Some People Say That Text Messages, Twittering and Emails Are an Accepted Part of the Language We Use in Our Everyday Lives. Other Say That They Are Destroying Our Ability to Spell and Write Properly

Some people say that text messages, twittering and emails are an accepted part of the language we use in our everyday lives. Other say that they are destroying our ability to spell and write properly In a relatively short period of tome high-tech gadgets have become integral part of our lives. Some people say they are an accepted part of our lives, other disagree. In order to have principled opinion, we need to examine both points of view.Firstly, speed is the number one advantage of these ways of communicating. Wheter you are sending your message to next street or to the other side of the planet it takes only seconds to reach its destination. Secondly, life is much simpler with it. People can save messages they received, sent or just make drafts and allways have insight into them. Finaly, it is cheap or even free.Instead of buying all those stamps people can send their messages or photos for free which is important in todays crisis. On the other side, it is impersonal. Peole are not talking face to face. Thus, there are many wrong interpretations of what is written or read. Besides, many people lose touch with reality because they spend more time in cyber space than with real people socializing. Read also Twitter Case StudyOn top of that, research made on Bristol University had shown that people who spend more time on social networks than one reading or doing other activities make forty percent more spelling mistakes while writting. To conclude, twittering and email have many benefits such as quickly delivering important messages or news. However, we have to be careful and think about internet security and what we write about. In my opinion, people should use these ways of communicating but we also have to â€Å"dose its use† because life is all about balance.

Service Request Sr-rm-022

Hugh McCauley, COO of Riordan Manufacturing has submitted service request SR-rm-022. The service request is to integrate existing variety of human resource (HR) tools into a single integrated application (Apollo Group, Inc. 2011). The new system will provide the organization with a more sophisticated, state-of-the art, information systems technology than what they currently have to better assist the HR department. Before the approval of the project funding, Hugh McCauley will need a detailed project plan that provides some guidance. Completion of the project will complete in six months so utilization of the new system can begin in the second quarter of next year (Apollo Group, Inc. 2011). BackgroundInstalled in 1992, Riordan Manufacturing’s current HRIS system is part of the financial systems package. It keeps track of employee’s personal information; pay rates, personal exemptions for tax purposes, hire date, seniority date, organizational information, and vacation hou rs. Changes to an employee’s information is done through a written change and submitted (on special forms) by the employee’s manager and entered by the payroll clerk. Training and development records are kept in an Excel worksheet by training and development specialist (Apollo Group, Inc. 2011). Applicant information for open positions is maintained by each recruiter. Resumes get stored in a central storage area. An excel spread sheet is used to track the status of applicants.A third party provider manages worker’s compensation. They keep their own records. Individual managers keep employee files because there is no central employee file area. Managers are also responsible for tracking FMLA absences and any requests for accommodation under the ADA. The results of job analyses, salary surveys, and personnel compensation decisions are kept in an excel spreadsheet by the compensation manager. Complaints, grievances, harassment complaints, etc. are tracked by the em ployee relations specialists and are in locked files in their offices.Information GatheringThe information gathering techniques used to development the requirements of the new system will be done through interviews and joint application design  (JAD). Interviews will be conducted on individuals informed about the operation and issues of the current system and needs for systems in future organizational activities (Valacich, George, & Hoffer, 2012). In order for the interviews to be effective certain guidelines must be met. The guidelines that will be included in the interview process are as follows: Plan the interview- Prepare interviewee by making an appointment and explaining the purpose of the interview. Prepare a checklist, an agenda, and questions. Be neutral- Avoid asking leading questions.Listen and take notes- Give your undivided attention to the interviewee and take notes or tape-record the interview (if permission is granted).  Review notes – Review your notes wi thin forty-eight hours of the meeting. If you discover follow-up questions or need additional information, contact the interviewee. Seek diverse views- Interview a wide range of people, including potential users and Managers.  (Valacich, George, & Hoffer, 2012).Interviews will be conducted on employee managers, the training and development specialists, recruiters, and the third-party provider that handles the worker’s compensation, compensation manager, and employee relation specialists. The questions that will be asked during the interview process are as follows:1. What is your name, job title and the department you work?2. What do you need and why do you need it, what system functionality do you need (18 Steps to Selecting a Human Resource Information System, 2002)?3. What results do you wish to accomplish with this effort (18 Steps to Selecting a Human Resource Information System, 2002)?4. What work processes do you wish to change through this selection and what should t he new processes look like (18 Steps to Selecting a Human Resource Information System, 2002)?5. What are the business drivers for the new system, how does this system support the overall needs of the business (18 Steps to Selecting a Human Resource Information System, 2002)?Once the interviews are completed by the analyst team, the interviews will be asked to participate in a joint application design (JAD). The joint application design team will consist of the analyst team, employee managers, the training and development specialists, recruiters, and the third-party provider that handles the worker’s compensation, compensation manager, and employee relation specialists.The primary purpose of using JAD in the analysis phase is to collect systems requirements simultaneously from the key people involved with the system (Valacich, George, & Hoffer, 2012). The JAD will be held at an off-site location in Atlanta, Georgia. Once the team is settled in, the discussion can begin. The in formation that needs to be discussed and agreed on is as follows:1. What type of application are you looking for, standalone PC, networked client/server, or mainframe (18 Steps to Selecting a Human Resource Information System, 2002)?2. What operating system does it need to run on — Windows NT, UNIX, etc. (18 Steps to Selecting a Human Resource Information System, 2002)?3. If it's a database application, what database does your company support, SQL, Oracle, DB2 (18 Steps to Selecting a Human Resource Information System, 2002)?4. How will it connect to remote offices? Does it need to be web deployable (18 Steps to Selecting a Human Resource Information System, 2002)?5. Does it make a difference what language the application is programmed in such as C++ or Visual Basic (18 Steps to Selecting a Human Resource Information System, 2002)?6. Is your IT department planning a major change in technology platforms in the next year (18 Steps to Selecting a Human Resource Information Syste m, 2002)?Project scope is a project management term for the combined objectives and  requirementsnecessary to complete a project (Project Scope, 2013). Project scope is important because it allows the system analyst team to estimate costs and the time required to finish the project. A plan is created for the proposed project for the team to follow. This baseline project plan customizes the standardized SDLC and specifies the time and resources needed for its execution (Valacich, George, & Hoffer, 2012).The team analyst believes that it is in the best interest of Riordan Manufacturing to discontinue the use of their old HRIS system and implement a new one. The old system requires paperwork to be filed and stored in unprotected areas. There are several managers responsible for the safety and protection of pertinent employee information that should be kept in a locked and secure area. ConclusionRiordan Manufacturing has taken the correct steps in implementing a new HRIS system. The g uidelines have been set and a team has been formed to discuss what the new system should include. The next step is to decide on what system to use and how the design should be. What security controls should be set and the tools that will be applied in the terms of data, processes, interfaces, and network.

Jessica Johnson v. Wilkinson Manufacturing Essay - 1

Jessica Johnson v. Wilkinson Manufacturing - Essay Example This Act gives an individual the right to receive equal treatment in terms of pay in comparison to members of the opposite gender. However, there must be adequate proof that the claimant does like work, which has been rated to be of a similar value to a person of the opposite sex in the process of job evaluation. In addition, the claimnat has to prove that he or she is doing work of equal value as the member of the opposite sex. Thus Jessica is in a position to claim sex discrimination since she meets the above conditions. Furthermore, the Equality Act 2010 renders sex discrimination illegal. In particular the clause of the Act that prevails in this case is the equal terms-equal pay. Thus Jessica’s renumeration ought to be equal to those of his male counterparts who are employed in the same managerial position as her (Crown et al). The Equal Employment Opportrunity Comisssion (EEOC) is the federal body charged with the responsibility of enforcing breaches against workplace discrimination laws. The EEOC is the agency that handles discrimination complaints based on the complainant’s sex or other factors such as color, religion, nation of origin dependent on the nature of complaint. In addition, the EEEOC is also entitled to file complaints against employers on behalf of employees who have alleged to have been discriminated. Wilikinson manufacturing is practicing sex discrimination. However, there is an available defense, which can prevail; the pay secrecy clause in employment contract which is unimplementable since it is difficult to find out whether the pay difference is associated with a particular characteristic. Therefore, Jessica cannot really tell whether pay difference is due to gender factor or a hidden characteristic secret to Wilkinson Manufacturing (EEOC et al). In this issue Jessica would emerge the victor since the factor, which ought to determine her renumeration is level of work and value of

The Marketing Role in a CSR Company Essay Example | Topics and Well Written Essays - 500 words

The Marketing Role in a CSR Company - Essay Example The marketing angles are also in line with what the different publics require from the aegis of Shell and how Shell as a global company has brought about these deliverables in a quantifiable capacity. Â  Shell has concerned itself with health, safety, and other significant issues on a worldwide basis. This has meant that quite a heavy spending has been focused towards the CSR ranks, which indeed is a very positive aspect that is brought forward by the top management at Shell. Shell believes in empowering small and medium business entrepreneurs through its different programs (Ralston 2002). It has also endeavored to provide the poor and needy the much-needed food and shelter through a series of programs, all of which are geared to uplift the image of Shell in the long run. What is more understandable is the fact that Shell has been able to give in its best for quite a while now and the same will continue to be the case in the times to come, since its measures and initiatives are very coherent and strong. Â  The role of marketing within the CSR domains is also very important for Shell since the global player within the oil company understands that if it does not involve its own self in a very reasonable way within the minds and hearts of the customers, then it would be very difficult for it to claim its place within the relevant industrial settings as well (Sims 2003). Hence Shell’s role is to come out as an honest player which it is trying its best to project in different walks of life (Bennett 2002). However, there are times when controversies do arise and more so within the aegis of whistleblowing patterns making the rounds of the top organizations in the present times. Shell’s responsibility does not end here at all. It has to keep moving forward and satisfy its publics in such a way that they feel privileged and has a very positive view of the oil company that has changed the CSR definition. Â  

The Meaning of Race in Western Society Essay Example | Topics and Well Written Essays - 2000 words

The Meaning of Race in Western Society - Essay Example The south was dependent on cotton plantations and depended solely on agriculture and therefore required cheap labour in the cotton plantations. This prompted slavery in the region as a source of cheap labour. On the other hand, the north depended on industries and turned cotton into finished goods. Urbanization was also rampant due to growth of cities and immigration and did not advocate for slavery. This often brought about conflicts between the north and south prompting the civil war in 1861-1865 (Jones, 1996). The whites were considered a superior race compared to the others. Racial discrimination was therefore evident and continues to plague America in all aspects of life including social, political, economic and cultural areas. The American independence declared all humans as equal and has inalienable right to life, liberty, and pursuit of happiness and the constitution defended these rights. On this basis, civil rights movements were formed to fight for the rights of the minorities especially segregation and racial discrimination. The movement was particularly powerful in the south where minorities were often mistreated especially due to their conservatism nature and existence of Ku Klux Klan who were resistant to change. This paper discusses and analyzes civil rights movements operations and the varying ideas about how social, political, economic and cultural change could be achieved in the United States. In order to understand the civil rights movements, it is essential to understand the circumstances surrounding the civil war as it formed the basis for the movements. The war had the worst casualties than all the other wars that had been fought in America including the world wars. According to McPherson (1990), America was experiencing rapid growth in population, territory size and economy as a whole.

Unit 4 complete Assignment Example | Topics and Well Written Essays - 750 words

Unit 4 complete - Assignment Example In the US, the federal courts have special jurisdiction (Neubauer & Meinhold, 2013). Subject-matter jurisdiction refers to a court’s responsibility over matters and concepts of a case (Neubauer & Meinhold, 2013). On the other hand, personal jurisdiction refers to a court’s power over the persons involved in a case. In crime, causation of harm must be confirmed. In addition, a convicted person must have been in the right mental state to certify the validity of case. In essence, the defendant person should be proven to have acted with malice aforethought (Gross, 2012). Besides, the court process should prove the defendant as having actually acted or unlawfully omitted an act. In certain cases, a prosecutor may refuse to prosecute a given criminal case. For instance, there could be inadmissible evidence. In addition, a backlog of cases may require postponement of a given case. When a certain party in a lawsuit has unguarded jurisdiction, several problems may arise. To begin with, such a person may direct the case to suit one’s interests rather than the interest of justice. In addition, such a person may make mistakes that jeopardize a lawsuit process since one faces limited questioning from other parties. Besides, laxity from the single party may lead towards incompetent rulings. The US court’s system possesses a hiercahy at the federal and the states’ level. The federal courts exist in every state, and they represent the judicial branch of the US Federal government (Neubauer & Meinhold, 2013). On the other hand, the state courts operate under the unique states’ constitutions and laws. The federal court system operates in terms of districts and circuits. The circuit courts are the state appellate courts, which report to the US Supreme Court. The state courts divide into trial courts, appellate courts, and highest state courts. The main purpose of US courts is to defend the individual freedoms and rights that every citizen holds.

