House Bunny Movie Review Essay Example for Free

House Bunny Movie Review EssayIn the film House Bunny, a 27-year-old girl, Shelley Darlingson, played by Anna Farris, finds herself tricked out of the Playboy Mansion by another bunny for being too old. Shelley winds up at the University of Southern California and becomes the hold mother in a very poorly kept sorority house, Zeta Tau Alpha, consisting of six soci totallyy awkward girls. After gaining the girls trust by showing them she is nice and prat attract boys, she does her best to turn the ZTA girls around to be popular beautiful young ladies who argon fall apart than the other sorority girls. However, the changing of personalities goes too far and the girls suck in theyve changed for the wrong reasons and begin to judge all peerless. During the time Shelley is being blamed, she receives a call about how being too old was a lie to get absolve of her. When expecting Shelley to immediately drop everything and return to the Mansion, she decides to stay the hose mother o f the Zetas. Using this movie I plan on analyzing the movie through several(predicate) scenes of the regular activities of the sorority girls on campus and comparing them to how college life is right away and what could be d bingle differently.Throughout House Bunny, a constant rival goes on between Phi Iota Mu and Zeta Tau Alpha. When Zeta, a now popular sorority, emits a mixer party the same night as popular PIM, all of the girls going through rush and all of the conjunction boys enjoy their evening at Zeta instead of PIM. Girls are initiated at the party through sacrificial rights because they still direct their virginity, music is played for everyone to dance to, and everyone enjoys their nights. These girls are focused on looking good now and being popular. Girls are very similar but a little different today. In todays society in the typical college experience, girls are not initiated in this way and girls do not throw the parties. The girls, instead of throwing their own parties, get all dressed up and head out to other fraternities to listen to music, drink and get together with different guys. Several girls nowadays waste their time and throw away their good morals every weekend, when they could be choosing transgress alternatives such as a staying in for the weekend or at least one night and study or relax with some friends.Time pull offment and studying are two of the hardest strategies to master as a college student. Unfortunately when we have free time we cling to more fun activities at all times and then get caught up later when it is the last possible certify to do homework and we realize we should have been working on homework rather than partying. Studying is not the most fun activity nor does it sound better than going out with friends to drink or participate in crazy college activities however, everyone has to do it eventually and it would just be easier if you studied a little every free moment and then you would have more free time later. You would be more successful if you thought about every possible expiration of each choice clearly before doing anything. In the movie, after the Zeta girls become popular and look prettier, thanks to Shelley, they set up a tent at the involvement fair. All of the students rush towards their tent because they have food, games, and calendars of the girls looking their best.The Zetas are getting more intricate around the campus, as students should, but through popularity not service. From this popularity the Zetas go downhill from there and turn into the popular rude crowd to those who do not be massive. The Zetas stop being who they were before Shelley became the house mother, the smart, nerdy, different crowd, and became the jerks who judged the great unwashed off appearances. When punctuateing to decide on bids for their house, they talked about how they had seen one of the girls before and thought they were weird and shouldnt be allowed in their house. The Zetas stopped focusing on academics and their true personalities and tried to change for the better when it was clearly for the worse. Involvement is a key to surviving in college. You should get involved to repair new friends, find others like yourself, develop study groups, and stress-reliever outlet clubs. However, when you try to be involved with the rest of the campus through primarily popularity and parties, you are getting involved in all of the wrong ship canal.Instead of changing to be the popular crowd by looking hot and becoming a preppy jerk to get together in, just express yourself more and get out in the real world to try and make more meaningful friendships that could last a lifetime. If people could be more judge and friendly instead of being quick to judge, everyone would have more friends and the world would be a better place. Acceptance is one of the biggest problems especially at a college where if you arent accepted you just hide from everyone and get discouraged. Everyon e as a substantial should work to be more accepting of others for who they are. I am not saying everyone has to like everyone else, but I am saying at least give everyone else a chance to sheen and join the group.When a smart nerdy group of socially unaccepted girls get a new playhouse bunny house mother they turn into a stereotypical group of rude sorority girls who just want everyone to be in their house so they can be more popular as long as they are normal. If people took the time to accept everyone and give everyone a chance, people would have more friends and not be as nervous to try to make new friends. Getting involved on campus is smart as long as you are getting involved in the right ways with the right group of people so you can make a difference in your community.Getting involved also has advantages, because it can help manage time and studying habits or even study groups. Involvement in the college community is smart so good grades can be attained, meaning better oppo rtunities later. Managing your time and taking the time to study receives full benefits later, as well. College is not easy, especially when coming in as a freshman new to the whole idea of college. However, college can be enjoyed and mastered if you try to get involved, study more, accepts more people for who they are, and manage your time to the best of your ability.Works CitedThe House Bunny. Dir. Fred Wolf. By Karen M. Lutz and Kirsten Smith. Perf. Anna Faris, Colin Hanks, Emma Stone, Kat Dennings, Hugh Hefner, and Tyson Ritter. Columbia Pictures, 2008. DVD.

