Never Too Young to Be Beautiful Essay Example

Never Too Young to Be Beautiful? Paper Envision a young lady swaggering over a phase in high heels, short skirt, and tank top. Cosmetics artificially glamorized onto her smooth, shower tanned face, red lipstick, and falling light twists make her seem as though a Barbie doll. She begins moving to racy music in an indiscriminate manner. Okay accept that this young lady is just two-years of age? Okay be stunned to realize that she has been acting and dressing along these lines since she was a child? Numerous little youngsters are oppressed by their folks to act and dress along these lines to go up against different young ladies to win cash and different prizes. These young ladies start in expos at just a couple of days old and now and then continue entering events into grown-up hood. Others despite everything are â€Å"retired† from expos to seek after displaying at as youthful as six-years of age. It is broadly acknowledged that realism, vanity, and â€Å"skinny approaches pretty† thoughts conflict with moral codes. It is additionally all around acknowledged that kids ought to be permitted to appreciate a cheerful youth loaded with fun and learning; not the weight of winning a crown, cash for their folks, and resembling a doll. The TLC unscripted TV drama, â€Å"Toddlers Tiaras,† is a decent portrayal of why children’s excellence events aren't right since it shows that the expos show realism and vanity, advance â€Å"skinny rises to pretty,† and compel young ladies to grow up too rapidly which are for the most part poor qualities to uphold on little youngsters only for prizes and titles. Children’s magnificence events aren't right since they show realism and vanity at an amazingly early age. In season four of â€Å"Toddlers Tiaras,† three-year-old Olivia indicated exactly how materialistic and ruined an event makes little youngsters. We will compose a custom paper test on Never Too Young to Be Beautiful? explicitly for you for just $16.38 $13.9/page Request now We will compose a custom article test on Never Too Young to Be Beautiful? explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer We will compose a custom article test on Never Too Young to Be Beautiful? explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer In addition to the fact that she smarts off to her mom, Karey, without result much of the time, however she is cited in one scene for yelling, â€Å"I need the crown! † Karey disclosed to TLC that â€Å"Olivia has just been in four or five shows, however now we better leave with a crown or she’s going to have an emergency. † Instead of rebuffing her youngster for that kind of conduct, Karey rather feels that she needs to give her beginning and end that she needs so as to shield her from blowing up or forceful. The purpose of an expo is to win a sparkly crown, cash, and different prizes. Getting a little youngster like Olivia through expos that power rivalry for material things could just bring about the ruined disposition Karey gets from her girl. As indicated by some self-perception specialists, these youngsters that are exposed to the shows will in the long run become fixated on their self-perception, making them bound to create dietary issues and want plastic medical procedure. â€Å"‘You see a high pace of disappointment with their looks when they are older,’ says Dr. Martina Cartwright, a clinician and nutritionist who has worked with proficient artists. There are ridiculous desires to be great. They endeavor to be immaculate, and they can take that too far’ (Triggs). While the general picture of an excellent young lady is one who grasps her blemishes and is lovely a direct result of them, the possibility of excellence expos is to make young ladies great. Alongside enhance with Photoshop cosmetics, young ladies wear wigs and hair pieces fro m as youthful of an age as one year. In addition to the fact that they wear cosmetics, wigs, hair pieces, and get shower tans, yet their folks purchase things called â€Å"flippers. † Flippers are dental prosthetics that conceal holes in teeth left by missing infant teeth (Hollandsworth). These things are showing young ladies from an amazingly youthful age that excellence is totally outside and that one is just delightful when perfect. In the event that there are defects on an expo girl’s body, she is educated to fix the blemishes with medical procedure, fake teeth, and different vanities as opposed to perceiving her imperfections and being glad for them. Taking in this since early on makes young ladies grow up very hesitant. â€Å"Skinny rises to pretty† thoughts are another premise of the indecent capacity children’s excellence exhibitions hold. They are the thoughts of ladies who solidly accept that one must be size 0 to be wonderful. These thoughts are embraced by numerous promotion crusades for anything from style and cosmetics to brew and vehicles. In another scene of â€Å"Toddlers Tiaras,† eleven-year-old Sydney takes a stab at her dress for an up and coming show. Her mom, Marlo, fixes an undergarment ribbon in the rear of the dress to the point that Sydney can scarcely relax. At the point when she whines about the absence of wind stream, Marlo only says, â€Å"It doesn’t matter in the event that you can inhale or not; it possibly matters on the off chance that you look excellent! As indicated by research done on the association between children’s excellence shows and dietary problems in the late spring of 2005, â€Å"Of the 131 females who took an interest in magnificence expo challenges, 48. 5% announced a longing to be more slender, 57% expressed they were attempting to shed pounds, and 26% ha d been advised or were accepted to have an eating disorder† (Wonderlich). The media have told individuals for some ages that so as to be excellent, one must be thin. These weights to be thin that the media have put on society have constrained numerous females, youthful and old, into dietary issues. It is evaluated that 7,000,000 American ladies and one million American men are right now experiencing a dietary issue. Not exclusively do the dietary problems brought about by low confidence make one amazingly unfortunate, they are known to have the most noteworthy death rate among dysfunctional behaviors. â€Å"A concentrate by the National Association of Anorexia Nervosa and Associated Disorders revealed that 5 †10% of anorexics kick the bucket inside 10 years in the wake of getting the sickness; 18-20% of anorexics will be dead following 20 years and just 30 †40% ever completely recoup. The death rate related with anorexia nervosa is multiple times higher than the passing pace of ALL reasons for death for females 15 †24 years of age (South Carolina Department of Mental Health). † With the entirety of this danger of death by dietary issues for young ladies and men, it is anything but difficult to censure the media for generalizing â€Å"beauty. † However, these excellence events that have been in numerous children’s lives for a considerable length of time cause a large number of the confidence gives that end in these dangerous dietary problems. Besides, â€Å"Toddlers Tiaras† shows how children’s excellence exhibitions power young ladies to grow up too rapidly, which isn't right, since kids ought to have the option to live a cheerful, fun youth without the pressure and requests of grown-up life. In an alternate scene of the TLC unscripted TV drama â€Å"Toddlers Tiaras,† eighteen-month-old Brystol at last gets mature enough to wear cosmetics and hair pieces in shows. This scene shows Brystol being acquainted with digitally embellish cosmetics, lipstick, and hair pieces. In one more scene of the show, four-year-old Karley and six-year-old Kylie get shower tans from their mom in anticipation of events. When Karley and Kylie’s mother takes steps to put the splash tan can away if Karley will not stop for her shower, Karley pitches a fit since she realized that the shower tan was cold, yet she didn't need her mom to take care of it since she needed to be â€Å"tan and delightful. † All of these occasions show how the excellence events that these little youngsters are gotten through by their moms drive them to grow up too rapidly, on the grounds that they show that the little youngsters are being constrained by their folks to participate in exercises typically fit for an a lot more established lady. Normally we are advised by our moms to hold up until we are in our teenagers before we wear cosmetics or get hair augmentations. We are informed that we are unreasonably youthful for meager outfits or splash tans. To see a child getting cosmetics put on her so as to win a wonder event is nauseating. In another scene of â€Å"Toddlers Tiaras,† four-year-old Maddy wears cushioning for counterfeit bosoms and butt so as to go about as Dolly Parton for an up and coming show. In a similar scene, two-year-old Paisley dresses as Julia Roberts in â€Å"Pretty Woman† wearing knee-high dark boots, a scanty cut-out dress, and wig. In a 80s themed expo two-year-old Mia was dressed as Madonna, complete with cone-molded bustier. A significant number of the youthful event young ladies are urged to wink, squirm their hips, and pantomime blowing kisses at the appointed authorities of exhibitions. In spite of the fact that they don't really understand that these activities are alluring, this might be a piece of the issue. Deborah Tolman, Ed. D. , a Hunter College educator and creator, clarified that, â€Å"Focusing such a great amount on what you look like is hazardous. Rather than concentrating on how she feels †which is a significant ability growing up †a young lady figures out how to sexualize herself. Your body is a compass, and untimely sexuality removes the bolt from the compass† (Hollandsworth). A young lady should have the option to find her sexuality, restrains, and develop gradually. Driving her to turn into a sexual thing makes a little youngster develop too rapidly, not permitting her to find who she is explicitly. Compelling her to turn into a sexual thing at such an early age, can cause it to feel like a typical thing, maybe making her vibe like she should be a sex thing for a mind-blowing remainder so as to get what she needs and succeed. A few guardians of youthful event sovereigns contend that shows are simply rounds of â€Å"dress-up with mommy† that have more advantages, for example, prizes, cash, or titles. In any case, this extract from an article highlighted in �

