Vocabulary Learning On Low Proficiency Learners English Language Essay

Vocabulary Learning On Low Proficiency Learners English Language Essay In many research on second language classroom, the role and influences of mother tongue or first language (L1) on second language (L2) learning has always been a hotly debated issue. There have always been contradicting views about whether or not to use L1 of the students in the second language classroom. During the past 30 years, in the late seventies to early eighties, the idea of using mother tongue in language classroom was not a favored one. Majority of the language classroom used solely L2 while the use of L1 is avoided totally (Liu, 2008). In fact, many supported the use of L2 only so as to provide full exposure to that language. The use of L1 in the language classroom is deemed as depriving the learners input in L2 (Ellis, 1984). Despite the many arguments from both proponents and opponents of the use of L1 in the L2 language classroom, linguistic researchers failed to provide a conclusion for this issue and could not reach a common ground on whether the use of L1 is considered as a facilitator or a barrier in the acquisition of second language. According to Nation (2003), L2 should be fully utilized as much as possible in a foreign language classroom (in this context, English). Though L2 should be the core language used in classroom management and learning, the use of L1 should not be abandoned as it has a minute but significant role in language learning (Nation, 2003). Apart from Nation (2003), there are many linguists and researchers in the field of second language acquisition who agreed that L1 should be utilized in the language classroom in particular with students who are not highly proficient in the target language (Swain Lapkin, 2000; Tang, 2002; Mattioli 2004). This suggests that L1 plays an important role in the language classroom especially for the low proficiency learners. However, not many empirical studies have been conducted to examine the effectiveness of using L1 as a tool for low proficiency learners in L2 classroom (Bouangeune, 2009). Therefore, this paper seeks to find evidence to support the theory that L1 can facilitate the learning of L2 in the classroom learning. Classroom learning for languages encompasses four language skills, for example, reading comprehension, writing, and vocabulary learning. As a head start, this paper will examine the use of L1 in L2 vocabulary learning. 1.2 Research Objectives Liu (2008) did a rather straightforward and comprehensive research on the effects of L1 use on L2 vocabulary learning. In his study, he managed to prove that bilingual vocabulary teaching method is actually suitable for Chinese EFL learners (Liu, 2008). Inspired by his research, this study aims to address the problem of low proficiency learners in Malaysian secondary government school. This study will replicate the research done by Liu (2008) to investigate the role of L1 in L2 vocabulary learning. Also, this study intended to identify whether L1 is a facilitator or a barrier to the L2 vocabulary learning in Malaysian context and how L1 facilitates the language learning. The main objective of this study is to examine the effects of L1 use in L2 vocabulary learning on low proficiency L2 learners. 1.3 Research Questions Based on the objective, this study seeks to measure how L1 facilitates the low proficiency L2 learners to understand the meanings of new words. This study aims to answer the following questions: What are the effects of using L1 in L2 vocabulary learning classroom? To what extend does the use of L1 increase the performances of L2 vocabulary learning. From here, we propose the following hypotheses: There are significant differences between the performances of students with different language approach in the vocabulary learning. The bilingual approach (incorporating L1 in L2 classroom learning) is suitable to low proficiency L2 learners. 1.4 Purpose of the Study This study sets to focus on L2 vocabulary learning due to the reason that acquisition of vocabulary has a fundamental role in learning a second language (SÃ ¶kmen, 1997). In other words, vocabulary learning is inter-related to other language skills. A number of studies claimed that L2 learners need to have extensive knowledge of vocabulary as it is useful in the long term run (Nation, 2001). Since the acquisition of vocabulary is so important in learning a second language, effective ways of teaching and learning vocabulary should be emphasized. Research has confirmed that proper application of L1 can effectively assist the memorization of new words during L2 vocabulary learning process. Liu (2008) used the fact that L1 is present in L2 learners mind, therefore, whether the teacher uses L1 or not, the L2 knowledge that is being formed in their mind is linked in all sorts of ways with their L1 knowledge. This observation is supported from the sociocultural theory perspective that L1 meanings continue to have a persistent effect in the L2 learning (Lantolf Thorne, 2006). Therefore, it is hope that through this study, we are able to draw some insights concerning the role of L1 and how L1 provides a familiar and effective way for acquiring and understanding the meaning of new words in L2 vocabulary learning. 1.5 The Theoretical Framework The theoretical framework for this study is based on three prominent second language acquisition theory, namely the Krashens Monitor Model (1985), Swains Output Hypothesis (1985) and Comprehensible Output (1995) and Longs Interaction Hypothesis (1981, 1996). It has been widely acknowledged that the three constructs of these theories, the input, interaction and output are closely related elements in L2 learning (Zhang, 2009). The input is vital for language acquisition. However, input alone is not sufficient. In addition, interaction comes into play as an equally important role in the process of learning. As for output, it is the final result or the goal in learning L2. According to Krashen , the input and output of L2 learning and production is reflected by the model in Figure 1 below: Figure 1: Krashens combined model of acquisition and production Learners need to receive comprehensible input the L2 acquisition. Before the input is being processed into the Language Acquisition Device (LAD), it may or may not be filtered as the Affective Filter Hypothesis explains. With comprehensible input and low affective filter, learners will be able to acquire the L2 knowledge and produce output. However, the notion of output is not strongly stressed in this model, therefore a model of second