The Things They Carried Essay Example for Free

The Things They Carried Essay Every work of literature has a recurring theme. Whether it is about a love, guilt or a desire for revenge, every character comes across a struggle between their passion and responsibility. The Things They Carried features many characters that overcome conflicts. Jimmy cross struggles with his responsibility to his men as well as his love for a woman that does not love him back. Lieutenant Jimmy Cross is a young, carefree man who is still searching for his future. Without realizing what he was getting himself into, he applies for the Reserve Officers Training Corps at his college in New Jersey. Many of his friends knew he did not care about the war. Even Cross himself never gave it a second thought. He never thought he would actually go to war by taking the Reserve Officers Training Corps course. Later that year, he is drafted to the war as Lieutenant of several men under his charge, and he is unsure about everything he does. He had no desire to be a team leader, let alone lead a group of men into a blind war. Up until the day he was drafted, Jimmy Cross did not care for the war and what was happening. Being only a sophomore in college, he was still a young man with no experience when it came to war and being Lieutenant. As the war goes on, Cross begins to grasp that he is responsible for the safety of his own men. Although he did not want to be, he understood that someone had to be the leader. While they were all in Vietnam for the war, Jimmy Cross’ men find him day dreaming frequently. His mind was on Martha, a woman he fell in love with while attending college in New Jersey. Even he would find himself day dreaming about old memories of her and what his future would be like with Martha. Lieutenant Cross carried various reminders of his love for her. He would often read letters from her and gaze at her photographs she sent him. He knew she did not love him back like how he loved her. Cross wished things were different between the two of them. He wanted her to love him back but he knew that was too good to be true. When Ted Lavender died, Jimmy blamed himself. He felt guilty for not watching over his men at the time when they needed him the most. He should have saved Lavender but instead, his mind was filled with thoughts of Martha, a woman who gave no indication of ever loving him back. As a result, Lieutenant Jimmy Cross struggles to make the right decision for his men and burns all letters, photographs and memories of Martha. His struggle for Martha’s love kept him from protecting his men and he now holds guilt for Lavender’s death deep within. Lieutenant Jimmy Cross struggled throughout the novel frequently. He had conflicts with what he wanted from Martha, and his responsibility to his soldiers. In the end, Cross steps up and takes control of his situation. He becomes the leader that everyone expects him to be by giving up Martha and focusing on the war and his men. Lieutenant Jimmy Cross did what was right for his men to keep them safe from harm.

The under achievement of boys in Language Learning

The under achievement of boys in Language Learning For many years, research has been carried out in the field of applied linguistics, predominantly from a psychological perspective, on the attitudes towards foreign language positioning gender issues as important in understanding attitudes towards learning (Powell Batters, 1985; Loulidi, 1990; Bacon Finnemann, 1992; Ellis, 1994; Clark Trafford, 1995, 1996), sited in Kobayashi 2002:181). Gender differences in attitudes towards learning foreign languages have been repeatedly witnessed, compelling researchers to provide an explanation for the fact by drawing attention on the ways that gender may affect ones attitude in learning a foreign language. Foreign languages in schools have been rendered as the subject in which the disparity between girls and boys performance is at its greatest (Barton (2002), sited in Murphy 2010:81). Considerable international data has emerged (Field, 2000; Chavez, 2001; Carr and Pauells, 2006), illustrating that achievement and participation in foreign languages in schools seems to be predominantly the domain of girls (Murphy, 2010). The underachievement of boys in language learning, the low participation of boys in foreign language modules as well the negative attitudes of boys towards the learning of a language has led in research trying to identify the underlying reasons. The gender gap noticed in performance on foreign languages at an international level (Murphy, 2010), has led in gender to be considered other than the socioeconomic background of students, also an important factor in understanding the attitudes of both girls and boys in learning foreign languages at school. This paper seeks to explore and bring together the various factors affecting boys attitudes towards the learning of a language. It attempts to understand why foreign language learning may be experiencing a particular delineation of participation and achievement along gender lines and to raise awareness of the issue of boys and foreign language learning. Moreover, this paper shall draw attention on the various methods that teachers could employ in order to motivate boys and raise their involvement and achievement. Boys and foreign language learning Nowadays, due to an enormous amount of statistical information it is widely accepted that boys perform less well than girls in all kinds of schools with the greatest gap found in foreign languages (Murphy, 2010). Davies (2004) points out that researchers over the past decade (Barton, 2002; Jones Jones, 2002; Clark Trafford, 1996) have noted, in particular, that the disparity in performance between boys and girls is significantly greater in modern languages than in other areas of the curriculum. The option of learning a foreign language is not taken seriously by boys in schools with the majority of them refusing it or not fully becoming engaged with it (Murphy, 2010). Clark (1998) and Chavez (2001) argue that in reality, from the moment foreign language study becomes optional and as the study of foreign languages become more advanced in school systems, classrooms across the English language dominant communities of the world are inhabited primarily by girls(Murphy, 2010:81). Data tak en from the UK, Australia and New Zealand shows the low participation of boys in foreign language learning. At advanced levels of foreign language learning in schools across these countries boys only count 24-38% of all students with an average of only 33% of male participation (Muprhy, 2010). In the UK specifically, the gender-gap in achievement among several subjects has been recognized by the government which in the Standards for Qualified Teacher Status has made explicit reference of the distinctive needs of boys and girls (Murphy, 2010) leading in teachers having as one of their main targets the development of strategies to respond to the different needs (Davies, 2004). It has been noticed that boys in the UK educational system generally have less favourable attitudes towards foreign language learning than girls and are less likely to take a language in a public examination (Pritchard, 1987:65). Davies (2004), points out that in 2000 the average size of the gender gap across subjects (i.e. girls results minus boys) was 9.2%, which prompted headlines such as Girls stay top of the class in GCSEs (Guardian) and GCSE results reveal that boys are failing to close the gender gap (Independent). The GCSE results in 2001 and 2002 have shown that the gender gap across all subje cts is persisting at 9% with a higher figure of 15.6% in modern languages indicating that boys are underperforming more severely in this subject; a phenomenon also confirmed by the Nuffield Languages Inquiry (Davies 2004). For example, in 2000, statistics showed 44% of boys achieved grades A*-C in French whereas 60% of girls achieved those marks. Comparable results were found in German with 49% of boys achieving Grades A*-C compared to 63% of girls in the same year (Davies, 2004). Bradford and Noble (2000) point out that an examination of the GCSE (General Certificate of Secondary Education) results as well as A-levels confirms that girls do far better than boys in foreign languages. Davies (2004) argues that if GCSE results serve as an indicator of linguistic performance that means that although statistics have shown some progress since 1992, the gender gap remains wide. In all secondary school subjects, modern languages are the most likely to be dropped by boys at key stage 4, being the least popular amongst the other subjects (Bradford Noble 2000). Main Concerns The above facts have led in a considerable amount of concern to be expressed about the underachievement of boys in various subjects, especially foreign languages (Williams et al. 2002). As we enter the next millennium, it is the underachievement of boys that has become one of the biggest challenges facing society today (Wragg (1997), sited in Williams et al. 2002:508). A major concern is that due to the increasing disproportion between the percentage of girls and boys taking public examination in the five most popular languages taught in the UK (Powell 1979; Hawkins 1981) the profession of language teaching is becoming increasingly feminized (Pritchard, 1987). According to Pritchard (1987), this is also a matter of concern as it means that fewer and fewer boys are likely to be available for training as future language teachers, a fact which makes