Strategical approach of comprehension

Strategical approach of comprehension Disadvantages of the Strategical Approach of Comprehension For students of English, it is listening comprehension that usually seems to be the hardest to master among the different skills of language learning. Therefore, there are numerous theories published in order to make listening tasks more effective and to devise more useful types of practice. One of these methods proposes the separate improvement of particular sub-skills, of which listening comprehension is claimed to consist, and it also suggests the application of listening strategies, which theoretically make listening easier. It is not hard to realize, though, that however tempting they might seem, the strategic approach of listening comprehension means more needless work to students than improvement. To begin with, it has a negative effect on students results that this approach of comprehension underestimates the importance of practice. As Field (1998) formulates it, For fifteen years it has been axiomatic that more reading does not necessarily mean better reading. (p. 112). First, this can mean that the exclusive training of sub-skills does not allow comprehension to improve as a whole. Second, since different types of exercises require different strategies, learners might perform badly in the types not practised extensively. In summary, the subordinated role of practice can have a negative effect on students. The second reason is that the exclusive use of authentic texts can significantly slow down the progress of students at a lower level of proficiency. First, as the strategic approach fails to realize the importance of grading texts, it can be unnecessarily difficult although the more one can understand in a listening task, the more useful the particular task is, (Ridgway, 2000). Second, a less proficient student might lose motivation if the listening texts seem to be impossible to understand. Third, the theory of listening strategies suggests predicting the meaning and guessing unknown words from content; that, however, can lead to the reduced expansion of vocabulary. To summarize, the use of authentic texts can mean a definite disadvantage on certain levels of proficiency. Finally, one could say that listening strategies can prove extremely helpful for learners, but actually it consumes a significant amount of resources to practice these techniques. On the one hand, practising each of these techniques separately consumes a far larger amount of time than a student could afford at the expense of training other areas of language proficiency. On the other hand, the constant effort to choose the appropriate strategy can be very difficult and exhausting for students and is often futile; Field (2000) himself tends to admit this, as well, it seems that they may not be capable of employing it appropriately in relation to a particular listening text or of combining it successfully with other strategies that they have encountered. (p. 192). To summarize, the application of strategies requires more time and energy than the advantages it provides. In conclusion, it can be seen through various reasons that the strategical approach of comprehension is not as beneficial for students as it might seem in the beginning. First, it provides a smaller amount of practice for the students. Second, the extensive use of authentic texts suggested by this theory can be inappropriate for certain students. Third, the strategy-based approach is definitely more time- and energy-consuming than it is helpful. From the above mentioned points, it is clear that the use of different strategies is not required for effective language learning. References: Field, J. (1998). Skills and strategies: towards a new methodology for listening. ELT Journal, 52(2), 110-118. Field, J. (2000). Not waving but drowning: a reply to Tony Ridgway. ELT Journal, 54(2), 186-195. Ridgway, T. (2000). Listening strategies- I beg your pardon?. ELT Journal, 54(2), 179-185.

The impact of SATs

The impact of SATs Special Study: What impact do Standard Attainment Tests (SATs) have on the education of primary school children in the final year of each Key Stage? Standard Attainment Tests (SATs) have been an integral part of summative assessment in primary education since their introduction in the 1990s. These tests, occurring at the end of each of the first two Key Stages, usually take place in May, when Year Two children sit tests in English and Maths, and Year Six children are tested in English, Maths and Science. The rationale for these tests was that the results should, first, genuinely give information about how children were doing in the National Curriculum (Sainsbury and Sizmur, 1996). Secondly, these assessments should provide an authentic reflection of the kinds of work children have to do in following the curriculum (Sainsbury and Sizmur, 1996). However, from the outset, SATs have attracted considerable criticism in the media, not only from teachers and parents, but also from education researchers and government officials (Yarker, 2003). This criticism stems from the notion that these groups do not believe that either part of the above rationale is being ideologically or practically adhered to. In the first instance, they argue that the most important reason for collating the test results is not to determine individual childrens attainment levels, but instead to compare the overall attainment of one school with others. In the second instance, they argue that the tests, and their implem entation, do not accurately reflect the range of educational tasks undertaken by children in school: by posing a series of predominantly closed questions under strict, timed test conditions, all the test results indicate is a level of the childrens competence at taking tests, and not their ability in the subject in question. According to Wintle and Harrison (1999), these test results are the most significant performance indicator used by teachers, inspectors, parents and other professionals. However, one major component group is missing from this statement: the children taking the tests. It is crucial to examine the issues surrounding the impact that SATs have on these children, so that an overall view of the situation can be established. These issues can be split into three broad categories. Firstly, it is important to consider how and why childrens learning is affected by SATs. Secondly, childrens attitudes, both towards this aspect of their schooling and likewise to the test itself, need to be discussed and analysed. Finally, it is vital to examine the emotional effects SATs have on children, and the causes and consequences of these effects. One of the principal effects on childrens learning, according to research by Connors et al (2009), is the issue of children being taught to the test in the months and weeks preceding the eventual sitting of the SATs. This involves classroom activities such as children learning how to answer typical SATs questions and the taking of practice tests, in addition to the delivery of the National Curriculum in the relevant subjects. In some respects, this can be beneficial to children. For example, they should be well prepared for the type of questions that will be posed in the SATs; it might be concluded from this that they will gain higher marks. Moreover, it may positively impact on childrens behaviour, as argued by Hall et al (2004), where the taking of practice tests improves childrens concentration and greatly reduces classroom disruption, as they regularly need to display these attributes under test conditions. There are, however, other respects in which the methodical approach of teaching to the test may be disadvantageous to childrens learning. For instance, due to the importance of SATs for summative assessment purposes, teachers feel personally accountable for their pupils results (Connors et al, 2009). This is for two main reasons: firstly, they are responsible for the academic progress of the children in their class, and therefore feel that whatever marks these children achieve in their SATs reflect their competence as practitioners. Secondly, on a broader scale, they also feel pressurised into teaching to the test in order to maintain or improve the schools position in the SATs league tables, and also to meet national targets. This can have a negative impact on childrens learning as, during these heavily SATs-focused lessons, children are taught examination technique rather than developing the knowledge and skills the test is designed to assess (Hall et al, 