language acquisition is also adopted. The model is reflected in Figure 2 below: Figure 2: A model of second language acquisition and use (based on VanPatten, 1995) Based on the above Krashens combined model of acquisition and production (Figure 1) and a model of Van Pattens second language acquisition (Figure 2), the framework below (Figure 3) is conceptualized to represent the relationship between Krashens comprehensible Input and Affective Filter Hypothesis, Longs Interaction Hypothesis and Swains Output Hypothesis in second language acquisition process in the context of using L1 in L2 teaching of vocabulary. Figure 3: Conceptualized framework based on combination of input, interaction and output 1.6 Significance of study Since there has been few studies done by the language teachers and professionals in identifying whether the use of L1 in the learning of L2 vocabulary on low proficiency students, this study will serve as a groundwork to determine the effectiveness and to gain insight of whether there is any differences, of how well the low proficiency students response and improve by using L1 in vocabulary learning. This paper hopes that the result from this study would add to the betterment of interest and motivation among the students and improve their proficiency in second language vocabulary learning. 1.7 Limitation of the Study This study examines only the low proficiency students who are studying in form 5, who are selected because they have been receiving below C grade for their English result. Due to insufficient representations of students of other level, generalization is applicable only to the form five students of the particular school. There is also the matter of class control. Since the students were from low achievement class, they are also the possibilities that they had discussed the answers among themselves. The research also suffers from time constraints. The purpose of this quantitative study is to determine the usage of L1 in L2 vocabulary learning on low proficiency students. Further studies may carry out in different samples for identification of different strategies and method use. 2.0 LITERATURE REVIEW 2.1 History of language learning on L1 use in L2 teaching Throughout the history of second language acquisition both in the context of learning and especially teaching, the role of L1 has long been the most long-standing controversies in the history of language pedagogy and this, according to Stern (as cited in Anh,2010) . This was further supported by Hitotuzi (2006) who stated that first and foremost, to further understand the important and significance of the relationship of L1 and L2 in second language acquisition, one should start as early as one could in the periodic the role of the learners first language in the process of foreign/ second language learning and acquisition. The issues of whether or not to use the L1 in the L2 teaching have left a debate among teachers with some feeling that under certain limitations, the L1 could be used as a tool while the other teachers feel that L1 should not be involved in the teaching of L2 (Stapa Majid,2009). According to Anh (2010), the attention given to this matter has been increasing and ha s garner a lot of interest in research and studies carried out to further develop the methods and issues concerning to the qualities of using L1 as a resource in the language classroom and also among the language teaching profession. The history of L1 usage in L2 teaching can traced thought history and it could be considered to have started as early as in the nineteenth century in the western countries, where the Grammar Translation Method dominated the L2 classroom (Anh, 2010). Howatt (as cited in Hitotuzi, 2006) also stated that the Grammar Translation Method enjoyed a widespread acceptance excessively in the late nineteenth-century until the World War II, this is according to Bowen, Aden and Hilferty (as cited in Hitotuzi, 2006). Here, it can be seen that the usage and issues of L1 usage in L2 language acquisition has long started and practiced throughout history. According to Larsen-Freeman (as cited in Anh, 2010), the Grammar Translation Method derived from the teaching of the classical languages, Latin and Greek, where, through this method, L2 was used in grammar illustration, bilingual vocabulary lists and translation exercises and was a fundamental goal in helping learners be able to read literature (Anh, 2010). Since then, as stated by Hitotuzi (2006), many other significance occurrence can be seen in the development of L1 in L2 acquisition such as of Howatts Direct Method which focused on the extremisms in the usage of the mother tongue a movement that occur in the twentieth century and was according to him, was shortly preceded by Lambert Sauveurs Natural Method and followed by the Armys Method, or the Audiolingual Method (ALM). The matter of L1 usage in L2 teachng has a deep root in Second language and Hitotuzi (2006) further mentioned that During these centuries of controversy over the role of L1 in the L2 learning context, many untested teaching, practice and sinvolving (or excluding!) Learner L1 has been adopted; they rely essentially on popular beliefs. Anh (2010) also stated with the aim of developing post-communicative methods which regard L1 as a classroom resource, several studies connected to the role of L1 in the teaching of L2 have been conducted. 2.2 Krashens Monitor Model In the theories of second language acquisition, the Input Hypothesis by Stephen Krashen (1985) is said to be one of the major theories frequently referred to (Zheng, 2008). This hypothesis aims to explain how learners acquire a second language. It claims that language input (vocabulary) is important to acquisition. For the acquisition of L2 vocabulary, comprehensible input is an essential factor. According to the hypothesis, second language acquisition happens when the learners understand input that contains grammatical forms at i+1 (Zhang, 2009). In simpler terms, if learners are able to understand the explanations and instructions given by teachers, then their current competence i will be promoted to i+1. Learners tend to achieve optimal acquisition when they are able to understand most of the input while being challenged by some new vocabulary (Castro, 2010). It would be a waste of effort for a teacher to keep on speaking in L2 if the students are low proficiency L2 speakers. The teacher might be carrying many classroom activities but without the help of L1, the students cannot understand the instructions and participate in the activities. Therefore, it is crucial for teachers to provide