System Development and Business Processes Essay Example | Topics and Well Written Essays - 750 words

System Development and Business Processes - Essay Example Neither the storage of this information, nor the retrieval should be a time consuming exercise. All this should happen at the click of a button. YellowPen ushers in such a product. This should therefore bring in a great reengineering in the way the internet is used. Common shareable data helps in sharing research information across an organization. Knowledge Management is defined as availability of information for the right person at the right time. Information that one needs should be available when the person needs it. This is made possible by YellowPen. By using a common server, YellowPen is able to offer its services for any body who can log on to the system using Windows. It keeps the user posted as to what are the latest postings available which she has not read by having an online icon on their job tray. YellowPen provides a personalized Knowledge Management System for every user on the net. 1. Anywhere anytime accessible repository of all their information and the related information makes this methodology a unique and usable alternate to any other storage-retrieval mechanism that is in use. 2. Storage and retrieval is on the fly. When you need to store a specific information, all that we need to do is, drag and drop the specific page. The software captures the entire page with all its graphics and images into the YellowPen system. Along with this it also captures, who did the capturing, data and time stamps in addition to the location from which this was captured. YellowPen also captures a host of metadata along with this that helps in keeping the page updated and easily searchable for instant retrieval. 3. Being an encrypted and password protected database, it makes sure that the data is available on a single server and also is very well protected. It is also very well integrated with the current trends in piping XML data over RSS or Dublin Core. Do you believe that organizations will be better served by implementing YellowPen as an additional resource in a corporation Knowledge management in a company is very important. Nearly 60% of the information or knowledge in any company is in the minds of the people. Most of this knowledge gets transferred in the form of emails which are very difficult to search and locate when the need props up. A database with all the relevant information, easy to search option and a common repository where every body puts in relevant information is very useful and would bring out at least 20% of the dormant knowledge. If every company 'knows' what it 'knows' and could make use of that dormant knowledge residing in the emails and in the minds of the people, then certainly that company would be able to beat the competition. If a large company should need personal solution for these knowledge management systems, then they could create their own server with the software, which should be very valuable for their

How Markets Functions Essay Example | Topics and Well Written Essays - 1500 words

How Markets Functions - Essay Example The paper has examined how market functions depending on the structure it adopts. Scarcity is a state where wants exceeds available resources while an opportunity cost is the foregone alternative that is actually the cost of what is chosen. An allocative efficiency is a situation where resources are utilized without waste. Cost-benefit analysis is where resources are selected on basis benefit as weighed against costs. A resource is any asset that will satisfy human wants. An economic problem arises due to availability of insufficient resources to satisfy all unlimited human needs. The challenge then is how to establish products and to allocate the factors of production of land, labor capital and entrepreneurship to attain maximum production, when is to produce and for whom. This scarcity necessitates the need for consumers to make a choice to satisfy their demand due to their limited incomes. Different economic models place choice in various economic systems. The figure below offers a typical example of an opportunity cost. Assuming that a country produces only two goods, A and B, it has to make a choice in the allocation of resources to attain maximum production efficiency and to achieve maximum utility. ... Different economic models place choice in various economic systems. The figure below offers a typical example of an opportunity cost. Assuming that a country produces only two goods, A and B, it has to make a choice in the allocation of resources to attain maximum production efficiency and to achieve maximum utility. Fig 1 Production Possibility Frontier (ppf) Possibility Frontier (ppf) Capital Goods A M E A K 0 N B Consumer goods Consumer goods The curve AB can be attained if the resources employed in production are efficiently utilized with the existing state of technology. Suppose country X decides to produce only two goods: Capital goods and consumer goods as shown on the ppf AB. If it decides to produce (OA) units of A, it will have zero OB units of A. Thus OA goods are the opportunity cost of OB goods. Occasionally, country X will allocate resources to produce little of OA and OB to maximize utility as depicted at E. In real life situations, people will have to make choices bet ween two competing alternatives. For instance, students making choices on either continuing with studies or earning, consumers to choose good A at the expense of good B or vice versa. One alternative becomes an opportunity cost for the other. Various Economic Systems Economic systems are mechanisms through which an economy works. For instance, there is socialism in which policies regarding allocation, production and distribution are left in the hand of producers and government. Others are capitalism, communism and mixed economy which functions differently. Goals of Microeconomics Micro-economics analyzes market failure, describes theoretical conditions related to perfect conditions and how these anomalies can be corrected. The theory of demand and supply

