Gay Marriage Research Paper Example | Topics and Well Written Essays - 2500 words

Gay Marriage - Research Paper Example It also questions various ethical, social, cultural, and in fact, physical or naturally-occurring norms. In the longer run, these problems and conceptual disagreement may pose great negative impacts on the generations to come. The cynical effects of allowing gay marriages are so diverse that it will not be appropriate to overlook them. This paper is an attempt to unveil those significant matters, conceptual deviations and complications that this issue entails. To derive a fair conclusion, the thesis will be evaluated on numerous notable aspects affiliated with homosexuality. Gay marriage is an unnatural union: Michael Levin, a renowned author and professor of psychology at City University of New York, stated that â€Å"Homosexual activists are partial to genetic explanations and hostile to Freudian environmentalism† (Levin 235). The point cannot be denied that the relationship shared by gays is unnatural and defies the laws of nature to procreate, which produces profound impac t on their family and a question mark on socially accepted gender roles. Gay Marriage refers to the union of two homosexual males who are unsure about their sexual orientation and decide to receive social acceptance for their relationship through a legal agreement. The unsettlement or uncertainty of their sexual orientation is caused by numerous factors such as biological, but societal interferences and early-childhood experiences greatly influence a person's sexual preferences afterwards. Hence, it can be stated that not all homosexuals are born with this sort of inclination, and it is not always genetic. (Barlow and Durand 351) Furthermore, even if it is genetic, it is curable through modern therapeutic techniques. â€Å"Clinicians evidently agree that it is possible for a person to be homosexual at one period of his life and heterosexual at another," revealed Levin (235). What makes the homosexual urge unnatural is that procreation is the main task God created mankind for, and o nly that process can be termed as natural which functions the way it has been designed for (McDowell 1201). If homosexuality prevails, encouraged and promoted in society, then the very essence of life gets betrayed, and the world will be exempt of life in no time. Moreover, homosexuality cannot be included in the natural category since it upholds personal pleasure, and homosexuals can be referred to as people caring less about society and only about their satisfaction. Patrick Buchanan rightly proclaims that â€Å"the poor homosexuals- they have declared war upon nature, and now nature is exacting an awful retribution† (Wells 259). Moreover, unlike lesbians, gays cannot even utilize artificial methods for the sake of procreation. Ryan Normandin, editor of The Tech, researched about this aspect and concluded that â€Å"Same-sex couples are unable to procreate, meaning that there is no compelling interest to subsidize their marriages† (5). There is an important point for governments to understand in this statement. That is, when supporters of homosexuality propagate that attainment of â€Å"enhanced happiness† should be the central focus of allowing gay marriage; it gives rise to the debate on subsidizing everything that promotes happiness. It can be anything, from a simple item like chocolate to human-pet marriage, incest, abortion or even brother-sister marriage. Homosexuality is a psychological

Why do people smile Essay Example | Topics and Well Written Essays - 1500 words

Why do people smile - Essay Example Many scientists believe that one of the reasons why people use facial expressions such as smiling is simply to show to other people how they feel and what they feel. It is also believed that facial expressions are understood in the same manner all around the world as Max Eastman said â€Å"a Smile is the Universal Welcome.† The inner state of emotions is manifests through the facial expression. Someone is believed to be showing his calmness through smiling; having a friendly attitude towards others, and others could be distinguished through different kinds and types of smiles as one of the unknown authors quote â€Å"Everyone smiles in the same language.†. A smile is a facial expression that shows the upward contours at the ends of the mouth. There are times wherein the sparkle of the eyes expresses the smile and not the mouth. However, smile communicates a thousand words. Most of the time, smiles indicates happy signs such as joy, happiness, and love. However, there ar e kinds of a smile that show involuntary expression of anxiety known to be the grimace, or even serve as an expression of embarrassment in a shamefaced sort of way. Smile is rooted within our primate nature that depicts positive response to social relationships. It is considered to be a universal positive sign of social relationship. Smile is a positive tool to convey other people of different races and culture about their feelings and nature. History of Smiles Most of the time, happiness is always associated with smile, but to consider, there are still many types of smile that does not necessarily have that connotation like sneer, snarl, smirk etc. Different expressions in relation to smile were considered in tracing and studies with the history of smiling. Huge data have been gathered from art, history, and biology to unveil the nuances about the human smile after which some interesting facts were revealed. For example, there are beliefs that the supreme enlightenment is reflected In the holy smile of Buddha. On the other hand, open mouth smiling in the Victorians was obscene. In the behavioral and psychological aspects, it was explored how and when in infancy smiling considered to be an act of communication. In art history, the famous smile of Mona Lisa as well as the sculptured heads of Ming dynasty was studied in relation to smiling. Types and Reasons to Smile Thirty million years of human evolution produced different types of smiles that anybody can currently wear for all accessions and different situations. 