it increasingly possible that boys will be taught predominantly by women teachers (Pritchard, 1987: 65). In turn this is more likely to enhance the perception of boys that languages are a girl subject contributing in the maintenance of a vicious circle leading in boys underachievement in languages (Pritchard, 1987). This leads in further concerns arising as language learning may be seen as a key component in pursuing the objectives of co-operation between states, respect for the identity of others and the promotion of mutual understanding (Moys (1998), sited in Williams et al. 2002:508). According to Graddol (1997), we move into an era where peoples future will need to be based on multilingualism therefore such a situation has severe consequences (Williams et al., 2002). The Nuffield Inquiry points to the need for foreign languages in the new century from a European perspective, from a business stance, and because of the rising need for international communication and highlights the fact that many employees in Europe can speak a second, third and fourth language. Speaking English alone will not be enough to ensure a full and productive participation in the 21st Century (Graddol (1997), sited in Williams et al., 2002). Moreover, Williams et al. (2002) point out that both the Department for Trade and Industry (DTI) and the Nuffield Inquiry indicate that there is a need for foreign language as the lack of it has been a major barrier in business. The Nuffield Inquiry identifies that there is an inadequate supply of language skills available to industry across a range of languages and points out that UK companies are more deficient in linguistic and cultural competence than their major European competitors. It recommends that in order to promote international understanding and contribute to economic success the government should show commitment in setting a national policy agenda for languages and enhance international dimension in education (Williams et al., 2002). Reviewing the reasons To be able to deal with these issues one (either that is the government, school or teachers) must be aware of the personal, interpersonal and external factors leading in boys opting out or underachieving in foreign language learning. As according to the Office of National Statistics (1999) girls consistently outperform boys both in GCSE and A-Levels in modern languages there must be mainly gender differences that cause this consistency. Muprhy (2010) argues that efforts to understand and to explain the effect of gender on language learning, and in this case in particular foreign-language learning, can generally be categorised into the traditional binary structure of either nature or nurture (Murphy, 2010:89). According to Murphy (2010), differences in language learning between girls and boys may be attributed to two positions namely, the essentialist and anti-essentialist position. The essentialist position contends that there are innate and inherent brain differences between females and males, which result in different language learning abilities for the two sexes (Young and Brozo (2001), sited in Murphy, 2010). According to the essentialist position, linguistic information goes directly to the seat of language processing in the female brain, whereas males use sensory machinery to do a great deal of work in untangling linguistic data resulting in more inefficient processing of language (Murphy, 2010:89). As per this perspective girls are qualified with possessing other innate characteristics that give them advantage in foreign language classes i.e. enhanced aural, oral and memory skills as well as social and collaborative learning styles, intrinsic motivation and concentration (Murphy, 2010). Cecco and Shaw (2008), point out that according to brain research brains develop differently according to gender even before we are born, with females having more language centres and males having more visuo-spatial centres. Moreover, they point out that there are three preferred ways of learning i.e. auditory, visual and kinaesthetic, with the visual and kinaesthetic learners processing information mainly from the right side of the brain, the dominant side in boys learning. According to Noble et al. (2001), verbal and linguistic intelligence required for language learning is linked to the auditory learning the weakest style in boys (Cecco and Shaw, 2008). The anti-essentialist position holds a socio-cultural perspective contending that gender is about socially constructed maleness and femaleness and the performance of same (Murphy, 2010). Carr and Pauwels (2006) argue that it is generally accepted that enduring hegemonic versions of masculinity in society accord little importance to the oracy skills, personal expression, disclosure, introspection, exploration and literate practices, which form the bedrock of foreign language classroom practice (Carr and Pauwels (2006), sited in Murphy, 2010:89). According to this perspective, language classrooms therefore involve ways of working and learning, which contradict the dominant versions of masculinity, that frame many males out-of-school experience (Gilbert and Gilbert 1998; Hall and Coles 2001, sited in Murphy, 2010). As males of school-going age experience particular pressure to be accepted, to conform and to perform hegemonic versions of masculinity many males will avoid, dismiss and rej ect peer-disdained activities (Rankin et al., 2004) of which foreign language is one, with the resulting consequences for relative male participation and achievement (Murphy, 2010). According to Cecco and Shaw (2008), the factors for gender differences explained by nurture cover various learned attitudes and behaviours that seem often to be modelled unconsciously. Minns (1991) argues that social and cultural attitudes about gender are learnt from birth and are modelled and reinforced, often unconsciously, by parents and other significant adults, including teachers (Minns 1991, sited in Cecco and Shaw 2008:11). Bleach (1998) also argues that socialisation towards particular roles takes place based on the adult version of appropriate behaviour (Cecco and Shaw, 2008). According to Barton (1997), differentiation between the sexes from birth is inevitable and important as our identity is determined by the knowledge of our sex. Most parents encourage behaviours appropriate to the childs gender e.g. males are expected to be more noisy and adventurous whereas girls are supposed to be passive and dependent to others. The toys and games given to children nature the characteristics conforming each gender. e.g. cars and building kits foster creativity and spatial awareness whereas dolls, teady bears or domestic appliances such as cookers mostly resemble human or animal life (Barton, 1997). Therefore, Barton (1997) argues that if we consider the prerequisites for language learning, it becomes clear that girls toys, promoting human contact and communication, give them [girls] an immediate advantage over boys (Barton, 1997:11). Moreover, it is argued that role models in the home have an influence in the childs life and ways of learning (Barton, 1997). The male figure model is more practical and goes out to work daily whereas the female prepares meals, takes care of the children and doesnt work so hard. Even where children live in an environment which does not conform to domestic norms they may be influenced by those stereotypes through the media. Therefore, their learning is also influenced as girls are meant to sit down and abuse their brains whereas boys are meant to move around. (Barton, 1997) Furthermore, studies have showed that both parents and teachers interactions with children can either consciously or otherwise endorse the different approaches of the two sexes to language use (Barton, 1997). Fagots (1977) study revealed that teachers interactions with girls were more verbal whereas they tended to join in with boys play (Barton, 1997). Boys unwillingness to listen to others as well as the challenge required by them in order to get motivated do not enable them to perform well in language learning as the lesson makes demands of them that are inconsistent with the linguistic role normally expected of them by the society (Barton, 1997). Moreover, peer pressure is considered to be an important social factor affecting the attitudes of boys towards learning a language. Youngs research (1994) offers much in support of the view that learner perceptions and experience of peer attitudes concerning school, education, foreign language learning in general or the learning of a particular language in question may exert considerable influence on the individuals own FLL orientation, attitudes and motivation (Bartram, 2006:47). Also, Walqui (2000) argues that teenage peer pressure usually has a negative effect on language learning due to the performance element involved in this learning which may provoke feelings of insecurity and embarrassment (Bartram, 2006). According to Barton (1997) male adolescents will, no doubt, find it much more difficult than females to relinquish their hold on their primary means of communication and expose their breaking voices to their peers ridicule (Barton, 1997:12).The fact that males have a need t o show off and be thought as successful does not allow them to get involved with something that would make them feel insecure or embarrassed. Boys [] think success is sad, and that image is all-important (Hofkins, (1995), siten in Barton, 1997:12). In addition, peer group pressure is considered be a key reason for