New building †Tools and Wiring Essay Example for Free

New building Tools and Wiring EssayNow that we understand the codes and standards implyed to create this building, its judgment of conviction to put stuff in it. Our task at hand is to start wiring the building for a new computer science and electrical engine agency labs. This building ordain have a lot of devices that need to be relateed to the school campus network and we will need a lot of besidesls to do it.First off I think since our building is going to be connected to a lot of students I believe that our best choice of cabling to connect to the building will be fiber-optics. This way the students and professors can access whatever they need as fast as possible from any location on campus. On the inside to save money I would run cat5e cable television services to each individual device. Running fiber-optics to each computer in the computer labs would take a lot of work since fiber is so hard to handle. This will allow them to do all kinds of test involving the net work while not being too budget heavy.Depending on how many floors we have in the building we will need at least one telecommunication room. This is where we will house our otiose frame that holds our servers and networking equipment. We will run the horizontal cables to all of the room wall plates. We will leave the smirch cables to the person in charge of the room arrangements. If at that place are multiple floors in the building we will install backbone cables through the risers so we can have an other telecommunication room for the other floors. Depending on where the plenum is for the floor we will run the horizontal cables under the floor or on top of the false ceiling. If the plenum is over the false ceiling we will need to install a ladder rack and cable trays.We will need a lot of tools to install this network. First off we will need connectors and crimpers so we can connect the cat5 cables to the devices on both sides. Then after we crimp the cables we will have to test the cableswith the wire map testers to make indisputable that all the wires are connected correctly. We will also need a tone and probe so we can figure out where each cable is going, theres a chance we will forget which cable is which and that is why we will need this.When the installation is done we will need at least one laptop to connect to the wall jacks so we can test to see if the connection is live in every room the from there we need to find out how many devices will be connected in each room so we can create a rack for them. After the racks are connected to the wall jacks and once they arrange the devices around the room wecan come back and set up the patch cords to the computers and then the building will be completely wired to the school campuses network.ReferencesHandout NT1310 Physical Networking Unit 4 Key Concepts Cabling and Cabling Systems Textbook- Cabling the complete adopt to Copper and Fiber-Optic Networking 4th Edition by Andrew Olivero / Bill Woodward

Factors Influencing Buyer Behaviour in Events

Factors Influencing Buyer Behaviour in EventsEvent Stakeholder BehaviourContents (Jump to) entranceThe ContextStakeholder BehaviourConclusionBibliographyIntroductionWilson (2000) stated that he believes the factors determining emptor behaviour is a proposition that is extremely difficult in that the processes atomic number 18 both complex as easilyhead as difficult to understand as a leave behind of the many external act upons at work playacting upon and affecting the decisions. The purpose of buyer behavioral humorls is to back up venders in mapping out the factors and influences that could affect the outcome, and then weighing those factors to assist in the decisions that will resoluteness in their favor.Identifying the buying behaviour patterns of both the at plyee and the sponsor in the sports sphere of the events industry entails con aspectring that such is taking place within a tackle controlled environment which in effect aids the sponsor as there atomic number 1 8 less outside competing influences vying for the attendees attention even though the atmosphere is supercharged with intense mental and different stimuli. The relationship involved in the setting indicated, sports sector of the events industry, means that the sponsor champions the marketer seeking to influence the outcome with university extension to the attendee, to have him or her try, purchase, or consider their offering. In this context, the sponsor is seeking multiple outcomes representing a past, now and future connotation in that the earlier represent either changing an attendees preconceived notions or ideas of his offering, this represents past influences, having the attendee purchase or try the product within the setting at the event, and influencing the attendee to re-consider their ideas on his offering that could result in trial, consideration, inquiry, trial or purchase after leaving the event.These preceding multiple objectives atomic number 18 valid approache s in that a extraordinary approach, seeking now results, overlooks and ignores the other equally strategic factors that are present in any gathering of distinctly different individuals of varied age collections, experiences, backgrounds and demographics. The opinions denotative by Engel et al (1968) suggest that an advertiser or sponsor should be mindful not to overstate nor understand the attributes, features or other aspects of their offering as this might result in a negative perception when substantial world circumstances such as actual usage or racetrack occur. Dubois (2000) reminds us that theorists such as Sigmund Freud have attempted to analyze what might influence individuals studying the psyche as well as subconscious motivations as their means of doing so.The implications of planning for such an event means that sponsors must consider a number of differing and unique aspects in consideration of the circumstantial context in the planning of marketing activities.The C ontextBuyer behaviour differs from consumer behaviour in that the former is the domain of business and marketing professionals seeking to understand this phenomenon (Schiffman et al, 2000). The Sheth et al (1969) model, which consists of multi variables, attempts to inculcate knowledge concerning a consumers purchase along with their behaviour, through the utilization of a transformation process. In this model it shows the stages concerning influences that affect the behaviour process (Sheth et al, 1969)The suggestive StageThe Symbolic Stage, andThe Social StageContained within the preceding stages reference groups are mentioned, which Bearden et al (1982) describe as a person or group of people that significantly influences the behaviour of an individual. The three types of reference groups described by Bearden et al (1982) areInformation InfluencesThis type of group seeks out the nurture by which to make a decision that is reliable.Utilitarian InfluencesThis group seeks to wan t to appear like others within the group to either avoid punishments and/or to receive sealed benefits.Value-expressive InfluencesIn this reference group the influenced party accepts the positions and or perceptions of others as a result of the need to belong.The preceding contextual ramifications are factors which need to be considered by sponsors in their much restless role in the process as they represent influences upon the attendee. It should be noted that the Sheth et al (1969) model does not predict purchase behaviour it simply lays out the influences that might affect behaviour that can then be utilized as a frame of reference. The model explains how influence and excitants are evaluated as well as utilized by the buyer as a result of perceptual and learning constructs (Sheth et al, 1969), and then goes on to pick out the eventual outcomes and outputs of the process. Marketers utilize buyer behaviour, models, to aid them in