America and the Second World War Essay Example | Topics and Well Written Essays - 750 words

America and the Second World War - Essay Example They likewise respect the individuals who leave heritages through being acceptable at accomplishing something or accomplishing an incredible accomplishment in the course of their lives. This sort of way of life has to a great extent stayed unaltered particularly for the German individuals consequently sees about them will consistently stay same (Burgan, 55). The genuine shock is the way that a person in this general public who has accomplished such a great deal and accomplished extraordinary things winds up living his dusk a long time in a way that doesn't befit an individual of his bore which is straightforwardly impacted by the initiative set up. I would seek after the accompanying subjects: Education, Politics, Inter-social relations, and Family Unit and Socio-social exercises. The most significant thing I have gained from this course is on the off chance that anybody obliges oneself to buckle down, at that point certainly they will wind up effective. Any individual who is famous will undoubtedly succeed. It doesn't make a difference what an individual foundation or start point is, in the event that they buckle down, at that point unquestionably they will prevail with regards to anything they set their psyches. The setting here is about an American president by the name Mr. Woodraw Wilsons. During efforts for the administration of the United States of America, he had utilized the part of not getting America associated with world wars as his principle lure for winning re-appointment, which he did barely. At that point from that point forward, he changes his arrangement. He felt that on the off chance that America needed to have a more noteworthy state in world issues, at that point it needed to include itself in war and through this get whatever number partners as could be allowed. Also, as such President Wilsons, with an end goal to make America not to stay impartial in a universal war, made an announcement of May 1917 preceding Congress and for an assertion of war to be made on the Germans (Burgan, 45). As I would see it, the Zimmermann wire was not a legitimate explanation behind getting into war but rather was just an appearance.