sufficient comprehensible input to their students in the language classroom. When Krashen came out with the Input Hypothesis, he further described acquisition with another closely related hypothesis, the Affective Filter Hypothesis. The Affective Filter Hypothesis explains that learners need to receive the comprehensible input into their brains. However, learners tend to filter or block out the target language if they become tense, confused, angry or bored (Lightbown Spada, 1999). In order to prevent learners from having high affective filter towards target language, they need to be fed with acceptable taste of food. Previous studies have reported that teachers tend to fine students for using their L1 in English language classroom (Weinberg, 1990). If the students speak their L1 (Spanish, Cantonese, Mandarin, Vietnamese, Russian or Farsi) in the English language classroom, they will be fined 25 cents. This reminds me of my primary schooling days where we were made compulsory to communicate in English during the English Week and if we fail to do so, we will b e fined 10 cents for each word spoken in our mother tongue. As a result, many students dared not speak much or speak out loud during that week because they could not converse in English language fluently. This situation clearly explains that when learners become frustrated, upset, angry and resentful at the environment of the language classroom, their learning stops. Therefore, it is critical for teachers to consider the barriers faced by the L2 learners especially lower proficiency learners and provide comprehensible input to lower their affective filters. 2.3 Longs Interaction Hypothesis The other important element in L2 learning is interaction. Long (1981, 1996) influenced by Krashens theory on input developed the Interaction Hypothesis. In addition, Long (1981, 1996) focused on the link between the language learners and their language development. Since early 1980s, researchers have been concentrating on studying the role of interaction and considered it as important for second language acquisition (Xu, 2010). The central focus of the Interaction Hypothesis is on the negotiation for meaning (Castro, 2010). Comprehensible input must be accompanied by interactions to yield a more desirable output. The occurrences of interaction produce significances, feedbacks and input modifications that help to increase comprehension of content. Long (1996) noted that interaction facilitated comprehension and acquisition. In other words, interactive input is more important than non-interactive input (Ellis, 1994). Interactions in the language classroom are very important for both teachers and students. L2 learners should be given chances to interact with the teachers for clearer understanding. There should be possibilities for L2 learners to clarify requests, check comprehension and request for repetition in the classroom learning. Long (1981, 1996) noticed the differences in communication exchange between the native speakers and non-native speakers. For native speakers, they tend to continue communication despite the non-native speakers language limitations. Therefore, the non-native speakers need frequent negotiations for better understanding (Zhang, 1010). As such, the language used in delivering contents needs to be comprehensible to the learners so that their attention can be drawn in the classroom learning. Besides, L1 should be used as a tool to sustain the interactions between L2 low proficiency learners and their teachers so that both parties can enter into negotiation for meaning. 2.4 Swains Output Hypothesis In response to the Input Hypothesis by Krashen (1985), Swain (1985) argued that comprehensible input may not be sufficient for successful second language acquisition (Zhang, 2009). Furthermore, in order to produce comprehensible output, comprehensible input alone is not sufficient to L2 learning process. Research has been conducted using the Output Hypothesis and the results show that there is a link between language use and language learning (Zhang, 2009). From here, we know that in order to yield desirable output, we have to consider the factors that contribute to a more effective learning process. 2.5 Low proficiency L2 learners and vocabulary learning According to Anh (2010), due to the controversial of the impact of L1 usage in L2 teaching, many studies and research have been done on it. Although most of the research have been on the subject none really focused on how L1 usage in L2 teaching in the context of Low proficiency L2 learners. As stated by Latsanyphone and Bouangeune (2009), few experimental research and studies has been done on L1 to observe to find out whether it is an effective tool for teaching low proficiency learners. They further stated that The many agreement by professionals from the field of second language acquisitions such as Nation, 2001; Swain Lapkin, 2000; Atkinson, 1987; Tang, 2002; Auerbach, 1993; Mattioli, 2004 that stated and agree L1 usage would be an advantage with low proficiency students in a target language suggested that L1 plays an significant function in language teaching, particularly for the low proficiency learners. According to Latsanyphone and Bouangeune (2009), result from a study cond ucted by Ramachandran and Rahim (2004), who studied the effectiveness of using L1 in translation method, suggested that using L1 in the course of translation method was more effective than not using L1 in developing ESL learners vocabulary knowledge ability, and could also advance elementary ESL learners skill to recall the meaning of the word that they have learnt. They further stated that Based on the above, it seems necessary to look at the approaches for vocabulary teaching. Such implication could only mean that L1 in the teaching of L2 in the context of low proficiency students could prove to an advantage and should be further investigate the effectiveness of using L1 in teaching vocabulary to low proficiency learners despite the controversy of L2 teaching should only used L2 language as the medium of teaching. 3.0 Methodology 3.1 Introduction This section presents the study design and sets of procedures that were employed for the data collection of this research. The sample for this research was taken from a secondary school in Pasir Gudang, Johor Bahru. Only the Form five students from the low proficient class are involved in the study. 3.2 Subjects The subjects for the study were selected of form five students in a secondary school in Pasir Gudang, Johor Bahru. They were selected from the classes that have the lowest result of English (c and below). 