arriving at assumptions. The preceding helps t hem to analyze, understand, evaluate, criticize and monitor a specific market and or product. Chisnal (1994) indicates that there are the following uses for modelsThat they aid in mapping out the various characteristics that might affect the eventual purchase of an offering in a manner that is much simplified.And that they result in marketing strategies that are more(prenominal) effective as they are developed as a result of outcomes that are likely as predicted from the model.Additionally, Chisnall (1994) indicates that a well-structured and effective model will beRelevantIn that the model(s) must be applicable to marketing situations that are real.ComprehensibleIn this exercise the models need to be both well constructed as well as clear.ValidThis type of model is verifiable in terms of occurrences in the real world.The utilization of multi-variable models refer to the attendee, sponsor aspects as being examined herein as the factors, circumstances and influences acting within and without are more complex as well as include multiple relationships and aspects from behavioral sciences. Said models are more representative concerning the actual characteristics regarding buyer behaviour, however they are not easily analyzed. intrinsical in this equation is the consideration of temporal constraints. The situation that considers the buyer behaviour in the sports sector of the events industry that is condemnation dependent. Said events have a time period correlation which represents the length said event shall take place. Fraisse (1963) pointed out that individuals are usually influenced by conditions of situation in making judgments about time. The preceding is important in helping to mold buyer behavior in that studies conducted regarding the influence of varied sense of humor states has shown that it has a factor in the way they bode the duration of an event as well as their temporal orientation (Hornik, 1981). The move on implications of the precedent pr esents the opportunity for sponsors to introduce an additional element into the equation to aid in increasing the net effect of their efforts, as well as the other input variables. As all of these factors have differing effects with respect to their input on buyer behavior, common sense dictates that the utilization of as many non-conflicting elements as possible will thus skew the potential outcome more in ones favor. Thus, understanding the need to induce a positive and uplifting mood as a factor in buyer behaviour inducement represents an opportunity to increase the net effect of the message, action, influence or course one desires or seeks to obtain as a result. Horniks (1981) studies suggested that individuals in a positive mood will more than likely be disposed to be future oriented, whereas individuals in a negative mood will have an orientation more geared to the present, or now. This explains the utilization of bright lights, colors, theme music and a festive atmosphere as important variables.The preceding is the general overall mood present in events conducted in the sports sector as they are seen or perceived as recreational or entertaining, thus striking or establishing a pre-conceived mood expectation that needs to be amplified or at least rise to those expectations in order to defy the positive future orientation factor. The second time-establish research that enters into consideration is called intertemporal choice. (Horniks, 1984) Hornik (1984) continued his work on temporal studies in another work in this land brought out the fact that in such, intertemoral choice, decisions concerning buying behaviour entail the consideration of costs and benefits that are spread over time. Utilization of presentation, message delivery and the non-complexity of information are important variables to be attended to as part of the planning of marketing activities.Stakeholder BehaviourWith the conditional boundaries being understood as occurring in the sports sector of the events industry, the analysis contains a number of constraints which can be adjusted to work in favor of the sponsor, but which work upon the attendee. The proper event, based upon its demographic and other component factors, represents an opportunity for a particular business or corporation to have a forum to reach segments of their demographic profile on a more personal and controlled basis. The event entails a participatory structure whereby the attendee either elects to make an appearance, or is expected to do so by his peers, or other considerations. As the first option is the overwhelming choice, due to the voluntary nature, said attendees are more than likely to be in an anticipatory mode with the expectation of an enjoyable time.With this as the foundational mood sponsors should be more disposed to buying into the circumstances as a platform to reach attendees, who conversely are likely to be in a more receptive mood to influences as a result of the festive occ asion, in general. Chisnall (1994) refers to the fore leaving, on the part of the attendee, as the importance of social considerations in consumer behaviour. Palmer (1998) as well as Chisnall (1994) refer to the importance of establishing and building customer loyalty as variables in the buying process. The foregoing applicability with respect to sponsors in event marketing is a factor of the manner in which the event is conducted, organized and the interest factor inherent within the event and sporting connection. The loyalty of the attendee can be enhanced by his perception that the sponsor or advertiser support the activity, thus tend to be viewed positively. Todays general public is aware of corporate participation and support as a result of pronouncements in the media, as well as comparison with other activities. This awareness represents the opportunity to establish a foundation of loyalty perception that is beneficial.The importance of the social setting is a further positive aspect which influences and impacts upon buyer behaviour, as well as the group associations (Rice, 1997). The relatively captive nature of event marketing has its appeal in arrive at a defined number of individuals within a context and setting that is conductive to buying behavior as well as one which the marketer has considerable control, and influence, relative to the other participants. Sherif et al (1961) refer to the preceding as involvement as described belowHigh involvement products set up the parameters for a positive balance in the relationship between the performance outcome and the expectation level(s)Low Involvement products set up or result in a negative relationship correlation between performance and expectations.The preceding implication is that active participation and a level of balanced and thinkable performance sets the foundation for trust and thus a positive relationship. There is effort on the part of the sponsor to be there through marketing means, thus s etting up an important component of buyer recognition, and thus influence. Passive advertising or promotional forms entail magazine or imprint utilizations and thus are not participatory. The distinction is that a specific occurrence, or event, entails the participation of active as well as passive individuals, with the advantage going to the active participants influencing the passive. The attendees represent the passive element and thus the climate for buyer behavior is enhanced as it brings together both elements under conditions that foster more intense involvement and interaction.ConclusionBuying behaviour is a condition that can either be amplified or left at its relative levels based upon the everyday forces, influences and circumstances of and behavioral group. This includes attendees as well as sponsors. The common glue that binds the aforementioned is the relationship between the two parties. They represent passive and active modes, and these forces