The role of Botanical gardens in climate change Essay

The role of Botanical gardens in climate change - Essay Example The most important role of botanical gardens is the unique presence of perfect conditions for most plants from different geographical locations. As a result, it has been scientifically proven that some of the plants which are grown in botanic gardens have since been extinct where they initially existed. This is because the Botanical gardens provide the required environment for specific important plants. Global warming has made extinct such important plants which are recognized to positively affect climate change. Secondly, the botanical gardens have various species of the same plant which are collected from various geographical positions in the world. The botanical gardens provide comparative studies on various species of the same plant. As a result, the gardens offer a taxonomically diverse flora; with a diverse representation from particular families (Richard B. Primack, 2009). The botanists study them to determine their reaction to the climate in the garden. If all species adapt to the climate in the botanical gardens, they are kept together, but if some don’t, the staff study the plants individually to determine their impact on climate change. Botanical gardens also helped in creating Phenological gardens. These are gardens with the same collection of species grown in a large area. The species present in the Phenological gardens consists of plants with intense positive impact in climate change. As a result, they are grown in specific areas that require a positive climate change in order to improve the climate. Another role of Botanical gardens is to create awareness of flowering or plants. Botanical gardens have long stored records. The extensive knowledge of the phonological events allows the staffs to create awareness to the visitors when certain species will flower. Some species like the daffodils, apple trees and cherry trees which are immensely popular and

Legal, Policy and Ethical Aspects of Prescribing Essay

Legal, Policy and Ethical Aspects of Prescribing - Essay Example Are nursing laws, ethics, and policies solely sufficient in making medical prescriptions? This paper will therefore analyze nursing laws, ethics, and policies about prescription. The paper will also evaluate the significance of each factor in making of prescription by nurses. Just like any other practice or professional, nursing is subject to the law. The constitution is the supreme law of a country and this indicate that nursing practice is under the country’s constitution (Adams, 2004). This implies that a self-sufficient nurse needs to know the laws that pertain to prescription. A prescription nurse is also expected to have a good knowledge on over the counter medicine (OTC) and the implication of the concerning them (Graham, 1995). For instance, while administering OTC a nurse should ensure that the prescription order from the doctor matches with the label of dispensed medicine. The rightful user of the medicine should be identified. Correct dosage administered concerning age, body mass index, dosage form, symptoms among other factors. Correct timing should be done. Failure to adhere to one or several of these guidelines leads to legal or ethical implications. A nurse is expected to have knowledge of the statutory law that apply to prescription (Funigiello, 2005). Accurate or lawful prescription of drugs requires the knowledge of manufacturer’s guidance literature. Making prescriptions in accordance to this literature can protect prescription nurses from the consequences of the law following a complaint from a patient According to the law, misappropriate prescription can be judged as a criminal law or civil case under the law of torts (Bodenheimer, & Grumbach, 2005). Nurses have the obligation of patient education whereby supportive guidelines on the correct use of prescribed medication is given. The guidance or briefing should be accurate and should consider enlightening the user on potential dangers. The patient or user of the medication sho uld be able to understand all the instruction. When the patient is suspected to be lacking in understanding of the information given, then their guardians should be briefed instead. This helps the nurse to avoid most torts, which may arise from wrongful prescription guidelines (Purtilo, 2005). It is also a requirement of the law that a patient’s medical and prescription information be held with confidentiality to avoid ethical issues. Although the laws provide the nurse with important guidelines in the nursing practice, the law is bound on internal hospital environment matter implying the need for more analytic principles. Nursing ethics are the accepted codes of conduct in the nursing profession, these codes of conduct provide nurses with important guidelines required during prescription. Nursing ethics are based on human conscience that is based on accepted wrongs and rights (Borkowski, 2005). A nurse is therefore expected to make prescription decisions based on the expecte d outcome of a patient. The committee of safety on medicine (CSM) provide guidelines to nurses that fit well as nursing ethics. Most of the times, cases of disability, mental health complications, critical illnesses and age of patients will demand careful approach especially at times of emergency. Nurses should act at the best interest of the patient whilst following legal and ethical guidelines at the same time. Nursing ethics also provide practising nurse with the

Letter of Intent Essay Example | Topics and Well Written Essays - 250 words

Letter of Intent - Essay Example ience provided me with a detailed insight into construction and architectural drawings and visual and mechanical inspection of various building elements. I observed the importance of having good leadership and managerial skills in order to excel in the field as an executive. While I explored and polished my leadership and managerial skills in this job, I realized that the importance of being formally qualified in the same cannot be overemphasized. This experience spurred an interest in me to specialize in education and leadership. Five years from now, I want to see myself among the top management executives in my company. I need to have thorough understanding and knowledge of the critical knowledge areas of management band leadership in order to realize my plans. My goal is to establish a strong business model wherein I lead responsibly and effectively. I am positive that getting a Master degree in Education and Leadership from Thompson Rivers University will open new doors of opportunity for me and speak for my competencies and skills as a learned leader before the prospective

Dont Change the World Essay Example for Free

Dont Change the World Essay Once upon a time, there was a king who ruled a prosperous country. One day, he went for a trip to some distant areas of his country. When he was back to his palace, he complained that his feet were very painful, because it was the first time that he went for such a long trip, and the road that he went through was very rough and stony. He then ordered his people to cover every road of the entire country with leather. Definitely, this would need thousands of cows’ skin, and would cost a huge amount of money. Then one of his wise servants dared himself to tell the king, â€Å"Why do you have to spend that unnecessary amount of money? Why don’t you just cut a little piece of leather to cover your feet?†The king was surprised, but he later agreed to his suggestion, to make a â€Å"shoe† for himself.There is actually a valuable lesson of life in this story: to make this world a happy place to live, you better change yourself your heart; and not the world. The Travelers and the Plane Tree Two men were walking along one summer day. Soon it became too hot to go any further and, seeing a large plane tree nearby, they threw themselves on the ground to rest in its shade.Gazing up into the branches one man said to the other: â€Å"What a useless tree this is. It does not have fruit or nuts that we can eat and we cannot even use its wood for anything.†Ã¢â‚¬Å"Don’t be so ungrateful,† rustled the tree in reply. â€Å"I am being extremely useful to you at this very moment, shielding you from the hot sun. And you call me a good-for-nothing!†All of God’s creations have a good purpose. Islam teaches us that we should never belittle Allah’s blessings.

What Is An Underclass Sociology Essay

What Is An Underclass Sociology Essay In the social sciences, not many theses have been as contentious as the underclass thesis. Nevertheless, whether as a heuristic device to study society or as a target of ideological or academic attack, the underclass thesis has been used a focus of attention by a wide spectrum of researchers, politicians and journalists. In post-industrial societies the debate on the existence, nature and causes of the underclass has been raging on for decades. There is a plethora of ideological, policy, ontological and methodological disputes around it. People who are at the bottom of a society having become victims of poverty trap. This class is largely composed of the young unemployed, long-unemployed, chronically-sick, disabled, old, or single-parent (usually the mother) families. It also includes those who are systematically excluded from participation in legitimate economic activities, such as cultural, ethnic, or religious minorities or illegal immigrants. Children of the underclass (especially those from single-parent families) often lack educational qualifications and social and other skills and are, therefore, unable to rise out of it. Readmore: http://www.businessdictionary.com/definition/underclass.html#ixzz1tBoYdPp6 REFERENCES http://www.martinfrost.ws/htmlfiles/nov2008/underclass.html http://www.cepprobation.org/uploaded_files/Delphine%20Duff.pdf http://www.socialistworker.co.uk/art.php?id=16671 The evident growth of society has been plagued by radical changes that attempt to explain part of certain sectors of society and their behavioural tendencies in order to understand their influences and attempt to resolve social problems. To solve any social problems begins with a definitive role to define and name it, thereby build social responses that are geared to address the defining issues. Within this discussion the description of what is defined as an underclass is vital to the argument, there appears to be little consent about whether or not the term should be used. It derived in the United States and first came into Britain in the 1960s by the 1980s Field (1989) and Murray had adopted the term but recognised the difficulty of defining what it constituted. Conclusion The issue of defining a version of poverty as the underclass fails to justify its correlation with why a large number of youth offend. The mere comparison alone is enough to bring those socially disadvantaged to be rebellious because of the association with that implication. Therefore their behaviour and situations begin to be influence the way they interact with society. The association of hoodies with youth offenders has already resulted in society treating them in a hostile way. The result is even those who do wear hoodies are now tarnished with the same brush and with suspicion. Society views them as hostile delinquents and therefore their future is now being affected by the way they look rather than the content of their character. There are no situations where we can justify calling part of the same society we live in by under-rating them with such derogatory term. While we may continue to use the term underclass in our social explanations, it will be to justify the explanation for our cause rather than to address the real underlying issues of a degree of poverty. The behaviour of youth offenders is more to do with a lack of resources to improve their status, which in turn results in social poverty brought on by their exclusion to the very society they live in. We cannot continue to label part of our society to justify economic or political explanations anymore. Radical decisions have to be implemented to address those under-privileged by whatever circumstances, than to continue to give them a new name, which will not solve the problem but excaebarate it. WHAT IS AN UNDERCLASS? AND WHAT, IF ANY, IS ITS CONNECTION WITH GROUP OFFENDING? In the social sciences, not many theses have been as contentious as the underclass thesis. Nevertheless, whether as a heuristic device to study society or as a target of ideological or academic attack, the underclass thesis has been used a focus of attention by a wide spectrum of researchers, politicians and journalists. In post-industrial societies the debate on the existence, nature and causes of the underclass has been raging on for decades. There is a plethora of ideological, policy, ontological and methodological disputes around it. People who are at the bottom of a society having become victims of poverty trap. This class is largely composed of the young unemployed, long-unemployed, chronically-sick, disabled, old, or single-parent (usually the mother) families. It also includes those who are systematically excluded from participation in legitimate economic activities, such as cultural, ethnic, or religious minorities or illegal immigrants. Children of the underclass (especially those from single-parent families) often lack educational qualifications and social and other skills and are, therefore, unable to rise out of it. Readmore: http://www.businessdictionary.com/definition/underclass.html#ixzz1tBoYdPp6 REFERENCES http://www.martinfrost.ws/htmlfiles/nov2008/underclass.html http://www.cepprobation.org/uploaded_files/Delphine%20Duff.pdf http://www.socialistworker.co.uk/art.php?id=16671 The evident growth of society has been plagued by radical changes that attempt to explain part of certain sectors of society and their behavioural tendencies in order to understand their influences and attempt to resolve social problems. To solve any social problems begins with a definitive role to define and name it, thereby build social responses that are geared to address the defining issues. Within this discussion the description of what is defined as an underclass is vital to the argument, there appears to be little consent about whether or not the term should be used. It derived in the United States and first came into Britain in the 1960s by the 1980s Field (1989) and Murray had adopted the term but recognised the difficulty of defining what it constituted. Conclusion The issue of defining a version of poverty as the underclass fails to justify its correlation with why a large number of youth offend. The mere comparison alone is enough to bring those socially disadvantaged to be rebellious because of the association with that implication. Therefore their behaviour and situations begin to be influence the way they interact with society. The association of hoodies with youth offenders has already resulted in society treating them in a hostile way. The result is even those who do wear hoodies are now tarnished with the same brush and with suspicion. Society views them as hostile delinquents and therefore their future is now being affected by the way they look rather than the content of their character. There are no situations where we can justify calling part of the same society we live in by under-rating them with such derogatory term. While we may continue to use the term underclass in our social explanations, it will be to justify the explanation for our cause rather than to address the real underlying issues of a degree of poverty. The behaviour of youth offenders is more to do with a lack of resources to improve their status, which in turn results in social poverty brought on by their exclusion to the very society they live in. We cannot continue to label part of our society to justify economic or political explanations anymore. Radical decisions have to be implemented to address those under-privileged by whatever circumstances, than to continue to give them a new name, which will not solve the problem but excaebarate it. The evident growth of society has been plagued by social and economic changes that attempt to explain part of certain sectors of societal segregation and their behavioural tendencies in order to understand their influences and attempt to resolve problems that affect those segments. To solve any social problems begins with a definitive role to name and then define underclass, thereby build social policies and responses that are geared to address the underlying issues. According to Bullock and Young (2002) the full scale of a problem can only be defined after a universal definition. According to Jencks version (1992), he refers to underclass as composed of people who lack the social and cultural skills required to deal with mainstream institutions. Hereby begins the use of multitude of criteria to rank one another usually being based on their income, cultural skills and social behaviour. In order to bring some form of sense to the word underclass, Charles Murray explains that its formation is based on three issues. These are crime, dropping out of the labour market and illegitimacy (IEA, 1999). My report attempts to examine underclass referring much to Charles Murrays report on (1989) and assesses whether there may be any correlation with group offending, in particular the youths. He refers to underclass not as a degree of poverty, but a type of poverty and thereby agrees with Jencks in that poverty may be a necessary condition in establishing an individual as a member of the underclass. Definition of underclass and youth offending By beginning to understand underclass, is to begin to distinguish the mindset of the poor and to explain the breakdown of law and order within their segment. The current literature has associated the definition of underclass and places emphasises either on the persistence of poverty or the number of people in neighbourhoods where the incidences of poverty or dysfunctional behaviour is high (Mincy et al, 1990). Murray goes further to address that poverty is mostly concentrated in the lowest social class and is drastically reduced among the middle and upper class and therefore crime is used to define poverty by social class. Youth offending From the 1940s youth delinquency became a common feature in social, academic and political discourses mainly due to welfare reforms. Murray believe these reforms helped the underclass to develop within UK.Muncie (2009) defines youth as those aged between ten to seventeen years of age. associates it with the formation base to compare the poor and those especially poor. From Murray t,herefore the definition of the poor further groups them into two, the deserving and the undeserving poor. However this classification does not reflect if The issue of defining a version of poverty as the underclass fails to justify its correlation with why a large number of youth offend. The mere comparison alone is enough to bring those socially disadvantaged to be rebellious because of the sitgma associated with being poor. Social policy dictates it as inhuman to criticise or blame an individual who has fallen on hardships due to misconduct (IEA). Therefore any policies that categorise those less fortunate, whether deserving or undeserving will alter their behaviour thereby influence the way they interact with society. The association of hoodies, for example, with youth offenders has already resulted in society treating them in a hostile way. The result is even those who do wear hoodies are now tarnished with the same brush and with suspicion and contempt. Society views them as hostile delinquents and therefore their future is now being affected by the way they look rather than the content of their character. There are no situations where we can justify calling part of the same society we live in by under-rating them with such derogatory term. While we may continue to use the term underclass in our social explanations, it will be to justify the explanation for our cause rather than to address the real underlying issues of a degree of poverty. The behaviour of youth offenders is more to do with a lack of resources to improve their status, which in turn results in social poverty brought on by their exclusion to the very society they live in. We cannot continue to label part of our society to justify economic or political explanations anymore. Radical decisions have to be implemented to address those under-privileged by whatever circumstances, than to continue to give them a new name, which will not resolve their problems, but excaebarate it.

