Larsen-Freeman, Diane. 2000. Techniques and Principles in Language Teaching. Second edition. New York: Oxford University Press. Savignon, Sandra J. 2001. Communicative Language Teaching. Theory Into Practice 26(4): 235. Audio Lingual Method The Audio lingual method or the Army Method is a style of teaching used in language Instruction. It is based on behaviorist ideology, which professes that certain trait of living things, and in this case humans, could be trained through a system of reinforcement and correct use of a trait would receive positive feedback while incorrect use of that trait would receive negative feedback. So in the Audio Lingual Method, the instructor would present the correct model of a sentence and the students would have to repeat it. The teacher would then continue by presenting new words for the students to sample in the same structure. In audio lingual’s there is no explicit grammar instruction so that everything is simply memorized in form. The idea is for the students to practice the particular construct until they can use it spontaneously. In this manner, the lessons are built on static drills in which the students have little or no control on their own output; the teacher is expecting a particular response and not providing that will result in a student receiving negative feedback. As mentioned, lessons in the classroom focus on the correct imitation of the teacher by the students. Not only are the students expected to produce the correct output, but attention is also paid to correct pronunciation. Although correct grammar is expected in usage, no explicit grammatical instruction is given. Furthermore, the target language is the only language to be used in the classroom. This method is one of the three main ways to teach a foreign language. Along with â€Å"the direct method,† the audio lingual approach keeps the majority of the language instruction in the target language. Audio lingual teaching concentrates on drills that teach grammar while the direct method concentrates more on vocabulary. When the grammar of the target language is explained in the native language, the method is called communicative language teaching. The method relies on drilling, habit formulation, and the use of a language lab, which might remind you of your high school language class. Grammar is not taught outright, but instead language is taught in its correct grammatical structure. Although the method made sense for its original purpose and was successful in allowing basic communication. The method relies on drilling, habit formulation, and the use of a language lab, which might remind you of your high school language class. Grammar is not taught outright, but instead language is taught in its correct grammatical structure. Although the method made sense for its original purpose and was successful in allowing basic communication. The Audio-lingual Method is still in use today, though normally as a part of individual lessons rather than as the foundation of the course. These types of lessons can be popular as they are relatively simple, from the teacher's point of view, and the learner always knows what to expect. But it has been heavily criticized, especially by linguist Noam Chomsky. The rigidity of the method left little room for the spontaneity of free-flowing conversation, which made it difficult to use the language in the real world. Audio Lingual Method 1 GGGV 2044 METHODS IN TEACHING ENGLISH AS A SECOND LANGUAGE Semester 2 2009/2010 AUDIO-LINGUAL METHOD: A DISCUSSION (INDIVIDUAL ASSIGNMENT) LECTURER: DR. HAMIDAH BT. YAMAT @ AHMAD LISA KWAN SU LI A123040 TESL/2 2 1. 1 INTRODUCTION The Audio-lingual Method (ALM), by its very name – â€Å"audio† and â€Å"lingual† – refers to a language teaching approach that focuses on two aspects of language, namely listening and speaking.Unlike its predecessor, the Grammar Translation Method, which focuses on reading and writing skills, this approach chooses to emphasize on the first two stages in the natural order of language learning (listening, speaking, reading followed by writing) with the belief that learners who are better speakers and listeners consequently make better readers and writers. The ALM has a firm foundation in the theories of both structural linguistics and behavioural psychology, and thus incorporates techniques and strategies that advocate the conce pts and assumptions of language learning from both schools of thought.The structural linguistics view of language learning says that language is learned through awareness and specific attention to the patterns and structure of the language. One of the ALM’s main characteristics is its use of repetition and drills that draw learners’ attention to the patterns of the target language which are subsequently memorized and repeated to automaticity. Language learning from the view of behavioural psychology on the other hand, occurs by conditioning and habit formation of accurate responses to stimuli. The right response for a stimulus is modelled by the teacher beforehand and then drilled into the learners repeatedly until such responses become a â€Å"habit† that enables learners to successfully produce accurate responses without clues or prompting by the teacher. This discussion aims to further understand the Audio-lingual Method and explore the advantages and disadva ntages of employing it in the second language classroom. The author also puts out her recommendations for the use of the ALM in the second language classroom. 2. 1 HISTORY By the first half of the twentieth century, the Direct Method had lost its popularity in the U. S.However, it is believed that the decline of the Direct Method brought about the emergence of the ALM. As Brown (2001) puts it: â€Å"†¦ by the middle of the twentieth century, the Direct Method was revived and redirected into what was probably the most visible of all language teaching â€Å"revolutions† in the modern era, the Audio-lingual Method. † The U. S. educational institutions at the time still believed that a reading approach like the Grammar Translation Method was more practical than an oral one. Therefore the 1930s and 1940s saw the Grammar Translation Method going strong in all schools across the U.S. However, after World War II, the U. S. saw an urgent need for her to be orally proficien t in the language of her allies as well as foes. This led to a drastic change in 4 the current view of language teaching from a mere reading approach to one with a heavier emphasis on aural and oral skills. Special intensive language programs were developed by the U. S. army which came to be known as the Army Specialized Training Program (ASTP), or more simply, the Army Method. In the 1950s, the Army Method was renamed the Audiolingual Method. 3. 1 PRINCIPLES OF ALMSome of the main principles of language learning in the ALM are stated by Alkhuli 2005 (as cited by Abdel-Rahman Abu-Melhim in the International Forum of Teaching and Studies). One of these principles is that the second language learning process should be similar to that of first language acquisition. This complies with the natural order of language learning which is listening, speaking, reading and finally, writing. It is believed that the learner first learns to speak what he has listened to, then read what he has spoke n, and write what he has read.Therefore, the ALM emphasizes on listening and speaking skills in order to facilitate the progress of reading and writing skills besides increasing communicative competency. Another principle is that the second language is best acquired by habit formation. A habit is created when an action is repeated and is subsequently produced 5 in response to certain stimuli almost without conscious activity. This is achieved via the repetitive pattern practices that are part and parcel of the ALM. Translation of the target language into the native language is considered harmful and will hinder acquisition of the second language.Such translations are believed to impede the mastery or control of the second language. When the target language is used in all circumstances in the classroom, learners learn to make direct connections between the vocabulary and its semantics in the target language itself, which is ideal for effective second language learning. However, these principles are merely assumptions. Counter-arguments include: second language learning is completely different from native language acquisition in many different aspects.In addition, the natural order of language learning that the ALM stresses on is irrelevant because the four language skills can be developed simultaneously rather than sequentially. The learning of a second language is not necessarily a process of habit formation where responses are elicited by stimuli, but also involves the cognitive. Finally, translation into the native language has proven a useful technique indeed in learning a second language, demonstrated in methods such as the Grammar Translation Method. 4. 1 MAIN FEATURES As aforementioned, the ALM follows the natural order of language learning.The use of repetitive drills is justified in shaping a new â€Å"habit† for learning the second 6 language. Stimuli-responses are expected and correct ones are immediately reinforced as conditioning, concurrent with the views of behavioural psychology. The native language also plays a minimal role in the ALM. Only the target language is used within the classroom by both teacher and learners. New material in the target language is also introduced in dialogue form, closest to a natural situational context for learners to gain communicative competence and skills.Modeling is done by the teacher whereby a particular structure of sentence is spoken and learners repeat the sentence, mimicking its sound patterns and intonation, and aiming for identicalness. Slips in learners’ pronunciation of words in the sentence are immediately corrected by the teacher to avoid formation of â€Å"bad habits†. Grammar rules are not taught explicitly but are expected to be induced by the learners through the various examples and patterns that are exposed to them during the lesson.Contrastive analyses are also done between the native language and the target language in order to draw learner’s attention to differences in pattern, structure and sound system of both languages. 