are consistently prese nt as a condition of life. We are either being influenced, or influencing. The levels and amount of individuals thus affected, is a determinant of the percentage point of organization as well as purpose and offering. Thus, underwriting events within the sporting sector represents an optimum opportunity to be associated with a captive audience that is plan of attack together for a festive occasion, be this a baseball, football, soccer or basketball game or other competitive endeavor.Such an occasion represents a situation whereby a sponsors interest in such an event is heightened as a result of it providing more buying behavioral factors to be brought to bear. This thus creates buying behavior difference on the part of the attendee. Increased buyer behavioral patterns are also present on the attendee side as a result of the same elemental input factors that influence such an event, as described by (Sheth et al, 1969), Bearden et al (1982), and Chisnal (1994) in their mention of sig nificance, emblematical and social stages, along with influences of an informational, utilitarian or value-expressive nature, and the mapping out the characteristics useful in developing marketing strategies, respectively.BibliographyBearden, W., Etzel, M. J. 1982. Reference Group Influence on ware and Brand Purchase Decisions. Vol. 14, Issue 9, p-184, 09/1982. Journal of Consumer ResearchChisnall. Peter. 1994. Consumer Behaviour. McGraw-Hill Book Company, forward-looking York, New York. ISBN 0077076168Dubois, B. 2000. Understanding the Consumer A European Perspective. prentice Hall, New Jersey, the United States. ISBN 0136163688Engle, J.F., Kollat, D.T., Blackwell, R.D. 1968. Consumer Behavior. Holt, Rinehart Winston, New York, New York, United StatesHornik, Jacob. 1984. Subjective vs. Objective Time Measures A Note on the Perception of Time in Consumer Behavior. 06/1984, Vol. 11, pp 615-618. Journal of Consumer ResearchHornik, Jacob. 1981. Time prompt and Time Perception Ef fect on Response to Mail Surveys. 05, 1981, Vol. 18, pp 243-249. Journal of Marketing ResearchPalmer, Adrian. 1998. Principles of Services Marketing. McGraw-Hill, New York, New York, United States. ISBN 0077097483Rice, Chris. 1997. Understanding Customers. Butterworth-Heinemann, ISBN 0750623225Schiffman, L., Kanuk, L. 2000. Consumer Behavior. Prentice Hall, London, The United KingdomSheth, J.N., Howard, J.A.. 1069. The Theory of Buyer Behavior. John Wiley and Sons, New York, New York, United StatesSherif, M., Hovland, C. 1961. Social Judgment Assimilation and Contrast Effects in parley and Attitude Change. Yale University Press, New Haven, Conn. United StatesWilson, D.F. 2000. Why divide consumer and organizational buyer behaviour?. Vol. 34, Issue 7, pp 780-796. European Journal of Marketing

Native Language in Foreign Language Learning

Native Language in Foreign Language erudition1.1 launchThe debate over whether incline verbiage schoolrooms should include or exclude students indispens sufficient talking to has been a controversial issue for a hanker quantify (Brown, 2000). Although the purpose of puzzle spittle was banned by the supporters of the Direct Method at the end of the nineteenth century, the positive role of the beget spiel has recurrently been acknowledged as a rich resource which, if utilize judiciously, merchantman dish up hour speech communication reading and belief method (Cook, 2001). Therefore, this inquiry carry tries to open up a new horizon for face instructors to harness a advertent way to hire exacters engender tongue in se toilett wording teaching.The technique in which L1 was delectationd in this atomic number 18a was translation from L1 to L2, a technique which was r arly utilised by EFL instructors. Atkinson (1987) was i of the starting and chie f advocates of induce tongue mapping in the communicative disseverroom. He points out the methodological ranch in the literature concerning the intention of the mother tongue and argues a case in favour of its restricted and principled handling, mainly in accuracy-oriented tasks. In his article, Atkinson (1987) understandably tell that translation to the target lyric which emphasizes a late taught oral communication item is a means to reinforce structural, conceptual and sociolinguistic differences between the ingrained and target dustups. In his forecast, level(p) out though this activity is non communicative, it aims at improving accuracy of the newly limited structures. Similarly, this research aimed at investigating the belief of translation from L1 to L2 on the accurate use of the structures.The arguments in supports of apply the learners mother tongue in L2 pedagogy intelligibly reveal that not whole doesnt the use of initial speech communication take on a negative reach on L2 encyclopaedism, but it can be factor to supporter students improve the way they learn a sulphur speech communication. Although the slope Only paradigm continues to be dominant in communicative language teaching , research into teacher make out reveals that the L1 is utilise as a eruditeness resource in more ESL classes (Auerbach, 1993). Auerbach added that when the native Australian language was used, practitioners, detectives, and learners legitimately comprehend positive results. Furthermore, he identifies the following uses of mother tongue in the classroom classroom management, language analysis and presenting rules that prescribe grammar, discussing cross-cultural issues, giving instructions or prompts, exempting errors, and checking comprehension. Although the provision of maximum L2 exposure to the learners seems essential, L1 can be used a yearnside L2 as a complement. In this regard, Turnbull (2001) tell that maximizing the target language use does not and should not mean that it is harmful for the teacher to use the L1. a principle that promotes maximal teacher use of the target language acknowledges that the L1 and target language can exist coincidently (p. 153).Similarly, Stern (1992) stated that the use of L1 and target language should be seen as complementary, depending on the characteristics and maps of the language learning extremity (p. 285). On the other hand, overuse of L1 give natur on the wholey descend the amount of exposure to L2. Therefore, attempt should be do to relieve a balance between L1 and L2 use. In this regard, Turnbull (2001) acknowledges that although it is efficient to make a quick confound to the L1 to ensure, for instance, whether students understand a difficult grammar concept or an alienr word, it is important for teachers to use the target language as much as possible in contexts in which students spend sole(prenominal) short designs of time in class, and when they have little contact with the target language outside the classroom.1.2 Background to the problemThe unified 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 electence towards society or nation (Mak Soon Sang, 2003). Four language skills namely listening, speaking, reading and penning are incorporated in the position syllabus development in ordinate to meet their take ups to use English in everyday life, for knowledge acquisition, and for future workplace claims (Kementerian Pendidikan Malayanansia, 2000).My personal experience as a learner has shown me that moderate and judicious use of the mother tongue can aid and help the learning and teaching of the target language, a view shared by m whatsoever colleagues of mine. However the value of exploitation the mother tongue is a neglected topic in the TESL method ology literature. This omission, together with the wide advocated principle that the native language should not be used in the second language classroom, makes around teachers, experienced or not, notices uneasy around employ 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 turn over with EFL students and their teachers in a Spanish context to investigate their attitudes toward utilize 