My Goals Essay -- essays research papers

As the most of my peers, I have been asking myself a question, what is it really I want out of my life? This question has been bothering many people, and not only the college students who are trying to figure out the path which will lead them to the comfortable life. One might ask, what is that comfort that we all are striving for? Is it a state of mind or is it some unknown world that we are so eager to enter? Well, it varies from person to person, it depends on the life that the person has left behind when the decision to go to college was made. There are several aspects of our lives that could influence us and the future decisions that we'll make. The biggest part of our decision making is the way we were raised and the culture we have got used to. Many Americans believe that the success depends on the family background that you have. There are those who say that if the person was raised in a rich family, all opportunities are available to them and there is a high! chance that th e person will live a comfortable life. The same people are saying that if the person was raised in a poor family there are too many obstacles to overcome and most of the time these barriers on the way are too hard to cross. On the other hand, there are those people who say that the America is the land of opportunities and any person could achieve his/her goals if they set their mind to it. It is true that being born in the rich family helps a great deal during the course of your life. You are brought up in the household that provides the best conditions for exploring the world of knowledge. There are no worries about the basic needs like food, shelter or security, and all the resources are provided thanks to the excessive amount of money. Being rich allows people to worry less about the material things and more about the fundamentals of the learning and knowledge. Being born in a rich family also means meeting people and making the contacts earlier in life, which will later be helpful in that most difficult step of finding the first job. There is also the morality, which comes from the conditional learning of the environment that person is surrounded by. Person that is surrounded by the morally and financially stable people will adopt that thinking. Another aspect of being born to a rich family is the set example by the surroundings. When people that! you feel close to have acco... ...lder generation knows that they will do what ever it takes to put their children through school, even if it takes working late nights. For the most part the immigrants do not go to the restaurants very often, they try to save money by cooking home meal and limiting the extra expenses, such as entertainment, clothing and vocation. Within a short period of time, in less than three years immigrant families began to receive middle class income. Their children are in school, and most likely they had gone to school as well to obtain a better profession than the one that pays minimum wage. This is a clear example that it is possible to achieve something in life for any person in the United States. This argument will not be solved until people realize that the excuses are not the easy way out. It seems to me that many people would use their family poverty as an excuse for themselves not to make something of their life. To strive for a certain goal and not to loose interest or motivation is the name of the game for the twenty-first century. Only then, the desirable state of mind and your "pocket" will be achieved. The life that so many people are dreaming of only few steps away.

Dulce et Decorum est Essay -- English Literature

Dulce et Decorum est The poet reacts to the war by turning normal poetic language in to something that appears normal on the surface but in reality is tainted. The poet also breaks from normal poetry to show society the normal images of war. The ability to move the reader makes the poem work which aids the reader in to understanding the false propaganda. The poem is about soldiers in trench warfare and is a great example of writing graphically to show the horrific side of war yet being completely truthful. The poet does not withhold any information from the reader and conveys what it was like to fight in the War. The poet shows the pain in the poem. His tone, depression, lack of hope reveals his message. He uses long sentences and metaphor to show the tires soldiers. Picturing ‘old beggar under sacks’ tells us what war has done to them. It also tells us they are battle weary and scared of what is ahead of them. The use of similes in the first stanza allows the reader to understand the anguish of war. The poet is able to use words the words to paint a vivid and terrifying picture of trench warfare in the mind of the reader. The Hags is connected with the word beggers as they both outcasts in society. What's more words like beggers, hags and blood-shod shows what the war has done to the soldiers of war.. Through his use of vivid words and portrayal it makes us understand the effects of war and what it involves. The Stanza continues ‘Till on the haunting flares’, this suggests that the soldiers are possibly disturbed and are being haunted by the flares. The last line further shows the effects of war, the soldiers are deaf to the gas shells dropping right behind them. In the second stanza the poem begin... ...ers were once the ‘children ardent for some desperate glory.’ ‘Children’ here is used as the same reason as ‘boys’, who were brainwashed in to sacrificing their lives. The innocent are willing to believe in the lie about the war, but the war was totally different first hand hence the anger towards those who propagated dying for your country in being noble. ‘The old Lie’ the poet users a capital ‘L’ in lie. This puts the war in perspective of being glorious and patriotic. The readers attention does not wonder during the poem because of the poets consistent imagery. By the end of the poem the reader can fully appreciate the irony between the truth of what happens at the Trenches and the lie being told at home. The whole poem is contradictory to what was being spread with ‘Dulce et Decorum est.’ (It is a sweet and glorious thing to die for your country.)

Low Savings :: essays research papers

Americans on average, save less than 1% of their after-tax income today compared with 7% at the beginning of the 1990s. U.S. citizens are saving less because, of the higher cost of housing and interest rates. Many homeowners believe that rising real estate values give them the necessary savings they would otherwise have set aside. The housing boom, like the stock market boom before it, allowed Americans to save without having to reduce consumption. As the value of their assets rise, people naturally feel richer. Consumer spending has held up not because incomes have risen, but because consumers have taken on more debt, mostly by borrowing against rapidly rising housing prices. The marginal propensity to consume is affected by consumer confidence and interest rates as they affect the rate of return on savings. With fewer dollars available as savings to banks and other financial institutions, interest rates are higher for both savers and borrowers than they would otherwise be. That makes it more costly to finance investment in factories, equipment, and other goods, which slows growth in the GDP. The lower savings rate meant a higher consumption rate, which stimulates more spending, more income, and thus more spending, in a self-feeding process known as the multiplier effect. People do not save for the sake of saving. They save to spread consumption over their lives. Also the U.S. has a consumer culture, with consumers always having to â€Å"keep up with the Joneses† Kids seem entitled to deserving goods that other kids own. Since consumers will be spending more rather than saving, equilibrium GDP will not be balanced. Unemployment and inflation will occur since low spending by investors does not balance the low savings rate of consumers. Our high consumption, low savings economy has worked only because our European and Asian allies have been willing to save and produce more than they consume.

Metaphysics & Epistemology Essay

G. E. Moore’s main contributions to philosophy were in the areas of metaphysics, epistemology, ethics, and philosophical methodology. In epistemology, Moore is remembered as a stalwart defender of commonsense realism. Rejecting skepticism on the one hand, and, on the other, metaphysical theories that would invalidate the commonsense beliefs of â€Å"ordinary people† (non-philosophers), Moore articulated three different versions of a commonsense- realist epistemology over the course of his career. According to data I researched Moore’s epistemological interest also motivated much of his metaphysical work, which to a large extent was focused on the ontology of cognition. In this regard, Moore was an important voice in the discussion of sense-data that dominated Anglo- American epistemology in the early twentieth century. In ethics, Moore is famous for driving home the difference between moral and non-moral properties, which he cashed-out in terms of the non-natural and the natural. Moore’s classification of the moral as non-natural was to be one of the hinges upon which moral philosophy in the Anglo- American academy turned until roughly 1960. Moore’s approach to philosophizing involved focusing on narrow problems and avoiding grand synthesis. His method was to scrutinize the meanings of the key terms in which philosophers expressed themselves while maintaining an implicit commitment to the ideals of clarity, rigor, and argumentation. This aspect of his philosophical style was sufficiently novel and conspicuous that many saw it as an innovation in philosophical methodology. Moore is widely acknowledged as a founder of analytic philosophy, the kind of philosophy that has dominated the academy in Britain and the United States since roughly the 1930s. Moore also had a significant influence outside the academic philosophy, through his contacts in the Cambridge Apostles and the Bloomsbury group. In both academic spheres, Moore’s influence was due in no small part to his exceptional personality and moral character. One of the most important parts of Moore’s philosophical development was his break from the idealism that dominated British philosophy (as represented in the works of his former teachers F.  H. Bradley and John McTaggart), and his defense of what he regarded as a â€Å"common sense† form of realism. In his 1925 essay â€Å"A Defense of Common Sense†, he argued against idealism and skepticism toward the external world on the grounds that they could not give reasons to accept their metaphysical premises that were more plausible than the reasons we have to accept the common sense claims about our knowledge of the world that skeptics and idealists must deny. He famously put the point into dramatic relief with his 1939 essay â€Å"Proof of an External World†, in which he gave a common sense argument against skepticism by raising his right hand and saying â€Å"Here is one hand,† and then raising his left and saying â€Å"And here is another,† then concluding that there are at least two external objects in the world, and therefore that he knows (by this argument) that an external world exists. Not surprisingly, not everyone inclined to skeptical doubts found Moore’s method of argument entirely convincing; Moore, however, defends his argument on the grounds that skeptical arguments seem invariably to require an appeal to â€Å"philosophical intuitions† that we have considerably less reason to accept than we have for the common sense claims that they supposedly refute.

Flow process chart

Technical auditors control warranty parts randomly and they evaluate whether the specified warranty procedure is implemented in a correct manner or not, they also control technical equipment used in the service stations. Each technical auditor is responsible for a set of service partners and each set constitutes a region. After each technical audit, the audited parts are collected by a third party logistics company. Of course, It Is necessary to Inform this third party company in advance about the tattling of the vaults as well as the required capacity of the truck assignment.The company states that this problem can be handled considering the following two issues: 1 ) Assignment of service stations to four regions (self-formed regions not the geographical ones): The business volume of After-Sales Services needs to be analyzed and each service station should be assigned to one of the 4 technical auditors while considering the balance of business volumes and auditors constraints. 2) Vi sits of the technical auditors to the service stations (route planning): Service partners should be visited on a periodical basis according to the business volumes ND some business constraints while maligning the transportation costs.The company urges that issues such as legal requirements, workforce availability, investment and operational costs and any special regional or other requirements of a given service station should be carefully accounted for in the solution effort. Based on this, the problem Is defined as follows: process that focuses on optimization of the audit activities. This system should determine the frequency of visits to service stations and the routes along the visits to ultimate stations in such a way to keep the traveling and personnel costs low while ensuring a high quality service at all stations.Critically evaluate this problem definition and shortly answer the following. A) State the two most important and desirable characteristics of the problem definitio n. Write a single clear sentence for each to Justify why you think that these are desirable characteristics. Mentioning the following quote â€Å"while ensuring a high quality service at all stations† is a desirable characteristic of the problem definition because it implies that many should not disregard high quality service when meeting other objectives.In the problem when the route planning is mentioned, it is also correlated to keeping the traveling and personnel costs low which is a desirable characteristics of the problem definition because company's one of the aims is minimizing costs during the operations. B) State the two most important and undesirable characteristics of the problem are undesirable characteristics. We think that while mentioning the frequency of visits to the service stations, over problem definition should regard service stations according to the regions which should be defined with respect to business volumes.In the problem definition there is no i nformation about the third party logistics company, however mentioning capacity of trucks regarding business volumes and informing logistics company about timing of audit technical visits may result in a more accurate problem definition. C) Propose a better problem definition and write at most four sentences to Justify why you think your definition is good. Do not compare your definition with the existing A decision support system should be designed to aid in the decision making process focusing on optimization of the audit activities.This system should determine the frequency of visits to service stations addressed according to business volumes and the routes including along the visits of both technical audit and logistics company to multiple stations in such a way to keep the traveling and personnel costs low while ensuring high quality service and capacity of trucks regarding both business volumes and timing of visits at all stations. Focusing on optimization of audit activities is important because all process is surrounded by audit activities.Addressing service stations according to business volume is necessary in order to determine frequency of visits. When routes including along the visits of both technical audit and logistics company to multiple stations are decided, keeping the traveling and personnel costs low and ensuring high quality service are desirable characteristics of the problem definition. Since not to determine capacity of trucks regarding both business volumes and timing of visits will cause waste in the system.