5. 1 TECHNIQUES There are many techniques employed in the classroom that advocate the underlying principles (or assumptions) of the ALM, and are also based on the aforementioned two main schools of thought for the said method. 7 One of the main techniques used is of introducing new learning material in the form of a dialogue. A model conversation is analyzed, broken down and memorized through mimicry. Dialogues are seen as a natural conversational ontext that will aid learners in applying learned structures and vocabulary. Many drills are used in the ALM. The backward build-up drill (expansion drill) breaks down a difficult sentence into smaller parts. Usually the last phrase of the sentence is repeated by the learners and then parts are added on, or expanded, until learners are able to repeat the complete sentence without further trouble. Single-slot substitution drills require the learners to substi tute in cues given by the teacher into a particular slot in the sentence. Multiple-slot substitution drills on the other hand, require a higher level of competence from the learners.Learners must recognize particular slots within the sentence to substitute the cues given by the teacher, occasionally having to alter subject-verb agreements as well. Other drills include the repetition drill, chain drill, transformation drill and question-and-answer drill. (Refer to Appendix A) 6. 1 ADVANTAGES As compared to an extreme method like the Grammar Translation Method, where reading and writing are so stressed on that speaking and listening skills are neglected, ALM does develop the aural/oral skills of learners. Learners through the ALM are able to participate in situational contexts competently. 8In addition, learners are more aware of the phonetic aspects of the language. Through modeling and mimicry, learners pay more attention to proper pronunciation and intonation. Errors in pronunciati on are immediately dealt with, while correct responses are positively reinforced. Learners are sensitive to the intonation and are aware of their different functions of questioning, requesting, pleading etc. Through substitution drills, learners also learn to recognize the borders between the phrases that make up the sentence. They are also exposed to a variety of different sentences that have similar structures through repetition drills as well.Transformational drills help learners familiarize with question tags and their corresponding answers, affirmative and negative sentences and even active and passive ones. Such a wide variety of sentence and question structures serve to enhance learners’ communicative ability. 7. 1 DISADVANTAGES Although the drills that are the ALM’s distinguishing feature may be considered one of its strengths, they are also its weakness. Such drills leave no room for creativity, causing learners to lose interest or feel bored in the classroom. When learners lose their motivation, it negatively affects their progress in second language learning.New vocabulary learned is also limited in context. Instead, the sound system and grammatical patterns are emphasized on more. Learners are taught set phrases in gruel repetition in response to certain questions, where the form and structure are 9 highlighted. Consequently, learners are only drilled to respond correctly with answers that are expected of them without caring much for its meaning. For example, the set phrase, â€Å"Fine, thank you,† is taught as a response to the question â€Å"How are you? † which learners use even when they feel otherwise.This phenomenon is comparable to robots that have no cognition and only give particular responses to particular stimuli! There is rarely any variation in learners’ responses other than the ones that have been taught. Therefore, interaction and dialogue is very schematic and unnatural. In short, communicative com petence is still called to question. Learners of the ALM may be able to participate in conversations, but they are rarely spontaneous and it is observed to be rather a case of regurgitating the â€Å"right† responses in a certain situational context from memory.Should they not be able to recall the set phrases that have been learned, they are at a loss as to how to respond to the questions and conversational prompts of the other speaker. 8. 1 RECOMMENDATIONS From the discussion above, it is evident that although communicative competence is insufficient, the ALM drills provide learners with a multitude of structures and grammatical patterns that form the basic foundation for communication. The challenge is to help learners apply the knowledge they have gained to communicating effectively and in a natural manner. 10However, this cannot be done if drills are continuously insisted upon in the classroom. A degree of flexibility is needed on the part of the teacher to allow spontan eous and natural conversation to take place after drilling them as well. Unguided dialogue practice forces the learners to apply what they have been drilled with into a communicative setting, taking into consideration the meaning of the phrases learnt with relevance to the given situation. Model conversations can still be provided, but spontaneous ones allow for creativity and variety in responding according to the individual learner. Communication becomes more natural.With regards to learner motivation, the responsibility is shouldered by both the teacher and the learners themselves. The teacher needs to, again, be flexible and allow for elements not necessarily ALM-like to be incorporated into the lesson, if only for the sake of breaking the monotone. Drills can still be employed of course, but in more interesting ways like role play and physical activities. In essence, the teacher should be creative in her strategies with the aim of increasing the communicative competency of the learners rather than teach by the book. Learners as well, play a major role in their own learning progress.They should maintain a high level of self-motivation by actively participating in tasks and activities and being attentive at all times. 9. 1 CONCLUSION The ALM definitely has its pros and cons in a second language classroom. However, the disadvantages and negative implications can be overcome if a slightly more eclectic approach to second language teaching is taken. Some teachers may stubbornly hold fast to the rules of the ALM and refuse to stray from it. In such a case, the 11 objective of second language teaching should be questioned. Is one’s loyalty to the method or to the goal of aiding learners in achieving communicative competence?If it is the latter, it does not matter what method is used in the classroom as long as ultimately, learners gain valuable communicative skills. As Celce-Murcia illustrates (as cited by Abdel-Rahman Abu-Melhim in the International Foru m of Teaching and Studies): â€Å"Today, language students are considered successful if they can communicate effectively in their second or foreign language, whereas two decades ago the accuracy of the language produced would most likely be the major criterion contributing to the judgment of a student’s success or lack of success. † (1991, p. 125)One single method should never be used exclusively in the classroom because it shall always remain flawed. It is the teacher’s responsibility to determine her teaching goals and appropriate methods to be used; where an eclectic one might better achieve those goals. Therefore, the teacher of a second language must be prepared to modify and adjust her methods to suit the different learning needs of the learners. 12 APPENDIX A Here are examples of the different drills used in the Audio-lingual Method: Repetition drill Repetition drill is the normal drill, usually used to teach the lines of the dialogue.Students are require d to repeat after the teacher’s model until they are almost identical. Chain drill The Chain drill uses maybe the first few lines of a simple dialogue. The teacher begins by addressing a student, or asking him a question. The student responds, then turns to the student beside him and asks him a similar question. The second student responds and the chain goes on until each student has participated. This allows for the teacher to check learner’s speech. Transformation drill The teacher may give learners a question, and the learners are then required to formulate an answer from the form of the question given, and vice versa.Or, an affirmative sentence is given and learners need to transform it into the negative. This can be used for teaching active and passive sentences, as well as direct and reported speech. Question-and-answer drill This drill allows for learners to practice answering questions accurately and rapidly. It can also be done the other way round, where the l earners form the questions on cue. 13 REFERENCES Abdel-Rahman Abu-Melhim. 2009. Re-evaluating the Effectiveness of the Audiolingual Method in Teaching English to Speakers of Other Languages.International Forum of Teaching and Studies 5(2): 1-9. Britto, Rory. 2009. The Dissipation of Methods in ESL: Expanding to Fill the Void. The Journal of Education p. 75-84. Brown, H. Douglas. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy, p. 13-37. Second edition. New York: Addison Wesley Longman, Inc. Larsen-Freeman, Diane. 2000. Techniques and Principles in Language Teaching. Second edition. New York: Oxford University Press. Savignon, Sandra J. 2001. Communicative Language Teaching. Theory Into Practice 26(4): 235.