3.3 Instruments Two tests (pre-test and post-test) were used to obtain and collect data in this study. The students literacy was measured using language tests. Two vocabulary tests were conducted in the classroom within 1 week. The students were instructed to tick or cross depending on whether they know the meaning of the word. If yes, then they need to provide the meaning using their own words and the answer in L1. Their test results were collected and analyzed. 3.2 Procedures This approach is based on a questionnaire survey conducted on the target group. The main instrument used for this study is an open-ended vocabulary questionnaire that consists of ten chosen English vocabulary from SPM level essay. Where the students are instructed to tick or cross depending on whether they know the meaning of the word. If yes, then they need to provide the meaning using their own words and the answer in L1. A pre-test was conducted on the students. After the pre-test, the students were divided into two groups, experimental and control. The control group received explanation and discussion of the vocabulary and its meaning in English while the experimental group explanation and discussion were conducted in L1 (Bahasa Melayu). A post-test was done a week later. Both the experimental and control group were given the same format of questionnaire with the same questions/words as previous test. The purpose of the second test was to see how many words were acquired one week before could be remembered, and to see whether there was any difference in the vocabulary acquisition of the new words between the two groups. 3.3 Data analysis A quantitative method was used in processing the data. The data collected in the study was inspected. Tests were objectively marked by the researchers. For each correct answer/ meaning, they were given 1 mark. Data scores were carefully typed into the SPSS data table in order to gain the desired data and analyzed using independent sample T-test analysis. 4.0 RESULTS AND DISCUSSION 4.1 Pre-test The objective of the analysis of the questionnaire is to answer the two questions of What are the effects of using L1 in L2 vocabulary learning classroom? and To what extend does the use of L1 increase the performances of L2 vocabulary learning. The results were interpreted independent sample T-test analysis shown in the graph below. The distribution of pre-test score by Class 1 (Experimental Group) is skewed to the right. It has a range from 0 to 2. IQR is 1. The mean and median are similar at 1.1 and 1 respectively. According to this graph, two of the students received 0 marks, 5 of them with 1 mark, and three of them with 3 marks. This could probably due to lack of knowledge of the given words and their meaning. However, from the answered questionnaire received, it could be seen that they do showed sign of positiveness and effort when they do try to answer each words in direct translation using L1 for example homeless, answered as kurang rumah. The distribution of pre-test score by Class 2 (Control Group) is skewed to the right too. It has a range from 0 to 8. IQR is 1. The mean and median are similar at 2 and 1 respectively. Accordingly, I students with 0 mark, 5 students achieved 3 mark, 2 student with 2 mark, I student with 3 marks and only 1 students received 6 marks. This group also showed poor comprehension of the given word although fared slightly better than the experimental group. From the above result, we can see that the post-test mean of Experimental Group (Class 1) is 14.2 and the post-test mean of Control Group (Class 2) is 11.8. Compare with the pre-test mean of Experimental Group (Class 1) is 1.1 and the pre-test mean of Control Group (Class 2) is 2, Experimental Group (Class 1) improve mean of 13.1 and Control Group (Class 2) improve mean of 9.8. The Improvement of Experimental Group (Class 1) is higher than Control Group (Class 2). 4.2 Post-test The distribution of post-test score by Class 1 (Experimental Group) is skewed to the left. It has a range from 11 to 15. IQR is 1. The mean and median are similar at 14.3 and 15 respectively. For this post-test, there seems to be an improvement according to the data results. Eight of students in the experimental group achieved 15 words correct, compared to the previous test where the highest is 3 words correct. The usage of L1 had further enhanced their understanding of the word and therefore resulting them to perform better in the post-test. The distribution of post-test score by Class 2 (Control Group) is skewed to the left too. It has a range from 7 to 13. IQR is 1. The mean and median are similar at 11.8 and 12 respectively. We could see from the result that there is improvement from the pre-test. Eight of the students had managed to get 12 and 13 correct. From the result above, we could see that the usage of L1 in the learning of vocabulary on low proficiency students do have a differences. 4.2 Problems with this study There were also problems and limitation that needed to be addressed in regards to this study. First and foremost, are the time constraints. As we progress with the research, we found that the duration of one week interval is not sufficient to test their understanding and memory. Another matter that concerns us is the insufficient representations of subjects; therefore, generalization could not be made for all form five low proficiency students. From the questionnaires that received back, we could not guaranty on the class control since we, the researcher are not there our self. Therefore, we could not be positive that the test was done under control situation, meaning, the teacher had made sure that the students had answered all the questions on their own. 5.0 CONCLUSION From the independent samples test, p-value was not above 5%, we have found a statistically significant difference between the true population mean post-test result by Experimental Group (Class 1) and Control Group (Class 2) at the significance level. This means that the Experimental Group (Class 1) has the sufficient evidence to suggest that they should teach the students base on their mother tongue language. However, from the result, by using L2 in vocabulary learning, could also achieve improvement. Therefore, it is hard to conclude which of the method is most effective if we were to compare them. However, the result remains that L1 usage do enhance the vocabulary acquisition. Taken together, the effects of using of L1 in L2 vocabulary learning classroom is encouraging and constructive. L1 should be used as a facilitator in the L2 vocabulary learning especially with students of lower proficiency.

