Biography of F. Scott Fitzgerald

F. Scott Fitzgerald, born Francis Scott Key Fitzgerald (September 24, 1896 – December 21, 1940) was an American author whose works became synonymous with the Jazz Age. He moved in the major artistic circles of his day but failed to garner widespread critical acclaim until after his death at the age of 44. Fast Facts: F. Scott Fitzgerald Full Name: Francis Scott Key FitzgeraldKnown For:  American authorBorn:  September 24, 1896 in St. Paul, MinnesotaDied:  December 21, 1940 in Hollywood, CaliforniaSpouse:  Zelda Sayre Fitzgerald (m. 1920-1940)Children:  Frances Scottie Fitzgerald (b. 1921)Education: Princeton UniversityNotable Works: This Side of Paradise, The Great Gatsby, Tender Is the Night, The Curious Case of Benjamin Button Early Life F. Scott Fitzgerald was born in St. Paul, Minnesota, to a well-off upper-middle-class family. His parents were Edward Fitzgerald, a former Marylander who moved north after the Civil War, and Molly Fitzgerald, the daughter of an Irish immigrant who made a fortune in the grocery industry. Fitzgerald was named after his distant cousin, Francis Scott Key, who famously wrote â€Å"The Star-Spangled Banner.† Only a few months before his birth, two of his sisters died suddenly. The family did not spend his early life in Minnesota, however. Edward Fitzgerald worked mostly for Proctor and Gamble, so the Fitzgeralds spent most of their time living in upstate New York and in West Virginia, following Edward’s job demands. Nevertheless, the family lived quite comfortably, thanks to a wealthy aunt and Molly’s inheritance from her own rich family. Fitzgerald was sent to Catholic schools and proved to be a bright student with a particular interest in literature. In 1908, Edward Fitzgerald lost his job and the family returned to Minnesota. When F. Scott Fitzgerald was 15 he was sent away from home to attend a prestigious Catholic prep school, the Newman School, in New Jersey. College, Romances, and Military Life After graduating from Newman in 1913, Fitzgerald decided to stay in New Jersey to continue working on his writing, rather than returning to Minnesota. He attended Princeton and became heavily involved with the literary scene on campus, writing for several publications and even joining a theatre troupe, the Princeton Triangle Club. During a visit back to St. Paul in 1915, Fitzgerald met Ginevra King, a debutante from Chicago, and they began a two-year romance. They conducted their romance mostly through letters, and she was reportedly the inspiration for some of his most iconic characters, including The Great Gatsby’s Daisy Buchanan. In 1917, their relationship ended, but Fitzgerald kept the letters she’d written to him; after his death, his daughter sent them to King, who kept them and never showed them to anyone. F. Scott Fitzgerald in his military uniform in 1918; he never saw action in the war.   Time Life Pictures / Getty Images Fitzgerald’s writing-related activities took up the bulk of his time, which meant he neglected his actual studies to the point of being on academic probation. In 1917, he officially dropped out of Princeton and joined the Army instead, as the U.S. was just joining World War I. He was stationed under the command of Dwight D. Eisenhower, whom he despised, and feared that he would die in the war without ever having become a published author. The war ended in 1918, before Fitzgerald was ever actually deployed overseas. New York and Europe in the Jazz Age While stationed in Alabama, Fitzgerald met Zelda Sayre, the daughter of a state Supreme Court justice and a Montgomery socialite. They fell in love and became engaged, but she broke it off, worried that he would be unable to support them financially. Fitzgerald revised his first novel, which became This Side of Paradise; it sold in 1919 and was published in 1920, becoming a quick success. As a direct result, he and Zelda were able to resume their engagement and were married that same year in New York City at St. Patrick’s Cathedral. Their only daughter, Frances Scott Fitzgerald (known as â€Å"Scottie†) was born in October 1921. The Fitzgeralds became staples of New York society, as well as the American expatriate community in Paris. Fitzgerald formed a close friendship with Ernest Hemingway, but they came into conflict over the subject of Zelda, who Hemingway openly hated and believed was holding Fitzgerald’s career back. During this time, Fitzgerald supplemented his income by writing short stories, since only his first novel was a financial success during his lifetime. He wrote The Great Gatsby in 1925, but although it’s regarded as his masterpiece now, it was not a success until after his death. Much of his writing was tied to the â€Å"Lost Generation,† a phrase coined to describe the disillusionment in post-WWI years and often associated with the group of expatriate artists with which Fitzgerald mingled. Zelda and F. Scott Fitzgerald, circa 1921. Time Life Pictures / Getty Images   In 1926, Fitzgerald had his first movie offer: to write a flapper comedy for the United Artists studio. The Fitzgeralds moved to Hollywood, but after Fitzgerald’s affair with actress Lois Moran, their marital difficulties necessitated a move back to New York. There, Fitzgerald began working on a fourth novel, but his heavy drinking, financial difficulties, and Zelda’s declining physical and mental health got in the way. By 1930, Zelda was suffering from schizophrenia, and Fitzgerald had her hospitalized in 1932. When she published her own semi-autobiographical novel, Save Me the Waltz, in 1932, Fitzgerald was furious, insisting that their lives together were â€Å"material† that only he could write about; he even managed to get edits made to her manuscript before publication. Later Years and Death In 1937, after Zelda’s final hospitalization, Fitzgerald found himself financially unable to decline an offer from Metro-Goldwyn-Mayer to move to Hollywood and write exclusively for their studio. During that time, he had a high-profile live-in affair with gossip columnist Sheilah Graham, and he wrote a series of short stories mocking himself as a Hollywood hack. His hard living began to catch up with him, as he had been an alcoholic for decades. Fitzgerald claimed to suffer from tuberculosis–which he very well may have–and he suffered at least one heart attack by the end of the 1930s. On December 21, 1940, Fitzgerald suffered another heart attack at his home with Graham. He died almost instantly, aged 44. His body was taken back to Maryland for a private funeral. Since he was no longer a practicing Catholic, the Church refused to allow him a burial in the Catholic cemetery; he was instead interred at Rockville Union Cemetery. Zelda died eight years later, in a fire at the asylum where she was living, and she was buried next to him. They remained there until 1975, when their daughter Scottie successfully petitioned to have their remains moved to the family plot at the Catholic cemetery. Legacy Fitzgerald left behind an unfinished novel, The Last Tycoon, as well as a prolific output of short stories and four completed novels. In the years after his death, his work became more praised and more popular than it ever was during his life, especially The Great Gatsby. Today, he’s regarded as one of the greatest American writers of the 20th century. Sources Bruccoli, Matthew Joseph. Some Sort of Epic Grandeur: The Life of F. Scott Fitzgerald. Columbia, SC: University of South Carolina Press, 2002.Curnutt, Kirk, ed. A Historical Guide to F. Scott Fitzgerald. Oxford: Oxford University Press, 2004.

Family Is A Universal Term - 1927 Words

Family is a universal term, but that doesn’t mean it has a universal definition. It’s impossible to attach one definition to the term because it holds different meaning for different people in different societies. The US Census Bureau defines family as consisting of â€Å"at least two people related by marriage, birth, or adoption and living in the same household. â€Å" (Spearin, 2015). Although it’s not directly stated in this definition, the American definition of family is based on underlying themes such as heterosexuality and a nuclear family structure with a mother, father, and their 2.5 kids. This definition greatly differs from the definition of family in Jamaica, which is where I was born. In Jamaica, the domestic unit usually consists of†¦show more content†¦The varying construction of family in US and Jamaica is the result of the varying historical events that occurred in these countries. In the US, the construction of family was influence d by the change in the mode of production and the rise of individualism. In Jamaica, the construction of family was influenced by slavery. During this period, slave owners enforced a ban on formal marriages between two slaves until 1826. If a slave wanted to or even attempted to marry another slave, slave owners sold them to someone else. The lack of family structure during this period is part of the reason why cohabitation is so prevalent in Jamaica. Slavery had far reaching effects not only on the construction of family, but also the construction of gender roles and sexuality within said family. It has had far reaching affects on the daily lives of my family members, and how they interact as a unit. My aunts, uncles, grandparents, and great grandparents all spent the majority of their lives living in Jamaica, and it’s very noticeable in the way they run their households. In my family, there is a clear division of labor, similar to the division of labor present in the US in 1950. The women are in charge of taking care of the kids and getting them ready for school before they head off to work. When they get back from work, 8 out of 10 times, they are the ones to cook dinner and make sure the