The Status of Women in Ancient Times

The Status Of Women In Ancient Times Throughout the years, women have had to fight for the right to gain independence and freedom. They have been through good times and bad, but through all of it women have won respect and responsibility for themselves. In the times of Ancient Egypt, women had many more rights than other places. Inheritance and property were important to them. The status of women in Mesopotamia was as simple as a contract, and men were their priority. The Napoleonic Code and the Sharia Law were degrading and difficult.It is important that we reflect on what women have been through to learn for the future. In Ancient Egypt, women were mainly important for reproduction. Children were very important, and infertile women were divorced immediately. Marriage was a very important aspect, as it was almost considered a duty of the Egyptian people. It was also popular to marry cousins, brothers, and sisters considering family and dynasties were very important. If one was to be divorced it was a very private matter, but if they wanted, women could get divorced for any reason.The men were also free to marry as many women as they liked. Women could inherit their husbands belonging and property. They could give it to anyone or keep it, and many of the husband’s rules were written in his will. Women had a lot of rights in Ancient Egypt and that is very close to what we are today. In Mesopotamia, the rights for women were very different. The status of women in their marriage relied completely on a contract. The women were forced to stay with their husbands until he wanted to leave her, and there was nothing she could do if she was unhappy in the relationship.Once the husband divorced, they could not re-marry. Men dominated in every aspect, even the children. For women to have any inheritance or property it had to be in a written document. Some of the things women could do in Mesopotamian times were that they were able to buy and sell in the market place , and they could attend all legal matters. They could also conduct business on their property. The only reason why this was important though was because the men were lazy and wanted the women to work for them.The Napoleonic Code was a code in ancient times which also contained rules for women. The main aspect was that as long as men took care of the wives and protected them, the women had to have full obedience to their husbands. They had to ask to do anything and everything. There was no such thing as more than one marriage, because the only way a woman could divorce her husband was if they had grave or a severe injury. If the women committed adultery they would have three months in jail and a divorce, where as if the men committed adultery there was no punishment.The men were so powerful that if they were ever unhappy with their sons, they could get them arrested. The men had full use of the wife’s inheritance and property if she gave his approval, and it was very rare that she didn’t. Also, if anyone else wanted their inheritance, they would have to sue the owner of the inheritance. The husband managed the dowry completely, but had to give the wife one thing per year for maintenance or personal need. The only right the wife had was that she could make her will without the consent and authority of her husband.Lastly, the Sharia Law was unfair to women as well. The major inequality that is noticeable is that the Muslim men could marry non-Muslim women, but Muslim women could not marry non-Muslim men. Also the men could divorce their wives but he had to pay an already agreed sum of money that was established before the marriage. Women could onluy divorce men if they were infertile, insane, had leprosy or some other skin desease. The men had full power over the children, yet the mother could only have power over them if they were too young to part from their mothers.The worst part of the Sharia Law was that the men were given right under the Quran to hit their wives. The only right the women had were rights to inheritance, and the right to make a will. Researching all about the status of women in ancient times makes me so grateful to live the way we do today. Women should not be treated like objects or property. For a man to be able to hit a woman is so shocking to me. I believe that we should learn from our past world and know that we should not repeat some of the aspects of the law in ancient times again.

Psychological experience of leisure (in first person) Essay

Psychological experience of leisure (in first person) - Essay Example However, leisure and the role of leisure in our day lives in terms of the psychological motivations and the elements which combine together to create a sense of leisure are only a recent development in the fields of psychology and sociology. There are instances where one person may find extreme relaxation while another may suffer extreme anxiety, for example, the idea of going to a classical music recital may appeal to some but may be considered torture by others (Caldwell, 1992). The definition of leisure is a complex one since there are a numbers of ways which accurately define what leisure is. In its broadest definition, it can be understood as time left after work is done as it is explained in contemporary terms by Roberts (1999). This does not include an application of this idea to those who are retired or those who have no employment to take up the majority of their time. Additionally, there can be situations where work itself becomes so absorbing and entertaining that it falls under the heading of Leisure (Haworth & Lewis, 2005). Therefore a personal definition of leisure is important and it can be said that a person intrinsically knows when they have experienced leisure as opposed to work that is mentally or physically draining. Additionally, a leisure activity may be influenced by guilt associated with indulgence and avoidance of work which might alter the nature of the experience as well as the quality (Bà ©rubà ©, 2005). In fact, Haworth and Lewis (2005) make the point that research on leisure should be conducted on an experiential basis focusing on the positive dimensions of the leisure experience by including aspects of motivation, autonomy and personal enjoyment. Such an experience of leisure would also cover serious leisure as discussed by Stebbins (2004), who differentiates between the forces of work, leisure and

Internal Combustion Engine Assignment Example | Topics and Well Written Essays - 1000 words

Internal Combustion Engine - Assignment Example Hence the internal combustion engine is the core component of any aircraft or car. The two-stroke and four-stroke engine are the most popular types of the internal combustion engine. It would be more feasible to first discuss the working of a four-stroke engine and then the working of a two-stroke engine, followed by its advantages and disadvantages. The cylinder is the core of the engine. The piston is a cylindrical piece of metal that moves up and down within the cylinder. There may be more than one cylinder present in different alignments based on the nature of the vehicle. The spark plug supplies the spark at regular intervals which is required to ignite the air/fuel mixture present inside the cylinder [2]. Two valves are present. The inlet valve allows the flow of air and fuel into the cylinder. The outlet valve allows the exhaust to flow out of the cylinder. The most important point is that both the valves must be closed during the process of compression and combustion so that the cylindrical chamber remains sealed [3]. The connecting rod is a piece of metal that connects the piston and crankshaft. Both the ends of the connecting rod can rotate so that its angle can be adjusted according to the motion of the piston and crankshaft. The up and down motion of the piston is converted into circular motion with the help of the crankshaft. The crankshaft is surrounded by a sump and engine oil gets collected in the sump.The four strokes include intake stroke, compression stroke, combustion stroke, and exhaust stroke [4]. Initially, the piston is at the top of the combustion chamber. First, the intake valve opens and this allows the piston to move down the cylindrical chamber. The descending motion of the piston allows the engine to take fuel (gasoline) and air inside the cylinder and the cylinder is gets filled with air and fuel. Air serves as an oxidizer for combustion. These events constitute the intake stroke.

The effect of using Treadmill on patients with cardiovascular diseases Research Proposal

The effect of using Treadmill on patients with cardiovascular diseases - Research Proposal Example Blood is carried back and forth through the capillaries, veins and arteries, from the heart to the lungs, known as (pulmonary circulation) and from the heart to the rest of the body (systemic circulation). World Health Organisation (WHO), the United Nations body on health has recently come out with the findings that heart disease is the number one killer disease all over the globe, followed by infectious diseases and cancer. The findings of a detailed study on the subject indicate that cardiovascular diseases claim about 29 percent of lives each year1. Once cardiovascular disease grips the individual, a number of precautions are advised for improving the diet schedule, exercises etc. Treadmill is one such option, which helps in performing the exercises of running and walking. While working out with a treadmill, it is often noticed that the heartbeat of the individual goes up with brisk walking or running. Under normal circumstances, such a machine helps in walking or running, even when the individual is not able to go out owing to the busy schedule or a rainy day. But, in case the individual is suffering from cardiovascular disease, then he or she might like to know as to how safe it is to do the work outs on a treadmill. Doctors often come out with the recommendation that regular aerobic exercise can lower the blood pressure and help in controlling the weight. But in general it is easier said than done. Maintaining the regularity and discipline often becomes a big casualty in the way we end up spending our time. Objectives of the Study This study is primarily being undertaken to study the different aspects of cardiovascular diseases in general and what type of precautions need be taken particularly while doing work outs with a treadmill. The study will try to seek answers to the following key objectives; i. Analysing the rising number of heart ailment cases around the world ii. Analysing the different aspects of cardiovascular diseases and the early signals. iii. Analysing some of the practical difficulties being faced by the person suffering from cardiovascular disease iv. Studying some of the physical fitness exercises being endorsed by the doctors for people suffering from cardiovascular diseases v. Studying the effect of treadmill in particular on persons suffering from heart ailments vi. Finding out how best an individual can use the treadmill in such a manner that instead of becoming a health risk, it becomes a tool for healthy living Research Methodology Research approaches and methods radically influence research content and, consequently, the policies designed in response to that content. Research philosophy is a belief about the way in which data about a phenomenon should be gathered, analyzed and used. This dissertation is a qualitative case study which focuses on an analysis of the cardiovascular diseases in general and studying the impact of using a treadmill for health reasons. To carry out such a study in general we resort to two main approaches; Deductive reasoning, which works from the more general to the more specific subjects. Sometimes this is informally called a "top-down" approach. In such approach we take up the 'theory' and then try to apply it to the hypotheses that we intend to test.