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). stimulate by his research and driven by my own interest, the researcher decided to carry out a similar body of work on the use of the native language (Malay) in the Malaysian context. However, differences exist between Schweers instruction and mine.1.3. Statement of the problemMany agrarian school students have difficulty in sympathy English, and they have often undercoat 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 hale. Recently, the teaching and learning of English has been discussed widely in Malaysia. This is be sweat the low level of English proficiency among students hinders them from acquiring knowledge globally. Students L1 are existence use in the ESL classroom especially in the cracker-barrel area to help them understand English better and key out if it is an good teaching and learning tool.Because of the students difficulty in understanding the language, teachers need to give ear them thoroughly in the learning process. With the using of the L1, this forget gain their interest to stay center on in the class and not being de- prompt in learning the target language. The prohibition of the native language would maximize the effec tiveness of learning the target language get out be a question that we need to find out.1.4. Purposes of the correctionThe purpose of the chew over 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 questionsResearch questions for this study areHow 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. TheoreticalFor this study, the researcher referred to the supposition of SLA that interrelated set of hypothesis or claims about how battalion become proficient in a second language. In a summary of research findings on SLA, Lightbown (1985 176-180) do the following claimsAdults and adolescents can acquire a second language.The learner creates a doctrinal inter-language that is often characterized by the handle 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 lead be able to use it in communicative interaction.Isolated explicit error correction is normally effective in changing language behavior.For most adult learners, acquisition stop-fossilizes-before the learner has achieved native-the likes of ascendency 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 meaning(prenominal) context exceeds his or her ability to comprehend de-contextualized language and to produce language of comparable complexity and accuracy.The hypothesis provide be the first tool for the measurement of how the students in the rural ESL classroom comprehend with target language. instruction is a long life process so the students need a proper bleed to escape 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 resist the foundation of bad habits.The acquisition-learning hypothesisStephen Krashen (1977) claimed that adult second language learners have two means for internalizing the target language. The first is acquisition, a sub aware and splanchnic process of constructing the system of a language. The second mea ns is a conscious learning process in which learners attend to form, var. out rules, and are in superior general aware of their own process. According to Krashen, fluency in second language performance is due to what we have acquired, not what we have learned (1981a99). Adults should, then, 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 inflect the argument for recommending large doses of acquisition activity in the classroom, with only a very minor role assigned to learning.The enter hypothesisKrashens claims that an important stipulate for language acquisition to occur is that the acquirer understand (via auditory modality 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 (Krashen1981100).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 repugnd 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 be quiet to their current stage that they are not challenged at all (i + 0).Important parts of the Input possibility 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 contrary 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 importa nt 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 finished 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 TheoryVarious definitions of motive have been proposed over decades of research and three contrasting perspectives emergeFrom a behaviourist perspective, demand was seen in matter of fact terms. It is quite simply the apprehension 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 come on reinforcement. In this view, our acts are likel y to be at the mercy of external forces.In cognitive terms, indigence places much more emphasis on the individuals decisions. Ausubel (1968368-379), for example, determine six needs undergirding the construct of motivationa. The need for exploration, for seeing the other side of the mountain, for investigate the unknowb. The need for manipulation, for operating- to use Skinners term- on the environment and causation changec. The need for activity, for movement and exercise, both physical and intellectuald. The need for stimulation, the need to be stimulated by the environment, by the other people, or by ideas, thoughts, and retrieveingse. 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 knowledgef. Finally, the need for ego promotement, for the self to be known and to be accepted and approved by others.3 ) A constructivist view of motivation places even advance emphasis on social context as well as individual person choices (Williams Burden 1997120). Each person is motivated differently, and will therefore act on his or her environment in ship canal that are unique.Intrinsic and Extrinsic MotivationEdward Deci (197523) defined intrinsic motivationIntrinsically motivated activities are ones for which there is no apparent reward turn out the activity itself. People seem to engage in the activities for their own sake and not because they lead to an extrinsic reward.intrinsically motivated behaviours are aimed at legal transfer 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 penalisation are too extrinsically motivated, even though numerous intrinsic benefits c an ultimately shine to those who instead, view punishment avoidance as a challenge that can build their intellect 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 good-natured 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 studyIt is hope that the study willHelp 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 t eacher 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 studyThis study was undertaken with the following limitationsThe 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 hardihood of the travel along 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 positive specifically for this study.The time constrain will limit the caliber 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 lowe r level and they will need help in understanding the questionnaires.1.9. SummaryUnderstanding 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 language 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 LITERATURE2.1. IntroductionThis 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 inter action. His change 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(prenominal) 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 ClassroomResearch on the employ of the L1 in the ESL classroom is a vital has demons trated that L1 are not only effective but necessary for adult ESL students with limited L1 literacy or development and that use of students linguistic resources can be expert at all levels of ESL (Auerbach 1993).Auerbach (1993), performed a research on the topic of 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(prenominal) as, Its a school policy and No but its hard) the stay 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 realise 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 (19 90), for example, describes an approach to teaching