2004). This limits a holis tic approach to their education, as this teaching method revolves around memory and repetition, rather than skills and application. Furthermore, because teachers are limited as to how far they can deviate from the curriculum, the scope for creativity in these lessons is greatly reduced. Another way in which SATs impact upon childrens learning concerns the fact that an increasing percentage of the school timetable is being dedicated to the teaching of the SATs subjects, according to research by Webb (2006). Although English, Maths and Science, due to their long-established importance across all Key Stages, have always featured prominently in the school schedule, the danger exists that a disproportionate amount of the school week will be spent on the teaching and learning of these subjects, primarily caused by the teachers feeling of personal accountability (Connors et al, 2009). Consequently, the rest of the primary curriculum subjects, especially art, music and physical education (Webb, 2006) may not have as much time devoted to them. This would adversely affect the childrens right to receiving a broad and well-balanced primary school curriculum. Taking this potential curricular imbalance a stage further, some schools organise weekend and after-school SATs clubs, an d some parents enlist private tutors for extra SATs coaching sessions (Byrne and McGavin, 2004). On a positive note, these courses of action may help to increase childrens confidence and competence in the target subjects. However, these constant levels of coaching, both during and after school hours, may change childrens attitudes towards SATs-orientated teaching and learning, and their eventual participation in the tests themselves. According to research by Connors et al (2009), some children, especially those taking the Key Stage Two SATs, regard both the prior preparation and the test itself to be ways of challenging themselves at school. This sense of challenge can increase childrens motivation and application levels in the classroom (Drummond, 2003), as children try to meet the demands of an increasing, more intense academic workload, and acquire new knowledge and skills. What is unclear, however, is whether these increased motivation and application levels are mirrored in non-SATs subjects. Another positive aspect of the challenge of SATs is that many children associate hard work with higher marks (Webb, 2006), which can be an additional motivational factor. Although it could be argued that aptitude, rather than attitude, contributes to higher levels of achievement, it is nevertheless important to encourage this positive thinking. This idea is extended on a social level by Byrne and McGavin (2004), who argu e that the achievement of higher marks can add a competitive element to educational proceedings, as children try to achieve more highly than their peers do. However, it is important to note that this has the potential to cause emotional distress to the child who does not perform as well as others, even if the competition is meant to be friendly and light-hearted. In contrast, many children have a much more negative attitude towards SATs and the teaching and learning associated with it. Referring back to the challenge of SATs, according to research by Hall et al (2004), some children, rather than viewing them as a challenge to be overcome, regard them instead as either a bridge too far or, even worse, a complete waste of time. In the case of these children, these negative attitudes may be caused by a variety of factors. For example, they may be lower achievers who find the increased intensity of, and the amount of time devoted to, SATs preparation difficult to cope with. This can cause them to become disillusioned about the SATs, which, in turn, can have an adverse affect on their behaviour and motivation levels. At Key Stage Two level, many schools place children into ability groups in the SATs subjects (Webb, 2006); this can alleviate this problem to a certain extent, as their individual learning needs can be more appropriately catered for. Nevertheless, it could be argued that, although the level and pace of such learning would be more appropriate for lower achieving children, this solution does not directly address these childrens possible concerns about the amount of time allocated to the SATs subjects. A further concern for lower achieving children, according to Yarker (2003), is that, if they do not achieve what they consider to be good marks in the tests themselves, they will be labelled as failures. It is, however, important to clarify that these children are never labelled in this way by teachers, but by the children themselves, who are concerned about the effect that SATs results will have on their future, both academically and motivationally. Another factor that may cause children to have a negative attitude towards the SATs is highlighted by Wintle and Harrison (1999), who argue that the concentration on SATs preparation is linear and regimented to such an extent that children no longer have any ownership of it. This can have a distinct attitudinal effect on the children. They may become disillusioned by the fact that, because of the focus on SATs work, they are simply undertaking activities and tasks for the sake of knowing how to do them for SATs purposes, rather than for the benefit of their own learning. Cullingford (2006) echoes this view, stating that, with regard to SATs preparation, children perceive their task in school as not so much to think as to guess what it is that the teachers want. Moreover, further research conducted by Cullingford (2006) suggests that many children, particularly those at Key Stage Two level, are surprisingly aware of the importance of SATs and even the significance of league tables. It can therefore be argued that they consider SATs to be one of the most, if not the most crucial aspect of their schooling during the final year of each Key Stage. This attitude can have a positive or adverse effect on their commitment to the SATs and the preparation for them; again, this depends on the attitude and aptitude of individual children. This surprisingly common awareness of the importance of both the SATs and the results they achieve in them is one way in which children can become not only attitudinally affected, but also emotionally affected by them. In this instance, because of the strong focus on preparing for the tests, children may feel pressurised, and in many cases excessively so, for two main reasons. Firstly, according to a study by Connors et al (2009), some children put themselves under pressure to perform well because they have worrisome thoughts and concerns about the consequences of failure if they do not. It could be argued that this level of worry should have no place in the mind of a child of primary school age, although it does further illustrate the importance the children place on SATs. Secondly, many children realise that SATs results are important to their teachers; consequently, the children also perceive them as important (Webb, 2006). This realisation, generally speaking, is a subconscious o ne: the children are not told outright by the teacher that the SATs are important. Instead, the curricular focus on the preparation for the SATs signifies their importance in the childrens minds. Furthermore, if the children respect their teacher (the way they should in an ideal situation), then they may feel under pressure to perform well in the SATs to attempt to prove that their teacher has taught them well, thus enhancing their reputation. One final important point about this kind of pressure is that it may not necessarily have a negative effect on all children; conversely, some children may thrive on it, and work harder and achieve higher as a consequence. It can be argued that any increase in pressure will increase the likelihood of stress and anxiety, particularly in the case of children, who will not have had the experience of coping with such pressure increases at this stage of their lives. According to Yarker (2003), children, particularly at Key Stage One level, become stressed through constant teaching to the test and test practice, due to both its intensity, and its implementation to the apparent exclusion of the rest of the curriculum. However, Byrne and McGavin (2004), whilst acknowledging the stress that this may cause to children, argue that it is the thought of, and the participation in, the tests themselves that cause the highest levels of stress and anxiety in children. In certain severe cases, research