Aristotle's ethics Essay Example | Topics and Well Written Essays - 1250 words

Aristotle's ethics - Essay Example Happiness is the central core of living, which depends entirely on cultivation of virtues. According to Aristotle, playing the mean is the way of cultivating virtues that includes moral virtues for the attainment of individual happiness. Human beings make choices depending on the circumstances that surround them by choosing on one option and neglecting the other. Aristotle believed that his task of ethics was to come up with the highest and the best good that is found in human life. He argued that all human activities always aim at some recognized higher end that we always consider as good. Most activities that human beings incur in are a means of achieving a higher end. He discussed the nature of vices and virtues that are involved in evaluating morals, the conditions that ascribes moral responsibility towards an individual agent and the methods that one incurs to achieve happiness in life. Aristotle rounded off his explanation of what constituted achievement of true happiness by st ating that pleasure is not good in itself because it is incomplete according to its nature. The activities that people engage in are associated with their own distinctive pleasures. Therefore, human beings are directed and guided in nature by their choice or preference for participating in pleasant activities rather than in unpleasant activities. True happiness lies in behavior that leads to virtue, since this alone provides genuine value and not just amusement. In sum, he held that contemplation is the highest form of ethical activity because it is self-reliant, complete, and continuous. Aristotelian ethics states that every activity posses a final cause and the aim for the same good. There is no infinite regress that is associated with extrinsic goods hence there must be highest good, which all human activities aspire which he referred to as happiness. Virtues are opposed to intellectual capacity therefore, virtues of characters happen due to dispositions to act in a given way in response to some similar situations and the habits that one has which makes him behave in a certain way. Good conduct arises from habits, which can be acquired through recurring actions and corrections that makes ethics a practical discipline. Each virtue is a state that naturally seeks its own means, which is relative in its nature. The virtuous habit of any action is an intermediate state between opposed vices of deficiency and excess. In application of this theory of virtue, Aristotle asserts that flexibility is paramount as friendliness is far from deficiency than its excesses. This is because few human beings are inclined naturally to undervalue pleasure; however, it is unusual to ignore or overlook either of the extremes but to regard the virtue opposite the other vices. Aristotle’s ethics are governed at moderate rates, which have dominated the western cultures for a very long time. Ethics being a practical science focuses on human nature that works on accepting a mora l responsibility. Nevertheless, moral evaluation of action presupposes attributions of responsibilities to human agents. This does not apply to all attributions, as responsible actions must be taken voluntarily. Aristotle gave out two conditions under which human actions become voluntary. First, he asserted that actions which are produced by external forces are taken as involuntary which the agent is not fully responsible for. Secondly,

Case Study Example | Topics and Well Written Essays - 1500 words - 14

Case Study Example The case study also looks at the performance of the restaurant in the last few months and makes recommendations as to how the restaurant can be well position in the existing market to gain competitive advantage (Cyrek, 2009). Information on the operational systems of Queens Head exposes key strengths and weaknesses as a food and beverage operation which must become the basis for making any recommendations for the future. The table below outlines the strengths and weaknesses of the company. Queens Head lack a clear tradition position within the market in which it competes. This point is clearly admitted by Cullum who sees the development of specific destination trade as the answer to future growth. Meanwhile, Davis (2005) emphasised the importance of having a clearly identified trading position as an effective tool for growth and competitiveness. This is because the trading position used by the company helps it to develop a competitive advantage which makes it become a preferred choice over competitors due to its position. It is possible to use either Porter’s generic strategic positions or Bowman’s strategy clock to identify a trading position which will become the strategy around which Queens Head will undertake its marketing. The graph above shows that Queens Head has failed to maintain a steady growth in sales in the past 12 months. This applies to both in food sales and drink sales, which is a very worrying situation the restaurant can be finding itself in now. This is because the sales made by the company determine its revenue inflow, which is also an important determinant of capital position for competing on the market through publicity and promotions (Agarwal and Helfat, 2009). As sales have not experienced any significant growth, it will be very difficult for the restaurant to have sufficient funds which are committed to market growth areas that are

Film critique Essay Example | Topics and Well Written Essays - 750 words

Film critique - Essay Example It also highlights the decisions and activities that characterized the Bush administration after the September 11 incident. According to Michael Moore, the Bush administration used the tragic September 11 incident as an excuse to engage in unjust wars in Afghanistan and Iraq (Moore, 2004). The plot of the documentary revolves around the September 11 incident. This is a critical account in the history of the United States. Michael Moore pursues a very critical topic and issue in this film, expressing social, economic and political concerns that surrounded United States after the terrorist attack. This means that Fahrenheit 9/11 (2004) is centrally located in the heart of American people, thereby being likely to capture massive audience. Michael Moore successfully establishes a strong audience base by pursuing an issue that many just took as terrorist attack. To Moore, the aftermath of the attack took a new perspective that laid ground for unjust practices by Bush and his administratio n. Michael Moore’s analysis of what happened after the September 11 incident leaves so much to be desired. For this reason, the setting of the film is critically positioned. The film was produced three years after the attacks, a time when wounds were still fresh in the minds of many and the political debate of the incident was still exacerbating. This timing on this film is perfect, given that all aspects of the American life had been affected by the incident. The highlighted interviews, and the collected views and opinions of the American people show that different people had different understanding of the events that followed the attacks. In this regard, Michael Moore gets those who argue alongside his claims, as well those who dispute the claims outlined in the film. This film is, therefore, two-sided, meaning that it encompasses both propositions and oppositions to the issues raised. In other words, the tragic events that befell United States in September 11 are clearly o utlined before Moore expresses his view on the matter. After these events are highlighted, a critical evaluation of the matter is done. In so doing, the American society has wholly associated itself with part of the film in one way or another, whether they agree or disagree with Moore’s views. While Moore has successfully tried to account for what happened after the September 11 terrorist attacks, some of his views are exaggerated. While his allegations against the Bush administration are true, some of them are way too much personal. The fact that United States is the world’s superpower gives it a significant reason to engage in war at it deems necessary. Moore disputes the Bush administration’s reason to engage Afghanistan and Iraq in war, terming the action unjust (Moore, 2004). However, Osama and his terrorist group Al Qaeda admitted to carrying out the attacks. This was not the first time that Osama and his team had engaged in terrorism. Other states around the world had also experienced terrorist attacks before United States did. Even if United States could not have engaged wars in Afghanistan and Iraq on her behalf, it was right to do so, on behalf of the weaker world communities that had previously been targeted by terrorist groups. Michael Moore wrote the script to the film, and subsequently directed it. He, therefore, delivers a quality film in

Innovationwithin the Music Industry Dissertation

Innovationwithin the Music Industry - Dissertation Example Compared with rock music, reggae music basically inverted the role of bass and guitar: the former was the lead, the latter beat the typical hiccupping pattern. The paradox of reggae, of course, is that this music "unique to Jamaica" is actually not Jamaican at all, having its foundations in the USA and Africa. (.www.history-of-rock-music.com/age/Reggae.php - 6k -) Post World War II saw the emergence of various Caribbean music forms, notably steel-pan music of Trinidad and Tobago. In the late '40s and early '50s, Jamaican musicians began combining the steel-pan and calypso strains with an indigenous mento beat (e.g. Harry Belafonte - Jamaica Farewell). During the 1950s Jamaican youth was turning away from the American pop foisted on them by Radio Jamaica Rediffusion (RJR) and the Jamaican Broadcasting Corporation (JBC). Weather conditions permitting they listened instead to the sinewy music being played on New Orleans stations or Miami's powerful WINZ, whose playlists included records by Amos Milburn, Rosco Gordon, and Louis Jordan. Significant New Orleans artists of the time included Fats Domino, Jelly Roll Morton, Champion Jack Dupree, and Professor Longhair. It is surmised that the delay effects which are an important part of the reggae/dub sound may have initially been inspired by the oscillations in the signal from these far away radio stations. During this period, Jamaican bands began covering U.S. R&B hits, but the more adventurous took the nuts and bolts of the sound and melded them with energetic jazz conceits - particularly in the ever-present horn section - and emerged around 1956 with a hybrid concoction christened ska. Ernest Ranglin, the stellar jazz-rooted Jamaican guitarist who backed up the Wailers on such ska classics as "Love and Affection" and "Cry to Me," says that the word was coined by musicians "to talk about the skat! skat! skat! scratchin' guitar strum that goes behind." Practically overnight, ska spawned a major Jamaican industry, the Sound System, whereby enterprising record shop D.J.'s with reliable U.S. connections for 45's would load a pair of hefty P.A. speakers into a pickup truck and tour the island from hilltop to savanna, spinning the latest hits. D.J.'s also gave themselves comic book nom de plumes like Prince Buster and Sir Coxsone Downbeat.  