1. Sweet Smile – This is the type of smile that can melt a heart, hard to resist like in just one look, you know you are done for it. â€Å"I have been hijacked several times over this smile.† This smile is manifested in all ages with pure intention of recapturing the true picture of a contented life. 2. I am in Love Smile – this type of smile is unmistakable from the rest of the smile. This smile exudes the energy of having a pu re love and bliss. This type of smile does not necessarily need to be romantic smile and can also be applicable to one’s favorite pets. This is usually manifested to young adults and adults or in the mature people. 3. Most Beautiful Smile – This type of smile is the one considered to be the breathtaking smile. This is the smile that could skip a person’s heartbeat. Once encountering this type of smile, one can be mesmerize and would forget the world for a while. This is usually seen to young adults as a part of their growing up in their transformation to the adulthood. 4. Happy Smile- In this type of smile, one can see the reflection of a happy and a joyful heart. This is the smile that radiates pure happiness and most often manifested in children. 5. Thoughtful Smile –

The vulnerable stage Essay Example for Free

The vulnerable stage Essay Considering that young adults in the developmental stage is considered by Kolberg to be in transition from level I to II, and that it is in this stage skills in consensus and social communication is in a rapid stage of development. Conceptual of relative social orders either accepting or rejecting conventions is becoming apparent. True there is level III which is abstraction and definition of universal principles such justice and ability to identify possible social changes, this may or may not occur. There may be a rejection but without an appropriate abstract conceptualization appropriate to the level and conflicts are not thoroughly processed. In effect we can see a cross road in a young adult’s social path or gaining of experiences. One path leads to the social integration along the moral stages as described by Kolberg and a path of rejection and hence alienation from the social mainstream. Deciding to do something as drastic as suicide is not only due to alienation which is the first risk situation but could be reinforce by experiencing someone close committing suicide or what could be a manifestation of Bandura’s modeling. We take note that if two situations combined could result to greater alienation, e. g. losing someone means minus one in the primary grouping to which an individual belong, which could result to greater alienation. There is also observation such as history of mental illness which could be taken as indicator of a possible high risk but nonetheless, strong primary group support could make the recovery less painful, lesser stigma. The nature of primary groups of adolescent also shows some strain, family values or social perspectives also changes and peers as it suggest were also adolescents with their characteristic grappling for their own sense of inner and social order into which they could model their life. The youth is a transition stage, of differentiation to individual inclinations and most important they could be open to ideas which may be far out or improper at their level of psychological and emotional maturity. The Internet explodes information and opened up access even to the young but without supervision or social processing involving the previous generation. Thus the youth are exposed to for example, pornography, violence and other beliefs and concepts which may not be appropriate to capacity of the youth to process in their own. We take note that ratiocinative amplifiers of aids to thinking included ideas, beliefs, concepts or ways which are open for experimentation by the youth. In such an open knowledge societies, the model or reference groups are necessarily fluid. It could be argued that attaining stage 4 of level II in Kolberg’s moral stages model may strengthen the individual enough as stage 3 of living according to certain ideals or consensus requires certain level of intellectual and emotional maturity hence a higher level of abstract conceptualization and possibly greater appreciation and usage of the amplifiers to become a more productive individual. But regression is possible especially in extreme social cases and exacerbated by the lack of support system. What is clear at this time is there are social factors which prevents formation of risk situations and there are factors which encourages self annihilation.