has even discovered a direct link between these SATs related stress levels that can be detrimental to the childs health and their life outside school, such as loss of sleep (Yarker, 2003), loss of appetite (Hall et al, 20 04) and headaches (Connors et al, 2009). With regard to childrens emotions about the prospect of being formally tested, some children were excited and were looking forward to taking the tests, according to a survey by Connors et al (2009). A possible reason for this could be the fact that they may regard the tests as the culmination of their hard work, and they offer them the chance to put their newly acquired skills and knowledge into practice. They can prove to themselves and to their teachers that they have learnt what the tests require them to learn. In contrast, other children can display signs of nervousness and apprehension during the period immediately prior to taking the tests (Connors et al, 2009). Reasons for this could include the fear of getting a poor result, which may not only adversely affect their self-esteem, but may also make the child think that their teacher (and possibly their parents and their peers) will think less of them as a result. They may also worry that they have not worked hard enough, or not achieved enough in the target subjects to obtain the level that they want to achieve. Furthermore, children can often have problems during the taking of the test itself (Byrne and McGavin, 2004), not only for the aforementioned reasons, but also due to other factors. For instance, many children, particularly at Key Stage One level, may find it difficult to formulate answers and recall previous learning and knowledge under the pressure of timed test conditions. Furthermore, if the child is not in a prepared, focused frame of mind before the test starts, this can affect their performance on the day, which could lead to a lower, potentially misleading test result. In conclusion, it is clear from the evidence that primary schools take the process of preparing children for the SATs tests very seriously. However, the way in which this issue is approached depends on the individual school concerned, and the ways in which they implement their teaching and classroom procedures. One thing remains constant, though. Regardless of the methods used, and the reasoning behind them, SATs will have an academic, attitudinal and emotional impact on childrens education in the final year of each Key Stage. Although the evidence available has predominantly shown a bias towards SATs having a negative impact in these respects, they can have a positive impact under the right physical and mental conditions. In the same way that the approach to SATs depends on the individual school, the level and the inclination of the impact depends on the individual child, and their individual level of aptitude, dedication, self-belief and resolve. Reference List / Bibliography Byrne, K. McGavin, H. (2004) A parents guide to primary school. London: Continuum Connors, L. et al (2009) Causes and consequences of test anxiety in Key Stage 2 pupils: the mediational role of emotional resilience. In: British Educational Research Association Annual Conference. University of Manchester, 2-5 September 2009. Cullingford, C. (2006) Pupils views of the school experience. In Webb, R. (ed) Changing teaching and learning in the primary school. Maidenhead: Open University Press Drummond, M. J. (2003) Assessing childrens learning. London: David Fulton Fielding, S. et al (1999) The (mis)use of SATs to examine gender and achievement at Key Stage 2. Curriculum Journal, 10 (2), pp. 169-187 Gipps, C. V. (2002) Beyond testing: towards a theory of educational assessment. London: Routledge Falmer Green, C. et al (2001) Children put the national tests to the test. Education 3-13, 29 (3), pp. 39-42 Hall, K. et al (2004) SATurated models of pupildom: assessment and inclusion/exclusion. British Educational Research Journal, 30 (6), pp. 801-817 Headington, R. (2003) Monitoring, assessment, recording, reporting and accountability: meeting the standards. London: David Fulton Sainsbury, M. Sizmur, S. (1996) Curriculum-based assessment and the search for authenticity. In Sainsbury, M. (ed) SATs the inside story: the development of the first national assessments for seven-year-olds, 1989-1995. Slough: NFER Tennent, W. et al (2008) Assessing reading at Key Stage 2: SATs as measures of childrens inferential abilities. British Educational Research Journal, 34 (4), pp.431-446 Webb, R. (2006) Teachers perspectives on teaching and learning in a performativity centre. In Webb, R. (ed) Changing teaching and learning in the primary school. Maidenhead: Open University Press Whetton, C. (2009) A brief history of a testing time: national curriculum assessment in England 1989-2008. Education Research, 51 (2), pp. 137-159 Wintle, M. Harrison, M. (1999) Coordinating assessment practice across the primary school. London: Falmer Press Yarker, P. (2003) The hours of folly: settling accounts with SATs. Forum, 45 (3), pp. 98-101

Buddhism Essay -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  People around the world speak of American influence in politics, business, and merchandise. The terms ‘globalization’ or ‘global interdependence’ are recently being more understood by most when defining them with relation to corporations, environmental issues, and the modern economy. Can these terms be used to describe the religious beliefs in Canada? The religious life of North American society does not find its roots here at home. We live in a Christian domain. Its roots are 2000 years old and lie half way around the world. It is all around us in our homes, schools, workplace, media, and quite inescapable in our daily lives. In the 21st Century however, basic Christian values are being influenced by ‘Eastern’ religions. Buddhism, in particular, is becoming very popular in North America. What happens when a person attempts to be a Buddhist follower in a Christian society?   Ã‚  Ã‚  Ã‚  Ã‚  Long before Christian missionaries spread their word around the globe, Buddhist monks were traveling afar attracting followers. Buddhism was the world's first missionary religion. There was no evidence that any religion before it was interested in spreading their faith on a world-wide basis. Indeed, the opposite was the case. Pre-Buddhist religions were more interested in excluding others from its fold rather than welcoming them. However, outside Asia, these missionary attempts were somewhat unfruitful. Although Buddhism successfully spread throughout Asia it remained virtually unknown in the West until modern times. Knowledge of Buddhism has come through three main channels: Western scholars; the work of philosophers, writers and artists; and the arrival of Asian immigrants who have brought various forms of Buddhism with them. Many Tibetans, for example, fled from their country after the Chinese takeover in 1959. The wars in Indochina in the 1950s and 1960s led m any Vietnamese people to move to and settle in America. Other Buddhists from countries such as Thailand have established businesses in the larger Western cities. They have all brought their Buddhist beliefs to their new homes, and helped to set up Buddhist centres all over North America. With technology and the expansion of travel and communications, the West has been able to find out more about Buddhism in this century than in all the time before.   Ã‚  Ã‚  &nb... ...d by an arrow wishes to know who shoots the arrow, from which direction it comes, whether the arrow head is made of bone or iron, whether the shaft is of this kind of wood or another before he will have the arrow removed. This man is likened to those who would like to know about the origin of the Universe, whether the world is eternal or not, finite or not before they will undertake the practice of a religion. Just as the man in the parable will die before he has all the answers he wants regarding the origin and nature of the arrow, such people will die before they will ever have the answers to all their irrelevant questions.   