Gay marriage in America Essay

America was built on the foundation of equality for all men; however, not until recently have gay and lesbian individuals inherited such civil rights. One of the largest and most pressing issues effecting the gay population is the issue of gay marriage. Marriage is defined as â€Å"the relationship that exists between a husband and wife or a similar relationship between people of the same sex† (Websters). Within the past ten years fifteen states have legalized gay marriage. â€Å"As of Nov. 13, 2013, gay marriage has been legalized in 15 US states (CA, CT, DE, HI, IA, MA, MD, ME, MN, NH, NJ, NY, RI, VT, and WA) and the District of Columbia. 34 states have gay marriage bans through either laws or constitutional amendments or both.† (Procon) Fifteen states legalizing gay marriage in ten years is a strong the accomplishment however, it is still, and continues to be, a very polarizing issue within the country. The passage and acceptance of gay marriage effects many different diversity categories including but not limited to age, religion, and ethnicity and race, and economic status. Age There is a direct correlation between age and the opinion of same sex marriage in America. According to The Pew Research Center, younger Americans are much more accepting and favor same sex unions over older Americans (PewResearchgroup). â€Å"Individuals, born after 1980, favor allowing gays and lesbians to marry legally by a 53%-to-39% margin, while there is less support for same-sex marriage among Baby Boomers –those born 1946 to 1964 — than among younger age groups. Currently, 38% favor allowing gays and lesbians to marry legally while 52% are opposed† (Pew Research) These recent poling numbers would suggest a continuing trend from generation to generation; each new generation is more in favor of same sex marriage than the previous. With more Americans favoring same sex marriage than ever before, one would believe this trend of acceptance of gay marriage will continue over the next generations to come. Religion There is a strong relationship between how religious you see yourself and your views and attitudes toward gay marriage. This idea is not very surprising although very important as it contributes to an understanding of the religious factors that influence opinions about issues directly impacting the gay population. â€Å"Religious attendance is associated with negative attitudes towards gay and lesbians and less support to gay and lesbian civil rights.† (Todd and Ong, 1) There is a positive link between high religious attendance and negative attitudes towards gay marriage; religious attendance is a constant predictor of attitudes towards gay marriage. Within subgroups of religion such as Christian Orthodoxy and conservative Protestant, â€Å"with such an identification, therefore reducing the odds of supporting gay marriage.† (Todd and Ong, 1) Findings suggest the more one identifies and strictly follows their religious views has a direct link to their views on gay marri age. Ethnicity and Race Views and opinions, whether they be negative or positive regarding gay marriage changes and varies within ethnicities and race. African-Americans are generally more opposed to gay marriage versus their white counterparts. â€Å"African-American religiosity is primarily responsible for their conservative views about homosexuality and same-sex marriage.† (Sherkat, Mattias de Vries, and Creek, 81) The factors of race and religion closely relate to each other in this aspect and help to influence each other. As stated above religion has great influence on ones views of same-sex marriage and â€Å"African-Americans have the highest rates of religious participation of any subgroup of the U.S. population† (Sherkat, Mattias de Vries, and Creek 81) â€Å"Between 1998 and 2004, white opposition to same-sex marriage declined to under 54 percent, and it dipped to under 46 percent by 2008. Opposition to same-sex marriage also declined substantially for those of â€Å"other† races, decreasing to under 40 percent in the 2004 survey, and fluctuating between 45percent in 2006 and 43 percent in 2008. Yet, African-American opposition did not decline substantially between 1988 and 2006.† (Sherkat, Mattias de Vries, and Creek 81) Within different races the opinions of gay marriage seem to be changing with the times except for the African-American race. Again, whether it is due to outside factors of religion, culture, or tradition, the African-American race seems to be lagging in the forward movement of gay marriage. Summary As Americans we are guaranteed certain inalienable civil rights and liberties, however as we have seen and know that is not always true. Based on an individual’s sexual preference the ability to marry is not always assured. Factors such as age, religion, ethnicity and race, and economic status greatly influence ones opinion on same sex marriage. Those who are older and more religious oppose gay marriage more than their counterparts who are younger and less religious. Is this to say every older religious individual does not believe in same sex marriage? The answer is no; however, these factors such as age and religiousness tend to follow these trends. There is also variation in opinions within races and ethnicities. White Americans seem to be the most accepting of gay marriage over African-Americans and other races. Discussion The decision on choosing gay marriage legalization and views in America today comes from the realization that there are more gay couples seeking marriage in today’s society than ever before. Gay marriage is no different than heterosexual marriage between a man and a woman with the one obvious exception of gay marriage being between two individuals of the same-sex. Often times, gay marriages are not granted the same civil rights and civil liberties as their heterosexual counterparts. Age, religion, ethnicity and race, and economic status greatly factor into ones positive or negative  views on gay marriage. Throughout this course I have learned that some individuals or even groups of people, such as the gay population, have a very difficult time obtaining the same advantages as their peers. In the past, homosexuality was something to be feared, however, today