the demotivation of boys in learning languages as according to Court (2001) boys need to assert their emerging sexual identity (Bartram, 2006). Due to the feminised associations of language learning boys usually reject it or do not get involved with it. Barton (1997) argues that making clear ones sexual identity and appearing one of the lads is, it seems, foremost in the male adolescent mind and is often achieved by appearing uninterested and boasting of missed homework (Barton, 1997:12). In their momentous study of psychological research published, Jacklin and Macoby (1974) came to the conclusion that boys are more susceptible to peer pressure than girls with teachers and advisors investigating male underachievement coming up with remarkably similar findings (Barton, 1997). The fact that boys need to assert their sexual identity can be supported by studies into attitudes and motivation towards learning different languages in the UK. Chambers reported a differential rise in the number of students entering for GCSE examinations in French (4%) and German (22%) between 1991 and 1994 (Williams et al., 2002). Philips and Filmer-Sankeys (1993) findings showed that the majority of pupils of both sexes preferred learning German to learning French and that more boys than girls showed an interest in learning German. According to Barton (1997), this is due to the fact that German has a masculine image and is viewed as more useful by boys for industry and commerce. Interviews of students have revealed that French is considered feminine and not cool for boys to make an effort in learning French (Williams et al., 2002). In the popular imagination French would be associated with fine wines, good cooking, haute couture and luxurious perfumes all either domestic or feminine in orientation [whereas] German language is associated in pupils minds with masculine-type imagery such as war, harshness, strictness, shouting, the Nazis and Hitler (Pritchard, 1987:65). The fact that French is considered as feminine is considered to contribute in the low motivation and achievement of boys in French as they do not wish to harm their image and sexual identity. Furthermore, the fact that the most popular and widely taught language in the UK is French is particularly offputting boys who are far less inclined than girls to see French as useful to them in a future job or course of study (Powell and Littlewood, 1983) (Pritchard, 1987). Moreover, there has been evidence to suggest that boys rate French as more difficult (Clark Trafford, 1996), less important (Powell Batters, 1985) and less relevant to their future lives than girls (Pritchard, 1987) (Court, 2001:7). Stables and Wikeley (1999) found that other reasons putting boys off involve the belief that modern languages are difficult and that they are not required for international communication. Although science and mathematics may also be considered as difficult, boys view the effort as necessary due to the importance of the qualification. Stables and Wikeley (1999) point out that Employers do not, in general, require GCSE in a modern language; to be more exact, pupils seem little aware that they might. Thus the difficulty that many pre-GCSE pupils seem to find with modern foreign languages is not offset in many cases by the belief that the effort is really worthwhile (Stables and Wikeley, 1999:30). Moreover, Stables and Wikeley (1999) argue that in the UK where the home language is also the dominant international language, motivation to learn is inevitably less than in countries where failure to speak other languages is seen as severely personally limiting. As members of a national cultur e with strong international standing, pupils may also lack motivation in the form of curiosity about other national cultures (Stables and Wikeley, 1999). What also seems to de-motivate male students in learning foreign languages is the lesson content itself as well as the assessment methods used. Barton (1997) points out that features of the language lesson may seem as a threat to male identity. Reading fictional novels, that is considered as a feminine activity, puts boys off as they prefer informative texts such as newspapers, articles and comics; a thing which needs to be bared in mind by teachers and educators. Moreover, as dialogue is crucial in learning a language, boys usually hesitate to get involved as dialogues indicate vulnerability (Barton, 1997). Boys usually hesitate to ask for directions or corrections. In an investigation into patterns of interactions in foreign language classes, Sunderland (1998) found that even if boys did talk more, the girls exhibited more sophisticated interactions, and actively created learning opportunities for themselves and took advantage of those the teacher provided them with (Sunderland (19 98), sited in Williams et al. 2002:508) Furthermore, due to the fact that boys from a young age are not taught to sit still and listen but to search for the experience, they are unable to concentrate on language tasks, leading in teachers complaining about boys attitude in the classroom (Barton, 1997). Moreover, Jones and Jones (2001) have found that boys see modern languages as different from other subjects mainly because of the central position of the teacher in the language classroom and that boys who are underperforming tend to see the teacher as responsible for the difficulties they are having because the pedagogy of modern languages is so teacher-centred ( Cecco and Shaw, 2008:7). In addition, Cecco and Shaw (2008) point out that boys attributes are not particularly favoured by the requirements of coursework, i.e. sustained effort, process as well as outcome and often a considerable amount of well-presented written work. Although exams themselves may suit boys sudden bursts of effort, national awards in recent years have incorporated increased amounts of coursework. However, Arnot et al. (1998) argue that fairness to all learners involves a variety of assessment modes so that all pupils have opportunities to produce their best performance (Cecco Shaw, 2008). Other factors that seem to contribute in the underachievement of boys include the sex of the teacher as well as teacher expectations. As mentioned in the previous section most language teachers are females and this is considered to perpetuate the myth that languages are feminine subjects. However, Clark and Traffords recent survey showed that students ascribed more importance to teachers personalities than to their sex and many boys in Powell and Batters study preferred a female teacher because it contributed to their overall perception of languages as an easy, non-serious subject (Barton, 1997). On the other hand it is argued that a boy who is susceptible to peer pressure (found most commonly in the weaker sets) will not be highly motivated to set himself apart from his fellows and affiliate himself with a subject dominated by feminine connotations (Barton, 1997: 13). In addition, the fact that the gender-gap in language learning is widely acknowledged as well as boys attitudes towards the subject often leads in teachers being either consciously or unconsiously biased towards their students. Although there is not much evidence to support this it is argued that teachers will focus their attention on the girls, assuming that the boys will not be interested in continuing their study of a feminine subject (Barton, 1997:14). This leads in enhancing both their belief that foreign languages are feminine and their negative attitudes towards the language. Raising boys achievement The above factors discussed lead into boys being de-motivated to learn the language resulting in their underachievement. The findings of a group of PGCE students at Goldsmiths College conducting interviews in two schools to ask boys why they thought girls did better at Modern Languages predictably showed poor motivation as a key factor: Us boys dont take it seriously. Some days, I just think oh its French today and I aint going to try very hard if I dont want. (Harris, 1998:57) Cecco and Shaw (2008) point out that motivation is a central component to successfully acquire knowledge and that lack of motivation can hinder learning whereas being motivated can greatly enhance it. Particularly welcome is the assumption that motivation can be increased or decreased; that it is not a unitary characteristic of which learners have a lot or a little (Cecco and Shaw, 2008:6) The issue of motivation has always been on the agenda in language learning. In order to raise boys motivation educators and teachers need to be aware of the motivational conditions identified by psychologists and also have an insight into the ways boys learn in order to modify the classroom context to meet boys learning needs. According to Cecco and Shaw (2008), three sets of motivational conditions identified by Dornyei (1994) have also been found useful for providing a framework for the classroom context. These are a) course-specific motivational components which relate to the motivational influence of the syllabus, teaching materials, teaching methods and learning activities, b) teacher-specific motivational components which relate to the teacher-pupil relationship, the teachers approach to the management of behaviour, the promotion of the sharing of ideas between pupils as well as between teacher and pupils and the provision of motivating feedback and c)group-specific motivational components which relate to the dynamics of the learning group, its participation in collaboration, its shared