Theories of Motivation for Second Language Acquisition (SLA)

Theories of Motivation for Second Language Acquisition (SLA) This paper is an attempt to understand the complex relationship between Second Language Learning (SLA) and motivation. The paper first develops some common theories in SLA and attempts to show the difficulties L2 learners have when learning a new language. The paper highlights these difficulties in relation to language acquisition and motivation. Motivation is discussed with reference to SLA learning and shows how our understanding of motivation can lead us to better equip the learner for success. The paper develops some language Learning strategies, used in relation to motivation, and how we can measure them for a better outcome in the classroom. MOTIVATION AND THE L2 LEARNER HOW CAN IDEAS OF MOTIVATION IN L2 ACQUISITION LEARNING BEST EQUIP THE TEACHER-STUDENT RELATIONSHIP FOR SUCCESS? There are many reasons why somebody would learn a new language. This paper attempts to show that the relationship between Second language learner and motivation plays a key role in this desired success for learner. The paper discusses some common themes in Second Language Learning (SLA) and shows how learners face their own difficulties according their decision as to when to start to learn a language. With these difficulties recognised the paper goes on to show how early theories of motivation and its relationship to SLA provided a foundation for language learning strategies to develop. These developments, it will be argued, have lead to a greater understanding of the effects motivation have on the L2 learner. The paper moves on to discuss some common learning strategies theories that equip the teacher to provide better motivational strategies within the classroom. The strategies for the teacher are discussed in relation to different kinds of motivation. The importance of motivation and SLA: Many researchers have used, to some extent, a social-psychology model of learning in conjunction with the Second Language Acquisition model. The cognitive Social Learning Theory (SLT), which stems from the Social Cognitive Theory was extensively cited and empirically tested by Bandura (1989). Banduras work focused heavily on behavior and methods that stimulated behavioral change. His theory has three guiding principles: understand and predict individual and group behavior, identification of methods where behaviors can be modified or changed, and the development of personality, behavior, and health promotion (Bandura, 1997). The aspect of self-efficacy and self-perceptions led to the understanding of self-regulation when it came to adult modification of behavior (Zimmerman 1990). In a study of second language learning, Prinzi (2007) explained the importance of motivation. He posited that there is a very close relationship between motivation and second language learning. With low motivation, students may idly sit by and miss valuable learning experiences. This may limit their success and that can lead to increased frustration and in a loss of even more motivation (3). Motivation in second language learning was defined by Gardner (1985) as referring to the extent to which the individual works or strives to learn the language because of a desire to do so and satisfaction experienced in this activity (10). Motivation is not a simple concept to explain. Motivated second language learners exhibit many other qualities in addition to effort, desire, and positive effects. Motivated individuals have specific goals to achieve. They show consistent effort, strong desire, and effects. They also may experience satisfaction when they are successful and dissatisfaction when they are not (Gardner, 2001: 9). Second Language Acquisition: The second language acquisition classroom is unique in that it emphasizes oral and written communication, strives for authentic information and cultural interaction, builds vocabulary, and focuses on comprehension (Brecht, 2000). It is unique in comparisons to other classrooms in that the student learns and acquires information in a language other than the primary language. However, in order to grasp a better understanding of second language acquisition, a definition and an understanding of how acquisition occurs is required. There are various definitions of Second Language Acquisition. The definitions stem from many cross-disciplinary fields: applied linguistics, social psychology, educational philosophy, behavior psychology, and so on. The terminology for second language acquisition stems from the field of applied linguistics, the rationalist way of describing language learning (Brecht, 2000). Acquisition of a second language requires an individual to process subconsciously the sounds and utterances of the target language (Krashen, 1985). In language acquisition, the learner concentrates on the communicative act and not on the form or correctness of the language (Krashen, 1985). According to Krashen, acquisition of a language is very similar to the way children learn their first language and constitutes a simple but natural way of language acquisition. According to Chomsky (1986) and Krashen (1985), people are born with the ability to learn their first language. The first language learned as a child or your primary or mother tongue, is considered Language one (LI). In Universal Grammar, children are born with an inborn code to learn LI from birth, which is called the innate Language Acquisition Device (LAD). This device is believed to play a significant role in adult acquisition of L2 (Chomsky, 1986; Krashen, 1985). On the other hand, second language learning requires the formal instruction of language, and is comprised of a conscious process of factual knowledge about the language. Learning differs from acquisition in that the individual makes a deliberate and conscious effort, focusing on the correctness and accuracy, to speak the language; thus, at times, hindering fluency. Therefore, when one is introduced to a language at an older age, it is first learned, coupled with comprehension, and then acquired. Acquisition of a second language by adults occurs similarly to children if the adult student is not fixated on correctness of the language and accepts errors (Krashen, 2004). The acquisition of a language requires one to feel through a language and allow for trial and error. When trial and error occurs, the student may not be in conscious awareness of it but feels his/her way through the language, sensing correctness, thus birthing comprehension in the language (Krashen, 1985; Krashen, 2004). Krashens second language acquisition theory (1985) is comprised of five hypotheses: the Acquisition-Learning Hypothesis, the Monitor Hypothesis, the Natural Order Hypothesis, the Input Hypothesis, and the Affective Filter Hypothesis. The Acquisition-Learning Hypothesis, as described in the previous paragraph, makes a distinction between the conscious learning process and the subconscious learning process. According to Krashen, what is consciously learned through the teaching of grammar and rules does not become acquisition of the target language. Krashen views second language acquisition as an informal venue, focusing on the input of messages, which can be understood in L2 and then acquired. By contrast, Ellis views language learning as an integral, important aspect of second language acquisition (Ellis, 1985). The Monitor Hypothesis claims that learnt material acts as a monitor device to edit output materials. According to Krashen, we acquire language through trial and error. When we attempt to transmit a message and fail, we continue through trial and error until we arrive at the correct utterance or form. The conscious learning of a language, through formal instruction, provides rule isolation, which can only be used as a monitor or an editing device, which normally occurs prior to output (Krashen, 1985, Krashen, 2004). The Natural Order Hypothesis states that we acquired the grammar rules and regulations of a language in a natural order (Krashen, 1985). To truly acquire a language, individuals must comprehend the message being sent or received, which is known as comprehensible input. Comprehensible Input (CI) is seen as the central aspect of Krashens Input Hypothesis (IH). Krashen believes that IH is the key to acquiring a second language because it is completely embedded in CI. Input plus the next level along the natural order equates CI (i+1) (Krashen, 1985, Krashen, 2004). Krashen views CI as the road to acquisition. Many other second language acquisition theorists agree with comprehensible input but do not completely agree with Krashens model of Input Hypothesis, which places Learnt Knowledge towards the end or after CI. Ellis (1985) found Krashens model posed some theoretical issues pertaining to the validity of the acquisition-learning distinction (p. 266). When input or instruction is just above the level of the student, coupled with instruction rooted in a meaningful context, it invites modification, interaction and collaboration. Input is not to be construed as intake. Input is what the teachers are contributing; intake is what the students take in from the teacher. Comprehensible input can be blocked by Affective factors-factors that deal with an individuals emotion (e.g. fear, anxiety, self-perception) (Erhman Oxford, 1990). Lastly, Affective Filter Hypothesis is viewed as blockages for CI to occur. The learner may not be able to use CI if there is a block that prevents the full use of profiting from the comprehensible input. Yet, once the comprehensible input hits the LAD and is then processed, the knowledge of the language is acquired. The conscious aspect of the language starts to act as a monitoring device before the output occurs. Krashen sees focusing on the conscious aspect of language learning (specifically grammar accuracy) as a hindrance to the acquisition of a second language (Krashen, 2004). Krashen believes we have an innate ability to acquire language with involvement from our surroundings, thus enhancing the utterances and nuances, which develop childrens language into adulthood. Yet, many researchers feel that acquisition doesnt occur or occurs less, in young adolescents and adult second language learners (Felder Henriques, 1995). McLaughlin (1992) explained the difficulties adults face when trying to acquire a second language, and why children seem to learn a second language more easily than older learners (McLaughlin, 1992). First, adolescent and adult second language learners are not placed in situations where they are forced to speak the target second languages, unless they are in the target language country. Second, the requirements to communicate for children are different than those of adults. Adult and adolescent language-learners have difficult words to communicate and a richer, more developed language vocabulary than do children. According to McLaughlin (1992), once these issues are addressed it is possible for an adult to acquire a second language, and to achieve competence and fluency in a second language. Motivation and Language Acquisition A number of factors have been shown to influence performance in the second or foreign language classroom. Gardner (1985) found motivational components such as attitudes towards learning the language, motivational intensity and desire to learn the language had a positive influence on performance in the language-learning classroom. Researchers have confirmed motivation as an influence on performance in the second or foreign language-learning classroom, with attitude as a situational support (Gardner, 1985; Gardner, Masgoret Tremblay, 1997). The motivational construct, which is derived from the two types of motivation, are motivational intensity, the desire to learn a language and the attitude one has towards learning the language (Gardner, 1985). Gardeners motivational propositions, which is comprised of intergrativeness, attitude towards learning the language, and desire to learn the language, instrumental orientation, refers to an interest in language learning for pragmatic reasons, and language anxiety, referring to the anxiety reaction of the individual when called upon to use the target language (Gardner, 1985). These propositions have been shown to have an effect on second language learning. These constructs were shown to have an affect on second or foreign language achievement (Gardner, Masgoret Tremblay, 1997). The socio-educational second language acquisition model was a catalyst for the development of the Attitude Motivation Test Battery (AMTB), which was created to assess various individual variable differences within the second or foreign language-learning classroom (Gardner, 1985; Gardner, Masgoret Tremblay, 1997; Hashimoto, 2002). The model described by Gardner was seen as a good start to understanding motivation within the second language acquisition classroom (Dornyei, 2005; Hashimoto, 2002). Although Gardners proposition have been used, cited and extensively supported, it has practically gone unchallenged until the 1990s (Dornyei, 2005). In addition, the many facets of motivation within a second language acquisition classroom was suggested to be very robust to be limited to just intergrativeness and instrumentation (Dornyei, 2005). Researchers find that Gardners model excludes some variables, and that limited concepts of cognition, and self-efficacy are mentioned (Dornyei, 2005; Maclntyre, MacMaster Baker, 2001). One study to test Gardners propositions was conducted by Gardner et al. (1997), who conducted an exploratory/explanatory study about the predictive validities of different measures to determine the underlying dimensions of the relationships among constructs used such as language attitude, motivation, anxiety, self-confidence, language aptitude, learning strategies, field independence, and measures of achievement in the target language. Although many of the relationships between some of these constructs had been investigated, there had not been a study that considered all of these constructs together (Gardner et al., 1997). The literature review consisted primarily of empirical studies testing the relationship between each of the above-mentioned constructs and their effect on language-learning achievement (Gardner et al., 1997). Gardner et al. (1997) identified a shortage of empirical studies concerning the relationships between the constructs and L2 achievement in terms of a causal model and the predictive validity of those constructs on second language academic achievement (Gardner et al., 1997). A random sample of 102 (82 females and 20 males) university students enrolled in introductory French was studied. Participants were tested in two stages; the first stage was a questionnaire containing the constructs of attitudes, motivation, achievement and self-rating scales of French Proficiency, and the second stage was a short language history questionnaire (Gardner et al., 1997). Data collection procedures were clearly described. There was no indication of whether or not the study was IRB approved. Reported Cronbachs alphas for the three subscales that make up the Motivation construct were .86 for Attitudes towards Learning French, .78 for Desire to Learn French, and .76 for Motivational Intensity (Gardner et al., 1997). To investigate the factor structure of the instrumentation, Gardner et al. (1997) conducted exploratory factor analysis, and specified an eight-factor varimax factor analytic solution. Eight values were required to be more than 1.0. Regardless of the different theoretical models, they grouped together into five independent clusters. These five factors were identified as: Self-confidence with French, Language Learning Strategies, Motivation to Learn French, Language Aptitude, and Orientation to Learn French (Gardner et al., 1997). Results indicated that some of the variables were more highly related than others to indices of achievement based on measures of specific skills taken more or less at the time when these other variables were assessed. Furthermore, most measures demonstrated comparable correlations when criterion was a more global measure, such as French grades, that reflects competence in a number of characteristics over a long period of time. Nevertheless, most of the variables in this study (except for the measures of Learning Strategies and Field Independence, and to some extent