Pre Listening Stage English Listening Teaching

Pre Listening Stage English Listening Teaching Language can be recognized as a media of communication, rather than the simple complex of sound, vocabulary and grammar. English language teaching (ELT), therefore, has long been conducted through reading, listening as receptive skills and speaking, writing as productive skills in communication. Among all the factors, listening is an essential section of language competence and it indicates the comprehending of spoken language. During the process, listening input is usually accompanied with other sounds and sometimes with visual input (Lynch Mendelsohn, 2002). In making sense of the listening contents, the context of the communication happens in and listeners relevant prior knowledge is vital (ibid). However, as many linguists reviewed, listening has long been neglected until the early 1970s (Morley, 2001; Brown, 1987; Rivers, 1966). It is only since then that listening attracts more interests from linguists and researchers. Therefore, as it is far less studied than other fundamental skills, listening needs more research and is worth to be emphasized in ELT. II. An Overview of a Listening Lesson In the contemporary English language teaching and research, listening is becoming more and more important. Some researchers advocate and encourage teachers to apply listening strategies in classroom teaching and guide students to listen (Mendelsohn, 1994; Field, 1998). Listening approaches are also suggested and experienced. Harmer (1987) reviewed some basic principles of receptive skills and stated that, learners read and listen to language with purpose, desire and expectations. He further pointed out that, a lead-in stage can create expectations and arouse the students motivation in the following listening contents. Field (1998) proposed a diagnostic approach which involves pre-listening, listening and post-listening in a listening class. He asserts that the approach can check and adjust students listening skills through short micro-listening exercises. According to the introduction given by Hedge (2000), the process of listening class can be divided into three stages, pre-listenin g stage, while-listening stage and post-listening stage. 1. Pre-listening Stage It is commonly recognized that pre-listening is a preparation of the listening class. In this stage, teachers tend to arouse learners expectation and interest of the language text they are going to listen. They can also motivate learners by providing background knowledge of the text; organizing learners to discuss a picture or a related topic which involves in the text; asking some related questions to the text, and etc. In general, pre-listening plays a role of warming-up and the main aim of this stage is to make learners focus their attention on the following while-listening stage and decrease the difficulties of the text. It is more important in its relating to and being of help to many other aspects which will be represented later. 2. While-listening Stage While-listening is the main procedure of listening information input. In this stage, learners are given some audio materials for listening. Learners may be requested to deal with some questions with the listening materials, such as Yes/No questions, Cloze, True/False questions and etc. Usually learners need to answer the questions simultaneously or take note of some main points of the listening materials. Teachers, as a guide during this process take control of the speed of the materials, start or pause of the machine and raise some questions for discussions or give necessary explanations to help the learner comprehend the materials. Depending on the learners language level and the difficulty level of the materials, teachers can decide the times of presenting the listening materials. The purpose of while-listening is to provide the learners with audio material input with exercises and therefore promote the learners listening competence. 3. Post-listening Stage Post-listening is also an important stage as it reviews and checks the listening efficiency and result. During this stage, teachers are not only supposed to check the answers, they also need to lead the learners to consolidate the comprehension of the listening input. They can organize further discussions on the listening text, explain some new terms and phrases, summing up appeared language rules and designing some related exercise for the learners to strengthen their impression about the knowledge. In addition, giving a dictation on a summary of the text may check all the different language points and learners mastery of knowledge. Via the first two stages, learners have received many comprehensible input, thus, the purpose of post-listening is to transfer these input into intake. In another word, the stage of post-listening can be considered as a transformation of language knowledge to language competence in listening teaching section. III. The Essentiality of Pre-listening in a Listening Class Pre-listening, as the first stage of listening teaching, is long argued by linguists and teachers on its contexts and role in the listening teaching. For example, some researchers (Buck, 1991; Cohen, 1984) suggested arrange a question preview in pre-listening stage with the reason that it may guide the students attention in the right direction. On the contrary, others (Ur, 1984; Weir, 1993) argued that the question preview process may distract the learners from attending to the actual input. Hence, it is worthwhile to clarify the status of pre-listening in classroom teaching of listening. Before analyzing the role of pre-listening in the process of a listening class, it is useful to overview the difficulties in listening teaching initially so that the role of pre-listening stage can be further discussed. 