Sample Test

Jill has called on Marcia's Cosmetics for several years. She has always been friendly to Marcia but treated the other staff with indifference. When Marcia retired, Jill lost the account for what key reason(s)? |   | a. | It was time for a new sales representative. | b. | No one knew her. | c. | No one was educated about her products. | d. | Jill's communication style was different from the new buyer's. | e. | Jill failed to develop good personal relationships with key people. | | 2. | Kenny works for a firm selling modern log homes and frequently conducts an open house at the site of a newly completed home.Kenny does this in order to:|   | a. | choose the right setting. | b. | save travel time. | c. | cover one idea. | d. | appeal to all senses. | e. | plan for the dynamic nature of selling. | | 3. | Most Yes responses come on the ________ closing attempts. |   | a. | 2nd or 3rd| b. | 8th or 9th| c. | 1st or 2nd| d. | 4th  Ã‚  or  Ã‚  5th| e. | 6th or 7th| | 4. | Which one of the following sources would be best if you were considering exporting to an international country and needed foreign country and market information? |   | a. | Canadian Trade Index| b. | Canadian Foreign Investment Guide| c. | Fraser's Canadian Trade Directory| d. Department of Industry, Trade, and Technology| e. | Export Development Corporation| | 5. | Ivana has been hired by the Zenith Company as a professional buyer because of her many negotiation tactics. When she says, â€Å"We like your proposal, but our budget is only $7 500,† this is an example of a:|   | a. | a challenge tactic. | b. | take it or leave it tactic. | c. | a direct tactic. | d. | budget limitation tactic. | e. | let's split the difference tactic. | | 6. | Tara is developing a presentation strategy. She includes establishing objectives for the sales presentation, providing outstanding customer service, and:|   | a. preplanning activities. | b. | overhead design procedures. | c. | developing the presale presentation plan. | d. | enquiring about referrals. | e. | developing a prospect base. | | 7. | If a salesperson were attempting to involve the customer in a presentation for a diamond ring, s/he might:|   | a. | ask if there are any more questions. | b. | encourage the customer to try it on. | c. | explain the store's installment plan of payment for the item. | d. | lay the ring on black velvet to enhance its brilliance. | e. | inform the customer of the gem's clarity. | | 8. Patrick Jones is a skilled networker because he meets as many people as he can, tells them what he does, and:|   | a. | likes to network. | b. | asks everyone he meets for a referral. | c. | does business while he networks. | d. | pays for all entertainment costs. | e. | does  not  do business while networking. | | 9. | The most widely used method for negotiating buyer concerns is the:|   | a. | indirect denial. | b. | direct denial. | c. | trial offer. | d. | spin method. | e. | superior be nefit. | | 10. | Miguel has had three estimates on a home alarm system and the prices are all very close.The last sales representative has indicated if Miguel purchases the alarm now he will receive a 10% discount. The type of close used is:|   | a. | a summary benefits close. | b. | a late close. | c. | an assumption close. | d. | a special concession close. | e. | a minor point close| | 11. | Thomas works in the area of customer service. His duties include:|   | a. | closing sales. | b. | to encourage customers to spend more money. | c. | to enhance the role of the product. | d. | to prevent customers from buying competitors' products. | e. | to work one on one with clients. | | 12. | Another name for full-line selling is:| a. | suggestion selling. | b. | partnering. | c. | cross-selling. | d. | upselling. | e. | value-added selling. | | 13. | Emma knows that a potential customer has four basic qualifications: 1) they need the product, 2) they are able to afford the purchase 3 ) they are willing to buy the product, and 4):| | a. | they will refer others to buy the product. | b. | they will use the product. | c. | they will return for other products. | d. | they are part of a buying centre. | e. | they are authorized to buy the product. | | 14. | Heather has improved her problem solving capabilities over her ten-year sales career.This capability translates into:|   | a. | lower closing rates. | b. | having more happy customers. | c. | selling more expensive products. | d. | longer sales cycles. | e. | more referrals. | | 15. | â€Å"How has the high turnover in your company affected the morale of your employees†, is an example of a:|   | a. | confirmation question. | b. | pleasure question. | c. | probing question. | d. | general survey question. | e. | specific survey question. | | 16. | The length of time devoted to the social contact depends on:|   | a. | whether or not you like the buyer. | b. whether  Ã‚  the buyer is serious about buyi ng. | c. | whether you are feeling sales call reluctance. | d. | whether conversion has happened. | e. | the type of product or service sold. | | 17. | Jason is a photocopier sales rep. He likes to compare the speed of the copier to a â€Å"Concord aircraft†. Jason's goal is to make the presentation more:|   | a. | interesting. | b. | witty. | c. | memorable. | d. | persuasive. | e. | informative| | 18. | The price-cost comparison is most appropriate for:| | a. | inexpensive purchases. | b. | inferior quality products. | c. | transactional buying situations. | d. products with short usage or service life. | e. | products with long usage or service life. | | 19. | Research studies indicate that the referral approach is effective because:|   | a. | customers know that the viewpoint of a third party is always accurate. | b. | customers seldom trust a salesperson, but do trust a third party. | c. | customers will be far more impressed with your good points if they are present ed by a third party rather than by you. | d. | customers always respect the opinions of a third party. | e. | customers don't want to take the time to really get to know sales reps. | | 20. Simon uses confirmation questions; questions used to determine if information is correctly understood:|   | a. | hardly ever. | b. | throughout a sales call. | c. | at the end of a sales call. | d. | at the beginning of a sales call. | e. | in the middle of a sales call. | | Test Name: T2 Example F2012  | 1. | e. Jill failed to develop good personal relationships with key people. | 2. | a. choose the right setting. | 3. | d. 4th  Ã‚  or  Ã‚  5th| 4. | e. Export Development Corporation| 5. | d. budget limitation tactic. | 6. | c. developing the presale presentation plan. | 7. | b. encourage the customer to try it on. 8. | e. does  not  do business while networking. | 9. | a. indirect denial. | 10. | d. a special concession close. | 11. | c. to enhance the role of the product. | 12. | a . suggestion selling. | 13. | e. they are authorized to buy the product. | 14. | e. more referrals. | 15. | c. probing question. | 16. | e. the type of product or service sold. | 17. | d. persuasive. | 18. | e. products with long usage or service life. | 19. | c. customers will be far more impressed with your good points if they are presented by a third party rather than by you. | 20. | b. throughout a sales call. |

Crossing Essay

Since the beginning of human life, fathers from around the world have played a vital role in their sons’ lives, whom they have had to learn to fish, hunt and survive in general. It has been crucial for fathers to hand over their knowledge to their sons. Concurrently with the development of human life and its foundation, it has been possible to form a social stratum given that it has been facilitated for some people to make more money than other people have. Furthermore, this evolution was an influence on the family relationship, were the man became the new capital in society, and thus became more important than the woman. As the men were working, the women became responsible for the children and therefore had an enormous impact on the behaviour and upbringing of the children. Mark Slouka’s short story, ‘Crossing’, from 2009 shows a number of these important themes, such as the father/son-relationship and man vs. nature. The protagonist in the short story is the father, an unnamed man somewhere between 30-50 years old. The father finds himself in a small depression: †He hadn’t been happy in a while.† 1. Recently, the father was divorced from the mother of his son, which is shown in his thoughts about whether he had missed his wife or not. â€Å"†¦he hadn’t wanted her back, hadn’t wanted much of anything really† 2. Even though the main character has a guilty conscience, and it seems that he is the one to blame for the divorce – he feels a desire to make things work again – both his relationship to his ex-wife and most important of all, the relationship to his son. â€Å"When he looked at her she shook her head and looked away and at that moment he thought, maybe — maybe he could make this right.† 3. The father comes across as an honest, caring and loving father to his son, and quickly we consolidate sympathy with him as a reader. â€Å"†¦when the boy came running into the living room he threw him over his shoulder, careful not to hit his head on the corner of the TV†¦Ã¢â‚¬  4. The protagonist takes his son on a trip to make up for the divorce and to improve their relationship. The father wants to share some of his childhood memories he had as a young boy with his dad. The main character used to go on this exact trip; therefore, he repeats the same rituals and traditions to give his son the same experience. †This is it, kid, the old man would say whenever they turned off the main road, you excited? Every year †¦Ã¢â‚¬ Almost there,† he said to the little boy next to him. â€Å"You excited?†Ã¢â‚¬  5. As the main character sees  the river for the first time in many years, he is considering calling of the trip – the river is much greater than he had expected from it. Yet, he believes that there is no way out – he cannot turn around. There is nowhere else to go, which could symbolize him being in the middle of something – with no turning back. †For a moment he considered pulling out, explaining †¦ but there was nowhere else to go.† 6. During the short story, the father gives his thoughts and some comments on the things happening, which builds up a thrill in the story. The protagonist points out repeatedly that what they are about to do is dangerous. He knows that he is putting himself and his son into danger, but he wants to convince himself and his son about the fact that he is a good father. â€Å"People in a hurry get in trouble.† 7. â€Å"†So what do you do if you fall? He remembered asking once †¦ – and the old man calling back of his shoulder, â€Å"Do not fuckin ‘fall.† 8. The solicitude of the father reappears as he tries to calm down the boy as he stumbles in the river on their way back. The father knows that they are in a bad situation but he remains calm for the boy’s sake. In fact, the father himself is very scared and afraid of what is going to happened – at this point he has lost hope. Even though, he wants to appear brave and to show himself from his best side, when all he wants is to be a good father. â€Å"He could hear himself, breathing hard. †I’m okay, kiddo. I’m okay. That was not good, but we’re fine. â€Å"They were fine. 9. Since we do not have access to the boy’s thoughts and feelings, Mark Slouka draws a picture of him with descriptions through the father’s mind of the boy. We get the picture of a little fragile boy, who needs to be taken care of by his father. This makes us sympathize with the boy and especially the father, who needs to take care of him throughout their trip in the wilderness. †He tried not to look at the boy sitting where he’d left him on the opposite shore because there was something about the smallness of him in his blue shorts against the bank of stones he didn’t like†¦Ã¢â‚¬  10. There is a third person narrator in the short story, which is attached to the father since we get to know his inner feeling and memories. â€Å"You never see it, he thought.† 11. Slouka places the point of view with the father in order to show us how he experiences the situation of having been divorced, and how he now tries to regain order and meaning in his difficult life. The short story is arranged in chronological sequences, but with flashbacks. The time jumps from the present to the past. The present is in the wilderness at the river, and the past is when the father picks up the boy at his moms, and when he thinks back on his own childhood. The amount of energy used to build up the tension in the story is great. From start to finish, the reader is given a feeling of discomfort, and that something bad will happen. The author achieves this suspense by using the environment and the mood of the story. From the beginning the mood ominous and menacing. Rain, fog and emptiness dominate the description of the environment they find themselves in. In this way, the thrill is build up just as slowly, and as a reader, you are waiting for something terrible to hap pen. †It was raining†¦ [†¦] A black road†¦ [†¦] The line of the open sky in the east was razor sharp†¦ [†¦] The empty road†¦Ã¢â‚¬  12. The river is the main environment in which the story takes place, in and around. The river is larger and more violent than the main character remembers it: â€Å"The river was bigger than he remembered it, stronger.† 13. The river itself show some ominous signs as well which helps building excitement in the story. You always have the feeling that something bad is going to happen. When standing in front of the river, they sees something in the river that looks dead, something that has been shot. As a reader you are left with the question whether they survive the river or not. Furthermore, the ending points in the direction of death. †He wanted to scream for help. There was no one – just the rushing plain of the river, the trees†¦Everything had come together. He couldn’t move. He was barely holding on. There was no way.† 14. In addition, the title â€Å"Crossing† points in the direction of death. When you use the phrase â€Å"crossing over† it is usually associated with death. You will go to the other side. It is a bridge between life and death. The river becomes the tunnel – the question is if they reach the light or survives from it. The ending might seem unfair, tragic and unreasonable. However, the open ending gives the reader a choice of life and death – The author puts the characters destiny into our hands. Even though the story ends up in a bad way to the father and son, the trip has been a journey that has brought the two characters even closer. In fact, the father gets the perfect opportunity to perform the action of being a good parent. The most important thing in the father’s life ended up being the last. The short story shows how little and insignificant man is in relation to Mother Nature.

DIABETES LITERATURE REVIEW Essay Example | Topics and Well Written Essays - 1000 words

DIABETES LITERATURE REVIEW - Essay Example The research was conducted by the National Institute of Health. The method for this particular research was kept very simple where three year cross sectional sample of patients’ electronic health records were accessed and analysed. The research analysed the health records of 21,816 Asians above the age of 35 years. Diabetes was analysed and classified through ICD-9 Codes, laboratory tests, and use of anti-diabetic medication (McNeely, Boyko, 2004). Afterwards, the prevalence of diabetes was analysed in a scientific manner. In terms of the result, it was found that age related prevalence ranged from 5-18% in women and the odds of diabetes in South Asian women were quite high. It was further found that the chances of diabetes were quite high in Asians compared to other populations (Ye, et al, 2009). The prevalence of diabetes was quite high in Asian women mainly because of their diet and lifestyle. Based on the results, it was concluded that the prevalence of diabetes is quite h igh among Asian women compared to other populations (Ye, et al, 2009). Though, obesity was not a major factor leading to diabetes but erratic lifestyle and diet was the major reason behind the prevalence of diabetes among Asian Women. ... an and Pacific Islander Populations: A View from California The overall population of Asian Americans has been increasing at a rapid pace in the United States. Asian Americans include people from India, South East Asia, and Far East and comprise around 4.7% of the total US population. As per the National Health Survey, participants from Asian subgroups were asked questions on their understanding of diabetes in them and around 14% of Asian Indians reported to be having diabetes (Kanaya, et al, 2008).The method for the survey was kept simple based on the analysis of genetic, behavioral, and socio-cultural factors. It was found that in terms of the genetics, various participants suffer from diabetes because of the involvement of genes while many suffer from the insulin secretory defects. In terms of the behavioural factors, it was found that obesity is one of the major factors in diabetes and majority of participants were suffering from the obesity issues. Asian Indians and Filipinos we re found to have more obesity issues. In terms of socio-cultural factors, it was found that low economic status was one of the major reasons behind the prevalence of diabetes (Kanaya, et al, 2008). In terms of the results, it was found that, demographic, socio-cultural, behavioral, and psychological factors play an important and major role in deciding the prevalence of diabetes among Asians. The chances of diabetes were supposed to be higher in South Asian women mainly because of their diet and obesity issues. Moreover, cultural issues like lack of physical movement outside the home and little awareness on the issue of diabetes were factors behind the rise of diabetes in Asians especially in South Asian women. Based on the results, it was concluded that the goals for diabetes prevention and

Week 6 Assignment Research Paper Example | Topics and Well Written Essays - 2750 words

Week 6 Assignment - Research Paper Example Business practices differ from one state to another based on the company culture in the respective countries. The appreciation of a county’s entrepreneurial culture and hierarchy allows smooth running of commercial activities devoid of unethical circumstances. There are multiple challenges associated with ethics in global business; however, there are various roles that standards plays in the same setting. This paper seeks to examine the need and the importance of establishing a global set of ethical standards, the history and growth of international ethical standards, as well as the challenges that governing bodies face. The accounting field is a constantly growing and changing industry. Accounting was regarded an area with high ethical standards until recently. The business world has recently experienced high profile failures through unethical behavior. Conducting business internationally may cause numerous ethical concerns. Some of the ethical issues are corruption, diverse cultures and customs, human rights, and different working environments. The economy of today is becoming globally smaller; for this reason, corporate institutions across the globe are becoming co-dependent on one another on local and international viewpoint. For instance, labor, information technology, raw materials, and finance. The American Institute of Certified Public Accountants draws the behaviors within the United States during the International Federation of Accountants (IFAC), outlines international ethical standards and practices. The principle of one ethics system requires the understanding of the ideologies and operations of both standards bodies as well as similarities amid them. The AICPA is an American based professional organization for certified accountants. The key objective is this institution is to provide sufficient resources, set professional and ethical standards to certified public accounting