Language Attitudes) were found to be significantly related to measures of L 2 proficiency (Gardner et al., 1997). These results led Gardner at al. (1997) to conclude the following: 1) there are some functional relationships among the measures, and that even these categories are not mutually exclusive; 2) when achievement is assessed by relatively objective measures taken at the same time as the other measures, indices of language anxiety, self confidence, and can-do evidence much higher correlations with achievement than do indices of Language Aptitude, Motivation, or Language Attitude (Gardner et al., 1997). Results provided strong support for the causal model, suggesting that the model permitted a way to understand how variables interrelated and complemented one another (Gardner et al., 1997). The authors suggested that further research might benefit from investigating the possible confounds of all the variables, with self examination of French proficiency, as well as feelings of anxiety, which might further assist language educators in developing new ways to improve L2 achievement (Gardner et al., 1997). Language-Learning Strategies and Second Language Acquisition According to OMalley and Chamot (1990), much of the prior research in second language acquisition focused on the teacher creating information that would enhance comprehensible input. Very little research actually focused on the process of the learner intake or what goes on with the learner. The focal point was placed on how information is stored and retrieved for future use but not on the enhancement of learning. To arrive at a definition for learning strategies, Chamot and OMalley (1990), thought to identify the process by which strategies were stored and retrieved. Thus, the definition used for learning strategies stemmed from Andersons (1983) cognitive theory, which focuses on how information is stored and retrieved (Chamot OMalley, 1990). The cognitive model of learning indicates that learning is active and presents learners as active participants in the learning process. In the cognitive model learners select information from their environment, organize it, relate it to prior k nowledge, retain what is important, and retrieve it when necessary (Anderson, 1983; Chamot OMalley 1994). According to many experts in the field of language acquisition, active learners are better learners than those who do not actively participate in their own learning processes (Chamot OMalley 1994; Krashen 1985). Metacognitive strategies have been seen as the most important and extensively studied of all the strategies due to the need for students to gain some control of their second language acquisition process. Metacognition has been used by many in the field of second language acquisition to refer to knowledge about cognition or the regulation of cognition (Chamot OMalley, 1990). Metacognition is very much needed in order for students to understand what their cognitive processes are and to guide their learning processes (Chamot OMalley, 1990; Zimmerman Risenberg, 1997). A branch of metacognitive strategy, which social psychologists and educational researchers call self-regulated or self-directed learning, involves goal setting, regulation of efforts to reach a goal, self-monitoring, time management, and physical and social environment regulation (Zimmerman Risenberg, 1997). Since students need to learn to manage the knowledge they receive, it has been noted that students should become more aware of their cognitive learning processes and strategies in order to use and apply metacognitive strategies. Metacognitive strategies aid in providing the learner with self-guidance towards the learning processes, which requires manipulation of the cognitive aspect of learning. Cognitive strategies operate directly on incoming information, manipulating it to further enhance learning (Zimmerman Risenberg, 1997; Chamot OMalley, 1994). Thus, teaching strategies within the academic foreign language classroom, or any content, supports the learner in gaining an important perspective on learning, seeing the relationship between the strategies used and his/her own learning effectiveness, and planning and reflecting on learning, to gain greater directedness or autonomy as a learner. Language-learning strategies are techniques or steps taken by the student to improve their own learning. The term language-learning strategies is used extensively in Oxfords research study to involve naturalistic practice that facilitate the acquisition of language skills, noting guessing and memory strategies are equally useful to both learning and acquisition (Chamot OMalley, 1990; Oxford, 1990). Many researchers sought to classify the language-learning strategies in general, but Oxford (1990) created the most comprehensive classification assessment of strategies called the Strategy Inventory for Language Learners (SILL), which contains six types of strategies, classified into two sub-groups of direct and indirect. The three sub-scales classified as direct language learning strategies are Memory, Cognitive, and Compensation, and the three sub-scales classified, as indirect language-learning strategies are Metacognitive, Affective, and Social strategies. Oxfords development of the Strategy Inventory for Language Learning (SILL) was originally developed to assist with the improvement of foreign language learning for the department of defence and other governmental institution. The original development of the SILL consisted of 121 strategies. The strategies were revised and the current of 80 and 50 items, version 7.0, is the most comprehensive and widely used language-learning strategy inventory to date (Oxford, 1990). Oxfords language learning strategy theory is embedded in the SILL. The two main parts of the SILL consist of direct and indirect strategies. The direct strategies are strategies that deal directly with learning mental processes such as Memory, Cognitive and Compensatory strategies. The first mental process of Memory is a strategy used to assist the learner in retrieving and storing information for later use (Oxford, 1990). This strategy works along with the Cognitive strategies, which are skills that involve manipulation or transformation of the language in some direct way, such as the following: note taking, functional practice in natural setting, reasoning, analysis, formal practice with structures and sounds Oxford, 1990). Cognitive strategies tend to be linked to individual tasks. Learners, who use Cognitive strategies, use many methods to manipulate information mentally through elaborating, image making, or taking notes and physically grouping (Chamot OMalley, 1990; Oxford, 1990). The next three strategies are described as indirect strategies, which are Metacognitive, Affective, and Social strategies. These indirect strategies are behaviors and techniques used to assist the learner with acquiring the second language. Metacognitive Strategies are seen as higher order executive skills that involve planning, monitoring and evaluating the accomplishment of the learning objective. Metacognitive strategies are also seen as actions used for centering, arranging, planning, and evaluating ones learning (Chamot OMalley, 1994; Oxford, 1990). According to Chamot and OMalley (1994) and others, such as Oxford (1990), models can be created for assessing strategies that request metacognition. This strategy is important if learners desire to gain executive control over the learning process and understand their own learning approaches (Oxford, 19990). Affective strategies and Social Strategies are significant in second language acquisition, as presented in Krashens model The Affective Filter, due to its focus on cooperative interaction and control over affects (Krashen, 1982). These strategies are further described, categorized and classified together in the CALLA handbook by Chamot and OMalley (1994). The Affective and Social strategies are not as developed as the other categories in the context of foreign language acquisition due to the nature of individual emotions and attitude towards the topic. This normally falls under the research of social psychologists that look at the affective factors as a