Next Generations Products - a Tiny Military Flying Device Houdini 2,0 Case Study

Next Generations Products - a Tiny Military Flying Device Houdini 2,0 Case Study Next Generations Products - a Tiny Military Flying Device Houdini 2,0 â€" Case Study Example > The paper “ Next Generations Products â€" a Tiny Military Flying Device Houdini 2,0 ” is an informative example of a case study on technology. My goal in this paper is to prepare a design brief for a next-generation product designed out of emerging technologies that perform a critical role in military service. The product that has been developed was considered after thorough research in emerging technologies and issues dealing with interaction. I have christened this product as the Houdini 2.0, and in keeping with the legendary magician, it (the product) too has been designed to complete its job accurately in the least amount of time and escape to safe surroundings. In brief, the Houdini 2.0 is a tiny military flying device that dashes into a room to detect chemical or biological agents. There are four technologies that have been used in the making of this device â€" nanotechnology for the nano skin and the super nano battery, flying technology and LCD technology. This paper i s essentially divided into two categories, the first being â€" the usage of the Houdini 2.0, which describes the consumer profile, in this case, the military organization, its various applications and live examples of its usability. The second part of the paper describes in detail the technologies that have been used in the making of the product. Here we look at the core technology that has been used and the supplemental technologies that go into the making of the Houdini 2.0. Together, the two sections will give a fair description of the practical application of emerging technologies such as nanotechnology. Technology has changed the lives of people and in some places ushered in more advanced economies. Every decade has been known for a particular technology or its derivatives. In the 1980s, it was the era of personal computing, with the advent of Apple’ s computers. In the 1990s, it shifted to other technologies such as software systems and the like. The late 90s typified the era of the dotcom that led to the rise and fall of aspects related to this technology. In today’ s 21st century, we now talk about nanotechnology, and its several applications in daily life such as electronics, medicine, and energy production. One such application of nanotechnology in conjunction with other complementary technologies is in military or defense areas. Imagine a scenario in a war, where a soldier is firing weapons that smart enough to be controlled from the command center. One of the primary benefits of this technology is the promise of materials that are stronger, lighter and inexpensive. Litt le wonder that institutions such as Lockheed Martin and the Indian Institute of Technology, Delhi, have collaborated to advance the research in nanotechnology as reported by Siddiqui in Nanotechnology’ s promise for the Global defense industry. The current agreement between the two institutions is for a one-year period and will strive to develop expertise in this domain. The ultimate goal is to research areas such as nano-technology enabled biological sensors, bio-degradable materials, and bio-filters for the detection of pollution. THE DEVICE CONCEPT AND CONTEXTIn the face of the current situation faced by the world in the form of terrorist activities, it becomes increasingly critical to curbing these elements in order to provide a safe and secure environment for citizens. Not a day goes by without terrorist activities damaging life and property. According to Prados and Savranskaya, the US army in its war on terror faced an immense challenge in the hostile environs of Afghanistan, fighting the Taliban.

Homelessness And The Learning Disabled Student Relationships - Free Essay Example