Korean diaspora communities in Britain and the United States process Essay

Korean diaspora communities in Britain and the United States process of community building and notion of homeland - Essay Example I intend to explore the differing patterns of immigration adaptation of Korean communities in the U.K. and the U.S., the process of community building and the degree of efforts exerted by these two comparable groups to either maintain or reject traditional customs, and their sense of identity attached to or detached from their homeland or the host country. Absolute majority of existing literature on Korean diaspora is concentrated on Koreans in the U.S. Study of Korean communities in Europe has received surprisingly little attention from academia, and scant volume of existing scholarly work clearly reflects such neglect. According to the statistics released by the Korean Ministry of Foreign Affairs and the Overseas Korean Foundation, the size of worldwide Korean Diaspora is 7,044,716 as of 2007. China, the U.S. and Japan are the top three recipient countries accounting for more than 80 percent of the total population of overseas Koreans. In Europe, excluding the former USSR countries , there are 111,276 ethnic Koreans and the U.K. is home to the largest Korean population in Europe with some 42,000 people. The fact that there is no existing literature on Korean immigrants in Europe provides a good justification for initiating this study. However, novelty alone is not a sufficient condition that justifies the significance of one study. Apart from the literature on Korean diaspora communities, there exists an ample volume of scholarly work comparing the U.K and the U.S. There is an obvious advantage of comparing these two countries as although imperfect, their shared Anglo-Saxon culture, and language can control many endogenous factors that can be problematic while comparing two completely different countries. My intention is not to dismiss the value of existing comparative examinations of Korean communities that have already been done, but to fill in the gap in existing literature by carrying out a research on the group that has not been covered by other researchers before, and uncovering subtle differences - rather than visible differences highlighted in the existing literature on Japan-U.S and China-U.S. comparisons, that exist between the two countries that share many similarities yet subtle differences. Such differences, although they are felt and detected, have not received scholarly attention and therefore ex ist only in forms of personal anecdotal speculations. The significance of this potential work should not be limited to the field of diaspora studies in parochial Korean context only. It will also make contribution to studies of ethnic minorities in the U.K. in the British context. Some of the empirical findings will be able to be expanded, generalized and have wider implications in the general diaspora discourse. That is, the ultimate aim of my study, and choosing Korean immigrant group, is a mere strategic choice made by a novice student coming from Korea, hoping for a smoother entry to the field of ethnicity and migration academia in her initial stage. My ambition for possible further research after the completion of doctoral dissertation will expand to other ethnic groups in different countries, and also different migrant groups recently burgeoning in Korea. Literature Review There exists no comprehensive study on Korean communities in the U.K. One book exists on a Korean community in Europe, that examines the Korean immigrants

Patient Privacy and Reluctance to Complain Essay

Patient Privacy and Reluctance to Complain - Essay Example It is really impossible for any individual to find out that medial privacy was violated under the Amended rule. Lots of burden needed to be bear in order to show medical privacy violation. Only thing can be done is, if one believes that covered entity violated medical privacy then one has every right to file complaint against the health insurer or complain to the Health and Human services Patients are sometimes reluctant to complain about health care because some patients fear that due to complain they may receive lower service quality in case there is any need for the future arises. Complain can also lead to inappropriate health insurance problems in the health care. Communicating effectively with the patient will reduce the concerns about the health care. Medical providers would communicate with the patient about their problems so that every patient fells special about their health care. Health care organization should be benefited about the patient complaints that are systematically analyzed and recorded. Confidence can be developed among the patients by knowing them that complains can help health care for promoting safety. Communicating with the customers that complaining will improve quality and safety of the patient rather than any harm to patient. This will create awareness and confidence among the patient about complaining on certain issues on health

Week 5 discussion questions and participation Essay

Week 5 discussion questions and participation - Essay Example The direct method ignores any other service departments when allocating service cost to production departments. The step down method is different because it recognizes that in some service departments support the activities in other service departments as well as the producing department. The direct method is simpler for accountants to calculate the costs since there are less variables involved. The step down method uses a sequence of service department allocation to arrive at the different costs. In the business world accountants prepare information differently depending on the purpose. Managerial accounting focuses on providing information for internal purposes. Financial accounting on the other hand focuses in making reports for external users of information. Variable costing system monitors changes in costs that occurred on a daily basis. This helps managers in their day to day decision making process. Data and information that is presented to outside users must summarize the results of a period of time. External users are not concerned about the day to day operations of the enterprise. Cost distortions are a potential problem that can lead to many obstacles for a manager. If the costing system is not accurate the managers will make erroneous assumptions that can lead to business errors. For example imagine if a company had a costing system that stated that each unit cost $2.00 to produce. The costing system was distorted and the real cost of the product is $3.05. The made a decision to sell the product at $3.00 which a price that is 50% above cost based on the inaccurate costing system. The manager would lose $0.05 on every sale instead of making a $1.00 profit. If the company is able to develop a costing system that provides a lot of detail the decision seems like a good idea. The manager of that company has to determine if the benefits of maintaining the system outweigh the costs of

Physical Journeys Based on Away by Michael Gow Essay

Physical Journeys Based on Away by Michael Gow - Essay Example According to the research findings, through the structure, language and theme Michael Gow shows through his play the impact of the physical journey on the characters (travelers in the play). The physical journey of going away on holidays involves both obstacles and as well as movement to new places. AWAY, The Road Not Taken (Robert Frost) and Shakespeare’s The Seven Ages of Man (As You Like It) all convey the same message to mankind on earth – choose the right path (Frost) on this stage of the world (Shakespeare) by going ‘away’(Gow). To go ‘away’ on a holiday to recoup (rediscover the self) according to Gow is what the human beings need to understand. Gow brings out the necessity for spiritual regeneration for a sense of belonging and harmony with each other and nature. ‘Away’ is a five-act play involving three Australian families which go ‘away’ on a holiday during the Christmas of 1968. Roy and Coral (the headmaster and his wife) are on the verge of a breakup; Coral is still grieving over their son who was killed in the Vietnam War. Tom migrated to Australia from England with his family. He suffers from the terminal disease, leukemia of which he is aware although his parents do not know that is aware of it. They are taking Tom for his last holiday together and they are determined to have a good time. Tom and Meg are together in the school’s play A MIDSUMMER NIGHT’S DREAM and they are fond of each other. Meg’s parents Gwen and Jim are taking Meg for a holiday so that she can have a break. Gwen believes that one has to sacrifice for anything good to happen to you. The themes of reconciliation and loss emerge as one family deals with the death of their son in the Vietnam War, another faces the prospect of losing their son through leukemia, and the other by their daughter simply growing up.

Media Review Essay Example | Topics and Well Written Essays - 500 words - 1

Media Review - Essay Example ocial policy begun in 2011 through the aid of the digital internet transition who’s aim was to come up with new opportunities that have continually led the innovative forms of investigative journalism. As a result, Ai Media for the past two years have continuously embarked on diligently using the social media (Face Book, Twitter and YouTube) to reach out and share information with regard to the deaf and hearing impaired in the US community. In essence, the company focus more on the disabled persons, and how they should also be given a chance in participating in this company and the products that the company provides. In response, the company continually welcomes feedbacks and suggestions regarding such reactions and comments that are given out by all participants (Flynn 4). Of importance to note is that, Ai-Media has certain principles and guidelines that the company uses in ensuring their media policy remain an efficient tool of communication. To begin with, this social policy ensures that the concept of the community is well understood in terms of giving support to either side (clientele and the company). Secondly, contents found on the social media are friendly to the clientele and further embrace the presence of opinion diversity. This must go in line with the materials that are posted on the social media, the audience involved and the judgement that the company gives. In addition, Ai-Media is conscious and transparent of their intention. Basically, the company is sensitive on placing posts on individual clientele or organisation regarding their nationality, gender, sexual preference, disability and any other related issues. According to Flynn (4), it is worth mentioning that, the social policy must be in a position to assist the concerned persons. In this case, the Ai-Media is mainly concerned with a particular group of people –the disabled (hearing impaired and deaf) thus bringing value as would be expected. In the

Eastman kodak Essay Example for Free

Eastman kodak Essay Evaluating the financial condition of Eastman Kodak can be troublesome. Per my evaluation of their quarterly report which was found at http://www. kodak. com, some red flags have appeared that the auditors should be aware of. These stand out and should have special focus on. This quarterly report is based on the companies’ business activities as well as their subsidiary companies between the reporting periods of January 1, through December 31, 2011. It has been speculated that some of the previous reports have not been dealing on actual performance data basis (Avery, 2012). While many believe this to be impossible and untrue, however, there seems to be that there were no exceptions reported or noticed on prior reports. Once again, while analyzing this report there seems to be correspondence in regards to data exclusion from the outsourced operations and data for leased facilities were indicated. The cash flow analysis of Kodak has always been cause for concern. The Kodak companies the past several years have had many issues as seem by the financial statements. â€Å"The internal cash flows are negative indicating that this company has a financial problem (Arnold, 2012). Items such as the operating costs, investing, and the use of the cash and its outflow when it has cash are what we consider internal cash flows. Kodak company is aimed its focus on funding numerous functions and operations. This funding was to make sure that the IP licensing strategy would a hit. For this to be applicable, the company would have to sell its assets. â€Å"Thus in order to be successful in the IP portfolio strategy EASTKOD 3 Eastman Kodak set there sites aimed at getting funds of over $200 million and then to have licensing transactions to generate between #250 and $350 million dollars (Anderson, 2012). Some of the red flags that they should be aware of can be economic factors, earning problems, excessive debt. With these factors in mind it is clearly visible that Kodak focused on clearing their work on the idea of sustainability that they had place in process within the 2011 fiscal year. For Kodak to stay competitive they had to initiate new programs to generate business in the areas in which they operate. These programs would boost business. â€Å"After the 2011 quarterly report, Kodak was more sustainable and looked to prosper and take advantage of their customer’s economic, environmental, and social performance in order to maintain and attain a profitable , sustainable, and digital company (Anderson, 2011). With these red flags mentioned, Kodak and its position economically, either would attract or not attract investors. This is due to the fact that the economic factors such as the earnings of an organization give an idea of what its profits, and the shareholders value to be. The public willingness to invest and to get companies to fall in line with them, Eastman Kodak is not an attractive company. This is true due to its low profits the company makes based on its last quarterly report. Kodaks last quarterly report and its last 3 previous years indicate that the company if financially falling. During the audit procedure they should be alerted that Eastman Kodak has adjusted its financial statements making its return on capital and its economic stability unreliable. Eastman Kodaks free cash flow is well below par. Their strategy has failed, and this will not attract new investors. The financial statement show that the cash flow has reduced and this is partly contributed to the board and the lack there of on their fiduciary duties.

Early years education Essay Example for Free

Early years education Essay 1.1 Summarise entitlement and provision for early year’s education There are many different types of early year’s provision which has been funded by the government for early years education. All three and four year olds are entitled to 15 hours of free early year’s education entitlement per week across the 38 weeks of the annual year. Theirs are five different settings where Parents can choose to give their child for their Free EY Entitlement they are: †¢Pre-school playgroup-. It is an early childhood program in which children combine learning/education with play and it is an organization that is provided by fully trained and qualified staff †¢Private Day nursery- A facility provided for the care and learning for children from the birth to 5 they are usually run by a business or a private organisation and are not linked with the government. †¢Child-minder (who belongs to a registered child-minder network)-child minders are self-employed providing the care for children in their own homes , they offer full time or part time places or flexible arrangements. Child minders are registered with the Ofsted and are inspected in accordance with the Ofsted procedures and regulations to ensure that he child-minder is providing and safe and suitable environment for the children. †¢Maintained nursery school- is a school for children between the age of 3 and 5. It is run by fully qualified and trained to staff who encourage and supervise education play and learning rather than just providing childcare. It is part of early childhood education. †¢Nursery or reception class in a primary or independent school -Nursery schools provide a more direct and structured education for early years children aged 3 to 5 Some may be part of an independent school for older age groupseg infant and primary schools. Reception classes are run by a qualified teacher. 1.3 Explain the post 16 options for young people and adults