possible predictor or hindrance of foreign language achievement (Chamot OMalley, 1990; Krashen, 1985; Oxford, 1990). As a driving energy or reason for someones action or behavior, motivation is an important factor in L2 achievement (Norris-Holt, 2001). Masgoret and Gardner (2003) stated that in the case of second language learning, people understand that motivation inspires language learners goal-directed behavior. One can use a number of individual features to measure motivation. In his study, Song (2002) showed that motivation for foreign language learning involved two further components: the need for achievement with goal-directed behavior and attributions regarding past failures. If heritage students have goals or reasons for learning the language, such as communication with non- English-speaking family members, recognition of their identity, and better career building, they can expect to learn at a higher rate of proficiency. Learner-centered Education One of the most effective educational theories for heritage language education is learner-centered education. According to Tran (n.d.), learner-centered education is a philosophy based on a fundamental change in orientation from the traditional teacher or content centered education. This teaching method focuses on the following characteristics: Goal of learning focused on production rather than knowledge conservation; Focus on learners needs, skills, and personal interests; Focus on individual processes and on personal and interpersonal relationships, beliefs, and perceptions that are affected or supported by the educational system as a whole; and Focus on balance of personal domain, content domain, organizational domain, and technical domain. Focus on self-evaluation and reflection of teaching and learning process In other words, students personal needs are the focus of the learning procedures. Teachers need to maximize learners productivity, knowledge acquisition, skills, augmentation, and development of personal and professional abilities. To accomplish these educational goals, teachers utilize various instructional strategies and educational tools. The educational efforts of learner-centered education facilitate the exploration of meaning and content knowledge through personal and interpersonal discovery. Chickering Gamson (1991) stated the following seven principles of good practice in learner-centered education: Frequent student-faculty interaction should occur Cooperative learning activities should be interspersed among other engaging instructional formats. Students should be actively involved with learning. Instructors should provide prompt, constructive feedback on student performance. Instructors must keep students focused on learning, not on the fear of embarrassment or other distractions. Teachers should communicate high expectations. Teachers must respect diverse talents and ways of learning. (4) Constructivism Constructivism, one of the basic educational theories, is a good and effective paradigm for teaching and learning in this language-learning model. Developing a proper definition of constructivism is the first step to understanding the constructivist learning theory. Hein (1991), defined constructivism as the term [which] refers to the idea that learners construct knowledge for themselves-each learner individually (and socially) constructs meaning-as he or she learns (1). In the constructivist model, learning or education is constructed. This concept is the main characteristic of constructivism. In the actual field of education, constructivism posits that students come to the educational setting with their previous knowledge or experiences and existing ideas. Students can build up a new structure of knowledge with existing information and previous experiences because these are the raw material. In other words, students can construct their own understanding from formulated knowledge and previous experiences. According to Thanasoulas (2004), constructivism in the field of education usually emphasizes students active attitudes in learning. In the constructivist classroom, learning activities require the students full support and active participation. The most important part of the learning process is students reflection and discussion of problem solving methodologies. Notably, reflection is one of the major characteristics of constructivist learning. Students have the ability to control their own learning process to solve the problem, and they lead the way by reflecting on their previous knowledge and prior experiences. While constructivism heavily stresses students own opinions, it also considers integration or collaboration an effective strategy for developing students. In a practical setting, constructivist learning depends upon collaboration among students. The major reason constructivism uses collaboration so extensively is that students learn from their classmates, who have different ideas and experiences. When they share, review, and reflect on their subject together to solve the problem, they can adopt ideas and specific strategies from one another. According to Jaworski (1996), in a constructivist setting teachers try to help create situations where students feel safe questioning and reflecting on their own learning process, in a private or group setting. Teachers also support students with activities for reflecting on their existing knowledge from education and experiences from the past. Constructivist teachers usually have their own roles, which are to coach, facilitate, suggest, and provide the student space to think, criticize, experiment, ask questions, and attempt new things that may or may not work. Teachers encourage students with challenging ideas when they ask for help to set their own goals and means of evaluation or assessment. Constructivist teaching requires inquiry-based activity for problem solving. To encourage students, teachers need to use inquiry methods to start solving the problem. They also need to investigate a main theme or topic and use a variety of materials to find answers. Students may sometimes have incorrect answers, inaccurate solutions to the problems, or unsuitable ideas to explain. These educational procedures are valuable temporary steps to integrating knowledge and experience through exploring the problem. Vygotsky (1986) stated that constructivist teachers also encourage students to constantly assess how an activity is helping them gain understanding of the contents, because teachers believe that students can build up their own comprehension and construct knowledge of the world through experiencing things and reflecting on those experiences. In other words, constructivist learning requires students to take duty and responsibility for their own learning by using questions and analyzing answers (Carvin, n.d.). There are many different understandings and definitions of motivation. Donoghue and Kunkle (1979) described it from three different perspectives behavioristic, cognitive, and constructivist: The behavioristic point of view of motivation is understood in matter of fact terms. This perspective places emphasis on reward. Driven to acquire positive reinforcement, and by previous experiences of reward for behavior, we act accordingly to

The Hunters: Phantom Chapter 3