Sample details Pages: 8 Words: 2420 Downloads: 2 Date added: 2019/03/26 Category Society Essay Level High school Tags: Homelessness Essay Did you like this example? The Relationship between Homelessness and the Learning Disabled Student When we think of homelessness we typically never consider the children that are involved. We see these people in our communities daily. They are often displaced for a variety of reasons. Some have mental illnesses and cannot take care of themselves and others are there for temporary monetary reasons. But what about the children? They are the small victims of something that is out of their control. More than 1.6 million U.S. children are homeless each year and about 40 % of children residing in shelters are under the age of 7 years (National Center on Family Homelessness 2011), (Haskett, M., Armstrong, J., Tisdale, J., 2016). Federal law defines children and youth who are homeless as individuals who lack a fixed, regular, and adequate nighttime residence (McKinney-Vento Act, 2009). Could they overcome their mental, behavioral and emotional obstacles if they had a more structured lifestyle? Don’t waste time! Our writers will create an original "Homelessness And The Learning Disabled Student Relationships" essay for you Create order Poor child health is associated with the timing of homelessness across three specific critical developmental time periods: prenatal only, postnatal only, or both prenatal and postnatal versus never homeless. The hypothesis is that homelessness during any time period would be associated with poor child health outcomes, and those with both prenatal and postnatal homelessness would have the greatest adjusted odds of poor child health compared with those who were never homeless, those with prenatal homelessness only, or those with postnatal homelessness only. (Sandel, M., Sheward, R., Ettinger de Cuba, S., Coleman, S., Heeren, T., Black, M., Casey, P.H., Colton, M., Cook, J., Belker Cutts, D., Jacobs, R.R., Frank, D.A., 2018). Schooling, however, may ameliorate some of the negative consequences of homelessness, and special education programs with more individualized teaching may be particularly beneficial. (Zima, B. T., Bussing, R., Forness, S. R., Benjamin, B. 1997). Youngsters who are homeless are twice as likely to have a learning disability and three times more likely to manifest emotional problems than their classmates who are not homeless. (Gargiulo, R.M., 2006). While we do not have all of the answers, there has been some research done that gives the reader a better sense of knowledge on how children who have learning disabilities may not have such disabilities if their quality of life was better. The research also demonstrates the effects of homelessness and how it effects the learning disabled student. Inadequate transportation may be a barrier in certain geographic areas because families may need to access services that are in more than one physical location, especially in the hypothetical case of a child with physical health needs, behavioral health needs, and educational support needs. (Lynch, S., 2018). When children start to feel the effects of homelessness their self-esteem tends to dwindle. They often feel useless and become depressed. Addressing risk for mental health problems in homeless children requires insights of child development, psychiatry, mental health services, and social and economic development. (Marcal, K.E., 2017). A number of studies suggest that children experiencing homelessness tend to be characterized by low intellectual functioning, developmental delays, and poor school performance. (Haskett, et.al, 2016). More often than not, the student will have to change schools and they could possibly lose what they have gained in retention and comprehension. Research indicates that students who change schools due to unplanned residential mobility, such as that associated with homelessness, score lower on standardized tests and have lower overall academic achievement (Kerbow, 1996; Lash Kirkpatrick, 1990); Mantzicopoulos Kautson, 2000); (Melman Heinlein, Shinn, 2000); (Rumberger Larson, 1998); (Julianelle, P. F., Foscarinis, M.,2003). The children are often misunderstood due to the delay in school records being sent to the newest school. Determination of eligibility for special education, the first step to accessing programs, may be especially problematic for homeless children because of their transiency and lengthy Individualized Education Program timelines for evaluation and placement. (Zima, B. T., Bussing, R., Forness, S. R., Benjamin, B. (1997). In December 2001, Congress reauthorized the McKinney-Vento Act, as part of the No Child Left behind Act. Educators and advocates from across the country, including NLCHP, were directly involved in the reauthorization. In fact, virtually all of the changes in the reauthorization were based on model practices in schools and school districts. Educators, advocates, attorneys, and policymakers united behind these successful practices, working to ensure they would be incorporated into the law for the benefit of schools and students across the country. (Julianelle, P. F., Foscarinis, M., 2003). The McKinney Act did not establish separate educational program for homeless children, rather it reinforced their right to participate in existing public school programs. (Gargiulo, R.M, 2006). Most of the other changes in the reauthorization of the McKinney-Vento Act were designed to limit the negative effects of school mobility on children and youth experiencing homelessness. They strengthened and clarified the Acts historic emphasis on educational stability, access, and success. (Julianelle, 2002). Past federal initiatives tailored to address the complex needs of IDEA eligible students suggests that the federal government is equipped with the legislative tools to respond to the plight of homeless students meaningfully. (Abdul Rahman, M., Turner Jr., J. F., Elbedour, S., 2017). The following are some of the key elements of the reauthorization. (Julianelle, P.F., Foscarinis, M., 2003). The McKinney-Vento Act requires school districts to allow students in homeless situations to remain in their schools of origin for the entire time they are homeless, regardless of their residential mobility. The McKinney-Vento Act requires schools to enroll homeless students immediately, even if they lack documents typically required for enrollment. This provision enables unaccompanied youth to enroll in school without a legal guardian. The key provision ensuring educational success is a new requirement that every school district designate a McKinney-Vento liaison to work with children and youth experiencing homelessness. (Julianelle, P.F., Foscarinis, M., 2003). Effective programs that serve youngsters who are homeless and disabled typically address not only the childs educational needs but also their physical and emotional needs as well. (Gargiulo, R.M., 2006). Where the McKinney-Vento Act is being implemented, children and youth are reaping immense rewards. School provides the obvious benefits of intellectual, emotional, and social stimulation, and academic achievement. By offering educational stability and access, the McKinney-Vento Act helps children and youth experiencing homelessness realize these benefits. Yet, even beyond these school-based opportunities, the Acts education provisions are also a critical element in ending the root cause of the students mobility: homelessness. (Julianelle, P.F., Foscarinis, M., 2003). Bronfenbrenners ecobiodevelopmental framework elucidates the physiological mechanisms namely, stress reactions by which adverse household conditions negatively impact child development and mental health. (Marcal, K.E., 2017). Few studies, however, have described the level of need for special education services among homeless children, the first step toward designing interventions that may improve access to special education programs. (Zima, B. T., Forness, S. R., Bussing, R., Benjamin, B. 1998). Almost one half of sheltered homeless children have been found to have acute and chronic health problems, including elevated blood lead levels, placing them at additional risk for learning problems (Alperstein, Rappaport, Flanigan, 1988; Miller Lin, 1988). Frequent school changes and poor attendance may