goals and shared norms of behaviour (Cecco and Shaw, 2008). As far as how boys learn, Hannan (1996) offers an insight into the typical boy learner and cites the following characteristics. Boys are doers first and thinkers second, they have a shorter concentration span, they get easily bored, they have weaker listening and verbal skills as well as social and collaborative skills, they have less ability to organize and plan work, they are highly influenced by their peer group and they seek immediate gratification. In the following paragraphs, by having in mind the reasons for boys underachievement, the motivational conditions and the ways in which boys learn, various ways that could help raise their motivation shall be discussed. Although as has been discussed social norms to a great extend seem to affect boys attitudes towards language learning, some steps could be made on the part of teachers in order to enhance boys motivation and achievement. According to Ofsted (2003), improving the achievement of boys is a complex matter in which interlinked factors play important parts including a positive learning ethos, good teaching and classroom management, close monitoring of individuals and effective support for learning. Ofsted (2003) argues that these factors are significant in all schools and are relevant to girls as well as boys (OfSTED, 2003). It must be noted that the strategies suggested should not disadvantage the learning of girls but to incorporate them so that they enhance boys participation and involvement. Taken that boys underachieve in languages, due to the fact that they are considered to be feminine, teachers should encourage an atmosphere that would raise boys will to participate. Boys perceive languages as feminine as they consider girls to be better at them and as the majority of them consider typical topics like wine, cooking and haute couture to be feminine in orientation (Pritchard, 1987:69) What can be done, therefore, is to provide challenging exercises and integrate materials that attract boys attention such as articles, newspapers and comics (Noble and Bradford, 2000). As boys like challenge, challenging activities shall get them involved e.g. giving them team quizzes about the set texts and marry this with competition. Moreover, as boys tend to read non-fiction, including articles that involve sports, technology or hobbies would probably lead to more commitment to reading by boys. Increasing the choice of reading resources available in the language classroom is essential , as this would show consideration of boys preferences. Diversity in the materials used is required to meet both the needs of boys and girls (Noble and Bradford, 2000). Moreover, although language teachers are usually biased, they should not allow this to let them treat boys differently from girls. By devoting their attention to girls assuming boys are uninterested in the learning of the language would have indirect implications for boys achievement as less attention would mean less language opportunities (Court, 2001). Even though studies (Spencer, 1998) have found that boys receive around 2/3 of teachers attention during class much of it is negative as it arises from discipline problems appearing to receive less praise than girls (Harris, 1998). Harris argues that insensitive feedback may serve only to foster the macho image that boys are tough and you dont need to worry about hurting their feelings (Harris, 198:61). Instead teachers should encourage the participation of boys into the lesson and praise them for their involvement without harming their image. However, Harris (1998) suggests that due to the nature of peer pressure this should not alw ays be praised in front of the class as it may not be seen as cool but should also be done also on an individual basis either on an individual basis or positive comments on homework. Without it boys shall remain unmotivated, behave badly and produce poor quality work, becoming even more convinced that they are not good at languages and feel justified by making even less effort. In addition, teachers should allow boys to do things rather than being more teacher-centered. According to Harris (1998), this would give them more flexibility to really adapt things to their way of learning. Graham and Rees (1995) suggest that boys need to have some sense of control because by learning what they feel they need to know in a way that is appropriate for them accelerates their learning (Harris, 1998). The Ofsted report Boys and English (1993) concluded that boys performance improves when they have a clear understanding of the progress they need in order to achieve (Harris, 1998). Harris (1998) suggests that clear and explicit guidelines should be given to boys in order to help them progress and that it is not enough to offer pupils greater independence in their learning. Teachers should also equip them with the tools or strategies that will enable them to go about it. Nunan (1995) points out it is a mistake to assume that learners come into the language classroom with a natural ability to make choices about what and how to learn (Numan (1995), sited in Harris, 1998:58). OMalley and Chamot (1990) identify three types of strategies that the teachers should help the boys to develop; metacognitive strategies which deal with planning and evaluating learning, cognitive strategies which deal with grappling directly with the language itself and social and affective strategies through whic h the learner interacts with others or controls their own emotional response to the learning situation (Harris, 1998). According to Ofsted (1993), female students use more learning strategies than males and use them more often therefore it is important for teachers to intervene systematically with some strategy instruction to enable boys to develop their learning strategies (Harris, 1998). By developing these strategies boys shall be able to control their own learning. Rather than feeling that there is nothing they can do about their lack of success other than give up, it makes explicit what can be done to improve and locates the responsibility firmly on them (Harris, 1998:59). In addition, we have noted earlier that boys tend to like audio-visual work. Incorporating the use of computers in the language classroom would not only be see

A study on Fraud prevention and Detection

A study on Fraud prevention and Detection The aim of this writing is to present how fraud is defined today, why fraud prevention and detection is global concern and introduce main means of detecting and preventing fraud. It can be seen that fraud can range from small employee theft, fruitless behaviour, embezzlement of company`s assets and fraudulent financial reporting. This kind of actions can have strong adverse effect on company`s market value, reputation and it reduces company`s power to achieve its strategic objectives, etc. Lately, numerous cases that found themselves in limelight of public attention, such as Enron and WorldCom, sensitized everyones awareness about the effect of fraudulent and deceptive reporting. Therefore, large number of companies started to be more proactive in taking serious measures to prevent and detect its occurrence. The jeopardy of fraud can be minimized through effective combination of prevention, deterrence and detection measures. As it will be described in more detail in the rest of this paper, fraud can be very hard to detect. As means of detection are becoming more sophisticated, so do the ways of committing fraud. For this very reason every company should strongly emphasise fraud prevention, which can definitely reduce chances for fraud to take place, and fraud detection, which can create atmosphere at work that fraud will be detected and committers will be punished. Moreover, costs for fraud prevention are less expensive than the time and money needed for fraud detection and investigation. Definition Defining fraud can be harder than it seems. It is a term that can be heard very often in everyday life. Though, what is meant by fraud in business world can be somewhat different. Finding consistent meaning and precise definition of fraud is crucial for understanding it. For this reason a few legal definitions of what is considered by fraud will be presented. In UK fraud is defined in Fraud Act form 2006. In explanatory notes to Fraud Act 2006, Chapter 35 it can be seen that there are several ways fraud can be committed, such as: by false representation (person must make dishonest and false representation with clear intention to gain or cause loss to other party), by failing to disclose information (failing to disclose an important information to another person to which you have legal duty to disclose it, is considered as fraud), by abuse of position (abusing privileged position, where by virtue of this position a person is expected to protect another`s financial interest and do not act against those intersperses), by gaining or losing property dishonestly (whether material or intellectual), possession of items for use in fraud, making or supplying articles for use in fraud (for example manufacturing machines for false money making), by participating in fraudulent business carried out on by sole trader (fraudulent trading for under the companies legislation), by taking part in fraudulent business carried on by a company, obtaining service dishonestly (for example by avoiding payment) and liability of company officers for offences by company (if a person has specific corporate role for which is responsible, it