The Ethics of Consequences Utilitarianism

Questions: 1. Outline the reasons why utilitarian argue that under some circumstances lying can be justified ethically.2.Use this example to illustrate the difference between act and rule utilitarianism and discuss the objections to each position.3.Using examples discuss the possible strengths and weaknesses of consequentialism and when discussing lying in the context of youth work or human services work.4.Draw conclusions about whether consequentialism can ever justify lying to colleagues and clients in human services work. Answers: 1. There are a number of reasons that lying can be justified ethically under some of the circumstances. One of the examples for the same can be considered with the help of the police chief. It can be assumed that the police chief has been terrorized for a long time by a child rapist. If it is found that the rapist has did because of some circumstances. Now the fear of the rapist is the past, but they couldnt be convinced that he would be a rapist (Hinman, 2012). If the same policeman has arrested another person as a rapist who only has six months to live, will it be useful? The public will feel that the town is safer again. The man to be punished will die soon and he will also get the better care in the jail in comparison to the streets. The Utilitarian act may actually be useful in convicting the man though he was to die soon. Here the police has told lie to the people that there is no rapist in the town but it is justified as the people will live a better life. 2. The example of the policeman mentioned above is related to act utilitarian. Its objective is to ensure that the man is convicted. It is important to ensure that the Rule Utilitarian needs to ensure that the rules are applicable without qualification or if they have the specific qualification. The rule states that one should keep the promise made to the dead. Also, if the rule utilitarian believes that they can make the qualification in cases related to following the rule, it would lead to the bad consequences. For example: if someone breaks the promise which he made to the dead, they are someone who can think like an act utilitarian. The may also admit that they can disregard the rule when the utility demands the same. Thus, again act utilitarian seems to collapse. 3. Consequentialism is a completely normative ethical theory. This states that ethical action and the proposed method are considered important for deciding which act is the right and an ethical act. Strength of consequentialism is that it can be applied ubiquitously because each and every result have some of the consequences which can be measured. In addition to this, it can be applied systematically. In order to explain this, an example should be studied. Suppose, there is a group of people who are enslaved but are provided with some of the comforts such as house, nutritious food and good working hours (Hinman, 2012). Also, they have entertainment such as television, movies, music etc. for free for being a good slave. Because of this, the slaves dont feel discontent about their state in life. The masters on the other hand feel that they have slaves and are happy about them. But, the ultimate consequences of the act are that they are slaves. Also, slavery is something which cant be j ustified. 4. Consequentialism is something in which the results only lie on the final consequences of any incident. This is important to be considered as it can help the people to live their life in a proper manner. If the people are constantly under fears and tension, they will not be happy. But lying to the colleagues and clients in the human services work can be useful in many ways. References Hinman, L. (2012).Ethics: A pluralistic approach to moral theory. Nelson Education.

Summary Of The Letter From Birmingham Jail Essays -

Summary Of The Letter From Birmingham Jail On Good Friday in 1963, 53 blacks, led by Rev. Martin Luther King, Jr., marched into downtown Birmingham to protest the existing segregation laws. All were arrested. This caused the clergymen of this Southern town to compose a letter appealing to the black population to stop their demonstrations. This letter appeared in the Birmingham Newspaper. In response, Martin Luther King drafted a document that would mark the turning point of the Civil Rights movement and provide enduring inspiration to the struggle for racial equality. Martin Luther King's Letter from Birmingham Jail strives to justify the desperate need for nonviolent direct action, the absolute immorality of unjust laws together with what a just law is, as well as, the increasing probability of the Negro resorting to extreme disorder and bloodshed, in addition to his utter disappointment with the Church who, in his opinion, had not lived up to their responsibilities as people of God. King's justification to the eight clergymen for protesting segregation begins with a profound explanation of their actions, Nonviolent direct action seeks to create such a crisis and foster such a tension that a community which has constantly refused to negotiate is forced to confront the issue. The actions of the African American people are overdue and very well planned as King had explained in the letter. Their quest was to force the white politicians to negotiate and actually heed the requests for desegregation. As King explains, past promises have been broken by the politicians and merchants of Birmingham and now is the time to fulfill the natural right of all people to be treated equal. Violence is not what King wants, he simply wants unjust laws to change and the Supreme Courts 1954 ruling to be upheld. Secondly, Kings answer to the clergymen's assertion that breaking the law is not the way to achieve the results the African American is looking for. Conversely, one has a moral responsibility to disobey unjust laws. I would agree with St. Augustine that, an unjust law is no law at all. King does not feel that they have broken the law, his definitive answer to the clergymen is that a law that is not morally sound is not a law. Laws are made to protect the people not degrade and punish. As far as King is concerned, the African American will continue to do whatever is necessary, preferably non-violently, to obtain the legal and moral right that is theirs. If they are not allowed this peaceful expression of the needs they so desire, it could lead to a much uglier action. Dr. King expressed his concern that if something is not done with these feelings and absolute needs of the African American there will be violence and mayhem. The Negro has many pent-up resentments and latent frustrations, and he must release them. So let him March. History has shown that if a person or people are ignored they will become violent and fight for their God-given rights. King diligently explained that black nationalist groups are becoming prevalent in society and he has faith that the Negro Church has had direct influence in keeping the violence from erupting. However, how can they are expected to stay complacent? Finally, the sheer frustration King felt was with the Church in general. In deep disappointment I have wept over the laxity of the church. There can be no deep disappointment where there in not deep love. This is probably the most heartbreaking assertion King makes. He feels that the Church has skirted its responsibilities to the African American people, hiding behind anesthetizing security of stained-glass windows. King summarizes his letter by making the point that he hopes that the Church will see it's responsibilities it's means it is/you need its as people of God and understand the need for direct action, the justification of unjust laws and the impending danger of the African American rising up in violence if they are not heard. Martin Luther King does this all in a diplomatic, heartfelt and completely inoffensive voice.

Electrolux Case Essay Example

Electrolux Case Essay Electrolux, page 25-27: 1) Explain why the issues facing Electrolux were strategic? Long-term direction: More domestic and professional appliances Shift production to low-cost countries Close plants that are inefficient Reduce number of supplies, also purchase more from low-cost countries Build a strong global brand Scope: Electrolux focused on its key competences (domestic and professional appliances) Sold its outdoor division (mowers, chain saws, etc. ) Want to invest 2% of sales in product development to intensify product renewal and systematic development of brands Advantages over competitors: Global, recognized brand Business environment: Globalization (production in low-cost countries, production costs of all major producers will be the same, therefore more concentration on product development, brand-building, marketing) Market polarization (demand for basic products and higher-price products increases) Consolidation of retailers (more business with big chains and fewer traditional dealers) 2) Identify the main factors about the strategic situation of Electrolux. Globalization Market polarization Consolidation of retailers Cost reduction in order to compete with other big companies (Whirlpool) 3) Think about strategic choices for the company in relation to the issues that it has. Invest more in research and development Use more economies of scale, reduce number of unique products and increase â€Å"platforms† for easy adjustments/diversification of existing products Find new markets (developing world, BRIC-Countries) Show how the elements of Strategic Management differ in: b) a large multinational business We will write a custom essay sample on Electrolux Case specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Electrolux Case specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Electrolux Case specifically for you FOR ONLY $16.38 $13.9/page Hire Writer In a large multinational firm, the strategy needs to consider aspects and local circumstances of not only one country, but all countries they are operating in. When defining the long-term direction of an organization, these different situations (i. e. local business environment, political issues, laws, importance of business location) are not evenly important for the overall success of the company. Also, some parts of the organization have other problems than others, which need to be considered. The scope of activities in a multinational business can be very wide, with production in one country and demand for it in many others. Additionally, there can be a very diverse product mix, so that the organization needs to focus on keeping it adjusted with their overall long-term direction and if all business units are equally important to achieve this goal. Facing many different fields of competition in many incoherent surroundings is a difficult task. However, as a large multinational company, it can use its bargaining power, market share and economies of scale to improve its advantage in front of competitors. Having a unique product brings special know-how, skills and competences into the business. Therefore, these resources can be used to improve and develop products, services or whatever the company sells. Considering that an organization like this is part of what makes this world so globalized, it also needs to adapt to changes in its environment, which can be technological, political or influence the business in other ways. In order to stay successful, the company needs to act quickly, but with careful consideration, before the competition has used good opportunities. Since most multinational firms are listed at least on one stock exchange in order to finance their business, the strategy has to include the interests of shareholders. However, the strategy should not focus on improving share prices on a short term basis, while forgetting about the long-term direction and the possible harm that can be caused by a wrongly focused strategy. Other stakeholders like employees, local communities, etc. also have to be considered, since especially employees are the main factor in generating products and therefore, profits. Deciding on a global strategy for a multinational company is very difficult, complex and need to integrate many different situations and focus areas.

West Side Story Anaylsis essays

West Side Story Anaylsis essays As a contemporary musical, West Side Story differs from Romeo and Juliet in form and detail, but stays true to the tragedy of innocent love caught in a complex social web that predestines its demise. In West Side Story, love at first sight between Tony and Maria set off a tragic chain of events which bring the story to its heartbreaking conclusion. Maria is Puerto Rican, Tony, Polish-American; they are young, innocent, rebellious-indifferent to the societal boundaries which they are trespassing. Like Romeo and Juliet, love is all that matters to. Inevitably, social reality intrudes upon the inter-racial lovers idealized world. Instead of the warring Montagues and Capulets, West Side Story revolves around two street gangs, the Sharks and the Jets. At this point in time, the impoverished white immigrant culture, which Tony represents, is being hreatened by the influx of new immigrant populations, especially the Puerto Ricans, who are beginning new lives in America. The young street gangs that arise from these ghettos demonstrate their frustrations and tensions through turf wars and street fights. Tony is a member of the Jets, the American gang. Maria's brother, Bernardo, and her Puerto Rican suitor, Chino, are members of the Sharks. Gangs are one of the results of poverty, discrimination and urban deterioration. Some experts believe that young people, undereducated and without access to good jobs, become frustrated with their lives and join gangs as an alternative to boredom, hopelessness and devastating poverty. Studies have attempted to determine why gangs plague some communities but there has been no definitive answer. As a result, people working to solve gang problems have great difficulty. They find the situation overwhelming, and the violence continues. The reason for some of this vilolence has to deal with the differences in culture between the two gangs and there ethinicity. As we have learned in socilogy cultur...