Is the Chinese Renminbi Undervalued Essay Example for Free

Is the Chinese Renminbi Undervalued Essay Since July 2005, first time being revalued after 11 years of fixing at 8.27, Chinese Yuan has been heading towards only one direction – all the way from 8.27 to 6.27. Although Yuan is a highly regulated currency by government, Chinese officials could no longer peg the Yuan as it used to be in a closed economy because WTO had opened up doors for Chinese manufacturers in 2001 to export cheap goods and services to developed countries. With trillions of foreign capital flooding into the country, Yuan has appreciated over 30% over seven years. However, this one-way money flow cannot be sustained. Though it is not sure whether Yuan is at the absolute equilibrium, it is currently neither significantly undervalued nor overvalued. This essay is going to explain why Yuan is modestly priced with analysis in both the fundamentals and money flows. Needs for appreciation in past In theory, two open economies should have equivalent purchasing power – that is, if 10 units of foreign currency can buy something that is valued at 1 unit of domestic currency, the implied equilibrium exchange rate should also be 10(domestic as based money). Otherwise, there is an arbitrage opportunity. We call this Purchase Power Parity. In reality, despite some limitations about this theory, it explains most of the valuation problem in China. Take a look at China’s Balance of Payments over 2003-2010 and it is obvious to observe huge surplus annually in both current and capital financial account, accumulating to a foreign reserve of $3.3 trillion. Reach equilibrium? At the government level, on one hand, it had to increase money base to maintain exchange rate against USD at a gradual appreciation pace. On the other hand, it needs to hold huge foreign assets, primarily in USD, to back up its currency from deprecation in the event of capital outflows. Amid the money inflow, Chinese central bank faced mounting pressure of inflation on local assets. The private sectors are impacted in two ways. Firstly, Chinese residents and companies feel much richer now because higher RMB increases their purchase power of foreign assets. This means more imports and capital account outflows. Secondly, inflation and appreciation means that Chinese products and services are more expensive. And this would lead to less exports. Pew Survey showed that 70% of Chinese people feel financially better off than five years ago, which among the best in the world. In the last a few years, the fact of continues Yuan appreciation, associated with stories about how China is cash rich and how Chinese investors are buying everything they can in the world, raises interesting discussion if Yuan had appreciated enough. There is also a trend that more goods are manufactured in new WTO members such as Nepal and Vietnam that have price advantage over China. Moreover, in the currency forward market, investors have priced in modest depreciation for Yuan in the next 12 months and spot market is no longer moving towards one direction. Data shows†¦ All those various observations reveal the same process that drives RMB exchange rate to an equilibrium level. Recent data also suggests that at current FX level, the rise in trade surplus and capital finance account surplus slowed (see chart below). So does foreign reserve. What does it means? If we apply a popular formula: Capital out flow = Foreign Reserve – FDI – Trade surplus Numbers imply that 62.4 – 128.5 – 145.8 = 211.9 billions has flown out of China in the first three quarters of 2012. Although this estimation still lacks of actual evidence, the scale of growth slowing down in foreign reserve in 2012 is worth attention since it is so large that it is hard to be justified by seasonal adjustment or calculation period discrepancy. This might signal the start of reverse capital flows of Yuan, which means Yuan is no longer undervalued. Ultimately†¦ The answer to Yuan’s valuation problem is complex especially given that it is still mostly controlled by government and there are so many dynamic factors to consider. So far there are some money flows and data support the conclusion that Yuan is no longer significantly undervalued. In the long run, as expectation of Chinese government to allow a fully conversion Yuan is built on, maybe the real answer can only be found out by then.

Games candidate Essay Example for Free

Games candidate Essay I begin my warm up by doing a gentle jog for approximately 3 minutes ( more if necessary) to increase my heart rate to around 120 beats per minute (bpm)  Then I do a lap of the pitch alternating forward and backwards jogging.  I then do a width of the pitch doing side steps.  Afterwards I will do a few ball skills to get my focus.  Stretches  Ankles: Loosen my ankles by lifting my right leg and rotating my foot clockwise and then anticlockwise for several seconds. Repeat with the left leg. Calves: Keeping my right foot firmly straight on the ground, take a stride forward with my left leg and bend my left knee. Repeat with left leg.  Stomach: lie down with my hands by my shoulders in the press-up position. Raise waist off the ground using my stomach muscles, and repeat several times. Stand up straight with your legs apart and muscles relaxed. Put your hands on your hips, and swing clockwise with your hips in a circular motion. Repeat going anticlockwise.  Shoulders: Bring arms behind my back, keeping them together, and stretch backward. Neck: turn chin to left shoulder hold 8 secs, right shoulder hold 8 secs, upwards hold 8 secs downwards for 5 secs.  Arms: place hands together fingers entwined and stretch forward  Hamstrings: Both feet flat on floor. Left knee bent, right knee straight in front. Lift toes upwards. Repeat with alternate legs.  Groin: Legs shoulder width apart horizontally bend left leg and lean to the left repeat with the left leg  After my exercises have been completed I need to warm down because our muscles can only cope with so much exercise in a period of time. If our muscles are vigorously worked they suffer an oxygen debt; if they are not given time to recover then an injury may occur. There may be a collection of lactic acid which a cool down can wear off; the lactic acid would be from the anaerobic training For my warm down I will do a 2-3 minute light jog and then 5 10 mins of stretching paying special attention to muscles used. (Repeat warm up however taking more time) Completing static stretches will help in improving my variety of movement.  APPROPRIATENESS OF CHOSEN EXERCISES  As football requires all of the leg muscles to be strong I decided to work specifically on them. All of my exercises work the leg muscles accordingly ensuring that they all have the adequate amount of stress inflicted upon them. The bike and the rowing machine is a race against the clock to do as many reps as possible, therefore will increase my speed and also my strength in all of my leg muscles: especially my quadriceps. The rowing and static stretches will help me increase my power in order to apply it to various areas of football. Flexibility is increased by dynamic stretches; more flexibility means more movement at the hip joint so therefore more power behind the ball when kicked. More flexibility could reduce the risk of pulling ligaments and tendons. The exercises will strengthen my muscles in order to fight off muscle fatigue and lactic acid. I chose to perform the distance run as I knew that my main area of weakness was my stamina. From my pre-test scores I could easily see that my bleep test score was very low; in comparison to what I thought I was able to achieve.  I thought that with a football match lasting 70 mins this season and me only just managing to last the full match, I would struggle next season when the time increases by a further 10 mins. As football demands both aerobic and anaerobic capacity I thought that doing a distance run, would help me improve both: as both require an athlete to sprint powerfully; recover quickly then sprint powerfully again; because of this I knew my breathing would generally improve.  My post tests scores are clear evidence that both my aerobic and anaerobic capacity improved: my bleep test especially showed this as I improved from 5.5 to 6.2.