usually applies to directors, managers, etc). In USA there are numerous state and federal laws which are regulating fraud in number of areas, such as consumer fraud, insurance fraud, corporate fraud, etc. Summary of what is generally perceived as fraud leads one to conclude that there are some similarities with fraud definition in UK by Fraud Act 2006. In both cases there must be purposive misinterpretation of facts made by one, fully aware party in order to cause injury or damage (material, intellectual, etc.) to other party. Fraud of failing to disclose information in U.S. is interpreted as omission or `purposive failure to state material facts, which nondisclosure makes other statement misleading` (www.uslegal.com) Moreover, in Canada fraud is classified as criminal offence. In Canada`s Criminal Code, Article 380 (1) and 380 (2) it is stated clearly that fraud is considered to be any fraudulent behaviour designed to manipulate other party, so as this party will give something of value to him/her by means of lying purposively misleading the second party although fully aware of falseness of that act hiding a fact from the other part which may have prevented the party to suffer any kind of loss or damage. Additionally, `every one who, by deceit, falsehood or other fraudulent means, whether or not it is a false pretence within the meaning of this Act, defrauds the public or any person, whether ascertained or not, of any property, money or valuable security or any service (or) with intent to defraud, affects the public market price of stocks, shares, merchandise or anything that is offered for sale to the public` Canada`s Criminal Code, Article 380 (1). Contemporary researchers (Weirich and Reinstein, 2000; Albrecht et al., 1994, 1995) define fraud as intentional deception, stealing and cheating investors, creditors, public, government bodies, etc. Statement on Auditing Standards (SAS) No. 82 identifies two separate fraud types: Fraudulent financial reporting or management fraud (managers try to report inflated profit, overstates assets and revenues or understate expenses and liabilities with intention to modify financial statements) and Misappropriation of assets or employee fraud (employees steal money or other companies belongings). This statement also points out different fraud schemes such as employee embezzlement, management fraud, investment scams, vendor fraud, customer fraud, and miscellaneous fraud. However, it can be concluded that though these countries have similar definitions of what fraudulent activities are considered to be, there are substantial differences. Businesses operating in different countries, especially multinational companies, must be aware of these differences, acts and statements as they are the one in greatest danger suffering from not thoroughly knowing them. Causes associated with individuals committing fraud Fraud Triangle Before explaining main methods and bodies within company responsible for prevention and detection of fraud, psychological factors that might influence the behaviour of fraud committers must be mentioned. It is suggested (Moyes and Hasan, 1996; Hernan, 2008) that the best way of fraud prevention is understanding what main drivers of fraud are. The three following drivers are most commonly known as fraud triangle. Need there are numerous types of financial pressure, gambling habits or maybe unreasonably high expectations of high returns that create enough pressure for management to commit financial statement fraud. Some warning signs of pressure in organization and among employees could be discovered by internal control questionnaires, interview with managers, surveys or communication with employees. Opportunity people often see opportunity to commit fraud when internal control system in organization is weak. Internal auditors and managers should from time to time test the effectiveness of various types of control in order to reduce opportunities for fraud. Justification the third component of fraud triangle is rationalization for fraudulent activity. There are a lot of different explanations and justifications of fraudulent activity. Some fraudsters concludes that they did not get a deserved promotion and want to make things right on their own. Others did not get deserved bonuses at the yearend or they rationalize their act as just borrowing from the company. The risk is higher in companies with poor management structure and unclear bonus system. Hernan (2008) suggests evaluation of management competences, objectivity and transparency in order to identify and spot on time fraud risks. If management, internal control or any other entity in a company, which duty is fraud prevention and detection, is aware of these factors, then that entity will certainly be more effective in developing mechanisms of fraud detection and punishment The Cost of Fraud Before any prevention and detection method or entity within a company is discussed the cost of fraud must be explained as only then when we realise how big damage fraud can cause, we are able to truly understand significance of internal controls, audit committee, management, internal auditors, independent auditors and certified fraud examiners. Fraud is a global problem affecting organizations of all types and sizes. According to the Association of Certified fraud examiners (ACFE) estimates that US companies loose approximately 5% of their annual revenues to fraud. Majority of frauds are detected by tips or accidently. The most frequently type of fraud are: asset misappropriation (91,5% of reported frauds), corruption accounts for 30,8% and financial statements fraud accounts for 10,6% ,with median loss estimated at 2 million dollars. Most recent large fraudulent schemes were Enron (63 billion dollars in assets) and WorldCom (107 billion dollars in assets) were investors lose billions of dollars. According to Adams et al. (2006), the greatest financial impact of fraud is in small firms and businesses. The loss of 7% of revenues (estimated by ACFE) is also significant for large companies but small companies will probably be out of business because of it. On the other hand, when fraud occurs companies could suffer from damage of brand and reputation. Stakeholders could see that as an early warning sign. Big bills caused by fraud are almost never paid by committers, but unfortunately, by innocent parties such as consumers, insurance companies etc. This just amplifies opening statement how important job of bodies in charge of fraud detection and prevention is. Fraud prevention and detection Many authors (Mclnnes and Stevenson 1997, Adams et al 2006, Hernan 2008, Grambling et al 2009) suggests that prevention of fraud is the most cost-effective way to deal with possible financial and reputation loss. For all of the reasons mentioned in previous sections of this work it is crucial for every company to develop mechanism for effective detection and prevention of fraud. Statement on Auditing Standards No. 99 by AICPA (2002) suggest that there should be a body within a company with appropriate overight function. Oversight function can take many forms such as audit committee, board of directors etc. Measures this entities can implement are divided into three categories: create atmosphere of honesty and high ethics; evaluate the risks of fraud and implement adequate processes, procedures, and controls necessary to reduce the risks and the opportunities for fraud develop an appropriate oversight process The pivotal role in the process has the companies CEO. Although the management is responsible for implementing these activities, without CEOs support, this process is likely to be successful. In the oversight process specific companys entity has specific role in preventing and detecting fraud. The most important entities will now be discussed and their role will be explained. Culture of honesty and high ethics Every organization should posses a set of core values and nurture culture of honesty and high ethics. This set of values is often involved in companys code of conduct which has aim to guide employees in everyday activities (often include topics like ethics, confidentiality, conflicts of interests etc.). Management must show to employees through their actions that dishonest or unethical behaviour will not be tolerated. It is also important for management to create: a positive workplace environment. For example, if employees work in bad work environment, the chances of committing fraud against a company are greater To hire and promote appropriate employees Provide training to new employees and introduce them with code of conduct Require from employees to annually sign code of conduct and to write about possible breaking of code of conduct If fraud occurs in organization, the appropriate steps should be taken to examine all aspects of fraud and to improve existing internal controls Implement and Monitor Appropriate Internal Controls As mentioned before in work, people often see opportunity to commit fraud when internal control system in organization is weak. That is the main reason why organization should be put more effort to minimize fraud opportunities. According to AICPA (2002) some risks are inherent within the environment of the company, but large number of them can be most can be discovered with a proper internal control system. One process for assessment of fraud risk takes place; the company can recognize controls, processes and other procedures that are crucial for reducing identified risks. Committee of Sponsoring Organizations (COSO) report of the Treadway Commission states that effective internal control should include: a well-developed control environment an effective and secure information system, appropriate control and monitoring activities. Information technology plays pivotal role in operations and transactions over information generated by computers. For this reason management need to implement and sustain proper controls (automated or manual). Especially, management is obliged to assess whether internal controls have been implemented in those areas where high risk of fraud exists and in entities where financial reports are processed. Reporting of fraudulent activities can be going on temporary basis, hence management should evaluate internal controls responsible for short term financial reporting. The institute for fraud prevention in 2007 mentioned that upper level management is usually involved in fraudulent financial reporting by overriding internal controls involved in controlling the process that fraudulent financial reporting by upper-level management typically involves override of internal controls within the financial reporting process. Because management has the ability to override controls the need for a strong value system and a culture of ethical financial reporting becomes more important. This helps create an environment in which other employees will decline to participate in committing a fraud and will use established communication procedures to report any requests to commit wrongdoing. The potential for management override also increases the need for appropriate oversight measures by the board of directors or audit committee which will be discussed in the following section. Fraudulent financial reporting by lower levels of management and employees may be detected by appropriate monitoring controls, such as having higher-level managers review and evaluate the financial results reported by individual operating units or subsidiaries. Unusual fluctuations in results or the lack of expected fluctuations may indicate potential manipulation by some department managers or employees. DEVELOP AN APPROPRIATE OVERSIGHT PROCESS After implementation of code of conduct, core values and internal control process into organization, management should also develop an appropriate oversight process to overlook internal controls and reduce as much as possible risk of fraud. The oversight process contains management, internal auditors, audit committee, independent auditors and certified fraud examiners. Audit Committee or Board of Directors Gramling et al. (2009) in his work argue that audit committee is critical element of internal controls and have important stewardship responsibility to shareholders. Also he cited former SEC chairman Arthur Levitt who described audit committee as one of the most reliable guardians of the public interest ( Gramling et al.,2009,p.24). According to research taken by Cohen et al.(2009), audit committee effectiveness has been improved since Sarbanes-Oxley act of 2002. From auditors perspective, audit committee has enough expertise to identify main risks and oversee internal controls. It is crucial that audit committee members be independent of management to provide oversight and comply with regulations. This could be a problem especially in smaller companies. Also smaller companies facing with another problem- How to find and recruit quality and qualified members for audit committee. AICPA(2005) suggested to audit committee to consider periodical meetings with representatives from each of the above mentioned groups (internal auditors,external auditors etc.) to discuss any matter could affect the financial reporting process and increase the risk of fraud. The main duties of audit committee should be to: evaluate managements identification of fraud risks and implementation of antifraud measures. Audit committee can by active oversight support management in implementation of appropriate fraud prevention measures. The final aim is better protection of all stakeholders. The Report of the NACD Blue Ribbon Commission on the Audit Committee (2000) emphasized the importance of role which audit committee plays in helping the board of directors in oversight duties, with regard to companys financial reporting processes and internal control systems. When taking the oversight responsibility, the audit committee must take care not to override managements control responsibilities. Therefore, they should have a good communication with internal and external auditors and may consider to review from time to time firm`s reported information with forecasted ones and industry averages as well. In addition to this SAS 60 in AICPA (2002) argues that communication with external auditors could improve strength of the firms internal control and give higher potential to deal with fraudulent financial reporting 10 See Statement on Auditing Standards No. 60, Communication of Internal Control Related Matters Noted in an Audit (AICPA, Professional Standards, vol. 1, AU sec. 325), and SAS No. 61, Communications With Audit Committees (AICPA, Professional Standards, vol. 1, AU sec. 380), as amended. Audit committee, as part of their oversight duties, should try to motivate management to encourage all employees to report everything that looks like unethical behaviour, fraud, or any violations of the code of conduct. The committee should then receive periodic reports from management and employees, describing the nature of any possible unethical behaviour. Report of the NACD Best Practices Council (1998) suggests that if senior management is involved in fraud (according to Deloitte survey 2008, which is the case in 68 per cent of all financial statement fraud), next management level is very likely to be cognizant of it. Hence, it would be recommended that audit committee has an open communication with one or two levels of management under senior executives. In this way they could take part in fraud identification at the top positions of the organization. Usually, the audit committee has the power to investigate all suspicious activities that catch their attention and within the realm of their responsibilities. They could also benefit from assistance of accounting and professional advisors. All committee members must be educated about finances and have at least one expert in that field. Management Mclnnes and Stevenson (1997) argue that according to statements in SAS 110 management is responsible for the prevention and detection of fraud. Also Cadbury committee (1992) requires from directors to report on effectiveness of a companys internal control system. On the other hand, Kranacher and Stern- Cpa journal argue that despite the responsibility for preventing fraud lies on management of company, auditors should be also prepared to detect fraud. Authors underpin their statement with presentation of SAS 99-Consideration of fraud in financial statements, which set new fraud standards for auditors. It requires from auditors to discuss with management about possible frauds in organization and to be aware of risk that fraud may occur and be material for financial statements. The main concerns about fraud prevention could be data presented from The institute for fraud prevention in 2007 that executive directors (CEO and CFO) could deceive auditors and audit committee by providing false information. Their analysis further indicates that in 21% of the financial statements fraud cases, external auditors were named as participants. Also in 40% of companies where fraud took place, board members were participants. This can be significant obstacle in effective fraud detection. Similar evidences could be seen from Deloittes survey taken in 2008 about financial statement fraud. CEO, CFO and controller of the company were involved in 68% of individuals who committed financial statement fraud. Other members of management were involved in 24% of all financial statement fraud. That survey can give us a lot of interesting data about financial statement fraud. For example, most common fraud schemes are revenue recognition (38%, especially recording of fictitious revenue), manipulation of expenses (12%) , improper disclosures (12%) and manipulation of liabilities and assets etc. The financial fraud schemes are most common in industries like telecommunications, technology, media and entertainment. The average duration of fraud schemes has been seven years in 2008 and has increasing trend. Responsibility of management is to supervise the employees` activities. They typically do that by implementing and montiroing all control means previously mentioned. Management is also able to commence, take part in, or direct means against fraudulent acts. Audit committee is responsible (if there is no audit committee the board of directors is in charge) to supervise activities of senior managers and think about risks that fraudulent financial reporting brings. Mclnnes and Stevenson (1997) in their work conclude that although general public perceive external auditors as strongest defensive against corporate fraud that is not their primary objective. Board of directors have a duty to safeguard the assets of their companies and to report on the effectiveness of their companies internal control system (section 404 of SOX). The most effective way of implementation of measure for reducing wrongdoing is to establish them on a range of core values that could be embraced by the company. These values consist of important key principles that have the potential to guide all employees` actions. Then