The bright morning sun shone on the long, winding drive that led to the garage behind the boardinghouse. Puffs of white cloud scudded across the light blue sky. It was such a peaceful scene that it was almost impossible to believe that anything bad had ever happened in this place. The last time I was here, thought Stefan, putting on his sunglasses, it was a wasteland. When the kitsune had held sway in Fel ‘s Church, it had been a war zone. Children against parents, teenage girls mutilating themselves, the town half-destroyed. Blood on the streets, pain and suffering everywhere. Behind him, the front door opened. Stefan turned quickly to see Mrs. Flowers coming out of the house. The old woman wore a long black dress, and her eyes were shielded by a straw hat covered with artificial flowers. She looked tired and worn, but her smile was as gentle as always. â€Å"Stefan,† she said. â€Å"The world is here this morning, the way it should be.† Mrs. Flowers stepped closer and gazed up into his face, her sharp blue eyes warm with sympathy. She looked as if she were about to ask him something, but at the last minute seemed to change her mind and instead said, â€Å"Meredith cal ed, and Matt, too. It seems that, against al the odds, everyone has survived unscathed.† She hesitated, and then squeezed his arm. â€Å"Almost everyone.† Something twisted painful y in Stefan's chest. He didn't want to talk about Damon. He couldn't, not yet. Instead, he bowed his head. â€Å"We owe you a great debt, Mrs. Flowers,† he said, choosing his words with care. â€Å"We never could have defeated the kitsune without you – you were the one who held them at bay and defended the town for so long. None of us wil ever forget that.† Mrs. Flowers's smile deepened, an unexpected dimple flickering in one cheek. â€Å"Thank you, Stefan,† she said with equal formality. â€Å"There is no one I would have rather fought alongside than you and the others.† She sighed and patted his shoulder. â€Å"Although I must be getting old at last; I feel the need to spend most of today dozing in a chair in the garden. Fighting evil takes more out of me than it used to.† Stefan offered his arm to assist her down the porch steps, and she smiled at him once more. â€Å"Tel Elena that I'l make those tea biscuits she likes whenever she's ready to leave her family and come visit,† she said, then turned toward her rose garden. Elena and her family. Stefan imagined his love, her silky blond hair tumbling about her shoulders, little Margaret in her lap. Elena had another shot at a real human life now, which was worth everything. It had been Stefan's fault that Elena lost her first life – he knew that with a hard certainty that gnawed at his insides. He had brought Katherine to Fel ‘s Church, and Katherine had destroyed Elena. This time he would make sure Elena was protected. With one last glance at Mrs. Flowers in her garden, he squared his shoulders and walked into the woods. Birds sang at the sun-dappled edges of the forest, but Stefan was headed much deeper in, where ancient oaks grew and the underbrush was thick. Where no one would see him, where he could hunt. Stopping in a smal clearing several miles in, Stefan took off his sunglasses and listened. From nearby came the soft crackle of something moving beneath a bush. He concentrated, reaching out with his mind. It was a rabbit, its heart beating rapidly, looking for its own morning meal. Stefan focused his mind on it. Come to me, he thought, gently and persuasively. He sensed the rabbit stiffen for a moment; then it hopped slowly out from under a bush, its eyes glassy. It came toward him docilely and, with an extra mental nudge from Stefan, stopped at his feet. Stefan scooped it up and turned it over to reach the tender throat, where its pulse fluttered. With a silent apology to the animal, Stefan gave himself over to his hunger, al owing his fangs to click into place. He tore into the rabbit's throat, drinking the blood slowly, trying not to wince at the taste. While the kitsune had threatened Fel ‘s Church, Elena, Bonnie, Meredith, and Matt had insisted he feed on them, knowing human blood would keep him as strong as possible for the fight. Their blood had been almost otherworldly: Meredith's fiery and strong; Matt's pure and wholesome; Bonnie's sweet as dessert; Elena's heady and invigorating. Despite the foul taste of the rabbit in his mouth, his canines prickled with remembered hunger. But now he wouldn't drink human blood, he told himself firmly. He couldn't keep crossing that line, even if they were wil ing. Not unless his friends' saf ety was at risk. The change from human to animal blood would be painful; he remembered that from when he had first stopped drinking human blood – aching teeth, nausea, irritability, the feeling that he was starving even when his stomach was ful – but it was the only option. When the rabbit's heartbeat stopped altogether, Stefan gently disengaged. He held the limp body in his hands for a moment, then set it on the ground and covered it with leaves. Thank you, little one, he thought. He was stil hungry, but he had already taken one life this morning. Damon would have laughed. Stefan could almost hear him. Noble Stefan, he would scoff, his black eyes narrowing in half-affectionate disdain. You're missing all the best parts of being a vampire while you wrestle with your conscience, you fool. As if summoned by his thoughts, a crow cawed overhead. For a moment, Stefan ful y expected the bird to plummet to earth and transform into his brother. When it didn't, Stefan gave a short half laugh at his own stupidity and was surprised when it sounded almost like a sob. Damon was never coming back. His brother was gone. They'd had centuries of bitterness between them and had only just started to repair their relationship, joining together to fight the evil that always seemed drawn to Fel ‘s Church and to shield Elena from it. But Damon was dead, and now Stefan was the only one left to protect Elena and their friends. A latent worm of fear squirmed in his chest. There was so much that could go wrong. Humans were so vulnerable, and now that Elena had no special powers, she was as vulnerable as any of them. The thought sent him reeling, and immediately he took off, running straight toward Elena's house on the other side of the woods. Elena was his responsibility now. And he would never let anything hurt her again. The upstairs landing was almost the same as Elena remembered it: shining dark wood with an Oriental carpet runner, a few little tables with knickknacks and photographs, a couch near the big picture window overlooking the front drive. But halfway to the stairs, Elena paused, glimpsing something new. Among the silver-framed photos on one of the smal tables was a picture of herself and Meredith and Bonnie, faces close together, grinning widely in caps and gowns and proudly brandishing diplomas. Elena picked it up, holding it close. She had graduated from high school. It felt odd to see this other Elena, as she couldn't help thinking of her, her blond hair pul ed back in an elegant French twist, creamy skin flushed with excitement, smiling with her best friends, and not remember a thing about it. And she looked so carefree, this Elena, so ful of joy and hope and expectations for the future. This Elena knew nothing of the horror of the Dark Dimension or the havoc the kitsune had caused. This Elena was happy. Glancing quickly among the photos, Elena located a few more she hadn't seen before. Apparently this other Elena had been queen of the Snow Bal , though Elena remembered Caroline had won that crown after Elena's de ath. In this picture, however, Queen Elena was resplendent in pale violet silk, surrounded by her court: Bonnie fluffy and adorable in shiny blue taffeta; Meredith sophisticated in black; auburn-haired Caroline looking aggrieved in a tight silver dress that left very little to the imagination; and Sue Carson, pretty in pale pink, smiling straight into the camera, very much alive. Tears stung Elena's eyes once more. They had saved her. Elena and Meredith and Bonnie and Matt and Stefan had saved Sue Carson. Then Elena's gaze landed on another photograph, this one of Aunt Judith in a long, lacy wedding dress, Robert standing proudly beside her in a morning suit. With them was the other Elena, clearly the maid of honor, in a dress the color of green leaves, holding a bouquet of pink roses. Beside her stood Margaret, shining blond head ducked shyly, grasping Elena's dress with one hand. She was wearing a ful -skirted white flower girl's dress tied with a wide green sash, and she clutched a basket of roses in her other hand. Elena's hands shook a little as she put this picture down. It looked as if a good time had been had by al . What a pity she hadn't actual y been there. Downstairs, a glass clinked against the table, and she heard Aunt Judith laugh. Putting aside al the strangeness of this new past she'd have to learn, Elena hurried down the stairs, ready to greet her future. In the dining room, Aunt Judith poured orange juice from a blue jug while Robert spooned batter onto the waffle iron. Margaret was kneeling behind her chair, narrating an intense conversation between her stuffed rabbit and a toy tiger. A great surge of joy fil ed Elena's chest, and she grabbed Aunt Judith in a tight hug and spun her around. Orange juice spil ed across the floor in a wide arc. â€Å"Elena!