Native Language in Foreign Language Learning

Native Language in Foreign Language Learning 1.1 Introduction The debate over whether English language classrooms should include or exclude students native language has been a controversial issue for a long time (Brown, 2000). Although the use of mother tongue was banned by the supporters of the Direct Method at the end of the nineteenth century, the positive role of the mother tongue has recurrently been acknowledged as a rich resource which, if used judiciously, can assist second language learning and teaching (Cook, 2001). Therefore, this research study tries to open up a new horizon for English instructors to find a thoughtful way to use learners mother tongue in second language teaching. The technique in which L1 was used in this study was translation from L1 to L2, a technique which was rarely used by EFL teachers. Atkinson (1987) was one of the first and chief advocates of mother tongue use in the communicative classroom. He points out the methodological gap in the literature concerning the use of the mother tongue and argues a case in favour of its restricted and principled use, mainly in accuracy-oriented tasks. In his article, Atkinson (1987) clearly stated that translation to the target language which emphasizes a recently taught language item is a means to reinforce structural, conceptual and sociolinguistic differences between the native and target languages. In his view, even though this activity is not communicative, it aims at improving accuracy of the newly learned structures. Similarly, this research aimed at investigating the effect of translation from L1 to L2 on the accurate use of the structures. The arguments in supports of using the learners mother tongue in L2 instruction clearly reveal that not only doesnt the use of first language have a negative impact on L2 learning, but it can be factor to help students improve the way they learn a second language. Although the English Only paradigm continues to be dominant in communicative language teaching , research into teacher practice reveals that the L1 is used as a learning resource in many ESL classes (Auerbach, 1993). Auerbach added that when the native language was used, practitioners, researchers, and learners consistently report positive results. Furthermore, he identifies the following uses of mother tongue in the classroom: classroom management, language analysis and presenting rules that govern grammar, discussing cross-cultural issues, giving instructions or prompts, explaining errors, and checking comprehension. Although the provision of maximum L2 exposure to the learners seems essential, L1 can be used alongside L2 as a complement. In this regard, Turnbull (2001) stated that maximizing the target language use does not and should not mean that it is harmful for the teacher to use the L1. â€Å"a principle that promotes maximal teacher use of the target language acknowledges that the L1 and target language can exist simultaneously (p. 153). Similarly, Stern (1992) stated that the use of L1 and target language should be seen as complementary, depending on the characteristics and stages of the language learning process (p. 285). On the other hand, overuse of L1 will naturally reduce the amount of exposure to L2. Therefore, attempt should be made to keep a balance between L1 and L2 use. In this regard, Turnbull (2001) acknowledges that although it is efficient to make a quick switch to the L1 to ensure, for instance, whether students understand a difficult grammar concept or an unknown word, it is crucial for teachers to use the target language as much as possible in contexts in which students spend only short periods of time in class, and when they have little contact with the target language outside the classroom. 1.2 Background to the problem The Integrated Secondary School Curriculum or Kurikulum Bersepadu Sekolah Menengah (KBSM) was planned in accordance with the National Education Philosophy. The main goal of KBSM was based on the integrated self-development with orientation towards society or nation (Mak Soon Sang, 2003). Four language skills namely listening, speaking, reading and writing are incorporated in the English syllabus proficiency in order to meet their needs to use English in everyday life, for knowledge acquisition, and for future workplace needs (Kementerian Pendidikan Malaysia, 2000). My personal experience as a learner has shown me that moderate and judicious use of the mother tongue can aid and facilitate the learning and teaching of the target language, a view shared by many colleagues of mine. However the value of using the mother tongue is a neglected topic in the TESL methodology literature. This omission, together with the widely advocated principle that the native language should not be used in the second language classroom, makes most teachers, experienced or not, feels uneasy about using L1 or permitting its use in the classroom, even when there is a need to do so. How do students and teachers look at this issue? Schweers (1999) conducted a study with EFL students and their teachers in a Spanish context to investigate their attitudes toward using L1 and in the L2 classroom. His result indicates that the majority of students and teachers agreed that Spanish should be used in the EFL classroom (Schweers 1999). Inspired by his research and driven by my own interest, the researcher decided to carry out a similar study on the use of the native language (Malay) in the Malaysian context. However, differences exist between Schweers study and mine. 1.3. Statement of the problem Many rural school students have difficulty in understanding English, and they have often found it difficult to read English books on their own (Ratnawati and Ismail, 2003). Students lack of proficiency in English deprives them of the opportunities open to those who are able to use the language well. Recently, the teaching and learning of English has been discussed widely in Malaysia. This is because the low level of English proficiency among students hinders them from acquiring knowledge globally. Students L1 are being use in the ESL classroom especially in the rural area to help them understand English better and find out if it is an effective teaching and learning tool. Because of the students difficulty in understanding the language, teachers need to assist them thoroughly in the learning process. With the using of the L1, this will gain their interest to stay focus in the class and not being de-motivated in learning the target language. The prohibition of the native language would maximize the effectiveness of learning the target language will be a question that we need to find out. 1.4. Purposes of the study The purpose of the study is to determine whether the L1 (Malay language) are use frequently in the rural ESL classroom. The important of this study is to find out whether L1 works as an effective teaching and learning instrument. 1.5. Research questions Research questions for this study are; How frequent the Malay language was used in the Malaysian English classroom and for what purposes? Can prohibition of L1 (Malay language) maximize the interest of using English in the classroom? What are the perception of the students and the teachers towards using Malay in the English classroom? 1.6. Theoretical For this study, the researcher referred to the theory of SLA that interrelated set of hypothesis or claims about how people become proficient in a second language. In a summary of research findings on SLA, Lightbown (1985: 176-180) made the following claims: Adults and adolescents can â€Å"acquire† a second language. The learner creates a systematic inter-language that is often characterized by the same language as the first language, as well as others that appear to be based on the learners own native language. There are predictable sequences in acquisition so that certain structures have to be acquired before others can be integrated. Practice does not make perfect. Knowing language rule does not mean one will be able to use it in communicative interaction. Isolated explicit error correction is usually effective in changing language behavior. For most adult learners, acquisition stop-â€Å"fossilizes†-before the learner has achieved native-like mastery of the target language. One cannot achieve native-like or non native-like command of a second language in one hour a day. The learners task is enormous because language is enormously complex. A learners ability to understand language in a meaningful context exceeds his or her ability to comprehend de-contextualized language and to produce language of comparable complexity and accuracy. The hypothesis will be the first tool for the measurement of how the students in the rural ESL classroom comprehend with target language. Learning is a long life process so the students need a proper guide to lead them in gaining the language proficiency. There are some modifications that need to be made in using these hypotheses so it will be suit to the learners need in the rural area. There are some mistakes that made by the learners that due to interference from their first language and the learners errors should be corrected as soon as they are made in order to prevent the formation of bad habits. The acquisition-learning hypothesis Stephen Krashen (1977) claimed that adult second language learners have two means for internalizing the target language. The first is â€Å"acquisition†, a subconscious and intuitive process of constructing the system of a language. The second means is a conscious â€Å"learning† process in which learners attend to form, figure out rules, and are generally aware of their own process. According to Krashen, â€Å"fluency in second language performance is due to what we have acquired, not what we have learned† (1981a:99). Adults should, therefore, do as much acquiring as possible in order to achieve communicative fluency; otherwise, they will get bogged of language and to watching their own progress. For Krashen (1982), our conscious learning processes and our subconscious process mutually exclusive: learning cannot become acquisition. This claim of no interface between acquisition and learning is used to strengthen the argument for recommending large doses of acqui sition activity in the classroom, with only a very minor role assigned to learning. The input hypothesis Krashens claims that an important â€Å"condition for language acquisition to occur is that the acquirer understand (via hearing or reading input language that contains structure a bit beyond his or her current level of competence†¦..if an acquirer is at stage or level i , the input he or she understands should contain i +1† (Krashen1981:100). In other words, the language that learners are exposed to should be just far enough beyond their current competence that they can understand most of it but still challenged to make progress. The corollary to this is that input should neither be so far beyond their reach that they are overwhelmed (this might be, say, i + 2) nor so close to their current stage that they are not challenged at all (i + 0). Important parts of the Input Hypothesis are recommendation that speaking not be though directly or very early in the language classroom. Speech will be emerging once the acquirer has built up enough comprehensible input ( i + 1). Success in a foreign language can be attributed to input alone. Such a theory ascribes little credit to learners and their own active engagement in the process. Moreover, it is important to distinguish between input and intake. Intake is what you take with you over a period of time and can later remember. Krashen (1983) did suggest that input gets converted to knowledge through a learners current internalized rule system and the new input. The application of these theories will help the study in measuring how effective the use of L1 in the ESL classroom based on the prior knowledge of the participants and in what way the theories will help the researches defines the result of the studies. Motivation Theory Various definitions of motivation have been proposed over decades of research and three different perspectives emerge: From a behaviourist perspective, motivation was seen in matter of fact terms. It is quite simply the anticipation or reward. Driven to acquire positive reinforcement, and driven by previous reinforcement, and driven by previous experiences of reward for behaviour, we act accordingly to achieve further reinforcement. In this view, our acts are likely to be at the mercy of external forces. In cognitive terms, motivation places much more emphasis on the individuals decisions. Ausubel (1968:368-379), for example, identified six needs undergirding the construct of motivation: a. The need for exploration, for seeing the other side of the mountain, for probing the unknown; b. The need for manipulation, for operating- to use Skinners term- on the environment and causing change; c. The need for activity, for movement and exercise, both physical and mental; d. The need for stimulation, the need to be stimulated by the environment, by the other people, or by ideas, thoughts, and feelings; e. The need for knowledge, the need to process and internalize the result of exploration, manipulation, activity, and stimulation, to resolve contradictions, to quest for solutions to problems and for self consistent systems of knowledge; f. Finally, the need for ego enhancement, for the self to be known and to be accepted and approved by others. 3) A constructivist view of motivation places even further emphasis on social context as well as individual person choices (Williams Burden 1997:120). Each person is motivated differently, and will therefore act on his or her environment in ways that are unique. Intrinsic and Extrinsic Motivation Edward Deci (1975:23) defined intrinsic motivation: â€Å"Intrinsically motivated activities are ones for which there is no apparent reward except the activity itself. People seem to engage in the activities for their own sake and not because they lead to an extrinsic reward†¦Ã¢â‚¬ ¦.intrinsically motivated behaviours are aimed at bringing about certain internally rewarding consequences, namely, feelings of competence and self determination†. Extrinsically motivated behaviours, on the other hand, are carried out in anticipation of a reward from outside and beyond the self. Behaviours initiated solely to avoid punishment are also extrinsically motivated, even though numerous intrinsic benefits can ultimately accrue to those who instead, view punishment avoidance as a challenge that can build their sense of competence and self determination. The intrinsic and extrinsic continuum in motivation is applicable to foreign language classrooms and around the world. Regardless of the cultural beliefs and attitudes of learners and teachers, intrinsic and extrinsic factors can be easily identified (Dornyei and Csizer 1998). During the classroom observations, the researcher will identify whether the teacher use this kind of method. If the students communicate with their L1, should the teacher give a punishment or give them the motivation to communicate with L1 as long it will help the students to understand the whole lesson. 1.7. Significance of the study It is hope that the study will: Help all the teachers in selecting the best method in teaching the ESL classroom especially in the rural area. Determine the appropriateness of using the Malay in the ESL classroom. Enable the teacher to realize the important of using the L1 in the ESL classroom at the rural area. Help the students to gain their interest in learning the target language by giving them the opportunity to use their L1 while learning ESL. 1.8. Limitation of the study This study was undertaken with the following limitations; The small sample clearly does not represent the whole population of students in SMK in Felda Gedangsa. The sample taken is 40 students from one class in Felda Gedangsa. The reliability and validity of the survey instruments may be questioned. The questionnaire is not based on any existing survey instrument, which had been tested and/ or certified in terms of reliability and validity. The questionnaire is developed specifically for this study. The time constrain will limit the quality of the study. SMK Felda Gedangsa is situated in Ulu Selangor district and about 30KM from UPSI. It will take a long time in doing this study. The students level of proficiency is at the lower level and they will need help in understanding the questionnaires. 1.9. Summary Understanding of English is crucial for every student in the ESL classroom. Without a proper guide from the teacher, they will lose their motivation in learning. Teacher need to be ready with a proper methods and teaching skills and should not ignore the use of L1 in the classroom. With the lacking of vocabulary and understanding towards certain aspects in the learning process, surely the use of L1 in the classroom should be considered to guide the students. REVIEW OF LITERATURE 2.1. Introduction This paper provides a review of the literature on students L1 are being used in the ESL classroom especially in the rural area and find out if it is an effective teaching and learning tool. There are several studies which are significance to the focus of this study. The summaries of previous work related to the hypothesis of the study are listed below. Long (1985, 1996), adapted the input Hypothesis to include interaction. His modified Input Hypothesis (1996) focuses on negotiation of meaning that occurs when communication breaks down. It proposes that oral input that is simplified through interactional modification is more successful than non-interactionally modified input in promoting learner comprehension, which in turn facilitates language acquisition. This hypothesis claims that the modified output produced by learners who are interacting in order to negotiate meaning can also aid acquisition. In this view, which gives importance to input that has been simplified through interaction, there is a possible role for the use of the learners L1 in the interactive input. Modified must give the learner information related to the linguistic form that were problematic and the use of the L1 is a potential source of this critical information (Gillis, 2007). 