1. The Difficulties in Teaching Listening Comparing to other language competence, such as reading and writing, listening has some specific features which could bring learners pressure and difficulty in dealing with it. They are concluded as follows (Lynch Mendelsohn, 2002; Thomson, 2005): High frequency in communication. Based on the investigation of Rivers and Temperley (1978), listening takes approximately 45% of the place in communication of an individuals daily life. Passivity. Apparently, listening is considered as a totally passive action in communication, though it is further regarded as an active process rather than its original passive role (Lynch Mendelsohn, 2002). Speediness and repeatlessness. Differ from reading, listening normally needs to process the information instantly and usually just once. It is not as flexible as in reading that readers can refer to the contents as many times as they like. Other widely-concerned aspects of natural characteristics. In the process of listening, many other aspects of language of knowledge are needed such as phonetic, vocabulary, grammar. Due to above features of listening, teaching listening was involved in an amount of difficulties. According to the introduction of Cherry (1957), in second and foreign language listening, most of the difficulties are caused by uncertainty which could present in the area of speech sounds and patterns, language and syntax, recognition of content and other influence of environment. The difficulties could show different representations in classroom teaching of listening: Learners could be anxious about a long text for the reason of lacking time to process information. Unfamiliar context and background could scare the learners and make them lose interests and patience. Learners may be influenced by new vocabularies, phonetic phenomenon, grammar structure and these affections could decrease their comprehension about the text. By giving a long audio material, learners could have difficulties to concentrate on the important information. There are also some other elements in the process of listening which could confuse the learners such as different accent, background noise and assimilation, etc. 2. The Functions of Pre-listening in a Listening Class As discussed above, pre-listening can be recognized as a stage of preparation and warming up of the whole process of listening. As some researchers (Rees,2002; Peachey,2002)review, there are a few of aims and types of pre-listening tasks that enable the learners deal with the following listening text smoothly and strategically, such as to generate interest, build up confidence and facilitate comprehension. Following is the detailed discussions on the functions of pre-listening. (1) Motivating learners People believe Interest is the best teacher. To arouse students interests is one of the most important conditions for a teaching process. Only when the students are interested in the contents of teaching can the efficiency of teaching and learning be guaranteed. Therefore, the first role of pre-listening is motivating learners. Underwood (1989) summarizes a variety of ways of pre-listening work can be carried out during the classroom teaching. Some of them are suitable in motivating students: The teacher gives background information. Organizing the students to have a discussion about the topic or situation in the upcoming text. Showing a picture which is related to the content of the text. To make the listening task interesting, the teacher also can tell the beginning part of the text and provide with some questions as a guideline for the students to guess the end or take some keywords for brainstorming. (2) Activating current world knowledge and acquiring new knowledge The main purpose of listening is to teach the knowledge of language and help the learners to be competent in listening. Design some activities that can activate learners world knowledge will facilitate them behave better in the listening. Moreover, pre-listening can also play a role to input some new language knowledge. Therefore, it is necessary and meaningful to introduce or review the language knowledge in pre-listening session. There could be a number of ways to make this part meaningful, depends on the content of the text, the teacher can: List the new vocabularies and make sure the students know the meaning and the pronunciation of each one. Introduce some phonetics knowledge which could impact on comprehension, such as jointed sounds, lost sounds and etc. Review the complex grammar rules and introduce new sentence patterns if any. Introduce some language discourse knowledge briefly. (3) Setting context and predicting content Rees (2002) emphasized the importance of setting context for listeners in pre-listening session because even in exams learners have the chance to know a general idea of the listening materials. It will greatly help them to predict what they are going to learn. It will help learners to form expectancy of what they will listen and this is an important listening strategy for their future study. Listening is a difficult and complex section in language learning. Especially in foreign language teaching which has no language environment for practising, listening competence seems even harder to be developed. Thus, before presenting a long and horrible text, acquiring some listening techniques (for instance, concentrating on the stressed words, predicting the information, etc.) could be helpful for the students to deal with the task. (4) Checking the listening task To check with the learners if they have full understanding of the task is important in pre-listening. In this procedure, the teacher is recommended to set some tasks according to the content of the text for the students. They can also directly make sure with them in case misunderstanding happens and it may demotivate them. In the specific classroom activity, the task could be one or two simple questions which relate to the final or important point of the text. For example, if the main content of the text is concerned about competing for a job, the task could be Who got the job in the end, if it is about a process of making a manufactory, the task could be designed as How many procedures are needed to make xxx. IV. The Appropriate Length of Pre-listening By analyzing the role and functions of pre-listening, the essentiality of pre-listening stage is undoubted and it seems that it is worthwhile to spend much time and energy on this stage. However, the main process of listening class must be a fluent work. It does not make sense to spend too much time on pre-listening. The fundamental aim of pre-listening is to prepare learners behave better in while-listening. Actually, the length of pre-listening is not fixed in every listening class. As Rees (ibid) argues, pre-listening should take a fair proportion of a lesson but it usually depends on the teachers aim and the learners language level to decide how long it should take. Also, based on the different backgrounds of the texts (length, difficulty, genre, etc.) and the level of the learners (beginning, intermediate, advanced, etc.), the type and length of pre-listening can be various. For example, if the content of the text is easy to understand, teachers do not need to spend too much time on basic language knowledge teaching any more; if the students are advanced learners, it is unnecessary to spend much time on pre-listening part for the reason that they have already have enough language basis and may be confident in what they are going to listen. On the contrary, if the learners are at beginning level, the