ESL used at the Invergarry Learning Center near Vancouver which might be considered dissentient by some Students start by create verbally 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 department 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 he r studies, 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 do 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 ridiculous 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 cl assroom 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 ploughshare 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. Th e 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 musical composition. When students were given the choice of writing first in Spanish, they went on to write pieces in English that were considerably more actual 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 wid ely frowned upon practice of writing first in the L1 and then translating into the L2 is not harmful to the tint 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 distant 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 paper strategy at times. Friedlander (1990) cited numerous other studies reporting the beneficial effects of using the L1 for L2 composing his own study pro vides 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 gain 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 purpo se of the present study was to join the three vertices of the triangle i.e., first language, translation, and 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 transformationmental translation from L1 to L2is 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, moth er tongue is genuinely 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 resort at the expense of exercising an English-only atmosphere in our classrooms.Therefore, it can be suggested that teachers be familiarize with advantages of using learners mother tongue in EFL/ESL classrooms and they should be somewhat 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 fosterage 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 parti cipants in this study felt that Spanish should be used in their English classes. All of the teachers reported using Spanish to some degree. about 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 percent 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 a li ttle and a lot, and about 57 percent think it helps from fairly much to 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 th irty five graduate and undergraduate students, both potent and female representing six native languages at two different levels of intensive English instruction. The general conclusiNative Language in Foreign Language LearningNative Language in Foreign Language Learning1.1 IntroductionThe 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 L 1 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 o f 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. 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 Backgro und to the problemThe 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 shou ld 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 problemMany 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 studyThe purpose of the study is to determine whether the L1 (M alay 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 questionsResearch questions for this study areHow 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. TheoreticalFor 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 claimsAdults and adolescents can 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 appe ar 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-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 hypothesisStephen Krashen (1977) claimed that adult second language learners have two means for internalizing the target language. The first is acquisition, a subconscious and intuitive process of constructing the system of a language. The second means is a conscious learning process in which learners attend to form, figure out rules, and are generally aware of their own process. According to Krashen, fluency in second language performance is due to what we have acquired, not wha t we have learned (1981a99). 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 acquisition activity in the classroom, with only a very minor role assigned to learning.The input hypothesisKrashens claims that an important 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 (Krashen1981100).In other words, the language that learners are exposed to should be just far eno ugh 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 TheoryVarious definitions of motivation have been proposed over decades of research and three different perspectives emergeFrom 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 (1968368-379), for example, identified six needs undergirding the construct of motivationa. The need for exploration, for se eing the other side of the mountain, for probing the unknownb. The need for manipulation, for operating- to use Skinners term- on the environment and causing changec. The need for activity, for movement and exercise, both physical and mentald. The need for stimulation, the need to be stimulated by the environment, by the other people, or by ideas, thoughts, and feelingse. 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 knowledgef. 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 1997120). Each person is motivated differently, and will therefore act on his or her environment in ways that are unique.Intrinsic and Extr insic MotivationEdward Deci (197523) defined intrinsic motivationIntrinsically 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.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 bel iefs 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 studyIt is hope that the study willHelp 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 studyThis study was undertaken with the following limitationsTh e 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. SummaryUnderstanding 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 LITERATURE2.1. IntroductionThis 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 facilitat es 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 ClassroomResearch 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 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 vari ous 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 su ch, 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, 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 b e 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 wer e 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 fac tors 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 studies 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 i n 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, and 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 a n 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 transformationmental translation from L1 to L2is 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 c orrect 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 percent 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 a little and a lot, and about 57 percent think it helps from fairly much to 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 th em 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

Evidence-Based Practice on Wound Packing