Vocabulary Learning On Low Proficiency Learners English Language Essay

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

Drown: A Consideration Essay -- essays research papers

In Drown, a collection of short stories, author Junot Diaz presents readers with an impoverished group of characters through harsh, but vivid language. Through the voice of Yunior, the narrator throughout the majority of the stories, Diaz places the blame for Yunior’s negativity and rebellious nature on the disappointment caused by his father and the childhood illusion of America. Diaz, through language and symbolism, forces readers into an emotional bond with Yunior while exposing the illusory nature of the American dream. Although intertwined with each story, â€Å"Fiesta, 1980† allows for a more concise discussion of Diaz’s purpose. Diaz’s language, even at first glance, appears very different from conventional authors:Mami’s younger sister- my tia Yrma-finally made it to the United States that year. She and Tio Miguel got themselves an apartment in the Bronx†¦He didn’t say nothing to nobody. (Drown, 23)Two aspects, his Spanish interjections into the text and his tendency to disregard English rules of grammar, surface in the opening of â€Å"Fiesta, 1980.† Yunior’s narratives contain Spanish words an average of about every other sentence. Diaz uses them to keep readers aware of Yunior’s culture and homeland, attempting to stop the â€Å"stifling† effect America often has on immigrants’ cultures. Also, Yunior’s rejection of the norms of English writing, evident in the phrases â€Å"got themselves† and †nothing to nobody† in the above quote, gives his narratives a certain rebellious quality. Not only does he rebel against America’s tendency to smother cultural values but rebelling against American rules in general, even the rules of grammar. Diaz continues his grammatical attack on the United States’ rules with his lack of quotation marks:Papi pulled me to my feet by my ear.If you throw up-I wont I c ried, tears in my eyes†¦Ya, Ramon, ya. It’s not his fault, Mami said.All of the conversations are printed in the manner above, without any quotation marks and sometimes even a new paragraph to indicate another speaker. Diaz successfully attacks the United States in Yunior’s defense, but through language style rather than blatant statements.Yunior’s narration, besides being a political one, also appears very negative, but also extremely personal. His voice is conversational, which has a powerful effect:†¦trooped back into the living room with their plates a-heaping and all the adu... ...ing. Although, in reality, Yunior is able to eat in America, this symbolizes his inability to enjoy any progress his family makes. Papi’s fingers â€Å"weren’t gentle†, once again referring to the difficulty Yunior has accepting America’s reality, harsh and invading. Papi’s reply â€Å"because I said so† alludes to the lack of answers America offers to Yunior’s questioning of authority and the broken promises.Diaz’s symbolism mainly concerns his ideas about the image of America and the reality immigrants must face after such high hopes. Mami and Papi not only represent different countries, but an internal conflict within Yunior. He wants to believe that their family has finally achieved a level of success, but has become so hardened against hoping that he physically and mentally cannot accept it. Overall, the stories in Drown possess both a sadness and an anger.Yunior’s voice, although often vulgar and negative, draws readers into his life. As we read, we form a bond with Yunior. In doing so we move to another level, the political one Diaz wants to express. Thus, in â€Å"knowing† Yunior, Diaz’s cause also becomes important to readers, exposing the American dream for what it is: an illusion.