Ã‚  Ã‚  Ã‚  Ã‚  Personally, learning this theory has caused me to first, sigh in relief. I sigh because I realize that the Buddha is right. I realize that all the stress in deciding on a religion is completely irrelevant. The first step is accepting the world the way it is, at the present time, and understanding it. Then, concentrate on the things that are causing the suffering in my life. Without being a Buddha, one can live a life that would please any God (real or not, in almost any religion), while at the same time that person can be happy. Buddhism Essay -- essays research papers   Ã‚  Ã‚  Ã‚  Ã‚  People around the world speak of American influence in politics, business, and merchandise. The terms ‘globalization’ or ‘global interdependence’ are recently being more understood by most when defining them with relation to corporations, environmental issues, and the modern economy. Can these terms be used to describe the religious beliefs in Canada? The religious life of North American society does not find its roots here at home. We live in a Christian domain. Its roots are 2000 years old and lie half way around the world. It is all around us in our homes, schools, workplace, media, and quite inescapable in our daily lives. In the 21st Century however, basic Christian values are being influenced by ‘Eastern’ religions. Buddhism, in particular, is becoming very popular in North America. What happens when a person attempts to be a Buddhist follower in a Christian society?   Ã‚  Ã‚  Ã‚  Ã‚  Long before Christian missionaries spread their word around the globe, Buddhist monks were traveling afar attracting followers. Buddhism was the world's first missionary religion. There was no evidence that any religion before it was interested in spreading their faith on a world-wide basis. Indeed, the opposite was the case. Pre-Buddhist religions were more interested in excluding others from its fold rather than welcoming them. However, outside Asia, these missionary attempts were somewhat unfruitful. Although Buddhism successfully spread throughout Asia it remained virtually unknown in the West until modern times. Knowledge of Buddhism has come through three main channels: Western scholars; the work of philosophers, writers and artists; and the arrival of Asian immigrants who have brought various forms of Buddhism with them. Many Tibetans, for example, fled from their country after the Chinese takeover in 1959. The wars in Indochina in the 1950s and 1960s led m any Vietnamese people to move to and settle in America. Other Buddhists from countries such as Thailand have established businesses in the larger Western cities. They have all brought their Buddhist beliefs to their new homes, and helped to set up Buddhist centres all over North America. With technology and the expansion of travel and communications, the West has been able to find out more about Buddhism in this century than in all the time before.   Ã‚  Ã‚  &nb... ...d by an arrow wishes to know who shoots the arrow, from which direction it comes, whether the arrow head is made of bone or iron, whether the shaft is of this kind of wood or another before he will have the arrow removed. This man is likened to those who would like to know about the origin of the Universe, whether the world is eternal or not, finite or not before they will undertake the practice of a religion. Just as the man in the parable will die before he has all the answers he wants regarding the origin and nature of the arrow, such people will die before they will ever have the answers to all their irrelevant questions.   Ã‚  Ã‚  Ã‚  Ã‚  Personally, learning this theory has caused me to first, sigh in relief. I sigh because I realize that the Buddha is right. I realize that all the stress in deciding on a religion is completely irrelevant. The first step is accepting the world the way it is, at the present time, and understanding it. Then, concentrate on the things that are causing the suffering in my life. Without being a Buddha, one can live a life that would please any God (real or not, in almost any religion), while at the same time that person can be happy.

Career Mobility: A Choice or Necessity? Essay examples -- Argumentativ

Career Mobility: A Choice or Necessity? What is triggering the industrial, occupational, and geographical mobility of today's workers? Some believe it is a response to downsizing and restructuring. Others believe it reflects a pursuit for job advancement and a better quality of life. This Digest examines the factors triggering workers' career mobility and suggests ways workers can use career mobility to capitalize on the dynamics of a changing workplace. Factors Contributing to Career Mobility Job mobility in the U.S. work force has become the standard employment pattern in today's workplace. Between 1991 and 1996, the median job tenure for men 25-64 years of age fell by an average of approximately 19 percent, with older workers most affected: males 55-64 years of age had a 29 percent drop in tenure and males 45-54 years of age, a 25 percent drop (Koretz 1997). Although the job tenure of females remained somewhat constant during this period, this may reflect the increased numbers of women who have entered the work force during these same years rather than stable job tenure patterns. According to the Bureau of Labor Statistics, 10 percent of the work force switches jobs every year (Henkoff 1996). The following are some of the factors contributing to the career mobility of today's workers. Search for Competitive Employment Positions Organizational downsizing, outsourcing, and restructuring have eliminated many positions of midlevel management (Appelbaum and Santiago 1997). The typical mid-management workers in transition are 45-58 years old with over 20 years of job tenure (Unger 1995). Many older workers nearing retirement age are also in transition as organizations increasingly offer them incentives to leave the... ...t 1996): 24-25. Griffin, D. "What I Do for Love." Working Woman 20, no. 12 (December 1995): 39-41. Henkoff, R. "So You Want to Change Your Job." Fortune 133, no. 1 (January 15, 1996): 52-56 Kaye, B. "Up Is Not the Only Way." Training and Development 50, no. 2 (February 1996): 48-53. Koretz, G. "Economic Trends: Dangers for Job Changers." Business Week no. 3450, November 13, 1995, p. 38. Koretz, G. "Job Mobility, American-Style." Economic Trends Section. Business Week no. 3511, January 27, 1997, p. 20. Stroh, L.; Bret, J.; and Reilly, A. "Family Structure, Glass Ceiling, and Traditional Explanations for the Differential Rate of Turnover of Female and Male Managers." Journal of Vocational Behavior 49, no. 1 (August 1996): 99-118. (EJ 527 061) Unger, P. "Culture Shock: Tips for Transitioners." Management Review 84, no. 6 (June 1995): 44-48.

Essay on Eating Disorder - Bulimia, the Destruction of Self :: Exploratory Essays Research Papers

Bulimia - The Destruction of Self Bulimia nervosa, more commonly known simply as bulimia or binge and purge disorder, is an eating disorder that affects 1 in 4 college-aged women in America, or 1 in 10,000 Americans. The most common misconception concerning bulimia is that it is simply a physical or mental problem. Many people do not understand that bulimia is a disease that affects both the mind and the body, and in its course can destroy both aspects of the diseased individual. Bulimia affects a variety of different people, but generally the victims will fall tend to fall into certain categories. Those at highest vulnerability to this disease are young adult females, ages 12 to 18. The disease, however, can start as early as elementary school, or much later in life. Others (such as athletes competing in sports such as ballet, gymnastics, ice-skating, diving, etc.) may also be pressured into starting bulimic habits. Males who perform in athletics such as wrestling and dance are at high risk for developing the disease as well. Victims of bulimia can often be linked to being victims of verbal, physical, and/or sexual abuse, though not all are. Bulimia may also contain ties to diseases such as clinical or manic depression. Bulimics often start out with anorexa (starvation and excessive exercising), or may turn to anorexia after being bulimic. Bulimia is marked by significant cycles in eating habits. Bulimics will often starve themselves (calorie/food/fat intake restriction -- sometimes with the help of diet pills or supplements) for extended periods of time prior to a massive binge, during which they consume abnormal amounts of food in a short period of time. These binges are followed by purging, which generally is constituted by self-induced vomiting. Other methods of purging the body include the use of diuretics, laxatives, and excessive exercising. Bulimics are generally within what is considered to be a "normal" weight range, but see themselves as being overly fat, or suffer from an intense fear of gaining weight. They often do realize that they have a problem, but by that point the cycle has become an obsession. Bulimics usually weigh themselves frequently, even several times daily.