pre-listening part is supposed to be longer. In addition, a very short listening task can be prepared by simply presenting several sentences to clarify the situation of the listening or the necessary information in which the length of pre-listening can be very short. Therefore, pre-listening is rather flexible and the length can be based on the specific aim and situation. Via analyzing the role of pre-listening in a listening lesson and its relationship with the other two stages, it shows that well-arranged pre-listening activities are essential for listening comprehension. V. Conclusion Listening is an essential competence in language teaching and learning. On account of the features of listening teaching and the role of pre-listening stage, it is vital to design and arrange appropriate pre-listening activities in a listening lesson. A well-planned pre-listening activity could prepare the students to deal with the listening text smoothly. It is also helpful to build up students confidence and motivate them to listen. During the pre-listening process, teachers can take the opportunity to introduce world knowledge and related language knowledge related to the text. Moreover, it devotes to fulfill the whole process of a listening lesson in making the work more effective and efficient. However, even though pre-listening plays a significant role in the whole listening process, it does not mean that it needs to occupy too much time in the classroom teaching. The length of pre-listening part could be flexible in different circumstance. Based on the analysis of the features and aim of listening teaching and the role of pre-listening, while-listening and post-listening stage in a listening lesson respectively, a successful listening class is recommended to include following elements: The audio materials are appropriate for the learners in length, speed and difficulty. The students are well motivated before listening to the text. The aim and forms of the listening task is clarified to students. The length of each stage are well arranged and closely connected with each other. The old saying goes, Well begun is half done. As the warming-up of formal listening process, pre-listening should be well-organized and emphasized to play its role of stimulating students motivation and expectations for the text. Hence, more investigation should be focused on designing optimizing pre-listening activities in order to facilitate the listening teaching in ELT.

Religion Essay -- Character Analysis, Daja, Nathan

William Hazlitt, a British writer during the early 1800’s once said, â€Å"Prejudice is the child of ignorance.† During the eighteenth-century, the time period in which Gotthold Ephraim Lessing wrote his play, Nathan the Wise, there was much religious prejudice displayed throughout Europe, specifically against the Jewish and Muslim populations. For instance, Ronald Schechter notes, â€Å"eighteenth-century writers typically portrayed Jews as greedy moneylenders, [and] depicted Muslims as violent despots and servants of the despots† (4). Many people perceived Christianity as the only true religion; however, Lessing challenges these notions of Christian superiority throughout his play. One way he does this is by not portraying the Christian characters as any better or worse than the characters of different religions; in fact, the Patriarch is characterized as a despot, similar to how eighteenth-century writers portrayed Muslims. Furthermore, he tries to illustrate that not one religion be it Christianity, Islam, or Judaism is greater than the others, but rather all religions are ultimately equal in the eyes of God. From factors such as characters’ portrayal, the play’s audience is able to grasp Lessing’s overall view of Christianity, which is also his main message throughout—â€Å"Christians do not have a monopoly on religious truths† (Schechter 10). In Lessing’s play there are four Christian characters and two of the four, Daja and the Patriarch, are portrayed negatively. Daja, a Christian servant of Nathan and his stepdaughter Recha, is characterized as â€Å"one of those fanatics who imagine they know the universal and only true path to God† (111). Although she tries to be a devout Christian, she betrays Nathan by revealing his secret regarding ... ...sides† (118). Although this is only a stage direction and not an actual line from the play, it nonetheless has a major impact on the play. The fact that all characters, representing each of the three religions, come together in the end exemplifies what the author is trying to portray throughout. As Ronald Schechter notes in the introduction, â€Å"The play does not end with the various characters tolerating each other. It ends with them embracing each other [†¦]† (20). Having the play conclude this way conveys Lessing’s thoughts on religion. Lessing does not think of Christianity as any better or worse than Judaism or Islam, rather â€Å"practitioners of different religions can please God equally† (Schechter 16). And until that higher, experienced judge comes down to rule which religion is better than the others, all religions should be thought as equal in the eyes of God.

The Birth Of An American Super Essay -- essays research papers fc

The Birth of an American Super Hero Heroes have been an important part of American history. They gave adults and especially young children something to strive for and believe in. Some heroes are real and some are imaginary. Real heroes can be presidents, soldiers, or even a parent. The imaginary hero's can be from books, comic books, or movies. One of the most popular hero's of our time is an imaginary hero created for the pages of comic books. The creation of this hero we all know as Superman took hard work, creativity, determination, and plenty of luck. Jerry Siegel and Joe Shuster were the two Jewish-American teenage boys who created Superman. Jerry Siegel was the writer and Joe Shuster was the artist. Siegel and Shuster met at the age of sixteen while working on their high school newspaper. They made a number of attempts creating the Superman character. The first attempt utilized a bald middle aged man with advanced mental abilities. The next attempt was closer to the Superman we now know. He was younger and had hair but was not an alien with super powers. 'The ultimate version of Superman was born one night in 1934, when Siegel found new ideas coming so fast that he couldn't sleep'; (Daniels 21). Seigel and Shuster collaborated on these ideas and created comic strips created for the Sunday comics. Seigel's new Superman came from a planet called Krypton. 'This was the first benevolent alien created'; (Daniels 21). He wore tights for a futuristic appearance and the cape...