† scolded Aunt Judith, half laughing. â€Å"What's the matter with you?† â€Å"Nothing! I just I love you, Aunt Judith,† Elena said, hugging her tighter. â€Å"I real y do.† â€Å"Oh,† said Aunt Judith, her eyes soft. â€Å"Oh, Elena, I love you, too.† â€Å"And what a beautiful day,† Elena said, pirouetting away. â€Å"A wonderful day to be alive.† She dropped a kiss on Margaret's blond head. Aunt Judith reached for the paper towels. Robert cleared his throat. â€Å"Are we to take it that you've forgiven us for grounding you last weekend?† Oh. Elena tried to figure out how to respond, but after she'd been living on her own for months, the whole concept of being grounded by Aunt Judith and Robert seemed ridiculous. Stil , she widened her eyes and put on an appropriately contrite expression. â€Å"I'm truly sorry, Aunt Judith and Robert. It won't happen again.† Whatever it is. Robert's shoulders relaxed. â€Å"We'l say no more about it, then,† he said with obvious relief. He slid a hot waffle onto her plate and handed her the syrup. â€Å"Do you have anything fun planned for today?† â€Å"Stefan is picking me up after breakfast,† Elena said, then paused. The last time she had talked to Aunt Judith, after the disastrous Founder's Day pageant, Aunt Judith and Robert had been seriously anti-Stefan. They, like most of the town, had suspected him of being responsible for Mr. Tanner's death. But apparently they had no problem with Stefan in this world, because Robert simply nodded. And, she reminded herself, if the Guardians had done what she asked, Mr. Tanner was alive, so they couldn't have suspected Stefan of kil ing him†¦ Oh, it was al so confusing! She went on: â€Å"We're going to hang out in town, maybe catch up with Meredith and the others.† She couldn't wait to see the town back to its old, safe self and to be with Stefan when, for once, they weren't battling some horrible evil but could just be a normal couple. Aunt Judith grinned. â€Å"So, just another lazy day, hmm? I'm glad you're having a nice summer before you go off to col ege, Elena. You worked so hard al last year.† â€Å"Mmm,† said Elena vaguely, cutting into her waffle. She hoped the Guardians had gotten her into Dalcrest, a smal col ege a couple hours away, as she'd requested. â€Å"Come on up, Meggie,† Robert said, buttering the little girl's waffle. Margaret scrambled up onto her chair, and Elena smiled at the obvious affection on Robert's face. Margaret was clearly his darling little girl. Catching Elena's eye, Margaret growled and thrust the toy tiger across the table toward her. Elena jumped. The little girl snarled, and her face was momentarily transformed into something savage. â€Å"He wants to eat you with his big teeth,† Margaret said, her little-girl voice hoarse. â€Å"He's coming to get you.† â€Å"Margaret!† Aunt Judith scolded as Elena shuddered. Margaret's briefly feral look reminded her of the kitsune, of the girls they had driven mad. But then Margaret gave her a huge grin and made the tiger nuzzle Elena's arm. The doorbel rang. Elena crammed the last bite of waffle into her mouth. â€Å"That's Stefan,† she mumbled around it. â€Å"See you later.† She wiped her lips and checked her hair in the mirror before opening the door. And there was Stefan, as handsome as ever. Elegant Roman features, high cheekbones, a classical straight nose, and sensual y curving mouth. He held his sunglasses loosely in one hand, and his leaf green eyes caught hers with a gaze of pure love. Elena broke into a wide, involuntary smile. Oh, Stefan, she thought to him, I love you, I love you. It's so wonderful to be home. I can't stop missing Damon and wishing we could have done something differently and saved him – and I wouldn't want to stop thinking of him – but I can't help being happy, too. Wait. She felt like someone had slammed on the brakes and she'd been thrown against a seat belt. Though Elena was sending the words, and a huge wave of affection and love with them, toward Stefan, there was no response, no return of emotions. It was as if there were an invisible wal between her and Stefan, blocking her thoughts from reaching him. â€Å"Elena?† Stefan said aloud, his smile faltering. Oh. She hadn't realized. She hadn't even thought about this. When the Guardians took her powers, they must have taken everything. Including her telepathic connection to Stefan. It had lingered†¦ She was sure she had stil heard him, and reached his mind, after she had lost her connection to Bonnie. But now it was gone completely. Leaning forward, she grasped his shirt, pul ed him to her, and kissed him fiercely. Oh, thank God, she thought, as she felt the familiar, comforting sense of their minds entwining. Stefan's lips curled into a smile beneath hers. I thought I'd lost you, she thought, that I wouldn't be able to reach you like this anymore, either. Unlike with the telepathic connection they'd shared, she knew the thoughts weren't reaching Stefan as words but as images and emotions. From him, she felt a wordless, steady stream of unfailing love. A throat was cleared pointedly behind them. Elena reluctantly released Stefan and turned to see Aunt Judith watching them. Stefan straightened with an embarrassed blush, the slightest look of apprehension in his eyes. Elena grinned. She loved that he'd been through hel – literal y – but was stil scared to upset Elena's aunt. She put her hand on his arm, trying to send a message that Aunt Judith now accepted their relationship, but Aunt Judith's warm smile and greeting said it for her. â€Å"Hel o, Stefan. You'l be back by six, won't you, Elena?† Aunt Judith asked. â€Å"Robert's got a late meeting, so I thought you, Margaret, and I could go out for a girls' night together.† She looked hopeful yet hesitant, like someone knocking on a door that might be slammed in her face. Elena's stomach knotted with guilt. Have I been avoiding Aunt Judith this summer? She could imagine that, if she hadn't died, she might have been eager to move on with her life and chafed at the family that wanted to keep her home and safe. But this Elena knew better – knew how lucky she was to have Aunt Judith and Robert. And it seemed that this Elena had a lot of making up to do. â€Å"Sounds like fun!† she said cheerful y, pasting a bright smile on her face. â€Å"Can I invite Bonnie and Meredith? They'd love a girls' night.† And it would be nice, she thought, to have friends around who were as clueless about what had been going on in this version of Fel ‘s Church as she was. â€Å"Wonderful,† Aunt Judith said, looking happier and more relaxed. â€Å"Have a good time, kids.† As Elena headed out the door, Margaret ran out of the kitchen. â€Å"Elena!† she said, wrapping her arms tightly around Elena's waist. Elena bent and kissed the top of her head. â€Å"I'l catch you later, bunny rabbit,† she said. Margaret motioned for Elena and Stefan to kneel down, then put her lips right next to their ears. â€Å"Don't forget to come back this time,† she whispered before retreating inside. For a moment, Elena just knelt there, frozen. Stefan squeezed her hand, pul ing her up, and even without their telepathic connection, she knew they were having the same thought. As they headed away from the house, Stefan took her by the shoulders. His green eyes gazed into hers, and he bent forward to brush a light kiss upon her lips. â€Å"Margaret's a little girl,† he said firmly. â€Å"It could just be that she doesn't want her big sister to leave. Maybe she's worried about you going off to col ege.† â€Å"Maybe,† Elena murmured as Stefan wrapped his arms around her. She inhaled his green, woodsy scent and felt her breathing slow and the knot in her stomach loosen. â€Å"And if not,† she said slowly, â€Å"we'l work it out. We always do. But right now I want to see what the Guardians gave us.†

Battle of Marathon Essay