Marketing Analysis of Vinegar in Hengshun Company

The No. 3 of Arts building Zhejiang University City College 51 Huzhou Road 1 December 2011 Professor Min He Teacher of Consumer Behavior 51 Huzhou Road Dear Professor He Attached is the report you requested on 1 December analyzing the marketing situation of XIANGFEI vinegar in HENGSHUN Company. The report mainly includes market analysis, market strategy, SWOT analysis and recommendations of XIANGFEI Vinegar in HENGSHUN Company. Recommendations are made that, if implemented as soon as possible, should make it better. Preparing the report has been challenging and most worthwhile.I will be available if you have any queries or wish to discuss any part of the report in more detail. Yours sincerely Student in CB Class A REPORT OF THE MARKETING ANALYSIS OF VINEGAR IN HENGSHUN COMPANY AS AT DECEMBER 2011 Prepared for: Professor Min He Teacher of CB Zhejiang University City College Prepared by: Student in CB Class Date of submission: 12 December 2011 TABLE OF CONTENTS Item Summary iv 1. INTRO DUCTION 1. 1 Authorization†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 1 1. 2 Aim of Report†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 1 1. Scope†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 1 2. 0 BACKGROUND 2. 1 Company Background†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 2 2. 2 Consumer Background†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3 2. 3 Competitor Background†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3 2. 4 Condition Background†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 4 3. 0 ANALYSIS 3. 1 SWOT Analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 6 3. 2 4Ps Analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 7 4. 0 PLAN AND RECOMMENDATIONS 4. 1 Marketing Plan†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 9 4. Recommendations†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 10 5. 0 CONCLUSIONS†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 11 List of References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦12 Summary This report was commissioned by Professor Min He to analyze the marketing situation of XIANGFEI vinegar in HENGSHUN Company. The report focuses on these aspects: market analysis, market strategy, SWOT analysis. By analyzing these, a market plan should be made. As financial crisis is going on, the companies in all aspects suffered a decrease in their busin ess. After analyzing the background of HENGSHUN, it is clearly to know the conditions of company.HENGSHUN Company registered capital is 127. 15 million Yuan. Stock price is $7. 1 per share. New total share capital is 127. 15 million shares. Annual sales are more than 1. 1 billion. By August 2011, the company's total assets are 3. 28 billion. What’s more, HENGSHUN become the first listed company in 2001, and this company developed much faster than before. From the selected information, its product sales grew over 20% between July and August in 2011, and the estimated growth rate of this year will more than 25%. In 2009, the operating income of HENGSHUN Company is 1. 74 billion Yuan, and the growth is over 68. 09%; the company earned 40,440,000 in the same period, and doubled compared to prior to listing performance. The company is committed to extending modern new spices and vinegar products research. At the same time, relying on the century brand, the company has implemented Trans – regional development at Chongqing, Shanxi, Anhui, Jiangsu and other places, where established the condiment production base. At present, HENGSHUN Vinegar has been developed from a traditional sauce vinegar manufacturer into the largest and most modern vinegar production enterprises.The company mainly produces vinegar, soy sauce, pickles, rice wine and other traditional and modern brewing condiment, deferred compound condiments, vinegar manufacture and sale of health products . And the company's new product development in line is based on the dominant market, orienting to consumer demand and the purpose is to improve the level of consumer health. The company also did the market segmentation and established development direction . It adheres to the † customer first â€Å"and implementing tracking services to speed up the popularization and application.What’s more, by the use of 4Ps analysis, it is easy to explain the present circumstance of HENGSHUN Compan y. So did the SWOT analysis. Then, making an advertisement video is for the aim to propagate the brand awareness of HENGSHUN Company. Recommendations have been made that, if implemented, should give HENGSHUN Company a better market plan and strategies. These include: build its own famous brand with the authority of government; using the statues of stars and experts, ask them to endorse the products of HENGSHUN Company; setting a goal as green brand. . 0 INTRODUCTION 1. 1 Authorisation Professor Min He, teacher of class CB, requested this report on 1 December 2011 1. 2 Aim of Report The purpose of this report is to provide an report of the marketing analysis of XIANGFEI Vinegar in HENGSHUN Company. It aims to suggest recommendations to promote the XIANGFEI Vinegar in a better way. 1. 3 Scope The report will introduce the background of HENGSHUN Company and the XIANGFEI Vinegar. And the next is analyzing the competitors to HENGSHUN Company, such as DONGHU vinegar Company and SHUITA Com pany.Also the following is to describe the market segment. Next, the positioning strategy and promotional mix and how they will be applied in the marketing will be mentioned. Finally, the advertisement plan and some recommendations for this vinegar will be demonstrated. 2. 0 BACKGROUND 2. 1 Company Background First comes the financial condition:The registered capital of HENGSHUN Company is 127. 15 million Yuan. Its stock price is $7. 1 per share. Annual sales are more than 1. 1 billion. By August 2011, the company's total assets are 3. 28 billion.Then following are the general managerial skills. The company is committed to extending modern new spices and vinegar products research. At the same time, relying on the century brand, the company has implemented Trans – regional development at Chongqing, Shanxi, Anhui, Jiangsu and other places, where established the condiment production base. Based on the inheritance of ancient brewing techniques, the company boldly introduced moder n high- tech and advanced management experience and invested in the new city of Dantu in â€Å"HENGSHUN industrial park â€Å".Following is the production capabilities. At present, HENGSHUN Vinegar has been developed from a traditional sauce vinegar manufacturer into the largest and most modern vinegar production enterprises. The company mainly product vinegar, soy sauce, pickles, rice wine and other traditional and modern brewing condiment ,deferred compound condiments, vinegar manufacture and sale of health products . Its investment involves biological health, real estate, packaging industry and commerce retail. At last follows something about its reputation.Jiangsu HENGSHUN Vinegar Industry Company was founded in 1840, the DAOGUANG of the Qing Dynasty as â€Å"old China† business. HENGSHUN product has won international gold medal for 5 times, also 3 times for national quality award, the national geographical indication products and the brand – name product in Chin a. 2. 