make it impossible to differentiate an adjustment reaction from signs of an emerging behavioral or learning problem. (Zima, et., al. 1998). Children who are homeless are a heterogeneous group; therefore, it is difficult to anticipate every need or situation that may arise within the educational environment. (Yamaguchi, B. J., Strawser, S. 1997). In Los Angeles, almost one half of sheltered homeless children (46%) screened positive for at least one disability requiring special education services, with BD being the most prominent (30%). (Zima, et. al.1998). Less than two percent of the states demonstrated adequate services for promoting the physical and mental health well-being of children and less than 30% met minimum standards for advancing the educational well-being for children in their systems. (Rouse, H., Fantuzzo, J., LeBoeuf, W., 2011). Children experiencing homelessness often had high rates of grade retention and school mobility and lower than average grades or test scores. (Masten, A.S., Fiat, A.E., Labella, M.H., Strack, R.A., 2015). The average homeless school-aged child experiences a number of emotional challenges. (R.A.Hall, 2007). High levels of psychiatric disorders such as anxiety, depression, posttraumatic stress disorder (PTSD), substance abuse, and psychosis have been identified in populations of homeless youth (Kamieniecki, 2001). Family situations such as displacement of mother and fathers can also be traumatic for these children. The unbalanced lifestyle of the homeless youth can often lead to more dire circumstances as they get older. The students are not functioning as the typical student their age does and that too can lead to exacerbate the emotional unwellness of the child and impede their learning capability. Some caregivers accept a wide range of behaviors as normal, and might not consider a particular clinical threshold as necessarily worthy of intervention, because other more pressing need for food, shelter, or work may take precedence. (Lynch, S., 2018). The self-esteem of children who are h omeless must be considered in the design of educational programs within the school environment. Findings indicate that homelessness occurring during the first 2 years of life is worse for academic outcomes and school attendance, compared to homelessness first occurring after children are 2 years of age (Perlman and Fantuzzo 2010). Children who are homeless may feel alienated from schoolmates. (Yamaguchi, B. J., Strawser, S. 1997). Homeless children have significantly higher rates of psychiatric symptom and disorders, predominantly anxiety and mood disorders. (Yu, M., North, C.S., LaVesser, P.D., Osborne, V.A. Spitznagel, E.L. 2008). Check in/check-out (CICO) often is used as a targeted intervention for youth who display problematic behavior at school and might benefit from receiving additional attention and opportunities for positive reinforcement (Hulac, Terrell, Vining, Bernstein, 2011). Early intervention partnerships between educators, social service providers, homeless shelter services, and other public health providers create a capacity for better access and better coordination of services for children experiencing multiple risks to their educational success. (Rouse, H., Fantuzzo, J.W., 2009). However, the lack of knowledge about service availability along with confusion with navigating the healthcare system may prevent homeless youth from seeking services. (Sulkowski, M., Michael, K., 2014). Other factors can include the embarrassment from lack of adequate clothing and personal hygiene needs. Children who do not have the means to take care of their own personal hygiene needs often develop mental health problems. Since personal care is such a basic need, the students often become withdrawn and develop emotional problems. With consent from a custodial guardian or a recognized caregiver, a school psychologist or counselor can identify homeless students who have elevated levels of anxiety and recruit them in a therapy group that follows an evidence-based cognitivebehavioral therapy (CBT) treatment protocol. (Sulkowski, M., Michael, K., 2014). Interventions to address mental health problems in the schools often involve proving individual counseling of therapy. Because of the w ide range of psychiatric and mental health problems that homeless youth display, a large percentage of these youth likely could benefit from receiving indicated intervention services. (Sulkowski, M., Michael, K., 2014). Educators must also be prepared to translate their assessment results into immediate instructional goals and objectives due to students poor attendance. (Yamaguchi, B. J., Strawser, S. 1997). There is also a cultural and racial disadvantage to homelessness. In one study of the United States, the population of homeless families is different from the population of homeless individuals. Fewer than half (45.4%) of the overall homeless sheltered individuals in the United States are White and not Hispanic, whereas the largest proportion of homeless sheltered families is African American (47.9%). (Lynch, S.,2018). The largest population are the black families. They are 55.9 percent of the shelter population. (Jones, David, R., 2015). Children from economically disadvantaged and minority families consistently perform below their non-poor, non-minority peers in both reading and mathematics. (Rouse, H., Fantuzzo, J.W., 2009). There are other risks the children face associated with homelessness that may impede their overall cognitive skills. Some of the risks include crime and the mal-treatment of the child because the family is in dire circumstances. For young children living in vu lnerable environments, multiple biological and social risk factors interact bi-directionally with the development of early academic and behavioral skills. (Jaffee, S., Caspi, A., Moffitt, T., Dodge, K., Rutter, M., Taylor, A. 2005), (Tremblay, R.E., Nagin, D.S., Seguin, J.R., Zoccolillo, M., Zelago, P.D., Boivin, M., 2004), (Rouse, H., Fantuzzo, J.W., 2009). The parents of the homeless childs mental state can also factor in how a child gains perspective. If the homeless child has a cognitively impaired parent, the results for the child gaining access to academics can be little to none. Lower educational level of mothers is associated with disruptive behavior disorders in their children. (Yu, M., et.al, 2008). There are also higher rates of psychiatric disorders (especially substance use disorders and PTSD) among homeless than domiciled mothers. (Yu, M.et, al., 2008). Family issues, such as family violence, parental alcohol or other drug use, and parental mental health, also may play a role in causing and prolonging homelessness and, in their interplay, compound poor outcomes for children and families. (Moore, T., McArthur M. Nobel-Carr, D., 2011). The newest research models are constantly striving to find the best practices for children who are homeless. The students who have learning disabilities are at the most disadvantaged but there are steps that the educators and administrators are taking to ensure that every child succeeds. Contemporary research has attempted to isolate the effects of homelessness on education, with mixed results. (Tobin, K.J., 2016). New research linking stress to learning difficulties is relevant because the homeless experience is often correlated with great stress. (Tobin, K.J., 2016). While stress can certainly cause a host of problems for individuals, being homeless without knowledge of where you may sleep that night would be one of the toughest problems facing someone. Academics can often be the last thing on a childs mind when they have no idea where their basic needs such as food is coming from. With all of the necessary luxuries life can be touch to manage, it can be tougher if you feel as if y ou have to fight, prostitute, or haggle someone for a meal or a place to rest. Homeless children are the most vulnerable people. They often face crime, addictions, poverty and feel as if they have little if any chance of survival. Schools need the resources to be able to instill into children the means to get themselves off the streets and integrated into society as productive members. But for some school, the resources to help the disabled homeless child may be too great a feat unless more laws are enacted.