In 490 B.C.E. the Battle of Marathon was a brief but important event in the war between the Greek city-states and The Persian Empire. The results of the battle had unforeseen effects on Athens and the future of Western Civilization. The Greek ‘Golden Age’, centred in Athens, brought about new forms of art, the foundations of future philosophy and redirected literature and drama. The achievements of the Athenians during this period were directly connected to the inspiration and prestige (which later translated into power) fuelled by the events at Marathon. How the events of a single day changed the entire course of Western Civilization is hard to fathom but obvious when one looks at the aftermath of that fateful event. The revolts of a few Greek cities of Ionia were what initially sparked the Persians interest in Athens, Attica and the Peloponnese. When Athens sent a small fleet in support of the Ionian rebels they immediately gave Persia a new target for further expansion. The failure of the revolts and the ruin of Sardis and Miletus shocked the Greek world. The Persians now thought, â€Å"if Miletus had been the glory of subject Greece, Athens was the golden gate to free Hellas. A bauble, perhaps, beside the treasures of the empire, but a tempting one.† Now not only did the Persian king Darius want revenge against the Athenians he wanted the entire Greek world to be integrated into the Persian Empire. In 490 BCE Darius finally advanced towards Greece. After the capture of Eretria, confident of their success, the Persians sailed on to Attica; and under the advice of Hippas* landed at the bay of Marathon, 26 km north east of Athens. When the Athenians received news of the Persians landing, they sent a runner (Philippides) to Sparta asking for support. They knew support would not get to them before the Persians decided to move so the Athenians then made â€Å"one of the most fateful decisions ever taken by a democratic government in ancient Greece. It was to advance and engage the Persians at their point of invasion, rather that to sit tight and try to hold the city.† . This decision was a radical one for a few reasons: the Athenians were highly outnumbered and historically, according to the historian Herodotus, the Greeks had never stood their ground against a Persian attack. Every major battle during the six years of the Ionian revolt demonstrated that the  Greeks preferred to defend their cities rather that fight out in the open. For these reasons the Persians were justifiably optimistic about their ability to defeat the Greeks. Upon the Athenian arrival at their base camp, away from the bay, they were joined by troops from the Athenian ally Plataia (about one thousand). There were 10,000 men in the Athenian army; a general represented each 1000. The ten generals of the army debated over a course of action, either to stay and meet the Persians as they advance or to attack them and try to take them by surprise. Miltiades* overcame the deadlock by appealing to the Polemarch Kallimachos who had an equal vote on the board of generals and convinced him to attack. Miltiades waited until the day of his prytaneia*, the day which he had supreme control over the entire army, to attack the Persians at their base camp. The Persians were taken by surprise and being unprepared, retreated back to their ships. While the Persians fled to their ships a point when only a narrow passage of beach separated the sea from a marsh was passed, it was here that around six thousand men from both sides were killed, the overwhelming number were Persians. Herodotus reported the casualties of the Greeks amounted to 192 Athenians, and an unrecorded number of Plataeans and slaves, the Persians lost 6400 men in total. The Greeks pursued in an attempt to capture the Persians ships but all but seven escaped. The Persians changed their course of action and sailed around to attack the now undefended city of Athens from the sea. The Athenian army was force to march the 26 km back to Athens in haste to defend the city. They reached the city and the Persian fleet seeing the defenders had returned, did not land but turned and headed back to Asia. The victory at Marathon and the successful defence of the city, gave the Athenians a sense of moral superiority and pride. In later battles of the Persian War, at Thermopylai and Salamis, the highly regarded Spartans and those of the Peloponnese were largely in control of strategic moves. Although still a major force in every battle, Athens and her allies were outnumbered and thus followed Spartan command. After the second occupation of Athens after the battle of Salamis, the Athenians gave Sparta an ultimatum due to a lack of Spartan support. â€Å"If the Peloponnesians wanted  Athens’ navy, they must save Athens’ land.† Because the Athenians had more damage to recover from it brought stronger confidence and overall pride for them once the city got back on its feet. The Spartans, Corinthians and other Peloponnesian allies now had reason to fear Athens growing naval power and its capabilities now that the city was repaired and invigorated with a renewed sense of pride. This is the point that we see the beginnings of a shift in the balance of power and influence between the city-states. When the Ionian states adopted the Athenians as leaders, as opposed to the Spartans who had been pre-eminent for a long time, the rise of the Athenian influence began to show. For the purpose of protecting all Greeks from a further Persian attack, a league was formed, of which Athens was now the leader. The league included all Aegean states in the interest of their common welfare, and was called The Delian League. At first it was as a leader that Athens lead the allies, who sent members to a general congress, in discussions of further campaigns against the Persians. But that would all change when other city-states adopted the Athenian form of government, democracy, either by force or voluntarily. Inevitably Athens became the leader of what was now an Athenian Empire. When Athens imposed their â€Å"superior† form of government onto other city-states it was no longer a league of self-governing city-states but a league ruled by one. The league, which was formed for the purpose of protection, now became the means for Athens to spread democracy. The Athenian Empire gave Athens a feeling of superiority; it felt that she had the superior form of government, superior ideals, culture and economic practices; that sense of superiority all traced back to the victory at Marathon. â€Å"Suppose, then, that we had never done anything but fight at Marathon – in point of fact we have done much besides: more than any other people of Greece – but just suppose; then Marathon alone would be enough to qualify us not only for the privilege we are claiming but for others too; for in that fight we stood alone against Persia – we dared a mighty enterprise and came out alive – we defended forty-six nations. Do we not, for this act alone, deserve the place of honour†¦Ã¢â‚¬  From the Athenian Empire and its attitude came many great things that had an unquestionable effect on the future of western civilization. Pericles, a famous name in Athenian politics, is a direct result of the Athenian Empire and all its ideals and attitudes. Pericles took advantage of Athens position of power and used money from the Delian League to fund the construction of major pieces of architecture in the city. Without Pericles there would be no Parthenon or Propylea, and Athens might now have gained the prestige it had during its Golden Age. Athens golden age was a direct result of the wealth and prestige of empire; without it Athens may not have reached the point where it became the educational and cultural centre of the Greek world. From this centre came great thinkers and playwrights; western civilization gained philosophy, Greek drama and literature, science and democracy. The Battle of Marathon, although only a single event, had an unquestionable impact on western civilization. Marathon allowed Athens to raise itself to a position of prestige and importance in the Greek world. The Athenians were given the opportunity to become culturally, politically and economically the centre of the Greek world because of the result of the battle of Marathon. Without the Athenians daring strategic move western civilization as we know it today would not be the same.