Violence on Television Essay Example | Topics and Well Written Essays - 750 words

Violence on Television - Essay Example There is no doubt that television has its good side. It can be both entertaining as well as educational. It gives good opportunity for children to learn more about different cultures, and gain exposure to ideas they may never encounter in their own community.Besides, it also gives them a chance to see different places and learn about various aspects on life in different parts of the world. In addition, there are also several motivational programs with positive role models and good moral stories that can influence kids to change their behavior for the better (UMHS n. pag, 2007). However, the concern today is the impact of violence that is projected in the television. Ever since the beginning of television, the effect of TV violence on society has been commonly studied and strongly debated. There are several studies that provide evidence that violence in television can be linked to the real life violence. For instance, a study conducted by four universities and financed by the cable industry found that of nearly 2,700 shows analyzed in a 20 week survey of 23 channels, 57% were said to contain at least some violence (Zoglin 58-61). [1] One of the biggest concerns is the negative effect of television on children. Researchers hypothesize that viewing TV violence can lead to three potentially harmful effects: increased antisocial or aggressive behavior, desensitization to violence (becoming more accepting of violence in real life and less caring about other people's feelings), or increased fear of becoming a victim of violence (Smith and Donnerstein 167-202).12 [2] Television can be a powerful influence in developing value systems and shaping behavior. Unfortunately, much of today's television programming is violent. Children and adolescent concur some of the negative moral influences through TV such as media violence, portrayals of sexual exploitation and attitudes, vulgarity and rudeness, intense and disturbing imagery, passive watching - the "couch potato" syndrome, alcoholism, drug abuse, and other kinds of disturbing activities. For example, the average American child will witness 200,000 violent acts on television by age 18 (Dowshen and Gavin n. pag 2005). These may lead to serious psychological problems. Too much of TV means that children not exercising, reading, socializing, or spending time outside. Children, who view violent events, are also more likely to believe that the world is scary and that something bad will happen to them. These could have serious negative influence on the growth and development of the child. A review of scientific literature on media violence provides ample evidences that the connection of media violence to real-life aggressive behavior and violence has been largely exposed (Donnerstein and Linz 271-284). Estimates suggest that as much as 10% to 20% of real-life violence may be a duplication of media violence (Comstock and Strasburger 495-509). National Television Violence Study presented the following after a three years study: nearly two thirds of all programming contains violence; children's shows contain the most violence; portrayals of violence are usually glamorized; and perpetrators often go unpunished (Federman 1998). Violence on television can influence people to commit crimes. There is an increase of juvenile crimes in the world. While television violence is not the only cause of aggressive or violent behavior, researchers believe that it is clearly a significant factor. It is important

Global Marketing Plan Research Paper Example | Topics and Well Written Essays - 1750 words

Global Marketing Plan - Research Paper Example How my decisions support the overall goal of growth and expansion? And last but not the least that How would I convince someone with the opposing perspective? In the end I would present my own views to support my decision and findings so far. Global Marketing Plan As I am supposed to present my thoughts regarding the globalization issue for the company, so in my views we should definitely move for globalization of our company. Since, our company has a wide range of clientele in Phoenix and Boston. People already know us here and our company is one of the most renowned furniture selling companies in town. Therefore, we would definitely have to take the opportunity like other companies and try to build the same repute in other locations as well. Moreover, I think we can do much better in other areas of the world as well. Therefore, in my point of view, it is the right time when we should expand our business internationally as well. Main reason behind this decision is to increase the ma rket share of our company. Moreover, if we expand our business in various regions across the globe then it will increase our sales and revenue as well. It will help our company to make its name in more locations, thus creating diversified customer range as well. One more factor to think about globalization is to search for more capable labor source from multiple areas of the world. This diversity will not only give us varied work force but also different minds to think for the benefit of the company in a better way. This is one way we can multiply our profits as well. As far as my rationale behind this decision is concerned, I stated already that globalization is truly good for our company at this moment. I don’t want to wait and let other competitors to take the advantage of this process. We have examples of many companies that have expanded their business to almost every side of the globe such as Coca-Cola, McDonalds, KFC, and so on. All these companies have not only gained lots of popularity around the world but also multiplied their revenues in a well-organized manner. If we lose the opportunity now, then some other company will lead us in this regard and gets all the benefits of globalization prior to us. When it comes to target any specific location then Europe is the best place to aim for. I have suggested Europe because we can gain a wide range of customers and competent workers from that place. Especially from Sweden we can get proficient workers and true furniture lovers from all over the continent. As per my studies people there are fond of good furniture. They like to give their homes a classy and trendy look. They follow trends and if we provide latest and chic styles designs of furniture then we can surely increase our clientele in that area. I have worked out enough to trace the location, where our company should target? The information I gathered using all my efforts, clearly shows that people in that area needs a good job with higher sa laries. We can easily target those areas to give them a good job and hence can upsurge our resources as well. It will also cut down our production cost because the salaries we are paying here in Boston and Phoenix are comparatively higher than the amount we would pay there. Not to compromise on the quality side, I would suggest that instead of making the furniture at other locations, we make them

Case Study #4 Essay Example | Topics and Well Written Essays - 750 words

Case Study #4 - Essay Example Against this background, the major problem sought to be addressed by the case study is that of trying to assist both Mike and Dorothy on the best way they can adopt in order to be better positioned to cope with the disease. The other issue being addressed is that of trying to find out possible means of helping Mike to prevent the disease, foster independence as well improving the quality of life. It can also be noted that emphasis is put on the notion that this kind of ailment is not equivalent to mental disorder or madness but just something that can be associated with old age where one can manage to treat it or live with it without major repercussions. This can be treated as a normal development in elderly people where they can get proper medication to overcome this ailment and lead a normal life once again. In some cases, elderly people tend to lose track of events which can be a normal thing given that the brain, just like any other part of the body reaches a point of getting tired as result of age thereby cannot continue to function perfectly compared to the young and energetic adult people. The major concepts presented in the text include the issue of forgetfulness which can either be attributed to Alzheimer disease. Schaie & Willis (2002) suggest that the condition of forgetfulness of the mind can be attributed to old age and this is seen as a normal development in the life of the human beings as they rich older ages. Thomas (1996) also concurs that research has shown that about 25 million adults have what he calls Attention Deficit Disorder (ADD). Some do not know it but in case of the adult people, it can ruin their relationships because of their forgetfulness, inability to be on time and in some cases leaving unfinished projects. In the case of Mike, it can be noted that he is beginning to forget even week days as well as the names of