Problems on the Supermarket Area

1. INTRODUCTION One of the main reasons research into customer complaints is important is because of competition (Van Horne & Wachowicz, 2000). All Hypermarkets become highly competitive in terms of winning the customers. Hypermarkets which do not get feedback from their customers about their service run the risk of losing them. In addition, if the Hypermarket does not look into this area seriously, the Hypermarket will not have the knowledge to make the necessary changes to their service.To maintain the good reputation for the Hypermarket and the deals between the supplier and the Hypermarket, there is a need to investigate and solve the issue of peculiar taste in frozen lambs sold in the Hypermarket in order to prevent such situation from happening again. Hence, this report will firstly describe the issue that occurs in the Hypermarket, which is the frozen lamb produce peculiar taste after cooking.Then, the report will discuss four possible problems that lead to the situation which are failure to follow the criteria given for every product delivered, low quality product, improper checking when receiving the product and poor management of the stock storage. Besides discussing about the possible problems this report also will provide three solutions and recommendations to prevent this situation from occuring again which are discussion, send staffs for training and courses in handling the stock and service the stock storage. 2. 0 STATEMENT OF PROBLEMIn the third week of September, 2011, the Hypermarket has received more than five customers’ complaints regarding the frozen lamb sold in the Hypermarket. Most of the frozen lamb produced peculiar taste after being cooked. As a result, the customers who bought the frozen lamb and ate them complained that they suffered stomach ache and diarrhea. Looking at these complaints, the Hypermarket feels that this issue should be looked at seriously; as it might cause negative consequences to the Hypermarket such as loo sing more customers and decreasing in sales.As such, the Hypermarket believes that in depth investigation and thorough report should be given to the Branch Manager so that this situation would be prevented. 3. FACTORS THAT LEAD TO THE PROBLEM 1. Failure to Follow the Criteria Given for Every Product Based on the customers’ complaints and discussion among the staffs, one of the possible factors that lead to the peculiar taste of the frozen lamb is failure to follow the criterias given by the Hypermarket. For every order made by the Hypermarket, there will be a list of criterias that should be followed by the supplier.These criterias are significantly important and ought to be followed because it has considered every aspect when choosing a product (Rao, 1989). For instance, when the Hypermarket requests for frozen meat particularly frozen lamb, the supplier has been given several criterias that should be obeyed to. Some of the criterias are the frozen lamb should be safe to be cooked and kept in the freezer, for example. This is to ensure that the frozen lamb are safe to be used, produce good taste while cooking, and will not lead to unhealthy diseases such as diarrhea and stomach ache.Since the complaints are focusing on the peculiar taste, this shows that the supplier has failed to meet the requirements needed. The frozen lamb has produced peculiar taste and resulted negative consequences to the customers. Basically, the Hypermarket believes that the problem aroused is due to the suppliers’ failure to ensure that the frozen lamb has meet the requirements. Moreover, following these requirements are one of the major issues that has been focused when choosing the supplier.Thus, strict actions and improvements should be made on this area, so that this issue would not happen in future. 2. Low Quality Product Apart from failure to follow the criterias given, another factor that might contribute to the problem is the low level of quality product. Accord ing to Deloof and Jeggers (1996), quality can be defined a state of being free from defects, deficiencies and significant variations, brought about by the strict and consistent adherence to measurable and verifiable standards to achieve uniformity of output that satisfies specific customer or user requirements.This means that having a good quality product provides a confirmation to customers that the product they buy are well measured, built and produced. It is important to have a good quality product; this will retain customers on buying that particular product because they trust the product. In relation with the problem faced byt the Hypermarket, the frozen lamb supplied by the branch might be considered as low quality product as it produces peculiar taste. This might due to the condition of the lamb itself, and how it is being run by the staffs.Furthermore, the lamb might be received in unfresh condition, or it has been taken from unreliable sources. Therefore, this report is to ensure that the branch will reevaluate the supplier of the lamb, so that this situation could be prevented in future. Besides, having low quality product will increase company expenses, as customers will keep on returning the product that they bought (Long, Malitz & Abraham, 1993). Consequently, there will be another process of reevaluating the product which demand cost and time.This will somehow decrease the sales of the product and increase the budget for that particular product which in this case, the frozen lamb. Hence, a thorough evaluation on where the lamb is taken from should be done to ensure the good quality of the frozen lamb that being sent to the Hypermarket. 