2.2. Close studies on the Using of L1 in the ESL Classroom Research on the usage of the L1 in the ESL classroom is a vital has demonstrated that L1 are not only effective but necessary for adult ESL students with limited L1 literacy or schooling and that use of students linguistic resources can be beneficial at all levels of ESL (Auerbach 1993). Auerbach (1993), performed a research on the topic of â€Å"Do you believe that ESL students should be allowed to use their L1 in the ESL classroom†? Only 20% of the respondents gave an unqualified yes to the question; 30% gave an unqualified no, (with comments such as, Its a school policy and No but its hard); the remaining 50% said sometimes (with comments such as Usually not, but if I have tried several times to explain something in English and a student still doesnt understand, then I allow another student who speaks the same language to explain in that language; Theyre going to do it anyway; As a last resort). The essence of these comments is captured by the following response In general ESL students should be encouraged to use English as much as possible, but in reality this doesnt always work. Thus, despite the fact that 80% of the teachers allowed the use of the L1 at times, the English only axiom is so strong that they didnt trust their own practice. On the flip side, when the native language is used, practitioners, researchers, and learners consistently report positive results. Rivera (1990) outlines various models for incorporating the L1 into instruction, including initial literacy in the L1 (with or without simultaneous but separate ESL classes) and bilingual instruction (where both languages are utilized within one class). The first benefit of such programs at the beginning levels is that they attract previously un-served studentsstudents who had been unable to participate in ESL classes because of limited L1 literacy and schooling. Further, contrary to the claim that use of the L1 will slow the transition to and impede the development of thinking in English, numerous accounts suggest that it may actually facilitate this process. Shamash (1990), for example, describes an approach to teaching ESL used at the Invergarry Learning Center near Vancouver which might be considered heretical by some: Students start by writing about their lives in their L1 or a mixture of their L1 and English; this text is then translated into English with the help of bilingual tutors or learners and, as such, provides a natural bridge for overcoming problems of vocabulary, sentence structure and language confidence. At a certain point in the learning process, according to Shamash, the learner is willing to experiment and take risks with English. Thus, starting with the L1 provides a sense of security and validates the learners lived experiences, allowing them to express themselves while at the same time providing meaningful written material to work with. This research had shows us that the usage of L1 in the ESL classroom is sometimes considered as vital because of the students level of proficiency. Tang (2002), based on her studies, â€Å"Using the mother tongue in the Chinese EFL classroom† bear many similarities to Schweers (1999) study in a Spanish context. Both studies indicate that the mother tongue was used by the majority of teachers investigated, and both students and teachers responded positively toward its use. Minor discrepancies exist concerning the occasions when the L1 should be used. Some of these differences can be accounted for by the participants different levels of L2 language proficiency. The teachers participating in this study indicated that the translation of some words, complex ideas, or even whole passages is a good way to learn a foreign language. Her observation of the three classes suggests that without translation, learners would be likely to make unguided and often incorrect translations. This study also reveals that in the EFL classes observed Chinese plays only a supportive and facilitating role. The chief medium of communication in the class is still English. As with any other classroom technique, the use of the mother tongue is only a means to the end of improving foreign language proficiency. She agreed with the majority of student participants (about 63 percent combined) that no more than 10 percent of class time should be spent using Chinese. In her experience, this percentage decreases as the students English proficiency increases. Of course, a translation course would be an exception. Unlike Schweers student participants, the students in the present study are highly motivated to learn English. As English majors in the university, their English language proficiency is regarded as a symbol of their identity and a route to future academic and employment opportunities. Few of them feel that English is imposed on them or regard the use of English as a threat to their identity. Instead, they generally prefer greater or exclusive use of English in the classroom. In their view, Chinese should be used only when necessary to help them learn English better. The research seems to show that limited and judicious use of the mother tongue in the English classroom does not reduce students exposure to English, but rather can assist in the teaching and learning processes (Tang, 2002). Strohmeyer and McGrail (1988) found that allowing for the exploration of ideas in the L1 served to enhance students ESL writing. When students were given the choice of writing first in Spanish, they went on to write pieces in English that were considerably more developed than their usual ESL writing. These findings from practice are supported by Garcias (1991) more formal research on effective instructional practices which found that (a) academically successful students made the transition from Spanish to English without any pressure from teachers; and (b) they were able to progress systematically from writing in the native language in initial literacy to writing in English later. A recent study by Osburne and Harss-Covaleski (1991) suggested that the widely frowned upon practice of writing first in the L1 and then translating into the L2 is not harmful to the quality of the written product. They cite the conventional wisdom that students should be discouraged from translating as this will cause them to make more errors, result in rhetorically inappropriate texts, and distract them from thinking in Englishand that all these factors would negatively affect the quality of their writing. To investigate the validity of this claim, they compared ESL compositions written directly in English with others written first in the L1 and then translated into English; their results indicated no significant difference in the quality or quantity of the written products. They conclude, It seems then that there is no need for teachers to become overly anxious if students choose to employ translation as a composing strategy at times. Friedlander (1990) cited numerous other studie s reporting the beneficial effects of using the L1 for L2 composing; his own study provides further support for L1 use in planning ESL writing when knowledge of the topic has been acquired in the L1. Mirzaei Vaezi (2007), had been conducted the study of the effect of using translation from L1 to L2 as a teaching technique on the improvement of EFL Learners Linguistic Accuracy- Focus on form. Based on the results obtained from the statistical analyses in the study, it was discovered that the idea of the effectiveness of using translation from L1 to L2 as a teaching technique to improve a group of Iranian EFL learners linguistic accuracy was supported. Therefore, it can be concluded that translating form L1 to L2, using specific structures, can enhance learners linguistic accuracy within the scope of those structures. It also manifests that learners mother tongue is not a useless element in second or foreign language learning. In other words, mother tongue, if used purposefully and systematically, can have a constructive role in teaching other languages. In effect, the purpose of the present study was to join the three vertices of the triangle i.e., first language, translation, an d focus on form. Moreover, it can be claimed that translating sentences form L1 to L2, if selected purposefully, can push learners to use specific structures accurately when producing utterances in the second language. This mental practice in transforming an idea from mother language to the second language helps the learner tackle the psycho-linguistic challenge they have to face in producing second language in real life situations. Nevertheless, when utilizing this teaching technique, the learners should be bewared about the structural differences existing between languages which may cause negative interference from their L1. In other words, learners should be warned that there is not always a structural correspondence between their first language and the language they are learning. To make it short, translation from L1 to L2 is a kind of practice which makes the learners use specific L2 structures accurately in order to express L1 ideas. This transformation—mental translation from L1 to L2â €”is a natural and sometimes inevitable process which is mostly experienced by the learners of lower levels. Consequently, as discussed above, the technique used in this study is a means through which learners can practice producing L2 grammatically correct sentences which enables them to perform accurately in communicative situations (Mirzaei Vaezi, 2007). Translation from L1 to L2 was not a strange process; nonetheless, it might not have been dealt with through systematic and research-based studies yet. Although the word translation and even mother tongue has been abominated by many so-called innovatory-oriented teachers, this study demonstrated that there are judicious ways in which language teachers can use mother tongue, in general, and translation from L1 to L2, in particular, in their instruction with the purpose of improving learners proficiency. In addition, mother tongue is truly a very rich source of linguistic knowledge with which any L2 learner is already equipped, and it does not seem reasonable to deprive our learners from using this recourse at the expense of exercising an English-only atmosphere in our classrooms. Therefore, it can be suggested that teachers be familiarized with advantages of using learners mother tongue in EFL/ESL classrooms and they should be reasonably given enough leeway to use this resource constructively. In particular, language teachers can use the technique presented in this study, i.e. using translation from L1 to L2, as a communicative task to promote their learners linguistic accuracy. Therefore, it seems reasonable to allocate some time to the training of teachers in this regard (Mirzaei Vaezi, 2007). Schweers (1999) had done a research on the attitudes toward the use of Spanish in the English classroom among the students and the teachers in Puerto Rican. A high percentage (88.7%) of the student participants in this study felt that Spanish should be used in their English classes. All of the teachers reported using Spanish to some degree. Approximately 99 percent of the students responded that they like their teachers to use only English in the classroom. Very noticeable is the 86 percent of students who would like Spanish used to explain difficult concepts. Only 22 percent of teachers saw this as an appropriate use. Students also responded notably higher than teachers on the following uses for Spanish: to help students feel more comfortable and confident, to check comprehension, and to define new vocabulary items. Neither students nor teachers saw a use for the L1 in testing. A notable percentage of students would like Spanish to be used in English class either between 10 and 39 p ercent of the time. A sizeable number of students like the use of Spanish because it helps them when they feel lost. About 87 percent of students feel Spanish facilitates their learning of English between â€Å"a little† and â€Å"a lot,† and about 57 percent think it helps from â€Å"fairly much† to â€Å"a lot.† These results showed that in English classes in a Puerto Rican university, Spanish should be used to some degree. Students feel there are clear cases where Spanish will facilitate their comprehension of what is happening in class. A majority also agree that the use of Spanish helps them to learn English. Studying students reactions to the use of the L1 in English classes, Terence Doyle (1997), in his presentation at TESOL 97, reported that students in a study he conducted claimed that the L1 was used approximately 90 percent of the time in their classes. Some 65 percent of these students preferred the use of the L1 in their classes sometimes or often. While the first figure is comparable to the one he found in his study, the second is higher than the percentage in his study. Romstedt (2000) had conducted a research of the effects of L1 Pre-writing discussion on ESL writing. The subjects of the study were thirty five graduate and undergraduate students, both male and female representing six native languages at two different levels of intensive English instruction. The general conclusi Native Language in Foreign Language Learning Native Language in Foreign Language Learning 1.1 Introduction The debate over whether English language classrooms should include or exclude students native language has been a controversial issue for a long time (Brown, 2000). Although the use of mother tongue was banned by the supporters of the Direct Method at the end of the nineteenth century, the positive role of the mother tongue has recurrently been acknowledged as a rich resource which, if used judiciously, can assist second language learning and teaching (Cook, 2001). Therefore, this research study tries to open up a new horizon for English instructors to find a thoughtful way to use learners mother tongue in second language teaching. The technique in which L1 was used in this study was translation from L1 to L2, a technique which was rarely used by EFL teachers. Atkinson (1987) was one of the first and chief advocates of mother tongue use in the communicative classroom. He points out the methodological gap in the literature concerning the use of the mother tongue and argues a case in favour of its restricted and principled use, mainly in accuracy-oriented tasks. In his article, Atkinson (1987) clearly stated that translation to the target language which emphasizes a recently taught language item is a means to reinforce structural, conceptual and sociolinguistic differences between the native and target languages. In his view, even though this activity is not communicative, it aims at improving accuracy of the newly learned structures. Similarly, this research aimed at investigating the effect of translation from L1 to L2 on the accurate use of the structures. The arguments in supports of using the learners mother tongue in L2 instruction clearly reveal that not only doesnt the use of first language have a negative impact on L2 learning, but it can be factor to help students improve the way they learn a second language. Although the English Only paradigm continues to be dominant in communicative language teaching , research into teacher practice reveals that the L1 is used as a learning resource in many ESL classes (Auerbach, 1993). Auerbach added that when the native language was used, practitioners, researchers, and learners consistently report positive results. Furthermore, he identifies the following uses of mother tongue in the classroom: classroom management, language analysis and presenting rules that govern grammar, discussing cross-cultural issues, giving instructions or prompts, explaining errors, and checking comprehension. Although the provision of maximum L2 exposure to the learners seems essential, L1 can be used alongside L2 as a complement. In this regard, Turnbull (2001) stated that maximizing the target language use does not and should not mean that it is harmful for the teacher to use the L1. â€Å"a principle that promotes maximal teacher use of the target language acknowledges that the L1 and target language can exist simultaneously (p. 153). Similarly, Stern (1992) stated that the use of L1 and target language should be seen as complementary, depending on the characteristics and stages of the language learning process (p. 285). On the other hand, overuse of L1 will naturally reduce the amount of exposure to L2. Therefore, attempt should be made to keep a balance between L1 and L2 use. In this regard, Turnbull (2001) acknowledges that although it is efficient to make a quick switch to the L1 to ensure, for instance, whether students understand a difficult grammar concept or an unknown word, it is crucial for teachers to use the target language as much as possible in contexts in which students spend only short periods of time in class, and when they have little contact with the target language outside the classroom. 1.2 Background to the problem The Integrated Secondary School Curriculum or Kurikulum Bersepadu Sekolah Menengah (KBSM) was planned in accordance with the National Education Philosophy. The main goal of KBSM was based on the integrated self-development with orientation towards society or nation (Mak Soon Sang, 2003). Four language skills namely listening, speaking, reading and writing are incorporated in the English syllabus proficiency in order to meet their needs to use English in everyday life, for knowledge acquisition, and for future workplace needs (Kementerian Pendidikan Malaysia, 2000). My personal experience as a learner has shown me that moderate and judicious use of the mother tongue can aid and facilitate the learning and teaching of the target language, a view shared by many colleagues of mine. However the value of using the mother tongue is a neglected topic in the TESL methodology literature. This omission, together with the widely advocated principle that the native language should not be used in the second language classroom, makes most teachers, experienced or not, feels uneasy about using L1 or permitting its use in the classroom, even when there is a need to do so. How do students and teachers look at this issue? Schweers (1999) conducted a study with EFL students and their teachers in a Spanish context to investigate their attitudes toward using L1 and in the L2 classroom. His result indicates that the majority of students and teachers agreed that Spanish should be used in the EFL classroom (Schweers 1999). Inspired by his research and driven by my own interest, the researcher decided to carry out a similar study on the use of the native language (Malay) in the Malaysian context. However, differences exist between Schweers study and mine. 1.3. Statement of the problem Many rural school students have difficulty in understanding English, and they have often found it difficult to read English books on their own (Ratnawati and Ismail, 2003). Students lack of proficiency in English deprives them of the opportunities open to those who are able to use the language well. Recently, the teaching and learning of English has been discussed widely in Malaysia. This is because the low level of English proficiency among students hinders them from acquiring knowledge globally. Students L1 are being use in the ESL classroom especially in the rural area to help them understand English better and find out if it is an effective teaching and learning tool. Because of the students difficulty in understanding the language, teachers need to assist them thoroughly in the learning process. With the using of the L1, this will gain their interest to stay focus in the class and not being de-motivated in learning the target language. The prohibition of the native language would maximize the effectiveness of learning the target language will be a question that we need to find out. 1.4. Purposes of the study The purpose of the study is to determine whether the L1 (Malay language) are use frequently in the rural ESL classroom. The important of this study is to find out whether L1 works as an effective teaching and learning instrument. 1.5. Research questions Research questions for this study are; How frequent the Malay language was used in the Malaysian English classroom and for what purposes? Can prohibition of L1 (Malay language) maximize the interest of using English in the classroom? What are the perception of the students and the teachers towards using Malay in the English classroom? 1.6. Theoretical For this study, the researcher referred to the theory of SLA that interrelated set of hypothesis or claims about how people become proficient in a second language. In a summary of research findings on SLA, Lightbown (1985: 176-180) made the following claims: Adults and adolescents can â€Å"acquire† a second language. The learner creates a systematic inter-language that is often characterized by the same language as the first language, as well as others that appear to be based on the learners own native language. There are predictable sequences in acquisition so that certain structures have to be acquired before others can be integrated. Practice does not make perfect. Knowing language rule does not mean one will be able to use it in communicative interaction. Isolated explicit error correction is usually effective in changing language behavior. For most adult learners, acquisition stop-â€Å"fossilizes†-before the learner has achieved native-like mastery of the target language. One cannot achieve native-like or non native-like command of a second language in one hour a day. The learners task is enormous because language is enormously complex. A learners ability to understand language in a meaningful context exceeds his or her ability to comprehend de-contextualized language and to produce language of comparable complexity and accuracy. The hypothesis will be the first tool for the measurement of how the students in the rural ESL classroom comprehend with target language. Learning is a long life process so the students need a proper guide to lead them in gaining the language proficiency. There are some modifications that need to be made in using these hypotheses so it will be suit to the learners need in the rural area. There are some mistakes that made by the learners that due to interference from their first language and the learners errors should be corrected as soon as they are made in order to prevent the formation of bad habits. The acquisition-learning hypothesis Stephen Krashen (1977) claimed that adult second language learners have two means for internalizing the target language. The first is â€Å"acquisition†, a subconscious and intuitive process of constructing the system of a language. The second means is a conscious â€Å"learning† process in which learners attend to form, figure out rules, and are generally aware of their own process. According to Krashen, â€Å"fluency in second language performance is due to what we have acquired, not what we have learned† (1981a:99). Adults should, therefore, do as much acquiring as possible in order to achieve communicative fluency; otherwise, they will get bogged of language and to watching their own progress. For Krashen (1982), our conscious learning processes and our subconscious process mutually exclusive: learning cannot become acquisition. This claim of no interface between acquisition and learning is used to strengthen the argument for recommending large doses of acqui sition activity in the classroom, with only a very minor role assigned to learning. The input hypothesis Krashens claims that an important â€Å"condition for language acquisition to occur is that the acquirer understand (via hearing or reading input language that contains structure a bit beyond his or her current level of competence†¦..if an acquirer is at stage or level i , the input he or she understands should contain i +1† (Krashen1981:100). In other words, the language that learners are exposed to should be just far enough beyond their current competence that they can understand most of it but still challenged to make progress. The corollary to this is that input should neither be so far beyond their reach that they are overwhelmed (this might be, say, i + 2) nor so close to their current stage that they are not challenged at all (i + 0). Important parts of the Input Hypothesis are recommendation that speaking not be though directly or very early in the language classroom. Speech will be emerging once the acquirer has built up enough comprehensible input ( i + 1). Success in a foreign language can be attributed to input alone. Such a theory ascribes little credit to learners and their own active engagement in the process. Moreover, it is important to distinguish between input and intake. Intake is what you take with you over a period of time and can later remember. Krashen (1983) did suggest that input gets converted to knowledge through a learners current internalized rule system and the new input. The application of these theories will help the study in measuring how effective the use of L1 in the ESL classroom based on the prior knowledge of the participants and in what way the theories will help the researches defines the result of the studies. Motivation Theory Various definitions of motivation have been proposed over decades of research and three different perspectives emerge: From a behaviourist perspective, motivation was seen in matter of fact terms. It is quite simply the anticipation or reward. Driven to acquire positive reinforcement, and driven by previous reinforcement, and driven by previous experiences of reward for behaviour, we act accordingly to achieve further reinforcement. In this view, our acts are likely to be at the mercy of external forces. In cognitive terms, motivation places much more emphasis on the individuals decisions. Ausubel (1968:368-379), for example, identified six needs undergirding the construct of motivation: a. The need for exploration, for seeing the other side of the mountain, for probing the unknown; b. The need for manipulation, for operating- to use Skinners term- on the environment and causing change; c. The need for activity, for movement and exercise, both physical and mental; d. The need for stimulation, the need to be stimulated by the environment, by the other people, or by ideas, thoughts, and feelings; e. The need for knowledge, the need to process and internalize the result of exploration, manipulation, activity, and stimulation, to resolve contradictions, to quest for solutions to problems and for self consistent systems of knowledge; f. Finally, the need for ego enhancement, for the self to be known and to be accepted and approved by others. 