Relationship Marketing And Traditional Transactional Marketing Marketing Essay

Relationship Marketing And Traditional Transactional Marketing Marketing Essay The approach of a business towards the marketing discipline can generally be categorised as either being traditional or relationship based. Whilst the traditional approach has held sway for the last fifty years there are signs that relationship marketing may assume the dominant position in marketing thinking and application in the near future. This does not mean that traditional marketing will no longer have a role to play. The evidence from a study of the supermarket chain Asda is that its position as the UK number two supermarket brand has been largely achieved by following a traditional marketing approach. Equally, however, market leader Tesco has embraced relationship marketing using its Clubcard to help it build mutually beneficial relationships with its customers. This approach to its marketing has seen Tescos market share and profits continue to grow whilst Asdas have started to decline. On the face of it this would appear to demonstrate that, when it comes to supermarket marketing, the relationship approach is best. However, it is not that simple. The classic four Ps of the marketing mix, Product, Price Place and Promotion, are the cornerstone of traditional marketing with Price and Promotion having been Asdas primary focus. Also, there is an argument that says in the difficult economic times that consumers are currently experiencing then the price and value for money proposition advocated by Asda has more resonance with consumers than ever before. So, which is the most appropriate marketing path for Tesco and Asda to follow or should elements form both disciplines be adopted for optimum effect? This paper analyses the various points of view of both academics and marketing practioners and draws heavily on case study material to draw some conclusions for a possible way forward. Introduction and Background Relationship marketing, which involves the development, growth, and maintenance of long-term, cost-effective, and mutually beneficial relationships between a business and its customers, may be perceived as being a relatively new phenomenon (Grà ¶nroos, 1995). However, this is not the case as its origins actually pre-date the industrial revolution, a time when products were manufactured on a small scale and consumers had direct contact with the manufacturers and merchants from whom they purchased their goods. As industrialisation gathered pace the mass production of goods meant that direct contact between manufacturers and their end customers was no longer practical and middlemen evolved to bridge the gap. This, in turn, resulted in manufacturers becoming distant from their customers and adopting a transactional rather than customer relationship focus to their marketing and selling activities (Sheth and Parvatiyar, 1995). This transactional approach became increasingly sophisticated as marketing developed into a specialist and separate discipline within organisations, alongside the customer services and product quality control functions. The four Ps of marketing mix i.e. Product, Price, Place and Promotion, first muted by Borden (1964), have been a familiar and successful planning and execution framework for traditional marketing practioners since the 1960s. However, this traditional marketing philosophy has been facing an increasingly serious challenge to its dominant position from advocates of relationship-based marketing (Grà ¶nroos, 1995). The introduction of new technologies, such as the internet, has changed the way in which businesses are able to interact with their customers. This, together with the large scale removal of global trading barriers and the increasing homogenisation of consumer attitudes and purchasing behaviour, have all served to fuel what has become known as the globalisation of world markets (Doole, and Lowe, 2008). This new global marketplace for products has necessitated the adoption of new and more effective marketing techniques and concepts by rival businesses striving to compete for the same customers. So rather than rely on traditional marketing techniques, which are based on identifying new prospects, converting them to customers, and completing sales transactions, businesses have increasingly focussed on developing meaningful relationships with their customers in order to both retain their custom and encourage them to spend more. The management of relationship marketing has been greatly facilitated by a change in attitude to the structure of the marketing, customer service and product quality control functions. Rather than these functions being distinct and disintegrated, as is the case in businesses with a traditional marketing focus, relationship marketing integrates these functions to enable the business to get closer to its customers and thus helping it to benefit from increased customer retention, and the nirvana that all businesses strive for, customer loyalty (Fill and Hughes, 2003). Customer loyalty can be defined as a form of repeat purchasing behaviour reflecting a conscious decision to continue buying the same brand. (Solomon et al. 2001, p. 259). Additionally, the financial efficacy of customer retention versus new customer acquisition is well established. Indeed most academic studies on the subject propound the view that the costs of acquiring new customers can be up to five times higher than tho se costs associated with retaining existing customers (Heskett et al., 1994; Webster, 1994; Cespedes, 1995). In the current global marketplace, Jones (1992) believes that businesses have no choice but to build and retain the loyalty of existing customers if they are to survive and grow. Supermarket chains, such as Tesco and Asda, act as a reference point for attitudes to loyalty, with 72% of consumers feeling loyal to at least one organisation operating in the highly competitive supermarket sector, according to a study by the Logic Group, a specialist in loyalty programmes management, and researcher Ipsos MORI (Fernandez, 2009). Tesco Clubcard a key relationship tool Tesco has been the dominant force in supermarket retailing for the last ten years (Seth and Randall, 2001). It remains the market leading supermarket chain in the UK with a 30.4% market share and has, in the early part of 2010, further widened the gap between itself and its arch rival ASDA, a position which has largely been attributed to the success of its recent Clubcard double points promotion (MacDonald, 2010). To succeed, relationship marketing requires the development and maintenance of strong personal relationships with customers. These relationships should include a high degree of mutual interaction and social exchange (Zineldin and Philipson, 2007). Tescos Clubcard is the cornerstone of its customer relationship marketing strategy. Launched in February 1995, Tescos Clubcard gained five million users within its first month of operation and, significantly and somewhat ironically for a loyalty card, 200,000 new customers also joined the scheme (Seth and Randall, 2001). Clubcard works by enabling its users to collect points when shopping at Tesco stores and online at Tesco.com and also at Tescos catalogue store, Tesco Direct. In addition, points can be collected at Tesco petrol stations and by paying for any goods or services using a Tesco credit card. Tesco Clubcard holders can also collect points when making non Tesco purchases, such as paying for gas or electricity through utilities supplier e.on (Tesco website, 2010). These points are then converted into money-off vouch ers for customers to use in store. However, Clubcard is much more than simply a vehicle to reward customer loyalty. By collecting customer data at registration, Clubcard is also a powerful marketing planning tool for Tesco. It enables the retailer to track customer shopping habits, including the products bought and their purchase frequency, thus enabling Tesco to target specific product and service promotions to specific customers, either at the point of sale or at the customers home via direct marketing. Tesco has attracted some criticism for using its loyalty scheme in this way but it argues that it works in the interests of its customers by aiding the business and product development process. Indeed, Tesco Chief Executive, Sir Terry Leahy, states that: We could not have created the dot-com business without the data from the loyalty card (Humby et al, 2007, page 4). As well developing relationships by creating highly targeted and personalised communications for its customers, Tesco has fulfilled another one of the key objectives of relationship marketing with its Clubcard, namely getting its existing customers to purchase more products. For example, using its Clubcard customer data, Tesco can identify possible target customers for its non-food products. It then mails these customers about such products via the medium of its quarterly Clubcard newsletter. This strategy has resulted in half of all Tescos traditional grocery customers also purchasing non food items from the chain (Humby et al, 2007). Data collected from Clubcard users has also been credited with helping to fuel Tescos recent dramatic international expansion with one third of its entire staff now working outside the UK (Humby et al, 2007). Tesco has extended its Clubcard brand into specific customer market segments in order to enhance its relationships with certain groups with a view to increasing sales to those specific customer segments. Clubcard data revealed that families with babies and toddlers who shopped regularly at Tesco did not believe that they could trust the Tesco brand as the best place to buy baby and toddler related products. These customers tended to place their trust in Boots for such products (Humby et al, 2007). A key identified element of successful relationship marketing is trust: The resources of the seller personnel, technology and systems have to be used in such a manner that the customers trust in the resources involved and, thus, in the firm itself is maintained and strengthened (Grà ¶nroos, 1990, p.5) Tesco decided that it needed to specifically address the issue of trust for these customers and created the Tesco baby and toddler club. Membership of the club enables families with babies and toddlers to get double Clubcard points on certain products as well as giving them free parking spaces close to store entrances, a free magazine and access to specialist parenting advice (Tesco baby and toddler club website, 2010). This relationship marketing initiative directly led to an increase of trust in the Tesco brand for baby and toddler products from this market segment and a consequent transfer of market share from Boots. Now Tescos sales volume of baby and toddler products is more than that of Boots and Mothercare combined (Stone et al, 2010). Effective relationship marketing that truly enhances customer relationships and leads to business improvement also requires that the marketing discipline in an organisation transcends all functions and embeds itself in the ethos of the business (Zineldin and Philipson, 2007). Tesco is totally focussed on its customers and information about customer needs and purchasing trends are disseminated to all parts of the organisation not just marketing. Indeed, Tesco claims that everything its does is rooted in customer knowledge (Tesco Careers Website, 2010). So it can be seen that Tescos Clubcard has certainly played a major role in securing and enhancing its market leading position and, as far as contributing to the bottom line is concerned, then there is evidence that it has also generated incremental sales and profits (Humby et al, 2007). Equally it has not caused an increase in overall marketing spend for Tesco as much of the funding for Clubcard has come from the reallocation of resources from other areas of marketing spend, such as TV advertising (Humby et al, 2007). However, it should also be remembered, of course, that Tesco has not completely disowned the traditional marketing concept as its ongoing aggressive price promotions demonstrate. Asda a traditional price-led approach Some academics suggest that here has been a paradigm shift from traditional to relationship marketing (Grà ¶nroos, 1995) and that traditional marketing does not fulfil the requirements demanded by the modern-day marketing concept (Gummesson, 1995, 2000). Kotler (1997), however, argues that the decision whether to use relationship marketing or transactional marketing depends on the industry type and, more importantly, on the needs and wants of the particular consumer. Some consumers will always adopt a short-term attitude in their relationships with suppliers (Zineldin and Philipson, 2007). In these cases traditional marketing based on the transactional approach will always have an important role to play. Asda is the second largest supermarket chain in the UK with around 17% market share (Macdonald, 2010). Its market ambitions are summed up in it mission statement which is to be Britains best value retailer exceeding customer needs always and in its stated purpose which is to make goods and services more affordable for everyone (Times 100, Asda Case Study, 2010, p.34). Asda has recognised the fickle nature of some consumers relationships with their supermarkets and acknowledges that the purchasing motivation of those consumers will always be based on obtaining best value (Zineldin and Philipson, 2007). Asda has, therefore, consistently adopted a transactional approach to its marketing by focussing heavily on two of the four Ps of the marketing mix advocated by traditionalists namely, Price and Promotion. Asda has built its market position around price and value for money, supporting these propositions through heavyweight TV advertising with its TV commercials having now propounded the virtues of Asda price for well over thirty years. Asdas strategic communications director, Nick Agarwal, defends Asdas traditional marketing approach, which focuses on attracting new customers and increasing transactions through its price and value led proposition, by stating that the current economic times dictate this type of offer in the supermarket sector. He says : Our internal data suggests that people are still very nervous about what will happen on the economic front this year. We need to make sure we serve new customers as well as those who are still feeling financially challenged, especially with the increase in VAT and public sector cuts that are to come. We are very conscious that value is still going to be at the heart of what people want in the coming 18 months.'(Costa, 2010). However, whilst Asda has enjoyed considerable success with its traditional marketing strategy, there are now indications that its approach has failed to reverse a slow decline in sales. According to research from Kantar Worldpanel, Asdas sales have fallen by 0.4% in the second quarter of 2010 and its market share has dropped by 1.7% to 16.9% in the same period (Baker, 2010). Asda seems determined to continue to pursue its traditional approach but independent observers are urging the chain to change to reflect new consumer attitudes. Ed Garner, retail analyst at Kantar Worldpanel says. The market has changed considerably and now consumers feel there is more to life than low prices (Baker, 2010). There are even dissenting voices within Asdas own ranks with Asdas new marketing director Jon Owen believing that the supermarket chain must cease its blinkered focus on traditional price-led marketing in order to compete more effectively (Baker, 2010). Asda has, however, made some concessions to relationship marketing through its corporate social responsibility initiatives. These include community involvement projects through its Asda Foundation (Your Asda website, 2010) and the provision of credit to those customers who have been refused credit by other lenders (Hemingway, 2002). However, it would seem that there are still strong forces inside and outside the business questioning whether or not a predominantly traditional marketing approach remains a viable strategy for future success. Summary and Conclusions From the evidence of two contrasting case studies it is apparent that both traditional and relationship marketing have proven to be appropriate for business success within the supermarket retail sector. However, there are indications that consumers are now beginning to expect more than just low prices and value for money from their shopping experience, they have also demonstrated a desire to engage in a meaningful relationship with their supermarket of choice. This relationship, if managed effectively by the supermarket chain, can increase customer loyalty and can encourage customers to their purchasing behaviour for specific product segments, as well as generating incremental sales from new and existing customers. Tesco, has also shown that a customer relationship strategy based on the development of mutually beneficial relationships can, and indeed does, positively impact the bottom line. Asda, for its part appears to be the subject of a struggle between the opposing forces of traditional and relationship marketing. However, this need not be the case. There is no reason why both disciplines should be in opposition. Even if there is a shift towards relationship marketing, many academics believe that traditional marketing, in terms of the four Ps of the marketing mix, remains valid in all types of businesses including supermarket retailing. The argument being that if a business does not have the right price, product promotion or place (distribution) for its products then it will be impossible for it to enter into a mutually beneficial relationship with its customers (Zineldin, and Philipson, 2007). There is, therefore, strong evidence to suggest that a mix of both the traditional and relationship approach is the most appropriate for the Supermarket sector in the UK. Tesco has achieved this balance but Asda has yet to fully embrace the value of relationship marketing acting alongside a more traditional approach. The view that it needs to do this and quickly in order to grow its business appears to be gathering momentum.