2 Consumer Background According to our investigation, its current consumer is mainly housewives, and the potential consumers maybe are the husbands and the aged. As a condiment, housewives are the main consumers who usually do the cooking in the family.Since it is a kind of fruit vinegar, it has a lot of functions to prevent diseases and keep healthy. It can restrain and reduce the formation of the aging oxide in human body, so as to achieve anti-aging and make skin smooth. Another function: Promote the body's metabolism, remove fatigue, relieving alcoholism, lose weight clear bowel. Another function: Softening vessels, reducing blood fat and cholesterol. This is suitable for the aged. A specific questionnaire has been designed to understand the needs of the customers. Then depending on the research, it is lear to decide marketing contents. 2. 3 Competitor Background According to lan Gordon (2002): ‘a company should look two ways—at the individual customers it has chosen and the specific competitors it intends to beat. As to HENGSHUN, Vinegar business in Shanxi province is the biggest competitor. The old vinegar in Shanxi already has a more than 1000 years history. And among the four famous vinegar companies, it still is in the top. As the news reported, Shanxi old vinegar has occupied 10% of the marketing. DONGHU Vinegar Company is a major sale company of the Shanxi old vinegar group co. td. Because of the high brand awareness, DONGHU has become the main and strong competitor of HENGSHUN. But also because of being as the place of origin, DONGHU was treated as a going-down company, so it give more chances for HENGSHUN to reaching its goal. According to the news on the economics of Shanxi Daily, due to the depressiveness in the vinegar marketing, the shares of sale will not increase rapidly, but with the promotion of consumption, HENGSHUN has a high possibility to raise their sale occupation relying on its high brand awareness. (Shanxi vinega r: fighting for honor. http://www. aynews. com. cn/sxjjrb/122745. html) 4. Condition Background Firstly, the economic condition will be analyzed. In recent years, Chinese economic strength becomes stronger and people's living level improves, so people began to pursue the high-quality life. Of course, the average price of HENGSHUN’s vinegar is higher than competitors’, but the taste and quality is better than others. Because Chinese persons’ financial burden released, people prefer to use better vinegar which is more health and tasty. HENGSHUN became the first listed company in 2001, and this company developed very fast.Product sales grew over 20% between July and August in 2011, and the estimated growth rate of this year will more than 25%. HENGSHUN Company invested in real estate development, which brought their profit and challenge. Then is the political condition Zhenjiang HENGSHUN’s vinegar brewing techniques has been protected and appreciated by Chin ese government. According to China’s State Council announced in 2006, Zhenjiang HENGSHUN’s vinegar brewing techniques has been included in the first batch of national intangible cultural heritage, which s the food industry in Jiangsu Province, and it is also the only selected traditional craftsmanship. As for the culture condition, HENGSHUN’s vinegar is a famous and outstanding brand of Zhenjiang vinegar. HENGSHUN Company carries forward Chinese traditional food culture and revives national industry. In the same time, HENGSHUN absorbs the advanced science and technology to promote industrial updating. 3. 0 ANALYSIS 3. 1 SWOT Analysis ‘SWOT analysis is a strategic planning method used to evaluate the strengths, weaknesses, opportunities and threats involved in a project or in business venture.In involves specifying the objective of the business venture or project and identifying the internal and external factors that are favorable and unfavorable to achieve that objective. ‘ ( Xing 2009,p. 50) 1. Strength: HENGSHUN Company is a listed company. It has a higher awareness of its brand, and because of its stocks, more and more people will pay attention to its trend of development. 2. Weakness: Because of its creation date, it is much later than the vinegar business in Shanxi Province. So many the aged prefer the long-history brand, such as DONGHU Company, SHUITA Company.And the price is higher than others, so some working class people would not choose this kind of vinegar. 3. Opportunity: As the development of IT and media, HENGSHUN will be known by more and more people. And, due to its use of high-technology, high and new quality of vinegar will be produced, like fruit vinegar, seafood vinegar. As Roininen, K (2001) points out, attitude scale that purely concentrate on its taste, and health in the food choices, 4. Threats: DONGHU Company has reproduced a new kind of vinegar.And lots of new vinegar company has founded recently. HENG SHUN will face more powerful company in the near future. And also because the instability of the stock markets, HENGSHUN’ stocks are in a embarrassed circumstance. 3. 2 4Ps Analysis As Kotler, P (2009, p. 48) points out, the marketing mix consists of everything the firms can do to influence the demand for its product. The many possibilities can be collected into four groups of variable known as the ‘ 4 Ps': product, price, place and promotion. And the 4Ps analysis is often used in the firm promotion period.As Glowa, T (2001) points out, understanding how consumers make complex choices is a critical component of market strategy. 1. Product: XIANGFEI vinegar is something like apple vinegar. Both of them are all used for the health or beauty reasons. As Garber, L & Starr, RG (2003, pp3-15) points out, the most important apple vinegar attributes for consumers are its taste and odour. So XIANGFEI vinegar in HENGSHUN Company just focuses on these two aspects. HENGSHUN Company is committed to extending modern new spices and vinegar products research.Based on the inheritance of ancient brewing techniques, the company boldly introduced modern high – tech and advanced management experience. The company mainly product vinegar, soy sauce, pickles, rice wine and other traditional and modern brewing condiment ,deferred compound condiments, vinegar manufacture and sale of health products. Its investment involves biological health, real estate, packaging industry and commerce retail. 2. Price: As far as we know, the vinegar prices of HENGSHUN Company are commonly acceptable. But in contrast to the other small brands, its price is a little higher.Especially, the XIANGFEI vinegar is much more expensive than others, due to its function in health protection and beauty. 3. Place: HENGSHUN Company was founded in Jiangsu Province, so its loyal consumers concentrate on the southern areas. Another reason is the northern people much more delighted with the old vineg ar in Shanxi Province. According to Don Hutson (2008): ‘As a salesperson, understand that the concept of place is complex. ’ So as for the sale area, it is an obvious significant problem waiting HENGSHUN to solve it. 4.Promotion: In terms of promotion, using a brief video is to do the advertisement for HENGSHUN Company. This video was separated into three parts. First is focusing on the function of health care. It can restrain and reduce the formation of the aging oxide in human body, so as to achieve anti-aging and make skin smooth. Second is to stress another function: Promote the body's metabolism, remove fatigue, relieving alcoholism, lose weight clear bowel. Lastly, the function of softening vessels, reducing blood fat and cholesterol have been mentioned. 4. 