Dietary Supplements And Consumer Behaviour Psychology Essay

Dietary Supplements And Consumer Behaviour Psychology Essay Dietary Supplement is becoming a fast lucrative industry, according to a study published by the Journal of Nutrition. 54 of all American adults took Dietary Supplements in 2006. In a global view, Dietary Supplements increased their combined retail value by 16% in the 2006-2011 year period to reach $97.6 billion. The aim of this literature review is to define and describe all terminologies regarding Dietary Supplements and Consumer Behaviour. We will also look at the different studies and theories regarding consumer buying behaviour. This study will also identify the factors influencing the consumption of Dietary Supplements. 3.1 Dietary Supplements This section helps in understanding what is a Dietary Supplement, what are the different types of Dietary Supplements available and why people generally consume them. We will also cover the pros and cons of consuming Dietary Supplements. 3.1.1 Definition of Dietary Supplements Dietary Supplement is any product which is designed to supplement the diet and that bears one of the following ingredients: a vitamin, a mineral, an herb, an amino acid, or a weight loss supplement (Main et al., 2004). According to the Dietary Supplements Health and Education Act of 1994 of the United States, Dietary Supplements is defined as a product (other than tobacco) which is ingested and contains a dietary ingredient with the purpose of supplementing the diet. These dietary ingredients include minerals, herbs, botanicals, vitamins, amino acids, and substances such as enzymes, glandular organ tissues, metabolites, extracts or concentrates (FDA, 1994). Dietary Supplements include vitamins, minerals, herbs, meal supplements, sports nutrition products, natural food supplements, and other related products used to boost the nutritional content of the diet (Anon, 2011). 3.1.2 Types of Dietary Supplements There are two main types of nutrient supplements namely Micronutrient and Macronutrient. Micronutrient is that nutrient which our body needs in low quantity to function properly but macronutrient is nutrient which is required in a large amount to enable our body to function correctly (Reimer, 2009). Another key difference noted by Reimer (2009), is that macronutrients provide the body with energy whereas micronutrients play an important role in detoxifying the body and warding off harmful diseases. Proteins,  carbohydrates, and fats are examples of macronutrients, and vitamins and  minerals  are examples of micronutrients. Both types of nutrients can be obtained from the diet and supplements. Micronutrients Multivitamins Multivitamins are a combination of many different vitamins that are normally found in food and other natural sources (Cerner, 2012). Vitamins are organic substances that the body needs to function properly. Vitamins help the body to develop, grow and stay healthy. They strengthen the immune system, assist in forming bone and tissue, regulate metabolism, help convert fats and carbohydrates into energy, and protect cells (Rinzler, 2010). Multivitamins are used to provide the body with vitamins that are not taken in through normal diet; multivitamins are also used to treat vitamin deficiencies caused by illness, pregnancy, poor nutrition and digestive disorders (Boyon, 2012). According to Grotto (2009), taking a daily multivitamin with minerals has long been considered as a nutritional insurance to cover dietary shortfalls. Macronutrients Meal Replacements A meal replacement acts as a substitute for a solid food meal. A meal replacement is a prepared product, such as a bar, shake or powder which can substitute a regular meal. Available in various forms, these products are intended to provide healthy amounts of vitamins, minerals and nutrients to make up for those an individual does not get by eating a normal meal (Zangwill, 2008) Sports Nutrition Supplements Sports Nutrition Supplements is a broad category which includes both sports performance and weight loss supplements (Wilborn, 2010). It includes pills, powders, formulas and drinks formulated to enhance physical activity. Some examples are creatine, amino acids, protein formulas, and fat burners. Creatine supplements  are athletic aids used to increase high-intensity athletic performance. (Wikipedia, 2011) Amino acid is a molecule which is necessary to create protein. An inadequate intake of amino acids can result in extremely serious health consequences (Tresca, 2012). Protein supplements are large molecules composed of one or more chains of amino acids. Protein is required for the structure, functioning, and regulation of the bodys cell. Protein supplements are mostly purchased and consumed by individuals involved in body building (Rogers, 2007). Fat burners are supplements which help to burn calories by increasing the rate of the bodys metabolism. People who are under diet often use fat burners to reduce their body fat more quickly (Stoppani, 2012). 3.1.3 Reasons for Consuming Dietary Supplements The main reasons highlighted for consuming Dietary Supplements are: Health Purposes Taking supplements can provide additional nutrients when ones diet is lacking or when certain health conditions cause the body to develop an insufficiency or deficiency. In most cases, multivitamin supplements provide all the basic micronutrients (vitamins and minerals) the body needs (Jegtvig, 2013). Dietary Supplement is perceived as a prevention and as a protection against future health issues (Peters et al. 2003). According to (Sadovsky et a/ 2008)., American consumers often cited that they purchased Dietary Supplements because of health promotion. Improving Athletic Performance Athletes often purchase supplements in an attempt to meet or exceed the nutritional demands of sports competition (Antonio, 2010). Dietary Supplements are very popular among professional and recreational athletes, body builders and fitness enthusiasts; they do so mainly for sports nutrition and to seek better performance (Samadi, 2011). Often protein is required to increase the building or repair process of muscle in the human body. The use of high-protein diets has a long history in the sport field; it was reportedly popular with athletes in the Olympics of ancient Greece. According to (Tarnopolsky, 2007) protein intake of strength athletes or bodybuilders should be around 50% to 100% higher than the average population. According to Maughan (2007), knowledge about the composition of foods among athletes is not generally good, which result in a restricted choice of food and Hawley (2006) on the other hand stated that most sporties think they are achieving their protein intake goals. Protein supplement offers athletes the possibility to achieve an adequate level of protein intake without changing too much their eating habits. Protein supplement are easy and quick to take, they can be taken before or after training (Tipton et al., 2006). Improving Personal Appearance According to (Berens, 2008), modern high-fat, high caloric diets combined with physical inactivity have contributed to the epidemic of overweight and obesity in America. In a study conducted by Ogden (2012), it has been found that 57% of the general population of New York were considered overweight or obese. Studies carried out revealed that many consumers purchase and use Dietary Supplements to help them lose weight (Blanck et al., 2008). A large number of Dietary Supplements manufacturers have seen an opportunity and have created weight loss Dietary Supplements to help to combat obesity. Weight loss supplement varies from calcium, fibre, conjugated linoleic acid (CLA), green teen extract, meal replacement and Orlistat, an over-the-counter weight loss drug (Parker, 2011). A nationally representative survey found that 33.9% of people who were making a serious weight loss attempt admitted to have used Dietary Supplements (Pillitteri et al., 2008). Some nutritional studies have reveale d that people who use Dietary Supplements generally have a higher nutrient intake from food. According to Mehdi (2007), nutritional Supplements (protein and amino acids) play an important role in the muscle building, hence improving the appearance of the body (muscular body) Avoiding Pharmaceuticals Individual nutrients such as vitamins may be used to treat a simple deficiency, such as an iron deficiency, but sometimes they are used therapeutically to treat specific health conditions or risk factors. Studies have shown that Dietary Supplements is common among people with chronic or recurrent condition (Jacques, 2009). Other factors for use are financial. During the recession, the rise in unemployment and subsequent loss of health has led consumers to turn to Dietary Supplements in an attempt to avoid expensive insurance coverage and minimise cost with dollars and drugs (Mintel, 2009). Main Survey Findings about Dietary Supplements The FSA (2005) research found that: Women are more likely to purchase Dietary Supplements than men. Older people and people caring for their health benefit are more likely to consume Dietary Supplements. The market for dietary is not only exclusive for Adult, 51% of the consumers are children. 3.1.4 Pros and Cons of Consuming Dietary Supplements According to Duran (2011), the following are pros and cons associated with Dietary Supplements: PROS Correction of Nutrient Deficiencies Nutrient deficiencies can lead to serious medical problems, such as anemia, bone fragility, poor immune system function and nervous system abnormalities. Dietary Supplements can help correct the deficiencies and reverse the medical abnormalities associated with the condition. Disease Prevention Specific types of dietary supplements can help reduce the risk for certain types of diseases and medical conditions. CONS Not a Replacement for Food Dietary supplements are not a replacement for food. Food contains a complex constellation of nutrients, including substances called phytochemicals, which biomedical researchers believe provide health benefits. Getting nutrients from wholesome foods is more healthful than relying on Dietary Supplements to meet nutrient needs. Potential for Toxicity When it comes to Dietary Supplements, more is not necessarily better. The fat-soluble vitamins A, D and E can accumulate to toxic levels in the body if taken in doses that significantly exceed the recommended daily allowance. Additionally, certain herbs and botanicals may prove toxic if one is having underlying medical problems, such as chronic kidney or liver disease. Side Effects and Interactions As with any medicinal product, Dietary Supplements sometimes cause side effects and may interact with prescription medications. Serious and potentially life-threatening supplement / drug interactions can also occur. 