Contemporary Society

There are many contemporary social concerns in the world today. Information on these concerns can be found just about anywhere including the Internet, T.V. and even articles. A critical thinker has a responsibility to find out information on the topic that is correct, true, has validity and limited to no biases. One contemporary issue that is going on is the issue with the addiction to crystal meth. A critical thinker needs to be able to understand the validity and truth behind a writers work, understand the importance of ethics and moral reasoning, and understand the advantages of informational technology.Any critical thinker can understand how crystal meth addiction is impacting the contemporary world today. Crystal meth is a very addictive drug and has many side effects to the brain and to the body. In order for a critical thinker to find reliable resources, he or she must research many areas of a writer’s paper.One way that a person can understand if a an article, website, etc. is a reliable source is to conduct research on the resources that writer four his or her information. All resources need to be creditable and those in turn have to credit where the information came from. This information needs to be written by someone who is an expert in the field at hand. In this case the topic is crystal meth addiction. An expert should have no issue with peer-reviewed.A reference should also be peer-reviewed. When a source is peer-reviewed it  has been reviewed and passed by a board that works in the author’s field of study. This can lead to  sources being published allowing others to view information that is correct. It can also create an issue in having some articles rejected if the peer-reviewers do not agree with the information that is being printed. An example of information that can be rejected is bias information.A critical thinker needs to be careful to understand when he or she is coming across bias. Bias is when the writer is defending one side over the other is facts. When a research paper is written, it needs to cover all sides of the issue at hand. A research paper on crystal meth addiction would be bias if it only described how poor, homeless people become addicted to crystal meth. A critical thinker should be able to understand how this is bias and not true. A critical thinker should be able to understand that people from all walks of life could and can become addicted to crystal meth. Along with a critical thinker understanding bias in a resource, he or she must also understand validity.In order for a critical thinker to hold full responsibility for a resource, he or she must look into the validity of a resource. Validity revolves around the logic and truth behind information. A resource must contain both truth and logic. The truth is what a research paper is all about. Information must be true and contain information that can be backed up by research and education. An topic of addiction to crystal meth is a very big social concern that people should be educated on. This information must come from studies, research, and information that have been provided by researchers who have studied the field and have done a number of tests. When looking into the facts about crystal meth addiction, a critical thinker must be able to understand what is the truth and what is not.Many articles about crystal meth addiction have stats and percentages. A critical thinker must be able to look at the stats and percentages and understand where the resource is getting the information. There may come times when the percentages are off based on where the information has come  from. A critical thinker should be able to understand that if an article states that there are a zero percentage of people addicted to crystal meth, this is not the truth and this information should not be looked into. This also contains the fact of how factual the information really is.Fact is a very big part of understanding literatu re review. When a critical thinker is looking at literature, he or she needs the information to be true and to have fact behind every word. If an article is published with fake information, this can lead to the critical thinker having misinformation and understanding the topic of addiction to crystal meth in the wrong way. Every piece of literature that a critical thinker reads must have great resources, peer-reviewed information, contain no bias, and have validity to back it up in order to get the correct and right information.When looking into a piece of literature, a critical thinker should looking into the resources, peer-viewed, bias, and validity of the information at hand. This will allow the critical thinker to get the best information for his or her information on a topic such as the addiction to crystal meth. Finding these four main points in a piece of literature will help keep information as reliable as possible on a contemporary issue.Researching the addiction to crysta l meth will result in a major number of findings. It is  the responsibility of a critical thinker to understand the findings of each piece of literature he or she looks into. The first thing to look into is the information about crystal meth addiction. The site that has been published by the National Institute on Drug Abuse is full of information about what crystal meth (methamphetamine) is, what it does to a person, the statistics and trends, how it is abused and must more. In order to make sure this site is going to be useful, a contemporary thinker must look into the sources, bias, and validity of the literature and when the last time it was updated.This website has a section that deals with the research resources. This is  a good place to start in order to make sure the information is going to meet the criteria. The research resource includes a list of genetics research resources, data harmonization projects, and justice system resources. This information will provide where the information on the site has come from and who can back it up in order to make sure it is valid information. Here a critical thinking can see whom the NIH (National Institute on Drug Abuse) teamed up with in order to get the findings and information they have published. These researchers can be looked into and followed up with in order to make sure that the NIH is using true and real information on the topic of crystal meth addiction.The information found on the research resources will also let the person know that this information has been peer-viewed by all of the researchers involved in the findings. The next part that a critical thinker needs to look into is if there is any bias information in the literature. Bias information is information that is leading more towards one side.Reading the information  that the National Institute on Drug Abuse has written it is easy to see that the information is not bias and deals with the facts of crystal meth addiction. There is informat ion on how the drug is used. The NIH states â€Å"methamphetamine [crystal meth] is a white, odorless, bitter-tasting crystalline powder that easily dissolves in water or alcohol and is taken orally, intranasally (snorting the powder), by needle injection, or by smoking (National Institute on Drug Abuse, 2010, para 2). There is nothing that is bias about the information found on this website. The literature is informational and very valid.The validity of the information is very present. After reading through all of the resources and researchers involved, a critical thinker can understand that the information at hand is valid. This website has information that is both logical and factual present throughout all of the information that it provides. The same steps can be applied to another article about crystal meth.Sherry Mumford wrote an article called Putting meth addiction in context. This article should be researched to make sure it follows the same guidelines as the first literat ure information. The article revolves around Chilliwack, B.C. and the crystal meth addiction that can be found there. Sherry Mumford wrote the article and was published by Torstar Syndication Services, a Division of Toronto Star Newspapers, LLC. This LLC peer-viewed the article and found that the information was valid and decided to publish it.A critical thinker could argue that the article has some bias parts in it. The article states that â€Å"[Meth] is not an epidemic. It’s a drug trend and it’s problematic. It came on fairly quickly but it will go away† (Mumford, 2004, para 6). This information is leading more towards saying  that crystal meth is not addiction and is more of just a trend that is going around. This does not give the allusion that crystal meth is addictive and some people have trouble getting off the drug. This could also be considered in the validity of the article.The validity of an article is very important. The article contains some num ber on how many people are seeking help in the area. The article states â€Å"a total of 1,200 young people sought help from Fraser Health addictions services in 2003-04, and for adult clients the total was 5,500 in that same period† (Mumford, 2004, para 14). This information is very valid and the overall validity of the article is good.Another way to make sure that a piece of literature checks out is to see when the last time it was updated. An article called Straight faces about meth addiction was published in 2005 by Torstar Syndication Services, A Division of Toronto Star Newspaper, LLC. This article was peer-viewed by the publication company. The article also has a side bar stating the it was late updated in 2010. This left five years for new information to be found and changed if any information was not the same or not correct. This can be a real help to a critical thinker when making sure the information is right. The information also needs to contain no bias.The artic le deals with information on how to try and stop the crystal meth addiction. This article is not bias in anyway. The article is trying to help parents understand that even if it seems tough, there can be help for a son or daughter to get out of the addiction. The article does not state that is not help, which would lead to bias information. Stating that there is no help for anyone who becomes addicted to crystal meth would lead to a bias view. Knowledge of  resources will help a critical thinker understand the truth and validity behind literature.Knowledge not only helps a critical thinker understand the truth and validity behind literature but it can also help with the impact of social elements on both local and global communities. The knowledge that a person gains through social and institution elements can really have an impact on both local communities and global communities.Academic knowledge can impact local communities from a social element on the topic of crystal meth addi ction. People are taught that addiction is real and can effect so many people. It is important for people to understand that addiction can be found locally and education can help with the issue. When it comes to addiction, the more educated a person is, the better the understanding that person will have on the topic and how go about the issue.The Internet is a big way for people to gain academic knowledge on information that is going on locally and globally. This information can help a person see the underling issues that come with crystal meth addiction. Academic knowledge can help people understand the truth in small communities and even across the world. Academic knowledge can be anything from what a person learns in school to what is taught to us by others such as a co-worker who was educated in crystal meth addiction.Academic knowledge can have a big impact on local communities. Understanding the truth behind crystal meth addiction can really help a community understand the iss ue. An article written by Goble and Battershill  talks about how the leaders of a town decided to educate the town on crystal meth. A man by the name of Ramsey held a movie screening at the local highschool. Ramsey stated that the forum â€Å"will include a screening of a disturbing eighteen minute film† (Goble and Battershill, 2005, para 17). This information will help to inform the local community and help keep them educated on the topic of addiction.Being educated is the best way to try and find a resolution to any issue in a community. The communities need to know that some side effects of a crystal meth user are â€Å"extreme paranoia, visual and auditory hallucinations and severe cognitive impairment† (Lecomte, 2005, para 3). This can help others to understand what they need to look for in a person who is addicted to any type of drug, not just crystal meth. A person can then use their knowledge to understand that drugs mess with the brain and body.Academic know ledge can also help a critical thinker understand that an environment can have a lot to do with a person who is venerable to addiction. Through academic knowledge we learn that there are different environments, which can lead to different outcomes of how someone is raise, different types of cultures, and different subdivisions. An article by Matt Hartley talks about how some areas in the world can lead to a higher change of a person becoming addicted to drugs. Matt Hartley states â€Å"It’s hard enough to positively conduct treatment in you own community, [but] sending the kids far away, especially to a larger city where they’re going to run into a lot more troubled youth, is tricky† (Hartley, 2006, para. 9). This leads to the issue of the global community academic education can have an impact on.It is very important for a any person to know what is going on around the glob. A person can apply academic education to a global matter. The education a person has to apply to a local  community can also be applied to a global community. If using environment as an example, the same different types of environments in a community can also  be found around the world. Education does not only have to be academic. Education and information can be taught at a young age from anywhere.A survey back in 2009 came back with the results that â€Å"one out of every five students who filled out the survey from after an anti-drug group’s presentation said they know of someone using crystal meth† (Ryan, 2009, Infomart). Kids all across the globe need to be educated on this topic and understand the issues that come along with the addiction to not only crystal meth, but also any drug for that matter. Education is everywhere. Active citizenship in this matter and education could really help with the percentage of addicts in a community and around the globe.Active citizenship could impact the issue of the addiction to crystal meth in the next five t o ten years. The active citizenship has already started to help with getting the numbers of people addicted to crystal meth down. The National Institute of Drug Abuse has reported that the use of crystal meth in teens has started to drop of the recent years. The site suggests that this is because of all of the attention being brought to the subject. If this continues of the next five to ten years, there could be a very low rate at the end. The next five to ten years could show a very big difference in what we see today.Using education, the next five to ten years could show an great drop in the amount of users of crystal meth. There are many different types of educational tools out there besides academic. People can also become educated with the World Wide Web, multimedia (blogs,  videos, radio), television. Education has already started to bring down the number of kids doing crystal meth. According to Geoffrey Laredo there has already been a â€Å"significant decrease in methamph etamine abuse† (Laredo, 2004, para 1). Education has helped with this.Education keeps growing and so does technology. Technology in the next five to ten years is going to be a great impact with how education works today. Today people can find information on any topic on the Internet. Giving technology five to ten years is going to help education further and help so  many more people with the information of addiction to crystal meth.There are so many blogs and videos out there that help people understand why not to do drugs and what the side effects are. Videos, blogs, and prodcasts are a way for people to communicate with each other or even gain information on a topic like crystal meth addiction. When it comes to videos, blogs, and prodcasts; a critical thinker has to be careful about the information that is being provided. These types of multimedia can contain lots of bias and very little validity.There are many blogs out there about addiction. A blog is a personal webpage or website that allows that person to write opinions, stories, personal information, and also allows for others to comment on this information. There are many blogs about addiction that are full of information about recovery, the struggles, and what each person went through personally as a addict or as a family or friend of an addict.The blog called An Addict In Our Son’s Bedroom is a blog for parents dealing with an addict child. This blog allows for the main â€Å"Mom and Dad† to communicate with others and for others to reach out to them. The blog does not seem to have very many resources and can come across as bias in some cases. The information in this blog is valid based on the fact that it is coming from real life stories.A critical thinker can apply academic knowledge to this blog and understand the validity of the issues and the fact that some parts may come across as bias. A critical thinker can also understand how some of the information is not true nor meet s the qualifications of a peer-viewed article. The information on the blog is very relevant to the issue at hand: Addiction to crystal meth.This blog has many stories of what a family member of a user is going through. It also tells stories of how the people reach out to others and even talks to school students about the issues with addiction and what addiction can do to a person. There is so much personal information that statistics and numbers will not give someone. The validity and truth behind a blog is much different than the type of truth a validity one would get from an article backed up by many sources.Academic knowledge can help a person understand contemporary social concerns and how to apply the principles of active citizenship to those issues. A critical thinker needs to be able to know what information is good and what information is questionable. A critical thinker needs to be able to understand the validity, bias, and important of peer-viewed resource  and the impor tance of technology gathering data when dealing with any type of concern. This will help a critical thinker gain information that is correct, valid, and usable in the real world.