Adjustments to Southwest Airlines Operations - 1000 Words

SOUTHWEST OPERATIONS Although in recent history Southwest Airline did some adjustments to its operation, company maintained its philosophy and stayed true to its original strategy. When company was established in 1971 its primary focus was to stick to short-haul trips, point-to-point flights, fleet only consisting of Boeing737s, high-frequency flights, low fares, and no international flights. Operating in no frills philosophy resulted in lower fixed cost which enabled Southwest Airlines opportunity for growth and created the competitive advantage. Southwest Airlines also had only a limited participation in computerized reservation systems, channeling travel agents and customers to book flights through its reservation center. Taking advantage of technology Southwest was the first national carrier to sell seats from a home page on the Internet, reaching 81% online bookings via southwest.com in 2010. COPYCAT LEAGUE Pioneering services such as providing the ticketless travel helped efficiency and lowered operational cost. Efforts to lower the fixed cost proved to be a successful formula in achieving competitive edge for Southwest Airlines. Southwest’s success did create numerous imitators. In earlier days, all competitors eventually went under. Today however, several airlines provide stern competition. JetBlue Airways based at JFK Airport and Allegiant Travel, successful and geographically diversified companies. These competitors are in fact able to include both short-haulShow MoreRelatedSouthwest Culture1113 Words   |  5 PagesSouthwest Culture Southwest Airlines: â€Å"We Love your Bags.† Taylor, April R. Strayer University Business 508 Contemporary Business Dr. Faith Glaspie-Ellis July 21, 2012 â€Å"The Mission of Southwest Airlines is dedication to the highest quality of Customer Service delivered with a sense of warmth, friendliness, individual pride, and company spirit.† Southwest Airlines was born in 1971, to Herb Kelleher and Rollin King. And this baby has yet to stop growing. Kelleher and King wantedRead MoreThe Southwest Airlines1288 Words   |  5 Pagesï » ¿Southwest Airlines Introduction The vision of a company discusses what the company hopes to achieve within a given period. The vision of a company promotes the development and is a measure of growth within the organization. The value of the company incorporates the people who are valuable to the company. The company can value its workers, shareholders or its customers in a given market. The vision of the company should be long term and should be unique compared to the visions of other companiesRead MoreMkt 500 Assignment 11860 Words   |  8 PagesDiversification Strategies Southwest Airlines Southwest Airlines was started 45 years ago in 1967 by two entrepreneurs: Herb Keller and Rollin King who had the right vision and culture by which to become successful entrepreneurial leaders. This vision was achieved as Southwest Airlines became the greatest airline in the USA. As a young business in the airlines industry, Southwest Airlines in the initial years confronted very tough situations, and it was due proper planning and with the assistanceRead MoreDerivatives Market2534 Words   |  11 PagesHOW MUCH SHOULD WE USE DERIVATIVES HEDGES? A Study in Airline Industry Changgull Song Fordham University, Deming Scholars MBA, changgull@gmail.com For managers of airlines, it is not always easy to predict the jet fuel costs, which affect the profitability of the firm. As a solution, some airlines aggressively hedge against the variability, but some others don’t. Here, we are trying to find an answer to a question, â€Å"How much should they hedge?† Variability in Earnings: Is it Bad? In aRead MoreGate Turnaround at Southwest Airlines1129 Words   |  5 PagesKristie Bowman Subject: Gate Turnaround at Southwest Airlines Date: February 27, 2013 Business Brief Capacity planning is a necessary function of an organization to ensure that the highest rate of output is reached through the current processes taking place within an organization. These strategically defined processes must have the ability to provide flexibility to meet future capacity demand, whether due to opportunity growth or adjustments to make decreases to maximize profits. â€Å"CapacityRead MoreSouthwest Airlines Hub Capacity And Congestion Management2059 Words   |  9 Pages Giancarlo Villafaà ±a Southwest Airlines Hub Capacity and Congestion Management ASCI602 The Air Transportation System 06 June 2015 Abstract Southwest Airlines shot out of the gates, much to the chagrin of their competitors as a short haul, low fare, and high frequency carrier. As SWA expanded and deregulation occurred, they had to decide what kind of airline they wanted to be and how they would adapt to the changing environment. The FAA reports that passenger numbers are expectedRead MoreSouthwest Airlines : The Most Important Airline3734 Words   |  15 PagesSouthwest Airlines was founded in Texas and opened its doors to customers on June 18, 1971, with only four Boeing 737 providing services to only 3 cities in Texas (Houston, San Antonio and Dallas) Mr. King and Mr. Kelleher started Southwest Airlines with one philosophy in mind: If you get your passengers to their destinations when they want to get there, on time, at the lowest possible fares, and make darn sure they have a good time doing it, people will fly your airline. (Khaledi) Southwest AirlinesRead MoreModule 8 Review Questions Essay1971 Words   |  8 Pag esthe thermostat. My house is two-story. The A/C unit upstairs is set on heat at a temperature of 76 degrees and automatic adjustment. Today’s weather temperature was unusual 80 degrees. So, the heat unit didn’t come on. However, due to the temperature outside, it still caused the house to heat up. So, the temperature upstairs was 80 degrees. That is an example of erroneous adjustment. Examples of an out-of-control process in daily life that are ignored are getting old, high blood pressure or other healthRead MoreMarket Strategy Case Study: Katrinas Candies1665 Words   |  7 Pagescom/college/browning/0471389161/pdf/ch14 Suppose you provide consulting services on price-setting strategies to a number of airline companies.   Please respond to the following questions based on the lecture concepts of this week. In what way the â€Å"game theory† can be a useful optimization tool in making pricing decisions by airlines? Baggage fees introduced by airlines provides for an interesting game theoretic analysis between the various stakeholders. Based on ones goals, each air lines chooseRead MoreSouthwest Airlines : Company Analysis1770 Words   |  8 Pages â€Æ' Company Analysis: Southwest Airlines 1. Company Description Air Southwest Co. was established and incorporated in 1967 by Rollin King and Herb Kelleher, servicing Dallas, Houston, and San Antonio. In March 1971, Air Southwest Co. officially became Southwest Airlines Co (SuccessStory, n.d.). By mid-1980, Southwest Airlines was the first to offer a frequent miles program (AvStop Online Magazine, n.d.). From 1981-1984 Southwest Airlines was consistently rated number one for its great customer service