3) A constructivist view of motivation places even further emphasis on social context as well as individual person choices (Williams Burden 1997:120). Each person is motivated differently, and will therefore act on his or her environment in ways that are unique. Intrinsic and Extrinsic Motivation Edward Deci (1975:23) defined intrinsic motivation: â€Å"Intrinsically motivated activities are ones for which there is no apparent reward except the activity itself. People seem to engage in the activities for their own sake and not because they lead to an extrinsic reward†¦Ã¢â‚¬ ¦.intrinsically motivated behaviours are aimed at bringing about certain internally rewarding consequences, namely, feelings of competence and self determination†. Extrinsically motivated behaviours, on the other hand, are carried out in anticipation of a reward from outside and beyond the self. Behaviours initiated solely to avoid punishment are also extrinsically motivated, even though numerous intrinsic benefits can ultimately accrue to those who instead, view punishment avoidance as a challenge that can build their sense of competence and self determination. The intrinsic and extrinsic continuum in motivation is applicable to foreign language classrooms and around the world. Regardless of the cultural beliefs and attitudes of learners and teachers, intrinsic and extrinsic factors can be easily identified (Dornyei and Csizer 1998). During the classroom observations, the researcher will identify whether the teacher use this kind of method. If the students communicate with their L1, should the teacher give a punishment or give them the motivation to communicate with L1 as long it will help the students to understand the whole lesson. 1.7. Significance of the study It is hope that the study will: Help all the teachers in selecting the best method in teaching the ESL classroom especially in the rural area. Determine the appropriateness of using the Malay in the ESL classroom. Enable the teacher to realize the important of using the L1 in the ESL classroom at the rural area. Help the students to gain their interest in learning the target language by giving them the opportunity to use their L1 while learning ESL. 1.8. Limitation of the study This study was undertaken with the following limitations; The small sample clearly does not represent the whole population of students in SMK in Felda Gedangsa. The sample taken is 40 students from one class in Felda Gedangsa. The reliability and validity of the survey instruments may be questioned. The questionnaire is not based on any existing survey instrument, which had been tested and/ or certified in terms of reliability and validity. The questionnaire is developed specifically for this study. The time constrain will limit the quality of the study. SMK Felda Gedangsa is situated in Ulu Selangor district and about 30KM from UPSI. It will take a long time in doing this study. The students level of proficiency is at the lower level and they will need help in understanding the questionnaires. 1.9. Summary Understanding of English is crucial for every student in the ESL classroom. Without a proper guide from the teacher, they will lose their motivation in learning. Teacher need to be ready with a proper methods and teaching skills and should not ignore the use of L1 in the classroom. With the lacking of vocabulary and understanding towards certain aspects in the learning process, surely the use of L1 in the classroom should be considered to guide the students. REVIEW OF LITERATURE 2.1. Introduction This paper provides a review of the literature on students L1 are being used in the ESL classroom especially in the rural area and find out if it is an effective teaching and learning tool. There are several studies which are significance to the focus of this study. The summaries of previous work related to the hypothesis of the study are listed below. Long (1985, 1996), adapted the input Hypothesis to include interaction. His modified Input Hypothesis (1996) focuses on negotiation of meaning that occurs when communication breaks down. It proposes that oral input that is simplified through interactional modification is more successful than non-interactionally modified input in promoting learner comprehension, which in turn facilitates language acquisition. This hypothesis claims that the modified output produced by learners who are interacting in order to negotiate meaning can also aid acquisition. In this view, which gives importance to input that has been simplified through interaction, there is a possible role for the use of the learners L1 in the interactive input. Modified must give the learner information related to the linguistic form that were problematic and the use of the L1 is a potential source of this critical information (Gillis, 2007). 2.2. Close studies on the Using of L1 in the ESL Classroom Research on the usage of the L1 in the ESL classroom is a vital has demonstrated that L1 are not only effective but necessary for adult ESL students with limited L1 literacy or schooling and that use of students linguistic resources can be beneficial at all levels of ESL (Auerbach 1993). Auerbach (1993), performed a research on the topic of â€Å"Do you believe that ESL students should be allowed to use their L1 in the ESL classroom†? Only 20% of the respondents gave an unqualified yes to the question; 30% gave an unqualified no, (with comments such as, Its a school policy and No but its hard); the remaining 50% said sometimes (with comments such as Usually not, but if I have tried several times to explain something in English and a student still doesnt understand, then I allow another student who speaks the same language to explain in that language; Theyre going to do it anyway; As a last resort). The essence of these comments is captured by the following response In general ESL students should be encouraged to use English as much as possible, but in reality this doesnt always work. Thus, despite the fact that 80% of the teachers allowed the use of the L1 at times, the English only axiom is so strong that they didnt trust their own practice. On the flip side, when the native language is used, practitioners, researchers, and learners consistently report positive results. Rivera (1990) outlines various models for incorporating the L1 into instruction, including initial literacy in the L1 (with or without simultaneous but separate ESL classes) and bilingual instruction (where both languages are utilized within one class). The first benefit of such programs at the beginning levels is that they attract previously un-served studentsstudents who had been unable to participate in ESL classes because of limited L1 literacy and schooling. Further, contrary to the claim that use of the L1 will slow the transition to and impede the development of thinking in English, numerous accounts suggest that it may actually facilitate this process. Shamash (1990), for example, describes an approach to teaching ESL used at the Invergarry Learning Center near Vancouver which might be considered heretical by some: Students start by writing about their lives in their L1 or a mixture of their L1 and English; this text is then translated into English with the help of bilingual tutors or learners and, as such, provides a natural bridge for overcoming problems of vocabulary, sentence structure and language confidence. At a certain point in the learning process, according to Shamash, the learner is willing to experiment and take risks with English. Thus, starting with the L1 provides a sense of security and validates the learners lived experiences, allowing them to express themselves while at the same time providing meaningful written material to work with. This research had shows us that the usage of L1 in the ESL classroom is sometimes considered as vital because of the students level of proficiency. Tang (2002), based on her studies, â€Å"Using the mother tongue in the Chinese EFL classroom† bear many similarities to Schweers (1999) study in a Spanish context. Both studies indicate that the mother tongue was used by the majority of teachers investigated, and both students and teachers responded positively toward its use. Minor discrepancies exist concerning the occasions when the L1 should be used. Some of these differences can be accounted for by the participants different levels of L2 language proficiency. The teachers participating in this study indicated that the translation of some words, complex ideas, or even whole passages is a good way to learn a foreign language. Her observation of the three classes suggests that without translation, learners would be likely to make unguided and often incorrect translations. This study also reveals that in the EFL classes observed Chinese plays only a supportive and facilitating role. The chief medium of communication in the class is still English. As with any other classroom technique, the use of the mother tongue is only a means to the end of improving foreign language proficiency. She agreed with the majority of student participants (about 63 percent combined) that no more than 10 percent of class time should be spent using Chinese. In her experience, this percentage decreases as the students English proficiency increases. Of course, a translation course would be an exception. Unlike Schweers student participants, the students in the present study are highly motivated to learn English. As English majors in the university, their English language proficiency is regarded as a symbol of their identity and a route to future academic and employment opportunities. Few of them feel that English is imposed on them or regard the use of English as a threat to their identity. Instead, they generally prefer greater or exclusive use of English in the classroom. In their view, Chinese should be used only when necessary to help them learn English better. The research seems to show that limited and judicious use of the mother tongue in the English classroom does not reduce students exposure to English, but rather can assist in the teaching and learning processes (Tang, 2002). Strohmeyer and McGrail (1988) found that allowing for the exploration of ideas in the L1 served to enhance students ESL writing. When students were given the choice of writing first in Spanish, they went on to write pieces in English that were considerably more developed than their usual ESL writing. These findings from practice are supported by Garcias (1991) more formal research on effective instructional practices which found that (a) academically successful students made the transition from Spanish to English without any pressure from teachers; and (b) they were able to progress systematically from writing in the native language in initial literacy to writing in English later. A recent study by Osburne and Harss-Covaleski (1991) suggested that the widely frowned upon practice of writing first in the L1 and then translating into the L2 is not harmful to the quality of the written product. They cite the conventional wisdom that students should be discouraged from translating as this will cause them to make more errors, result in rhetorically inappropriate texts, and distract them from thinking in Englishand that all these factors would negatively affect the quality of their writing. To investigate the validity of this claim, they compared ESL compositions written directly in English with others written first in the L1 and then translated into English; their results indicated no significant difference in the quality or quantity of the written products. They conclude, It seems then that there is no need for teachers to become overly anxious if students choose to employ translation as a composing strategy at times. Friedlander (1990) cited numerous other studie s reporting the beneficial effects of using the L1 for L2 composing; his own study provides further support for L1 use in planning ESL writing when knowledge of the topic has been acquired in the L1. Mirzaei Vaezi (2007), had been conducted the study of the effect of using translation from L1 to L2 as a teaching technique on the improvement of EFL Learners Linguistic Accuracy- Focus on form. Based on the results obtained from the statistical analyses in the study, it was discovered that the idea of the effectiveness of using translation from L1 to L2 as a teaching technique to improve a group of Iranian EFL learners linguistic accuracy was supported. Therefore, it can be concluded that translating form L1 to L2, using specific structures, can enhance learners linguistic accuracy within the scope of those structures. It also manifests that learners mother tongue is not a useless element in second or foreign language learning. In other words, mother tongue, if used purposefully and systematically, can have a constructive role in teaching other languages. In effect, the purpose of the present study was to join the three vertices of the triangle i.e., first language, translation, an d focus on form. Moreover, it can be claimed that translating sentences form L1 to L2, if selected purposefully, can push learners to use specific structures accurately when producing utterances in the second language. This mental practice in transforming an idea from mother language to the second language helps the learner tackle the psycho-linguistic challenge they have to face in producing second language in real life situations. Nevertheless, when utilizing this teaching technique, the learners should be bewared about the structural differences existing between languages which may cause negative interference from their L1. In other words, learners should be warned that there is not always a structural correspondence between their first language and the language they are learning. To make it short, translation from L1 to L2 is a kind of practice which makes the learners use specific L2 structures accurately in order to express L1 ideas. This transformation—mental translation from L1 to L2â €”is a natural and sometimes inevitable process which is mostly experienced by the learners of lower levels. Consequently, as discussed above, the technique used in this study is a means through which learners can practice producing L2 grammatically correct sentences which enables them to perform accurately in communicative situations (Mirzaei Vaezi, 2007). Translation from L1 to L2 was not a strange process; nonetheless, it might not have been dealt with through systematic and research-based studies yet. Although the word translation and even mother tongue has been abominated by many so-called innovatory-oriented teachers, this study demonstrated that there are judicious ways in which language teachers can use mother tongue, in general, and translation from L1 to L2, in particular, in their instruction with the purpose of improving learners proficiency. In addition, mother tongue is truly a very rich source of linguistic knowledge with which any L2 learner is already equipped, and it does not seem reasonable to deprive our learners from using this recourse at the expense of exercising an English-only atmosphere in our classrooms. Therefore, it can be suggested that teachers be familiarized with advantages of using learners mother tongue in EFL/ESL classrooms and they should be reasonably given enough leeway to use this resource constructively. In particular, language teachers can use the technique presented in this study, i.e. using translation from L1 to L2, as a communicative task to promote their learners linguistic accuracy. Therefore, it seems reasonable to allocate some time to the training of teachers in this regard (Mirzaei Vaezi, 2007). Schweers (1999) had done a research on the attitudes toward the use of Spanish in the English classroom among the students and the teachers in Puerto Rican. A high percentage (88.7%) of the student participants in this study felt that Spanish should be used in their English classes. All of the teachers reported using Spanish to some degree. Approximately 99 percent of the students responded that they like their teachers to use only English in the classroom. Very noticeable is the 86 percent of students who would like Spanish used to explain difficult concepts. Only 22 percent of teachers saw this as an appropriate use. Students also responded notably higher than teachers on the following uses for Spanish: to help students feel more comfortable and confident, to check comprehension, and to define new vocabulary items. Neither students nor teachers saw a use for the L1 in testing. A notable percentage of students would like Spanish to be used in English class either between 10 and 39 p ercent of the time. A sizeable number of students like the use of Spanish because it helps them when they feel lost. About 87 percent of students feel Spanish facilitates their learning of English between â€Å"a little† and â€Å"a lot,† and about 57 percent think it helps from â€Å"fairly much† to â€Å"a lot.† These results showed that in English classes in a Puerto Rican university, Spanish should be used to some degree. Students feel there are clear cases where Spanish will facilitate their comprehension of what is happening in class. A majority also agree that the use of Spanish helps them to learn English. Studying students reactions to the use of the L1 in English classes, Terence Doyle (1997), in his presentation at TESOL 97, reported that students in a study he conducted claimed that the L1 was used approximately 90 percent of the time in their classes. Some 65 percent of these students preferred the use of the L1 in their classes sometimes or often. While the first figure is comparable to the one he found in his study, the second is higher than the percentage in his study. Romstedt (2000) had conducted a research of the effects of L1 Pre-writing discussion on ESL writing. The subjects of the study were thirty five graduate and undergraduate students, both male and female representing six native languages at two different levels of intensive English instruction. The general conclusi