Second Language Aquisition

Second Language Acquisition What is Second Language Acquisition? In second language learning, language plays an institutional and social role in the community. It functions as a recognized means of communication among members who speak some other language as their native tongue. In foreign language learning, language plays no major role in the community and is primarily learned in the classroom. The distinction between second and foreign language learning is what is learned and how it is learned. Slide 2: Learning a second language requires: 1. formal language instruction in an academic setting; 2. nteractions with the second language outside of the classroom; 3. pedagogical practices, strategies and methodologies which facilitate second language learning (how); and 4. teaching the four language skills: listening, speaking, reading, writing along with comprehension and thinking (what). Slide 3: The study of second language acquisition involves: 1. how second languages are learned ( t he process); 2. how learners create a new language system with limited exposure (interactions); 3. language proficiency levels (competence and performance of the language); and 4. hy some learners achieve native-like proficiency. How Do Learners Acquire a Second Language? Learners acquire a second language by making use of existing knowledge of the native language, general learning strategies, or universal properties of language to internalize knowledge of the second language. These processes serve as a means by which the learner constructs an interlanguage (a transitional system reflecting the learner’s current L2 knowledge). Communication strategies are employed by the learner to make use of existing knowledge to cope with communication difficulties.Slide 4: Learners acquire a second language by drawing on their background experiences and prior knowledge in their first language. They experiment with the second language by using features found in their first language which a re similar to those in the second language. This dependence on the first language serves to help the learner construct an interlanguage, a transitional system consisting of the learner’s current second language knowledge. Communication strategies help the learners use what they already know to overcome breakdowns in communication. Slide 5:Individual differences affect second language acquisition. These differences may be developmental, cognitive, affective or social. There are factors that are fixed which we cannot control such as age and language learning aptitude. There are some variable factors such as motivation which are controlled by social setting and the course taken for developing the second language. Teachers need to know that variable factors are controlled through the learning environment, by knowing their students’ cognitive styles, their learning preferences, how they teach, and what they teach.Slide 6: There are many different types of learner strategies which teachers need to be aware of in order to understand the strategies children bring with them and how they learn best. Language learners may need to be taught strategies for relating new knowledge to prior knowledge, for organizing information more effectively and for seeking opportunities for communicating with target language speakers. Slide 7: Researchers identified a natural order of strategies for developing a second language.The order of development starts with the very simple imitation of a word or language structure, to self-talk, to self-correcting, and to role-playing. An awareness of this natural order can help teachers of second language learners plan lessons to facilitate language learning and increase the learners’ self-esteem and self-confidence. Slide 8: There are several theories of second language acquisition which have provided information on how second languages are learned. The Universalists studied a wide-range of languages to find out how languages vary and what makes them vary.They looked at language patterns, language universals (features of language which are common across many languages) as well as other properties of language. Slide 9: Universalists also claimed that language is acquired through innateness (nature) and that certain conditions trigger the development of language (nurture). The search for meaning is innate. Activities and instructional materials need to be presented in a meaningful, relevant and interesting manner in order to allow students to make language learning connections. Slide 10:Behaviorists claimed that learners learn by undergoing training and practice through a series of stimulus and response chains and operant conditioning. The environment provides the stimulus and the learner provides the response. According to the Behaviorist theory, reinforcement motivates the formation of a language habit. Behaviorist Theory (Continued) Theory When the learner learns a language, this learning includes a se t of stimulusresponse-reward (S-R-R) chains. Imitation provides the learner with a repertoire of appropriate, productive responses.The learner learns to imitate or approximate the productive responses provided by the environment. The characteristics of human and non-human learners include the ability to: 1. 2. 3. 4. respond to stimuli in a certain way; intuitively evaluate the reward potential of responses; extract the important parameters that made up the stimulus response (positive reward chains); and generalize these parameters to similar situations to form classes of S-R-R chains. Slide 11: Language learning requires effort and practice.Behaviorists further claimed that learners imitate or approximate productive responses. For instance, learning how to write is not universal across cultures because some cultures do not have a history of written language, therefore learning how to write involves a conscious effort and specific training, as well as a willingness to learn by trial and error. Responding to stimuli in this instance is critical in order for writing to take place. Slide 12: Nativists claimed that language learning is biologically determined.Each person is born with an innate ability to learn language. The basic innate language learning capacities are referred to as the Language Acquisition Device (LAD). This view asserts that the environment only serves to trigger the Language Acquisition Device (LAD) which determines what children acquire. Children acquire much of their language ability before coming to school, thus supporting the innate structures argument. Nativist Theory (Continued) 1. 2. 3. the ability to distinguish speech sounds from other sounds in the environment; TheoryMcNeill (1966) described the LAD as consisting of four innate linguistic properties: the ability to organize linguistic events into various classes that can be refined later; knowledge that only a certain kind of linguistic system is possible and that other kinds are not; and the ability to engage in constant evaluation of the developing linguistic system in order to construct the simplest possible system out of the linguistic data that are encountered. 4. Nativists have contributed to the discoveries of how the system of child language works.Theorists such as Chomsky, McNeill, and others helped us understand that a child’s language, at any given point, is a legitimate system in its own right. Slide 13: The Nativists also contend that learners actively construct grammar for themselves by actively listening to the language around them and trying to determine the patterns in the utterances. Learners progress through language in predictable stages. The learner will not respond to error correction if he/she is not developmentally ready. Slide 14: Cognitivists claimed that the conditions for learning language are the same conditions that are necessary for any kind of learning.They believed that human beings have the capacity for developing logical thinking. Acquiring knowledge is a cognitive process which involves automatic processing (rountinzed) and controlled (temporary) learning. Cognitivist Theory (Continued) Language Learning as a Cognitive Process 1. 2. Theory Learning a language involves internal representations that regulate and guide performance. Automatic processing activates certain nodes in memory when appropriate input is present. Activation is a learned response. Memory is a large collection of nodes. Controlled processing is not a learned response.It is a temporary activation of nodes in a sequence. Skills are learned and routinized only after the earlier use of controlled processes have been used. Learner strategies contain both declarative knowledge i. e. knowing the ‘what’ of the language-internalized rules and memorized chunks of language, and procedural knowledge i. e. know the ‘how’ of the language system to employ strategies. 3. 4. 5. 6. Slide 15: The Cognitive theory undersco res the fact that the learner brings an innate mental capacity to the learning task. He/she also brings perceptions of relationships between what he knows and what he/she needs to know.Learner strategies are used for learning the rules of a language and how to use the language for different audiences and purposes. Theories of Second Language Acquisition (Continued Social Interactionist Theory supports the view that the development of language comes from the early interactions between infants and caregivers. Social interactionists stress: Theory the importance of a child’s interactions with parents and other caregivers; the importance of â€Å"motherese†; contributions of context and world knowledge; and the importance of goalsGlew (1998) claims that learners have to be pushed in their negotiation of meaning to produce comprehensible output. The classroom context needs to provide adequate opportunities for target language use to allow learners to develop competence in t he target language. Slide 16: Social interactionists believe that human language emerged from the social role that language plays in human interactions. They further believed that the environment plays a key role and that adults in the child’s linguistic environment are instrumental in language acquisition.Language learners need many opportunities for using the target language in order to develop competence. Slide 17: Social interaction is the key to language processing. Input from the social interactions provides a model for negotiation opportunities. Vygotsky (1978) believed that learners bring two levels of development to the learning: an actual developmental level and a potential developmental level. These two levels are referred to as the Zone of Proximal Development. Learners can move from actual development to proximal development through social interactions with others. Slide 18:Krashen proposed five hypotheses for second language acquisition. He explored the notion t hat acquisition is different from learning because one takes place in a natural environment while the other takes place in an academic setting. He further claimed that we learn language in a predictable order. Some language structures are learned earlier than others. The monitor is the self-correcting mechanism that learners use to edit what they say before they speak or write. The learner can overuse the monitor and stifle communication. Slide 19: Krashen proposed that when learners are provided with comprehensible input they acquire more.When the learner’s affective filter is up, this means that information is not reaching the learner. This may be because of fear, anxiety or low selfconfidence in language learning. The ideal situation is for the filter to be down so that the language acquisition device can receive the input necessary for language acquisition. Cummin’s Second Language Framework Cummins makes a distinction between social language and academic language. 1. Social language refers to the everyday conversational language which is supported by the use of illustrations, realia, demonstrations, etc. Context Embedded). Studies show that language learners acquire social language in approximately two years. Social language deals with the here-and-now language, therefore second language learners tend to acquire it faster. 2. Academic language is the language of school tasks which is more abstract and decontextualized (Context Reduced). Some second language learners who develop fluent spoken English have difficulties in reading and writing because they may be at different levels of proficiency while they are moving from social language (BICS) to academic language (CALP).It takes between five to seven years for second language learners to acquire academic language. Slide 20: James Cummins developed a framework for second language acquisition that involves the identification of both social and academic languages. The basic interpersonal commun ication skills are acquired from everyday use of the language and are supported by cues in the environment (context-embedded). The cognitive academic language proficiency is more abstract language which is not supported by environmental cues (context-reduced).Slides 21-22: Context-embedded tasks are for the most part cognitively undemanding because learners are able to depend on cues for assistance. There are some tasks that are context-embedded, more complex and impose cognitive demands. The learners in these situations can still rely on environmental cues for help. Slides 23-24: Context-reduced tasks can be both cognitively undemanding and cognitively demanding as well. Cognitively undemanding tasks are simple to carry out but do not contain environmental cues i. e. reading for personal purposes.Cognitively demanding, context-reduced tasks are more abstract and decontextualized. Slides 25-26: The components of communicative competence include: 1) grammatical competence which is kn owing the structure of the language; 2) sociolinguistic competence which involves the use of the language for different audiences, purposes and norms of communication; 3) discourse competence which includes combing and connecting utterances both spoken and written; and 4) strategic competence which involves using language to meet communication goals. Slide 27:Competence is the underlying knowledge which is the mental representation of linguistic rules. This knowledge is nonobservable because it is internal. Performance is the overtly observable production of competence (comprehension and production of language). Slide 28: The three general principles of language learning include: 1) the law of exercise-active and repeated responses to stimuli (practice); 2) the law of effect-reinforcing learner responses (providing immediate corrective feedback); and 3) the principle of shaping-learning language through learning chunks (bit-bybit).Slide 29: These principles operate under the assumpt ion that language learning is the formation of habit. The learner’s automatic responses were prompted by stimuli. Interesting and motivating stimuli turns responses into automatic, routinized learning. The level of difficulty required to learn a second language depends on the amount of time it takes to learn a second language pattern. The time from which controlled responses (short-term) turn into automatic responses (long-term) is dependent on learner differences, learning conditions, and teaching pedagogy. Input and InteractionL2 acquisition can only take place when the learner has access to input in the second language. This input may come in written or spoken form. Spoken input occurs in face-to-face interactions. Non-reciprocal discourse includes listening to the radio or watching a film. Behaviorists claim that presenting learners with input in the right doses and then reinforcing their attempts to practice them can control the process of acquisition. Chomsky pointed ou t that in many cases there was a very poor match between the kind of language found