3.2 Consumer Behaviour This section brushes the main definitions and theories pertaining to consumer behaviour. It also covers the main factors influencing consumer behaviour. 3.2.1 Definition of Consumer Behaviour Consumer behaviour is a complex, dynamic, multidimensional process and all marketing decisions are based on assumption about consumer behaviour (Khan, 2010). A number of different approaches have been brought forward in the study of consumer behaviour. The five approaches are namely Economic Man, Psychodynamic, Behaviourist, Cognitive and Humanistic Approach. 3.2.2 Approaches to Consumer Behaviour Consumer behaviour has been the subject of analysis by economists, psychologists, and management expert. Economists have taken up the study of consumer behaviour in the nineteenth century, while psychologists and management experts are late entrants (Intriligator 1985). Each stream of thought and approach differs from other in view point, contents and thrust of analysis. 3.2.2.1 Economic man Approach According to (Richarme, 2007), work in this area began around 300 years ago, the early research considered man as an entirely rational individual, making decisions based upon the ability to maximise utility whilst doing the minimum effort. In order to behave rationally, the consumer must be aware of all the available consumption options, must be capable of correctly rating each alternative and be able to select the best option (Kanuk, 2007). According to (Simon, 1997) customers rarely have the sufficient information, motivation or time to make the best decision and often make decisions based on influences such as social relationship and values. 3.2.2.2 Psychodynamic Approach This approach was first developed by Sigmund Freud. The psychodynamic approach suggests that behaviour is subject to biological influence through instinctive forces or drives which acts outside the conscious thought (Robertson et al, 1991). The main point in this approach is that behaviour is determined by biological drives, rather than individual cognition or environmental stimuli. 3.2.2.3 Behaviourist Approach Behaviourists regard all behaviour as a response to a stimulus (Sammons, 2005). In other words, they assume that the action of an individual is determined by his environment he is in, which provide a stimuli to which he responds. According to Sammons (2005), the behaviourist approach can be much effective due to the methods it uses, which are the insistence on objectivity, control over variables and precise measurement; thus meaning that the studies carried out tend to be quite reliable. However, Sammons in his article explained that the scientific method used by psychologists must be studied under artificial conditions that often do not reflect the real-world contexts. 3.2.2.4 Cognitive Approach The term cognitive psychology came into use with the publication of the book  Cognitive Psychology  by Ulric Neisser in 1967. Cognitive Psychology revolves around the notion that if we want to know what makes people tick then we need to understand the internal processes of their mind (McLeod, 2007). He also added that the cognitive approach focuses on the way humans process information, looking at how we treat information that comes in to the person (what behaviourists would call stimuli), and how this treatment leads to responses. There are two main types of Cognitive models namely analytical models which provide a framework to explain the behaviour of consumers. These models identify a number of influencing factors and their relationship in the consumer decision making process. These models follow five step classification namely outlining problem recognition, information search, alternative evaluation, choice and outcome evaluation in the consumer decision process (Schiffman and Kanuk, 2007). The two most common known analytical models are the consumer decision model (Blackwell et al, 2001) and the theory of buyer behaviour (Howard and Sheth 1969). The second Cognitive model is the prescriptive model. According to (Moitial, 2007) prescriptive models provide guidelines or frameworks to organise how consumer behaviour is structured. The most widely known models are theory of Reasoned Action who was developed by Fishbein and Ajzen in 1975 and the Theory of Planned Behaviour which was developed by Ajzen in 1985. In the next chapter of this literature review, we will look at the planned behaviour in more details. 3.2.2.5 Humanistic Approach There are a growing number of marketers who believe that the cognitive approach has some major limitations. According to Nataraajan Bagozzi (1999) the first limitation of the cognitive model is that it neglects the role of emotion in decision making. There is a pressing need in the field to balance the rational, cognitive side of marketing thought and practice with new ideas and research on the emotional facets of marketing behaviour (Nataraajan and Bagozzi 1999 p. 637) The second limitation of the cognitive model is that it does not take into consideration the concept of volition (Rey, 2011). According to the Oxford Dictionary, volition can be defined as the process by which different kinds of living organisms are thought to have developed and diversified from earlier forms or a gradual development. The third limitation is that the cognitive model does not take into consideration egoism; there is a lack of research that has examined the influence of altruistic motives on any consumer behaviour. Humanistic Approach priority is to understand peoples subjectivity, try to put oneself in the mind of the individual. As a result, it rejects the objective scientific method as a way of studying people (Sammons, 2011) 3.2.3 Theory of Planned Behaviour The Theory of Planned Behaviour (TPB; Ajzen 1991) is one of the mainly used cognitive models. The Theory of Planned Behaviour has been introduced by Ajzen in 1991 due to the rising limitation of the previous cognitive model; the Theory of Reasoned; which was developed by Ajzen and Fishbein in 1975. The Theory of Planned Behaviour is based on the assumption that the human being normally behave in a reasonable and sensible manner, when making a decision or undertaking an action; an individual would seek for available information and the implication in doing such action. According to this theory developed by Ajzen, a persons intention to perform or not to perform a behaviour is the most immediate determinant of that action. According to the Theory of Planned Behaviour, intention and behaviour are a function of three determinants; one personal in nature, one reflecting social influence and the third dealing with control (Ajzen, Pg 117). The first determinant that is personal factor is simply the individuals attitude (positive or negative) towards a particular behaviour of interest. The second determinant is the persons social pressure to perform or not to perform such behaviour. It is generally referred to subjective norm (Ajzen, 2002). The third determinant is the sense of self- efficacy or the ability of the individual to perform such behaviour which has been termed by Ajzen as Perceived Behavioural Control. The main difference between the Theory of Reason and the Theory of Planned Behaviour is the control component of the Theory of Planned Behaviour (Conner Spark, 2005). As it was mentioned in the previous paragraph, the Theory of Reason assumes that human social behaviour model is under volitional control and thus it can be predicted from the intention only. Ajzen (1985) found that often, the individual does not have complete control, hence the Perceived Behavioural Control was added to the Theory of Reason. Ajzen named it the Theory of Planned Behaviour where Perceived Behavioural Control could be used to predict the non-volitional behaviours. Perceived Behaviour Control is when a person expecting that the performance of the behaviour is within his/her control and has the confidence that he/she can perform the behaviour (Coner, 2010). This is similar to the concept of self-efficacy developed by (Bandura, 1997). The theory of Theory of Planned Behaviour has been largely tested and has also been successfully applied to understand the different types of behaviour (Conner and Sparks, 2005). Armintage and Corner (2001) reported that, across 154 applications; attitudes, subjective norms and Perceived Behavioural Control accounted to 39% of the variance intention. Perceived Behavioural Control accounted for 27% of the variance in behaviour across 63 applications. Figure 3.1: The Theory of Planned Behaviour, adapted from  Ajzen (1991). 