Income Inequality And Educational Achievement Essay

â€Å"Income inequality: How NZ is one of the worst in the world† (Fyers Kirk 2015) â€Å"Income inequality stunts NZ growth – OECD† (Fallow, 2014) Income inequality, we hear about it on the news and read about it in the papers but what does this mean for New Zealand. â€Å"Income inequality refers to the extent to which income is distributed in an uneven manner among a population† (Institute for Policy Studies, 2016). Since the 1980’s New Zealand gap between the rich and poor that has been increasing faster than anywhere else in the world (Rashbrooke, 2013). How is this affecting the future of our country through our next generations, our children? Income inequality affects educational achievement for children while they are involved in early childhood education and school education. I am going to be focusing on how income inequality affects educational achievement however I cannot fully focus on income inequality without looking at poverty. I will be developing an argument about how income inequality affect educational achievement overall in New Zealand. I will bring facts and statistics to support my argument. I will suggest way to improve to income inequality so that children can increase educational achievement. New Zealand is a part of The Organization for Economic Cooperation and Development (OECD) which is a unique forum where the governments of 34 democracies who have market economies work together (United States Mission, 2016). Brian Easton (2015) has put out a graph ofShow MoreRelatedThe Societal Influences on the Educational Impact of Students731 Words   |  3 Pagesinfluences on the educational impact of students are numerous. Two of the most important are income inequality and technology Income inequality and the effects on education have been at the heart of a contentious debate. 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It was intended to provide the same level and quality of education regardless of the individual’s gender, race, or socioeconomic class. Over the years, it has changed into a system that provides some with opportunities while placing others at a disadvantage. Those that are given the advantages typically have high socioeconomicRead MoreEducation and the Inequalities of Place900 Words   |  4 Pages Education and the Inequalities of Place Summary: Roscigno et al (2006) talk about spatial inequalities in educational achievement and attainment in this article. Local conditions shape family and school resources. Therefore, the availability of family and school resources vary in rural areas, inner city, and suburban areas. Disparity in resources influences educational investment at the family and school levels. At the result, achievement and attainment are different in those places. 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Investment Patterns in India Free Essays