the public opinion of gay marriage is changing for the better. Stereotypes and prejudices still exist today however they are slowly being phased out by an understanding and more positive attitude towards gay marriage. As of today fifteen states have legalized gay marriage with many other states predicated to soon follow suit. This research has helped me better understand the struggle and plight that the gay community often faces for basic civil rights. Liberties and benefits that I take for granted that come along with marriage are not often extended to the gay community based solely on sexual orientation. I have gained a new appreciation of marriage because I know it is not something that is equal for everyone as well as not obtainable for every individual at this present time. Marriage is not something to be taken for granted because there are those that still cannot share in its wealth. American was built on the foundation of freedom for all regardless of differing diversities; I believe this should hold true for all regardless of sexual orientation. Work Cited â€Å"Gay MarriageProCon.org.† ProConorg Headlines. ProConorg, 11 Nov.2013. Web. 17 Nov. 2013. Kohut, Andrew. â€Å"Less Opposition to Gay Marriage, Adoption and Military Service.† Pew Research Center for the People and the Press RSS. People Press, 22 Mar. 2006. Web. 06 Nov. 2013 â€Å"Marriage.† Marriage. N.p., n.d. Web. 17 Nov. 2013. Sherkat, Darren, Kylan Mattais De Vrias, and Stacia Creek. â€Å"Race, Religion, and Opposition to Same-.† Social Science Quarterly (2010): 80-100. EBSCO. Web. 17 Nov. 2013. . Todd, Nathan R., and Katherine S. Ong. â€Å"Political and Theological Orientation as Moderators for the Association between Religious Attendance and Attitudes toward Gay Marriage for White Christians.† Psychology of Religion and Spirtuality 4.1 (2011): 56-70. EBSCO. Web. 2013. .

Seiko Go Upmarket

Executive Summary Seiko Watch Corporation and its predecessor had always been innovative in watch technology development and brought many industry firsts to the watch market, and Seiko was very successful before the 1990s. With competitive environment change started in the 1990s, Seiko found it was not in the right segment of the market for growth, this segment is high end watch market. Seiko tried to break into the high end watch segment, but the attempts haven’t been proved successful.Based on detailed analysis of Seiko’s industry environment, competitive arena, and internal issues, conclusion was drawn that Seiko’s past vision, strategy and structure didn’t support its ambition to be an important player in the high end watch market. Countermeasures were then proposed: 1) have a clear and viable vision for future; 2) install a solid strategy of brands differentiation; and 3) match the strategy with organizational structure and resources. * IntroductionTh is case, â€Å"SEIKO WATCH CORPORATION: MOVING UPMARKET†, examined Japanese watch maker Seiko’s history, major technology developments, competitive environment, business expansion, and efforts and challenges to uplift brand image to compete in high end market segment. Seiko’s predecessor K. Hattori was established by 22-year-old founder Kintaro Hattori in 1881. The business was started with second-hand clocks sell and repair, and later on retailing and wholesaling of imported clocks.Hattori then established Seikosha (â€Å"Seiko† means exquisite and â€Å"sha† means house in Japanese) in 1892 to begin to produce wall clocks, launched the first wristwatch in Japan in 1913, and started to use Seiko brand on watches in 1923. Since then, Seiko had been enjoyed rapid growth in domestic market until 1950s when it accounted for 50% of total production in Japan, while Citizen and Orient shared the remaining 50%. Facing pressure from Swiss watch makers, Sei ko started to upgrade its technology to improve accuracy and add features, and managed to be comparable with Swiss products in terms of accuracy in the early 1960s.Around the same timeframe, after dominating the domestic competition in the late 1950s, Seiko started to go abroad. Through advertising initiatives such as being official time keeper of the 1964 Tokyo Olympic Games and continued technology focus such as being the world’s first company to introduce quartz wristwatch in 1969, Seiko earned its place in international market: it had become the leading watch brand in most Asian countries and successfully built sales channels in US and European countries by 1970s.Though Seiko was historically accepted by domestic customers as luxury watches producer at top-end of the market in addition to mid-range watches, its several attempts to reposition itself to high-end segment in international watch market didn’t enjoy much success: in the late 1970s, Seiko bought Jean Lass ale, a Swill watch brand, to form a sub-brand â€Å"Seiko Lassale† to sell luxury quartz dress watches at higher price points in international markets, but this brand was not successful in the US and Europe markets and eventually discontinued; another sub-brand â€Å"Grand Seiko†, once alive in 1960s aiming at the high end of the domestic watch market, was re-launched in the late 1980s to flight with Swiss watch makers in the high end segment, this attempt didn’t meet its desired effect otherwise Seiko would have not taken the third try in 2000s to move upward of the market through the spring drive technology. In 2007, doubt about brand upgrade was casted on Seiko again. * Analysis of the issues The myriad of problems facing Seiko can be traced to below three causes. Industry environment – Strategic context change of the horological industryThe first phase – before the late 1950s / early 1960s, everybody in the watch industry had competed in a pret ty straight forward environment: watches were mainly used for chronometric purpose, watch’s core technology was homogenous (everybody in the horological industry used mechanical movements system), and main objectives for watch makers were to mass produce precise timepieces at competitive cost and sell to everybody needs a watch. Seiko did a nice job in this era. It occupied majority of Japanese domestic market share and caught Swiss rivals up in terms of production facility and product accuracy. The second phase – from the late 