this values could be taken a step further and a platform for detailed code of conduct could be forms. Companys code should entail specific descriptions about what is permitted and what is prohibited. At the end management must be clear in stating that all employee`s will be hold accountable in the company`s code of conduct. Also Mclnnes and Stevenson (1997) argue that board of directors are responsible for prevention and detection of fraudulent activities by others in the company, but on the other hand it is not clear who has a legal responsibility for preventing and detecting fraudulent activities by directors. Internal Auditors Organized audit team can very effectively be involved in many aspects of oversight control. Their familiarity with how entity operates can help them identify indicators of fraud. The Standards for the Professional Practice of Internal Auditing (IIA Standards), issued by the Institute of Internal Auditors, state The internal auditor should have sufficient knowledge to identify the indicators of fraud but is not expected to have the expertise of a person whose primary responsibility is detecting and investigating fraud. Internal auditors are in position to asses fraud risks and control, and suggest actions for risk minimization and control improvement. Some standards, such as IIA Standards, even require from internal auditors to perform assessment of possible company`s risk. These assessments of risk then provide starting point for audit plans and internal control tests are based on them. Additionally, the same standard demands that all audit plans are presented and permitted by the audit company (where audit committee does not exist this should be presented to board of directors). Furthermore, audit plans provide guarantee for affirmation of management`s control. Internal audit can have two roles detection and deterrence. Internal auditors are included in fraud deterrence by analysing and evaluating the appropriateness and efficiency of internal control systems, though Hillison et al (1999) states that it is responsibility of management. In executing this responsibility, internal auditors should: evaluate the control environment identify control weaknesses have strong communication with management Hillison et al (1999) argue that internal auditors should pay attention on cash transactions as well as on other non-balance sheet assets. The following steps should be taken: increased use of analytical review (because ratio analysis and trend analysis sometimes could show us unusual relations with other accounts, especially when we have several years data to analyse and compare Cohen et al.(2009) stated that reliance on internal auditors has increased in the post-SOX period, mainly because of section 404. Internal auditors could use a lot of techniques (analythical or other procedures) to prevent and detect fraudulent behaviour in organization. They could search for particular types of fraud or they could check high-risk accounts for frauds. Every suspicion of fraud or management involment should be directly reported to the audit committee. Independent Auditors and existing audit approach to prevent fraud External auditors have a significant role in oversight process. They should provide information to management and audit committee about possible risks. In order to have full benefit from external auditors, management should have open communication with them. Glover and Aono (1995) in their work presented basic audit-risk model which consists of three elements: inherent risk, control risk and detection risk. They stressed that auditors should understand clients internal control system because they should determine how much they can rely on accounting information generated from clients financial reporting system. On the other hand, McKee and Norway (2006) argue that auditors become too predictable in their audits and that fraudsters could anticipate their actions. Moreover, the public and stakeholders expects from auditors to do better job at fraud prevention (that is the main reason of existence of audit expectation gap). Audit plans should incorporate an element of unpredictability according to SAS 99 and ISA 240 in order to decrease fraud risk. The main benefits of unpredictable auditors approach according to authors would be increasing chances of fraud discovery (more effective audit), deterrence of fraud will be also increased (because of reduced opportunity to commit fraud) and audit will become more enjoyable. On the other hand, this will have impact on costs associated with unpredictable audit approach: extra planning time, extra time to perform necessary procedures and additional training time. Also, authors suggested a following procedures for unpredictable audit approach: random sampling, unannounced inventory observation, changing techniques from prior years, test some small and low risk accounts etc. Certified Fraud Examiners Certified fraud examiners as professionals could have the important role in oversight process. They have a lot of knowledge and experience in fraud detection and prevention and could use their knowledge to assist the audit committee and internal auditors. As professionals from outside the company they can give more objective opinion about internal control system. Also, they can evaluate possible risks of fraud ( especially fraud committed by top management) and implement appropriate measures in order to minimize it. fraud.5 5 Association of Certified Fraud Examiners, 2006 Report to the Nation on Occupational Fraud and Abuse (Austin, TX: ACFE, 2004), p. 18 Ernst Young International Fraud Group, Fraud: the Unmanaged Risk: An International Survey of the Effects of Fraud on Business (London, UK: Ernst Young, 1998), p. 2. To conclude, despite management have responsibility to conduct adequate fraud risk assessment, audit committee should overlook quality of the financial reporting process. According to Silver et al. (2008), audit committee should not only apply traditional fraud risk assessment (like segregation of duties), but to consider and incorporate proactive approach. In order to be good in their stewardship role they should improve their accounting and fraud knowledge , search for collusive fraud and obtain feedback. Conclusion Some organizations have significantly lower levels of misappropriation of assets and are less susceptible to fraudulent financial reporting than other organizations because these organizations take proactive steps to prevent or deter fraud. It is only those organizations that seriously consider fraud risks and take proactive steps to create the right kind of climate to reduce its occurrence that have success in preventing fraud. It was also found that organisations with strong internal controls, internal auditors and audit committees were better equipped to deal with fraud in any form according to Alleyne and Howard(2005)

Emotional Intelligence in Leadership Essay -- Leadership

The premise of emotional intelligence in leadership is that emotional intelligence should be the premise of leadership. Before tasks, followers, goals and styles can be defined or critiqued, the leader’s emotional intelligence must first be assessed (Goleman, Boyatzis & McKee, 2002, pg 5). Emotional intelligence then becomes the predictor of how effectively the leader will be able to lead in any given situation, set of tasks or followers. In this paper, the author will compare this premise of emotional intelligence with the Leader-member exchange (LMX) theory and the situational approach to leadership (Northouse, 2010). Also, the author will evaluate, in terms of resonance and dissonance, how appropriately an emotional intelligence model would function in a higher education environment. Emotional intelligence operates under four theoretical domains and their respective competencies that are essentially classified under two divisions: personal competence and social competence (Goleman, et al, 2002, pg. 39). These broader competencies do not describe leadership talents, but learned abilities that describe how effectively the leader manages intrapersonal and interpersonal relationships (Goleman, et al, 2002). The assumption is that if the leader is thoroughly competent in an intrapersonal sense---meaning, among other factors, he or she is appropriately self-aware, transparent and adaptable---the leader will have better interpersonal insight into his or her subordinates (Goleman, et al, 2002). This social competence delineates more specific qualities including a strong sense of empathy, service, influence, and collaboration (Goleman, et al, 2002). In terms of leadership effectiveness, these competencies are not only ideal,... ...the author believes that the comparison of the Leader-member exchange, the situational approach to leadership, and the premise of emotional intelligence has uncovered important leadership truths that may not be mutually exclusive. Surely the enigma of leadership is that it contains many truths, with the only universal truth being that none are universal, but empirically sound to aid the leader in guiding followers and the institutions they comprise. References Bolman, L. G. & Deal, T. E. (2008). Reframing organizations: Artistry, choice, and leadership, 4th Ed. San Francisco: Jossey-Bass Goleman, D., Boyatzis, R., McKee, A. (2002). Primal leadership: Realizing the power of emotional intelligence. Boston: Harvard Business School Publishing. Northouse, P.G. (2010). Leadership theory and practice. 5th Ed. Thousand Oaks: Sage Publications.