Changing Trend of Investment Pattern in India and Emergence of Mutual Fund Industry ABSTRACT: This project is about how the Investor’s Behavior is changing and they are now leaving behind the sacred investment options like the fixed deposits, company deposits, gold etc. Investors are now looking towards equity linked investment options. Like most developed and developing countries the mutual fund cult has been catching on in India. We will write a custom essay sample on Investment Patterns in India or any similar topic only for you Order Now There are various reasons for this. Mutual Fund makes it easy and less costly for investors to satisfy their need for capital growth, income preservation. And in addition to this a mutual fund brings the benefit of diversification and money management to the individual investor, providing an opportunity for financial success that was once available only to a select few. In this project I have given a brief about economy, inflation, and equity and debt market. Then it is explained how to cope with the inflation and how mutual fund is one of the best investment options today. A brief about mutual fund industry and the some information about HDFC Mutual Fund and its various products are given INTRODUCTION: Many individuals find investments to be fascinating because they can participate in the decision making process and see the results of their choices. Not all investments will be profitable, as investor wills not always make the correct investment decisions over the period of years; however, you should earn a positive return on a diversified portfolio. In addition, there is a thrill from the major success, along with the agony associated with the stock that dramatically rose after you sold or did not buy. Both the big fish you catch and the fish that get away can make wonderful stories. Investing is not a game but a serious subject that can have a major impact on investor’s future well being. Virtually everyone makes investments. Even if the individual does not select specific assets such as stock, investments are still made through participation in pension plan, and employee saving programme or through purchase of life insurance or a home. Each of this investment has common characteristics such as potential return and the risk you must bear. The future is uncertain, and you must determine how much risk you are willing to bear since higher return is associated with accepting more risk. In 1986, Microsoft Corporation first offered its stock to the public. Nine years later, the stock’s value had increased over 5,000 percent- a $ 10,000 investment was worth over $ 5,00,000 in the same year, worlds of wonder also offered its stocks to the public. Nine years later the company was defunct- a $ 10,000 was worth nothing. These are two examples of emerging firms that could do exceedingly well or fail. Would investing in large, well establish firms generate more consistent returns? The answer depends, of course, on which firms were invested in. Over the years some investments have generated extraordinary gains, while others have produced only mediocre returns, and still others have resulted in substantial losses. The individual should start by specifying investment goals. Once these goals are established, the individual should be aware of the mechanics of investing and the environment in which investment decisions are made. These include the process by which securities are issued and subsequently bought and sold, the regulations and tax laws that have been enacted by various levels of government, and the sources of information concerning investment that are available to the individual. An understanding if this financial background leads to three important general financial concepts that apply to investing. Toady the field of investment is even more dynamic than it was only a decade ago. World event rapidly-events that alter the values of specific assets the individual has so many assets to choose from, and the amount of information available to the investors is staggering and continually growing. Furthermore, inflation has served to increased awareness of the importance of financial planning and wise investing. In this project I will first talk about economy, inflation, equity markets and debt markets to understand investments behavior. INFLATION: Inflation is a situation where there is ‘ too much money chasing too few goods’. In such times buyers bid up prices of scarce products/services The scarcity could be caused by supply issues or a faster than expected rise in demand. Irrespective of what causes inflation, the impact is the same. The value of the currency you are holding declines. Let’s explain this with the help of an example. Suppose the Indian Rupee was freely exchangeable with only one commodity- crude oil. Let’s assume the conversion rate is Re 1= 1 barrel of crude (wish it were true! ). Now there is tension in the Gulf region resulting in reduced supply. Due to the subsequent rise in price of crude oil in international markets, we would now have to pay more Rupees for every barrel of oil. Suppose crude prices rise by 10%. The new exchange rate will be Rs. 1. 1 = 1 barrel of declined from 1 barrel of crude per Rupee to only 0. 91 barrel of crude per Rupee this is the erosion in the value of the currency that we are talking about. Also note that while the Indian Rupee may be appreciating vis-a-vis other currencies, in the ‘ real sense’ there is erosion in value. Another important fallout one can expect due to rising inflation is higher interest rates. The central banks aim to reduce demand in the economy by rising the cost of money. When making fresh investments or evaluating your existing holdings in potentially inflationary times you need to keep two things in mind: The possibility of higher interest rates The erosion in the value of the currency CONCEPT OF MUTUAL FUND: A mutual fund is a pool of money, collected from investors, and is invested according to certain investment objectives. A mutual fund is created when investors put their money tighter. It is therefore a pool of the investor’s funds The most important characteristic of a mutual fund is that the contributors and the beneficiaries of the fund are the same class of people, namely the investors. The term mutual means that investors contribute to the pool, and also benefit from the pool. There are no other claimants to the funds. The pool of fund mutually by investors is the mutual fund. A mutual fund’s business is to invest the funds thus collected, according to the wishes of the investors who created the pool. In many markets these wishes are articulated as  Ã‚   â€Å"investment mandates†. Usually, the investors appoint professional investment managers, to manage their â€Å"product†, and offer it for investment to the investor. This product represents a share in the pool, and pre-states investment objectives. For example, a mutual fund, which sells a † money market mutual fund â€Å", is actually seeking investors willing to invest in a pool that would invest predominantly in money market instruments. IMPORTANT CHARACTERSTICS: A Mutual fund belongs to the investors who have pooled their funds. The ownership of the mutual fund in the hands of the investors Investment professional and other service providers, who earn a fee for their services, from the fund, manage the mutual fund. The pool of funds is invested in a portfolio of marketable investments. The value of the portfolio is updated every day. The investor’s share in the fund is denominated by â€Å"units†. The value of the units changes with change in the portfolio’s value, every day. The value of one unit of investors is called as the Net Asset Value or NAV. The investment portfolio of the mutual fund is created according to the stated investment objectives of the fund. PHASES IN THE HISTORY OF MUTUAL FUND: The history of mutual fund in India can be divided into 5 important phases: A 1963-1987: The Unit Trust of India was the sole player in the industry. Created by an Act of Parliament in 1963, UTI launched its first product, the unit scheme 1964, which is even today the single largest mutual fund scheme. UTI created a number products such as monthly income plans, children’s plans, equity-Oriented schemes and offshore funds during this period. UTI managed assets of Rs 6700 crore at the end of this phase. B 1987-1993: In 1987 public sector banks and financial institutions entered the mutual fund industry. SBI mutual fund was the first non-UTI fund to be set up in 1987. Significant shift of investors from deposits to mutual fund industry happened during this period. Most funds were growth oriented closed ended funds. By the end of this period, assets under UTI’s management grew to Rs 38247 crore and public sector funds managed Rs 8750 crore. C 1993-1996: In 1993, the mutual fund industry was open to private sector players, both Indian and foreign. SEBI’s first set of regulations for the industry was formulated in 1993 and, substantially revised in 1996. Significant innovations in servicing, product design and information disclosure happened in the phase, mostly initiated by private sector players. D 1996-1999: The implementation of the new SEBI regulation and the restructuring of the mutual fund industry led to rapid asset growth. Bank mutual fund was re-cast according to the SEBI recommended structure, and UTI came under voluntary SEBI supervision. E 1999-2003: very rapid growth in the industry and significant increase in market shares of private sector player marked this phase. Assets crossed Rs. 100,0000 crore. The tax break offered to mutual funds in 1999 created arbitrage opportunities for a number of institutional players. Bond funds and liquid funds registered the highest growth in this period, accounting for nearly 60% of the assets. UTI’s share of the industry dropped below 50%. 2. 3 ADVANTAGES OF MUTUAL FUND: The following are the important advantages of mutual funds to investors: Portfolio diversification Professional management Reduction in risk Reduction of transaction costs Liquidity Convenience and flexibility DISADVANTAGES OF MUTUAL FUND, The following are important disadvantages of investing through mutual fund: No control over costs: Since investors do not directly monitor the fund’s operations they cannot control the costs effectively. Regulators therefore usually limit the expenses of mutual funds. No tailor- made portfolio: Mutual fund portfolio is created and marketed by AMCs, into which investors invest. They cannot create tailor made portfolios. Managing a portfolio of funds: As the number of mutual funds increase, in order to tailor a portfolio for himself, an investors may be holding a portfolio of funds, with the costs Of monitoring them and using them, being incurred by him. NEED FOR INVESTMENT: Increasing household expense. Creation of wealth Increasing cost of living. Financial needs according to life stages. Regular income Combination of all above INVESTMENT OPTION AVAILABLE: Physical and Financial assets. Equity and Debt Govt. securities and non-govt. securities Other option Public provident fund RBI Relief Fund. Mutual Fund Others like Indira Vikas Patra, Kisan Vikas Patra CP FD, and Debenture.    |FDs |FI BONDS |Mutual Fund | |Accessibility |Low |Low |Low | |Tenor |Fixed (medium) |Fixed (Long) |No lock in period | |Tax Benefit |None  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   |Under section 80C |None | |Liquidity |Low |Very Low |none | |Convince |Medium |Tedious |Very high | |Transparency |None |None |Very high | CONCLUSION: The unique investment strategy of letting the maturity of the debt investment run down with time and targeting equity investments to capture dividends is targeted to deliver positive returns over medium time frame. The investment strategy of the fixed income portfolio is designed to remove the impact of interest rate movements over the medium term. The strategy of targeting dividends in equities over a period is expected to improve the yield of the fund. The above investment strategy expects to minimize capital loss in adverse market condition and deliver moderate returns in stable/positive market conditions. So, if you are looking for an investment product that offers you low risk of capital loss and the potential to earn reasonable returns in the uncertain environment of today, HDFC Multiple Yield Fund might be the right fund for you. How to cite Investment Patterns in India, Papers