in the input that learners received and the kind of language they themselves produced.Comprehensible input (Krashen’s, 1985 Input Hypothesis) proposed that learners acquire morphological features in a natural order as a result of comprehending input addressed to them. Long (1981a) argued that input which is made comprehensible by means of the conversational adjustments that occur when there is a comprehension problem is especially important for acquisition. Swain (1985) proposed the comprehensible output hypothesis which states that learners need opportunities for â€Å"pushed output† in speech or writing that makes demands on them for correct and appropriate use of the L2.Slide 30: Input and interaction are very important factors in second language acquisition. Second language acquisition can only take place when the learner has access to input in the target language. Teachers can prov ide comprehensible input in their instructional delivery coupled with opportunities for interactions. Adjustments are made in order to facilitate the comprehension of messages. Just as important is comprehensible output. Learners need to be given opportunities to produce spoken or written discourse which forces them to use correct and appropriate use of the second language.The Role of the Native Language in Second Language Acquisition Language Trans fer The role of native language in second language acquisition has come to be known as â€Å"language transfer. † It has been assumed that in a second language learning situation learners rely extensively on their native language. According to Lado (1957) individuals tend to transfer forms and meanings, the distribution of the forms and meanings of their native language and culture to the foreign language and culture.This transfer is productive when the learner attempts to speak the language. This transfer is receptive when the le arner attempts to grasp and understand the language and culture as practiced by native speakers. Lado’s work and much of the work of that time (1950’s) was based on the need to produce pedagogically relevant materials. A contrastive analysis of the native language and the target language was conducted in order to determine similarities and differences in the languages. Slide 31: The first language has a distinct role in second language acquisition.When language learners have a strong linguistic and communicative foundation in their native language, then the process of second language acquisition involves language transfer. Learners transfer forms and meanings as they attempt to speak or write the second language. Transfer takes on a receptive role when the learners listen to native speakers of the language and try to understand what is being said. Similarities in the two languages are transferred positively (language facilitation), while differences cause a nonproducti ve transfer (language interference). Framework for Explaining L1 Transfer Language Trans ferThe L1 system is used for both comprehension and production. The interlanguage system is also used in comprehending and receiving messages. The L1 system is used in hypothesis construction responsible for interlanguage development. Comprehensible input serves as a major source of information for hypothesis construction. L2 output may be used for hypothesis construction. Slide 32: Language learners rely on their first language to produce language and to comprehend it. Hypotheses construction of language comes when learners manipulate and test language forms to further their interlanguage, the stages of development between L1 and L2.The second language output helps the learner test hypotheses of how language works and helps them construct new ones. Teachers provide comprehensible input in order to help learners acquire information for hypotheses construction. Slide 33: Language transfer is a co gnitive process which involves the strategic use of the first language in learning the second language. The flexible thinking that occurs in the learner’s mind is representative of the interconnectedness between the two languages. Bi-cognitive thinking occurs spontaneously and with great ease.Learners think in their first language, transfer that thinking into the second language and then produce the utterances that meet the communication situation. There is a distinction between transfer experienced for communication purposes and transfer experienced for second language learning. First language transfer helps the learner receive and produce messages for communication purposes. Transfer in learning situations happens when the learner uses the first language to formulate hypotheses about second language rules. Language Language Transfer Trans ferWhere the two languages were identical, learning could take place through positive transfer to the native-language pattern. Where the two languages were different, learning difficulty arose and errors occurred resulting from negative transfer. Chomsky (1959) set in motion a re-evaluation of many of the behaviorists claims. This re-evaluation included area such as: the dangers of extrapolating from laboratory studies of animal behavior to the language behavior of humans were pointed out; 2. the terms stimulus and response were exposed as vacuous where language behavior was concerned; 3. nalogy could not account for the language user’s ability to generate totally novel utterances; and 4. studies of children acquiring their L1 showed that parents rarely corrected their children’s linguistic errors, thus casting doubt on the importance of reinforcement in language learning. All this led to the reconsideration of the role of L1 in L2 learning. 1. Slide 34: When language features in the two languages are similar, positive transfer from the first language to the second language occurs. When language feature s in the two languages are different, learning difficulties and errors happen.This transfer process made it evident to researchers that the native language definitely plays a major role in second language acquisition. The Nature of the Interlanguage Continuum Cognitive theories of interlanguage claim that with the assistance of learning strategies, learners build mental grammars of the second language. Learners draw on the rules they have constructed to interpret and produce utterances. Learner’s utterances are only erroneous with reference to the target language norms, not to the norms of their own grammars.The interlanguage continuum consists of a series of overlapping grammars. Each share some rules with the previously constructed grammar, but also contains some new or revised rules. A rule has the status of a hypothesis. Slide 35: The implication of the interlanguage continuum for teachers is that with assistance from learning strategies, learners are able to build mental grammars (rules) of the second language. The continuum represents different interlanguage stages (overlapping grammars) that the learners go through to use the rules they have learned to interpret and produce speech.Rules are classified hypotheses because the learner tests certain language rules in his/her development. Selinker’s Interlanguage Theory Selinker’s Interlanguage Theory maintains the separateness of a second language learner’s system and gives the system a structurally intermediate status between the native and target languages. According to Selinker, second language learners are producing their own self-contained linguistic system. The system is not a native language or target language system, rather it falls between the two.Stages of Interlanguage Development include: 1) random errors (presystematic); 2) experimentation and inaccurate guessing; 3) emergent-growing in consistency in linguistic production; 4) backsliding-appears to have grasped but later regressed and unable to correct errors; 5) systematic stage-ability to correct errors on their own; rules may not be well-formed but display more internal self-consistency; 6) stabilization-few errors are made, have mastered the system to the point of fluency; and 7) intralingual-inconsistencies within the target language; Global errors-affect meaning;local errors-close similarities in word form (i. . spelling). Interlanguage Continuum Interlanguage Stages L1 L2 ______/____/______/____/_______/_____/___/_____/_____/______ Basilang Mesolang Acrolang Slide 36: Each of the stages of the interlanguage continuum represents each grammar that the learner builds which represents more complexity as he/she moves on the continuum. Second language learners begin in their first language and as teachers provide the formal and informal second language instruction, learners move forward in their development.When learners encounter difficulties in any of their interlanguage stages, they can fo ssilize (learning stops at some given point) or they may experience backsliding (regression). The continuum can be related to language learner categories used for identifying bilingual/ESL students. Basilang is equivalent to the beginner; mesolang is the category of an intermediate learner; and acrolang is the category for the advanced learner. Slide 37:The identification of errors that language learners make is important in order to understand the source of errors and the corrective measures teachers can offer. Errors happen when learners lack knowledge of second language rules, while mistakes occur when learners are unable to perform their competence (underlying knowledge that is non-observable). Overt errors are deviations in form and covert errors are those that are well-formed but do not communicate what the learner intended. Learner Errors Error Analysis is used for examining errors as a way of investigating learning processes.Much of the early work on learner errors focused o n the extent to which L2 acquisition was the result of L1 transfer or creative construction (construction of unique rules similar to those which children form in the course of acquiring the native language). The presence of errors that mirrored L1 structures was taken as evidence of transfer (interlingual), while those errors similar to those observed in L1 acquisition were indicative of creative construction (intralingual). The study of learner errors showed that although many errors were caused by transferring L1 habits, many more were not.It was found that learners went through stages of acquisition and the nature of errors varied according to their level of development. Error analysis could not show when learners resorted to avoidance and it ignored what learners could do correctly. Slide 38: For teachers of English language learners, it is important to understand the role of errors in second language learning. Error analysis is important because it gives us the opportunity to e xamine learner errors and determine if errors are a consequence of first language interference or not.Implications for teachers come in planning instruction that addresses patterns in errors made by students experiencing language interference, grouping practices to target the identified errors, and instructional methodologies and strategies for helping learners overcome some of their errors. Slide 39: Errors made by a language learner can give teachers insight as to how much knowledge the learner has in the second language. They are a means of diagnosing progress or lack of progress in second language development.Errors are to be seen as part of a process of second language acquisition not just as the result of imperfect learning. Slide 40: Errors are systematic and will occur until the language learner recognizes them and corrects them. If communication is clear, even when learners produce errors such as â€Å"no want† then the error is in the language structure and not in t he learner’s system (interlanguage). Slide 41: Contrastive analysis helps teachers understand potential errors language learners make. This understanding will allow teachers to identify what needs to be learned and what is already in the learner’s system.What needs to be learned will be the focus of instruction and what is already learned will be the knowledge the learner brings to the learning situations. The pedagogical materials that resulted from contrastive analysis were based on the claim that language is a habit; language learning involves the establishment of a new set of habits; the native language interferes with the reception and production of a second language; and accounting for errors involves considering differences between the first and the second languages.The greater the differences the more errors will occur; and difficulty and ease in learning a second language are determined by differences and similarities between the two languages in contrast. Sli de 42: Thomas and Collier (1997), proposed the Prism Model of Language Acquisition for School. This model includes first and second language cognitive development, academic development, language development as well as social and cultural processes. Slide 43: The cognitive development component is a subconscious process that is developmental. Thought processes are built through interactions.It is critical that cognitive development take place in the first language so that the foundation is strong and positive transfer of skills and concepts occurs. Slide 44: Academic knowledge, concepts and skills transfer from the first to the second language. In order to make the necessary instructional adjustments, teachers need to provide instruction in the learners’ first language and a strong English as a Second Language component during the instructional day in order to make academic content meaningful. The interruption of academic development in the first language will likely promote a cademic failure.A good balance of academic instruction (Cognitive Academic Language Proficiency) in the first language and vocabulary and oral language development (Basic Interpersonal Communication Skills) through ESL will facilitate language transfer and transition when the learner is ready. According to research, it takes a language learner from 5-7 years to reach academic proficiency in the second language. It takes from 2-3 years to acquire BICS. Therefore, teaching BICS in the two languages and having a strong ESL program are essential if language learners are to be ready for transitioning from the first to the second language.Slide 45: Language development includes Basic Interpersonal Communication Skills (BICS) which are acquired subconsciously as well as the innate ability learners bring with them to the academic setting (CALP). In order to assure both cognitive and academic success in learning a second language, the learner must be taught in his/her first language to a hig h cognitive level so that the learner can develop the necessary competence and performance in the second language. Slide 46:Second language learners go through everyday experiences which impact the acquisition of the second language. The home-school connection is very important in order to help language learners respond to second language learning more effectively. The sociocultural support that language learners need must be evident at home, at school, in the community and in society at large. The instructional environment can either create social unity, linguistic and ethnic respect, and value for bilingualism or it may promote a psychological distance between two groups, cultures and languages.Slide 47: In conclusion, teachers working with second language learners must consider the learners’ linguistic, cultural, and academic needs, as well as the levels of language proficiency. Teachers should encourage their students to experiment with language and not be afraid of makin g errors. Errors are part of the learning process just as error correction is part of the teaching process. Teachers should not ignore errors, but focusing too much on them can cause anxiety, fear and hamper learning.