Ferm Life Cycle Essays -- essays research papers

Ferm Life Cycle Introduction:   Ã‚  Ã‚  Ã‚  Ã‚  This essay will discuss the fern life cycle as taught in biology lab. The essay will cover the basic process which we used to grow a fern. I will discuss the methods and the results of the lab exercise. Finally, I will discuss the evidence of the methods and results that were obtained . Methods and Results:   Ã‚  Ã‚  Ã‚  Ã‚  To begin our experiment we obtained a petri dish from our lab instructor which contained fern spores and the food they needed to survive. We then look at the spores through the micro scope. It was to soon to see anything but little green dots. We then put our petri dishes under a light until next week.   Ã‚  Ã‚  Ã‚  Ã‚   When we came in next week we observed our fern spores through the dissecting microscope. We looked to see if we could find anything germinating. We quickly noticed something that appeared like an air bubble squirting out something green. This was our fern spore which was germinating. Next, we removed a few of the germinating spores from the petri dish and put them under a compound microscope scope. We found the spore wall and observed how the developing gametophyte had broken through the wall, as instructed by our lab manuals. One could also identify the chloroplasts with in the cell. We then put up our dishes for another week.   Ã‚  Ã‚  Ã‚  Ã‚  The third week of our fern lab we identified the difference between male and female gametophyt...

Par, Inc.

Here is the report about Par, Inc. , is a major manufacturer of golf equipment test whether the new ball drive longer distance than the current model. To compare the driving distances for the two balls, 40 simple tests both of new and current models were subjected to distance tests. According to the data, we got the information we need for a hypothesis test as follow: | Current| New| Means| 269. 42| 266. 67| Count | 40| 40| Standard Deviation| 8. 09| 9. 79| Confidence Level(95. 0%)| 2. 59| 3. 13| | | The 40 simple of both current and new model golf balls show that the average distance of the new ball drive is less than the current model, but the standard deviation of new ball is 9. 79 which is larger than the current one and It imply the new ball is not stable as the current one, it has more chance drive longer or shorter than the current model. But at present, we can’t get the conclusion which ball drive longer distance, So we need a hypothesis test the difference of this two ball models.The hypothesis test suggested follows: H0:Â µ 1-Â µ 2? 0 Ha:Â µ 1-Â µ 2>0 We use this formula for a hypothesis test to compare the driving distance of the current and new golf balls. After analyses, we get the conclusion that we can’t reject the null hypothesis. Because this is a hypothesis test about two different populations, standard deviation of population is unknown and we use t-test and the p-value we got equals 0. 09 which is much bigger than the confidence level of 0. 05. So it is Type? error and we do not reject the null hypothesis.And we recommend the company to use the new model, that there is more chance to drive longer distance. The confidence interval we got for each model and or the difference between the means of the two populations are given below: Current: 266. 83~272. 00 New:263. 54~269. 80 The difference between two populations: -1. 26~6. 74 As the interval show above, at the level of 95% confidence, the distance current ball can drive is between 266. 83 and 272. 00 and the new one can drive between 263. 54 and 269. 80.And the new ball can drive longer distance till 6. 74 than the current one, but it is possible that the new ball drive shorter distance than the current till 1. 26. I think simple sizes for this test is not enough. Because the population of ball is very big and there are only 40 simples testing. We make assumption that the population of the ball is 1000 the simple size now is 5 and the proportion is 40/1000 and NP equals 1. 6, N (1-P) equals 38. 4. The NP is smaller than 5 so. We need more simple sizes to make the test much exactly.

Herbal Market

MALAYSIA HERBAL MARKET Currently, the value of global herbal market for nutraceuticals is at USD 70 billion and USD 20 billion for phytomedicines with an average growth rate between 15 to 20 percent annually. While the Malaysia herbal market is valued at RM 4. 55 billion 0f which 90 percent of the raw material used was imported. It is with this potential in mind that Malaysia’s herbal industry can be one of the agriculture Entry Point Projects under the National Key Economic Areas in the Economic Transformation Programme.According to the Agriculture and Agro-Based Industry Minister Datuk Seri Noh Omar, Malaysia's fast growing herbal industry is expected to contribute about RM2. 2 billion to Gross National Product (GNP) by 2020. While the world market for herbal products is expected to exceed RM2 trillion by 2020 from RM777 billion in 2009, the local herbal market was likely to grow 15 percent annually from RM7 billion in 2010 to about RM29 billion by 2020. Moreover, Malaysia h as been listed as the 12th most biodiversity nation in the world and ranks fourth in Asia.We have over 15,000 flowering plants and over 3000 species of medicinal plants in our rich biodiversity tropical rainforest. Of these about 200 are being used as herbal remedies and approximately 50 species are commonly used in traditional medicine preparation. Furthermore, Malaysians quite familiar for the uses of herbal products as our multi-ethnic communities have been practicing traditional medicine with herbal plants for centuries. In rural area, some of them still use poultices, myriad brews and pastes derived from herbal plants or used it for the purpose of physical ailments and beauty treatments.Therefore, upon realize the significance of herb, our government had given financial support to research work related to herbs in term of Intensified Research in Priority Areas (IRPA) grants, the focus areas by the National Biotechnology Directorate, as well as other grant schemes. For example, RM25 million had been allocated by the government for a local company to conduct clinical research on Tongkat Ali in order to securing approval from the US Food and Drug Administration (USFDA).Our government also support the effort that try to make halal pharmaceutical products being proved by the Halal standard for the pharmaceutical industry in order to protect the interests of Muslim consumers and all consumers in general the world over. Not only these, certain implementations also have been taken in view of turning Malaysia into a global herbal producer. World Health Organization (WHO) consistently reported that 80% of the world’s population depends on herbal medicine. There also a growing trend of people moving from synthetic allopathic drugs to herbal cures.This is because consumers realize the importance of health versus diseases, the changes in lifestyle, the growing of synthetic medical cost, and the growing knowledge of consumers about traditional medicines. Many co nsumers have known that the effective of herbal cures are the results of thousands years of herbal healing framework development through practise and error, observation, analysis and study. Moreover, there have been some high profile natural based cures such as Taxol plant for breast cancer and the Bintangor plant for AIDS.In order to achieve the goal stated in the previous paragraph, the highest standard of manufacturing should be included to be able to compete in terms of quality, safety, efficacy, pricing, and branding of products, as well as efficient distribution network and meeting international health certification standards. We also need to increase the domestic consumption by strengthen the domestic demand for Malaysian health foods and medicine besides reduce reliance on imported medicine, according to the speech by TAN SRI NOR MOHAMED YAKCOP.The ministry of health also has been diligently monitoring the herbal products in the market as well as conducted random sampling of herbal products to ensure that the standards of these products remain the same as the specified standards registered by the manufacturers. Notable markets for Malaysians herbal producer are USA, Europe, China, Japan and the Middle-east countries. This is important to ensure that our herbal product to penetrate the global export market.