0 PLAN AND RECOMMENDATIONS 4. Marketing Plan Firstly, HENGSHUN Company should pay more attention on the product strategies. Develop the new technologies, as to the aspects of treatment, beauty, health, in order to change the vinegar image which is in consumers’ minds. As to the HENGSHUN’ image, it is also waiting to be changed. Second is the value pricing method, at the low level market with a low price but high quality products and services which is under the condition of reducing costs without sacrificing the quality. HENGSHUN should control its price at a acceptable range, so as to keep the loyal consumers.And this also can improve its brand loyalty. Thirdly, the company can do the promotion by carrying out all kinds of lectures to make consumers know the functions much better. And next is the sales strategies, nowadays, HENGSHUN must make full use of supermarkets. It must be sure that the products of HENGSHUN should be put at the conspicuous place. So it can attract more people and propagate its brand. 4. 2 Recommendations 1. Build its own famous brand with the authority of government. In the powerful government-decided society, the honor delivered by the government will give the sense of reliable.Relying on this, HENGSHUN Company can achieve much more than present. 2. Using the statues of stars and experts, ask them to endorse the products of HENGSHUN Company. It usually can work in a short time. 3. Setting a goal as green brand. Focus on the function of health and environment protection. Produce the new kind of vinegar so as to follow the trend of the modern society. 5. 0 CONCLUSIONS After analyzing all these aspects, the background of HENGSHUN Company has been know, included the financial condition, general managerial skills, production capabilities, reputation, and marketing skills. Similar essay: Reed Supermarkets: a New Wave of CompetitorsThen by using the 4Ps, its marketing circumstance in this environment has been investigated. Also relying on the SWOT analysis, it is helpful to discover the strengths, weaknesses, opportunity, and the threats which HENGSHUN Company will be faced in the near future. And at last, relying on a video, it is a useful skill to attract consumers. What’s more, some market plans and recommendations have been given to HENGSHUN Company for their better development. List of References Hawkins, Mothersbaugh, and Best , 2009, Consumer Behavior: Building Marketing strategy, 10th edition, china machine press, pp. 57 Philip Kotler & Gary Armstrong , 2009, Principles of Marketing, 11th edition, Qinghua press, pp. 48 YQ Xing, 2009, Management ,2nd edition, High Education press, pp 48 Shanxi vinegar fighting for honor. ,viewed in 1 December, 2011, http://www. daynews. com. cn/sxjjrb/122745. html Hutson,D 2008 Sell value, not price, Acant hus Publishing, Boston Garber, Lawrence & Starr, RG (2003), Measuring consumer response to food products, Food Quality and Preference, vol. 14, pp3-15 Lan, G 2002, Competitor targeting, J.Wiley& Sons, Etobicoke Glowa, T (2001), Understanding how consumers make complex choices, http://www. glowa. ca/Understanding_consumer_behaviour. pdf Finance and economics, viewed in 3 December, 2011, http://finance. sina. com. cn/realstock/company/sh600305/nc. shtml Roininen, K (2001), Evaluation of food choice behavior: development and validation of health and taste attitude scales, Academic Dissertation, University of Helsinki, Department of Food Technology, http://ethesis. helsinki. fi/julkaisut/maa/elint/vk/roininen/evaluati. pdf

Essence of Educational Tour Essay

NARRATIVE REPORT â€Å"The World is a book and those who do not travel read only a page†Ã¢â‚¬â€St. Augustine. Educational Tour is part of the students’ journey towards learning. Learning is not only limited inside the four (4) walls of the classroom, because we learn best when we are exposed to new experiences and things around us. I, for one, I’m looking at tours optimistically, that with the help of bringing the students’ outside, they tend to discover new things that they’re actually involved. During our educational tour dated September 11-13, we’ve gone to Cebu City, the Queen City of the South. I, together with my co-students who are second year, third year and fourth year witnessed how it was really great to be exposed in some schools around Cebu. We are there not only to merely have fun; rather we are there to learn lots of things that are in line with our chosen field or specializations. We’ve gone to different schools namely CNU (Cebu Normal University), Cebu Braille Center, SWU (Southwestern University). USJR (University of San Jose Recoletos), Saint Ezekiel Moreno Learning Center, Lapu-Lapu City Elementary School and Mandaue Sped Center. All of these schools provided all the needs that every student/pupil is to acquire as it is concern in educational system. During our visit, I was amazed on the facilities and services they provided to their students, in CNU (Cebu Normal University), they first introduced the history of where, how, and when did Cenu Normal University has started, its founder, its origin and how it evolves to become one of the best school around Cebu, they brought us to Cebu Braille Center and explained to us that they were not owning this center, but because they wanted to help those special children, they let this center be in their community and later then they would want to find ways and means to adopt this center as to be included in the Cebu Normal University Program. As I visit the center, I was very happy to saw how the students and pupils were trying their best to learn despite of their conditions, I was also touched by those teachers who render services to teach the students, and was greatly dumbfounded when I discovered that those visually impaired graduates of their very own center, were there to teach those s tudents like them also. There were different facilities that could be  found also, this facilities or resources were highly needed by the visually impaired learners, these were some of the resources found: a) perkins brailler, which is actually some sort of type writer for the visually impaired, b) perkins printer, c) vector voice gadget, that records the things that they should study, d) talking calculator, e) cane, f) Braille letters/cards. I observed that their materials involve sounds or voice as well as to touch. And I am still amazed how they can still manage to live life while smiling and I tend to cry knowing how brave and strong they were. The next school we visited was the Southwestern University wherein I’ve discovered a teacher teaching kindergarten and was able to realize that in order to catch the attention of your learner, you should make use of a teaching strategy, and the teaching strategy she actually used was playing guitar that introduces her lesson which was all about vowel let ters. I was really enjoyed looking at the teacher and the learners learning together. That was a kind of fulfilling moment on the part of the teacher. She was not only a teacher that time; she also became a singer and a guitarist. How wonderful to looked at the learners’ faces enjoying the lesson. Another school we visited was the University of San Jose University Recoletos and Saint Ezekiel Moreno Learning Center and they welcomed us warmly, there I’ve known Ma’am Joynalyn Ceballos who speaks about the courses offered in the school, the programs they have and the policies they practice to produce a good student. We also visited there library, and upon entering our jaw dropped for a while because of their library that was absolutely stunning. Their library was built properly, its structure that almost stops everyone who entered. They have their books on their second floor which looks like a compilation of books slightly closed to the roof. They also have their Laptop area, a kind of table that able you to charge your laptop when the need arises. They have also a book check and a machine that