3. Improper Product Checking when Receiving and Delivering The third possible factor that leads to the peculiar taste of the frozen lamb is improper product checking during receiving and delivering. It is off paramount importance for the sender and receiver to check on every product when they arrive at the storage place.This stage is known as internal control where before we deliver the product to our branch or sell it in front of the customers, there is a need to check on every single product receive (Deloof & Jeggers, 1996). This is to ensure that every product is in their best condition. Sometimes the product might be over- looked from the outside. However, due to the delivery service the product might be damaged or having defects. Hence, it is very important to check on the product entirely so that these possible situation would not happen.In conjunction with the problem of hampering the frozen lamb, some of the issues regarding improper product checking are; the branch and the hypermarket might not do proper checking when sending and receiving the frozen lamb. The branch should do thorough checking of the frozen lamb when receiving from the supplier before the frozen lamb are sent to the Hypermarket. Many external factors should be looked at while delivering the frozen lamb to the Hyperm arket because through out this period there are numerous possibilities for the lamb to be defected.For example, some of the frozen lambs might probably fall out of the storage in the lorry, and this has affecting the lamb as well as the taste of the lamb when cooking. Thus, whenever a product is received, there is a need to check each of the product condition, so that we could avoid any negative experiences with the customer. 4. Poor Management of the Stock Storage The fourth possible factors that contribute to the problem occured in the Hypermarket would be poor management of the stock storage.Basically, There are five principles of stock storage that should be followed which are labelling, position, rotation, humidity and temperature (Doyle, Beauchat & Montville, 1997). For each product that being kept in the storage, it must follow closely this principles based on what type are they (Pitt & Hocking, 1997). For instance, the raw materials and ingredients stored in establishment sh all be kept in appropriate conditions, as to prevent harmful deterioration and to protect them from contamination. In addition, items such as cleaning chemicals, other chemicals, and insect and rodent poisons in separate areas to food and food packaging.There are two types of storage which are dry goods and chilled storage that could cater to frozen and dried products (Palmer, 1983). Knowing these principles of stock storage and the appropriate way of handling the storage, it shows that there could be some mishandling cases that lead to the peculiar taste of the frozen lamb. The staffs might not securely and completely wrapped all the frozen lamb in refrigerators and freezers. In addition, the workers might not use accurate trays or containers while keeping the frozen lamb.Regenstein & Regenstein (1979) revealed that it is important to wrap all the frozen lambs in order to prevent cross-contamination and to maintain quality. Besides, the trays or containers should have enough space for liquid from defrosting items, or blood, from the lamb. Instead of the stock storage, the stock rotation of in the stock storage should be looked at as well. A suitable system of stock rotation should be applied to make sure older foods are used first to avoid spoilage. This applies to chilled and frozen foods as well as other products (Regenstein & Regenstein, 2000).For example, foods with an expired ‘use by’ date, which you are returning to the supplier for credit, should be clearly marked to show they are not intended for sale or place them in a clearly marked container. In relation to the frozen lamb case in the Hypermarket, these principles might be overlooked and caused peculiar taste. The frozen lamb might be expired or not being kept securely in the chilled storage. As stock management is the utmost possible reason that leads to the peculiar teaste of the frozen lamb, strict actions should be given in this area so that this problem would not be happening agai n. . SOLUTIONS AND RECOMMENDATIONS TO SOLVE THE PROBLEM 1. Discussion Apart from seeking for the possible factors that lead to the peculiar taste of the frozen lamb, the purpose of this report is also to suggest ways to improve and overcome this situation. The first strategy that should be taken to address the issue is by having a discussion between the supplier, the branch manager and the store manager. The discussion is effective to be conducted, as it involves a process of exchanging the ideas and opinions.The involved parties could brainstorm and become more aware of the problem (Richard & Laughlin, 1980). Furthermore, it shows that through discussion allows every side to solve the problem and able to implement the strategies to overcome the problem. Besides, the discussion would be a form of verbal warning to the supplier and other branches that this situation should not happen again in future. In case it happens, everybody would be aware of the other consequences such as the c ancellation of the deal where the Hypermarket could request to change to a new supplier. . Training and Courses for Staffs Secondly, after having in depth discussion in investigating the issue of the peculiar taste of the frozen lamb, there must be other follow up solutions that need to be done in order to prevent this situation from happening again. It is important to ensure that every staff in this area are well informed about the job scope (Maher & Graves, 2007). Every