Evidence-Based Practice on Wound backpackingEvidence-Based Practice on Wound Packing Following Incision and DrainageArlena DavisThe introductory phrase was related to MDs not using any packing when it comes to treating I Ds. legion(predicate) times packing is implementd to debride the harm and keep fluids from pooling under the skin as well as keep area free of infection. In request to understand the outcome we contend to fully understand what is involved.An abscess is a collection of pus, surrounded by inflamed t start and usually localized (Pfenninger Fowler, 2010).The reason we need the packing is related to having an abscess and we need to keep the area clean. Leinwand 2013states packing is thought to aid hemostasis, and prevent reorganization of the abscess, we sought to determine whether packing could be omitted with partake efficacy.The second article I chose was Alimov, V., Lovecchio, F., Sinha, M., Foster, K. N., Drachman, D. (2013)to the use ofa silver-containi ng hydro fictional character dressing for filling abscess cavity following shaft and waste pipe in the emergency department. Is using packing forever and a day effective? Can we have equal efficacy when there is no packing used? These are questions that were sought after and answered in this particular article. At the end of the trial the patients reported instant(prenominal) heling and les pain as it relates to traditional packing.In the research that was conducted in the first article entitledUse of Silver-containing hydro fiber dressing in filling the cavity related after sugar and drainage at the emergency department a randomize controlled trial. Advances in skin wound care, (Alimov, Lovecchio, Sinha, Foster, Drachman, 2013), clinical lease design was used. This scan design took the form of prospective randomized control trial. The sample size in this courting was cardinal patients (Alimov, Lovecchio, Sinha, Foster, Drachman, 2013). These patients were more than 18 years of age and were low from cutaneous abscess. The ninety-two withdraw participants had been randomly assigned into two groups. These are the intervention group (Skillman, Aquacel, modern Jersey, and Convatec) and the iodoform group (Alimov, Lovecchio, Sinha, Foster, Drachman, 2013). The iodoform group is the control group in this case. Of these two groups, it was noted that there were no differences in terms of demography as well as their clinical characteristics.The weaknesses that are evident in information collection are that the researchers should have randomly selected the patients in two equal groups that is 46 persons per to each one group. The follow-up period is also not consistent. Inconsistency comes in whereby the mull claims that patients were followed up in a span of the first two weeks (Alimov, Lovecchio, Sinha, Foster, Drachman, 2013), though the follow-up was not continuous. However, the strength of this view is that it had both the intervention group and the control group. The intervention group comprised of four subgroups depending on the intended intervention. These four groups were establish on interventions such as Convatec, New Jersey, Aquacel, and Skillman) (Alimov, Lovecchio, Sinha, Foster, Drachman, 2013).The other strength of the study is that it was able to provide a comparison on the level of pain amongst the patients initial visit and the first follow-up.In relation to the second article that dealt with the incision and the drainage of the subcutaneous abscess without packing, (Leinwand, Downing, Slater, Beck, Burton, Moyer, 2013) clinical study design was also used. In this regard, the clinical study took the form of retrogressive randomized control trial. The sample size in this study was a hundred patients, who were reported to be suffering from subcutaneous abscesses back in in the midst of May 2008 and December 2010. These 100 patients were assigned into two groups namely, the packing and the non-packing gro ups (Leinwand, Downing, Slater, Beck, Burton, Moyer, 2013). In this case, there were somewhat exceptions in that some patients portraying some given conditions could not be considered. Such conditions include patients who are immunosuppressed, or rather those suffering from diabetes. The other exception was in case the patient had a perineal or a pilonidal abscess. Last but not least, the other exception was on whether the abscess is secondary to the previous operation. These exceptions can be used as a basis for comparison among the sample, to the patients who will be seeking interposition.There are several weaknesses of the study in terms of data collection, with one of them being that it was not age specific. Apart from that, the other weakness is that the patients were only clinically evaluated, in case there was suspicion of recurrence in the follow-up calls on the day seven and thirty (Leinwand, Downing, Slater, Beck, Burton, Moyer, 2013). These two days were referred to a s postoperative. The other weakness is that, of the 100 patients, only 85 patients man ancient to complete the study. The study does not indicate the whereabouts of the 15 patients. On the other hand, the strength of this study is that it omitted other patients who had some other conditions that could interfere with the results. Such exceptional cases were the diabetic, immunosuppressed (Leinwand, Downing, Slater, Beck, Burton, Moyer, 2013), among others.Identification, unfavourable appraisal, and synthesis of evidence from research articles is an essential skill in evidence-based practice (EBP) (Titler, 2008). This paper will critique two primary research articles related to the issue of wound packing following incision and drainage. The first article is authored by Leinwand et al. (2013) and is entitled Incision and drainage of subcutaneous abscesses without the use of packing. The second article is authored by Alimov et al. (2013) and is entitled Use of a silver-containing hydr ofiber dressing for filling abscess cavity following incision and drainage in the emergency department A randomized controlled trial.The study by Leinwand et al. (2013) sought to determine whether omission of the wound packing component in the management of subcutaneous abscess has similar efficacy to wound packing. The study employed a prospective randomized controlled trial design whereby 100 participants were randomized to either the wound packing group or to the non-packing group. The study enrolled paediatric participants aged less than 18 years with subcutaneous abscesses. The sample size for the study was small (100). Consequently, the study did not have significant statistical power as a sample size of 4000 was required to gain power of 80%. The researchers, however, accepted the small sample size as it was unimaginative for the purposes of the study. The selected sample is appropriate to the population of interest because the participants were experiencing the phenomenon o f interest that is abscesses requiring incision and drainage.Regarding data collection, similar pre-intervention data was collected on the operative day for all participants. These data included age, gender, and location and size of the abscess. Post-intervention data was collected through follow-up telephone calls by a pediatric surgery nurse specialist. These calls were made on the 7th and 30th post-operative days and included information on general wound appearance, adherence with warm soaks and antibiotic therapy, presence of fever, and timing of pack removal. The credence on self-reported information may have introduced information turn receivable socially desirable responding and problems with recall (Fadnes, Taube, Tylleskar, 2008).Of the 100 participants who enrolled for the study, only 85 completed the study. The study found that the packing group and non-packing groups did not vary statistically with respect to abscess recurrence rates, initial parameters, and incidenc e of methicillin-resistant staphylococcus aureus (MRSA). Only two abscess recurrences were reported, one for each group. In their discussion, the authors contextualize these findings in light of pre-existing evidence. They note that the findings of their study are identical to those of similar previous studies on both adults and children. The authors also compare the strengths and weaknesses and merits and demerits of their study and intervention with those of previous studies. They also discuss the two cases of treatment failure. Lastly, they provide recommendations for future studies.On