tends to give an alarm when the books you’ve borrowed were not checked properly by the book check machine. So, there’s no reason to lose their books there. And Mrs. Ma. Socorro L. Padilla, their Librarian explained this all. We also visited their Data Distribution center where all the internet connections are controlled, and I saw a huge kind of cabinet made of steel and iron and have talked to Sir Rodelo Acasio, their programmer and controller. I also interviewed Mrs. Concepcion Delos Reyes, the secretary of the College of  Education, and she told me that they have 20 faculties in the school both part time and full time. And in St. Ezekiel, we observed the Special Children having their program. I felt terribly moved by what I saw, because I can’t even imagine myself be in their position, I felt very happy an d somewhat like sad. Happy because they were given opportunity to be involved in that kind of event and also sad, knowing how hard it was to be in their situation. The next school we visited was Lapu-Lapu City Elementary School and observed a Special Education class as well as the different grade year levels, and I was able to witnessed how the gifted or the fast learner students could actually sang a full song with a fast beat even if they were still in grade 1. I therefore realized that the learners in grade1 have special gifts that actually beyond any normal children does have. Lastly, was the Mandue Sped Center, and Maria Delia Minoza the principal had a lecture or talked about Special Education, their special needs, the different kinds of special children, their capabilities and the services as a Sped Teacher should have in teaching different kinds of special children. She also added that SPED TEACHERS are just like Gaisano Mall, 1 store but has it all. Same as when you are a Sped Teacher, 1 classro om, but has all the intelligences of the special children that you should control. I was able to saw the bakery of the center, headed by Ma’am Carolina F. Ambray. She told me that the bakery was there to help the special children to knew how to bake, and she also added that the bakery was itself controlled by those children with Autism and disability. They were the one who bake, make some cookies, cakes and breads. They also have waving machine, a machine that creates or produces cloth such as shawl or bags made by abacca. And with all these, I was being surprised because just like us who do not have disability, special children were productive also in their own little way. All that I’ve discovered were never been this amazing. I was very surprised, amazed, grateful and with mixed emotions. Even from the very first moment to visit Cebu, I realized how important a teachers’ role is, how important the facilities takes part in the day to day life experiences of the learners, how the teaching strategies, teachings could actually build a better student and because of what I have seen with this educational tour, I realized how is it very hard to have a disability and impairment, that regards of your loss or limitation. There are still chances to become productive, we should  never criticize and instead we should reinforce, motivate and show to the special children that they really do belong just like us. DOCUMENTATION Cebu Normal University Cebu Braille Center Lapu-Lapu City Central Elementary School University of San Jose Recoletos Mandaue Sped Center These were the facilities found in the center; the center was teaching the students how to bake so that they would know to manipulate these objects. Because these objects were given by Japan group intended only for those learners with autism and any disabilities. Also, we have the waving machine; a machine used to create blankets, bags and shawl. In Mandau Sped Center, they were not only teaching the students to learn academics, rather they were there to support the skills and abilities of the students. Enriching the capabilities of each of them and tries to showcase all the needed learning that every Sped students should and must acquire. BEED-4 Of the 4 days tour, which part of the tour is educational or memorable to you? Of the 4 days tour, the part of the tour that I can say educational and memorable to me was when I able to visit the different universities/school around Cebu. I learned a lot, I discovered a lot and I realized a lot. I learned that educational tour was there not only for the benefit of having fun but, it is there to let you experienced a one of a kind journey that you could never experience when you were only inside the 4 walls of the classroom. I discovered that schools in Cebu City namely; Cebu Normal University, Southwestern University, University of San Jose Recoletos,  Lapu-Lapu City Central Elementary School, Cebu Braille Center and Mandaue Sped Center were a great school that enriches the knowledge and learning both normal students and special children. The universities provided a very edge-weapon towards excellence, and the evident fact of this were the facilities, structure, programs that the school were offering to produce a globally-competitive individual. From Cebu Normal University, which you could found the Cebu Braille Center, they caters different types of Special children whether visually impaired, hearing impaired and a lot more. They provided materials for these individuals to learn more, and that would help them be convenient enough in studying. In Southwestern University, where the teacher I have observed make used of the different techniques and strategies to make the kindergarten would really have fun in learning. In University of San Jose Recoletos wherein the facilities needed for the betterment of the learning were found, specifically the high-tech library that I could say that was absolutely conducive for learning, their Audio-visual room that looks like a theater, and the controlling unit of the internet connections made me feels terribly amazed. In Lapu-Lapu City Central Elementary School that the gifted students were found moved me because I can’t actually imagined that a grade 1 pupil could actually sang a song which was in a fast beat, and take note that they sang it from the beginning until it ends. And their I saw also the Special children who were mute and I was very happy to looked at them welcoming us. And the Madaue Sped Center that teaches not only in the academics but also enriches the capabilities of the students through sewing, baking and many more. They have a facility such as sewing machines, they have bakery exclusive only for children with autism and disability and they have also waving machine to vreate blanket, bags and shawl that were made purely in Abacca. Schools were there to educate the students, and if a school has a good quality of service, with a lot of facilities to be used in enriching the capabilities of the students, I know for sure that they could produce a student who can compete globally and will become a catalyst of the society. I was really amazed of what I have discovered during the tour, and I realized that being a teacher was not really an easy task to take, we may encounter different attitude, behaviors and values. And if we surpass these kinds of children successfully, I believe that we will become a teacher full of gratitude, understanding and  love towards our pupil. Even Sped Teachers because as what Ma’am Ma. Delia Minoza, Sped Teachers are just like Gaisano Mall, 1 store but has it all. In relation to Sped Teacher, 1 classroom but has all the behaviors to control. The experienced I had could never ever be erased and will always be a part of the journey that I’m going to take. Education is the key.