staff ought to attend a training and courses before being employed. The training and courses are designed to enhance the quality of every staff’s service.For example, every staff needs to understand analytically on how to run dry goods and frozen products. The staffs should be aware that the stocks that will be expired in a short time should be marked clearly. This is to avoid the products from being arranged and displayed in the shelves. Furthermore, the staffs should aware that expired or nearly expired pr oduct will cause negative consequences to the customer if they happen to buy them. In the case of frozen lamb in the Hypermarket, one of the possible reasons that lead to the problem is perhaps the lamb has reached the expiry date.The selected staffs must know how to manage and arrange frozen foods such as lamb in order to retain the quality of frozen lamb in the Hypermarket. This proves that through training and courses the management of the every product sold in the Hypermarket could be enhanced tremendously. These types of training and courses are also valuable in maintaning the quality of every staff’s service. Apart from merely learning how to handle the product in practical, there is a strong need to provide sufficient theoretical input of it to every staff. Hence, it would be beneficial to conduct a test at the end of the training and courses.The purpose of the test is to set a standard (Hind, Moss & McKellan, 2007) before the Hypermarket employ somebody into the field . Therefore, every staff have to pass the test and this will somehow maintain the quality service offered by the Hypermarket. Consequently, such situation like having frozen lamb with peculiar taste could be prevented from happening again. 3. Service the Stock Storage Regularly Finally, one of the utmost important ways to solve the problem regarding the peculiar taste of frozen lamb in the Hypermarket is servicing the stock storage regularly.It is known that stock storage is a place where all the products are being kept (Palmer, 1983). The importance of having storage is to ensure the availability of the products. In the storage, all products are being storaged according to the type of food whether they are dry goods or chilled foods. In addition, the shelf life and date codes of items can be determined based on the correct storage conditions, including temperatures and labels (Doyle, Beauchat & Montville, 1997).For instance, food with a short shelf life in which food poisoning orga nisms can grow such as frozen foods are labelled with a USE BY date (Pitt & Hocking, 1997). It is an offence to have on display, or sell, food after the use by date has expired, even if it appears to still be fit to eat. These are some of the rules that should be followed in the stock storage. To ensure that the storage is safe for every product to be kept; therefore, regular servicing should be done.Regular servicing is to prevent defects and deficiencis of the products such as cockroach bites at the edge of the packaging or for chilled food, there will be bacteria in the food due to inappropriate temperature (Regeinstein & Regenstein, 2000). Doyle, Beauchat and Montville (1997) also suggested that the storage should be serviced at least once a month in order to maintain the cleanliness of the storage and safety of the products. Instead of servicing the storage as a whole, the place where we keep frozen foods is most important to be serviced monthly.This is due to the condition of the food like frozen foods tend to produce excessive water and smell due to their type of food. For example, frozen lamb will definitely produce blood and water but in frozen condition. These excessive waste will stay in the storage even we have taken out the food from the place. So, to clean up the storage twice a month is appropriate in order to avoid contamination from happening to the frozen food. Besides, packaging and wrapping materials and catering disposables to be used for food should also be kept in clean, dry, pest and contamination free stores (Pitt & Hocking, 1997).Thus, in relation to the frozen lamb in the Hypermarket, regardless of the supplier, the branch manager and the hypermarket, the stock storage in every place should be serviced regularly to prevent contamination. As a result, any incident like peculiar taste from the frozen lamb could be avoided from happening again in future. 5. CONCLUSION In summary, this report has elaborated three main areas that should b e looked at in order to solve the issue of peculiar taste for the frozen lamb in the Hypermarket which are problem, factors and solutions.The report has identified that the peculiar taste produced by the frozen lamb result several consequences to the Hypermarket. Some of them are; the customers suffer diarrhea and stomach ache after eating the lamb and several complaints about similar issue have received. The Hypermarket believes that this issue should be investigated in order to retain customers. There are four factors that have been identified which are failure to follow the criteria given for every product delivered, low quality product, improper checking when receiving the product and poor management of the stock storage.Thus, to solve this situation as well as address these factors, this report has come out with three solutions which are discussion, send staffs for training and courses in handling the stock and service the stock storage. It is hoped that this report will be ben eficial to all parties especially the Hypermarket in addressing the issue of peculiar taste produced by the frozen lamb. To ensure the success of a business, everybody should play a big role in making that happen. (2780 words)