Distracted by Today’s Technology Essay

We are part of a country that is focused on making life easier and faster. Technology is something that is constantly on the rise, we are always looking for that new gadget better than the last that is meant to facilitate the everyday life. As a result, many people are starting to lose the ability to show emotions or even carry on a face-to-face conversation, therefore making it difficult for those individuals to develop appropriate social skills. Unfortunately, we fail to see the damage that is being caused by the amount of time being spent on texting, playing with video games, or spending countless hours on social networks as an alternative to making new acquaintances or spending quality time with their loved ones. Let’s start with text messages, known as one of the most popular method of communication these days. It is an unavoidable fact that the text message has become a necessary part of our lives. Like with new couples, who are unable to attain an appropriate sense of what their new partner is actually like. These couples often prefer the convenience of texting as a way of getting to know each other, as opposed to talking on the phone or going on dates. What they fail to realize is that, by trying to maintain a relationship mostly through texting and with barely any physical interaction they are truly inhibiting their ability to assess reactions, expressions or feelings shown by the other person. Sadly, these couples usually choose to end their relationship before knowing if it truly had a chance to flourish into a something meaningful. Although talking on a cellular phone while behind the wheel of a car has been proven to be dangerous, it has now taken a back seat to those drivers who surf the internet and text while on the road. According to a study done by The American Automobile Association, forty-six percent of teens who were interviewed admitted to being distracted behind the wheel because of texting. Many parents will instruct their children not to text while behind the wheel, when in all reality they are not following what they preach by continuing to put us all at risk. Overall, it is a real source of concern that these individuals are consciously adding to the increasing number of accidents on our roads today. Then we have video games, which have been around for decades. In recent years, the popularity of video games has sky rocketed amongst our youth. Our children are learning how to hijack a car from a pregnant mother with her two kids, shoot a gangster with an automatic weapon, and even drag race down the streets of a quiet neighborhood, all from the comfort of their couch. The days of going outside to play with friends and bike riding have been replaced by sitting in front of a television set and playing with your Nintendo, Xbox, or PlayStation, just to name a few. Homework and chores are often overlooked, but worse are the many parents that are using these gaming devices as babysitters as an alternative to spending quality time with their kids. Many parents remain satisfied by simply knowing that their children are safely in the house, dismissing the possibility their children are becoming couch potatoes with no social skills. Sadly, many of these children are not receiving any other exercise than what is given during their P.E. class in school. These are the children that will likely end up as obese, anti-social members of our society. Lastly, we are now surrounded by social networking sites like Facebook, Myspace and Twitter that are dedicated to connecting friends and family that live all around the world with the intentions of increasing communication between them. Friends can post pictures, write about what they are doing at the moment, and surf other friends profiles. While we cannot deny the benefits that these sites may provide, we should also not fail to realize the many dangers that can be linked to these social networks. Computer viruses are one of the most common disadvantages seen with social networks, one wrong click and you could send all you personal information to some crook across the country. But more damaging are the ill effects that our children are likely to encounter. Cyber bullying is much more intense and malicious than what some of us may have experienced in our high school hallways. Teasing, harassing, and name calling are now posted on the internet for everyone to see. In 2006, a teenage girl committed suicide for the constant bullying she received from her classmates and even one of their parents, her mother never suspected any of it. More importantly, many children and teenagers are now sharing too much information with strangers that they meet online, believing they are someone of their same age and with their same interests. Unknowingly, they are making themselves easy targets for predators of all kinds. This could possibly be avoided if parents were to limit the time spent online and diligently monitor their internet usage. I understand that some people may disagree with my views on the damaging effects that could be associated with allowing too much technology into all aspects of our lives. At the end of the day, what are the benefits we are receiving from allowing technology to play such a large role in our lives? Are we coming together at the end of the day? The days of â€Å"family dinner time† are slowly becoming memories of the past. Fewer are the families that sit around a table to share a meal, socialize, and relate stories about their day. We are missing out on opportunities to bond with our children and watch them grow. As well as new couples that would benefit from more phone conversations and dates, perhaps giving themselves a better chance at a more meaningful and stable relationship, possibly reducing the current divorce rates. It is a fact that we live in a world that technology has become a must in our lives. We are now dependent on cellular phones, and computers, while our children are consumed by their games. I also agree that all of the advancements made by technology are simply indented to somehow improve the way we function on a daily basis. But there should be a limit to how much technology we allow in our lives. Maybe we should make an effort to dedicate time to our families by turning off the cellular phone and put aside the computer a few nights a week. The benefits we will receive for maintaining a loving and nurturing relationship with our loved ones will continue to be evident for years to come.

If a Patient Develops a Blood Clot in the Femoral Vein Essay

If a patient develops a blood clot in the femoral vein of the left lower limb and a portion of the clot breaks loose, where is the blood flow likely to carry the embolus? What symptoms are likely? To add to your thoughts, the blood flow is likely to carry the embolus to the patient’s lungs. This is called a pulmonary embolism. Pulmonary embolisms usually originate in the legs, like in this case. They are caused by a blood clot that has traveled to your lungs. There are a lot of factors that can determine what kind of symptoms you have with pulmonary embolisms. For example, how much of the patient’s lung is involved in the clot, the size of the clot, and the patient’s overall health — especially the presence or absence of underlying lung disease or heart disease. Some common symptoms of a pulmonary embolism include shortness of breath, coughing, and chest pain. Shortness of breath is usually the first symptom that occurs and can happen whether you are exercising or just sitting. Chest pain can also happen when you are just resting, but will also get worse when you are active. This pain may feel like you are having a heart attack. Coughing also occurs, but can produce bloody sputum. Other symptoms include wheezing, weak pulse, rapid and irregular heartbeat, and lightheadedness that could lead to fainting. It is very important that you go the doctor immediately if you experience these symptoms, as this can be life threatening.