1950s / early 1960s through the 1970s and 1980s, technological revolution, mainly application of electronics and quartz technologies, reshaped the horological industry. Every watch shared certain common elements: a movement to measure the passage of time, any energy source, a display, a case, and a bracelet or strap.Electronics altered the stereotype of energy source and display, while more significantly, quartz timekeeping technology broke the tradition of mechanical movement to bring much more accuracy to watch benefiting from its properties of a quartz crystal oscillating at precise frequencies. Comparing to mechanical components, electronics and quartz components could be produced and assembled at more stable, economic, and fashionable way, Watches then could be offered to customers with unprecedented accuracy, lower cost, and fashion statement. To embrace the change or be changed, all players of the industry went through an era of uncertainty and innovation. Seiko was very creative in the time and pioneered many watch technologies to the market. Seiko started expanding overseas and its international brand image was formed during the period. In the meanwhile, Seiko began efforts to setup sub-brand to move up in market.People would not have known ramifications of what they were doing when in process of historical events, but looking back into history, we know today the seed of Seiko dilemma was planted in the 1970s and 1980s under the soil of its success. The third phase – the 1990s was a no name decade for Japanese watch makers including Seiko. Domestic economy was staggering. Watch technology was still in evolution, but there was no break-through invention like quartz could stir up the arena. Low cost economies such as China and Hongkong were arising to take over in mid-priced and low-end watch market. Swiss watch makers firmly seized hold of high-end watch market while fighting back in mid to low end market.Watch Competitors came out from outside of the chronological industry: pocketable digital device made watch no longer a functional necessity for timekeeping purpose. Seiko sales declined in the decade. The fourth phase – after the millennium, prevalence of cell phones further deteriorated watches’ position as personal primary timekeeping accessory. People bought watches not for time telling but for social status and prestige distinguishing. Global demand for luxury goods grew, and high-end segment of the watch market was emerging as the most profitable and the fastest growing sector. Seiko was adjusting itself to the new era, but its brand image had never been perceived as luxury.Competitive arena – Strong Swiss competitors in high end segment, fierce competition in mid and low end segments from LCE (low cost economy) watch makers, domestic rivals, and Swatch group In the high end segment, Swiss watch makers were lost in the 1970s when quartz technology was changing the game. Though painful, a number of Swiss watch companies such as Patek Philippe, Rolex, and Omega chose to stick to mechanical watch making, and they laughed at last. Below quotation could best describe the situation: We worked really hard in the 1980s where everybody was dead. The quartz movement came in the 1970s, so all the other watchmakers threw away everything, both their equipment and their movements. In the 1980s is when we started to redevelop all our complications.At the time, my father [Philippe Stern] had a vision that only one type of watch should remain – the one with a mechanical complication. He believed there would always be people who appreciate fine mechanisms, whether it's manual winding or automatic. And he was right. It's like a nice painting. It's something unique, rare and made with passion. * Thierry Stern, Patek Philippe President, interviewed by Timezone. com in Sep 2012 In the mid and low end segments, Seiko’s attacks were from all around as technologies were easy to duplicate and consumers really cared about money they were spent, thus if you could provide fair quality watches with lower cost, e. g.LCE watch manufacturers, you could win some share of the market segment; if you could provide good quality watches with comparable cost but more features and fashion styles, e. g. Japanese domestic competitors Citizen and Casio as well as Swatch group from Swiss, you could gain some other share of the segment of this market. Company vision, strategy and structure – Seiko had no clear vision and strategy for the era of watches as prestige symbol, its structure was prohibitive from effective decision making and resources utilization Vision – we know in the 1970s and 1980s, Seiko enjoyed much success and went global as an icon of precise and inexpensive quartz technology.Seiko didn’t foresee that the greater success it appreciated the stronger consumer would tie it to the quartz brand, and fine craftsmanship of mechanical watch making would override in the future. Seiko has always been innovative in technology development, but failed to grasp a watch’s implication to today’s consumer: time is timeless and invaluable; consumers would eventually wish their watches as seen carrier of time are timeless and invaluable as well. Quartz or electronics is perceived by consumers as ephemeral and cheap consumable stuff. Strategy – Seiko made mistakes in brand portfoli o strategy. It launched two sub-brands to go up of the market segment in the years.The â€Å"Seiko Lassale† equipped with quartz movement was launched in the late 1970s and discontinued when it turns out not welcomed in US and European markets. The â€Å"Grand Seiko† featuring mechanical movement was alive from 1960-1975 within Japan domestic market only, and had been stopped for more than a decade in the quartz era until re-launch in 1988 for global market featuring quartz movement, after another decade, the â€Å"Grand Seiko† sluggishly began to shift to high grade mechanical movement. Both the â€Å"Seiko Lassale† and the â€Å"Grand Seiko† were too close to Seiko name and technology of quartz to reverse the quartz image of usually non-luxury items. In addition, it seemed Seiko didn’t have a carefully planned long range brand strategy.High end sub-brands were created and abandoned. The recent example was that Spring Drive, Seiko’s