Hobbit (200 words) Essay Example For Students

Hobbit (200 words) Essay HobbitThe main conflict in this novel is ultimately the acquisition of the losttreasure of the dwarves hoarded by Smaug (the great dragon under the mountain). This treasure actually has great physical and sentimental value. The dwarves towhich most of this horde belonged to loved gold and all fine physical thingssuch as jewels and precious metals, but they also were very emotionally attachedto this cache once kept by Thrain the great king under the mountain. It seemsthat as the author of the novel Tolkien is attempting to reveal that the dwarvesare very fond of this treasure but also feel almost a since of need for thisgreat legendary horde. As a whole the conflict is developed over a time periodof a year or so. The main way that it is developed is by the ingenious use ofsmall side quests and troubles dotted until the final conflict is over. In thisnovel Tolkien uses many smaller conflicts to add to the already heaping portionsof adventure and intrigue contained within the covers. Some are very thrillingsuch as the time all of the dwarves and the hobbit are captured and taken downto the goblins lair, or the time Bilbo comes in contact with that strangecreature Gollum.

Patient Anxiety from MRI Scans

Famous Chinese Horse Proverb Sai Weng Lost His Horse

Famous Chinese Horse Proverb 'Sai Weng Lost His Horse' Chinese proverbs (è « ºÃ¨ ªÅ¾, ynyÃ… ­) are an important aspect of Chinese culture and language. But what makes Chinese proverbs all the more extraordinary is that so much is communicated in so few characters. Proverbs generally carry multiple layers of meaning despite the fact that they are commonly only comprised of four characters. These short sayings and idioms each sum up a larger, well-known cultural story or myth, the moral of which is meant to convey some greater truth or provide guidance in everyday life. There are hundreds of famous Chinese proverbs from Chinese literature, history, art, and ​famous figures and philosophers. Some of our favorites are horse proverbs.​ The Significance of the Horse in Chinese Culture The horse is an important motif in Chinese culture and, in particular, Chinese mythology. In addition to the very real contributions made to China by the horse as a means of transportation to military power, the horse holds great symbolism to the Chinese. Of the twelve cycles of the Chinese zodiac, the seventh is associated with the horse. The horse is also a famous symbol within mythological composite creatures like the longma or dragon-horse, which was associated with one of the legendary sage rulers. The Most Famous Chinese Horse Proverb One of the most famous horse proverbs is Ã¥ ¡Å¾Ã§ ¿ Ã¥ ¤ ±Ã© ¦ ¬ (SÄ i WÄ“ng ShÄ « MÇŽ) or SÄ i WÄ“ng lost his horse. The meaning of the proverb is only apparent when one is familiar with the accompanying story of SÄ i WÄ“ng, which begins with an old man who lived on the frontier: SÄ i WÄ“ng lived on the border and he raised horses for a living. One day, he lost one of his prized horses. After hearing of the misfortune, his neighbor felt sorry for him and came to comfort him. But SÄ i WÄ“ng simply asked, â€Å"How could we know it is not a good thing for me?†After a while, the lost horse returned and with another beautiful horse. The neighbor came over again and congratulated  SÄ i WÄ“ng on his good fortune. But SÄ i WÄ“ng simply asked, â€Å"How could we know it is not a bad thing for me?†One day, his son went out for a ride with the new horse. He was violently thrown from the horse and broke his leg. The neighbors once again expressed their condolences to SÄ i WÄ“ng, but SÄ i WÄ“ng simply said, â€Å"How could we know it is not a good thing for me?† One year later, the Emperor’s army arrived at the village to recruit all able-bodied men to fight in the war. Because of his injury, SÄ i WÄ“ngâ₠¬â„¢s son could not go off to war, and was spared from certain death. The Meaning of SÄ i WÄ“ng ShÄ « MÇŽ The proverb can be read to have multiple implications when it comes to the concept of luck and fortune. The end of the story seems to suggest that every misfortune comes with a silver lining, or as we might put it in English- a blessing in disguise. But within the story is also the sense that with what at first appears to be good luck can come misfortune. Given its dual meaning, this proverb is commonly said when bad luck turns to good or when good luck turns to bad.

Networkinh Assignment Example | Topics and Well Written Essays - 1500 words

Networkinh - Assignment Example In this scenario, they need to implement a computer network. This report discusses the scenario of Sally and John’s business, as they are running their business without having a proper computer network. This report suggests ways that can be adopted to improve their business capabilities. Introduction A computer network consists of a set of a number of parts which include hardware, software, and computers and all these parts are connected with each other using a wired or wireless medium to help business workers work in cooperation. Additionally, a network is established using particular cabling systems, software, communication medium and devices which deal with data traffic. Hence, a computer network allows its users to share files such as MS Word documents and resource such as scanners and printers, and transmits messages and data files electronically (or email) to each other (TechsChange, 2010; Nash, 2000; Norton, 2001; Turban et al., 2005). This report discusses the concept of networking in the context of Sally and John’s business. They are running their business without having a network support so they are facing several problems in managing their business tasks. This report guides them regarding the establishment of an effective network structure. Problem Analysis and Proposed Solution Up till now John and Sally have been using traditional approaches to run and manage their business process. In view of the fact that their business is growing rapidly and there is a need for an effective communication structure in order to deal with growing business needs hence they need to implement a computer network. A computer network is a set of computers which are connected with each other using wired or wireless medium. In this scenario, networks which are used using wires and cables are known as wired networks. On the other hand, wireless networks use microwaves or radio waves for the communication (Mitchell, 2013; Shelly et al., 2005; Malladi & Agrawal, 2002). Some of the basic requirements and objectives of this network implementation are: John and Silly want to improve communication structure for their business The establishment of an effective data and file sharing environment Implementation of secure data access points of communication Getting a support for remote access to the network Getting the facility of remote data transfer and access mechanism Putting into practice modern data communication framework Implementing an effective data recovery and backup mechanism The implementation of a network structure which allows them to transfer and retrieve data at high speed Suggested Solution Implementation of a VPN (Virtual Private Network) In light of business needs and objectives of John and Sally, I would suggest them to implement a modern and efficient network structure for their business. In this scenario, I would suggest them to implement a virtual private network VPN. A virtual private network extends the range of a private network incorporates connections all the way through public or shared networks such as the Internet. Basically, a VPN allows users to send and receive data and files between two computers across a public or shared internetwork in a way that follows the rules and characteristics of a point-to-point private link. In addition, the

Brief memorandum Case Study Example | Topics and Well Written Essays - 1250 words

Brief memorandum - Case Study Example TheCrimesagainst humanity require the parties involvedbeing state actors with high authority in thearea andthe usemilitary means. This is evidenced by the the military force and federal police being deployed by the President Hardlein, who has authority over Minoropolis in the federal state of Minora. Under international law, a war crime takes place during an armed conflict. Internal disturbances are provided for under Rome Statute (Article 8(2) (c)-(f)), andbyjurisprudence.A war crime requires that the sides involved in the conflict are organized and engaged in intense combat. The term organization must satisfy certain criteria put down by an ICC Pre-Trial Chamber, the organization must have a hierarchy of command, possess the means to carry out a widespread or systematic attack, exercises control over a part of the territory of a State, and has criminal activities against a civilian population as a purpose. In Minora, the drug cartels are said to be well organized and have authority throughout the Minora country with the help of local police.Their criminal activities have brought violence to the country with victims being both rivals of member gangs and ordinary citizens. The drug cartels also use military weapons such as automatic weapons and grenade launchers that are used to attack the government forces. Common Article 3 to the Geneva Conventions of 1949 and modified by Art. 1 of Additional Protocol II to state that the conflict must have an extended period of violence, and the parties must be organized and armed. The conflict in Minora between the government forces and drug cartels has taken place since January 2014 and went on until September. This can be said to be a long period of violence. In the case of Prosecutor v Tadic` the court held that an armed conflict occurs when the armed forces is used by governmental authority against armed groups within a state as is the case between the government forces and the criminal cartels. The

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