the incorporation of evidence into treatment protocols, integration of research findings into treatment protocols/procedures occurs through the process of evidence-based practice. Research articles relevant to a clinical issue of concern are identified, appraised critically, and their findings used to make specific recommendations for practice on incision and drainage (Dontje, 2007).The Purpose of the Alimov et al. (2013) study was to investigate whether packing of abscess cavity with a silver-containing hydrofiber dressing instead of the standard iodoform dressing leads to less pain and faster wound healing. The study employed a prospective randomized controlled trial design whereby participants were randomized to the silver-containing hydrofiber or standard care groups. The study population consisted of adults aged more than 18 years who visited the emergency department of a teaching hospital with cutaneous abscesses 2cm in diameter that required incision and drainage. The selected sample consisted of 92 patients. The sample for the study is appropriate to the selected topic as it focuses on the issue of incision and drainage protocols.Data for the study was collected and documented on a standard form except for pain. The data collected included pertinent demographic and clinical variables. Pain was assessed using a self-report scale, the Wong-Baker FACES Pain Rating Scale. The use of a self-report scale for pain may have introduced social desirability bias. The findings of the study may have also been contaminated by bias due to the manual measurement of the dimensions of the abscess cavities. The primary outcome measures for the study were the proportion of patients with a reduction of 30% or in the surface area of the abscess at the first follow up visit (between 48 and 72 hours). The other main outcome variable was proportion of patients with 30% or decrease in the surround cellulites at the first visit. The secondary outcome measure was the change in self-reported pain intensity at primary and consequent visits.The study found that 82.6% of the patients in the silver-containing hydrofiber group had a reduction of 30% or in the surface area of the abscess compared to the 26.1% of the subjects in the iodoform group (pIn this article, the number of participating pediatric patients who had subcutaneous abscesses was one hundred. Patients who succe ssfully completed the study were only 85 43 packing group and 42 non-packing group. There existed an arithmetic variance between the two groups that concerned the initial parameters, recurring abscesses, (single in every group), or incidence of MRSA (81.4 packing groups over 85.7 non-packing group). Subcutaneous abscesses incision, as well as drainage without the utilization of packing, is an effective as well as a safe technique. This article should present the data in a more transparent way.In this article, there was a prospective enrollment of 92 patients and these patients. There was also random assignment of these patients to the iodoform groups or Aquacel Ag. The SD was 12.0, and the average age was 38. The patients in iodoform group were 43 period those in Aquacel group were 49. There two groups lacked disparity in clinical and demographic characteristics. The domino effect of the deterioration study pointed out that the Aquacel Ag was autonomously associated with over 30% a bscesses surface area reduction. This, however excluded first follow-up cellulitis. The pain intensity also decreased significantly as perceived by the Aquacel group patients. In cutaneous abscesses patients, there was faster wood healing as well as pain reduction while using antimicrobial-hydro fiber ribbon form of dressing than while using iodoform dressing. This article is important as it offers information on which choice is topper while dressing.It is recommended thatmore research on this subject as this will provide more information on subcutaneous abscesses treatment. These articles will help me in my occupational group as a nurse practitioner because of the versatility of the procedures and the information provided.In summary, this paper has critiqued two research articles related to the issue of wound packing following incision and drainage. The articles by Leinwand et al. (2013) and Alimov et al. (2013) have been critiqued in terms of their purpose, design, sample, data co llection procedures, results, and discussion.ReferencesAlimov, V., Lovecchio, F., Sinha, M., Foster, K. N., Drachman, D. (2013). Use of a silver- containing hydrofiber dressing for filling abscess cavity following incision and drainage in the emergency department A randomised controlled trial. Advances in Skin and Wound Care, 26, 20-25.Dontje, K. J. (2007). Evidence-based practice Understanding the process. Topics in Advanced Practice Nursing, 7(4).Fadnes, L., Taube, A., Tylleskar, T. (2008). How to identify information bias due to self-reporting in epidemiological research. The Internet Journal of Epidemiology, 7(2).Leinwand, M., Downing, M., Slater, D., Beck, M., Burton, K., Moyer, D. (2013). Incision and drainage of subcutaneous abscesses without the use of packing. Journal of Pediatric Surgery, 48(9), 1962-1965.Titler, M. G. (2008). The evidence for evidence-based practice implementation. Retrieved from http//www.ncbi.nlm.nih.gov/books/NBK2659/

Bipolar Disorder in Adolescents Essays -- health, spectrum disorder

Case StudyIn this paper, I will present a case study in which I will describe the struggles of living with an adolescent diagnosed with bipolar disorder. I will discuss the case, the family relationships, the causes and diagnosis, and the treatment options currently available to those with bipolar disorder in general. The train of my paper is to make the reader aware of what goes on in the life of an adolescent with bipolar disorder type II.VR is a vibrant, beautiful, fun loving 17 year old. She is witty, creative and has a deep passion for dance. Over the last couple of years however, there are many times when she becomes so blue that it is difficult for her to function. She will go to sleep immediately after school and still have a hard time getting up in the morning. My parents have received numerous phone calls from her teachers advising us that she will fall asleep in class and this is after having slept 12 hours the prior night. During these times of sorrowfulness, VR refuses to rag with her friends. In fact, she refuses to talk to anyone or do any of the activities she so thoroughly enjoys. VR also has times when she is extremely full of energy and nothing stops her. Although this doesnt happen as often, this excess energy is much more extreme than normal adolescent behavior. When she experiences these bouts of excess energy, VR talks non-stop. She talks so fast that battalion have a hard time comprehending what she is saying. It is during these episodes that she will go nights without any sleep and still function normally. In addition to days of complete sadness or excessive energy she also has to deal with erratic menstrual cycles. During these times, she gets extremely bad headaches, throws up, and bleeds qui... ...ents. Journal of Child Psychology and Psychiatry, 1, 439-449.Lewinsohn, P.M., Seeley, J.R., & Klein, D.N. (2003). bipolar disorders during adolescence. Acta Psychiatry Scan, 108(418), 47-50. Miklowitz, D.J. (2007). The graphic symbol of the family in the course and treatment of bipolar disorder. Psychological Science, 16(4), 192-194.Morris, C.D., Miklowitz, D.J., & Waxmonsky, J.A. (2007). Family-focused treatment for bipolar disorder in adults and youth. Journal of Clinical Psychology, 63(5), 433-445.Sullivan, A.E., & Miklowitz, D.J. (2010). Family functioning among adolescents with bipolar disorder. Journal of Family Psychology, 24(1), 60-67.Wilkinson, G.B., Taylor, P., & Holt, J.R. (2002). Bipolar disorder in adolescence Diagnosis and treatment. Journal of Mental Health Counseling, 24(4), 348-357.