latest breakthrough mechanical movement technology bared management hope to upgrade brand image, first debuted in lower â€Å"Seiko† product line rather than high end â€Å"Grand Seiko† line. Seiko’s another high end brand â€Å"Credor†, though had long history and good acceptance at home, had never been marketed in international markets. Structure – Seiko historically had too complicated structure arrangements: a sales company purchased Seiko watches from its parent company owned manufacturing arms, and the arms were competing with each other and developed into firms with watch as minor business.The good thing was Seiko management realized this point and reorganized the company in 2001 to streamline decision making and focus on branding. * Conclusion and Recommendation Seiko’s vision, strategy, and structure didn’t help the company to gain advantage over its rivals in the competitive environment in recent two decades. Recommendation for Seiko is to build prudent and viable company vision ;amp; strategy, link the vision and strategy together with organization structure and resources, and get the vision and strategy realized. Details are following: Seiko needs to re-think that who are Seiko’s intended, actual, potential, and future customers, and what do these customers value in a watch.Watch collectors and enthusiasts, successful executives, and younger generation of rich families should be target clients for top end watches. These people care about watches’ craftsmanship and uniqueness, aesthetic and intricate style, status and symbol indication, as well as investment and heritage value, much more than superior accuracy and function for daily use. Seiko should take care of the demands of these people. However, Seiko shouldn’t give up the mid to low end market. Consumers of this market segment need a quality watch for money, fashion, function features, and some kind of status symbol will be plus. Seiko needs to have a solid strategy of distinguishable brands to server different segment demands.Seiko can get best practice idea and lessons learned from companies in the watch industry, such as Swatch group, and in other industries, such as VW group in automotive industry and L’Oreal group in cosmetic industry. Though the basic inner technology and formula could be shared across different brands and models, the exterior and style must be different. Different brands should convey clear different messages to customers. It would take too many resources and too long time to move the current Seiko brand up. The â€Å"Grand Seiko† name is no significant different from â€Å"Seiko† name thus is not appropriate to be a top end brand, but could cover the segment in between.The brand â€Å"Credor† is suggested to carry over the high end segment responsibility and needs to expand globally under intensive and well-designed promotional campaign. Seiko made a positive move to centralize and streamline watch company organization; the next step would be to match brand differentiation needs with organizational structure and resources. The â€Å"Credor†, â€Å"Grand Seiko†, â€Å"Seiko†, and other brands could share R;amp;D, production facility, IT, finance, HR and administration. But segmental marketing and sales, brand management, and some other specialized tasks can’t be shared. Each brand should be led by experienced and proved executives and take its own profit and loss responsibility.

Global Warming And Its Effect On The Global Environment

Global warming has emerged as one of the most serious concerns for scientists and environmentalists in the 21st century. This is based on the negative impact of global warming, which is not limited to deforestation, drastic variations in climate, decline in output of global agricultural industry, degradation of ice sheets in Antarctic, decrease in ocean productivity, rise in sea levels, and increase in tornadoes, hurricanes and floods. The primary reason for global warming has been identified as the continuous increase in energy demand by the global population, which has further increased the dependence of global energy industry on burning fossil fuels. Accordingly, a review of literature is conducted to assess the primary reasons and†¦show more content†¦The author of this article highlights the consequences of global warming for marine life and wildlife. Aridity is one of the primary results of global warming that is most likely to negatively affect the reproduction rate a mong marine life and wildlife. On the other hand, the author also concluded that global warming would show variations in its impact in different regions due to the variations in topical sea surface temperatures. Davin, E. L., de Noblet-Ducoudrà ©, N. (2010). Climatic impact of global-scale deforestation: radiative versus nonradiative processes. Journal of Climate, 23(1), 97-112. The article focuses on the negative impact of global warming on deforestation all around the world. It has been scientifically proven that forestation is vital for cooling global temperatures, increasing evapotranspiration efficiency, and avoids surface smoothness. Accordingly, experiments were conducted on the basis of radiative forcing framework to assess the magnitude of global warming impact on rising global temperatures through deforestation. Harley, C. D., Anderson, K. M., Demes, K. W., Jorve, J. P., Kordas, R. L., Coyle, T. A., Graham, M. H. (2012). Effects of climate change on global seaweed communities. Journal of Phycology, 48(5), 1064-1078. According to the authors, seaweeds have great ecological importance for engineering the global ecosystem. Seaweeds play an important in preservation of coastal habitats, which include coral and forest reefs.Show MoreRelatedThe Effects Of Global Warming On The Environment977 Words   |  4 PagesThe Effects of Global Warming Introduction Global warming has been discussion for many years, but has, in the last decade or two been at the forefront of attention. The enormous effects and potential risks on humanity that can result from rise in global temperatures and the environment must be addressed, because the earth after all is finite. â€Å"Globalization refers to the rise of average temperature of oceans and earth’s atmosphere. 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