3.2.3.1 Limitations of Theory of Planned Behaviour According to the Theory of Planned Behaviour, intention is determined by three classes of behavioural beliefs (normal norms, subjective norm and perceived behaviour control), however these assumptions are highly debatable. Generally the combination of attitudes, social norms and perceived behavioural control leads to a reasonable prediction of behavioural intention. However, (Schwenk and Moser, 2009) reported that: Although the inferred correlation (between intention and behaviour) is substantial, one should not expect to be able to explain a third of the variation observable in environment behaviour. This indicates that the strong causal of the Ajzen Model is not met in realityà ¢Ã¢â€š ¬Ã‚ ¦.. Ogden (2003) noted that the Theory of Planned Behaviour is a conceptual based model and discussed several limitations of Ajzens theory. Based on literature review, Ogden observed that some of the studies carried out under the Theory of Planned Behaviour reported no role for subjective norms; others showed no predictive role for perceived behavioural control and some shows no roles for attitudes. Several suggestions have been put forward within Attitude Theory to understand, explain and reduce the attitude-behaviour gap. A general approach is the extension of the Theory of Planned Behaviour with additional explanatory constructs. The main additional approach which was brought forward was the perceived availability and the importance of price. Ajzen (2002) reported that the perceived behavioural control could be divided into two subclasses namely perceived self efficacy, which refers to the ease or difficulty of performing the behaviour and perceived controllability which refers to the extent to which performance depends on the individual. Perceived controllability deals with consumers external control to buy; the perceived self efficacy deals with consumers internal control to buy (Conner Armitage, 1998). Regarding the importance of prices, higher prices may be an obstacle, especially for low income group consumers to make a purchase (Tarkiainen Sundqvist, 2005) 3.2.4 Factors Influencing Buying Behaviour The stimulus-response method is based on the work of classical psychologists such as Pavlov and Watson (1870), who found that all organisms have psychological drives directly related to their need for survival. According to Hisrich (2000) drives can be divided into primary and secondary drives whereby primary drives refers to the need to avoid pain and the need for belonging whereas secondary drive refers to guilt, pride and acquisitiveness in attempt to satisfy primary drives. As you can see below in the stimulus diagram, Marketing and Environmental stimuli enter the buyers consciousness. The buyers characteristics and decision process will lead to a purchase decision. For my study I will concentrate only on the buyers characteristic to understand how these characteristic affect the decision to purchase or not to purchase a product. 3.2.4.1 Buyers Characteristics Consumer Behaviour can be influenced by buyers characteristics. These characteristics are cultural, social, personal and psychological factors. Those factors exert a certain influence in the mind of customers when buying a particular product according to Kotler (2001) Cultural Factors Cultural factors can be classified into culture, subculture and social class. Those factors are particularly important in understanding the buying behaviour of customers. The factors represent a hierarchy of social influences, ranging from broad, general effects on consumption behaviour such as those imposed by the culture we live in to more specific influences that directly affect a consumers choice of a particular product or brand (Boyd et al, 1998) Culture According to Kotler (2001), culture is the most fundamental determinant of a persons wants and behaviour. Culture is the total way of life of a society, passed from generation to generation, deriving from a group of people sharing and transmitting beliefs, values, attitudes and forms of behaviour that are common to that society and considered worthy of retention (Chisnall, 1985). Kotler reported that a growing child acquires a set of values, perceptions, preferences and behaviours through his or her family and other key institution. Riley (2012) reported that a cultural shift is an important opportunity for marketers. He also argues that a shift towards greater concern about health and fitness has resulted in more industries servicing customers with low calorie foods, health related products, exercise equipment or Dietary Supplements. Subculture Each culture contains subculture, according to Kotler (2001), he defines subculture as nationalities, religions, racial groups and geographical regions. According to Schouten and Mc Alexender (1995), subculture is a distinctive subgroup of society that self-selects on the basis of shared commitment to a particular product class, brand or consumption activity. According to Jim Riley (2001) the young culture has quite distinct values and buyer buying characteristics comp-are to the older generation. Nevertheless, subculture is usually identified through race, nationality, religion, geographical region and age (Hawkins et al, 1989). Social Class According to an article published by the Princeton University (2010) a  social class  is a group of people who have the same social, economic, or educational status in society. According to Kotler (2001), social classes differ in dress speech patterns, recreational preferences and among others. He reported that there are four main types of characteristics which define a social group. Those within each social class tend to behave more alike than persons from two different social classes. Persons are perceived as occupying inferior or superior positions according to social class. Social class is indicated by a cluster of variables (occupation, income, wealth, social class) Individual can move from one social class to another one (up or down). Social Factors Apart from cultural factors, consumer behaviour is also influenced by social factors such as reference groups, opinion leaders and family Reference Groups Kotler (2001) defines reference groups as all the groups that have a direct (face-to-face) or indirect influence on an individuals attitude or behaviour. Another definition of reference groups is those groups the consumer identifies himself with and wants to join. Opinion leaders   Opinion leaders  are people with expertise in certain areas. According to Bergstrom (2008), an opinion leader is anyone who has an active voice in a community; it is somebody who speaks out and who is often asked for advice. Brenna (2013) reported that health and fitness movement is now influencing many industries including food, travel, clothing, footwear, entertainment and among others. OptiMyz Magazine (Sport and Nutrition Magazine, 2013) revealed that their readers are educated, affluent and focused; they tend to be opinion leaders in their social groups. Readers would recommend their siblings to use the supplements advertised in the magazine. Family According to Kotler (2001), the family is the most important consumer-buying organisation in society. The individual members who make up the family unit exercise an influence over each others behaviour and therefore the activities which form part of consumer decision-making (Cox, 1975). Kotler (2001) stated that in countries where parents live with their grown children, their influence can be substantial. In the United States, the husband-wife involvement has traditionally varied widely by product category. Psychological Factors Even if two consumers have equal involvement with a product, they often purchase different brands for different reasons. The information they collect, the way they process and interpret it and their evaluation of alternative brands are influenced by psychological variables. Those variables are motivation, perception, learning and belief and attitudes (Boyd et al., 1998). Motivation Motivation is the force, which energises behaviour, gives direction to it and underlines the tendency to persist (Barton et al, 1996). According to recent studies carried out, it has been proved that motivation may affect reasoning through reliance on a biased set of cognitive process (Eagly Chaiken, 1993). Therefore understanding motivation is very important. Learning Learning is to gain knowledge, understanding or skill by study, instruction or experience (Arbib et al., 2005). Osselear and Alba (1999) further laid down that consumers learn the relationship between product attributes and quality and they will differentiate among brands that possess different attributes and treat as commodities those brands that share the same attributes. Personal Factors A buyers decisions are also influenced by personal characteristics. These include the buyers age and stage in the life cycle, occupation and economic circumstances, lifestyle and personality. Age and Stage in the Life Cycle Age has an impact on consumers buying decision. The type of leisure activities they participate in, the likelihood of their being in education or at work, their need for health care and their preferences for style and fashions will change them. (Crown, 2009) Occupation and Economic Circumstances People who function in higher status occupations have characteristics personalities, motives and values that set them apart from those in less prestigious positions (Kohn Schoenbach, 1983; Kohn et al. 1990). Lifestyle Lifestyle is defined as a pattern in which people spend time and money. People from the same culture, social class and occupation may have very different lifestyles, expressed in their own activities, interests and opinions. Lifestyle as such influences the consumer in his purchase of products (Chellum Esson, 1999). 3.2.5 Buyers Decision Process In this model, the consumer passes through five stages: problem recognition, information search, evaluation and selection of alternatives, decision implementation, and post-purchase evaluation. The diagram below depicts the process which goes in the mind of a buyer when deciding to effectuate a purchase. Figure 3.2: The Consumer Information Processing Model Source: Adopted from Kotler (1997) Problem Recognition The consumer buying process begins when the buyer recognises a problem or need (Ken Matsuno, 2007). Typically, researchers seek to identify consumer problems by analysing the factors that widen the gap between the actual and the desired state. The desired state of the consumer is inspired by their aspirations and circumstances. Culture, sub-culture, reference group and lifestyle trends can cause people to change their desired state. Information Search When a consumer discovers a problem, he/she is likely to engage in internal and external information searches. It has been recognised that information search often precedes brand preference formation and that search behaviours may vary according to individual characteristics (Block et al., 1896). Usually educated people are more likely to engage in more meaningful search for information, thereby contributing to a higher level of search (Kiel and Layton, 1981; Marvel, 1996; Newman Staelin, 1971) Evaluation of Alternatives Consumers may apply a variety of criteria in evaluating purchase alternatives, which will vary in importance of influence in shaping alternative evaluation and selection (Black et al, 2001). According to Matsuno (2007), by gathering information, the